Final Project

Final Project Explanation

I decided to create media-related assignments that will fit into one of my existing teaching units. At my school, I am required to teach George Orwell’s 1984 and Aldous Huxley’s Brave New World in a unit on satire for my English 12 classes. While I have "traditional" assignments and activities like vocabulary quizzes and study guides, I think these media-related activities have potential to be interesting and engaging for students. I tried to use what I have learned this semester in CI 5472 to create assignments that require use and/or analysis of a variety of media forms. I have created assignments, rubrics and rationales related to the following: the genre of satire in film; a recent article from a newspaper or magazine that relates to an issue seen in 1984, but in our world today; a student-created satire of a commercial advertisement; and an expansion of my 1984 webquest from week 11.

I am looking forward to trying these assignments with my students, as well as sharing them with my English 12 colleagues, some of who are a bit "old school" and are hesitant/reluctant to try new technology.

***NOTE: I made my rubrics for each assignment using tables in Word, which will not work on this blog. If any of you are interested in seeing my rubrics, please let me know and I will email them to you as attachments.

Rationale for Satire Film Viewing Assignment

I decided to create a supplementary film assignment within my unit on satire. This assignment asks students to watch a film with a focused purpose: to analyze the satire present in the film. I chose a wide variety of films in three different genres: comedy, science fiction/fantasy and action/drama. I am hoping students will be able to choose a film they will enjoy with the wide variety of options.

I made this into an assignment to be completed outside of class for a couple reasons. One, so students could choose their own movie based on their individual interests. And two, so students could learn about other movies through listening to their classmates present and discuss the films they watched.

Students will watch the film, write about basic elements of the film (plot, setting, characters), write an analysis of the satire in the film as well as about their personal reaction to the film. Students are also asked to share their viewing experience and film analysis with the class on the due date, for an informal presentation.

NCTE Standards fulfilled in this assignment:

#4 Students adjust ther use of spoken, written and visual langaue to communicate effectively with a variety of audiences and for different purposes.

#5 Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

#8 Students use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.

#11 Students participate as knowledgeable, reflective, creative and critical members of a variety of literacy communities.

#12 Students use spoken, written, and visual language to accomplish their own purposes.


Satire Film Viewing

Directions: Choose any film from the list below. Some of these films have more satire than others, but they all do contain elements of satire. Also, some of these are rated R, so choose a film you and your family feel is appropriate for you. Your assignment is to watch one of these films and complete the viewing assignment. You will be sharing some of your thoughts of your film and how it relates to satire with the class on the due date.

*The majority of films on this list came from Beach's book.

Comedy
Duck Soup 1933
Dr. Strangelove 1964
M*A*S*H 1970
Catch-22 1970
Bananas 1971
Sleeper 1973
Monty Python and the Holy Grail 1975
Annie Hall 1977
Manhattan 1979
History of the World: Part I 1981
Zelig 1983
The Purple Rose of Cairo 1983
Lost in America 1985
Hannah and Her Sisters 1985
Broadcast News 1987
Raising Arizona 1987
Working Girl 1988
Cry-Baby 1990
Husbands and Wives 1992
Bullets Over Broadway 1994
The Van 1996
Wag the Dog 1998
Bulworth 1998
The Truman Show 1998
Life is Beautiful 1998
Election 1999
Thank You for Smoking 2005

Science Fiction/Fantasy
Fahrenheit 451 1966
A Clockwork Orange 1971
Invasion of the Body Snatchers 1978
Twelve Monkeys 1995
Contact 1997
Gattaca 1997
The Matrix 1999
The Day After Tomorrow 2004

Action/Drama
Natural Born Killers 1994
Fargo 1996
Fight Club 1999


Satire Film Viewing Assignment

Film Title:

I watched this film on the following date(s):

I watched this film (CIRCLE ONE): alone
with family
with friends (state full names)

If you watch a film with a classmate, you must complete these viewing guides separately. It’s okay to discuss your ideas, but your responses must be in your own words. Please write your responses in complete sentences and in black or blue pen. Or, if you prefer, you may type this (please follow this format).

Describe the setting of the film (include mood and details about when and where it takes place):


Summarize the plot:


Write down the names and characteristics of the main characters and describe the conflicts they face:


Write one-two paragraphs describing the elements of satire you see in this film. What bigger issues, types of people or parts of society are being criticized? Think about the four characteristics we discussed in class: deals with serious themes, contains little plot and character development, uses understatement and shock imagery and distorts the world.


