Teenagers

My thoughts in general: So, I watched the music video for My Chemical Romance's "Teenagers." Honestly, I didn't like it. I didn't like the song or the video. While I have enjoyed My Chemical Romance (MCR) stuff in the past, this one really didn't do it for me. It really just seemed like they wanted to make something a little more accessible to general (teenage) audiences in an effort to expand their fan base. The video just seemed full of typical imagery that tried to convey this idea of "why teenagers scare adults." The cheerleaders... typical. Bradley, in his blog about this video, touched on the similarity between this one (and it's cheerleaders, etc.) and the video for Nirvana's "Smells Like Teen Spirit." He has some very interesting things to say. Check it out. It's linked here. So, anyway, the teenagers in the crowd. I thought it was interesting at first when they were just sitting not doing anything. It reminded me of a classroom. However, once they started rioting, it totally felt contrived. Obviously, it was scripted that way, but that's not the way I mean it was contrived. It felt like they wanted a point in the video to "rally the troops" (the viewers of the video), and this was the weak excuse for conveying it in the video for a weak excuse for a song. Lame. It also strikes me how different this song/video is from other MCR work. I saw them in concert when they played with Alkaline Trio in 2005 (maybe 2006, but I'm pretty sure it was 2005). Alkaline Trio put on a great show, and I loved it. Then, MCR took the stage, and I guess it didn't really do it for me then either. As they played onstage, behind them there were pseudo-Catholic images being projected that really just gave a really creepy vibe. It was simply unpleasant. With that memory, I watched this video and was hit by something totally different. It seemed like it was trying to be catchy, mainstream, and rallying. However, in reality, it was lame.

My thoughts on application: The main thing I thought about application to the classroom is how this song/video seem to try to change MCR's style/image to be more inviting in general to gain a wider fan base. I think it would be interesting to start a discussion by comparing this song/video with previous MCR work. The comparison would be interesting as we discuss how the band's sound and image has changed.

The Bourne Identity

My thoughts in general: I recently watched the 1988 made-for-TV version The Bourne Identity. It stars Richard Chamberlain and Jaclyn Smith. I enjoyed it. It's about 3 hours long, and is clearly a product of the '80s. The styles of dress, the cars, etc. all date it. However, the picture quality and other production aspects also date it to '80s television. It is distinctly different than Matt Damon's Bourne.


My thoughts on application: The newer version of The Bourne Identity has become very popular. It has been successful enough to prompt the making of two sequels. The Bourne trilogy was originally written by Robert Ludlum. However, the recent success of Bourne has led to other Bourne novels written by other authors, which is an interesting development. The new Bourne employs a lot of handheld camera work, which is quite different from the static camera used in the television movie. The Bourne portrayed by Richard Chamberlain is very different form the Bourne portrayed by Matt Damon. There are also other distinct differences that provide for an interesting discussion on adaptation. The discussion could include how films represent the time in which they were made and how different versions seek to appeal to the contemporary audience. These versions of this now-popular movie could be a good way to initiate this discussion.

Paul Hunt

My thoughts in general: Paul Hunt is a gymnast who performs (or at least performed) comedy gymnastics routines. I found some videos of these routines on YouTube. It's really amazing to see how effortlessly he performs his routines. Even though the routines include "mistakes," it's apparent how carefully planned every "mistake" really is. I also this appeals to the gymnast in me.



My thoughts on application: One of the amazing things I find about Paul Hunt's comic routines is the obvious proficiency that he has to properly execute gymnastics skills. I think this idea of being able to do things well the proper way before parodying it (or "doing your own thing") is a good lesson to bring into the classroom. I think a lot of times students want to jump the gun in starting to do things the way they want to, which leaves them lacking the background and foundation of knowing how to properly execute skills. This applies in all areas (writing, other media production, sports, etc.), and I think these videos could be an engaging way to begin this discussion with students.

Be Kind Rewind, Part 2

My thoughts in general: After watching the film, I went to the film's official website, http://www.bekindmovie.com, and found it to be quite fascinating. On the website, there are all the "sweded" films, a page where you can upload your own face onto a film poster, and a way to upload your own "sweded" webpage.

Here are two examples:

Sweded Ghostbusters Trailer


Sweded Robocop Trailer



My thoughts on application: This website was really intriguing to me because of the way it extended the film viewing experience. In thinking about media literacy, this use of media was interesting because of the way it employs a different medium to continue the experience of the film. Bringing this into the classroom would allow for discussion about the ways different media approach content to make it "its own." I think it would be an interesting assignment to have students create a webpage for a video that they produce themselves. This assignment would force them to think about how online content and a web-based medium alters their approach to their own creation. Thus, making them rethink and revise ideas for different media could initiate some good discussion about media literacy.

