Showing posts with label storytelling. Show all posts
Showing posts with label storytelling. Show all posts

Tuesday, July 29, 2014

Narrative Assignment: (500) Days of Summer Scene

(The components of my lesson plan can all be found here)

In an attempt to illustrate the constructed nature of narrative dialogue, my plan is to begin by introducing students to this clip.

Following which, we watch it again, with a shot-analysis to pull us out of our suture, and to help us see how many different camera set-ups are contributing to this scene. 

At which point, the students are each given a copy of the script for the scene, and are taught how to bracket a script.  After bracketing to suit their own direction, and creating a shot-list, they are (equipment allowing) to shoot the scene in groups of 3-4.  If they have access to and knowledge of editing software, they can edit their own scenes together.  If not, the teacher could edit together a sequence using shots from each of the groups (showing a purposeful break in continuity).  

As an advanced option, the students can intentionally break continuity by inserting something visible into each separate shot (different object for each shot).  I would recommend using something larger and more visible than the heart stickers used in my example video.  The initial plan was to use different colored ties on Tom, and different hats on Summer, but my intended bucket of props fell victim to a short person who felt that every bucket should be filled with a garden hose.  This was our improvised backup.  Ideally this process would both illustrate how narrative dialogue scenes are constructive, and help students deconstruct them while watching them, and also heighten their awareness of continuity issues in production, and the planning and attention required to maintain continuity in a completed scene.


It's kind of difficult to differentiate the importance of recognizing these concepts in a student's experience as a viewer/spectator and the importance of learning about these concepts by attempting to enact them.  It feels like there is almost a chicken and egg cycle of primacy there.  After having tried to do this, a student is far better equipped to recognize these processes in action in the media they consume, but it is conversely helpful to try to identify the processes in existing works before trying to recreate them.  In that sense, it is kind of difficult to nail down the primary learning outcomes for an activity or even a curriculum like this.  Whether the purpose is to increase media literacy, or to build skills for media production makes a difference in where focus will be spent, (and the two outcomes are not necessarily contradictory, but a focus on one over the other would change the way a unit was taught).    

Wednesday, July 2, 2014

Media Production Experience: Storytelling and Screenwriting

My relationship with story has evolved significantly over the last ten years.  I used to feel like stories were things you had to find, and now I view them more as a facet of reality that you have to see. Everything and everyone has a story (or many), and the trick is to draw it out, and to craft it into something emotionally compelling.  The drama in fictional stories is always informed by the stakes of lived experience.


Fun date night with this boy last night to see Shrek the musical at Lehi High. Mindy, they are lucky to have you there! #sir_o #lehipioneers

Certainly one useful method of drawing out and crafting a story is to follow a traditional plot arc, and if you allow for a variety of stakes to be still worth telling a story about, then most stories with an "end" can easily land here. But a story arc and its components are not enough to explain what makes a story "work."

While I think I'm reasonably proficient at enjoying well told stories in a variety of mediums, I don't consider myself a proficient storyteller.  I blame my tendency to rush things, which can in turn be blamed on my very demanding life.  I tell a lot of stories - largely to my kids or on my languishing personal blog, but not with the sort of captivation that I recognize in stories that I love to consume.

I recognize that in my typical rushes, a large part of what I'm missing is appropriate pacing and illustrative detail. If I can draw out suspense, increase the stakes, and reveal character and do more foreshadowing through specific, sensory details, it'd go a long way.

I actually find screenwriting to be a relieved way of telling a story for me, largely because the pressure of executing visual details and of pacing would both fall to someone else in telling the actual story. But, conversely, there is a difficulty in screenwriting, in that the creator of a screenplay is not at liberty to realize their vision, and what a director perceives, followed by what is actually produced are both bound to differ by degrees from a writer's original thought.  The decrease in ownership of the story is potentially complicated.

However, for the purposes of this class, nobody but myself is likely to have a desire to execute anything I write, so I can write as though I am creating an outline for myself, in an effort to organize a conceptual story into an executable project.  There is certainly a danger of including too little information in the screenplay under these conditions, but it seems that that would be a lesser evil than including too much.

Thursday, May 1, 2014

Documentary: Man of Aran (1934)

Dealing with the difficulty of construction in non-fiction narratives, and the implications for Documentary definitions.

