Arpill

Wednesday, May 09, 2007

Allow me to reroute you...

Hello folks. Just so you know, Blogger is not my "home" blog. I used this account for a "teaching with television, internet, and media studies" class last summer, so you can see some of my assignments, but my regular blogs are at www.myspace.com/arpill and www.xanga.com/arpill . I just keep this account so that I can leave comments on the blogs of friends who do their blogging here. :-)

Thursday, July 27, 2006

Integrating Film into English Classroom

Integrating film into the English Classroom

The best way, I feel, to integrate film into the English classroom is to use film as a starting point for discussion, and have the students journal their reactions or create their own interpretation of a text for film. To create variety, I would have the students pretend that they are different are in different roles as they read and watch films and then write out their responses to the assignment, or reactions to the discussion that the films produce.

Book Club discussion - After the students read a book assigned for their class, have the students watch a film adaptation of the book, or selections from an adaptation, and have them discuss the similarities and differences between the film and original book, focusing especially on the things that are possible to do with film but impossible with words and vice versa.

Critic/Screening - Students view a movie or selection from a movie and then write a report on the elements that they enjoyed or suggestions for improvements.

Journalist - Have the students pretend that they are a journalist that is wittnessing a crime as they watch a selection a high-action scene in a movie and then write their news report from that perspective.

Director - From the perspective of a director looking for new ideas, have students create a "twist" on a well-known book or previously released movie, showing their written or multi-media example and comparing it with the original. Example: Romeo and Juliet/West Side Story.

Screenwriter - Students select a section from one of their favorite books and write a screenplay for a scene in a movie that has never been made before. Time and resources providing, they could then do their best to create this using school video and editing equipment.

Tuesday, July 25, 2006

Documentary - Full-time Christian missionaries




How would I make a documentary in terms of capturing the topic, and what issues might I encounter in the attempt to capture it?

I would like to make my documentary on full-time Christian missionaries, documenting their work and their stories. This project would be considerably expensive and time-consuming, as I would like to interview individuals and teams on location around the world. Missionaries always have a lot of stories to tell, because their work is very diverse, interesting, stressful, underpaid, and sometimes life-threatening.

My documentary would highlight the work of several missionaries from a range of countries and cultures regions and representing different aspects of missions work. Some of the missionaries I have met and/or worked with in my past travels are doing the following in countries around the world:

Running orphanages in developing countries
Bringing food, supplies, and Christian literature into remote areas by airplane
Starting churches in countries after Communism fell
Distributing the Book of Hope (The gospels and Acts 1-2 in magazine format) through public and private schools in the U.S. as well as nations all around the world, training local churches how to do the same as well as follow up with those that show interest at the concerts they coordinate
Working secular jobs in a foreign country, such as starting Internet Café’s with the intention to get to know people in the community
Teaching English as a second language
Leading short-term youth and construction trips
Ministering to impoverished individuals and families and setting up treatment centers for those dealing with addictions
Training pastors and other Christians in Biblical studies where Bible schools are not available
Starting and working with churches, building relationships with people, showing God’s love by not only providing spiritual support but by doing their best to meet practical needs as well

What is your intended or key point you want to convey to your audience, and what do you want them to learn from viewing the documentary?

This documentary would serve to educate people about the intense and sacrificial lives that missionaries around the world lead, focusing on the fact that many of them not only serve to meet the spiritual needs of the people they work with, but also give long hours and as many resources that they can get their hands on to help people who have other physical and emotional needs as well. The ultimate purpose would be to raise the awareness of missionary work in hopes that people who agree with what the missionaries are doing will support them financially. This will enable the missionaries to spend less time raising support and more time to work effectively and efficiently with the people and materials at hand.

Who would you want to interview, and what questions would you ask?

As this would be an exhaustive documentary, most likely done in a series, perhaps one section for each “brand” of missionaries (see list above), I would like to interview a number of individuals in addition to the missionaries themselves. I would interview entire missionary families, the husbands, wives, and children that are working together with missions in foreign countries, and I’d not only ask questions about their particular line of missions work, but things about their daily lives as well, where they live, what they eat, how they shop, how they have learned the language, etc. I would ask for them to tell stories about the impact their work as made, the risks and disappointments they’ve faced, and how their work has impacted their home and family lives. I would also select some of the family members left back home who might be either supportive or nervous about the decision of the missionary to do missions work. Pastors, teachers, and members of the community who know the missionaries would also be interviewed, and testimonies of people who have been helped by the work would be included as well. I would ask what needs they have as a family and for the work that they have a vision to complete.

