PITZER MS70 • MEDIA and SOCIAL CHANGE • FALL 2017
MW 11:00am-‐12:15pm • West Hall Q116
Screening Mon 7:00-‐9:30pm • West Hall Q116
Gina Lamb x79121 • email@example.com
Office: West Hall Suite Q100 (in External Studies Suite)
Office hours: Monday 12:15-1:00pm Wednesday 1:30 – 4:00pm by appointment
SOCIAL JUSTICE LEARNING OUTCOMES:
1) Students will be able to identify and describe the hegemonic structures and practices that further social injustice and oppression by studying key international social justice movements arising in the last 100 years that utilized film, video, and/or new media as a catalyst for change.
2) Students will gain historical and theoretical perspectives of how film and new media have been utilized as a tool to address social injustice and spark revolutionary movements and conversely how social movements have sparked new media theories and our relationship to mass media.
3) Students will be able to demonstrate a sophisticated understanding of social justice issues by describing and analyzing specific issues or movements from multiple perspectives and by applying theoretical media frameworks to these issues.
4) Students will be able to identify barriers to equality and/or inclusiveness and explore strategies to remove them by building their own media manifesto/theory and participatory media campaign around a current social issue that directly affects course participants and advocates change.
5) Students will be able to identify and describe the ethical and political implications of injustice, social problems, social stratification, the interdependence and intersection of systems of oppression, interpersonal and structural discrimination, and unequal distribution and access to media power and resources, how mass media plays a role in reinforcing inequality and how media activists/theorists work to make these structural disparities visible by deconstructing mass affect.
COURSE DESCRIPTION: This course presents an overview of movements, theories, and methods employed by media makers committed to social change in the last 100 years. From the early Soviet film collectives, through the Third Cinema movement of 60s in Latin America, and continuing on to early video activists, queer, and youth video movements in the U.S. that have laid the groundwork for the rise of socially driven media collectives and campaigns today. In response readings, and film screenings, students will be asked to critique the efficacy of media documents as organizing tools for raising consciousness and critical dialogue. This semester we will be looking at media past movements/theories through the frame of the current Black Lives Matter movement. Students will be asked to develop their own theories of media as a conduit for social change based on the creation of participatory production projects and writing that strive to incite civic discourse and activate their peers about issues related to institutionalized racism as it exists in the U.S. today.
COURSE REQUIREMENTS: Attendance and participation (15%): Bear in mind that participation doesn’t mean simply doing the work, or simply speaking up in class, but actively working to make the class a positive learning experience for you and your fellow students.
Blogging (25%): Each of you will become a member of our course blog, using your posts to respond to our course readings, to reflect on how we are using technologies for change, to draw your classmates’ attention to articles and media artifacts you’ve found that are related to readings. You are required to post one entry each week. Before the start of class each Monday; you are also required to read some of your classmates’ posts and leave two feedback comments each week.
Assignment #1 Micro-aggression Blog (5%) – over course of the semester post 5 or more micro-aggression observations and/or community action response entries to the micro aggression blog.
Assignment #2 Class presentation (20%): Part 1 – In teams – research existing media, media collectives, or media campaigns (curriculum, videos, websites) that attempt to educate, decolonize, and/or disrupt the prevalence of white supremacy in educational settings/institutions or online communities. Each student should choose one or two examples and analyze for content, delivery and efficacy, in preparation producing your own media project. Present your research in class with written analysis. Part 2 – write-up and present your group project plan for a media campaign that brings awareness to and/or advocates action to address white privilege/supremacy, institutional racism, classism, etc…on campus. What creative approach will you implement, and what campus groups will you ally with to gather testimonials. Media Analysis Presentations Due 10/2 & 10/4 – written analysis due 10/6/17
Assignment #3 (20%) In teams – throughout semester continue to develop your group’s media campaign by collecting written and/or videotaped testimonies addressing your group’s campus climate topic. Create an associated manifesto that remediates our current political & institutional landscape around issues of race/gender/immigration status/religion/and class issues. Your manifesto should include a title (at least three words) that activates your idea in the mind of your audience/participants. Project Update Presentations Due 10/30 & 11/1 – written manifesto due 11/3
Assignment #4 (30%): Final Group Presentation on your semester long media project. Present in groups class 12/4 & 12/6 and turn in individual written analysis/theory (four pages).12/15/17
BOOKS & READINGS (available a Huntley):
Revolution 2.0: The Power of the People is Greater Than the People in Power, Wael Ghonim,
The Medium is the Massage, Marshall McLuhan & Quentin Fiore, Ginko Press
The Media Ecosystem, Antonio Lopez, Evolver Editions
Other readings are in available as pdfs on Sakai.
WEEK 1 – Aug 30 – Black Lives Matter and White Privilege in the U.S.