Monday, March 24, 2014

Hollow Documentary as New Media and Procedural Rhetoric


Elaine McMillian’s Interactive Documentary experience, “Hollow Documentary”[1] is an interesting piece of transmedia storytelling.  With a large amount of give-and-take between visible traditional mediums (photographs and videos) and the invisible technological platforms that support and showcase them.  Together, and along with more interactive mediums like data-collection charts and graphs, they create an overall user-experience that shares some elements with the procedural rhetoric described by Ian Bogost.[2] 

The project certainly utilizes the new media logic described by Manovich[3], that it “privileges the existence of potentially numerous copies, infinitely large number of different states of the same work, author-user symbiosis (the user can change the work through interactivity), the collective, collaborative authorship, and network distribution (which bypasses the art system distribution channels.)”  Though it appears that by bypassing those very distribution channels the creator has found herself with an economic conundrum.  The site costs upwards of $700 each month to maintain, and too few people are willing to pay to access or support something that is, by nature of its platform, “free.”  This is a first sense in which McMillian’s project shares characteristics with Bogost’s examples of procedural rhetoric.  As the singular “author” of this piece, she fits his “concept of authorship incorporate[ing] another feature of art more broadly: the pursuit of a particular truth irrespective of the demands of reception or sales.”



Ultimately McMillian’s project is a intermediary example of new media, because so much of the content has been produced in traditional, more linear-fashion, and certainly with a near-minimum of technological involvement.  This is an example of Manovich’s description of “Human-computer interface com[ing] to act as a new form through which all older forms of cultural production are being mediated.”   Manovich seemed to lament that “Software is used in some areas of film production but not in others.  While some visuals may be created using computer animation, cinema [still] centers around the system of human stars whose salaries amount to a large percent of a film budget… the computer is kept out of the key “creative” decisions, and is delegated to the position of a technician.”  While the “stars” of this piece were not of the “large-percent of a film budget” variety, the footage filmed of and by them was still created using a minimum of technology and software.  This, along with the linear, unidirectional movement of the web-navigation of the Interactive Documentary both combine to limit the ways in which this project applies to a variety of definitions of new media.  However, Manovich allowed that “Both then and now, the filmmakers used new filmmaking technology to revolt against the existing cinema conventions that were perceived as being too artificial.  Both then and now, the key word of this revolt was the same: “immediacy.””  And “immediacy” is something this project capitalizes on profoundly.


This project cannot be perfectly applied to Bogost’s definitions of proceduralist rhetoric either, because while Bogost claims that “A proceduralist rhetoric makes a claim about how something works by modeling its processes in the process-native environment of the computer rather than using description (writing) or depiction (images),“  This project and its platform attempts to create a claim about how something works by creating an immersive experience that certainly requires the user’s navigation of the experience, but also relies heavily upon words, images, and an often-didactic style to set clearly defined parameters for the user’s interpretation of their experience.

Still, the project does succeed at a level of emulation of other of Bogost’s criteria, such as that “A proceduralist rhetoric does not argue a position but rather characterizes an idea.  These games say something about how an experience of the world works, how it feels to experience or to be subjected to some sort of situation.”  By creating a rather cultural-studies-centric platform giving voice to the under-represented communities of a “dying county,” this project attempted to make an “experience of the world” available for the exploration of its audience.  And it is certainly left up to a viewer to put all the pieces the documentary makes available together into a picture of a whole experience or reality, or social message.


In this sense the documentary succeeds at two more of Bogost’s criteria for Proceduralist rhetoric, that the “goal of the proceduralist designer is to cause the player to reflect on one or more themes during or after play, without a concern for resolution or effect,” and that “These games pose questions about life and simulate specific experiences in response, but those experiences rarely point players toward definitive answers.”  McMillian’s documentary hints at constructive efforts being made to vitalize these communities, but doesn’t pose any answers for the heavy overarching questions and problems she presents.  The impossibilities of unemployment and drug use are left for the viewer to wrestle with, and make sense of. Because there is not a single narrative, and no definitive “end” to the documentary project (they continue to collect photos, videos, tweets, and statistics on ancillary websites)[4], the platform itself renders an answer or resolution or “ending” impossible.

