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Exam Notes on Readings - Winter Term

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HUMA 1970
Krys Verrall

Exam NotesWINTER SEMESTERWEEK 13Mitchell and ReidWalsh pg 5565The Afterlife of Popular Culture 5565 by Mitchell and ReidWalshThesisMemories bring up relations to nostalgia issues of gendered memory and the possibility that images hold symbolic valueMain Points1Sesame Street NostalgiaAdult 2 older children toddlerThe two older children are past the age of watching Sesame StreetThey are old enough to look backreflect on itThe toddler is closest to ageappropriateness but she is still too youngShe is born into Sesame Street because of her older sistersThe adult was born long before the show was launchedEven though she has no memories of the show itself she is subjected to the memories of relying on Sesame Street to amuse her kids or them asking to have birthday cakes resembling the characters from the show2Gendered Memory GI Joe vs Cabbage Patch DollGI Joe BoysBoys didnt want to grow up looking like GI JoeWanted adventure equipmentDidnt need many accessoriesPure and simply GI Joe was funCabbage Patch Dolls GirlsExpensive toy and parents wouldnt pay for itWas left out from groups at school who had the doll because theyd get together and play with themWanted a real one not a fake oneWomens reactions to Toy Story was more critical they focused on how the play was centered in the home and their appearanceMen were more nostalgic thinking of memories of their childhood3Images that hold symbolic value cowgirl vs Ariel costumeCowgirl CostumeFreedomConsidered to be encouraging violenceOppress Native AmericansAriel CostumesRestricted mobilityBattle between good vs evil where the good people winConclusionMemories bring up relations to nostalgia show childhood play differently between boys and girls and the symbolic value it holdsDeveloping Critical Reading Strategies by Shea and Whitla pg 90117ThesisThey discuss how to become a critical reader and how to understand texts of various levels These critical reading strategies are helpful when applied through different disciplinesMain Points1 Literal Level Reading for ContentReading at the literal level for comprehension of content is vital to further levels of understandingIn nonfiction texts thesis arguments and evidence must be recognized2 Formal Level Reading for Content and FormHow the story is told concerns its form the shape that it takes and what words are usedHow the story is told deals with the patterning of the story its repetitions familiar phrases etcCan be told through chronological events flashbacks various phrases mark off divisions in plot sometimes referring to physical locationsshifts in timeAwareness of formal marks of your text can indicate a great deal about how the text is functioning and how it can be linked to other texts3 Expository Level Reading for content Form and MeaningExplain it and to translate its content and form into meaningMoved well beyond the thinking that meaning is limited to what is read at the literal levelThis level is established by both the literal content as well as structural relations within the textContent and form are constructing an argument4 Comparative Level Reading for Associations and ImplicationsA comparative reading of variants of fairy tales will involve not only a comparison of hear contemporary versions but will also consider how the history of those versions has yielded modern rewritingsComparative levels of readings can be applied to many other kinds of writing and media5 Analytical Level Reading for ContextsAt this level of interpretation you read texts in relation to various contexts in which the text has appeared and been studiedInvolved drawing on the methodologies and systems of other disciplinesCombines literal formal expository and comparative6 Reading MultimediaUse critical responses in viewing and analyzing films TV and other media productionsComparative analysis enables you to compare a film or TV program with others in the same genreConclusionLearning the 5 levels of reading critically helps to apply that through different disciplines such as multimediaPhotoVoice Reading Photovoice1 to enable people to record a communitys strengths and concerns2 to promote critical dialogue through discussion about photographs3 to reach policy makersSteps1 selecting photographs for discussion2 contextualizing and storytelling understanding how and why the picture was taken3 codifying issues themes and theoriesEthics
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