SESSION 7. GENDER

LAST WEEK… THOUGHTS CONCEPTS

PIERRE BAYARD

PIERRE BAYARD "How to talk about books you haven't read" ”Who Killed Roger Ackroyd?” re-investigates Agatha Christie's The Murder of Roger Ackroyd ”The Hound of the Baskervilles” re-investigates Sherlock Holmes case (Conan Doyle) https://www.youtube.com/watch?v=X41aZlw503U

THE MYSTERY "Dr. Watson, Mr. Sherlock Holmes," said Stamford, introducing us. "How are you?" he said cordially, gripping my hand with a strength for which I should hardly have given him credit. "You have been in Afghanistan, I perceive." "How on earth did you know that?" I asked in astonishment. "Never mind," said he, chuckling to himself.

OBSERVATION – searching for clues IDENTIFYING SIGN THE MYSTERY ‘THE HOLMES METHOD’ OBSERVATION – searching for clues IDENTIFYING SIGN THE PRINT, THE TRACE INDIRECT TRACE WRITTEN DOCUMENT OBJECTS Pierre Bayard: Sherlock Holmes Was Wrong

THE MYSTERY DEDUCTION EXAMINATION OF CLUES PRELIMINARY KNOWLEDGE COMPARISON REASONING BACKWARDS

HANEKE QUOTES ”I don’t approach a film with an idea of making it about a certain theme. Personal experiences or figures or constellations of individuals are what interest me. Journalists have to condense these things and write about them in a cathchy way, but that’s not how art works. Most catchy phrases are generalizations, because that’s the only way. The minute something can be described with a single term, it’s dead artistically. Nothing living is left, and there’s no reason to watch the film. That’s always the problem with an artistic statement and an article about it. When you watch a film without any prior knowledge, it’s much more contradictory and complex.”

HANEKE QUOTES ”Consider the pigeon just a pigeon. You can interpret it any way you want. I wouldn’t describe it as a symbol. I have problems with symbols, because they always mean something specific. I don’t know what the pigeon means. All I know for certain, I think, is that the pigeon appears. It may symbolize something in particular to Georges and individual viewers, but it doesn’t symbolize anything to me. You have to be careful when you deal with elements with multiple meanings, they must be dealt with ambiguously. … and you could regard that as a metaphor, as an oppurtunity to see it as more than it is. But you don’t have to. There are lots of pigeons in Paris.”

Johan Joseph Zoffany

THE FOUNDERS OF THE BRITISH ROYAL ACEDEMY The Royal Academy was formed to rival the Society of Artists after a leadership dispute between two leading architects, Sir William Chambers and James Paine. Paine won, but Chambers vowed revenge and used his strong connections with King George III to create a new artistic body, the Royal Academy, in 1768. It was formally launched the following year. It had forty founding members among them were: Angelica Kauffmann Mary Moser

THE FOUNDERS OF THE BRITISH ROYAL ACEDEMY In Johann Zoffany’s painting: Painted busts of two women on the wall Become the objects of art rather than its producers Social and cultural assumptions Attitudes Beliefs Norms Education Attributions

SIMONE DE BEAUVOIR The Second Sex remains to this day one of the foundational texts in philosophy, feminism, and women's studies. Beauvoir claims: the self needs otherness in order to define itself as a subject; the category of the otherness, therefore, is necessary in the constitution of the self as a self "One is not born, but rather becomes, a woman."

SIMONE DE BEAUVOIR Modern woman: "prides herself on thinking, taking action, working, creating, on the same terms as men; instead of seeking to disparage them, she declares herself their equal.” Beauvoir advocates changes in social structures to achieve equality: e.g. universal childcare, equal education, contraception, and legal abortion for women-and perhaps most importantly, woman's economic freedom and independence from man

SIMONE DE BEAUVOIR The Second Sex maintains its fundamental existentialist belief that: each individual, regardless of sex, class or age, should be encouraged to define him or herself and to take on the individual responsibility that comes with freedom. This requires not just focusing on universal institutions, but on the situated individual existent struggling within the ambiguity of existence.

EXAMPLES MARGIT ANNA MARGIT GRÁBER LILI ORSZÁG MARGIT KOVÁCS SOPHIE TÖRÖK MARGIT KAFFKA DUCHAMP MARCEL SUZANNE STREET ART https://www.youtube.com/watch?v=TTRs3fhmYOQ

AMRITA SHER-GIL ”was an eminent Indian painter” – wiki http://www.telegraph.co.uk/culture/10087130/The-Indian-Frida-Kahlo.html

CAMILLE CLAUDEL 1864-1943 http://www.youtube.com/watch?v=tWVv5Kq3vD4&feature=related

RODIN

MATURITY

FRIDA KAHLO http://www.youtube.com/watch?v=PpoVqHPD2nk&feature=related

D. RIVERA

GENDER SEGREGATION VS INTEGRATION NEW ROLES SOCIALIZATION EDUCATION WORK FAMILY PROFESSION DECISION MAKING HISTORY WHOSE DECISION WAS IT?

SUMMARY INTERPRETATIONS CHALLENGES IDEAS GENDER NEXT: FILM AND EDUCATION – Tuesday group MYTH AND SIGNS – Monday group