INDEX
Short 1-a-day Student Presentations
Methods of Advertising
Presentations
Scruples - an ethical game
The White Stone in the Castle Wall - guide
The Always Prayer Shawl - guide and background info
A Brief History of the Jewish People
A Brief Outline of the Jewish Religion
Creativity Games
Writing Rounds
Speaking to a Group
Photo Project for Senior Students
Creative Writing Experience for Senior Students
Unforgettable Character Sketches
Ways to Describe a Person
Family Story Assignment
Short Story Terms
Guide to This Business With Elijah
Methods
of Manipulation in Advertising
by Sheldon Oberman
(click here for a printer-friendly version)
Students can find and explain
different examples of one method or they can find and explain one example of
each method.
When men and women are shown together, the man is often in a dominant position; he may be ahead of her, above her or be holding her. He may be in charge of a task or looking into the distance. Often the woman is shown in a submissive position, watching him and waiting for him.
SEE IF STUDENTS CAN GUESS THESE STATISTICS ON THE MEDIA
Advertising (figures are in U.S. dollars)
| How much junk mail goes to North American homes yearly (in 1991)? | ...63 billion pieces |
| How much is spent on advertising in a year (in 2000) | $185 billion |
| How much did Proctor and Gamble spend? (in 2000) | $3 billion |
Ad Placements
| Black and Decker Tools sued the makers of what movie for $150,000 because they violated their promise to have the hero use a Black and Decker tool while attacking the bad guys? | Die Hard |
| How much did the car manufacturer Maserati pay an author to mention its car in his novel? | $15,000 |
| How much does Nike invest in advertising per year? (includes paying coaches to insist their teams play only in Nikes) | $7 million |
Magazine Ads
| How much did tobacco companies pay in 2000 for ads in GQ magazine alone alone? | $4 million |
How much did alcohol companies pay for GQ ads? |
$6 million |
| What percentage of People Magazine is devoted to ads? | 39% |
| What percentage of Seventeen Magazine is ads? | 61% |
TV Ads
| What is the cost of a 30 second ad on ER? | $565,000 |
| on Friends | $425,000 |
| on Drew Carey | $375,000 |
| on Monday Night Football | $375,000 |
| on the Superbowl? | $2.4 million |
TV Viewing
| What percentage of kids 8 to 18 have a TV in their bedroom? | 65% |
| How many TV commercials did the average child see in 2000? | 30,000 |
| By 18 how many TV commercials does an average person see? | 640,000 |
| By 40 years of age how many? | over a million |
| How many ads (includes signs, logos etc) do kids see a day? | 3,000 |
| How much time do kids watch TV per day? | 3 to 4.5 hours |
| How much time watching all screens (TV, video, computer) | 6.5 hours |
| By 70 years how long will a person have watched TV? | 7 to 10 years |
Media Violence
| What fraction of TV shows have physical or emotional violence? | 2/3 |
| What fraction of music videos show violent acts or weapons? | 1/4 |
| What fraction of music videos show drinking or smoking | 1/4 |
| Which is more violent Saturday AM or Saturday night TV? | AM |
| By 18 how many direct violent acts has a person seen on TV? | 200,000 |
| By 18 how many murders has a person seen on TV? | 16,000 |
| What per cent of news stories show or describe violence? | 50% |
| What % of world's 12 year olds know of the movie, Terminator? | 88% |
Statistics are from 1991 Utne, 2000 Media Literacy Organizations on the Internet, Neilson Studies and American Academy of Pediatrics website compiled by Sheldon Oberman www.sheldonoberman.com
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MEDIA LITERACY Viewing and Representing Strand
Subliminal Tricks and HIdden Techniques in Advertising
Sheldon Oberman visits Manitoba schools to present a slide show and talk to expose the familiar ads we look at every day. The show uncovers hidden meanings in words and subliminal messages in pictures, showing how ads play upon our fears and desires and affect our views of men and women.
The slide presentation can have any size audience. Optional sessions follow
for discussion and demonstration. Grants are available to subsidize the visit.
Sheldon
Oberman 204 478 1644 soberman@mts.net
by Sheldon Oberman
The Skills of Writing
Read only the first part of the story up to the moment when John's stone is rejected. Imagine how you would complete the story so the stone gets into the wall.
Imagine visiting Casa Loma. What adventure might happen to you? Or else write about John's next adventure at Casa Loma.
This story is based on historical facts, a real place and some imagination. That is why it is called an historical fiction. Visit an interesting old place, learn how people lived when it was new. Make up a story that could have happened there.
