Spring Quarter 2020

“Much of what appeals to me about this project is amplifying student voices. The lyrics to this song came from an #USvsHate contest-winning poem (below) by Henry, a 3rd grader in North County. Despite his young age, there is wisdom in his writing, and I was inspired to put his words to music. My submission is an attempt to further amplify his voice.”

Reed Kendall
Education Studies

Henry, Grade 3, Cardiff, CA

“My digital collage, designed to project a unique digital image, aims to show how a colorblind society can harm racial minority groups. A colorblind society tries to accomplish the goal of social equality by consciously ignoring the differences in others’ skin color to uphold an illusion of equality. This is symbolized in my image by people of all colors being put on a factory-like conveyor belt and through a machine that tries to mask and hide people’s races in a twisted attempt to ensure equality. The colorblind approach to race is one of many demonstrations that show how race is socially constructed and constantly morphs to fit new definitions that are convenient for the dominant group, which is exhibited in how my image depicts how frighteningly easy it seems for race and color to change. Though the intentions of colorblind people may be noble, the colorblind attitude has damaging effects on minority racial groups by explicitly promoting the deceptive ideas of essentialism and meritocracy while implicitly pushing minorities to assimilate and serving white privilege.”

Bethany Pham
Education Studies

“As an Asian-American, I was exposed to the concept of being a “model minority” pretty early on in my life. The hard work I put into my education was often downplayed as something that was expected of “people like me”. In addition, any difficulties I encountered in my learning were often waved off, as it was assumed I could “figure it all out” on my own. These events sometimes led me to feeling ignored and invisible, which is why the girl depicted has no face.”

Anonymous Graduate Student
Education Studies

“The two color gradients were used in the image to invoke the spectrum that is identity. For individuals of all backgrounds, ethnicities, sexualities, gender identities, complexions, or pigments, we all have a voice. Systemic pressures and negative stereotypes can make that easy to forget. We all have voices, we all have power, and we all deserve to be heard.”

Education Studies

“For the #USvsHate project, I have created a bookmark titled “We, the People.” The artwork depicts the first three words of the United States Constitution, “We, the People,” where its title is derived from. The word “People” is redesigned with colors inspired by the Queer P.O.C. flag from Bloomington Pride website. The first 6 colors from top to bottom represent the diversity of ethnicities and races among the people of the United States. The following 6 colors represent the diverse genders and sexual orientations of the people. The message my image conveys is that the United States Constitution, which this country and its laws are founded upon, begins with the words, “We, the People.” The people’s identities are diverse and should be represented equally, and we cannot say that this country is following the Constitution until all people of diverse racial and ethnic backgrounds, as well as gender identities and sexual orientations, are treated as “People” and represented by the laws. There are not enough laws to address the social injustices that P.O.C. and people that identify as LBGTQ+ face. I hope that my message will foster acceptance and diversities in schools so that as students grow older, they can encourage their government to hear the voices of minorities and pass laws that bring about social justice. This message aims to address the issues around how students’ identities are treated in schools, conceptions of minorities and immigrants in regards to their performance in school, and bilingual education as a constitutional right.”

Jason Lin
Education Studies

“Growing up, I hated that the fact that people would only ever see me as “black”. Not as an honors student, not a college athlete, not a Christian, not an activist, not even a kind person. Where I come from, anyone could refer to me as the “black girl” and everyone knew who that was. It used to frustrate me that my entire existence and all my accomplishments could be overshadowed by two words, “black, girl”. However, this doesn’t frustrate me anymore. When I hear “black” I also hear: beautiful, intelligent, strong, creative, and powerful. And I will continue to fight until the world hears these words too. This was my inspiration for the video. I know that there are many people who are very prejudice towards Black people. It makes me angry that I have to live in a world where I’m treated with such hate just because of the color of my skin. I was also inspired to make the video because I saw the lack of activism at UCSD. I’ve experienced people calling me the n-word, been in many microaggressive situations, and just overall been treated differently because of my skin. In all of those situations I told someone about what happened to me, yet nothing was done to help. I also was hurt and sad after reading about the Compton Cookout situation in 2010, because even though the school makes students take a DEI class, they never explain the reason why students are required to take the class. You have to find out by doing your own research. Lastly, I recently found out the Netflix show and movie “Dear White People” is based on schools like UCSD, that have had cultural appropriation parties hosted by fraternities, and not much administrative action was taken to address those incidents. I take pride in my school, and I love my school, but I refuse to pay thousands of dollars to a University that doesn’t care about me, and the people in my community. This is another reason why I made the video. I want to change to start in the school so that I can continue to go here and feel the sense of pride and joy that I feel today. I need people to start changing. I know it may be harsh to call out the school for their wrongdoings of the past, because honestly, these situations are embarrassing, and make the school look bad. However, you can’t change if you don’t acknowledge your past mistakes, learn from them, and try to do better. So, by making this video, I hope that people can really listen to the message and realize that it’s truly, ‘time for a change.'”

