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Hero’s Journey/Villain’s Journey: II

Hero’s Journey/Villain’s Journey:

 

Part II

Read Part I for a discussion of the concept of the Monomyth and the Hero’s Journey.

A DU grad student of mine about ten years ago (back when they let me create classes with interesting and useful topics) came up with a system for a Villain’s Journey. His idea came about from the many readings in class, and he mused that villains also must go through a Journey, but the steps have got to be different than the path a hero takes. Here’s the Villain’s Journey this student concocted, in its 8 stages parallel to the Hero’s Journey:

8-Step Villain’s Journey (by Jon Thumim):

1. moral conflict

Nobody ever sets out to become a villain. Even villains like Iago, who seem to enjoy their role of Bad Guy, still make choices, moral choices, based on an Objective (for more on objective, tactics, and obstacles, revisit my 3 Rules for Protagonists). The villain is faced with a moral conflict, and must act on it to embark on their journey.

2. Precipice

Much like the hero’s Threshold, the Precipice is the boundary between the mundane everyday regular life, and the Realm within which the villain will become a villain. Once they fall over that precipice, there’s no turning back.

3. Sith Trials

These are the tests and challenges the villain must move through in order to achieve their objective. These trials are often more torturous and self-destructive than the Jedi trials, and the villain, unlike the hero, usually has no help in their endeavors.

4. The Void

This is where the villain faces total annihilation. Sometimes the Conflict with the Hero stage happens before this one, causing the obliteration; but sometimes it can be as simple as our villain getting a glimpse into the nothingness, which is (like the hero’s abyss) the biggest challenge for the villain, the most difficult trial and one it’s not certain they’ll survive. In fact, as we’ll see in stage 7, they probably won’t.

5. Conflict w/hero

The villain’s comeuppance and time to shine as the villain they are comes in this stage, where they must face off against their own Boss Monster, the hero. Very rarely does the villain win this contest.

6. Forswear mentor

The-Phantom-Menace-Poster-1-05032015

Whatever you think of Episode I, this image from its poster has always struck me. It’s…illustrative. It’s actually much more compelling than the actual story the movie gave us.

The life of the villain is a solitary one, and where the hero will Atone with the Father, the villain will do no such thing, rejecting and forswearing any teachings, gifts, or help their magical guide or mentor may have supplied till now (or they’ll take the money and run, thank you very much). They’ve grown villainously beyond the fairy godperson and will face their world alone.

7. Dismemberment

Where the hero underwent a Transformation, becoming more themselves than ever before as they became the hero, the villain’s transformation is much more destructive. The villain isn’t transformed into themselves, but is instead annihilated, ripped apart, until there are only pieces left. In contemporary stories, this tends to be a metaphorical dismemberment, but in ancient folk and fairy tales, it’s literal.

8. Resurrection

The villain is obliterated, annihilated, by their journey, and when resurrected, they’re never the same. Often in old stories and in fantasy tales, the villain is now no longer a healthy human being, but an unnatural abomination, often actually undead. Voldemort and his horcruxes are a vivid example of this.

What do you think of this dark, Mirror-Mirror version of the Monomyth? Leave your thoughts in the comments.

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Hero’s Journey / Villain’s Journey: I

Hero’s Journey/Villain’s Journey :

 

Part I

When I was very young and first learned about story formulae, it distressed me, as I was worried very much about originality at the time. But once I grew into my writership and my voice and became more and more well read, I realized that formulae like Campbell’s Hero’s Journey function as skeletons, a strong (and yes, necessarily same) structure that a storyteller can then hang original flesh and clothing on top of. See Kirby Ferguson’s Everything Is A Remix episode wherein he talks about the materials George Lucas used to build the bird’s nest that is Star Wars, and you’ll have a new appreciation for the recycled, and a new view of what it means to be “original.”

The Hero’s Journey

Joseph Campbell, in his book The Hero With a Thousand Faces, laid out the basic structure for all story, something he called the Monomyth. The original Journey consists of 17 different phases or stages the hero goes through, from the Call to the Apotheosis to the Magical Flight, and so on. Many writers have shortened this formula down to a more manageable three stages: The Call, Road Of Trials, and Return. Personally, I prefer an 8-stage version a teacher concocted from the original 17, in that with the 8 stages, we get the detail of the Journey more specifically than the very simplified 3-step version, but it is much easier to swallow (and more versatile) than the full 17. And I have taught my writing students this 8-stage version in my own Jenn way for many years (part Campbell’s words, part pop culture/my own. And ain’t that just so postmodern of me?).

