The song, “A Plant Will Grow”, by Lauren Mayer is helpful to easily teach people about the basic structures of plants including the seed, stem, leaf and root. It clarifies the growing process of plants from planting the seed to growing out of the soil. It also describes specifically what is needed for plants to grow such as nutrients, sun, water, and air. The argument of this song is that plants undergo important processes and special structures which make them helpful to humans. Although this song is geared towards children, it can be useful to people who are unfamiliar with the growth process of plants. In three minutes, anyone can learn the basic functions and development of plants which makes this mode of learning very effective.
The video I chose from YouTube describes photosynthesis and how it is essential for plants and animals. It outlines how plants release oxygen into the atmosphere which is essential for humans. They also consume carbon dioxide which slightly cuts down on the amount of greenhouse gases in the atmosphere. Plants also produce usable chemical energy from unusable light energy. The argument of the video is that plants naturally aid humans by converting gases and producing energy that can be used. Students, researchers, and environmentalists would be interested in watching this video. This video is short and to the point and would be very effective in displaying the importance of plants.
The book I chose was my Botany book from my Marine and Freshwater Botany course. It includes a variety of pictures and information on how plants grow; the structures and functions involved and complete basic plant information. It also includes the ecological importance of plants through medicine, food, oxygen, cosmetics, etc. The argument of the book is that plants can be used for a variety of consumer needs based on their structures and functions. The audience would be introductory botany students or anyone interested in the basics of plants. This mode of learning would be the least effective due to the large amount of information present.
My visual aid includes three pictures. The first picture displays plants in a mortar which will be ground up to produce medicine. The second picture illustrates how plants absorb carbon dioxide from the atmosphere and produce oxygen. The third picture shows a variety of vegetables that are plants which can be consumed by humans; lettuce, tomatoes, celery, peppers. Any audience would be interested in the value and aesthetics of plants as a consumer aid. The argument is that plants are important for human survival. This would be a very effective way to quickly outline the main ways plants are helpful.
Wednesday, April 22, 2009
Saturday, April 11, 2009
Plants are Important to Humans
Why are plants important to us?
The song lyrics are below, but I will be downloading the song for everyone to enjoy.
A Plant Will Grow
Lauren Mayer
http://www.songsforteaching.com/curriculumrocks/aplantwillgrow.htm
My plants are growing, from the seeds down in the ground
Soon they'll be showing how the plant world gets around
Just plant a seed, and when you're done
Give it air and water and lots of sun
And in a couple of weeks or so,
You know a plant will grow!
A seed sprouts a root, isn't that cute?
My plants are growing, from the roots and the seeds down in the ground
Soon they'll be showing how the plant world gets around
It grows some roots, which uncoil
To soak up nutrients from the soil
And in a couple of weeks or so,
You know a plant will grow!
Plants grow a stem, every one of them!
My plants are growing, from the stems to the roots from the seeds down in the grownd
Soon they'll be showing how the plant world gets around
At first just a tiny stem is seen
You know it's growing 'cause it's green
And in a couple of weeks or so,
You know a plant will grow!
Look what the stem achieves - it's growing some leaves!
My plants are growing,
from the leaves to the stems to the roots from the seeds down in the ground
Soon they'll be showing how the plant world gets around
The leaves get bigger by the hour
Then it might grow fruit, it might grow a flower
And in a couple of weeks or so,
You know a plant will grow!
From the fruit or the flower
to the leaves
to the stem
to the roots
from the seeds down in the ground
And now you know - just how a plant will grow!
This video describes photosynthesis and how it is essential for plants and animals. Plants consume carbon dioxide and release oxygen, helping our environment.
http://www.youtube.com/watch?v=lrVEM3OdyRc
I have a Botany book with a lot of great information on how plants are important to humans. I also have a visual aid, which I can't figure out how to post but will print and bring to class.
The song lyrics are below, but I will be downloading the song for everyone to enjoy.
A Plant Will Grow
Lauren Mayer
http://www.songsforteaching.com/curriculumrocks/aplantwillgrow.htm
My plants are growing, from the seeds down in the ground
Soon they'll be showing how the plant world gets around
Just plant a seed, and when you're done
Give it air and water and lots of sun
And in a couple of weeks or so,
You know a plant will grow!
A seed sprouts a root, isn't that cute?
My plants are growing, from the roots and the seeds down in the ground
Soon they'll be showing how the plant world gets around
It grows some roots, which uncoil
To soak up nutrients from the soil
And in a couple of weeks or so,
You know a plant will grow!
Plants grow a stem, every one of them!
