In review of all the work done this semester, I could not find any one particular media or medium to study. Rather, I wanted to challenge myself by creating my first unit that I might use in a classroom that studied media, film, TV, books, etc. After reviewing my interested, I thought I might try and design a unit that would teach the form of the Adaptation, the different types it takes, the messages found within them, how they show rhetorically, and other juicy tidbits. It is all found on the Ning site posted below. If you want access, just respond with an email and I will get you an invite. Using Prezi, Powerpoint, Voicethread, and lots of videos from You Tube, I endeavored to create a project that is both inclusive to use by any teacher's standards and understandable to present to a classroom too. That said, it is mostly presented in a point of view of actually teaching the class.
While in creation of this unit, I found myself often stuck and thinking often before writing. I really wanted to feel the gravity of this information being taught to a student. Most of this information is based of personal observation and lectures given by pass teachers and professors. So most of this comes from original thought which may or may not overlap with other people's thoughts. Creating this lesson plan independently from other secondary sources was very important to me. I wanted a part of me to be in this unit. Not everyone may agree with some of my ideas, but I hope they come to understand that it is a fully developed thought.
Further adieus and drum rolling as side, the following link goes to my Ning site. Enjoy!
http://teachingmedialiteracyfinalcory.ning.com/
Wednesday, December 15, 2010
Thursday, December 9, 2010
Using Film and TV Adaptations: Mildred D Taylor and Parade; A Practical Use of Last Blog
In growing though the American education system, it becomes very important to teach literature that not only entertains but also educates us on our past. As a younger student, I remember on author strongly influenced me greater than most: Mildred D Taylor. As an African American writer, she created the "Logan" family who struggled through the hatred and discrimination of the post war South.
Now in searching one of the seminal books on YouTube (Roll of Thunder, Hear My Cry), there are a ton of projects based on this book. Just check the link:
http://www.youtube.com/results?search_query=roll+of+thunder+hear+my+cry+book&aq=5
Perhaps, this is a good idea to gain further interaction with the text. However, without getting connection with this first, these restrings of the text is not much more than putting stage directions on book.
So to really connect this story to reader, I would try to have the students find other medias that relate to not only the struggle of the South but also the story itself. This would be an activity that serve best as a weekend project.
Lesson Plan:
- After assigning the class to read "Roll of Thunder, Hear My Cry", the class would discuss the issues at hand in the book (making sure that the racial tensions of the South, uneven education, family fabric of the time, and the state of trials and the media that surrounds it are all discussed themes)
- I would segue into saying to watch and listen the following clips and see what similarities can be divined from the clips and "Roll of Thunder, Hear My Cry". Before airing, I would say that this is from the story of jewish business owner Leo Frank from the musical Parade. The scene is from his trial of him being accused of murdering and raping a little girl:
"That's What He Said"
- Things that should be noticed: stereotypes of the black man, stereotypes of the jewish man, how the crowd acts. Try to connect "Parade" to "Roll of Thunder..." in these concepts thematically.
- Describe personal experience (i.e. connected Taylor's book with Brown's "Parade" when I saw the later); this connection makes not only personal experience but also establishes further meanings onto the piece
- I would then ask students to come up with their own connections to media pieces. Could be a song (i.e. Bob Dylan's "Hurricane"), TV Show, film, etc...
- These connections should be presented next class. Students should be prepared to say how the two pieces connect and to defend their comparison.
To me, ordaining the ability to make these connection and support them with concrete arguments based on thematic similarities is very important in becoming media savvy.
Now in searching one of the seminal books on YouTube (Roll of Thunder, Hear My Cry), there are a ton of projects based on this book. Just check the link:
http://www.youtube.com/results?search_query=roll+of+thunder+hear+my+cry+book&aq=5
Perhaps, this is a good idea to gain further interaction with the text. However, without getting connection with this first, these restrings of the text is not much more than putting stage directions on book.
So to really connect this story to reader, I would try to have the students find other medias that relate to not only the struggle of the South but also the story itself. This would be an activity that serve best as a weekend project.
Lesson Plan:
- After assigning the class to read "Roll of Thunder, Hear My Cry", the class would discuss the issues at hand in the book (making sure that the racial tensions of the South, uneven education, family fabric of the time, and the state of trials and the media that surrounds it are all discussed themes)
- I would segue into saying to watch and listen the following clips and see what similarities can be divined from the clips and "Roll of Thunder, Hear My Cry". Before airing, I would say that this is from the story of jewish business owner Leo Frank from the musical Parade. The scene is from his trial of him being accused of murdering and raping a little girl:
"That's What He Said"
- Things that should be noticed: stereotypes of the black man, stereotypes of the jewish man, how the crowd acts. Try to connect "Parade" to "Roll of Thunder..." in these concepts thematically.
- Describe personal experience (i.e. connected Taylor's book with Brown's "Parade" when I saw the later); this connection makes not only personal experience but also establishes further meanings onto the piece
- I would then ask students to come up with their own connections to media pieces. Could be a song (i.e. Bob Dylan's "Hurricane"), TV Show, film, etc...
- These connections should be presented next class. Students should be prepared to say how the two pieces connect and to defend their comparison.
To me, ordaining the ability to make these connection and support them with concrete arguments based on thematic similarities is very important in becoming media savvy.
Monday, November 29, 2010
Popular Music: Modern Musicals
Shortly after entering the world of theatre, I began to gravitate towards the musical world of the stage. Even from a young age, I loved music that told a story. Maybe it was my mother playing music like "Paradise by the Dashboard Lights" and "Hotel California". So, it was only natural that I began to love musical theatre. As of today, I have grown fond of the musical stylings of Jason Robert Brown and today I have been listening to his 1998 show "Parade".
Tony Awards Performance:
"This is not over Yet"
This show tells the real life story of Leo Frank, a New York business man who moved to Atlanta and was the subject of great antisemitic actions. A girl was raped and murdered in his factor and due in no small part to newspaper propaganda he was sentenced to hang. After reviewing his case, he was lifted of the death penalty until further review of the case. However, on the eve of this decision, an angry mob entered his cell, took him away, and hung him.
It is this kind of storytelling that most appeals to me. Through listening to the soundtrack one reaches an emotional catharsis for their own environment. By presenting these antisemitic themes, one comes to realize the cultural impacts of story and situation.
Now, I have no hands on experience with this show from Jason Robert Brown. I have worked on and acted in two of his other shows: Last 5 Years and Songs for a New World. My enjoyment from these other two shows did I come to explore this show and enjoy this story. I am not Jewish and have rarely experienced any racism or prejudice in my lifetime. But to see people not unlike myself savagely discriminate others make me feel ashamed. However, I also feel educated on other topics. I hope that other people watching and listening to this musical will spread knowledge and catharsis for this kind of discrimination.
Tony Awards Performance:
"This is not over Yet"
This show tells the real life story of Leo Frank, a New York business man who moved to Atlanta and was the subject of great antisemitic actions. A girl was raped and murdered in his factor and due in no small part to newspaper propaganda he was sentenced to hang. After reviewing his case, he was lifted of the death penalty until further review of the case. However, on the eve of this decision, an angry mob entered his cell, took him away, and hung him.
It is this kind of storytelling that most appeals to me. Through listening to the soundtrack one reaches an emotional catharsis for their own environment. By presenting these antisemitic themes, one comes to realize the cultural impacts of story and situation.
Now, I have no hands on experience with this show from Jason Robert Brown. I have worked on and acted in two of his other shows: Last 5 Years and Songs for a New World. My enjoyment from these other two shows did I come to explore this show and enjoy this story. I am not Jewish and have rarely experienced any racism or prejudice in my lifetime. But to see people not unlike myself savagely discriminate others make me feel ashamed. However, I also feel educated on other topics. I hope that other people watching and listening to this musical will spread knowledge and catharsis for this kind of discrimination.
Wednesday, November 17, 2010
Documentary: Summer Camp!
The month is May the year is 2010. After returning from a hectic semester at the University of Minnesota, I arrived back at home to a very slow and almost boring pace back at my home in Wisconsin. With only weeks and days before shipping out to New York for another summer working at Campus Kids, I began to devour anything relating to camps: summer or otherwise. Thusly, I searched every website and scoured every video site and came upon a few things. One thing that stuck with me was a documentary aptly called "Summercamp!"