Marissa Ray
Human Developmental Sciences

SHAH RA by Amir Atarodi

“Initially, I wanted to write a poem for my visual essay but as I kept writing I became enticed by the power of the message to turn it into a song. The lyrics were just to relatable to the current situation of the world right now and I wanted to contribute some positivity to a world in pain. Majority of my points were inspired by lectures in class and the sections as well but, personally, I believe much of the content discussed in readings even related to the message of the song. Moreover, a plethora of various points began popping up in the lyrics but the main three that I wanted to emphasize regarded conflict theory, Corporatocracy in privatized school systems and collaboration. Overall, I speak from a conflict theorist perspective in the song that embodies the form of a letter that targets elite economists and politicians whom do not see the effects of their capitalist ventures on societal issues but rather than attacking them I provide them with the history of their actions, as well as the consequences, and offer a set of solutions with a goal of providing equal opportunity for the future youth while using education and collaboration as the outlet for change.

By adopting the critique of a functionalist mindset, I utilize the points described in conflict theory to enlighten functionalists of their disregard for favored behaviors in class room settings. In the Wednesday week 4 lecture, professor Jones explains how “functionalists minimize the importance of ‘moral components’ of achievement” and elaborates on a student’s “innate talent” as the sole justification for whether or not they have the ability to be economically successful which overlooks other complex factors behind their ability to achieve (Lecture, Jones). Although in some cases a student’s level of success may be determined by their own motivation, I embody the critique of functionalism in the song and explain how “white” behaviors are more favored in class room settings than others. Unfortunately, a students geographical location and background plays a huge role in determining whether or not they have the resources they need to be successful and for this reason I discredit the functionalist approach in the song and establish that a certain household culture paired with the upbringing of a child can have an affect on their character which might not be “appropriate” for certain class room settings. Eventually, this character can influence a teacher’s view of a student and place them at a disadvantage which can leave them less rewarded in class and demotivating their own ability to be successful in the realm of academia. This can be seen in the lyrics “Education was a paved path / You got mad that I passed math / White behavior / was always favored / For a black child in a white class” as well as “Mobilize was our conquest /
You turned into a contest…” which even touches on the functionalist perspective of mobility as a contest. Although the first set of lyrics may come off as controversial in the sense that it can be seen as appropriating certain behaviors with skin color, educational inequality has no preference of skin color. I am merely emphasizing the institutionalized mindset and it’s ties to certain behaviors through skin color to bring attention to the subconscious racism invoked by academic institutions. Furthermore, the first step to finding a solution to this institutionalized racism is by accepting its existence which is why I utilize conflict theory to get my point across.

Another point I would like to emphasize in my multimedia media message is the idea of Corporatocracy in privatized school systems. In Sleeter’s Teaching for Democracy In An Age of Corporatocracy, she explains how corporate interests motivate the link between corporations, government and major banks in order to centralize power in the hands of elite members of society which allows them to “globalize their empire” through “profit generating” private institutions (Sleeter, Page 144-145) This enticed me to discuss the opportunity that expensive private schools offer to their students that can actually afford the resources they offer which creates a divide between individuals in society and establishes a hierarchy in education systems. Moreover, private school systems establish a division between members of society by preparing students who can afford expensive academic resources as future leaders of a globalized capitalist world economy and those who can not as lower working class members. This can greatly influence a students ability to be successful not only the realm of academics but also in the workforce. Furthermore in the song I state, “You privatized our school systems / Maintained your own division…” which brings the situation to light and expands on the culture of Corporatocracy that capitalizes on maintaining a divide between the rich and poor by giving more recourses to profit based private school systems. My final point offers a solution to this division by emphasizing the importance of collaboration and reformation.

