The Stages of the Hero's Journey All Stories Consist of Common Structural Elements of Stages Found Universally in Myths, Fairy Tales, Dreams, and Movies
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New Media and Narratology in Cinematic Art James Anthony Ricci University of South Florida, [email protected]
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 11-15-2015 Now, We Hear Through a Voice Darkly: New Media and Narratology in Cinematic Art James Anthony Ricci University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the Film and Media Studies Commons Scholar Commons Citation Ricci, James Anthony, "Now, We Hear Through a Voice Darkly: New Media and Narratology in Cinematic Art" (2015). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/6021 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Now, We Hear Through a Voice Darkly: New Media and Narratology in Cinematic Art by James A. Ricci A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of English College of Arts and Sciences University of South Florida Major Professor: Phillip Sipiora, Ph.D. Margit Grieb, Ph.D. Hunt Hawkins, Ph.D. Victor Peppard, Ph.D. Date of Approval: November 13, 2015 Keywords: New Media, Narratology, Manovich, Bakhtin, Cinema Copyright © 2015, James A. Ricci DEDICATION This dissertation is dedicated to my wife, Ashlea Renée Ricci. Without her unending support, love, and optimism I would have gotten lost during the journey. ACKNOWLEDGMENTS I owe many individuals much gratitude for their support and advice throughout the pursuit of my degree. -
Myth, Metatext, Continuity and Cataclysm in Dc Comics’ Crisis on Infinite Earths
WORLDS WILL LIVE, WORLDS WILL DIE: MYTH, METATEXT, CONTINUITY AND CATACLYSM IN DC COMICS’ CRISIS ON INFINITE EARTHS Adam C. Murdough A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS August 2006 Committee: Angela Nelson, Advisor Marilyn Motz Jeremy Wallach ii ABSTRACT Angela Nelson, Advisor In 1985-86, DC Comics launched an extensive campaign to revamp and revise its most important superhero characters for a new era. In many cases, this involved streamlining, retouching, or completely overhauling the characters’ fictional back-stories, while similarly renovating the shared fictional context in which their adventures take place, “the DC Universe.” To accomplish this act of revisionist history, DC resorted to a text-based performative gesture, Crisis on Infinite Earths. This thesis analyzes the impact of this singular text and the phenomena it inspired on the comic-book industry and the DC Comics fan community. The first chapter explains the nature and importance of the convention of “continuity” (i.e., intertextual diegetic storytelling, unfolding progressively over time) in superhero comics, identifying superhero fans’ attachment to continuity as a source of reading pleasure and cultural expressivity as the key factor informing the creation of the Crisis on Infinite Earths text. The second chapter consists of an eschatological reading of the text itself, in which it is argued that Crisis on Infinite Earths combines self-reflexive metafiction with the ideologically inflected symbolic language of apocalypse myth to provide DC Comics fans with a textual "rite of transition," to win their acceptance for DC’s mid-1980s project of self- rehistoricization and renewal. -
Thornton, Arland. Reading History Sideways: the Fallacy and Enduring Inpact of The
Thornton, Arland. Reading History Sideways: The Fallacy and Enduring Inpact of the Developmental Paradigm on Family Life. University of Chicago Press, Chicago, 2005. x, 312 pp.$39 By “reading history sideways,” Arland Thornton means an approach that uses information from a variety of societies at one point in time to make inferences about change over time. He attacks this method as both pervasive and pernicious, influencing scholars, past and present, as well as ordinary people and governments around the world today. A well-known demographer and sociologist, Thornton first set forth his critique to a larger audience in his 2001 presidential address to the Population Association of America (PAA). In his intellectual history of the approach, he absolves Scottish and English writers of the Enlightenment of much blame. Lacking reliable information about the distant past of their own society, authors such as John Millar, Adam Smith, and Robert Malthus seized on data pouring in from European visitors to non-European worlds as a substitute for genuine historical information. Nevertheless, they launched an enduring and fatally flawed perspective. In this book, Thornton concentrates on subjects from his areas of expertise—demographic and family studies—as he criticizes the application of the traditional-to-modern paradigm. In my opinion, Thornton’s reading of the Enlightenment founders is not so much inaccurate as it is single-minded in its emphasis and vague in its documentation. Perhaps because of his narrow, relentless focus, Thornton does not bother to cite page numbers for his sources. In my view, these writers were not principally concerned with setting forth a historical account of change over time. -
Recommended Movies and Television Programs Featuring Psychotherapy and People with Mental Disorders Timothy C