Be Kind Rewind

My thoughts in general: I recently saw Michel Gondry's newest film Be Kind Rewind. I have enjoyed the previous films directed by Gondry, Eternal Sunshine of the Spotless Mind and The Science of Sleep. I liked this latest film, too, but not as much as the previous two films. In Be Kind Rewind, after erasing all the videos in a video rental store, Jack Black and Mos Def make their own versions of films, which they call "sweding." There are many humorous parts in the film, and Jack Black is his usual self, which is occasionally funny.

My thoughts on application: Even though it is comedic, the main theme of the film is to make movies. Gondry, in his typical way, uses creativity in "sweding" the films. This idea of being creative and using ingenuity to overcome the limits of low-budget, homemade films is one that can translate directly into the classroom. I think this film could be used to encourage and open up students to thinking about movie making in new ways.

Green Day as Bluegrass

My thoughts in general: Looking at the picture of the band Green Day above brings to mind the music, the image, and the attitude associated with the band. Green Day is a popular band, and its music has come to define and identify many people over the last decade or so that the band has been making music. Though their sound and image has changed some (especially with the album American Idiot), they are role models (at least in style and attitude) for many of my generation and the upcoming generation. Even on BYU campus, you see students walking around looking like Billie Joe Armstrong and the other members of the band (with the possible exception of guys not wearing eyeliner (also known as "guy-liner" in certain circles). They are icons of punk rock. However, in a new album called Green Day Blue Grass: Pickin' on Green Day - A Bluegrass Tribute, bluegrass music artists have released their own versions of Green Day songs:


I've listened to a few songs, and I've liked it so far. However, I like Green Day and bluegrass, so it's an interesting combination that works for me. The songs have been arranged in a bluegrass style which is quite enjoyable. Since the lyrics are more prominent in bluegrass (instead of becoming overpowered at times by the music), there seems to be more emphasis placed on the lyrics in this album, which makes for an interesting message.

My thoughts on application: Punk rock can often be perceived as "angry music" with music that accompanies this message. However, bluegrass is not usually angry, so combining this style with the Green Day, provides for an interesting discussion on the message/meaning of the music. This would be a good discussion in the classroom, especially because of the accessibility of the band Green Day to high school students. This could provide for an interesting discussion about media, its adoption and adaptation by other media, and how meaning changes (or doesn't change) based on the lyrics and the style of music that supports them. Music is a big part of our lives, so it is an important medium to discussion when considering media literacy. Are bluegrass covers of punk songs just fun or does it alter the message of the song? What is the connection between music, lyrics, and meaning?

The Nines

My thoughts in general: I recently watched the film The Nines, which is written and directed by John August (who wrote the screenplay for Big Fish and other films). In The Nines, there are three separate segments, and each segment has the same actors playing different roles. The first segment begins with Ryan Reynolds playing an actor who confined to house arrest. While in the house, he is confronted with a note that reads "Look for the nines" written in his own handwriting. He has no recollection of writing this cryptic note and has no idea what it means. This sets an almost mystery/thriller feel to the film; then, the next segment begins. In the second segment, Reynolds plays a television writer who is trying to sell his idea for a new show. In this segment, we find out that he wrote the "Look for the nines" note to himself. In the third segment, Reynolds plays a computer game designer, who has created a game similar to The Sims (or Sim City). This segment leads to the resolution where we find out that Reynolds (who is a god-like being) has really been playing different roles in this real world that he has created, like a game designer playing different characters in his own game.


My thoughts on application: I liked this film, but I preferred the film that it started out being rather than the film that it ended up being. However, I think the film is interesting in how it blends the worlds of film, television, and computer gaming. In addition to the blending of these worlds, the film also questions reality (where is the line between reality and virtual reality?). As far as finding an application of this film to the classroom, I think the main point for application is to discuss how the film blends the worlds of film, gaming, etc. Students are living in such mediated worlds, so I think it would be a worthwhile discussion to see what students think about living through film, television, and gaming. Are these worlds reality for them? How do these worlds affect other realities? I think this could be a very productive discussion.

Speak

My thoughts in general: Well, this book was a 1999 National Book Award Finalist about a girl named Melinda who is in high school and has to deal with the many difficulties of being in high school and dealing with the consequences of decisions she has made. I have only read parts of it, but it looked intriguing to me, so I bought it and will read the whole thing when I find the time. The book was adapted into a TV movie in 2004, which I have not seen. I think it will interesting to see how the book was adapted because one of my main attractions to the book is the way in which it is written. The story is told in first person, and it does not follow all the typical conventions of writing. There are liberties taken in how the story is told. It is almost like a journal in which the girl, Melinda, just writes her thoughts according to however she felt at the time. According to some of the quotes on the cover, the book "plumbs the darkness" of life, school, being a teenager, etc. It is written in a way that invites the reader into the thoughts of this girl as she struggles through life. I was intrigued by this and am interested to see how the writing style supports (or does not support) the message of the book.

