Brave ~ Family

The film Brave explores family relationships, specifically a mother and daughter relationship. In this relationship the film also explores the process of a child coming to understand their parent/s as a real and complex person and not just as someone who should fulfill their needs and wants. A child generally grows up with the parent providing all the necessities of life in early life and always being their for their child. However, eventually a child comes to realize and develop a more balanced relationship with their parents. This is what happens between Merida and Fergus in that Merida comes to understand her mother better and in turn decides to help her mother much like how her mother only tries to help her. Also, here the film has a coming of age moment as well since Merida grows to become caring much like her mother is caring. So, the film shows the coming of age process of learning to understand others perspectives, particularly, parents' perspectives. The film is about 'understanding' others and then making one's own decisions. Merida doesn't completely agree with her mother, nor her mother with her, but they both come to understand one another and make a compromise.

The film also explores the reality of undergoing hardships, conflicts, and rifts within family relationships. The film recognizes that families aren't happy 100% of the time but that they have to work to keep their family together. Merida learns about working to keep a relationship and the need to sometimes repair relationships in that she must repair the relationship with her mother in order to reverse the spell on her mother.

Another concept we discussed in class was that some media is close to us because we share it with others and that experience of sharing with others is what makes it important or good to us. For example, Fergus wasn't necessarily fisher or hunter but spending time with her daughter was important to her so she has and will have fond memories of catching fish with her daughters. Also, Merida and Fergus bonded together when breaking into the castle. Overall, quality time together with family is important and is what brings people together. So, watching Merida and Fergus bond together with family could also be a bonding experience, which is what the film is hoping for.

George Orwell's 'Animal Farm'

George Orwell's 'Animal Farm' 

George Orwell's novel 'Animal Farm' is very specific in its critique of Joseph Stalin and Stalinism. Through the arch of the story and through the characters, Orwell is specifically shaping a satire to critique Stalin. He isn't subtle in the book or when talking about the book. He openly admits that the book's purpose is to be a critique on Stalin.

When reading this novel I could very easily see how Orwell was playing on things from history and politics and how he was using this to make statements which illustrated the problems in these ideas and systems. However, when considering it as a piece of children's media, it may not be so obvious to a child that the novel is a critique on Stalin. A child may not really know the history of Stalin or of Stalinism. However, a child can pick up on the discussion of principles and ideas which are presented within the book. The main value change which highlights a 'flawed' principle is the shift from one of the original commandments that "All animals are equal" to the change to a maxim of "All animals are equal, but some animals are more equal than others". Orwell clearly is demonstrating the wrong in this last maxim through the story and by appealing to the reader's since of moral justice. I child will easily pick up on this critique of the maxim. And though the reader may be a child who doesn't understand that this maxim is specifically critiquing Stalin's system, the child does recognize the principles and values being discussed.

Orwell's structure of the book is also smart in its construction. Because the characters are animals the story tends to have a more child like feel to it since it is like a fairy tale (Orwell even had the subtitle 'A Fairy Tale' on some publications). Because of this the story appeals to children. However, it is the adults and older children who will pick up on the historical analogies of the book while younger children will only pick up on the over-arching themes of the book. Through this the novel is like a parable. One can read into the story to different degrees depending on one's knowledge and intellect. So, this book is a children's book but it is also a book that can be understood as a more advanced or adult discussion of political ideology.

Overall, 'Animal Farm' is a satire critiquing Stalin's rule in Russia and even though a child may not know this, a child will still pick up on the critique of the moral and political ideas.

Politics - Nausicaä of the Valley of the Wind

Nausicaä of the Valley of the Wind

......................................................................

.................................................................... 

Wo aber Gefahr ist, wächst

Das Rettende auch

(But where danger is, grows

The saving power also.)

~ Hölderlin's poem "Patmos"

....................................................................

Everyone sees the world differently and interprets it differently. These views, opinion, and beliefs can be seen as one's politics or as the things which shape one's political view. These views are inherent in one's actions and works. Therefore, media is political whether it strives to be or not. One film which is quite pointed in its ideals and politics in Hayao Miyazaki's film Nausicaä of the Valley of the Wind (1984). These ideals are encompassed by the protagonist, Princess Nausicaä, who strives to keep peace between warring nations and between the humans and the insects. She is a pacifist and it is her stance for peace that drives her character to heroism and to saving the world, both politically between the warring nations, and the actual physical world of life of the earth they live on.

One political stance which Nausicaä makes in the film is that the oppression can be a necessary endearment since it may save life, as opposed to rising up in pride of one's homeland and falling into death. She is not absolute against violence, which is apparent when she takes revenge on the soldiers who killed her father and when she fights for the people she loves. But she values life over the pride of her homeland which is why she allows her people to be oppressed. This is a difficult topic, since many would rather die for their country than serve another. But the film places more value on having the opportunity to live, as opposed to dying for a cause that is probably destined to fail. It appears, though, that if Nausicaä could have overpowered the intruders of their land with minimal casualties she probably would have, but she decided to swallow her pride to save the lives of those who couldn't have endured such a battle, like the children.

