Anthony's Assumptions

Final Project-Unit on Anton Chekhov

2006-05-05T13:04:00.000-07:00

Anton Chekhov
Introduction
This lesson on Anton Chekhov will consist of three thematic components: (1) an examination of the playwriting form and structure, (2) exploration of the dramatic elements, and (3) an examination of the characters. Each of these overlapping themes will be addressed and developed within critical perspective that resonates with many of the playwright’s major works. Within an examination of these themes, students will read one or more of Chekhov’s plays, and in small groups they will develop and perform interpretations of selected scenes. Students will conduct internet and/or library research to answer their own questions about the author and the theater he so profoundly influenced. Students will discuss and write about the form/structure and Chekhov’s Dictum or (loaded gun) which states “If you say in the first chapter there is a rifle hanging on the wall, in the second or third chapter it must go off. If it’s not going to be fired, it shouldn’t be hanging there.”
Grade Level
9 - 12 Subject Area
Language Arts/Theatre arts Objectives
Students will:
· Respond in writing journals to the work of Anton Chekhov.
· Conduct internet research.
· collect examples of written, visual, and/or performance art that characterizes form and stock characters”
· Participate effectively in small group discussions.
· Read selections one or more of Chekhov’s work.
· Perform selected scenes from one or more of Chekhov’s’ plays.
· Create a presentation that illustrates their developing understanding of the stock characters and loaded gun theory in performing arts and literature.

Standards
Language Arts
Uses reading skills and strategies to understand and interpret a variety of literary texts
· Understands relationships between literature and its historical period, culture, and society (e.g., influence of historical context on form, style, and point of view; influence of literature on political events; social influences on author's description of characters, plot, and setting; how writer's represent and reveal their cultures and traditions)
· Knows the defining characteristics of a variety of literary forms and genres (e.g., fiction, nonfiction, myths, poems, biographies, autobiographies, science fiction, supernatural tales, satires, parodies, plays, drama, American literature, British literature.)
The Arts: Theater
Understands how informal and formal theatre, film, television, and electronic media productions create and communicate meaning
· Understands how the context in which a dramatic performance is set can enhance or hinder its effectiveness.
· Identifies and researches cultural, historical, and symbolic clues in dramatic texts
Materials
· Internet:
· http://www.en.wikipedia.org/wiki/Anton_Chekhov
· http://www.chekhov2.tripod.com
· http://www.mockingbird.creighton.edu/NCW/chekwrit.htm
· http://www.eldritchpress.org/ac/yr/Anton_Chekhov.html
· Reading:
· The Seagull, The Brute, The Marriage Proposal by Anton Chekhov.
· Something in the Air, by Stephen Gregg
· Movie: The Seagull 1975 starring Blythe Danner and Olympia Dukakis

Background
· Writing Journals
1. In writing journals, have students respond to what the term "loaded gun" means to them.
· In what ways are you do you see the loaded gun in Chekhov’s work?
· Do you see the loaded gun in any other literature, plays, and movies?
· Share responses in dyads or small groups.
2. Consider one or more of these Anon Chekhov quotes on the following website: http://www.brainyquote.com/quotes/authors/a/anton_chekhov.html
3. Discuss one or more of these in small groups. What can these lines tell you about the man and his work?
4. Research Chekhov on the internet. Here are some sites to get students started: http://www.mockingbird.creighton.edu/NCW/chekwrit.htm
The Anton Chekhov page of The Nebraska Writers website, sponsored by the University of Nebraska English Department.
http://www..en.wikipedia.org/wiki/Anton_Chekhov
This wiki of Anton Chekhov has many useful bits of information and links to many of his works.
http://en.wikipedia.org/wiki/Chekhov’s_gunl
This wiki could use some new perspective on Chekhov’s Gun Theory. Perhaps students could put their findings here.
http://StephenGregg.coml
Contains plays of a contemporary playwright who follows Chekhov’s form.

Activity One
(90 minutes)
1. Write the term "Chekhov’s Gun" on the board. Ask students to brainstorm what they associate with the term. (Examples of music, poetry, drama, visual arts). While explaining, I will be fiddling with a balloon, stretching it and blowing into it. I will continue to blow into the balloon each time I speak to give a visual of Chekhov’s gun.
2. Look up the term "Chekhov’s Dictum" in the dictionary or on the internet. Have students discuss how the finding of their search expands or delimits their understanding of the term.
3. Have students bring examples of something Chekhov’s Gun – a play, a movie, sitcom excerpt, a painting, a photo, a video – asking them to explain its "Chekhov’s gun " qualities.
4. Add Chekhov’s Gun to exercises using Shadow Scenes.
Activity Two
(2 hours)
1. Have students read Chekhov’s The Brute, The Marriage Proposal, and Gregg’s Something In the Air:
Each play is only about a 20 minute read and we could divide up into three groups and each take a play to read. Then we could rotate. Each group could explain the plot and the “gun” to the others, as well as discussing multiple ways

2. Have students respond in their writing journal to the following question:
· How is the play you read similar to a something you have read or seen lately?
· To which characters do you most relate?
3. Have students share their responses in dyads or small groups, and then with the whole class.
4. Lead a summarizing discussion based upon students’ research and small group discussions focusing upon the parallel that can be drawn between Chekhov’s work and others works that include his form.

Activity Three
(7 hours)
1. Have students read Chekhov’s The Seagull (or another of his plays). Have students keep a journal of their responses to the play which might include the following elements.
· their reactions to specific lines and "loaded gun" aspects of the play
· their reactions to characters
· their reactions to surprising plot developments
· their reactions to emerging themes or "big ideas" elicited by the play
2. Have students watch one or more performances of The Seagull (or another Chekhov play or movie) and critique the performance. Ask them to respond to these questions in their journals:
· What aspects of the production were consistent with your interpretation? (Portrayal of characters, how lines were delivered, how scenes were staged, how lighting and sound were used, etc.)
· What surprised you about this production, and what would you have done differently?
3. Share responses from small group discussions with the whole class.
4. Have students break into small groups to act-out selected scenes from The Marriage Proposal.
Pre-production: Ask students to pay careful attention to staging (where are the characters positioned relative to one another? (5 total scenes). Discuss blocking, stage picture, necessary and interpretive action.
Post-production: After each mini-production, have students reflect upon their own group performances:
· What decisions did they make about staging, movement, timing, tone and volume of lines, etc.?
· How effective was their execution of this plan? After each group’s performance and subsequent self-assessment, have the rest of the class comment upon each performance.

