News Anaylsis

Kare 11 6 o'clock News

6:00-6:05 Many "lead" stories
MPLS homicide
Scott Taylor/pool safety
Drunk driver hits squad car in St. Cloud
Puppy save woman from burning house (no joke!)
Fishing opener date and guidelines changed
MPLS firefighters collect fro Salvation Army

Commercial 6:05-6:08
The Apprentice
Dateline
Jewelery
Kare 11
Audi
Bakers Square
Idaho Potatoes
Medtronic

6:08-story about a bear

6:08-6:10 Sven's science question

Commercial 6:10-6:13
Medtronic
Herbergers
Empire Carpet
Menards
Lexus
Ribnick Furs
Herbergers
Kare 11

6:13 picture of bald eagles

6:14-6:17 weather

6:17-6:22 sports

Commercial 6:22-6:25
Mazda
Comcast
Arby's
Toys for Tots
Entertainment Tonight

6:25-6:27
Toys for Tots

I am a fan of Kare 11, even before I "married" into the family. My cousin works on the production of Kare 11's evening news and her father is local celebrity Bobby Jensen. That being said, watching this 30 minutes of news was not very informative and kind of boring. (Sorry Bobby!) All the interesting, lead stories of the day were boiled down into headlines and sound bites, all taking about 5 minutes to deliver 8 stories. I understand that they cant possibly report on every news story in depth, but the rest of the show was silly stuff. For example, a kid asking Sven a science question. They took up 2 minutes and even had graphics to explain how hot it gets on the sun. Thats almost 1/2 the time they spent on all their lead stories combined. The picture someone sent in of bald eagles. It was a cool picture, but I didnt need to spend a minute listening to Mike and Sven talk about it. Weather and sports received about the same amount of attention and took up the second half of the program. All and all, I get more information from listening to MPR on my way to work every morning and usually just watch the local news to see what the weather is going to be like. In fact, my husband will watch just to catch them running a ridiculous story and then call his dad to share in their disbelief. (He would have liked both the bald eagle and the bear story on this night's show)

Grading Criteria

One thing I think students often forget is what the real purpose of a project is. They get caught up with the requirements, like the things they can count-3 pages, 10 examples, etc. But they lose track of what teachers really want, a demonstration that they learned what was taught. The part they should spend the most work and time on is the part that really proves the student understood the concepts. Rubrics I think sometimes actually add to the confusion. Don’t get me wrong, it is very helpful to have a list of what needs to be completed, but if they are only concerned with collecting the parts and not connecting them, well then the project is pretty meaningless. Anyway, I think it is worth talking about with a class. Tell students that the rubric is just that a checklist, but the real test (so to speak) is have you proved to me you know what you are talking about. Hopefully by mentioning this throughout all projects it will eventually stick. Anyway, here is the grading criteria we felt were important for our project.

1. Subject Knowledge

(Show what you know about the 60’s)

2. Technical Requirements

(15 images, 2 songs, 2 video clips, 2 written texts)

3. Organization

(Does the project flow?)

4. Creativity/Design

(Have you thought about the way it looks to a viewer?)

(Is it easy to follow your train of thought?)

5. Depth & Breadth of Project Content

(Show that you learned the enduring understandings of the unit)

6. Oral Presentation Skills

Music

Just like everyone else I can’t pick one favorite band because there are so many bands that I love. And on top of that, the bands that I currently don’t have in my rotation, I can’t forget because they remind me of a time and a place when they were played over and over again. I will always have a soft spot for Ben Folds 5 and Soul Coughing because they remind me of my freshman year in college and when I first met my husband. In high school there were several songs that got y group of friends totally shaking and I will always run to the dance floor when I hear the Real McCoy’s “Come and Get Your Love”. Fountains of Wayne and Built to Spill remind me of my semester in Italy and the long train rides up and down the Italian coast. (Also so crazy techno songs I don’t even know the names of from the discos we frequented) When I was growing up I lip-synced to the Supremes and actually belted out Aretha and road trips were filled with Beatles anthologies. I did my power point on The New Pornographers and Arcade Fire, because I have been listening to their latest albums lately, but I can’t say they are my utmost favorite, because I don’t have just one.