The film also makes several statements in the film about the importance of preserving the earth and the creatures it houses. Nausicaä, from a young age, sought to understand and make friends with the insects rather than kill them. This understanding is what brings her to love and care for the creatures. And it is the insects understanding of Nausicaä's love and compassion for them and their young that leads them to distill their anger against the humans for Nausicaä's sake. So, the film is teaching the value of trying to understand one's enemies, because it you can understand them you can understand how to appease their anger and possibly form a friendship. Also, Nausicaä strives to preserve the earth and comes to understand that the earth has the ability to cleanse itself from the toxins of humans, as long and humans give the earth a chance. The film really speaks strongly about trying to help the earth and not to destroy it.

Also, my favorite idea of the film I feel is well put in Hölderlin's poem "Patmos" when the poem states "But where danger is, grows/ The saving power also". I like this statement because it shows that the trails and danger uncover the possibilities of how to be saved from them. This is particularly true through the course of this film. It is the presence of the insects which guard the jungle where the under-forest purifies the water for the humans. The insects are the ones who have saved the humans. They are the humans danger but they are also the humans saving power. This emphasizes the importance of trying to understand the world rather than fighting it because you don't always see how the world is saving you.

Play --- Pottermore

For my reading in 'Play' I decided to sign up for a Pottermore account and see what was on the website...

When discussing 'Play' in class, I concept discussed was that play often is mimicking adults. This is true in games such as house, dress-up, operation, toy kitchen, etc. I feel that Pottermore is a type of mimicking in that it mimics the books and films. When first signing up for the site there were two options for me. I could either follow/explore Harry's story or I start developing my own story by getting ready to go to Howarts. I chose the latter first. So, I first had to go to Gringotts and get gold, like Harry, and then buy supplies, a wand, and a pet. I had to accomplish each step before I could be sorted. Which was really what I wanted to do. I felt like some of this was tedious, such as buying the books. But I had to do it to 'unlock' things and so that I would be within the rules of mimicking the books. I could see how it might be interesting to some but I felt like I was just doing busy work. I just wanted to take the questionnaire for the sorting, much like I wanted to take a BuzzFeed quiz which will then sort you into a house.

So, I took the sorting quiz, which was different than any BuzzFeed quiz I've taken and I got...

hmph

.......

Wasn't what I wanted. (I wanted Hufflepuff). However, the introduction which the Prefect gave made Hufflepuff seem a lot better. It really stressed that Hufflepuff was the most decent lot since they weren't preoccupied with conquering others in braver, intelligence, or just plain conquering them. However, I also somehow unlocked some writing by J.K. Rowling (still not quite what I did to qualify the unlocking) and it made them seem more like a bunch of idiots since she explains how their common room isn't necessarily that secure since it has no guard and it's password hasn't changed for hundreds of years. Despite this though, it was really interesting to read a behind the scenes of Hufflepuff and the authors thoughts on it. It makes me want to create different accounts and take the sorting quiz again till I get sorted in each house and can read their welcome and J.K. Rowling insight. I might be able to unlock it as a Hufflepuff though? Maybe? 

In contrast to the more video game, hands on, of creating your own path/profile and being able to compete against others is Quidditch, Duelling, and House contests you can explore the books. There were 'moments' from the book which you could explore and if you clicked on something that glowed red then it 'might' unlock a reading, but not always. These readings were my favorite part of the site. It was BTS but for a book which is super fun and brings back memories of childhood. The readings are really feeding into nostalgia because it is allowing a reader to return to the worlds of the book from same author. The readings were the most nostalgic for me, but really, the whole site is super nostalgic in its purpose and feeds off this to sell it's merchandise. 

The site offers all the common features associated with 'play' discussed in class. The site is 'mimicking' the books and films and allows one to play like they are in and a part of the fictional world. Also, the site has 'rules and structures' on how one can play and how to 'unlock' or achieve success and rewards. The site also has 'competition' between players within the structure and mimicking scheme. But most relevant the site is designed to be a 'fun' experience for fans. Overall, the site delves into fans nostalgia and lets them go in and play in world both by creating their own world and by allowing them to explore deeper into the already established world. 

The Nightmare Before Christmas -- Nostalgia

......................................

The Nightmare Before Christmas...

The character Jack is introduced as a character un-satisfied with his current life. His dissatisfaction becomes apparent in his opening song Jack's Lament:

"And I Jack, the pumpkin king,
Have grown so tired of the same old thing…
Oh, somewhere deep inside of these bones
An emptiness began to grow,
There’s something out there far from my home,
A longing that I’ve never known
....
"But who here would ever understand
That the Pumpkin King with the skeleton grin
Would tire of his crown, if they only understood
He’d give it all up if he only could…
Oh, there’s an empty place in my bones,
That calls out for something unknown
The fame and praise come year after year
Does nothing for these empty tears"

Jack feels that his life is empty and is no longer what he once loved. In this emptiness he is experiencing a type of unappeased yearning, a type of nostalgia. He yearns for his life to feel full like it once did. He, however, doesn't know how to re-gain excitement for his life. And instead of trying to find excitement in his homeland he feels that what he yearns for "something out there far from my home". Jack doesn't' realize during this lament that Sally is listening in. Sally expresses to herself that 'she understands how you [Jack] feels for she feels it too'. Sally's longing though is a longing for Jack and for his happiness to return. Sally too, is a character yearning for a different life. However, she isn't yearning necessarily for a life she once knew, typical of nostalgia, but she is yearning for a life wants to have. However, she is empathetic towards Jack, and yearns for his happiness to return, which is like empathetic nostalgia, not her own nostalgic return.