"Summercamp!" tells the story of a summer at Swift Nature Camp in the Northern part of Wisconsin. It is presented in documentary form complete with appropriate background music and otherwise. Not unlike many other documentaries, it shows us all the aspects of the event (this one being summer camp) but does so through a handful of lenses: a general observational documentary-like lens, the camper's perspective, and an insite from the counselors/ staff. Being a science based camp, I found some of the procedures and activities fascinating and rather quaint in other ways (saying to myself "Oh ho, we could never do that!").
Having a perspective of insider into the industry allowed me to have a critical viewing of the story rather than simply observational. The way some kids were left unsupervised was troublesome and the strict disciplinary actions the counselors engaged was not effective and they seemed to not notice it. Most concerning to me was that at one point near the end of the documentary the staff supposedly allowed one camper to run away from camp by canoe with the camera crew in tow to observe "passively". No self respecting camp would ever let a child go like that. Thusly, I understand this stunt to be engaged exclusively for the camera. A shame really due to the misrepresentation of reality in the documentary.
As for the documentary itself, there were some opinions and bias that the documentary subtlety engaged. For example, they went out of their way to make the kids seem next to normal (they go as far to have their parents say so), but made that state of being feel okay in respect to the environment. However, this articulation of the kids being outside the normal only served to establish the kind of kid the audience would end up watching. The documentary did show us the perspective of the camp counselor and did show us the reality of the wear down that takes place in the staff member. From the setting of the "talking heads", it is clear that the interview of the counselor happened after the wear down had occurred. I would have really appreciated the different attitudes the counselor has throughout the summer.
Link to the documentary:
http://www.hulu.com/watch/93541/summercamp
"Summercamp!" tells the story of a summer at Swift Nature Camp in the Northern part of Wisconsin. It is presented in documentary form complete with appropriate background music and otherwise. Not unlike many other documentaries, it shows us all the aspects of the event (this one being summer camp) but does so through a handful of lenses: a general observational documentary-like lens, the camper's perspective, and an insite from the counselors/ staff. Being a science based camp, I found some of the procedures and activities fascinating and rather quaint in other ways (saying to myself "Oh ho, we could never do that!").
Having a perspective of insider into the industry allowed me to have a critical viewing of the story rather than simply observational. The way some kids were left unsupervised was troublesome and the strict disciplinary actions the counselors engaged was not effective and they seemed to not notice it. Most concerning to me was that at one point near the end of the documentary the staff supposedly allowed one camper to run away from camp by canoe with the camera crew in tow to observe "passively". No self respecting camp would ever let a child go like that. Thusly, I understand this stunt to be engaged exclusively for the camera. A shame really due to the misrepresentation of reality in the documentary.
As for the documentary itself, there were some opinions and bias that the documentary subtlety engaged. For example, they went out of their way to make the kids seem next to normal (they go as far to have their parents say so), but made that state of being feel okay in respect to the environment. However, this articulation of the kids being outside the normal only served to establish the kind of kid the audience would end up watching. The documentary did show us the perspective of the camp counselor and did show us the reality of the wear down that takes place in the staff member. From the setting of the "talking heads", it is clear that the interview of the counselor happened after the wear down had occurred. I would have really appreciated the different attitudes the counselor has throughout the summer.
Link to the documentary:
http://www.hulu.com/watch/93541/summercamp
Thursday, November 11, 2010
News Broadcast Reflection
Being a student commuter in the U of M, I get very few opportunities to watch television, much less the news. Thusly, this project forced me to watch my first news broadcast in a few months. However, when I sat down to subjectively breakdown the newscast, I became rather shocked at some of the observations I germinated while watching the Tuesday 11/9 5 pm broadcast on WCCO (CBS affiliate).
By far and large majority, the weather broadcast took up the most time in the broadcast (outside of commercials). The broadcast had two different time slots dedicated to a weather update or display (one at 5:08- 5:10 and another at 5:19-5:23). In fact, the second weather broadcast took up the entirety of the act break between two sets of commercials!
One thing that did surprise me was that the gentleman that was the meteorologist was not a young, attractive person. Rather, the meteorologist was an older man perhaps in his mid to late 40s with greying, slicked back hair. My instinct would tell me that they would hire a younger broadcaster to appeal to the sex instinct in the viewership. If WCCO doesn't do this, then perhaps we can determine that the audience is not one trying to find sexual desire but rather someone with a reliable air about them (a characteristic I derived out of the news caster).
Our total time that commercials took up in the 5 pm broadcast was 9 min, but it is not the time that is the most interesting observation I found with them. Firstly, commercials would repeat in different parts in the broadcast. For example, Warren Stellan repeated in the first and second commercial breaks at generally the same point in those breaks (near the start of the commercial break). Most of the local ads were fast and aren't there to create associative imagery, instead the quick nature seems to indicate wanting for a viewer to retain details about local events (event advertisement being the focal point of local ads [Warner Stellan, Green Mill, and Clear Choice Dental). Also, surprisingly, WCCO advertised for their own future broadcasts in the commercial breaks. Why would the news need to advertise? Apparently, viewership is not a constant and needs people to tune in based on future, interesting stories.
On a side note based off these advertisements, towards the end of the broadcast WCCO broadcasted a story about that night's episode of the CBS television show "The Good Wife". Perhaps, it was noteworthy as a news story due to Michael J Fox's guest starring in it. However, one cannot escape the fact that WCCO is a CBS affiliate and it seemed like they made a story out of Fox's guest starring to obtain free advertising for CBS programing.
Most of the news stories seemed about right: short enough to get the point out so the broadcast could make way for advertising and weather. There were some other interesting choices the WCCO broadcast made. Firstly, there was a story about George W. Bush's new book hitting store shelves. The broadcast choose to focus on the part in the book where Bush talks about his use of waterboarding in his administration. I argue that talking about Bush's torture choices is a way to subliminally remind viewers of torturous feelings about the Bush administration. Why could the story not simply speak about the book's release or an overview of the book's content? A question here is one that perhaps cannot be answered, but proposing it is important. Later on, WCCO revisited the Bush book again, but this time they added viewer comments encouraged to be made online after the last Bush story. The comments chosen were about looking forward to reading the book, both those a fan of Bush and those who were not.
Another interesting observation is how they presented the Target coupon story. Earlier in the broadcast, they teased the story by saying that Target had made corrections to the faulty coupon. Then the reporter added, "we will tell you if this is true." A pretty obvious use of teasing and leaving uncertainty in the viewer to engage them to continue viewing. What struck me is the fact that they used a consumer visiting the Target stores to determine that the coupon problem had been fixed. There was no other way they stated the fix was finished. The investigative form was confirmed by simply an outside informant. To me, this seems like a weak confirmation.
By far and large majority, the weather broadcast took up the most time in the broadcast (outside of commercials). The broadcast had two different time slots dedicated to a weather update or display (one at 5:08- 5:10 and another at 5:19-5:23). In fact, the second weather broadcast took up the entirety of the act break between two sets of commercials!
One thing that did surprise me was that the gentleman that was the meteorologist was not a young, attractive person. Rather, the meteorologist was an older man perhaps in his mid to late 40s with greying, slicked back hair. My instinct would tell me that they would hire a younger broadcaster to appeal to the sex instinct in the viewership. If WCCO doesn't do this, then perhaps we can determine that the audience is not one trying to find sexual desire but rather someone with a reliable air about them (a characteristic I derived out of the news caster).
Our total time that commercials took up in the 5 pm broadcast was 9 min, but it is not the time that is the most interesting observation I found with them. Firstly, commercials would repeat in different parts in the broadcast. For example, Warren Stellan repeated in the first and second commercial breaks at generally the same point in those breaks (near the start of the commercial break). Most of the local ads were fast and aren't there to create associative imagery, instead the quick nature seems to indicate wanting for a viewer to retain details about local events (event advertisement being the focal point of local ads [Warner Stellan, Green Mill, and Clear Choice Dental). Also, surprisingly, WCCO advertised for their own future broadcasts in the commercial breaks. Why would the news need to advertise? Apparently, viewership is not a constant and needs people to tune in based on future, interesting stories.