Write a one-two paragraph reaction to the film overall. What did you like or dislike about it? Did it make you think of anything in a new way? Explain.


Rationale for Newspaper/Magazine Article Assignment

My main purpose for this assignment is to show students how many of the issues presented in 1984 are still relevant in our world today. I think it’s important for students to see that the world still deals with many of the problems the society and characters in 1984 face. I think students are able to become somewhat more engaged with their reading if they can see that the novels they read matter outside the classroom.

This assignment will require students to research an article, read and analyze the article, and then type a paper about the article and make connections to how it relates to 1984. Students are also asked to share their article and opinion with the class on the due date, for an informal presentation.

NCTE Standards fulfilled in this assignment:

#1 Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the culture of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction; classic and contemporary works.

#3 Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions of human experience.

#4 Students adjust their use of spoken, written and visual language to communicate effectively with a variety of audiences and for different purposes.

#5 Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

#6 Students apply knowledge of language structure, language conventions, media techniques, figurative language and genre to create, critique, and discuss print and non-print texts.

#11 Students participate as knowledgeable, reflective, creative and critical members of a variety of literacy communities.

#12 Students use spoken, written, and visual language to accomplish their own purposes.


1984 Newspaper/Magazine Article and Explanation

George Orwell wrote 1984 as a warning to people living in democracies. This book is frequently cited in discussions and articles about world-wide concerns, as well as issues facing us in the United States. For this assignment, you will be reading and writing a reaction to a recent newspaper or magazine article related to Orwell’s warning. Please find an article that has been published within the last five years.

Due:

Where to find articles:

Look through newspapers and magazines at home, at the public library or in our school’s LMC.

Look through online sources like Madison.com (search for topics in archives) or Badgerlink (accessible from our LMC’s homepage; click on Masterfile Premier and type in topic). Make sure your online article is from a reputable source—ask me if you’re not sure.

Directions: Read the article and write a four-paragraph reaction to the article (about 2 pages in length). Attach the article to your completed paper.

Each paragraph should follow the following format:

1. Summarize the topic(s) discussed in the article. Mention the title and author of the article, the date it was published as well as the source where you found the article.
2. Explain the part(s) of society the author criticizes.
3. Explain the similarities you see between the article and 1984.
4. Discuss your personal reaction to the article.

**In all paragraphs: You might want to include quotes from both the novel and the article to make even more specific and detailed comparisons. A level papers will do this.

Final paper should be typed, double-spaced, in size 12 Times New Roman font.
You will be responsible for sharing your article and reaction with the class on the due date.

Possible topics to choose from:

Privacy (at home, the workplace, school, various public places, online, etc.)
Political Correctness
Media
Treatment of political prisoners
Doublethink
Propaganda
Language
Government control (in our country or in other countries)
Freedom of speech, assembly, the press, etc.
Youth organizations to further a political leader’s goals/beliefs

Check with me if you are questioning whether or not your article relates to the novel.

***This assignment will be worth 35 points.

Rationale for Satirical Advertisement Assignment

I think students will have a better idea of what satire is if they have the opportunity to create their own satire. For this assignment, students, individually or as a pair, will produce a satirical commercial advertisement. Students will need to think about, and use, methods commonly used by advertisers to captivate audiences and sell products. Not only are students asked to create their own advertisement, they will be required to make a statement about an issue of their choice within the advertisement. Students will be encouraged to satirize something about which they feel passionate.

This assignment asks students to create an advertisement, type up an explanation of their advertisement and why they created it, as well as present their advertisements to their classmates.

NCTE Standards fulfilled in this assignment:

#4 Students adjust ther use of spoken, written and visual langaue to communicate effectively with a variety of audiences and for different purposes.

#5 Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

#6 Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique and discuss print and non-print texts.

#8 Students use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.

#11 Students participate as knowledgeable, reflective, creative and critical members of a variety of literacy communities.

#12 Students use spoken, written, and visual language to accomplish their own purposes.

Satirical Advertising Assignment

Advertisement + Write up/Reflection + Mini Presentation of Material

Directions: Create a satire of an advertisement we would see on television. It can be an advertisement for a product or service, a public awareness advertisement, an advertisement for an organization (like an insurance company, a school district, a non-profit, a bank, etc.), or a campaign. Make sure to use at least two of the four characteristics of satire (little to no plot and character development, distorts the world, serious issue, and understatement and shock imagery) in your advertisement. You should also try to use methods that advertisers often use to sell products or capture attention.