What activities or practices would you select to include?

I would include whatever makes each missionary’s work unique, if it were a missionary pilot I was featuring, I would try to go along on a supplies drop and if possible, would interview (with interpreters, if necessary) some of the people who have benefited by his or her service. I think that it would be important to present the fact that missions work is very different from a 9 – 5 job, because missions so often encompasses one’s entire life, so it would be helpful to do the interviews in the homes of the missionaries or on site at the places they work with, if possible. Thus said, I would still prefer to focus more on the results of the missions work, the success stories, disappointments, and even miracles that they encounter on a regular basis.

What difficulties you anticipate in creating an authentic, realistic portrayal?

Some missionary work is life-threatening in countries where Christianity is not tolerated, so the missionaries take on regular jobs and build relationships with people before talking about Jesus. It would be difficult to interview these Christians or the people that they’re working with because it could mean imprisonment or even death for the people involved if their true purpose was found out. Language barriers can be difficult in places where English is not spoken, if we were to interview people from different countries, we may have to hire interpreters as the missionaries might not be the appropriate person to have interpret if we’re going to be interviewing people and asking them about how they feel the missionary has helped or affected their lives. Another difficulty is the delicate nature of a lot of missions work, especially those that focus on people with addictions or other sensitive problems, it might be difficult to find people to interview, and the missionary might be restricted in how much information he can give about what he does.

Example documentaries

Beyond the Gates of Splendor (2002), Starring Steve Saint and Carmela, directed by Jim Hanon.

The story of Jim Elisabeth, Nate Saint, and others working as missionaries in Ecuador, their mission, their murders, and how their families continued to work with the Waodani people. Includes "eyewitness accounts by American and Waodani alike," home movie footage, photographs...

William Carey: God's Plodder. A 26-minute documentary on William Carey written by Dr. James Ray. Filmed on location in England. Chattanooga, Tenn.: Baptist International Missions, Inc., ©1992. Available from BIMI, P.O. Box 9215, Chattanooga, Tenn. 37412. (423) 344-5050.

Born in England, William Carey (1761-1834) was a Baptist missionary to India. A pastor before going to the mission field, he spent an active forty-one years serving the Lord in India, including translating the Scriptures. Carey never returned to England. (information from http://www.wholesomewords.org/biography/biorpcarey.html)
The Tailenders
by Adele Horne

The Tailenders documentary, Written, Produced And Directed By Adele Horne

The Tailenders is a captivating look at a missionary group's use of ultra-low-tech audio devices to evangelize indigenous communities facing crises caused by global economic forces. Global Recordings Network, founded in Los Angeles in 1939, has produced audio versions of Bible stories in over 5,500 languages, and aims to record in every language on earth. The film traces their journeys in the Solomon Islands, Mexico, India and the United States, where they distribute the recordings, along with hand-wind audio players, to "the Tailenders": the last people to be reached by worldwide evangelism. 72 minutes • DVD (information taken from http://www.newday.com/films/tailenders.html)

Tuesday, July 11, 2006

June 22nd - Journal: How will I teach film/editing techniques in classroom?

How do I plan to teach film/editing techniques in my classroom?

Thankfully, I have a background in photography, so many of the lesson plans I have already developed regarding use of composition, color, lighting apply directly to filmmaking.

In a lesson on film and editing techniques, I would show a short video clip to my students, a section of the Hitchhiker's Guide to the Galaxy clip would work great for this project, and have everyone watch the clip at least three time, the first time just taking notes on everything they take in the first time through, and then I would present them with a list of other things to consider, the sound and lighting, camera angles, use of dialogue, costumes, and effects. I expect that they will be surprised on how much more they will pick up on the second and third time through. Then we could have a discussion on how what different options the director might have used for that same scene and how they might have affected the story or our perception of what was happening. Another activity, time provided, would be to take a school camcorder and recreate a scene from a book or a movie in several different formats, using different props, angles, sound effects, and lighting for different effects, discussing the various implications each decision makes on that version.