(Only thing better is my 3 Rules for Protagonists, based on Stanislavsky’s acting “Method.” And it is better. But this piece of writing is specifically about the hero’s and villain’s Journey, so I digress…)

Anyway. This is my take:

8-step version Hero’s Journey

1. call to adventure

Our hero (oh, and, side note: I eschew use of the word “heroine,” as it is merely the diminutive form of the noun. I don’t use the word “actress” for the same reason. The feminine should not be diminutive. A person is a hero or an actor, no matter what gender they express) gets whisked away on the adventure. The snug norm of regular life is disrupted, and it’s time to embark upon the unknown. Very often, the hero resists the Call (or even outright refuses it), but no matter if they do, they end up running after those dwarves without a pocket-handkerchief, or taking the red pill, or falling down the rabbit hole regardless.

2. Threshold

This is the gateway to the Magical Realm. In old stories (and often In new fantasies), this is where the hero enters the Forest. Usually there’s some kind of terrifying guardian at this gate, and the hero must use their own bravery and wit (and often, help and/or gifts from a wise mentor or fairy godperson) in order to get through. The doorway to nirvana is guarded by two fearsome swordsmen, for example, and the way back to the Garden of Eden is flanked by terrible (also sword-wielding) seraphim. But crossing the threshold is only the first challenge for the hero…

3. Jedi trials

Once the hero is in the Other Realm, away from the normal world as we know it, they’re immediately in mortal, life-changing danger. They must undergo a series of challenges in order to move on, each one tougher and more dangerous than the one before. And each test makes the hero stronger, and teaches them more. This stage is the one where our hero may meet other characters like the Temptress/Goddess and the Trickster, and may or may not lose their magical guide here. The first Star Wars movie follows this precisely, as once Luke crosses through the threshold (Mos Eisely spaceport; you will never find a more wretched hive of scum and villainy), he meets Leia, Han, Chewie, and loses Obi-Wan. Sorry, did you need a spoiler alert?

4. Abyss

This is the worst, darkest, direst of the Jedi Trials. This is the most difficult test the hero goes through, the one where they almost give up, or nearly perish. If our hero is in a video game, this is where they must fight the Boss Monster, and it’s uncertain whether or not they’ll succeed.

lastcrusadegrail

“You chose…wisely.”

5. A-ha moment

This is the moment when the hero puts their hands on the Holy Grail. When they attain their objective, or realize it’s not attainable. Indiana Jones literally did this in the third movie of that trilogy (yes, the Indiana Jones franchise is only a trilogy lalalalala I can’t hear you what are you saying about a crystal skull)….

6. Transformation

Sometimes this happens right with the a-ha moment, or the a-ha moment happens because of this. This stage is where the hero changes irrevocably—no longer are they the hapless teenager, scared little girl, or impatient farmboy. That abyss was the straw that broke the hero’s back and transformed them into an actual hero.

7. Atonement w/father

Often if the hero is female, this stage is an atonement with the mother figure instead, but just as often it’s a father figure regardless of heroic gender. Even more usually, the father figure is the highest god, The Father, as it were. The Norse and Greek myths were all about this stage, though usually the atonement comes in the form of punishment in those tales.

8. Return w/boon

The hero must return with all the wisdom and superpowers and whatever else they’ve gained along their journey, to bring the boon of their new heroship to benefit the community. This return is often where you’ll find the stage called Magical Flight, where the hero continues to have help in order to cross back over the threshold into the regular world. Now the hero is what Campbell called Master of Two Worlds, able to exist both in the enchanted realm and the world of workaday reality.

 

Stay tuned for Part II, where I will introduce and discuss the concept of the Villain’s Journey.

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Video Killed the Paper Star (Part II)

In the first of these VKPS posts, I discussed and showed the Grammar Video Lesson assignment. Of course, you can surely see, lovely lurkers, how this assignment could work quite well in any class subject, any field.

The second way I encourage video projects instead of writing is in the Reading Response. Now, as a prof of the humanities, I perforce assign lots of reading to my students. I curate the reading carefully, and I always ask for a Reading Response (with a few specific guidelines as far as what I’d like to see in their responses). Basically, I want to see that they’ve done the reading, and I want to know what they think about it. More: I want them to connect the readings to other stuff they’re doing, and synthesize it within the rest of their scholarly (and other) experiences.

