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Ruth HickmanThis was by far one of my favorite experiences too during the institute Jessica. The docent was so intelligent, friendly, wise, such a philosopher! I could have talked to her all day and night. I have to agree Jessica that are docent was simply phenomenal in her knowledge about the Old & New Chinatown. She even knew so much about the history of Los Angeles and East Los Angeles. I love that Jessica and the docent live in the same neighborhood!
My favorite part of the museum was the Hip Hop influence of Asian culture and the Chinese herbs store display. The emergence of hip-hop culture in East Asia has led to the rise of a new group of entertainers and influencers. With stars such as Chinese social media influencer Jin Jun, best known for his baby dreadlocks, former EXO boybander and Rap of China judge, Kris Wu, whose catchphrase on the show was “You got a freestyle?”, and South Korean K-pop star RM from BTS, underground trap rapper Keith Ape, and Tokyo-based rapper KOHH, hip hop has exploded globally and everyone wants to rap and think that they are a Hip Hop Artist with out knowing the history. Hip hop began as an underground subculture in the late 1970s in the Bronx in New York City. While the genre has since spread to become a global movement, in Asia, it is most notably led by the South Korean K-pop industry, where urban and hip hop-influenced acts like Big Bang, CL, and TV shows like Unpretty Rapstar have proven popular over the past few years.
But while hip hop and African-American culture influence lifestyle trends and brands in East Asia, there is little understanding of identity and culture of my people. In many cases, celebrities and influencers are criticized for borrowing from other cultures without acknowledging the history and heritage behind them and that is what concerns me the most.
Moreover, I learned about the relocation of Chinatown because of Union Station and the discrimination practices that prevented the buying of property and housing in Los Angeles. I also learned about the expansion of Monterrey Park and the existence of a street called "N-word" alley in Chinatown. When Jessica and I, spoke with the docent, we were able to find out that the street was originally called Callejon de los Negros, but when California became an American state, it was translated from the Spanish word into "N-word" alley. Historically it was the "undesirables"--Blacks, Chinese, Mexicans, Jews, Italians, Irish--who were forced to live on that street. There was so much to think about and process about this alley and how it was named. From the Spanish to the English, there was an intentional change in the word used and the connotations of the word. I too would also be interested in learning more about why it was changed in this manner. This really piqued my interest too Jessica and sparked my desire to learn more about the history of Los Angeles.
Ruth HickmanI really enjoyed our field trip to the Korean Cultural Center! I especially loved the displays and enjoyed the interactive technologies throughout the exhibit! I have to agree with you Jessica that I too found it very strange to not hear more detailed information on the history and politics given that culture always happens in the context of history and politics. I was hoping to learn more about the politics and history of Korea that I maybe I did not know. I was also happy that I learned more about the landscapes of Korea and about the areas that are now considered Heritage sites, along with the technology work. I too am more curious about learning more information on the Heritage sites and on the technologies being advanced in Korea. We should plan a trip to South Korea Jessica, so we can explore the history in the country and find what secrets we can uncover!
Ruth HickmanHi everyone! I'm wearing the sunglasses and purple scarf on the right, next my new friend Jessica Rodarte! xo
Ruth HickmanAs a newbie to seminars for Educators, I was super excited to attend the US-China Institute and Explore East Asian Visual Culture at USC. My field is Arts, Media, and Entertainment so this seminar was perfect for me! Overall, this was such an amazing opportunity to connect with other Educators from such different backgrounds, schools and fields. I was inspired to bring K-Pop Videos, Japanese Art Deco paintings, and Asian films into my classroom.
Since the program ended, I have continued my research on East Asian Visual Culture and I plan on using Professor Yasar's lecture on Ozu's, signature camera position, the 2 1/2 feet above the ground and discuss how it serves a lot of purposes. I can teach the importance of camera placement in film to my TV/Video Production high school students. Moreover, I also love Ozu’s modern life and movement from one place to another and the break down of the family in his filmmaking as well as the "Pillow shot", which evokes a certain place. Furthermore, I will incorporate the Common Japanese Themes in class discussions:
The Four Seasons
The tensions between duty/obligation (giro) and human emotion (ninjo)
Impermanence and decay
Loneliness
The dialectic of stillness and sudden violence
Ero-guro-nonsense
I had such a wonderful experience and loved staying at the Radisson Hotel across the street from the USC campus because I was able to explore the University and arrive easily everyday. As an Educator, I feel that I grew because I learned more history, which is one of my favorite subjects. I learned about the concept of “soft power”, the relationship between China, US, Korea and Japan, and the rich visual culture of East Asia. I plan on using everything that I learned!