In the week 10 lecture, Professor Jones explains how a solution to academic inequality regards more collaborative measures between students and teachers as well as establishing a community through “trust, respect and strong positive relationships” while maintaining a “flexible, open, and inviting” environment (Lecture, Jones). Through out the song, I emphasize these traits as the main solution by abolishing hate during times where division is rampant. By giving students the opportunity to have better transactions between them and their teachers, the curriculum can identify complex learning methods that are better suited for disadvantaged students and can give them the assistance, as well as assurance, they need to be academically successful. Moreover, I try to encapsulate the idea of reformation on a grand scale through these teaching methods and engaged environments in academic institutions. Essentially, global change can be accomplished through schools by teaching the youth through these solutions and as students adopt these new perspectives it will eventually bleed into society and the workforce which can be the ultimate solution for most socioeconomic conflicts. The lyrics I use to instill this perspective are “ In a fallen state / We Abolish hate / Call us great / We’re the modern case / Of a flawless change / To a heartless place / That questions race / Where we educate / Put us on the path / For a better chance / This is our land / This is our dance / If u see us come / Then u can run / Or join us / And take a stand “ as well as “ Reformation is our only option / Collaboration is our accomplice / Celebrate every students name / Collect the hate / And turn into conscious”. Not only does this embody taking collective measures for reformation in hopes of abolishing hate and discrimination but it also implies that the hate should be taken and applied to celebrating students of all backgrounds by giving them the opportunity to succeed.
Here are the full lyrics:

Shah Ra (Chorus)

Blood spilled on marble floors
Let the war knock on your door
Holy grails hath overflown
When time is lost
We kill our own
Toss a bone then give us change
We lost our homes
With you to blame
George Floyd
Is a new example
That black lives will never be the same
White lines drawn in the sand
Skylights on brown land
My tribal father
Prayin at your alter
As u came to conquer
His chained hands
Gentrified by genetic codes
Your pipelines put us all on hold
When a child dies
You empathize
On old times
With a heart of coal
Education was a paved path
You got mad that i passed math
White behavior
was always favored
For a black child in a white class
You privatized our school systems
Maintained ur own division
Opportunity came in the form
Of being born
With the right pigment

In a fallen state
We Abolish hate
Call us great
We’re the modern case
Of a flawless change
To a heartless place
That questions race
Where we educate
Put us on the path
For a better chance
This is our land
This is our dance
If u see us come
Then u can run
Or join us
And take a stand x2

Shah Ra (Chorus)

Demographics keep us here
Democrats are the pioneers
slave culture turned into tears
Of a colored mother
For her child’s fears
Adopted pain through generations
Stop the frame of the greatest nation
All our dreams filtered in our faces
For their agenda and a lack of patience
Inequality on a leveled field
Economics is a social yield
Ronald Reagan And mr Nixon
Killed a system
That was never healed
Mobilize was our conquest
You turned into a contest
Our conflicts became our test
To discriminate on our own flesh
Reformation is our only option
Collaboration is our accomplice
Celebrate every students name
Collect the hate
And turn into conscious

Shah Ra (Chorus)

Father father
I’m forsaken now
I place all my weapons
On holy grounds
take the reins
As i feel the pain
Of a thousand chains
With a hundred rounds
God listen
To my only prayer
In 3 minutes I’ll establish care
For all the youth
To be the truth
And push through
Their deepest fears
Funded hate towards a million slaves
Kneels on the necks of a fathers grave
Hallow walls with hallow points
Kills those who built our MLK’s
Happiness was never real
As we take it back
Let the people heal
Being great again
Is fake amends
That makes a trend
Of the people killed

And Thats Ra”

Amir Atarodi
Education Studies

Python Project, MLK+ Lo-Fi Beats

Initially, CREATE’s Project Manager Minh Mai reached out to Professor Gerald Raj’s Computer Science Engineering 8B class about the #USvsHate @ UC San Diego campus-wide contest. Relating to computer science, Minh found ways to convey #USvsHate messages using Python.

