Good Intentions/Stamp Collections.

Moulin Rouge Post-modernism

     The lyrics featured in Nirvana’s Smells Like Teen Spirit are very unfocused and obscure, contributing to it being much more of an instrumental success.  Kurt Cobain has expressed the fear that his generation leads with apathy on numerous occasions.  This is reflected in the song, lyrics suggesting the carelessness of others as well as himself, this is why it has been characterized as a classic teen rebellion song. 

     Even the other band members have said that the lyrics are somewhat erratic on Cobain’s part.  It could have been cause by the fact that he was diagnosed as bipolar, a hardcore heroin addict, and had written the song very close to the time that the album was released.  Although Cobain has said some very profound things, Nirvana was a band of musicians, not lyricists.  Dave Grohl, drummer,  has went as far as saying, sometimes, “you need syllables to fill up this space or you need something that rhymes.”

     In the film/musical, Moulin Rouge!, only the chorus was used.

Here we are now, entertain us

I feel stupid, and contagious

It’s used in a context that is a little bit diverted from the original version, hence  there only being two lyrics incorporated.  There were also lyrics added, sung individually by the character Harold Zilder.  The song was done done while a large group danced along to it, suggesting that they were experiencing more of a contagious excitement rather than a mass rebellion.

Quote Source: Azerrad, pg. 214

Gifs: photobucket

By the way…Eastern time.  This was completed at 11:28pm June 10th, if it matters.

Pre-reading Assignment for “Cyrano de Bergerac”

Power:

Cardinal Richelieu: 

     Cardinal Richelieu was a French Nobleman who was also the world’s first Prime Minister.  He founded the Académie Française.

The Académie française: 

     The Académie Française is an academy specializing in the French language.  Members are elected and have life-long terms.  They produce a dictionary of the language.

Thematic Connection:

     Cardinal Richelieu is a symbol of power because of his dominance over much of France and Europe.  The Académie is very exclusive with only 40 individual seats for immortals.  These selected people have a lot of authority.

Honor:

Musketeers and Cadets: 

     A musketeer is an early European soldier who carries a musket.  A cadet is a soldier in training.

D’ Artagnan: 

     D’Artagnan was a member of the Musketeers of the Guard and Captain Lieutenant to the Musketeers.

Thematic Connection:

     The authority of musketeers is often distinguished by their large brimmed hats.  D’Artagnan displays honor as a military leader.

Iconoclasts:

Molière: 

     Molière was a playwright and actor who wrote comedies.

Galileo: 

     Galileo was a physicist and astronomer who supported the Copernicus theory. 

Thematic Connection:

     Molière often criticized Catholicism and religious hypocrisy in his plays and was eventually condemned from the church.  Galileo supported scientific theories that contradicted biblical views.

Love:

Penelope:

      Penelope is Odysseus’s wife in The Odyssey by Homer.

Phyllis: 

     Phyllis is a character in Greek mythology.  She is married to Demophon.

Thematic Connection:

     These connect to love because Penelope is the ultimate example of fidelity and Phyllis exhibits the great lengths that people will go for love.

Predictions:

-  I predict that the setting including the social status in this play will have a lot to do with Cardinal Richelieu and the Académie.

-  I predict that characters like Galileo and Penelope will often be alluded to in philosophical situations.

William Shakespeare’s “Romeo + Juliet” Post-modernism Assignment

Romeo + Juliet, a modern adaption of the classic play “Romeo and Juliet” directed by Baz Luhrmann in 1996.  Although the film may seem authenticated by the presence of the original script, the 90’s time period and unrealistic situations were an awkward pairing with Elizabethan speech.  This makes it simulacrum as opposed to pastiche.  Pastiche is a stylistic composition using selections of a different work.  On the contrary, simulacrum is an unsuccessful representation of anther work. 

     In the script, Juliet is still sleeping while Romeo kills himself.  But in this movie, she awakens while he is still alive, a major change to such a standard climax.  It becomes very unrealistic and differs too much from the actual script, leading to simulacrum

“Thy drugs are quick.  Thus with a kiss I die.” - Romeo

The character of the Friar had a lot of substance and an important role in the play version, which is lacking with the priest in the film.

“These violent delights have violent ends in their triumph die, fire and power, which they kiss.” - Friar

Something that hasn’t been included in either the 1968 or 1966, is the aftermath of Juliet’s death involving an altercation between Paris and Romeo at the tomb.  This would be pastiche if there were other parts of the movie to make up for it, but it was for the most part portrayed as a common love story after the first 30 minutes, a return to other characters may have been more thoughtful.

“I do defy thy conjurations.  And apprehend thee for a felon here.”- Paris

“Wilt thou provoke me?  Then have at thee, boy!”- Romeo

Also, instead of having narration, this movie used a newscaster pictured on a television to deliver the prologue.  This was  a clever idea, but with the dialogue of the script being so foreign to modern day speech, it was extremely difficult to execute, and ultimately failed.

“A pair of star-crossed lovers take their life…”- Prologue, chorus

Sources:

http://data.whicdn.com/images/6240268/tumblr_leiarcDgcT1qcqs0do1_500_large.jpg?1294887026

http://data.whicdn.com/images/7178562/tumblr_lffzzbe54B1qezlmho1_500_large.gif?1297803203

filmmorefilms asked: cool blog. 50 last quotes was interesting :)

Thank you(:

& I know, John Green is quite awesome.

amandawolf asked: do you like chiken, or trees better?

Trees. 

And nice spelling Amanda!

