On the first day of class, I ask my students to consider why they are here. Technically speaking, you're probably taking this class because Ball State University requires you to do so. In other words, you take English 103 so that you can take English 104, so that you can complete your other CORE courses and proceed with your chosen major (which may or may not have been chosen for you), with the ultimate goal of graduating with your B.A... which is really just a prelude to grad school, maybe an internship somewhere, maybe getting married and/or starting your own company (if you're lucky).
OK... but why? All pretense aside, what's the REAL reason you're here?
Once upon a time, primitive human beings used stone chisels or smears of ash and animal blood to invent the first symbols, the first language. It was tedious and limiting, to say the least, but something about writing so appealed to the human mind that, tens of thousands of years later, here you sit in a Composition class, poised to spend the next few months drafting thesis statements and topic sentences (all while hoping I won't notice you texting someone or checking for status updates on Facebook). Still, the question remains: why?
The general view of academia in the United States is that adults must develop, refine, and practice their communication and critical thinking skills if they want to get anywhere in the business world. In other words, you're here so you can learn how to write better memos to your boss and/or employees, not stick your foot in your mouth during board meetings, etc. But is that all?
Hell, no. Education is about something much, much more important. Socrates said that the unexamined life is not worth living. Put more bluntly: ignorance is pathetic. It's cowardly and will haunt you all of your days, contaminating every single thing you say or do. Furthermore, browse any history book and you'll notice a disturbing pattern. When introspection and critical thinking go down, so too does general happiness; meanwhile, the body count goes up.
Education is and has always been the ultimate weapon against ignorance, the one thing that makes us more than the sum of our parts; it is also what shakes us to the core, what regularly fills us with doubts and uncertainty, what makes us uncomfortable--but that's actually a good thing because it also puts us in a position to question what we're told and, if we're worth our salt, reach a higher plane of understanding.
Does that mean we always have to agree? Absolutely not. I'd be bored to fits of rage by a class in which all the students agreed with me--just as I hope you'll have the courage to not always surround yourselves with people who agree with you, to consider (if only for a moment) the views of people you sternly disagree with, if for no other reason than it will make you a better human being.
But this isn't a trade school and I'm not here to coddle you or help you learn how to write a convincing business memo or draft a better commercial for your marketing class (although if you learn that along the way, great). I'm here because there are things I know that you don't. I could probably be out there making six figures, clawing my way up the corporate ladder to a beach house somewhere; instead, I'm making less than a manager at a fast food restaurant, specifically so I can have the opportunity to try and prepare you for what's coming.
Some days, maybe it seems like all we're doing here is discussing hypotheticals or watching videos, analyzing the costumes people are wearing, guessing what so-and-so said in a board room during casting calls, etc. Not so. Whether you're conservative or liberal, male or female, regardless of color, major, religion, sexual orientation, or hair length (thank God mullets went out of style!) what I REALLY want you to learn, and to practice, and to take with you for the rest of your natural life, is the critical thinking and introspective skills that will keep you from being manipulated by an endless parade of politicians, corporations, and everyday citizens who make money (or just get their kicks) off convincing you to vote, or think, or act against your best interests.
So there it is. The way I see it, if I don't occasionally make you want to pull your hair out or ransack a hotel room like you're a roadie for a rock band, then I haven't done my job right. But it's a two way street. If, throughout readings and conversations encompassing wars, human rights, consumerism, propaganda, identity, and even metaphysics, that longing to be a part of something greater than ourselves... clips, essays, stories and poems written by people who have been everywhere you've been, who have wondered and gone through everything you have or ever will, who are part of a literary canon you are encouraged to join every time you sit down at your computer or pick up a pen... well, then you're probably in the wrong class.
Friday, September 24, 2010
Monday, September 20, 2010
Sample Analysis Papers
Here are some sample analysis papers from past classes. These may still have a few small mistakes but in general, these are pretty solid and all fell in the A or B range. Note in particular how several students cited the exact time during the video in which something happened. Also, notice how specific these thesis statements are!
The Making of a Nazi
As Adolf Hitler began his rise to power it quickly became obvious that in order to control the world, he would first have to successfully manipulate the children of Germany. In his 1935 speech at the Reichsparteitag Hitler addressed that “he alone, who owns the youth, gains the future!” (Hitler’s Youth p.1). This belief played a large role in the effectiveness of the Nazi takeover of Germany. Germany, however, was not the only country to have this perspective. Many other nations, including the United States, saw the importance of children’s minds. In 1943 Walt Disney created a propaganda film to teach the children of the United States about the horrors of the Nazi party, this film was entitled “Education for Death.” Since the film is created by Walt Disney, children are able to relate this show to other cartoon’s that they have seen throughout their young lives. In fact this film was created by the person who also directed “Peter Pan” and “Lady and the Tramp”(Education p.3). By using simple techniques such as dehumanizing Nazis through livid body motion and a harsh tone of voice, portraying evil by the use of the color red, and relating Nazi Germany to stories that children have heard before, “Education for Death” is able to create an effective propaganda film that persuades children of the horrors of Nazism.
The beginning of the film immediately establishes the color red as a signal of evil, maliciousness, and cruelty (YouTube 0:35). All that is shown on the screen is a red Swastika portrayed in front of a black background. By setting off the red Swastika the director, Clyde Geronimi, is able to instill a sense of fear and apprehension of the color red, as well as the Swastika, which represents the entire Nazi party. By setting apart the color red as a symbol of corruption early in the film, the audience can become more familiar with this theme.
The story now begins, and the film portrays a young German couple walking up to a large desk, that is surrounded by Swastikas and other Nazi insignias (YouTube 0:57). As the couple approaches the desk, they stop to pay their respects to their ruler as they each raise their arm to “Hail Hitler.” In reply the Nazi sitting at the desk also hails to Hitler, but does so in a much more furious manner. Here the audience begins to notice the violent manner of the Nazis. All actions that are made throughout this scene serve as a representation of how all Nazis will move throughout the entirety of the film. Eventually it becomes apparent that the couple has come to the desk to ask the Nazi party permission to name their forthcoming son Hans. In this scene there is an obvious contradiction between the sweet and calm voice of the wife and the harsh and demanding tone of the Nazi. This instills a belief into the viewer that all Nazis are violent, and seemingly inhuman, as if they are not even Germans at all.
In an attempt to better relate the films teachings more directly towards children the directors decided to use stories that are familiar to them. After the young couple gains permission to name their son Hans, the focus then switches to a “Nazi fairytale” that is known to children around the world as “Sleeping Beauty” (YouTube 1:52). As the fairytale unfolds we see a clip from the movie “Sleeping Beauty” where the wicked witch stands over Princess Aurora. In this version of the film however, the wicked witch is actually democracy, being the root of all evil in the eyes of the Nazi Party. Princess Aurora is a representation of Germany, who is unconscious and subject to the perils of democracy. Prince Charming is none other than the Fuhrer himself, Adolf Hitler. By using a story that all children can relate to, this film is able to demonstrate to a very young audience what it is that the Nazi party was teaching German children of their own age.
This fairytale also has many other implications within it. Immediately after “Prince Charming” breaks the spell with a kiss, Princess Aurora is then shown as the film portrays Germany. Princess Aurora, as Germany, is depicted as overly obese, and above that a drunk (YouTube 2:34). Prince Charming, as Hitler, is wild and convulsive. As soon as the princess wakes up from the spell she immediately begins to hail Hitler. Seeing this, Hitler begins to salute her back in the same way. Just like the Nazi at the front desk in the beginning of the film his actions are livid, and violent. He works himself into such a rant that his face turns red, and in his exclamation begins to pound himself on the head (YouTube 3:00).
Throughout the film the only characters who’s faces turn red are the Nazis. The reddening of the face is a clear indication of anger amongst the Nazi’s but also a sign of evil, just like the red Swastika in the opening of the film. By using these commonly known characters to describe the tendencies and behaviorisms of both Germany and Hitler “Education for Death” is able to communicate a lesson to children that could not be easily taught through basic teaching alone.
Eventually Hans grows up, and gets enrolled into school; however, he has contracted a sickness that hinders him from attending (YouTube 4:25). The audience is given a glimpse of the love that Hans’s mother has for him when she is shown hugging and caring for him while he is in bed, sick. She feels a sense of urgency because she knows that the unfit children are taken away from their homes by the Nazi government and are never heard from again. Shortly after, a Nazi soldier bursts through the door of Han’s bedroom. The soldier ferociously asserts that unless this “mollycoddling” stops then the state will take him away. Hans’s mother is portrayed as a very compassionate woman; her character is foiled by the Nazi soldier that enters the room. He is vicious with both his actions and his temperament. He is shown as having no feelings of sympathy, or any regards to human decency. He is intended to depict all members of the Nazi party; therefore, his main role in this film is to give Nazi party members inhuman qualities.
Hans gradually starts to feel better, and eventually starts back at school. The criteria that is being taught that day was a lesson in “natural history” (YouTube 5:40). This consisted of a story of a rabbit and a fox. When the two met each other, the fox quickly ate the rabbit, the moral of the story being that only the strong will survive, and the weak deserve to die. This quick lesson may be the most familiar of all stories to the viewers of this film. During the story the two creatures come to life on the chalkboard, and many of the same noises, and musical numbers are used during this lesson as are used in the normal everyday cartoons that children of that time period watched. It becomes a story of the hunter and the hunted, much like when Elmer Fudd chases Bugs Bunny. When Hans is asked what he has learned from the lesson he replies that he feels bad for the rabbit. This enrages the teacher, who in turn yells until he turns red at the face, another signal of anger and evil. Hans is sent into the corner while the other children explain what they have learned. After hearing the correct answers Hans then exclaims how much he hates the rabbit because of its weakness (YouTube 7:18). This segment is intended to show the “brainwashing” that occurred in the Nazi schools. By taking away common feelings such as sympathy, empathy, and compassion the children are being formed into finely tuned soldier for the Nazi regime.
