[Akunna Uka]

Can an attachment be added or the lesson copied and pasted? I would love to see it. 

[Akunna Uka]

Taking the Visual Cultures of East Asia seminar made me feel more prepared to teach a new elective at my school: Introduction to East Asia. I plan to incorporate most of the topic areas explored in the seminar as I have an academic year to explore East Asia with the students. Because my background is not in film or the arts, attending the seminar has compelled me to think about how to appeal to students using more engaging mediums and support the idea that academics do not merely rely on text to learn of a culture. 

The first seminar on North Korean film will be interesting to my students and offers a unique way to explore how North Korea's use of propaganda and its relationship with South Korea even as it rejects what it perceives as western influences in South Korea. I can show clips of from the Library of Congress film archive and the propaganda film produced in 2001, showing the leader's visit to Russia. I may have clips and model analysis for the students in class, and then present some options for them to watch and analyze at home. 

Another topic that I would explore with my students is that of soft power. I would discuss the difference between soft and hard power with my students and explore examples of US soft power abroad and East Asian countries' influence in the United States and elsewhere. This is an opportunity for students to brainstorm the cultural impact that East Asian countries have had on their personal lives. 

Overall, I look forward to planning for my course, and I am grateful for the opportunity to have learned from several professors who approach visual cultures in various ways. 

 

[Akunna Uka]

The video on the South China Sea hits you over the head with the message-the South China Sea belongs to China and young Chinese are committed to China. There were strong military visuals throughout the video and much of the setting took place near the sea. Manga, KPop, and other aspects of popular culture outside of China were acknowledged but the singers quickly followed with how they don't give a ***** about them. 

[Akunna Uka]

Akunna Uka-I'm wearing a white sleeveless shirt with floral print. 

I was lucky enough to attend the week long seminar at the Korean Cultural Center, and I solidified some important ideas in Korean culture. I plan to celebrate Hangul day with my East Asia students next year. Celebrating the day will be an opportunity to share Korean food and explain why the Koreans are so proud of their letter system. It is also an opportunity to discuss the relationship between China and Korea pre 16th century. 

[Akunna Uka]

Because I don't teach American History, I would focus on the Chinese immigrant experience starting in the late 19th C. One of the first timelines on the second floor drew the connection between a need for labor and migration. After the abolishment of slavery, Chinese workers were a much needed source of inexpensive labor. In the fall, I'll be mindful of encouraging students to consider how events in one country have a ripple effect impacting others. 

[Akunna Uka]

Thanks for sharing that doc, Kim. 

[Akunna Uka]

I agree with Zoey as well. I was wondering if the men were soldiers or civilians. They don't seem to be wearing uniforms. 

[Akunna Uka]

1. The larger scene may have happened before the smaller scene. In the larger scene, an older man is seeking something from a government figure of authority. There are two weaponso on the desk and a document. There is also a blue pamplet. Several men are watching the scence from afar. One man is holding his hat to his chest. In the smaller scene, the man is surrounded by  men and a woman holding a child. 
2. The men seem to be nervous for the man speaking to the authority figure. Perhaps he is turning in the weapons and documents. 
3. The colors are muted. All of the colors used are cool colors except the little girl's pink jacket and the muted tan walls in both scenes. 
4. Pre 1930s because of the muted colors used.

[Akunna Uka]

Ahh I see. Then maybe the images in the background are some of the possibilities for the women's life is she has fewer kids and can be more productive for the country. 

 

The Mao in the corner seems to approve.

[Akunna Uka]

1. I see a tall building that is taller than trees. A bright star is at the top of the building. Several flags surround the building. There is a saying on a gold block that is framed by a gold plant. The words are in two languages. 
2.  It is time for the communist countries to shine. The Soviet and Chinese flags feature prominently with other flags behind it. 
3.Red is the feature color. The star is shinigng brightly against a tan backdrop. 
4. 1950

[Akunna Uka]

I was thinking it might be a political delegation because the gentleman taking the photograph is in a suit. I wonder if they happened upon the tractor or if it was a purposeful part of the tour. 

[Akunna Uka]

1. I see a pale (wealthy?) family looking outwards. Flowers and the red star are prominent in the poster. 
2. Good Chinese people are happy and looking outwards with hope. The Chinese government offers hope to family members and the respect of soldiers. 
3. The family is very important. The ideal family is wealthy, has two kids, and has a man who serves the government directly. 
4. This poster is from before the 1 Child Policy. Pre 1970s?

[Akunna Uka]

1. I see young people running in the winter time. The area seems to have mountains in the backdrop.
2. The Chinese are productive and in charge of their destiny. They are also not alone and are surrounded by many people with similar goals.
3. The characters are all active and in motion. Girls are prominate in the poster. 
4. Based on the sweaters, I think the image is from the 1970 or 1980s.

[Akunna Uka]

1. I see a strong example of urban infrastructure. Many, many Chinese people are walking toward something confidently and covered in a protective cloth of red.  The solider has a gun and many people have a small red book to lead them. 

2. The message is that the Chinese are healthy in spirit and economically. They are marching towards the future.  The size of the red book is realistic although placed prominently throughout the image.

3. The color red is prominent. People have smiling faces.

4. I guess that the image is from the 1950s or earlier because the poster style does not seem antiquated but there are not signs of being in the information age (modern outfits, mobile technology, etc). 

[Akunna Uka]

I really enjoyed looking at the different Economist covers. Many of us teach the Opium War. Teachers can introduce The Economist image as an introduction to a discussion of the Chinese place on the world stage.  Students can create their own magazine cover to highlight the changing relationship between China and the West. They may create a cover page and write an accompanying article detailing a historical event that relates to the relationship between the West and China. The students can compile their work to create a magazine. 

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