[Mark Smith]

Mark Smith/ASSIGNMENT 1/Seabiscuit Analysis

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The assignment helped me see how important profound moments are to a story, impacting the audience and pulling the script together. I also see that many of the profound moments are done through action rather than only dialogue.

Watch the movie SEABISCUIT. As you do, look for the Profound Moments (any moment in the story that seems profound to you).

2. List the Profound Moments, then tell briefly what made them profound for you

Howard sits at campfire with Smith and asks him about injured horse. Smith tells him: “You don’t throw a whole life away just because it is banged up a little.”

Later, Red is beat at the finish line by a horse because he is blind in one eye. Smith demands that Howard fire Red for lying. Howard reminds Smith of their first meeting, quoting Smith earlier: “You don’t throw a whole life away just because it is banged up a little.”

The scene in which Smith is searching for the “right” jockey to ride Seabiscuit. Another jockey storms off after getting bit by the misbehaving, incorrigible Seabiscuit. As the out-of-control horse kicks and bucks with the staff trying to hold him, Smith turns and sees jockey Red fighting with four guys. He looks back again to the horse who also is fighting. Both are kindred spirits, angry and fighting and in need of a second chance. He has found his jockey.

In first race, when Red freaks out and gets into a fight on the final turn, losing focus on the race and losing the race…Smith asks him why he failed to follow the plan, Red yells, “He fouled me! He fouled me!” Red is outraged, but Howard steps in and ask Red: “What are you so mad at?” The scene cuts to a bridge where Red is about to throw the sack of books given to him by his father into the river. The scene answer the question of the anger: his dad had abandoned him during the depression.

Red nurses Seabiscuit back to health, only to be told he is not fit to ride Seabiscuit in the final race. Howard fears Red’s leg may not be able to handle the stress of riding if bumped or jostled, leaving him a cripple for life. But the jockey tells Howard: “I think it is better to break a man’s leg than his heart.” It sways Howard to let Red ride….and ties in what Smith had told Howard that you can’t judge a horse by his size, but rather his heart.

Smith tells jockey that he wants him to let Seabiscuit be able to look into the eyes of War Admiral, because that will cause the smaller Seabiscuit to get his competitive juices and heart flowing to overcome his lack of size..

Part 2

ASSIGNMENT 2

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1. Create a list of the New Ways and Insights you’d like audiences to experience when they watch your movie.

The least powerful guys can win in the end if they don’t give up.

Change can occur through increments, but only if willing to take first step towards change.

A single transformational character can lead to sweeping change.

Without hope, nothing is possible.

Just being ethically and morally correct does not mean it will be followed.

Even if unsuccessful, at least you stepped forward and tried

2. With that list, brainstorm ways to turn the New Ways / Insights into Action. Come up with at least five (5) New Ways and the Action that will express them.

Parents and teachers join forces to organize public demonstrations in support of changes to the school.

Teachers file individual complaints against the principal for sexual harassment, each of them putting their careers on the line.

Frank sees the horrendous lack of controls and rampant abuses, and speaks out to the principal, who quickly attempts to destroy him….but ultimately the school board is forced to take action.

Robert Kennedy realizes that he must continue to study and do his homework, even though the principal is trying to make and example of him and family to prevent him from graduating.

Frank thought his initial complaint would lead to change (old ways), and realizes it only put a target on him.

Teachers behind Frank realize it is better to challenge the old ways, rather than continue to be part of a corrupt educational system.

[Mark Smith]

Mark Smith/ Day 11 Assignment

Brainstorm at least five of each of today’s challenges that you can put in your screenplay.

1. Go through your story outline or script and brainstorm the following:

– 5 Should Work, But Doesn’t challenges

Frank Hammond believes going through the “proper channels” to reporting abuses and possible crimes to principal and administration will work, but it doesn’t.

Robert Kennedy believes that if he does his schoolwork and earns his grades, everything will be fine. But learns he is blocked form graduating.

Gwen Brown stays quiet and lets the abuses continue, thinking it will go away. But it only gets worse.

Frank Hammond thinks that by doing his job, including ensuring more students enter college, he will be spared from retaliation by the principal and administration.

Gabby, a Hispanic student, overcomes her fear and reports sexual assault by star athlete, but only faces further retaliation from both principal and administration.

