For my final project, I would like to focus on our pop culture discussions in the beginning of each class session, or “Setting the Scene.” Our assignments to bring in a pop culture item, usually a music video or a post from the blogging website, Tumblr,   as a potential lead in to our intended academic texts and their subsequent dialogues (particularly the ones revolving around music videos) often were cut short—much too short for a satisfying analytic reading of the often multi-faceted material we were presented with. Some classmates suggested we process topics of our discussions prior to class meeting to allow for a more comprehensive reading. However, my qualm did not arise from ability of lack thereof  to process what I was seeing, it was the way in which most discussions  ended, an ending reminiscent of our “Is this a feminist text?” conundrum: an ending that reached for the shallow aim of finding our own preset definitions of feminism within these three to four minute worlds. I was most disappointed by the feminisms we didn’t see, even flat out ignored, in certain “setting the scene” presentations. Of our discussion of non-conventional feminist music figures my interest was most peaked by our rather curt reading of Nicki Minaj’s video, “Stupid Hoe.”  Her overtly sexual and aggressive music video presentation was quickly judged as trite and not worth the time of the class to watch the entirety of.

I felt present during discussions, whether or not I seemed like I was.  In class, I tended to direct the conversation with questions because that kept the conversation going better than stating my opinion, which is what I tended to do online. Now that I look back, I’m surprised at the conversations my posts started.  Most of my class work was for my own learning purposes, honestly. I contributed to the conversation when I felt like it needed another opinion, and that usually worked out well.  Speaking in class has never been my strong point, but I am working hard to improve that.

My favorite readings were Goblin Market and Persepolis, and Book of Salt and Middlesex to a lesser degree. I did not like Jimmy Corrigan or Lifting Belly because they were difficult to understand. As a reader, my learning edges are at reading things that I do not like and learning from them.  Reading has always been a fun pastime for me, so reading something I do not like seems counterintuitive, but a necessary obstacle to overcome in college.

At the beginning of this class, I did not know what I was expecting. I figured I would show up and see what happens, because I was bound to learn something. And I certainly did. I had no idea how to define feminism but I assumed it was a good thing, and now I have a concrete definition. Well, as concrete as it can be in these circumstances.  Feminism is about equal treatment of men and women, but in order to do that we have to equalize treatment of races, classes, appearances, abilities, etc.  Feminism is really about equality for everybody, and that is something worth fighting for.

I feel like a very different person from the one I was at the beginning of the semester, but I know that is only because I’ve lived longer and experienced more.  My first serendip posts more or less had a distinct point to them—I knew what I thought, whether it was right or not.  They gradually got less and less certain, which reflects my experiences as a person over the last few months.  I questioned everything in the last few months, partially because of this course. Before this semester, I simply accepted that I knew what I knew and that there were always going to be things that I didn’t know.  That never stopped me from trying to find answers, but it was more acceptable to me if I never found them.  After this class, I question everything and I need to have a definite result of my questioning, and be able to defend it.  It is a very defeating kind of feeling.

So EGrumer and I worked with dglasser to help flesh out her idea of Literary Labs a little more!

Some of the things I was responsible for were:

• Finding a decent book list
• Finding a good character profile
• Making a playlist of music (more on this later)

I linked to the websites where I found both the list and character profile in case anyone wants to see them again.  The book list was something dglasser knew she wanted when she originally designed the labs.  The idea, and she can correct me if I'm wrong, was that you would be able to draw inspiration from these various works.  The character profile is something that I (and EGrumer) had used before when acting.  Normally they're used to help people in the chorus or minor roles flesh out a character for themselves so they can put more into their performance on stage.  I liked this one because it was really detailed and I thought it would be useful to help writers develop characters if that's what they wanted to work on in the lab. 

           How can we define genre?  It is a kind of something, a type.  It is a manner we use to categorize information that we come into contact with on a daily basis.  Genres evolve.  This semester we have explored the evolution of various genres; we have seen how the lines between them become blurry.  We have taken the definition of genre and molded it to fit in ways we may not have thought about before.  With this in mind, how has the genre of this class evolved over the course of the semester?  It has evolved.  Everything evolves.  I have evolved, the class has evolved, and this paper will evolve as it is written.  The evolution of the class is important because it helps me to see where my problems were and it helps me to tie everything together and try to make sense of a class that I struggled through. 

This class was much different than what I initially thought it would be. As a freshman coming into what was advertised as an introductory course for those interested in the Gender and Sexuality field, I expected to get a good amount of groundwork (vocabulary, exposure to scholarly works, theory, writing practice, etc) necessary to enter into higher level courses with a desired edge. What I experienced was actually quite different. I was left out of the loop for not having this groundwork which I had expected to gain, not teach, to the class, and often tremendously irrelevant to the inappropriately Bryn Mawr-centric syllabus.