Friday, December 18, 2009

"Council for the Spanish Speaking, Inc."


In 1964 the Archdiocese of Milwaukee gave John Maurice $6,000 to open a center dedicated to serving the Latino population. After it’s incorporation the organization was given a name, “Council for the Spanish Speaking, Inc., with the original headquarters at 524 W. National Avenue. So after the council was established the organization began developing their programs, starting with the “Guadalupe Head Start Program” in 1965, and the “Adult Basic Education Project” just as quick in December of 1966. Before the end of the decade the council also managed to establish the “El Centro Credit Union.”

During the 1970’s John Maurice retired his position as President. Carlos Sevilla replaced Maurice, becoming the second President for the council. The 70’s also started the Council’s traditional Thanksgiving food drive and distribution. By this point the council became the first Latino agency to receive “United Way” funds. Before the end of the decade the council was donated the Zonta Club of Milwaukee building at 614 W. National Avenue. They also established another on-going program, the “Santa Cruz Apartments for the Elderly and Disabled,” at 3029 W. Wells.

With the introduction to the 1980’s El Jardin I, at 920 W. Madison, El Jardin II, at 1504 S. 6th St., and La Paz Apartments, at 1313 S. 6th St., were constructed. The Guadalupe Head Start program also expanded their services to the north and west sides of Milwaukee. In 1986 the council took home the MATA award for “Outstanding Cultural Programming,” with the film, “Ninos Aprendan a Cuidarse!”

“Loyola Academy High School,” formally “St. Ignatius of Loyola Church and Grounds,” was purchased during the 90’s, with a sponsorship from MPS, opening the doors to thirty at risk students. Along with their new high school program came “Sixteen unit Casa Catalina,” constructed at 3640 W. Mitchell. The enrollment with the “Guadalupe Head Start” program also increased to 563 children. 


With the turn of the century the council was named “one of the top 25 non-profit organizations in the nation serving Hispanics,” by Hispanic Business Magazine. They also continued their work with housing for the elderly, completing construction on “La Villa,” an eight-unit complex. It was also a big moment for Loyola Academy, fifteen of the twenty-seven seniors that graduated enrolled in college. In addition, Guadalupe Head Start was named a "Center of Excellence" by the State of Wisconsin. The Council also received a grant from the National Council of La Raza to transform Loyola Academy High School into an "early college bilingual high school," allowing student to earn college credit while studying to get their high school diploma.


"Final Project-Project Proposal”

Proposal-#5

For our group’s final project in Film 150: Multicultural America we decided to explore the number five option on the suggestion sheet, “Milwaukee’s South Side.” The guidelines to this project consist of using “archival and original footage to document the changing landscape of Milwaukee’s South Side.” After a group discussion with the Loyola class it was decided our focus would be on the organization “True Skool,” and one of their numerous urban murals. In this case, the class scheduled a trip to the “Cesar Chavez” mural for a better understanding of what True Skool stands for, and what/who they’re trying to represent.

The individual aspect of my project is based on the Milwaukee Council for the Spanish Speaking, Inc.; how/when they were established (important event), the history of their programs, and what direction the council is headed in for the future. To summarize the student’s wishes for their school and their community, we’ll discuss potential opportunities the council can consider, continuing to expand/build on the services readily available.

"True Skool-Chavez Mural. Final Project Blog"

Service Learning 12/17/09

Final Project Presentation

On my final trip to Loyola Academy I presented some of the media aspects incorporated in our group’s final project. In addition to a brief description of photobucket.com, we gave a tutorial of iMovie for the purpose of slideshows, showing how we created portions of our multimedia assignments. The class also discussed the sound track from our groups “summary-video,” which was based on the student image assignments. We finished by brainstorming a few things the students wished Loyola would offer/change, which will tie into my final project concerning the future of Loyola and the Spanish Speaking Council.

Service Learning 12/10/09

Research/Archives

This week I set aside time to research for my final project on the Milwaukee Council for the Spanish Speaking, Inc. The majority of my time was spent in the archives gathering information on the history of the council. The UWM achieves actually had so much information most of my time was spent searching through the catalogue to sift out what I needed. After I gathered the appropriate information I made copies, and scanned the material onto my computer when I got home. I also created a video “summary” of our groups final project, combining images from the class trip to the True Skool, “Cesar Chavez” mural, found footage, and samples of songs selected from musicians summarized in the student’s “favorite” assignments.

