Lesson 10

[Susan Willard]

Susan A. Willard’s Counterexamples

What I learned doing this assignment is emphasizing the same message by more than one message method gives the script more depth to the movie’s message, consciously or unconsciously for the audience.

What else I learned doing this assignment is I’ve missed many of the counterexamples in life and in movies. I will begin to look and take note of them from now on.

Walter’s Old Ways:

· Independent, Retired.

· Set in ways. Self-Desires.

· Earned Time-off from Responsibilities.

· Earned Time-off from Work.

· Make Life what I want it to be.

· I prefer not to make waves. My home and my activities are my sanctuaries.

· Everything Scheduled the way I want it to be.

· Respect Authority. Professionals are the best at their trade.

· Don’t rock the boat. Let’s act like professionals.

Counterexample Challenges to Walter’s Old Ways:

1) Counterexample: Nurse Kathy, Her Environment:

Walter is challenged to look for his friend Oscar who is missing. He is forced to make an unneeded appointment at the Dementia Clinic to find out information of where Oscar may be. Nurse Kathy’s office is used for screening new patients. Walter is unable to get information about where Oscar may be. Whether or not he is aware of it, he gets immediate positive re-enforcement, which he is not interested in. Where’s Oscar?

· Family and Friends make the world go ‘round. (Happy People on a Farris Wheel)

· Helping others get to tomorrow. (Nurse helping an old woman)

· Ask me about my wonderful children. (Pin on her shirt, with a picture of her children underneath the saying)

· What are you doing to make tomorrow wonderful? (Shows a family helping plant a community garden of flowers and vegetables.)

· Reach out and build a better life for someone. (Leaflets for donating time and money to a prosthetics clinic, for low-income people.) Her dad was a veteran and a war amputee. He has passed away, but she honors him by helping the amputee clinic.

2) Counterexample: Nurse Kathy, A Discussion with Nurse Kathy:

During the discussion with Nurse Kathy, Walter is challenged about his behavior. Nurse Kathy is focused on her medical work. Walter is focused on finding Oscar. Walter gets more questions than answers. She doesn’t throw him out of the appointment right away. She seems distant but supportive. Walter leaves with mixed feelings.

· What seems to be the problem today, Walter? How can I help you today?

· Are you sure that is your reason for the appointment? Why is your paperwork empty, Walter?

· I know Oscar. He’s an independent fellow. Do you look for him every time you don’t know where he is?

· You must be a great friend of Oscar’s. I commend your efforts. I just can’t help.

· I know Oscar. He’s an independent fellow.

· Everyone needs friends they can count on. I’m sure Oscar can count on you.

· Maybe I can be of help to you in the future, ok?

3) Counterexample: Grandson Landon, Discussions along the Journey:

On the journey to find Oscar, Walter’s grandson, Landon, challenges Walter at every step with questions, that force Walter to explore the difference in his perceptions of professional doctors, nurses, and clinics and the reality before him. Eventually Grandpa starts to ask Landon questions. They wish the terrible adventure would end soon.

· Don’t you believe the doctors? You always say doctors know best.

· Why are we sneaking into the back room? The door says, “No admittance without Permission.” Do we have permission?

· Are all these chemicals safe for the patients?

· Why are all the monitors here? What are they doing?

· Are we safe at the doctor’s office? Are we safe at your house?

[Bob Rowen]

Bob Rowen’s Question Challenges and Counterexamples

What I learned doing this assignment is a methodical and systematic approach to addressing the old ways and further brainstorming Wade’s involvement with each of them.

What are the Challenges and the Old Ways, and how might they play out in my story?

Question Challenges and Counterexamples to Old Ways

Old Way, etc.: Wade believes he should be able to teach history as it actually happened. Is there a problem with that? Could be if it makes students feel bad about themselves or their country. The president of the school board, Ken Franks, has a very different view of Wade’s thinking. Wade views himself as an education professional; Franks does not. Franks believes the classroom teacher is hired to simply implement the curriculum program established by the school board. Is it the job of the school board to screen the facts of history and use only those that fit the school board’s world view? What is the proper role of a balanced presentation of past and current issues? Should the views of students be considered in determining what is being taught?

Old Way, etc.: Wade invites guest speakers into his classroom. The school board president is opposed to the practice. Franks demands every guest speaker must be approved by the principal before entering the classroom. Wade learns the principal must get the blessing of Franks before giving approval to Wade’s guest speaker request. Should school board members have a direct say in deciding who a classroom teacher can invite into the classroom? In my story, Wade invites Kurt Reimann into his classroom. Kurt is the great grandfather of one of his students. Kurt is a German immigrant who lived during Hitler-times and sees strong parallels between what happened during those times to what’s happening in America today. Franks has a full-blown hissy fit that sets in motion Wade’s disciplinary hearing.

