4-30-18 Class Blog

In today’s class, April 30th, 2018, we began by going over the final details of the video demo of our editing skills that is due today, specifically how to export it to google drive and get the link onto google classroom. To do so, you have to “finish” your video (click the finish tab on the top) and name it, select the size 720, and choose to export it to your google drive. We then briefly went back over the first part of or narrative assignment which is the pitch. The pitch is what will establish our intentions for our narrative piece. It should consist of our narrative premise, which should explain the central conflict and how the protagonist will take action to solve that conflict. An example of this in a an already existing narrative, like the tv show Parks and Recreation, would be in the episode The Fight, the main character Leslie tries to get Ann a job at city hall, which eventually prompts their first ever fight, leading to a rekindling of their friendship and working out their conflicts. The pitch should also include the narrative intentions, which are our three goals/skills that you will attempt to show in your narrative. Also, you should be sure to consider your audience and to use the appropriate tone. Overall, the pitch portion of the narrative will be worth 60 points. Today, we were able to choose from a couple different options of what to work on during class. We could either finish our iMovie demonstration or begin working on our pitches. As for homework, each student is supposed to prepare at at least one question for Mr. Ballard, whom is a literary agent, to help enhance the authenticity  of our narrative development process. The question is due by midnight tonight.

04-27-18 Blog Post, Period 2 - Mallory Collins

Hello everyone! Today, Mr. Rivers brought our class down to the Mac Lab to finish working on our 5 challenge videos with iMovie, which was due later tonight. In our 5 challenge video we were reminded that we must include a :

 - Fade in/out with audio and video (8 points)

 - Add non-diegetic music to enhance a shot (8 points)

- J-Cut and L-Cut (8 points)

- Show passage of time (8 points)

- Eyeline match (8 points)

  All of these requirements must include a title card, which is worth 10 points.

If we were finished with the 5 challenge films on iMovie, we then were allowed to work on our Pre-Production Pitch which is due on May 5th at 11:59pm and is worth a total of 60 points. The rubric for our Pitch includes:

Category	Points
Narrative Premise	20
Narrative Intention #1	10
Narrative Intention #2	10
Narrative Intention #3	10
Appropriate Tone	10

Today was very much student-run, we were able to choose what we needed/wanted to work on our project. I very much liked this class because we were able to work at our own pace and converse with others on our project for ideas. 

Daily Log Blog- 2/26/18

Hello, class! Today we continued to film for our 5 challenges on IMovie. However, since PARCC makeups are still a thing, Mr.Rivers introduced WeVideo. This is another editing software that we will be using on our ChromeBooks until we can all get into the mac lab. As a reminder, our 5 challenges that we need to complete while editing are:

• J/L Cut (8 pts)
• Fade in/out with audio/video (8 pts)
• Add non-diegetic music to enhance a shot (8 pts)
• Show passage of time (8 pts)
• Eyeline match (8 pts)

*We are also required to provide title card with the challenge number before each sequence (indicated in BLUE), and a title card at the beginning with your names on it. (10 pts)

Most people started editing and completing their challenges on WeVideo (link provided on classroom), however, some people finished up their filming. The due date for the project was originally Monday (4/30/18), but due to PARCC, the due date will be adjusted. So continue to work regardless of due date, and get it out of the way early! Good luck everyone!

Daily Blog- 2/24/18

Hello class! Today, Mr. Rivers introduced our final narrative project! It's a very exciting project to be ending on. He explained all of the steps included and all of our different options for the project. That being said, the whole document explaining it is on classroom under "Narrative Project Brainstorming." But, I'm going to give you a general overview of it. The table of contents includes:

• Product
• Process
• Rubrics
• Deadlines

Basically, the project is separated into steps to make it more manageable. Everything you need to know is on there. Every step is explained in great detail, and it explains how each step adds up to be the final product. However, the final product could be different for everyone. There are multiple different options that you can pick:

• The Orange Route: 15 pages screenplay with NO production
• The Yellow Route: 10 page screenplay with an Audio play (with actors)
• The Green Route: 5 page screenplay with a 5 minute film/trailer
• The Blue Route: No screenplay writing with 20 minutes of film

The project is very flexible for everyone's strengths, and you can choose according to your strengths. I think that this is a very smart way to go about the project. We will begin using class time to work on this on Friday. Tomorrow (Wednesday) and Thursday, all classes will be in the mac lab to refresh themselves on how to use IMovie. Best of luck to everyone on their projects!