Assessment
Students will be assessed on the quality of their participation in class discussions, the quality of their writing, and the quality of their presentations.

Item
Exemplary
Meets standards
Progressing
Unacceptable
Content of Performance

Objectives are frequently well done
Objectives usually displayed
Objectives sometimes displayed
No objectives displayed
Quality and creativity of Presentation
High quality of creativity and polish evident
Moderate quality of creativity & polish evident
Some quality and/or creativity evident
No quality or creativity present
Individual Participation in Group Work*
Significant participation evident
Moderate participation evident
Slight participation evident
No participation evident

Extension Activities
1. Have students create a film presentation which features a loaded gun.
Present it for Russian Language class.
Write updated adaptations perhaps as a sitcom of The Marriage Proposal and The Brute.

Week 12 Film assignment

2006-04-23T04:57:00.000-07:00

Every year all 11th grade students are taught the play The Crucible by Arthur Miller. My teaching unit would involve 5 elements. We would read the script, view the movie, view a performance of the play, perform a scene from the play, and produce a film of a scene. We would then focus on how the story is told and experienced these different ways, and how it makes us better understand the message. I would use the Dramatic Publishing House version of the script for reading, the 1996 film starring Daniel Day Lewis, and Winona Rider, and the directors cut DVD of the 2006 EHS Thespians performance of the play.

Objectives:
1) Students will understand the use of filming techniques and how they can affect the viewer’s interpretation of scenes.
2) Students will identify certain plot lines and themes in the The Crucible.
3) Students will be able to create their own adaptation of The Crucible.
4) Students will be able to apply filming techniques analyzed during class to their own production of a scene.
5) Students will be able to apply theatrical techniques including light sound, costumes and make up.
6) Students will compare and contrast the five different ways they experienced The Crucible.
Precursor activity: Students will have already completed a unit on filming and theatrical techniques. This unit will have covered vocabulary, camera, lighting, sets, blocking, stage picture, and sound techniques and how these concepts help shape the viewer’s interpretation of a film/play.
Activity 1: Proctor Abigail
The main activity I want my students to perform when watching the film and play versions, is to see how the relationship between Proctor and Abigail is portrayed in both mediums. To do this I will have them watch the first watch the film version, write their reactions and then watch the play version. I will have the student’s journal specifically about the tone of the film/play. What music, lighting and camera angles, stage picture, blocking, set pieces were used and how did they affect the mood and tone of the scenes? I also want them to understand the choices made in lighting, sound and camera angles, blocking and stage picture change as these characters change moods and thoughts. From this activity, I want students to understand the power a director has in changing the feel of piece.

Activity 2: Relating the text toToday.
My second activity I would use film/play for would be to look at a modern perspective of the play. Students should find ways to relate what is happening in The Crucible to their own lives. I would give the students opportunities to watch excerpts of the McCarthy trials and relate Miller’s story of Salem to that event.
Many students engage in texts that look resemble their lives. Every American era has its great fears, and every era’s generations must learn to address those fears in ways that do not undermine and destroy the society we all seek to preserve. What we witness in The Crucible is the breakdown that occurs when individual autonomy begins to grate against such an unbending power structure. Public fear and private guilt – sometimes abetted by pure self-interest- combine to create chaos and overwhelm community. In the end, the drama shows us, only courage, faithfulness and love have any potency against such forces. I will ask students to look at this era and discover how Miller’s work is still meaningful.

Final Project: Understanding filming/staging techniques and adaptation
For the final activity, I will have students create their own adaptations of a scene. They will story board it, write the script and act it out with attention to camera angles, lightening, and sound. Along with this performance assessment, students will be required to turn in a brief description of how using their film in a classroom will help facilitate the understanding of the scene they are presenting.

Evaluation: Students will be given two grades for this assignment. The first will be a group grade based on the performance piece, which includes the storyboard, written script and filming with attention to technique. The other grade will be individual and based on the paper.

Performance Evaluation: possible 20 points
Storyboard/promptbook 0-5 points
Storyboard/Promptbook is complete with attention to staging, setting and dialogue (2 pts.)
Storyboard/Promptbook includes camera angles, lighting and any sound affects necessary to complete the scene (2 pts.)
Storyboard/Promptbook is in chronological order with timing listed (1 pt.)

Written Script 10 points
Written script develops a clear purpose in relation to the story plot (2 pts.)
Written script demonstrates a solid understanding of the chosen scene from Hamlet (4 pts. )
Written script represents a clear understanding of the relation of the play to modern society (4 pts).

Filming/Staging techniques 5 points
Film/Play demonstrates appropriate understanding of filming techniques (1 pts.)
Film/Play uses filming techniques to provide interpretation of the scene (2 pts).
Filming/staging techniques enhanced the reading of the script (2 pt.)

Final Paper: Possible 15 points
Paper evaluates the use of film in a classroom setting: citing the advantages (3 pts.)
Paper specifically addresses 3 filming/staging techniques that help the viewer understand the interpretation of the text (5 pts).
Paper demonstrates a complete understanding of the text (5 pts.).
Paper is free of grammatical and mechanical errors (2 pts.).

Week 10 Documentary

2006-04-09T20:42:00.000-07:00

Week 10 Documentary

The Lost Princess

The rewarding journey of a production written for and starring special needs students.

Last year in my Playwriting and Directing class at Edina High School, I asked my class to consider the special needs students at EHS, and to write something that would incorporate these students. A group of playwrights from the class interviewed the special ed staff at our school, got to know several special need kids who were itching to get on stage, and wrote and directed a play called The Lost Princess.