Remember, you need to be making a larger statement about something with which you are trying to criticize. This may be funny, but it should also be critical . Also, satire can sometimes be offensive, but you should try to be careful that you don’t cross the line.

Things you may think about satirizing: gender roles, education, religion, politics, military, government, health care, the media, violence, the environment, business, an age group, etc.

Satirical Advertisement Assignment
Requirements
*If you make a video or slideshow, it should be about a minute in length.
*You may work alone or with a partner.

Types of technology you may use for this assignment:

Powerpoint
Create a slideshow of an advertisement. Include at least six slides with at least six different images. You should also include text. If you want (and know how) you may add sound.

Word
Create a storyboard for a satirical advertisement. Include at least six frames with both visuals and text. You may draw your own images, or you may cut and paste from pictures you find online or in newspapers/magazines.

Jumpcut.com
A free site. Create your own "movie", using your own pictures and/or pictures you find online (at least six different images). You should add text and if you can figure out how, you may also add sound. It’s pretty easy, if you’re mildy computer literate. Ms. Determan could even figure out how to do this!

Use your own video camera (or check one out from our school LMC) and tape yourself making a video advertisement ; edit at home or on the Mac in the LMC.

Write up/Reflection
Discuss the characteristics of satire that you used to create this satirical advertisement. Explain why you chose your subject to satirize. Why is this an issue that is important to you? What is the problem with this issue in our society/world today and what do you think needs to be done to solve it?

This should be typed, double spaced with size 12 TNR font, about two pages in length. Please organize your thoughts and ideas into separate paragraphs. As always, be sure to use transitional words and phrases between and within each paragraph. Also, make sure to take time to edit your rough draft for spelling, punctuation and grammatical errors.

Mini Presentation
You will share your advertisement with the class on the due date. If you made a Word document, Powerpoint or jumpcut "movie" we will use a laptop and projector to display your project. If you made a video, bring in a copy on a VHS or DVD and we will watch it in class.

Additions/Changes have been made to my 1984 WebQuest

This WebQuest is a work in progress. The links I have found are just a start. I think this WebQuest could be continuously updated as we are presented with relevant issues that relate to 1984 each year.

http://www.kn.att.com/wired/fil/pages/web1984ca.html

Week 12: Media Integration

For my English 12 classes, I have four units, one for each quarter of the school year. I start off the year with Contemporary World Literature, then we move into The Tragic Hero, then we have Women in Literature and we end the year with Satire. This course has given me some ideas of how to integrate media into each of these units.

For the unit on Contemporary World Literature, my students read two novels. One is a novel of their choice from a large list of books published in the 20th and 21st centuries by authors around the world. The other novel is a choice among the following list: The Kite Runner by Kahled Hosseini, Stones from the River by Ursela Hegi, Cry, the Beloved Country by Alan Paton, Daughter of Fortune by Isabel Allende and In the Time of the Butterflies by Julia Alvarez.

I am interested in doing something with film for this unit. The past two years I have showed the movie Whale Rider to show a perspective from another part of the world. I'll admit that I show this film right after I collect their essays on their novel, to give them a break and to give me some time to get started with the enormous task of grading! To save my sanity, I'll probably continue to do this, but I think I'll come up with an assignment for them to view a film that depicts a culture/country similar to the one in the novel they're reading. I also think I could incorporate a blog or another way for them to post and chat about their novels online, but I'm not sure how to do this since so many of my students don't have computers at home.

For my unit on The Tragic Hero, my student read Things Fall Apart by Chinua Achebe and Hamlet by Shakespeare. I think it would be interesting to create a webquest for Things Fall Apart, to have students research issues of slavery, colonization and missionary work in Nigeria. For Hamlet, I think I could have students compare film versions of the play.

For my Women in Literature unit, my students read a novel written by (and about) women, as well as poetry and short stories. For the past couple of years I have had students watch the Still Killing Us Softly videos, which discuss how women are portrayed and stereotyped in advertising, and how that affects our society. Then I have had students find and analyze a magazine article they feel negatively portrays and/or contributes to a stereotype of women. It's been an enlightening experience for many of my students, and I plan to continue with that assignment. I think I might take it a step further and have students also view and analyze the way women are portrayed in music videos and popular television programs. I could also have students create an advertisement that shows women (and men) positively.

