Phase 4: Preparing to Share: Emerging Ideas
I have chosen an Inquiry Project in Phase 0, asked questions about it in Phase 1, found resources about it in Phase 2, and interpreted the information I received in Phase 3. Now, in Phase 4, I develop a plan to present and share my findings with you, the audience.
Before making my plan, I looked over three final products by other Microcampus students: Charlotte K of the I group, Sam J of the K group, and Grace W of the P group. At only 3 minutes, Charlotte's project managed to convey a clear message in a short period of time, keeping my attention span. In addition, she left the audience a concluding question to contemplate on their own. Unlike the majority of projects, Sam did not exclusively use voiceover and filmed himself talking, allowing the audience to see his nonverbal communication for a better understanding. Sam also used key examples to explain the system of unfair quotas that lead to the Great Leap Forward and the wall chart, making his message even clearer. Grace's project had multiple more visuals than the other students, allowing the audience to understand more. She included more evidence-based arguments to convey information, rather than just the presentation of facts, giving the audience a clearer message.
The type of project I wish to pursue is a "change over time" project. This is because propaganda is changed significantly from the early Mao days (1949-1962) to the later Mao days (1962-1976) to the current day. The best audience for my project would be people interested in politics or history, as this project would convey information on both issues. The objective of my work is to persuade others about the value and depth of history. My main point, or thesis, is that during early New China, the late Mao days and the current day, different styles of propaganda reflect the different attitudes and policies of the government that created them. The media that I will use will most likely be a short film including a voiceover and various images. My most important supporting information are about the views of current locals and the various messages around town.
Below is my outline, including the information I will use, for my final project.
A. From April 29, 2017 to May 26, 2017, 5 students from SAS Pudong Campus came to Xizhou, Yunnan to study an Inquiry Project outside of a classroom setting.
B. My Inquiry Project is Wall propaganda Messages.
C. My thesis statement states that during early New China, the late Mao days and the current day, different styles of propaganda reflect the different attitudes and policies of the government that created them.
II. Propaganda during the early Mao days focused on foreign matters, specifically fighting outsiders and threats to the country
A. Historical context: China was a new nation
B. Xizhou messages from that time period
i. Message outside house
C. Current general dislike towards Japanese
III. Propaganda during the later Mao days focused on domestic matters, specifically rebuilding the country and having a good moral code
A. Historical context: Suicides and denunciations of Red Guards
B. Vandalism of village buildings and earlier messages
C. Replacements of these messages
i. Maoist quotation on wall outside garden
ii. Absence of anti-Vietnamese propaganda
iii. Wall Chart #23
IV. Current day propaganda focuses on tighter government control in Xizhou
A. Historical context: China's slowing growth and Xi's accumulation of power
B. Current campaigns
i. Lake Erhai campaign and its downsides
ii. Xi's anti-corruption campaign
a. Tax evasion and low government income
iii. China Dream
iv. Eight Honours and Eight Shames
C. Methods of propaganda
i. Wall messages: safety and prosperity
ii. Banners around town: Lake Erhai
iii. Social media
A. Past and present
i. benefits to government
ii. effects for citizens
i. How will it evolve? How will government evolve?
This outline will be utilized in my Final Product.