[Anthony Pollard]

Hello Daniel Horowitz!

     I actually made reference to your posting and your website choice. I am using manga and anime as an avenue for students to study and exercise their writing and speaking using language. In addition to their creating manga, they should learn a historical background associated with it. Thank you for sharing it.

[Anthony Pollard]

     The USC U.S. China Institute Summer Seminar was a conventional opportunity for learning about East Asia. Educators brought together to learn information about East Asian visual culture, otherwise we may not had been exposed. From the information we learned, we are able to share with others, as it is intended for us to do, being that we are educators. This is a beginning of our exposure to East Asian culture, and the end of our ignorance thereof.

     I intend to incorporate my learning and study, into practice by using this content as supplemental information. For example, when I teach students about citation, I can direct students to content that relates to their academic subject matter. Caiifornia Common Core State Standard, Writing Standard (5) states students should "develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience." Instead of entirely using the cliche content of older texts, we can infuse cultural awareness by using East Asian content derived from the seminar. Students like literary content associated with Manga and Anime. These styles exist from Japan, but many students do not know that, maybe they do not care to know, but it is still good to inform them. Plus, students read Manga and Anime without being coerced.

     I believe East Asian art is of the greatest relevance to students. Students have told me they learn better from visual representations. When we study Racial Profiling, students will learn about East Asian soft power. Students will have an opportunity to develop their own ideas about a nation's influences on people.

     A lot of the information from the seminar may be mature for high school students. However, I created a mini-lesson to expose information about China, Japan, and Korea. Specifically, about the music scene, K-Pop; it's popular at school. Our classroom demographics are highly diverse, so this is a great opportunity to teach tolerance. 

[Anthony Pollard]

     What a wonderful way to start our tour of the Chinese American Museum, by first having Chinese food for lunch. It was "mmm, mmm, good!" Once again, I learned things about Chinese culture, I did not know. Of course I would because if I already knew, what is the purpose of going? I expect to teach students to experience my similar epiphanies.

     I think the technology exhibited at the museum intrigued me the most. I was in a particular room upstairs, and saw a colleague dancing. The visuals and music displayed on the wall was following her moments. 

     As I walked through the first floor, I was able to view a history of Chinatown. I did not know that Chinatown had moved from the location it was originally established. I was able to visit the new Chinatown where colleague took me there to visit. The pictures I saw of Chinatown were similar to the Chinatown I visited in San Francisco. I had dinner at a restaurant, which claimed it has been in existence before the 1930s. 

     The history I realized from visiting the Chinese American Museum was vast. I have a friend whose family members were from Chinatown of the past. They said they had not visited this museum. I told them they needed to visit because there may have been some history there, that documents their family members. Their family members were an integral part of the expansion and politics performed for Chinese people in America, both citizen and immgrant. 

[Anthony Pollard]

     I wrote this down "A Nation of Miracles and Wonders", but do not remember why? Can anybody help me remember? Were we talking about Korea, or was that the name of the visual recording we saw at the Korean Cultural Center? I remember learning quite a bit about Korea's location and geography. I have been to Korea, but was not as immersed as I felt by just visiting the Korean Cultural Center. 

     I was able to realize several contribution's to American culture, we might as well say it's been adapted as if it were already American culture. For example, Americans have adopted clothing, style, food, technology, and K-Pop! I learned about a style of paper made from the Mulberry tree; a name I learned was Jeonju.

    Our tour guide gave us one special command, as we took wonderful photographs and sampled technology. She said, "Befriend Korea." 

     

[Anthony Pollard]

     Carissa, I have to agree, I was astonished by the knowledge the Korean writing system was so young. I thought to myself (after having our tour guide and colleague explain the writing system to us) that I would attempt to study the Korean writing system. But then, I realized I would need to actually learn the langauge too.

     On another note, I remember hearing people speaking the Korean langauge, thinking they were speaking the Japanese language, and found it was the Korean langauge. I have been embarassed many times because I starting speaking Japanese to a Korean person, and then having them tell me they were not Japanese, and did not speak Japanese.

[Anthony Pollard]

     Professor Rosen did a wonderful job introducing "soft power" during the summer seminar. Actually, I am disappointed I will not be able to hear him speak this evening, (9-6-2018) China's Efforts to Build its Soft Power. During the summer seminar, Professor Dube further expounded on the premise of soft power. I actually like the information; I am not sure if high school students will understand. If they do understand, they will most likey agree to the existence of soft power, and its influence on American cultural.

     Professor Dube reiterated the idea that soft power is a cultural influence. What is understood is that other countries admire your country; its attraction. After studying China's soft power, I have noticed China has had influence around the world for centuries, and still has influence today, even though there has been internal cultural problems for years.   

