writing

Mini-Essay Winner

At long last, here’s the Fall 2017 Mini-Essay winner. Good job, Aaron, and thanks to all my Comp I and II students over at FRCC for a stellar Fall semester.


Going Green

by Aaron Lange

Last week, I was at a dead stop in grid lock traffic with no hope of making it to work on time. As I gazed to the side of the road, I spotted a young man on a bicycle. He was powering along the bike path that parallels the highway. I noticed he had quite an impressive physique, and then there was the smile on his face. It seemed as though he was passing all of the cars on the highway with ease. It turns out that there are many personal benefits to biking to work; some of the most impactful being increased health, saving money, and sheer happiness.

I have been a runner for many years, and my body constantly reminds me so. The benefits of running have always outweighed the pain and soreness of pushing my body’s limits. However, cycling produces much of the same fat demolishing benefits as jogging, but with significantly less adverse effects on the knees. Simultaneously, it also helps develop strength in the body’s muscular system, which includes the heart. (“10 Reasons”).

Financially, it is quite the endeavor for Americans to run and maintain even the simplest of automobiles. Gas, oil changes, insurance, and the occasional repair costs on average $9,000 per year. That is a lot of money to spend in order to have a vehicle for getting to work in a reliable and timely fashion (“10 Reasons”). The worst part is that most people don’t even enjoy driving to work.

I can’t remember the last time I drove down the highway without someone cutting me off. The rush of adrenaline that pulses through the body in such instances is a form of the fight or flight response. It is not a healthy occurrence to encounter on a daily basis. Fortunately, the occasional bike commute has shown to be quite therapeutic. The exercise, and wind through the hair, when done consistently can greatly decrease amounts stress, symptoms of depression, and reduce anxiety. Just getting your heart rate up in combination with the outdoors “has been proven to boost self-confidence and improve overall mood” as well (“10 Reasons”).

It sounds too good to be true. Enjoying endless health, emotional, and fiscal benefits just by substituting a simple mode of transportation. While those extra 20 minutes of sleep and a warm car on chilly mornings are a hard thing to leave in the past, the long lasting benefits of getting over those creature comforts are immensely more advantageous. I am sure that there are many other comfort zones that will have to be explored, but I can guarantee that even the occasional bike ride into the office will be sure to liven up the work day.

—————

Work Cited

“The Top 10 Reasons Everyone Should Bike to Work.” Momentum Mag, 1 Mar. 2017, momentummag.com/top-10-reasons-you-should-bike-to-work/.

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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….

Mini-Essay Contest Winner #1

As you’ll know if you’ve been following me for a while, lovely lurkers, each time I teach Comp I (which is often), I host a Mini-Essay contest, with the students’ first assignments. The students vote on the top essays in the class and the winner gets posted here. Below is Ian’s winning essay, from the 10:30am class at FRCC. Congrats!


Ian A. McGregor
How Technology Has Become A Detriment To Education

As if there weren’t already numerous environmental factors such as puberty and general rebelliousness affecting the already shortening attention spans of our youth, now it seems that at least 78% of our youth age 12 to 17 own a cell phone (Adams). Not only are these incredibly resourceful handheld google machines contributing to their lack of face to face social interaction, but they are also becoming a detriment to their health and ability to learn. In this essay I plan on discussing the pros and cons of technology as an educational resource.

Cell phones are an obvious distraction in the classroom in many facets such as actual texting during lectures, anticipation of an “important text from that cute girl in 3rd period,” and simply
exploring social media. There are a few less commonly known, more sinister factors that contribute to the growing decay of students attention spans. One study showed loss of total sleep could be as much as 46 minutes nightly due to use of cell phones after sleep onset (Adams). 46 minutes may sound insignificant, but this adds up to 16,790 minutes of sleep lost annually, or in other words 279 hours, or 11.66 whole days of sleep lost. According to the CDC, “the average adolescent requires 8.5–9.25 hours of sleep per night…” (Adams). Interestingly enough, the average complete sleep cycle for adolescents and adults is about 90-120 minutes (Scammell). If 46 minutes are lost nightly due to cell phones, this cause them to wake up mid sleep cycle, as opposed to naturally waking up when their last sleep cycle has completed. This has been shown to cause the individual to feel groggy, and out of focus throughout the day, especially when it is a recurring occurrence. This can have a significant impact on the attention span of any human, but especially in children. Sleep is extremely important for many reasons, such as the storage of information in long term memory, ability to focus in class, and their hormonal development. Children who sleep less tend to be more irritable, less attentive, and less likely to contribute in the classroom.