The Reading Responses (oh, and these are for ALL my courses, not just the ones on writing) usually end up being a few paragraphs of sloppy writing and an accompanying image up on a blog (my assigning blog creation for classes is a whole ‘nother post). But I always give the students the vlog option. Which is simply that they can record a video of their reading response in lieu of a written one, and they post it the same way they would a written response.

Surprisingly, not many students opt for the video version of this, but two students in particular found the option invaluable.

Nate’s writing skill wasn’t top notch, but his immersion in the stage combat class material was. He would ruminate on the readings into his phone while walking through campus, interspersing his thoughts with footage from class, making for an engaging, thoughtful, and thorough response. I wouldn’t have gotten nearly as much from a written response from him, and he also got interested in video composition, adding these skills to his technological knowledge in classes. There’s a technology requirement in all general ed courses (which this one wasn’t), which is another reason why assigning videos is a good thing in the comp courses. Here are two examples of Nate’s work from advanced stage combat at Metro. These were from a few years ago, so if you wonder at the video quality, that’s why.

the final over view from Nathan Taves on Vimeo.

Another interview with me and suported by the club. from Nathan Taves on Vimeo.

Jackson is a Composition student of mine. Now these classes are all about writing essays, and for him, writing is a major struggle. So when I gave him the vlog option for the reading responses, he jumped at the chance to have some assignments that didn’t involve writing. Thing is, when he shared his notes for his video responses with me, it was apparent that his understanding of the reading was complete, and when you see his videos, you can hear yourself how intelligent and on top of the material he is. If I had not given him the option to respond with video instead of writing, you better believe I wouldn’t have been able to tell this.

Reading Response Chapter 1 from Jackson Stallings on Vimeo.

Reading response ch 14 from Jackson Stallings on Vimeo.

So there you have it. Two instances of video assignments working well for higher education. That’s not to mention the read-aloud assignment for Children’s Literature…..

Video Killed the Paper Star (Part I)

Apologies for those of you that have been waiting on tenterhooks for these posts–like I said before, work has bullied its way in front of any creative/extracurricular work I’ve been wanting to do, particularly that with only internal deadlines. But now I am FINALLY getting my two cents’ worth on this subject down here, in lieu of pitching it over at PitchLX (sorry I can’t be there after all, folks: have fun without me). This concept is one I have catchily titled “Video Killed The Paper Star,” and it refers to replacing writing assignments with video projects.

Now please don’t misunderstand me–I don’t mean to say that papers shouldn’t be assigned ever (that ALL assignments should be multimedia), or that there’s no place in higher education for rhetoric and critical thinking. There sure as heck is, and every single student needs that particular type of rigor. Believe me. Of course I wouldn’t posit such things–I have a mouth to feed.

What I will aver, however, is that academic writing is obsolete (as much as the Ivory Tower folks still cling to it), and that the single most important lesson a student can possibly learn in college or university (after rhetoric) is collaboration. Sound a bit corporate-flavored, not academic? Well, yeah. And that’s a good thing. (I know, I know: who am I and what have I done with the real Jenn)…

I have taken to replacing written quizzes or papers with video projects in two major ways. The first is a fun project called the Video Grammar Lesson. I came up with this assignment for the following various reasons: 1) I hate teaching mechanics, I’m not particularly good at it, and it’s not my job. I’m a good teacher of writing, and reading (as well as interpretation of same), but the grammar stuff is irksome to me. 2) all of my comp students need grammar lessons. All of them. Every single one. Yes, Virginia, even the ones who are good writers already (and those are few enough). 3) teaching something to someone else is a great way to learn the thing better oneself. 4) there aren’t many group projects that truly teach collaboration, without the loopholes of the lazy (the one who does nothing and lets the group do all the work) or the control freak (the one who takes over everything because she can’t stand the quality of anyone’s stuff but hers).

So I thought, why teach them grammar when I can let them teach themselves grammar? The video lesson sprang out of all of this. They have 5 minutes or less to create a lesson on any bit of grammar or punctuation they want. They tend to choose their lessons based on what they find most interesting, easiest, or most inspired by, seeing the examples I show them and those on YouTube. What happens is usually a fun, creative sorbet before they plunge into the big research paper. Here are some notable examples:

ENG1020studentvidspr2013 from Jenn Zuko on Vimeo.

