Syllabus
Humanities 1311: Mexican American Art Appreciation
(Strand: Neo-Indigenism in Chicano/a Film)
(Fall 2015) 9 22 15 ver)
Professor: Jesus Cantu Medel, B.A., M.Ed.
Phone: 713 718-7000 (Leave message) Email: chano6_@hotmail.com
(Order and sequence of assignments may change, but you will be given
notice ASAP by professor)
Location: HCC/Angela Morales, Rm. 310
Meets Fridays only, 1-5pm
CATALOG DESCRIPTION
Prerequisite Engl. 0310/0349, GUST 0342
A hybrid course that covers theory and production focused on the film
experiences of Chicano(as)-Mexican Americans, yesterday and today.
Credit: 3 (3 lecture)
The main goal of this course is to provide students with a basic foundation
insofar as the Mexican American film experience within the context of the
U.S.
DESCRIPTION OF COURSE CONTENT
The central goal of this course is theoretical in that the intent is to explore
different artistic, socioeconomic, historical, geographical and political
influences that have contributed to the formation of the Chicano film
experience in the U.S. The conceptual approach to art (and film) coined neoindigenism, or nuevo indigenismo, will be the focus.
Core Curriculum Objectives (PSLOs)
•
Recognize a variety of works in the arts and humanities (as it pertains
to MA art)
•
Evaluate how those works express individual and human values
within a historical and social context
•
Develop an informed subjective response to works in the arts and
humanities
•
Critique works in the arts and humanities using established methods
PROPOSED TEXTBOOKS &MATERIALS
Berg, Charles Ramírez. Latino Images in Film: Stereotypes, Subversion, and
Resistance. University of Texas Press: Austin : 2002.
Medel , Jesus Cantu, M.Ed. Neoindigenismo in the Chicano Community: A
Site for Praxis in Art Education (Master’s thesis: University of Houston:
2001) DVD copy
Treviño, Jesus Salvador. Eyewitness: A Filmmaker's Memoir of the Chicano
Movement. Arte Publico Press, Hispanic Civil Rights. University of
Houston: 2001.
OBJECTIVES AND REQUIREMENTS
By the end of the semester the students who pass the class will have
demonstrated the ability to:
1.
Have good attendance, missing no more than 12.5% (6 hours) of
instruction
2.
Complete and comprehend academic-level reading.
3.
Learn to work collaboratively with other students as they prepare
audio visual presentations.
4.
Write at least 3000 graded words in various types of assignments
relevant to course content, such as in and out of class essays, book
reports, and critiques to different works.
5.
Learn to research and apply theory to understand human situations.
6.
Explain clearly and support specific theoretical perspectives presented
in literary, philosophical, social science, and/or visual/performing
artwork.
7.
Use the computer to present work in a professional manner and to
conduct research in the humanities field.
8.
Maintain an overall average of 70 or above on written assignments
and tests.
HUMA 1311 addresses all the competencies stated in the HCCS Core
Curriculum:
To incorporate SCANS SKILLS development (workplace skills) in
curriculum, classroom instruction, and applications. These include the
following:
Reading- Students are assigned weekly reading assignments.
Writing- Students are required to write a minimum of 3,000 words per
semester.
Listening- Students are engaged in daily class lectures and discussion.
Speaking- Oral presentations and class discussions are required.
Computer Literacy- Studies are assigned computer writing
assignments, on-line
research, activities, and Power Point Presentations.
ASSIGNMENTS:
Class exercises (2) – (20% ): Students will analyze work of arts as explained
by the instructor by writing short essays (3 pages each, hand-written, inclass)
Resource Folder (20%): Each week, students accumulate resources related
to our course, to include sections such as (1): Film schools; (2) curriculum
resources; (3) significant films; (4) concepts and foundation vocabulary; and
(5) category of your choice.
Media Equity Campaign (20%) Working in groups of four, write an action
plan focused on improving media equity related to the presence of Mexican
Americans/Chicanos(as) in mainstream television programming. Group must
dedicate no less than 15 hours to this project. Obtain approval on action plan
from Professor; use template provided in class for writing action plan .
Mid-term Essay Exam: (20% ). In groups of three, students will produce a
film trailer project one of these genres: (1) experimental: (2) short; (3)
documentary; or (4) animation. Obtain approval on action plan from
Professor; use template provided in class for writing action plan.