Service Learning 11/17/09

Council for the Spanish Speaking, Inc.

This week I made it a point to go see where the council’s programs were located throughout Milwaukee. I felt it was important since my final project covers the council as a whole; Loyola, as well as the other programs provided by the organization. Other programs provided by the council include “Adult Learning and Workforce Development,” “Guadalupe Head Start,” “Housing,” and a Social Services department.

Service Learning 11/12/09

Student Assignments

This week the students were given their first assignment; righting a brief summery on an image they selected depicting their “favorite” something. The assignment was described in our syllabus, “Find one picture of your favorite singer or group, favorite movie or television show, and an image that illustrates an activity they like to do (original or found). Most of the students in our group picked their favorite musicians. I also completed the same assignment to share with the group. We finished by discussed the future of our group projects, presenting concept ideas.

Friday, December 11, 2009

"Group Project Summary-Video"

"Group Project Summary-Video" Link... (low quality)

"Group Project Summary-Video" Link... (high quality)

Artist Statement

Over the course of the fall semester our Film 150 class discussed American diversity is terms of media representation. Using the information presented in our course materials, we took what we were learning and applied it to Service Learning with students from the Loyola Academy High School, on the South Side of Milwaukee. Through our efforts and experiences in class we were asked to piece together a blog, representing our building understanding of American diversity, in collaboration with our Service Learning efforts. Our blogs were to be filled with media rich content, artist’s statements, service learning journals, and other course assignments.

As far as completion concerning the Film 150 class I found the blogging process of the project surprisingly fun. I had no problem piecing together our projects, keeping up on journal response, and providing a media-rich, well-organized, page. On the other hand, what I did have trouble with was clearly collaborating with my small (project) group. Material and schedules were extremely unorganized, not too much you could never be certain who was going, or who would show up. I also find myself in situations where I couldn’t find a ride, and no ride meant a no-show.

At the same time, I appreciate the opportunity to explore a part of Milwaukee I rarely find myself in. The service learning experience really opened my eyes to the Milwaukee school system. Although Loyola is necessarily part of MPS, the urban educational environment was something I had zero experience with. I think it was a real eye-opener; the vast difference in terms of economic struggle here in Milwaukee is simply ridiculous. With a bit more structure to the Film 150 Service Learning portion of the course it could make for a priceless experience, for UWM and high school student alike.

The video link at the top of the post combines images of our groups central focus with the Loyola Students on the Cesar Chavez mural, created by the organization known as “True Skool,” and songs by the student’s favorite artists, based on their responses from our first collaborative assignment. My intentions were to create a short video that would summarize our experiences with Service Learning and the Film 150 classroom.


Monday, November 23, 2009

Service Learning 11/21/2009

Service Learning Rut

Unfortunately I wasn’t able to make it to our groups meeting with the Loyola students this week. Instead, I spent a little time continuing my research on the Milwaukee Council for the Spanish Speaking. I also finished uploading some images and other material to PantherFile regarding our final project. To be completely honest this week was just a rut in our timeline for completing our final project, which means I’ll have to work twice as hard after the break. At any rate, I feel we have a great start and things in general are on track.

Tuesday, November 3, 2009

Service Learning 11/03/09

Film 150: Service Learning Photobucket...

Final Project Group Blog...

Photobucket/Media Upload

This week my goal was to take a step back and regroup before discussing/picking our group topic. For my hours this week I set up a Photobucket account, posted all my media (as well as on Pantherfile), organized my blog pages, posted my student’s first assignments with appropriate editing, and finished a number of other site related assignments to begin our final project. I also narrowed down a list with my topics of interest for the final project to discuss/decide on with my group. I’ll be meeting with the students later this week to discuss our final project, Photobucket, and a few media editing techniques that will be necessary to complete future initiatives regarding the project. Specifically the students will be given a brief tutorial on making slideshows using Photobucket. I’m excited to collaborate with the students, as it seems this will be the first time they’ll really have a chance to open up, and include their opinions on a larger scale concerning the service learning experience. I’m also excited to make a final decision on our topic so we can get started, and begin investigating for a successful finish.