Satire

The genre that I selected was satire. Sketch comedy will dabble in satire but also draws on other things to create comedy, such as re-occurring characters that are constantly put in uncomfortable situations, impersonations and just plain weirdness (also a favorite of mine). I would have to say the big 3 of satire (for me at least) are South Park, The Daily Show and Colbert Report. These shows are so clever and never fail to make me laugh. Unfortunately, many students also love South Park, but for completely different reasons than I do. The satire is usually lost on them and what they are left with is the idea that ugly generalizations about groups of people are not only OK but funny. They don’t pick up on the sarcasm and they don’t usually have the background knowledge needed to understand the points being made. Satire is a great way to voice dissent and criticize important and seemingly untouchable figures of power.

Using media in the classroom

Since I dont teach English, I dont teach about literary techniques or themes. And I probably wouldn't show the film adaptation of a novel unless it had some sort of historical relevance. I think social studies teachers are infamous for showing movies all the time, and while I try not to fall into that stereotype, there are so many nice, historical movies that fit into just about any curriculum. So outside of just showing a historical movie so students have a sorta visual of that time period, here is another idea. I was thinking today as I re-read an excerpt from Machiavlli's, The Prince, which we will be looking at in a couple weeks, that the whole "it is best to be loved and feared but if you can't be both, be feared" thing reminds me a mob boss. I thought that maybe we could watch a scene from a mobster movie or The Sopranos and then have them compare and contrast the philosophies behind both "characters". How does each make their decisions? What is important to each figure? Why? How do they interact with others?

The boys wear girl pants....not that there's anything wrong with that

There is a trend at my school that for some reason really intrigues me. I don’t understand it. The kids call them “Emos” which is short for emotional. At first, I thought maybe they had replaced the marginalized group of other emotional students, the Goths, but we still got some of those and they are not friends with the Emos. This clique or community of teens seems to stem from a particular style of music, (similar to Goths) but I think it would be interesting to study what other characteristics they share, such as family, socio-economic background, other hobbies, birth order(!?) anything really. Emo’s have a similar fashion esthetic and appearance, and, for some reason, are the targets of a lot of animosity from their peers. I wonder why? I know that teenagers are desperately trying to define themselves during this period of their lives and like the kids in the other cliques, the Emo’s aren’t that different, yet they still fascinate me. I recently helped one of my students (not an Emo) put on a concert for charity and 2 of the bands featured drew a big Emo crowd. I watched dumbstruck, at 3 dancing boys and began to wonder what else do they do? (I mean the dancing was really strange, a lot of failing and kicking and then pacing- so what other strange things do they do and more importantly, where did they learn it and why do they do it?)

I would want to interview the students and observe the activities they participate in, such as concerts, hanging out time, parties (a side note many Emo’s are often Straight Edge, which means they do not use drugs or alcohol). I would want to talk to their parents, other students in the building and staff. I would want to research about the bands they follow and interview them. Some challenges would be the students themselves, would they be able to be “real”. Teenagers, more so than adults, are ultra concerned with how their image so that would influence how they interacted with the interviewer. Another challenge is making it seem interesting to other viewers. I might be totally alone on my fascination with them. Also, adults might find the subject matter a little self-indulgent or trite. I mean they’re teenagers after all, who cares, right? They will grow up, figure out who they really are and then be mortified by their high school antics like the rest of us. Teenagers by design, are meant to be dramatic and so a documentary on this teen sub-culture might be a bit too much.

Fake Ad

Finally, Now Size Doesn’t Matter…

Steve is feeling very satisfied. He’s concerned about the environment, so he’s just traded in his super-sized, gas-guzzling SUV for the new environmentally- friendly Hummer 4.



Half the Size, All the Prestige!