Jack very quickly gets his wish to take a journey far from home and unexpectedly finds some relief for his pain when he stumbles upon Christmas Town. When in Christmas Town he proclaims:

"Oh, I can’t believe my eyes!
And in my bones I feel the warmth that’s coming from inside
....
"I’ve never felt so good before,
this empty place inside of me is filling up, I simply cannot get enough
I want it, oh, I want it, oh, I want it for my own.
I’ve got to know, I’ve got to know, what is this place that I have found.
WHAT IS THIS?
…Christmas town..? Hmmmm…"

When Jack returns to Halloween Town he suffers an acute case of Nostalgia for Christmas Town. So much so that he strives to re-create Christmas Town in Halloween and then even takes over actual Christmas by trying to be Santa Claus. Jack is driven in his attempt to fill his bones with warmth again. However, taking over Christmas doesn't actually allow him to achieve this. Jack is nostalgic for Christmas Town but ultimately he is nostalgic for his 'old bony self again'. He finally comes to this realization once he crashes back down to reality. He sings:

"But I never intended all this madness,
never,
and nobody really understood,
well, how could they?
That all I ever wanted
was to bring them something great.
Why does nothing ever turn out like it should?
Well, what the heck, I went and did my best.
And by God, I really tasted something swell.
And for a moment, why,
I even touched the sky
and at least I left some stories they can tell,
I did.
And for the first time since I don't remember when
I felt just like my old bony self again.
And I, Jack, the Pumpkin King.
That's right, I am the pumpkin King! Hah! Hah! Hah!
And I just can't wait until next Halloween
'cause I've got some new ideas that will really make them scream
and, by God, I'm really gonna give it all my might!
Uh-oh, I hope there's still time to set things right…."

It is after crashing to the ground that Jack has an internal homecoming or nostos. Jack again feels like his 'old bony self again'. Which is what he wanted all along. He didn't necessarily long for Christmas, but for the warmth of Christmas re-ignited his drive for his old life. After his internal homecoming to self, Jack then experiences a literally homecoming to Halloween Town.

Upon Jack's return to Halloween Town, the citizens also experience a type of homecoming since they realize they have gained the old Jack back and are excited to be returning to their old town ways of Halloween. Sally, in particular is thrilled to see Jack's return and his psychological return of happiness.

Overall, the film explores various types of Nostalgia including internal longing for a former self, longing for a place both other and homeland, and empathetic nostalgia. These are primarily explored by Jack but also by Sally and the other Halloween Town's people.

.........................

Diversity - George Washington

The film George Washington (2000) really explores a diverse range of kids and adults. They are diverse in race, background, health, and personality. The diversity is also more prevalent with in the film because it is placed in the south. The south has a more diverse demographic of race and culture as compared to other parts of the United States. Though the film acknowledges the diversity among the characters within the film, the film also highlights the similarities between the characters on an emotional level.

For example, at the beginning of the film the narrator, Nasia, describes the good she sees in her friends. She looks at them as sees them as beautiful, she looks at their cores, and 'at their bones' and she sees the good. They are a diverse bunch of kids but at the core they want to do what is right but they see right and wrong differently and they see the right paths differently as well.

George, is torn by the death of Buddy because he feels it is his fault and tries to become a hero instead of a monster. This leads him to try and become a better citizen within his community. It is his way of coping with his conscience to strive and save others lives, as a means to make up for taking Buddy's life.

Sonya, also becomes concerned about her inner darkness, not because she feels Buddy's death was her fault, but because she feels guilty for not being upset over his death. In turn she tries to open up more to Vernon and to the authorities as a means to clear her conscious.

And lastly Vernon is grief ridden and driven to do things he wouldn't normally do, like steal a car.

Each of these characters were present at the same situation but due to their diverse circumstances and personalities they each handle the situation differently. It is here that the film shows that we are diverse in look but it is our actions with shape our true diversity from others. Our diversity comes from us shaping ourselves into the people we want to be. Into people who run away (Vernon), people who try to learn to care (Sonya), and into people who try to become heros.