The intended audience for this documentary could actually be anyone who wants to learn about trust, understanding, tolerance, perseverance, joy and hard work from this experience. The audience could also be educators, and parents of special needs kids. This documentary would reach out to many. It would be interesting on many levels. The drama of the journey, the relationships formed, and the culmination in a performance and subsequent cast party is what will ultimately carry the documentary, and make it viewable by many audiences.

The intended message is that Theatre brings people together and builds relationships. Theatre can be used to help people understand each other and themselves better, and theatre involving both special need and mainstreamed students can be challenging, and yet very rewarding and ultimately all will learn from the experience.

I would interview the students involved obviously. I would check in witht hem throughout the process. I would also interview the teachers, aides, and the parents of the students involved to see what they are noticing. I would also interview Dar Bell, the Special Education coordinator for Edina Schools and ask about how this fits in the curriculum. I might also interview audience members as well. The questions asked would vary, but I would like it to be a running documentary chronicling the “Journey” from inception to cast party, and I would base my questions on what is happening at the time.

I would include the interviews, the writing process, the auditions, and rehearsals. I would include the cast of mainstreamed and special needs students doing trust building, warm ups, and even makeup. I would be sure to include how Jessica an Actor with Downs Syndrome and clinical depression was afraid to put on her make up and how other actors worked to get her to into make up on opening night. I would be sure to include snippets of the production, and the looks on the kids’ faces after it was finished, and even the cast party. I would be sure to include footage of graduation parties where both mainstreamed and special needs students who didn’t know each other until the “journey” are now friends.

I anticipate that the difficulties I would have would be deciding what to keep and what not to use. Also, working with teenagers is challenging and some of the special needs kids were very shy at first. I think having a camera around might have added a challenge. Also, it was a challenge not to be patronizing during the process and I anticipate it would be the same in producing the documentary.

Check out the photos.

Week 9 News Ananlysis

2006-04-05T08:57:00.000-07:00

Rhetorical Analysis of WESH 2 News Orlando
Anchored By Wendy Chioli and Raul Martinez

Viewing Log

Teaser: Top Stories Teasers about a custodian accused of molestation, and about the Florida Gator’s celebration of their NCAA tourney victory. Ends with “WESH 2 news is next”
11:01

· Commercials: Five commercials and a promo for the morning newscast. Mazda, Ford, Ipod, and Zantac were advertised.
11:02-11:05

· Top News Story: Custodian accused of molesting a teen-age student. This included reports from 2 schools and commentary from a parent, school board member, and a coworker. 3 minutes long.
11:05-11:08

· Developing News Story: A graphic shoots across the screen from left to right with a whooshing sound, which reads “developing story”. The story is about Brian Doyle former homeland security advisor being arrested for Internet solicitation. This 2-minute story included file footage of Doyle, and also footage of computers being seized.
11:08-11:10

· Local News Story: Medieval Times accident involving students. This 2-minute story about a horse, which was spooked during a school visit, included an interview with an employee. It also included footage of the facility, yet no students were shown.
11:10-11:12.

· Local News Story: Shop lifting surveillance tape shows an attempted crime gone bad. This 30-second story shows tape of 3 men loading carts and being stopped at the door, then escaping and 2 of them ran over the 3rd with their car during their escape.
11:12-11:12:30

· Top Local News Story: Celebrations and Parades. This 2-minute story shows footage of Florida Bball players as they exit the plane, and parade around campus. It includes a report from a sports anchor, and interviews with players, coaches, and a T-shirt vendor who has run out of stock
11:12:30-11:14:30

· Local/National News Story: NASA offering Zero G flights. This 30-second story shows footage of people on a zero g flight and states that the public can go on fights for $4000
11:14:30-11:15

· Short reports: Five short reports that only take a minute and a half. The first was follow up on a story from last night, where a suspect in the Daytona beach murders was cleared, the second was reporting that a construction worker falls to his death, the third was about 2 coaches being fired and students vindicating for mistreatment, the fourth, was about a woman charged with child neglect after being pulled over for DUI and then stating that her 6 month was home alone, and fifth was about a politician being charged for accepting a bribe.
11:15- 11:16:30

· Teaser and Commercials: The first commercials since 11:04. These included Hyudai, Kennedy Space Center, a teaser for the weather report (hurricane forecast), a restaurant commercial, a cloths store commercial, and another promo for the morning newscast.
11:16:30-11:19

· Short Reports: Four short reports that only take 2 minutes total. The first is a pond rescue where an onlooker rescues an ederly couple. It included and interview with the rescuer and one of the rescued. The second is a quick note about a possible Delta Airline strike. The third is about Air Tran an Orlando based airline breaking records for the month of March. The fourth is about Spirit air offering $9 flights to celebrate the owners wedding.
11:19-11:21

· 2 your health: The next segment was called “2 Your Health”. This segment included stories about Splenda’s side effects, and the dangers of eating charred meat.
11:21-11:23

· Weather: The weather with Amy Sweeney. This short report included the hurricane predictions for the upcoming year, and the highs and lows, and a five-day forecast. Central Florida has gone 38 days without rain
11:23-11:25

· Commercials: Commercials for Infinity, a grocery store, a pet flea collar, Hyundai.
11:25-11:27

· Sports: The sports with Pat Clark. This 2-minute segment included stories about the Gators championship, and whether Noah will come back next year or go pro. It also reports that Maryland defeated Duke in OT in woman’s NCAA Bball. Also a Masters preview, which stated that it, opens on Thursday, and finally a report about Culpepper’s charges being dropped.
11:29-11:31

· Commercials: Commercials included Florida lottery, Nissan, Wet-n-Wild, a lawn watering reminder, a Big Lots commercial and another Hyundai ad.
11:31-11:33

· Final segement: Coming out of the commercial are the posted lottery numbers. Then a quick ten second bus stop forecast. Finally, our co anchors end the newscast by saying “See Ya”
11:33

My Analysis:

The newscast started with a teaser and then nearly three minutes of commercials. When we got back to the newscast, I was expecting there to be lots of breaks and not much time on news. I was surprised to see that nearly the next 13 minutes were news stories with no commercials. The news didn’t seem to follow any format of local stories first, or national stories second etc. I t didn’t seem to follow any pattern of serious news first or fluffy stories second etc. it just seemed to be story after story.

