Chef Chu, with wok, cooking in a Taiwanese restaurant

Assignment Mock-Up

And I’m now craving mock duck. And my all-time favorite food, xiao long bao.

Xiao long bao

How to get a new group of students comfortable talking in the classroom?

One idea: have the students each assemble a group of images that represents themselves and their interests. Have them post them to the ‘net and then introduce them to the class in a session during the first week. (Thanks for the suggestion, and the report of good results, Krystyn!)

Taipei, image of cook, b+w

And yes, when testing the idea out on myself, what was the first thing that came to mind in response to “what am I about?” Apparently that Rorschach invokes my favorite Taipei eateries and 飲茶 indulgences, among other inkblots. (See above.)

Back to the important stuff: I’m also going to use this image exercise to introduce the students to Flickr CC—and the notion of creative commons itself—as well as The Commons on Flickr as an archival resource, and then let them also use it as a way to explore the WordPress interface at umwblogs that they’ll also be using throughout the course.

CC, FlickrCC, The Commons, WordPress, all in one exercise. First week.

What I’m looking for now is a plugin that allows for better display of images within a post. I’m currently using WP-Cycle above, which is handy but also fairly linear and which crops the images significantly. [Correction: had been using WP-Cycle, but amid some website overhauls, I’ve been uninstalling and reinstalling plugins… so went back to plain images for now. No circulating shots at the moment…]

I’ve noticed that wordpress.com (as opposed to .org or our umwblogs current version of WP engine) has tweaked their gallery options to allow a “tiled” presentation (see below the text blab here) — does anyone know if there’s a decent plugin that will allow something similar for displaying galleries this way? I want to keep it within posts, or perhaps pages, but not something that’s going to transform the entire site into a photo page itself. Suggestions welcome, y’all.

 

Images via Flickr CC, links in order:
1. Chef Chu from Hong Kong – http://www.flickr.com/photos/blinkerfish/4391433404
2. Din tai fung‘s xiao long bao – http://www.flickr.com/photos/24305398@N00/123736453
3. A Taiwan shot, “Boss is always right!” – http://www.flickr.com/photos/papyrist/3987601150/ 
Taiping Heavenly Kingdom Seal

Plotting Rebellion

Seal from the Taiping Heavenly Kingdom Next fall’s task: reinvent an undergraduate methods course in History. More precisely, the task is to take a one-semester methods course for new majors and create, in its place, a two-semester course for the same audience.

This is a slightly daunting project.

The one semester course, as I developed my version of it over the years, aimed at introducing new majors to basic skills of research and writing in History, as well as public speaking. Early on, I’d had ambitions to do more in regard to historiography and theory. I realized, though, given the quick speed of the semester and the steep learning curve for research and writing–indeed, an increasingly steeper curve for new college students in an age of testing-as-education–there didn’t seem to be enough time in the semester for an adequate exploration of different trends in historiography.

And so my department has moved to the two semester sequence. Historiography in the fall, research projects for students in the spring. The new course arrives in August, designed with individual flexibility by multiple faculty in the department, and is titled HIST297: HISTORY COLLOQUIUM. I currently have 12 students enrolled (welcome, btw!)

Here’s the plan:

I’m designing the course as one focused upon the event as a broad category. I’ve found that model an excellent way to explore diverse approaches and sub-topics within historical study, thanks, in part, to two excellent courses that I had as a grad student. These were Hal Kahn’s Taiping Rebellion seminar at Stanford in the early 90’s and also an “event-as-history” seminar taught by Paul Pickowicz as part of a two-quarter sequence for grad students in Chinese history at UCSD. Both courses offered a great training and, especially, produced great conversations amid diverse student projects.

For my course this fall, the event is broadly defined as 19th century rebellion in China. The devastating Taiping Rebellion (1850-1864)–China’s own civil war, as it were–is a central (but not exclusive) focus.  I’m assigning just two books for the course, Jonathan Spence’s God’s Chinese Son and the excellent new study by Tobie Meyer-Fong, What Remains: Coming to Terms with Civil War in 19th Century China. Students will otherwise be building their own reading lists and bibliographies.