Play

Play is an interesting and an important part of childhood and of the development of the mind. It is also a combination of previous ideas and themes of childhood which we have discussed such as adventure and imagination. Play is also a means to help facilitate the development of various skills. For example, the board game 'Battle Ship' teaches deductive reasoning, strategy, and reading people. These are skills which can be helpful in everyday application and for the future. This was one of the games I played last week and I felt slightly like I was making a business deal. We were both fishing for something by asking questions and seeing the response. It was interesting for me to observe my strategy of play. At first, I tried to set up my ships so that they would be hard to guess their location. I ended up setting them up fairly evenly spaced, which later is not necessarily the best idea since this is what people typically do. This reasoning, of this being a common strategy, contributed to my finding Marritt's last ship. Her ships were fairly evenly spaced and by looking at the board I could deduce the location of her next ship because I knew it would be vertical since I had uncovered 3 horizontal ships and only 1 vertical ship. So, to make it even she would have done a vertical ship. From here I figured she would also space the vertical ship away from the other vertical ship. I also figured that she would leave at least 1 open row in-between any other ships. By taking these into account my first guess for her ship last was - bingo - right. In battle ship people try to have random placements of their ships but their random isn't truly random because it is evenly spaced. This game was really interesting for me to play since it really reminded me of some of the valuable reasoning skills which games can teach you.

The next board game I played was 'Twister'. I've always liked this game because it was generally easy for me to do well since flexibility and balance are things I commonly practice as a dancer. However, the game was a new experience this time because it had been re-imagined a bit. In this version, the board could tell you to take feet and hands off the board and the spinner could also choose a move for you if the spin board landed on a certain symbol. This made the game much harder and one would need to be more of a gymnast since standing on one's hands or hand with one's feet in the air was now an option in the game. I felt like this re-mix of the game really made it more intriguing because it made is much more physically challenging. Also, it was interesting in our discussion afterwards on how Twister has been seen as obscene. I do think this comment is relevant to this game because it definitely can get awkward when you get tied up in knots with other people. However, this awkwardness would probably only be apparent to older kids. So, Twister is an example of how a game could change tones over time.




The tool box video game was very interesting because it allows the play of action figures in the virtual world. It is an extension of the action figure since one places the action figure on the consol. Also, I liked the freedom of finding an objective in the game. I think this gave the game more value since the play is constructed by the player not by the game maker. I think this type of play, the player creating the game, is a more creative and engaging play process. The most engaging games are the ones in which you create the adventure yourself. This contrasts with the first video game we played which had a specific objective. This video game to me was pointless and boring because I felt like it didn't engage the mind or the player's creativity enough, but was busy work.

Overall, the construction and execution of play is a typical part of child's media. I also think that the construction of play by the children themselves allows more creativity to be developed. The constructed games may teach very specific skills, like battle ship does, but by developing the game the player is exploring more into what they want to develop.

Finding Hope with Imagination and Neverland

The film Finding Neverland explores the wonders of using one’s imagination to see the world in a new light. The main character Sir James Matthew Barrie lives in another world in his head which is full of his imagination, hopes, and dreams and is the manner in which he interprets the world. This world manifests itself in his play ‘Peter Pan’ and the make-believe world of Neverland. The film does a great job of illustrating how Barrie sees the world through his imagination. The film makers demonstrate his minds eye through the manner in which they shoot and present the film. For example, the filmmakers introduce Barrie’s unique take on interpreting the world in his minds eye at the being of the film. When Barrie’s film is not being received well by the audience he glances out through a curtain into the theatre and imagines a thunderstorm erupting upon the audience. In this visualization the audience realizes that Barrie sees his play as a failure and that he has washed out.

As the film continues we see an example of Barrie inviting others into his imagination. This occurs when Barrie encounters a young family of four boys and their widowed mother. When he meets them they are busy having grand adventures with the great prince George. Well, all the boys but young Peter. However, when Barrie joins in on the game by presenting his fantastical tricks with a great bear (Barrie's dog Porthos) little Peter, points out that Porthos is "just a dog" and that the whole thing is "Absurd!". Barrie turns around and has this exchange with young Peter:

Barrie: Just a dog! Just! Porthos, don’t listen to him. Porthos dreams of being a bear and you want to dash those dreams by saying he’s just a dog. Tisk. Tisk. Tisk.  What a horrible candle snuffing word. That’s like saying he can’t climb that mountain; he’s just a man. Or that’s not a diamond; its juts a rock. Just. 

Peter: Fine then. Turn him into a bear if you can. 

Barrie: With those eyes my bonnie lad, I’m afraid you’d never see it. However, with just a wee bit of imagination I can turn around right now and see the great bear Porthos.

At which point Barrie turns and beings to dance with Porthos. At this point the camera dances around Barrie and cuts back and forth from the physical view of Barrie dancing with his dog and the minds eye view of him dancing with a great bear. We see here that Barrie is inviting this young family into his mind, into his world, and into his imagination.

Watch the scene here:

In this scene, key principles of imagination of Barrie's are introduced and embraced by the little boys except for Peter. Peter is more resistant to the typical young child's world of imagination and it is this resistant which Barrie breaks down over the course of the film. Barrie comes to brings Peter into a world of hope, light, and imagination. And particularly in this scene he outlines the importance which dreams have on the world because they give people hope to have goals (to climb a mountain) and see the world as more beautiful (diamond). It is here that Barrie begins teaching Peter that imagination is a tool which is not just for the young and fool-hardy but for those you aspire to live in a beautiful world of hope.

