Category Archives: Group C

Final Check In #2, Group C: Luis, Mindy, and Yahkiney

WHAT:

For our “We Monsters” project, we will focus on the stories of transgendered people, three minimum.  Their stories will be shared in the form of a digital picture book with members of the Baruch community through one, if not more, of the schools many social media outlets.  The book will feature persons throughout various stages of their transition and some of their thoughts through their road of self-discovery.

WHY:

We feel that the story of a transgender person and the main characters in the graphic novel, American Born Chinese, parallel each other.  They are both discriminated and ostracized based on physical appearance.  The transformation theme is also evident in both stories and was a theme of the book which we all found to be interesting and important (as seen by our history presentations).  The amount of ignorance towards Jin and transgender people is also a topic we which to address.  Being that the project is entitled “We Monsters”, we will address the monstrous topic by including tales of heinous crimes committed against transgender people.

Our intention is to illustrate the struggles that the transgendered persons encounters within their family and in their public life . We realize that celebrities have embraced their true-self and have documented their experience.  While we applaud their bravery, we intend to focus on the “average” person and document the stories we read in online forums, peer review articles*, and the book “Beyond Magenta: Transgender Teens Speak Out”. We also realize that celebrities are scrutinized and become the punchlines of late night television jokes but we feel that they have the financial means to isolate themselves or escape from media attention.  The average person may not have the financial means and are heavily discriminated against, bullied and targets of hate crimes.  We plan on including reports of crimes committed against people that identify as transgender and how certain states are introducing legislation in an attempt to infringe on their right of self-identification.  For example, one of the battlegrounds is known as “bathroom laws”.  That is, a percentage of the population that believes that the bathroom one uses should be based on the sex they were born with and not their identification.   We will not fully explore the details of the legislation but we feel it is worth noting because the bathrooms at Baruch are gender identity specific.  In other words, if you identify as a female but are born with male sex organs, you are free to use the women’s restroom.   We hope that after the display of our picture book, the people we showcase will serve as an inspiration.  We consider people that have courageously taken the journey towards self-sexual identity as strong, heroic people and we hope that our picture book will reflect our shared sentiments.

Please Note

“Transgender” is an umbrella term for people whose gender identity and/or gender expression differs from what is typically associated with the sex they were assigned at birth.

*http://web.a.ebscohost.com.remote.baruch.cuny.edu/ehost/pdfviewer/pdfviewer?sid=b7f1a021-be6c-49df-9a43-0bc640dbf890%40sessionmgr4006&vid=1&hid=4101

Group C- Yahkiney, Mindy, Luis

What: Our group decided to create a digital autobiography of Baruch students memories. The format of the autobiography will be done as a graphic novel. Each member of the team will ask students to talk about a moment in their life where they either felt most embarrassed, happy, sad, etc. The graphic novel will act as a flashback cloud that plays out the story of the individual. An image or short clip of the person will be shown before the comic version of their story.

The project will be in video form but will show pictures narrated by students. Music will be played in the background to support and amplify epic moments of the story. Panels of the story will be drawn, photographed and made into a slideshow video. We hope to do at least two to three stories each having a different plot and emotional feel.

Why: Choosing to turn real life stories into a graphic novel is something that peaked my interest from reading Marjane Satrapi’s “The Complete Persepolis.” There’s a thin line between reality and non-reality when someone does this and gives an outside perspective on his or her own life.

 

 

 

Group D: Final Project , Shatavia, Jeleah, Kye, Angel

What:  For our group project we are going to create a scrapbook.  A scrapbook is a book of blank pages for sticking clippings, drawings, or pictures in.  The scrapbook is going to be designed exactly how we think Jefferson, Grant, or a character from the book would create it.  We will be filling up the scrapbook with Jefferson’s important memories, moments, recipes, and his time in jail.  In order to do this, we will be looking for symbols in magazines, things from the internet, clippings in newspapers and physical objects.  Being in jail and confined to one place causes a person to use their imagination.  Similar to Jefferson and Grant they are both trapped in situations that cause them to do a lot of imagining and thinking.  Something our group will be doing in order to create the perfect scrapbook that represents “A Lesson Before Dying”.

 

Why: In the book “A Lesson before Dying” a lot of the book has to do with symbols and teaching.  Jefferson is being taught a lesson by being sentenced to death.  Grants job as a teacher is to teach and he is also asked to teach Jefferson how to become a man.  Since teaching plays a huge role in this book, the scrap book will be created to teach others about our insights, thoughts, and main ideas about the book.  We all thought it would be a good gesture to create a visual.  This way our imagination and how we views things from the book can be brought to life.

