here's the ad that features the other suicide "options".
Tuesday
Critical Viewing of A Text (Image)
I wrote the following in response to viewing an adverstisment for a movie. This paper was submitted on 3/25/08 in Curriculum and Teaching 5037 course entitled: Literacy, Culture, and Teaching Reading:
This is a promotional advertisement for a 2007 film entitled, Wristcutter: A Love Story, distributed by After Dark Films.
The film’s site, www.wristcutters.com, provides the following synopsis: “Zia (Patrick Fugit), distraught over breaking up with his girlfriend, decides to end it all. Unfortunately, he discovers there is no read ending, only a run-down afterlife that is strikingly similar to his old one, just a bit worse. Discovering that his ex-girlfriend has also “offed” herself, he sets out on a road trip, with his Russian rocker friend, to find her. Their journey takes them through an absurd purgatory where they discover that being dead doesn’t mean you have to stop livin’.” The film is rated R for language and disturbing content involving suicide, by the Motion Picture Association and opened nationwide on November 2, 2007.
The ad features traffic signs that show images of people committing suicide in various ways such as cutting of the wrist, hanging by a noose, jumping off a bridge, electrocution in a bathtub, drowning with a block around the foot, inhaling fumes from a car, a gun to the head, drinking a poisonous liquid, suffocating, and even includes an image of a person with an explosive device strapped to their chest.
When viewing the ad critically, I could not help but to think about how it may be perceived by children who may encounter the movie’s promotional material. Could this piece be introducing the idea of suicide for the first time? Or simply acting as a ‘reminder’ to someone depressed, seeking a solution to whatever they may be troubled by? Could the ad be offering suggestions of methods in which one may chose to commit suicide? Are these suggestions or the presentation of the topic of suicide appropriate for all members of the public, who unwillingly may be engaged by the movie’s poster?
Perhaps while standing at the bus stop, waiting for his morning transit, a father, who lost their child to suicide catches a glance at the advertisement, without warning invoking emotions tied to a tragedy. What might happen if a teenager, desperate for love and isolated by the harsh realities of the halls of her high school, sees the ad? After all, the movie is titled “A Love Story”. These hypothetical scenarios could be listed for days on end, making the controversy very real.
I think this ad makes light of a serious and tragic events such as depression laced with thoughts of suicide, attempts at ending one’s life, and death, by even something as little as making the blood from the wristcut shaped into a heart, and I feel those whom have experienced such calamity may agree. This is an ad offered to the public in hopes of getting moviegoers to buy tickets, but as I searched for messages of power, culture, and literacy, ticket sales were not on my mind. I thought this ad gave power to suicide as a solution. The images were not lifelike photos, yet plays on traffic signs, where the people lacked specificity of race, gender, ethnicity, age, or any other characteristics that individualized the human. They did, however, chose to distinguish the difference among the figures by a variety of choice methods to commit suicide.
In summary, I feel the ad’s targeted audience is those that find comedic value in the satire of such a film and marginalizes members of communities, cultures, or religions that do not condone suicide or accept the concept of suicide as satisfactory. I believe the ad privileges those whom have had the fortune of never being impacted by suicide in any way, shape, or form. The ad promoted a movie publicly, without heed to viewers sensitive to the subject matter.
Monday
FRONTLINE's "Growing Up Online"
viewed video at http://www.pbs.org/wgbh/pages/frontline/kidsonline/
I chose to reflect on the viewing of FRONTLINE's 'Growing Up Online', specifically the clip entitled, "Self Expression, Trying on New Identities". I found it especially interesting because it was a way, I felt, that individuals, particularly children/young adolescence could lose themselves and visually represent the person they identified with, through social networks like MySpace.com. I was almost waiting for the opportunity in this clip, when the deemed 'inappropriateness' of Jessica's myspace photos would be discussed, and in turn, the shame and humiliation she felt yet again, that she experienced before she became Autumn Edows. The 'lesson' that her parents were rationalizing (you don't know who you can trust, and you have to be very careful about where this information goes) makes me question the censorship of identity, even if it is of a 14 year old (which I believe was how old she was when she started posting this pictures, maybe??). Would the lesson still exist if she had on slightly more clothing or was presented on her page as a 'sexy high school cheerleader' rather than pin-up-esque/gothic inspired femme? (hard to even type when talking about a 14 year old). Also, it sparked my mind to think about how or if artists are responsible for the way that images are perceived by others? Should Jessica/Autumn Edows, or other artists, have to be responsible for how their choice expression through image would/could be perceived by viewers?
Terrible to see artistic expression as an outlet for hope/uplifting joy taken away because of the chance perceptions of others. I wonder if it shouldn't be what pleases the individual creating the image, rather than the viewer, that is important.