My plants are growing, from the stems to the roots from the seeds down in the grownd
Soon they'll be showing how the plant world gets around
At first just a tiny stem is seen
You know it's growing 'cause it's green
And in a couple of weeks or so,
You know a plant will grow!
Look what the stem achieves - it's growing some leaves!
My plants are growing,
from the leaves to the stems to the roots from the seeds down in the ground
Soon they'll be showing how the plant world gets around
The leaves get bigger by the hour
Then it might grow fruit, it might grow a flower
And in a couple of weeks or so,
You know a plant will grow!
From the fruit or the flower
to the leaves
to the stem
to the roots
from the seeds down in the ground
And now you know - just how a plant will grow!
This video describes photosynthesis and how it is essential for plants and animals. Plants consume carbon dioxide and release oxygen, helping our environment.
http://www.youtube.com/watch?v=lrVEM3OdyRc
I have a Botany book with a lot of great information on how plants are important to humans. I also have a visual aid, which I can't figure out how to post but will print and bring to class.
The Simpsons Critique
Tingleff’s, The Simpsons as a Critique of Consumer Culture, describes how hypocrisy in America is displayed through humor. This text also proves that by going against the norms and taking risks, a television network advances. America’s educational systems, religious beliefs, political structures, and capitalism are all illustrated in cartoon style through The Simpsons. The characters represent ideas rather than displaying specific personalities. The plot focuses on issues relating to middle class Americans. Although animated, people can relate to this fictional family with three children and a dog because it opens our eyes to problems of our society in a sarcastic way.
The Simpsons outline our consumer culture through the eyes of middle class Americans. When the family sings about “candy” they are displaying the compulsive behavior of our society. Once we, as Americans, decide “that’s what I want” we are determined to retrieve it, no matter what it is. Characters represent ideas allowing them to be shaped to succeed according to the situation at hand. Lisa, for example, is the voice of reason or the angel that’s against the devil on your shoulder. Her high intelligence, compared to the rest of the family, allows her to be a guiding force to reason. Mr. Burns represents greed as the money-hungry, egotistic boss without regard for anyone else. These views, reason and greed, can be seen throughout America’s consumer culture.
So we aren’t reading Vogler now, but I still see Vogler.
Tingleff states that the characters represent ideas instead of personalities allowing them to fit perfectly to each episode. Vogler introduced us to archetypes which he described as masks worn by the character. The Simpsons is a prime example of the use of archetypes although they are not always typical. Lisa may be considered a mentor, Mr. Burns, the villan and Homer, the hero facing dilemmas daily. The members of the family encounter problems which call them to adventure. In the end, lessons are learned or something is gained just as the Hero’s Journey.
Marge represents the problems of the modern housewife. Do you think these problems exist today?
Male sexuality is questioned throughout a few episodes. Why do you think they would include this?
It was stated that Homer’s character is “an icon of masculine normality”. Do you agree with this? If you could create “an icon of masculine normality” what would you include?
The Simpsons outline our consumer culture through the eyes of middle class Americans. When the family sings about “candy” they are displaying the compulsive behavior of our society. Once we, as Americans, decide “that’s what I want” we are determined to retrieve it, no matter what it is. Characters represent ideas allowing them to be shaped to succeed according to the situation at hand. Lisa, for example, is the voice of reason or the angel that’s against the devil on your shoulder. Her high intelligence, compared to the rest of the family, allows her to be a guiding force to reason. Mr. Burns represents greed as the money-hungry, egotistic boss without regard for anyone else. These views, reason and greed, can be seen throughout America’s consumer culture.
So we aren’t reading Vogler now, but I still see Vogler.
Tingleff states that the characters represent ideas instead of personalities allowing them to fit perfectly to each episode. Vogler introduced us to archetypes which he described as masks worn by the character. The Simpsons is a prime example of the use of archetypes although they are not always typical. Lisa may be considered a mentor, Mr. Burns, the villan and Homer, the hero facing dilemmas daily. The members of the family encounter problems which call them to adventure. In the end, lessons are learned or something is gained just as the Hero’s Journey.
Marge represents the problems of the modern housewife. Do you think these problems exist today?
Male sexuality is questioned throughout a few episodes. Why do you think they would include this?
It was stated that Homer’s character is “an icon of masculine normality”. Do you agree with this? If you could create “an icon of masculine normality” what would you include?
Wednesday, April 8, 2009
Knowledge Nugget
The Bell Jar
1. The affection between young and old people is displayed as Esther and Irwin make love. This can be also be seen in Kanye West's song "Gold Digger". Also a video is included showing an older woman seducing a younger man.