Turn the story into a newspaper article or a TV feature.
The Skills of Illustrating
Read the story without the illustrations. As a group decide on the best 12-15 moments to illustrate. They might describe them or sketch them out. This is a way to learn how a story is made of distinct moments. (plot structure)
Compare these choices with the illustrator's choices. You might consider why the illustrator made his choice.
Another approach is looking at the book without knowing the story. What story do the pictures tell?
You may like some of the illustrator's pictures better than others - which ones do you like best? What makes them good?
How well do you observe and remember? Draw Casa Loma - from memory! Or try drawing the front of your school or home.
This story comes with a map. Draw a map of your route to school or to
an imaginary adventure that begins at your home.
The Skills of Storytelling
When the author, Sheldon Oberman, visits schools he tells the story rather than reading from the book. Try telling this story without reading it aloud.
In a group or separately, create a fictional story about a place you know. As a group or alone tell it as an oral tale.
Suggestions for Use
Discussion
What for you was the most memorable moment in the book? Why? What were some of the feelings characters felt?
What illustration stands out in your mind?
Would have liked any other illustrations? Of what?
Would you like to live in Adam's village? Why/why not?
When did the first members of your family arrive? Who were they where did they come from? What was it like for them?
What would it be like if you had to leave for some country far away where people spoke a different language? What do you think would be most difficult? What would you want to take?
How would you want people to treat you?
Connections
Who in your school has recently arrived from somewhere else?
What was it like? (link to earlier discussion about moving) What would you do to welcome someone who moved here from far away?
Write or visit an older person. Possibly a short interview.
Units of Study
The book can tie how things change for society and for individuals.
In society, you can study the history of that time, technology, types of work, city vs country, family structure, general history, etc. How things changed to the present
For the individual; the process of growing and aging. How do bodies change, needs change and new abilities develop?
Cultural differences - The customs of Jewish people - their religion, history, their suffering from prejudice. Or other immigrant groups who came to avoid persecution, war or poverty
Activities
Make a family tree of your family members, birthrates, birthplaces, who they married and their children.
Geography - look at a map of where family members of the students lived and see how they would have travelled to get here.
Bring photocopies of photos of one member of your family with a written story of the person - perhaps giving background to the photo or photos. (a grandfather in uniform - tell about his being a soldier, a father at work - tell about his work experience) These can be mounted for presentation.
Draw an object special in your family and tell its story.
Draw a scene from a favourite family story.
Some schools announce when a holiday occurs that relates to students from different cultural backgrounds. They may also briefly explain it.
A Brief History of the Jewish People
About four thousand years ago the Jewish people lived in an area of the Middle East where Africa, Asia and Europe meet. It is now called Israel. The Jewish people were called Hebrews. Later, about 1700 BCE (Before the Common Era) they moved to Egypt where they lived for hundreds of years. Eventually the Egyptians made them slaves and they had to help build many of the pyramids.
Moses, their leader, led them out of Egypt. (about 1300 BCE) After living in the desert for forty years they settled in the Canaan which became known as Israel. They were then called Israelites. They were ruled by kings such as King Saul, King David and King Solomon. Hundreds of years later Israel was invaded by the Babylonians then by the Greeks. Then the Romans invaded. The Romans destroyed the temple in Jerusalem and scattered the Jewish people among the other countries of the Roman Empire. Many Jewish people settled in the Arab countries in North Africa and the Middle East. Some settled as far away as India. Others went to Spain and Portugal.
It was always difficult for the Jews because they were a minority with a different religion and customs. Occasionally things got so bad they had to leave for a safer country. In 1492, for example, all the Jews of Spain and Portugal were driven out. Most went to Germany, Holland and England.
In the 1700's many Jews were welcomed to Poland to help the Polish people develop their country. Later this area became part of Russia. This is where Adam lived.
By the 1800's many Europeans including Jews were leaving to find a better life in the United States, Canada, England and South America. In 1917 Russia had a violent revolution. That was when Adam left.
The worst time for Jewish people was during World War 11 which lasted from 1939 to 1945. Nazi Germany invaded most of Europe. Most of the Jews still living in Europe were attacked by the Nazis. Most of them were robbed and murdered. Six million Jewish people died. That was about 1/3 of all the Jewish people in the world. This terrible crime was called the Holocaust.
In 1948 the state of Israel was created again created and made into the official homeland of the Jewish people. Many Jewish people have returned there. Others are happy to remain citizens in many of the other countries of the world.