This is Laurie Halse Anderson, the author of Speak.

My thoughts on application: Because the main character/narrator of the book is a high school student, I think that this book might be more accessible to high school students than other books. I think that they might be able to relate and actually want to read the book. Here is an excerpt from pages 5-6:

THE FIRST TEN LIES THEY TELL YOU IN HIGH SCHOOL
1. We are here to help you.
2. You will have enough time to get to your class before the bell rings.
3. The dress code will be enforced.
4. No smoking is allowed on school grounds.
5. Our football team will win the championship this year.
6. We expect more of you here.
7. Guidance counselors are always available to listen.
8. You schedule was created with your need in mind.
9. Your locker combination is private.
10. These will be the years you look back on fondly.

Since I haven't actually read the entire book, I don't know about all of the content of the book. However, I think that the writing style would be beneficial to study/discuss in class. I think the style employed in this novel helps demonstrate that not everything has to follow traditional "rules" and "conventions." In discussing media, one of the keys in discussing the text is form (in addition to content). If students could express themselves in a form that suits their content, then the work they produce and its merit could then be discussed. I think it would interesting to have students write the same story using different writing styles to help the understand how form can change the power, depth, significance, meaning of the content.

A Leprechaun in Alabama, Part 2

My thoughts in general: When doing a Google image search for a still from the Leprechaun in Mobile, Alabama newscast, I came across the above image, which comes from the website wheredagoldat.com (click on the link to go there yourself). The name of this website will make sense if you've watched the newscast. As I perused the website, I found that there are t-shirts and ringtones for sale. Here is one of the t-shirt designs:

Under the picture of the leprechaun, which is derived from the amateur sketch that was aired with the news story, it reads "Who All Seen Da Leprechaun Say Yeah!" Again, if you've seen the news footage, you know what this means. Also, there are links to videos that have been created using the footage from the original newscast. For example:





My thoughts on application: I find it interesting that this news story has generated so much attention. I think part of the intriguing nature of media (and media literacy education) is how media spawns other media. In the classroom, I think this should be discussed. The website linked above, the video, and the original news story could all be discussed, and the discussion could build off of the idea of how the initial media item prompted the creation of the others. I think an interesting assignment would be to have students find another media text (a newscast, a book, a movie, a song, etc.) and then to have them find other media texts that were created as a result of the original. They could end up with a lot of material that resulted from the original. One text could have prompted a whole web of other texts. This could have interesting results and prompt some good discussion about media. Does media have a self-propagating nature?

A Leprechaun in Alabama

My thoughts in general: On YouTube a few weeks ago I found a newscast about residents of Mobile, Alabama, who think there is a leprechaun in their community. Several residents are interviewed about the supposed leprechaun, including the man in the picture above. Another man is interviewed who talks about carrying around a "leprechaun flute" which he says was handed down for a thousand years from his great-great-grandfather "who was Irish." The newscast also showed an amateur sketch of the leprechaun:



The images above are taken from the newscast. If you can't tell from my description, the newscast (and the newscasters) treated the story lightly, and those interviewed seem to even be poked fun at. Though I think the story is pretty funny, I thought it was interesting (1) that it was actually a news story and (2) that the news station did not treat the story as news but almost as a comedy piece. For your viewing, here it is:




My thoughts on application: I have a couple of thoughts on application. First, perhaps this piece could be used to teach production students about creating newscast. Second, and more importantly (to me, anyway), this could be used to begin a discussion about how to treat people that you are reporting on and interviewing. Thinking about the gender chapter from Seeing and Writing, this newscast would also be an interesting point from which to discuss the portrayal of race in the media.

On the Outside

My thoughts in general: As I was reading the chapters on gender and race in Seeing and Writing, two different songs. The first was "On the Outside" by Oingo Boingo from their Only a Lad album. This song includes the lyrics:

I'm on the outside, I'm on the outside now
This is where it all begins on the outside looking in
Looking in
At you
I'm just an alien through and through
Tryin' to make believe I'm you
Tryin' to fit
Just a stranger on the outside looking in


The second song that came to mind was "Outsider" by The Ramones on their Ramones Mania album. This song includes the lyrics:

I am an outsider
Outside of everything
I am an outsider
Outside of everything
I am an outsider
Outside of everything
Everything you know
Everything you know
It disturbs me so

Music is often discussed as being a way to express emotions, and that discussion is important in media literacy. However, I thought it was interesting how these lyrics came to my mind as I was reading about gender and race. This got me thinking about how media has become part of my conversation. By listening to these songs, the lyrics have stuck in my head, and it is interesting sometimes when they are recalled and what the stimulus is that recalls them. Thus, I thought it was an interesting connection how reading about different people and their experiences with gender and race prompted my recollection of these lyrics.

