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What influences our decision to pursue love?

We pursue love for ourselves. Love is not meant to be selfish and the fact that we pursue love based on our feelings doesn’t make it so. Love is an uncontrollable wave that either lets you along for the ride or drowns you instead; maybe even both. Regardless of how you interpret love is up to you, the pursuit is still for us. Some pursue love more vigorously than others, some have little control of love, our feelings, other’s feelings, we try to command it and force it to make up for our lack of control. In Toni Morrison’s Jazz, there is quite an odd love triangle: Violet and Joe are married, Violet loves Joe unconditionally, Joe loves Dorcas enough to kill her, and Dorcas loves Joe possessively. Each character’s pursuit of love supports the idea that we pursue love solely for ourselves. Although some parts of the book might seem extreme and suggests a sense of selfishness, it still resembles different types of love, but the same influence that decides if we pursue it which is ourselves.

Violet’s unconditional but yet problematic love for Joe is portrayed throughout Jazz, in flashbacks and present time. The very first paragraph of Jazz, Violet is mentioned. She is mentioned as the woman who shot and slashed the girl’s face who her husband was seeing. The rest of the story is centered around this statement. In a flashback Morrison has the narrator describe just how Violet felt the first time she encountered Joe. She writes, “His buttonless shirt open to a knot at the waist exposed a chest she claimed as her own smooth pillow. The shaft of his legs, the plane of his shoulders, jawline and long fingersshe claimed it all.” This is an example of one of the less callous pursuits of love described in Jazz. Here, it’s obvious she admired Joe in such a way that she wants him all to herself. She sees him in a way that is for herself. She claims him as her pillow and as everything she wants. This want for her feelings is what influenced Violet to pursue her love for Joe, which in turn led to their marriage and moving to the city. She couldn’t control her feelings but it was her desire and eagerness that helped persuade her into seeking out Joe’s love.

Joe Trace is a man in his late 50s who met Violet when he was very young. After getting married they moved to the city engulfed in their love. However, his issues with abandonment from his mother and his growing dissatisfaction with Violet led Joe to desire the young 18 year old, Dorcas. He tried to secure Dorcas’s affection by adoring her and giving her little gifts every time they met in secret. This satisfied Dorcas, and in turn Joe. In a journal piece about Jazz, specifically about Joe, written by Sahukar Protibha Mukherjee, she talks about Joe’s necessity to be with Dorcas to fulfill his own desires and reduce his own pain. She says, “In choosing Dorcas, Joe performs the gesture of recognition that he desired from his mother. Dorcas proves to be the end of change for Joe, and the beginning of new insight through which he struggles to establish and sustain a personal identity.” She goes on to talk about how Joe killed his teenage mistress in order to “preserve the feelings their affair has produced”. From the start, using the word ‘choosing’ automatically tells readers that Joe pursued Dorcas for a certain reason. This reason was personal to him, something he was struggling with, something he needed help with, something he chose Dorcas for. And in the end it worked; Dorcas proved to be the end and the start of something for Joe. So much so that when Dorcas left Joe thought the only option was to take her life to preserve the feelings she made him feel. This shows his pursuit for Dorcas’ love was for himself from start to finish. He did it for what he thought he could gain in the beginning and killed her in the end in hope of trying to control and command the feelings he couldn’t regulate which was Dorcas’ lust for a younger man.

Dorcas pursues her emotions mainly two times in Jazz; both are examples of how our own wants and desires influence our pursuit. Within Jazz Dorcas is portrayed as a rebelling 18 year old that rejects her aunt’s old-fashioned tastes and refashions herself as a sexually desirable woman. Morrison portrays Dorcas as just wanting to be looked at and admired. When Joe Trace visits her aunt’s house she successfully captures the the 50 year old’s gaze. This leads into a love affair where they often meet in secret and make love. Each encounter Joe adores and admires her and fills her desires. However, overtime Dorcas starts to see Joe as a father figure, not someone who is an authoritative figure. She realizes how malleable Joe is and moves on to a younger male named Acton who promises to shape Dorcas and control her. In Elizabeth Cannon’s, Following the Traces of Female Desire in Toni Morrison’s Jazz, she describes why actions, such as Dorcas’s, are done. She says, “Specifically, Morrison suggests that sexual desire becomes the only desire operative when the fulfillment of other desires is denied and that what African American women currently most desire, and what is currently most denied to them, is subjectivity, the consciousness needed to act as a subject.”  This is perfect in Dorcas’ case because she had the sexual desire when she was denied subjectivity; then she had the opportunity to obtain subjectivity with Acton, which she pursued. This can also be an example of how love can be defined differently for each person but the pursuit is still for ourselves.