Daily Blog 4/24/18

Today Mr. Rivers started class of by explaining that some students didn’t share the links properly. He said that the most appropriate way to share the script link is to go to file, export, pdf. He then said that we were going to be in the computer lab tomorrow to work on our own scripts for our movie. He said that if we needed help, there is a video on google classroom explaining how to make imovie. After he explained everything about our scripts and movies, he told us to go onto classroom and scroll down to the scripts that were made a while ago for references. Also, he gave us a document explaining what the project is and how we are able to accomplish it. He explained that the requirements for the projects vary. For example, you can have a 15 page paper and no production, and still get a good grade. Also, you can have no script and a 10 minute film, and still get a good grade. He was saying that the less pages the script has, the more specific it has to be. We also went into depth about the intentions in the films. We discussed about the cause and effect of the film and how we were going to make it in our film. Lots of choices can be used for the film, but he told us to stay objective. He also showed us our production and post production journal that we would be working on during our class time and after school. Our publication and press page that explains what our film is and the backbone of our film; this is 50 points. The rubric for the film is provided on the bottom of the page. I can see that many people who make movies in the real world need to go through the same process so they can produce their movie. Many movie makers need to make a pitch and a script to show what their movie is about and how they are going to shoot the film. After Mr. Rivers asked for any other questions, we wrapped up class for the day.

daily log 4/23/18

First thing we did today in class was going over how to post our screen plays on the classroom by

going to file --> Export --->PDF and then uploading the pdf to drive from the computer and posting a

share link on the classroom. After that Mr. Rivers directed our attention to the classroom where he had

posted various narrative screen plays from previous students to introduce us to our next project

we where instructed to read the screen plays out load with our tables to get an idea of what the screen

play should look and sound like after we read the screenplay for half the class we watched a trailer and

an episode of a show that was created by last years students. We watched a short 1min trailer from one

and then we watched a ten minute parody from Mike Loh and Chris Link of the office called the classroom

And then the bell rang and we went on our marry way.

How does this compare to the outside world- It shows what screenplays longer than 1 page look like

and it shows the film that a well written screen play can produce

Class Blog: 4-23-18

Today is Monday the 23rd, and it is a day 2. Mr rivers started off the day with steps on how to share your writerduet script with him. You press File→ Export→ PDF. Then you go to google docs and click: New→ New Upload, and from there you can share a link with Mr.Rivers. If you haven't done it already, it won't count as a late if you turn it in today.

The big part of today is talking about the Final Narrative project that we are doing next. On classroom, there are several past narratives that last years students have done. Since we are doing this project later in the year, we know more. Mr.Rivers opened up a doc called Film Narrative: Sample Info. Here we can see what the students planed, What they wanted to do. We saw their intentions throughout the project. They had to think like professionals and what they would do.  

On Classroom, there are several choices of narratives, You in your groups would all meet and come up with which narrative to read. As of my group, we chose TheLastShow. We all split up the roles into different people, and we acted out our parts. As you are going through, pick out what you would do and what you would change for the betterment of the narrative. With that information, you can get a better idea of what your narrative would turn out to be. Finally, As a class at the end of the period, we watched one of the videos of the narrative projects. As the bell rang, he remembered everyone that on Wednesday, to all meet in the computer lab,  I guess for the start of our own narratives.

How does this compare with the outside world, Well it's simple- Movies. All movies must start out with an idea. With that idea, they can come up with a plan. A script would be made up just like the ones we created in class. With the different characters, and the parentheticals, and the camera cuts. All we learned about how to write a script is practice with that would be done with the outside world.