I’ll also be assigning significant articles and essays related to the subject in China and, importantly, similar material from comparative studies of rebellion and civil war. So, for example, as students explore Meyer-Fong’s text, they’ll also be reading and discussing an excerpt from Drew Faust’s This Republic of Suffering: Death and the American Civil War.

As for assignments, students will be building annotated bibliographies, writing book reviews, and the semester will culminate in a formal literature review essay on a self-designed topic of focus related to rebellion in 19th c. China.

The students will also be working on individual and group projects related to digital history. More on this in an upcoming post…

In the meantime, I’d love to get a conversation going on methods courses as well as this current project.

–  What makes a good historiography methods course?

–  What have folks trailed, tweaked, scrapped, and saved in their own course design?

– What would folks in the China crowd–and beyond, I’d love to hear from folks in comparative fields–suggest as good readings related to 19th century civil conflict? Good stuff in intersecting categories of exploration (new military history, gender, race, colonialism, diplomatic history, etc.)?

Okay, back to work. More soon on digital projects for the course…

Image: Seal, Taiping Heavenly Kingdom

 

B+W image of wrestlers

Archiving a Tumblr

So, the Gulou / Drum Tower site is officially a success (though there are diverse definitions of that word, to be sure.) It’s officially a public success. And yet, that’s happening at the exact same time that Tumblr is being sold, for a great sum of money, to Yahoo.

It’s been an interesting sale to watch so far. Matt Mullenweg, founder and developer of the blogging site WordPress, offered some immediate thoughts at his own site on May 19th, including rough numbers showing a significant spike in the number of imports that were happening as folks moved their material from Tumblr to WordPress. As Mullenweg noted, “normally we import 400-600 posts an hour from Tumblr, last hour it was over 72,000.” For folks who are interested, there’s also a very good discussion of numbers, the sale, and the implications in the comment thread.

Archiving my material from Tumblr has been my plan all along (I’m a historian after all), but Tumblr’s sale has lit a fire–small, but timely–for me.  I have, however, been slightly intimidated by the process, which was seeming, especially amid finals grading, likely to mean wrestling with technical stuff. Caffeine needed.

I jumped in today though and it’s been relatively easy so far. My first step was to use the Tumblr Importer plugin to pull all 387 posts from my Tumblr site over to the new page I’ve set up, using WordPress, on my own domain. Now, no matter what happens in the future with Tumblr, I’ve got the archive set on a domain that’s all my own.

The next step was to setup FeedWordPress and use it to pull in posts via my RSS feed for the Gulou tumblr page. Done. Haven’t tested it with a fresh post, but will report back if things get more complicated.

There is one hitch still to figure out regarding images. The photos did transfer amid the import, but they’re all of a small, thumbnail size that’s only big upon a click. Wonder if there’s a way to resize all, quickly. Doubt it, but then I’m a pessimist.

Image 1: Wrestler, McCreadie (taken for Leichart Stadium), 4 January 1937. Photographer: Sam Hood. From the collection of the State Library of New South Wales, available via Flickr Commons

 

Drawing by Feng Zikai of tea drinkers and smokers

The Overflowing Drum

Graffiti drawing of a robotOnce upon a time, last fall, while settling back into teaching after a spring sabbatical, I found myself diving into social media. I was already there in many ways, of course. I have a twitter account. I have this blog. I have other sites, old and sundry, for non-academic diversions. But I had let much of that go during my sabbatical as I buried myself in reading documents from the late Qing dynasty (1644-1911). Indeed, I avoided the internet and focused instead on readings in classical Chinese, particularly the bureaucratic missives composed by officials of a sputtering dynasty at the end of the 19th century. It was an analog endeavor, save for note-taking in the blessed Scrivener program.