Love should not be a selfish act. The pursuit of love shouldn’t be and in most cases isn’t solely for ourselves. However, along with added circumstances, it’s our own personal feelings and thoughts that influence our decision to pursue love. Jazz is a confusing stream of consciousness that tells an odd love story. The characters in Jazz love unconditionally but also tragically. Violet drowns in her love of Joe, Joe is possessed by his love for Dorcas, and Dorcas is the puppet of her own desired love. Each character has their own type of love like each person in the world does, yet each character, whether they’re from Jazz or from your own life, pursues their love for the same reason; themselves… which isn’t always a bad thing.


Works Cited

Burton, Zisca Isabel, and Harold Bloom. Bloom’s How to Write about Toni Morrison. E-book, New York, Chelsea House, 2008. This eBook offers a summary of the structure of Jazz. He points out Morison’s stream of consciousness and how her style of writing could compare the Jazz style of music. He continues to expand on topics and strategies to consider when writing our essay. Themes, characters. historical context, philosophical ideas and form/genre are included in his analysis. Under each of these, he proves sample topics and questions. His examples about the theme “Love” relate to my (in progress) “purpose of my essay/question”(Should you sacrifice yourself for love?) by relating to how love is expressed in Jazz and how the characters develop different kinds of love.

Lewis, Liz. “The ‘monstrous potential of love’. Moral ambiguity in Toni Morrison’s Beloved and Jazz.” Literature Study, Dec. 2001. This essay talks about both Beloved and Jazz and how love is incorporated into them. She describes the love in Beloved as a dangerous practice doomed to heartache. She takes a physiatric approach in analyzing the different scenes in Beloved. She talks about how Joe’s search and reach for love with Dorcas were fueled by his mother, Wild abandoning him. She talks about how actions that are fueled by love can be the right thing to do but you have no right to do it.

Wilson, Olivia. “The City and the Voice of Jazz: An Integration of Art Forms.” African American Studies Essay Competition. Wilson talks about how coming to the city changed Joe Trace, one of the characters in Toni Morrison’s Jazz. She mentions how some believe the city didn’t change him at all but brought out his true identity. It’s said Joe “changes” at least 7 times during the book, multiple changed include when he’s introduced to love, both with violet and Dorcas. She acknowledged that the structure of Jazz is both disjointed and confusing but how this relates to jazz music itself. The acknowledgment that the word ‘jazz’ is never said in the book is then related to the fact that jazz itself is the narrator.

Maslow, A.H. (1943). “A Theory of Human Motivation”. In Psychological Review, 50 (4),               430-437.  Washington, DC: American Psychological Association. Maslow stated that people are motivated to achieve certain needs and that some needs take precedence over others. Our most basic need is for physical survival, and this will be the first thing that motivates our behavior. Once that level is fulfilled the next level up is what motivates us, and so on. Maslow noted only one in a hundred people become fully self-actualized because our society rewards motivation primarily based on esteem, love and other social needs. Love is something that is needed and desired eventually for most and is the one most get stuck on. So what influences our decision to pursue love? If in most cases it’s never truly fulfilled.

Cannon, Elizabeth M. “Following the Traces of Female Desire in Toni Morrison’s Jazz.” African American Review, vol. 31, no. 2, pp. 235-47. Cannon talks about how Toni Morrison explores desire and specifically talks about sexual desire. Cannon pertains everything she is talking about to African American women. She uses Dorcas as an example of pursuing sexual desire or love because she is denied subjectivity. This makes a lot of sense because Dorcas leaves Joe because he let her be her own person and Acton, the younger male Dorcas leaves Joe for, commands her to do things and tells her how to dress and act and do and she enjoys that and sought that out.