– 5 Living Metaphor challenges

Students visit a nearby shoe repair shop where owner shows them how to repair the worn-out soles of shows, and says the repaired shoes highlight how skills and hard-work can bring success.

Frank begins jogging every evening – with his runs getting longer and more intense – as tension at his job increase. His friend, Ashmore, believes Frank is running not only to take his mind off the job, but in a subconscious way may even believe he’s running “away” from his job.

A gold trophy given each week to top students becomes an important reward supplanting the total focus on athletic achievement by the corrupted teachers.

Big Mo’s cart carrying video games, music tapes and candy is blocked by Teacher Ashmore who won’t accept kickbacks like a group of corrupt teachers and challenges the old ways.

Frank brings attention to a monument by the school founder, who struggled to gain an education but pledged that his children would be educated.

2. With each, tell us the Old Way and the Challenge, and how you think it might play out in your story.

3. Answer the question “What I learned doing this assignment is…?” (place at top of your work).

[Mark Smith]

Mark Smith/ASSIGNMENT/ Day 10

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Brainstorm at least 5 Question challenged and 5 Counterexamples you can put in your screenplay.

1. Go through your story outline or script and brainstorm the following:

– 5 Question Challenges to an Old Way.

What do we have to lose if teachers like us refuse to give passing grades to undeserving students athletes?

How much longer can we ignore how sexist the principal is in dealing with female teachers?

As a responsible teacher, how can I change a student’s grade to a “C” when they never attended my class?

What really will happen if a speak up about the abuses going on by this administration?

Is ignoring what occurs in the school really worth the price of keeping my job, gaining a positive job recommendation for the future, yet not being able to sleep at night?

– 5 Counterexamples to an Old Way.

Robert Kennedy does his homework, speaks up in class, and tells Big Mo that he feels better about himself, even if he gets the same passing grade as Don Arnold who is “handed” his grade to stay eligible for basketball.

Frank Hammond tells the female teachers that he has seen examples where teachers have much more power by sticking together as a group, even if they need to challenge the abuse by the principal.

Teacher Ashmore continues to stay positive, maintaining his after school “help” sessions for all students, even volunteering to come in early to help athletes who fail to come to his class regularly.

Counselor Gwen Brown shares school supplies with other teachers rather than take “cuts” from the sale of items by Big Mo in her classroom.

As counselor, Frank Hammond continues to monitor and discuss the classroom work of troubled students, despite pressure from principal to focus his attention on focusing on only certain high-profile students.

[Mark Smith]

Mark Smith/Day 9 ASSIGNMENT 2

Better organized how “old ways” are challenged, leading to a profound change

List of Old Ways:

Go along to get along/Don’t rock the boat

Never Report any abuses or ethical problems

Allow inequal treatment: certain students are allowed to skip class and pass classes to stay eligible

Play up to the principal and other school administrators

Ignore possible school violence and use of “cages” to settle disputes

Ignore sexual harassment

Failing to ensure audits of money from pep rallies and fund drives

Ignore or actively participate in unfair grade changes

Challenges to Old Ways:

Raise questions with principal and administration if conflicts with ethical and academic standards

Formally report possible abuses/ethical concerns

Step up and challenge inequal treatment of athletes compared with other students

Female teachers bond together to file sexual abuse complaints

Step forward, take pictures and call for unethical disciplinary measures to end

Map out a strategy to ensure “good” teachers and counselors stay, rather than mass exodus of school

Create programs to “map out,” and quantify students who go on to college

Plans and strategy to ensure money isn’t stolen

Keep records of tests and grades to challenge contrived grade changes

[Mark Smith]

Mark Smith/Day 9 Assignment #1

In the movie 12 Angry Men, I saw how the initial assumptions of the jurors change as they discuss and debate the evidence.

FOREMAN: A small, petty man who is impressed with the authority he has and handles himself quite formally. Not overly bright, but dogged. “We have a job to do. Let’s do it.”/Assumption: Not looking beneath surface and assumes the case is completely logical/evidence about angle of knife strike/Challenge when witnesses are proven questionable and the angle of knife strike makes it difficult to believe accused did it.