On a side note based off these advertisements, towards the end of the broadcast WCCO broadcasted a story about that night's episode of the CBS television show "The Good Wife". Perhaps, it was noteworthy as a news story due to Michael J Fox's guest starring in it. However, one cannot escape the fact that WCCO is a CBS affiliate and it seemed like they made a story out of Fox's guest starring to obtain free advertising for CBS programing.
Most of the news stories seemed about right: short enough to get the point out so the broadcast could make way for advertising and weather. There were some other interesting choices the WCCO broadcast made. Firstly, there was a story about George W. Bush's new book hitting store shelves. The broadcast choose to focus on the part in the book where Bush talks about his use of waterboarding in his administration. I argue that talking about Bush's torture choices is a way to subliminally remind viewers of torturous feelings about the Bush administration. Why could the story not simply speak about the book's release or an overview of the book's content? A question here is one that perhaps cannot be answered, but proposing it is important. Later on, WCCO revisited the Bush book again, but this time they added viewer comments encouraged to be made online after the last Bush story. The comments chosen were about looking forward to reading the book, both those a fan of Bush and those who were not.
Another interesting observation is how they presented the Target coupon story. Earlier in the broadcast, they teased the story by saying that Target had made corrections to the faulty coupon. Then the reporter added, "we will tell you if this is true." A pretty obvious use of teasing and leaving uncertainty in the viewer to engage them to continue viewing. What struck me is the fact that they used a consumer visiting the Target stores to determine that the coupon problem had been fixed. There was no other way they stated the fix was finished. The investigative form was confirmed by simply an outside informant. To me, this seems like a weak confirmation.
Tuesday, November 9, 2010
News Broadcast Breakdown: 11/9
Show start: 4:59
-Introduction video clip montage
Lead story: 4:59
- Drunk driving woman as lead story
- Cuts to Mendota Heights; on location
- Story is a series of images on locations relevant to the story and interview with police officer
- Advertised as live; when images are done there is a mistake: on site newscaster absent
- Mark Lindgren story: drunk man hit family 5:02
- Gentleman drowns to death in water slide in Brooklin park 5:02
Election coverage 5:03
- Emmer story after his "loss"; first time he is seen publicly
- Story based on his choice to file lawsuit over election process after recount
- Older gentleman with white beard is the main newscaster in front of St. Paul capital
- Some talk of Pawlenty and the transition of government
Hockey Injury 5:05
- Man who suffered injuries after hard hit during college hockey game
- Jesse Martin is the player
- Potential Paralysis
- Covered by mid 40s woman (Esme...)
- Martin walked for first time today
George W. Bush book 5:07
- Bush published book "Decision Points"
- Signing images and clips from Dallas signing
- Highlighted point in book about Bush's use of waterboarding
- People allowed to pole online on opinion of book
Weather news 5:08
- Unseasonably high temperatures
- Showed people playing golf today with warm weather
- 60s temperatures
- Close to record high
Teaser for Parking Meters (New), Target Coupon Problem Fixed, Trick Football play 5:09
Commercials 5:10
- First commercial is for their own news broadcast for the next day
- Local furniture commercial
- Italian pasta sauce
- Mills Fleet Farm
- Health Partners Health Care
- Law Firm; complete with woman in wheelchair
- Recycling commercial
- Flu Medicine
- Green Mill
Target Coupon 5:13
- Frozen meal coupon was malfunctioning
- Seems aimed at a very angry kind of customer
- Investigative
- Undercover customer went to three Targets to test the coupon
- Discovered they all worked
- Clerks now ask "Do you have any coupons today?"
Parking Meters 5:15
- New solar powered parking stations in Twin Cities
- Can use credit cards to pay
- One meter covers 10 spots
- Some frivolous speak on last story 5:16 (first instance of talk)
Temperature Teaser story 5:16
Commercials 5:16
- Evening news ad
- Oprah Ad
- Liquidation Ad
- Slumberland Commercial
- Alstate Commercial
- Batteries Plus
- Dental Implants at Clear choice (Event Ad for a free seminar with reservation)
- WCCO Advertisement again with weather geared theme (on TV and Online)
- Denture ad for Polident
- Slumberland again
Returns with TV and casual talk 5:19
- With unknown third news reporter
- Transitioned smooth without intermediary to weather again
- High temperatures still focal point
- Cool down immanent
- Satalite, cloud, and pressure systems
- Rain fall potential and precipitation
- Weather broadcast is a mid to late 40s, wearing black suit, purple tie, slicked back hair
- Curent temperatures again
- 4 day forecast
- 7 day forecast
- Weather reporter was the third broadcaster
Commercials 5:23
- NCIS and NCIS LA add for CBS primetime
- Mayo Clinic
- DQ Blizzard Meal deal
- Culligan water softener
- Vintage Discount Tire Company that transitioned into a modern styled ad for same company
- Appliances ad for Warners Stellian at St. Paul
- Children's Hospitals and Clinics in Minnesota
- Green Mill Ad (same one)
- Advert for CBS Evening News which was next
George Bush Book 5:26
- Same kind of info with news caster
- Added watcher comments obtained from internet
Good Wife Ad 5:27
- Show happens tonight
- Michael J Fox on episode
- Adverts for the episode tonight
Sports 5:28
- Season Outlook for Tubby Smith and U of M B-Ball (High Expectations
Grandma Robbed teaser 5:29
Weather 7 day check 5:29
End of Broadcast 5:30
Note: The trick football play story was omitted from broadcast after being teased
-Introduction video clip montage
Lead story: 4:59
- Drunk driving woman as lead story
- Cuts to Mendota Heights; on location
- Story is a series of images on locations relevant to the story and interview with police officer
- Advertised as live; when images are done there is a mistake: on site newscaster absent
- Mark Lindgren story: drunk man hit family 5:02
- Gentleman drowns to death in water slide in Brooklin park 5:02
Election coverage 5:03
- Emmer story after his "loss"; first time he is seen publicly
- Story based on his choice to file lawsuit over election process after recount
- Older gentleman with white beard is the main newscaster in front of St. Paul capital
- Some talk of Pawlenty and the transition of government
Hockey Injury 5:05
- Man who suffered injuries after hard hit during college hockey game
- Jesse Martin is the player
- Potential Paralysis
- Covered by mid 40s woman (Esme...)
- Martin walked for first time today
George W. Bush book 5:07
- Bush published book "Decision Points"
- Signing images and clips from Dallas signing
- Highlighted point in book about Bush's use of waterboarding
- People allowed to pole online on opinion of book
Weather news 5:08
- Unseasonably high temperatures
- Showed people playing golf today with warm weather
- 60s temperatures
- Close to record high
Teaser for Parking Meters (New), Target Coupon Problem Fixed, Trick Football play 5:09
Commercials 5:10
- First commercial is for their own news broadcast for the next day
- Local furniture commercial
- Italian pasta sauce
- Mills Fleet Farm
- Health Partners Health Care
- Law Firm; complete with woman in wheelchair
- Recycling commercial
- Flu Medicine
- Green Mill
Target Coupon 5:13
- Frozen meal coupon was malfunctioning
- Seems aimed at a very angry kind of customer
- Investigative
- Undercover customer went to three Targets to test the coupon
- Discovered they all worked
- Clerks now ask "Do you have any coupons today?"