My thoughts on application: I think it would be informative in a classroom to discuss media as part of our conversation. It might be an interesting assignment to have students record other texts--songs, movies, etc.--that come to mind as they are reading or engaging with other media. It might lead to some interesting discussion about our interaction (and intertextual interaction) with media. I think this would prompt some interesting questions about media literacy and its role in our lives and the lives of students.

Hard Candy

My thoughts in general: This was an interesting film about a girl (played by Ellen Page, who was in Juno) who pretends to be seduced by a man online. However, once they meet, she is not as helpless as she made herself out to be. Once his perversion is revealed, she has fun torturing him, which leads to a difficult ending. This is a difficult film in some ways because of the subject matter. However, it is shot in a very interesting way. The use of bright colors is contrasted with the dark nature (and dark humor) of the film. Many different kinds of lighting were employed, and the change in lighting throughout the film was certainly intriguing. However, I think the my main interest in this film was that it was almost pleasurable to see a online predator/child pornographer (and molester) be tortured in an agonizing way. For me, this film began a discussion about the horror of pedophiles stalking children online and about how they should be dealt with. It had a difficult ending, which, even though it ends with finality, left me with questions about the issues raised in the film.

My thoughts on application: This film is definitely not appropriate for a high school classroom; however, the warning it raises about online predators is an important one. Thus, I really see this film having application as it is used to initiate/prompt discussion about online relationships. Sites like myspace and facebook are very popular, and instant messaging/chatting is also very widespread. Thus, it is important to teach students how to protect themselves and how to be careful. There is an opening scene in the film which consists of the two main characters chatting online, which I think is an interesting visual that is almost hauntingly scary when I think about how possible the scenario really is. Bringing this issue into the classroom is important, especially as we try to teach students how to be media literate.

Once

My thoughts in general: John Carney wrote and directed Once, which is the story of the relationship of two musicians. This film won the Academy Award for Best Original Song for the song "Falling Slowly." The film was shot in Ireland on a small budget. I really enjoyed the film. It was simply done and was not overly dramatic or cheesy. I also liked how the film did not have a typical "love conquers all" mentality. It was a very accessible story that did not follow typical conventions that are perpetuated in Hollywood genre films. It has been called a modern musical, and it was interesting to see the role that music played in the film. The music was essentially a character in the film, and it, too, was simple and really reflected the tone of the film. It was a well-crafted film that was quite enjoyable.


My thoughts on application: I think this film is a good example of how a quality film does not need a big budget. It is a good example of how a film can simply convey a story without relying on star actors. It's use of music is an especially appealing aspect to study. It does not use melodramatic underscoring to tell the audience how to feel. Instead, like I wrote above, the music is more like a character who plays an integral role in the story. This would be an interesting discussion in a classroom. An assignment may even be given to make a video that tells a simple story in the style of this low budget film.

American Gladiators

My thoughts in general: Recently, NBC finished airing their new version of American Gladiators, a show in which "average" people compete against the gladiators in contests of strength and endurance. This show was first created about 15 years ago. I loved watching this show when it was first on TV, and I have enjoyed watching re-runs over the last decade and a half. Then, in January, NBC started airing the new American Gladiators show.


I was interested in watching the new show to find out how they would alter the show to fit today's television programming. Many of the events were the same that they had on the original show, though they made a few changes like having the losers fall into a pool of water (a la Dog Eat Dog and similar shows). The gladiators changed, but they were still the same kind of body builder types that they have always been. The competition between the contestants was organized like a tournament bracket with semi-finals, finals, etc. This change seemed to be influenced by the popularity of reality TV. It was a fun show and brought back a lot of memories of enjoying the original.

My thoughts on application: Using this show in the classroom would be a good study in how media changes in accordance with contemporary society. The American Gladiators of the early 90s definitely reflected that time period in certain ways, especially in the hairstyles and the general attitudes and discussion of the contestants in interviews. The new American Gladiators also reflects how television has changed over the last 15 years. Comparing the two shows could be a good lesson in media reflecting its time. It could prompt some good discussion.