Myspace mini-ethnography

(This is my online persona-Bea Complexx, who I guess looks and acts much like a powder puff girl)
So what do I have in common with my 9th grade students? Well despite being way too old, I have a myspace account. I don’t really know how it started but I got sucked in and have wasted immense periods of time on it. Since I am familiar with the subject, I decided to do my mini-ethnography on social networking sites, specifically myspace. As I peruse the pages of my top 8 I notice several things. One, everyone has listed their favorite activities, music, movies and books. People are volunteering information about their (gasp) personal lives, such as aspirations and goals, hero’s and respected influences. Filling out this information isn’t required to have a myspace yet everyone complies and dutifully fills out the lists. I suppose leaving it blank would defeat the purpose of myspace, which is basically an online advertisement of one’s self. Hey pick me! I like the same stuff as you! Put me in your top 8! However, most of my friends aren’t really there to meet new people. I can’t think of any that “accept” friend requests from people they don’t somehow marginally know. My friends use it more to communicate with each other. I know with my brother and husband it is a constant competition of who can put the most ridiculous video on the other’s site. Another way my friends use myspace is to advertise activities they are involved in. My sister and her fiancé have a site for their kickball team, my friend’s band posts songs for people to play on their own myspace site and my friend Graham sends out bulletins when he has an art show. They use myspace not really to advertise themselves but their interests and projects. It seems pretty effective too.

More and more we are communicating in short and impersonal ways. Now if I want to tell someone something, I don’t have to “deal” with the actual communication part, I can leave a comment on their myspace. I don’t have to be inconvenienced with actual speaking, but can text on my phone and I don’t have to waste time with actual words, because I can just use letters (LOL, BRB). As an adult I don’t see too much harm coming from these sites. I’m too old for the perverts now and, as an adult, I would not be taken in by a sweet-talking, or should I say sweet-message leaving manipulator. However, I am concerned about my students. They have such a different concept of privacy. I recently set my profile to private because several students had “found” me and wanted to be my friend. There would be many things wrong with that idea. And even though this is contradictory, there are parts of my life that, despite putting it on the internet, I do not want my students to know.

Postmodern & Feminist Anaylsis

“It’s the combination of narcissism and nihilism that really defines postmodernism."
-Al Gore

I don’t really think that Al Gore is the expert on postmodern philosophy but I did like this quote and thought it appropriate for the 2 media texts I’m looking at. I picked the movie Clueless because I just really like that movie and then a clip from the TV show, The Hills, a show I have never watched. I thought the 2 texts would be interesting to look at together since they are supposedly portraying the same population. In the trailer for Clueless, the main characters are represented as vapid, self-obsessed, rich and beautiful. It appears that their lives revolve around shopping, going to parties and talking their way out of doing whatever it is they don’t want to do. Narcissism and apathy at its best. In the montage of The Hills, the main “characters” lay by the pool, shop and have cell phones permanently connected to their faces. There also seems to be an awful lot of crying, because I’m sure the shopping and the IMing gets to be a little much. The girls don’t seem to have much depth. There are many differences between the 2 texts; Clueless is clearly a satire of that culture, where The Hills seems to be celebrating it. Or marketing it to teenagers. Clueless, which is loosely adapted from Jane Austen’s novel Emma, finally redeems the characters in the end when Cher helps out with the Pismo Beach Relief Drive and begins to watch CNN instead of Ren and Stimpy. I’m not sure how The Hill’s girls turn out. I know from the tabloids that the 2 main girls Lauren and Heidi are no longer friends.

I thought I would examine these texts through the feminist lens as well. In both examples, the girls are very interested in physical appearances. Cher has a computer program that perfectly matches pieces from her giant wardrobe, so she can have the ultimate outfit. When she invites her crush over she sets a lighting scheme so she is constantly bathed in good lighting. When the girls are upset they go to the mall and shop. With The Hills, the main character works in the fashion industry. She and her friends worry about what to wear to the big events. They make sure to lay out and get a good tan and to hit the gym to stay in shape. This portrayal feeds into the idea that girls are only interested in looking pretty. In both examples friendships with other girls is also portrayed in stereotypical fashion. In Clueless, Cher’s nemesis is Amber, who is always trying to copy her. In The Hills, the feud between Lauren and Heidi is what counts for entertainment news these days. Both conflicts seem to stem from competition between the girls. Whether it is over guys, clothes or status, the girls show that women can’t be friends because the other is a threat to one’s identity or relationship with a guy.