I am most interested in the first clip of this group’s work. These kids decided that each group member would do a solo video on a part of speech, and they’d stitch them together into one video. I am most interested in the first segment for two reasons: First, the Google search with narration is quietly funny and very engaging, as well as clear and informative. It’s a clever idea. Second, this student was a very quiet young man. I could tell he had a good brain in his head from reading his writing, but he was very very introverted. This is a lovely way of being able to enjoy his dry sense of humor without undue stress, like say what a classroom presentation would cause.


This fun-loving duo came up with a random yet highly entertaining premise for their video on interjections. It’s just delightful and fun, and it’s also cool that Grace’s brother composed the music.

I have a few other examples of grammar video lessons here on the blog. Do a search for Grammar Video and you’ll find them. Stay tuned for post 2/2 where I’ll talk about video reading responses.

Musings Upon a New (ish) Semester

Well fuck. 

I use invective, lovely lurkers, with conscience and reason. Why I just used one of the words that would make my movie Rated R in America is that I just saw that the last post on this blog was posted in, like, mid-August. Seriously, what the fuck? Why do you tolerate this kind of behavior from me, huh? Are you all so busy reading Parallel Bars that you can’t be bothered? Can’t say I blame you, truth be told…

So I’m jogging in the reins of Week 4 at both Metro and Front Range, Week 2 of Regis, and the verrrry beginning of Week 1 at DU. And lemme tell ya about the cool shit that’s happening at all those fine institutions (okay, I’m going with this invective thing):

At Metro: I’m teaching that online Staging Cultures course I’ve told you about before. It’s a really good reading list, lovely lurkers. Let me know if you want it. I’m also doing a MW (that’s Monday & Wednesday, kids) Intro to Theatre, which is a delightful gen ed course I haven’t done in a while. Man are those First Year Success students bright eyed and enthusiastically bushy tailed! They’re just about to embark on their historical presentation projects AND their Raisin in the Sun unit, so wow how much good material can we stomach at 11am? A lot, apparently. Youthful energy, I’m tellin ya…

Beginning Stage Combat over at Metro is Friday mornings as is usual, but as is not usual, it’s SO FULL YOU GUYS! There’s, like, 24 or something people in it, and they’re all lovely young talented energetic insane theatre majors and I am having so much fun and getting so old…. They’re just about to start choreographing their Unarmed fights, and I could not be more excited!

At Regis: I have two lovely and talented grad students doing a one on one Writing the Novel course w me; and one other lovely and talented grad student doing my own self-constructed YA Literature course (one on one, natch. It’s nearly always one on one at Regis). It’s going to be some stellar writing, which will only make me wish I had more time to work on my own work….

At Front Range: it’s two evening courses: a Comp I and a Comp II. The former is revising their Mini-Essays as we speak (Er, as I type), and you know what that means! That’s right: the Mini-Essay Contest winner post is imminent! Let’s hope it’s not the next one, as I need to be more frequent than that here….

Comp II as is usual these days for me, functions under a theme of Creativity and Innovation. They just finished their (quite high quality) Elevator Pitches, and now have just been introduced to the Analyzing An Image essay, which is where they pick an ad or psa and analyze it in essay format. Should be some good reading.

And finally,

At DU: Children’s Literature started today! As my ancient, steam-powered laptop decided to become a doorstop recently, it was quite the challenge to get that course shell updated and ready to go for a fresh crop of Professional Writing graduate students. But I am nothing if not diligent. And, yes, I have a lot of work to do still, but hey at least it’s up and functioning, and thanks to the SO, I have a brand spanking new refurbished box I can now use to get everything even more ship-shape. Thanks to that generous soul…

Oh but that’s not all! I also continue to have professional endeavors:

Bronze Fox Burlesque is doing their next show at License no.1 under the loose theme of Clue (the movie) and murder mysteries in general. I am mulling over choreography for a duet and a new solo right now…

Metro is doing The Country Wife in a couple weeks, a ribald comedy of no manners at all, and I am consulting the period movement as well as choreographing and directing a raucous chick fight with fans. And maybe fisticuffs.

