Empty comics to take notes or simulate a dialog with

Reading resources for visual notes

The purpose of this post is to provide you with additional means and resources for finding ideas to make visual notes of.

After you have run out of ideas from your chapter to visualize, you have several options for finding more ideas…

1. Look in the index of the blue book for your subject matter.

– For white supremacy, look for terms like racism, white supremacy, race, etc.

– For capitalism, look for terms like class, wealth, working-class, etc.

– For patriarchy, look for terms like sexism, hetero-sexism, gender, sexuality, sex, etc.

2. Look in the blue book for terms that you could possibly relate to your subject matter.

– That is, find terms that are not directly related to your subject matter by the authors but that you are able to relate to your subject matter. E.g., you might think about how the term “reference group” is related to white supremacy: what is the reference group of a white supremacist/racist person?

3. Look in the green book for readings on your subject matter.

– For white supremacy, you might consider the readings “A Different Mirror”, “Of Our Spiritual Strivings”, or “Black Students at Predominately White Colleges and Universities”.

– For capitalism, you might consider the readings “… And the Poor Get Prison”, “Nickel-and-Diamond: on (Not) Getting by in America”, “Positive Functions of the Undeserving Poor: Uses of the Underclass in America”, “Power and Class in the United States”, “Class Conflict: Tuition Hikes Leave College Students in Debt and Torn between Paid Work and Coursework”, etc.

– For patriarchy, “Fraternities and Collegiate Rape Culture: Why Are Some Fraternities More Dangerous Places for Women?”, “He Defies You Still: the Memoirs of the Sissy”, “Women in the Global Factory”, etc.

4. Check out some online resources.

For white supremacy…

– http://en.wikipedia.org/wiki/White_supremacy

– http://en.wikipedia.org/wiki/Racism

– http://en.wikipedia.org/wiki/Institutional_racism

For patriarchy…

– http://en.wikipedia.org/wiki/Patriarchy

– http://en.wikipedia.org/wiki/Sexism

– http://en.wikipedia.org/wiki/Heterosexism

For capitalism…

– http://en.wikipedia.org/wiki/Capitalism

– http://en.wikipedia.org/wiki/Class_discrimination

Some more examples of visual notes

The purpose of this post is to offer you some more examples of what visual notes can look like.

SEXISM: This one is short and sweet.  It utilizes body figure, hair, and dress differences to distinguish men and women.  It then makes use of a pedestal and a speech bubble to indicate the superior treatment of men vs. that of women.

SECOND SHIFT: This visual note uses the image of office buildings to convey the idea of work away from home; it expresses the idea of work at home with a house, a vacuum, and a baby.  It conveys the idea of having two work shifts with the 3 speech bubbles and with the two time cards and time clocks:  one is next to the 'work away from home' images and the other is next to the 'work at home' images.

GENDER ROLE: This visual note uses pop culture references to add a little flare (though more abstract images like stick figures are effective as well).  It uses the image of a pop fiction father and son to indicate the social learning aspect of gender role (i.e., parents can powerfully shape the gender of their children).  The core idea is expressed quite simply with a speech bubble, with the image of the father (who is the person that has the expectations of how boys and girls should act) and the image of the child, which is the person that either conforms to or deviates from the gender role expected of them (in this case, it's the expectations of the father).

PASSING: This visual note uses a 2 frame design to indicate a process of change.  In the first frame, the dotted lines and the bindle indicate travel (or more specifically, immigration); the flag and the last names of those underneath it ("Smith") indicate the country and the dominant culture that the immigrant is entering into.  The immigrant's name ("Schmidt") indicates their subcultural difference from the dominant U.S. culture.  In the second frame, the changed name and the idea bubble indicate the process of the immigrant blending in and going unnoticed as a member of a subculture.

A comparison of different visual notes & a brief overview of the visual notes template

The purpose of this document is to give an example of very good visual notes and to compare them to okay (i.e., not very good) visual notes. I would like to emphasize that your goal should be to generate very good visual notes.