I want to lead a discussion of Hollywood/China/Nollywood/Bollywood film industry, K-Pop, and Anime with my students in my classroom as I love to incorporate culture in arts, media and entertainment. I also want to incorporate the “Look! What do you see?” activity that professor Michael Berry presented during his presentation about Contemporary Chinese Culture and Cinema.
I was also so intrigued with the concept of “soft power” and was unfamiliar with the term and the ways in which China, Korea, and Japan are exercising “soft power” in the American entertainment industry. As a entertainment industry professional, I have worked in television and commercials for many years and as a Career Technical Education Instructor, many of my students are interested in the entertainment industry. I want to use the arts as an entry way to discuss the global news and governments and politics of China, Korea and Japan.
In conclusion, I want to thank all of the wonderful Professors that I learned so much from and a special thanks to Catherine for working so hard at organizing all of the daily logistics and for all of the delicious food. I want to celebrate the US-China Institute for this influential East Asian Visual Culture Seminar and express my gratitude for the new resources my students and I now have access to. I gained new friends and colleagues and I can not wait until next summer.
Thank You So Much! Feel free to follow my students and I on Instagram @phs_tv and @patriot_photo xo #ruthteachesyouth
Cheers!
Ruth HickmanThis is the first time that I had heard of the term “Soft Power” with Professor Rosen's lecture which inspired interesting conversations and creative ideas for lesson plans. I learned that China began in the late 1990s to really use soft power, and now stands as the region’s largest investor in various instruments of soft power like social media outlets. In about 15 years, China has created new foreign language TV stations, revamped its management of the foreign media, surged its student exchange programs, founded some 320 Confucius Institutes at overseas universities (with plans for another 1,000), and played host to a series of major events like the Olympic Games. Moreover, Taiwan, India, Indonesia, Japan, Singapore and South Korea have all started spending significant sums on various aspects of public diplomacy. Even Myanmar has set up English language TV stations and acquired a social media presence. South Korea is expanding the number of King Sejong Institutes, tasked with promoting Korean language and culture, from about 35 to 150 by 2015. I already use lots of visual culture in my classroom teaching tv/video production however, I will be sure to include more visuals about the Chinese-Hollywood connections, Nollywood and Bollywood.
Ruth HickmanProfessor Coats actually shared with me today that the writer of "Memoirs of a Geisha" was actually one of his students and that he had some issues with the film for example how they cast a Chinese lead actress instead of a Japanese actress.
Ruth HickmanI truly enjoyed Professor Coats lecture and learned so much about Japanese theater, prints, paintings and art. I would like to explore with my students the Shogun Nijo Castle 1626, Puppet Theater Dramas about everyday life, Sarugaku “monkey music”, Buddhist & Shinto Religion, Izumo Shinto Shrine Nembutsu dancing, Kabuki Theater in Gion, Ichikawa Danjuro Masculinity or Femininity poses, Kumadori Stage Makeup, Ichikawa Ghost Plays, Wagoto Dandies, gentle emotional men, Onnagata _ Female Impersonators 1630-Present Men play women on stage, Iwai & Segawa, and Sharaku 1794-1795 why he disappears and how the government controls the people spilt into fours with the military as the lead. I will definitely create a Photoshop lesson for my digital photography classes on Japanese theater prints and paintings. Inspiration https://design.tutsplus.com/tutorials/create-a-japanese-ukiyo-e-style-print--vector-4288
Ruth HickmanRuth HickmanJapanese Workblock Prints https://ukiyo-e.org/
Ruth HickmanI see all of the flags of Communist countries united together under a shining bright star as if Communism is the way!
Ruth HickmanI think this poster depicts Africans taking a tour of a Chinese factory and they are happy about the partnership and future of working together to grow their economies.
Ruth HickmanA group of different military branches all celebrating together their government and success of building a bridge for their country and their people in the background cheering them on.
Ruth HickmanHi Kim, yes I would totally assign students roles for each job description into groups of five to shoot a K-POP music video. For example, assign a Song Writer, Director, Camera, Editor, Creative Content Director.
Checkout this funny video students might enjoy:
Overview
Popular K-POP Music and Music Videos can be a part of a three-lesson unit designed to introduce students to the concept of popular culture and the role that it plays in their lives. In this lesson, students examine the importance of videos to the music industry and the role that music plays in popular culture. In pairs, students can interview each other about their musical preferences. This information is then tallied as a class.
Activities for this lesson include: viewing and listening to K-POP videos, with and without sound, in order to analyze aesthetic visual elements; exploring the history of the music video; and independent projects on music videos for K-POP musical genres.
Learning Outcomes
Students demonstrate:
an understanding of the importance of K-Pop videos to the music industry
an understanding of K-Pop music’s, Rock and R&B music's contribution to popular culture
As an example! xo
