1. SLFS: Ideas for Action chapters 5 and 6; Video for Change chapter 4 Sarah Bishop 2/12/13

2. Ideas for Action chapter 5: “Theorizing and Fighting Racism”  http://gorillavid.in/wbd7crl1tikp http://gorillavid.in/wbd7crl1tikp  The values assigned to differences of race have been determined largely by politics rather than science or common sense,  Manifest destiny  the U.S., as an Anglo- Saxon nation, was destined to rule the whole continent.

3. A Legal History of Racism  “The contradiction between belief in equality and their desire to treat others unequally necessitated the development of increasingly sophisticated systems of justification” (Kaufman 2003, 124).  This justification enforced the belief that the U.S. belongs to its white citizens.

4. The 1600s and 1700s  1676  European colonial powers establish “white” as a legal concept  Circa 1776  defines “white” as English, German, and Dutch people but excludes Irish, Italian, and Polish people  Nationalization Act of 1790  allowes “free, white immigrants” to be eligible for citizenship  Naturalization Act of 1795  makes it harder for immigrants to become citizens

6. The 1800s  1865  thirteenth amendment; abolishes slavery throughout the entire United States  1868  fourteenth amendment; allows blacks born in the US to be US citizens  Naturalization Act of 1870  permits "aliens of African nativity and persons of African descent” to become naturalized citizens of the US. Other non-whites were excluded from the act.  1870  fifteenth amendment; prohibits government in the US from denying a citizen the right to vote based on race/color  1876  intoduction of Jim Crow Laws

7. The 1900s  1954  Brown Vs. Board of Education declares the segregation of schools unconstitutional  1955  beginning of the Civil Rights Movement (Opposed by the KKK)  1965  voting rights restored and protected  Immigration and Nationality Services Act of 1965  dramatically opens entry to the U.S. to immigrants other than traditional European groups

9. Institutionalized racism  Overtly biased laws  Rules that organizations use  The legacies of racism that perpetuate unequal outcomes  Institutions tolerance for racist actions by people in positions of power

10. Fill in the blanks  “13 percent of drug users are African American. ____ percent of those arrested for using drugs, ___ percent of those convicted, and ____ percent of those who go to prison are African American” (Kaufman, 2005, __).

11. The legacy of Racism  “When something bad happens to a white person, this lens encourages us to think of that person as an unfortunate victim. When something bad happens to a person of color, the lens encourages us to think that he or she somehow did something to bring the problem on his or her self. When a person of color walks into a store, this lens produces an image of that person untrustworthy and likely to steal” (Kaufman, 2005. 133).

12. Discussing Race  Most Americans believe racism is wrong but feel uncomfortable discussing it.  White guilt is when whites feel they must feel guilty when looking at racial history, which they do not want to do or feel they deserve, so they have no choice but to avoid discussing race

13. Forms of Racist Consciousness  Aware blatant  Aware covert  Unaware/unintentional  Unaware self-righteous  Internalized racism  http://www.youtube.com/watch?v=WG7 U1QsUd1g http://www.youtube.com/watch?v=WG7 U1QsUd1g

14. Challenges and approaches  Assimilate or socially transform?  Single-issues approach vs. a multisystems approach

15. Ideas for Action chapter 6: “Theorizing and Fighting Gender-Based Oppressions”  Quiz: can you recall from the reading the year that the federal law outlawed discrimination on the basis of gender in education institutions that receive federal funding?

16. What Feminism Isn’t  “Feminism is represented in the mass media as an extremist fringe of women who want to glorify ugliness and hate men” (Kaufman 2003, 152).

17. Gender vs. Sex  Sex is a biological difference  Gender is a social difference  Sex and gender are treated differently in different cultures.  How is gender constructed? Nature vs. nurture.  The baby x study

18. Gender formation in the U.S.  The separation of public and private spheres and the myth of the nuclear family set the standards for today’s dominant conceptions of masculinity and femininity.