The final scene of the short film shows a group of Hitler’s youth marching under a red sky (YouTube 9:00). In the middle of the camera is Hans, marching in complete unity, showing total conformity to the ways of the Nazi party. As the marching goes on the soldiers turn from boys to young men. At this point the narrator comments about Hans “In him is planted no seed of laughter, hope, tolerance, or mercy” (YouTube 9:06). The creators of this film are obviously showing that the Nazis have no capacity for these common traits, traits that we hold all cultures to obtain, therefore leaving them inhuman. As the young men keep marching they gradually turn into full grown men. Now their transformation is complete and there is no turning back. The narrator explains: “He sees no more than the party wants him too, he says nothing but what the party wants him to say, and he does nothing but what the party wants him to do” (YouTube 9:28). As each of these comments are made, a physical limitation is placed on each soldier. As the narrator talks about seeing only what the party wishes, blinders are placed on the soldiers so they can only see straightforward. When the explains that Hans says nothing but what the party wishes, a muzzle is placed on each soldier. And finally when he implies that Hans will do nothing but that of which the party wishes, there is a collar placed on him. These limitations all serve to show the Nazi’s as more like robots than human beings, living only for the purpose of serving the Nazi party.
Throughout WWII all nations used propaganda as a way of pushing forth nationalism and portraying their own thoughts on the actions of their enemies. Walt Disney’s “Education for Death” is a great example of how the United States wished its children to see Germany’s Hitler Youth program. By the use of a common theme of red standing for evil, relating difficult lessons to familiar stories, and dehumanizing the Nazi party members, this film successfully captured the minds of children, and further promoted 1943 United States ideals.
Works Cited
"Education for Death." Youtube. February 15, 2010.
"Education for Death 1943." IMDB. February 15, 2010
"Hitler Youth." Historical Boy's Uniforms. December 5, 2009. February 15, 2010
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A Time for a Turtle
Living in the 1950s during the Nuclear Age came with many serious complications. Not only did the United States drop an atom bomb on Hiroshima, the nuclear arms race between the U.S. and the Soviet Union also began to escalate quickly. With the idea of “mutual assured destruction,” it was thought that the more bombs a country possessed, greater peace would be obtained (Notes). The idea was to increase the fear of the opposing side retaliating. Because this was unlike anything else the United States had experienced before, the Federal Civil Defense Administration was a newly created government office put into place to provide advice for citizens (Notes). The government introduced a film to convey one of their main messages. This cartoon was entitled “Duck and Cover.” The film attempted to convince families, especially children, there was something effective they could do to protect themselves if an atom bomb was dropped. Bert the Turtle was the child-friendly cartoon used as a role model to show what should be done. A simple, repetitive, at some points rhyming, and catchy song was used along with exaggerated examples of emergency plans. There was also an underlying theme of patriarchy and racism included.
The film begins with Bert walking down the road with a smile on his face and the cheerful theme music playing in the background. The impression is given that everyone should be calm and collected until the sight of an explosion. A stick of dynamite is suddenly hung behind Bert’s shoulder and when he sees it, he begins the duck and cover procedure into his shell. After repeating this process twice, the film switches from a cartoon to a recorded classroom setting (YouTube 1:23).
The children in the classroom begin by demonstrating what ducking and covering would look like while at school. They quickly and promptly place themselves under their desks and cover their heads. The narrator explains that the atomic bomb is just one of many dangers around us at all times. When he says that we are constantly surrounded by dangers, the camera focuses on the only black child in the room (YouTube 1:35). This is interesting because the film is supposed to be about protection from bombing, but prejudice still shines through. When talking about the other dangers such as fire and automobiles, the heroes are all white males. All of the firemen, the man who directs traffic, and the teacher are all of the seemingly superior white race. It quickly becomes apparent as to who the government wants the children to look up to and have a great amount of respect toward.
After showing the examples of other dangers, the film shifts back to the classroom where the children are learning what happens when an atomic bomb explodes. Once the children demonstrate how to duck and cover once again, a cartoon of a house appears to show the example of a flash caused by an atomic bomb. The effects of the flash show buildings being knocked down and debris flying everywhere (YouTube 2:37). The irony comes into effect when Burt is seen surviving in his shell out in the middle of the explosion. If an explosion is causing the destruction of buildings, it is highly unlikely that Bert is alive, simply because he ducked and covered. This is, however, the message being sent to children. I understand why the government would want to raise awareness about the dangers of an atomic bomb, but their description of what an explosion entails is slanted to such a degree that the information is practically useless. This is just one example of how much influence a government can have over its people, even when the message being sent is faulty.
After the exaggerated example of Bert being saved by ducking and covering, an understatement is made about the effects of the radiation. We know now that radiation poising can be so severe that it can be deadly. The film’s explanation of the possible effects was comparative to a bad sunburn. A bad sunburn would be much less severe than what the radiation would do to exposed skin. The teacher goes on to say that because humans do not have a shell like Bert, we can help protect ourselves by covering our faces and necks, as well as ducking under a desk. Once again, the film seems to be giving children a false sense of protection against the atomic bomb.
The subject, then, quickly shifts to a student asking how will it be known when the atomic bomb explodes. This student is given the answer of “with warning” and “no warning.” It is then explained to the children that the Civil Defense Workers will do everything possible to try and give a warning. These Civil Defense Workers are shown as white men in uniform who are extremely hard at work, either on lookout or going through paperwork. This implies that the children should be astonished with these men for the important job they are performing.
As previously stated, the children are told they may or may not have a warning. If there is time for warning, there will be a siren as heard in the film. The children in the film who hear the siren are extremely cooperative and quickly drop their toys to find a safe place (YouTube 4:00). It is unlikely, however, that all children would behave in such an orderly manner. The film also explains that if a siren is signaled and a child is alone, they should ask a trusted adult for help in finding shelter. The example given, not surprisingly, of a trusted adult who helps the child is a white man.
The explanation of a bombing without warning, on the other hand, seems to be the one meant to be a bit more fearful. The film reminds the children that the only warning sign they might possibly see is a bright flash. Once this intense flash is seen, an order for immediate duck and cover is give. Bert makes his appearance, once again, to show the simple and effective act of duck and cover. Some of the white older children become role models as well and show how to duck and cover in hallways and cafeterias. The film said to duck under a table if possible to be protected from debris. Conversely, the film earlier stated that an atomic bomb could destroy buildings, in which case a table would do little good for protection.
As the film continues with the importance of every person being ready for an explosion, a young boy and girl are shown leaving their house for school. Their mother is dressed in an ankle-length dress and fits the stereotype of a stay at home mother. She smiles and waves as they head off. During this era, there was no place for women in the workplace, and the film depicts the fact that a woman should be happy and know she belongs in the home. The children give yet another example of how to protect themselves if there is no adult around.
The final example of a child who knows how to protect himself when he is alone is a young boy named Tony. As he is riding his bicycle, a flash is seen and he exaggerates a dive off of his bike and lies against the wall of a bridge (YouTube 7:01). Unfortunately, if an atom bomb were to explode, a foot high concrete wall would do little to help Tony. He is shown lying there until a Civil Defense Worker, a white male, comes along to tell him that he is safe. The film specifically says to obey the Civil Defense Worker. This command is not surprising, given the fact that the film was produced by the Federal Civil Defense Administration.
The remainder of the film contains a few more examples of ways to protect yourself no matter where you are. Each example is like the previous, exaggerated and unlikely to be effective. After observing the film as a whole, it is obvious that the assumption is being made that most people are completely unaware of what an atom bomb really is and the potential damage it could produce. Although the methods in the film seem humorous and idiotic now, at the time many people took this seriously. Bert the Turtle was a clever, non-threatening way to explain what the government wanted children and adults to do in the event of an explosion. The irony, however, is that most of the precautions taken in the film would have done absolutely nothing to protect those in danger. It also becomes apparent that the patriarchy and racism present in this film were a more concrete example of reality than the information given to citizens about the explosion of the atom bomb.
Works Cited
“Duck and Cover.” YouTube. September 12, 2008. February 14, 2010..
Malone, Carolyn. History 150 Class Notes. December 7, 2009.
Visual Rhetoric Analysis
The image of beauty young girls have developed through television and the media is incredibly flawed. The media is a beast that will do anything to make money, and in its pursuit, has taken perfection to the next level. These seemingly perfect people are what the population wants to see and with whom society is obsessed. Young girls have been brainwashed into thinking they need to strive for the flawlessness that is seen on magazine covers, television, and throughout society. The female’s definition of beauty is skewed in a torturous way. Dove’s ‘Onslaught’ commercial ambushes the viewer, namely young girls, with a look into the appearance-based addictions that are plaguing the minds of youth across the country and attempts to educate parents on the influence of the media over their children. Young girls, many of whom have an unclear definition of true beauty, are quickly being turned into teens with too much attitude and not enough independence and individuality. The unrealistic images of “perfect” bodies, weight loss fads, plastic surgery, and excessive working out, which are each portrayed in the video, are the impractical visions of perfection currently robbing girls of their self worth, the chance to define their own personality, and are placing unnecessary insecurities into their easily manipulated minds.