Finally, I have a few ideas of how to incorporate media into my unit on Satire. Actually, that is the focus of my final project for this course, so you will be able to look at the details of all my ideas when I post my final project!

Week 9: News Analysis

Madison, WI Local News on NBC 15 http://www.nbc15.com/

I reviewed the 6:00 evening news on 3/30/07


Regular Staff
Anchors: John Stoffet and Becky Hillier
Meteorologist: David George
Sports: Mike Jaques


This evening the staff included John Stoffet without a co-anchor, Michelle Riell for weather and Michael Rigsby for sports.

• 2 min. Home Invasion: A Report by Melissa Wollering

There is evidence a UW employee stole chemicals from the lab where he works to use for his crimes. This included courtroom coverage as well as shots of the neighborhood in which the invasion took place.

• 30 sec. Koepp Pleads Guilty: Anchor

A drunk driver, who killed three, was sentenced for drunk driving (murder charges still pending).

• 30 sec. Dad Poisoned Son, Killed Himself: Anchor

Found in a MN hotel room; pictures of both the father and son.

• 30 sec. Burglary Suspects: Anchor

Three people were arrested for breaking into several area businesses. Included pictures of suspects.

• 1 min., 30 sec. Bus Drivers Earning Top Pay: Report by Zac Schultz

Madison Metro bus drivers are among the top paid city workers; five earn over $88,000 and two earn over $100,000 (more than the mayor and fire chief). Footage included buses driving around town as well as an interview with the Metro Transit G.M.

• 30 sec. Madison Water Utility: Anchor

Too much chlorine was found in an area well and needed to be de-chlorinated. Pictures of the Madison Water Utility building and the workers inside.

• 30 sec. UW Research Study: Anchor

A UW research study on deteriorating vision found that stem cells implanted in the retina can slow down deterioration. There were photos of an eye and lab workers as well as an interview with David Gamm, Asst. Prof. of Opthamology.

• 30 sec. Department of Health and Family Services: Anchor

A grant was offered to provide dental care to low income residents in southwest WI. There were clips of people clapping, a group of people holding a large check as well as a speaker, the Health Director, discussing a lack of dental care in those counties.

• 30 sec. Preview before commercial (previewed two stories and the weather)

• 1 min. Child Abuse Prevention: Anchor

April is Child Abuse Prevention and Sexual Assault Awareness Month. The Dane County Commission on Sensitive Crimes is going to place pinwheels at the Alliant Energy Center to represent reported victims each year. Footage of the meeting and an interview with Brenda Nelson, director of Safe Harbor.

• 30 sec. Local Cyclists Get New Place to Ride: Anchor

A new bridge for bikes and pedestrians has been completed in Cambridge, WI. The bridge is over a creek in Cam-Rock Country Park. Pictures of the bridge.

• 30 sec. Local 4th Grader Awarded $1000 scholarship for growing a nine pound cabbage: Anchor

Footage of the winner getting her award; also, pictures of her with the cabbage.

• 15 sec. Preview before commercial (sports and weather)
• 3 minutes Weather: Michelle Riell

The weather was mainly focused on the local forecast, but briefly talked about the tornadoes in Texas as well as the forecast in neighboring states for travellers.

• 15 sec. Preview before commercial (sports)
• 4 min. Sports: Michael Rigsby (Brewers report previously taped by Mike Jaques)

UW Badgers women's basketball made it to the NIT championship game. Footage of the team playing as well as a follow up on their opponent, Wyoming. Texas freshman Kevin Durant was AP player of the Year in Men's basketball. Lastly, a lengthy Brewers preview, with an interview with the G.M as well as with a couple players. Footage from past games.

• 10 sec. Rehash: Anchor, weatherperson and sportscaster

All three together at the anchor's desk, rehashing the weather and Brewers. Then, a thank you.

Personal Reflection

I’ve never had to keep a viewing log of a 30 minute news show, and after the first five stories, I was not happy to see that I still had 25 minutes to go. I rarely watch the news on television; I tend to get my news by reading the newspaper or by reading the news online. My husband and I also have a subscription to Newsweek, which I like to read for national news and more in depth stories.

There was absolutely no coverage of the war in Iraq, or any other national news, nor was there any coverage of the upcoming Tuesday elections. I was also disappointed to see there was no coverage of this year’s pending layoffs and school closings due to budget cuts in the Madison Metropolitan School District. The stories were all pretty short in length, and were of local interest. The longest segments were for weather and sports, and those also focused on local weather and local sports teams, respectively.