1) Python + Turtle and making a fractal tree. 
2) Python + Earsketch to make a music mashup. 

Computer Science student Jennifer then submitted her own Earsketch mashup. Earsketch is a free digital audio workstation that utilizes Python to customize tracks and music.

“I created a short sample inspired by Lo-Fi beats and calm atmospheric music using Python and a music composing program called Earsketch. I used a clip from Martin Luther King Jr’s ‘I Have a Dream’ speech to tie in the message of the campaign, that we can all one day live in a world where hate, discrimination, and injustice are no more. My overall goal for the track was to create a soothing tone to portray hope and the ability to look forward to a brighter future without fear.”

Computer Science

from earsketch import *


fitMedia (HOUSE_ROADS_PIANO_004, 1, 1, 5)
setEffect (1, REVERB, REVERB_TIME, 1500.0)

fitMedia (HOUSE_ROADS_PIANO_004, 10, 5, 16)
setEffect(10, PHASER, PHASER_RATE,0.1)
setEffect(10, PHASER, PHASER_RATE,0.1)

fitMedia (RD_RNB_808SOLODRUMS_1, 2, 7, 30)
setEffect(4, VOLUME, GAIN, -20.0)
setEffect(4, VOLUME, BYPASS, 1.0)

setEffect(3, VOLUME, GAIN, 6.0)

#fitMedia (RD_ELECTRO_SFX_AIRDROP_1, 4, 16, 17)
fitMedia (RD_TRAP_SFX_NOISEDROP_1, 4, 16, 18)
setEffect(4, VOLUME, GAIN, -1.0)

fitMedia (JVT013_CALM_SYNTHESIZER__B_WAV, 5, 32, 45.4)
fitMedia(JVT013__FREE_LO_FI_TYPE_BEAT_RAIN_AUDIOTRIMMER1, 5, 18.3, 31.45)
fitMedia (JVT013_NOISY_MELLOWNESS___C6_FLAC, 7, 30.7, 35)
#fitMedia (JVT013_CHILL_E_PIANO_RIFF_2, 5, 31, 41)
fitMedia (JVT013_TRANSITION, 6, 31, 35)
setEffect(5, VOLUME, GAIN, 12)
setEffect(5, VOLUME, BYPASS, 1)

fitMedia (JVT013_HEARTBEAT__REGULAR__SINGLE__01_01__LOOP_WAV, 6, 2, 10)
setEffect(6, VOLUME, GAIN, -10.0)

fitMedia (JVT013_NOISY_MELLOWNESS___C0_FLAC, 9, 18.3, 33)
fitMedia (JVT013_NOISY_MELLOWNESS___C0_FLAC, 9, 33, 45)
#fitMedia (JVT013_LIGHT_RAIN_MP3, 9, 38, 45)
setEffect(9, VOLUME, GAIN, -10.0)

fitMedia (JVT013_NOISY_MELLOWNESS___C6_FLAC, 7, 16, 18)

fitMedia (JVT013_RAIN_ON_WINDOWS__INTERIOR__B_WAV, 8, 32, 46)
fitMedia (JVT013_COFFEE_SHOP_CHATTER, 11, 32, 46)
setEffect(7, VOLUME, GAIN, -10.0)
setEffect(7,PHASER, PHASER_RATE, 3.0)
setEffect(7,PHASER, BYPASS, 1.0)

“I made this poster titled “Love is Universal” to celebrate queer POC during Pride month (June!). Everyone’s hands are interconnected to show the strength and support in the LGBTQIA+ community. Especially now, during the BLM movement, we need to stand by our Black and minority queer folx. The repeating bodies represents the masses of people who identify as LGBTQIA+, both openly or closeted.”

Laura To