Letter to Austin School Board



June 22, 2006

Austin School Board
401 Third Avenue NW
Austin, MN 55912




Dear Austin School Board:

I understand that there is increased concern about introducing even more media into the learning environment. I would like to present some justification for not only introducing but encouraging more media studies in the school setting.
Before I start, it must be acknowledged that media in the classroom has gotten a bad reputation because it has been so misused in the past. Teachers (as well as parents) notoriously use videos as a babysitter, students abuse their internet privileges, and we have all seen the spaced-out look on the faces of youngsters watching TV or listening to their CD players or iPods. It’s no wonder there is opposition to bringing in additional media when so many people feel that is used to buy or waste time.

In spite of the hesitancy there is to replace some of the more traditional ways of teaching by utilizing film and other media sources into the classroom, we have to address the fact that media plays a huge role in the lives of not only today’s students, but nearly every American. If so much of our society is submersed in media, how can we ignore it? If we bring media education into the classroom, we open up opportunity to guide the way media is perceived and used.

Our Language Arts Department is currently using film and the internet as part of its curriculum. Film is felt by so many of us here, including the students, to be an important resource for their learning as it helps them to respond critically not only about the literature that they're reading, but about how it is adapted and interpreted by those in history as well as our contemporary filmmakers. I have been excited about the discussions that have taken place in my classroom when we've analyzed films and other forms of media, because these mediums excite the students and, in turn, make for lively discussions. In no way, however, will I allow my English classroom turn into a theater or an Internet cafe--we will certainly continue to read many of the great classics, but by exploring film adaptations of those texts and creating our own texts and responses through careful use of the internet and video, I feel that it is in the best interest of the students to continue to allow these tools in their education.

Sincerely,



April Kristine

Chapter 9: News





On Sunday, July 9th, I watched the 10:00 News on Channel 6 News out of Austin, Minnesota.

10:02: Preview to upcoming stories
10:03: Law enforcement torch run, Austin police officer runningn for special olympics, the only police officer in MN, ran 10 miles a day for 9 straight days. Touching moment when he met another police officer with a special needs child. They sold bracelets and overall raised $70,000. (2 mins)
10:05: Weather preview - 83 degrees (30 seconds)
10:05: Sex offenders in Rochester looking for other locations for housing, you can hear what they say @ City Council Meeting (40 seconds)
10:06 How the West Once Was - with reporter J Campbell - in the Historic West festival, you could arrest, try, and convict anyone -- $5 bail. (They "arrested" the reporter, and he reported from jail). Pics of kids and people doing old traditional things such as carrying water (in ice cream buckets?), tractor race (for the slowest tractor). The only dilemma of the event was that they needed to go get more bratwurst. They were raising awareness for Historic Society (??I think), and the event costs included antiques and hiring workers. (3 minutes) (Where?)
10:09: TCF Bank gave a $35 million donation and are getting their advertising out to 236,000 alumni & season ticket holders for credit cards. (Didn't catch where)
10:10: Two girls hospitalized after zipper ride accident in Hinckley. One serious head injury and another broken back. One victim's young cousin interviewed on the scene.
10:11: Man ran car into crowd (where?)
10:11: Plan crash - Russian airliner.
10:11: Rape and murder of Iraqi woman.... (who???)
10:12: Discovery is safe to fly home, thermal shielding clear.
10:13: Spamtown Teddy Bear Picnic, historical society collected teddy bears for a year, raising awareness for historical society.... ?
10:13 Preview of Mexican pastor, golf tournament, and weather (30 seconds)
10:14 News 6 commercial (15 secs)
10:14 Commercials: Suzuki, Kheun Auto, Ford, Extreme Monster Truck in Steel County, Lotto numbers
10:15: Riverside concerts, look for schedule for rest of season
10:16: On site in Lyle, interviewed Pastor and wife from Oaxaca, Mexico, visiting friends who helped over several years to build their church from Southern MN and Northern Iowa. Staying 12 days. (90 seconds)
10:18: Weather, live conditions in Rochester, Sweet spot on Monday, good sleeping weather
10:22: 1/12 men have a vasectomy, images of surgical tools and a man draped in operating room, says most don't come back to give their specimen.
10:23: Preview/review (30 seconds)
10:24: Commercials: Country concerts, Somerby golf club upcoming party, honkers Baseball, Alliant Energy, Midwest Wireless, Suzuki (Kuehn)
10:26 Sports: Honkers, lots of boring shots, they won. Twins, other baseball winnings, World Cup Final, Italy won after two overtimes and a shootout. Wimbledon Final. Somerby PGA Golf tournament coming to area. (3.5 mins)
10:30: Winner of Pizza - Kobaswaki at 53 and 3/4 hotdogs in 12 minutes (footage), must have been sponsored by Pelican Breeze in Albert Lea
10:34: Recap special olympics, carnival ride, follow up on guy with most base jumps in 24 hours
10:34: link to KAAL website
Commercial: Fishing...