Parking Meters 5:15
- New solar powered parking stations in Twin Cities
- Can use credit cards to pay
- One meter covers 10 spots
- Some frivolous speak on last story 5:16 (first instance of talk)
Temperature Teaser story 5:16
Commercials 5:16
- Evening news ad
- Oprah Ad
- Liquidation Ad
- Slumberland Commercial
- Alstate Commercial
- Batteries Plus
- Dental Implants at Clear choice (Event Ad for a free seminar with reservation)
- WCCO Advertisement again with weather geared theme (on TV and Online)
- Denture ad for Polident
- Slumberland again
Returns with TV and casual talk 5:19
- With unknown third news reporter
- Transitioned smooth without intermediary to weather again
- High temperatures still focal point
- Cool down immanent
- Satalite, cloud, and pressure systems
- Rain fall potential and precipitation
- Weather broadcast is a mid to late 40s, wearing black suit, purple tie, slicked back hair
- Curent temperatures again
- 4 day forecast
- 7 day forecast
- Weather reporter was the third broadcaster
Commercials 5:23
- NCIS and NCIS LA add for CBS primetime
- Mayo Clinic
- DQ Blizzard Meal deal
- Culligan water softener
- Vintage Discount Tire Company that transitioned into a modern styled ad for same company
- Appliances ad for Warners Stellian at St. Paul
- Children's Hospitals and Clinics in Minnesota
- Green Mill Ad (same one)
- Advert for CBS Evening News which was next
George Bush Book 5:26
- Same kind of info with news caster
- Added watcher comments obtained from internet
Good Wife Ad 5:27
- Show happens tonight
- Michael J Fox on episode
- Adverts for the episode tonight
Sports 5:28
- Season Outlook for Tubby Smith and U of M B-Ball (High Expectations
Grandma Robbed teaser 5:29
Weather 7 day check 5:29
End of Broadcast 5:30
Note: The trick football play story was omitted from broadcast after being teased
Thursday, November 4, 2010
Mockumentary Lesson Plan
The form of the documentary has been around for quite a long time, but it was only a matter of time before it evolved. A new type of genre has emerged from the form that made Ken Burns millions of dollars. The mockmentary is a type of media that seeks to create meaning and knowledge out of revealing the dissonance and incongruities between real life and the imagined world. Since it is becoming more relevant to media today (with popular shows like "The Office" circulating our media sphere), it also become important for students to process the mockumenatry appropriately.
Lesson Plan:
1) First I would show case a mockumentary like "Best in Show" without any type of introduction or explanation
2) After viewing, I would begin to question the class on what they just saw. The important part of this is to ask leading questions to create analytical processing. Some of those questions would be: Is what you just saw real? What is the topic matter at hand? Can you relate to the topic matter? What kind of characters do we see here?
3) Then, we would break down each question to reasonings why we got to that answer. So, if we determined that, in fact, the media is not "real" then how did we come to that conclusion?
4) At this point, we should establish the fact that what we just saw was a mockumentary. From here, I would introduce the topic of the day to be "the mockumentary". This will be followed up with another film clip from a mockumentary.
5) More processing would occur through comparing the two clips and how they both conveyed a message. Some characteristics that should be mentioned are the fact that both clips attempted to achieve some kind of knowledge transfer or message, the usage of multiple characters, the use of prescribed reality, and how it compares to a documentary (a lead in to a future lesson plan or another topic of discussion).
Lesson Plan:
1) First I would show case a mockumentary like "Best in Show" without any type of introduction or explanation
2) After viewing, I would begin to question the class on what they just saw. The important part of this is to ask leading questions to create analytical processing. Some of those questions would be: Is what you just saw real? What is the topic matter at hand? Can you relate to the topic matter? What kind of characters do we see here?
3) Then, we would break down each question to reasonings why we got to that answer. So, if we determined that, in fact, the media is not "real" then how did we come to that conclusion?
4) At this point, we should establish the fact that what we just saw was a mockumentary. From here, I would introduce the topic of the day to be "the mockumentary". This will be followed up with another film clip from a mockumentary.
5) More processing would occur through comparing the two clips and how they both conveyed a message. Some characteristics that should be mentioned are the fact that both clips attempted to achieve some kind of knowledge transfer or message, the usage of multiple characters, the use of prescribed reality, and how it compares to a documentary (a lead in to a future lesson plan or another topic of discussion).
Wednesday, November 3, 2010
Tuesday, November 2, 2010
Genre Analysis: Mockumentary
Within the last 20 years, a specific type of genre has become ever popular and increasingly relevant in our media centric world. The mockumentary form of entertainment has taken roots as a very real way of presenting farce and through this farce revealing truths about our own lives. I personally have always found the mockumentary to be interesting: a genre that serves to not only parody on the topic matter but also to parody the form of the documentary whilst using it to show convey messages. To this end (with its increasing relevancy and my intrigue), I hope to explore the genre and hope to show ways one might teach this to children today.
Before delving deeper into the form, let us first define and look at early uses of the form. A common definition or understanding of the mockumentary can be derived from looking at the root of the word. First "mock" or commonly known as to make fun off in a light and sometimes sophomoric manner. The second half of the word "mentary" suggests the relationship between the mockumentary and documentary. Thusly, a clear definition can be arrived at which is a documentary that makes fun of something and serves to not take itself all together serious or is not a real topic matter.
The form had not been classified until this decade, however early examples of the form can been seen as early as the 1930s. Perhaps the earliest classified example of this is with Orson Wells' classic radio broadcast, "War of the Worlds". While it doesn't have the exact characteristics of the modern form, we can see some very strong relations between now and then. For example, the broadcast started with a title sequence that articulated the fact that it is fiction. In contrast, when inside the content it seeks to present the illusion of reality by finding ways to make it believable.
Once film and television was established as a main form of media, we get some more forms of mockumentaries popping up along the way. Take for example, the fictional Beatles film "A Hard Day's Night" (1964). The film shows us the day in the life of the popular band, but the day is scripted out yet filmed as an authentic "day in the life of..." kind of film. Another thing to note is the effect of the camera in this film as it is not on a steady cam or stationary position (like a tripod). This is intentionally used to simulate the feeling of actually moving through the world and a kind of extemporaneous filming style, hinting to the authenticity of a documentary. While not conveying messages or revealing much, the film shows us another step in the evolution of the mockumentary.
As the 1980s role around, we start to get more and more of these mockumentaries popping up in film. Film makers like Woody Allen begin to fully explore this type of film in depth. However, the current form of this kind of genre can first be seen as fully realized in Christopher Guest and Rob Reiner's film, "This is Spinal Tap." This film follows the fictional band Spinal Tap as they prepare to go on tour. The film is a clear parody of rock and roll band, life style, and of the string of rock and roll documentaries that came before it.
From there, there becomes a somewhat constant stream of mockumentaries entering the public entertainment sphere. The 1990s came out with a string of these films (also written by Christopher Guest) like "Best in Show, and "Waiting for Guffman". Then the genre took a turn and finally found some ground television with the 2000s British Comedy "The Office" and eventually its similar named American spin off. In 2007, one writer from "The Office" took the style and wrote a new show currently airing called "Parks and Recreation".
The Office:
Film at this point still came out with a few mockumentaries in the 2000s, but they seem to have some kind of hybridity with true documentaries and docufiction (a term for a mix between documentary and fiction). Some of these films include "CSA: Confederate States of America" and the Sasha Baron Cohen films "Borat" and "Bruno". What is most interesting of these new films are how they begin to integrate the real world with the mockumentary. For example, Cohen's films present characters that have loaded prejudices and presents them in a real life setting to see what the reaction it. I would still argue it is a mockumentary being that the intent and character is scripted out making it a mockumentary rather than a more fictional "docufiction". The inclusion of Borat and Bruno in the mockumentary opened up the genre to being not only a totally created script but also to the inclusion of real people in more of a documentary style of play.
Borat:
From looking at these types of mockumentaries, one can establish trends and commonalities in how the genre takes form. Firstly, the mockumentary seems to focus on a definable characteristic of a person that can either be a personality or profession (office worker, rock star, dog trainer, etc...). Obviously, the genre hopes to highlight areas or traits of the profession by either showing absurdity in the profession or through realizations through viewing the characteristic in action. There is no list of characteristics that clearly define a mockumentary, because the list is ever evolving and changing. Allowing for pliability and flexibility in the definition. The basic idea of it is that one can see the fiction in the form yet the ability for it to pass as reality conveys the message in it. The worlds created in the mockumentary must be real or at least realistic fiction. Most successful mockumentaries must give off the feeling that a person could in fact live in this fictional world and that perhaps that is not a good things. What one does to prevent living in that world is how the message is derived out of the genre.
