New Moon: Book vs. Movie
Posted on November 21, 2009 at 11:06 pm
Spoiler alert: My pal Jen Yamoto has put together a great list of differences/improvements comparing Stephanie Meyers’ book, New Moon, and the movie.
Posted on November 21, 2009 at 11:06 pm
Spoiler alert: My pal Jen Yamoto has put together a great list of differences/improvements comparing Stephanie Meyers’ book, New Moon, and the movie.
Posted on September 13, 2009 at 1:46 pm
There’s a great essay in today’s Washington Post by a high school teacher named Nancy Schnog who found inspiration in a book written by another high school teacher, Bel Kaufman, in 1964. It is Up the Down Staircase. Kaufman, the grand-daughter of beloved writer Sholom Aleichem, whose stories inspired “Fiddler on the Roof,” wrote an epistolary novel (made up of notes, letters, memos, reports, fliers, and other written ephemera) about
an English teacher’s struggles with school bureaucracy, with students up and down the axis of caring to couldn’t-care-less, and with her inner self as she strives to do a job that asks everything — oversee, organize, proctor, chaperone, coach — except the thing she’s there to do: teach.
The book was an enormous hit in the 1960’s, translated into 16 languages and made into an award-winning film starring Sandy Dennis.
Schnog writes:
The novel poses the question that still haunts many an English teacher: Should I stay and fight on behalf of literature, or go earn money at a job with intellectual challenges, edible food, bathroom breaks and a blissful absence of school bells?
This was the dilemma ruining my sleep. Even though as a private-school teacher I benefited from small class sizes, the multitasking high school grind was dragging me down. My daily rounds included five literature classes with roughly 10 minutes to review assigned books before class. That was all the time I had to prepare lessons and grade papers too. In between 250 minutes of instruction each day, the “free periods” were a mind-numbing dash from students’ questions to parents’ e-mails to administrative duties. Throw in, too, the daily troubleshooting: investigating a case of plagiarism, fixing the Xerox machine (again), explaining to the girl texting during class why she is going to the discipline committee.
All this, plus the biggest problem of all: how, while on the run, to instill passion for serious literature in a generation of students with a shrinking interest in reading, as iPods, Facebook and YouTube consume their mental universe.
Schnog was able to speak with Kaufman, now 98 years old and glad to explain “that the human encounter between teacher and student is often a more powerful teaching tool than the academic content on a paper or test.” Now that is a good lesson.
Posted on July 8, 2009 at 3:59 pm
D.W. Brown has trained, directed, and coached hundreds of actors and is co-artistic head of the distinguished and successful Joanne Baron/D.W. Brown Studio. His new book, You Can Act!: A Complete Guide for Actors is both practical and inspiring with tips, diagnostics, and reference material that guides newcomers and professional actors to everything from the classics to a shoot-’em up. He took the time to answer my questions about the book and his work.
On “Inside the Actor’s Studio,” I heard Alec Baldwin talk about the difference between an actor and a movie star. What do you think the difference is? Can you be both?
You certainly can be both because the ability to act is actually one of the traits that results in success for an actor. Imagine that. But there truly are other factors involved in being a star. Those would include the type you are, your basic physical attributes and your essential nature and how this present society responds to that type. There have always been femme fatale types like Angelina Jolie (Lauren Bacall), and the decent man like Tom Hanks (Henry Fonda); but we don’t seem to have much use for John Wayne types right now. There’s also the buzz factor. The industry feels a trend for certain people and their fame, a fame not necessarily related to their acting, and then it builds on itself.
I was surprised to see you say that “as long as you’re committing to the truth of your Action, you can pretty much be oblivious to whatever you’re saying and it will come off just fine.” How do you suggest an actor treat the words in the script?
Yes, I know it is heretical in some quarters to discount the text, but I’m only saying that an actor should do their job, trusting the writer has done theirs. It’s Shakespeare’s advice to actors when he said (through Hamlet’s mouth): “Suit the action to the word and the word to the action.” You use the words only as a blueprint to determine what you should be doing and, once that’s decided, you make the words total slaves to the thrust of your Action. Our society makes such a big deal out of the use of language and how you present yourself intelligently, an obligation to the words and their ideas is a curse. All these reasonable minds talking to reasonable minds. An actor needs to aim for gut.