Here’s an example of very good visual notes:

 Genocide p. 259

Here's an example of okay (i.e., not very good) notes:

 Genocide p. 259

Why is the first example very good? Well, let’s look at the idea(s) that it is meant to express.

“Genocide is the systematic killing of a group of people, based on their race, ethnicity, nationality, or religion. Typically, genocide involves a majority group seeking to exterminate a minority group.”  Experience Sociology by D. Croteau and W. Hoynes p.259

This first example is very good because it expresses…

1. The idea that genocide is a process – this process is expressed by the two frames, which are read left to right. The idea of process is simply another aspect of the idea of a system…
2. The idea that genocide is systematic – that genocide is a system is expressed by a few things that change from frame 1 to frame 2: 1) the segregation of black-triangle-heads from white-circle-heads, 2) the popularization/spreading of the idea that black-triangle-heads should be eliminated, which is expressed by the speech bubbles, 3) the separation of action and treatment between white-circle-heads and black-triangle-heads (i.e., white-circle-heads kill, while black-triangle-heads die).
3. The idea of killing – this is expressed with the anti-black-triangle-head speech bubble, the postures of the shooters, their guns, the bullets, the blood, and the begging posture of one of the black-triangle-heads.
4. The idea of different groups – the idea of different groups is expressed by the different shapes and colors of the heads. These could function as symbols of differences such as race, ethnicity, nationality, or religion.
5. The idea of majority and minority – this idea is expressed metaphorically by the number of black-triangle-heads vs. the number of white-circle-heads. There is a numerical majority of white-circle-heads and a numerical minority of black-triangle-heads. This is a metaphor for power majorities and power minorities, which are the type of minorities and majorities that the text refers to.

The other reason that the first example is very good is because it expresses all of these ideas without using a single word.

So, why is the second example merely “okay”?

Well, what does it succeed at expressing with images alone?

1. The idea of killing – that is expressed with the gun and the bullets in combination with the elimination sign surrounding figures of people. This makes the text “Murdering” superfluous and unnecessary.
2. The idea of a group (but not different groups) – this is expressed by the multiple number of orange figures. However, it is not clear that the yellow figure belongs to a group.
3. The idea that genocide is systematic – this idea is partially (i.e., not fully) expressed by the fact that only orange figures are being eliminated, as opposed to orange and yellow figures.

This example relies on the phrase “A whole race” to express the idea of race:  that the group being killed is being treated this way because of its race.

As you can see, the second example is merely okay (as compared to the first example) because 1) it fails to express several ideas with images alone, 2) it fails to express several ideas altogether, 3) the first example goes more in-depth.

Therefore, you are encouraged to try to follow the first example instead of the second example.  This is not to say that you should never include text.  In fact, it might be possible for the first example to go from "very good" to "excellent" with the help of text.  For example, perhaps a way to do this would be to add the word "Majority" above the white-circle-heads and the word "Minority" above the black-triangle-heads in frame 2.  The point to take away here is that, in making your notes, try to lock down (and express as much as possible through) the visual first, and then incorporate text, second.

The Visual Notes Template:

NOTE:  This template consists of the 6 to 7 items that you are expected to turn in for each prototyping session.

As you can see from the examples, there is a basic layout for each visual note.  You need to include certain items for each visual note*:

1. Include the name of the idea

2. Include the page number(s) on which the idea is found

3. Include the visual note

There is some other information that you need to include on each set of visual notes** (at the top of each page):

1. Your name

2. Your group’s name

3. The date on which this particular set of visual notes is turned in

4. (circumstantial) If you are absent from the class on the above date, then write “Absent Submission”

*A 'visual note' refers to 1 of the 3 (or more) illustrations that you are expected to turn in for each prototyping session.
**A 'set of visual notes' refers to a page containing 3 (or more) illustrations that you are expected to turn in for each prototyping session.