Before delving deeper into the form, let us first define and look at early uses of the form. A common definition or understanding of the mockumentary can be derived from looking at the root of the word. First "mock" or commonly known as to make fun off in a light and sometimes sophomoric manner. The second half of the word "mentary" suggests the relationship between the mockumentary and documentary. Thusly, a clear definition can be arrived at which is a documentary that makes fun of something and serves to not take itself all together serious or is not a real topic matter.
The form had not been classified until this decade, however early examples of the form can been seen as early as the 1930s. Perhaps the earliest classified example of this is with Orson Wells' classic radio broadcast, "War of the Worlds". While it doesn't have the exact characteristics of the modern form, we can see some very strong relations between now and then. For example, the broadcast started with a title sequence that articulated the fact that it is fiction. In contrast, when inside the content it seeks to present the illusion of reality by finding ways to make it believable.
Once film and television was established as a main form of media, we get some more forms of mockumentaries popping up along the way. Take for example, the fictional Beatles film "A Hard Day's Night" (1964). The film shows us the day in the life of the popular band, but the day is scripted out yet filmed as an authentic "day in the life of..." kind of film. Another thing to note is the effect of the camera in this film as it is not on a steady cam or stationary position (like a tripod). This is intentionally used to simulate the feeling of actually moving through the world and a kind of extemporaneous filming style, hinting to the authenticity of a documentary. While not conveying messages or revealing much, the film shows us another step in the evolution of the mockumentary.
As the 1980s role around, we start to get more and more of these mockumentaries popping up in film. Film makers like Woody Allen begin to fully explore this type of film in depth. However, the current form of this kind of genre can first be seen as fully realized in Christopher Guest and Rob Reiner's film, "This is Spinal Tap." This film follows the fictional band Spinal Tap as they prepare to go on tour. The film is a clear parody of rock and roll band, life style, and of the string of rock and roll documentaries that came before it.
From there, there becomes a somewhat constant stream of mockumentaries entering the public entertainment sphere. The 1990s came out with a string of these films (also written by Christopher Guest) like "Best in Show, and "Waiting for Guffman". Then the genre took a turn and finally found some ground television with the 2000s British Comedy "The Office" and eventually its similar named American spin off. In 2007, one writer from "The Office" took the style and wrote a new show currently airing called "Parks and Recreation".
The Office:
Film at this point still came out with a few mockumentaries in the 2000s, but they seem to have some kind of hybridity with true documentaries and docufiction (a term for a mix between documentary and fiction). Some of these films include "CSA: Confederate States of America" and the Sasha Baron Cohen films "Borat" and "Bruno". What is most interesting of these new films are how they begin to integrate the real world with the mockumentary. For example, Cohen's films present characters that have loaded prejudices and presents them in a real life setting to see what the reaction it. I would still argue it is a mockumentary being that the intent and character is scripted out making it a mockumentary rather than a more fictional "docufiction". The inclusion of Borat and Bruno in the mockumentary opened up the genre to being not only a totally created script but also to the inclusion of real people in more of a documentary style of play.
Borat:
From looking at these types of mockumentaries, one can establish trends and commonalities in how the genre takes form. Firstly, the mockumentary seems to focus on a definable characteristic of a person that can either be a personality or profession (office worker, rock star, dog trainer, etc...). Obviously, the genre hopes to highlight areas or traits of the profession by either showing absurdity in the profession or through realizations through viewing the characteristic in action. There is no list of characteristics that clearly define a mockumentary, because the list is ever evolving and changing. Allowing for pliability and flexibility in the definition. The basic idea of it is that one can see the fiction in the form yet the ability for it to pass as reality conveys the message in it. The worlds created in the mockumentary must be real or at least realistic fiction. Most successful mockumentaries must give off the feeling that a person could in fact live in this fictional world and that perhaps that is not a good things. What one does to prevent living in that world is how the message is derived out of the genre.
Thursday, October 21, 2010
Digital Media/ Communication: Virtual Worlds
With the advent of the digital age came a multitude of new ways that people both communicate and establish persona. Until I entered college, I found there to be very little for me to do when it came to the internet. I used it primary as a casual entertainment outlet and "illegal" research generation (at this point the internet had yet to be deemed an appropriate way of obtaining factual information). Then I entered college, joined Facebook, and found a circle of friends that were much more forward thinking when it came to digital media. A few years later I found myself immersed and eventually found my way into a virtual world that nearly consumed an entire year of my life. That virtual world being the "World of Warcraft".
The "World of Warcraft" is an online, multi-user video game where people train an avatar to become as strong as possible. This training comes in a variety of forms, whether it be killing monsters or Non Player Characters (NPCs), finishing quests, or learning trade professions like herbology, cloth making, blacksmithing, and others. The main key element of this game is the user to user interactions. "World of Warcraft" is what is known as an MMORPG in the gaming world; an acronym for Massively Multiplayer Online Role Playing Game. While one plays the game, they have the option to engage with other players by working together to complete quests, form groups that help each other, or fight each other in duel-like combat. Players of the game mostly meet online, but there are also a mulitude of events that happen in person too, from something as simple as a get together at a players house (also known as a "LAN Party") to larger events such as Blizzcon (check the link for more details on this large scale event):
http://us.blizzard.com/blizzcon/
Blizzard Entertainment, creator of this game, did an excellent job at molding a world that is both interactive and intuitive to a player.
My experience with this game started back in 2008. One of my friends really wanted to obtain a special in-game item that was only obtainable by getting another player to join the world. After some debate, and a bit of a bribe from his part, I reluctantly joined the game, knowing my addictive personality might get hooked on the game. In fact, it did. I was enthralled by the deepness of the world and in awe of the players who had reached the highest point of completion in the game. I desired to fight and kill the large monsters that awaited me at the end of the game. I wanted to be in demand, to be useful. Having these desires I got to work, in game, to become one of the best. I choose the Mage class, a role who's primary focus is to deal as much damage as possible through the use of magical spells. In this, I guess I wanted to do something I couldn't outside of the game. I learned, quickly, how high the learning curve of the game was. There were very specific set of rules you had to follow to be the best possible and there was very little wiggle room for one to be an individual. I followed the paths necessary and after many months I got to the highest level possible.
Along the way, I learned the new language of the world of Azeroth (the name of the fictional planet the game was set on). One communicates though a few ways, either though a chat box located on screen or through voice chat enabled through online connection. In order to get to the highest strength in game, one needed to work together with other people and in order to gain social clout and maximize time there were certain phrases and terms one used to communicate. Some of those phrases are:
- Noob: term for a player who did not posses the desired knowledge in a social circle or is a new player; not necessary a derogatory term
- Newb (pronounced the same as "noob"): denotes a player who performs poorly, acts childlike, or fails to cooperate with a group
- Pro: a player who plays to a point of complete adeptness; one who treats the game as a job
- QQ: A phrase used on a player who complains too much about a situation; origin from the shape of the letter 'q' as it looks like a symbol for an eye (circular part of the letter) and the tear that comes out of the complaining player's eye (stem of the letter)
- Ninja: A player who joins a group with the intent to play for a certain in game item and leaves the group after obtaining it or not obtaining it at the point of acquirement; a player who leads a group and takes most or all of the treasures obtained from a groups work without distributing it to members of the group
- Heals: A character who's main function is to mend or help the group survive
- Tank: A character who's main function is to provoke NPCs to attack the character; characteristically can take a lot of damage
- DPS: A character who's main function is to deal as much damage as possible; a term for the amount of damage dealt during a combat
- Instance: Generally 5 players who work together to complete a small dungeon; short time together (10-30 min)
- Raid: Generally 10 or 25 players who work together to complete a larger dungeon or defeat a series of large NPCs; long time together (1 hour- 5 hours)
Acronyms:
- AFK: Away from Keyboard
- LFG: Looking for Group
- LF: Looking for...; generally will come with type of player being sought (Tank, Heals, DPS)
- WTS/B: Willing to Sell/ Buy
There are plenty of other terms, but these are some of the basic terms.
