D8-EWRT 1A
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This document provides an overview of a class discussion about the musical Hamilton and its representations of women. It includes prompts for students to list both positive and negative representations of women in the musical and how genres like Broadway and hip hop may influence those portrayals. Additionally, the class discusses the "Bechdel test" which measures representations of women in films and whether Hamilton passes that test. The document outlines remaining class activities like a soundtrack presentation and scheduling changes, as well as homework assignments involving related readings and listening to Hamilton songs.
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The document summarizes feedback from a group discussion about a film plot involving three friends who get into trouble after one accidentally kills someone at a party while under the influence of drugs. The group discussed potential titles for the film, with "Consequences" being favored. Suggestions were made to tweak the genre from social realist/action to include psychological thriller elements to make the plot more realistic. Based on this feedback, the filmmakers decided to change the genre from action to psychological thriller to better fit the plot.
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Narrative in music videos
The document discusses two theories - Todorov's five stages of a media text and Propp's characterization theory. It applies Todorov's stages to analyze the music video "Antartica" by Sound of Guns, summarizing each stage: original equilibrium of a happy couple, disruption when the girlfriend attacks another girl in a bar, recognition of the problem the next day, attempts to restore the relationship that fail and lead to violence, and a new equilibrium after the girlfriend kills the boyfriend. It also applies Propp's theory about stock characters to the music video "Sometimes" by Sound of Guns, identifying the hero, princess, villains, and helpers.
Audience
This document analyzes the target audience for the film "The Descent" based on various themes in the film. It identifies that the primary target audience is 15-25 year old males and females from social economic group E who will be interested in the film due to the following themes:
1) The film contains monsters that kill people, which will attract those interested in monster films.
2) The director, Neil Marshall, previously directed successful films like "Dog Soldiers" that 15-25 year old males are likely to be fans of.
3) The film contains strong-willed female leads and graphic violence/gore that will attract both male and female horror fans in this age group.
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The document discusses the key elements of crime films such as the introduction of criminals and cops, action, violence, and vehicles. It notes that films like Snitch, Kidnap, and Den of Thieves inspire the author because they have exciting storylines and star popular celebrities like Dwayne Johnson and Halle Berry. The target audience for these types of films are those who enjoy drama, action and suspense. The document then outlines a proposed short film involving a home invasion and kidnapping with shots from the victim's and parents' perspectives. Important characters include the victim, Johnny, and his parents. The intended audience for the short film is described as those aged 16 and older who enjoy crime and thriller movies.
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The document analyzes the target audience for the film "The Descent" based on various themes. It suggests that 15 to 25 year old males and females will be interested in watching the film because it features monsters, was directed by Neil Marshall, contains graphic blood and gore, and portrays strong female leads. Additionally, males may be drawn to the film for the sex appeal of the actresses, while females could enjoy seeing other women in adventurous and athletic roles. Overall, the film aims to attract a broad audience of horror and adventure fans within a particular age range.
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1) 15 and above films can feature strong violence, frequent strong language, sexual content such as nudity and references to drugs. Discrimination may be depicted but not endorsed, and sexual or violent content cannot be graphic.
2) 18 and above films can feature very strong violence, language, sexual activity, discrimination, horror and gore without limits. Strong depictions of sex are allowed up to full nudity but not beyond what provides educational benefits.
3) Films above an 18 rating contain content that exceeds even an 18 rating, such as real depictions of harmful illegal acts.
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This document provides a summary of Joshua Terrell Shipman's contact information, experience, education, and skills. It lists his phone number, email, social media accounts, and physical description. It then outlines his film, television, and theater credits as both lead roles and extras. It also includes commercial voiceover work and modeling experience. Finally, it lists relevant skills such as basketball, sales, reporting, modeling, and production assistance.
Film project
This document discusses the key elements of crime films and provides an example of a proposed short crime film. It notes that crime films typically introduce criminals and law enforcement, show the fall of the villain through action and violence, and feature vehicles like cars and motorcycles. The example film proposes a 3-5 minute story about a young man who is abducted from his home and held hostage in the basement while his parents receive a disturbing phone call. The intended audience is described as those 16 and older who enjoy crime and thriller movies similar to Kidnap and Taken.
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Throughout my short time on this planet I have run into several sexual harassment plights. From my manager being fired to my brother being accused, arrested, and finally acquitted. This topic has hit close to home...