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OpenKnowledge@NAU Recommended Movies and Television Programs Featuring Psychotherapy and People with Mental Disorders Timothy C. Thomason Abstract This paper provides a list of 200 feature films and five television programs that may be of special interest to counselors, psychologists and other mental health professionals. Many feature characters who portray psychoanalysts, psychiatrists, psychologists, counselors, or psychotherapists. Many of them also feature characters who have, or may have, mental disorders. In addition to their entertainment value, these videos can be seen as fictional case studies, and counselors can practice diagnosing the disorders of the characters and consider whether the treatments provided are appropriate. It can be both educational and entertaining for counselors, psychologists, and others to view films that portray psychotherapists and people with mental disorders. It should be noted that movies rarely depict either therapists or people with mental disorders in an accurate manner (Ramchandani, 2012). Most movies are made for entertainment value rather than educational value. For example, One Flew Over the Cuckoo’s Nest is a wonderfully entertaining Academy Award-winning film, but it contains a highly inaccurate portrayal of electroconvulsive therapy. It can be difficult or impossible for a viewer to ascertain the disorder of characters in movies, since they are not usually realistic portrayals of people with mental disorders. Likewise, depictions of mental health professionals in the movies are usually very exaggerated or distorted, and often include behaviors that would be considered violations of professional ethical standards. Even so, psychology students and psychotherapists may find some of these movies interesting as examples of what not to do. -
Character Arcs—What About ‗Em?
Photo by Riccardo Romano Contents Character arcs—what about ‗em? .................................................................... 3 Starting and ending the character arc .............................................................. 3 Finding the character arc .................................................................................. 4 Shaping character arcs—the middle ................................................................ 6 Micro character arcs in scenes ......................................................................... 7 Micro character arcs in sequels ....................................................................... 8 Are character arcs necessary? .......................................................................... 9 Character arcs and gender .............................................................................. 10 Everything you ever wanted to know about character arcs .......................... 11 Why characters should arc ............................................................................. 11 Finding your character arc ............................................................................. 12 Developing the character arc ......................................................................... 13 Testing out your character arc beginning ....................................................... 14 The middle of the character arc ...................................................................... 14 Ending the character arc ............................................................................... -
Mythic Structure Theory: Proposing a New Framework for the Study of Political Issues David L
Mythic Structure Theory: Proposing a New Framework for the Study of Political Issues David L. Schecter California State University at Fresno This article develops the tenets of a new political theory evolved from the discovery that there are numerous frameworks to study political issues, such as abortion, but few over-arching theories. I propose and explore the tenets and hypotheses of a new “mythic structure theory.” Mythic structure theory draws from numerous examples in literature and anthropology and treats political issues as mythical stories, referencing heavily the works of James Joyce and Joseph Campbell. The essay concludes with the specific application of mythic structure theory to the issue of abortion and an argument is made as to why mythic structure theory yields insights into the abortion debate not offered by other theoretical frameworks. The application of this concept is recommended for the study of political issues such as abortion, civil rights, the environment, and education. The idea for this work grew out of several thoughts coalescing. In recognizing the seriousness and non-ending quality of the abortion debate, for example, it appears that none of the current theoretical frameworks sufficiently explains the magnitude and complexity of the topic. In a normative sense, what is the best way to study this issue? Do the religious, legalistic, or public policy frameworks so prevalent in the literature reasonably explain the issue? What is the best way to navigate political topics in which there are numerous contested beliefs and assumptions? A “war” metaphor is often used to describe the debates over abortion, but this is too rigid to capture the nuances of the debate. -
The Hero's Journey® Program