Media Representations of Work

What does it mean to work in America? According to the media it sucks. I suppose many might say that is redundant, that no one likes to work, but I don’t believe, like the media suggests, everyone hates their job. In most media representations work means putting on a suit and sitting in a cubicle for 8 hours a day doing something completely uninspiring and seemingly unnecessary. Office life is dominated by technology and is often isolating. Workers sit and stare at a computer all day long. They communicate via email and text and fax and phone, rarely in person, and when they do its over drinks after work. It seems that workers have no relationships outside of work and their only way to have a romantic relationship is with their fellow co-workers. Work is also portrayed as white-collar, where everyone is able to make car payments and go out for drinks at happy hour. Work is clean, sterile and usually unsatisfying. There aren’t a lot of shows or films where the principle characters are construction workers or fast food employees. And if they are, inexplicably they are still part of the upper-middle class. I thought these commercials were clever but contributed to the image of all office workers hate their jobs. Also I have a mini-slide show with some photos of “work”

Careerbuilders.com Commercials:

http://www.youtube.com/watch?v=z-En-JrsBBc

http://www.youtube.com/watch?v=oCsLITgWzTI

World Famous since ages ago

I ran across this when I was obsessing over The Flight of the Concords. The narrator is Jermaine Clement from the show. Anyway, this commercial has a nice nostalgic feeling to it. As if one were flipping through a video scrapbook. There are shots of still photos (the girl who forgot to take off her glasses), shots of inanimate objects (mom's PTA key and the clock) and shots with hand written notes or cannonball instructions, which all lend to the feeling of looking through memorabilia someone has collected. As the commercial begins it looks like it is shot with a 7 millimeter camera from the 70's. This makes it feel like you are watching someone's home movies (again with the nostalgia) As the kids run to the pool the frame burns up like an old filmstrip, which acts as a transition to the next shot, the guy pouring chlorine into the pool. The burn in the strip is also appropriate because it mirrors the burning of the kids eyes after they jump in the over-chlorinated pool.

I wrote a hit play so Im not sweating it either

Im a big fan of Wes Anderson movies and this was the first one I ever saw. Some of the things I absolutely love about this sequence are the following:
While Bill Murray is enjoying his breakfast all is quiet except for the increasing buzz of more and more bees, then when he realizes whats happening and the camera zooms in on the tube of bees and thats when the music starts.
Next, the elevator opens, as if we were waiting in the kitchen for Max, and he struts out with his bees like he is in a Tarentino movie. (the gum on the wall is genuis-Max is a teenager after all)
Then you have Bill Murray sneaking over to the high school. I like how when he runs over the bike you cant see it. The shot stays with Bill as the car jerks and bumps over the bike.
When Max cuts the breaks. It is shot as if you are standing above him on a platform and you cant see his entire bike, car or even himself. In fact, if you weren't paying attention you might not realize what he did until the camera pans to Bill pumping the break to no avail.
The scene cuts to a new one and the music cuts out and you hear Bill giving a report to a police officer.
Finally, the camera has Max's hands in cuffs and the music comes back on.

Is this a vlog?

I'm guessing there is a difference between videos online and vlogs. I have lots of favorite videos I watch online via youtube or specific websites, but I dont think they qualify as vlogs and since this post is to comment on a vlog I will. BUT I thought I would include these sites just for fun because there is always stuff on them that makes me laugh.
channel101.com
funnyordie.com
mimiandflo.com

On to the vlog...
I chose Your Dress Would Look Better On Me, which I found at Minnesotastories (I think). Here is the link http://betteronme.blogspot.com/
I liked her vlogs because they were more like skits instead of a talking head or interview. They were funny and usually had some sort of Minneapolis connection. (airplanes, Sculpture Garden) She also incorporates music and text like you would find in a movie which works well since her vlogs seem like short films. I suppose her vlog would be appealing to young, urban people, but really anyone with a similar sense of humor might enjoy them.

Pressure!!

So you know when you are replying to an evite and everyone has these great quips and witty retorts for their RSVP.....its too much pressure! And now a blog. I will spend 20 minutes thinking about my evite reply for a BBQ-how much time am I going to spend on these posts! So please, kind readers, be gentle.

PS I was not an English major, therefore I do not have the exhaustive knowledge of grammar and punctuation that the rest of my classmates do. Again with the pressure.