There was a technique used on the second story that made it appear as if it were a breaking report. They called it a “Developing Story” and they had special graphics, music and sound effects. It was placed as the second story and not even referred to in the teaser.

There was also a technique of using the format of several short reports which update the viewer on several local and national stories that must have been previously reported on, or could be easily expressed or conveyed in a few words, or a short video segment..

The things that stand out most to me are first how diverse the anchors and reporters are. There are several cultural backgrounds represented on this newscast in both the reporters and anchors. It is interesting to note that these diverse cultural news people still spoke in a standard Midwest Middle America dialect/accent.

I was also struck with how little attention was paid to the weather report. It seems as though in Minnesota, the weather is such a big part of the newscast. In Florida, it got only 3 minutes, and it was really toward the end of the newscast cast, not in the mid part like I am used to.

Finally, I was struck by how little attention was paid to sports, and especially professional sports. The Masters was the only professional sports to be mentioned in the 3 minute sports segment.

It was interesting watching and analyzing the news from a different market, especially after reading analysis about all the local newscasts.

Week 8 Advertising

2006-03-26T21:11:00.000-08:00

Click on image to magnify

Week 8 Advertising

1. Decide on your communication objective

The objective of this ad is to show legislators how absurd I feel it is to legislate morality. It is to communicate the message of fear and intolerance in a blatant and ridiculous way so that the reader will connect the absurdity of the ad with the absurdity of homophobia not allowing homosexual families to celebrate their unions and existence.

2. Decide on your target audience

This ad is intended for stage legislators

3. Decide on your format

This will be a flyer that is put on the car windshields in the parking lot at the capitol as well as posted on bulleting boards and telephone poles

4. Develop your concept

The concept is the metro section of a major newspaper has an engagement announcement of a person and a dog. The sidebar also has absurd homophobic messages as well..

5. The visual

The whole flyer is a visual. It is meant to look like a newspaper. The photograph is supposed to look like one oyu would see in the community or metro section under engagements.

6. The headline

I must admit, this needs help. I couldn’t think of anything absurd enough.

7. The copy

Again, I think I missed the boat here. I could have added more to show how absurd I think the current debate is.

Subheads

I break up the add to look like a newspaper so that copy is easy to comprehend.

Week 7 Genre Analysis

2006-03-19T09:56:00.000-08:00

The Genre of Animated Situation Comedy

Anthony Matthes

I perhaps “invented” this genre of television by combining two genre’s and describing two different animated television shows. It is a sub-genre of the situation comedy and of animated television. I have decided to look at two series. These two shows are The Flintstones and The Simpson’s. Besides personal experience watching both shows, the majority of the information in this blog comes directly from these three websites:

http://en.wikipedia.org/wiki/The_Flintstones

http://en.wikipedia.org/wiki/Situation_comedy

http://en.wikipedia.org/wiki/The_Simpsons

I now realize that this is a genre called the Animated Prime Time Situation Comedy

The Simpson’s is highly satirical. The show makes fun of many aspects of the human condition, but primarily parodies the lifestyle epitomized by its family, as well as culture, society, and even television itself. It has had a huge influence on pop culture. The Simpson’s was also one of the pioneering shows that returned the view of cartoons to a more adult standard.

The Flintstone’s scripts and format are typical of a 1950s sitcom with the usual family issues resolved with a laugh at the end of each episode. The series directly drew from The Honeymooners for its main quartet of characters: the blustering Fred Flintstone and his ever-patient wife Wilma (modeled after the Kramdens), and their friendly neighbors Barney Rubble and wife Betty (modeled after the Nortons).The more I study, the more I realize that this genre is alive and well and has been for years. It is called the “Prime Time Animated Situation Comedy”.

Setting

The Flintstones is set in a town called Bedrock in the Stone Age era, but with a society identical to that of the US in the mid-to-late twentieth century; in the Flintstones' fantasy version of the prehistoric past, dinosaurs, saber toothed tigers, wooley mammoth’s, and other long extinct animals coexist with cavemen, who use technology equivalent to that of the 20th century, largely through the use of various animals. The characters drive cars made out of stone or wood and animal skins and powered by gas, although foot power is required to start the vehicles.

The Simpson’s is set in the fictional U.S. town of Springfield. Throughout the show's history fans have tried to determine where Springfield is by taking the town's characteristics, surrounding geography and nearby landmarks as clues (as Lisa once said of the state, "It's a bit of a mystery, yes, but if you look at the clues, you'll figure it out"). Animation scholars and fans have noted that the series uses the medium of animation to its advantage, allowing the show to take place in many settings and feature a far greater cast of characters than a live-action sitcom.

Prototypical Roles

The Fool:

· Homer Simpson and Fred Flintstone. These characters usually accept events and statements at face value, and often misunderstand situations in ways that create conflict in the plot.

The Sage:

· Lisa Simpson, and The Great Gazoo are examples of “The Sage”, another frequently-occurring archetype in sitcoms. In the standard sitcom ensemble, this character usually has an elevated intellect, advanced age, or "outsider" experience. The Sage frequently comments wryly on the situation into which the other characters have placed themselves, and often suggests solutions to resolve the major plot conflict

Other common Prototypical Roles in Sitcoms that apply :

The meddling or nosy neighbor:

· Barney Rubble /Ned Flanders

The wisecracking curmudgeon

· Mr. Burns, Grandpa Simpson,/ Mr. Slate.