Mukherjee, Sahukar Protibha. ““There she is”: Reconnoitering the Miasmatic Leanings of Joe Trace in Toni Morrison’s Jazz.” Journal of Literature, Culture and Media Studies, vol. 1, no. 2, Winter 2009. She talks about Joe’s necessary to be with Dorcas to fulfill his own desires and reduce his own pain. She says, “In choosing Dorcas, Joe performs the gesture of recognition that he desired from his mother. Dorcas proves to be the end of change for Joe, and the beginning of new insight through which he struggles to establish and sustain a personal identity.” She goes on to talk about how Joe killed his teenage mistress in order to “preserve the feelings their affair has produced”.  This is a good example of Joe pursuing love for his own wants and needs.

Morrison, Toni. Jazz. New York, Vintage Books, 2006.

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Stellar Facts Contradicting Stellar Facts on Senate Bill 11

Dear Dallas Morning News,

In the editorial by Dennis McCuistion supporting the campus carry law, he states, “The data says guns on campus will make us safer.”  McCuistion incorporates true but unrelated statistics about deaths due to gun violence and Concealed Handgun License (CHL) holders. He also tries to support his claims with “educated opinions” which isn’t evidence and can be dismissed as irrelevant.

I not only disapprove of Senate Bill 11, but also disagree with his argument for it is lacking foundation. Yes, the CDC reports 33,878 deaths resulted from firearms in 2013 and yes more were suicides rather than firearm-related homicides, however McCuistion fails to mention what correlation that has to gun laws and restrictions which was mentioned in the previous paragraph. In his editorial there is also an emphasis that CHL holders are less likely to be involved in criminal activities, however in most cases “safer” CHL holders are not the ones to be worried about; even without a CHL there are other ways to obtain handguns. The mentioned, “educated opinions” that support the open carry law are not opinions that are directly affected by the issue.

McCuistion is very proud of his fact checking of Mr. Crisp’s sources from his editorial about negating Senate Bill 11 and it is much appreciated. McCuistion even points out that Mr. Crisp’s argument leads readers to believe that more gun laws and restrictions are the answer based onMr. Crisp’s citing of the National Journal. This is completely true based on the correlation between restriction and gun violence that was back up with evidence.  McCuistion’s next paragraph highlighting his stellar facts leads us to believe that the number of majority of deaths of firearms didn’t even come from firearm-related homicides but suicides. People killing other people with guns doesn’t really seem as bad when more people are killing themselves with guns, right? Some might say yes, but just because the CDC reports more deaths by guns were from suicides than homicides doesn’t contradict the fact more gun laws showed less gun violence. To put it simply, more gun restrictions leads to less people killing other people. Let me be clear: it is tragic to see that more take their own lives with firearms, but that doesn’t change the amount of those that are being killed by firearms, nor does that lessen the truthfulness of the National Journal article.

In addition, McCuistion talks about how in 2013, there were 50,869 convictions; 158(.31%) were CHL holders. He then makes the quick assumption that the ones doing criminal activities do not hold Concealed Handgun Licenses. Again, his statistics are spot on but do he really think that just because only CHL holders are allowed with guns on campus, it’ll stop potential non-licensed shooters from coming onto the college campus? Much less stop them from opening fire? 99.69% of convictions in 2013 did not have CHLs. That’s a much larger portion of people committing crimes with guns and without CHLs. This evidence could prove CHL holders commit less crimes but it also suggests that the majority of people, the people college students should worry about committing crimes don’t have CHL’s; now that handguns can be carried it makes those 99.69% of people less identifiable. Is the armed person sitting next to you a licensed student or a possible shooter? Should we ask?