I’m still writing for Parallel Bars and Your Boulder, editing the SO’s spectacular new book, and I’m just now starting to think I could remount my Retro Reviews of Sherlock, over on Sherlock’s Home, now the 4th season is far enough away…..

So.

Megan shows my Intro students the ropes. Literally.

Hm.

I guess there’s a reason it’s taken me so long to post here. Yeah, well. NO FUCKING EXCUSES, AMIRITE?

Ahem. Carry on….

The More You Holmes

From: ep. 2.1 (and also brought up frequently in the rest of Seasons 2 and 3)

Event (costume): Sherlock, in an attempt to hide his face from paparazzi, grabs a random hat from a costume rack as he leaves a building. It’s a deerstalker. He mutters, “I’m a private detective; the last thing I need is a public image.” The resulting pictures of him in the hat become iconic and famous.

Reference: Though in the canon, Holmes only wears hats like this when in the

Sidney Paget

Original canon illustrator Sidney Paget was a big part of the reason why Holmes has been pictured in this hat since way back then.

country, as is normal for a Victorian gentleman (and the hat is only mentioned in Doyle’s words once, as an “ear-flapped travelling cap”), the most famous image of Sherlock Holmes in global culture is that of his profile in the deerstalker hat (and meerschaum pipe, which is also not from canon). There’s a glorious line in ep. 2.3, when John is admonishing Sherlock about not being careful enough with his fame. He says, “That’s not a deerstalker anymore; it’s a Sherlock Holmes hat.” And he’s right.

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The Fight is the Story (part 2)

Make sure you go back to the previous FitS post, part 1, and read it thoroughly before you read this one. This is my contrasting example to the pointless fight scene that was in the Phantom Menace. It appears at the end of Return of the Jedi. Here it is:

Let’s look at the basics first: this, like the PM fight, is a master and apprentice vs. a solo opponent. What’s that? Oh yes, it is. If you are under the impression that the Emperor isn’t a part of this fight because he isn’t whipping out a lightsaber, that’s where you’re wrong, and that’s also where you’re falling into the same trap as so many storytellers out there, when it comes to fights. The Emperor is a major part of this fight, throughout. In fact, he starts it.

So. 1): Why here, why now, why these characters fighting? What’s everyone’s OBJECTIVE?
It’s quite clear: Luke’s OBJECTIVE: to bring his father back with him. Vader’s OBJECTIVE: same thing, basically: to keep his son here with him, enjoy blissful life in the Dark Side as a family. And our third fighter in this scene, the Emperor? He wants these two to fight to the death. Remember what Vader seems to have forgotten: there’s only a master and an apprentice Sith at any one time. Now for the Emperor, he’d obviously rather have Luke, as he’s younger and stronger with the Force, but hey, if Vader ends up killing his own son, well talk about Dark side, and he’s been a pretty gosh darn good viscount of terror for this many years. Really either way is fine. And no, you don’t have to have read novels or anything to get this from this fight scene–in fact, if you didn’t see any of the rest of the movie, this would still be clear as day.

So, how about 2)? Lots of clear TACTICS going on here, starting with Palpatine’s biggest TACTIC, the one he’s best at: to seduce. Notice that he’s using mainly words in this fight, up until the end, that is. Why? Because WORDS ARE HIS STRONGEST WEAPON! Palpatine has no need to resort to physical tactics through most of this fight. Why? Because HIS VERBAL TACTICS ARE WORKING. It’s his insidious tease and threat to Luke’s friends that spurs Luke to grab his lightsaber and attempt to kill him. And yeah, it’s obvious that that is what he’s trying to do–the way the first move is choreographed makes that apparent. Vader’s objective? To protect his master. Through the first part of that whole fight, every physical move Luke does (after the initial failed one) is to try and get away from his father, so he won’t have to fight him. Kicking him away, only blocking Vader’s blows, jumping up to the catwalk–all these things are attempts to STOP fighting Vader. Why does he start fighting him again? Well, Vader himself pulls out the verbal tactics, to get Luke to come out of hiding and continue the fight. He finds out about Leia, and threatens her safety. This TACTIC works: Luke is overwhelmed with anger and launches himself at Vader, his attacks now vicious.

This is where we see the fight take a major turn. And this is where the biggest fight scene mistake was made in ep. 2 (the ridiculous Yoda vs. Dooku lightsaber fight), when you compare.

