Sunday, November 28, 2010

Week 6: Gran Torino Analysis



Introduction
“One thing we can be sure of is that conflict is unavoidable.  Conflicts are happening all around the world, as they always have, and at many different levels” (Martin and Nakayama, 2011, pg. 224).  Conflicts are not only seclusive to differing cultures, but can often occur within similar cultures as well.  For this week’s writing assigment we were asked to watch the film Gran Torino, starring Clint Eastwood, and reflect on the conflicts and popular cultures within the story line.

Cultural Conflicts
1.      Walt Kowalski has an underlying cultural conflict residing in within himself.  The life he once lived as a soldier conflicts with his desired culture of living a pleasant life.  His combat past haunts him and keeps him from pursuing a peaceful life.

In the film, Walter speaks to Father Janovich and says, “The thing that haunts a guy is the stuff he wasn't ordered to do.”  Within these few small words, Walt describes to Father Janovich the chaotic mindset that keeps his life forever haunted.  His former culture, in turn, has kept him from progressing into a more desired culture.  (Eastwood, 2008)

I would describe this type of conflict as intrapersonal because it deals solely with one person.  People are capable of being at war with themselves and I feel that Walt’s character very much is.

2.      Throughout the film, gangs are presented.  Each gang (or culture) feels they are superior to others and bully and/or violently threaten the lives of others in order to affirm their dominance within the city.

In one specific scene Thao Vang Lor is walking home.  While on foot, a car full of Hispanic gang members pull aside Thao and begin to hassle him. Thao’s cousin, Spider, catches a glimpse of this from around the corner and immediately rides in to defend him. As a member of the Hmong gang, Spider and his fellow car-mates begin to quarrel with the Hispanic gang members.  After many foul words are exchanged, the two gangs present weapons they intend to use on one another.  The Hispanic gang then drives off before declaring defeat from the Hmong gang. This particular conflict is left unresolved.

The implied justification of conflict between the two gangs most likely has to do with ethnicity and (possibly) stereotyping (Martin and Nakayama, 2011, pg. 234).   But because the audience is presented with this conflict only for a few minutes, it is hard to determine what the core of their gang-related conflict really is.

3.      Throughout the movie, Walt seems incapable of speaking to his sons without criticizing their every thought.  When his two sons, Mitch and Steve Kowalski, talk at their mother’s funeral Steve says to Mitch, “The point I'm trying to make is that there's nothing anyone can do that won't disappoint the old man, it's inevitable” (Eastwood, 2008).

Over the course of their lives, a conflict of value has resulted between father and sons.  (Their ideologies are just too different.)

Popular Culture
Popular culture constitutes a strong reputation within a culture (Martin and Nakayama, 2011, pg. 202).  Within this film I feel two cultures strongly depict a type of popular culture: 
(1) Gangs and (2) the Church.
The film illustrates town members forcing to make a choice as to which popular culture they will follow.  They can follow a path of religion and live peacefully or they can choose a path of constant feuding by joining a gang.  Either way, the town has become divided and both opposing cultures seem to be constituted as a popular lifestyle.

Ending: Gran Torino
            In all honesty, I believe the ending of this film was noble.  Walt sacrifices his life in order to save Thao and Sue’s family from further harm.  His courageous act not only places the entire Hmong gang behind bars, but also ends the conflicts between the Thao and Spider, and Walt with himself.
            When it comes to the severity of the Hmong gang, (threatening the lives of innocent people) it seems that no other action would work effectively.  Walt uses a dynamic style of conflict resolution.  He is confident using strong language and seems comfortable with emotionally confrontational talk.  In the end, Walt becomes a hero in his efforts to resolve the conflict.
            Of course it is always sad to see a major character die, but in this case I believe it is the only true way to end the film.

Overall Feelings/Conclusion
            Overall, I thought Gran Torino was an empowering movie.  The film depicts actual scenarios of cultural conflict that can be found in today’s world.  And because of these scenes, the film becomes relatable in the sense that events like this may actually occur.
            Out of all the characters, I found myself to be the most like Sue.  She is strong-minded and sometimes a little too cocky with her words.  I, on occasion, have found myself in similar situations where I have spoken out of my comfort level in order to seem more confident.  Sue is also smart, trusting and seems to deeply care for her family.  I like to feel that she and I are very similar in this sense.
            If I could change anything:  Well, I wish that Walt didn’t have to die, but I understand why the movie was written this way.  His sacrifice opened opportunities to the Lor Family.  Other than this, I believe the movie was very powerful.
 
References
Gran Torino. Dir. Clint Eastwood. Perf. Clint Eastwood. Prods. Clint Eastwood,
Bill Gerber and Robert Lorenz. 2008.

Martin, Judith N. and Thomas K. Nakayama. Experiencing Intercultural
Communication. 4th. New York: McGraw-Hill, 2011.

Wednesday, November 24, 2010

Week 5: Miscommunication of a Nonverbal Message


 Introduction
As a substitute teacher I constantly find myself deciphering nonverbal messages from students.  I feel that because of all the exposure to student’s nonverbal cues, I’ve become fairly advanced at reading their thoughts.  But every now and then, I come by a student who teaches something new.  And I learn again and again that students all behave differently for particular reasons.
Gym Class
            This past week, I was hired to teach a gym class for an elementary school.   As I read over the teacher’s notes, I quickly realized that every student was encouraged to participate and that no one was to sit out.
            The morning started off well; a few students, here and there, asked to sit out because their stomach’s hurt, but I was able to convince them to participate.  So far I had accomplished the teacher’s instructions and was able to report back of complete class involvement.  The afternoon, for the most part, worked in the same fashion.  It wasn’t until the late afternoon, that I had trouble with a certain female student.
            As she walked in the gym, I noticed she was a little chubbier than her classmates.  She didn’t speak much to her fellow classmates and carried a look of timidity on her face.  As her class began to stretch, she walked over the steps of the gym and sat down.  Not saying a word, I closely watched over her for the next few minutes as her classmates continued stretching.  She sat with her hands crossed and pretended that she was listening to music, bobbing her head from side to side.
            At first thought I read the girl to be self-conscious of her physical capabilities (because of her size) and that was the reasoning for her actions.  I then walked over to her and quietly explained that if she did not participate in warm-up that she would not be allowed to participate in gym at all that day.  She didn’t seem too upset by it and shrugged her shoulders. 
At second thought, I imagined this had become a common conversation between her and her everyday gym teacher (Hints to the teacher’s instructions).  After that, I told her it was her choice: she could either participate or go to the office.   She reluctantly got up, stomped toward her classmates and began stretching.
            At the end of the day, I went to check out with the front office and told them of this particular student.  I figured that because the girl was a little chubbier, she was shy and did not want to participate and therefore decided to put on an act in order to get out of class.  The front office attendant informed me that this was very unusual behavior for this child and that she usually is very active with her classmates.  I later found out that the night before I taught, her father was arrested.  She was upset the entire school day and was merely acting out for attention purposes.
Conclusion- Lesson Learned
            I quickly learned from this misinterpretation of nonverbal messaging that every student reacts to change in a different manner and I should never try to assume I know why they act a certain way.
            Nonverbal messages can be confusing at times.  And I believe it is best to learn from each misinterpretation to better prepare one’s self for the next occurrence.