     A particular soft power Americans experience and enjoy is movies. Americans enjoy visual representations from other countries. Other countries have allowed American visual arts performers to produce their works in their countries. We can call that "mutual soft power". 

     Power is "the ability to make something happen; the ability to get others to do something they normally would not do" (Professor Dube). Additionally, Professor Dube explains a country "create[s] something so interesting and attractive, people want to be a part of it." i have been inspired by Chinese physical fitness regiments and diets, since I was a child. How did this soft power influence me? I think I was influence by Chinese cinema, theatre. musical performers, and meals. They were interesting, attractive, and delicious.

     In closing this post, a thought: "Emulation is a by-product of soft power" (Professor Dube). What country in this world has the most affective soft power? The United States are often emulated by other countries. Advertising and product sales have increased, but many of those products are being sold to Americans. Our democratic values have been emulated, however, that can be a arguable topic. 

 

[Anthony Pollard]

     Three sessions: Tough Guys, Dandies and Dangerous Women: Japanese Theater Prints; Pleasure and Pain: Depicting Women in Japanese Prints and Paintings; and, Too Cute: Refining/Redefining Gender in Contemporary Japan. From these studies, one particular facet of Japanese Arts I did not know was the "gender neutrality" prevalent through this part of Japanese history. I shared my learning with friends, and was told it is a part of Japanese culture and well known. I lived in Japan, worked in the arts there, and did not realize some of the performers in theatre, may have been men dressed as women, and women dressed as men. However, now after studying these three sessions, it makes more sense. The United States of America has been attempting to embrace gender neutrality for years, and Japan has been sharing it with us for years.

     Japanese cultural arts is fascinating, and the depictions through the arts are amazing. The Shogun had elaborate facilities built for them to enjoy their cultural arts. For example, the Nijo Castle of 1626 was a residence for the Shogun (Professor Coates). This castle is an example of the artistic contemplation applied to this creation of asethetic value. The Shogun community contributed to its construction (Wikipedia). The castle area is still in existence to the present, even though it has gone through several modifications, many as a result of inclement weather damage (Wikipedia). The history of the castle is embodied in the art displayed there.

     Professor Coates spoke about women changing into foxes. These foxes had the ability to destroy a man, so beware. He said there was interest in human realtionships, satire, and social commentary. Notably, this is insight to a part of Japanese culture not readily displayed, to the public of other countries. 

     Professor Coates expounded on the title: Too Cute: Manga, Anime and Pop Culture; Refining/Redefining Gender in Contemporary Japan. He was able to illustrate the careful planning used to portray images of people through Japan potrait art. The particular styles of eyes, facial dimensions, lips, body shapes, all helps one determine whether a picture was a picture of a man or woman. It was interesting to learn the reason men would cut the hair from the middle of their head. According to Professor Coates, manga and anime was a means toward modernizing commentary and providing political humor for young people. Additionally, manga and anime can be entertaining.

[Anthony Pollard]

     I am tempted to declare this lecture as the premiere influential lecture of the series. Professor Rosen's exposition about soft power is a new premise for me. Professor Dube's further explanation of soft power helped me to realize the idea, usage, and effect of soft power. My comprehension of soft power is still in the emerging stage, so please add clarity or argue any premise posted herein.

     First of all, it is easy for me to express how I will share the soft power premise in the classroom (additionally, I am excited to share the East Asian cultural background I learned as support my learning about soft power.) I figure I will teach students about soft power (it can connect to American Literature), and then give them an opportunity to develop a social issue of their choice. Students will implement soft power during a week of instruction, while they record their findings, and then share their findings through a oral report.

     I understand soft power, use for this study content, as being the details use to assimulate, foster and enhance interest in a country's cultural influences (Professor Rosen presented Chinese visual culture used as a vehicle.) I realized from the several examples provided by Professor Rosen, that several countries have been using soft power, verifiable through historical contexts such as visual arts (visual arts can be seen as a strategic advantage.) Particularly, after visiting the Chinese museum, I saw the accomplished achievements and contributions brought into the United States from China (especially art.) We are oblivious to these added Chinese achievements and contributions because of the means of our American education (we just assimulate this art as being American endorsed.) The soft power affected on American residents is we greatly enjoy China's influence on American lifestyles without having to accepted China culture as a whole package (how about the idea of Feng Shui.) For example, I have been greatly influenced by Chinese health and physical fitness practices for more than 40 years (I didn't think of it as a method of soft power, but it worked.) 

     Professor Rosen mentioned that soft power is designed to internally affect a country (like its use in China to unify the people.) A possible example of a periodical exemplifying soft power is The Economist. Professor Dube corroborated soft power is a type of cultural influent. We agreed power is attraction, and causing someone to do or agreed with something they normally would not. Professor Dube expounded on the premise that soft power is [something is so interesting and attractive, people want to be a part of it.] Lastly, there are several movies produced with China in mind: soft power.