Another study showed that the sound of a cell phone chiming could trigger a response similar to that of a mother awakening to the sound of her child crying in the middle of the night, describing it as “hyper-vigilant”(Adams). I personally experienced this while I was a member of the 82nd Airborne Division, where I was expected to answer my cell phone at a moment’s notice, while being expected to be ready to deploy at a moments notice, literally. If I did not answer the call during specific drills I could have been subject to losing my job, and pay and I can assure you, this affected my sleep quality significantly. This affected my ability to concentrate on simple tasks such as driving, socializing, and most importantly my memory. On multiple occasions I can recall driving home after being awake for twenty four to forty eight hours, and barely making it home safely simply because I could not focus on driving.

Though cell phones, or technology in general could have the potential to detract from modern education, it appears they may also have their place in aiding educators, but only when strict rules are enforced, and discipline is intrinsic. The ability to have unlimited access to information via a device that fits in your pocket should need no explanation as to its significance. While arguing with a professor in class a student could access supporting evidence in seconds. Some may argue that this can detract from education because the student becomes reliant on the technology as opposed to their memory, however I can see it as a valuable resource.

Technology in the form of virtual reality could some day cut costs in many fields of study, but especially medical fields. Imagine being able to access a fully digital, 3 dimensional cadaver as medical student who aspires to be a surgeon. This could prove to be an invaluable study tool, and I can certainly foresee its eventual use. By simply taking notes via a laptop or cell phone in class, students can also reduce the amount of paper wasted significantly, which would obviously have a positive impact on our environment as well as their bank accounts.

Cell phones are quickly becoming a detriment to students’ health, education, and overall social skills. With sound discipline not only in the classroom, but in the home as well, one of my generation’s greatest liabilities could become a tool to further our ability to educate, and reduce our impact on the environment. There are many benefits to using technology as an educational resource, but are they worth the costs?

——-

Works Cited
Adams, Sue; Daly, Jennifer; Williford, Desireé.

“Adolescent Sleep and Cellular Phone Use: Recent
Trends and Implications for Research.” National Center for Biotechnology Information. Sage
Publishing, October 3rd 2013, 4
th,6th and 7th par.,
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4089837/. Accessed 18 June 2017.

Scammell. Thomas. “Natural Patterns of Sleep”. Healthy Sleep at Harvard Medicine. Division of
Sleep Medicine at Harvard Medical School, December 18th, 2007, 9th par.,
healthysleep.med.harvard.edu/healthy/science/what/sleep-patterns-rem-nrem. Accessed 18 June
2017.

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Upcoming Theatrical Event

Funny that I’m not performing either with Band of Toughs, or with Naropa’s poets, but with Boulder Burlesque. An odd group to find as part of the lineup for HOWL: A Ginsberg Birthday Bash. We will be performing a standard piece for them: “Welcome to Burlesque,” but it’ll be with a live jazz band, so. That’ll be pretty cool. I asked Band of Toughs what they were doing, and all they coyly told me was that it involved skulls. So yeah.

Those of you who remember me and my work from grad school will recall how many parallels we all joked and wrote about between luminary Anne Waldman and me (remember that summer when I was her PA?), and this summer, with my hair dyed black again, I’m starting to question my midlife crisis sitch…

Anyway.