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Sexual harasment
sexual harrasment labour laws women empowerment law with television industry government and corporate world examples
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12 angry men is a film about a jury of 12 men who must decide if an 18-year-old man accused of murdering his father is guilty or not guilty. It shows the themes of justice as the jury works to reach the right verdict, and doubt as some of the jurors change their minds after reconsidering the evidence. The film also depicts some racism towards one of the jurors who is a migrant worker. It was filmed almost entirely in real time within the jury room to show how long the deliberation process takes.
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This document provides an overview of key concepts around representation and stereotypes that will be covered in Lesson 1. It discusses that representations in media are never neutral and always reflect the beliefs and values of their creators. It prompts the learner to consider common stereotypes of different gender, ethnicities, physical abilities etc. It also provides examples of stereotypical portrayals of masculinity and femininity in media, and asks the learner to reflect on these concepts and find their own examples. The document introduces ideas from theorists like Laura Mulvey around the 'male gaze' and how media typically presents women in a voyeuristic or fetishistic manner for the gratification of male viewers.
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The document discusses sexuality and its portrayal in television drama. It notes that modern society has become more open about discussing sexuality and LGBTQ identities. However, stereotypes still persist in television, such as portraying gay men as effeminate and lesbian women as masculine. The document analyzes a scene from the television drama "The Street" that breaks some of these stereotypes by showing a gay man in a manual labor job, though he is still portrayed as shy. It provides examples of television dramas that explore homosexuality and sexuality more broadly.
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More from Brian Malone
D21-EWRT 1A-W18
The document provides information about the final day of an English writing class. It announces the winners of the house points competition and provides final house point totals. It then explains the process for calculating personal participation points, including factors like attendance, quizzes, workshops, and peer reviews. A table shows the raw score ranges for each letter grade. Students are instructed to revise one of their essays based on feedback and submit it by the deadline. The document concludes by thanking students for the class.
D22-ELIT 46C-S18
This document summarizes key points from an English literature class. It discusses Jean Rhys' novel Wide Sargasso Sea and how it engages in intertextuality by rewriting Jane Eyre from Bertha Mason's perspective. The professor emphasizes that readers can interpret texts differently and rewrite traditions to explore new possibilities and perspectives not authorized by the original authors. Readers are encouraged to make works more "writerly" by actively participating in constructing meaning rather than passive reception of authorial intent.
D18-EWRT 2-S18
This document outlines information and deadlines for students in a CREM EWRT 2 class. It discusses that the instructor's last office hours will be tomorrow from 1:30-2:30 PM. It also notes that the final participation grade will be calculated by Monday morning and details the assignments and deadlines, including: the Integrated Project write-up is due Monday by 11 AM, the Integrated Project presentation is during the final exam period on Monday from 11:30 AM to 1:30 PM, and Paper 4 is due Wednesday by 8 AM. It provides details on the participation points and requirements for the Integrated Project assignments.
D21-ELIT 46C-S18
This document provides an overview and schedule for an ELIT 46C class on Jean Rhys' novel Wide Sargasso Sea. The final exam will take place on June 28 from 9:15-11:15 AM and will focus on the novels discussed since the midterm, including Wide Sargasso Sea. Students are asked to finish reading Wide Sargasso Sea for an upcoming class discussion. The document also provides biographical information about Jean Rhys and historical context about Dominica, Jamaica, and the Sargasso Sea. It discusses themes in Wide Sargasso Sea like mirroring and identities versus differences between characters.
D20-ELIT 46C-S18
The document summarizes a class discussion about the queer themes and moments in Virginia Woolf's Mrs. Dalloway. Specifically, it analyzes Clarissa's relationship with Sally Seton, seeing it as an enduring queer moment that complicates notions of Clarissa's development. It suggests Mrs. Dalloway resists being read as a bildungsroman and that Clarissa's queer past and heterosexual present coexist. The class also discusses how politics, like empire and gender inequality, impinge on the novel and how Clarissa's identity remains fluid and multi-faceted.
D17-EWRT 2-S18
This document provides information and instructions for an English writing class. It discusses an upcoming field trip to a science museum, participation requirements for the class session, and progress on the students' research papers. Students are expected to submit a journal entry summarizing a book source and critiquing one of their sources. The document also reviews thesis statement formation and provides upcoming due dates for draft sections of the research paper to be submitted in the next few class sessions.