-"She take my money when I'm in need
Yeah she's a trifling friend indeed
Oh she's a gold digger way over town
That dig's on me"
http://www.youtube.com/watch?v=T7Ib-Dkux5M
2. This text describes how a young woman experiences loosing her viginity. I included a video of Mark Walhberg describing his first time.
http://www.youtube.com/watch?v=lJZvzYQXQrg
3. This text also shows how two isolated women, feel the need for greater things such as Joan being allowed to go to town and Ester to college.
1. The affection between young and old people is displayed as Esther and Irwin make love. This can be also be seen in Kanye West's song "Gold Digger". Also a video is included showing an older woman seducing a younger man.
-"She take my money when I'm in need
Yeah she's a trifling friend indeed
Oh she's a gold digger way over town
That dig's on me"
http://www.youtube.com/watch?v=T7Ib-Dkux5M
2. This text describes how a young woman experiences loosing her viginity. I included a video of Mark Walhberg describing his first time.
http://www.youtube.com/watch?v=lJZvzYQXQrg
3. This text also shows how two isolated women, feel the need for greater things such as Joan being allowed to go to town and Ester to college.
Sunday, April 5, 2009
The Second Sex
Simone de Beauvior focuses n describing the difference between the women and the female. A section is provided to discuss how women are determined to be equal to men. Men and women are compared while highlighting the idea that women are inferior to men. The idea of the Other is explained in detail using not only women, but African Americans, Jewish, etc. One idea is that women acquire only what is given to them by men. Throughout history and today, women are being held down by their male counterparts. The history of women’s inferiority is outlined displaying the roots of feminism. de Beauvior concludes the difficulty of writing about women without a bias.
One must display femininity to be considered a woman instead of merely a female. The author states that when women desire to be equal to men, they are trying to achieve the same amount of consideration and respect. As displayed in Genesis and by St Thomas, women are the “imperfect men” and merely exist based on a male. The Other can be seen in many circumstances, where one suppresses the other or considers them to be their opposition. Men are considered responsible for events that framed history. Women, on the other hand, lack the valued roles in history therefore have difficulty producing effects. Men are valued above women in many circumstances such as legal status and politics.
The inferiority of women can be distinguished in a variety of examples in class and discussions. The news reel from the 1930s, displayed the femininity of a woman in the winter fur fashion show. Even in poor circumstances, these women are wearing the latest fashion. In A Good Man Is Hard To Find, the dangerous decision of the main female role, the grandmother, illustrates the tragic flaw of a woman. Had the grandmother listened to the male’s advice and not accepted the adventure the story would not have a disastrous ending. In Indian Camp, the male role can be viewed as inferior as his weakness is displayed by his suicide. The woman giving birth to the child exemplifies the strong character.
Give an example of Others. Both the supreme being and it’s Other.
What do you think about St Thomas’s statement that women are imperfect men?
Can you give examples of women being superior?
One must display femininity to be considered a woman instead of merely a female. The author states that when women desire to be equal to men, they are trying to achieve the same amount of consideration and respect. As displayed in Genesis and by St Thomas, women are the “imperfect men” and merely exist based on a male. The Other can be seen in many circumstances, where one suppresses the other or considers them to be their opposition. Men are considered responsible for events that framed history. Women, on the other hand, lack the valued roles in history therefore have difficulty producing effects. Men are valued above women in many circumstances such as legal status and politics.
The inferiority of women can be distinguished in a variety of examples in class and discussions. The news reel from the 1930s, displayed the femininity of a woman in the winter fur fashion show. Even in poor circumstances, these women are wearing the latest fashion. In A Good Man Is Hard To Find, the dangerous decision of the main female role, the grandmother, illustrates the tragic flaw of a woman. Had the grandmother listened to the male’s advice and not accepted the adventure the story would not have a disastrous ending. In Indian Camp, the male role can be viewed as inferior as his weakness is displayed by his suicide. The woman giving birth to the child exemplifies the strong character.
Give an example of Others. Both the supreme being and it’s Other.
What do you think about St Thomas’s statement that women are imperfect men?
Can you give examples of women being superior?
Monday, March 30, 2009
Approach and Ordeal
In this section Vogler explains the hero’s approach to the inmost cave and the ordeal. The approach to the inmost cave includes threshold guardians and tests which are used as final preparations for the ordeal ahead. Vogler uses the Wizard of Oz to describe obstacles, illusions and threshold guardians. He also includes more points of interest of the approach such as warnings, preparations, emotional appeal, impossible tests, complications, and raising the stakes. The ordeal is the main problem that the hero faces. Audiences tend to be infatuated with the cycle of death and rebirth whether it is in a literal or symbolic sense. Vogler introduces the crisis of the story and how it differs from the climax. He also outlines different ordeals such as facing the shadow, crisis of heart, going psychotic, facing fears, standing up for oneself, etc.
