Shot-by-Shot Analysis of Commercial: MLB 10: The Show featuring Joe Mauer and Kevin Butler

The ad: http://www.youtube.com/watch?v=GCAJw8vbJWc

The Shot	Meaning/Purpose
Joe Mauer inside the Twins clubhouse. A big, flat screen TV behind Mauer shows another man (presumably supposed to be a Twins player) playing the game he is advertising. Mauer is filmed in a medium shot.	This shot establishes Joe Mauer as the leading character in the commercial. The medium focus allows the audience to see both that Mauer is in the Twins clubhouse and the TV with the game in the background. The setting helps establish the credibility of the game—it’s being played inside a Major League Clubhouse. Mauer’s presence does the same—a Major League star plays this game.
Quick cut to Kevin Butler in his office at Playstation headquarters. Again, the game is shown being played on a large flat screen TV behind Butler. Butler is putting on a batting glove. And is also filmed in a medium shot.	This shot establishes Kevin Butler as the co-star of the commercial. The medium shot again does two things: it establishes the setting as Butler’s office at PlayStation and also shows the game again on the TV behind Butler. The setting in the office with the PS logo on the wall sets up Butler’s authority as a video game expert, but perhaps not a baseball expert.
Quick cut to scenes from the video game. Scene is “shot” from behind home plate at Target field as Mauer is at bat, from the third base line watching Mauer swing, from the ground as Mauer makes a tag out at home plate, and from the pitcher’s mound as the team celebrates. Butler voiceovers about how realistic the game is, commenting that it makes guys like him and Mauer—“who have no talent whatsoever”—feel like they’re part of the game.	This series of scenes displays the main claim/feature of the product: how realistic the images are. It also draws on Joe Mauer’s popularity by showing images o him specifically and quietly suggests another benefit—if you buy this game, you can BE Joe Mauer. The scene also sets up the joke for the rest of the ad: Butler acts like he doesn’t know who Joe Mauer is.
Quick cut back to Butler in office, putting on batting glove.	Reminder to audience who Butler is.
Quick cut to Mauer protesting that he’s the AL MVP.	This series of scenes that quick cut back and forth are intended to entertain and amuse the audience. Humor is employed here in the gag that Butler acts like he doesn’t know Mauer until Mauer one-ups him with the picture of Butler in the hat and swimsuit. Butler uses word play when he intones, “Well-played, Mauer.” He’s referring to both the one-up-manship with the photo, but it could also be taken to refer to Mauer’s skill at baseball.
Quick cut back Butler. He’s now framed in a medium close-up shot. He doesn’t believe Mauer.
Quick back to Mauer, saying his name in tone that suggests Butler should know Mauer’s name.
Quick cut back to Butler, who says Mauer’s name questioningly as he looks off.
Quick cut back to Mauer in close-up, who holds up a picture of himself and Butler together, with a very large fish. Mauer claims they went to Cabo together.
Quick cut back to Butler, who claims he’s “not even allowed in Mexico.”
Quick cut back to Mauer, who holds up a picture of Butler in a Speedo swimsuit and a sombrero and asks, “Then where did I get this?”
Quick cut back to Butler, who looks peeved and says, “Well-played, Mauer.”
Cut to image of the cover of “The Show” in three different formats for PSP, PS2, and PS3 (which is placed in the center and is the largest). The tagline written above the games on a banner reads “The most realistic baseball game ever.” The voiceover says the name of the game and tells you the rating.	Shows product packaging, emphasizing the PS3 version of the game as the best by placing it in the middle and making it slightly larger than the other two versions.
Cut to PS3 slogan and logo.	Quick plug for PS3 as best system for the game.
Cut to Sony logo.	Quick plug for Sony, the company that makes PlayStation systems and products.

Teaching Film/Editing Techniques in the Classroom

Introduction: I would introduce the idea of techniques used in film and editing by putting together a collection of scenes from films and TV shows students are familiar with that make strong, purposeful use of the different types of techniques and share that with them in class. I could use a basic KWL chart or I could create a set of questions to be used as discussion prompts in class; Either option would get students to start thinking about the topic.

Terms: I would then go over the terms in class with the students. I would most likely create a power point that had the written definitions as well as links to videos that contained examples of the terms. I could then have students do a Think-Pair-Share, where they thought about films or shows they know that use the different techniques, pair with a partner to discuss their ideas, and then share their ideas with the class in a quick report out.

