Final Project Artist Statement

The final project for this course led me to individually research some of Milwaukee’s history. I gained knowledge regarding the numerous population groups that immigrated to Milwaukee. I became particularly familiar with the Germans, Poles, and Hispanics that call Milwaukee “home.” In addition, my research provided me with detailed information about the causes of these immigrations, as well as information about the community. In regards to Milwaukee’s South Side, an area that is inhabited by primarily Poles, Hispanics, and Asians, it is important to note that despite civil rights actions, the area is extremely segregated. It is extremely easy for one to distinguish the Hispanic and Polish neighborhoods, shops, and establishments. Despite historical struggles for equality, it is important to note that in South Milwaukee, there currently are no Hispanic persons holding community chair positions, as noted by the roster of the Alderman in the district. Further research demonstrated that there never has been a Hispanic mayor, police chief, or fire chief. My direct experience with Hispanic students in the area solidified this concept, as the students informed me of the ideas and attitudes that exist within their community. Most of the students seemed to hold an “us” vs. “them” type of attitude regarding their experiences within the South Side. Statistics have shown us that the Hispanic population of South Milwaukee is less privileged than their non-Hispanic counterparts in terms of education level, politics, socioeconomic status, job opportunities, and other measures that reflect their identity. It was difficult to interrogate the students about this touchy subject matter, however, I was able to derive beneficial information by using the proper wording. Overall, I learned a lot more about Milwaukee through my research, compilation of this final project, and service-learning experiences this semester. It is quite disturbing for me to open my eyes to the segregation and prejudicial attitudes that still exist in the world, especially within the very city I live and study in. I hope that as time continues to go on, these negative attitudes will change, and the people of Milwaukee (and the world) will one day be able to truly assimilate. Some would argue we have, others might note that we have progressed, while in reality, there is still a long way to go.

Typical Day of a Loyola Student (Media Essay)

Media Essay

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A Tour of Milwaukee’s South Side

There is more to Milwaukee than meets the eye. Taking a closer look at Milwaukee’s south side, one would agree that this area has some distinct features in comparison to other parts of the metro area. After spending an afternoon on the south side, I feel I was able to successfully view the area through the eyes of someone that lives in that area. By deriving information about typical Loyola students’ days, I was able to successfully re-create a “typical” day that a Loyola Academy student might undergo.
Through the use of a camera, and an understanding of what a typical day might entail, I was able to furbish a presentation of images that could indeed simulate a Loyola student’s day. By using the information collected through interviews and “ice-breaker” strategies, I was able to mold a generalization about how a student’s day goes. One recurrent theme that seemed to come up with most of the students I became involved with was religion. It seemed everyone at Loyola Academy was a devout Catholic, a conclusion one might reach by noticing that almost every student wears a religious necklace of some sort.
I feel I learned a lot about Milwaukee’s south side. A common theme that seemed recurrent throughout my tour of the area was the assimilation versus separation theme. It seemed most areas were promoting a sense of assimilation, a coming together of races, towards a unified goal of social equality. Other areas clearly defined a sense of separation, as noted by the store sign included within my photo essay which read, “American & Hispanic Food.” It is messages like that that give the average passer-by a sense that there is a difference between the two. These messages might cause certain people to not identify themselves as “American” and instead as “Hispanic.”
Another significant piece of information that I was able to derive from touring the south side was the fact that the area seemed to once be a predominantly Polish community. By looking at the images within my photo essay, namely the statue and the building with two lower level shops, one can clearly come to the realization that the area was at one point in time predominantly Polish. As other images suggest, this notion has been nullified by the abundant and almost overwhelming presence of Hispanic Americans in this area.
To conclude, I proved to myself that Milwaukee has more to offer than what it seems. By assigning the task of creating a photo essay, I was able to learn a lot of information about Milwaukee’s south side. In addition, I derived information from students at Loyola Academy and created a presentation covering what I considered to be a typical day. The final product allowed me to challenge previous notions about Milwaukee, and helped discover new information about the metropolitan area in which I live.

Film 150 Final Topic Proposal

The topic I have chosen to explore for my final project will examine Milwaukee's South Side. The main points that I will focus on include the original Polish roots of the area, and the Hispanic infiltration that has more recently occurred. I will accomplish this task by researching the history of the area to gain a thorough understanding of how and why the demographics might have changed. The following are resources that I have begun to examine. I will also be using the library archives at UWM to gain more relevant information.

1.Polish immigrants and industrial Chicago: workers on the South Side, 1880-1922
By Dominic A. Pacyga (book)

2. http://www.jstor.org/pss/27501897

3. http://www.jstor.org/pss/20148690

4. http://books.google.com/books?hl=en&lr=&id=KZkcQ7qXvVgC&oi=fnd&pg=PA2009&dq=milwaukee+polish+southside+hispanic&ots=1q18Sekxkl&sig=vdUowvdfg4DgJ9tSJiYC7dP05mY#v=onepage&q=&f=false

5. https://netfiles.uiuc.edu/torrise2/shared/ArticlesResourcesResearch/PR%20Experience/Article_PuertoRicanExperiences.pdf