Daily Log Blog 4/20: Lauren Zanetakos

April 20, 2018 

Yesterday for homework we had to find a scene from a movie or television series and either work with a partner or work by ourselves on a practice screenplay. Today when we entered the class, we were instructed to open up our writerduet account and then Mr. Rivers walked us through how to operate the sit. Some useful tool that Mr. Rivers gave us were as follows:

Writerduet.com guide to how to operate the site:

https://www.youtube.com/watch?v=UUbBHZDh_Qw

Ctrl + S → Saves work 
File → Export → Export as PDF 

Writerduet doesn’t automatically same like google drive does so every once in a while we need to save our work so to not lose any important content. For my groups’ screenplay, we chose a scene from the 2004 movie Miracle. In this scene, the players are preparing for what will be the biggest game of their lives and the lives of the United States’ citizens. The scene bounces between each nervous player and consist of only one character speaking but with camera work and musical arrangement a pregame speech is transformed into an iconic and motivational tool used by coaches, students, and etc. the scene captured every emotion and physical feeling that took place in that moment and that started by being a screenplay and then evolved into what it is today. 

Our scene:

https://www.youtube.com/watch?v=tdmyoMe4iHM&t=18s

 It is important to remember how to analyses/ dissect our chosen clips. These are the notes that we have taken in the past few days that can help with the construction of the screenplays:

SCREENPLAY:

A.                 Scene Heading (slug line)

B.                 Action blocks → SEEN!

C.                 Characters

D.                 Dialogue

E.                  Parenthetical (change, anytime that it MIGHT be unclear)(HOW? adverbs)

FORMATTING CONVENTIONS:

• Camera Control? Think about editing!

• Use sparingly (collaboration)
• CUT TO (for transitions)
• Must follow with a scene heading
• CAMERA (for movement/zooms/emphasis)
• Purpose?? (Narrative, Practical, Thematic)

It is very important that we as student learn about programs like writerduet be it may help us in our future endeavors. We also learn how the skeleton of a movie is created and provided us with perspective of how hard it is to create and produce a film. 

Daily Blog: April 20, 2018- Emily Irwin

April 20, 2018

Today in class we practiced writing our own screen plays. We were told to pick a scene and were assigned to write one page, using the software linked on classroom. The software is pretty self explanatory, but we learned that it doesn’t save automatically. The toolbar on the left side of the screen will allow you to choose which of the 5 conventions of a screenplay you want to utilize and when you finish with each part, hitting the enter button will allow you to go to the next line. Mr. Rivers showed us this briefly and then proceeded to tell us to save our work often so we don’t lose it all and explained to us how to save it to our Google Drive. Both are found below:


Ctril + S → Saves work (save frequently as you work)
File → Export → Export as PDF (open PDF and save to drive)

We had to post a link to our screenplays on Google Classroom and, if possible, a link to the scene we wrote about.

Learning a new software in class is just another step in preparing us for the real world. It not only exposes us to (possibly) new things, but also teaches us how to adapt to change. We are not using Microsoft or Google programs, as we are used to doing, and WriterDuet shows us that change is not always a bad or scary thing. This can be a useful lesson to us as we begin to enter adulthood and will be faced with new situations in which we will have to deal with change and straying from the norm. Instead of presenting us with change, the software is a helpful program that is making writing a screenplay extremely easy and less time consuming. It will be very useful when it comes time for us to write our own because it will allow us to focus more on our creativity and less on the format of the script.