While it might have been more applicable had the platform allowed for more difference in individual user experience with this text, this is certainly an artifact that engages with its audience in a manner Bogost would attribute to Art, and ultimately to Proceduralist Games.  Despite the fact that scrolling through this documentary provides essentially the same experience for every viewer (with only the option to click or not click on the hyperlinks that pass through in a set order), it is a text that requires engagement and invites change in its audience.  “Art has done many things in human history, but in the last century especially, it has primarily tried to bother and provoke us.  To force us to see things differently.  Art changes.  Its very purpose, we might say, is to change, and to change us along with it.”

[2] Bogost, Ian. How to Do Things with Videogames. Minneapolis: University of Minnesota, 2011. Print.
[3] Manovich, Lev. "New Media from Borges to HTML." The New Media Reader. Comp. Noah Wardrip-Fruin and Nick Montfort. Cambridge, MA: MIT, 2003. N. pag. Print.

Wednesday, November 27, 2013

Nearly integral Realism – Hirokazu Koreeda’s Still Walking

Plot summaries of Hirokazu Koreeda’s Still Walking are invariably misleading.  By nature a plot summary implies that the narrative it sums up has a skeletal, reductive plot arc, and that every other technical or narrative element serves to further the plot’s impetus.  Many films accommodate such an Aristotelian form, but Still Walking is not one of them. 



Rather than plot, Koreeda’s quiet film is about characters and relationships.  It is not even a character study, but an observation of complex relationships.  Despite being ultimately constructed and fictional, the film mirrors as closely as a subjective construction can an objective observation of a family dynamic.  Unlike more traditional narratives, it does not accommodate quick categorization of characters.  None of these family members can be succinctly summarized any more than the film as a whole can.  No member of this family an be encapsulated in a single scene, rather the complexity and weight of the entire family’s history and imperfect communication becomes more apparent with each passing scene. Passing judgment on any character becomes difficult and rather irrelevant.

Brecht declared that Realism was determined by how, when, and for what class a narrative was made.  Koreeda is said to have made this film to voice his sentiments after the death of his mother.  Such an exploration of the pedantic side of grief, blunted but not extinguished by time, creates a very universally applicable mirror, a very democratic tool for any viewer to look into and see shadows of themselves and people they know.  Other than a brief epilogue, the entire film takes place within 24 hours, with no overtly important events occurring within that span.  The most definitive event relative to what we see is the death of the Yokoyama family’s oldest son, Shunpei 12 years prior.  By temporally removing this observation of life from the event that defines it, and by temporally restricting us to one day’s interactions, the film forces us to focus on the nuances of the interactions of the living family members in order to find meaning or understanding in what we see.



Interestingly, Koreeda includes the cinematically neglected demographic of the elderly, another element making this film more reflective of reality. Certainly the aging parents Kyohei,, the reluctantly retired doctor, and Toshiko, the powerhouse of domesticity, are the center of the relational dynamics in the film.  Their quirks of old age are perpetually counterpointed by moments of unexpected passion or softness. Their grief at losing their son is still palpable, but their very lived-in home is visually filled with ghosts of all three of their children as well as their younger selves.

The film embraces prosaic moments and never hurries them along.  There is a distinct lack of editing-out or pacing.  Many things are allowed to occur in real-time with a minimum of cuts or angles. We see people talking with their mouths full, and we listen to complete conversations that do not arrive directly at their destination, if they arrive at all.


In this sense the film is very Brechtian in its purpose and its relationship with its audience.  But it also embodies the preservation of life by a representation of life discussed by Bazin.  Especially in the many prosaic details of Toshiko’s food preparation, the film captures a copy of real living, in a way even more immediate than a still photograph.  Despite it’s inevitably subjective, constructed nature, the film attempts in earnest to look at a high-fidelity version of reality from the outside, establishing and revealing relationships through the observation of physical interactions within the frame.  We begin to see how these people spend their time, how they choose to self-edit in different company, and what worries they carry around with them.


Bazin said that true realism recognized the need to give a significant expression to the world both concretely and in its essence. So many of the minute, concrete details captured in this film accomplish both ends.  They both serve as a near-perfect mimesis of the actual events that occurred in front of the camera, representative of a billion domestic chores accomplished quietly around the world, and they serve to capture the essence of the reality Koreeda is attempting to represent: the complex organic microcosm that is a home, filled with dynamic memories and complicated by countless previous interactions. The moments when that essence is most effectively captured are electrifying forays into the potential of realism. 