American Born Chinese – Close Reading

One of the aspects of transitioning from childhood to adolescence involves acceptance into a social circle with new peers and new roles.  Gene Luen Yang’s graphic novel, American Born Chinese, illustrates the struggle for acceptance.  Jin faces the battle of keeping his Chinese culture and at the same time being accepted by his American friends as just another kid. These opposing forces are the root of Jin’s dream of being a Transformer.

Accompanying his mother on her weekly visit to the Chinese herbalist, the herbalist’s wife (a senior citizen), asks Jin what he wants to be when he grows up.  Jin excitedly tells her that he wants to be a Transformer. The old lady represents old world customs.  First, she is keeping track of bills on an abacus and not a calculator and her inability to pronounce the word transformer (Trans-fo-ma?”, she says), and does not know the definition of the word, “Transformers”, are two more indicators of her presence as a bastion of Chinese tradition.  “Jin then explains the concept behind the Transformer toy and changes it from a robot into a truck.  Jin then tells the old woman that his mother dismisses his dream.  “But Ma-Ma says that’s silly.  Little boys don’t grow up to be Transformers.” Jin’s mother wants to strip Jin of his ability of self-identification.  Jin also understands that being able to transform comes with a special ability that not too many possess.  The Transformer toy that Jin has “… got a trailer that magically appears whenever he transforms.”  Jin verablizes his ability to change because like the toy’s motto, he too is “more than meets the eye.”  He can follow Chinese customs and traditions with his Chinese friends and family and celebrate American culture when he is around the “typical” American society one is made to follow.  “It’s easy to become anything you wish… so long as you’re willing to forfeit your soul”, the old woman tells Jin.  To the old woman, tradition and culture is what defines a person and any desire to veer from its path is complete and utter destruction.  Jin, who was earlier excited to tell another person of his dream, becomes fearful and unsure of what his future holds.  While the mother and the old woman were raised in a society that shares one tradition and the same history, it is very simple to dismiss Jin’s dreams of being a Transformer.  The old woman and Jin’s mother fail to recognize the pressure Jin faces growing up in multi-cultural society.

American Born Chinese- Close Reading

Shame is just one of the many themes in the coming of age, graphic novel,  American Born Chinese.  It touches each and every chapter in one aspect or another.  The Monkey King was not good enough for the heavens party. Jin’s denial of his identity. The shame in not being able to reconcile one’s feelings about things not within their control. For instance, body odor. Everyone smells. Whether it be a positive natural scent or a result of poor hygiene, body odor is an uncontrollable part of life.  For The Monkey King and Jin, a scenario with their own smell is tied to the very shame they seek to overcome.

We are introduced to The Monkey King, ruler of Flower-Fruit Mountain,  at the beginning of the novel. We learn that he is unlike others of his kind. He is born of rock, skilled in kung fu, and has mastered the four major heavenly disciplines. Upon learning of a dinner party in the heavens, he confidently ascends to the heavens and waits for his introduction.  Much to his dismay, the heavens guardian would not permit his admission because he was a monkey.. a monkey who hadn’t worn shoes. His humiliation exacerbated by the laughing of the party goers, he unleashes his fury and dishonorably returns to Flower-Fruit mountain only to make an unsettling discovery.  “When he entered his royal chamber, the thick smell of monkey fur greeted him. He’d never noticed it before. He stayed awake for the rest of the night thinking of ways to get rid of it”.  (Panels 2-3, pg. 79 e.b.) This stench only confirmed what the guardian had said. Above all else, he was a monkey.

Jin moved to the suburbs, at the age of nine, from a predominately Chinese community. Upon realizing that he was only 1 of 2 Asian students, in his new school, he was determined in separating himself from the Chinese culture. He avoided the Asian girl in his class and adopted his white peers mentality. Even when he eventually befriends the new Taiwanese boy, his desires remain constant. As the story progresses, Jin develops a crush on his blonde-haired classmate, Amelia. Unfortunately he lacks the confidence to talk to her and his best friend, Wei-Chen, volunteers to assist Amelia in taking care of the class pets. When Jin discovers the two locked in the closet,  he successfully secures a date and finds short-lived confidence.  With Amelia riding passenger on his handlebars, Jin realizes the journey to the movie theater has left him with a case of body odor that would keep him from making a move. “When my parents were growing up in China, neither of them had ever heard of- let alone used– deodorant, so it never occurred to them to buy such a product for me.”(panel1, pg 320, e.b.)  As successful as he believed he had been in masking his identity, not having access to western hygienic products  was a reminder of his foreignness.