The Hero’s Journey® program Thank you for your interest in applying to the Hero’s Journey® program! Below is some important and pretty cool information, which we encourage you to read to gain some insight in to the Hero’s Journey program! What is the Hero’s Journey® program? The Hero’s Journey® program is a seven-day program designed to serve 16-18 year-old adolescents living with serious illness and/or its effects. The program is based on the philosophies of Joseph Campbell, Kurt Hahn, Paul Newman and the Adventure-Based Counseling model (more info below). Program participants encounter a natural setting in the woods, free from the distractions of technology in which they experience group challenges, personal challenges, rites of passage, wilderness first aid training, and search and rescue training. The weeklong journey provides opportunities for participants to act skillfully in the service of others, examine perceived limitations, discover unknown skills they possess, and to take on the role of “the hero of their own story”. Why is it called the Hero’s Journey® program and why is it important? The Hero’s Journey® program gets its name from the experience a “hero” or “heroine” goes through as they embark on a new adventure. This process was philosophized and explained by Joseph Campbell in The Hero with a Thousand Faces written in 1949. Campbell’s research revealed that myths and stories throughout all cultures and across time share one similar theme of a hero’s journey. These stories may have had different characters, settings, and challenges, but the structure never changed. -
Chapter 3 Quiz What Lead to Joseph Campbell's Interest in Comparative
Chapter 3 Quiz What lead to Joseph Campbell's interest in comparative mythology? When Campbell was a child, he became fascinated with Native American Culture. This led him to a lifelong passion for myth and storytelling. When Campbell was studying maths and biology, he recognized that he is inclined towards humanities. Soon he became an English literature student at Columbia University. Campbell was interested in knowledge above all else. In 1924 Campbell traveled to Europe with his family. On the ship during his return trip, he encountered the Messiah elect of the Theosophical Society, Jiddu Krishnamurti. They discussed Indian philosophy which leads to Campbell’s interest in Hindu and Indian philosophy. Campbell studied Old French, Provencal and Sanskrit at the University of Paris and the University of Munich in Germany. He learned to read and speak French and German. When Campbell did not have any work after his graduation (in depression era), he used to read nine hours a day for five years. He soon discovered the works of Carl Jung who is the founder of analytical psychology. Campbell could recognize recurring patterns of all the stories he had read, from Carl Jung’s work. This must have encouraged Joseph Campbell in comparative mythology. How did Joseph Campbell become the world's foremost scholar on mythology? How did the Great Depression benefit his education? Joseph Campbell received BA in English literature and MA in Medieval literature from Columbia University. Campbell also received a fellowship from Columbia University to study in Europe. He studied Old French, Provencal and Sanskrit at the University of Paris and the University of Munich in Germany. -
Plot? What Is Structure?
Novel Structure What is plot? What is structure? • Plot is a series of interconnected events in which every occurrence has a specific purpose. A plot is all about establishing connections, suggesting causes, and and how they relate to each other. • Structure (also known as narrative structure), is the overall design or layout of your story. Narrative Structure is about both these things: Story Plot • The content of a story • The form used to tell the story • Raw materials of dramatic action • How the story is told and in what as they might be described in order chronological order • About how, and at what stages, • About trying to determine the key the key conflicts are set up and conflicts, main characters, setting resolved and events • “How” and “when” • “Who,” “what,” and “where” Story Answers These Questions 1. Where is the story set? 2. What event starts the story? 3. Who are the main characters? 4. What conflict(s) do they face? What is at stake? 5. What happens to the characters as they face this conflict? 6. What is the outcome of this conflict? 7. What is the ultimate impact on the characters? Plot Answers These Questions 8. How and when is the major conflict in the story set up? 9. How and when are the main characters introduced? 10.How is the story moved along so that the characters must face the central conflict? 11.How and when is the major conflict set up to propel them to its conclusion? 12.How and when does the story resolve most of the major conflicts set up at the outset? Basic Linear Story: Beginning, Middle & End Ancient (335 B.C.)Greek philosopher and scientist, Aristotle said that every story has a beginning, a middle, and an end. -
A Mass Media-Centered Approach to Teaching the Course in Family Communication. INSTITUTION National Communication Association, Annandale, VA