Baby Got Book

My thoughts in general: You might be asking yourself, "Is that a gold chain with a giant 'KJV' medallion?" The answer is, "Yes." This is a picture of Pastor Dan "Southpaw" Smith in his music video "Baby Got Book." The song in this music video is a parody of Sir Mix-a-Lot's "Baby Got Back." For any of you who may not remember Sir Mix-a-Lot, here's a picture:

So, this is Sir Mix-a-Lot on the album cover for "Baby Got Back." If you have yet to figure it out, his rap song is about women who have large buttocks (some have even identified it as "ghetto booty"). And yes, in the photo he is standing on just such a ghetto booty. However, Pastor Dan is not singing about a grand gluteal region in his song catered for Christian audiences. Instead, he is singing about the Bible. I have known about this video for a couple of years; it was shown to me by some Christian friends from Alabama. However, I just recently found it on GodTube, the Christian equivalent of YouTube. Though I have not extensively searched this site, my limited perusal has found it to be quite an interesting site. Pastor Dan's humorous parody involves many images of the giant Holy Bible that is behind him in the picture above. I find this video quite worthy of watching and passing on to a friend. Here you go:






My thoughts on application: Again, with such explicitly religious material, it may be tricky to implement in the classroom. However, there is some pedagogical worth that could be explored. First, it is clearly a post-modern/intertextual work. I have already talked about using post-modern videos in the classroom. This one adds an interesting nuance because it is a Christian parody of a (potentially) derogatory song/video. Is "Baby Got Book" entirely stripped of negative connotation? Does knowing the original, referenced material alter the way one sees the parody? There are other questions that this video poses that would be worth discussing. Second, it is found on an online video site. We've already talked about YouTube, but again this poses an interesting spin because it is found on the Christian site, GodTube. How can religion use the internet to its advantage? How does a Christian video upload site alleviate some of the issues with offensive material? How does it not? Does making religion "mainstream" alter its sacredness? How do media and religion coexist? These are all questions that I think would lead to good conversations about media. Conversing about media and its uses is a key component of media literacy.

In a class with production capability, an assignment could be given for the students to produce their own parody. Hopefully, this would allow them to take what they discuss in class and apply it to their own actual production.

Spongebob Classics

My thoughts in general: The other day, I came across this video called "Spongebob Classics." The voice actors from Spongebob Squarepants recorded over the audio track of scenes from famous Hollywood films. They performed the same lines, only in their Spongebob Squarepants characters' voices. I found the video humorous. I also think it is pretty typical of videos that we see in our YouTube culture. I am not a die-hard Spongebob fan, but I enjoy an occasional episode, but you don't have to know anything about the cartoon to enjoy the comedic re-dubbing in this video. Here you go:





My thoughts on application: This is another example of media which can promote discussion about post-modernity and intertextuality. There are some interesting points of discussion from this video. I think the choice of film clips is worth discussing. All three of the films in the video are iconic. Of particular note is the inclusion of Singin' in the Rain, which deals with the advent of sound film. Considering the fact that the scene used is the one when the director is trying to get Lena Lamont to speak into the microphone, it is ironic that all the voices we hear in the video have dubbed over the original voices because in the film Lena actually does end up getting dubbed over. In The Godfather, a lot of emphasis has been placed on Marlon Brando's voice for Vito Corleone (such as Brando placing cotton balls in his mouth). Thus, it draws even more attention to Spongebob Squarepants' voice coming from Marlon Brando's character. It is evident at times that Spongebob is even speaking with cotton balls in his mouth.
This video could prompt a lot of discussion, especially if the cartoon Spongebob Squarepants is brought into the conversation. There is so much to discuss about post-modernism, absurdism, etc. in the cartoon. Bringing this background information into the discussion about "Spongebob Classics" could be very beneficial to teaching this concept in the classroom.

It also opens the way to having an assignment in which students re-dub video. This assignment could be used to discuss the importance of how audio is used in tandem with visual media...

How Movies Helped Save My Soul

My thoughts in general: This book, How Movies Helped Save My Soul, is written by a Christian author, who writes about seeking to find spiritual "fingerprints" in films that he watches. As I have been reading, I have found that Higgins draws many interesting insights. I have agreed with him on many points, but on other points I don't feel that either agree or disagree. One of the main reasons that I wanted to blog about this book, which I would recommend, is because it is not a "scholarly" work. It is just a book written by a guy who likes movies and who tries to find something redeeming in films rather than just judging them to be "indecent." I had an interview with my elders' quorum president the other day, and he asked me how I reconcile the Church and morally challenging material in films. When he asked me this, my first thought was: what a stupid question. Maybe I need to repent, but this is honestly what I think. How can people not know how to reconcile difficult things for themselves? Aren't we agents to act for ourselves? In such a media saturated environment, how can you not have already thought about these issues? Anyway, I gave him an answer; I'm not convinced that he agrees with me, but that's okay. I think I'm going to recommend that he read this book.