Guided practice: Once we established the vocabulary, I would lead the students through several examples analyses of different scenes. Once I felt they grasped the concepts, I would assign a group or individual project similar to what we had to do: an analysis of a scene from a TV show or movie. If they were in groups, I would have them present their analysis orally to the class. If they were working on their own, I would ask them to write up their analysis either in Word or in a blog if we were using blogs.

Independent practice: This would be similar to our shot-by-shot analysis of a commercial assignment.

Assessment: I’m borrowing this idea from Beach because I really liked it. I would have students create their own film adaptations, using short stories or narrative poems as their source material. Students would be required to script their production, as well as create a detailed storyboard that identified all the techniques they used. Additionally, I would require them to submit a written reflection where they reflected on their purposes for the choices they made. I might then publish their videos on a secure district server and invite other teachers, administrators, and parents to view them.

Veronica Mars: A scene analysis

Jennifer Farrell

TV Scene Analysis

Veronica Mars: An Echolls Family Christmas

What happens in this scene: In this episode, Logan and his friends Connor, Sean, and Duncan had a high-stakes poker game. The leader of the local biker gang, Weevil, attended the game as well. When Weevil won the poker game, the guys discovered that the money was missing. Veronica investigated the disappearance of the money. When she figures out who stole the money, she forces Logan to host another game, where she will unmask the thief and take his place in the game. Her purpose is to win money to buy her dad tickets to a Padres fantasy camp for Christmas. In this scene, Veronica shows up at Logan’s pool house, the scene of the first game. All of the players are there. She succinctly establishes why Duncan, Connor, and Logan couldn’t have stolen the money. She then unmasks Sean as the thief. Weevil escorts Sean outside, presumably to beat the snot out of him for stealing his money, and Veronica joins table. She promptly displays some card-handling prowess and the guys look worried.
	Description/Purpose
Camera Shots	The first shot is a wider shot that serves to establish the locale: the pool house at Logan’s. It also reinforces the season; it’s Christmas, and there’s a large Christmas tree lit up in the background. Once the scene begins, the shots are mostly mid-shots and medium close-ups. The mid-shots are used to help the audience follow Veronica as she moves around the table from guy to guy. The medium close-ups are cut in and used as reaction shots to show the guys’ facial expressions as Veronica explains how she solved the case. The medium close-ups are used to draw in the audience and encourage them to figure out what happened along with the guys. Many of the shots in the scene are also two-shots and are used to underscore the social connections between the characters. For example, Veronica grabs the bottle of Jim Beam sitting in front of Duncan and takes a gigantic swig. While she’s drinking, we can also watch Duncan’s face as he realizes Veronica’s caught him in the act—indeed, in the next shot, Veronica wipes her mouth, announces that the Jim Beam is actually iced tea, and Duncan shame-facedly agrees. If you follow the show, you also know that Duncan and Veronica are ex boyfriend and girlfriend, so the dynamic of her revealing his little secret is even more interesting. The camera also tracks Veronica on an arc as she moves around the table. This is used to create a sense of circling or prowling, like a tiger closing in on his or her prey, which is similar to what Veronica is doing. Lastly, the scene also features a number of flashbacks. The flashbacks are pieces of what we’ve seen already, brought up again as Veronica illustrates why those pieces are important. The editor dissolved those pieces of flashback in and out with a bright white light to give the effect of something being remembered.
Lighting	The lighting in this scene is very atmospheric and low-key. Most of the room is dimly lit, with a bluish light filtering in from outside, presumably from the pool. The bluish tint gives the viewer a feeling of cold and hostility, which fits because the situation is tense. As I said, most of the room is dimly lit, with the exception of the card table where everyone is sitting. This also serves dual purposes: it focuses the audience’s attention on the situation at hand and adds to the dramatic tension of the situation. Since the show also draws heavily on the film noir style, the light hanging over the card table might remind the audience of a single light dangling over an interrogation table, like in old crime and detective films. In the flashback pieces, everything is tinted with a mixture of blue, white, and gray, making the scene look unreal and almost ethereal, much like a memory is.
Sound	The scene uses a little bit of diegetic sound like the patting of foot steps on a hard floor and the clicking of poker chips to make it realistic, but nothing is overdone. It’s merely there is establish the realism that the show strives for. The editor also uses Veronica’s explanation of the case as a voice-over in the flashback scenes. The purpose is to help the audience understand the plot by combining the images from earlier with Veronica’s explanation of their meaning as it relates to the case. The show as a whole makes extensive use of voice-over from Veronica as a central part of the narrative structure, so it wouldn’t seem at all out of place for the regular audience.
Music	The music in the scene is actually used in a really clever way. It is Christmas during this episode, so the editors used an old carol as background music. However, they chose an instrumental version of “Carol of the Bells” which has an unusual, almost eerie, tip-toeing feeling to it. The version they chose matches perfectly with the mood of the scene; Veronica is constantly moving and unraveling and the music adds an element of eerie playfulness to her little cat-and-mouse game she’s playing with the guys.