Although McCuistion admits the responses he gathered from PoliceOne as being nothing more than just opinions and not evidence that concealed carry laws are beneficial, it seems almost absurd for individuals to even consider them when it comes from those that are not affected daily. Have you ever looked at how actual Texas college students feel about it? Take The University of Texas for example, according to an article by the Austin AmericanStatesman, UT students showed their opposition to the bill. Their protest formed from their saying, “Cocks Not Glocks.” Their reason for this was expressed through their facebook page stating how the state of Texas doesn’t have rules about bringing guns to class but does have strict rules about sexual expression. This reasoning was followed by the statement,“You would receive a citation for taking a DILDO to class before you would get in trouble for taking a gun to class. Heaven forbid the penis.” Opposition from UT students doesn’t just show their blunt disapproved of the campus carry law but it also shows the injustice they feel that’s going on because of foolish safety priorities being enforced throughout college campuses.

Although only CHL holders are allowed on campus and those licensed individuals make up .31% of convictions in Texas, does having a CHL really make you qualified to carry a gun around? I’d like to think getting a CHL is a rigorous process that tests a range of abilities of the individuals wanting to be able to carry around a deadly weapon around their waist. When “How to get a CHL license in Texas?” is searched online (which I’d guess is what most who want to obtain a CHL do) the first thing that comes up on the screen is, “4 EASY STEPS TO GET YOUR TEXAS LTC (FORMALLY KNOWN AS THE TEXAS CONCEALED HANDGUN LICENSE CHL BEFORE 1/1/16)”. This quote belongs to Spartan Defense who offers defense classes, Licence to Carry (LTC)and other opportunities regarding firearms and self-defense. Organizations like these are helpful but it does highlight the simplicity that comes into obtaining a license. This may be useful for those getting the license but what about those who aren’t? If it’s that easy anyone could do it. For example, Leif Reigstad from the Houston Press wrote an article titled, “Why Was It So Easy for Me to Get a Concealed Handgun License?” In this article, he expresses how he shot a gun, ten rounds, for the first time and the next time he shot a gun was during the shooting test for his LTC, which he passed. As long as someone meets certain Texas requirements, they are able to have an LTC which allows them to purchase firearms as well. Legally purchasing a firearm isn’t the only way to get one. Many can be obtained illegally or taken from family members, friends or anyone who actually has one.

McCuistion’s statistics, facts and resources can be true and reliable but uncorrelated is unacceptable. The reason his argument is failing is because his facts don’t support what he’s trying to say. Individually they may be true, but within the editorial they make no sense and thus hold no foundation or support. McCuistion’s evidence is easily dismantled because there is much more support when one has correlating facts and evidence to the argument.

I cannot tell Dennis McCuistion or anyone like him to change his mind or suggest that he reconsiders his whole way of life, however I do recommend that people listen to those who are the opposite of them. Reading letters like mine is a good start, however researching on your own and actually analyzing why those opposite others are so opposed to this bill might not change someone’s mind but it might help an individual, like McCuistion to understand why their evidence and claims are a bit lacking. The goal doesn’t have to be to change people’s mind but instead help them understand your side and enable them to keep it in their pocket when learning about other opinions. One person cannot write from just one end of the political or social spectrum; you must walk down both ends and then use that direct evidence to support your writing. Relevance and reliability are two different things, but you need them both to comprehend and perhaps change people’s views.

 

Sincerely,

Maggie Saucedo


 

4 EASY STEPS TO GET YOU TEXAS LTC (FORMALLY KNOWN AS THE TEXAS CONCEALED HANDGUN LICENSE CHL BEFORE 1/1/16). (n.d.). Retrieved from Spartan Defense website: http://www.spartandefense.com/?chl=classes&tag=license-information-3-easy-steps

Phillips, D. (n.d.). Voices From Texas on Campus Carry [Newsgroup post]. Retrieved from New York Times website: https://www.nytimes.com/interactive/2016/08/26/us/28concealed-listy.html

Reigstad, L. (n.d.). Why Was It So Easy for Me to Get a Concealed Handgun License? [Newsgroup post]. Retrieved from Houston Press website: http://www.houstonpress.com/news/why-was-it-so-easy-for-me-to-get-a-concealed-handgun-license-8045919

Wilson, M. (n.d.). UT students use sex toys to protest campus carry law [Newsgroup post]. Retrieved from Austin American Statesman website: http://www.statesman.com/news/local/students-use-sex-toys-protest-campus-carry-law/48cIn8dCyJZpGl3rkMsSTJ/

Rhetorical Analysis on Michelle Obama’s Speech on Donald Trump’s Alleged Treatment of Women

Michelle Obama presented a speech on Donald Trump’s alleged treatment of women. Her speech was mainly projected at women and young people trying to get them to understand that anyone who says such repulsive things as Donald Trump said should be ignored indefinitely. Michelle is also trying to emphasize to youth and women that their votes matter in this 2016 elections and for Hillary to win they need to rise and step up to the occasion. She used profound literary elements of ethos, pathos and logos to get the point across.