Luke accidentally cuts off Vader’s hand. This shocks him, and makes him stop his barrage, remembering what his OBJECTIVE is and how this attack was NOT a TACTIC to get him that OBJECTIVE. Palpatine takes this opportunity to pounce: still using verbal TACTICS, he reveals his OBJECTIVE to the other fighters. He tells Luke to kill Vader and take his place. When Luke turns off his lightsaber, throws it away, and says, “No,” this is the moment when Palpatine’s verbal TACTICS have run out. Then, and only then, does Palpatine resort to physical violence. And he does so in a way appropriate to his character (unlike Yoda vs. Dooku). Does he whip out a lightsaber and supernaturally become agile real quick? No, of course not, that would make no sense. Instead, he uses a physical weapon much more apropos to him: the Force lightning. Luke has no idea this is even a thing, and has no defense against it–all he can do is collapse, screaming in agony. He does have one more verbal TACTIC left in him, though: he calls for his father to help him.

And boy does that TACTIC work: Vader then uses a physical TACTIC to stop the barrage. Because of this balance in the fight scene, it’s my professional opinion that Vader didn’t predict that he’d die from the lightning. It sure doesn’t look like he expected it, but once it was happening, he changed his OBJECTIVE into killing Palpatine, because he knows he won’t survive to collect his previous OBJECTIVE. And thus he succeeds. All of this is crystal clear, not from obscure back story, but FROM THE FIGHT ITSELF.

Not a whole lot of spinning in this fight scene, but what a more compelling, interesting, gripping, and exciting fight this was than the one in Phantom Menace. Well, the music in the other was pretty cool…..

The Fight is the Story (part 1)

Since I will only have a mere 15 minutes for my DCC presentation this year, I thought it’d behoove everyone interested if I posted my more detailed thoughts about what I’ll be discussing Saturday, so that folks with inquiring minds can get the full effect of my presentation. This year, I’ll be talking solely about The Three Rules for Actors, how they apply to plot, and how fight scenes fit in with that. For background on these rules, see the following two older posts, one about the Three Rules in writing, and one about the Three Rules in warriorship. Read these articles first, so you can be familiar with the concept of OBJECTIVE, TACTICS, and OBSTACLES.

The basic thesis of my presentation “The Fight is the Story” is twofold: 1) a fight scene needs to be an essential part of the overarching story itself; 2) a fight scene needs to tell a story alone, too: a fight should be physical storytelling. Too often, fight scenes are shoehorned into stories (especially in this Age Of The Superhero Blockbuster), where they have no place, aren’t interesting or necessary, and are completely gratuitous. Why does this happen? Why, because fight scenes are cool. Empirically. But let me explain further:

1) Whenever a character speaks, what that actually is is TACTICS. The only reason a character ever opens her mouth is as a TACTIC to obtain her OBJECTIVE. When she has run out of words–that is, when each one of her verbal tactics has failed, then and only then does she resort to physical ones. This is (or, should be) the only reason a fight scene occurs. When the words run out, that’s when the fight happens. Actually, it’s my opinion that this is why fights happen in real life, too. But I digress…

So when I’m choreographing a fight scene for a play, I look at the whole script. I ask myself (and often the director) the following vital questions: Why does this fight have to happen here, now? Why between these characters? Why these weapons? What about all these things are vital TACTICS, to bring the characters to what OBJECTIVE? What do the characters want, that they are fighting to get it? Often directors will be surprised at how little actual fighting needs to be seen onstage.

2) Each move within a fight scene is a TACTIC to gain an OBJECTIVE in and of itself. Each thing a character does physically is to move him closer to his OBJECTIVE. When a fight scene in cinema has too much CGI, or too many cuts, the viewer can’t see what the TACTICS actually are, and so loses the thread of what should be physical storytelling.