There are about 14 million Jewish people in the world. This is a tiny number compared to the billions of people in the world. About 4.5 million Jewish people live in Israel, 5 1/2 million in the United States, 350,000 in Canada, 2 million in the former USSR, and a half million in South America.
A Brief Outline of the Jewish Religion
Early Jewish history is in the Old Testament of the Bible. Judaism believes in a single god and the Ten Commandments.
The place where Jewish people pray is called a synagogue or a temple. The Jewish Sabbath is on Saturday. Men wear something on their heads when they pray called a kippa or a yalmulka. Men also may wear prayer shawls during morning prayers.
The Torah is recorded on a scroll (the ancient form of a book). It is kept at the eastern wall of the synagogue in a cabinet called the Ark of the Covenant. It is the first five parts of the Bible (Genesis, Exodus, Leviticus, Numbers and Deuteronomy) written in the original Hebrew. These are the stories of how the world was created, Adam and Eve in the Garden of Eden, Cain and Abel, the Tower of Babel, Noah and the Ark and so on. It tells the early history of the Jewish people and their leaders, Abraham, Isaac, Jacob and Moses
Most Jewish people dress in modern clothing and live a modern lifestyle. More traditional Jewish men wear a head covering called a kippa at all times. The women tend to keep themselves covered out of modesty. They keep kosher and pray each day. They do not work on the Sabbath. This may include not cooking or writing, not using a telephone or travelling in a car.
Orthodox Jews such as a group called Chassidim who still wear the kind of clothing that was worn in the 1700's in Poland. They try to keep the very religious customs their ancestors had hundreds of years ago. They live mainly in New York and Israel.
Kosher means fit or proper. Food rules require that Jewish people do not eat the meat of pigs or certain kinds of seafood. Also milk products and meat are not to be eaten at the same meal. Animals are to be killed in what was the most painless method. The meat is then cleaned very carefully. These rules were also very practical because they prevented illness especially in the hot countries where Jewish people first lived.
A prayer shawl is called a tallit. It is worn by during morning prayers. It is often given to a Jewish boy at his Bar Mitzvah. When a boy turns thirteen he is expected to understand enough to take full part in religious services. This is commemorated at a bar mitzvah. A young woman has a Bat Mitzvah). The youth reads a section of the Torah to the congregation.
The shawl is a reminder of the past. It resembles the Bedouin robes Jews wore when they lived in the desert herding sheep over three thousand years ago. The strings on the shawl are another reminder. The Bible said that the Jewish people should wear strings on the corners of their clothes to remember accepting the commandments and the laws at Mount Sinai.
Some shawls have a prayer written on the collar which is recited as the shawl is put on. The prayer expresses thanks for the wonderful experience of wearing a prayer shawl.
Jewish Holidays
Rosh Hashannah begins the fall holiday period that Yom Kippur ends ten days later. Rosh Hashannah means the head of the year. It is the Jewish New Year and is celebrated with great meals and happy gathering for two nights after the evening prayers. The ram's horn is also blown during that time.
Yom Kippur is the Day of Atonement in the fall when Jewish people fast and atone (pray for forgiveness of their faults).
Sukkoth - a fall holiday that celebrates the harvest. The people would sleep out in the fields while they were harvesting. This is recalled by people building a booth (sukka) outside and sleeping in it at night.
Hanukkah is an eight day holiday in December. It celebrates Israel freeing itself from occupation over 2,000 years ago in 164 BCE. Israel was invaded by Greece which was in control of Syria, a nearby country. They tried to force the people to worship Greek gods. A heroic family led an uprising. The invaders were driven out and the lamp of the temple was relit. The little oil left in the lamp was not enough to burn for one day but it burned for eight days and nights until more oil could be made. In memory of this miracle, families light a Hanukkah lamp for eight nights.
Purim is a festival in late winter. It celebrates a time in the fifth century BCE when a plot to kill the Jews of Persia was stopped by Queen Ester. There are costume parties.
Passover in the spring commemorates Moses freeing the people from slavery in Egypt. Family and friends eat a ritual meal called a seder as the story of the escape is told. Some of the food represent events in the story. Matzah which looks like a large cracker, represents the bread that had no time to rise in the oven because everyone had to rush out of Egypt.
Some other Jewish words
Mazal tov - good luck or congratulations
L'chaim - to life (a toast when one drinks)
Shalom - peace (used to say hello and goodbye)
Yiddish - a Jewish common language that mixes mainly Hebrew and German. (Hebrew was the sacred language of the temple)
SEE HOW I WROTE THE ALWAYS PRAYER SHAWL in Stories of My Life
These "games" give people confidence to speak publicly and to think creatively. They are meant to be stimulating breaks in the routine. They are short, fun and rather fast paced to encourage spontaneity and improvisation. If they get too slow or serious the student may become self conscious which can hamper creativity and public speaking skills.