Ethos is when the writer or speaker says something that gives them authority and gives the audience a reason to believe and listen. As Michelle talks she mentioned how our male presidential candidate is able to give young women and children an awful image of themselves. She goes on to say things like, “As a mother…” or “As a women…” and follows with how it’s painful enough for her to hear these things and how it must be even worse for any child. By starting off with “As a mother…” or “As a women…” it automatically allows people to connect and believe what she’s saying because she is in their shoes, because she is similar to them as a woman and mother. In addition to this she uses her position as first lady of the United States as well as living in the white house to give her authority. She says things such as, “And I can’t believe that I’m saying that a candidate for the President of the United States bragged about sexually assaulting women.” This gives off an effect that if she is this shook by his actions something is definitely wrong, as this shouldn’t be presidential behavior. It gives her the jurisdiction of knowing that Donald Trump is not the right person for president because she’s in the white house and knows what is going on and know who the right person is… which she soon makes clear that it is Hillary Clinton.

Pathos comes from the speaker. Its emotional connection, emotional inclusion, empathic connect to make the audience feel secure and trust the speaker. Michelle relates the sexual predatory behavior of Donald Trump to feelings that women have had to experience before. She says, “It’s like that sick, sinking feeling you get when you’re walking down the street minding your own business and some guy yells out vulgar words about your body.” And goes on to say, “It’s that feeling of terror and violation that too many women have felt when someone has grabbed them, or forced himself on them, and they’ve said no but he didn’t listen.” These disgusting and cruel scenarios touch the heart of all women whether they are mothers, grandmothers or any type of guardian because they know it can happen to the children as well. Even by using “you” with 2nd person it allows everyone and anyone watching to feel personally attacked and emotionally distraught. By relating Donald Trump to these scenarios and affiliate him with these feelings, leaves the crowd feeling violated and gives an effect that no one in their right mind would one a leader of their nation to not only say but do things like kissing and groping women and using language so obscene that they are afraid of their children hearing it. Concerning any children also incorporates pathos because children are seen as the ones who need the most protection from the nasty people that say and do what Donald Trump have said and done. She also uses pathos to compare Donald Trump to men who are kind and our sickened by “the thought of their  daughters being exposed to this kind of vicious language about women.” She says, “The men you and I know don’t treat women this way.” Using you and I, allows the audience to share a common characteristic that the men they know are kind and right which is the opposite of what our male candidate is leading to the fact that Hillary is the only right option.

Logos relates to the message of the speaker. Logos is an appeal to logic, and is a way of persuading an audience by reason. In her speech, Michelle mainly uses the argument that Donald Trump doesn’t appeal to basic human decency and is an inhumane excuse for a man and unfit to be President of the United States. In the beginning of her speech she says that as women, parents we want to raise our children and youth to be “respectful adults and citizens who think that our nation’s leaders should meet basic standards of human decency.” By saying this it persuades the audience members to see, believe and understand that the man running for president is not meeting basic human standards by treating women with demeanor and disrespect. She bring in an anecdote of a six year old boy who knows better than donald trump’s inhumane comments. She says, “A six year old who knows that this is not how adults behave. This is not how decent human being behave. And this is certainly not how someone who wants to be president of the United States behaves.” Michelle uses logos by clearing outlining right from wrong and emphasizes that Donald Trump is the wrong and will be the wrong while Hillary Clinton is the right and will be the right for this nation. Also in regards to Hilary she says toward the ends of her speech that, “We cannot afford to be tired or turned off. And we cannot afford to stay home on election day.” She’s saying it is unacceptable and illogical and as a nation we are not able to bear not using the power we have to elect the right person for president which is Hillary Clinton.