Obstacles bond the group of characters who are working together, eliminating differences. Heroes are warned to remain alert to the world around them and not to be swayed in the wrong direction. Threshold guardians prove that experiences from the journey strengthen the outcome. Dramatic complications can be heartbreaking setbacks to the hero while on their way to success. The hero changes as a result of the ordeal in either a positive or negative way. The crisis is the point when the action begins while the climax is an event occurring later which signifies the turning point or major change. Heroes approach different types of situations depending upon their journey, inner self, and experiences.
In our experiences we all can point out the obstacles and tests which we faced. Each person’s own experience has a totally different ordeal based on their own lives. In the Metamorphosis, after becoming a cock roach, Gregor faces many obstacles such as learning to survive, climbing walls, living in the packed room. He boldly approaches the situation by climbing out of his room and going to the living room. Every day we must approach our inmost cave, whether in the form of an exam or a decision within ourselves.
Vogler talks about the bold approach, but can you describe any other types of approaches?
Which type of ordeal described do you find the most entertaining? Why?
Describe some examples of the death and rebirth in popular movies, books, issues?
Obstacles bond the group of characters who are working together, eliminating differences. Heroes are warned to remain alert to the world around them and not to be swayed in the wrong direction. Threshold guardians prove that experiences from the journey strengthen the outcome. Dramatic complications can be heartbreaking setbacks to the hero while on their way to success. The hero changes as a result of the ordeal in either a positive or negative way. The crisis is the point when the action begins while the climax is an event occurring later which signifies the turning point or major change. Heroes approach different types of situations depending upon their journey, inner self, and experiences.
In our experiences we all can point out the obstacles and tests which we faced. Each person’s own experience has a totally different ordeal based on their own lives. In the Metamorphosis, after becoming a cock roach, Gregor faces many obstacles such as learning to survive, climbing walls, living in the packed room. He boldly approaches the situation by climbing out of his room and going to the living room. Every day we must approach our inmost cave, whether in the form of an exam or a decision within ourselves.
Vogler talks about the bold approach, but can you describe any other types of approaches?
Which type of ordeal described do you find the most entertaining? Why?
Describe some examples of the death and rebirth in popular movies, books, issues?
Monday, March 9, 2009
Six Word Memoir
My six-word memior on Smith Magazine was:
Sun shines even when it rains
I thought it was a really good way to sum up my positive attitude. Even when something goes wrong, you can't give up. You have to take the good with the bad and vice versa. I read some of the memiors others have posted ranging from touching personal life issues to crazy pet peeves. This is a really funny, interesting website. It is fun to see how six words can tell a complete story.
Opps, Three Websites
I guess this didn't upload, here it is.
It was difficult to find edited websites for my topic of Plant Growth Based on Structure and Function. I mostly found websites to college or high school review pages, such as posted study guides. I am unsure about how to use this information. It seems as though it is textbook information, but it does not signify on the page.
URL: http://www.umanitoba.ca/Biology/lab9/biolab9_4.html
Who wrote it: Michael Shaw
Audience: Botany students
When created: 1995
Updated regularly: no, 2005
Located:
Organization: College, Umanitoba, Ca
Argument: Primary and secondary root growth of dicots and monocots
Support/ Attack: Support thesis of root growth
Who supports/ attacks: Botanists, teachers
URL: http://www.biologie.uni-hamburg.de/b-online/e04/04c.htm
Who wrote it: Martina Hoft
Audience: Students, botanist
When created: 2003
Updated regularly: no
Located: Nairobi
Organization: None
Argument: Types of meristems and growth
Support/ Attack: Plant growth
Who supports/ attacks: Botanist, students
URL: http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookPLANTANAT.html
Who wrote it: MJ Farabee
Audience: Students, botanist
When created: 1992
Updated regularly: yes, every 2 to 3 years
Located: Arizona
Organization:College, Maricopa Univ. Arizona
Argument: Plant structure
Five Article Citations
After researching Plant Growth Based on Structure and Function, I have located the following articles using Eckerd's library database which have great information on my topic and a lot of answers to my questions.
Behnke, Dietmar H. "Sieve-Element Plastids and Evolution of Monocotyledons, with Emphasis on Melanthiaceae sensu lato and Aristolochiaceae-Asaroideae, a Putative Dicotyledon Sister Group." Botanical Review 68 (2002): 524-44.
Donoghue, Michael J. "Key Innovations, Convergence and Success: Macroevolutionary Lessons from Plant Phylogeny." Paleobiology 5th ser. (2005): 77-93.
