Proposal!

Abstract

Identity: i-den-ti-ty [ahy-den-ti-tee] –noun, plural ties. 1. the state or fact of remaining the same one or ones, as under varying aspects or conditions 2. the condition of being oneself or itself, and not another

When examining the word identity, the word “one” is used frequently. Identity meaning identifying with one thing, being considered one thing, looked at as only one thing, and not any other. Identity can be whatever someone wants it to be. It is who they are, and what they recognize themselves being. However, coming to the point of being content and comfortable with one’s own identity is a long, confusing process. The second someone is born, they begin establishing who they are. Youth culture is one of the more fascinating groups when it comes to discovering identity. It seems like the only time in life where you can be this person one day, and something entirely different the next. Although this process is usually more frustrating than not, analyzing what creates a person’s identity tells a story that is original and unique. The path of finding one’s identity beginning at a young age is joined with self expression. Expression is often what creates identity or tests out different identities.

Background

Youth culture can be expressed through distinct styles, behaviors, and interests. According to subculture theorists members of a subculture often signal their membership by making distinctive and symbolic tangible choices in, for example, clothing styles, hairstyles and footwear. However, intangible elements, such as common interests, dialects and slang, music genres, and gathering places can also be an important factor. Youth subcultures offer participants an identity outside of that ascribed by social institutions such as family, work, home and school. Social class gender and ethnicity can be important in relation to youth subcultures. Youth subcultures can be defined as meaning systems, modes of expression or lifestyle developed by groups in subordinate structural positions in response to dominant systems — and which reflect their attempt to solve structural contradictions rising from the wider societal context. The study of subcultures often consists of the study of the symbolism attached to clothing, music, other visible affections by members of the subculture and also the ways in which these same symbols are interpreted by members of the dominant culture. Berlin has long been known for its artistic expression and its youth have played a huge role in shaping this connotation. From visual to performing art, opera to Turkish hip-hop, from stencil and sticker art to graffiti art can be found virtually anywhere in Berlin.

Question 1: How did the youth of Berlin express their identity through graffiti?

As our questions tie directly together after we understand how the Wall of Berlin has influenced the youth as it was built and as it was torn down, the question arises on how their identity was then influenced. When the wall was constructed laws in place excluded eastern Berliners from expression their feelings through artistic expression on the wall. On the other hand on the Westside of the wall western Berliners filled the west side of the wall with graffiti. Graffiti art is one of the biggest things that the Wall of Berlin is known for. Graffiti artists express themselves and their identity through their work. Also through my preliminary research I found that a proportional amount of graffiti artists were of youth, around the ages of 17-20. As the wall itself has definitely influenced their identity, I feel as if through artistic expression they were allowed to express this influenced identity. The question then is why graffiti are and what did it mean. I will be studying a specific type of graffiti art which depicts their image on the other side of the wall. The first place I will go once arriving in Berlin is a youth hostel to find out all the cool hip hangout spots are. After finding out where I can go to meet youth I will then ask them where I can find the type of graffiti I am looking for. I will then travel there with them via foot, bus, or bike and ask them what that image means to them. I will be keeping a journal of my findings of their understanding of the art and also taking numerous photos for my photo essay final project. I also want to find adults who were youth at the time of when the wall went up and ask them their understanding of the graffiti.

Question 2: How did the identity of youth change pre-wall and post-wall?

What life turned into after the Berlin Wall was created changed the lives of everyone overnight. The separation between East and West Berlin was vast beyond the wall due to difference in political ideologies. The difference between a democratic and communist society makes it understandable why societies were divided beyond the border, however, this division can be very confusing among the youth of these societies. Trying to find your own identity when your world is being turned upside down can be very difficult. Studies have shown that “youth in general show among East German young people have a greater emphasis on authority, respect and high income, but also a greater emphasis on some collective values (‘concern for others”) and greater familism” (Watts 481). It has also been shown great differences among East and West German youth in domains of values, each of which is argued to be typical of a particular type of modernization (industrial versus postindustrial. Each represents an aspect of “modernization”—the former in the domain of individualist/personalized values and life goals, the latter organized around the central values of work and productivity. A rapid, anticipatory change of values and goals occurred in the 1980s in the East, producing apparent similarities with West in “personal values and orientations toward ‘democracy’” (Watts 481). Although similarities between East and West were present while still having many differences, I also bring to question the search for identity among the youth who only new life with the Wall before unification. Living in oppression in a Socialist society and then being allowed to enter the mysterious West and live in a democratic system can complicate the search for identity.

Bibliography

Watts, Meredith W. "Was There Anything Left of the "Socialist Personality"? Values of Eastern and Western German Youth." Political Psychology 15 (1994): 481-508.

Question 3: Identity of homosexual community

Individuals identifying as homosexual often endure social stigma through childhood into adulthood. Even with the progress of the gay rights movement, changing the social mindset will take time. Identity formation remains complex even without social stigma. In light of these realities, does the social stigma associated with sexual liberation and exploration stifle individuals’ abilities to form genuine identities free from external manipulation and repression? Is the situation exemplified in the gay community, where social stigma already exists? Do these factors significantly detract from the formation of individual identity in those identifying as homosexual? How have the older generation coped with such adversity and how have they created their sense of self with a myriad of influences?

Cultural Sensitivity: My cultural sensitivity about Berlin is simple; The whole quarter all we have learned was about the Old Divided Berlin which was the home of the Berlin Wall. For some odd reason when I think about Berlin I think of a city divided even though the wall came down 20 years ago. Even though I know that there is only 1 Berlin now but, I feel as if I will turn my head one way and know I am looking at West Berlin and turn my head the other direction and distinctly see East Berlin. I guess we will just have to wait and see?

Daily Schedule: The first thing we will do is go to a youth hostel and get a list of places we can frequent in order to track down youth. The other places we know we will be going are as follows:

· Libraries and Schools

· Bars

· Youth Centers?

· Parks

· Places we know youth hangout (as identified by the youth hostel)

The people we know we will want to talk to are as follows:

· Adults who were youth when the wall was built

· Adults who were youth when the wall was torn down

· Hostel Staff

· Bartenders

· Librarians and Teachers

· YOUTH!

The equipment we will use are as follows:

· Voice Recorder

· Camera

· Laptop

· Video Camera

· Translating book

· Translator?

Information we will gather is as follows:

· TONS OF PHOTOS

· TONS OF STORIES/NARATIVES