In conclusion, Michelle Obama uses her position as first lady and as a mother to create an unconscious position of authority to her audience. She also uses emotional triggers to create emotional connection, emotional inclusion, empathic connect to make the audience feel secure and trust her. Lastly she uses logos precisely give an image of a right and wrong candidate for the presidency and relates the wrong to Donald Trump and the right to Hillary Clinton. All while she maintains sophistication and composure to such grueling topics and delivers an effective speech towards her specific audiences in that environment.

Hey White Eyes & Hey My Eyes

Two poems are written. One is from a minority’s perspective and one is from a privileged ignorant person’s perspective. The poems try to focus around the fact that people all around the world have stereotypes and ignorant people assume they know other’s lifestyles  based on features like race, clothes etc. Using eyes in the poems are also trying to represent how some people who are not the minority don’t see minority’s struggles and sometimes don’t see them as someone who is equal to them.


Eyes.

Blue eyes, brown eyes, green eyes, white eyes.

Eyes are staring, eyes are shifting.

The eyes of those who know

No suffering

Are the blindest of eyes.

Looking at us as a spot, a colored spot, just another spot.

Not just another spot but a dark spot,

Who lives in a dark place and had a dark life and knows nothing about being a white spot.

Eyes not looking, eyes just glancing

Eyes looking over, around, under but never through, never of, never us.

They think they see so they think they know.

They look over us like they look over waves to the horizon.

They look around us like a person standing in their way.

They never look through or of so they don’t know that that spot isn’t a dark spot but a light spot,

A brilliant spot, a beautiful spot, a struggling spot but

A proud spot.

Blue eyes, brown eyes, green eyes,

Hey, white eyes.

Stare and glance because waves are what make up the ocean so that there is even a horizon to stare at.

Look so you can know.

Look at a colored spot as a bright spot.

Look at us just as you look at yourself.


Standing on a tower I am.

At the top I am.

Look at them, all of them.

It’s funny how they talk funny

Must be because they live where I don’t

And don’t do what I do.

Why do they linger and protest?

Acting like flies, swarming and buzzing around something that is never going to move.

Being a nuisance to everyone around,

Don’t they know they can be swatted away,

Don’t they know I am at the top?

Look at me versus them.

I’m light enough and bright enough to stand out.

All they can do is hide in the shadows.

There are so many.

So many standing in the way.

Turn back, go back, get back.

What are they looking at?

Hey, eyes up you’re in the way.

Look at their eyes,

Why do my eyes look so much like theirs?

Proposal for Creative Response to Claudia Rankine’s Citizen

Medium: I would like to communicate my response with two poems of two different perspectives and include a short artist statement as required.

Topic: A big idea I want to focus on would be invisibility.

Message: Messages I want to express to my audience would be how the world and its peoples have stereotypes and ignorant people assume they know other’s lifestyles  based on features like race, clothes etc. I also wanted to express how some people who are not the minority don’t see the minority’s struggles and sometimes don’t see them as someone who is equal to them.

Audience:  Of course I want this to be direct at everyone but a main group would  be people with the majority of privilege in the world and how sometimes they’re unable to see  or understand the people will less privilege and more struggles.

The It Assertion

“I saw nothing without seeing it, I heard nothing without hearing it, and felt nothing without feeling it.” – Frederick Douglass

In Frederick Douglass’ Learning How to Read and Write he realizes his condition that tormented him which was the fact that he was a slave and had had no freedom. In this assertion when he says “it” he is talking about freedom. Any moment he thought of anything he thought about freedom or in this case his lack of it. Everything he saw he saw freedom, everything he heard he heard freedom and anything he felt he felt freedom. Although I have never been in the situation Frederick Douglass was in, nor have I ever been a slave; I do know what not having freedom feels like. In all moments of your life, you can imagine how that moment would be different if you had freedom.

Although I have never been in the situation Frederick Douglass was in, nor have I ever been a slave; I do know what not having freedom feels like. In all moments of your life, you can imagine how that moment would be different if you had freedom. It’s always there clawing at your mind and you’re always there with it longing to have it. When he says he saw, heard and felt absolutely nothing without seeing, hearing and feeling freedom I absolutely believe he meant it. Freedom is a necessity and is something anyone and everyone should have.