Rationale for continuing media studies in District 112

Chaska+High+School+currently+offers+several+individual+courses+in+the+field+of+Media+Studies+within+the+English+department%3A+Introduction+to+Print+and+Broadcast+Journalism%2C+Newspaper%2C+TV+Broadcast%2C+and+Media+Studies.+Additionally%2C+all+levels+of+English+courses+at+the+secondary+level+feature+a+section+devoted+to+media+literacy+in+their+course+standards.+Clearly%2C+media+literacy+has+been%2C+is%2C+and+should+continue+to+be+valued+by+this+district+and+community.%0D%0A%0D%0AIn+their+recently+published+plan+%3Ca+href%3D%22http%3A%2F%2Fwww.chaska.k12.mn.us%2Fpdfs%2Fsecondary_redesign.pdf%22%3E%3Cspan+style%3D%22font-style%3A+italic%3B%22%3EEach+Learner+Prepared+for+Success%3A+District+112+Educational+Plan+for+Learning+and+Success+in+the+21st+Century%3C%2Fspan%3E%3C%2Fa%3E%2C+the+secondary+re-design+team+for+District+112+laid+out+its+goals+and+dreams+for+the+district.+As+Superintendent+David+Jennings+says%2C+%3Cblockquote%3E%E2%80%9CEducation+today+is+about+helping+kids+think+critically+and+make+good+decisions%2C+about+helping+them+understand+their+world+and+its+cultures%2C+about+helping+them+embrace+technology+and+understand+both+its+strength+and+its+limitations%2C+about+helping+them+understand+the+difference+between+information+and+knowledge%2C+and+about+giving+them+the+self+confidence+and+skills+to+be+successful.%E2%80%9D%3C%2Fblockquote%3E+The+design+document+then+goes+on+to+lay+out+specific+goals+for+all+secondary+learners%2C+including+a+goal+that+all+graduates+will+be+%E2%80%9Cfluent+users+of+technology+and+information+with+skills+in%3A+reading+and+media+literacy%2C+responsible+use+of+technology+and+information%2C+technology+use%2C+%5Band%5D+the+research+process.%E2%80%9D+Given+this+proclaimed+interest+in+preparing+learners+for+the+21st+century%2C+it+would+seem+hypocritical+and+backward+to+turn+around+and+declare+that+media+studies+aren%E2%80%99t+a+necessary+and+highly+valuable+part+of+the+curriculum.%0D%0A%0D%0ADistrict+112+should+continue+to+include+media+studies+as+part+of+the+curriculum+because+media+studies+provide+students+with+real%2C+relevant+opportunities+to+engage+in+critical+thinking+and+inquiry%2C+collaboration+and+creation%2C+and+the+construction+of+their+own+knowledge.++According+to+Richard+Beach%2C+professor+of+English+Education+at+the+University+of+Minnesota%2C+%E2%80%9Cthe+marginalization+of+media+in+the+curriculum+ignores+the+centrality+of+media+in+our+lives%E2%80%9D+%28Beach%2C+2007%29.+Our+students+live+in+a+world+saturated+by+media%3A+they+watch+%3Ca+href%3D%22http%3A%2F%2Fen.wikipedia.org%2Fwiki%2FJersey_Shore_%2528TV_series%2529%22%3E%3Cspan+style%3D%22font-style%3A+italic%3B%22%3Proxy-Connection: keep-alive
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ersey+Shore%3C%2Fspan%3E%3C%2Fa%3E%2C+text+their+friends+about+what+they+saw%2C+check+Facebook+to+see+what+their+friends+are+doing%2C+zoom+over+to+YouTube+to+check+out+a+video+recommended+by+a+friend%2C+all+while+that+ubiquitous+white+earphone+wire+dangles+down+their+shirt+fronts.+Given+the+constant+presence+of+media+in+their+lives%2C+students+need+to+be+prepared+to+sort+out+and+truly+read+all+the+messages+that+are+rushing+at+them+on+a+daily+basis.+Media+studies+can+help+them+do+this.+Let%E2%80%99s+take+%3Cspan+style%3D%22font-style%3A+italic%3B%22%3EJersey+Shore%3C%2Fspan%3E+as+an+example.+If+you+are+unfamiliar+with+the+show%2C+it+is+an+MTV+reality+show+featuring+a+group+of+Italian-American+young+people+living+on+the+Jersey+Shore.+The+show+is+full+of+stereotypes+that+are+demeaning+to+men%2C+women%2C+young+people%2C+and+ethnic+groups+alike.+That+being+said%2C+the+show+is+still+wildly+popular.+%3Cspan+style%3D%22font-style%3A+italic%3B%22%3EJersey+Shore%3C%2Fspan%3E+has+spawned+catch+phrases%2C+hairstyles%2C+and+dance+moves%2C+and+the+young+stars+of+the+show+recently+re-negotiated+their+contracts+with+MTV+to+receive+%2410%2C000+an+episode+for+their+second+season.+In+a+curriculum+featuring+media+studies%2C+a+teacher+could+take+this+highly+popular+show+and+use+it+as+a+modern%2C+relevant+media+text.+The+teacher+and+students+could+employ+their+critical+thinking+skills+to+examine+what+this+show+is%2C+how+and+why+it+is+constructed+the+way+it+is%2C+and+the+underlying+assumptions%2C+attitudes%2C+and+prejudices+promoted+by+the+show.+Then%2C+the+teacher+could+offer+a+critical+inquiry+project+where+students+examine+how+prejudices+and+stereotypes+are+perpetuated+by+reality+TV+shows+like+%3Cspan+style%3D%22font-style%3A+italic%3B%22%3EJersey+Shore%3C%2Fspan%3E.+The+students+could+foster+their+critical+thinking+and+research+skills+by+researching+how+reality+shows+work%2C+who+controls+them%2C+and+what+those+in+control+have+at+stake%2C+among+other+things.+Students+could+then+collaborate+in+small+groups+or+as+a+class+to+formulate+alternatives+to+what+is+currently+being+offered+in+the+reality+TV+genre.+They+could+create+blogs%2C+wikis%2C+or+websites+to+share+their+information+and+invite+the+public+to+check+out+their+work+and+possibly+sign+a+petition+the+students+created+to+send+to+the+heads+of+several+media+conglomerates.+The+possibilities+are+endless%2C+rewarding%2C+and+incredibly+enriching.%0D%0A%0D%0AMaintaining+our+commitment+to+media+studies+in+our+curriculum+is+absolutely+vital+to+the+success+of+our+children.+By+teaching+them+to+be+critical+consumers+and+producers+of+media+texts%2C+we+are+creating+constructive%2C+intelligent+citizens+of+the+world.+As+Pat+Kipping+reminds+us%2C+%E2%80%9CMedia+literate+people+know+how+to+act%2C+rather+than+being+acted+upon.+In+this+way%2C+media+literate+people+are+better+citizens.%E2%80%9D+Let%E2%80%99s+re-commit+to+making+our+students+better+citizens+of+the+world.%0D%0A%0D%0A%0D%0ABeach%2C+R.+%282007%29.+Teachingmedialiteracy.com%3A+a+web-linked+guide+to+resources+and+activities.++++++%0D%0A+++++++++New+York%2C+NY%3A+Teachers+College+Press