~Sonnet~

So shamelessly robbed of what could have been

Her guardians only signed the papers

Her body, well being, and flesh, so thin

A youth destroyed, she’s high on the vapors

——————————————————————-

All of it had gone awry so quickly

A life of crime, so unnecessary

Hope lost, she gave up on her dignity

Public thoughts were endless commentary

——————————————————————-

As droplets tumble down her sunken cheek

The words “guilty” bring remorseful sorrow

Scared and humbled, she chooses not to speak

But her statement?  “The rules I won’t follow”

———————————————————————

After the verdict, the judge states his cause,

“Miss Lohan, you need to follow the laws”

“Romeo & Juliet” Planning Think Aloud

Individual Work

•  To be honest, I really don’t know much at all about Shakespeare.  I know that he was a 16th century poet and playwright and was a major influence on culture and other writings/literature.  He wrote plays such as “Romeo and Juliet”, “Hamlet”, and “A Midsummer Nights Dream.” He also was known for combining English and Latin words. 

•  While reading this, I want to be able to have the experience of actually understanding the plot as well as the importance of it as a work.  I think this learning should occur by taking smaller sections of the play and in class, analyzing prominent sections/quotes.

•  Our method of reading “A Midsummer Night’s Dream” last year was not successful at all.  It was impossible to understand without any further explanation and it was also mind-numbingly boring to listen to students read it in class.  And everyone knows what “following along in your book”  means, so I really have no idea if I would have enjoyed it or not.

•  Content:  I think that it would work out nicely if we read the actual text as well as watched the movie progressively together.  Process:  If we are going to incorporate Flip-Thinking into the “Romeo & Juliet” unit, I would assume we would not have to read at home.  Watching a segment of the movie before we read might help to keep focus while reading it.  Also, depending on the movie’s faithfulness to the play, it might be a good option to watch it with subtitles.  Product: Because we will be viewing at least one version of the film, a comparison essay would be the obvious product.  I am also not opposed to periodic think alouds.  Classroom:  I think that for something so intimidating to read, we could all benefit from Socratic Circles.  The only suggestion I would make is to have around 10 people per group.  That way there is enough people to generate discussion, but it makes it more conversational and easier to participate.  Teacher:  I think from a teacher it is preferred that we have a little more guidance, especially with the speech being so unfamiliar.

•  I really like the idea that all of our writing is centered on a blogging platform and I think that is a really good way to incorporate the outside world within the classroom.  I think students might enjoy having more contact with technology or being introduced to new web resources. 

Group Discussion

I was absent for the main day of group discussion, but I remember us talking about wanting to learn more about William Shakespeare himself and the history of him and his works.  I think this is important because nothing is worse than Shakespeare + pretentiousness, you know, those people.  Another thing that we talked about was the focus items.  It might be more direct if they were in a question format and not as broad.  During group discussion I learned that a lot of people have the same attitude about reading “Romeo and Juliet” this year, they want to really get something out of it.

“I think that we should have open note quizzes”- short term memory loss okay

Flip Thinking

     I think that the flip thinking would be a great way to incorporate something new and different into the curriculum.  I and my group really like the fact that we are able to watch the lectures at home when it will be easier to focus and come back to necessary information. 

      In the article, it doesn’t directly say that there is no homework, but it is easy to infer that there would not be.  That might cause complications if we are required to write essays in class, or if they have an end of hour due date.

     Here is a link to a video of a science teacher who has applied Karl Fisch’s flip thinking into his classroom.  He talks about the process and it’s results.

Anonymous asked: how many followers do you have ?

63.

“The Count of Monte Cristo” Film Review

“Reynolds has exactly one note to sound on revenge, and it’s not very interesting.”-Jeff Stark

  The classic and elaborate novel, The Count of Monte Cristo by Alexandre Dumas was adapted to a highly abbreviated movie of the same title in 2002 directed by Kevin Reynolds.  The film version has received a considerable amount of negative reviews due to the approach taken with altering the novel, and vast amount of character changes leaving the viewer with a feeling of incompleteness.  

    The reason this movie was an inaccurate representation of the book is that sections of the novel that differentiated this famous piece from a cliche hero/revenge-type story were omitted.  The storyline of the Villefort family, the poisonings, the relationship of Maximilien and Valentine, and the unknown child brought and extraordinary sense of scandal and suspense to the novel which the film didn’t live up to.  The tone of the film was also humourous which can hardly compare to the great dramatic tumult as displayed in the book.  The characters, Mercedes and Jacopo were more prominent in the film version, which could have worked well if they had some sort of further significance to the plot.  These major character modifications were of no assistance to the movie.

    Although it may seem expected to discuss it, revenge is really the main and most relatable theme.  These two sets of quotes are a worthy example of how the theme is displayed alluringly and indirectly in the text and how the film lacks this.

“Only a man who has felt ultimate despair is capable of feeling ultimate bliss.” (Text)

“What do you want to buy?”  “Revenge” (Film)

                                                      &

“There is neither happiness nor misery in the world; there is only the comparison of one state with another, nothing more. He who has felt the deepest grief is best able to experience supreme happiness.” (Text)

“They must see their world, all they hold dear, ripped from them as it was ripped from me.” (Film)

     Towards the end of the novel, Edmond Dantes began to feel regretful, which again, varies from a typical plot based on revenge.  As you could assume, this was also secluded from the film, instead leaving the Count joyous and feeling accomplished.  These quotes aid to compare the regret vs. satisfaction occurrence.

“He [Monte Cristo] realized that he had gone beyond the limits of rightful vengeance and that he could no longer say ‘God is for and with me.” (Text)

I’m a priest, not a saint.”  [Later in the film] “I’m a count, not a saint.” (Film)

     To put it quite frankly, this book has been mutilated by the box office.