Once Frederick Douglass knew this and understood this, he was able to process the fact that he didn’t have it and progressed to longing for it all the time. Most humans nowadays have the freedom Frederick Douglass did not. Even if you aren’t a black slave that’s been enslaved by white settlers there are other ways to not have freedom. Some more severe than others but all none the less lacking some type of freedom. Whether it has to do with a certain relationship or education or love or identity, people who are suffering know the fact they are being denied freedom.

And those who understand this are able to process it and thus progress to the stage where they are longing for it all the time. Whatever and whenever we see, hear and feel… we also long for freedom not only as a right but as a friend.

Didactic Deed

My name is Maggie and my favorite color is red. I love pugs, but I do not have one. I run everyday; the sky is very pretty when I run in the mornings. Once I go to college, I’ll probably major in something that has to do with math. I like math, especially algebra. My favorite food are donuts. When it’s the weekend, I usually get donuts on sunday because I dont have cross country or a cross country meet. What you really need to know about me is that if I had a pug, my pug would eat donuts, run and do math with me.

Colors, Love, and Numbers

 

 

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One-pager created by Maggie Saucedo

 

“All animals are equal but some animals are more equal than others.” This is a quote written by George Orwell in one of his famous books, Animal Farm. There are multiple examples in the book where this is true. The quote and idea behind the quote itself is ironic. Equality is defined as being the same, so how can animals be the same but not treated the same or thought of the same? More importantly, how is this the same for humans? All humans are equal but how and why are most treated less equal than others?

It’s nothing new that some humans are treated as if they’re less than others. How we’re treated can be seen through the example of race. For some reason people of color are seen as less than say whites. Specifically, white men hold most powerful positions and are seen and treated superior to anyone of African American descent, Hispanic descent, etc. This has been the norm for centuries and even millenniums. The “Why?” can be a difficult question. It might be because of ancient history when white men owned all the land and all the slaves that worked on their land and this stereotypes just stuck. It can be because caucasian human beings are seen as smarter and more reliable than people of color because people of color originate from countries other than the United States, less developed than the United States or just simply “not the United States”. If all humans are equal, why is skin color a definitive factor in the way we see people?

Being lesbian, gay, bisexual or transgender hasn’t been seen as “okay”. It’s only been in recent years that people have started to speak up about this inequality and real rights have been established. People who love differently than what’s “normal” is another example of how humans are treated unequally. As for the why, there are multiple explanations. One can argue that it’s because of religion. A major religion around the world is Christianity. Although it wasn’t the first religion to come across the earth, it is currently is the most common in the world. A stereotype has been linked to this major religion that they frown upon people who are attracted to the same sex. This in itself has caused a worldwide stereotype that people of the LGBT community are disgusting, shouldn’t be the way they are, and in general make the majority of people uncomfortable. The ironic thing is that, aren’t most religions supposed to be accepting of everyone? Everyone should be kind to each other because that’s what gets you to heaven or eternal life near whatever God you believe in? It’s a trend all across the board that most people in power and people that lead others aren’t any other sexuality than heterosexual, and if they are then they keep it to themselves. If all humans are equal, why does an invisible personal feeling make one less human or less equal?

Youth. Youth can be something some are jealous of, but none the less, youth is used as an excuse to condemn a young person as less intelligent than someone of age. It’s true that adults are older and might have more experience in life than younger people. However just because someone is under 18 or even under 25 does not mean that their experiences and knowledge are less reliable or not as real. Some older adults and just human beings in general use this stereotype that people of youth are reckless, ignorant and have no idea what they’re doing. There are people, young and old who fit this description perfectly but that shouldn’t be a stereotype for all. Youth voices matter, their ideas matter, their opinions, and experiences matter because we live in the world that is changing and the youth are those that are going to live in the evolutionary and revolutionary world. To make changes for the greater good later in life you need the ideas of the people that will grow up in those environments. If all humans are equal, why is a number a characteristic used as an excuse to value them less?