The well-meaning, but ill-fated, blue collar worker

· Homer, Lenny, Carl/Fred Barney

The lovable loser (the always-second-best)

· Homer/Fred

The acerbic servant/worker

Smithers/Gazoo

The cutesy moppet-

· Maggie/ Pebbles

Language/discourse:

Being set in the Stone Age, The Flintstones allowed for endless gags and puns that involved rocks in one way or another, including the names of the various characters being "rock" puns; some such names included celebrities such as "Cary Granite", "Stoney Curtis", and "Ann Margrock.". “Perry Masonite, Bronto Burgers, Rock Vegas, Princestone (where Fred went to college) Melvin Muchrocks, a character who was a miser. Ed Sullystone, Jimmy O'Neill-stone, Rocky Genial, (Hum Along With) Herman, Perry Masonry, Perry Gunite, Aaron Boulder, Alvin Brickrock, Larry Lava, the Cartrocks Pop Culture figures and current superstars of the time were also parodied such as boxer Sonny Dempstone as well as an assortment of producers, directors, managers, and other behind-the-scenes types, including Norman Rockbind, Roland Rockwell, and Go Go Ravine.

The Simpson’s, has used, and coined many words (neologisms) for humorous effect. Simpson’s expressions that have entered into popular use include the word "excellent" — drawn out as a sinister and breathy "eeeexcelllent…" in the style of Mr. Burns. or Homer's triumphant "Woohoo!" and Nelson’s mocking "HA-ha!". "Woohoo" subsequently became the catch phrase of Melissa Joan Hart portrayal of Sabrina in Sabrina the teenage Witch. Character Barney Gumble, whose name is in reference to The Flintstone’s Barney Rubble, is also famous for frequently delivering long belches.

The character Waylon Smithers is another such example. Since the debut of the show, the term "Smithers" has become a come to mean a spineless underling. The show's creators also take pride in having passed on schoolyard rhymes to a new generation of children who otherwise may not have heard them.

Here are some examples from the several cited with definitions ranging from America Junior, A term for Canada coined by Homer when he says: “Canada? Why should we leave America to visit America Junior?”

Another is Dorkus Malorkus, a fictitious Latin phrase used by Bart presumably based on the word dork.

Lisa: It's not fair. I'm the best student in school, how come I never heard about this competition?

Bart: Maybe because you are, as we say in Latin, a dorkus malorkus.

Lisa: That's not Latin. Mom! Bart's faking it!

Marge: Lisa, you've had your glory. Now it's Bart's turn.

Of course there is Scrabbleship, an ingenious mix between Scrabble and Battleship created by Bart and Homer.

Homer: You sunk my Scrabbleship!

Lisa: This game makes no sense.

Homer: Tell that to the brave men who just lost their lives. Semper Fi [salutes]

Finally, there is Zuh which is an exclamation used when one cannot comprehend a complex situation or statement.

Millhouse says to Bart: "Bart, you'll never get Krabappel and Skinner together again. They're like two positively charged ions." Bart responds, "Zuh?"

Typical storylines:

According to the wikipedia post on the sitcom genre, The plot and situations for many sitcom episodes arise out of a character's lying to or otherwise deceiving the other characters. The most common comedic situations based on deception include:

Attempts to hide egregious mistakes or acts of weakness.
Attempts to protect friends and family members from bad news.
Attempts to "correct" a mistake before others find out about it.
Attempts to hide the breaking of pacts.
Among several others

The majority of sitcom episodes revolve around some form of the lying/deception premises listed above. Lesser-used sitcom plot formulas include:

One or more characters going into a foreign environment only to return to "where they belong." Frequently, sitcom writers will use this plot formula to transplant the entire cast to Hawaii , Hollywood, or Europe in later seasons.
Characters entering contests or races.
Characters being elevated to positions of responsibility they can't handle.
Newcomers or strangers making one-time appearances that change the personal dynamics between the recurring characters.
A special holiday episode, such as for Christmas or Halloween.
Shows special programs for the shows anniversary or another special event.

The wikipedia/Flintstone post does a great job of describing the Flintstones storyline and plot structure by saying “Although most Flintstones episodes are standalone storylines, the series was significant in being the first American animated series to feature story arcs. The most notable example was a series of episodes surrounding the birth of Pebbles. Beginning with the episode "The Surprise", aired midway through the third season, in which Wilma reveals her pregnancy to Fred, the arc continued through the trials and tribulations leading up to Pebbles' birth, and then continued with several episodes showing Fred and Wilma adjusting to the world of parenthood.” The show also contained a laugh track, which is still present on the soundtracks.

The wikipedia/Simpsons post does a great job of describing the Simpons’s storyline and plot structure by saying “In the Simpson’s, a standard "template" Springfield situation, in terms of characters and events, has emerged over the years. Each episode presents some sort of change in that situation, its consequences, and almost always how things get back to normal. Episode plots rarely follow any sort of linear course, often taking several digressions to move story lines in unexpected directions, often termed “plot drift”. It can be said that the first few minutes of most Simpson’s episodes have little to do with the rest of the plot The plots of many episodes focus on the adventures of one particular family member, frequently Homer. However the plots have never been particularly predictable or constant and tend to be very character-driven.”

Lifecycle

Landmarks in the lifecycle of a typical sitcom include:

Development- Simpson’s as appearing on The Tracey Ullman Show/ Flintstones was series was initially aimed at adult audiences as the first season was sponsored by the cigarette company Winston and the characters appeared in several commercials forWinstons.
Pilot Episode- "Simpsons Roasting on an Open Fire", also known as "The Simpsons Christmas Special" was the first episode of the half-hour length series to air, though it was the eighth episode produced in first season. The series was originally planned to premier in the fall of 1989, but due to major problems with the animation of it instead began mid-season with this episode.

Originally, The Flintstones was to have been titled The Flagstones, and a brief demonstration film was created to sell the idea of a "modern stone age family" to sponsors and the network. When the series itself was commissioned, the title was changed, possibly to avoid confusion with the Flagstons, characters in the popular comic strip, Hi and Lois. After spending a brief period in development as The Gladstones, Hanna-Barbera settled upon The Flintstones.