In the fall, though, I was back to social media full-time and thinking of other ways to use it. For years, I’ve been exchanging emails with a few close colleagues in the China field, sharing links to all sorts of interesting things: online resources for research and teaching, as well as news stories and commentary from a broad variety of sites in multiple languages, video, maps, and images. And I thought: wouldn’t it be great to have a site at which to share this stuff, to get beyond email, and have it available for my students, and perhaps beyond?

I should note that I do tweet much of this stuff, too, but somehow 140 characters doesn’t always seem to do the material justice. I understand, of course, that’s also not quite the point of Twitter, which is wonderful as a speedy, collective resource for sharing links and quick communication. It’s just that I’ve been looking for something with a bit more — what is it? elasticity, perhaps, when it comes to composition.

Tea drinkers and smokers at a table in a classic Chinese tea house. All male.

“Don’t Speak of National Affairs” image by Feng Zikai, circulating on China’s microblogging network, Weibo, last fall.

Enter Tumblr, a frame I’d fiddled with previously and all but forgotten. More flexible than Twitter, and quicker than WordPress (my other favorite frame for web composition.) Returning from sabbatical, I hopped in and set up a new site there. I chose the name “Gulou” 鼓樓, the Chinese word for “Drum Tower.” Reasons for the name? Perhaps the invocation of “drum” reminded me of a news site, almost as some kind of herald. More immediately, it’s a reference to a historic site and neighborhood in Beijing itself (a neighborhood, like many historic sites in the city, that’s currently being torn down.) And, side-note, I also have fond memories of sitting outside on the rooftop balcony of a friend’s apartment in that same historic “Gulou” neighborhood one hot summer evening in 2000, engaged in excellent conversation with a crowd of China specialists (while drinking a very, very good martini.) That may be the true inspiration for the name.

And it all seems to fit with the spirit of the site.  I’m now closing in on my 400th post. It’s a page at which I, as editor, share links to news stories and blog posts related to China, Taiwan, Hong Kong, Japan, Korea, and beyond. I also share online resources for teaching, translated works, video, archival sites, and news of interesting museum exhibits or public talks.

Key themes? Politics, society, the environment,  new media, and more. My emphasis is on the local and the global, the latest news and valuable resources related to understanding East Asia region and its central role in global affairs for the 21st century.

It’s been interesting to watch the audience build over these past eight months. The majority of my contacts on Twitter are my age or beyond, i.e. mid-career professionals. In keeping with Tumblr’s own demographic, meanwhile, I’d say my audience is a mix of youth (including many high school students) as well as college students and young professionals, entrepreneurs, artists, non-profit and NGO associates, and the like. While there’s some overlap with my Twitter audience, I’d say the demographic is rather different. And that seems quite valuable.

Just a week ago, meanwhile, I received two bits of very good news for the site. One was that I had one of my posts featured for the first time by Tumblr editors. The post shared a recent story of Hong Kong’s highest court ruling in favor of allowing a transgender woman to marry, a ruling that was a major event both in Hong Kong and globally.

At the same time, I also received an invitation to have Gulou featured on Tumbr’s spotlight page for news services. It’s now introduced there alongside established media (Reuters, LA Times, CNN, USA Today, etc.) and also accompanies other, less traditional but equally popular sites for news consumption (e.g. The Daily Show) on the same page.

I’m just beginning to ponder the implications. What does it mean that an individual’s site—one person’s own, simple Tumblr—is beside the site of a news agency like, say, Reuters, a major news organization founded in 1851 (and now owned by The Thompson Corporation)? More immediately, at least for a scholar of China and Asian Studies, what does it mean that a microblogging, pop media site such as Tumblr is interested in featuring stories from that region at its top-most news page?

On a more practical note, I’m also wondering what it means that another corporation, Yahoo, has just bought Tumblr for, apparently, $1.1 billion cash. For now, it’s a reminder that I have to get going on the plan to back up my Gulou content at Tumblr to my own domain. While the Gulou conversation (with or without martinis) will continue, I’m sure, I find myself less and less apt to trust other online venues (hello, Google Reader…). So I’ll be trying to catch up on my own project reclaim here (many thanks to Jim Groom for advice on this score) while contemplating the deeper implications of the intersections of new media, scholarship, and global/public audiences.

