237131 – Wk 5 Blog task

237131 – Wk 5 Blog task

Chapter 9 (Wars and Survival) of Tangata Whenua – an illustrated history, details of the historical wars that NZ faced during the period of 1860-1872.

The beginning of the wars started in Taranaki as the issue of land ownership arose.The chief stated the Waitara land was not for sale yet the government pushed for against this and ignored Maori objections. This led to Maori grouping together in order to fight the British Government who insisted on surveying and buying land that was not for sale.”Maori had to calibrate decisions carefully…to preserve tribal autonomy while protecting their lands…weighing the value of alliance with or resistance against the government” (256) “Lives were lost on all sides and for several iwi, land would be confiscated as well” (256)

Overall the wars were not just about the rights and ownership of land but the larger issue of sovereignty and Rangatiratanga. “The Taranaki wars was never simply about the fate of a 600 acre block of land at Waitara.”(256)

We are able to see the lasting effects of the war with visual and material culture with the NZ flag. This flag excluded Maori culture and instead highlights the difference between the two cultures. Instead of uniting two cultures as one nation, it divided them.

Works Cited

Anderson, Atholl, Binney, Judith and Harris, Aroha. “Chapter 9: Wars and survival”. Tangata whenua: An illustrated history. Bridget Williams Books, 2014. Print.

Anderson, Robyn. “Across Time: Ngā Haki, Ngā Kara Flags”. Tangata Whenua: An Illustrated History. Robyn Anderson. Aotearoa: Bridget Williams Books, 2014. 284-285. Print.


Wk 5 – Task one

Wk 5 – Task one

Consider this weeks lecture presentations and view one of the 3 videos on Stream/237 130/ Wk 5/ Visual Literacy and Analysis: Video Presentations.
Task: Critically consider ideas discussed from the above texts and lecture presentations. Add these to your Mind Map or Word Cloud from Wk 4 .Task 3D.

1. Selectoneideaanddiscusshowitrelatestooneofthevisualtextsyouwillrefertoinyouressay.(35-150words)



The idea i have chosen from this weeks presentation and video is



This relates to one of my visual texts that I will refer to in my essay because

Task 4 Blog post

Task 4 Blog post

Situate an image of one of the visual texts, selected for Task 3 (MLA caption).
Draw on the skills, knowledge and writing from tasks 1-3 to write a blog post about the visual text.
The aim of this exercise is to provide the reader/audience with contextual knowledge and a depth of understanding about the visual text, and its significance.

Writing Skill: When writing this blog post you might consider how a question can help focus your paragraph. In answer this question you construct the paragraph. The question can then be turned into a topic or introductory sentence telling the reader what the topic of the paragraph is about.

  • ~  Consider the writing styles ofMirzoeff, Walker, Sturken and Cartwright or others you have encountered in this paper.
  • ~  Provide some description alongside the contextual knowledge.
  • ~  You must demonstrate in this Blog post your engagement with tasks 1-3 by referencing the various texts

    including Mizoeff. Include in-text citations when quoting or paraphrasing authors or lecturers. Include a Works Cited list at the end of your blog.

Wk 5- Task 2 Contextual Understanding

Wk 5- Task 2 Contextual Understanding

In the talk of the images by USA photographer Weegee, something that attracted my attention was the captured emotion of the different people in the crowd who witness the murdered body of a gangsta.


Screen Shot 2016-05-25 at 11.05.45 AM
Fig 1. Weegee (Arthur Felig), The First murder, before 1945

“A woman cried… but neighbourhood dead-end kids enjoyed the show when a small-time racketeer was shot and killed” the caption of Fig 1 “The First Murder”. The caption of the image.

In the discussion, they discuss how Weegee managed to capture the “heightened fleeting emotion” of the crowd who consisted of children and women – “The children are gawking at the murder scene with morbid fascination, ignoring the bawling relative.” The writers go on to explain why this image is so powerful and it’s relation to the widespread violence that existed. They go on to talk about the ‘viewers’ and how we are equally fascinated with the image as we see the different emotions on the people’s faces and their reactions.

Their talk not only explains what’s going on in the images but shows critical thinking and visual literacy, something that we are learning about as students and learning to apply ourselves.

“The role of images in providing views of violence, and of voyeurism and fascination with violence is countered by a history of using images to expose the devastating aspects of violence”

What the writers say here that stood out to me is their valid point of how while the image son violence may not be so pretty to look at, it’s been used throughout history in order to create exposure of the effects of violence. This is a relevant point as these types of graphic and brutal images are used throughout todays news and media. It instigates a emotional response and therefore achieves the aim of exposure. The writers recognise this as they state “the power of the photograph to provide evidence of violence and injustice is coupled with the photographer’s power to shock and horrify.”

The voice of the writing is educational as they want to inform their audience on the importance of Weegee’s art and this clearly shows through the way they express information about his art. The writers clearly show a learned piece of writing as they show a lot of knowledge about not only Weegee’s artwork but how images can be powerful tools for portraying the reality of circumstances such as the violence and the odd fascination from the younger generations.

Works Cited

Sturken, Marita, Tara Hamling, Lisa Cartwright, and Marita Sturken. Practices of Looking: Images, Power and Politics. 2001. Print.