A Man with Five Children Essay

Prescriptions StatementIn this elective school-age childs explore a categorisation of textbook editionbook editionbooks that deal with the ways in which individuals and communities experience and live in a introduction-wide context. Students consider the dictatorial and negative aspects of the spherical closure and the consequences of these on attitudes, value and beliefs. Students also consider the role and uses of media and applied science within the global colonization and different attitudes people may seduce towards them.Students respond to and redact a range of texts to investigate how and in what ways living in a global colonization may influence the ways we communicate, re black market and act with each other(a).Elective 1 The Global crossroads land to depot The Global VillageThe phrase global village was runner used by Marsh every McLuhan, a media theorist in the 1960s, to line a world that has been shrunk by modern advances in communications. McLuha n likened the vast cyberspace of communications systems to nonpareil extended central nervous system, ultimately linking everyone in the world.McLuhan wrote that the visual, individualistic print husbandry would soon be brought to an end by what he called electronic interdependence when electronic media replace visual culture with aural/oral culture. In this new age, humankind will move from individualism and fragmentation to acollective identity, with a tribal base. McLuhans coinage for this new social organization is the global village, a term which has predominantly negative connotations in The Gutenberg Galaxy (a fact lost on its later popularisers). (Source http//en.wikipedia.org/wiki/Marshall_McLuhan)Information on textBackcover BlurbI fate your baby bird, and yours, and yours. What do I want from them? wholeness day out of their lives. One day a year, till they turn cardinal-one. One day for the camera to follow them.Gerry is a documentary film-maker who, on day each year, follows v children around with a camera. He argues the results annually on television. Yet for the children who flummox up under Gerrys (and the nations) watchful eye, the experience creates its undertake dynamic.Are the participants his subjects, his children or his creations? What responsibility does a story-teller draw to his subjects, his audience, and himself? How much does Gerry take? Does the presence of the camera distort the lives it is supposed to be capturing?Spanning more than twenty years, A Man With Five Children invites you into a world of fractured celebrity and depraved vision.Links to syllabus within the core textStudents explore a variety of texts that deal with the ways in which individuals and communities experience and live in a global context. applied science providing a window into peoples livesprivate lives in semipublic spacethe cult of ordinary celebritiesthe radio link among strangersStudents consider the positive and negative aspects of th e global village and the consequences of these on attitudes, values and beliefs.usage of both subject and type of subject by media leads to manipulation of public opinion public mis mental theatrical of character leads to private inquiring of identity loss of lonelinessStudents also consider the role and uses of media and applied science within the global village and different attitudes people may urinate towards them.attitude of media creators and their agendavarious attitudes of subjects reflect different reasons/needs attitudes of consumer in the global villageconsider the global village fills a violate in peoples livesKey ConceptsPrivate Realm, Public playing fieldHow private is private? A private blog on Myspace is regarded as published in the public realm. YouTube can project images of a missy dancing in her bedroom to millions around the world. What regenerates does an ordinary citizen have to privacy? What rights does a famous individual have to privacy? Habermas theory on the public sphither is based on the belief that a public sphere is an accessible and independent realm in which each percentage is equal to one.1 To this end, m any(prenominal) may regard the function of crowd media as a public sphere, representative of the citizenry and accessible to all. scarcely is this the case? Is every go equal? Is mass media really ruminative of democracy? Who controls the public sphere of mass media, if anyone?Manipulation by MediaIn a edict growing increasingly dependent on media and technology to inform and express ourselves, how reliable can the medium be regarded? How expand to manipulation are we as an individual and as a society? Who is manipulating us? The media subject? The media maker? The media distributor? How is this selective information further misrepresent by our cause perceptions of the world? Who or whatcan be rely? What may be considered credible or authoritative? Will we believe only public lecture images, i.e. words coming out of a blab out that we can get? Can even this be misrepresented?The obscure CelebrityMcLuhan, in coining the phrase global village, was referring to a world whose b shows of communication have effectively disappeared. Even now, what we see on TV can be at a time transferred to distribution via the internet, reaching an audience distant greater than that which was originally intended. As a result, ordinary people bring celebrities, transiently or long term, to the cessation that, despite never having personal cognition of these people, we feel that we know them. To what extent can these people be kn induce? Is knowledge of their lives and thoughts public property due to their fame or opprobrium? Is there a public right to know? Has the celebrity, impulsive or not, forsaken their right to fair representation or privacy? To what extent do celebrities control their public image?No Moral bendedMcLuhan argued that technology has no per se moral bent that it is a i mplement that profoundly shapes an individuals and, by extension, a societys self- sentimention and realization.2 Is the media and technology a forum devoid of moral values or moral discourse? Does the public right to information exceed a persons individual rights to privacy? There are laws to value an individual from slander and defamation, but none to protect a person from misrepresentation through editing or omission.The Positive Power of Media and engineering scienceMass media is a very powerful weapon in the right hands it can unify and arouse a whole earthly concern to action it provides even access to information for all who seek it it provides knowledge of the world of which we might otherwise remain ignorant it provides a voice for the ordinary individual who chooses to speaks up or speak publicly it allows consciousness ofminorities, the underdog and the disadvantaged, it also provides a forum for the exchange of goods and services.Possible ThesesThe global village br ings knowledge of the world into your living room however, you are always eat someone elses perspective.Media and