A Warm Up Exercise for pairs who don't know each other well
A and B interview each other to find 2 interesting details such
as;
pets, awards, travel, adventures, accidents, what you'd be if you were
an animal/food/car, favourite sport/food/actor/movie/music, brush with
fame
They might then introduce each other to the group. (This excercise
is a good ice breaker but also develops skills in characterization.)
First Round - One Minute Speech with only 5 seconds to prepare
Try to avoid 1) hesitation 2) distraction
3) repetition
Individuals volunteer to speak on topics such as; pets, hockey, homework,
mud, lateness, friendship, malls, anger, exercise, lunches, cars, bugs,
hippies, skaters, Mafia, computers, gum, lockers, holidays, hats, beggars,
dreams, hair, cartoons, bad habits, jobs/chores, UFO's, fast food, fears,
jealousy, credit cards, rudeness, commercials, parents, make up, street
crime, fashion, allowance, siblings, worst or best TV show/movie, etc.
The 30 Second Addition - A volunteer can add 30
seconds on the topic.
Tag Team - a partner can take over for a speaker
who runs out of ideas
Second Round. One Minute Speech In Pairs - A and B
Speak about:
a familiar setting A to B) speaks on My Bus or My
Home
B to A) My Lunchroom
or My Neighbourhood
a familiar character A to B) My Unusual/Special Neighbour
B to A) My Unusual/Special Relative
Second Part - Volunteers can present their speeches to the class.
Third Round - Create a Fictional Character
Show a picture of an interesting character. (from magazine, etc)
Groups will need preparation time, but not so much to lose momentum
First a volunteer presents a character description of the person
(name, background, character traits, present situation, whatever)
Second Idea Blitz Show another picture. Students work in
pairs to
describe a character from the picture. One
or two pairs present
Third In pairs. A and B each get pictures of different characters.
They imagine and describe the characters to one another.
Fourth - a Story with A and B Characters The pairs now create
a
story together using their two characters.
A few pairs may present
* These exercise should be an enjoyable way to develop skills
in
characterization and public speaking. They can also occationally
lead
to writing breaks, quiet times to compose or complete a story.
Fourth Round - Storytelling. Show pictures of people in action
-
doing something adventurous, mysterious, unusual, dramatic, odd
First Everyone offers ideas about what is occuring. Who is this
and
what is he/she/they doing? Why? What led to this. How will it
end?
Second In pairs. Show two other pictures, one for A and one
for B.
A and B create stories for each other. (A couple minutes each)
Third have volunteers present their
stories.
Fourth Show another action picture. Some pairs invent a story
in which the scene is the introduction, for others it is the
climax, others use it as a conclusion. A pair from each
section presents.
Fifth Round - Storytelling in Genres - set up competing pairs.
Each set of pairs use the same action picture but invent stories
from
different genres such as horror, sci-fi, fantasy, murder, mystery,
adventure, romance. The stories can be told in one minute outlines.
Sixth Round - A Liars Club variation. Groups invent alternative
uses
for common objects such as; pencil sharpener,
florescent bulb, stool
garbage can, blind, pants, door, shoe. A representative
of the group
tries to convince the class, "This is not
a shoe. It is a....
The class may vote for the best "liar" or "innovator"
Seventh Round - Storytelling Effective Opener - Read out the first few sentences of some published short story. A speaker continues by making up the story for one minute. (Practise in pairs or volunteers can present to the group) This can also lead to creating an entire story.
Eighth Round - A Special Person/or a Family Story - one minute speech up front about someone special whom the speaker knew or met. (family, friends, neighbours, even pets) Emphasize this is not meant to ridicule the person. Describe appearance, manner and character with examples. To prepare - practise with a partner who helps to develop the presentation by asking for clarification, detail, examples.
(a warm up for the exercise could be to name a famous person or a character from a well known show and have the group build up a full description of the person's character)
Nineth Round - Sherlock Holmes on the Case - Someone volunteers a wallet. Someone describes his/her character based on the "clues"
Tenth Round Tag Team Debates 3 minutes to plan. 2 minutes to present. Partners tag off if they need help. 1 minute cross examination. Cue students if you expect a "serious" or a "humorous" debate. Class votes
It is helpful to produce the writing fairly quickly and to have volunteers read peices to the group when they are handed in. You can also read out one or two others when you are handing them back. It's great to get student responses but they should be limited to what was effective or memorable until the writers feel quite confident.