Film Trailer Project: (20%). In groups of four, students will produce a
film trailer project focused one of these topics: (1) An Intro to Mexican
American/Chicano Film Festivals, (2) A Primer on Mexican
American/Chicano-a Film; or (3) Pursuing an HCC Certificate in Mexican
American/Chicano-a Film. Class time will be dedicated to this project. The
minimum parameters are: (1) Use of a cell phone or video camera; (2) no
less than 3 minutes in video length with voice or signage; and (3) at least one
touch screen within the project. Optional: Video may be bi-lingual in voice
presentation. Obtain approval from Professor.
Extra-credit: (Grade point increase). Execute four documentaries (edited
optional) of no less than 30 minutes each related to significant social,
cultural, political and/or academic events related to Mexican Americans.
Instructor’s goal with every student: I plan to treat you like a person, not a
number; moreover, facilitate an educational environment that encourages
innovation and improvement of quality of life for all members of society,
especially the under-served communities.
Objectives:
1. To examine Pre-Colombian cultural heritage within the context of the
Americas and its impact on the Chicano artistic experience;
2. To examine the role of social action film and related research to the
study of the Chicano community and film;
3. To understand how historical and political circumstances in the U.S.
have affected the film making movement of Mexican Americans;
4. To analyze some of the major contributions of Chicanos in mainstream
film productions, as will as the literary, spiritual, musical, political, and
academic achievements that have influenced productions, past and
present; and
5. Provide a foundation knowledge regarding the applications of art
education theory and practice to the production aspect of film.
Extra Credit Themes:
1. The Chicano(a) Experience: Focus on El Barrio El Alacran (demolished)
2. The First- Generation Chicano Studies’ Organizers
3. The Student Organizers of Chicano Studies in Texas
4. Early Movie Theatres of Houston: The Azteca Theatre, et. al.
5. History of Barrios of Houston: La Colonia Villa, El Crisol,
and others
6. Chicana Organizers of Cultural Celebrations in Houston, Texas
7. Murals of Houston: An Oral History of the Artists
8. Film Archiving: Contact Carlos Calbillo and assist in the cataloguing his
current film collection by using standard formats for cataloguing.
9. Prepare an annotated bibliography of films produced in Houston during
the Chicano Civil Rights Movement.
10.Make a digital film interview with one of your grandparents of no less
than thirty minutes focused on early family history.
11. Got an idea? Get approval from Professor Medel.
Attendance: Good attendance is a condition to do well in your courses.
Assignments are explained in class. If a student is absent, it is his/her
responsibility to get information from other classmates about the class
lecture. Only absences, which are the result of medical or catastrophical
conditions, will be excused. Students with more than 8 hours of
unexcused absences will be recommended for withdrawal. If you are
going to be absent, please email me. If you are absent because of an
unavoidable reason, you must bring proof to class. If you have scheduled a
presentation at a particular class period or if a paper is due during a
particular time and you do not have a medical or other unavoidable excuse,
you will receive a grade of F. Prior notification to the instructor is expected
when possible.
Academic Honesty: The instructors have the responsibility for taking action
with respect to incidents of alleged academic dishonesty which includes
plagiarism, which means using research papers that are not written by the
students, copying from sources without referencing them, etc. Please refer
to the Student Handbook 2003-2004.
WEEK 1
Welcome by Prof. Jesus Cantu Medel, M.Ed.
Topics: (1) Explanation of class objectives and course requirements (esp.
Video Trailer Project); (2) meeting other students; (3) explanation of the
Chicano/a identity in terms of Art; (4) concept of nuevo indigenismo in
Chicano/a; (5) the world of film in American academics; (6) Chicano film
studies; (7) Museo Guadalupe Aztlan’s media projects: Cine Cuauhtemoc
Pan American Film Festival (2015) and Sembradores de Aztlan Oral
History Project; (8) Students conduct research on Chicano/a culture that
reflects concept of nuevo indigenismo at HCC library.