Service Learning 10/26/09


South Side Tour

This afternoon I went on a tour of some of the south side locations mentioned by my students in class. I started my photographic journey on what could be considered the “borderlines” of the south side, crossing over the 16th street bridge. The main highlights included an assortment of parks, neighborhoods, and of course “El Reys.” One thing that caught me off guard, for one reason or another, was the other prominent ethnicities represented in the area. For instance, in the El Rey shopping center there was also a specialty store concerning products of Mong origins/decent. I also was unaware of the previous Polish history in the area. As well as I feel I represented what the students told me I wish there was more for them to be excited about for me to investigate. I would really like to get a greater understanding of what the students do in their free time, what their options are, and how more can be created.

“Multimedia Essay #2”


Artist Statement

To capture an essence of the Loyola student’s high school and surrounding community I used a digital Canon Rebel XT. Based on discussion with the students, we selected areas of the school they felt personal connections with, as well as examples from a historical perspective on the buildings. My students seemed to have very little to say about their community and destinations for recreation. The majority said they just hung out at home or another friend’s house. I had the pleasure of getting to see where one of my students lived, but other than that their enthusiasm regarding their community remained disappointingly, or maybe sympathetically, vague. Just as interesting as being provided more insight on what they would consider “important destination,” may be the lack of examples expressed. One thing was for sure; if you were skipping school there was a 99% chance you were at “El Reys.”

As I patiently waited while the students struggled to come up with examples, I started thinking about how the lack of recreational possibilities ties into their community. Where is pride brought to a community when there’s “nothing” to take pride in, or “nothing” to do? Where does a child of the south side find positive activity and structure regarding their free time? Why is the only place of excitement, or location indicated with a smile, a small strip mall with nothing but grocery and cell phone stores, where students retreat to skip school? It’s these types of questions from which I pull beneficial meaning concerning our course. It’s these types of experiences that build my understanding of segregation and economic struggles when it comes to the dozens of individual Milwaukee communities.

My essay was constructed in a documentary format. I tried to provide a students perspective of the school, as well as a historical background concerning the buildings origins as a church. I also covered “El Reys” extensively, as it was one of the very few examples provided concerning the community. My goal was to make the ratio of pictures with El Reys slightly outweigh the images of the school. By providing insight on where they retreat from school I was hoping to show the student’s perception of priority and the lack of motivation and recreational joy accessible by the community.

Friday, October 16, 2009

"Media Literacy Exercise"


Media Literacy Exercise

The comparative perspective of my selected images is that of wealth and Caucasian based advertisements in predominantly poor, African-American communities. This centers on the irony of billboards and their erected location. When I look at both of these photos two questions come to mind. In “At the Time of the Louisville Flood,” why is there a brand new billboard marketed toward white America, projecting wealth and status during the Great Depression, in a community that appears predominantly African-American and poor? Not to mention recent floods that left so many homeless. And in “Billboard,” why is a young white boy proclaiming racial and religious acceptance/tolerance to an African-American community? When attempting to answer these questions it’s important to consider image “codes,” as well historical perspective. By understanding the historical periods, the context and objects within the image find meaning, or literal purpose. Through finding purpose the images produce social perspective.

Considering the historical context of “At the Time of the Louisville Flood”(1937), by Margaret Bourke-White, it seems her goal was to capture irony in American advertising during the Great Depression. At first glance our eyes naturally focus on the billboard in the background. The billboard lighting is bright, white, and jumps off the darker line of African-Americans framed in the foreground. It states, “World’s Highest Standard Of Living,” and “There’s No Way Like The American Way.” The line of African-Americans in front of the billboard appear dressed in general poor/working-class clothing, that’s withered or needs to be washed. This aspect of “costume” provides our understanding for their economic and environmental struggles, verses the expendable income of the white family in a new car, with their expensive clothing, happy-go-lucky attitudes, and spunky pup.