Howard, F. W., R. M. Giblin-Davis, and Michael Thomas. "Scientific Note." Coleopterists Bulletin 56 (2002): 471-72.
Schneider, Edward L., and Sherwin Carlquist. "Origin and Nature of Vessels in Monocotyledons." Pacific Science 59 (2005): 393-98.
Speck, Thomas . "Modeling Primary and Secondary Growth Processes in Plants". Philosophical Transaction of the Royal Society of London. 09/29/2003: 1473-1485.
Sticklen, Mariam, and Hesham F. Oraby. "Shoot Apical Meristem: A Sustainable Explant For Genetic Transformation of Cereal Crops." In Vitro Cellular and Developmental Biology 41 (2005): 187-200.
First Threshold, Tests, Allies and Enemies
In this section Vogler continues our journey by Crossing the First Threshold describing the tests given to the hero by allies or enemies. The force of the crossing can be external or internal. The archetype of the threshold guardians advance the story and character of the hero. Allies give aid to the hero through the crossing, while enemies may attempt to block the passage. These two archetypes are discovered in places such as the waterhole. An overlapping of archetypes is present in this step of the journey, as in many others.
External events and inner choices cause the hero to cross from the Ordinary World into the Special World through the First Threshold. Threshold Guardians are an archetype which train or test the hero by causing an obstacle or blocking the road. The hero's cross may happen immediately or it may be drawn out over a period of the story. Once in the New World, the hero faces tests and challenges by enemies preparing them for the journey ahead. With the help of a single sidekick or an entire team of allies, the hero relies on their aid. Different archetypes can fit the mold of the enemy such as the Trickster, Shadow, Threshold Guardian, and Herald. At the watering hole, such as a bar, the hero is able to make alliances and also encounter enemies.
A variety of threshold guardians can be found in the stories and clips we have experienced in class. In the Metamorphosis, the stakes are raised when Gregor realizes he is unable to go to work in his current state as a cockroach. The threshold guardian is the man who comes to call on Gregor, challenging him to come out of the room. It takes Gregor a while to cross the threshold as his awkward body (internal) disables him from opening the door with ease. He experienced tests, such as opening that door and movement of his body, which would later help him. His sister is his ally, giving him food and being couragous to enter the room.
Do allies ever turn against the hero?
Does the hero ever realize the ally is unhelpful such as they did with the mentor?
Using examples from class discussions and experiences, describe some thresholds.
Sunday, March 1, 2009
Response and Mentor
In these sections, Vogler expands on the next two stages of our Hero’s Journey, the Refusal of the Call and the Meeting with the Mentor. Each hero’s response to the call varies, depending on the nature of the journey. One hero may accept the call right away or even seek it out, while others immediately refuse by avoiding it or providing excuses to delay their acceptance. The hero may be positively affected by deciding to refuse when the call ends up being a destructive journey. To aid the hero’s journey, a relationship is formed with a mentor or role model. Vogler includes the importance of the guiding mentors in Greek mythology. He also advises the writer to avoid the cliché mentor and encourages them to creatively reconstruct them.
The way the hero responds to the call determines the significance of the journey by pointing out risks and consequences of the hero. The hero may be forced to choose between two calls; internally and externally. The delay caused by the initial refusal may produce unfortunate circumstances to the tragic hero. Vogler gives the example of Chiron, who was the centaur mentor of many Greek heroes; the prototype of the Wise Elder. He also explains how like Athena, one character can be a mentor in more than one way. With the help of a mentor, the hero gains supplies, knowledge, and confidence which are essential to the outcome of their journey. Sometimes the audience is mislead by what they believed was a Mentor ending up being negative to the hero.
Once again Vogler points out connections between archetypes due to their purpose in advancing the story. In Kafka’s Metamorphosis, we see how the hero’s delay could potentially cost his family due to their debts. In the 1930s clip in class, we saw the women accepting the internal call to empowerment by bobbing their how and a variety of rebellious behavior while refusing the external call to conform to the degradation of women. The doctor, who helps deliver the Indian baby in Indian Camp, provides his son with knowledge, experience and an understanding of birth and death. In each of our own experiences we either initially accept or refuse the call to adventure until we are pushed by an internal or external force. We also experienced the willing hero in the news clip, after rescuing people from a sunken ship.
In the experiences that you wrote about, did your hero immediately accept or refuse the call? If they refused, what was their reason?
An audience can be misled to believe that a mentor is helpful until they realize that they may really be negatively affecting the hero. Can anyone describe a familiar mentor that misleads the audience?
He advises us to reconstruct the typical archetypes such as the mentor to avoid boring the reader with cliché characters. Are your mentors the cliché mentor? If not why not?