The Monkey King and Jin have been confronted by their identities on their own accounts.  The heaven’s guardian of made no mention to The Monkey King’s smell or even indicated that he had one.  He was unwilling to accept his nature until was met with it consuming his home.  Amelia did not appear to have picked up on Jin’s body odor. Even after he had returned with soapy pits, the smell would have only been masked and likely linger.  The two share a similar shame in their discoveries as the cause of their smell is linked to their identities. We lack any evidence in determining whether or not The Monkey King bathed, so we can assume that he would smell no different than any other monkey. Jin is more likely to have bathed regularly,  but body odor occurs when one does not apply deodorant. The Monkey King could have bathed if had chosen. Flower-Fruit Mountain is surrounded by water, as shown in his descent. While he might have had a smell, it would differ from other monkeys. Comparably, Jin could have purchased his own underarm deodorant. When he sniffs his arm pits (panel 1, pg 315, e.b) this provides us with evidence that this is not his first encounter with b.o..  In all of his attempts to blend in,  you would think that he would have considered asking his parents to buy him some. Because his parents were kept in the dark about the date, we know that he paid for it on his own and could have purchased it himself. Overall, these situations could have been avoided.

The scenes of their discovery share some similarities but are considerably different. It is evening when The Monkey King comes home as is met with a dark and smelly room. Rather than letting some of the moonlight in, he shrouds himself alone in this darkness. Consumed with shame, he allows it to motivate him. While Jin is battling with his body odor in a dark movie theater, the arrangement allows him to hide his shame from others. He is able to enjoy himself and find confidence, as well as a “solution” to his problem. Because Jin has spent much time consciously denying his identity, he is considerably less affected than The Monkey King.  He has never thought of himself as an actual monkey.

I believe that Gene Luen Yang included these  scenes to emphasize how we often experience shame as a result of our own mistakes. And that the greatest shame is the ones we inflict upon ourselves.

Close Reading: Frankenstein (Method 2)

“When I was thirteen years of age we all went on a party of pleasure to the baths near Thonon; the inclemency of the weather obliged us to remain a day confined to the inn. In this house I chanced to find a volume of the works of Cornelius Agrippa. I opened it with apathy; the theory which he attempts to demonstrate and the wonderful facts which he relates soon changed this feeling into enthusiasm. A new light seemed to dawn upon my mind, and bounding with joy, I communicated my discovery to my father”

In chapter 2, Frankenstein recalls his youth as being defined by his pursuits for knowledge.  However, unlike most children, he yearned to discover life’s hidden secrets.  His ambitions unfulfilled, it was upon strange coincidence that he stumbles across that would bring him the epiphany he so greatly desired.

“One night during my accustomed visit to the neighbouring wood where I collected my own food and brought home firing for my protectors, I found on the ground a leathern portmanteau containing several articles of dress and some books. I eagerly seized the prize and returned with it to my hovel. Fortunately the books were written in the language, the elements of which I had acquired at the cottage; they consisted of Paradise Lost, a volume of Plutarch’s Lives, and the Sorrows of Werter. The possession of these treasures gave me extreme delight; I now continually studied and exercised my mind upon these histories, whilst my friends were employed in their ordinary occupations. ”

In chapter 15, The Monster, continues to recall what would be considered his youth.  Because of his insecurities, he lives as a silent observer to the Delacey ‘s. He spends his days learning from and secretly helping the impoverished family.  Without any intention, he discovers 3 great works of literature that would have a profound impact to him.

There are obvious similarities and differences to the discoveries of Frankenstein and The Monster. They were accidental discoveries that effected both in such a way that they had never known.  Frankenstein, despite his fathers dismissal of the treasure, was brought joy and motivation.  The Monster had no one to share his discoveries with, therefore  he had way to reconcile the feelings of pure joy with those of  dejection.

The literary value of their discoveries is another example.  The works of Cornelius Agrippa had, at some point, been of philosophical  value but was now seen as “sad trash”. Because the works had been long since disproved, one might consider it’s contents “fiction” or “fantasy”. However, because his father had not taken the time to explain this to him, Frankenstein viewed this as a literary truth.  Conversely, unbeknownst to The Monster,  “Paradise Lost” and “Sorrows of Werter” (the books he felt most impacted by) are respected works of fiction. He read these with the same regard that he had with the works he studied from the Delacey’s.