(Additional resources: Aztlan J. of Chicano Studies; UCLA Chicano Studies;
U of H Houston’s film archives; murals of Houston, Texas; UT-Austin
Mexican American Studies and film resources; Houston Public Library,
Julia Ideson Library’s Chicano archives collection)
Film: (1) Corridos Chicanos and Mejicanos (Producer: Museo Guadalupe
Aztlan)
HW: (1) Resource Folder and 2) prepare first-draft on Media Equity
Campaign
WEEK 2
Topics: (1) A crash course in video/digital filmmaking by use of cell phone;
(2) discussion on the Chicano(a) identity rooted in Mexican indigenous
culture; (3) write practice critique on experimental film, In Necuapaliztli In
Aztlan (Return to Aztlan) (Catlett: 1989/Mexico)
https://www.youtube.com/watch?v=p_6jNtW7olU and/or Syncretism; and
(4) explanation of Professor’s Abstract relating to the concept nuevo
indigenismo ; (4) explanation of different genres of film (documentaries,
shorts, animation, experimental, feature films); (5) view how to critique a
movie, go to
http://www2.kumagaku.ac.jp/teacher/dminor/howToCritiqueAMovie.pdf
and Youtube: https://www.youtube.com/watch?v=jgDn9HxffbU and (6) and
(6) form your group an discuss your group on Media Equity Campaign.
Resources: Exercise in at Library on visual scanning and searching for
resources in Chicano/a film
Additional curriculum resources: (1) La Resistencia de Cuauhtemoc
Celebration each August in Houston, Texas; (2) visit to Houston murals that
reflect nuevo indigenismo (NI); (3) NI reflected in Texas’ journals and
periodicals (Huizache, UH-Victoria campus, et. al.).
Film: Syncretism Prod: JoAnn Gutierrez (1999) and *Return to Aztlan
(Catlett) https://www.youtube.com/watch?v=p_6jNtW7olU
Speaker: To be announced
HW: Treviño’s book, Forward and Preface sections.
*When King Motecuzoma dies in 1468, a drought sets upon the Mexicas'
land. After four years the Mexicas debate whether they should continue to
worship the war god Huitzilopchtli or if they have neglected his mother, the
forgotten goddess Coatlicue in Atzlan, the land of their ancestors. The
younger Motecuzoma sends a retinue of soldiers, and the peasant Ollin, on a
journey back to Aztlán. Ollin and the royal delegate each take different
paths, and each comes upon a different Coatlicue. The first Coatlicue is
disappointed in Ollin's gift of corn, cocoa, blankets and jewels, which have
turned to dust by the time they reach her. The second Coatlicue is equally
disappointed in the gift of the royal delegates, telling them that their own
food and way of life have cursed them and prevented them from ever
returning to Aztlan. This mysterious film exults in the bizarre and exotic,
leaving everything unexplained.
WEEK 3: Binational Collaboration of Chicano Representation in
Mexican Film Industry
Topics: (1) View of film trailers, a survey of past and present works: (1)
Pocho (Produced in El Paso, TX); (2) Soy Chicano y Mexicano (Mexico:
Producciones
Filmicas
Agrasanchez,
1975.
1:33
https://www.youtube.com/watch?v=lWger7GAXjA; (3) Johnny Chicano
(Aquarias
Producciones,
S.A.:
Mexico,
1980.
https://www.youtube.com/watch?v=EDJUsaqBGMM); and/or (4) Chicano
(Socorro, New Mexico); (2) the Chicano identity as reflected in the major
social movements in Southwest US such as land rights, forming Chicano
Studies at universities, political movements, etc.; (3); develop first-draft
proposal of your group’s Film Trailer Project (4) discussion of documentary
America Tropical and related Chap. 11 in Treviño’s book; (5) aesthetic
viewpoints and Chicano/a art (6) discussion on Treviño’s book, Forward
and Preface sections; (7) submit final copy of Media Equity Campaign.
Additional curriculum resources:
Films: America Tropical Prod: Jesus Salvador Trevino and (2) interview
with Treviño’s
Additional curriculum resources: (1) Students search in Library regarding
other film shorts regarding Mexican American film makers; (2) visit Center
for Mexican American Studies at UH film collection; (3) dialogue with Lupe
Casares, film maker; (4) other ideas
Optional: Skyped interview to be announced
HW: (1) View Roberto Rodriguez’ The Ten-minute Film School on
Youtube,
https://www.youtube.com/watch?v=W-YpfievjSk
and
(2)
Treviño’s book, Chapter 1, Walkout.
