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An Interactive Study Guide to Toms, Coons, Mulattos, Mammies, and Bucks: an Interpretive History of Blacks in American Film by Donald Bogle Dominique M

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An Interactive Study Guide to Toms, Coons, Mulattos, Mammies, and Bucks: an Interpretive History of Blacks in American Film by Donald Bogle Dominique M Southern Illinois University Carbondale OpenSIUC Research Papers Graduate School Spring 4-11-2011 An Interactive Study Guide to Toms, Coons, Mulattos, Mammies, and Bucks: An Interpretive History of Blacks in American Film By Donald Bogle Dominique M. Hardiman Southern Illinois University Carbondale, [email protected] Follow this and additional works at: http://opensiuc.lib.siu.edu/gs_rp Recommended Citation Hardiman, Dominique M., "An Interactive Study Guide to Toms, Coons, Mulattos, Mammies, and Bucks: An Interpretive History of Blacks in American Film By Donald Bogle" (2011). Research Papers. Paper 66. http://opensiuc.lib.siu.edu/gs_rp/66 This Article is brought to you for free and open access by the Graduate School at OpenSIUC. It has been accepted for inclusion in Research Papers by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. 1 AN INTERACTIVE STUDY GUIDE TOMS, COONS, MULATTOS, MAMMIES, AND BUCKS: AN INTERPRETIVE HISTORY OF BLACKS IN AMERICAN FILM BY DONALD BOGLE Written by Dominique M. Hardiman B.S., Southern Illinois University, 2011 A Research Paper Submitted in Partial Fulfillment of the Requirements for the Masters of Science Degree Department of Mass Communications & Media Arts Southern Illinois University April 2011 ii RESEARCH APPROVAL AN INTERACTIVE STUDY GUIDE TOMS, COONS, MULATTOS, MAMMIES, AND BUCKS: AN INTERPRETIVE HISTORY OF BLACKS IN AMERICAN FILM By Dominique M. Hardiman A Research Submitted in Partial Fulfillment of the Requirements for the Degree of Masters of Science in the field of Professional Media & Media Management Approved by: Dr. John Hochheimer, Chair Graduate School Southern Illinois University Carbondale April 11, 2011 1 ACKNOWLEDGEMENTS This Research would not have been possible without the initial guidance of Dr. Novotny Lawrence. I was intrigued by the new ideas and historical facts presented through his courses. He gave me the inspiration to learn more, and not only educate myself on the concepts of film, but also of my own African American history. Secondly, I would like to give thanks to the individual who has helped bring my research to life. Also, he has guided my very simple idea into a rewarding project utilizing my interests and passions. Dr. John Hochheimer has been one of the most influential professors I have had throughout my program, and I feel very privileged to have had the opportunity to work with him through this final journey. Lastly, I would like to thank my mother for being the force behind my accomplishments. The degree earned will be well worth it, but the proud feeling it will translate will be far more important and rewarding. i 2 TABLE OF CONTENTS CHAPTER PAGE ACKNOWLEDGEMENTS i CHAPTERS CHAPTER 1: Introduction 1 CHAPTER 2: Methods & Resources 3 CHAPTER 3: Conclusion 5 BIBLIOGRAPHY 8 APPENDICES Appendix A: Chapter Outlines 10 Appendix B: Chapter Terms 362 Appendix C: Chapter Assessments 364 VITA 368 ii 1 CHAPTER 1 INTRODUCTION Originally there were five character types created for the African American actor. The Tom, Coon, Mulatto, Mammy, and Buck. These five characters have been explored in detail by Donald Bogle, writer of the book Toms, Coons, Mulattoes, Mammies, and Bucks: An Interpretive History of Blacks in American Film (2001). Bogle began his discussion of the characters in the year 1903 with the release of Uncle Tom’s Cabin (1903), a film that introduced the first of the five, the Tom. Over the next 10 years the four others were introduced, reproduced and impressed upon African American roles for years to come. Bogle also performs a timeline of films and actors in each who were representative of the original five and how to recognize the sometimes hidden similarities. The information Bogle has presented is vital for readers to fully understand African American’s role in film and the struggle to be characterized outside of the original five types. Although this material may be substantial, it can also be intimidating for those who have no previous knowledge, and to have another tool to guide readers would be very useful. The potential knowledge and understanding the information presented by Bogle can enhance perception of African American roles in film, and allow viewers to look through the entertainment to the underlying subtexts. 