There is one very Renoir-esque shot when Ryota, Yukari, and Atsushi arrive at the Family home.  The shot begins after we have seen Toshiko head to answer the door.  In a long, deep focus, static shot we see her answer the door, see the bustle of everyone removing their shoes, and then eventually see everyone leave the frame to continue further into the house.  The shot itself is remarkably like-life.  If we, a viewer, were standing in that spot watching those events transpire we'd have a very parallel image to ingest.  There is no expositional dialogue in this scene, but by viewing it in this less-altered way we are able to identify the nervous energy in the interactions, the nuances in the fronts put on by different individuals in front of certain others, and a terrific sense of the space this is all transpiring in.

At one point Ryota, the surviving son complains, ""Normal," everyone keeps using that word." As much as anything singular, this may well represent the essence of the film.  There is no attempt to draw out the extraordinary, or to create or resolve conflict in this film.  It is largely an observation of “normal” that allows us to contemplate how loaded, complicated and fragile “normal” can be.  Brecht talked of how realism changes the hunter into the quarry.  Rather than hunting for a satisfactory catharsis, the viewer is invited to engage with this film as a quarry.  To dig and sift and hold on to what resonates.  This exploration of characters without an agenda of how the audience should judge or interpret them was especially evident in Kyohei and Toshiko.  Their characters seemed to become more rich and complicated as scenes passed.  Kyohei started off seeming rather broodish, but as he somewhat helplessly watches his neighbor taken away in an ambulance his sense of contradiction and fallibility is palpable.  Toshiko seems initially to be a power-nurturer, but when she admits to wishing she had someone to hate for her son’s death, and to intentionally causing anguish for the awkward young man who was saved at the expense of her son’s life, she becomes remarkably human.  She, and the entire Yokoyama family, become so very real.  The film is about real life, real grief, real death, real aging, real disappointment, and real relationships. 

Saturday, September 28, 2013

Big Fish: defending the liar-poet

At one point in the 2003 film Big Fish, Will Bloom says to his larger-than-life storyteller father, Ed,“You’re like Santa Claus and the Easter Bunny combined – just as charming, and just as fake.”  Will seems to have been taking notes from the critics of poetry and fiction through the ages, and his hangup with verisimilitude would likely have earned him a verbose ink-wasting toy from Sir Phillip Sidney[1], who said “these… be they which most properly do imitage… to teach and delight, and to imitate borrow nothing of what is, hath been, or shall be, but range, only reined with learned discretion, into the divine consideration of what may be and should be.”

This film, as it centers on Ed Bloom and his self-fashioned Homeric epic of a life story, addresses head-on the perceived binary of "true versus interesting."  Certainly Ed’s son Will sees it as a binary, and because his father dwells so much in the realm of interesting, Will perceives a lack of truth.  To what extent this binary itself is true or useful then comes into question.  As viewers we are allowed to experience a large portion of Ed’s poetic, inflated narrative, and determine for ourselves its value.



The argument of Renaissance theorists, in defense of poetry that was both written in common vernaculars and about non-religious subject matter, was that narratives don’t have to be true, or explicitly religious to have moral value for the reader.  Giacopo Mazzoni[2] (defending Dante) said that “Perfect poetry is a game…it puts delight first in order to provide a later benefit.” Mazzoni proposed that there is value simply in being transported by “delight” and transcending actual sensory or historical experience.  Perhaps Ed’s stories were providing something valuable regardless of verisimilitude. 

But Will, understandably, has trouble finding his footing in this entire story, with no way of contextualizing what portions are based in lived experience.  He appears to have dismissed the stories as a whole, and because those stories are so much of whom his father is, he is left without a relationship with his father.  This plays out into an actual estrangement after Will’s indictment, “I’m a footnote in that story Dad – the context for your great adventure.  Which never happened, incidentally.  You were selling novelty products in Wichita the day I was born.”

Because Will can neither reconcile his father’s fishing story with historical facts, nor find metaphoric value in it, he reduces it to a covert lie.  He appears to have systematically broken down all of his father’s stories in the same way, and to have bitterly concluded that all of it is a lie that is “covering up” the person that his father really is, rendering him unknowable.  He seems unable to fathom Sidney's 3rd category of poets: those who tell stories as they "should" be.  Ed certainly has mastered how a story "should" go in order to maximize delight. 

As the film proceeds to conclude, this series of assumptions by Will (summed up by the line, “Dad, I have no idea who you are because you have never told me a single fact.”) is both erroneous and ironic.  Not only is there a fair amount of historic fact in Ed’s stories, but the stories themselves actually are an embodiment of the spirit and essence of the man telling them.  They are also a gift and a heritage that can outlast his mortality.
           