20. Discussion Question  If women are seen as second class citizens when compared to men, why were women and children sometimes put before men?  Ex: nearly 75% of those who survived the sinking of the Titanic were women and children, of each class. Why???

21. Main Schools of Feminist Thought  Liberal Feminism  argues that women should be able to be just like men and have access to the public sphere.  Radical Feminism-  argues that the values of the private sphere—the cooperation and nurturance associated with women-should come to rule society.  Socialist Feminism  argues that the whole setup of public and private spheres is a political operation that must be challenged

22. Working Women  Socialist feminists have worked hard to establish the activities of the private sphere as work  If such work is considered, a married women with children works an average of one month a year more than her male partner.  America needs part time jobs with benefits and generous parental leave policies.

23. Key Quote  “As women have tried to escape from the confines of the heterosexual nuclear family and the ways that motherhood limits their access to money, prestige, and a sense of accomplishment, they have been blamed for not doing what men have never done” (Kaufman 2003, 166).

24. Food for Thought  75% of murder victims in the U.S. are male. Why?

25. Approaches to Organizing  National Organization for Women (NOW)  The Human rights Campaign Fund (HRC)

26. Video for Change chapter 4: “Video Production: Filming a Story”  Keep you camera in the shade after filming  Pointing your camera lens at the sun or another strong light can permanently damage it

27. Technique  Shot  a series makes a Sequence  Sequence  a series makes a scene  Scene  a series makes a video

28. Shots!  Extreme long shot  Long shot  Mid-shot  Close-up  Extreme close-up

29. Getting Quality Footage  Auto focus is best in good lighting with limited movement  When filming multiple moving subjects in low light, use manual focus  When in doubt…wide shots are almost always in focus

30. Lighting  Artificial light gives an orange tinge while outdoor light gives a blue tinge  Reset the white balance if lighting conditions change, by zooming in on a piece of white paper or turning the camera off and on  Key lights, fill lights, and backlights  In low light, pictures will be of poorer quality  Softer light it better for portraits

32. Moving the Camera  For every shot in which you move the camera, shoot five still shots.  Hold shots for 10-15 seconds.  Get still shots before and after camera movements.  Basic camera movements: pans, tilts, and zooms. Do not overuse.

33. Sound  Use headphones when recording to evaluate sound  Filming in rooms with sound-absorbent materials in them such as carpets, curtains, or soft furnishings is preferred.  Control what you can

34. Tips  Bracket your shots  Demonstrate cause and effect  Avoid “yes” and “no” questions in interviews  Don’t ask leading questions

35. Types of Footage  Cutaway  Reaction shots  A Roll  B Roll  Verite

36. Group Activity  In two groups of four each…  come up with a scene one of you might have in your film (an introductory or key scene)  Break it down into a story board and draft a shooting plan for the scene  See the bullet points on pages 161-162 for guidance

37. Remember…  “No matter how compelling we think an issue or story is, it is our job to present that story in a way that engages the audience’s intellect, their emotions, their senses of humor and justice, while not oversimplifying the issue or irresponsibly representing people or situations” (Duchesne, 2005, 149).

38. Sources  Duchesne, Joanna. “Chapter 4: Video Production: Filming a Story” in Video for Change: A Guide for Advocacy and Activism, edited by Sam Gregory, Gillian Caldwell, Ronit Anvi, and Thomas Harding, 122-166. London and Ann Arbor: Pluto Press, 2005.  Kaufman, Cynthia. “Theorizing and Fighting Racism” and “Theorizing and Fighting Gender- Based Oppressions” in Ideas for Action, 121-184. Cambridge, MA: South End Press, 2003.  On my honor, I have read the assigned material in its entirety, and I have not given, received, or witnessed any unauthorized collaboration on this work.