Old Way, etc.: Wade skirts the teaching of current affairs for political reasons. Sixth period student, Trevor Blake, demands to know why current affairs are not being included in Wade’s instructional program. Wade agrees with Trevor but finds it difficult to explain the politics of the school district to a student. Wade asks for and receives help from the principal in the form of a suggestion for Wade to find a way to get the students directly involved. The principal tells Wade to let the students carry his water on the teaching of current affairs.

Old Way, etc.: All school library books must be approved by the school board and those books already in the library the school board has determined unacceptable must be immediately removed. Wade is opposed to banning books in the school library. Wade creates his own classroom library for his students. The president of the school board is outraged when he discovers Wade’s classroom library. Wade coordinates with the city and county libraries for books his students can use for their research.

Old Way, etc.: Wade carefully teaches about how fragile democracy is without mentioning the current Administration by addressing what the Founding Fathers had in mind and why. Sixth period student, Trevor Blake, believes democracy is currently being threatened and that Wade is not adequately or directly addressing it in the classroom. Trevor demands that Wade step up and courageously address the ridiculous politics of the high school board of trustees. The principal of the school agrees and suggests the students become directly involved in the effort. The principal also reminds Wade that he doesn’t have the protection of tenure and therefore must be very careful in what he allows Wade to do in the classroom.

Old Way, etc.: Wade encourages students to get involved and be politically active. According to Franks, students ought not be allowed to form political groups on campus. The 3^rd period students form the Young Republicans Club. Amy Franks, the daughter of the school board president, organizes the Young Republicans. Amy is supported by Joshua Brandis whose mother, Mrs. Brandis, serves on the school board. Mrs. Brandis is the wife of George Brandis, who is the Chair of the County Republican Central Committee. The 6^th period students form the Progressive Students Club organized by Trevor Blake. Trevor’s girlfriend, Autumn Whitmore, is the daughter of Walter Whitmore, who is the Chair of the County Democratic Central Committee. The two student groups become entangled in constant political discourse.

Old Way, etc.: The school’s curriculum is under attack by conservative political interests. The Progressive Students persistently demand Wade advocate for academic freedom. The principal and the superintendent privately support Wade but must strive to keep the school board happy because both of them serve at the pleasure of the board. Why does Wade insist upon treating his students as adults? Because a quarter of them are registered voters and the rest will soon be. A frustrated Wade feels that no matter what he does in the classroom, it’s going to be wrong in somebody’s eyes! So what will be his future course of action?

[Andrea Gilbert]

LESSON 10 – ANDREA’S COUNTER EXAMPLES

1. What I learned doing this assignment:

That I had been thinking this way organically on my own for this particular story…although doing this consciously will help me improve my characters, scene work and dialogue. It’s like another form of subtext we lay on the viewers to feel the contrast, conflict and necessity for change.

CHALLENGE: To call The Old Way into doubt – two techniques:

*QUESTION: A way of challenging the Old Ways via looking deeper, observation, curiosity, pointing out inconsistencies, feels off, asking why…?

*COUNTEREXAMPLE: An example or fact that is inconsistent with a hypothesis or refutes an assertion or claim. Another way of challenging the Old Ways through dialogue, character, or experience. It has the potential to shift a person’s perspective.

2. 5 question-challenges to an old way

a. QUESTION:

ANDREW (publisher)

Your characters seem like “types” rather than fleshed out humans that we can relate to.

OLD WAY – Jill’s lack of depth into her characters and herself.

b. QUESTION:

MOTHER

(sighs)

What dramatic event is it this time?

OLD WAY – Jill’s inability to make herself clear and understood in the face of a narcissistic mother. Lack of self-confidence/ assertiveness.

c. QUESTION:

MOTHER

Honey, there’s no place you fit in.

OLD WAY – Triggers Jill’s insecurity that “not fitting in” is a BAD thing.

d. QUESTION:

DAN

Why’s you’re face so red then?

(Throws up his hands)

Jeez, I’m just joking. Lighten up! I forgot how sensitive you are…

OLD WAY – Jill’s insecurity in the face of antagonizing bosses – doesn’t stand up for herself – no boundaries.

e. Question:

INT. RESTAURANT/BAR

The bar is darkened for evening service. Nightwalker watches Jill’s fading confidence.