WEEK 4: The Chicano Civil Rights Movement and Identity Politics
Topics: (1) Discussions of Treviño Chap. 1 ; (2) Roberto Rodriguez’ The
Ten-minute Film School; and (3) view and critique film Chicano!: Fight for
Political Power; and (4) early Chicano-produced films:
*Please Don’t Bury Me Alive (Efrain Gutierrez);Raices de Sangre (Jesus
Salvador Treviño); The Bee Bop Kid (Carlos Calbillo);The Case of Jose
Campos Torres; Gilbert Rivera (Sol Rojo Productions: Austin, TX)
“No Marcharon!” (Austin, TX: 1983);
“We Will Always Be There: Juarez-Lincoln II [University]” (Austin, TX:
1984); and Insights on the Dale Gas Art Exhibit with George Truan
(Joe Bastida Rodriguez).
Guest speaker: To be announced
Optional: Skyped interview to be announced
Films: Chicano!: Fight for Political Power Chicano!
HW: (1) Read Treviño’s book, Chapter 2, Delano; view film Chicano! Fight
for Political Power
Optional: Skype broadcast
WEEK 5 The Chicano/a Film Festivals
Topics: (1) Film festivals: Cine Cuauhtemoc Pan MAerican Film Festival;
Señorita Cinema, Houston, TX; Cine Festival, San Antonio, TX; Cine Sol,
South Texas; Cine Las Americas, Austin, TX; (2) discussions on film
Chicano! Fight for Political Power Treviño’s book, Chapter 3; and critique
Songs of the Homeland (H. Galan); (3) Library research time; and (4) work
with your group to discuss and prepare your film.
Films: (1) Chicano! Search for a Homeland and (2) Songs of the Homeland
Guest speaker: Pending
HW: Treviño book , Chapters 3, A Hidden History and Chapter 4, Adrift
WEEK 6 Chicano/a Identity
Topics: (1) Discussion of Treviño’s book, Chapters 3 and 4; (2) Screening
of films and related discussion and in-class assignments connected to films;
discuss on film Taking Back the Schools; (3) Library research time; (3) work
with your group Film Trailer Project.
Film: Taking Back the Schools
Guest speaker: Bryan Parra, filmmaker (Houston)
Optional: Skyped interview to be announced
HW: Read Berg’s book, Chapter 1, Introduction and 2, Theory
Skype broadcast: Pending
WEEK 7 Oral Traditions As Reflected in Film
Topics: (1) Discussion on Berg’s chapter; (2) discuss film Americo Paredes;
Library research time; (3) work with your group work with your group Film
Trailer Project; (4) Houston Public Library Latino Collection; and (5) a
Chicano cultural heritage tour of Houston
Optional: Skyped interview to be announced
HW: Treviño’s book, Chapters 5, Sit-In and 6, Denver Youth Conference
WEEK 8 Mexican American Poltical Action
Topics: (1) Discussion on Treviño’s book, Chapters 5, Sit-In and 6, Denver
Youth Conference (2) discuss film Chicano: Quest for a Homeland; and (3)
Library research time; (3) work with your group to discuss and prepare your
film.
HW: Read Berg’s book, Chapter 3, A Crash Course on Hollywood’s Latino
Imagery and 4, Subversive Acts
Film: Chicano: Quest for a Homeland
Guest speaker: To be announced
Skype broadcast:
WEEK 9 Chicanas in Politics
Topics: (1) Treviño’s book, Chapter 12, Yo Soy Chicano and (2) view film
La Pajara: Yolanda Garza Birdwell and MAYO; and (3) Library research
time; (3) work with your group to discuss and prepare your film.
Film: Interview with La Pajara: Yolanda Garza Birdwell and MAYO
HW: Read Berg’s book, chapters 7, Immigrants, Aliens and Extra-terrestials
and 8, El Genio del Genero
WEEK 10 Chicano Poetry
Topics: Discussion on Berg’s book, chapters 7 and 8; (2) critique film Raul
Salinas: The Cockroach Poet; and (3) Library research time and work with
your group to discuss and prepare your film
Films: Raul Salinas: The Cockroach Poet
HW: Read Treviño’s book, chapters 7, Ahora! and Chapter 8, Chicano
Moratorium
Skype broadcast:
WEEK 11
Topics: (2) Discussion on Treviño’s book, chapters 7 and 8 and (2) discuss
films Homage to Tenochitlan and/or Chicana
HW: Prepare required projects.
WEEK 12
Make last-minute completions or submit required projects.
Action Plan Template
Focus: Media Equity and Mexican Americans
Group member’s names:
1. In one sentence, write a mission statement related to your
campaign?
2. Outline your target group, or groups, whom your group will
direct efforts at resolution.
3. Describe your measurable objectives for every 3 months.
4. How will you use social networking, hyper-media or Internetbased technology?