First Writing Round - Who Am I? Writers choose a character from a picture or familiar story or else someone well known on TV or movies. Write a first person monologue. The character expresses his/her situation and attitudes in his/her own voice. This can become a guessing game - Who am I? Then a discussion about accuracy)
Second Writing Round - Where Am I? the writer describes a place vividly without naming it or giving away obvious cues.
Third Writing Round - Intriguing Titles. Everyone writes a different
story using the same title. "The Empty Chair" or "The Strangest Greeting",
The Last Time I Saw Harry.", His/Her Big Chance"
Comparisons can be done in pairs or presented to the whole group.
Fourth Writing Round - The Devil's Advocate - a Debating Skill
Writers write an anonymous editorial of about 200 words. The editorials
are then mixed and passed to others who write back arguing as devil's advocates.
(the refuter need not believe the position)
These can be read out with the group making points on either side.
Drawing Round Storyboard Read out an illustrated story the group
doesn't know. Don't show theillustrations. As a group, divide the
story into moments worth illustrating. This develops a sense of plot structure
- identifying dramatic moments and organization.
(They can sketch the pictures or present a storyboard - rough
sketch or verbally describe the scenes. Discuss the important elements
of composition. What is in the foreground and background? Then compare
the pictures to the illustrator's. People may disagree with some of the
artist's decisions. (In my book The White Stone in the Castle Wall I liked
some of the artist's decisions and disagreed with others)
Instant Poem - list thematic subjects - Friendship, Anger, School,
Growing Up, Laughter, Fear, Sports, Love, Justice, Jealousy,
Create a parallel list of objects or physical forces: wall, river,
road, ladder, storm, lottery, fire, tree, rope, plane, song, dream
Students connect any 2 making an instant metaphor.
Fear is a River Anger is a Wall
Love is a Ladder.
They then write a full poem, using the metaphor as a title.
Public speaking is a powerful way to communicate. Yet many people are intimidated by it. They fall into debilitating silence or inappropriate forms of speaking out. As teachers, we appear to have most of the power because we do most of the talking. Since our teaching is meant to empower our students, we need to share the power - to train students to speak in public, effectively and responsibly.
Public speaking can become a natural part of every class, setting a positive mood. Students get to speak and be listened to, occupy a place of authority, practise leadership and persuasion. They are highly motivated because they are facing their peers. They can develop mutual respect and critical judgement as they learn how to speak and listen to each other.
My classes begin with a one minute presentation. The Student
of the Day presents something interesting to focus the class. I keep it
casual and without pressure , having someone speak as I do attendance and
administrivia. However, I am clearly listening and I always respond positively.
Rules. It's a family show, nothing vulgar, hateful or
hurtful. No one is interupted. People may respond later but only briefly
in the first phases.
FIRST PHASE A day or two beforehand I provide the student with a book of humourous quotes or interesting statistics from World Records or a Harpers Magazine Index or a news article. Internet also has good sites for quotes, etc. The student takes it home to make selections. (Often they read through the whole book) Students can find their own material such as Reader's Digest anecdotes, news articles, poems or book passages. (Riddles and jokes for younger grades) I keep some material on hand if students forget.
SECOND PHASE - Movie, music, TV or book reviews. By now presentations
may stretch to two minutes. I may respond a bit more on the style or the
ideas.
(I offer two positive points to balance any one suggestion of improvement.)
THIRD PHASE - A prepared 3 minute speech for marks. (topics should be discussed and approved beforehand. Offer a varied list of topics, humorous and serious) Decide if you want presentations done together or spread out.
FOURTH PHASE Editorials - personal opinion - not marked. Controversy can spontaneously lead into informal debates. Discussion can lead to Phase 5.
FIFTH PHASE - Debates. Decide how formal and competitive you want the debates to be. Students may need help with strategy and ideas. Try informal short practise rounds as class openers. Instead of marking the debates, let debaters rethink and write out their positions afterwards for evaluation.
Storytelling - personal anecdotes, family tales or heritage folktales
These can be presented at any phase. You may want to see
a first draft and have students further develop or research their stories.
After the oral presentation a final draft can be created on quality paper
properly decorated or illustrated or set with photocopied photos as a gift
for a family member.