And this world is really what his land of Neverland embraces. Neverland is drawn upon the world or reality around Barrie which is seen through the cross cutting of the real world and Neverland. And Neverland is the real world infused with Barrie's unique hopefulness. The world of Neverland falters though when people do not hope in it or 'believe' in it. And the sorrows of the world breaks down peoples' hope. 

This breaking of hope is seen primarily in Peter who pulls himself from the world of Neverland when his mother becomes deathly ill. When this happens Peter feels obligated to return to 'reality' because he feels dreams can't come true. However, Barrie tries to invite him and the rest of his family back into the world of hope by bringing Neverland and belief into their home with his play 'Peter Pan'. And through the character of TinkerBell who's life is the embodiment of belief and hope.

However, for Peter, Tinkerbell's pleas are not enough to keep him dreaming and believing when his mother passes. At the funeral Barrie teaches Peter that his mother still remains with him as long as he keeps hope and belief in his heart.

Therefore, the Neverland is the embodiment of belief and hope which helps one dream and imagine a greater world. It is through imagination that allows us to dream of a world greater than we know and thus helps us make this world a reality. And hopes and dreams are generally associated with the young because they have not been crushed from the realities of the world. However, this film teaches that if you believe through the sorrow and heartache you can maintain a childlike outlook on life and be able to imagine a fantastical world around you.

The Wizard of Oz - Experimentation

Frank Baum’s book The Wonderful Wizard of Oz (1900) strived to be a different type of fairy tale than what had previously been written. Baum explains his experimentation of children’s fair tales in his writing The Wonderful Wizard of Oz in the introduction of the book. In the introduction Baum explains that fairy tales have long followed children through the ages, but that he felt it was time for a new type of tale for children in “wonder tales”. In the introduction he explained: 

“Yet the old time fairy tale, having served for generations, may now be classed as "historical" in the children's library; for the time has come for a series of newer "wonder tales" in which the stereotyped genie, dwarf and fairy are eliminated, together with all the horrible and blood-curdling incidents devised by their authors to point a fearsome moral to each tale. Modern education includes morality; therefore the modern child seeks only entertainment in its wonder tales and gladly dispenses with all disagreeable incident.”

Therefore, Baum set out to write a “wonder tale” to be a modern fairy tale for the modern children who sought entertainment and imagination and who didn’t need a moral lesson. 

Instead of teaching a moral lesson or a warning on behavior like many fairy tales sought to do The Wonderful Wizard of Oz teaches life principles. In particular the tale teaches the importance and significance of three virtues. These virtues are the importance of brains or intelligence, of having a heart, and of having courage. These virtues are embodied by Dorothy's three comrades on her adventure through the land of Oz. The Scarecrow is seeking for brains, the Tin-man is seeking to regain a heart, and the Cowardly Lion is seeking for courage. Throughout the tale is is shown that it of these characters possess these traits which they so dearly yearn for. For example, on the way to land of the Wicked Witch of the West the Scarecrow demonstrates great wisdom in devising the plans to conquer both the black crows and the swarm of bees. The Scarecrow is quite the problem solver and it is his lack of knowledge and experience which makes him feel he is a fool. The Wizard of Oz later gives him a “new bran of brains” which really consisted of changing out the straw in his head for bran and needles (needles to show he is sharp). The wizard didn’t ‘really’ give him brains but gave him a placebo to feel like he had a brain to better store his knowledge and experience. The lesson here though is that the Scarecrow had intelligence all along and that he would only continue to get smarter since as the Wizard advised one gets smarter the longer one lives and experiences life. 

Each of these three virtues which the Scarecrow, Tin-man, and Lion strive for are things which do not manifest themselves physically but they each wanted a physical display of the characteristic. The Wizard contemplates how it was easy for him to give them what they wanted since it wasn’t possible to give them what they really wanted but it also wasn’t necessary since they already possessed within themselves. They just felt like they needed something tangible to manifest it to themselves and others. The Scarecrow already smart, the Tin-man was already loving and caring, and the Lion was already brave but like the lion they just needed to realize that the things like courage comes from ‘confidence’ which exist from within. So, the Wizard just gave them placebos to help them gain confidence in themselves and their talents which they had been developing. 

It is a different type of tale too, in the fact, that Baum continues the story with the Scarecrow, Tin-man, and Lion even after they gain/realize their desires. Baum didn’t have to keep the characters around as Dorothy continued on her quest to find her way home but he did. And in so doing we see the characters further develop the attributes they had gained through out the first portion of the books. By doing this Baum is teaching that talents must be maintained and developed to continue to posses them. This part of the plot has the story seem to continue farther than what most fairy tales tend to do, making this tale even more unique in comparison to other children’s tales of the time and previously. 

Overall, the book The Wizard of Oz is a new type of fairy tale in being a ‘wonder tale’ of entertainment and life lessons being taught in a non-didactic manner. There are some elements of fairytales still present such as the battle between good and bad and magical creatures, however, the stereotypical characters are done away with and the driving moral messages are also not present. The book really is an example of a new type of tale for children which strives to bring 'wonder' to their lives. 