Many actors are fine when they are speaking but get lost when another character is speaking. How do you teach them to maintain concentration?
We train the concentration of an actor so that they put their attention on what’s really going on, not just the words and how they themselves are coming across. The Meisner technique we teach at our school (The Joanne Baron/D.W. Brown Studio) is a brilliant method for getting an actor to habituate playing moments and working off their environment, mainly the subtextual interaction with other human beings.
What is the best way to prepare for a role set in another era?
Whatever the environment your character inhabits you have to examined the culture and its values, and then bring that to your performance; it may be by relating to events through the use of particularizations, which is saying to yourself: “This thing is to this character as blank would be if it happened to me.” By this I mean, if your character is discovered to be pregnant out of wedlock in the 60s, it might be for you as if you’d been discovered prostituting yourself. To play something set in a different era you might also have to alter how you carry yourself physically.
What is the best way to think about a character’s past? About the character’s goals?
The past may be hugely influential or barely at all. Although it’s often an interesting plot point, I think well-meaning actors tend to get too hung up on back story, whereas your character might simply have been born a shark or a saint. I do think connecting to a past can be very powerful if you think of the character as motivated for a larger purpose because of it. This might be the case with someone who, because of the sacrifices made by others to get them through college, strives passionately to succeed so as to honor them, or a person having been bullied taking revenge for all who have been bullied. I think a great way to think of a character’s goals is to imagine how it is that they want to be praised. Everyone wants to be praised. If not by the entire population, at least by that certain like-minded soul. Even a self-hater loves themselves as a self-hater.
Posted on January 25, 2009 at 8:00 am
Most adults still shiver a little when the subject of middle school comes up. It is a time of the most polarizing extremes as we first begin to question everything we have been told and everything we thought we knew on our path toward becoming our true and individual selves. This new book is a welcome guide for kids from ages 11-14 by Annie Fox, an online adviser at The Insite.
I like the way she makes it clear up front that there is no one way to be and no one right answer by focusing not on one generic kid or on a lot of generalized rules but creating six different characters to illustrate different situations and responses. Since middle school is a time of a lot of internal and peer-imposed stress about conformity, she begins by talking about teasing and bullies and gets to an important question right away: “If nobody teased you, would you totally accept yourself the way you are?” This lets kids know right away that they need to think about the extent to which their anxieties are based on what goes on inside their own heads and not in what someone else said about them.
The book has comments from real-life kids about their problems and how they deal with them and helpful suggested scenarios and resources. It covers dealing with self-esteem and anger problems, empathy, kindness, and problem-solving. Today’s middle schoolers will probably still shiver decades from now when they remember their tween years, but this book will help them get through a little more smoothly.
I have one copy to give away. The first person to send me an email at moviemom@moviemom.com with “middle school” in the subject line will get the book!
Posted on December 29, 2008 at 8:00 am
A| Lowest Recommended Age: | All Ages |
| MPAA Rating: | Not Rated |
| Profanity: | None |
| Alcohol/ Drugs: | None |
| Violence/ Scariness: | A sad loss |
| Diversity Issues: | None |
| Date Released to Theaters: | 1982 |
| Date Released to DVD: | 1982 |
| Amazon.com ASIN: | B000HIVIOW |
Cold winter days are just right for curling up with some hot cocoa to watch DVDs filled with the pleasures of winter. And it is always wise to have some on hand for those days when it is too cold or snowy to go outside. One movie every family should watch is The Raymond Briggs’ The Snowman, a wordless lyrical fantasy about a boy whose snowman comes to life. The exquisite illustrations and score perfectly complement the story, evoking the simple joy and childhood magic of playing in snow. The boy first brings the snowman into his world, showing him his home — unsurprisingly, the snowman does not like the fireplace but does like the ice cubes. Then, in a moment that still makes even grown-ups catch their breath, the snowman shows the boy his world, flying with him through the night sky to the ice lands, where they meet the snowman’s friends, including Santa Claus.
Some children may be upset when they see that the next morning, the snowman has melted. But even small children can understand that the boy will always cherish his time with his special friend. This movie can inspire children to build their own snow friends, and should lead families to talk about how what is most familiar to us (like a light switch) can seem interesting or strange or even scary to others. And what is familiar to others (like the Northern Lights) can seem exotic and thrilling to us.