JUROR NO. 2: A meek, hesitant man who finds it difficult to maintain any opinions of his own. Easily swayed and usually adopts the opinion of the last person to whom he has spoken. “I just think he’s guilty. I thought it was obvious. I mean nobody proved otherwise” “Maybe he didn’t hear it. I mean with the el noise….”/Assumes the evidence is not questionable and witnesses accurate./challenged when reviewing evidence that old man likely did not see accused man running down starwell

JUROR NO. 3: A very strong, very forceful, extremely opinionated man within whom can be detected a streak of sadism. He is a humorless man who is intolerant of opinions other than his own and accustomed to forcing his wishes and views upon others. “Six days. They should have finished it in two. Talk, talk, talk. Did you ever hear so much talk about nothing.” “I never saw a guiltier man in my life. You sat right in court and heard the same thing I did. The man’s a dangerous killer. You could see it.” “I’ve got a kid. When he was eight years old, he ran away from a fight. I saw him. I was so ashamed, I told him right out, “I’m gonna make a man out of you or I’m gonna bust you up into little pieces trying.”/Assumes the witnesses and facts presented were accurate and in the end learn he is Prejudiced due to break down with estranged son/Challenge: Recognizing that he is prejudiced based on his estranged relationship with his son.

JUROR NO. 4: Seems to be a man of wealth and position. He is a practiced speaker who presents himself well at all times. He seems to feel a little bit above the rest of the jurors. His only concern is with the facts in this case, and he is appalled at the behavior of the others. “If we’re going to discuss this case, let’s discuss the facts.” “The boy’s entire story is flimsy. He claimed he was at the movies. That’s a little ridiculous, isn’t it? He couldn’t even remember what pictures he saw.”/ Assumes the case if completely logical/Final challenge occurs when questions raised about key witness and her eye sight actually witnessing murder

JUROR NO. 5: A naive, very frightened young man who takes his obligations in this case very seriously but, who finds it difficult to speak up when his elders have the floor. “I’ve lived in a slum all my life.” “Look at it! It’s the same knife” when asked if lied: “I… I don’t know” after discussion about noise from L Train and witness claim he heard threat:“I’d like to change my vote to not guilty”/ Assumes defense attorney did his job. /changes to not guilty after issues raised on witness seeing murder/challenged when discovering witness likely did not see accused man run down stairwell

JUROR NO. 6: An honest but dull-witted man who comes upon his decisions slowly and carefully. A man who finds it difficult to create positive opinions, but who must listen to and digest and accept those opinions offered by others which appeal to him most. “I don’t know. I started to be convinced, you know, with the testimony from those people across the hall. Didn’t they say something about an argument between the father and the boy around seven o’clock that night? I mean, I can be wrong”/Assumes the evidence is not questionable./challenged when confronted by evidence that the two main witnesses likely did not see accused man murder father

JUROR NO. 7: A loud, flashy-handed salesman type who has more important things to do than to sit on a jury. He is quick to show temper, quick to form opinions on things about which he knows nothing. Is a bully and, of course, a coward. “How did you like that business about the knife? Did you ever hear a phonier story? Right. This better be fast.’ I’ve got tickets to the ballgame.” “Let’s vote now. Who knows, maybe we can all go home.” “Look at the kid’s record. At fifteen he was in reform school. He stole a car. He’s been arrested for mugging. He was picked up for knife-fighting. I think they said he stabbed somebody in the arm. This is a very fine boy?”/ Assumption: Just wants the case over

JUROR NO. 8: A quiet, thoughtful, gentle man. A man who sees all sides of every question and constantly seeks the truth. A man of strength tempered with compassion. Above all, he is a man who wants justice to be done and will fight to see that it is. “I don’t know whether I believe it or not. Maybe I don’t.” “There were eleven votes for guilty. It’s not so easy for me to raise my hand and send a boy off to die without talking about it first.” “I felt that the defense counsel never really conducted a thorough cross-examination. I mean, he was appointed by the court to defend the boy. He hardly seemed interested. Too many questions were left unasked.”/ Change Agent/ Does not assume the defense attorney did a good job nor the witnesses were believable.