Tickets for this amazing sounding variety show are only, like, ten bucks. So I’d recommend it.

ginsberg

Beast as Cyborg Notes

I have been meaning to write this article for you all, lovely lurkers, for a long time, and I haven’t gotten the wherewithal to get beyond a detailed outline. So it hit me today: why fight it? I hereby post the detailed outline of my article about villains and beasts in recent story as cyborg–in other words, why is it that the cyborg is scary today, whereas the scary monster back in the day was a beast?

This idea was inspired by musings about Marina Warner’s excellent academic work, From the Beast to the Blonde, further filled in by looking at old class lectures and materials from my DU course: Villains, Monsters and Foes, and today finally posted as I just watched Blade Runner again (a cut I hadn’t seen), and so the idea of the android “skin job” is still rather on the brain. 

I am hereby inviting you all, lovely lurkers, to add meat to this skeleton in the comments of this post. Any of these mere mentions/notes/premises that spur a thought or a tangent, please do share. Maybe together we can finally get the article written. Oh, and all page #s you see haphazardly cited here are from Warner’s book.


SCARY MONSTERS ARE ROBOTS NOW. THEY USED TO BE BEASTLY. WHY?

Outline by Jenn Zuko

  • Borg (hive mind)
  • Replicant (can’t tell who’s who)
  • I, Robot (existentialism / danger of AI) Also Terminator for both
    • [does Frankenstein’s monster fit here?]

All of the above are potentially uncontrollable.

  • Why so scary?
    • Humanoid but Not Human (uncanny valley)
    • Unstoppable (Tripods)
    • Replaces reality (how to battle?)
  • From the Beast to the Blonde –Marina Warner
    • Latin “monstrare” = to show (p.299)
      • [notes from DU Villains course: *to unveil the monster is to vanquish it*] How to unveil when it’s impossible to tell? (Voigt-Kampf test infallible?)

Replicants aren’t shown: they hide in plain sight (like Dr. Who’s plastic Autons). More difficult to unveil than a beast, as it’s hard to tell who’s the monster, who the human

    • Being Devoured = sexuality
      • “Bestiality, cannibalism, & eroticism are bound up together” (p.302)
    • Ferociousness of being a beast not so scary in this day of us overpowering and overtaking anything truly wild.
      • “Tapping the power of the animal no longer seems charged with danger, let alone evil, but rather a necessary part of healing. Art of different media widely accepts the fall of man, from master and namer of animals to a mere hopeful candidate for inclusion as one of their number.” (p.307)

      • Nostalgia for the wild: nostalgia = regret (also Noble Savage)

        RoyBatty

        …like tears in the rain…

  • The cyborg is leaving the wild at best, eradicating it at worst. Many cyborg monsters live in a world where there is no wild left. That’s terrifying.
    • The Devil:
      • Medieval image: devil has horns, goat legs, fur, tail, etc. Angels are “bloodless, fleshless” in “gleaming armor”
      • Now it’s the other way around
  • Eroticism old school:
    • Used to be: beast as male virility (beauty & the beast; satyrs; centaurs, etc.)
  • Eroticism new school (w the cyborg):
    • Why is the Borg Queen sexy? (or is she? She’s also slimy)
    • Replicants: beautiful female replicant or clone (Leeloo?)(Pris: made for sex but also deadly)
    • “Mudd’s Women” (is Data sexy? [Old Yellow Eyes])
      • Does this have to do with the female as attractive only bc of her body?
  • Scene in American Gods: man gets devoured by goddess (swallowed up literally by her sex); is the allure of the female android connected to the terror of being devoured? [Warner: in old stories, being devoured = sex]

(is eroticism a tangent, or immediately related to what it is to be human?) (another related-to-eroticism tangent in here about the living dead: why are vampires sexy? inhuman that used to be human but now dead; Walking Dead characters having trouble seeing that the zombies aren’t the person anymore. But this is another paper, methinks. Something related to the inhuman as scary here, though…)

  • CONCLUSION: Loss of humanity = terror
    • Animals = subhuman
    • Robots = non-human (or inhuman)

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