My response:

There was so much information, even though the room was quiet and we were paying full attention, it was hard to keep up with my notes, I had a hard time figuring out who was where and when and why.

In the past several years, I've really only made a point of watching the news during some sort of local or national crisis, but this lineup was pretty low-key compared to what I'm used to seeing. There weren't any breaking news, there was a lot of focus on the weather, positive community events, and a few local accidents. What was disturbing was that there were two major national sporting that got very little mention: The World Cup Final and Wimbledon. They might have been mentioned in more detail during the 5:30 news, but it was still strange that it was only mentioned in passing. Apparently they couldn't find any local sports fans to interview. The national news were mentioned in a matter of seconds, but then they spent a considerable chunk of time reviewing at the end nearly everything they had already said once about the police officer running and the Western Days event.

Overall, the news had an "alls well, the community is safe" feel to them tonight. Channel 6 is based out of Austin but seems to cover more Rochester events than Austin or Northern Iowa events and news which makes me believe that they are more concerned with getting more viewers/advertisers from the biggest city in the area instead of giving a more well-balanced idea of what is going on in the smaller communities.

Thursday, July 06, 2006

Media Ethnography




My friend Paul watched MythBusters last night, and I talked with him briefly during the show and then interviewed him over the phone afterwards regarding his viewing experience. MythBusters happens to be his favorite show, so he was relatively open to talking about it. First, I asked him why he watches TV, and he told me that he primarily watches to “zone.” Last night’s show was actually a rerun that he had seen before, they were testing whether or not it is possible for someone to do a 360 turn on a swing set, and as he was describing to me the various methods that were attempted, his voice escalated with excitement as he built up to the part where they attached a jet engine to a dummy and got it to do a 360 degree spin around the swing set. He was laughing and guffawing as he told me this, and I asked if he laughed out loud as he watched it alone. Yes. This doesn’t surprise me, he is a fairly genial type of guy, and his method of “zoning” is relatively interactive; I’ve seen him watch shows or movies in the past where he laughs louder than everyone else in the room, and he has a habit of looking around the room when he laughs or makes a funny remark to see if other people appreciated what he said. He also mentioned that another reason he watches television is because he is either interested in the content of the show, or is interested in being with the people who he is watching it with.

I asked Paul what he is thinking as he is watching a show like Myth Busters. He told me “I am thinking: Man, those guys have the best job in the world.” He also told me that he would buy MythBusters on DVD. I know that he has a couple of seasons worth of the Simpsons on DVD and asked if he rewatches shows that he has seen before. He told me that he generally doesn’t, but he keeps them in case he is having people over who might want to watch something. What kind of shows does he generally watch? When he has friends over, he said that he usually has some sort of sports on, but he also watches some late night comedians, keeps up with the Simpsons through reruns (he used to tape the Simpsons, because he works when they show the first time), and watches some of the reality traveling shows and Whose Line is it anyway. I asked if he talks through the program or if he prefers to have quiet so he can here, and he said that it totally depends on how interested he is in the show – he might even “shush” people if he is interested in the program, but if it’s something he’s seen it before, he doesn’t mind as much if they talk.

I have known Paul for several years, and I think that it would be safe to say that his responses are fairly accurate. He does not pattern his life around the television; in fact, he has no real regular viewing schedule. He doesn’t seem to be heavily influenced by the marketing strategies, his clothes are not brand name nor do they often fit in with recent trends, and the rest of his shopping is generally off brand or generic. However, he does like to talk about what he has seen on TV and this influences a moderate amount of his conversation in social settings, laughing about the latest myth that was busted, or the irony of a recent Simpson’s episode. Paul works as a youth pastor at a small church, and he uses examples on a somewhat regular basis in some of his Wednesday night messages and seems to find that he can connect with some of the students when he talks about shows that they might also watch.