Images are as powerful as words. The camera is a major tool in expressing images. Be an artist. Explore the world and express yourself through the camera. Present your best 16 to 20 photos on a poster with title and captions. Include a self portrait at the bottom right hand corner or on the back of the poster as a "signature" to your work.
Values - Marks
1/3 concept, 1/6 skills in choosing images, 1/6 shooting them, 1/3 on display and verbal presentation. (The self portrait has more weight than any other single picture).
Topics (Get yours approved before you shoot)
Formal
A formal study presents forms rather than a message or a
record of events. Still life presents objects; plants in a vase,
trees in a forest, tools on a bench; combinations of things arranged for interesting effects. An arrangement of toys may say more about childhood than a shot of the child. A wreck of a locker, a collection of shoes at the door all have their fascination. They need not be of the same type; a dried flower at a cobwebbed window has its charm. Abstract photos such as buildings at interesting angles or fragments of objects such as the arrangement of table legs or shadows or a objects in snow create interesting patterns. You may study patterns found in nature (water or snow) or in the city (textures of buildings, windows, etc). Close ups of objects or interesting angles also work. (You may need a special camera lens)
Thematic Students have done themes such as desolation, the family, friendship, poverty, work, innocence, nature vs civilization, conformity, restrictions, phobias, life cycle. Avoid the cliche. Go a step further. If you want to do "rules" as a theme don't be satisfied a picture of a stop sign. Dramatise. Show someone reading the sign or showing children at free play in the background or someone violating or obeying the sign may be a more effective picture. Or create a contrast with another object - chains or a badly parked car. If there is a phobia of knives -simply showing a knife on a table won't do. Think about creative possibilities before clicking the shutter.
Character Studies Nature or city studies can be fascinating.
Shooting people at a bus stop or students in a school requires preparation and consideration. The photos can show how we live and feel. People's feet or hands can be great if done with thought. You can use volunteer models.
Self Portrait "Sign" your project with a shot of yourself. You can take the picture yourself with a timer or set it up and have someone else do the snap. It doesn't necessarily have to be displayed on the poster although that would be preferable.
How will you communicate who you are? Express a passing mood or a more general attitude. What is the setting? A library full of books, a hockey rink, a roof, beside a river or under the sheets of your bed? Each says something different about you. The clothes you choose; rags or riches, uniform or eccentric clothes says a lot as do the objects in the picture. Make sure there is nothing to confuse or distract the eye. Even a terribly messy room should be "artfully" horrific. Your pose or action and your expression is important. Hamlet wore black clothes all in disarray, hung out in a graveyard frowning at a skull. This clearly communicates his character. People often want to show themselves in their room surrounded by their favourite things. Please don't. It's not wrong, but there's no challenge - be innovative. Discover the real you (of that moment) No single picture can sum you up, but it can express some truth. You do not have to show the picture to anyone but me.
What to Avoid
A) The science display approach; photos of the major food groups, twenty different dog types, different uses of electricity, the eight models of houses in your neighbourhood, tastes and smells. Avoid mere lists. Think "Idea".
B) The sentimental approach; friendship is....with shots of people hugging, someone serving you chocolate milk and cookies beside a bed table, dancing with your old Cabbage Patch doll in a flowerbed. You can do friendship but enlarge it with a mature, thoughtful view - develop an "idea"
C) The "See what I can pull out of the old family album" approach - your last trip to Florida artfully thrown together under the heading of "Work and Play" or "Families" One or two shots are acceptable if very relevant.
D) The Magazine Collage Approach; pictures that only demonstrate an idea but say nothing in themselves. If any picture of a car or a dog will do, then you haven't yet thought out your project.
Capturing a Perfect Picture - Hints for the Visually Illiterate.
Take time to look through the camera. Frame your subject. Some people shoot at what they want to be there instead of seeing what's really in the frame. The result is disappointment.
Black and white offers contrast and is more moody and dramatic. It captures form and texture. Colour has more warmth, vitality and emotion. What effect do you want? Do you need one roll of 36 colour or 2 rolls of 20 black and white? If you can borrow a 35 mm camera, ask a camera store for the correct ASA. This will depend if you shoot interior scenes with or without a flash (Without is best). It helps to have a tripod or something to rest your camera on.
Flashes can have interesting, even bizarre effects, especially at night as can odd camera angles. Be aware of the shadows a flash may create. They can look great or terrible. Note - you can't capture an existing shadow if you use a flash.
