A02: Visual Rhetoric- wildcuttlefish

0:03

There’s a bunch of middle schoolers in a school bus. Majority of the students in the bus are white boys. However, one of the boys that is wearing a sweater is off of his seat and in the middle of the aisle with his hands holding onto one of the seats so he does not fall down. A boy sitting to the right of him is on the edge of the seat, leaning towards the sweater boy. He probably pushed the sweater boy off. In the back you can see the bus driver looking at the boys with her mirror to see what happened.

0:05

The boy with the sweater is trying to get back onto his seat. The bus driver is still watching. A girl who is sitting in front of the boys turns around and looks angry towards sweater boy.

0:07

The girl is now talking to sweater boy with her mouth wide open. The bus driver is no longer looking through the mirror but is physically turning around to watch. An arm, which is a boy’s arm, emerges from the right behind the sweater boy with a fist. A student in the first row is peeking back at the commotion.

0:08

The fist hits the sweater boy. The girl that was yelling shuts her mouth. She is not concerned for him though. Instead, her hand is on her hair, sweeping it to the side. The sweater boy turns around to look at the boy who hit him. Sweater boy’s facial expression is not furious. His mouth is open like he has no words to say. I can tell he does not want any trouble. Also, judging from sweater boy’s appearences, he looks frail and has nerdy classes. Another kid sitting on the second row turns around to look after the hit. There was probably a large sound when sweater boy got hit. You can see the bus driver’s face clearly now as she watching the whole thing.

0:10

The arm that hit sweater boy is pointing to the bottom left corner of the screen. He wants sweater boy to move.

0:11

Sweater boy listens and gets off of his seat. Some kids are turning back smiling.

0:14

Sweater boy sits down in the seat on the left side.

0:15

The frame changes and captures some students somewhere in the front seats. A girl with blonde short curly hair is looking back with her mouth slighly opened. I know she is looking at all the commotion. Another blonde girl sitting next to her with straight hair is also looking at that direction because I see the back of her head.

0:18

Sweater boy’s neck is being grabbed by someone from behind. Sweater boy’s hands is grabbing the hands that is stranggling his neck.

0:19

The frame switches to another kid from the front peeking behind the seat.

0:19

The frame changes to a kid in the backseat looking forwards with his hands together. His eyes are a bit wide. He looks concerned and maybe speechless.

0:22

The kid in the back seat looks down. You can tell he does not support how sweater boy is being treated but he doesn’t look anymore. It’s like he does not know what to do but to keeps quiet.

0:23

The camera catches more faces of the students in the bus. Two guys whose eyes is looking forward, slightly to the right. They look concerned with their mouth slightly parted but they look like they don’t know what to do.

The purpose of the video is to expose to people that often many times when students see someone get bullied, they just watch blankly because they do not know what to do. They are either scared or holding back. Furthermore, the video is targetted to the parents, encouraging them to teach their kids to speak out when they see bullying take place.

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3 Responses to A02: Visual Rhetoric- wildcuttlefish

  1. wildcuttlefish says:

    feedback was requested.

    Feedback provided.
    —DSH

    Like

  2. davidbdale says:

    OK, wildcuttlefish, Let’s go.

    Before I begin with your personal notes, let me say I have written extensively on this video in feedback for your classmate fromcasablanca.

    https://counterintuitivefa15.com/2015/09/14/a02-visual-rhetoric-assignment/

    Please refer to those notes for my observations about the mechanics of the interactions among the students. I don’t want to have to repeat myself about those details; however, I will find plenty to say, I imagine, about your own work, which I will share with you now.

    00-03. Already I see you’ve done what fromcasablanca did: ignore the first few seconds when the audience is told that what follows is real. Read my earlier notes on this, please.

    03. It’s pretty obvious the boy was pushed from the seat. You conclude good neighborhood without offering a shred of visual evidence. Remember, you need to provide all the context here, as if you were telling a blind person about the scene (or if not blind, someone who had no access to the video).

    05. fromcasablanca never mentioned the bus driver. What do you suppose is the purpose of this continued attention from the driver? You can make a conjecture now, not knowing what transpire. That opinion may change by the end of the video. You can refresh us then.

    07. Is the bus in motion? The driver has turned to watch? The fist is important. You’re doing well here. Kids are getting involved, talking to Sweater Boy (who you might later call Glasses), watching him, preparing to strike him . . . .

    08. Fascinating about the driver again. I’m impressed with your observations about SB, and the conclusion that he doesn’t want any trouble. Is he furious but suppressing it?

    10. Agreed. Nicely noticed and noted.

    11. He just moves. Why?

    14. Into an empty seat? To join someone else?

    15. The perspective or point-of-view changes. You’re talking about onlookers, or bystanders. If you described them in those words, we’d both visualize their actions AND begin to understand the conclusion you’re drawing about the likelihood that they’ll intervene.

    18. Is there any way to judge whether the Hitter placed SB in this seat BECAUSE it would get him strangled from behind? Or is this just opportunistic on the part of the Strangler?

    19. Peeking behind the seat is most unclear.

    22. It’s hard to imagine how you can judge all of that from a look, but it’s true we humans are masters at reading facial expressions and body language. Any way you can quantify what you’re responding to?

    23. Concerned and speechless. Don’t know what to do. Are there just two camps here, then? Those who know what to do: pick on SB; and those who don’t?

    Does that mean there are two audiences for this video? How would students react (sheepishly because they recognize their own inaction? defensively because they feel powerless against bullies?)? Would their reactions differ from those of parent viewers? Which one if either will act after viewing? What action does the video suggest? How effectively does it make that suggestion?

    I hope you found these notes helpful, wildcuttlefish,and that you spent some time reading what I had to say to fromcasablanca also. Obviously, there is very little time left for you to complete a thorough rewrite by today’s deadline, but don’t worry. DO publish a Visual Rewrite—wildcuttlefish post today, and THEN continue to revise for the rest of the week. I certainly won’t be grading your post before then. OK? Reply, please.

    Like

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