Similar to Renaissance theorists, the film is left wrestling with issues of the nature of imitation, the problem of defining reality or nature, and contending (against Will’s assumptions) that embellished, engaging stories [poetry] can serve moral ends. John Dryden[3] adamantly defended the role of imagination in creating story (poetry.)  He defended the value of the ability of art to express vividly and creatively, rather than to necessarily represent reality mimetically.

Ed’s stories are consistent with the format of mythical hero-epics that have been defended against critics claiming that poetry is guilty of lying.  William Doty, PhD[4] noted, “There are any number of happenings or circumstances or actions here that typically appear in mythological hero stories: the frequent absence of the father; Edward … exhibits unusually fast physical growth; he is a careful student of wisdom he follows a call to leave home –an odyssey-like wandering… He saves others from danger, [he] domesticates a giant man, [and] like Herakles, Edward performs assigned labors. [He] fights for the hand of his beloved Sandra.  He breathes underwater, and is finally transformed into a large fish in the river.  [The novel’s author, Daniel Wallace] states in an interview that “Edward bloom is mythologized while he is still alive.””

But is the value in Ed’s self-mythologizing storytelling didactic?  Especially from Will’s perspective, when it is impossible to know how much of each story is fabricated it is easy to see how he would conclude that the stories held no didactic or moral value.  However Renaissance theorists also purported that there is an imaginative function that poetry can serve: that producing delight and engaging the audience’s appetite for elements of story is a virtue in itself, and that it can make story more effective in teaching further principles of morality.  Ed’s stories clearly do this very well.  If knowledge can be factual or also be about luminescence and character, then there is a type of knowledge to be attained through Ed’s stories.  You get to know Ed, even if you don’t necessarily get to know what actually happened to Ed, or how it actually looked.  This is what Ed seems to mean with his response to Will’s accusations when he says, “I’ve been nothin’ but myself since the day I was born, and if you can’t see that it’s your failin’, not mine.”

Doty described this “other” type of knowledge, with it’s root in delight, in describing the novel from which the film was created, “The last sentence of the book is “No one believes a word (p. 180), and yet we have believed the story, in that manner that fiction can be truer than reality, fantasy more important than arithmetic, and a myth as big as a universe.”

Ed’s stories were “truer than reality” because they revealed his personality better than any unembellished account ever could.  His stories were not intended to be informative, but rather enlightening.  His gift for storytelling was consistently inviting his audience to fully invest in his tale, and ultimately to get involved in the creation of the text.  This was definitively illustrated by a change in the screenplay[5].  Originally Will’s constructed version of his father’s death was to be told at the funeral, but the script was changed to have Will telling that story to Ed himself, as he was dying, and among the other ways it resolved their relationship, it allowed Will to “gain a new insight into the man who raised him, as well as the importance of storytelling in all our lives.”



There is an interesting deviation from Sir Philip Sidney’s original argument that poets make no truth claims and that because, “the poet nothing affirms, [he] therefore never lieth.”  Ed Bloom is, in fact, making truth claims.  He even says, “I’ve told you a thousand facts, Will.  That’s what I do.  I tell stories.”  To which Will replies, “You tell lies, Dad.”   Yet the film never portrays Ed as a liar.  Film Journalist John Kenneth Muir[6] said “Instead, as his funeral reveals, he is just a serial exaggerator: one with a foot in fact, and another in colorful fiction.  By Ed’s reckoning, Will tells stories with “all the facts, none of the flavor,” and that’s just not his way.”   In the end we love Ed Bloom the way Dryden loves Shakespeare.

This seems like something of a loose interpretation of Sidney’s meaning.  While Sidney enthusiastically defended that value of a well-told story, he also based that defense on the story never claiming to be a historic fact.  But, despite that incongruence, Muir goes on to say, “Big Fish is filled with incredible whimsy and magic.  And yet, at the same time, the film seems to truly capture something essential about our mortality, and the mortality of those we love.  We can view tall tales as merely, “amusing lies” from someone we love, or as the seeds of immortality itself, a renewable source of energy that we can share with our children and our grandchildren.  [Because] as it turns out, Ed’s strange stories become important to Will… Ed wanted Will to listen to his stories for a reason, and not merely to entertain him.  Someday, the boy would need to know the details so he could take ownership of Ed’s story and continue it for the next generation.”