One of the more interesting events that could happen while playing this game is when a player is provoked into a state known as "Nerd Rage". This term is used for a player who has reached a level of frustration that is characterized by loud shouting, aggressive feelings/words, and a sudden shift from calm to angry. This generally happens after a player has engaged with a group for a while and the group has become unsuccessful at obtaining it's objective after a long period of time (the shorter the period to "Nerd Rage" is directly correlated to a player's likelihood to "Nerd Rage"). I had gotten frustrated before and occasionally threw my headset to the ground, but I don't think I ever reached the level of "Nerd Rage" commonly heard or seen. For a greater example of a "Nerd Rage" in action, check out the embed post below.
Viewer Discretion: there are highly provocative and socially inappropriate words and images in this video.
While immersed in this world, I learned about some of the medias attached with this virtual world culture. What intrigued me is how the real world relates to the virtual world. Some of these medias served to parody the game, while others served to pander to players. Even some sought to inform to non players how people experience the game. If interested, check the links and clips below for more!
The Famous Leeeeeeroy Jenkins:
Leeeeeeeroy Jenkins on Jeopardy!?:
The Guild:
http://www.watchtheguild.com/
As I reached the end of the game, my game time had increased not decreased as one might intuitively believe. In fact, the game was geared towards players who both wanted to level up many characters and observe the world through different worlds as well as players who wanted to be the strongest possible. Being the latter, I delved into the "End Game Content" (part of the game after players reach the highest level) with full gusto. This required me to participate in 10 and 25 man raids that would last 3, 4, and even in some cases 7 to 8 hours! Having such a time commitment, I began to let my other commitments (like friends, family, and school) fall to the wayside. I was driven to be the best I could be (note here that my goal had changed from "being the best" as said earlier to "being the best I could be"). Eventually, I came to realize two things: 1) I could never be the best unless I were ready to devote 30-40 hours as week to the game (time I could not devote with school, work, and other things) and 2) I was bound by the laws of the social circles I worked with.
More on point 2 here: at reaching end game content it became important to find people to play with. Mainly the people you played with would come in the form of a "Guild". These guilds would run raids and instances at certain times in the week and one was required to go if one were to maintain membership in the guild. I finally found a guild and worked with them often for about 2-3 weeks. In the non virtual world at the same time, I had auditioned and received the main role in an Elvis musical. It so happened that a conflict evolved from this. Then, one day, I logged onto the game and found I had been kicked out of the guild for missing all the raids in one week. This was a bit of an eye opener for me. I had much left for me to do in the real world and I would really need a guild to do much more at this point in my character's development. So, I quit the game and played another MMORPG for a while. I reached "End Game Content" there too and found there to be the same problems with less solutions.
Thus ended my short reign in MMORPGs for the time being. But the lessons I learned about virtual worlds, social circles in Digital mediums, and the fascinating developments in my own personality will stay with me and influence my future decisions. Who knows, I may start playing again? An expansion comes out for "World of Warcraft" later this year and it may or may not motivate me to pick up my mouse and click away some more!
It becomes important to study these kinds of social worlds with the rise of the digital in the main social sphere. Example of this is the use of language from one of these virtual worlds integrating into the non virtual world. I have heard people articulate the IM speak "lol" in person to person conversation. Even more interesting is that there are two different kinds of ways of speaking it (both letter by letter and combined into a kind of "l-ull-z" pronunciation). Like any language, it is important to bookmark it's origin. I'd also argue there is a stereotype attached to people immersed in virtual worlds. It is common for people to see a player of "World of Warcraft" as a mom's basement, unhealthy, zit covered troll. For a good example of this stereotype, watch this Emmy Award winning episode of South Park:
South Park Episode, "Make Love, Not Warcraft":
http://www.southparkstudios.com/full-episodes/s10e08-make-love-not-warcraft
In this truth, it becomes a way to break down social stereotyping and prejudice. Perhaps, more importantly, it highlights a new age of discrimination and prejudices that realize from the advent of the digital age and the virtual world. At this point, the topic becomes important for not only studying media but also to study the sociology of the world at hand today.
The "World of Warcraft" is an online, multi-user video game where people train an avatar to become as strong as possible. This training comes in a variety of forms, whether it be killing monsters or Non Player Characters (NPCs), finishing quests, or learning trade professions like herbology, cloth making, blacksmithing, and others. The main key element of this game is the user to user interactions. "World of Warcraft" is what is known as an MMORPG in the gaming world; an acronym for Massively Multiplayer Online Role Playing Game. While one plays the game, they have the option to engage with other players by working together to complete quests, form groups that help each other, or fight each other in duel-like combat. Players of the game mostly meet online, but there are also a mulitude of events that happen in person too, from something as simple as a get together at a players house (also known as a "LAN Party") to larger events such as Blizzcon (check the link for more details on this large scale event):
http://us.blizzard.com/blizzcon/
Blizzard Entertainment, creator of this game, did an excellent job at molding a world that is both interactive and intuitive to a player.
My experience with this game started back in 2008. One of my friends really wanted to obtain a special in-game item that was only obtainable by getting another player to join the world. After some debate, and a bit of a bribe from his part, I reluctantly joined the game, knowing my addictive personality might get hooked on the game. In fact, it did. I was enthralled by the deepness of the world and in awe of the players who had reached the highest point of completion in the game. I desired to fight and kill the large monsters that awaited me at the end of the game. I wanted to be in demand, to be useful. Having these desires I got to work, in game, to become one of the best. I choose the Mage class, a role who's primary focus is to deal as much damage as possible through the use of magical spells. In this, I guess I wanted to do something I couldn't outside of the game. I learned, quickly, how high the learning curve of the game was. There were very specific set of rules you had to follow to be the best possible and there was very little wiggle room for one to be an individual. I followed the paths necessary and after many months I got to the highest level possible.
Along the way, I learned the new language of the world of Azeroth (the name of the fictional planet the game was set on). One communicates though a few ways, either though a chat box located on screen or through voice chat enabled through online connection. In order to get to the highest strength in game, one needed to work together with other people and in order to gain social clout and maximize time there were certain phrases and terms one used to communicate. Some of those phrases are:
- Noob: term for a player who did not posses the desired knowledge in a social circle or is a new player; not necessary a derogatory term
- Newb (pronounced the same as "noob"): denotes a player who performs poorly, acts childlike, or fails to cooperate with a group
- Pro: a player who plays to a point of complete adeptness; one who treats the game as a job
- QQ: A phrase used on a player who complains too much about a situation; origin from the shape of the letter 'q' as it looks like a symbol for an eye (circular part of the letter) and the tear that comes out of the complaining player's eye (stem of the letter)
- Ninja: A player who joins a group with the intent to play for a certain in game item and leaves the group after obtaining it or not obtaining it at the point of acquirement; a player who leads a group and takes most or all of the treasures obtained from a groups work without distributing it to members of the group
- Heals: A character who's main function is to mend or help the group survive
- Tank: A character who's main function is to provoke NPCs to attack the character; characteristically can take a lot of damage
- DPS: A character who's main function is to deal as much damage as possible; a term for the amount of damage dealt during a combat
- Instance: Generally 5 players who work together to complete a small dungeon; short time together (10-30 min)
- Raid: Generally 10 or 25 players who work together to complete a larger dungeon or defeat a series of large NPCs; long time together (1 hour- 5 hours)
Acronyms:
- AFK: Away from Keyboard
- LFG: Looking for Group
- LF: Looking for...; generally will come with type of player being sought (Tank, Heals, DPS)
- WTS/B: Willing to Sell/ Buy
There are plenty of other terms, but these are some of the basic terms.
One of the more interesting events that could happen while playing this game is when a player is provoked into a state known as "Nerd Rage". This term is used for a player who has reached a level of frustration that is characterized by loud shouting, aggressive feelings/words, and a sudden shift from calm to angry. This generally happens after a player has engaged with a group for a while and the group has become unsuccessful at obtaining it's objective after a long period of time (the shorter the period to "Nerd Rage" is directly correlated to a player's likelihood to "Nerd Rage"). I had gotten frustrated before and occasionally threw my headset to the ground, but I don't think I ever reached the level of "Nerd Rage" commonly heard or seen. For a greater example of a "Nerd Rage" in action, check out the embed post below.
Viewer Discretion: there are highly provocative and socially inappropriate words and images in this video.