Teaching Film, TV, and Media Studies: Week 1 post

Beach, Introduction and Chapter 1:

As I was reading the introduction to Beach’s book and chapter 1, what struck me was the constructivist nature of his approach to Media Studies. He seems to give a great deal of weight to our own readings and creations of media texts, while at the same time encouraging a critical examination of the media texts that surround us, including our self-authored texts. It reminds me a great deal of the Tech Tools for Educators class that I took a couple years ago. In that class, we examined and used a variety of Web 2.0 tools, like blogs, wikis, and other things I’ve unfortunately forgotten. One of the major discussion points we kept coming back to was the idea of constructivism. We discussed endlessly how we could use technology and Web 2.0 tools in our quests for more constructivist learning with our students. Beach’s first three points in chapter 1—Media/Film Study helps students build upon their own “active use of the media,” “move digital literacies from the bedroom to the classroom,” and “learn to communicate in multimodal ways”—remind me very strongly of those constructivist conversations. Beach’s approach appears to be active, rather than passive—students do not just mindlessly consume media. They are constantly creating and re-imagining, constructing their own texts and communications. I really liked Beach’s point about moving digital literacies into the classroom It is so easy to say, “I don’t need to teach them about technology; they’re smarter than I am!” But the sad truth is that they are seriously lacking a full understanding of how they can use these technologies. I also liked this point because I think it lends itself nicely to what seems to be Beach’s other main concern: critical literacy.