The story become immortal, and tremendously valuable to Will. He appears to have become converted, and not in need of Sir Sidney's ink after all. 


[1] Sir Philip Sidney, The Defence of Poesy
[2] Giacopo Mazzoni, Introduction and Summary – On the Defense of the Comedy of Dante
[3] John Dryden, An Essay of Dramatic Poesy
[4] Myths and Tales in Big Fish by William Doty, Ph. D., http://www.mythicjourneys.org/newsletter_dec06_doty.html
[5] Breaking Down Big Fish, by John August (screenwriter)
http://johnaugust.com/2012/breaking-down-big-fish
[6] http://reflectionsonfilmandtelevision.blogspot.com/2011/12/cult-movie-review-big-fish-2003.html

Theory Into Practice Reading Response #4 - Pop Culture in Literacy Pedagogy and Family Home Media

           Nothing that we've read thus far has evoked so much note-taking from me as Beach and O’Brien’s chapter on Teaching Popular Culture Texts[1].  It was so full of specific examples of application, and precisely defined proscriptions that there were a lot of concrete ideas that could be gleaned and immediately transferred into practice.  I felt this entire article interplayed interestingly with last week’s interview with Robert McKee[2] about the power of making and creativity.  Nearly every suggestion in this Pop-Culture-Text article focused on empowering students as creators of their own texts and as makers of meaning.  I appreciated the idea of bringing the process of learning how to read a text critically to the texts that students are already engaging in with earnestness and delight.  I do, however, see the potential for resistance.  For many people, and especially for vulnerable teens and adolescents, private media habits are intensely personal.  Reflecting upon them critically and publicly requires a willingness for vulnerability that I would anticipate most insecure teens to resist.  (Not unlike Drew’s reticence in About Home Movies.[3])
            I had read Dean Duncan’s article, Family Home Media[4] before.  It came up in context when I took a Children’s Media class from him, long before the rubber hit the road for application in my own family life.  Reading it again from my current perspective was interesting.  I still agree with the concepts in it, but for myself I have a much clearer idea of the work and resistance involved in putting those concepts into practice.  I don’t think the resistance was addressed in either article.
            My 7-year-old son, my oldest, has had a peculiar relationship with media from the beginning.  He has a tenuous, anxious relationship with videos and film, and he refused on pain of panic attack to watch anything with a plot until he was 4 and a half years old.  We still have to introduce new texts to him very carefully and often with bribes. He’s also revealed an unusual propensity for fixation, even for children at ages naturally prone to fixation.  This severely complicated my idealized vision of my own “family home media,” and I’ve never actually managed to steer it back to where I’d originally hoped it to be.  But I have learned to work with what I have.    I was interested to see how my willingness to work with my son and the media he was willing to engage with often paralleled the pop-culture-texts teaching described by Beach and O’Brien.
            Along with a host of other long-suffering parents, I have become well-versed in children’s media characters and constructed realities that my younger self would have scoffed at.  I have learned to engage with my son in creative play and discussion revolving around Jake and the Neverland Pirates and Lego Star Wars.   Certainly a part of me resists this because I perceive it as “low” art.  And certainly I’m still trying to compensate with more “high art” in areas he’s less resistant to, like bedtime reading.  But as much as I’d perhaps prefer his creative play to not revolve around licensed characters, that doesn’t mean that there is no creative value or potential for critical analysis in that play. 
            I felt that both Duncan and Beach/O’Brien addressed the need to help adults, parents, and children reflect upon their own relationship with media and how it could be refined and enriched.  They both encouraged adult/teacher figures to model critical thinking with casually encountered texts for the children in their care.  I think they even both encouraged blurring the distinction between the teacher and the learner in these conversations.  The biggest difference I felt between these two conversations was that the end goal of one was literacy skills while the end goal of the other seemed to reach further – to the becoming enlightened and improved by the sort of critical encounters with texts that literacy can facilitate.  Certainly Beach and O’Brien were less discriminatory about what texts are deserving of our deepest focus.
            My biggest question coming away from Beach and O’Brien’s article was whether allowing for more focus on pop-culture literacy will ultimately leave some students unacquainted with “high culture” texts that might have otherwise stretched them.  I can easily see the value in helping kids engage more thoughtfully with the texts they are already immersing themselves in.  But I think I’d personally resist doing that at the expense of exposing them to perhaps more meritorious material.  Or rather, while I’m willing to find ways to work with Lightning McQueen and the Wonderpets, I’m still looking forward to the possibility of sharing some delight in meaty polysemic cinema with my son.