NIGHTWALKER

Remember. They’re just people.

OLD WAY: Jill is intimidated by new experiences, especially those that involve lots of people.

COUNTEREXAMPLES to an OLD WAY

a. CE:

NIGHTWALKER

Your heart shines with the light of a thousand suns. It just happens to be hiding behind some clouds right now.

Old Way – Jill’s insecurity. Nightwalker has the clarity Jill is lacking.

b. CE:

JILL

They didn’t pass…not yet. I’ve got to show what my characters want.

CONNER

They want money and to be successful. Who doesn’t?

JILL

This is a sci-fi story, Conner. People in space age universes don’t care about money.

CONNER

They do if they don’t want to be kicked out on the street to be homeless.

OLD WAY – Challenges Jill’s lack of ambition to help herself succeed. Conner represents the new way: Success.

c. CE:

CONNER

Well, unless you get promoted at your job or somehow get this publishing deal, lack of money will get you a one-way ticket to Texas to live with Mom.

OLD WAY – An in-your-face statement about what the consequences can be when you don’t do what it takes.

d. Conner’s dad, GEORGE, comes in bearing breakfast. Conner practically jumps in his arms with joy.

CONNER

Dad! Awesome! I’m starving. I got like 15 minutes before the next level starts on the new game I’m testing.

Conner grabs the bag and tears it open.

GEORGE

Is it up to your standards, Son?

CONNER

(chewing)

It’s just more space warfare. Nothing I ain’t seen. Good challengers, though. They’re tough.

(grins)

I like tough.

GEORGE

Atta boy!

CONNER

(For Jill)

It beats being out of touch with reality!

Jill retreats into her room, takes out her secret photo of her father, stares at him for a while as if pleading for a reason he’s not there for HER.

OLD WAY – Jill believes fathers are unsupportive, because hers had been. Conner clearly demonstrates how easy life is when you have support.

e. CE:

INT WALK-IN

Jill stands in the refrigerated icebox surrounded by salads and prepped vegetables – and tries to catch her breath.

One of the chefs walks in. He doesn’t look happy.

CHEF

You can’t use this space. You have your own space now. We have to have room to come and go and not feel like we’re disturbing you.

Jill looks wounded.

JILL

But there are people in the office.

CHEF

So, use the lady’s room, or go out back. Vamonos!

OLD WAY: Jill needs to hide from everyone when she gets stressed or overwhelmed.

[Gordon Roback]

Gordon Roback Profound Screenplay Assignment 10 Challenging the old ways

Lesson learned: When my grandmother told me when I was a child that if G-d lived on earth the peasants would break his windows, she knew what she was saying from first hand experience.

The old ways as the norm.

The Polish model for Jews was for Jews to live separate and apart from the majority culture.

The biblical dietary and religious requirements to live a Jewish life were so stringent that it kept Jews living within their own communities. They spoke their own language (Yiddish), operated their own religious courts and expressed themselves through their own culture. The Poles didn’t have much use for the Jews except as merchants, bankers and tax farmers. Jews were banned from the professions and could not own land outside their communities (the pale). Every once and a while the Poles would murder Jews because they were more financially successful than they were. It was a way to keep Jews in “their” place. The reason so many Jews embraced the progressive politics of the communists was because the new society offered equality and opportunity.

The world my great grand parents and grandparents found in Quebec was very much like Poland circa 1900. The vast majority of French speaking Quebecers were farmers and small merchants. The Roman Catholic church not only controlled the spiritual life of its members, but also the educational system and the social services. The French Canadian elite were notaries, priests and politicians.

On top of this was the English community in Quebec, who were predominantly protestant and progressive. While the Roman Catholic church was stuck in the middle ages the English were open to the advances of the 19^th and 20^th century. Their English schools taught engineering and science and mathematics. The large industries in Quebec were owned and controlled by the English (and Scots and Irish) and the language of work was English. The English community was connected to the rest of Canada, Britain (and her empire) and to a lesser extent to the United States. Many of the English who settled in Quebec were United Empire Loyalists who left or were driven out of the US. after the revolutionary war because of their loyalty to the Crown.

Two million French Canadians moved to New England to work in the mills and the mines. These people were essentially lost to French Quebec. Their children grew up speaking English and they intermarried with the locals and the immigrants and became Americans in the process.