*Title reference, yes, to Philip Levine’s “Drum” — “Leo’s Tool and Die, 1950″ poem.

 

 

Summer Reading ’13

12

Summer’s here!

I donned my regalia for Commencement yesterday, rolling up my jeans under the gown, and had a lovely time cheering my students in the Class of 2013 as they crossed the podium on a fine Saturday morning. I also celebrated the end of the school year over tea today, on a lazy Sunday morning, by composing a list for summer reading.

Here’s the collection of titles so far:

All We Know: Three Lives by Lisa Cohen (Farrar, Straus, and Giroux, 2012). Reviewing this biography of three lesbian acquaintances who lived as members of ‘cafe society’ during the early to mid twentieth century, Terry Castle notes:

Cohen’s book itself is one of these odd, wayward, portentous things; you don’t quite know where it’s come from; you are stunned by its depths; and you hope its excellence and pertinence and originality will not lead, doomfully, to its sinking without a trace, as fine things connected with the subject of lesbianism have had a way of doing for so long. It’s a major work of scholarship and interpretation…

Looks like a great read, and bio’s are a favorite genre of mine for summer, as the next item also reveals.

Karl Marx: A Nineteenth Century Life by Jonathan Sperber (Liveright). In his review at the NYRB, John Grey notes this work as both “subtly revisionist” and “likely to be definitive for many years to come.” One reason is that Sperber’s biography of Marx is the first, as Grey notes, that’s “situating Marx fully in the nineteenth century.” Such contextualization, of course, makes historians such as myself positively gleeful. All aboard, esp. all you Frankfurt School freaks!

Writing War: Soldiers Record the Japanese Empire by Aaron William Moore (Harvard UP). A study of diaries composed by men fighting on all sides of the Asia-Pacific theater of World War Two, including those written by Japanese, Chinese Nationalist, and American servicemen. As Moore notes in his intro, an examination of these diaries reveals not only the significance of the China conflict in World War Two more broadly, but also, importantly, the “diaries show us the way in which wartime states ultimately relied on the proactive support of their citizens to carry out the most brutal conflict in history.” It’s a work that I’ve been looking forward to read both as a historian of East Asia and as a resident of another age (sadly) of warfare today…

Vietnamerica: A Family’s Journey by GB Tran (Villard). I’ve also been thinking much lately about complexities of life as a first-generation American, and especially about issues of memory, narrative, and elision related to our parents’ own life experiences amid the mid-twentieth century wars. Mix those themes together with a graphic novel and memoir, two favorite genres for the summer, and we’ve got another title for the list.

But perhaps it’s time to add some lighter items for reading whie lounging at the beach and the cafe this summer, including…

The Poisoner’s Handbook: Murder and the Birth of Forensic Medicine in Jazz Age New York by Deborah Blum (Penguin). Does this count as a lighter title? As an old Edward Gorey fan with an affection for the gothic, this seems like a  no-brainer  of a selection for my list (cue nefarious, muh-waah-haa-haa laughter here.)

The Diviners by Libba Bray (Little, Brown). “Because,” as reviewer Elizabeth Burns notes, “of the sheer fun and terror.” And because I’m a fan of YA works.

Finally, I’ve also been eyeing another YA novel, namely John Green’s The Fault in our Stars (Dutton). I’ve added it to the list in part because I myself am a c. survivor (yes, full disclosure, but not to dwell on it here) and what I’ve read in this work so far rings so true. But that’s also a reason I may not be up for bringing it to the beach… I’m still deciding. On the other hand, I’ve found the beach to be just the right place for contemplating the Big Stuff sometimes, so we’ll see.

Other suggestions?