While immersed in this world, I learned about some of the medias attached with this virtual world culture. What intrigued me is how the real world relates to the virtual world. Some of these medias served to parody the game, while others served to pander to players. Even some sought to inform to non players how people experience the game. If interested, check the links and clips below for more!
The Famous Leeeeeeroy Jenkins:
Leeeeeeeroy Jenkins on Jeopardy!?:
The Guild:
http://www.watchtheguild.com/
As I reached the end of the game, my game time had increased not decreased as one might intuitively believe. In fact, the game was geared towards players who both wanted to level up many characters and observe the world through different worlds as well as players who wanted to be the strongest possible. Being the latter, I delved into the "End Game Content" (part of the game after players reach the highest level) with full gusto. This required me to participate in 10 and 25 man raids that would last 3, 4, and even in some cases 7 to 8 hours! Having such a time commitment, I began to let my other commitments (like friends, family, and school) fall to the wayside. I was driven to be the best I could be (note here that my goal had changed from "being the best" as said earlier to "being the best I could be"). Eventually, I came to realize two things: 1) I could never be the best unless I were ready to devote 30-40 hours as week to the game (time I could not devote with school, work, and other things) and 2) I was bound by the laws of the social circles I worked with.
More on point 2 here: at reaching end game content it became important to find people to play with. Mainly the people you played with would come in the form of a "Guild". These guilds would run raids and instances at certain times in the week and one was required to go if one were to maintain membership in the guild. I finally found a guild and worked with them often for about 2-3 weeks. In the non virtual world at the same time, I had auditioned and received the main role in an Elvis musical. It so happened that a conflict evolved from this. Then, one day, I logged onto the game and found I had been kicked out of the guild for missing all the raids in one week. This was a bit of an eye opener for me. I had much left for me to do in the real world and I would really need a guild to do much more at this point in my character's development. So, I quit the game and played another MMORPG for a while. I reached "End Game Content" there too and found there to be the same problems with less solutions.
Thus ended my short reign in MMORPGs for the time being. But the lessons I learned about virtual worlds, social circles in Digital mediums, and the fascinating developments in my own personality will stay with me and influence my future decisions. Who knows, I may start playing again? An expansion comes out for "World of Warcraft" later this year and it may or may not motivate me to pick up my mouse and click away some more!
It becomes important to study these kinds of social worlds with the rise of the digital in the main social sphere. Example of this is the use of language from one of these virtual worlds integrating into the non virtual world. I have heard people articulate the IM speak "lol" in person to person conversation. Even more interesting is that there are two different kinds of ways of speaking it (both letter by letter and combined into a kind of "l-ull-z" pronunciation). Like any language, it is important to bookmark it's origin. I'd also argue there is a stereotype attached to people immersed in virtual worlds. It is common for people to see a player of "World of Warcraft" as a mom's basement, unhealthy, zit covered troll. For a good example of this stereotype, watch this Emmy Award winning episode of South Park:
South Park Episode, "Make Love, Not Warcraft":
http://www.southparkstudios.com/full-episodes/s10e08-make-love-not-warcraft
In this truth, it becomes a way to break down social stereotyping and prejudice. Perhaps, more importantly, it highlights a new age of discrimination and prejudices that realize from the advent of the digital age and the virtual world. At this point, the topic becomes important for not only studying media but also to study the sociology of the world at hand today.
Tuesday, October 5, 2010
Critical Lenses: The Old Spice Guy!
In any generation since the mass spread of media, there have been cultural icons that not only provide entertainment and enjoyment but also shape the normative standards and reinforce the hegemony. In recient time, a central character that has done such is the "Old Spice Guy" and his ridiculous presentation of his body washes. This character and these advertisements provide rather interesting incites to our culture when looked through a feminist and rhetorical lens.
The following is one such advertisement from said Old Spice campaign:
Feminist Lens
In viewing this advertisement, there are obvious articulations of the role of "the man". While the text itself addresses a female viewer, the imagry specifically hints at what a man does and does not fear in generalizing the activities of "the man". For example, we start of with the imagry of the man rolling the log, a feat not easily mastered I may say with personal experience. This first image hints at the theory of the lumberjack who chops down the might oak and masters the woods. By associating the lumberjack with this "Old Spice Guy", the viewer rejects any idea of feminity since the role of the lumberjack has been exclusively a male centered job.
Next, the viewer is begun to be told about the idea of the "perfect man". This guy not only can bake a cake for his woman, but also builds the kitchen in which it is made. Not only should one question the ability of the common to do both task, but also it should be noted that "the man" does this without noting the ability of the woman. Can she build the kitchen? Can she bake the cake? Initiative set aside, not once does the "Old Spice Guy" ask the woman being addressed of what she wants or even recognizes her as more than a consumer. It becomes easily arguable that the "Old Spice Guy" not only stereotypes the role of the man, but also the dependance and neediness of the woman as well.
However, alot of the imagry seen here is also highly improbable and absurd. Take in example, at :12 the man is seen walking on water, cliff diving in an improbable fashion at :20, and changing into jeans almost imposibly at :25. These images tend to shy viewers away from a literal interpretation of gender here. Perhaps, it intends to highlight these differences in gender as absurd in themselves. But when using this method, it must be questioned if the method works and isn't to subtle in it's process. Literal interpretations would not be uncommon and if so would spread the stereotypes. Knowing the media and being able to accurately interperate it is part of being a smart consumer and stresses the importance of media education.
Rhetorical Lens
When looking at the "Old Spice Guy" commercial here, there are alot of interesting insites derived when viewing this from a Rhetorical Lens. Alot of the discourse from the feminist lens (above) can overlay into the rhetorical lens too (interperation of absurdist principals). In re-examination rhetorically, one must question the methodology of the Old Spice ads. Does it in fact attempt to disarm gender normatives by showing absurdist imagry? The text doesn't seem to hint this as it's method. From viewing, there seems to be a positive light and air of frivolity in the "Old Spice Guy" and his actions. So I argue that the stereotypes are more associative rather than disarming.
Now the creation of the audience really provides facinating insites to how viewer engages with the text. It is conversational. It is informal. It speaks directly to the viewer who is addresed as "Ladies...". Thusly, the intended audience is a female looking to obtain items to make her man sexier and more desirable (not only for her but also to society, thusly gaining the purchasing female more societal power, positioning, and capital). Curiously enough, I also have heard men praise this commercial as "fun", "interesting", and "crazy awsome". So even though the commercial specifies the female as the central audience member, so to the male watches and enjoys as well. To me, this means the man is an assumed audience being that the product is for a man. Cleverly, Old Spice positions all genders at the forefront of this advertisement.
Old Spice does a beautious job in positioning the camera to enhance their methodologies as well. Take the simple principal of the camera following the "Old Spice Guy" as he travels from space to space, keeping him in the center of the shot at all times. The shots are mostly mid range and stay even throughout the advertisement, which seems to put the audience on par with the "Old Spice Guy" giving the watcher the illusion that he/she can achieve the same status for either himself or her significant other (I use a hetronormative perspective because the commercial also articulates the same heteronormative theory too). The only other non mid shot in the commerical is a High Angle shot that gives the "Old Spice Guy" an air of angelic presence as he floats effortlessly into the hot tub below. This seems to be the "Deus Ex Machina" shot to me that tells the viewer that all your problems will be solved with the use of "Old Spice Body Wash". An old trick of theatre conventions that is seemingly still used today.
The following is one such advertisement from said Old Spice campaign:
Feminist Lens
In viewing this advertisement, there are obvious articulations of the role of "the man". While the text itself addresses a female viewer, the imagry specifically hints at what a man does and does not fear in generalizing the activities of "the man". For example, we start of with the imagry of the man rolling the log, a feat not easily mastered I may say with personal experience. This first image hints at the theory of the lumberjack who chops down the might oak and masters the woods. By associating the lumberjack with this "Old Spice Guy", the viewer rejects any idea of feminity since the role of the lumberjack has been exclusively a male centered job.
