Posts by Ian

Lesson Plan: Peggy Ahwesh’s Martina’s Playhouse

Ian Bryce Jones

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Ian here—

What follows will be quick, because I did not spend an entire day on Martina’s Playhouse (1989) when I taught it in my “Avant-Garde Film and Video Art” course. It shared a day with Gunvor Nelson and Dorothy Wiley’s Schmeerguntz (1965) and Nelson’s My Name Is Oona (1969), for a week themed around parenthood.

I assigned Ahwesh’s interview with Scott MacDonald as reading for this week. I was interested in what sort of reactions the prominent child nudity and role-play in this film would provoke, particularly given that, all things considered, the events we see onscreen aren’t all that strange. (MacDonald puts it well when he reminisces that “The minute I would turn on my little Super-8 camera to make home movies, two of my boys would drop their pants … Any parent sees that kind of nudity all the time.”[i]) There is, however, a real difference between private family moments and public exhibition, and I was hoping that my students had some strong reactions I could bounce ideas off of.

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Lesson Plan: Animation Week

Ian Bryce Jones

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Ian here—

It is a shame to only teach one week on animation in an Intro to Film class, but I bowed to departmental tradition when I taught Intro to Film in spring 2015 and devoted only my final week of class to it. My screening for this week included Hummingbird Wars (Janie Geiser, 2014), Adventure Time S1E6, “The Jiggler” (Larry Leichliter, 2010), and The Lego Movie (Phil Lord and Christopher Miller, 2014).

This lesson preceded that screening, and pursued the following learning objectives: 1) I wanted students to understand that animators can work with individual frames of cinema, which can lead to the illusion of movement, but doesn’t have to. This would prep them for the flicker effects and broken motion of Geiser’s Hummingbird Wars. 2) I wanted to direct student attention to the salient aspects of Eisenstein’s theory of the “plasmatic” potential of animation, which finds expression in the Adventure Time episode. 3) I wanted students to be able to express some key aesthetic differences between hand-drawn and computer generated animation—specifically, that while hand-drawn animation excels at fulfilling Eisenstein’s “plasmatic” potential, CG animation excels at accurately simulating the physics of our everyday world.

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Two Lesson Plans on Childhood and the Found

Ian Bryce Jones
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Lost Motion (Janie Geiser, 1999)

Ian here—

I have decided to collect two lessons together in this post, since they have a similar scope.

The first lesson is a guest lecture I gave when I was a teaching assistant for Tom Gunning’s winter 2015 course “The Post-war American Avant-Garde Film” at the University of Chicago. This lecture followed a screening of films by Phil Solomon, Lewis Klahr, and Janie Geiser. The second lesson is from my own course, “Avant-Garde Film and Video Art,” taught at the School of the Art Institute in spring 2016. This lesson centered on Geiser, Klahr, and Joseph Cornell.

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Lesson Plan: Irony and Lies, pt 2

Ian Bryce Jones
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24 City (Jia Zhangke, China, 2008)

Ian here—

Here’s the second week in my “Ironic Narration and Lying Photographs” section for my course “Moving Images and Arguments.” Below the fold: Mitchell Block’s …no lies (1973), Luis Buñuel’s Land without Bread (1933), and Jia Zhanke’s 24 City (2008). Let the beguilement commence!

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Lesson Plan: Irony and Lies in Photography and Cinema, pt 1

Ian Bryce Jones
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Pierre Vallieres (Joyce Weiland, Canada, 1972)

Ian here—

In my fall 2016 course “Moving Images and Arguments,” a survey of rhetorical techniques across cinema (including plenty of documentaries and essay films), video art, and videogames, I devoted two separate class sessions to the theme of “Ironic Narration and Lying Photographs.” What follows is the first. (I’ll be posting the second later.)