I chose to reflect on the viewing of FRONTLINE's 'Growing Up Online', specifically the clip entitled, "Self Expression, Trying on New Identities". I found it especially interesting because it was a way, I felt, that individuals, particularly children/young adolescence could lose themselves and visually represent the person they identified with, through social networks like MySpace.com. I was almost waiting for the opportunity in this clip, when the deemed 'inappropriateness' of Jessica's myspace photos would be discussed, and in turn, the shame and humiliation she felt yet again, that she experienced before she became Autumn Edows. The 'lesson' that her parents were rationalizing (you don't know who you can trust, and you have to be very careful about where this information goes) makes me question the censorship of identity, even if it is of a 14 year old (which I believe was how old she was when she started posting this pictures, maybe??). Would the lesson still exist if she had on slightly more clothing or was presented on her page as a 'sexy high school cheerleader' rather than pin-up-esque/gothic inspired femme? (hard to even type when talking about a 14 year old). Also, it sparked my mind to think about how or if artists are responsible for the way that images are perceived by others? Should Jessica/Autumn Edows, or other artists, have to be responsible for how their choice expression through image would/could be perceived by viewers?
Terrible to see artistic expression as an outlet for hope/uplifting joy taken away because of the chance perceptions of others. I wonder if it shouldn't be what pleases the individual creating the image, rather than the viewer, that is important.
Saturday
Understanding Comics
I wanted to reflect on the blog about the article "Understanding Comics" because it made me think about how this past time I enjoyed so much as a child can be deconstructed and viewed at a higher level. Garfield, Charlie Brown, and the rest of the gang used to show up at the breakfast table on Sunday morning and I'd start 'reading' them as long as I could stand, until asking my mom to tell me what they meant.
The icon known as a cartoon differs from pictures yet still pulled me in, engaging me every Sunday in similar ways I was obsessed with watching The Wizard of Oz film ravishing every time Dorothy walked from the bland black, white, and gray world of Kansas, into the colorburst filled mystery land of Oz. My attention was focused on Garfield's problem of the day, frame by frame gathering more that helped me be led to the bunch line. But did I actually see MYSELF in these characters. Hmm. Hard to remember what my 4 year old brain thought. It serves as a reminder how visual images (film, photographs, television, magazines, drawings, paintings, sculptures, bio lab cell images, all of it) can take us places (comics do it by showing us realistic backgrounds that are 'near-photographic' in which cartoon characters travel about), give us experiences we may not physically have, by extending our minds, helping us grow our identities.
I think, after reading the comic on "Understanding Comics", that what makes them so engaging is that they create a universal face that welcomes all.
The icon known as a cartoon differs from pictures yet still pulled me in, engaging me every Sunday in similar ways I was obsessed with watching The Wizard of Oz film ravishing every time Dorothy walked from the bland black, white, and gray world of Kansas, into the colorburst filled mystery land of Oz. My attention was focused on Garfield's problem of the day, frame by frame gathering more that helped me be led to the bunch line. But did I actually see MYSELF in these characters. Hmm. Hard to remember what my 4 year old brain thought. It serves as a reminder how visual images (film, photographs, television, magazines, drawings, paintings, sculptures, bio lab cell images, all of it) can take us places (comics do it by showing us realistic backgrounds that are 'near-photographic' in which cartoon characters travel about), give us experiences we may not physically have, by extending our minds, helping us grow our identities.
I think, after reading the comic on "Understanding Comics", that what makes them so engaging is that they create a universal face that welcomes all.
Me
I majored in Liberal Studies with a concentration in Elementary Education during my undergrad, and I am currently a Literacy Specialist grad student here at Teachers College. I hope to work in grade 1-5 in the NYCPS, in 'my own' classroom this upcoming Fall. I come to this class seeking information and experience with visual studies in order to incorporate practices in my instruction to help move students toward becoming literate throught multiple literacies, including visual literacy.
I have no previous background knowledge related to visual studies. This is all new, but exciting for me and my future practice with elementary students.
In class last Sunday, during an activity working to have a discussion about visual studies vs. art history, while considering funding, I had a conversation with several classmates that helped clear up some of my questions about the debated topic.
One member of the group spoke about the incorporation of visual studies in his classroom (high school English class). He gave examples of how students can use taught skills that strive toward becoming visual literate. He talked about how he as thought about the event of exhibiting the learning of students, holding panel discussions about the process and progress, and incorporating the community and parents at such an exhibit. I reflected later on this and thought of the benefits, in terms of a student become 'literate'. The students are active and engaged.
Another member of the group I was working in during the debating activity told of her experiences in museums where she worked with students as they recognized themes in artwork that reflected themes from texts they read in the classroom. She continued providing examples from her own experiences where students took a piece of artwork and wrote historical text based on the image, or when students compare a movie with a book it originated from.
I felt very fortunate to have the opportunity to listen to my peers share their experiences. This was especially helpful because I have yet to collect enough experience with visual studies and it's use in the classroom, to have generated the understanding I have now, on my own.
One member of the group spoke about the incorporation of visual studies in his classroom (high school English class). He gave examples of how students can use taught skills that strive toward becoming visual literate. He talked about how he as thought about the event of exhibiting the learning of students, holding panel discussions about the process and progress, and incorporating the community and parents at such an exhibit. I reflected later on this and thought of the benefits, in terms of a student become 'literate'. The students are active and engaged.
Another member of the group I was working in during the debating activity told of her experiences in museums where she worked with students as they recognized themes in artwork that reflected themes from texts they read in the classroom. She continued providing examples from her own experiences where students took a piece of artwork and wrote historical text based on the image, or when students compare a movie with a book it originated from.
I felt very fortunate to have the opportunity to listen to my peers share their experiences. This was especially helpful because I have yet to collect enough experience with visual studies and it's use in the classroom, to have generated the understanding I have now, on my own.
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