 Image: “12” by S. Fernsebner / All Rights Reserved

 

 

 

 

Links for “Sichuan 2008, Fukushima 3/11, and Sino-Japanese Relations” (4/5 Symposium)

“A Construction Engineer’s Thoughts on the Sichuan Earthquake” blog post by “Book Blade” – link [accessed 31 March 2013]

Nanking Massacre Project – Special Collections, Yale Divinity School Library – http://www.library.yale.edu/div/Nanking/

Ai Weiwei on Twitter (Chinese): @aiww    (English): @aiwwenglish

Who’s Afraid of Ai WeiWei” — Frontline documentary (PBS)

Fan Xiao, “Did the Zipingpu Dam Trigger China’s 2008 Earthquake: The Scientific Case,” Probe International. (.pdf)

 

Child with cookie gif

Working on GIFS

I was going to write a post on social networking, but I seem to have fallen into a GIF hypnosis (thanks to Jim Groom) and haven’t yet escaped. A few weeks ago I offered students in my Chinese film course the opportunity to earn extra credit for a GIF+film analysis exercise. Andy Rush and Jim subsequently presented a great workshop on the topic for all of us.

I thought I should also try to pick up some of the same digital techniques I’m having my students explore, so I’ve been spending a good deal of time with GIMP and MPEG Streamclip and also at the DS106 wiki. Still getting the hang of it, but having fun with some experiments. The best part so far? Joining the gang that’s putting a dancing Jim at locales around the world, but especially at Fenway

Networks, Webs, and Work, pt. 1

In work for the Domain of One’s Own project this past weekend, I’ve read chapters 6-8 of Martin Weller’s The Digital Scholar while also thinking about recent conversations. These have run a gamut of issues related to openness vs. pressures of the P&T and publication climb for academics as well as differences in opportunity (or freedom) determined by one’s location in the machine, e.g., junior vs. tenured faculty (and, importantly, contingent faculty), SLAC vs. R-1 institutions, research field and resources.

Andrea Smith’s recent post provides a very good sense of the concerns that may be raised in regard to sharing work openly online. For myself, as a scholar of Chinese history with research sources that are often a very good distance away (in terms of time, money, travel, and, figuratively speaking, language and, yes, bureaucracy) these issues have resonated.

The next question, though, is what question is next. And getting to that question also seems important. Andrea frames an answer nicely:

 A digital approach won’t be a panacea. Instead, it will be adopted by fields at their own pace and for their own uses. I, for one, don’t think that’s a negative at all. On the contrary, this is quite empowering: in my field, at least, I could encourage new models for research that fit our goals and ideals. It’s still the digital wild west, and that means we can be pioneers instead of just followers.

And her invocation of the wild west rings a bell for me.  It promotes flashbacks, actually, to past conversations about method, theory, and navigation.

One flashback is to the inevitable conversations in graduate school (at least in the humanities or social sciences) about a life beyond Theory—not life without theory, I should note, but analysis that’s not enslaved by a monolithic Critique, as it were.  This may have been a classic crisis moment in the grad school process, of course. Or, more precisely, the desire of a China-specialist to see her non-Western region of specialty complicating the supposedly universal Western models. In any case, I recall reading with great joy Michael Taussig’s invocation,

With good reason postmodernism has relentlessly instructed us that reality is artifice yet, so it seems to me, not enough surprise has been expressed as to how we get on with living, pretending—thanks to mimetic faculty—that we live facts, not fictions. [Taussig 1993: xv]

Leaving the implications of Taussig’s own discussion of mimesis to another day (and about eight liters of espresso), I do recall the freedom that Taussig invoked with a call to move beyond the “meta-commentary” and instead jump into “making-anew” (xvii). [1. Many thanks to Dorothy Ko for assigning Taussig’s work… I still miss those seminars.] The most creative work in digital humanities, whether pedagogy or research (or both) is doing exactly that right now.

