I am forwarding the remarks from Luke Smiraldo. Luke is a Spoken Word poet
from Tacoma, WA. Maybe he provides a fresh perspective for all of us. Alan
Dear Bill and Others--
There is so much to consider as I read your email.
First off, my deep belief is that all of these children begin their lives as
intelligent, creative, deeply curious people. A lot has to happen for them
to become as defended and unengaged as they may have become in Bill's
classroom.
First off, I wonder about the cultural composition of your kids. You have
called Casablanca, Gone With the Wind and Silence of Lambs classics. But
to whom? Especially as I consider Gone With the Wind, I know it causes quite
a reaction to many people of color and others who see just how debilitating
people of color are portrayed in that film. It is likely that several
students would be unable to relate to that film for very good reason.
The others are presented within a cultural context which is not universal,
although they have appealed to many people. I truly believe that we have to
start with youth where THEY are at, and not assume we know.
Writing and spoken word are helpful because they begin with the personal
material. Youth are able to talk about themselves, their experiences, their
families, backgrounds and concerns. Some of it is good writing at first,
some is not--but it is a starting point.
I love foreign films and attend them all the time. But for youth to become
interested, you must first make the connection and this can only happen if
youth investigate their own lives.
So--with Silence of Lambs we may ask. Does evil exist in the world. Where
have you seen it? What does it look like?
Casablanca is a very traditionally romantic film. What are some others?
While the material is too adult, an example of an urban romantic film is
Love Jones. You could show clips from that while bypassing the more adult
content.
Also--our youth are the victims of a relentless media barrage and are the
progeny of massive distraction to sell product. They do in fact have 10-15
minute attention spans. Don't try to push them into a 90 minute attention
span--work with what you have. Try clips from films and if you want to use
this movie direction, update your own library of what you consider classic
to truly reflect today's issues.
One incredible film about a boy, who in order to save his family plays a
high stakes game of manipulation with drug pushers and other abusers.
Subsequently he loses all of his innocence. He plays chess with his father
in the park, only to apply these brutal gamesmanship rules on the street.
The film is called Fresh.
We are dealing with a new urban generation that are victims of supreme
marketing and an absence of warmth and presence. Many, of all classes, are
raising themselves.
I believe that you must start with them and their personal material and then
make connections. But this means saying My context is one context, but not
the only one I do not represent the normal, but just one generation and
perspective. You will need to dig to find theirs and be aware that their is
a lot of pain and neglect underneath the apathy and bravado.
Finally--where ever you are at, look for other artists and presenters that
can offer alternative views. The best spoken word project in the country is
called Youth Speaks and one may be close to you so it's worth looking into
for a guest visit.
If you decide to pursue this movie angle, you could embrace the whole
universe of this including:
Opening scene review--Have them write a review of just the first 5-10
minutes. Then have them anticipate what may be next to see if they are right
or wrong. Have them argue THEIR ideas for the next scenes.
Include many urban and contemporary films that show people with brown skin
in prominent roles along with some urban themes.
Have youth talk about their own biographies and then how they would visually
depict themselves. What is their first scene? Do we move forwards or
backwards in the film. Is it color or back and white? Who are the other main
characters? Have them create a treatment--1-2 pages of a film for
consideration.
Have the artists in the room collaborate with the writers to create a first
scene story board to show how the film might be visually presented.
Have kids pitch their films and decide on two through consensus. These two
teams would need at least one video camera each to film scenes.
Create five minute films shorts.
Create an Ebert and Roepert review panel to consider films and have them
comment on opening sequences.
Give them room to tell you that films suck, but then make them defend their
position.
And much more I am not thinking about. But they must start with their OWN
life material to make the connections:
Here are other responses to your thoughts:
I hoped they
might discover a new world by seeing classics like CASABLANCA or GONE WITH
THE WIND or even SILENCE OF THE LAMBS.
Consider other contemporary classics