 

[Anthony Pollard]

I had the fortunate opportunity to sit with Dr. Brown's exchange student from Japan. She is studying to become a Japanese renown and noted informational curator about Japanese art. She explained there are thousands of art pieces throughout Japan which deserve recognization. Additionally, because postcards are something used in the past, they are not considered as much for their artist value. 

     So, as we listened to Dr. Brown's lecture, we actually learned the postcards created and used, had purposes to further social thought. For example, in America, we complained and rallied about the affects of cigarette usage. The cunning packaging and designs used to persuade individuals to buy and use cigarettes (one of the uses was the Camel brand of cigarettes, using there cool designed camel and camel man depicting having a suave cool classy nature.) Well, for the Japanese brands of cigarette, there were some very prominent Japanese artists, commissioned to create intricate designs for their cigarette packs. Individuals were using this product a lot, so, the designs on these cigarette packs promoted themes associated with nationalism and service. I wondered how to ask the exchange student a question about that idea, but it seemed she was learning just as I was at that moment (plus, I think it was an older idea.) 

     Dr. Brown explained that postcards and art deco were a means of public discourse and literacy. Amazing! Intricate designs and art deco  were reduced in size, in order to fit on a postcard to be displayed and sent around, thereby causing a mass dissemination of its content and Japanese value. Japanese culture seemed to share the idea of using art to spread nationalist idealism. But, Japan history seemed to comprised in these art deco exhibits too. This is similar to what we learned about the art used in the Chinese idealism to share nationalism.

     As I think of the use of postcards in America, they are used primarily to inform other people of someplace someone visited. However, the idea of sending postcards, with intricate design and art, to spread an idea, is a great idea. For class studies, students will create a postcard, based on a unit of study, and then record the feedback of their peers, to ascertain the effect of their postcard idea. Students will be introduced to the idea that this was a long honored practice in east Asian countries, particularly Japan, as exposed by Dr. Brown during this seminar. 

[Anthony Pollard]

Whoa! That's a bright star on that building. Looks to be the foundation where all these countries meet. Unfortunately, the American flag is not pictured there.

[Anthony Pollard]

It just so happens to be this response will be influence by what I saw during Professor Rosen lecture. He showed us a clip form Wolf Warrior II. During the clip, it showed the cooperation of Chinese people and people of other races. So, in this poster, there is cooperation with other kinds of people. It looks as if they received a tractor (there are several lined up on the right side of the picture.)

[Anthony Pollard]

Ok, awesome, it seems these people have come across a bridge. Tenets are written on the bridge. The people are content to be a part of this study and commitment. There are a lot of people; at the bottom right corner, one can see the multitude of people.

[Anthony Pollard]

Hello Everyone.

     Professor Yasar expounded on "Toyko Story" by Yasujiro Ozu, and it is of particular interest because there was an evident use foreshadowing. I will use this film to demonstrate style and teach the writing skill of foreshadowing, for a nonfiction text structure.

     This is an older film, so it will not be difficult for students to critically think about its literary conventions. 21st century students are highly intuitive, so they will infer several interpretations about the context of the film. Additionally, they can recognize social justice issues from the perspective of Japan (for example, the way childern treat their parents, compared to how they may feel parents should be treated.) This film has diverse content for which students may not normally be exposed.  

     On another note, we often perform visual productions as an alternate assessment. I like the idea of keeping the aspect of the camera lens 2 1/2 ft. off the ground for each scene, using one particular lens. This method is efficent for students to create an interpretation, in a specified amount of time. 

[Anthony Pollard]

     Professor Berry exposed a part of early mainland Chinese cinema as an emulation of cinema  that is successful around the world (more particularly western cinema.) China has made a great deal of evolution as it pertains to modernization through cinematic exposure, while still attempting to maintain the integrity that "glues" mainland Chinese culture into lawfulness and government. So, for China to partake in acceptable forms of cinematic expression, emulation was reasonable for politics and economic expansion. 

     We have been able to learn, 21st century cinematic expression evolved into a production and distribution of highly successful cinematic products. In addition, more Chinese actors and actresses have been able to share Chinese culture with westerners, and still maintain Chinese identity. 

     It seems the care and devotion to "the motherland" is realized through cinematic performances, and then shared worldwide. Professor Berry suggests we expose our students to various productions, after we inspect the credits. We will recognize these 21st century productions were actually produced by Chinese production companies and exhibit values acceptable for mass media in China.

[Anthony Pollard]

     Professor Berry's exposition provided a plethora of information about Mao. If I correctly remember, Mao seems to be more of a title than just one person. These teachings and practices led to the unifying and organization of millions of people in China (but unpopular by values.) Mao's influence on art/contemporary art (whether intended or not), has blossomed into a mulitmillion dollar industry, to include the visual value and morality shaping of an entire country. 

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