Next, the viewer is begun to be told about the idea of the "perfect man". This guy not only can bake a cake for his woman, but also builds the kitchen in which it is made. Not only should one question the ability of the common to do both task, but also it should be noted that "the man" does this without noting the ability of the woman. Can she build the kitchen? Can she bake the cake? Initiative set aside, not once does the "Old Spice Guy" ask the woman being addressed of what she wants or even recognizes her as more than a consumer. It becomes easily arguable that the "Old Spice Guy" not only stereotypes the role of the man, but also the dependance and neediness of the woman as well.
However, alot of the imagry seen here is also highly improbable and absurd. Take in example, at :12 the man is seen walking on water, cliff diving in an improbable fashion at :20, and changing into jeans almost imposibly at :25. These images tend to shy viewers away from a literal interpretation of gender here. Perhaps, it intends to highlight these differences in gender as absurd in themselves. But when using this method, it must be questioned if the method works and isn't to subtle in it's process. Literal interpretations would not be uncommon and if so would spread the stereotypes. Knowing the media and being able to accurately interperate it is part of being a smart consumer and stresses the importance of media education.
Rhetorical Lens
When looking at the "Old Spice Guy" commercial here, there are alot of interesting insites derived when viewing this from a Rhetorical Lens. Alot of the discourse from the feminist lens (above) can overlay into the rhetorical lens too (interperation of absurdist principals). In re-examination rhetorically, one must question the methodology of the Old Spice ads. Does it in fact attempt to disarm gender normatives by showing absurdist imagry? The text doesn't seem to hint this as it's method. From viewing, there seems to be a positive light and air of frivolity in the "Old Spice Guy" and his actions. So I argue that the stereotypes are more associative rather than disarming.
Now the creation of the audience really provides facinating insites to how viewer engages with the text. It is conversational. It is informal. It speaks directly to the viewer who is addresed as "Ladies...". Thusly, the intended audience is a female looking to obtain items to make her man sexier and more desirable (not only for her but also to society, thusly gaining the purchasing female more societal power, positioning, and capital). Curiously enough, I also have heard men praise this commercial as "fun", "interesting", and "crazy awsome". So even though the commercial specifies the female as the central audience member, so to the male watches and enjoys as well. To me, this means the man is an assumed audience being that the product is for a man. Cleverly, Old Spice positions all genders at the forefront of this advertisement.
Old Spice does a beautious job in positioning the camera to enhance their methodologies as well. Take the simple principal of the camera following the "Old Spice Guy" as he travels from space to space, keeping him in the center of the shot at all times. The shots are mostly mid range and stay even throughout the advertisement, which seems to put the audience on par with the "Old Spice Guy" giving the watcher the illusion that he/she can achieve the same status for either himself or her significant other (I use a hetronormative perspective because the commercial also articulates the same heteronormative theory too). The only other non mid shot in the commerical is a High Angle shot that gives the "Old Spice Guy" an air of angelic presence as he floats effortlessly into the hot tub below. This seems to be the "Deus Ex Machina" shot to me that tells the viewer that all your problems will be solved with the use of "Old Spice Body Wash". An old trick of theatre conventions that is seemingly still used today.
Thursday, September 30, 2010
Lesson Plan: Analyzing the Montage
Introduction: As a warm up activity, I would break the class off into groups and have them come up with examples when film imparted information upon the audience without necessarly using soloquoy, monolouge, or diolouge.
Processing Intro: After 5-10 min of brainstorming, we have the class volunteer some of these examples and write them down on the board. If possible, we link multiple examples of montages the class presents and ask class what makes these examples related. If no examples are articulated, then we go into today's lesson of montages.
Intro to movie clip: In the 1980's, many film makers spliced together various short shots and images to portray a long period of time in a short time span on film. This was called the montage. These images intended to show events that would take a long time (i.e. training or conditioning)and convey a general message rather than articulate the full struggle. Montages also served to remind the audience of the events that already happened in the film while alluding to the eventual climatic finish. One of the more famous montages comes from the Sylvester Stallone film "Rocky".
Cue Film Clip:
Open Forum after clip: Start simple with asking basic images seen during the clip on one side of a white/chalk board. Then on the other side of the board have students describe what they learned about the story and character from watching the clip. If we don't get an active flow of comments from the class, break off the class into groups again and then retry with each group saying what they discussed.
Tell the class that I'm going to reply the clip once more. This time around, note not only what the montage tells us but also how it tells us.
Reply Clip.
Open class discussion: methods of the montage and how it articulates story. We write the results of the discussion in the middle of the board (cleverly in between the two previously created lists).
Note: be sure that the following aspects of the montage are discussed and be made to understood:
- Editing (Placement of clips, duration of any given shot)
- Re occuring sequences (Seeing multiple instances of push ups, running, and other elements)
- Music (Crescendoing score, how the music syncs up with the mood)
- Camera Shots (When is a close up used, when is a far shot used, how does perspective aid in sympathy and characterization)
The tools of analyzing a montage and how a director puts it together should now be at the student's hands. However, one must practice with the tools before feeling properly able to use them. So, we show another montage scene and ask the students to think about the images, the story, and how the director articulates it.
Show clip from Wet Hot American Summer
After clip, we get a healthy discussion going again about the clip, it's scenic elements, directoral choices, images, and story. Make sure to get students to draw parallels from Rocky and Wet Hot American Summer montages.
Processing Intro: After 5-10 min of brainstorming, we have the class volunteer some of these examples and write them down on the board. If possible, we link multiple examples of montages the class presents and ask class what makes these examples related. If no examples are articulated, then we go into today's lesson of montages.
Intro to movie clip: In the 1980's, many film makers spliced together various short shots and images to portray a long period of time in a short time span on film. This was called the montage. These images intended to show events that would take a long time (i.e. training or conditioning)and convey a general message rather than articulate the full struggle. Montages also served to remind the audience of the events that already happened in the film while alluding to the eventual climatic finish. One of the more famous montages comes from the Sylvester Stallone film "Rocky".
Cue Film Clip:
Open Forum after clip: Start simple with asking basic images seen during the clip on one side of a white/chalk board. Then on the other side of the board have students describe what they learned about the story and character from watching the clip. If we don't get an active flow of comments from the class, break off the class into groups again and then retry with each group saying what they discussed.
Tell the class that I'm going to reply the clip once more. This time around, note not only what the montage tells us but also how it tells us.
Reply Clip.
Open class discussion: methods of the montage and how it articulates story. We write the results of the discussion in the middle of the board (cleverly in between the two previously created lists).
Note: be sure that the following aspects of the montage are discussed and be made to understood:
- Editing (Placement of clips, duration of any given shot)
- Re occuring sequences (Seeing multiple instances of push ups, running, and other elements)
- Music (Crescendoing score, how the music syncs up with the mood)
- Camera Shots (When is a close up used, when is a far shot used, how does perspective aid in sympathy and characterization)
The tools of analyzing a montage and how a director puts it together should now be at the student's hands. However, one must practice with the tools before feeling properly able to use them. So, we show another montage scene and ask the students to think about the images, the story, and how the director articulates it.
Show clip from Wet Hot American Summer
After clip, we get a healthy discussion going again about the clip, it's scenic elements, directoral choices, images, and story. Make sure to get students to draw parallels from Rocky and Wet Hot American Summer montages.
Thursday, September 23, 2010
Breaking down camera work with Annotation
In creating any piece of entertainment, the medium from which it is created plays a large part in establishing character, story, motiff, and setting. Here we can see it play in an episode of Star Trek: The Next Generation. Enjoy!
http://ant.umn.edu/vav.php?pid=61481094848955
http://ant.umn.edu/vav.php?pid=61481094848955
Thursday, September 16, 2010
First blog post for the True Believers!
Welcome all to my blog! Now I don't have a focus right now or a drive, but I am logging nonetheless. Primarly, this blog will be contain the requirements for CI 5472 Teaching Television, Film, and Media studies. So to kick it off, I start with a vlog! Enjoy!
Hyperlink to NPH: http://www.youtube.com/watch?v=qJf9QQkZwls
Hyperlink to The Guild: www.watchtheguild.com
Hyperlink to NPH: http://www.youtube.com/watch?v=qJf9QQkZwls
Hyperlink to The Guild: www.watchtheguild.com
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