My thoughts on application: Since this book is overtly religious (in a promoting religion kind of way), it might be difficult to use in the classroom. However, I think it could actually be a good text (if used in an appropriate way) to initiate discussion about finding things in films that are not readily apparent on the surface. It is not scholarly, so I actually think that it would be fairly easily accessible to students. Higgins does reference a lot of films that students might not have seen, but as I've been reading, I haven't felt like someone would have to already have seen all of the films that he references. In general, I think it could be good foundation material for how to look beyond the basic plot of a film and the general "I liked it"/"I didn't like it." He presents some interesting basic, layman's analysis, even if it is centered on religion.

Facebook

My thoughts in general: We've talked about Facebook before, but something struck me while I was on Facebook the other day. I logged into my account, and I saw that a friend of mine had posted a video. In the days of embedded video, this does not surprise me, but it does kind of struck me as an interesting way to represent oneself. Not only does Facebook allow someone to post information about interests (favorite music, movies, books, etc.) and to post photos, someone can also post videos. I had the thought that adjectives and other descriptors are almost obsolete in defining someone. We have arrived at the point where we define ourselves by media. I know this is nothing new; we've had these discussions before, but it hit me in a different way the other day. Thanks, Facebook, for revealing to me how illiterate I am without media.

My thoughts on application: The world in which students are growing up expects them to define themselves by media. They converse using media (in addition to having mediated conversations). Media itself has become a language. I know because I do the same thing. In the classroom, this could be a discussion in itself. All the tenets of media literacy come back to and grow out of these ideas. I know this is really basic, but Facebook helped bring me back to the foundation of the need for media literacy education. So, with students, I think Facebook could be used as the jumping off point for discussing media literacy. This is a pretty simple blog, but I think it is good to remember the basics every so often.

There Will Be Blood

My thoughts in general: So, I have been trying to include media other than films, but I felt like I needed to include this one on my blog. Paul Thomas Anderson's latest film, There Will Be Blood, stars Daniel Day-Lewis. I have seen it twice, and it very worthwhile. The film tells the story of Daniel Plainview, the character played by Daniel Day-Lewis, who begins as a gold and silver prospector; then, he ends up in the oil business and becomes very successful. Visually, the film is spectacular, and it is a delightfully cinematic piece that plays metaphorically with blood and oil. Daniel Day-Lewis is amazing, and he deserves to receive the Academy Award for his performance. There is also an interesting question raised by the film about religion. Paul Dano (who was in Little Miss Sunshine) plays a "prophet" who has his own congregation, and this character is juxtaposed against Daniel Day-Lewis who is essentially a "prophet" in his own way. This juxtaposition creates some intriguing exploration into what is religion and how far can/should religion go. Like any P.T. Anderson film, There Will Be Blood abounds with multiple nuances and sub-plots/-themes. It really was great.

My thoughts on application: Again, like most films that I see, this one would not be approved to watch in a high school classroom. However, I find that there is room for instructional exploration in how it represents time period and society. The film takes place in the early 1900s, and it is set in California. However, time and place seem almost inconsequential. The thing that stood out to me that could be brought into the classroom is a comparison between this film and George Steven's 1956 film Giant, starring James Dean, Rock Hudson, and Elizabeth Taylor.

Giant is also the story of an oil man. Both films are based on previously written material. There Will Be Blood is based on the story Oil! by Upton Sinclair, and Giant is based on a novel of the same name by Edna Ferber. However, the latter takes place in Texas, even though both films were actually shot outside of Marfa, Texas. Though many comparisons could be discussed in the classroom, I think the best point of discussion would be how each represents the time period in which it was made. A lot has changed in the 50 years since Giant, and I think a lot of this change can be seen in these two films. Giant has a cast of Hollywood/American icons while There Will Be Blood casts an Englishman as an American. Inherently, this casting questions the idea of being "American." Additionally, the questions posed (and the way that they are posed) about morals in society are quite different, and it is due largely to the environments that produced the different films. This could foster some good classroom discussion.