From the news offered on this evening’s program, I would say that this news station does not cater to people interested in national news. Perhaps the station feels viewers get their national news from other sources, or perhaps the audience has indicated a preference to hearing about local stories. Or, maybe it was a slow Friday and much of the regular staff had already left for spring break, leaving others scrambling to fill in the time.

Week 8: Advertising

For this week’s assignment I decided to look at the ads in the most recent issue of US WEEKLY. Based on the contents of this weekly magazine, I would suggest the target audience would be anyone interested in celebrity gossip. However, when looking at the ads more closely, I think the major audience of US WEEKLY must be women between the ages of 18-40. The ads in this magazine were mainly for beauty products, weight loss products and television programs on Bravo and Showtime.

The first ad that caught my eye was an ad for Aveeno POSITIVELY AGELESS Rejuvenating Serum. At the top of the page are three close-up pictures of the faces of three different women. The women are all pretty, white, smiling and appear to be in their 30s, maybe 40s. Right underneath the pictures, in bold print is the statement and question: “Everyone ages differently. Does your skincare know that?”. Underneath that large bold print is smaller bold print describing this product: “Introducing the first self-adjusting serum for your unique skin”. Then, in smaller text in the middle of the page, there is a more detailed description of the ingredients (contains shiitake mushrooms, “…long believed to enhance vitality and slow aging”), qualities of this product, as well as some statistical evidence to prove its worth: “73% of women saw reduced lines and wrinkles in just 4 weeks”.

This Aveeno ad relates to discourse of femininity and beauty, and is playing on our insecurites associated with beauty and aging. To be beautiful is to look young, and we will only be beautiful with smooth, wrinkle-free skin if we buy this product.

When reading this week’s chapter on advertising, I was most struck by the amount of advertising of alcohol in programs geared towards adolescents. I was especially surprised that “All of the 15 most popular shows for adolescents had alcohol ads” and “…adolscents were 93 times more likely to see an ad promoting alcohol than an industry ad discouraging underage drinking” (Beach, 2007).

I decided to do a spoof on alcohol awareness/prevention ads that so often use celebrities. I choose Paris Hilton and Nicole Richie for the beginning since they have both received DUIs. I then chose Lindsay Lohan since she is only 20 years old, but she has been a staple at popular clubs for years and she’s already been to rehab. Lastly, I chose Britney Spears, for her well-publicized post-pregnancy, post-divorce partying and more recently, her stint in rehab. View my spoof at jumpcut:

http://www.jumpcut.com/view?id=1F34343EDAE611DBAB00000423CF0184

Week 7: Genre Assignment

Satirical Television News Programs

My favorite part of Saturday Night Live has always been "The Weekend Update". I always found it to be the most consistently funny and socially relevant part of the show. When Comedy Central began airing The Daily Show and more recently, The Colbert Report (both Ts are silent), I became an immediate fan. Like "The Weekend Update", I find The Daily Show and The Colbert Report to discuss the daily news in a biting and entertaining manner, which I find quite amusing and often educational. It’s great to know that I will always laugh out loud as well as learn something every time I watch one of those shows. Therefore, my choice of genre for this week’s assignment is the satirical news show.

For those of you unfamiliar with these programs, comedycentral.com desribes The Daily Show as "…a reality-based look at news, trends, pop culture, current events, politics, sports and entertainment with an alternative point of view" and The Colbert Report as "What The Daily Show is to evening news, The Colbert Report is to personality-driven pundit shows. Colbert brings his sarcastic charm to a half-hour report, tackling the important issues of the day and telling his guests why their opinions are just plain wrong" (comedycentral.com, 2007).

I tried to go through the Formalist/Structuralist approach as described in Beach’s book (and website) to describe the typical format of these satirical news shows.

Roles: Anchor and correspondents.

Settings: News station studio (but in front of a live audience) with occasional clips of interviews and correspondents reporting "at the scene".

Imagery and Symbols: The anchors and correspondents are always dressed professionally, usually in suits. The anchor sits behind a large desk. Often the colors red, white and blue are used in the studio, perhaps to convey patriotism.

