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Superheroes: Their Comics and Films 21254 Robert Benjamin Bergman, MLA Phone: (314) 567-3500 Ext De Smet Jesuit High School English IV: Superheroes: Their Comics and Films 21254 Robert Benjamin Bergman, MLA Phone: (314) 567-3500 ext. 411 e-mail: rbergman@desmet.org (My email is up from 7:50 am until 6:00pm.) Homeroom: 217 Activity Period: 217 Meeting Times: 7:40-7:55 am, 2:50-3:15 Course Description: Comic Books started a world-wide phenomenon from their early inception as “Funny Pages” to the more modern Graphic Novel. They have been vilified, suppressed, banned, and raised to an art form. The class will attempt to define the nature of the comic book and why they receive such positivity in today’s world as opposed to the history of their banishment as “real” literature and how they have been adapted into some of the top grossing films of all time. An analysis of the “types” of comic heroes will begin the class that will culminate in the discussion of the cultural impact of the comic. – From Ink to Screen Approach to the Material: Literature is not the study of books. It is a study of the human condition at that point in history and how it translates to the modern reader. It is a way to look at the creative past to see our self through the ideas and visions of others and their perspectives of who they were and who we are. How do you define "Human Condition?" Social Systems Philosophical Systems Technological Systems Ecological Systems Political Systems Psychological Systems Economic Systems Artistic Systems This is also how you define a Literary Period. A body of literature that reflects these systems helps identify the period. You cannot separate the literature from the time period. It is a paradox of Example and Definition and how they are interrelated. Education is making connections. Identify why one thing is related to another -- the interrelationship of all things and its effect on all other things. Understanding Science helps in understanding Literature. Understanding Literature helps in understanding Theology. Understanding Theology helps in understanding Philosophy. Understanding Philosophy helps in understanding History. Understanding History helps in understanding Science. Etc. Etc. 1 English Class is Ignatian . Jesuit education is a vision which is "Ignatian." The vision certainly, encompasses the entire high school community, and it recognizes that individuals have positive contributions to make to the community. Ignatian education allows students to pursue intellectual development to the fullest measure of their God-given talents. Ignatian education allows for the full growth of students which leads to action. At DeSmet, students learn that talents are gifts to be developed with the help of God, for the good of the human community. Ignatian education is the opportunity for students to explore human values critically and to test their own values experimentally. Ignatian education is the preparation for life. Ignatian education is love shown in deeds. At Jesuit schools, students learn, in light of competition, to distinguish themselves by their abilities to work together, to be sensitive to one another, to be committed to the service of others. Students who graduate from Jesuit high schools receive guidance and ongoing formation, we have a commitment to our former students. Our prime educational objective is to form Men-For-Others, men who cannot even conceive of love of God which does not include love for the least of their neighbors. We work toward the ideal of the well-rounded Spartan who is intellectually competent, open to growth, religious, loving, and committed to doing justice in generous service to the people of God. Learning Outcomes: By the end of the course students will: analyze the impact of popular culture discuss alternative literature discuss alternative art apply archetypal criticism to literary sources discuss social issues/problems addressed in artistic mediums Course Calendar: subject to change – a more detailed schedule will be available, and updated throughout the course of the semester. First Quarter – Teacher’s Choice Second Quarter Students’ Choice .Intro Police Alien Behemoth Vigilante God Amazon Patriot Innocent Justice Cowboy Rogue Assessment types: Completion of assigned readings. Quizzes and Tests. Several short response papers based on films with reference to readings. Essays. One Presentation. 