Represented in this clip by Dove is the pressure that every teen girl faces to fit the thin, big breasted, “hot” stereotype. The clip begins with an innocent red-headed girl, standing self-assuredly in front of the camera with a simple grin on her face. She appears to be approximately ten years old and has a simpleness about her that one would expect to see in a child her age that has not succumbed to the medias influences. Her natural red hair, pulled back in an effortless clip, blows in the wind as she smiles at the camera. Her clothes cannot be seen, but one can assume that her outfit matches the rest of her appearance. She is most likely wearing something uncomplicated and age appropriate. She does not seem to have a care in the world. Girls that have fallen victim to the media would not be able to accomplish the look of confidence and innocence that the red head exudes standing in front of the camera. Most would be wondering if they had applied enough make up, spent enough time on their hair, or if the outfit they had chosen for the day made their hips look wide. Girls impacted by the media lack the confidence and the ability to be carefree, which are both qualities the little girl possesses in the opening clip (YouTube – Beauty Pressure, 0:23).
After several seconds, the music cues. “Here It Comes” from the U.K. group Simian’s “La Breeze” commences (YouTube – Beauty Pressure, 0:09). The music starts at a slow pace and begins to set the mood. The slow music deceives a first time viewer. One would not be prepared for the onslaught of images that are to appear next by hearing the slow music and seeing only the innocent, baby faced child on the screen. Suddenly, a rapid bombardment of the images many of us have come to accept as normal, flash across the screen (Hollis, 3). Along with these photos, the music gets louder and picks up in tempo. This sudden change catches the viewer off guard and results in a much more impactful viewing experience. Few would have been prepared for the hundreds of powerful images that flashed across the screen within a matter of thirty-five seconds. Some of these images are things we see every day and are not negatively affected by, but when they are placed in the sequence in which Dove has chosen and combined with other harmful practices, these practices seem much less acceptable. This is the effect Dove was seeking.
Within the ambush of images is a mirage of items that refer to sex appeal and anything but the true definition of beauty. Within the first six seconds of the picture reel, there is an abundance of pictures that include women not wearing much in the form of clothing and exposing their bodies in way that leaves nothing to the imagination (YouTube – Beauty Pressure, 0:29). Modesty is much less common today than it was in previous generations. The ease with which women expose their bodies, depicted easily in this commercial, proves just how little women respect their femininity. Following the scantily clad women, is a series of pictures that reveal words such as sexy, hot, irresistible, diet, transform, and stay slim (YouTube- Beauty Pressure, 0:35). Each of these words are very typical in the television industry. Dove makes a point to bring them front and center within the video. These are the stereotypes young girls allow to define their lives and go hand in hand with the images of the nearly naked women that precede them.
The female gender often settles for less than the best and rarely bothers to put her “best foot forward”. Instead, girls attempt to put their “sexiest foot forward” because they feel as though that is what society wants and expects from them; it almost feels normal. The media has helped to put these thoughts into the minds of young girls and girls of all ages are hearing them loud and clear. The question now is: Will they hear the message from Dove just as loud and as clear? Until modesty is what is hip and cool, the answer is probably no. Society’s priorities are way out of line; everyone is looking for the “quick fix” (The Pressure to be Beautiful). Girls obsess over a toned stomach, flawless skin, shiny hair and everything else society tells them is imperfect and capable of looking better (The Pressure to be Beautiful, 4). A winning personality, a confident smile, or a kind hand are not qualities that are highly regarded among the current generations; keeping up with the hot trends have taken precedence.
Following the stereotypes, a collaboration of images display today’s popular weight loss techniques. A plethora of diet pills promising to deliver unbelievable results, clips of women running endlessly on treadmills and struggling to keep off undesired weight, flash across the screen (YouTube – Beauty Pressure, 0:49). These are all techniques women use on a daily basis to obtain the body society tells them they should achieve and maintain. While these pictures cycle through, a voice can be heard in the background making promises that pledge to help achieve the media’s definition of real beauty: “You will look younger … smaller … lighter … firmer … tighter … thinner … softer” (YouTube – Beauty Pressure, 0:45). Each of these things are what young girls strive for in order to reach that unrealistic level of perfection.
The last segment of the commercial depicts the agony women are willing to put their bodies through to work towards what society has deemed “perfect”. The remaining seven seconds is a very blunt display of the effect plastic surgery has on society (YouTube – Beauty Pressure. 0:59). Dove holds nothing back in the images used to portray the realness of the situation. Seeing the women marked with black lines, lying in a surgical room, and allowing doctors to cut them open and sew them back together as a different person seems much less acceptable and mildly inhumane after watching this commercial. Ending with these disturbing photographs allows the point of the commercial to hit home and leaves the viewer wondering what they and their family have done to their bodies in the name of beauty.
As the music slows again and the images cease, the innocent red-headed little girl walks across the screen with the attitude of a media-crazed teen. No longer is it the fresh face of a young girl, but rather the over-processed, fake, stereotypical image that is taking over the younger and easily influenced generation. The little girl has succumbed to society’s pressures and is now following a group of girls her age, instead of maintaining the independence displayed at the beginning of the commercial. In addition, her clothes have changed and she is now covered from head to toe in the latest and most hip fashions. Her look is complete with too much make-up and hair too stiff from hairspray to blow in the wind. There is little of the innocent, baby faced child from the beginning of the commercial left in the diva that walks across the screen at the end of the segment. The clip closes with a final word of advice: “Talk to your daughter before the beauty industry does” (YouTube – Beauty Pressure, 1:19).
Over the past several decades, women have worked hard to achieve their current social standing, but like a recently published article in iVillage commented, what has really changed? The author states, “I am still rarely ‘subject’ and mostly object, mostly a thing, to be judged, inspected, possessed and consumed like so many other objects in our consumer culture” (The Pressure to be Beautiful, 8). Women are locked into a definition of beauty in which they had no part in writing. Feeling adequate among all the other women means assimilating. The Dove commercial is attempting to showcase the fact that the media is stretching the truth in order to make money. This assimilation is completely unnecessary when girls learn at a young age to write their own definition of beauty instead of having it written for them (YouTube – Beauty Pressure).
Dove presents a united front in attempting to define what true beauty is. It is important for girls to realize life is about more than just their physical appearance. So much of today’s society is based on what is on the outside and neglects to focus on the heart of the matter; what is on the inside. Beauty comes from within and includes characteristics such as personality, intelligence, charm, integrity, and elegance (Beauty). These are traits that are valued much less often than the stereotypical measures that are common in the world today. The flashes of “perfection” in the video do not portray elegance or personality. The video shows an attempt to conform into the kind of sex object the media portrays as acceptable and normal. Women and young girls believe this is what they need to be in order to be attractive and accepted by the opposite sex. The media should not be setting the standards for beauty. The only requirement to be beautiful is to be you; no one can do it better.
Works Cited
"YouTube - Beauty Pressure." YouTube - Broadcast Yourself. Web. 15 Feb. 2010..
Hollis, Nigel. Web. 14 Feb. 2010.
"Beauty | Definition of Beauty at Dictionary.com:." Dictionary.com | Find the Meanings and Definitions of Words at Dictionary.com. Web. 15 Feb. 2010..
"The Pressure to Be Beautiful - iVillage Beauty & Style." Beauty Tips, Hair Styles and More at iVillage.com. Web. 15 Feb. 2010..
Visual Rhetoric Analysis
The responsible drinking tips from Alcoholstats.com suggest that, “fifty-four percent of American adults (or 115 million Americans) drink beer. Of those American adults who drink beer, 94 percent indicate they drink responsibly and in moderation” (Alcohol 2). This leaves six percent of the population that drinks to make mistakes. Driving while intoxicated, domestic violence, and child abuse are all major problems that are a result of drinking irresponsibly. There are thousands of nonprofit organizations that are set up to reduce irresponsible drinking. Mothers Against Drunk Driving (MADD) and Students Against Drunk Driving (SADD) are just a few organizations that work tirelessly to reduce irresponsible drinking. There are also many television ads that try to persuade Americans to not binge drink. “It’s Not the Drinking, It’s How We’re Drinking” is a series of commercials whose course of action is to monitor how we drink alcohol. This series of commercials convey their message through transitioning camera shots, facial expressions, and the people and environment around the drinker.
All of the “It’s Not the Drinking, It’s How We’re Drinking” commercials follow a drinker as he consumes alcohol through the day. In one of the commercials, the setting is at an outdoor barbeque. There is a variety of people at the barbeque including both adults and small children. The adults at the party are dressed in casual clothing such as polo’s and t-shirts and consuming alcoholic beverages. This environment is important because it is a common place where adults would be drinking around small kids. The commercial starts out with a man swinging a child through the air. Everyone around, including the child, seems to be humored by this act. This is evident because the other guests of the party are smiling and laughing. In the other commercial, the setting is at a bar. Friends are gathered around a table, conversing with one another and drinking beer. The men are also bantering back and forth with one another. They are dressed in athletic uniforms and dress clothes. I believe this is an important setting for adult males to hang out, drink alcohol, and poke fun of each other. All of the commercials start out innocent and care free, then the individuals keep consuming alcohol and the problems start to emerge.