Elsewhere in North America the Jewish immigrants from Eastern Europe learned English and integrated into the predominant English speaking culture. While there were quotas against Jews in the ivy league universities and country clubs and upper management of key industries kept Jews out, America and English Canada was far more open to Jews than in Poland. Jews were free to practice their religion, the professions were open to them and a free market economy permitted Jews to succeed on the basis of merit and hard work.

This happened everywhere in North America except in Quebec. Both the French and English communities kept the Jews at a distance. The Jews of Quebec were content to form their own community, operate their own schools and their own social services in Montreal. Since English was the language of trade and science, the Quebec Jews spoke English. But since Jews also dealt with the French as merchants they also spoke French. In fact, the Jews served as a bridge between the English and French in Quebec, or as Hugh MacLennan said, between the Two Solitudes.

As the only Jewish family in a very conservative, French speaking Roman Catholic town, my Jewish grandparents were torn between dealing with the locals and attempting to live a Jewish life separate and apart from them.

This battle is not ancient history. The battle is still going on. Last week the Canadian parliament created a new playing field where English speaking people living in Quebec will have to speak French at work. The one opposing vote in the whole of parliament came from the representative from the predominately Jewish riding of Mount Royal in Quebec.

This is why this screenplay is so difficult for me to write.

Fanny is dealing with two sets of “old ways”.

The first problem is that her father made a deal with her husband that Fanny would operate the store, look after the home and look after the children while her husband could focus on writing his “responsa”. Responsa were questions about how to live a Jewish life in a modern world. So while Moses is doing nothing to make a living or raise his children he is telling Jews (via a newspaper) how to live. It takes her a while, but she challenges this arrangement. The issue that forces her to grow is that the Priest ordered boycott against the store is forcing them into starvation. Moses’s attitude is that God will provide. Fanny realizes God helps those who help themselves.

The second problem is dealing with the outside French Catholic community. Because she is so stupidly honest about not sending her children to a French Catholic school and instead sending them to an English Protestant school an hour away by train, the Priest orders a boycott of the store. In essence, his position is: if you don’t want to be part of our community our community is not going to support your livelihood.

She is the one to get a legal opinion. (Nothing can be done) She is the one to go to the Jewish community in Montreal asking for their help. (You think the Catholics get up in the morning wondering what good they can do for the Jews today?) She is the one who goes to Harvard to get advice from Moses’s brother, her brain trust. He tells her to send her children to the French Catholic school. His theory is that the Priest wants them to pay a tenth of their income to the church. It is about money, not culture. He also advices her to go the boss of the local priest. This leads her to go to see the Cardinal, asking for his intervention to get the local priest to end the boycott.

She is also the one who interacts with the locals. She is the one who speaks broken French. The irony is that Moses speaks Hebrew and Latin to the Priest but can’t talk to the locals in their broken French.

Fanny is also the one who has to go among the French people to attempt to collect money from them for goods sold on credit. This is an uphill battle which forces her to grow in self confidence. But if she doesn’t collect the money owed they will starve.

It is Fanny’s growing tolerance of French Canadian customs which facilitates the end of the boycott. By permitting her baby to be used as St Jean Baptiste in their religious parade the Priest realizes that the Jews are making an effort to go along to get along.

When Moses slaps a French Canadian kid who spit on his youngest daughter the locals gather in front of the store with torches. Fanny thinks they are going to be murdered. Instead the father of the boy forces him to kneel in front of Lottie to beg forgiveness under the watchful eye of the Priest. This is when Fanny realizes this is not Poland.

When Prime Minister Laurie comes to Beauport, he speaks to the people from the balcony above Fanny’s store. This wins the respect of the Liberals (like the Democrats)

in the crowd.

The script ends with the boycott removed. Women come to the store not just to buy groceries but to ask Fanny’s advice on how to look after children. As the mother of ten Fanny has learned a lot the hard way. So in the end she is respected and admired by the locals and in turn she likes them right back.

The irony is that the book Moses promises will solve all their financial problems (A guide to modern life) is seized by the red squad of the RCMP. They confuse his book with a book with the same title by Leon Borenstein (Trotsky) who looks a lot like Moses.

[Bill]

Bill Southwell’s Counterexamples

What I learned doing this assignment is Counterexamples are a new technique for writing. It is a way to effect a profound change.

The following are outlines. The scenes have not yet been written.

