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Adolescent Thematic Text Unit

EDUC 322
by

Chris Bradford

on 29 April 2010

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Transcript of Adolescent Thematic Text Unit

Parody Chris Bradford
Janis Gurecki
Andrea Harvey "Parody … is imitation, not always at the expense of the parodied text."
Literary theorist Linda Hutcheon (2000)
A work created to mock, comment on, or poke fun at an original work, its subject, author, style, or some other target, by means of humorous, satiric or ironic imitation... Imitation is the highest form of flattery...
Brian Molko ...but clones kind of get it wrong because we are promoting individuality and being proud of being yourself. EDUC 322
4/29/2010
Adolescent Text Unit Unit Objectives
Students will read, watch, and listen to a variety of works which parody original works in order to gain a deeper understanding of the views conveyed in each, while self-reflecting on their personal views of the works and connecting them to their current knowledge bases.
Students will be able to identify and explain parody, satire, wit, irony, and farce.
Students will be able to critically analyze classic literature and be able to articulate important/complex ideas and themes which are further revealed through parodies of such works.
Students will be able to demonstrate an understanding of parody through the creation of their own parody based off of certain works covered in the classroom.
Rosencrantz and Guildenstern are Dead Stoppard, Tom. Rosencrantz and Guildenstern are Dead. New York: Grove Press, 2007. Print. Stoppard, Tom, Script. Rosencrantz and Guildenstern are Dead. Dir. Tom Stoppard." Perf. Oldman, Gary, Tim Roth, and Richard Dreyfuss. Image Entertainment: 1990, Film. Rosencrantz and Guildenstern are Dead is a parody of Shakespeare’s Hamlet. It tells the story of Hamlet from the point of view of the minor characters Rosencrantz and Guildenstern. The focus shifts from the original Shakespearian script, but the story line is retained. Rosencrantz and Guildenstern are thrown into a world they do not understand, and they are put to the task of figuring out the origins of Hamlet’s “lunacy.” The text makes humorous the attempt to understand the inner workings of Hamlet’s change in behavior and it does so in a way that makes explicit the absurdities of Shakespeare’s story line. Objectives:
Students will be able to differentiate between parody, satire, wit, irony, and farce.
Students will be able to demonstrate their understanding of these terms by identifying these literary devices in context.
ACTIVITY Pride and Prejudice and Zombies Objectives
Students will compare Pride and Prejudice with Pride and Prejudice and Zombies
Students will analyze how the introduction of a new character(s) influences the message of Pride and Prejudice and Zombies Activity Ron English Advertisements Fast Food/McDonalds Cigarette Industry Think Different! Objectives
Analyze effects of persuasive commercial texts through clever advertising images
Adjust visual language to communicate using parody for a wide audience with a specific purpose
Recognize relevancy of parody in "real world" situations through visual statements
Activities Define discuss terms: 'Popaganda' and agit-prop
Show and discuss selected works of Ron English point out devices utilized to aid message (juxtapose, exaggeration)
McDonald's
"Hook any new kids today?" (Camel cigarettes)
"Think different" (Apple computers)
Abraham Obama - 2008 Vote
Abraham Obama Great Expectations
South Park Parody Objectives
After reading Dickens' Great Expectations, students will watch the South Park take on the novel
Students will discuss the ending, how it is different from the original, and what the change does to the original work Activity Students will be given a short story to read
After reading, students will be asked to alter the ending
A discussion on how the ending affects the work as a whole will take place as students share their work Art Parody Objectives
Class will discuss how/what parodies of various works of art do to the meaning of the original
Students will analyze the parodies and discuss their significance The Mona Lisa Activity Epic Parody Was this once real life?
Is it mythology?
What's in the Iliad
A prequel to the Odyssey

Paris of Troy
Knew how to annoy the Greeks:
He whisked off Helen, wife of the Spartan king
But 'cause of promises made before
All the Greeks went to war
Odysseus, Achilles followed Agamemnon to Troy
To Troy

Hector just killed a man
But that Achilles was a fake
Killed Patroclus by mistake
Hector pissed Achilles off
And now he's dead and dragged all round Troy

Priam, oooh
Saw his son, Hector die
And got him back again to be buried
Carrion, carrion, a body left in tatters

Paris, his time had come
One Apollo-guided shot
To Achilles' one weak spot
Goodbye to Achilles - he got you now
I guess heel tendonitis ain't that new

Paris, ooo- (fighting Menelaus)
He looked about to die
In the nick of time was saved by Aphrodite

* * * * *

I see a huge silhouetto of a horse,
Scared 'em off, scared 'em off- where did all the Greeks go?
Ten long years of fighting - no longer exciting him:
Menelaus Menelaus
Menelaus Menelaus
Menelaus had to go (Where did he go-o-o-o?)