Use a camera with an automatic or manual focus
A Couple Pointers So You Don't End Up Spending $50
Don't cut off heads and feet. What do you want in the foreground or the background of your subject? Avoid cluttering your picture with table legs, chairs, china cabinet, fancy wallpaper or Baba in the background. Do you wish the subject centred or in a corner or the lower third of the picture? Look at a simple book on photography but if you WANT to cut off heads - go ahead. Maybe it'll look interesting. Don't SNAP the shutter - gently press it, steadying the camera with both hands.
If you just want to shoot a medium sized object, use a clear background like a table. Better yet consider a sheet as a backdrop. Few cameras can take close ups of small objects - a Cadbury bar won't come out properly unless you have a special lens. (such a simple shot is boring anyway) Perhaps shoot someone examining its "mystery" in an interesting setting.
Don't shoot towards the sun because of glare. A bright day may need a different setting than dusk. Shadows can be very effective.
Try to get a camera with a focus although you can have decent pictures without one. If most of your shots are exteriors you may use a different film than interior shots.
Poster - Mount your pictures for display in the school. Use captions to explain pictures individually or as a running commentary. (Think of how a song relates to video images) You can find quotes or song lyrics to develop your theme. Look at A Dictionary of Symbols if there is a symbolic level. The way you mount the pictures and how they are placed beside each other should be both pleasing and relevant to your idea. You will also present and explain your work to the class.
Sheldon Oberman travels to schools and conferences giving addresses and workshops in creativity.
As a teacher, the following is an exercise I give my grade ten classes. My Grade 12 students get a different assignment. They choose a section of town they have never been in and spend three hours alone, writing impressions in a stream of consciousness style. For both assignments the teacher needs to prepare them in developing their writing approach - Sheldon Oberman
The idea of this exercise is to visit some interesting place or unusual event and write about your experience as it occurs. You then take home the detailed observations to polish into a one thousand word story.
The skills that I wish you to develop are: the ability to note colourful details, close observation and insight into the appearances, behaviour and characteristics of people whom you do not know, journalistic skills of gathering and recording information, general expressiveness based on good vocabulary, sentence structure and style of description.
Some possible choices of places:
a cafe or coffee shop
a busy street or mall
the zoo (to watch people more than animals)
the airport or bus station
the university
a day care or home for the elderly
a different high school (permission is needed from that school)
a workplace such as a factory, farm, office or business
(You need permission from the owner. You might even get
involved in the work)
An event which you would never otherwise attend such as
wrestling, pool hall, stock car racing, truck smashing derby, bingo, a trial, boxing, stock exchange, auction, farm fair, animal show, film
set, fashion show, ballet, concert of music different from your usual
tastes. You would not be there for ordinary entertainment but to
observe it as a writer, the event and the people who attend.
Most visits would take at least two hours for an event and three hours for a place in order to gather enough interesting details. You may interview or casually talk to people if appropriate. You can choose to go alone or with a fellow student, friend or parent.
Your parents must approve your choice in writing before you go.
You will be evaluated on the richness of your observations and insights into people and places as well as the effectiveness of your expression.
Sheldon Oberman gives workshops in creativity to schools and conferences
My Most Unforgettable Character
In ........ words describe some interesting person in your present life or in your past. Describe the person's appearance as well as character traits and habits in such a way as to make that person as real as possible to the reader. Refer to at least ten character traits in some sort of meaningful combination. Illustrate the person's special quality with anecdotes or examples of the way the person behaves and responds. Also describe the way the person has affected you and why you believe this is your
Most Unforgettable Character
WAYS TO DESCRIBE A PERSON
When creating or exploring a character consider
descriptive details to create a vivid sense of the person.
Appearance and Age
Face and facial expressions
body and way of moving and gesturing
voice (typical expressions) sound of voice
smells (cooking, tobacco, cologne
clothing, style, manner (tidy, dramatic, etc)
Associated Places
Home (or area: kitchen, garage, workshop, garden),
Places of leisure (a vacation spot, a favourite
park, place to walk, restaurant, sports event,
setting for a hobby, church, meeting place, etc.)
Place of work
Associated Objects
(for example, the person's car, chair, photo,
jewellery, watch, tools, sports / hobby equipment dishes, hat, favourite
article of clothing,
glasses, religious article, favourite food)
Nature or Character
Typical emotions, ways of responding to difficult or pleasant situations, social, family or work situations. Beliefs, unusual opinions, desires, humour, causes of happiness, sadness, fear.
Behaviour
Habits, distinctive reactions, eccentricities
Work and social responsibilities the person had (in or out of the home)
Its affect on the person.
Retell a family story in 700 to 1,000 words.