Daily Blog: Sarah Haag

Mr. Rivers began class today by asking the class what the five conventions were, then within our groups, we reviewed them. He reminded up that the conventions were to make a film professional and cinematic. We then looked at our classes and other classes re-written action blocks from the day before. Our groups went through them and picked an MVP and explain it.
We talked about camera control in the sense of editing. The two editing tools that are most apparent in most shows and movies are "Cut To" and "Camera".  Mr. Rivers explained that cut to is for transitional purposes. For example, the show The Office uses this editing tool every episode. The show first opens up with a scene and dialogue then cuts to the title sequence. The camera editing is the most common shot in shows and movies. It is used for mostly for conversations; the camera shot uses movement, zooming, and emphasizes what the director wants to focus on. However, when shooting these scenes, the director needs to think of the purpose of it, as well as the practicality, is it narrative and is it thematic?
After discussing this, we watched a clip of the Fx show Atlanta to examine and determine how many cuts to and camera editings there were. In this scene, we watch Donald Glover (Childish Gambino) try to persuade (more arguing) his way into getting a kids meal without a kid. He later gets a water cup. He goes over to the water fountain and makes sure the women who denied him a kids meal won't see him not get water in his water cup. However, on the other side of him was another employee watching him break the rules. He then casually walks out of the fast food joint and the show cuts to the title sequence.
The period was going to end in a couple minutes, so Mr. Rivers assigned the class to find a scene online and then sign up for Writerduet.com.

Daily Blog 4/19/18

Mr. Rivers started off class by asking what are the five conventions of screenwriting to start off class, and we talked within our groups reviewing them. He reminds us that the conventions of screenwriting are important tools to make something cinematic and professional. One of the action blocks in the screenwriting Mr. Rivers wrote in yesterdays class needed work so we took some time and wrote new ones in our groups. We went through the responses the two classes wrote to replace the action block in the screenwriting and picked our favorite one which was “His face becomes confused and frustrated as the camera pans to the screen showing a screenplay that has failed to upload,” because it was short and to the point while explaining the emotions of the character in the situation.

We then talked about CAMERA CONTROL, which Mr. Rivers told us to use sparingly in our screen writing, and not dictate every single editing movement. The most apparent editing transition in a screenwriting is “CUT TO” which signals a change in the scene. Another option can be used is the “CAMERA” tool to emphasize different types of movement in the scene. These tools are all meant to tell the story the way the writer wants to.

We then watched a scene to analyze which transition and camera movement to use in a screenplay. It was a scene from the show, Atlanta, where the main character has a confrontation with a woman at a fast food restaurant where he could not purchase a kids meal, and then proceeds to get a cup for “water” and gets soda instead. The important camera movement comes when he gets soda and another woman worker sees him break this rule and he motions to her to not say anything, adding humor to the scene.

For tomorrow’s class we need to find a clip from youtube or anything like that to analyze and sign up for “WriterDuet.com” which is a screenwriting software.

PROSE: Ordinary (the way we speak all the time)

Conventions of Screenwriting

-Patterns of formatting

-Screenplay ≠ Novel (MEDIUM)

-Common language among artists (COLLABORATIVE)

-Professionalism and Precision

FORMAT:

A) Action Blocks (start the scene) to give the audience a sense of what they see

B) Scene Heading (slugline) top of every new scene

A. B - C [INT. CLASSROOM - DAY]

A. INT or EXT or INT/EXT (interior or exterior of a setting)

B. SETTING (brief)

C. DAY/NIGHT

C) Characters (centered in the page) helps show who is speaking

D) Dialogue (always tied to a specific character

E) Parenthetical - How a line is delivered [ex. Mr. Rivers says (excitedly)]