Imagination

Imagination is a talent in which children are generally regarded as natural masters. Children typically explore the world through games of their playtime in which they imagine new worlds or this world in a new way. An example of this idea of children exploring through their imagination is shown in the film Alice, directed by Jan Svankmajer. The story is inspired by Lewis Carroll's Alice in Wonderland and Alice through the looking glass, however, the manner in which Svankmajer decides to tell the story demonstrates that Svankmajer is letting the audience know that the story is only in Alice’s head not reality and that is making it up during her play time in her room. Svankmajer demonstrates that the story is her playtime by relating that Alice is the writer of the story. Svankmajer shows that Alice is the writer since she is the one delivering all the dialogue. Also, all the characters and most of the props can be found around Alice’s room and are the toys in which she creates her settings. Also, the sets themselves are all made out of the same wood of Alice’s room and look like strongly as her room. This re-iterates Svankmajer perspective that this is all happening in Alice’s room as she plays and that she is creating the settings herself in her room with her materials and not just in her imagination. I feel that most children would imagine more into their created worlds such as color or fantastical landscapes. These two elements are generally strong elements in other renderings of Alice in Wonderland but are not present her. The film is almost limiting Alice’s imaginings to things she can physically produce herself. Also, this establishes that Alice is not imagining something from scratch but is re-imagining the world around her which she is familiar with but may not fully understand. This exploration of the world around her is also seen through the storyline she creates. The story explores the various English traditions and sentiments such as the constant tradition of tea time, the class system with the queen’s court-who really has control of court the king or the queen?, the need to change to get through life, etc. Overall, Alice is and exploration of a child of the Victorian England through the use of playtime with her toys. However, this story is really created by adults which means it is a representation of what adults remember of their childhood or of what they feel I child might perceive of the adult world. Therefore it is important to note that these imaginations are coming from adult minds who have lived in the political structures of ‘reality’ longer than a child and therefore the political implications would be more conscious than subconscious like a child’s would be. Is it then possible for a child’s imagination to fully be represented in media? I think media such as Kid History portrays a interesting view of a child’s imagination operating in an adult world. In these videos the story originates from the kids but it still is executing by the imagination of the adults. Since, imagination in media is explored through the craft of adults it is a matured imagination. This is probably alright to some extent since all adults were once children. 

Documentation

All art (stories, paintings, films, etc.) are in some way a sort of documentation in that they are documenting ideas and cultures which relate to the circumstances in which they were made and relate to the audience to which they were made for. They may not be striving to necessarily ‘document’ something but they are. For example, the short story Vanka by Anton Chekhov may not have been striving to document what life was like for a working class boy in 1886 Moscow, Russia or what life was like in a small Russian village but the story does this. This character, Vanka, is technically fictitious, but Vanka can be seen to represent a certain lifestyle of the time. Therefore, the story is a documentation of the culture of how a young working class boy’s life might of been and gives some insight to how the situation of orphanage was handled then as well. 

Another example is the Hollos’ children’s book The Story of Your Coat. This story strives to teach the process of a coat being made and the culture of the time of 1946 is also recorded through the piece. Since this story strives to teach a potential inquiry of a child it could be categorized under as purely education, however, the piece is also documenting a historical process whether it really intended to or not. 

An example of a film which documents a particular culture and era is the  Chinese drama Not One Less (1999). This film captures the educational environment which existed in rural China and contrasts rural China with urban China. For example, the film captures the problem of rural children dropping out of school at young ages in order to start working and to help provide for their families. When in the city the children which are shown who are city natives always have backpacks and appear to be going or coming from school. In contrast, the children who state that they are from rural villages are always shown as children workers in the city and are shown as very poor. Through this the film is expressing that children raised in the city are wealthier and go to school longer while rural children drop out of school and come to the city to work. The film is capturing society, cultural practices, class systems, and economic circumstances of the time through characters and through the story in its entirety. Another specific economic circumstances which the film documents are the specific prices on train tickets, chalk, and the some different employment salaries such as the salary of a substitute teacher for a month, a brick mover, and a laundry girl). Overall, the film captures culture, society, educational, and economic circumstances of specifically rural China and partially of urban China in the 1990s and partially of urban China and therefore is a type of documentation of China in the 1990s. 

Morals in Mary Poppins

The film Marry Poppins (1964) addresses several life lessons to the children taught by Mary Poppins. For example, when she teaches the children the importance of work when getting the children to clean the nursery she states: “ In every job that must be done, there is an element of fun. You find the fun and snap, the job’s a game!” Here, Mary Poppins is teaching that in every ‘job’ every responsibility of work there is a positive side which can be taken one just has to find that light and work with it.

Another lesson Mary Poppins teaches is to accept one’s consequences. She teaches this when she is giving the children their medicine after they have been caught in the rain. She states: “People who get their feet wet must learn to take their medicine.” Here, she is teaching that one has to accepts the consequences in life for the actions that they make and the actions upon them. They did not mean to get caught in the rain but they did and thus they have to accept the consequences of that.