[1] Beach R. and D. O’Brien. (2008). Teaching popular-culture texts in the classroom in Handbook of research on new literacies. Eds Coiro, J., M. Knoble, C Lankshear, and D. Leu. Lawrence Earlbaum. NY.
[2] http://henryjenkins.org/2011/08/studying_creativity_in_the_age.html#sthash.ipn5vuoZ.dpuff
[3] Best example, see: http://abouthomemovies.org/2012/10/30/love/
[4] http://magazine.byu.edu/?act=view&a=47

Friday, September 20, 2013

TIPRR#3 - Media Literacy, Story, and Creation

According to Cmdr. David G. Smith[1], the U.S. military has begun changing gears in training recruits. In accordance with advances in behavioral science, instead of promoting cohesion by dehumanizing individuals, they are teaching recruits about the history of their service. Thus far it is a measurably more effective means of increasing their camaraderie and ability to attach and commit to their unit.[2]
That story would be more powerful than force in creating real, measurable change in the values and commitments of a people should not be surprising.  As Peter Forbes[3] said, “You cannot demand a different world, you have to inspire it.”[4]
Indeed, it is increasingly apparent that what constitutes the culture of any group or civilization is the story that they share and the values inherent therein.  Harold Goddard said, “The destiny of the world is determined less by the battles that are lost and won than by the stories it loves and believes in.”[5]
Forbes seemed especially concerned about what happens when intentional and value based stories are replaced in our culture by “inauthentic” stories used in advertising.  He relayed a strong argument for valuing story more prominently as a culture, and using it to more virtuous ends.
Forbes quoted Ben Okri as saying, “Stories are the secret reservoir of our values.”  Okri has also said, “A people are as healthy and confident as the stories they tell themselves. Sick storytellers can make nations sick. Without stories we would go mad. Life would lose it’s moorings or orientation….Stories can conquer fear, you know. They can make the heart larger.”

There needs to be a cultural revolution in recognizing that story is an inextricable part of the human experience. That humans require stories to function is evidenced by the effectiveness of narrative-based advertising.  “You’re not selling product x, you’re selling a story.”  That we keep buying these stories (by buying the products that promise those stories to us), is evidence for the role of story in human development. Unfortunately, as Forbes expressed, the consumption of such stories leads to disconnection, rather than the connection that we need from our stories. In Crow and Weasel, Barry Lopez[6] says, “If stories come to you, care for them. And learn to give them away where they are needed. Sometimes a person needs a story more than food to stay alive. “

Forbes strongly promoted the use of story as an impetus for constructive social change.  He says that stories should be about relationships and communities, not about products or consumerist appetites. Leslie Marmon Silko[7] agrees, stating, “I will tell you something about stories …They aren’t just entertainment. Don’t be fooled. They are all we have, you see, All we have to fight off illness and death.” Forbes points out that in order to create positive social change, the culture has to be re-storied.  Legislative action is inadequate because “laws codify values – they don’t create them,” and the culture will not maintain a law that is not in-line with the collective story and values of its people.

The Co-Intelligence Institute has said, in The Story Paradigm[8], “Story can help us deal with causation, comparison, function, implications and context, as well. But it goes beyond understanding, description and control into the realm of mutual involvement, a realm where analytical reason becomes reductionist, inadequate to the task. The more nuanced, subjective, interactive and non-measurable a relationship is, the more story surpasses analysis in dealing with it.”  This is congruent with Forbes’ argument that story can be more potent than rhetoric.  “Stories help us imagine the future differently… a new story that helps people find their way out of the old story.”

Forbes indicated that authentic stories will define wealth as being about relationships, and not money.  Story itself is a powerful binder for catalyzing and maintaining healthy relationships.  In a 2013 New York Times article[9], Dr. Marshall Duke said that in studying children after 9/11, “[Those] who knew more about their families proved to be more resilient, meaning they could [better] moderate the effects of stress.”  He indicates that those who have a strong sense of the story of their family and community, beyond their own experience, had a stronger relationship with their families and a better resiliency toward life experience. Dr. Duke said that children who have the most self-confidence have what he … call[s] a strong “intergenerational self.” “They know they belong to something bigger than themselves.”