—————————–

The other flashback that occurred brings me to conversations with a crowd I haven’t seen since my doctoral days at UC San Diego. This was an informal working group that brought together grad students from Sociology, Communication, Cognitive Science, and History. [2. And much appreciation to Chandra Mukerji, for founding and hosting the group.] There was no prep for the weekly meetings, just a page, perhaps two, on a work in progress that’d be distributed at the meeting by one of the group. Or they might introduce a problem in their work verbally. Feedback was instant and thought-in-process. The range of perspectives and critical feedback was invigorating. And the task of having to explain one’s work—in my case, in late Qing dynasty Chinese history—to a group entirely outside one’s own field of expertise was a perfect exercise for a grad student in speaking to a broader audience. [3. And also listening to that same audience…]

Which brings me back to Weller’s own survey of the potential of the digital realm to encourage interdisciplinarity. He cites Wang Shaohui and Ma Lihua (2008) in a listing of three characteristics of “blog culture”:

1. Thought share…

2. Nonlinearity and concentricity — through linking, embedding, within blogs and then aggregation of blogs, there is a nonlinear construction of knowledge

3. Criticalness and multivariate collision — [arising] from a personal, subjective standpoint that attracts varied comments and views.

[Weller 46]

These were much the same strengths of that working group, but now the opportunity for these conversations seems multiplied exponentially via digital tools. Or, at least, the opportunities for building similar working groups and reaping similar rewards seem more readily available. It was so much easier (somewhat) to gather as a crowd of grad students on the same campus. Now, with old intellectual comrades scattered far and wide, and the schedule more packed than ever, the spatial connection and temporal nonlinearity of the blog is very, very helpful.

Which, in turn, brings me from flashbacks to past connections all the way to consideration of current-day webs of communication. I’ll save that for a second post, coming soon. [4. Image: “At a kitchen table, Charlie Wells and Mary Ann listen with delight to one of Mickey Spillane’s stories.” Life, May 1952. Photographer: Peter Stackpole]

 

Playing with Ideas for DoOO Project

I’m hopping back to the blog (for the first time in a good while) as I join colleagues in the Domain of One’s Own project at UMW, working together with our Division of Teaching and Learning Technologies (DTLT) and Center for Teaching Excellence and Innovation (CTE). The framework and goals of the project are timely:

This initiative is designed explicitly to provide resources and support for all UMW faculty to develop their own domain through an Open Call application. To incentivize this process, DTLT and CTE & I have partnered to provide faculty with their own domain, web hosting, and a stipend (not to mention bi-weekly support) to develop/refine a professional online presence ranging anywhere from an online CV/E-portfolio to a developmental space to explore digital pedagogy and scholarship, to an alternative class space online.

With some great conversation started in meetings this past week or two (many thanks to Jim Groom for getting the ball rolling in our Wednesday group discussions), I’m also thinking more about revising the frame/s of my own online presence. One initial concern may be better integration of the collection of relatively far-flung web spaces that I’ve accumulated the past few years. Here’s a quick run-down of my sites:

1. The Professional I.D. Page…

My first iteration of this (2008 or so) had combined the calling card with a blog format, but after realizing I wasn’t going to be able to keep up with the blog then, I converted it to its current form, more of a simple, online business card, shown in the second image below.

The original frame (ca. 2008, under construction):

Susan R. Fernsebner  - Mozilla Firefox 5122009 82112 PM-001
(Okay, this image is squeezed, but you get the idea. Click image to view original.)

And my current professional page below:

Susan R. Fernsebner - Google Chrome 292013 113308 AM-002

2. Tumblr…  The professional calling card site above is just a starting place though. In addition to that frame, and the more informal blog on which I’m now writing, I’ve also recently set up a tumblr site for sharing news and resources related to my field of specialty, East Asia.

That site is called “gulou” – Chinese for “Drum Tower” (鼓楼). I was inspired to set it up after thinking about all the valuable EA-related links and resources that colleagues and I have been sharing casually over email, almost as a second thought or light distraction amid otherwise busy days, these past few years. Sharing those with others who might be interested seemed like a good idea, especially as I was starting to find myself forwarding emails here and there, or digging for old ones in the messy backlog of correspondence that is my email account. Now I can share links relevant to curriculum with my students, other educators (both university and K-12), and beyond. I’ve also got them tagged and archived (though the dynamics of both are worth further consideration, which I’ll save for a later time.)