2 Learning Materials: Textbooks, Resources, and Films: All Texts will be supplied by the instructor. From Ink to Screen: A Study of Comics and their Films. Provided by instructor Selections from the following: The Ten-Scent Plague: The Great Comic-Book Scare and How it Changed America by David Hajdu Film and Comic Books by Ian Gordon Understanding Comics: The Invisible Art by Scott McCloud Comic Book Nation: The Transformation of Youth Culture in America by Bradford W. Wright Our Gods Wear Spandex: The Secret History of Comic Book Heroes by Chris Knowles and Joseph Michael Linsner Comic Book Nation: the Transformation of Youth Culture in America by Bradford W Wright The Power of Comics: History, Form and Culture by Randy Duncan Supergods: What Masked Vigilantes, Miraculous Mutants, and a Sun God From Smallville can teach us about being human by Grant Morrison Men of Tomorrow: Geeks, Gangsters, and the Birth of the Comic Book by Gerard Jones The Supergirls:Fashion, Feminism, Fantasy, and the history of the Comic Book Heroine by Mike Madrid Super Heroes: A Modern Mythology by Richard Reynolds Understanding Comics: The Invisible Art by Scott McCloud A Comics Studies Reader by Jeet Heer Superheroes: Capes and Crusaders in Comics and Film by Roz Kaveney Holy Superheroes: Exploring Faith and Spirituality in Comic Books by Greg Garrett The Government Manual for New Superheroes by Matthew David Brozik Disguised as Clark Kent: Jews, Comics, and the Creation of the Superhero by Danny Fingeroth Other Readings: Will be supplied from the class website ( http://resources.desmet.org/bergman/index.htm) or Moodle. Supplies: A fully charged laptop everyday. Electronic handouts will be found on Moodle Course Calendar: (a more comprehensive/specified calendar will be provided on Moodle) Unit 1: Background – Setting the Context Concepts: Controversy; Art, Satire, Seriousness, Social, Historical, Literary Timeframe:1-2 Weeks Outcomes: Students will demonstrate understanding of the following: - why comics are controversial. - why comics were used by the powers that be to criticize adults and children. - the seriousness of public consciousness. - the seriousness of public outcry. Content: Students will be introduced to the following: - archetypes. - the universes of Marvel and DC. - the background on some of the main characters. - how comics are defined. Assessment: Reflections, Essays, Journals, Presentations Material: Background Documentaries: -Comic Books and Juvenile Delinquency -The History Channel: A History of Comics Books: -Starz: A History of Comics -Understanding Comics by Scott McCloud Background Books: -Comics 101 by Scott Tipton -Seduction of the Innocent by Fredric Wertham 3 Unit 2: Alien/Savior – Superman Concepts: First superhero, defining genres Timeframe: 2 weeks Outcomes: Materials: - the concept of what it means to truly be “alien.” Superman Films: - learn how to create a story arc. Superman: The Movie - 1978, dir. Richard Donner - discuss how stories work for a culture. Superman II - 1981, The Richard Donner Cut Content: Superman: Doomsday – 2007, dir. Lauren Montgomery - the creation of the first superhero. Superman Returns – 2006, dir. Bryan Singer - the importance of Jewish immigrants to the culture of Look Up on the Sky: A History of Superman comic books. Superman Books: - the importance of Superman to the American culture Action Comics 1 Assessment: Superman Chronicles Reflections, Essays, Journals, Presentations Unit 3: Vigilante/Millionaire - Batman Concepts: Orphan, Complexity of Media, Interests of Day, Reaction to Day, Violence, Sidekicks Timeframe: 2 Weeks Outcomes: Materials: - the humanity of a superhero. Batman Films - the reality of superhero comics. Batman – 1989, dir. Tim Burton - the concept of insanity. Batman Begins – 2005, dir. Christopher Nolan - the dual nature of humanity. Batman: Year One – 2011, Sam Liu, Lauren Content: Montgomery - the controversy of the sidekick. Batman Books: - the controversy of going against social norms. Batman Chronicles - the idea of taboo. Batman: The Dark Knight Returns - the problem of the superhero. Batman: The Long Halloween Assessment: Batman: Knightfall Reflections, Essays, Journals, Presentations Batman: Unauthorized-Vigilantes, Jokers, and Heroes of Gotham City, Ed. Denny O’Neil Batman: A Death in the Family 4 Unit 4: Amazon/Princess – Wonder Woman Concepts: Feminism, Differences between Men and Women Heroes, Role Reversal Timeframe: 1 Week Outcomes: Materials: - why there are so few female superheroes. Wonder Woman Films: - how feminism is still a powerful movement. Wonder Woman – 2009, dir. Lauren Montgomery Content: Wonder Woman Books: - to the taboo. Wonder Woman: Best Stories - how writers and artists can promote their own agendas. - how superheroes and change with the times and adapt Tri-Venn Diagram for generations. Assessment: Reflections, Essays, Journals, Presentations Unit 5: Innocent/Fool – Spider-man Concepts: Trademark issues, Property Ownership, Bullying Timeframe: 2 Weeks Outcomes: Materials: - the archetype of the innocent/fool. Spiderman Films: - the idea that ignorance is not bliss. Spiderman I – 2002, dir. Sam Raimi Content: Spiderman II – 2004, dir. Sam Raimi - the concept of “everyman.”
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