WED – Course overview and discussion of race, class, and colonized thinking in the US
WEEK 2 – Sept 4 & 6 – Civil Rights Movement to Black Lives Matter
MON Eve screen: I’m Not Your Negro, Raoul Peck 2016
WED – Documenting Social Issues, Struggles for Representation
screen excerpts from: Black Journal 1968, NET, Inside Bedford-Stuyvesant: Leroi Jones, 1968 and coverage of the Watts & LA Uprising
WEEK 3 – Sep 11 & 13 – VERTOV – Early Russian Film Collectives and the Self-Reflexive Film
MON – Leah Lievrouw, Alternative and Activist New Media, Chapter 1
WED – Dziga Vertov, excerpts from Kino Eye, edited by Annette Michelson
WEEK 4 – Sept 18 & 20 – DADA and SITUATIONIST THEORY
MON – Leah Lievrouw, Alternative and Activist New Media, Chapter2 and Guy Dubord, excerpts from Situationists International Anthology, edited by Ken Knabb
WED – project discussion
WEEK 5– Sep 25 & 27 THIRD CINEMA – deconstructing neocolonialism in Latin America
MON – Fernando Solano and Octavio Getino, Towards a Third Cinema
MON – SCREENING – Now, Santiago Alvarez, and Hour of the Furnaces, 1968, Solanas and Getino
WED – Paulo Freire, Pedagogy of the Oppressed, Chapter 1 and bell hooks, Talking Race and Racism, Teaching Community
WEEK 6 -– Oct 2 & 4 Social Change Media Analysis Presentation and Paper Due
MON & WED – Student Presentations – Assignment #2
MON – Evening tech demo – Mac lab – P104
WEEK 7 – Oct 9 & 11 – Early Video Art Collectives – Media Affect
MON – Subject to Change: Guerilla TV Revisited, Deidre Boyle and excerpt from Hello Tiger, PTTV
MON – SCREENING – Four More Years – TVTV, Television Delivers People – Serra & Schoolman, Chris Burden – TV Commercials, Revolution in A Box – Paper Tiger Television, Joan Does Dynasty – Joan Braderman, Paper Tiger,
WED – Marshall McLuhan, The Medium is the Massage, – bring your book to class!
WEEK 8 – 16 & 18 –
MON- FALL BREAK
WED – Steve Goodman, Teaching Youth Media: A Critical Guide to Literacy, Video Production and Social Change, Educational Video Center, Introduction & Chapter 1
WEEK 9 – Oct 23 & 25 – ACT-UP – Queer Media Collectives – Personal as Political
MON – Catherine Saalfield , On the Make Activist Video Collectives and Gregg Bordowitz, Operative Assumptions, Resolutions, DIVA TV and AIDS Coalition to Unleash Power (ACT-UP)
MON – SCREENING – Tongues Untied, Marlon Riggs, 1989, and youth media selections; I’m Not A Boy, Julie Joyce, and Black Widow, Genne Scott
WED – Riggs, Tongues Re-Tied, Resolutions and Riggs, Listening to the Heartbeat
WEEK 10 – Oct 30 & Nov 1 – Media Manifesto and Campaign Update Presentation
MON & WED – Student Presentations – Assignment #3
MON – Evening tech demo – Mac lab – P104
WEEK 11 – Nov 6 & 8 – Tactical Media Events, Hactivism, and the Zapatista Movement
MON – Graham Meikle, Turning Signs into Question Marks and Hack Attacks, Future Active
MON – SCREENING: Subcomadante Marcos, Floodnet – Electronic Disturbance Theater, Ricardo Dominguez, Barbie Liberation Operation, Igor Vamos and The Yes Men Rule the World, The Yes Men
WED – Graham Meikle, Open Publishing Open Technologies, Future Active
WEEK 12 – Nov 13 & 15 – Advocacy and Participatory Media Process
MON – Gillian Caldwell, Video for Change, Chapter 1 & 3: Using Video for Advocacy, Witness.org
MON – SCREENING – System Failure and Books Not Bars, Ella Baker Center and Witness.org, Film Aid
WED – Luchs/Miller, Mapping Memories: Participatory Media, Place Based Stories & Refugee Youth
WEEK 13 – Nov 20 & 22 – Egyptian Revolution – Organizing on Social Networks
MON – Wael Ghonim, Revolution 2.0, Chapters 2 & 3 and List of Demands
MON SCREENING – Asmaa Mahfouz, Words of Women from the Egyptian Revolution, Wael Ghonim
WED – Wael Ghonim, Revolution 2.0, Chapter 4 – Online and On the Streets and Epilogue.
THURS – “Thankstaking” break
WEEK 14 – Nov 27 & 29 – The 99% and Mediating an Earth Democracy
MON – Manuel Castells, Networks of Outrage and Hope, Occupy Wall Street (sakai)
MON Evening – Computer Lab – technical assistance for final presentations
WED – Antonio Lopez, The Media Ecosystem, Chapter 2 – Mediating the World System
and Chapter 6 – Mediating an Earth Democracy
WEEK 15 – Dec 4 & 6 – Final Presentations
MON & WED – final group project/paper presentations