I think this is the part of his…philosophy, for lack of a better word, that resonated with me the most. As much as I want kids to be constructing their own learning and knowledge and using technology to communicate in “multimodal” ways, I’m more concerned about their ability to see through, question, and challenge the reality that media producers try to construct for them. The constructivist piece is vitally important, because once a person understands how knowledge and information can be constructed and manipulated, that person can begin to examine how the media messages we’re fed on a daily basis are constructions as well. I especially liked his point about the importance of students recognizing that “the meanings of these texts do not actually lie “in” the text, but rather in how audiences construct the meaning of media texts within specific social contexts.” I’ve found that students often have a difficult time prying themselves away from the here and now, the me, and the immediate present to really, truly, truthfully consider alternate points of view, which is such an important skill!

I really am looking forward to digging into this more deeply and figuring out how to implement it in my classroom, but my brain is getting foggy, so I think it’s time to hit the hay. Night all!!

Another year comes to an end

So here we are at the end of yet another year. I think it's a sign that I'm getting older that the years seem to go by a lot faster now. Who made that rule? I'm definitely not a fan.

In the past year, I have changed my job and my home, and both were wonderful, positive changes. I am about 4 classes away from my Masters degree in English Education, which is pretty darn cool. Yes, I'm going to make my students call me Master Farrell for a little while after I get that degree. ;) I have been taking a break from theater this fall, and I've loved it. The break helped me re-charge my batteries and remember who I am as a person, not just as a teacher. I hosted my second annual Home-Cooked Meal for Former Theater Students, and it was a riot. I'm so blessed to have worked with such tremendously talented, intelligent, and just GOOD kids.

I have been thinking about and could write about all the things from the past year that I wasn't so happy about. In fact, that's kind of my nature--to ignore the good stuff and obsess over the not-so-good stuff. But I'm not going to do that this year. What is done is done and it's not worth any more energy or worry. It's water under the bridge.

Instead, now, on the eve of 2009, is the time to look forward with hope, optimism, and love toward what the next 365 days will bring. I am hoping that 2009 will involve love, happiness, good health, wonderful friends, a credit card with a balance of 0, and a pair of size 10 pants. :)

In the words of Ralph Waldo Emerson, "Finish each day and be done with it. You have done what you could. Some blunders and absurdities no doubt crept in; forget them as soon as you can. Tomorrow is a new day; begin it well and serenely and with too high a spirit to be encumbered with your old nonsense."

May you begin 2009 with a spirit too high to be encumbered by your old nonsense! Happy New Year!

Big Changes...

Well, it's been awhile and a lot has changed. As I type, I'm sitting in a computer lab at Chaska High School, learning about the technology we'll be using this coming school year.

Big Change #1: I got a wonderful new job! I will be teaching Language Arts and Theater at Pioneer Ridge Freshmen Center in Chaska. I've met my new colleagues and they are wonderful. Also, my room is so big and pretty and has windows to the outside! :)

Big Change #2: I moved! I'm now living in Minneapolis, off of Loring Park, with a girlfriend from college. The apartment is very nice and I'm enjoying accomodating to city life after three years of suburban life. I'm starting to get the hang of the bus system, and I've discovered the quickest way to get to Chaska.

Other than that, life is just zipping along. I took two grad classes this summer, so I'm now halfway through my Masters program, which is super exciting. I've gone to several weddings of family and friends and I've made it up to the cabin several times.

Also, I have two book recommendations to share:

The Absolutely True Diary of a Part-time Indian by Sherman Alexie: Hilarious and moving story about a young Indian boy who leaves his reservation each day to attend the local White high school.

A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah: Incredible story about a young boy who loses his family during the civil war in Sierra Leone and is recruited into the government army at age 13. Absolutely mesmerizing and heartbreaking and full of hope.