Sunday, February 22, 2009
Peer Review
After reviewing my paper, my peer, Corie, gave me suggestions on improving my paper and also good feedback.
One way was to add a little detail about what I learned throughout the experience to develop the lesson more. She also stated that my conclusion may end a little sudden. She also highlighted a few awkward phrases and spelling errors.
She thought my story was engaging and hooked the reader from the start. The progression was logical and the focus of the journey is evident. Transitions are smooth and the story is balanced. She also commented on good use of shorter sentences occasionally to enforce strong points within well structured paragraphs.
Ordinary World and Call to Adventure
In this section, Vogler outlines different elements that can be used to introduce themes to the audience. The Ordinary world is essential as a tool to compare against the Special World. The audience becomes involved with the character and connected after experiencing their Ordinary World. To keep the audience captured, the writer must portray what the character can possibly loose or gain from the adventure. Once the seed is planted the call to adventure gets the plot moving. A herald delivers a message for the quest or challenges the hero. Some heroes accept this call immediately while others initially refuse. In the end, the hero accepts after a battle of resistance.
Before a story can begin, the writer must portray hints of the nature of the experience through mediums including the title, opening image, or a prologue. Prologues for example give background to guide the reader in order to help them distinguish differences later. The Ordinary World gives clues about the hero's emotions, experiences and personal and social life. The hero's adventure begins with a call from the herald in the form of a person, a message, an unconscious sign or an internal drive. It is up to the hero to decide whether or not to accept the call or trust the herald. Some calls provide the audience with unfortunate events yet to come. Each hero experiences and confronts their call of adventure differently providing constant entertainment for the audience.
In the Ordinary World, a dramatic question can be proposed which involves the reader with the character. In our own stories, we can identify this question. For me, it was whether or not my character will achieve a sense of security ever? The character is also given both an inner and outer problem from which they learn and grow. For Ardita, she had to confront her inner conflict, her ego while her kidnapping constituted the outer problem. We understand her Ordinary World as a high class life, being a spoiled brat and getting whatever she wants before she is transformed in the Special World.
Do you believe that titles give the reader a sense of the themes?
What are some universal themes other than losing a parent, that can connect readers across cultures?
Does the entrance of the hero always paint a picture of them?
Friday, February 20, 2009
Strengths/Improvements
2 Strengths/ Clear and Why?
1. The details of the story. They help outline the character's environment.
2. Progression of the story. The order of events is sequential allowing the audience to follow the story. By having distinct progression the story is focused.
2 Improvements and How?
1. Guide the reader better by providing more detail about the character in the opening text.How? When? What? Why?
2. Provide the changing point of the character. From fear in the world to safety in new home. Event which lead to understanding. Make it clear to the reader what was understood by the experience overall.
Sunday, February 15, 2009
Vogler Part 3
Vogler
Part 3
This section describes in detail, the functions and purpose of common archetypes. Although prohibiting characters, Threshold Guardians are not villains instead they represent an obstacle which must be overcome. The Herald provides the call for change in a character by challenging them, which is usually conquered by a force of motivation. Shapeshifters create suspense by positive or negative means as ever-changing characters to the hero. A Shadow represents the Hero’s hidden troubles as it follows him throughout the journey. By aiding the Hero along the way, an Ally provides the audience with answers which thicken the plot. Tricksters help guide other characters perspective by providing comic relief to the audience.
Archetypes can overlap one another allowing the Hero’s right hand man to also be the Shadow who reminds him of a terrible past. As the Hero progresses, each archetype provides a push, a crutch, a scare, and anything either positive or negative which will advance the story. The Ally, the Mentor, or the Trickster can be a Shapeshifter, changing mentally, physically, or emotionally throughout the story. One archetype can rely on others, or they can survive through separate characters. Motivation by the Mentor, Herald, or Ally can push the Hero to fight for a cause. Each influence the Hero in a different way depending upon what is needed in the story.
This combination of archetypes can be understood by the characters present in our own experiences. The uncle in Indian Camp, even though he is an Ally to the father, he is also the Trickster who provides evidence of the prejudice of Native Americans. The questioning of Nick, allows the father to give the reader more insight to the birth of the child. In the 1934 news reel we saw the Winter Fur Fashion Show that shows the physical Shapeshift of the women in the 1930s. Some of our own childhood heroes also were influenced by these archetypes. For example, in the Little Mermaid, the crab Sebastian was her Ally, Trickster, and at times Mentor. Through our experiences we see how combination of archetypes can produce a more complex and exciting plot.
Can you relate to the idea of Animus and Anima introduced by Jung?
At times the Threshold Guardian tests the Hero with a puzzle. What types of obstacles are set forth?
Can you identify Shapeshifters in your life? What qualities are present?