After the man in the barbecue commercial is done playing with the child, he goes to a cooler and grabs a beer. When the man gets his beer, he throws it behind his back and catches it. This act shows that he is smooth and is trying to impress the guests around him. Three men laugh and smile at the man after he accomplishes this amazing feat. Then, the commercial uses a great transition from the man drinking beer in the daytime to him drinking at the party at night. The man is still drinking beer, but now it is apparent that he is intoxicated. This is evident because the man approaches two men that are grilling, and he dumps his beer onto what is being cooked. After the grilling incident, he walks away and takes someone else’s beer and chugs it. The director is showing how people’s personalities progress as they consume more and more alcohol.
As the man continues to drink, he walks through the house messing with pictures and yelling at people. The little boy from the beginning of the commercial finds the man and asks to be swung again. This time the man is drunk, and everyone is nervous when the boy is being swung through the air. The director has the party guests that are sitting around appear to be nervous and worried. All of the party guests were correct to worry. As the man is swinging the child, he accidentally lets go and the child gets thrown in to the wall. A look of sadness appears on the man’s face as the other guests start yelling at him, telling him to leave. He stumbles outside and sits against a fence with his hands over his face. The scenario that is used is important because it grabs the audience’s attention. People can relate to the event on an emotional level because nobody wants to see any harm come to a child.
I believe that the view of this commercial is traditional by today’s standards. In the past, drinking was more of a taboo act to the majority of our nation. Now, we have come to accept the social act of consuming alcoholic beverages, however how we consume the alcohol is still a major problem. Congress has passed many bills that combat irresponsible drinking: drunken driving laws, public intoxication laws, and the minimum drinking age being twenty-one. These laws are set up to deter Americans from consuming alcohol in an irresponsible manner. According to Alcoholstats.com, “over 1.46 million drivers were arrested in 2006 for driving under the influence of alcohol or narcotics” (Alcohol 4). Irresponsible drinking is also seen on college campuses across the nation.
The main character in this commercial is stereotypical of a frat boy. When I first viewed the commercial, I immediately thought of Jim Belushi in Animal House. An Indiana University study presents, “over two out of every five of all college students are binge drinkers” (Engs 5). Some of the man’s actions are outrageous and over the top because he is trying to please those around him. An example of this is when the main character throws his beer behind his back and catches it. Another example is how the man is obnoxiously loud throughout the whole commercial. A change in the man’s personality occurs as he continues to drink more and more. Lowered inhibitions are the change of personality that is being portrayed in this commercial. The man starts to care less about how his actions are starting to affect those around him as he continues to consume more alcohol. An example of this is when the main character steals another party goers’ drink. These are actions that can be overlooked, but a more serious problem arises when the man continues to drink.
Violence as a result of binge drinking is a major problem in the United States today. Indiana Universities study on drinking responsibly found, “In 2002 more than 70,000 students between the ages of 18 and 24 were victims of alcohol-related assault in the US” (Engs 8). Binge drinking is a key contributor to alcohol-related violence. Domestic violence, child abuse, and negligent violence are all forms of violence that are affected by binge drinking. In this commercial the act of violence was negligent. The man was not competent enough to realize that his actions could be harmful to the little boy that he was playing with. Drinking alcohol irresponsibly was the contributing factor that leads to the man’s negligence. Using a traumatic event is not the only angle used by the media to encourage American’s to drink responsibly.
Using humor is another tactic that is used to promote responsible drinking. There are many commercials that show adults in awkward situations due to irresponsible drinking. Some commercials show men trying to play it smooth with women. However, their attempts of being suave are derailed because they are too intoxicated to make any sense. Whether the media uses humor or a tragic event to portray its message, responsible drinking is an important lesson that needs to be learned.
This television ad conveys its course of action through the message “It’s not that we’re drinking, it’s how we’re drinking” (Lynne). It is making an argument. The argument is to consume alcohol in a responsible manner, and know when enough is enough. Clever camera transitions, a variety of facial expressions, several drinking environments, and a tragic event are used to paint a picture of what can happen when people are drinking irresponsibly. An adult male starts to consume alcohol early in the day. At the beginning his actions are responsible as he tries to impress the other party guests around him. He swings a child through the air, does a trick with a beer bottle, and jokes with those around him. The man’s actions at the beginning of the commercial are portrayed to be responsible because he has not yet consumed a large quantity of alcohol. As the man continues to drink, he becomes less and less responsible. A child is eventually injured as a result of the man’s irresponsible consumption of alcohol. This piece of rhetoric is implying that if we consume alcohol in the wrong manner, then bad things can start happening to us and the people around us.
(Sorry, don’t have the Work Cited page for this one)
Analysis Paper
“Every man dies. Not every man really lives,” by William Ross Wallace is one of many quotes that encourage people to live life to the fullest (Thinkexist.com). For many years people have been writing quotes, poems, and songs about living life to the fullest. Whether it is from Carpe Diem meaning seize the day to “And in the end, it's not the years in your life that count. It's the life in your years,” by Abraham Lincoln (Indianchild.com). Tim McGraw is a modern country artist who writes many meaningful and inspirational songs. One of Tim McGraw’s most popular and inspirational songs is “Live like You Were Dying.” The song speaks about a man finding out that he has cancer and then completely changing his life due to his limited time left on earth. Tim McGraw’s music video “Live like You Were Dying,” uses lyrics and music as well as facial expressions and videos to convey the message of cherishing life and living everyday like it was your last.
At the start of the video, Tim McGraw sets the tone by wearing a white shirt, blue jeans, a black cowboy hat, and no shoes (CMT.com). His outfit is simple, and his shirt blends into the white background, which sets off a heavenly as well as innocent feel. Tim McGraw stands with his head bowed as in prayer or deep thought as a video comes up of an old man’s eye staring right at him. The music is slow and serious. Right after Tim McGraw is sitting looking up at a video of a little girl riding her bike and the music starts to speed up. These first couple of seconds captures life from the end to the very beginning, from an old man to a child. The music also represents how children take life fast, and older people take every day slow as they learn from the years.
As the video continues, Tim McGraw uses facial expressions to express the significance and power in his words. His face seems very serious and concerned during the beginning of the lyrics. Periodically he glances at the ground out of sadness it appears. He sets a very serious and depressing tone which ties into the first few lines of the song. As Tim McGraw sings the first few lines, he emphasizes “Sweet Time” (Cowboylyrics.com). He emphasizes this phrase because it is a major part of the song. His serious tone and emphasis represent the song in its entirety.
As Tim McGraw continues, videos are shown of a man and woman worried or concerned with something. The man and woman look average and middle aged, which allows the video to apply to the audience better due to the use of average looking people. Their facial expressions go along with the lyrics in that they are just finding out that he has cancer. The woman is comforting the man by putting her hands on his shoulders. During this scene, Tim McGraw sings, “I asked him when it sank in, that this might be the real end” (Cowboylyrics.com). The video of the man and woman sets off a tone of fear as well as hope. However, when the chorus of the song begins, Tim McGraw’s facial expressions lighten up. The sad tone fades away with the uplifting music. The tone changes, because the lyrics change in that instead of being depressed about the cancer and small time left on earth, he lives his life to the fullest.
After the chorus, the lyrics and action in the video connect again. The music slows and gains its soft tone again. The lyrics say, “He said ‘I was finally the husband, that most the time I wasn’t. An’ I became a friend a friend would like to have” (Cowboylyrics.com). As Tim McGraw sings these lyrics, a video is shown of the original couple smiling and kissing. It represents how the man is changing his life style due to his cancer limiting his time left. Again, the couple is average and well relatable which makes the audience want the happiness that they have. This lyric probably gets to a lot of people in that they want a happy marriage. It makes the audience want to change their life styles in order to be truly happy.
As the song continues, the lyrics continue to get more powerful. Tim McGraw also gets more convincing in his facial expressions. His face is very serious when he sings, “And I went three times that year I lost my dad,” (Cowboylyrics.com). He closes his eyes and shakes his head as if he is still in disbelief. It gives off a tone of sadness and sorrow. He then sings, “Well, I finally read the good book” (Cowboylyrics.com). His face expresses that “reading the good book” was a comfort to him and a solution to his problem. As he sings that lyric he also holds his hand out as if he was reading a book and turned his flat palm into a fist which represents the strength in the bible. Referring to the bible can be controversial, because it is aimed toward traditional, even a Christian audience. However, it fits perfectly to the song in that God is someone people turn to when going through a tough situation.
The chorus replays again showing videos of phases throughout life. There is a video of a little boy being pushed in a tire swing by his father. This represents how children are careless and new to life as well as how parents cherish their children. The video also pans over to the couple again. They appear to be so in love and full of happiness. The videos basically capture the best and most memorable moments throughout an average person’s life, which also makes it more relatable to the audience. This also motivates the audience to cherish life and the precious moments in life.
As the music picks up at the end of the second chorus, Tim McGraw sings, “Like tomorrow was a gift and you got eternity to think about what you’d do with it” (Cowboylyrics.com). Tim McGraw is further away and the whole screen is almost white, which represents the eternity in the lyric. As he sings “eternity,” he moves his arm to the side as in pointing to the empty space as in asking yourself what you would do with all of it. The music slowly picks back up and becomes strong and powerful as Tim McGraw walks closer to the screen. This shows how time goes fast as he walks closer and closer as in the end is getting closer. This represents how fast time goes if you do not take each day slow and enjoy moments that you will never get back.