Jumping the shark is a metaphor used by critics and fans since the 90’s to denote the moment when a seriesis deemed to have passed its peak. Once a show has "jumped the shark," fans sense a noticeable decline in quality or feel the show has undergone too many changes to retain its original charm. The phrase was popularized by John Hein on his website, jumptheshark.com. It alludes to a scene in the TV series Happy Days when the popular character Fonzie, on water skis, literally jumps over a shark. For the Flinstones many believe the character of Kazoo is the “Jump the Shark” moment. For the Simpson’s, many believe it is Itchy and Scratchy land, which depicts the family's visit to an amusement park is the moment. Bart explains these characters were hastily created to provide a supporting cast for The Itchy & Scratchy and Friends Hour, and subsequently forgotten by most viewers, where extra characters are created (usually with little or no thought put in their character development or stories) and introduced for no apparent reason other than to provide "friends" for the main characters.
Cancellation- None for the Simpson’s/Flintsones last episode was in 1966.
Reruns in syndication –Both animated shows are considered to among be the most successful shows in syndication history.
Appearance in nostalgia-themed shows-Both shows have been featured in many television shows which not only are based on nostalgia, but also those which honor history, excellence, and originality.

Value assumptions present

Although Fred was the classic fool, he also continually showed his values. His loyalty as a husband, father, friend and coworker are an overlying theme and assumption in every episode. Also, the third episode of the fourth season, in which the Rubbles, depressed over being unable to have children of their own (making Flintstones the first animated series in history to address the issue of infertility, though subtly), adopt Bamm-Bamm.

In the Simpson’s nearly every authority figure in the show is portrayed unflatteringly: Homer is thoughtless and irresponsible, the antithesis of the ideal TV father, though he always comes through for his family in the end. Marge is also of the stereotype category, and attempts to exercise control to compensate for her husband's failings. Springfield police chief W iggum(voiced by Hank Azaria in an Edward G Robinson-influenced tone) is very obese, stupid, lazy, corrupt and not overly concerned with constitutional rights (not to mention that he quite resembles a pig). Mayor Quimby — who sounds like Ted Kennedy — is a corrupt, spendthrift womanizer. These are just a few. There are many examples of this. During the more recent years of Simpsons production, some social conservatives have come to embrace the show, because. the Simpsons portrays a traditional nuclear family among a lineup of television sitcoms that now portray less traditional families. . The show has toyed with the possibility of extramarital affairs, nevertheless, these affairs never happen and Marge and Homer end up together. Race relations are also the subject of satire in the show, as the handful of African American characters are almost always portrayed as being more intelligent and rational than their "Yellow" counterparts. The show also routinely mocks and satirizes show business conventions and personalities. Even Rupert Murdoch—whose corporate empire includes The Simpsons' broadcast network, Fox—has been gently spoofed in a couple of episodes. In fact, ridiculing Fox has become a running joke, of sorts. Fox news has been portrayed as having an extreme conservative bias.

· The Flintstones remains the first cartoon to have original programming aired in prime time.

· The Simpsons is the longest-running American sitcom and animated program, with 17 seasons and 369 episodes.

· In 1997 The Simpsons surpassed The Flintstones as the longest-running prime time animated series in America.

Week 4 Critical approaches and perspectives.

2006-02-19T09:31:00.000-08:00

It was my job to be the expert on the Rhetorical/Audience approach. I want to start this by saying; my understanding of the reading makes me feel far from an expert on any of these approaches. They all sort of glommed together and each one of them seemed to say the same thing in a different way. I think one could sum up all of the approaches by saying that media uses different approaches to reach their target audience based on different perspectives which deal with differences in individuals, and society.

That being said, to look more closely at the Rhetorical/ Audience approach, I would say that the Joe Canadian commercial knew exactly what they were doing. I think they targeted young educated, professional Canadians. They wanted the audience to identify with Joe. They used common disbeliefs about Canada, and disassociated themselves with common US beliefs toward Canada. Joe defended his persona and the persona he was asking the audience to buy into or to identify with by trashing some proud traditions of his country at times.

The ad seemed to position the audience to identify with view of Canadians that is proud, modern, sentimental and traditional, but moving forward and away from what is believed to be what the US thinks about them. Joe’s personality and confidence growing throughout the speech almost mirrored the audience feeling toward him and what he was saying. The add also rallies the audience against a common enemy and uses that enemy to bring themselves closer together. The common enemy in this case is the US and it’s stereotypes towards Canadians. This approach also grows in confidence as the add goes on and by the end all in the audience re able to proclaim who they are.

The camera angle puts us the viewer in the audience and asks us to rally around Joe. The fact that Joe is on a stage with video images being projected behind him helps the audience identify with what we are being asked to identify with. The use of the images position the audience to view these stereotypes from the privileged stance of an outsider even though many of the things Joe was talking about might ring true to the viewer.

Critical Approaches toward the

Commercial Joe Canadian

www.coolcanuckaward.ca/joe_canadian.html

Rhetorical/Audience

· Approach looks at how audience will identify with a certain belief or message.

· Also how the media uses position to involve the audience

Examples

Audience should identify with Joe Canadian.

Commercial asks or rallies the audience to show pride.

Commercial assumes audience knows all of the language and experiences of Joe Canada.

Semiotic

Approach focuses on images and signs.

Also that signs and images have meaning in social context.

Also that audience draws on knowledge of codes to interpret meaning, even cultural codes.

Examples

Many images are shown behind Joe which add impact to what he is saying.
Signs include Canadian Flag, pictures of the fur trader, dog sledders, white house, peace sign with fingers, gun sign with fingers.
Jeans and flannel shirt might represent where Joe is from.

Post Structuralism

Approach analyzes meaning of language.

Also challenges beliefs and values as myths.

Also that beliefs and meanings mean different things to different audiences.

Examples

Joe starts out subtly until he gets audience attention. He becomes more confident as the audience responds to what he is saying.

Text responds directly to assumptions and stereotypes made about Canada.
Text actually might stereotype and offend Canadians such as Eskimos, blubber eaters and fur traders.

Critical Discourse Analysis

Approach analyzes how basic ways of thinking can influence meaning in social context.

Also that certain voices hold certain points of view within the community that will enlighten the audience

Examples

Joe challenges stereotypes and defines his culture and celebrates his traditions

Joe is a white male onstage discussing diversity and rallying a group of his countrymen.

