Categories
Uncategorized

Analyze the disciplinary content in its own context and in relationship to the issues, questions, and positions of other disciplines. Compare and contrast differences and similarities among the disciplines in terms of central concerns, values

Your writing should address the Core Learning Outcomes of the course and the Instructor Specific Learning Outcomes, as specified on the syllabus. I have included…

Your writing should address the Core Learning Outcomes of the course and the Instructor Specific Learning Outcomes, as specified on the syllabus. I have included them here for your convenience:
Analyze the disciplinary content in its own context and in relationship to the issues, questions, and positions of other disciplines.
Compare and contrast differences and similarities among the disciplines in terms of central concerns, values, methodologies, and relationships to public life.
Synthesize diverse perspectives to achieve an interdisciplinary understanding.
Analyze the relationships among academic knowledge, professional work, and the responsibilities of local and global citizenship.
Interpret and critique the possible “real world” connections or behaviors associated with the viewing or playing of media violence.
Instructor Learning Outcomes
Identify, discuss and critique the representations of serial killers as heroes, celebrities, and icons in modern media forms. Explain the characteristics of the media forms, genres, and methods for each subject.
Describe and analyze the popular culture forms that encourage audience identification or participation through violence or vicarious experience.
Evaluate multiple perspectives, modes of inquiry and expression, and processes for decision-making in the disciplines.
Specifics
Your essay should conform to the MLA format for citations within the text and in your works cited. Therefore, your writing should be double-spaced, with one-inch margins, in a 10-12-pitch font. The grading of this essay will be based upon the objective skills we have focused upon in our course lectures and discussions—incorporating your research sources seamlessly within your own writing, building upon your skills as a “close-reading” expert and analysis of your topic, and answering the larger questions about “why” we are studying serial killers as heroes (as well as, “why” your topic is popular? important? significant? worthy of study? definitive of its audience?)
Resources
You should carefully construct your essay by looking at the examples we have studied within our course—the popular culture essays that have been part of your reading assignments, our in-class examples, and the writing process that has been investigated in our class assignments (Reader Response Essays, Discussion Postings, etc).
Introduction
For this first unit, we will be studying a familiar topic to many of you: The Silence of the Lambs. To do so, we’ll have to concentrate on developing everyone’s abilities to analyze a film, or to “close-read” it by looking carefully at the way any film is constructed.
As a rule, this cannot be accomplished from memory, and you’ll find that most of the questions in our discussion sections–and the writing assignments that you will have to complete about our filmic topics–will require you to have direct access to the films while you analyze them. Thus, you should plan on watching Jonathan Demme’s 1991 film some time within the next seven days.
Learning Objectives
Philosophy for these Learning Outcomes: This course will be a comparison between the literary aspects and the filmic techniques that have enabled a paradigm shift in our studies of serial killers. While we will be studying both film and popular literature, in this first unit our concentration will be primarily upon film vocabulary, film technique, and film discussions–as our readings for this unit center upon The Silence of the Lambs (1991), directed by Jonathan Demme. In later units, we will contrast your knowledge of the film vocabulary with our studies in literature.
Examine and identify common film vocabulary for film analysis related to the course. – CLO 1
Analyze the central concepts of plot that allow initial audience identification with serial killers. – CLO 2, 4
Develop and discuss with your classmates, using specific film vocabulary, the modes by which filmmakers ask us to participate in screen violence.
Please View: https://sway.office.com/sFpyqCTK2rQSTQid?ref=Link&loc=play
Please expand on point of view
The violent murders within the film are showcased and presented in strikingly different ways. Clarify and analyze the way that Jonathan Demme, the director of the film, depicts the kills from each of the serial killers.
The director Jonathan Demme did a fantastic job of depicting Hannibal Lector and Buffalo Bill in vastly different lights. Although we as viewers are fully aware that both are serial killers, we seem to almost back Lectors’ actions by films end. First, let us point out the fact that Lectors’ evil, for the most part, is spoken of throughout the film and not shown until his escape. Which by then, most have sided with Lector or at very least understood his reasoning behind actions.
However, in the case Buffalo Bill, we are immediately revealed to his evil. From the pictures behind Jack Crawford’s desk to Catharine kidnapping, even the discovery of Bills’ involvement in the Mofet murder. Viewers’ cannot help but automatically demonize Bill.
Additionally, music and lighting used for both characters are incredibly different. With Bill, Demme decided to go with darker environments and shades, mixed in with sinister background music, helping to demonize the role further. Whereas in the case of Lectors’ big kill scene, the music is fast past almost encouraging in nature, while the background light is vibrantly bright.

 
Analyze the disciplinary content in its own context and in relationship to the issues, questions, and positions of other disciplines. Compare and contrast differences and similarities among the disciplines in terms of central concerns, values

Leave a Reply

Your email address will not be published. Required fields are marked *