Stories frame the way we see ourselves, our relationships, and the world we interact with. Robert McKee has said, “Stories are the creative conversion of life itself into a more powerful, clearer, more meaningful experience. They are the currency of human contact.”

Stories are valuable both on an individual level and collectively.  The experience of encountering and processing or internalizing a story is definitive.  But so is the experience of crafting a story.  The digitally connected age in which we live has the potential to give voice to many more stories, but it also alters the author/audience paradigm.  If more people view themselves as contributors to an overarching community of story, the authority and exclusivity of authorship may be diminished, but the invested community grows.

In his interview with Henry Jenkins[10], David Gauntlett said that “Through making things, you feel more of a participant in the world, and you feel more a part of it, more embedded because you are contributing, not just consuming, so you’re more actively engaged with the world, and so, more connected.”  He emphasized that the value of creativity is not necessarily the output or product of creation, but the unquantifiable “happiness” associated with the process of creating. 

This certainly applies to authorship and story, as well as to any facet of participating in a creative act. This unquantifiable happiness is described by Deiter F. Uchtdorf[11]: “The desire to create is one of the deepest yearnings of the human soul.  No matter our talents, education, backgrounds, or abilities, we each have an inherent wish to create something that did not exist before
The process of participating in creation, even the broadly-defined “everyday creativity” described by Gauntlett, fulfills Joseph Campbell’s[12] experience of being alive: “People say that what we're all seeking is a meaning for life... I think that what we're really seeking is an experience of being alive, so that our life experiences on the purely physical plane will have resonance within our innermost being and reality, so that we can actually feel the rapture of being alive.” 

By broadening the definition of “creativity” to include anyone joyfully making something they have not made before, Gauntlett creates a paradigm that allows for the voice, experience, and perspective of any willing storyteller to be valuable, when constructed into a narrative creation.  This democratic definition invites the statement by Karen von Blixen-Finecke (pen name Isak Dinesen), “To be a person is to have a story to tell.”

There was concern, however, coming from Amy Ogata’s interview with Jenkins[13] that promoting the creativity of everyone, especially children, has in the past become a commercial construction that aims to “overlook difference while simultaneously selling exclusivity.”  She said it is “hard to escape the rhetoric of creativity used to sell items for kids.”  Indeed, when creativity itself becomes a story used by advertisers to promote consumer culture, then the value of the individual voice becomes a double-edged sword.

It may be helpful to revisit Forbes’ insistence that story, and possibly creativity, should be about relationships and communities, rather than commodities. There is certainly rich potential for enriching use of creative story-building here.  The creation of narrative can serve as an exploration of one’s own experiences and identity.  The process can accomplish finding the meaning and clarity that Robert McKee mentioned.

There has been much made of the psychological and physiological benefits of composing one’s own story, and giving voice to one’s own perspective, even if the result is never shared with a separate audience.  Dr. James Pennebaker[14] has explored this concept extensively and his research shows that the process of organizing one’s thoughts and experiences into a story has manifold benefits for the creator, regardless of whether their creation is ever shared.  Even those who immediately burned their narratives saw benefits.  The creative process of organizing and constructing a story is universally beneficial, as Gauntlett may have suspected.

[1] http://www.usna.edu/LEAD/Division%20Staff/David-Smith.php?iframe=true&width=770&height=620
[2] http://www.nytimes.com/2013/03/17/fashion/the-family-stories-that-bind-us-this-life.html?pagewanted=all&_r=1&
[3] http://www.wholecommunities.org/pdf/publications/Power%20of%20Story%202008.pdf
[4] http://www.wholecommunities.org/pdf/publications/Power%20of%20Story%202008.pdf
[6] http://www.barrylopez.com/
[7] http://history.hanover.edu/hhr/hhr93_2.html
[8] http://www.co-intelligence.org/PowerOfStoryLong.html
[10] http://henryjenkins.org/2011/08/studying_creativity_in_the_age.html#sthash.ipn5vuoZ.dpuff
[11] https://www.lds.org/general-conference/2008/10/happiness-your-heritage?lang=eng
[13] http://henryjenkins.org/2013/05/the-creative-child-meets-the-digital-native-an-interview-with-amy-ogata-part-one.html
[14] Opening Up: The Healing Power of Expressing Emotions by James Pennebaker, PhD