One learning objective for this week was to get students thinking critically about where, exactly, the “lies” come from in photographs that we consider untrustworthy. To this aim, I assigned “Two Futures for Electronic Images,” a chapter from D. N. Rodowick’s The Virtual Life of Film, as reading. I also directed students to the website for “Altered Images,” the Bronx Documentary Center’s exhibition of manipulated documentary photography, to peruse the images and stories collected there. My second learning objective, though, was to slide away from issues of documentary and “lying,” toward issues of humor and irony. Where do we draw the line between lies that are meant to deceive, and lies that are meant as entertaining winks?

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Gaming’s Midway Point: Games and Game Culture in Chicago at SCMS 2017

Ian Bryce Jones

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I am very happy to announce that the panel I organized, “Gaming’s Midway Point: Games and Game Culture in Chicago,” has been accepted into the Society for Cinema and Media Studies’ 2017 annual conference in Chicago, IL. The panel includes papers by Chris Carloy, Julianne Grasso, and Daniel Johnson. Abstract below the fold:

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Mapping the Synesthetic Interface

Ian Bryce Jones

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Ian here—

The following is the spoken presentation version of my talk from DiGRA’s 2014 conference in Snowbird, UT. The full paper, as drafted up for the conference’s proceedings, is available here. You can follow along with the visual presentation for this spoken version here.

Today, I’d like to address a cluster of game user interface design options that I have lumped together under the category of synesthetic interfaces. By this, I’m referring to interfaces that perform a sensory substitution, translating the information normally associated with one sense modality into the phenomenal forms normally associated with another. This is part of a larger interest of mine of examining approaches within game UI design in terms of the epistemic strategies they enact when establishing the relation of players to their avatars, and avatars to their worlds.

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Lesson Plan: Horror, Paranoia, and Suspense in Cinema and Videogames

Ian Bryce Jones

siren-blood_curse_screenshot-1Ian here—

The following is a lesson plan that I first used in my “Comparative Media Poetics: Cinema and Videogames” course taught at U Chicago in spring 2013. It didn’t really come into its own, however, until I re-taught some of the same material, with much greater success, in my course “The Moving and Interactive Image” at the School of the Art Institute of Chicago in the fall of 2015. I’m especially indebted to the students in my SAIC course for helping me direct this material into its current form.

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Lesson Plan: The Uncanny Valley

Ian Bryce Jones

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Ian here—

Week 7 of the “Image” section of the U Chicago Humanities Core course “Media Aesthetics” is devoted to Freud’s essay on the uncanny. It’s a tough week: students have to work through the usual trickiness of disentangling Freud’s ideas from the ideas he cites from Ernst Jentsch, and, on top of this, the week has to act as a general introduction to psychoanalysis, which will return in the form of Laura Mulvey’s “Visual Pleasure and Narrative Cinema.” After a tough lecture in the first class meeting of this week, I decided to give my students something that was both more fun, and more hands-on. For the week’s second meeting, I gave them small group work based around Mori Masahiro‘s concept of the uncanny valley.

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Lesson Plan: Marlon Riggs’ Tongues Untied

Ian Bryce Jones

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Ian here—

In the spring of 2016, I taught two concurrent sections of a seminar on Avant-Garde Film and Video Art at the School of the Art Institute of Chicago. When I tallied up the 25 final papers across my two sections, I received two papers on Maya Deren’s Meshes of the Afternoon (1943), two papers on Stan Brakhage’s The Act of Seeing With One’s Own Eyes (1971), three papers on Carolee Schneemann’s Fuses (1967) … and six papers on Marlon Riggs’ Tongues Untied (1989). Clearly, the video had struck a nerve, above and beyond anything else I had shown in the course had managed to do.

I have subsequently integrated the video into my course “Moving Images and Arguments,” on cinematic rhetoric, and I definitely plan to teach it again in the future, across a variety of possible contexts. I like to take a relatively hands-off approach when teaching Tongues Untied, privileging student conversation over lecture. However, I do have some notes on things I have found it productive to turn to while leading discussion, based primarily around clips I find to be especially rich.

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