Daily Log Blog Ryan Ryersen 4-18-18

Screenplay and Socialism

Again, today is a shortened schedule. In today’s class we started out by looking into the idea of prose language. Essentially, prose language is normal language that would be found in a novel or any other standard text excluding poems. Prose is not found in a screenplay for a movie. Thus we began to look into what separates a screenplay from any other text. We did this by examining conventions or patterns found in a screenplay. It is important to understand screenplay lingo because this common language amongst screenwriters. One thing our class noticed after looking at the sample (found on Google Classroom) was the professionalism and precision. The screenplay is very professional because it follows standard format and never deviates. Also we notice that the screenwriter can get their point across with very few words. Unlike an F. Scott Fitzgerald novel where he can spend eight pages describing the trees a movie cannot do that. We categorized these conventions into five categories.
The first category is an action block. As the name suggests this is inserted to show that some kind of action should transpire that could be as simple as a person walks across set or as complex as a car chase. The next is a scene heading, also known as a slugline. This follows a rigid format that looks something like this A. B- C. Where A refers to interior or exterior, B is a brief description of the setting and C is the time of day. The third one is the characters and the fact that their lines are all under the header with their name on it. The fourth convention is in reference to dialogue. Narrators are often looked down upon in the movie world thus all communication must come through dialogue between the characters. The fifth convention is in reference to the parenthetical phrases. These are the adverbs of screenplays they can describe how the person should do or say their line.
In order to connect to the real world I looked at the screenplay for Ferris Bueller’s Day Off, particularly the opening monologue.  Here is a snip it of the screenplay.

https://www.youtube.com/watch?v=4kaG95ZIjHQ
It's on European socialism. I mean,
really. What's the point? I'm not
European. I don't plan to be European.
So, who gives a shit if they're
socialists? They could be fascist
anarchists and it still wouldn't
change the fact that I don't own a
car.
He turns the shower head around and uses it like a microphone.
FERRIS (CONT'D)
(sings)
WELL SHAKE IT UP, BABY, TWIST AND
SHOUT...
INT. HALLWAY. LATER
Ferris comes out of the bathroom with a towel wrapped around
his waist. He's drying his hair with another of a different
color.
FERRIS
Not that I condone fascism. Or and
"isms". "Isms", in my opinion are
not good. A person should not believe
in an "ism". He should believe in
himself. John Lennon said it on his
first solo album.
(MORE)
FERRIS (CONT'D)
"I don't believe in Beatles, I just
believe in me." A good point there.
Afterall, he was the Walrus.
He opens a linen closet and tosses the towel in it.
FERRIS (CONT'D)
I could be the Walrus and I'd still
have to bum rides off people.
I chose this snip it to show that the screenplay is not the final product. By simply reading this without any context you might believe this is a legitimate philosophical discussion however it is is when you watch the scene you find that that is not the case at all. This is due to parenthetical clues and action blocks that shape the dialogue.

Daily Blog: April 18, 2018- Emily Irwin

April 18, 2018

Today in class, we started going over our narrative unit. We began the class by discussing and defining prose with our groups. After coming together as a class, we define prose as ‘ordinary’ and used our senior paper as an example. Our senior papers were written using prose, or ordinary language/formatting, which is what almost every (if not all) of our papers are written in. We discussed the conventions of screenwriting and found:
1. Screenplay is not equal to narratives (medium)
2. Common language among artists (collaborative)
3. Professionalism and precision

We then went on to read the screenplay, Super Teachers (found on the classroom page), and began to list the differences found in it. There were 5 major conventions we found as a class:
A. Action Blocks
B. Scene heading/ slugline
C. Characters
D. Dialogue
E. Parenthetical

After identifying the conventions of screenplays, we began going through each one and discussing what they do. Here is the breakdown:

• A
• Action blocks 
• Tells us what we see or what a character will do
• B
• Scene heading/slugline
• Top of every new scene
• A.B-C
• A- INT or EXT or INT/EXT 
• Interior or exterior 
• B- Setting (brief) 
• Example: classroom 
• C- Day or night
• C
• Characters
• Names are centered 
• D
• Dialogue
• E
• Parenthetical (adverb)
• Angrily to the students, excitedly

In Mr. River’s example screenplay, we looked at the first action block, specifically the last sentence. We discussed how action blocks should describe what we should see and then were tasked to change the sentence to better reflect the purpose of action blocks. Once we rewrote the sentence, we were asked to post them as a comment on Google Classroom. Here is my group’s example:

Original: He considers how he’ll teach students to uploads their screenplays.
Group example of new sentence: He continuously scans between the paper in his hand and the computer screen, with the words “How to Upload a Screenplay” heading both of the articles.