Another principle taught in the film is the acceptance of people regardless of their class. England is a very class oriented society and that is seen within the characters. However, the acceptance which Mary Poppins has for Bert teaches that the views of even a lonely street artist are important and have weight to be heard. Also, the mother’s involvement in women’s rights provides an interesting commentary on social class. The film takes place in 1910 and shows the work of protestors including the mother as they fight for women’s rights. Having the mother be an active part of the women's rights movement portrays women in a positive light and promote equality between men and women.

Another theme of the story is family. The whole arch of the story, is that of the family being brought together emotionally. The children were feeling neglected by their father at the beginning but the father comes to appreciate their views and insights. This is seen in the seen in which Mr. Banks is fired. In this seen he pulls out the two toppins of his son and realizes his love and devotion is with his family not with the Bank he works for. He then proceeds to spend more time with his family by flying a kite with them.

Overall, the film teaches several life lessons including the importance of family, the importance of accepting ones consequences in life, and the importance of finding joy in the work you do.

Adventures of Pippi Longstocking

The book, Pippi Longstocking by Astrid Ericsson Lindgren, is a spunky adventure tales of Pippi Longstocking and her two friends Annika and Tommy Settergren. Through out the book Pippi experiences new adventures of experiences most would find ‘normal’ these include going to school and attending a coffee party. In these experiences Tommy and Annika are the ones initiating the experience but it is Pippi who, with her unique perspective and assertiveness, who takes things in unexpected ways and makes it quite the hassle for the adults but quite the tale for the other children.

Also, Pippi has several extraordinary adventures while in the town. These adventures seem extraordinary to Annika and Tommy while they seem normal or trivial to Pippi. These include their excursion to the circus where Pippi performs tricks on a horse, a tightrope, and beats the ‘strong’ man of the circus. Quite impressive feats for a 9 year old girl but all in a day’s play for Pippi. However, for Annika and Tommy these adventures are new and exciting. For them, Pippi is a type of mentor who takes them into a new world even though this new world is one they have experienced before but now they are experiencing it with Pippi who provides new perspectives. For example, Pippi gives new excitement to playing in the yard by providing a way for all three to climb into a hollow tree and think it is a dungeon. This experience, in particular, gave Annika new bravery and confidence since Pippi encouraged her to overcome her fear of the tree’s height and other potential dangers.

Some aspects of Pippi’s life make her prone to the adventure as opposed to the just a story of curiosity, which is a definite element but not the entire scope of the stories. Pippi in in a new place, new to her, her father’s old house, Villa Villekulla. She is alone, except for animal friends of her monkey and her horse. She has exceptional strength, wit, and charm. But most importantly she has a determined spirt who isn’t hampered by the seemly impossible such as a raging bull, or a burning house, or the authorities. She is able to adequately take care of herself as she explores this new world to her and the dangers it has. She is also able to help her friends explore the world more and to help them overcome their fears. She helps particularly Annika overcome heights of the tree, and the darkness in the tree trunk, and the potential of ghosts in the attack. All of which are common obstacles to children and are adventures for the common 9 year old. Overall, the book provides adventures on a domestic scale but also provide the extraordinary adventures which Pippi is prone to encounter and conquer.

Children's Media - Inquiry

Because children essentially have tabula rasa when entering this world, children tend to have a natural state of curiosity. Kids explore as a natural means to learn about their surroundings. Besides just exploring eventually kids learn how to inquire through questions and these questions are often answered by the adults in their life such as parents, older children, and/or teachers. The documentary film To Be and to Have, specifically focuses on the inquiry which occurs in a one school classroom in rural France between the teacher Mr. Lopez and his students. I particularly love the manner in which the filmmakers chose to include various interactions in which Mr. Lopez uses inquiry to facilitate and answer the children's natural inquiry. For example, Mr. Lopez asks questions about if they have eaten yet to little Jojo as a means to help Jojo learn how to deduce if it is morning or afternoon. Also, another example in which Mr. Lopez asks questions to further Jojo's curiosity is by asking Jojo questions about counting since Jojo and deducted that one could count forever. These moments are great examples of how questions tend to inspire more questions and that sometimes answers my be questions within themselves.

It is also interesting to observe that the interactions between teacher and student are primarily constructed from questions. And not just questions from the students but questions from the teacher, Mr. Lopez. Mr. Lopez uses questions to try and convey deeper meaning to the students as a means to help them understand and learn. For example, when a student pushed another student in the yard Mr. Lopez was very concerned as to why the student pushed the other student. He posed questions more than lecturing or chastening. Mr. Lopez tried to facilitate curiosity by posing questions as opposed to purely stating facts. Which is an interesting balance to observe in contrast to educators who solely inform. For example, the Homefun films, Powers of Ten and Mr. Roger's How to Make Things: Crayons, the information in dictated to the viewer. This manner of dictation is very informative but doesn't necessarily prompt further questions. It is more reflective of what is considered 'traditional education'; education in which a teacher informs the student how things are. However, does this lack of inquiry in answering inquiry actually weaken inquiry in the inquirer? Albert Einstein stated: "It is a miracle that curiosity survives formal education". Therefore, does this mean that the dictated content common to educational children's media like Powers of Ten is actually leading to killing inquiry because it merely answers questions and doesn't ask any? Therefore, should children's media which strives to fuel inquiry, actually need to fuel more inquiry by also asking questions instead of purely stating facts? And does simple stating facts actually kill inquiry?