Media Essay

It is no question that the media’s representations influence the manner in which people across the globe interact with each other. Media sources including publications, the Internet, television, cinema, and books provide the foundation for what Harry M. Benshoff and Sean Griffin coin “Cultural Imperialism” from America on Film. “Cultural imperialism” can be defined as “the promotion and imposition of ideals and ideologies throughout the world through cultural means” (Benshoff & Griffin 23). Unlike traditional imperialism, the notion that one country holds a more dominate position in terms of hierarchies through force and economic control, “cultural imperialism” involves the taking over of other cultural dimensions with not force, but rather the abundant cultural products and ideologies affiliated with the system in power. With America’s position of media implementations, few can argue that this dominant position belongs to the United States; while many other cultures across the globe involuntarily submit to the ideologies distilled within these representations.
Because of these notions, it is difficult to make an analysis of an image or media representation without placing more significance on its interpretation or meaning. By examining a specific work at a denotative level, then a connotative level, and finally analyzing the dichotomies affiliated with the work, one is able to make a strong visual analysis to establish its literal meaning. For the purpose of exercising this task, one might choose to examine two images from the media. "At the Time of the Louisville Flood" Margaret Bourke-White (1937) and "Refrigerator" Martin Johnson and Osa Johnson (1920) are two great historical images to practice one’s visual analysis skills.

The image above is undoubtedly one with significant historical context from America. Taking the first step, viewing this image at the denotative level, one is obliged to describe what it is they truly see. The above image includes a line of African-American people. A decent number of these people are holding baskets or bags. In addition, it is important to note that these individuals are fairly well-dressed, and are all wearing warm clothing. The background appears to be a billboard, promoting America’s “high standard” of living. The billboard’s image depicts a family with two children and a dog, riding in a car. The textual portion of the billboard includes two phrases; “World’s Highest Standard of Living” and “There’s no way like the American Way.” After analyzing the image at the denotative level, one can begin to explore an image at the connotative level. Examining an image at a connotative level entails incorporating the denotative analysis with associations or emotional suggestions from a cultural standpoint. The image appears to be an actual image, in that it more than likely was not staged by the photographer. This image is compiled of two main images; the line of African Americans and the background of the “American Standard of Living” billboard. Through the usage of cultural codes, one might assume that the above image is depicting a line (which is in focus) of African Americans’ at a soup kitchen (or receiving bread from a similar system). The backdrop provides a sense of irony to the people in the line because their envisions of America undoubtedly provides them with a different view about living “The American Way.” The lighting, angle, and focus that the photographer used for this image creates no question that her intent was to capture the whole image of the background billboard within her frame.

The next image one might consider examining for the purpose of visual analysis is titled “Refrigerator.” What this image focuses on at a denotative level is a well-dressed White woman, sharing a tray of ice cubes with two indigenous people of color. The background includes an opened, fully-stocked refrigerator, and selves with a surplus amount of canned food. Upon moving on to the connotation analysis of the image; one might suggest that from the woman’s gestures that she might be uncomfortable (but trying to hide it), while enlightening the two indigenous people with a technological advance that their culture may or may not have been knowledgeable about, ice cubes. The photographer undoubtedly staged the image, seeing as different lighting patterns are used. The white woman appears to be under a significant amount of lighting, while the two indigenous males appear to lack similar lighting, yielding the depiction of a darker-than-reality skin color. The photographer also made it point to include within the frame of the image the fully stocked refrigerator and the abundance of canned goods. From a cultural standpoint, one could strongly argue that these are two ideas that the culture of the indigenous people have not adopted into their practice of lifestyle. This notion of whiteness being affiliated with technological advancements, and a sense of superiority can be established through Ronald Takaki’s Different Mirror. This image might be suggesting that America’s viewpoints on persons from different cultures support the notion of the existence of a specific hierarchy, affiliated with Americans.

Character Essay

The concept of self-identity holds many different interpretations amongst the range of studied fields of social science, psychology, and philosophy. All definitions, however, hold that self-identity is established by self-perception. One’s self-perception can be established through a variety of sources, yet it is common knowledge that it is easiest for a person to identify with a fictional character from the media.
As a student at UWM, I find myself identifying with a stereotype of a rich, white, suburban young man. Initial reactions from my social interactions with others typically include looks of disgust, rolling eyes, and other common gestures to accommodate the “Oh, you’re from Brookfield” stereotype that I have been born into. Most people seem to affiliate the idea of coming from Brookfield with having limitless money. Truth be told, that affiliation is far from true. In addition to the prejudicial labels placed on me at UWM, they are frequently placed on me in other scenarios as well, namely work. These ideas have come from the historical stereotype of “from Brookfield.”
Perhaps it is the local media, or the rumors that fill the minds of neighboring suburbs, but the source of these notions of “from Brookfield” are non-credible, in addition to flat out wrong.
The only other way one could identify with knowing as little about me other than my appearance is that I fit within the “Caucasian” race. This is hardly an identifier of my identity because the term “Caucasian” has been implemented to represent any skin tone that is considered light. My personal “Caucasian” self-identity is only used when filling out government related forms, as I am left with no other feasible option.
Overall, I find the only prejudicial images that I battle continuously are the ones affiliated with where I am from. Though I am considered a student, I can’t really identify with a particular group; as generalizations are much harder to make and assume, but more importantly; for society to agree upon. Otherwise, I self-identify with the “Caucasian” image (or stereotype) the most living my everyday life.