Today’s class was spent analyzing a form of writing/ writing style that differs from what we are used to. We were tasked with identifying the patterns, or conventions, that differ from ‘the norm’, something that I think we will be faced with in college. College will present us with situations we are not used to, such as living away from home, large classes, lecture classes, larger workload, etc. I think it is important to identify these situations and what causes them to differ from the norm (whatever that may be for each individual) and work to understand them rather than resent them. Understanding what makes them different will allow us to develop a new perspective on them and may even help us to like them.

Daily Blog: Sarah Haag

Today in class, Mr. Rivers went over the podcast post mentioning that he forgot to put a place to post the podcast and pre-production page. After this students proceeded to post it, but have until midnight tonight. Mr. Rivers then went on to go over the lesson. He introduced the new form of writing called, Narrative. He first started off by asking the class, "What is Prose?" Alexis answered, "Text in its original form."
Mr. Rivers then posted an original screenplay by him titled, "Super Teachers." It consisted of a simple format using the conventional patterns. Some conventions he mentioned were: Patterns of formatting, a screenplay is not equal to a novel, Its a common language between the artists that allow collaborations, and that using the simple format presents professionalism and precision. The class started to go over the screenplay and identify some other conventions.
The first convention that was identifies was the Scene Heading also known as, "Slugline." The Slugline begins with the interior and exterior, then the setting comes after as well as, the time of day. The next convention was the Action Block. This is what we see the characters doing on screen. The next one was the Characters. These people perform the actions and dialogue on the screen. Speaking of dialogue, the next convention is Dialogue. This is what the character says on screen. The last Convention is called Parenthetical. In a screenplay, the emotion of the character would be put in the parenthesis.
The last thing we did in class was re-write an action block to give it more action than description. These conventions are a correlated to the lesson plans from the following days as we watched the movie Dodgeball. This concludes the lesson for screenplays. Tomorrow the class will follow up on the conventions we learned today.

Daily Log Blog 04/16/2018

Today in class:
Fourth Marking Period. We're almost there everybody. Don't ruin the race now.
It's the start of the fourth Marking Period. With the beginning of each Marking Period, obviously comes sign ups for blogs. Get your names in your preferred slots, and make sure to get them in on time.
Now, it's time for actual work. The first order of business would be to determine what exactly you are going to do regarding the movie Dodgeball. This can be a written movie review, a podcast, or whatever you decide. Personally, my group chose to do a podcast because it's more fun that way. I would recommend that whatever you determine to do with the film, you spend the first day that we had in class to prewrite for your movie review, preproduction for your podcast, or what have you. Use this day to plan. Make sure that whatever you plan on doing, you address the following topics:

• How this film develops humor to critique the smaller and larger faults of the sports/underdog genre and other problems in society.
• What the film's cosmos asserts about the way that the world should be.
• Comedy theories in the film

If you took notes during the film, these topics should be easy to address, therefore making the planning that you should do very easy.
To connect: obviously, analysis is always important, be it in a movie, book, comic, or whatever. Objectively pointing out what makes something comedic or what makes something good has always been and always will be a useful skill. To do this, it helps to have a general knowledge of various comedic theories (which we have been given) and other objective elements (mise-en-scene elements, etc.) to determine what objectively is or isn't good.