It's such a big horse - a present from the Gods
It's such a big horse, must be from a deity
Get it inside then let's have a party
Trojans pull, Trojans go - in the horse will go
Cassandra: No! Inside it should not go - (let it go)
Cassandra: No! Inside it should not go - (let it go)
Cassandra: No! Inside it should not go - (let it go)
No it should not go (let it go)
No it should not go (let it go)
No,no,no,no,no,no,no-
And I fear and I fear and I fear a sneaky foe
Odysseus put a load of troops inside - the cheat
The cheat
The Cheeeeeeat

* * * * *

So the Trojans they partied and drank and got high
So the Greeks from the horse let their army inside
O..dysseus, nasty, sneaky Odysseus
Nobody got out- nobody escaped out of Troy

Timeo Danaos
Means "I fear the Greeks"
Timeo Danaos et dona ferentes
To me

Anyway, that horse goes.... Objectives
Students will evaluate the effectiveness of parodied versions of Classical Epic Poems
Students will discuss how setting such work against modern music creates "new" understandings, and if they work http://www.amiright.com/parody/70s/queen115.shtml Activity Students will be given a choice of Epic poems
After selecting a work the will select a modern song (school appropriate) and work in groups in order to summarize the work and set it to the music
Groups will present their "songs" West Bank Story Short film musical parody of musical "West Side Story," which is itself a revised version of theShakespearean work "Romeo and Juliet" Objectives
Students will explore cultural parody through non-traditional text
Respectful use of parody in diverse cultures, ethnic groups, etc.
Activity "What's Funny?"

Ask students to write and then discuss how they might adapt a story/joke to different people. Teacher? Grandma? Younger child? To an "other"? Discuss how the adaptation changes the content? Parody using popular/iconic images to deliver
political or social message
Objectives:
Students will be able to identify parody in the world around them.
Students will be able to create their own parodies of media advertisements.
Commercial Parody The “Wii Fit Parody” takes the visual portion of a Wii Fit commercial and overlays it with new audio that emphasizes the flaws and humorous shortcomings of the game. It takes an already made text and changes the meaning to shed light on its inanities. Activity Students will select a product commercial from YouTube.com and create a "hypothetical" parody.
Students will write a brief paper on the parodied commercial noting WHY they changed certain aspects of the product On the Bus "On the Bus"
Jack Kerouac "This passage, typed on a six-foot scroll of teletype paper, was an early attempt at what came to be known as "automatic writing" and describes Kerouac's life in New York without a car."

...from The Satanic Nurses, page 34 http://books.google.com/books?id=lVMIQtU_ReEC&printsec=frontcover&dq=The+Satanic+Nurses&source=bl&ots=pkNjnhr_to&sig=jwnclaNod1BINBxKIpMX3kNX0Gs&hl=en&ei=8ObYS7f8OMO78gbgkqHNBQ&sa=X&oi=book_result&ct=result&resnum=4&ved=0CB8Q6AEwAw#v=onepage&q&f=false Objectives
Identify how parodies give readers a different lens through which to view the original.
Review the style and theme from original work and how a parody can help readers to better understand them. Activity Students will select a work (book, short story, poem) that they dislike
Students will then write an essay detailing specific reasons WHY they don't like the work "Own Your Objections" THANKS! "Where'd HE come from?!?" After viewing the parodies of The Mona Lisa, students will select a work of art to parody
Students will be given markers, colored pencils, etc., to create a new work based off of the original (copies will be provided)
Students will then share their works with the class, noting WHY the changed what they changed. Students will be given a short story.
They will then choose from a list of new characters/objects to insert into the short story to "rewrite" it (i.e. Monster trucks, Power Rangers, etc.).
The class will then analyze HOW the introduction of these new characters influences the story, its outcome, and any other factors that influence our reading of the short story.
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