Journal - Week 2 - Morality and The Jungle Book

Disney's The Jungle Book is a tale which explores a coming of age story and teaches that growing up requires responsibility. The character who undergoes this process in the film is Baloo the Bear.

Though Baloo is already physically grown he has not yet grown to act as a 'proper' adult member of the jungle society at the beginning of the film. Baloo is a "jungle bum" who floats around without a care in the world living on the bare necessities for life. He has no responsibility, no work, no purpose in his life but to be lazy. However, when Baloo decides to try and raise Mowgli as his own, a whole new world of adulthood and parenthood fall upon him. Baloo struggles to keep Mowgli safe from the various creatures in the jungle including monkeys, snacks, and Shere Khan the Tiger. Baloo fails at first in protecting Mowgli, who is kidnapped by monkeys and runs to Bagheera for help.

Baloo's childish behavior is juxtaposed with Bagheera's authoritative presence of knowledge and wisdom. Bagheera scoffs Baloo's "jungle bum" behavior of executing the bare necessities in life and had warned him that wouldn't work if he choose to help Mowgli out. Baloo begins to understand this warning when Mowgli is captured by the monkeys and then asks for the help of Bagheera. Bagheera  could be seen as a type of grandfatherly figure through out who generously helps out the first time parent/s.

It is from Bagheera that Baloo comes to understand what it means to be responsible for another. This is shown in Baloo's sacrifice of injury to save Mowgli from Shere Khan. And for a while, the filmmakers let us to believe that Baloo gave the ultimate sacrifice of his life. This makes the connection that parents will give there lives for there children and that this is the weight of the responsibility of parenthood. This also correlates to Mowgli's biological parent's death. Overall, the filmmakers are illustrating that parenthood requires the responsibility and strength of one's whole life.

Baloo's character continues to grow at the end of the story when he has to come to accept that Mowgli must move on. That Mowgli will eventually have a family of his own with his own and his own responsibilities like Baloo did.

Overall, this film explores the dynamics of maturing to adulthood specifically parenthood through the development of the character Baloo and his story of parenting the Man Cub Mowgli. The film demonstrates that with growing up one must be responsible for one's actions and potentially for the actions of others. The film teaches one to be responsible and proactive as one grows older.  

392 - Week 1 Response

Week 1

There is no concrete definition of what is children’s media and what approach children’s media should take. It is an idea which will differ depending on ones opinions, beliefs, and experiences. Often children’s media is used as a means to teach a principle or give a warning to children, like the often told tale of little Red Riding Hood strives to do. However, the various versions of the story demonstrate different opinions of who the audience it, what content should be included, and how it should be told.

For example, the Grimm’s brothers story Little Red Cap, has a tale directed towards warning against the consequences of not following one’s mother’s directions and provides a happy tale at the end for what happens when one does follow one’s mother’s directions. The audience here appears to be geared more towards very young children and obeying their mothers. However, the Grimm’s brother tale does allow for the girl and her grandmother to be rescued. This demonstrates a good sense of wise adults looking out for the younger. The Grimm’s bother’s morale of children obeying their mothers tends to be a rendition found more in versions direction towards young children. Also, the idea of a children gaining redemption or being rescued is more commonly seen in young children versions. For example, the Silly Symphony The Big Bad Wolf has the young girl being rescued by the pigs who are looking out for her. This allows for the comfort of having parents, teachers, older siblings, etc. who will look out for one even when they mess up.  

In contrast, Charles Perrault’s story Little Red Riding Hood is geared towards young women (specifically to the upper-class) and warns against sexual predators. The Perrault’s rendition is darker, having no redemption for the Red Riding Hood or for her grandmother, who both perish.
Perrault’s version of the story I would not consider to be a great tale for young children but for young adults. As such, does this make this tale not a children’s story? I feel like some of the Little Red Riding Hood renditions are for children while others may be more mature. However, I feel like the the best stories are ones that are layered. Such as the French Grandmother’s Story. In this version, the warning to sexual predators is quite apparent to the adult but perhaps not as apparent to the young. In this way the story is both for the young and old. It changes as one matures and loses innocence.

The film Son of Rambow explores the idea of childhood as the process of losing innocence. This is portrayed primarily through the young Joshua being introduced and seduced by the forbidden world of cinema. Within this world Joshua pursues new outlooks from Rambow and from his friend. Within this new discovering of a new lifestyle and freedom of choices Joshua also discovers taking responsibility for one's actions and for taking responsibility of trying to right one's wrongs. For example, when his friendship with Will goes sour, Joshua knows he has to try and finish to film as a means to make amends. By doing this, Joshua takes a step away from childhood because he begins to realize the weight of his actions and the responsibility he has now by understanding that his actions have acute consequences to himself and to those around him.