As the music slowly picks back up, the music peaks, and a collage of videos pop up as Tim McGraw points up to them. The different phases of life are shown again all together at one time. The multiple videos together trigger multiple feelings. There is sadness when looking in the sad eyes of the old man, as well as happiness when you see a little boy’s smile while being pushed in a tire swing. Then as the video pans out, the old man is smiling with his wife. This leaves the audience to infer that the happy old couple and the young couple were the same people.
The next video clip is of Tim McGraw’s dad, Tug McGraw, who was a pitcher for Philadelphia Phillies. The video is of Tug throwing a pitch and winning the game. Tim McGraw smiles while singing the lyric, “Live like You Were Dying” (Contactmusic.com). With the pitcher being Tim McGraw’s dad, the lyrics become so much stronger. The video gives of a sad, yet very happy tone. Then all of the video clips scan through again one last time as Tim McGraw sings the last line. Then the complete video fades.
Overall, the video represents many phases of life and captures many tones. It captures all tones in that it speaks and shows the tragedy of being diagnosed with cancer, and then it speaks and shows happiness by showing a happy couple in love. Throughout the video and lyrics, there are many motivational words and actions that influence the audience to want to have a life full of happiness and love. These influences were shown through facial expressions, videos, music, and lyrics to represent how life should be cherished and not taken for granted.
WORK CITED
“Life Quotes, Quotes About Life.” Indianchild.com. September, 19th, 2009.
“Tim McGraw live like you were dying lyrics.” Cowboylyrics.com. 2009. September, 19th, 2009.
“Tim McGraw-McGraw’s Baseball Hero Dad Dies.” Contactmusic.com. September, 19th, 2009.
“Videos: Tim McGraw: Live Like You Were Dying.” CMT.com. 2008. September, 19th, 2009.
“William Ross Wallace quotes” Thinkexist.com. 1999. September, 19th, 2009.
The Making of a Nazi
As Adolf Hitler began his rise to power it quickly became obvious that in order to control the world, he would first have to successfully manipulate the children of Germany. In his 1935 speech at the Reichsparteitag Hitler addressed that “he alone, who owns the youth, gains the future!” (Hitler’s Youth p.1). This belief played a large role in the effectiveness of the Nazi takeover of Germany. Germany, however, was not the only country to have this perspective. Many other nations, including the United States, saw the importance of children’s minds. In 1943 Walt Disney created a propaganda film to teach the children of the United States about the horrors of the Nazi party, this film was entitled “Education for Death.” Since the film is created by Walt Disney, children are able to relate this show to other cartoon’s that they have seen throughout their young lives. In fact this film was created by the person who also directed “Peter Pan” and “Lady and the Tramp”(Education p.3). By using simple techniques such as dehumanizing Nazis through livid body motion and a harsh tone of voice, portraying evil by the use of the color red, and relating Nazi Germany to stories that children have heard before, “Education for Death” is able to create an effective propaganda film that persuades children of the horrors of Nazism.
The beginning of the film immediately establishes the color red as a signal of evil, maliciousness, and cruelty (YouTube 0:35). All that is shown on the screen is a red Swastika portrayed in front of a black background. By setting off the red Swastika the director, Clyde Geronimi, is able to instill a sense of fear and apprehension of the color red, as well as the Swastika, which represents the entire Nazi party. By setting apart the color red as a symbol of corruption early in the film, the audience can become more familiar with this theme.
The story now begins, and the film portrays a young German couple walking up to a large desk, that is surrounded by Swastikas and other Nazi insignias (YouTube 0:57). As the couple approaches the desk, they stop to pay their respects to their ruler as they each raise their arm to “Hail Hitler.” In reply the Nazi sitting at the desk also hails to Hitler, but does so in a much more furious manner. Here the audience begins to notice the violent manner of the Nazis. All actions that are made throughout this scene serve as a representation of how all Nazis will move throughout the entirety of the film. Eventually it becomes apparent that the couple has come to the desk to ask the Nazi party permission to name their forthcoming son Hans. In this scene there is an obvious contradiction between the sweet and calm voice of the wife and the harsh and demanding tone of the Nazi. This instills a belief into the viewer that all Nazis are violent, and seemingly inhuman, as if they are not even Germans at all.
In an attempt to better relate the films teachings more directly towards children the directors decided to use stories that are familiar to them. After the young couple gains permission to name their son Hans, the focus then switches to a “Nazi fairytale” that is known to children around the world as “Sleeping Beauty” (YouTube 1:52). As the fairytale unfolds we see a clip from the movie “Sleeping Beauty” where the wicked witch stands over Princess Aurora. In this version of the film however, the wicked witch is actually democracy, being the root of all evil in the eyes of the Nazi Party. Princess Aurora is a representation of Germany, who is unconscious and subject to the perils of democracy. Prince Charming is none other than the Fuhrer himself, Adolf Hitler. By using a story that all children can relate to, this film is able to demonstrate to a very young audience what it is that the Nazi party was teaching German children of their own age.
This fairytale also has many other implications within it. Immediately after “Prince Charming” breaks the spell with a kiss, Princess Aurora is then shown as the film portrays Germany. Princess Aurora, as Germany, is depicted as overly obese, and above that a drunk (YouTube 2:34). Prince Charming, as Hitler, is wild and convulsive. As soon as the princess wakes up from the spell she immediately begins to hail Hitler. Seeing this, Hitler begins to salute her back in the same way. Just like the Nazi at the front desk in the beginning of the film his actions are livid, and violent. He works himself into such a rant that his face turns red, and in his exclamation begins to pound himself on the head (YouTube 3:00).
Throughout the film the only characters who’s faces turn red are the Nazis. The reddening of the face is a clear indication of anger amongst the Nazi’s but also a sign of evil, just like the red Swastika in the opening of the film. By using these commonly known characters to describe the tendencies and behaviorisms of both Germany and Hitler “Education for Death” is able to communicate a lesson to children that could not be easily taught through basic teaching alone.
Eventually Hans grows up, and gets enrolled into school; however, he has contracted a sickness that hinders him from attending (YouTube 4:25). The audience is given a glimpse of the love that Hans’s mother has for him when she is shown hugging and caring for him while he is in bed, sick. She feels a sense of urgency because she knows that the unfit children are taken away from their homes by the Nazi government and are never heard from again. Shortly after, a Nazi soldier bursts through the door of Han’s bedroom. The soldier ferociously asserts that unless this “mollycoddling” stops then the state will take him away. Hans’s mother is portrayed as a very compassionate woman; her character is foiled by the Nazi soldier that enters the room. He is vicious with both his actions and his temperament. He is shown as having no feelings of sympathy, or any regards to human decency. He is intended to depict all members of the Nazi party; therefore, his main role in this film is to give Nazi party members inhuman qualities.
Hans gradually starts to feel better, and eventually starts back at school. The criteria that is being taught that day was a lesson in “natural history” (YouTube 5:40). This consisted of a story of a rabbit and a fox. When the two met each other, the fox quickly ate the rabbit, the moral of the story being that only the strong will survive, and the weak deserve to die. This quick lesson may be the most familiar of all stories to the viewers of this film. During the story the two creatures come to life on the chalkboard, and many of the same noises, and musical numbers are used during this lesson as are used in the normal everyday cartoons that children of that time period watched. It becomes a story of the hunter and the hunted, much like when Elmer Fudd chases Bugs Bunny. When Hans is asked what he has learned from the lesson he replies that he feels bad for the rabbit. This enrages the teacher, who in turn yells until he turns red at the face, another signal of anger and evil. Hans is sent into the corner while the other children explain what they have learned. After hearing the correct answers Hans then exclaims how much he hates the rabbit because of its weakness (YouTube 7:18). This segment is intended to show the “brainwashing” that occurred in the Nazi schools. By taking away common feelings such as sympathy, empathy, and compassion the children are being formed into finely tuned soldier for the Nazi regime.
The final scene of the short film shows a group of Hitler’s youth marching under a red sky (YouTube 9:00). In the middle of the camera is Hans, marching in complete unity, showing total conformity to the ways of the Nazi party. As the marching goes on the soldiers turn from boys to young men. At this point the narrator comments about Hans “In him is planted no seed of laughter, hope, tolerance, or mercy” (YouTube 9:06). The creators of this film are obviously showing that the Nazis have no capacity for these common traits, traits that we hold all cultures to obtain, therefore leaving them inhuman. As the young men keep marching they gradually turn into full grown men. Now their transformation is complete and there is no turning back. The narrator explains: “He sees no more than the party wants him too, he says nothing but what the party wants him to say, and he does nothing but what the party wants him to do” (YouTube 9:28). As each of these comments are made, a physical limitation is placed on each soldier. As the narrator talks about seeing only what the party wishes, blinders are placed on the soldiers so they can only see straightforward. When the explains that Hans says nothing but what the party wishes, a muzzle is placed on each soldier. And finally when he implies that Hans will do nothing but that of which the party wishes, there is a collar placed on him. These limitations all serve to show the Nazi’s as more like robots than human beings, living only for the purpose of serving the Nazi party.