39. Pictures Used  http://www.google.com/search?q=slavery&hl=en&client=safari&tbo=d&rls=en&source=lnms&tbm=isch&s a=X&ei=pq0WUfWSM5Dv0QGZ54DwCw&ved=0CAcQ_AUoAA&biw=724&bih=399#imgrc=CNselFtAEfxd8 M%3A%3BsVO25YcDakTr8M%3Bhttp%253A%252F%252Fwww.wttw.com%252Fimg%252Fdto%252Fdto1- broadside-slaves-at- auction.jpg%3Bhttp%253A%252F%252Fwww.wttw.com%252Fmain.taf%253Fp%253D76%252C4%252C3%252 C4%3B350%3B299  http://www.google.com/search?client=safari&rls=en&q=KKK&oe=UTF-8&um=1&ie=UTF- 8&hl=en&tbm=isch&source=og&sa=N&tab=wi&ei=MdwWUZmHIqbq0AH8ooGICQ&biw=1043&bih=575&s ei=StwWUbiJAc3p0QHd_oH4Bw#um=1&hl=en&client=safari&tbo=d&rls=en&tbm=isch&sa=1&q=racism+kk k&oq=racism+kkk&gs_l=img.3..0.81070.81870.2.82024.4.3.0.1.1.0.112.242.2j1.3.0...0.0...1c.1.2.img.waXA2a3z nhw&bav=on.2,or.r_gc.r_pw.r_qf.&bvm=bv.42080656,d.dmQ&fp=ca4e742917cb79d1&biw=1043&bih=575 &imgrc=S82zVAwGyjo_pM%3A%3B8oZA1e5y- gWnJM%3Bhttp%253A%252F%252Fliveraf.files.wordpress.com%252F2012%252F05%252Fj.jpg%3Bhttp%253A% 252F%252Fliveraf.wordpress.com%252F2012%252F05%252F22%252Fkkk-member-running-for-sheriff-hosts- cross-burning%252F%3B600%3B424  http://www.google.com/url?sa=i&rct=j&q=three+point+lighting+setup&source=images&cd=&cad=rja&d ocid=W4DEdcWaT8IUrM&tbnid=ckL0- DSUMVaCeM:&ved=&url=http%3A%2F%2Fgolddeals.info%2Fdevelopment%2Fmanoj%2Fcybermodels6%2F webcamlisting.html&ei=I8sWUfm5OO680AG764HYCQ&bvm=bv.42080656,d.dmQ&psig=AFQjCNE6auCuq qgXWroXpQJi1ShtPP6GKw&ust=1360534692150626  http://www.google.com/search?client=safari&rls=en&q=nuclear+family&oe=UTF-8&um=1&ie=UTF- 8&hl=en&tbm=isch&source=og&sa=N&tab=wi&ei=DtMWUaDqM5G50QGho4GwCw&biw=869&bih=479&s ei=OdMWUZ62PLHv0QGtnYHYCw#imgrc=LgfU_5KDIa1I1M%3A%3Br5qPdeugDtrElM%3Bhttp%253A%252F%2 52F4.bp.blogspot.com%252F- pgqMScIvw68%252FTm6QHFoDavI%252FAAAAAAAAAEo%252F4xnqKoGVtwc%252Fs1600%252Fnuclear%25 2Bfamily.jpg%3Bhttp%253A%252F%252Fshortthoughtsbigideas.blogspot.com%252F%3B950%3B941  http://www.google.com/search?client=safari&rls=en&q=filming&oe=UTF-8&um=1&ie=UTF- 8&hl=en&tbm=isch&source=og&sa=N&tab=wi&ei=C9sWUb- cNaux0QGsloD4Cg&biw=1043&bih=575&sei=DdsWUd3NGYay0QHkuIHYAg#imgrc=ICDcEmW- E1aL2M%3A%3B0aUnbpEDhynh4M%3Bhttp%253A%252F%252Falightdancetheater.org%252Fblog%252Fwp- content%252Fuploads%252F2011%252F12%252FTBT-Filming- II.jpg%3Bhttp%253A%252F%252Falightdancetheater.org%252Fblog%252F%253Fattachment_id%253D1913% 3B2048%3B1536