2 I was introduced to this book during a historical African American film course. While reading and being presented with many of the films throughout the book, it became evident that I was learning parts of African American history I had been unaware of, even as an African American woman. After reading, I realized that not only other African American students, but also any other nationalities of students taking similar courses using this book should know the importance of the true roles of African Americans in film. The issue lies in the intimidation factor. Many students may take one glance at a book this size, and the kinds of information presented throughout, and not fully grasp the benefit of actually reading this material. As a student I have found it easier to complete given assignments or readings when I have had tools to aid my studying and understanding of these new subjects. For this purpose I have chosen to create a study guide or manual that will serve as a guide through Bogle’s book, as well as encourage further research through assessments and defining of particular terms. Also, I will present my ideas and prototype study guide to the author himself, in the hopes that it can be a published addition to his book and packaged together. I believe the information here is vital, and if given the correct tools and guidance, more can be contributed to those reading and analyzing this book. 3 CHAPTER 2 METHODS & RESOURCES The initial thoughts behind the creation of this study guide were quite different from the final product. Originally, the initial idea consisted of creating a compellation of all films discussed in detail by Donald Bogle. Next, I would compare each film to a recent film with a similar storyline or portrayal within of the African American actors. Lastly, I would conclude whether one of the five original characters could be seen in current roles. This however became difficult. It was an unrealistic belief that it would be possible to find current films with similarities of those 100 years prior, especially considering the advancements in film creation. Also, films today, which Bogle describes in detail, do a far better job of hiding the five original characters. Since this fact can make it even more difficult for an untrained or unknowledgeable student to recognize the character types, I felt it would be a better to inform them and allow them to make their own judgments. The second phase of creation yielded this final project. I began by reading each chapter thoroughly and extracting each important fact, film, character, actor, implication, paradox, and idea that Bogle presented. These detailed outlines create a “go-to” for each chapter and the essential topics that may be overlooked or scanned over. I can attest to falling victim of an intimidatingly large book or 4 chapter or a book, and simply skimmed over all the while missing details or key facts. Also, each outline is categorized in a simple and easily accessible format that gives room along each side for note taking and class discussions. I chose to use an outline form in order for the main topics to stand outside of the smaller sub-topics, and focus attention to only those larger particular ideas or facts. Each of the larger sections explained by Bogle are also referenced by corresponding page numbers throughout the book for an easier find of the information. In addition, to the outline there are two sections for additional research on the part of the student. First, there are terms that were included in each chapter that for those who may have no prior knowledge or understanding of the historical context, and/or simply do not have as expanded vocabularies may not comprehend. Therefore, seven out of the ten chapters have terms I have drawn out the reading for students to define as graded assignments and present their findings to their professors. Secondly, I have also included chapter assessments. Each chapter has a few questions presenting students with questions of their personal thoughts and feelings on certain subjects. Also, these questions require the student to research certain historical events discussed shortly through the reading. Having a clearer understanding of the historical contexts and events described will give students more opportunity to learn more about the facts in history that may have been taboo previously or discussed lightly. Lastly, these 5 questions include film research, actually viewing particular films and being able to extract important implications and factors. To perform this research I have utilized mostly the work of Donald Bogle, but also I have utilized the Internet Movie Database (www.imdb.com), for film dates and full casts. There were places throughout this book where film dates were not included, and where missing the Internet Movie Database lent much help. Also, when depicting character types I chose to use Google Images (www.google.com/imghp) to aid in finding photographs of each of the five original types for student reference. A final work in progress will be the photograph section as an addition to the study guide. In this section there will be drawings, cartoons, film still shots, magazine covers, and film covers for each of the films and actors discussed by Bogle. By adding this section students will be able to reference the photograph while reading, gaining a better understanding of how these characters looked and what the represented during their time period.
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