Throughout WWII all nations used propaganda as a way of pushing forth nationalism and portraying their own thoughts on the actions of their enemies. Walt Disney’s “Education for Death” is a great example of how the United States wished its children to see Germany’s Hitler Youth program. By the use of a common theme of red standing for evil, relating difficult lessons to familiar stories, and dehumanizing the Nazi party members, this film successfully captured the minds of children, and further promoted 1943 United States ideals.
Works Cited
"Education for Death." Youtube. February 15, 2010
"Education for Death 1943." IMDB. February 15, 2010
"Hitler Youth." Historical Boy's Uniforms. December 5, 2009. February 15, 2010
A Time for a Turtle
Living in the 1950s during the Nuclear Age came with many serious complications. Not only did the United States drop an atom bomb on Hiroshima, the nuclear arms race between the U.S. and the Soviet Union also began to escalate quickly. With the idea of “mutual assured destruction,” it was thought that the more bombs a country possessed, greater peace would be obtained (Notes). The idea was to increase the fear of the opposing side retaliating. Because this was unlike anything else the United States had experienced before, the Federal Civil Defense Administration was a newly created government office put into place to provide advice for citizens (Notes). The government introduced a film to convey one of their main messages. This cartoon was entitled “Duck and Cover.” The film attempted to convince families, especially children, there was something effective they could do to protect themselves if an atom bomb was dropped. Bert the Turtle was the child-friendly cartoon used as a role model to show what should be done. A simple, repetitive, at some points rhyming, and catchy song was used along with exaggerated examples of emergency plans. There was also an underlying theme of patriarchy and racism included.
The film begins with Bert walking down the road with a smile on his face and the cheerful theme music playing in the background. The impression is given that everyone should be calm and collected until the sight of an explosion. A stick of dynamite is suddenly hung behind Bert’s shoulder and when he sees it, he begins the duck and cover procedure into his shell. After repeating this process twice, the film switches from a cartoon to a recorded classroom setting (YouTube 1:23).
The children in the classroom begin by demonstrating what ducking and covering would look like while at school. They quickly and promptly place themselves under their desks and cover their heads. The narrator explains that the atomic bomb is just one of many dangers around us at all times. When he says that we are constantly surrounded by dangers, the camera focuses on the only black child in the room (YouTube 1:35). This is interesting because the film is supposed to be about protection from bombing, but prejudice still shines through. When talking about the other dangers such as fire and automobiles, the heroes are all white males. All of the firemen, the man who directs traffic, and the teacher are all of the seemingly superior white race. It quickly becomes apparent as to who the government wants the children to look up to and have a great amount of respect toward.
After showing the examples of other dangers, the film shifts back to the classroom where the children are learning what happens when an atomic bomb explodes. Once the children demonstrate how to duck and cover once again, a cartoon of a house appears to show the example of a flash caused by an atomic bomb. The effects of the flash show buildings being knocked down and debris flying everywhere (YouTube 2:37). The irony comes into effect when Burt is seen surviving in his shell out in the middle of the explosion. If an explosion is causing the destruction of buildings, it is highly unlikely that Bert is alive, simply because he ducked and covered. This is, however, the message being sent to children. I understand why the government would want to raise awareness about the dangers of an atomic bomb, but their description of what an explosion entails is slanted to such a degree that the information is practically useless. This is just one example of how much influence a government can have over its people, even when the message being sent is faulty.
After the exaggerated example of Bert being saved by ducking and covering, an understatement is made about the effects of the radiation. We know now that radiation poising can be so severe that it can be deadly. The film’s explanation of the possible effects was comparative to a bad sunburn. A bad sunburn would be much less severe than what the radiation would do to exposed skin. The teacher goes on to say that because humans do not have a shell like Bert, we can help protect ourselves by covering our faces and necks, as well as ducking under a desk. Once again, the film seems to be giving children a false sense of protection against the atomic bomb.
The subject, then, quickly shifts to a student asking how will it be known when the atomic bomb explodes. This student is given the answer of “with warning” and “no warning.” It is then explained to the children that the Civil Defense Workers will do everything possible to try and give a warning. These Civil Defense Workers are shown as white men in uniform who are extremely hard at work, either on lookout or going through paperwork. This implies that the children should be astonished with these men for the important job they are performing.
As previously stated, the children are told they may or may not have a warning. If there is time for warning, there will be a siren as heard in the film. The children in the film who hear the siren are extremely cooperative and quickly drop their toys to find a safe place (YouTube 4:00). It is unlikely, however, that all children would behave in such an orderly manner. The film also explains that if a siren is signaled and a child is alone, they should ask a trusted adult for help in finding shelter. The example given, not surprisingly, of a trusted adult who helps the child is a white man.
The explanation of a bombing without warning, on the other hand, seems to be the one meant to be a bit more fearful. The film reminds the children that the only warning sign they might possibly see is a bright flash. Once this intense flash is seen, an order for immediate duck and cover is give. Bert makes his appearance, once again, to show the simple and effective act of duck and cover. Some of the white older children become role models as well and show how to duck and cover in hallways and cafeterias. The film said to duck under a table if possible to be protected from debris. Conversely, the film earlier stated that an atomic bomb could destroy buildings, in which case a table would do little good for protection.
As the film continues with the importance of every person being ready for an explosion, a young boy and girl are shown leaving their house for school. Their mother is dressed in an ankle-length dress and fits the stereotype of a stay at home mother. She smiles and waves as they head off. During this era, there was no place for women in the workplace, and the film depicts the fact that a woman should be happy and know she belongs in the home. The children give yet another example of how to protect themselves if there is no adult around.
The final example of a child who knows how to protect himself when he is alone is a young boy named Tony. As he is riding his bicycle, a flash is seen and he exaggerates a dive off of his bike and lies against the wall of a bridge (YouTube 7:01). Unfortunately, if an atom bomb were to explode, a foot high concrete wall would do little to help Tony. He is shown lying there until a Civil Defense Worker, a white male, comes along to tell him that he is safe. The film specifically says to obey the Civil Defense Worker. This command is not surprising, given the fact that the film was produced by the Federal Civil Defense Administration.
The remainder of the film contains a few more examples of ways to protect yourself no matter where you are. Each example is like the previous, exaggerated and unlikely to be effective. After observing the film as a whole, it is obvious that the assumption is being made that most people are completely unaware of what an atom bomb really is and the potential damage it could produce. Although the methods in the film seem humorous and idiotic now, at the time many people took this seriously. Bert the Turtle was a clever, non-threatening way to explain what the government wanted children and adults to do in the event of an explosion. The irony, however, is that most of the precautions taken in the film would have done absolutely nothing to protect those in danger. It also becomes apparent that the patriarchy and racism present in this film were a more concrete example of reality than the information given to citizens about the explosion of the atom bomb.
Works Cited
“Duck and Cover.” YouTube. September 12, 2008. February 14, 2010.
Malone, Carolyn. History 150 Class Notes. December 7, 2009.
Visual Rhetoric Analysis
The image of beauty young girls have developed through television and the media is incredibly flawed. The media is a beast that will do anything to make money, and in its pursuit, has taken perfection to the next level. These seemingly perfect people are what the population wants to see and with whom society is obsessed. Young girls have been brainwashed into thinking they need to strive for the flawlessness that is seen on magazine covers, television, and throughout society. The female’s definition of beauty is skewed in a torturous way. Dove’s ‘Onslaught’ commercial ambushes the viewer, namely young girls, with a look into the appearance-based addictions that are plaguing the minds of youth across the country and attempts to educate parents on the influence of the media over their children. Young girls, many of whom have an unclear definition of true beauty, are quickly being turned into teens with too much attitude and not enough independence and individuality. The unrealistic images of “perfect” bodies, weight loss fads, plastic surgery, and excessive working out, which are each portrayed in the video, are the impractical visions of perfection currently robbing girls of their self worth, the chance to define their own personality, and are placing unnecessary insecurities into their easily manipulated minds.
Represented in this clip by Dove is the pressure that every teen girl faces to fit the thin, big breasted, “hot” stereotype. The clip begins with an innocent red-headed girl, standing self-assuredly in front of the camera with a simple grin on her face. She appears to be approximately ten years old and has a simpleness about her that one would expect to see in a child her age that has not succumbed to the medias influences. Her natural red hair, pulled back in an effortless clip, blows in the wind as she smiles at the camera. Her clothes cannot be seen, but one can assume that her outfit matches the rest of her appearance. She is most likely wearing something uncomplicated and age appropriate. She does not seem to have a care in the world. Girls that have fallen victim to the media would not be able to accomplish the look of confidence and innocence that the red head exudes standing in front of the camera. Most would be wondering if they had applied enough make up, spent enough time on their hair, or if the outfit they had chosen for the day made their hips look wide. Girls impacted by the media lack the confidence and the ability to be carefree, which are both qualities the little girl possesses in the opening clip (YouTube – Beauty Pressure, 0:23).
After several seconds, the music cues. “Here It Comes” from the U.K. group Simian’s “La Breeze” commences (YouTube – Beauty Pressure, 0:09). The music starts at a slow pace and begins to set the mood. The slow music deceives a first time viewer. One would not be prepared for the onslaught of images that are to appear next by hearing the slow music and seeing only the innocent, baby faced child on the screen. Suddenly, a rapid bombardment of the images many of us have come to accept as normal, flash across the screen (Hollis, 3). Along with these photos, the music gets louder and picks up in tempo. This sudden change catches the viewer off guard and results in a much more impactful viewing experience. Few would have been prepared for the hundreds of powerful images that flashed across the screen within a matter of thirty-five seconds. Some of these images are things we see every day and are not negatively affected by, but when they are placed in the sequence in which Dove has chosen and combined with other harmful practices, these practices seem much less acceptable. This is the effect Dove was seeking.