If all humans are equal, why is skin color a definitive factor in the way we see people? If all human equal, why does an invisible, personal feeling make one less human or less equal? If all humans are equal, why is a number a characteristic used as an excuse to value them less? The answer is simple. It’s because some humans are just more equal than others. They obtain this power that the majority of others do not have and they use it. The use it to take it away from other, to manipulate others and to silence others. They use it for control, all because of stereotypes that are considered “normal,” “right,” or “justified.” Just like the animals in Animal Farm, where equality is promised and then denied; all humans should be treated equal but most are denied that right.

The Kite – Last OPTICC

The Kite

This piece of art is important and representative of its time period because during this time in this specific place of Egypt and North Africa, European colonization was present and had a strong influence. This is important to be seen because it was recently when this was painted and the time it represents was recent as well. Knowing this and understand this work can give a better understand to how imperialism and colonization was like and is and how its effects have affect the present day.

Overview: In this painting there aren’t a huge variety of colors. There are a total of seven different colors in this whole painting. Red, blue, green, yellow, brown, black and tan which is the color of the background. There is a sun in the top right corner and a kite in the top left. The sun is yellow and the kite incorporates blue and red with an outline of black. Holding the string of the kite is a girl. Her face isn’t shown so we just see her back and short hair as she runs away. She’s wearing a dress with brown triangle patterns on it. She also has her hands up. The girl seems to be running to a house that is also in the painting. The house is mostly dark brown. The doors seem to be opening. There is also three windows, one of the windows is completely colored green. The ground on which the house is one and where the girl is running on is a solid blue.

 

Parts: The sun in the top right is painted yellow. There are no outlines of it. It is painted to appear as if its radiating to the rest of the painting. The kite is in top left corner and divided into four parts. Two sections of the kite are red and the others are red. Coming off the left corner of the kite are multiple red and blue strings. The strings are dark red and blues at the top but at the ends turn the color of the sun. The girl is definitely the focus of the pieces. She’s painted in perspective to be taller than the building and to be seen as running or walking toward the building. She has her arms raised above her. One is holding the kite and one is open. Her hair is short and she seems to be wearing a dress. The colors that she are made of are dark and her arms and legs seem to be colored the dark brown. It’s unclear if she is excited about flying the kite or excited about going into the house.

Title: The title of the piece is “The Kite.” This puts more emphasis on the kite so the kite could possibly represent something and be important to the girl in the painting or important to the events that the artist was trying to represent.

Interpretation: The intent of this work is to show freedom and favor for anticolonialism. It shows what seems to be a young girl, a sun, a kite and a house.The sun radiating to the whole pieces represents a sense of calm while the kite flying high in the sky represents freedom. A kite can fly as high as it can and move in any direction but is still held under control by a string. The freedom of the kite can represent the nationalism that North Africa is feeling at this time while the string can represent the fact that they’re still true to their roots. Also the girls hands in her hands also portrays a sense of freedom like when children run free and but their hands in the air. The fact that the girl is running toward the house or that the house is included can mean she enjoys where she is and she enjoys where she comes from. This can further be interpreted that she is content with her culture and her roots and isn’t going to let imperialism control that. The sun can also be seen as hope and power through this time.

Context: By the end of the nineteenth century, the whole of North Africa, from Egypt to Morocco, is in the rule of European colonization. Following World War I, North Africa is swept by nationalist and anticolonial movements. Artists and intellectuals struggle to define national culture in the face of their particular histories and colonial realities. The Egyptian national government supports art institutions and sends graduates of the school, both men and women, to study in Europe, making Egypt a regional group for artistic innovation and training. Learning and practicing art as a creative discourse among modern Egyptians finds its purpose at first in the nation’s reformist aspirations. Intellectuals and artists are seen as best qualified to define the new features of modern Egypt.

Conclusion: In conclusion, this oil painting is trying to convey a message of independence, self-government, self-determination; everything that imperialism isn’t for the country being imperialized. While some artists were defining the new features of modern Egypt, this piece was showing the foundation of the old in the new and that keeping the foundation of their roots is important no matter what is happening to them. This is important to our learning because we know how imperialism has many bad effects on the place being colonized but no only in some places doest it bring improvement in certain societies but also brings societies together to create a sense of nationalism.

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