Bill and Charis have been dating for over a year. He was an undergraduate earning just enough to pay for school. She is supported by her parents. His strong belief system does not allow debt. He must be capable of financially supporting a wife and in their case without Charis having to work because of her health. This is his conflict. He wants to take care of her but does not see how its possible until he graduates a couple of years down the road. But the church which they both embrace teaches to have faith: Do the right thing and the Lord will bless them. But Bill’s Old Ways forced him to be strictly practical and honorable. This has been going on way too long.

Counter Example 1.

One night Bill has a dream. He and his buddy friend are walking downtown and pass a jewelry store. His friends asks, “Bill when are you going to ask Charis to marry you?” They then go into the store and Bill asks the clerk to show him wedding ring sets. After looking at them Bill asks the clerk, “Do you have one that expands so that if it doesn’t fit that it will still work?” Although confused by these details, he drops out of school and gets a job. (This dream inspired Bill to hasten his proposal and rely on faith.)

Counter Example 2.

Bill has been working for 6 weeks delivering coupons to homes who have been contacted from a room full of telephone callers. Those who accept will receive a coupon for an 8 by 10 photo at the studio whose address is on the coupon. They pay $2.95 to the boy who delivers it to their home. Also on the coupon is a seal which they can remove to see which one of 4 other gifts they will win, which includes a trip to Hawaii, a new car, a TV set, and a cultured pearl necklace. These will be awarded when they go the photo studio to have their picture taken. Bill worked long and hard and turned in the money each week. He was paid a check amounting to 50 cents for each coupon he delivered. He deposited these checks in his savings account. Confident that he would have enough in 3 months to quit and go back to school, he asks Charis to marry him. The next day he receives a letter from the bank. The checks have been returned for lack of funds. First, he Denies that they are bad and goes to the office only to find it abandoned. No room of girls making phone calls, no manager who had been paying him. Then Anger sets in. He does not know how to contact them, or what to do with the current week’s collections. He remembers his values and seeks counsel from the Lord, bargaining to find a way out of his dilemma. Then someone suggest he report his circumstances to the Labor Relations Board, which he did. They told him the owners would be found and prosecuted. Bill was advised to give the board the current week’s findings till they are brought to justice. At this point, Depression sets in. Each day he visits the Labor Relations Board office for any news. There was nothing. But one day the lady at the office told Bill that they receive listings of job openings—legitimate ones. They suggested he apply for one. It was at a warehouse of a major electronic company. He applied, was hired with far greater pay, and worked for 6 weeks, earning enough just in time to get married.

Counter Example 3.

Another of Bills Old Ways came about from his upbringing on a farm. He learned hard work and did not have much use for the arts or novels or classical music. They were a waste of time. But he has fallen in love with a girl who embraced all the arts. She loved to read, attend concerts, and even aspired to become a poet. They went to the movie The Music Man, which they both enjoyed. Afterward, Charis mentioned to him, “Do you know what makes that a profound movie?” “No,” replied. She said, “It was in the scene when he met the librarian on the bridge and he said to her, “there’s always got to be a boy’s band.’”

Counter Example 4.

At another time Charis and Bill were on a picnic and she quoted to him a poem she had written that expressed her devotion to God and her devotion to man she will someday marry. Bill began to understand the emotions of poetry and learned to appreciate it.

Counter Example 5.

At another time they were driving across Wyoming to visit Bill’s parents where he grew up. They were in the middle of Wyoming and Bill apologized for the drab scenery as they passed some bare mountains with no trees or growth. Chairs disagreed and pointed out the variety of colors seen in those mountains. “There are browns and yellows and reds, revealing a tapestry of meaningful art.”

Slowly, Bill became a fan—mostly of Charis—but also of the things that she loved.

[MARY Johnson]

Go through your story outline or script and brainstorm the following:
5 Question Challenges to an Old Way.5 Counterexamples to an Old Way.

The old way: Christine saying it’s too late for her to follow through on her promise to write the story. This could be challenged by having her find the saying “It’s never too late for a Happily Ever After” – could possibly even be given to her as a gift on a mug or T-shirt or plaque even. A reference to Anna Moses “Grandma Moses” or Lorna Page even would also question her old way of it’s too late now. Christine is estranged from her own daughter and is part of the “it’s too late” old way thinking …. there could be a reference to Minka Disbrow and her daughter getting together over 70 years after the daughter was given up for adoption.

If she was watching an interview of writers (such as Jack and Jasinda Wilder) on the news or on the computer – it would make a good counterexample to her writing her own way out of financial hardship.

This lesson has given me a lot to think about. I’ve been focused on just my lead so far and will need to go back to apply much of this to my other characters too – and I’ve barely touched the secondary story – the one she ends up writing.