Your story may be taken from any period in your family's history but the older the better. Try to get one from your grandparents' time. This may require checking with family members for further details.
Try to describe the central incident of the story with a sense of detail similar to that in a scene of a short story.
The assignment will be evaluated on
a) general writing skills
b) research required, if any
c) your insights on;
- character traits
- what may have influenced the events or people
- how the event may have later affected the family either in behaviour,
attitudes or values.
- the theme of the story or its meaning for you.
The story you choose can be a profound or a simple moment that has occurred to a family member. It can be funny, sad or simply whimsical. Even a light story can be important if it has insight.
Describing a Place
Description of a Place 500 - 750 words
Describe a place which is vivid in your memory such as;
a grandparents' kitchen, a friend's room, a place you've worked, summer camp, someone's office or backyard, your first home,
a local hang out, a corner store, etc.
The description should include;
physical details so the reader can clearly sense it, (consider
the 5 senses; sight, hearing, taste, touch and smell)
atmosphere so the reader can feel it
significance so the reader can understand its meaning for you.
SHORT STORY TERMS
by Sheldon Oberman
The short story has all the elements of a novel; title, setting, characterization, plot and theme. However, because of its length it cannot develop the elements as much. Generally a story concentrates on one element more than the others. However, in all stories there is change. Things change and people change generally through conflict.
1. Title Some of its purposes are:
a. To name,refer or characterize the main character
b. To describe the main scene or the setting of the story
c. To suggest the main incident
d. To name an important object
e. To suggest the type (genre) of story
f. To arouse curiosity
g. To comment upon the theme
2. Setting a) physical - place (particular place - a room)
(general place - Kansas)
- time (particular time - morning
(general time - 1960's)
3. Characters The primary character is the protagonist
The secondary character is the antagonist who opposes the protagonist
The major characters are often the most dynamic -
they change most deeply and change things around them.
Character traits are not moods but more permanent qualities.
They are revealed in four ways;
1. The character's physical appearance. (Character traits are different than inborn physical traits. You cannot determine a
person's character by weight, age, race, etc. but possibly by acquired physical traits such as clothing, posture or manner)
2. The character's words and behaviour
3. The narrator's description and judgement of the character
4. What other characters say and how they react to the character
4. Plot
Plots have four basic types of conflict
1. Person to person (one other person, or a group or society) 2. Person to oneself (inner struggle)
3. Person to environment (nature, city, work place, etc)
4. Person to supernatural (spiritual or ghostly)
The main conflict creates the complication.
The conflict is faced with success or not in the climax or anticlimax.
The conflict is resolved by a thought or an emotion at the conclusion.
Plot Structure Plots are about change. Change has a structure.
a) Introduction - gives the setting and situation
b) Complication - a problem creates conflict
c) Rising action - conflict increases, tension mounts
d) Climax or Anticlimax - when the conflict comes to a head.
Climax - the protagonist overcomes the problem.
Anti-climax - the protagonist fails to overcome the problem
e) Falling action - tension eases, loose ends are tied up
f) Conclusion (also called resolution or denouement)
Someone (generally the protagonist or the narrator)understands the experience through a final emotion, thought or observation.
5. Theme: There may be many themes just as there may be many conflicts but the main theme can be found in the main conflict.
Note: a theme is simply an issue - prejudice, friendship, freedom
It is not a moral conclusion such as "Prejudice is a form of fear and suspicion" or "Friendship should be treasured above wealth."
6. Images - anything that is vividly described using one of the five
senses. Emphasized images may be symbolic. Symbols are another way of expressing
meaning in a story
7. Other Terms
Point of view refers to the narrator - who is telling the story
1. First person - a character in the story. Narrator uses the word "I"
2. Third person omniscient (all knowing) narrator who sees and knows everything including the private thoughts of the characters. Narrator uses the terms "he/she"
3. Third person sentient - (limited knowledge) narrator who sees only in a limited way, generally through the main character
Tone - narrator's tone may be light, cynical, fearful
Atmosphere - Conditions created by a situation or the environment
Mood - the emotion that is created by the atmosphere.
Flashback - a memory which interrupts the story
Foil - a character who is in strong contrast to the main one
Foreshadowing - an event that suggests or predicts a future event
Genre - type of story such as action, mystery, fantasy, etc.
Juxtaposition or Contrast - Two contrasting images or events that are presented to create a comparison
Irony - verbal or situational - conscious or unconscious when a situation turns strangely to its opposite
Unstable situations - problems (generally mentioned near the beginning of a story) that suggest future conflicts.