Sunday, July 02, 2006

Wedding Industry collage (originally in iMovie)

*****Originally created in iMovie with words on black screen fading back and forth with pictures below and Ella and Louis singing "Our Love is Here to Stay."****

So, you wanna get married?
Every girl dreams of having a perfect wedding.
Diamonds. Dresses. Flowers.
Bridesmaids. Groomsment. Flower Girls. Ring bearers.
Updos. French Manicures. Limos. Catering.
So much planning. It has to be perfect.
Don't forget the exotic honeymoon.
So expensive.
But so worth it... Right?
It's the event of your lifetime.
The memories will last forever.... maybe.
The beloved Elizabeth Taylor.
Married eight times.
Jennifer Lopez.
Married three times.... so far.
She got a six carat pink diamond.
From Ben Affleck.
That didn't last.
But you want one too.... Right?
The average wedding dress costs about $800.
And bridesmaids fork out around $250.
Don't forget the lovely cake.
The average SLICE costs between $2 and $20.
Chances are you'll want the designer variety.
Because you saw a really great one in a magazine.
For a wedding with 300 guests, your cake alone could cost $6,000.
The reception. It's gotta be catered, of course.
May 20, 2005 CNN Money says
"Ka-ching! Wedding price tag nears $30K"
The wedding planner checklists will keep you on track.
Don't forget the invitations, flowers, DJ, rings, tuxedos.
Does the average bride REALLY need all this?
It's what she's made to believe, isn't it?
Is it worth an average of $20,000 - $30,000 of debt generated for one day?
You're being flat-out marketed. The bridal magazines don't put it like that, do they?
Be realistic.
Focus on creating a marriage that will last...
It's not so important that your wedding day will be remembered forever.
Go all out for your golden anniversary in 50 years when you can afford it.

Lyrics to song by Gershwin/Gershwin, sung by Louis Armstrong and Ella Fitzgerald:

It's very clear
Our love is here to stay
Not for a year, but ever and a day

The radio
And the telephone
And the movies that we know
May just be passing fancies and in time may go

But oh my dear
Our love is here to stay
Together we're going a long long way

In time the Rockies may crumble
Gibraltar may tumble
They're only made of clay
But our love is here to stay


























Sunday, June 25, 2006

Reflection on The Seven Great Debates in Media Literacy

Personally, over the past several years, I've thought that schools and families use media incorrectly a great deal of the time and although I enjoy a good movie, I have been an advocate for "turning off TV." This class is challenging the way I've thought about integrating media in the school system, and this article by Ms. Hobbs was quite interesting - I would have never guessed that anyone would come up with seven different arguments or stances on this subject, and it sounds as though there are even more.

Before I read this article, I would have probably sided first with the "protectionist stance," which says that it is important to open the eyes of young people to some of the motives and tactics of popular media so that they can be more objective when taking it in. The article criticized this approach, saying that experience in classrooms has shown this to be ineffective because the lessons can come across to students as preaching that what they like and submerse themselves in is not good, and any response they have might just be what they think will be the right answer for the test but without lasting results. I still think that exposure to some of the background and tactics used is important and wouldn't want to ignore this aspect, but I can see now how unless it's taught effectively, this kind of lesson could be received as another "lecture," by the students - endured for the moment and then forgotten.

I'm only half surprised that the question as to whether or not media production should be an essential feature of media literacy education is brought up. I suppose that I just assumed that it was a given--why would you teach media without allowing the students to try their hand at it? It wasn't mentioned in this article, but I suppose one argument against incorporating a lot of media production into the classroom would be the additional cost for equipment and software. Working as a long-term sub in the art department at a high school, I saw a glimpse of the battle between the arts students and computer graphics students - we wanted digital cameras too, but there just wasn't a budget for it. Another "downfall" of using classroom time to teach video production, etc, would be that it could take away time from other important assignments, like they used in the example about how many classic works of literature will 10th graders be reading?

Integration of media literacy into several or all subjects ties in with the first two stances - if you do integrate it, that means that all of the classrooms will need to have access to the computer labs and other equipment. School boards might object to having media taught as yet another class as many schools are having a hard enough time keeping their art and language programs intact.

The four videos we watched were interesting - I think that all of them approached the political agenda theme. The one about how the News is What We Make It was a cross between the political agenda and the protectionist stance, because it pointed out that the media controls what we hear and see on the television. The one about ordering pizza also seemed to hit both themes - how far will we let things go before our privacy is infringed upon, and are we going to say anything about it?