The vocabulary for semiotics can be very confusing at first, but it is very helpful to be able to apply the words. When you look at the list of vocabulary words that we are using, it might be helpful to ask yourself: What is signified? What is significant? What are the connotations? What are the codes? How many types of semiotic codes could you see in any of the pictures on the Context: Semiotics page? When you look at the Context: Semiotics page, remember to look at the big graphic picture. It has the words signifier, signified, connotation, and denotation on it. (If you just looked at the slide show and didn′t look at the graphic, you missed a lot!) If you feel confused, open that page in another window and refer back to it as I walk you through this. Look at the picture on the page that says ″Semiotics″ in big letters. The signifier is the direct, actual thing, the form a sign takes- a man, a horse, Robert E. Lee, a monument. Signifiers give you a connotation. The denotation is the specific, direct meaning- this is a symbol of a Civil War general on a horse, made out of permanent materials (bronze and granite) held up high so everyone can look up to it. The signified is the concept it represents- the Civil War, history, white power etc. The connotation is an association to an idea or feeling- white supremacy, racial injustice, southern pride. The slideshow link below that information talks about codes. For example, we just finished doing the pairs of pictures of metonymic codes- what happens when you start to associate things. So, what happens when we associate a man and a horse? What happens when we associate the Civil War to that man and the horse? How about when we associate George Floyd with Robert E Lee? Another type of code is a condensed code. You may remember that this type of ″code″ has a lot of possible meanings jammed together, and may only be understood in a certain way by a certain part of the culture. For example, the Confederate statue may mean something to someone who has lived in the South all their life- someone who may have a lot of associations to history, family, and politics. Someone who has been oppressed may read that ″code″ as something to question, and would want to replace it with their own symbols that mean something to them. Someone from another country, who does not know about American history, may look at the same statue and get absolutely nothing from it. When symbols have a whole lot of associations, that connect to a lot of different things, it′s a condensed code. Another example is a displaced code. In the semiotics page, it said that a displaced code is when something taboo is part of the meaning. For example, being racist was once accepted in some parts of our culture. It isn′t anymore- it′s taboo. The code is ″displaced″ because it doesn′t belong there any more- the symbol is inappropriate. Some people may counter that the image of George Floyd doesn′t belong on a statue of Robert E. Lee- it′s taboo to destroy public property. That would be another example of a displaced code, just from another viewpoint. In this assignment, you should be able to use these vocabulary words. You will have to understand the concepts the vocabulary represents, and use those ideas to help write your paper. This is not a paper to react and make claims based on assumptions/ pre-existing attitudes. 2. Figure out which of the topics you want to address. Now go to the page Semiotics Condensed Code: Current Events . Look at the images and review the links.( the links may help you find the topic for this paper if you are confused.) We covered a lot of different ideas, just starting with the idea of a statue of a man on a horse. Some of those ideas were about Civil War monuments. We looked at pictures of protestors. Some of the images were about how history is full of people tearing down monuments as a protest, including people like George Washington. Other pictures showed examples of how other cultures have also destroyed artwork because of what the art represents. Lastly, there was a statue of a young Black man on a horse that was recently installed not far from the Lee statue, made by a well-known Black artist as a response to the Lee statue on Monument Avenue. That′s a lot of ideas from just a man on a horse! My suggestion/recommendation is to write about the photograph of George Floyd′s face projected onto the Lee statue. Since this Assignment is about understanding the different semiotic codes people use to construct a message, that image is the one most ripe with possibilities. However, I am also interested in your ability to use critical thinking along with the semiotic vocabulary. If you like found the history of torn-down statues interesting, or are a Civil War buff,, you may select other images to compare/contrast. Using semiotics and critical thinking, figure out a thesis for the paper. 3. Analyze the different meanings and how their semiotic messages are interpreted. You may want to begin by organizing your thoughts from the class discussion/ lecture. Add notes about what you found interesting, and the thoughts you had. Compare and contrast the different semiotic messages that can be analyzed. Use the correct vocabulary to discuss the photographs you chose. Vague wording such as ″back in the day″, etc. is not acceptable. 4. Evaluate the semiotic messages. Are all the messages correct? Are some messages out of date? Are some messages more important for some reason? In this paper, you must develop an opinion about the different messages, and not just a reaction. Remember, a reaction is an emotional feeling. An opinion is well-informed or poorly informed. In order to have a well-informed opinion, you must use examples , information, details, and comparisons. 5. Come to an intelligent conclusion. Conclusions such as ″ everyone sees things differently″, ″ that′s how people are & you can′t change them″ are not acceptable. An evaluation distinguishes between different elements.