Plot/Storyline: The shows follow similar formats of what we would normally see on an evening news show. The anchor tells us about national and world news, sometimes there are stories about pop culture and fads and sometimes there are taped interviews and reports from correspondents. The one major difference in these satirical news shows is that, unlike the typical evening news show, there is always a live interview between the anchor and a special guest.

Themes/Value Assumptions: These shows comment on many social and political issues and are often critical of the ways in which the mainstream media reports the news.

Apparently, with the popularity of The Daily Show, and the hits conservatives tend to take on it, Fox has recently started airing a satirical news show of its own, called 1/2 Hour News Hour. I don’t watch Fox news and just recently heard about this show, so I haven’t had the chance to review it. Unfortunately, Fox’s website doesn’t offer any information about the show or the characters. I’ve read mixed reviews of this show on the internet, and based on these initial reviews, it doesn’t look like this show will be as popular as The Daily Show or The Colbert Report. But I could be wrong…

Week 4: Critical Approaches

A Summary of the 7 Critical Approaches to Media Texts

1. Rhetorical/Audience Analysis

This approach analyzes the ways in which media uses language, signs and images.

What is this media text asking the audience to accept, value or believe?

How (or can) exposure to media affect our attitudes and beliefs?

How do “…audiences become members of symbolic, imagined communities” (Beach, 2007) as consumers of media texts?

2. Semiotic/Narrative Analysis

The Semiotic approach analyzes how we make meaning of signs and codes based on our social and cultural associations with those signs and codes.

We look at images and create meaning from those images based on our social and cultural associations with those images (low lighting = scary/unknown).

The Narrative analysis looks at the typical patterns of narrative or archetypal structures in a variety of genres.

3. Poststructural Analysis

This approach “…examines how language categories in media texts themselves influence characters and audiences’ perceptions” (Beach, 2007).

With this approach, one can critically examine stereotypes and one-dimensional definitions of characters.

4. Critical Discourse Analysis

This approach goes outside studying the use of language in media texts; rather, CDA analyzes the larger ways in which we view the world and identify ourselves.

Discourses reflect “…hegemonic, dominant modes of thinking that permeate a world portrayed in a media text” (Beach, 2007).

This approach includes discourses of race and discourses of class, which deal with how race and class are portrayed in the media.

5. Feminist Criticism

This approach analyzes how men and women are portrayed (and often stereotyped) in the media.

This approach can also look at the way our culture continually redefines gender.

6. Postmodern Theory

This theory, as the name suggests, goes against modernist thinking and the modernist “…assumption that these narratives will lead humans to a greater sense of happiness and fulfillment” (Beach, 2007).

In media texts, postmodernists often challenge traditional narrative structures.

7. Postcolonial Theory

This approach looks at how “…colonial or imperialist conceptions of the world are portrayed in literature and media texts” (Beach, 2007).

We can use this approach to analyze how cultures and people from different parts of the world are shown in Western media texts.

Applying one critical approach in depth:

On our Wednesday discussion my group will be focusing on the commercial and how we can apply our focuses to the commercial. My chosen focus is the Semiotic/Narrative Analysis. I chose that focus because I use this approach a lot in my classroom. I spend an entire quarter on tragedies and the tragic hero with my 12th grade classes. I teach students the narrative structure of tragedies as well as the typical qualities of the tragic hero, as well as the other players in a tragedy (nemesis, choral figure, foil, confidant). I also base my women in literature unit on archetypes and archetypal patterns in short stories, poetry, novels, Disney movies, other films and advertising.

Week 3: Film Technique

Film Assignment

I chose the film Norma Rae for this assignment. Sally Field won the Academy Award for best actress for her role in this 1979 film. I have used this film for the past six years for our Women in Literature unit in my English 12 course. As a new, first-year teacher, I was told to show this, and I was skeptical. However, I have grown to really like it and will now also show the film North Country so my students can compare the two films.

Before I go into the scene and the analysis of my scene, I must say that the English 10 curriculum at the high school where I teach includes a major unit on film. The students learn the vocabulary of film techniques. So, unless a student in my English 12 is a transfer student from another school, my students will have had a pretty good background with this terminology.

Norma Rae revolves around a textile factory with horrible working conditions in a small southern town. A single mother, Norma Rae, works there along with her mother and father. A New Yorker, Reuben, comes to town to try to organize a union for the factory workers; he convinces Norma Rae to help him with his efforts. The scene I chose begins right after the opening song and credits. In the DVD, it is the beginning of Chapter 2, which is titled “Deaf for a Little While”.