 

Monsters

In her essay, Monsters, Tacey Rosolowski, recounts her childhood and her and hers sisters obsession with B-movies that featured monsters. Rosolowski grew up in the 1960s but was too young to fully understand the social and political climate of the time.  “…the Vietnam War, the exploding racial tensions [were events] that were beyond our [her and her sisters] grasp.” The manner in which the kids in her age group mimicked their older sibling’s way of dressing and being part of the “love movement” further alienated Rosolowski.  “In these scenes I was always the outsider.”  Being an outsider explains Rosolowski’s fascination with the monster movies.  Monsters possessed several qualities that Rosolowski wished to possess and tried to personalize those characteristics into her life. She was attracted as to how comfortable monsters lived outside of the social construct. Monsters are categorized as something abnormal. Abnormal not just in appearance but abnormal to the accepted social structure. Rosolowski and her sister would not behave in the manner that young ladies were expected to behave.  Watching monster movies offered that escape.  Not only was Rosolowski able to associate with the monster as beings outside the social construct,  she was able to personalize their physical appearance. As a child, Rosolowski battled weight issues, or better yet, was told that she suffered from weight issues.  Rosolowski appreciated the fact that monsters were not concerned with the appearance.  “…plodding monsters spoke to me. They burst out freely, throwing their weight around utterly unrestrained.”  Rosolowski was very much constrained. Into trying to lose weight and having controlled portions of the foods she ate.  Rosolowski desired the power to become free and to define herself outside the social construct. Because of this longing, it is clear as to why Roslowski sought refuge and found inspiration in monster movies.

  1. B-Movies are not as popular today as they were when Rosolowski grew up.  If Rosolowski grew up today, what genre of film do you think she would draw inspiration from?
  2. Children today are being bullied at alarming rates and in some instances resulting in death. Do you think that B-movies would help them find the strength and courage to be themselves?

 

Ladies and Monsters

In “Monsters,” Tacey A. Rosolowski recounts some of her fondest and most fundamental childhood memories–gleefully watching campy horror movies with her younger sister. Too young to understand war, let alone march against it, Rosolowski felt alienated by the peace-and-love hippie revolution that had become her contemporary culture. She didn’t want to draw flowers on her face. She couldn’t yet, given her age and relative experiences, understand how creating and displaying beautiful images could effectively protest war. At the age of fourteen, what she did understand was that there was this idea of a feminine standard that was quickly descending upon her body, mind, and being.

To protest this personal war on herself, a war coming from all sides, including from internalized ideas within herself, she watched monster movies. Monsters, who look and behave exactly the way a modern, civilized lady shouldn’t, would momentarily free Rosolowski and her sister from the feminine mold that was fast closing in on them. In what she later recognized as a safe space, Rosolowski and her sister did not need to look or act any which way; they “pretended” to be the monsters they saw on screen, acting loud and brash and gross. These monsters–Godzilla, The Claw, Mothra–demolished cities unapologetically, in their own interest. Human girls, on the other hand, are taught not to do anything unapologetically–and certainly not when it’s in their own interest.

Rosolowski states “Kids will probably always love huge, fantasy beasts–they hold out the hope of omnipotence to anyone dwarfed by the world.” (281) While that is probably true, the question of why boys more often evolve into men who love monsters and gore, and why girls often evolve into women who shriek at the sight of monsters, follows. Men who relish in monster movies will harmlessly, often affectionately, be labeled “boyish,” or “still a boy at heart,” or simply, “a boy.” Women who hoot and holler or express anything but disgust and discomfort while watching scenes of horror are traditionally labeled, “barbaric,” “unladylike,” or, in many cases derogatorily, “a dude.” The difference between “a boy” and “a dude” is that though both are decidedly masculine descriptors, one (“a boy”) denotes a natural, inescapable, and mostly harmless attitude toward fun, while the other (“a dude”) suggests a slovenly, immature, underdeveloped attitude toward life. That males should be labeled one and females, the other, for displaying the exact same behavior and reaction toward a stimulus highlights much of what we expect of women, and what we expect in growth, in both women and men.

  1. What qualities do outcasted women and B-list movie monsters share?
  2. What qualities do successful men and B-list movie monsters share?