Within the ambush of images is a mirage of items that refer to sex appeal and anything but the true definition of beauty. Within the first six seconds of the picture reel, there is an abundance of pictures that include women not wearing much in the form of clothing and exposing their bodies in way that leaves nothing to the imagination (YouTube – Beauty Pressure, 0:29). Modesty is much less common today than it was in previous generations. The ease with which women expose their bodies, depicted easily in this commercial, proves just how little women respect their femininity. Following the scantily clad women, is a series of pictures that reveal words such as sexy, hot, irresistible, diet, transform, and stay slim (YouTube- Beauty Pressure, 0:35). Each of these words are very typical in the television industry. Dove makes a point to bring them front and center within the video. These are the stereotypes young girls allow to define their lives and go hand in hand with the images of the nearly naked women that precede them.
The female gender often settles for less than the best and rarely bothers to put her “best foot forward”. Instead, girls attempt to put their “sexiest foot forward” because they feel as though that is what society wants and expects from them; it almost feels normal. The media has helped to put these thoughts into the minds of young girls and girls of all ages are hearing them loud and clear. The question now is: Will they hear the message from Dove just as loud and as clear? Until modesty is what is hip and cool, the answer is probably no. Society’s priorities are way out of line; everyone is looking for the “quick fix” (The Pressure to be Beautiful). Girls obsess over a toned stomach, flawless skin, shiny hair and everything else society tells them is imperfect and capable of looking better (The Pressure to be Beautiful, 4). A winning personality, a confident smile, or a kind hand are not qualities that are highly regarded among the current generations; keeping up with the hot trends have taken precedence.
Following the stereotypes, a collaboration of images display today’s popular weight loss techniques. A plethora of diet pills promising to deliver unbelievable results, clips of women running endlessly on treadmills and struggling to keep off undesired weight, flash across the screen (YouTube – Beauty Pressure, 0:49). These are all techniques women use on a daily basis to obtain the body society tells them they should achieve and maintain. While these pictures cycle through, a voice can be heard in the background making promises that pledge to help achieve the media’s definition of real beauty: “You will look younger … smaller … lighter … firmer … tighter … thinner … softer” (YouTube – Beauty Pressure, 0:45). Each of these things are what young girls strive for in order to reach that unrealistic level of perfection.
The last segment of the commercial depicts the agony women are willing to put their bodies through to work towards what society has deemed “perfect”. The remaining seven seconds is a very blunt display of the effect plastic surgery has on society (YouTube – Beauty Pressure. 0:59). Dove holds nothing back in the images used to portray the realness of the situation. Seeing the women marked with black lines, lying in a surgical room, and allowing doctors to cut them open and sew them back together as a different person seems much less acceptable and mildly inhumane after watching this commercial. Ending with these disturbing photographs allows the point of the commercial to hit home and leaves the viewer wondering what they and their family have done to their bodies in the name of beauty.
As the music slows again and the images cease, the innocent red-headed little girl walks across the screen with the attitude of a media-crazed teen. No longer is it the fresh face of a young girl, but rather the over-processed, fake, stereotypical image that is taking over the younger and easily influenced generation. The little girl has succumbed to society’s pressures and is now following a group of girls her age, instead of maintaining the independence displayed at the beginning of the commercial. In addition, her clothes have changed and she is now covered from head to toe in the latest and most hip fashions. Her look is complete with too much make-up and hair too stiff from hairspray to blow in the wind. There is little of the innocent, baby faced child from the beginning of the commercial left in the diva that walks across the screen at the end of the segment. The clip closes with a final word of advice: “Talk to your daughter before the beauty industry does” (YouTube – Beauty Pressure, 1:19).
Over the past several decades, women have worked hard to achieve their current social standing, but like a recently published article in iVillage commented, what has really changed? The author states, “I am still rarely ‘subject’ and mostly object, mostly a thing, to be judged, inspected, possessed and consumed like so many other objects in our consumer culture” (The Pressure to be Beautiful, 8). Women are locked into a definition of beauty in which they had no part in writing. Feeling adequate among all the other women means assimilating. The Dove commercial is attempting to showcase the fact that the media is stretching the truth in order to make money. This assimilation is completely unnecessary when girls learn at a young age to write their own definition of beauty instead of having it written for them (YouTube – Beauty Pressure).
Dove presents a united front in attempting to define what true beauty is. It is important for girls to realize life is about more than just their physical appearance. So much of today’s society is based on what is on the outside and neglects to focus on the heart of the matter; what is on the inside. Beauty comes from within and includes characteristics such as personality, intelligence, charm, integrity, and elegance (Beauty). These are traits that are valued much less often than the stereotypical measures that are common in the world today. The flashes of “perfection” in the video do not portray elegance or personality. The video shows an attempt to conform into the kind of sex object the media portrays as acceptable and normal. Women and young girls believe this is what they need to be in order to be attractive and accepted by the opposite sex. The media should not be setting the standards for beauty. The only requirement to be beautiful is to be you; no one can do it better.
Works Cited
"YouTube - Beauty Pressure." YouTube - Broadcast Yourself. Web. 15 Feb. 2010.
Hollis, Nigel. Web. 14 Feb. 2010.
"Beauty | Definition of Beauty at Dictionary.com:." Dictionary.com | Find the Meanings and Definitions of Words at Dictionary.com. Web. 15 Feb. 2010.
"The Pressure to Be Beautiful - iVillage Beauty & Style." Beauty Tips, Hair Styles and More at iVillage.com. Web. 15 Feb. 2010.
Visual Rhetoric Analysis
The responsible drinking tips from Alcoholstats.com suggest that, “fifty-four percent of American adults (or 115 million Americans) drink beer. Of those American adults who drink beer, 94 percent indicate they drink responsibly and in moderation” (Alcohol 2). This leaves six percent of the population that drinks to make mistakes. Driving while intoxicated, domestic violence, and child abuse are all major problems that are a result of drinking irresponsibly. There are thousands of nonprofit organizations that are set up to reduce irresponsible drinking. Mothers Against Drunk Driving (MADD) and Students Against Drunk Driving (SADD) are just a few organizations that work tirelessly to reduce irresponsible drinking. There are also many television ads that try to persuade Americans to not binge drink. “It’s Not the Drinking, It’s How We’re Drinking” is a series of commercials whose course of action is to monitor how we drink alcohol. This series of commercials convey their message through transitioning camera shots, facial expressions, and the people and environment around the drinker.
All of the “It’s Not the Drinking, It’s How We’re Drinking” commercials follow a drinker as he consumes alcohol through the day. In one of the commercials, the setting is at an outdoor barbeque. There is a variety of people at the barbeque including both adults and small children. The adults at the party are dressed in casual clothing such as polo’s and t-shirts and consuming alcoholic beverages. This environment is important because it is a common place where adults would be drinking around small kids. The commercial starts out with a man swinging a child through the air. Everyone around, including the child, seems to be humored by this act. This is evident because the other guests of the party are smiling and laughing. In the other commercial, the setting is at a bar. Friends are gathered around a table, conversing with one another and drinking beer. The men are also bantering back and forth with one another. They are dressed in athletic uniforms and dress clothes. I believe this is an important setting for adult males to hang out, drink alcohol, and poke fun of each other. All of the commercials start out innocent and care free, then the individuals keep consuming alcohol and the problems start to emerge.
After the man in the barbecue commercial is done playing with the child, he goes to a cooler and grabs a beer. When the man gets his beer, he throws it behind his back and catches it. This act shows that he is smooth and is trying to impress the guests around him. Three men laugh and smile at the man after he accomplishes this amazing feat. Then, the commercial uses a great transition from the man drinking beer in the daytime to him drinking at the party at night. The man is still drinking beer, but now it is apparent that he is intoxicated. This is evident because the man approaches two men that are grilling, and he dumps his beer onto what is being cooked. After the grilling incident, he walks away and takes someone else’s beer and chugs it. The director is showing how people’s personalities progress as they consume more and more alcohol.
As the man continues to drink, he walks through the house messing with pictures and yelling at people. The little boy from the beginning of the commercial finds the man and asks to be swung again. This time the man is drunk, and everyone is nervous when the boy is being swung through the air. The director has the party guests that are sitting around appear to be nervous and worried. All of the party guests were correct to worry. As the man is swinging the child, he accidentally lets go and the child gets thrown in to the wall. A look of sadness appears on the man’s face as the other guests start yelling at him, telling him to leave. He stumbles outside and sits against a fence with his hands over his face. The scenario that is used is important because it grabs the audience’s attention. People can relate to the event on an emotional level because nobody wants to see any harm come to a child.
I believe that the view of this commercial is traditional by today’s standards. In the past, drinking was more of a taboo act to the majority of our nation. Now, we have come to accept the social act of consuming alcoholic beverages, however how we consume the alcohol is still a major problem. Congress has passed many bills that combat irresponsible drinking: drunken driving laws, public intoxication laws, and the minimum drinking age being twenty-one. These laws are set up to deter Americans from consuming alcohol in an irresponsible manner. According to Alcoholstats.com, “over 1.46 million drivers were arrested in 2006 for driving under the influence of alcohol or narcotics” (Alcohol 4). Irresponsible drinking is also seen on college campuses across the nation.