Feminist

Approach focuses on the patriarchal nature of media texts

Also that feminism has changed and what once was a feminist approach is now influenced by today’s culture and what was acceptable. Traditional male/female roles are challenged.

Examples

Joe is a man and there are no women onstage.
Images and pictures of women are shown and the images seem to be women of substance, not just Barbie Dolls.
Joe references to the ability to sew usually a female association.

Post-Modern

Approach confronts traditional views in progress, art, truth, science and others.

Also that media and film can break rules and conventions easily as an approach.
Also that “hypereality” is createrd by the media.

Examples

The movie countdown in the beginning and the end are postmodern images.
The video images projected on the screen are postmodern in and of themselves as well as the images projected which include pictures from different eras, black and white images.

Post-Colonial

Approach analyzes the way media views other worlds,” Uncolonized worlds”.

Also points out that media passes judgement on these worlds backward.

Also that stereotypes are repeated or exaggerated out of a sense of envy.

Examples

Makes the assumption that the old way of life is primitive or inferior.

Assumes that the audience views Canada based on the assumption that comes from the images of blubber eating, fur trading backward people, and strives to change that.

Week 3 Film Technique Anthony Matthes-Film Segment Study and introduction to my storyboard. Post 1of 2

2006-02-11T21:19:00.000-08:00

Film Technique Description

I have chosen to describe the beginning of Moulin Rouge. I have always been fascinated by the beginning of that movie. I originally was going to describe the first four minutes, but realized that so much is going on that I needed to cut that a bit. The use of shots, music, camera angles, and lighting in this movie really beg for study.

Moulin Rouge (Baz Luhrman and Craig Pierce 2002 PG13 220 minutes)

[0:00-2:30]

The opening of the film has many effects and techniques that draw the audience into the aspect of participating in a film. The first shot is an Extreme long shot that show a tiny conductor in front of a large Red Curtain. The proscenium arch of the theatre can be seen and the seat of the theatre can be seen in the foreground. As the tiny conductor begins to conduct the curtain opens and the 20^th Century Logo appears onstage behind the curtain with a camera shot that tracks around from left to right revealing that the logo is 3 dimensional like a giant statue or building. The camera reveals the spot lights as it hits the logo and we hear the classic 20^th century fox drums and trumpets in the background as music. Then the Red curtain closes, and the conductor starts to conduct again as the curtain opens to reveal a movie screen with the effect of watching an old silent film or black and white movie. “Twentieth Century Fox Presents” fades on to a dirty looking unevenly lit screen. The intensity of the light flickers to give the viewer the impression that they are at an old movie. The orchestra plays an overture that includes signature lines of many movie musicals as a series of introductory credits fade on and dissolve. According to the commentary on my DVD the director wanted the audience to get a feeling that they were participating in a motion picture and that it is not about naturalism, but more theatrical.

The lights in the theatre fade and the screen becomes completely dark and the words Paris 1900 fade up. The camera then zooms in on thee words and appears to go right through the screen to a medium shot of an actor, story teller, narrator standing in the foreground with a windmill in the background. The man is singing the narration, and when he refers to the main character, the main characters face (extreme close-up) appears on the other side of the screen for a brief second and the viewer can see the man is in agony over something. The face then fades away and the narrator continues his storytelling in song.

The next shot is amazing! It is a camera shot that travels form the man into 1900 Paris. It is not a zoom; it feels more like a boom. The shot just takes off and flies above the old city and dips down at times to street level. It moves from extreme long shots, to extreme close-ups as it travels to its final destination inside of the room of the troubled main character. According to the comments on the DVD a miniature city was built and the camera was actually flown through it. This really gives the viewer the effect that they are entering the city. The shot finally ends with a close up on the man as he sits in the corner of his messy room hugging his knees, wrapped in a ball, head down, with wine bottle in his hand. The shot continues on a brief moment more as the close up becomes an extreme close up to reveal tears in the man eyes as he looks off into the distance.

Then there are a series of dissolves showing a typewriter, then dissolve, then overhead shot of the man standing next to the typewriter then dissolve, then over the shoulder shot of the man sitting at the typewriter then dissolve, then a shot form the perspective of the typewriter as the man begins to type.

Using Film techniques in a lesson:

I have used the opening of Moulin Rouge to teach my students about focus in my theater class. I often tell my student that theatre is very unique because it’s a live performance completed by the audience. The audience has to choose what to focus on when they go to a play, and the director’s job is to help the audience figure what they should be watching at certain times.

I remind them that in books, the audience really has to go where the narrator or where the story tells them to go. It may look different in each different readers mind, but the focus remains the same.

Then I talk about movies and how the viewer is really encouraged if not forced to focus on what the camera wants them to focus on. Then I show them this clip from Moulin Rouge. I narrate them through the shot as it brings directly to the main character alone in his room crying.

We as a class then try to figure out ways to create focus onstage borrowing things from movies and books as well as using techniques that are exclusive to live theater.

Create a Story Board

On the following post is my story board assignment. I couldn’t figure out how to get this to post so I will put my commentary here. I chose a Budweiser commercial that I saw during the super bowl. The commercial was 60 seconds long. I really wanted to use the actual shots in my story board. I am glad my son Tony Jr. was here to teach me some computer skills to accomplish this.

The premise of the commercial is that a little Clydesdale pony sees the big Budweiser cart which is normally pulled by a team of adult Clydesdales and aspires to pull it. He puts his head through the harness and tries and tries. His parents peek in and see him as he is trying. Finally after several attempts the little pony actually starts to pull the cart. The camera pans to the back of the cart and we see the parents pushing he cart from behind.

The product being sold is beer, but this commercial is about dreams, hope, persistance,family, and good feelings. I was really moved by the commercial. It won’t make me go out and buy Budweiser, but it did leave me with such a nice feeling.

On the next post is my story board. I couldn't figure out how to get it into this blog. When you get into it click on the pictures and the text to make them larger. I had to upload this whole story board as an image. Sorry for the inconvenience. Bear with me as I become more media literate... Now click on Post 2 of 2 to see my storyboard.