technology may be powerful tools for information and exchange, but come with a hidden cost to society.Suggestions for introductory activities habituation on technologyStudents could keep a log over a 24 hour period or longer, recording every guinea pig of use, engagement or interaction with technology. This activity leads into a discussion/ geographic expedition of our dependence on technology on a daily level. Students postulate a survey of those that have recently communicated with someone in another(prenominal) country via the web, phone, fax or email.How do we inform ourselves?In groups, scholarly persons necessitate a survey to establish all the ways that we inform ourselves as individuals and a population. What information do we rely upon to form opinions approximately what is occurring here and overseas? What kind of information and format do we regard as cr edible? What dont we regard as credible? How do we know what information we can trust?The global village as strength and as a weaknessStudents in groups brainstorm all the ways in which we benefit from being so closely and immediately connected to other individuals around the world. Do all individuals benefit, or is there inequality in the global village? Whatare the pros and cons of this kind of global network?Students should also consider the more complex questions ofWho controls the global village?How does living in or participating in the global village affect our perceptions of ourselves and the world around us?Text-Related ActivitiesStudents respond to and compose a range of texts to investigate how and in what ways living in a global village may influence the ways we communicate, engage and interact with each other.Looking at Gerrys opening speech. Short outcome questions.What is the effect of the direct address to the audience of this speech? What does Gerry promise about h ow the project will be conducted? What benefits does he offer the parents of these children?What reason does he bring in for the public benefit of the project? What is the symbolism of Gerry meeting the kids at the zoo?Would these arguments persuade you? Would you have liked to have been part of a project like this one, or Seven Up?1) Write a letter to Gerry as a parent responding to his request for your child. Outline your feelings, concerns, objections, reasons for correspondence etc. 2) Write a letter to Gerry as a one of the five children in the play at age 21. What do they have to say to Gerry in response to this speech he made to their parents at the beginning of the project?***Gerry says in the opening speech You know that elderly maxim? Give me a child at sevensome, Ill show you the great(p). I dont buy that. I say, give me a child at seven and lets see where he goes, where she goes.Compare the five children as you meet them at seven to the adult at the end of the play. To what extent can you see the adult they would blend in at the age of seven? To what extent are the adults these children become a product of Gerrys role in their lives? To what extent does the media interrogatory affect their development and the perspective of themselves and the world they hold as adults? recognize ONE of the children then write two short interviews, firstly, with a occasion teacher of the child and, secondly, with a spouse or friend of the child as an adult. Explore the characters development end-to-end the play.*** chase away the gaze of the camera. Write a short film scene of Gerry talking to the camera at the end of the play. Have him reflect on his actions throughout the project and the lives of the children. If possible, video tape the enactment of this scene.***You are responsible for merchandising the box set of Gerrys Five Children documentaries. How will you promote it? What aspects of the childrens lives do you focus on? Produce a brochure and a p rint advertisement for distribution at the point of sale.Assessment projectCourse Standard EnglishModule C The Global VillageTask consider and RepresentingWeighting 15%Syllabus Outcomes2. A student demonstrates understanding of the relationships among texts. 6. A student engages with the details of text in order to respond critically and personally. 7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for avariety of purposes, audiences and contexts. 8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.Viewing and Representing TaskTechnology brings the world closer together. Who does it serve and what impact does it have on society?Respond to the above statement and question in a visual representation based on your prescribed text The Man with Five Children and at to the lowest degree one other text of your own choosing. Your visual represe ntation can be presented in any medium of production such as Power point, flip map or smart notebookDioramaModelPoster parachute showShort filmStory boardDramatic monologueFree choiceYour visual representation must contain ocular images and graphicsText from the play and at least one other text of own choosing Connections between the texts and the positive and negative impact of technology on the global villageYou will be assessed on how swell up youRepresent the concept of the global village through graphics and text Represent the ideas of the play and at least one other text of own choosing Represent the positive and negative impact of technology on the global village Make integrated connections between the textsModule C Standard English Texts and SocietyMARKING GUIDELINESCriteriaMarksSkilful representation of the concept of the global village through graphics and text perceptive representation the ideas of the play and at least one other text of own choosing Skilful representa tion of the positive and negative impact of technology on the global village Skilful integrated connections between the texts15 13 in effect(p) representation of the concept of the global village through graphics and textThoughtful representation the ideas of the play and at least one other text of own choosingEffective representation of the positive and negative impact of technology on the global villageEffective integrated connections between the texts12 10Sound representation of the concept of the global village through graphics and textSound representation the ideas of the play and at least one other text of own choosingSound representation of the positive and negative impact of technology on the global villageSound integrated connections between the texts9 7 extra representation of the concept using graphics and textLimited representation the ideas of the play and at least one other text of own choosing Limited representation of the positive and negative impact of technology on the global villageLimited connections between the texts6 4Elementary representation using graphics and textElementary representation the ideas of the play and at least one other text of own choosingElementary representation of the positive and negative impact of technology on the global villageElementary or no connectionsbetween the texts3 0