Part 3
This section describes in detail, the functions and purpose of common archetypes. Although prohibiting characters, Threshold Guardians are not villains instead they represent an obstacle which must be overcome. The Herald provides the call for change in a character by challenging them, which is usually conquered by a force of motivation. Shapeshifters create suspense by positive or negative means as ever-changing characters to the hero. A Shadow represents the Hero’s hidden troubles as it follows him throughout the journey. By aiding the Hero along the way, an Ally provides the audience with answers which thicken the plot. Tricksters help guide other characters perspective by providing comic relief to the audience.
Archetypes can overlap one another allowing the Hero’s right hand man to also be the Shadow who reminds him of a terrible past. As the Hero progresses, each archetype provides a push, a crutch, a scare, and anything either positive or negative which will advance the story. The Ally, the Mentor, or the Trickster can be a Shapeshifter, changing mentally, physically, or emotionally throughout the story. One archetype can rely on others, or they can survive through separate characters. Motivation by the Mentor, Herald, or Ally can push the Hero to fight for a cause. Each influence the Hero in a different way depending upon what is needed in the story.
This combination of archetypes can be understood by the characters present in our own experiences. The uncle in Indian Camp, even though he is an Ally to the father, he is also the Trickster who provides evidence of the prejudice of Native Americans. The questioning of Nick, allows the father to give the reader more insight to the birth of the child. In the 1934 news reel we saw the Winter Fur Fashion Show that shows the physical Shapeshift of the women in the 1930s. Some of our own childhood heroes also were influenced by these archetypes. For example, in the Little Mermaid, the crab Sebastian was her Ally, Trickster, and at times Mentor. Through our experiences we see how combination of archetypes can produce a more complex and exciting plot.
Can you relate to the idea of Animus and Anima introduced by Jung?
At times the Threshold Guardian tests the Hero with a puzzle. What types of obstacles are set forth?
Can you identify Shapeshifters in your life? What qualities are present?
Sunday, February 8, 2009
Archetypes
Vogler
Archetype
Stories are filled with recurring characters which are constant throughout a variety of cultures. Psychologist Carl G. Jung suggested that with character patterns so similar, perhaps we generate these archetypes through a collective unconsciousness. Joseph Campbell explains that it is our biological construct which creates archetypes. Archetypes are not the character themselves but the function they play. One character may exhibit multiple archetypes allowing the story to advance. The most popular archetypes are the Hero, Mentor, Threshold Guardian, Herald, Shapeshifter, Shadow, Ally, and Trickster. Each archetype presents qualities and opportunities which are available to the hero. By enhancing these standard archetypes, storytellers are able to create characters for specific stories.
Whether we have these character types initially hardwired into us or we create these figures from a collective unconsciousness in our psyche, it is incredible that in billions of stories eight basic forms are present. Archetypes can explain the role of characters that are seen throughout stories of different cultures. Although our way of life differs greatly from others, we experience the same form of a character. The details given to a character are specific to the story, but the functions are universal. Characters are able to display more than one archetype in a single story, just as people are able to change and represent two functions or qualities at once. As the hero interacts with these archetypes, their qualities can be inherited to aid in the journey.
We see these archetypes every day in movies, television shows, and books. In O’Conner’s A Good Man is Hard to Find, notice how the grandmother is the Trickster, instead of the typical Wise Woman, who cons the children into wanting to adventure. The father’s archetype is that of the level headed person, as he tries to keep the family journey on track. Misfit, the rebel, represents the Villain but also the Southern gentleman. In this story we can understand how one character can display multiple archetypes. Also we see how characters represent qualities which are imperative to the hero’s journey.
Do you believe we fabricate archetypes based off a collective unconsciousness as Jung claims or biologically as explained by Campbell?
Characters present qualities which the Hero may obtain to complete their journey. In O’ Conner’s A Good Man is Hard to Find, what traits could the Hero have acquired and how would the outcome have changed?
Think of a story you know. Does each character represent a quality or archetype?
Monday, February 2, 2009
Vogler- A Practical Guide
Vogler
A Practical Guide
In this section, Vogler introduces us to the pattern displayed throughout every story based on Joseph Campbell’s, A Hero’s Journey. By breaking down common story plots, we are able to identify each step along the way. Beginning in their Ordinary World, one receives a Call to Adventure. First, out of fear, the person Refuses the Call but someone or something such as a Mentor pushes the person to act. Once Crossing the First Threshold, Tests, Allies and Enemies shape the character allowing them to Approach the Inmost Cave, whether it be concrete place or a place within oneself. In this place, the person faces an issue or Ordeal which leads them to their Reward. After accomplishing the goal, one follows the Road Back to return and must be Resurrected into the Ordinary World. The completion of the journey includes the Elixir which plays a positive role personally or socially.