JUROR NO. 9: A mild gentle old man long since defeated by life and now merely waiting to die. A man who recognizes himself for what he is and mourns the days when it would have been possible to be courageous without shielding himself behind his many years. “I don’t know that. What a terrible thing for a man to believe! Since when is dishonesty a group characteristic?” when others want to get a quick conviction: “It’s only one night. A man may die” “It takes a great deal of courage to stand alone even if you believe in something very strongly. He left the verdict up to us. He gambled for support, and I gave it to him. I want to hear more. The vote is ten to two.” “Guilty beyond a reasonable doubt. This is an important thing to remember.” Did witness hear boy yell threat: “I don’t think he could have heard it.”/ /Takes Oath seriously and wants a fair impartial jury verdict/ Is fist come forward (besides No. 8) after coming to belief the prosecution has holes and didn’t approve beyond a reasonable doubt

JUROR NO. 10 An angry, bitter man. He is man who antagonizes almost at sight. A bigot who places no values on any human life save his own, a man who has been nowhere and is going nowhere and knows it deep within him. “It’s tough to figure, isn’t it? A kid kills his father. Bing! Just like that. Well, it’s the element. They let the kids run wild. Maybe it serves ‘em right.” ”He got a fair trial, didn’t he? You know what that trial cost? He’s lucky he got it. Look, we’re all grownups here. You’re not going to tell us that we’re supposed to believe him, knowing what he is. I’ve lived among ’em all my life. You can’t believe a word they say. You know that.”/Prejudiced/Challenge: Ultimately throws in towel when others point out his extreme bigotry.

JUROR NO. 11: A refugee from Europe who has come to this country in 1941. A man who speaks with an accent and who is ashamed humble, almost subservient to the people around him, but who will honestly seek justice because he has suffered through so much injustice. “We have a responsibility. This is a remarkable thing about democracy. That we are…ummmm… what is the word…Ah, notified! That we are notified by mail to come down to this place and decide on the guilt or innocence of a man we have not known before. We have nothing to gain or lose by our verdict. This is one of the reasons why we are strong. We should not make it a personal thing”/Takes oath seriously and has concerns about the lack of solid evidence early on.

Juror NO. 12: A slick, bright advertising man who thinks of human beings in terms of percentages graphs, and polls and has no real understanding of people. He is a superficial snob, but trying to be a good fellow “I’m just thinking out loud now but it seems to me that it’s up to us to convince this gentleman (indicating NO. 8) that we’re right and he’s wrong”/Assumption that the case is solid and proven beyond doubt./challenges: questions about witnesses and then the knife angle in murder

[Mark Smith]

Mark Smith/ASSIGNMENT/Profound Ending

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Design your ending to have a profound impact.

1. What is your Profound Truth and how will it be delivered powerfully in your ending?

Any real change may come at a high cost, but worth it in the end.

2. How do your lead characters (Change Agent and Transformable Characters) come to an end in a way that represents the completed change?

Change Agent Frank Hammond gets fired.

Transformable Characters: Robert Kennedy graduates despite attempts to block him.

Tamara Brown gains a new belief in the educational system.

Principal Donald Moten gets fired opening up the school to an administration concerned about academic excellence and seeing students go on to college.

3. What are the setup/payoffs that complete in the end of this movie, giving it deep meaning? Will the principal and teachers changing grades of star players be accountable? Will Frank quit or give up before any real change occurs? Will the school district be able to squelch out any change or will the news stories and public outcry succeed in bringing change? Will Robert Kennedy and other student in the tumultuous transition stay in school or give up?

4. How are you designing it to have us see an inevitable ending and then making it surprising when it happens?

The school superintendent who has fought to hide the cheating from the public appoints a group of independent investigators who uncover the corruption that Frank has been saying all along. Though Frank is fired, the district offers him his job back. But he declines.

5. What is the Parting Image/Line that leaves us with the Profound Truth in our minds?

Frank packs up his books, and walks through the now peaceful hallways of the building as students thank him. In the background, the three high school basketball banners, which was the centerpiece of the schools hallway, are being taken down from the wall.

6. Answer the question “What I learned doing this assignment is…?” (place at top of your work).

Great to experiment with ideas, to see how different possible endings might best lead to a profound script.

[Mark Smith]

Mark Smith/ASSIGNMENT/Day 7

I learned the importance and ways to “connect” an audience to a character through relatability, intrigue, empathy and relatability

1) Tell us which characters you are going to INTENTIONALLY create a connection with the audience:

Frank Hammond

Tamara Brown

Robert Kennedy

TV Reporter

2) With each character, tell us how you’ll use each of the four ways of connecting with the audience in the first 30 minutes of the movie

.