Ryan Ryersen Daily Log Blog

Satirical Podcasts

Since today was a shortened schedule due to parcc testing we only had enough time to to record our podcast or to do the your writing assignment. Many groups including my own did a podcast using the same groups as the previous podcasts. When we came into class Mr. Rivers reminded the class that unlike our previous podcasts these podcasts should spend less time on context as the audience has already watched the film. He also suggested pulling in specific evidence as much of the humor was face-value thus you must avoid using general phrases. Lastly, he stated that you should pull up the imdb page so that you “that guy” or “the person in that scene”. Doing will ensure that you are staying specific. Mr. Rivers game our class until 2:10 to do a soundcheck and that the podcast must be finished by 2:24.
In order to connect the learning we did in class to the world at large I have decided to look at how the satire develop a range of humor to critique the smaller and larger faults of of society found in another satirical film. The film I will look at is Spinal Tap particularly this one scene (https://www.youtube.com/watch?v=4xgx4k83zzc). Spinal Tap is a satirical film about 70’s British punk/metal rock bands. This is a case of Horatian satire because it makes fun of British rock bands but is rather light-hearted and unimportant in the grand scheme of things. This uses superiority theory because it gives you the idea that you are better than his stupidity. This scene asserts that British rock bands are illogical and only care about loud music. This is a mockumentary so it utilizes some common tropes in a documentary acting as if this is an interview in his house.

Daily Blog 4/17

In class today we as a class broke up into our groups and started to podcast. Since PARCC testing is going on our class periods are much shorter, and due to that Mr. Rivers decided to break up Monday’s and Tuesday’s (today) class by having us prepare the prewrite yesterday and then conducting our podcasts today. We had class the second period of the day which means it is the shortest period. Yay us! Here is some of my group’s pre-production:

AFTER Dodgeball: Monday & Tuesday

• How does this satire develop a range of humor to critique the smaller and larger faults of:
• The sports/underdog genre?
• Problems in society?
• What does the film’s cosmos assert about the way the world should be?
• Form: Podcast? Movie Review? Something else?
• As you watch
• Tone
• Theme
• Humor theories
• Genre conventions

Personal Objective:

Based on your objective critical review (or a review of your group member), what is your personal objective for this podcast? How will you accomplish it?

Name	Objective (What will you DO?)	How will you accomplish this?
Lauren	Classic coming of age story but, with a twist	In most sports movies there is always an underdog fighting the big and powerful enemy but unlike the other sports film, this one is more of a parody. With the character's  personalities The extreme and unrealistic training
Tori	Stereotypical Characters Stereotypical Mockery of Sports	The leader of the group- Peter LaFleur The pretty girl - Kate hysterically egotistical and arrogant sports and fitness fanatic - White Goodman Dumb teen- Justin Immature Adult- Steve the pirate Blades of Glory The comeback
Elias	Compare the movie to Miracle in how it makes fun of some of the classic sports movie tropes	Big team they need to play against Russia and Globo Gym (characters such as Lazer and Blazer) Coach/mentor that is quirky and weird: Patches vs Herb The team needs to win: the USA for political reasons and to show that USA hockey is good, Peter needs the money to save Average Joes Big star gives advice to player: Lance Armstrong tells Peter he’s rooting for him
Alexis	Talk about the three theories in the movie	Superiority: Justin ends up getting crushed by the fat girl and we laugh at his misfortune One dodgeball in the second match ends up hitting a guy in the stands and we laugh at his misfortune Every time a player got hit with the ball the sports casters would comment on how bad they get hit and we laugh Incongruity: Wrong uniforms when they open the box (not what we expect) When Owen goes for Fran (the ugly Russian girl) When Peter leaves his team and Lance Armstrong gives him a pep talk Relief: Patches tell you to pick on the weaker players in his film about Dodgeball When Lance uses all of his illnesses as jokes Chaos to cosmos In the beginning of Dodgeball Average Joes is a complete mess and by the end of the dodgeball tournament they were a team/ family    *** Tori- Even when you look at Average Joe’s gym in the beginning. Everything was so out of place when Kate needs some paperwork like tax forms she walks into peters office and there are boxes and papers flying all over the place. In the end, the Average Joes gym was back to being a popular successful gym again.
Marielle	How it pokes fun at the underdog story arc	Plot elements and defining/notable moments, comedy genre, can tie into character analysis

In today's age podcasts are careers for some due to the rise in media and the pride of freedom of expression and spread of knowledge. Podcast are also a great way to abtain information when one is on the move.