Group 1: Tampa Theatre's Phantom
Two girls and their grandfather are attacked by a phantom in the Tampa Theatre.
Opens with black and white footage and music for segment that took place in the past. Extreme closeup. Suspense music. Text on screen to indicate change in time period.
Group 2: It!
A boy finds a magic stone that lets him reverse time.
Sound effect and reverse effect used in combination. Twinkle effect used on magic stone. Text on screen to help explain plot. Outtakes over credits
Group 3: The Ghost of Anna Maria
Girls meet a friendly ghost and solve a mystery. Gender analysis? Aged film effect to show past - inconsistent. Text on screen to indicate time passage. "Will they ever learn?" ending. Outtakes over credits.
Group 4: Napoleon Dynamite 2: Return to the Past
Secret agent Napoleon Dynamite is sent to the past to recover the Hope diamond.
Shirts, dialogue, and body movements mimic pop character. Aged film effect to show action in the past. Mixing up identical suitcases device. Text on screen to indicate time period.
Group 5: The Phantom of the Tampa Theatre
One friend dares another to stay overnight in the Tampa Theatre. He does and he gets killed by the Phantom. Dutch angles. Point of view shots. Closeup adds tension. Slow motion, why? Ghost trails effect for chase scene. Thunder and fog effects in conjunction. "They'll never find me here." with phantom behind him. CU of watch. Picture of group over credits.
Subscribe to:
Post Comments (Atom)
3 comments:
Well from the little that I saw today, you two have created a real rich context for analysis. the kids' uptake on the context is obvious. they are beyond engaged. the instruction while they are engaged is what I call (after Marie Nelson) at the point of need. I think that it will be productive to analyze product as evidence of memetic tranformation, transfer, intertextual, or some such. I am very interested in the training, instruction and the richness of the support provided by the adults in the context. But by no means feel competent to look for any insights within it. Perhaps Deb has this in the bag. What I can see is the memories, annecdotes and origins that are entailed in what we will look at as "product." you all will have insider knowledge as far as subtext intentions and habits of the auteurs. I think I will be able to be productive as audience for your analysis. It will be important to get this started after you two have had some rest, and reflective distance.
In terms of process, framed in case studies, are there any interesting stories about the participants. Yes, I am a hopeless gossip. but beyond that, I was speaking with Kathy, the step mother of one of the participants in the afternoon session. while Kathy knew that her stepdaughter was crazy about Tim Burton, she also shared that her sd is slow to join in and could be seen sitting apart from the rest of the aft. group. I know, I know, you have a thousand such stories from three weeks of interaction. Soooo.. are there any instructive narratives of students' lives. It is the complete opposite of a memetic analysis of filmic syntax, but I do want us to keep tabs of both sides of the philosophical spectrum. i desparately want to come up with some "grand theory" that will make everybody think that we are smart. ok, not that. I know, that will help us explain how this can work as literacy in classrooms. Yea, that's it. And I also want to be able to know that the lives of the participants are enriched. You two already have this. Please share. I am proud to be working with you two, and grateful that I can.
Here's a transcript of a voicemail from Tara:
"...I'm at the Dr. John concert and a kid came up to me at intermission and I barely recognized him. It was R--- B---- who was with us last summer, he's such a cool kid. I just wanted to share with you that he said that he loved camp so much and that it helped him- he's going to a magnet charter school up in Maryland and he said they had inferior equipment. Anyway, he said it really helped him in school and it made a big difference, and his parents said he loved the movie camp."
James
In thinking about impact on participants, I also think of K. from my high school group in week 3. From conversations throughout the week, he indicated that he is typiacally an outsider. He's very smart and very artistic and knowledgable about many different areas of culture and history. He stated very strongly that he wished he could come back for another week and that he would definitely be back next summer. Early in the week, his group praised his creativity when they were in the planning phases of their movie. Later in the week, he had some conflicts with the girls in his group. By the end of the week, he was exchanging contact information with one of the other boys in the group.
James
Post a Comment