In a mini-biography I read about Margaret, “At the Time of the Louisville Flood” is described in performance as, “…The car’s occupants are oblivious to the gathered people, and is about to, figuratively, run them over. The contrast of economic realities in depression-era America is eloquently encapsulated”(Orville). Through this visual description it’s understood that the gap between the poor and wealthy was vast during the period. Declaring that the wealthy were “oblivious” to their troubles, and on the verge of “running them over.” This relationship between the background and foreground paints the separate classes, with the huge billboard and it’s messages literally towering over the hungry line of citizens.

The facial expressions of the visible faces scream of troubled times, mixed with exhaustion of survival. This conclusion is based on the “codes” of the image. In the “How We Negotiate the Meaning of Images” essay, Sturken and Cartwright explain, “The “smiley face” that emerged in the 1960’s has largely been understood as a symbol of happiness. This symbol, which proliferated on buttons and T-shirts, also inspired the common emoticon practice of using punctuation in e-mail to signify and smile J. Yet what a smile means depends on context. Is the little blond boy in The First Murder smiling or grimacing, and how does the context help us to determine the meaning of his expression”(Sturken/Cartwright, 27)? Taking everyday life of the people in the photo into consideration, there seems very little to be enthusiastic about. This historical context tells the viewer these people aren’t sad because someone died, or a few people are just having a bad day. Most likely they’re tired, hungry, depressed about their underwater city, and under stress concerning where they’ll get their next meal. This expression of grief is also supported by the ironic position of the billboard in the background.

From an optimistic perspective maybe the “American Way” billboard was built for inspiration during hard times. At the same time why would this inspiration have to be “white,” especially in an African-American community? The billboard seems to project “whiteness” as the ultimate goal, or what all Americans should strive to become. Richard Dyer states in his essay “On the Matter of Whiteness,” that “Research-into books, museums, the press, advertising, films, television, software-repeatedly shows that in Western representation whites are overwhelmingly and disproportionately predominant, have the central and elaborated roles, and above all are placed as the norm, the ordinary, the standard”(Dyer, 35). Is that what’s taking place in this image? Is the billboard “setting a standard” for American life?

“Billboard”(1948), by John Vachon has many similarities to the Louisville Flood Image. The most obvious relationship is the main focal point of the billboards. This billboard reads, “I AM SO AN AMERICAN! YOU BET, Sonny…No Matter What Your Race or Religion! FIGHT Racial And Religious HATE. Institute For American Democracy.” The community in this image also appears predominantly African-American. Similar questions come to mind. Why is a young white boy advertised in an unrelated social context? One reason might be to gain the acceptance of the African-American community for their political party. The billboard is ironic in that the image projects a message of general equality that should really be displayed in a “white” community. Instead, this billboard represents a bold miss-truth about racial equality and tolerance in our society, “sweet-talking” the community for political agendas.

Once again the billboard is the first thing that grabs our attention. It’s as if the billboards are what the actual pictures were taken for, but then taken from a distance to get a view of the urban landscape as a piece of social commentary. The images almost say, “Why would these billboards ever be here?!” In “Billboards” the angle of the image helps to explore the terrain and show multiple “codes,” or examples, setting the image in an urban African-American community. It is because of these two factors, the apparent African-American based communities, and untreatable “white” advertisements that we discover irony through our understanding of a social and historical context.

Notes

“At the Time of the Louisville Flood” Margaret Bourke-White (1937)

Framing: “Medium-Long Shot,” “Eye Level.” The line of people frame/create depth with the billboard in the background. “Simplicity” is found in the line of people, and the background billboard.

Angle: Neutral, straight on.

Focus: (2 points of focus) The billboard in the background, and the line of people in the foreground.

Lighting: Neutral, natural lighting.

Costume: General “working-class” apparel; warm, layered winter clothing.

Setting: Urban landscape.

Performance: The line of people seem to be waiting for something; possibly food, or transportation (city buss).

“Billboard” John Vachon (1948)

Framing: “Long Shot,” “Eye Level.” The city seems to frame the billboard. It’s almost as if the city surroundings are a form of social commentary on the billboard itself. “Simplicity” is used to bring our attention to the face of the young (white) boy on the billboard.