EXAMPLE ONE: The Phantom Menace

So, let’s talk about 1): Why these characters, here and now? What is Darth Maul’s OBJECTIVE? What is Qui-Gon Jinn’s? Obi-Wan seems to be rather tagging along with his teacher, but it’s unclear what his OBJECTIVE is, either, except for one brief and fleeting moment (which I’ll talk about in a minute). Are the Jedi protecting the Queen? Well, no, it doesn’t seem like Maul is really threatening her, and she’s off being a badass with her army somewhere else anyway. The only thing I can see here is Jedi vs. Sith. No reason for the fight to happen, here and now, and the only reason I can even tell who’re the good guys and who’s the bad guy is that the good guys are white men dressed in light earth tones, and the bad guy looks like an amalgam of multiple cultures’ portrayals of demons and devils through history. Sorry, but it’s true: nothing in this fight needs to be happening now, as far as the over-arching plot goes (such as it is). Are the Jedi wanting to kill the Sith, or disarm him? Doesn’t seem like either, at least not judging from any of the moves seen here. And what’s Maul trying to do? Besides show off his aerial cartwheel skills? Which brings me to:

2): NOBODY IS TRYING TO DO ANYTHING TO ANYONE ELSE. There are ZERO physical tactics going on here, and no OBJECTIVES to speak of at all. Seriously. Look at it. Now, a lightsaber is a pretty versatile weapon: you can stab, cut, sever, throw and catch, and even do stuff to the environment to advantage. Is any of that happening? No. Not for any tactical reason anyway. It’s all for show. There’s a lot of spinning going on, both of blades and of bodies, for no reason (and yes, Virginia, I am a martial artist and I do know what spins are actually for in martial arts. Nobody is spinning anything for any of those reasons). The lightsaber blades are literally meeting in the air between characters, like kids playing with sticks in the park.

There’s one brief moment of a clear OBJECTIVE: when Qui-Gon Jinn is killed. Obi-Wan then suddenly, clearly, and beautifully shows us (FINALLY!!) a reason he’s fighting. He doesn’t have to speak it for it to be apparent: “You killed my teacher; I’m going to kill you!” However, that OBJECTIVE promptly disappears into the purposeless, spinning choreography as soon as it starts up again, and Ewan MacGregor’s brilliant acting reverts once again to Dancer Face.

My conclusion? The only reason this fight scene is here is that the writers suddenly realized, “Oh shit! We don’t have a big spectacular lightsaber fight scene yet! The movie’s almost over! Quick, put one in!” Because fight scenes are cool, and lightsabers some of the coolest. Thing is: if the only lightsaber fight was that brief drive-by encounter on Tatooine, earlier, that would have been much more compelling, much more impactful, and would have made a whole lot more sense. Think about it: Maul has a specific OBJECTIVE for having done that quick fight. His purpose was to reveal himself, scare the midichlorians out of the Jedi, and leave them freaking out. That way, we wonder with the Jedi: what the heck is gonna happen in the next movie? Was that the master, or the apprentice? What will they do next? (Of course, those of us nerdy enough to remember that the Emperor’s name was Palpatine in ep. 6 would totally know this, but still!)

Stay tuned for Part Two, where I Roger-Ebert a *good* example of a lightsaber fight scene.

Denver Comic Con is Nigh

It’s so nigh, you guys. It’s nigh enough that it should be named Bill (I’ll wait….)

And yes indeedy, I certainly am presenting my famous The Fight Is The Story spiel on a panel. This year, the academic branch of DCC (called Page 23) has added me to a panel called “Smackdowns and Superheroes: Fighting the Good Fight in Comics, TV Shows, and Video Games.” Right?! I’m on a panel that totally fits w my topic! 

So the Smackdowns panel is Saturday of Comic Con (that would be July 1st), at 5pm. I’m the fourth of four presenters, so hopefully I’ll have a nice robust audience left for my bit. I will no doubt be walking around Friday as well though, and maybe even Sunday, so beyond coming to see me talk about the importance of The Actor’s Rules in narrative, and physical storytelling, and how awesome lightsabers are, and how terrible the fight in Phantom Menace is, buy me a DCC beer and have a conversation (I believe this year’s specialty beer is called “I Am Brewt”). See you there, and soon!

A List of Linky Linkishness

It’s been a while since one of these, eh lovely lurkers?

A Critical Praising of Sex in the City

As the S.O. said, isn’t this story begging for a movie?

Boulder Fringe Fest Artist Lineup 2017

A History of the C-word

Denver Comic Con 2017 (yes, I’ll be presenting there with Page 23)

Seriously, Should a Woman Play Hamlet?

And, finally, an image and a video clip of Boulder Burlesque’s pre-show performance from the Allen Ginsberg birthday bash the other day. Please to enjoy.

ginsbergbitches

How surreal is this? The ol’ perv would’ve approved, methinks…