The entire scene is very dark; most of it takes place inside the factory. It begins with a medium shot, and we hear loud noises from the machines and we see Norma Rae at her work station. The camera then cuts to a long shot. We see big fluorescent lights hanging from the ceiling, and rows and rows of workers at their machines. There seems to be steam near the top of the ceiling, which creates a hazy look and also shows us how hot it is inside the factory. Then there is a brief long shot outside the factory. We see the name of the factory, O.P. Henley Textile Mill, as well as the season and date, Summer 1978, which is written at the bottom of the screen. Then there is a cut to a medium shot inside the factory. We see people at work and then the camera moves in to focus on Norma Rae on break. She is sitting with a coworker and her mother. It is difficult to hear their conversation over the factory noises. Norma Rae speaks to her mother but her mother doesn’t respond. Norma Rae realizes she can’t hear her, so she grabs her mother and takes her to see a doctor. The doctor says it’s only temporary hearing loss and that her mother could look for another job. Norma Rae is furious and says, “What other job in this town?! This is the only job!”. These lines show the few options in this small town, and how desperately a union is needed.

In my classroom, I would like my students to focus on the development of Norma Rae’s character as well as the issue of unions. The scene I chose reveals the tough working conditions inside the factory (loud, little ventilation, hot, no windows, etc.) as well as Norma Rae’s spirit. I would have them note everything they notice about Norma Rae, as well as the other major people in her life. I would also have students note the lighting, sound and changes in shots. All of these things contribute to the environment and the fight that will take place over creating a union for the remainder of the film.

The scene that follows the factory scene is outside the home of Norma Rae’s parents. It is bright and sunny and we hear birds chirping. Norma Rae’s mother is outside gardening, while Norma Rae and her father are in the kitchen and her two children are watching television in the living room. I would have my students note the contrast in lighting and sound, and note any differences they see in the main characters as they are in different settings.

Norma Rae becomes a stronger and more self-confidant woman as the movie progresses and as she becomes a union leader with Reuben. Also, there are changes in sound and lighting through out the film as it moves forward. I would have my students note all these changes in a study guide divided by significant scenes, and while they work on that, try to figure out how all the film techniques help contribute to the overall theme and mood.



Commercial Assignment

I chose a Superbowl commercial from YouTube. The link can be found at: http://www.youtube.com/superbowl. I chose #35 Snapple Green Tea Big Game Ad.

Shot 1:

Eye Level Angle, Long Shot, Average Duration

There is a man wearing a t-shirt and shorts and carrying a backpack, walking up stairs on a mountain in Xi’an, China (the location is noted at the bottom of the screen). We hear Chinese instrumental music, which helps establish location, and the man’s heavy breathing, which shows us how he’s been on a long, difficult journey.

Shot 2:

High Angle, Medium Shot, Average Duration

We see the face of a white man with messy brown hair, he holds a bottle of Snapple, breathes heavily and looks up to the camera to speak. He tells the camera about ECGC, an ingredient in the Snapple Green Tea, and how he is on a journey to find out what that ingredient is; he then takes a drink. The Chinese instrumental music continues to play in the background. The high camera angle shows us how far he’s come up the mountain.

Shot 3:

Eye Level Camera Angle, Long Shot, Average Duration

The camera shows the man reaching some huts at the top of the mountain, to show us he has reached his destination. The Chinese instrumental music continues.

Shots 4-9:

Eye Level Camera Angle, Medium Shot (including some over the shoulder), Average Duration

The music stops, which allows us to focus on a conversation

. The white man is listening to an older, balding Chinese man tell him what ECGC is. The shots go back and forth focusing on both the Chinese man and the white man, to show what each man sees in the other during their conversation. The white man asks how he knows all that information, and the Chinese man says it is written on the label, then he shuts the door. The white man looks confused.

Shot 10:

This is a shot of the actual product, Snapple Green Tea.

There is a voice over by a female explaining more about the ECGC in Snapple Green Tea. We see two bottles, and then a close-up of the label that says ECGC; on the top of the label it says, “Natural Antioxidant” and on the bottom it says, “Boosts Metabolism”.

Shot 11:

Low Camera Angle, Long Shot, Average Duration

The white man is walking back down the mountain stairs, mocking the Chinese man, “…it’s on the back of the bottle”; the white man is irritated, but knows he made a stupid mistake by undertaking such a journey. The low camera angle shows how the man has a long walk back down.