Angle: Camera left (frame left), directional.

Focus: The city and its people push focus onto the billboard. The camera puts literal focus on the face of the small white boy in the billboard picture.

Lighting: Neutral, natural lighting.

Costume: The pedestrians are dressed in what appears to be general working-class attire.

Setting: Urban landscape. “Simplicity” through the billboard standing out.

Performance: The people of the urban setting appear to be walking around their neighborhood, normal activity.

Friday, October 9, 2009

Service Learning 10/08/09

Loyola School Tour

During today’s service learning session we (the UWM students) went on a tour of the Loyola school grounds. The students introduced us to what they felt were note-worthy highlights of the campus, as well as historical attributes that date back to when the school was actually a church. Some highlights included the cafeteria, health classroom, where the priests and nuns quarters were, and a greenhouse located adjacent to the main building. The students also shared what they thought were important landmarks, places of business, and other places of recreation located on the South Side. Overall the experience was a success, even though many of the students were hesitant to jump in and take command of the tour. They were also somewhat reluctant to share places of interest around their neighborhood. Enough information and images were gathered for future success with the service learning initiatives, but I wish the students were more excited about being involved. After our meeting I took a brief drive around their South Side neighborhoods, snapping pictures of their examples and a few other outstanding landmarks.


Monday, October 5, 2009

Service Learning: Student Assignment


Atmosphere


I chose Slug from the hip-hop group, Atmosphere, as my favorite artist image. Obviously as a musician he’s into making music, but he also enjoys modern day graffiti as an art (not destruction) in his free time. Slug, or Sean Daily, comes from a very diverse history of ancestors; including African-American, American Indian, and Caucasian backgrounds within his immediate family. Just as his involvement in hip-hop culture, his graffiti roots are based strongly in his African-American heritage, and big city upbringing. It is my assumption that his early involvement with the graphic art reaches back to his longing for an understanding of his African-American heritage, just as his hip-hop career was started. It is because of his goal to find common ground with his roots that he searched for activities perceived with his racial and ethnic background.

Service Learning 10/01/2009

Loyola Introduction

I feel like the first meeting, introduction, and icebreaker was an enjoyable eye-opener to the process. There were many questions and conversations opened that I found especially interesting, and hopeful for development in the future. I feel a slight bond with the members of my small group, and feel the walls of censored conversation will soon come down, and offer a real, personal experience. I found the drastic difference between family history and cultural background not surprising, but offering a fresh mist of reality on the diversity concerning the city I’ve lived in all my life. My favorite aspect of the experience was how much we had in common. Not that I doubted I could find common ground, but I’m pleased to know it’s 100% there, and made me feel like the world is that much smaller. Standing as the soul intention of service learning, I truly believe we have a lot to offer each other.

"Photo Essay"

"Photo Essay" Video Link...
Artist Statement
The Highway

I was once told that Milwaukee’s highway system was intentionally designed to segregate the city, outlining racial, cultural, and ethnic backgrounds. My perspective is one of a life-long resident; and the more I thought about it, the more it made sense. Over the course of my life I’ve lived on the South Side, the suburbs, prestige North Shore, and hip East Side. The reality is, as one drives down I-43 the “segregated sections” can actually be pointed out. I don’t know if this was intended by the city, but not knowing opens a lot of doors as to what media can unconsciously creep into our understanding of reality; making it seem possible. Through the use of television show theme songs, audio clips, reproduced iconic images, stereotypical perspectives, and my personal life experience; my goal was to create a piece that could be understood through common media consumption. From a cultural perspective I show the vast diversity Milwaukee offers, while at the same time integrating Midwest stereotypes/culture. The purpose is to show separation next to similarity, through another perspective on what culture is, and common ground that others around the world can’t relate to, other than stereotypically. My high school was surprisingly diverse. The transition to UWM was far from culture shock, it was home. That being said, Milwaukee might very well be one of the most interesting places to survive culture shock. The city is terribly segregated, but most likely because of economic restraints, not preplanned territories caged off from one another. News broadcasting and printed media project the same lines as the highway theory, and make the concept possible in the first place.