Cultures around the world create myths which reflect their own uniqueness. Campbell realized that although the details were different, the underlying pattern of each story was similar. A Hero’s Journey outlines the form each story follows, explaining each step necessary. This universal guide can be applied to resolve any issue, simple or complex. The presence of similar characters throughout various myths leads one to believe that we create these forms unconsciously. One example, the mentor or friend, can be seen in almost every story which builds emotion in the main character.
Although no one understood when we were younger, our childhood heroes followed the Journey. Not only were we attracted to them because of their exciting adventures, but also their similar qualities. Although we see distinct differences between Care Bears and the Ninja Turtles, both portray courage, teamwork, friendship, etc. These characters were constructed to appeal to a wide range of viewers. We placed ourselves into their shoes, allowing us to experience our own personal journey. As college students, we can become more successful by implementing A Hero’s Journey to our lives. As we begin this new journey as writers, we too can follow the form to launch our journey and even improve it.
Imagine a few of your favorite movies. Can you identify the Elixir? Could you categorize the Elixir? (A material object, an emotion, a moral, a person)
As an Eckerd student, would you be able to use A Hero’s Journey to your advantage in a specific class?
Could you compare one of your own cultural myths to another culture? What similarities do you see?
A Practical Guide
In this section, Vogler introduces us to the pattern displayed throughout every story based on Joseph Campbell’s, A Hero’s Journey. By breaking down common story plots, we are able to identify each step along the way. Beginning in their Ordinary World, one receives a Call to Adventure. First, out of fear, the person Refuses the Call but someone or something such as a Mentor pushes the person to act. Once Crossing the First Threshold, Tests, Allies and Enemies shape the character allowing them to Approach the Inmost Cave, whether it be concrete place or a place within oneself. In this place, the person faces an issue or Ordeal which leads them to their Reward. After accomplishing the goal, one follows the Road Back to return and must be Resurrected into the Ordinary World. The completion of the journey includes the Elixir which plays a positive role personally or socially.
Cultures around the world create myths which reflect their own uniqueness. Campbell realized that although the details were different, the underlying pattern of each story was similar. A Hero’s Journey outlines the form each story follows, explaining each step necessary. This universal guide can be applied to resolve any issue, simple or complex. The presence of similar characters throughout various myths leads one to believe that we create these forms unconsciously. One example, the mentor or friend, can be seen in almost every story which builds emotion in the main character.
Although no one understood when we were younger, our childhood heroes followed the Journey. Not only were we attracted to them because of their exciting adventures, but also their similar qualities. Although we see distinct differences between Care Bears and the Ninja Turtles, both portray courage, teamwork, friendship, etc. These characters were constructed to appeal to a wide range of viewers. We placed ourselves into their shoes, allowing us to experience our own personal journey. As college students, we can become more successful by implementing A Hero’s Journey to our lives. As we begin this new journey as writers, we too can follow the form to launch our journey and even improve it.
Imagine a few of your favorite movies. Can you identify the Elixir? Could you categorize the Elixir? (A material object, an emotion, a moral, a person)
As an Eckerd student, would you be able to use A Hero’s Journey to your advantage in a specific class?
Could you compare one of your own cultural myths to another culture? What similarities do you see?
Childhood Hero
Color sprinkles, rainbows, flying horses, vibrantly colored furry little pals, and bright yellow stars. What little girl could resist the adventures of Rainbow Brite? I sure could not and that was obvious. From the full one piece footie pajamas covered in sprites (colorful helpers to the Color Kids) to the Color Kids notebooks, I had it all. As a child, I was attracted to the exciting adventures of Rainbow Brite and the Color Kids. After being kidnapped and taken to a world with no color, a lonely orphan girl befriends a group of children and together they defeat the Dark One in order to return with the Sphere of Light which gives color to the world. Being a seven year old, I did not realize that as Rainbow Brite formed these relationships, fought for justice, and resolved colorful problems it was teaching me to do the same. I wanted to be just like Rainbow Brite, because she was friendly, optimistic, helpful, loving, strategic and intelligent (not to mention, she was responsible for all of the color in the world.) Growing up I could relate well with this once lonely girl, as I moved to a new home and changed schools. Rainbow Brite used her genuine personality to befriend the Color Kids, and I knew I could do the same. Although fictional, by having her as a model, making friends at a new school was a lot easier. Rainbow Brite, along with the rest of our childhood heroes, are more than children, animals or fuzzy creatures; they are lessons, problem solvers and role models which we unconsciously learn from throughout our lives.
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