DOCUMENT RESUME ED 439 463 CS 510 274 AUTHOR Mackey-Kallis, Susan; Kirk-Elfenbein, Sharon TITLE A Mass Media-Centered Approach to Teaching the Course in Family Communication. INSTITUTION National Communication Association, Annandale, VA. PUB DATE 1997-00-00 NOTE 17p. AVAILABLE FROM For full text: http://www.natcom.org/ctronline2/96-97mas.htm. PUB TYPE Opinion Papers (120) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Family Relationship; *Family (Sociological Unit); *Films; Higher Education; Mass Media Effects; Mass Media Role; Programming (Broadcast); *Television IDENTIFIERS *Family Communication ABSTRACT Teaching family communication is unique. However, unlike courses in small group and interpersonal communication, which illustrates communication processes in experiential settings, family communication courses cannot create "families" in the classroom. As such, film and television depictions of the family become all the more important in their ability to illustrate key concepts of family communication theory while providing common experiences for classroom discussion. Accordingly, this paper has two purposes:(1) to inform and affirm the ways in which films and television programming can be used to illustrate significant family concepts, relationships, and issues in family communication courses; and (2) to demonstrate how the examination of media families helps students to learn more about culture's representation of this most important social institution. After exploring the impact of mass media portrayals of families, the paper discusses ways in which such films as "Ordinary People," "Terms of Endearment," "On Golden Pond," and "Frances" can be used to teach various family communication concepts and topics. The use of films' and television shows' depictions of the family in a course stimulates students to take a closer look at their own families and themselves, and to understand how mass mediated images of the family shape their own expectations of family life. -
Relationality and Masculinity in Superhero Narratives Kevin Lee Chiat Bachelor of Arts (Communication Studies) with Second Class Honours
i Being a Superhero is Amazing, Everyone Should Try It: Relationality and Masculinity in Superhero Narratives Kevin Lee Chiat Bachelor of Arts (Communication Studies) with Second Class Honours This thesis is presented for the degree of Doctor of Philosophy of The University of Western Australia School of Humanities 2021 ii THESIS DECLARATION I, Kevin Chiat, certify that: This thesis has been substantially accomplished during enrolment in this degree. This thesis does not contain material which has been submitted for the award of any other degree or diploma in my name, in any university or other tertiary institution. In the future, no part of this thesis will be used in a submission in my name, for any other degree or diploma in any university or other tertiary institution without the prior approval of The University of Western Australia and where applicable, any partner institution responsible for the joint-award of this degree. This thesis does not contain any material previously published or written by another person, except where due reference has been made in the text. This thesis does not violate or infringe any copyright, trademark, patent, or other rights whatsoever of any person. This thesis does not contain work that I have published, nor work under review for publication. Signature Date: 17/12/2020 ii iii ABSTRACT Since the development of the superhero genre in the late 1930s it has been a contentious area of cultural discourse, particularly concerning its depictions of gender politics. A major critique of the genre is that it simply represents an adolescent male power fantasy; and presents a world view that valorises masculinist individualism. -
On-The-Waterfront-Study-Guide
On the Waterfront Study Guide Acknowledgements Writer: Susan Bye Education Programmer Australian Centre for the Moving Image Susan’s primary role at the Australian Centre for the Moving Image is to support the teaching of film as text to secondary school students. Initially trained as an English teacher, she studied and taught film and media at La Trobe University before joining ACMI in 2009. Study Guide > On the Waterfront 2 On the Waterfront: difficult choices in an uncertain world The purpose of this guide is to provide an introduction to On the Waterfront (PG, Elia Kazan, 103 mins, USA, 1954), an overview of the commentary and debate that the film has generated and some ideas that will help you form your own interpretation of this challenging film. Studying and Interpreting On the Waterfront On the Waterfront is a film that is as problematic as it is extraordinary. It carries with it an interesting history which has, over the years, affected the way people have responded to the film. On the Waterfront encourages different and conflicting interpretations, with its controversial ending being a particular source of debate. This study guide is intended as an informative resource, providing background information and a number of different ways of thinking about the film. One of the most exciting and satisfying aspects of the film is its capacity to invite and sustain different and multifaceted interpretations. On the Waterfront focuses on life’s uncertainty and confusion, depicting both Father Barry’s dogmatic certainty and Johnny Friendly’s egotistical self-confidence as dangerously blinkered. For some viewers, Father Barry’s vision of collective action and Terry Malloy’s confused struggle to be a better man belong in two different films; however, the contrast between these two ways of looking at, and responding to, life’s challenges highlights the limitations of each of these perspectives.