D19-ELIT 46C-S18
This document provides an overview of the class discussion and assignments for the day. It discusses Virginia Woolf's novel Mrs. Dalloway and how it depicts subjectivity and style through multiple perspectives and a sense of "distributed subjectivity" where a person's identity exists outside themselves in other people and places. Students are asked to examine their own subjectivity and how it is distributed. The document also provides an update on participation grades and reminds students of upcoming assignments.
D18-ELIT 46C-S18
This document provides instructions and discussion for an English literature class. It announces that a paper is now due on Saturday and provides citation guidelines. It schedules a discussion of Mrs. Dalloway and possible quiz. It also organizes students into groups to discuss their paper 2 topics and give feedback. Finally, it reminds students of the homework, which is to complete the paper, read Mrs. Dalloway, and make a discussion post. Participation points are available for in-class contributions.
D16-EWRT 2-S18
This document provides information and instructions for a class. It discusses that the class may need to discuss a paper assignment. It informs students to pay attention to feedback and find the right types of articles for their journal. It also mentions an upcoming field trip and notes some personnel changes. The document outlines participation points and concludes with reminding students of upcoming homework deadlines.
D17-ELIT 46C-S18
This document provides a summary and analysis of T.S. Eliot's modernist poem The Waste Land. It begins with an orientation, noting the poem shifts between ancient and modern settings and references myths like the Fisher King and the wasteland. It explores Eliot's use of techniques like repetition, allusion and how symbols take on shifting meanings. A thematic reading suggests the poem depicts a spiritual and intellectual "Waste Land" of the modern world, where desire cannot be satisfied. The document discusses challenges in interpreting fragmented passages and voices in the polyvocal poem.
D15-EWRT 2-S18
This summary provides an overview of assignments and deadlines for Week 9 of the CREM EWRT 2 class:
HW 7 is due along with responses to Paper 3, Part 1. Paper 3, Part 2 is due Saturday, and Journal 5 is due Tuesday. Participation scores so far show a mean of 210.3 and median of 217, with most students earning a B or higher. Annotations for Paper 3 need formatting fixes and to meet requirements for credibility, usefulness, and sources. The class will discuss rhetorical appeals of ethos, pathos, and logos and how to identify them in an assigned editorial. Homework for Wednesday includes readings on logical fallacies and rhetorical devices along with preparing for a NY
D16-ELIT 46C-S18
This document provides an overview of World War I and introduces several British poets of the war period known as the "War Poets." It discusses key details of WWI, including the main battlefields, death toll, and technological developments. It then profiles several major War Poets like Wilfred Owen, Siegfried Sassoon, Isaac Rosenberg and May Wedderburn Cannan, noting biographical details and key works. The document assigns reading from these poets and provides discussion questions. It also assigns reading T.S. Eliot's modernist poem "The Waste Land" and offers guidance for approaching its complexity.
D14-EWRT 2-S18
This document provides guidance to students on developing a focused research question for their research paper assignment. It begins by listing some example broad or vague research topics and questions and suggests ways to narrow the focus and make the questions more open-ended and analytical. The document emphasizes that students should aim to analyze and evaluate sources rather than just report facts, and develop a research question that investigates an issue rather than one that already has a settled or easily-answered conclusion. It provides tips on committing to a research topic and question while allowing for refinement as research is conducted. Students are assigned homework and peer review tasks to continue progressing on their research papers.
D15-ELIT 46C-S18
This document provides notes from an English literature class discussing short stories by James Joyce and poems by T.S. Eliot and the war poets. It summarizes the professor's analysis of how the main character Gabriel fails to truly understand his wife in Joyce's "The Dead." It also examines Eliot's style in "The Love Song of J. Alfred Prufrock," noting its intellectualism, allusiveness, and juxtaposition of images. Finally, it lists poems by World War I poets for the next class and reminds students about participation points.
D13-EWRT 2-S18
This document provides information about upcoming class activities and assignments. It announces a field trip, discusses data collection and library work. It also outlines participation requirements, introduces an annotated bibliography, analyzes an editorial text, discusses correlations and statistics, and lists homework for the next class, including a reading assignment, discussion posts, a paper draft, and a quiz.
D14-ELIT 46C-S18
1) The document discusses a class on colonial horrors and colonial subjectivities. It provides an overview of British colonial rule in India from 1600-1858 and details the Indian famine of 1876-79 that killed between 12-29 million people due to British policies.