鼓楼 - Google Chrome 292013 120312 PM-002
I’m also finding Tumblr to be a very convenient, quick frame for posting and am keeping an eye out for ways to do more with it. One sign of how easy it is: since last October, I’ve done 216 posts on Tumblr compared to exactly zero posts on this blog. But that’s probably a topic for another (yes, really) blog post of its own.

And then there’s a mob of other sites I’m utilizing for teaching (links here), my official faculty page at the department (with an image that actually resembles the one on my drivers license, alas), and other  pedagogical projects sitting in digital dry-dock.

So one of my main ambitions for this semester’s Domain of One’s Own Faculty Initiative is to think about better ways of integrating these sites–and to what extent I might want to. I’m also looking forward to exploring new tools, digging in under the hood with my own domain, and especially joining in on a conversation with others who are exploring similar projects of their own.

“Miss Puff” and “Old Boys” as Course Material

Recently we’ve seen the emergence of serial programs created for online video sites in China (e.g. Youku, Tudou, and as we’ve seen with Youtube, etc.).  Often sponsored by major corporations, including Apple and General Motors, among others, they’ve served as popular entertainment and, not surprisingly, a venue for product placement. Several of these internet shows have also begun to pull a significant audience.

I’ve begun exploring a few of these shows amid ongoing curriculum development for courses on contemporary China. In a few cases, one has both video and text with which to work – these include the original show itself, plus some available translations, as well as viewer comments and reviews.  Online discussions of these programs seem to have a particular value in revealing debates among their own viewers regarding the social and artistic value of the shows. Many voices have drawn dichotomies between meaningful entertainment, with observations of specific themes that seemed to strike a chord among observers of contemporary Chinese society, versus a sense that these videos are merely shallow, commercial fluff. The two aren’t mutually exclusive, of course. Such fluff (“puff”?) entertainment may serve as valuable raw material for sociological, cultural, and historical analysis. See below for the start of a collection of links to shows and related resources. Comments, questions, and suggestions regarding these productions (or others) as a basis for lesson plans and curriculum development are welcomed.

Miss Puff — 泡芙小姐
See the video at the top of the page, if you haven’t already, to jump right in. ChinaSMACK offers an introduction to this series presented by Youku as well as a very useful translation of the first episode. The series itself is currently up to ten episodes that have been released, with more to come. ChinaSMACK also has provided an introduction the video short “Miss Puff’s Goldfish Bowl” that preceded the current series. Both raise questions regarding themes of contemporary alienation, sexuality, notions of love, nihilism, and, in both the production and consumption of the videos themselves, late capitalism. Side note: though I’m not sure “mature” is quite the right word to apply to this production, some of the themes covered in the series are probably more appropriate for an undergraduate (and above) audience rather than K-12. See here for the full series of episodes offered thus far.

Old Boys – 老男孩
Released in October 2010, this online feature attracted a significant viewership. The China Daily reported a count of over 26 million views in a background story (“Old Boys enliven young dreams“) on the feature’s director and star, Xiao Yang (肖央), that ran five months later as its popularity continued to build. (For full data on viewership, see here.) “Old Boys” conveys a nostalgia held by its protagonists, a group of men and women who are approaching middle age and, it seems, who have encountered a significant moment of disillusionment amid their lives in today’s China. James Fallows, quoting his friend Shi Hongshen at length, offers a discussion of this very same theme as well as its relation to the “Old Boys” feature itself in “Voices from China #1 – The ‘Post-1980s Generation’.” I’m anticipating pairing the two together with other readings for upcoming lesson plans.

See below for the “Old Boys” feature – or at its main Youku site for a better broad-screen version (both include translation).