Science in Film Lecture

My thoughts in general: If you are wondering, yes, that is a picture of Ben Unguren. Last weekend, Ben gave a lecture at the Orem Public Library about science in film. He was substituting for Dean Duncan, but I mention this to in no way compare the two; I am simply presenting the facts of the situation. He began by discussing science fiction film and how the representation of science in film has changed over the years. We watched clips from Bride of Frankenstein and Fantastic Voyage and discussed the accuracy of the science in those films. Specifically Ben mentioned how Frankenstein was an old film based on an even older novel, so the science of the world of the film is expectedly primitive in our view. However, by the time Fantastic Voyage journeys through the human heart, scientific knowledge has advanced to a point where we visit anatomically accurate chambers of the heart and human blood actually contains blood cells. The science in this film reflects its contemporary scientific understanding. One point that Ben made was that films try to represent the most up-to-date, "cutting edge" scientific knowledge.



My thoughts on application: I don't know from which high school they came, but the room was packed with students who were attending Ben's lecture for extra credit. I found this particularly interesting while thinking about the pedagogical value of Ben's lecture. I think the basis of his lecture--science in film--has great academic merit. Much can be explored through studying the science in films from different time periods. Films really do reflect the science of times, whether the issue is transplantation or genetic engineering. A discussion like this could have application in a science classroom or a history classroom. I think that from a student's perspective this kind of lesson could be very engaging.

Indiana Jones 4 Trailer

My thoughts in general: Recently, I saw the trailer for the newest Indiana Jones film, Indiana Jones and the Kingdom of the Crystal Skull. I have had serious reservations about this film, but after seeing the trailer . . . oh wait, I still have serious reservations. In the trailer, there is one quick scene that seems to have some typical Indiana Jones humor, and there is expectedly Spielberg use of light/shadow. Check it out for yourself:




However, despite some obligatory "Indiana Jones"-ness, it has been 19 years since Last Crusade. In that time, both Harrison Ford and Steven Spielberg have made multiple very bad choices in projects. It appears that they left their A-game behind about 15 years ago. Most likely, I will see the film, but I am not as excited as I would have been if the film made 15 years ago...

My thoughts on application: However disappointing this trailer is, I think it can be very useful in terms of pedagogy. Matt would probably have more informed ideas about trailer production, but here are my ideas. First, this trailer could be used to discuss the concept of trailers in general. When discussing media literacy, trailers are a key tool in informing audiences about the basic premise of films and are designed to convince people in 1-2 min. to spend 8-10 dollars (or more) to see the film. This trailer could be used in a classroom to discuss how the intent of the trailer is met/not met. However, with this trailer, the use of footage from previous Indiana Jones films is brought into the discussion. Thus, the question can be posed: how are the previous 3 films used to sell this 4th installment? Additionally, depending on the focus of the lesson, the class could discuss the current string of "late" installments of series that were thought to be done (Rocky Balboa, Live Free or Die Hard, Rambo). There are several points of discussion that could arise from this trailer.

Victoria's Secret

Sorry to not begin this post with an image, but I guess I'm just not as daring as Jeana in posting images of nearly nude women. I'd like to think that I'm protecting the innocent eyes of the young children who may be playing at your feet while you're reading this. So, I guess that means that I'm a "Savior on Mount Zion" (or maybe I'm just withstanding a temptation to lead them toward forbidden paths).


My thoughts in general: With that introduction behind us, let me discuss a certain Victoria's Secret ad that I saw in the mall a few days ago. I was shopping with some friends (all female except me, of course) for bridesmaid dresses. No, I was not shopping for myself; I was just a fashion consultant. While we were in the mall, we passed Victoria's Secret, and I saw quite a large ad adorning one of the windows of the store. Passing it, I made a sarcastic comment about the model looking like she was full of confidence and empowerment because she was wearing her Victoria's Secret underwear. There was a round a chuckles from my friends, and then one stated that Victoria's Secret underwear is quite comfortable. I had supposed such comfort existed in the high-quality products of Victoria's Secret, but I have never experienced it myself. However, my comment had nothing to do with comfort or lack thereof; it was simply an observation of the image projected by the model.

My thoughts on application: Victoria's Secret ads can be used as teaching devices in many ways such as sex education, anatomy instruction, as so on. Many, if not all, of these ads would fit right into Jeana's lessons on the male gaze and feminist criticism. However, my thoughts when I saw this ad focused more on how the product was trying to be sold to women by seeking to project power, ambition, and confidence. If simply buying expensive underwear can give you advantage in the workplace (or wherever you may wear your super panties), then it's worth the investment. In becoming media literate, it is important to recognize how a product is being presented to the consumer. Is it merely functional? No. The message is that a little patch of cloth actually clothes you with superiority. Who wouldn't want that? In a teaching environment, care must be taken with the selection of images, but it is important to discuss what the ad is selling beyond the little bits of cloth and the almost bare body parts.