2) It then discusses Ireland as another British colony, covering key events like the 1801 Acts of Union, the Great Irish Famine of 1845-52, and the rise of Irish nationalism in the late 19th century.
3) The document analyzes several Irish writers and their exploration of Irish identity and nationalism, including William Butler Yeats, James Joyce, and how their works illustrate the conflict between Irish nationalism and cosmopolitanism.
D13-ELIT 46C-S18
The document provides an overview of Oscar Wilde's life and work, with a focus on his play The Importance of Being Earnest. It discusses Wilde's views on art expressed in the preface to The Picture of Dorian Gray, where he argues that art has no purpose beyond creating aesthetic pleasure. The document analyzes how Wilde's play uses ambiguous and queer language and style to comment on Victorian domesticity and sexuality in an indirect way. It argues the play is interested more in the beauty of literary language than conveying any direct messages about the world. Students are assigned readings from Yeats and Joyce for the next class.
D12-EWRT 2-S18
This document provides information about the instructor's availability, upcoming assignments, and class activities. It discusses the optional Unnatural Disasters project where students can connect their research papers to a teach-in on housing issues. It also describes a library skills activity where students work in groups to find scholarly articles on assigned topics using keywords and databases. The document concludes with an explanation of Fermi estimates and examples for practice problems.
D11-EWRT 2-S18
Scholarly journals are the primary means by which college professors, especially scientists, communicate and share their research findings. Journals are physically formatted like magazines but differ in important ways. They are peer-reviewed, with content decided by experts in the field rather than advertisers. Articles provide in-depth analyses for specialized academic audiences. Readers access journals digitally through university libraries or databases. Authors are typically not paid, contributing for prestige and to disseminate their work, while journals rely on subscriptions not advertising for funding.
D11-ELIT 46C-S18
1) The document provides instructions for finding a professor's comments on a student paper. It details how to access margin comments and full end comments through the assignment submission and attached rubric.
2) It then discusses participation and grades for an assignment, noting most grades were in the C range or higher. It emphasizes the importance of thesis statements and using interpretive quotations of 2-3 sentences.
3) The document schedules an in-class midterm for the following Thursday and outlines participation expectations for an upcoming review activity, worth a total of 4 points. It assigns further reading of Oscar Wilde for the next class and notes Yeats and Joyce will be covered the following Thursday.
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
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9
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D8-EWRT 1A
- 1. EWRT 1A DAY 8 WE HOLD THESE TRUTHS TO BE SELF-EVIDENT THAT ALL MEN ARE CREATED EQUAL. AND WHEN I MEET THOMAS JEFFERSON IM’A COMPEL HIM TO INCLUDE WOMEN IN THE SEQUEL. WORK!
- 3. HAMILTON AND WOMEN Let’s talk about representations of women in Hamilton.
- 4. FAMILIA WORK WORK! • Based on what we’ve seen/heard so far, make two lists: • What are some positive ways that Hamilton represents women? • Give examples. • What are some negative or problematic ways that Hamilton represents women? • Give examples. • Discuss: How might these representations (positive or negative) be influenced by the genres that are at work here (i.e., Broadway and hip hop)?
- 5. THE “BECHDEL TEST” What does this “measure”? Why does this matter? Let’s test it on some of your favorite movies.
- 6. DOES HAMILTON PASS THE BECHDEL TEST?
- 7. INTERMISSION
- 8. EWRT 1A DAY 8 (PART 2)
- 10. THE “I WANT” SONG What does this song reveal about Burr’s motivations?
- 11. ROCK THE SCHOOL BELLS DE ANZA II • Let’s debrief. • What did you like? • What are some things that you learned about hip-hop from the panelists or performers? • How do you see the panel connecting to the readings for that day? • Questions?
- 12. SCHEDULE CHANGE?
- 13. PAPER 2 Based on Journal 2 (for your convenience)!
- 14. HOMEWORK FOR NEXT TUESDAY • Listening • 1.14 Stay Alive • 1.15 Ten Duel Commandments • 1.16 Meet Me Inside • 1.17 That Would Be Enough • Reading • 1. hooks, “The Power of Representation” (This is way back with all the earlier hooks articles.) • 2. Hamilton: The Revolution, Ch. XVII • 3. Solnit, “City of Women” Presentation Group: Amalgams