Week # 3 Film Technique-Story Board- Post 2 of 2

2006-02-11T19:04:00.000-08:00

Why offer Media Literacy to students at this time?

2006-02-04T20:17:00.000-08:00

Summary
    I have been lucky to work in a district that values media, and technology. Students in elementary school through high school are exposed to many types of media and it is incorporated into many curriculums. At the high school, we have video production, mass media, yearbook, newspaper, Art of Film, and broadcast journalism classes. This year we are building a new theater with state of the art technology, and new video, and photography labs. This district seems to be dedicated to a future that incorporates if not immerses students in media. If our district were to eliminate these opportunities, I would write the following letter.

Dear school board members:
    I work in a school district that has passed referendum after referendum to increase technology in many areas throughout the district. Since I started in 1990, this district has gone from one computer per department to several computers per classroom, and when all computer labs are counted, we now have a ratio of 1 computer for every 3 students at the elementary level, 1 to 4 for middle school and 1 to 5 for high school. Every teacher uses phone mail and email as a regular source of communication. All staff bulletins are sent out electronically through email on microsoft publisher. Grades must be entered into a computer program called gradequick, where they are automatically uploaded to the district. Attendance is taken daily by using a program called I-Cue. Anything a teacher would want to know about a student is listed on that program. All direct deposit district paychecks are issued electronically and can be viewed with a password.  Parents are informed of students progress, grades, news, and enrollment via an internet program called edline. Students can check edline to download assignments, check progress, and schedule meetings with teachers. Students in physics do the majority of their homework using a program called webassign. Morning announcements in four of the six elementary schools are done via live feed video and broadcast throughout the school. All classrooms in the district have a television which is connected to a communications system called scala where videos can be broadcast to many classrooms at once, and daily information can be scrolled across the screen on a continuous basis.  The idea to cut the video production, mass media, yearbook, newspaper, art of film, and broadcast journalism classes and go back to teaching core classes really needs another look. I would argue based on the changing world that media literacy is a core subject and has been infused into the basics. The effects of these cuts will leave Edina students behind in the basics.

    I work with students who average over six hours a day (more than any other activity in their lives except for sleep) engaged in some sort of media according to the Kaiser Foundation. These are students who uses multiple media sources at once. We see these kids as they walk through the halls with their I pods, PSPs, cell phones, laptops, digital cameras, and text messages. Media is imbedded in their lives. It is no longer an elective. It is infused into our way of life.
As I mentioned above, the changes in our district media in the last 16 years are phenomenal. These changes have affected me a staff, and were made without my consent, or input. Yet they were made to keep up with a world that is changing. The changes have really improved so many aspects of my career here in Edina schools. I am a much better teacher because of these changes.

    We know our students live in a world filled with media. We know that technology and media changes and evolves rapidly. We know that students already need to be somewhat media literate just to access grades and assignments in our district. Based on how our district media has changed since I started in 1990, it is safe to assume that the amount of time students will engage in media will continue to increase, both for learning and leisure. It is important for us to teach these students to deal with the media and it's effects. Media comes in many forms, and to give students the opportunity to critically look at and decode what they are experiencing will be a skill that our students will need. Students need to look through misinformation, bias, and overexposure, and have the ability to analyze what they are being exposed to. These critical thinking skills will enhance students in all aspects of their education.

    You don't have to look far to see how media literacy enhances our student's lives. You have many examples of success stories showing students working with media. They include short films, web assignments, conference calls with NASA, published yearbooks, newspapers, magazines, websites, blogs, and online research for all classes. You have excellent teachers willing to learn themselves to keep up in a changing world. You have teachers in this district that are leaders in the area of Media Literacy willing to teach other teachers and students. Most importantly, you have students in this district which have already incorporate media skills as a basic and core class, and their needs should be addressed.

Sincerely,

Tony Matthes
Edina High School and Valley View Middle School
Theatre Teacher.

The Seven great debates in the Media Literacy Movement

2006-01-29T14:07:00.000-08:00

First of all, I want to start off by saying that doing this assignment in dial up has been very challenging. I viewed the videos at school last week and wanted to review them at home today beforee I wrote. I have been downloading quick time for more than an hour now, so I will need to respond to the videos based on what i remember from last week. from now on, I will do these assignments at school.

The first video was very interesting. I felt uncomfortable at times as I watched young inner city kids trying to reach out to these established politicians. It was embarassing to watch Norm Coleman, or Walter Mondale try to be cool and accept the "Bling" from these kids.
I had a hard time really understanding the message of the video. I realize that in the last election Minnesota was a battleground. Perhaps the idea behind the video was that any exposure is good exposure and if the young urban citizens vote it could really change the results.

I can't remember who made the video and why, but I can say thatI think the approach that was used most as number 4. "Should Media Literacy have a more explicit political Agenda?" It was evident that there was an agenda. I believe it was moslty exposure and education.

The second video was about the student who was misrepresented on the news. This almost seemed like and after school special. There was such an injustice and she needed make things right. She used the most common way to make change, like going to the higher ups at the news station. Finally she used deception to get the crew back out to her school and hijacked the microphone, and she was vindicated. I would say that protectionism was the approach that was mostly explored in this video. I suspect that the news would not get away with changing someone's words that much.

I could relate mostly to debate 2. I taught video production during my student teaching almost 20 years ago. I can relate to the idea that students who are not successful in most classes seem to be stuck into these type of classes to play or escape. This not only happened during my student teaching experience, but it is happening at my school, Edina. The class has gone through several teachers, and the facilities are lacking. However, I have seen a wonderful model of a video production class and curriculum at Eastview High school in Apple Valley where the students produce a weekly live magazine show. They have a state of the art studio and control room. There are computer editing stations for 20 students, and the students rotate from station to station to learn all of the aspects of production. A new video production lab is being built at my school Edina, and I am excited to see how we will support this new facility.

The debate that I least connected with was debate 3. Should media literacy focus on pop culture? I am really torn here. I can see both sides of the issue. I think bringing in pop culture will open the eyes of some kids who might not be interested, however I think that we cannot downplay traditional texts and literature.