Audi and The Godfather

My thoughts in general: This year, I actually watched part of the Superbowl. I don't make it a habit to watch televised sporting events (or non-televised ones, for that matter). However, whenever I do end up watching the Superbowl, I find it rather pleasurable to watch the commercials (mostly the beer commercials). I have yet to see a Superbowl commercial that tops the Emerald Nuts commercial from a couple of years ago. Eagle-eyed Machete Enthusiasts Recognize A Little Druid Networking Under The Stairs.... Though I may never see another commercial to match this favorite of mine, my interest was drawn to the TV this year when I saw the exterior of the film-producer's mansion from The Godfather. I continued watching, and I found that a man woke up covered in oil with the severed front-end of his automobile in bed with him at the foot of the bed. I immediately recognized that intertextual reference to The Godfather, and I wondered where the commercial was going. Soon, the commercial cut to outside the mansion and a fancy, sleek-designed car was zooming toward me. I don't know much about cars, but I know now that the car was an Audi R8.



My thoughts on application: I felt almost betrayed that one of the best films ever made was used to hock some sports car in which I have no interest. However, I recognize some potential pedagogical value in this commercial. It is clearly intertextual, which would make it a great example to use in teaching post-modernism/intertextuality. However, I also find it interesting that a "classic" film is used to sell a modern (post-modern?) vehicle. In the context of the film, the car has no place. Is this actually sending a message about the car having no place in the previous repertoire of Audi vehicles? Perhaps, the audience is being told that if we buy this car we will stand out from among/be superior to our fellowmen. This is a great example to use in teaching intertextuality, especially because you have to know (at least have a cursory knowledge of) The Godfather. Such understanding is vital to realize that the advertising agency (and maybe the car manufacturer) is telling us that the Audi R8 is "an offer [we] can't refuse."

Michael Clayton

My thoughts in general: Last weekend, I saw Michael Clayton from writer/director Tony Gilroy. This film has been nominated for 7 Academy Awards, including Picture, Director, Actor, Supporting Actor, Supporting Actress, Original Screenplay, and Original Score, which I guess is some indication of the quality of the film. I am not convinced that this film should win any of these awards; however, I am not opposed to the nominations. The film stars George Clooney, who is hit-and-miss in his various performances; this is a hit. Clooney's character, the titular Michael Clayton, is a lawyer who gets caught in a John Grisham-esque suspense thriller in which he knows something incriminating about a powerful corporation that wants to silence him. The film felt very much like other movies based on novels by John Grisham, yet this film was not over-dramatic like most John Grisham-adapted films.

My thoughts on application: Again, I don't really know how to use this in a classroom. One thought I have is to compare it with a Grisham-based film. This comparison could show overly-dramatic filmmaking in contrast to simple well done filmmaking that has confidence in its story, acting, etc.

Fahrenheit 451

My thoughts in general: I have begun dramatically reading Ray Bradbury's Fahrenheit 451 for some friends. This dramatic reading follows my reading of Twilight, which is probably one of the worst books ever written. Thus, it is quite a relief to be reading something that is actually quality literature and is worth reading. While reading, I supply different voices for all the characters and otherwise "dramatically" read the text. I guess this adds an interesting element to my experience with the media (as well as the experience of others). The book is fascinating--not only in story/subject matter but also in the literariness of the writing. This is my first time reading Fahrenheit 451, so my dramatic read is based largely on my initial reaction to the text. I find that reading aloud in this way provides me with an unique experience with the language that is used and the manner in which it is used. The written text creates strong, visual mental images through the use of descriptive language that is more than simple utility. The rhythm of the text is especially apparent as I read it to others. I am enjoying reading this book because it is actually engaging me as I read and as it demonstrates the effective use of language to convey atmosphere in addition to story.


My thoughts on application: I think that this text could be applied to teaching in several ways. First, it could be studied as literature. Though I never read it in school, I imagine that it is already used often in English/literature classes. However, I think that reading it aloud has added for me a different understanding than just reading it silently. I remember that in my English/lit classes, the assignment usually was just to read books silently to myself. Occasionally, we would read aloud in class, but that was just to get through the book. I think it might be an interesting teaching method to have students prepare to read certain portions of the book with the intent to emphasize how the text uses writing techniques like imagery, metaphor, etc. It could also be an interesting study in literature-to-film adaptation. It could be interesting and informative to compare Francois Truffaut's 1966 film adaptation to the book itself. It might be helpful to discuss whether or not the literary elements like rhythm and visual description of the written text were translated into film language and if so, how. Apparently, Frank Darabont (The Shawshank Redemption, The Green Mile) is working on his own film adaptation of the book. Could be interesting....

An Artist's Vision