The main character in this commercial is stereotypical of a frat boy. When I first viewed the commercial, I immediately thought of Jim Belushi in Animal House. An Indiana University study presents, “over two out of every five of all college students are binge drinkers” (Engs 5). Some of the man’s actions are outrageous and over the top because he is trying to please those around him. An example of this is when the main character throws his beer behind his back and catches it. Another example is how the man is obnoxiously loud throughout the whole commercial. A change in the man’s personality occurs as he continues to drink more and more. Lowered inhibitions are the change of personality that is being portrayed in this commercial. The man starts to care less about how his actions are starting to affect those around him as he continues to consume more alcohol. An example of this is when the main character steals another party goers’ drink. These are actions that can be overlooked, but a more serious problem arises when the man continues to drink.
Violence as a result of binge drinking is a major problem in the United States today. Indiana Universities study on drinking responsibly found, “In 2002 more than 70,000 students between the ages of 18 and 24 were victims of alcohol-related assault in the US” (Engs 8). Binge drinking is a key contributor to alcohol-related violence. Domestic violence, child abuse, and negligent violence are all forms of violence that are affected by binge drinking. In this commercial the act of violence was negligent. The man was not competent enough to realize that his actions could be harmful to the little boy that he was playing with. Drinking alcohol irresponsibly was the contributing factor that leads to the man’s negligence. Using a traumatic event is not the only angle used by the media to encourage American’s to drink responsibly.
Using humor is another tactic that is used to promote responsible drinking. There are many commercials that show adults in awkward situations due to irresponsible drinking. Some commercials show men trying to play it smooth with women. However, their attempts of being suave are derailed because they are too intoxicated to make any sense. Whether the media uses humor or a tragic event to portray its message, responsible drinking is an important lesson that needs to be learned.
This television ad conveys its course of action through the message “It’s not that we’re drinking, it’s how we’re drinking” (Lynne). It is making an argument. The argument is to consume alcohol in a responsible manner, and know when enough is enough. Clever camera transitions, a variety of facial expressions, several drinking environments, and a tragic event are used to paint a picture of what can happen when people are drinking irresponsibly. An adult male starts to consume alcohol early in the day. At the beginning his actions are responsible as he tries to impress the other party guests around him. He swings a child through the air, does a trick with a beer bottle, and jokes with those around him. The man’s actions at the beginning of the commercial are portrayed to be responsible because he has not yet consumed a large quantity of alcohol. As the man continues to drink, he becomes less and less responsible. A child is eventually injured as a result of the man’s irresponsible consumption of alcohol. This piece of rhetoric is implying that if we consume alcohol in the wrong manner, then bad things can start happening to us and the people around us.
(Sorry, don’t have the Work Cited page for this one)
Analysis Paper
“Every man dies. Not every man really lives,” by William Ross Wallace is one of many quotes that encourage people to live life to the fullest (Thinkexist.com). For many years people have been writing quotes, poems, and songs about living life to the fullest. Whether it is from Carpe Diem meaning seize the day to “And in the end, it's not the years in your life that count. It's the life in your years,” by Abraham Lincoln (Indianchild.com). Tim McGraw is a modern country artist who writes many meaningful and inspirational songs. One of Tim McGraw’s most popular and inspirational songs is “Live like You Were Dying.” The song speaks about a man finding out that he has cancer and then completely changing his life due to his limited time left on earth. Tim McGraw’s music video “Live like You Were Dying,” uses lyrics and music as well as facial expressions and videos to convey the message of cherishing life and living everyday like it was your last.
At the start of the video, Tim McGraw sets the tone by wearing a white shirt, blue jeans, a black cowboy hat, and no shoes (CMT.com). His outfit is simple, and his shirt blends into the white background, which sets off a heavenly as well as innocent feel. Tim McGraw stands with his head bowed as in prayer or deep thought as a video comes up of an old man’s eye staring right at him. The music is slow and serious. Right after Tim McGraw is sitting looking up at a video of a little girl riding her bike and the music starts to speed up. These first couple of seconds captures life from the end to the very beginning, from an old man to a child. The music also represents how children take life fast, and older people take every day slow as they learn from the years.
As the video continues, Tim McGraw uses facial expressions to express the significance and power in his words. His face seems very serious and concerned during the beginning of the lyrics. Periodically he glances at the ground out of sadness it appears. He sets a very serious and depressing tone which ties into the first few lines of the song. As Tim McGraw sings the first few lines, he emphasizes “Sweet Time” (Cowboylyrics.com). He emphasizes this phrase because it is a major part of the song. His serious tone and emphasis represent the song in its entirety.
As Tim McGraw continues, videos are shown of a man and woman worried or concerned with something. The man and woman look average and middle aged, which allows the video to apply to the audience better due to the use of average looking people. Their facial expressions go along with the lyrics in that they are just finding out that he has cancer. The woman is comforting the man by putting her hands on his shoulders. During this scene, Tim McGraw sings, “I asked him when it sank in, that this might be the real end” (Cowboylyrics.com). The video of the man and woman sets off a tone of fear as well as hope. However, when the chorus of the song begins, Tim McGraw’s facial expressions lighten up. The sad tone fades away with the uplifting music. The tone changes, because the lyrics change in that instead of being depressed about the cancer and small time left on earth, he lives his life to the fullest.
After the chorus, the lyrics and action in the video connect again. The music slows and gains its soft tone again. The lyrics say, “He said ‘I was finally the husband, that most the time I wasn’t. An’ I became a friend a friend would like to have” (Cowboylyrics.com). As Tim McGraw sings these lyrics, a video is shown of the original couple smiling and kissing. It represents how the man is changing his life style due to his cancer limiting his time left. Again, the couple is average and well relatable which makes the audience want the happiness that they have. This lyric probably gets to a lot of people in that they want a happy marriage. It makes the audience want to change their life styles in order to be truly happy.
As the song continues, the lyrics continue to get more powerful. Tim McGraw also gets more convincing in his facial expressions. His face is very serious when he sings, “And I went three times that year I lost my dad,” (Cowboylyrics.com). He closes his eyes and shakes his head as if he is still in disbelief. It gives off a tone of sadness and sorrow. He then sings, “Well, I finally read the good book” (Cowboylyrics.com). His face expresses that “reading the good book” was a comfort to him and a solution to his problem. As he sings that lyric he also holds his hand out as if he was reading a book and turned his flat palm into a fist which represents the strength in the bible. Referring to the bible can be controversial, because it is aimed toward traditional, even a Christian audience. However, it fits perfectly to the song in that God is someone people turn to when going through a tough situation.
The chorus replays again showing videos of phases throughout life. There is a video of a little boy being pushed in a tire swing by his father. This represents how children are careless and new to life as well as how parents cherish their children. The video also pans over to the couple again. They appear to be so in love and full of happiness. The videos basically capture the best and most memorable moments throughout an average person’s life, which also makes it more relatable to the audience. This also motivates the audience to cherish life and the precious moments in life.
As the music picks up at the end of the second chorus, Tim McGraw sings, “Like tomorrow was a gift and you got eternity to think about what you’d do with it” (Cowboylyrics.com). Tim McGraw is further away and the whole screen is almost white, which represents the eternity in the lyric. As he sings “eternity,” he moves his arm to the side as in pointing to the empty space as in asking yourself what you would do with all of it. The music slowly picks back up and becomes strong and powerful as Tim McGraw walks closer to the screen. This shows how time goes fast as he walks closer and closer as in the end is getting closer. This represents how fast time goes if you do not take each day slow and enjoy moments that you will never get back.
As the music slowly picks back up, the music peaks, and a collage of videos pop up as Tim McGraw points up to them. The different phases of life are shown again all together at one time. The multiple videos together trigger multiple feelings. There is sadness when looking in the sad eyes of the old man, as well as happiness when you see a little boy’s smile while being pushed in a tire swing. Then as the video pans out, the old man is smiling with his wife. This leaves the audience to infer that the happy old couple and the young couple were the same people.
The next video clip is of Tim McGraw’s dad, Tug McGraw, who was a pitcher for Philadelphia Phillies. The video is of Tug throwing a pitch and winning the game. Tim McGraw smiles while singing the lyric, “Live like You Were Dying” (Contactmusic.com). With the pitcher being Tim McGraw’s dad, the lyrics become so much stronger. The video gives of a sad, yet very happy tone. Then all of the video clips scan through again one last time as Tim McGraw sings the last line. Then the complete video fades.
Overall, the video represents many phases of life and captures many tones. It captures all tones in that it speaks and shows the tragedy of being diagnosed with cancer, and then it speaks and shows happiness by showing a happy couple in love. Throughout the video and lyrics, there are many motivational words and actions that influence the audience to want to have a life full of happiness and love. These influences were shown through facial expressions, videos, music, and lyrics to represent how life should be cherished and not taken for granted.
WORK CITED
“Life Quotes, Quotes About Life.” Indianchild.com. September, 19th, 2009.
“Tim McGraw live like you were dying lyrics.” Cowboylyrics.com. 2009. September, 19th, 2009.
“Tim McGraw-McGraw’s Baseball Hero Dad Dies.” Contactmusic.com. September, 19th, 2009.
“Videos: Tim McGraw: Live Like You Were Dying.” CMT.com. 2008. September, 19th, 2009.
“William Ross Wallace quotes” Thinkexist.com. 1999. September, 19th, 2009.
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