Frank Hammond, school counselor

Relatability: Excited, Intrigued, and Nervous in New Job

Intrigue: What will Frank do when he discovers the corruption and unfairness within the school? How should he go about reporting it?

Empathy: Troubled by a bullying incident and attempted rape but feeling unable to help through the existing school system.

Likeability: Doesn’t talk down to students and truly interested in their dreams

Tamara Brown, school counselor

Relatability: Feeling upset and helpless when Principal Moten makes “passes” at her.

Intrigue: Will she stand-up with Frank against the school power structure?

Empathy: Her frustrations at the inability to bring change to the school.

Likability: Honesty and willingness to speak out against injustice

Robert Kennedy

Relatability: Student feeling powerless and helpless

Intrigue: What should he do after beat up in the “cage?’

Empathy: Picked on by other students and coaches

Likability: Kind, considerate, hard-working student trying to do it the “right way.”

TV Reporter

Relatability: Trying to do bring a spotlight to a wrong.

Intrigue: Will his efforts bring about any change?

Empathy: Doing job despite “pushback from school and news director

Likability: sincere attempt to understand the troubles of others

[Mark Smith]

Mark Smith/Day 6 Assignment:

Tell us your
Transformational Logline.

A school counselor hired to improve the educational system for underprivileged students, discovers and ultimately brings change to a corrupt school and principal focused on keeping athletes eligible for state championships and allowing the principal to steal, womanize and drives out anyone challenging him.

Tell us who the
main character will be: Frank Hammond
List out your
Mini-Movie structure, (or whatever structure you’ve chosen) for your
story.

MM#1 Inciting Incident/Call to Adventure

Frank Hammond, a school counselor accepts a new job at an South Dallas high school. He is recruited by principal Donald Moten and tasked with ensuring more students graduate and ultimately gain entry to college. He is excited, even inspired, to get back in the “trenches” to work for a noble goal.

MM#2 Locked In

Frank soon learns there is a reason the school is under performing, and Donald Moten, the school principal, who recruited him is the problem. Frank sees students who bring guns to school go unpunished – and even a gang led by a bully gets off because Moten is sleeping with the mother. Frank considers leaving but he has a home mortgage and he made a commitment to help the students. He doubts himself and wonders why he ever took the job. Frank reaches out to Principal Moten to discuss the issues, only to realize that he has now locked into Moten’s focus as a possible “bad apple.”

MM#3 Standard Ways Fail

Frank, discouraged and disappointed, meets with other teachers for drinks after work and learns that the corruption goes even deeper. That the principal has made “passes” at many of the female teachers. He’s also been stealing money from pep rallies and driving to Shreveport to gamble it away. He learns basketball players often fail to attend class but the principal pressures teachers to change grades to ensure key athletes remain eligible….The pride and job of the community are the basketball team’s three straight state championships. Frank sees that the vast academic needs and opportunities of the majority of students are overlooked – a point that conflicts with why he was hired. Unable to go forward at the high school, he reaches out to the higher-ups the school district’s superintendents.

MM#4 Plan Backfires

Despite care to avoid any confrontation with Moten or “supporting staff” who benefit by “going along, to get along,” Frank’s attempts to go through proper channels to report abuses and cheating. However, instead his effort backfires, and he becomes targeted by Moten. Frank is set up for possible discipline from Moten for reporting fraudulent grades and favoritism. Feeling lost and depressed, he is sent to Human Resources with the school district, forced to await possible discipline, isolated from other teachers and the students he had hoped to serve.

MM#5 Decision to Change

Frank realizes his “Old Ways” of “doing things by the book” are not working. He realizes the high school – even the school district – is administered by individuals who for years have downplayed flaws in the schools – even gain pay raises by whitewashing any problems. Stepping outside himself, Frank calls the local television station. He has learned that students are forced to fight in their bare underwear in fighting “cages” by coaches administering discipline. The TV reporter and Frank begin a series of stories with Frank a key source in disclosing the abuses and grade changes. The school administration and district are put on the “hot seat.”

MM#6 Ultimate Failure

Even as the media spotlight raises questions about the school, the district moves rapidly to tarnish Frank’s reputation via HR hearings to taint him as a “cheater” who attempted to change a student’s grades. Records are contrived – much like was done for athletes’ grades – and Frank is suspended and fired.

MM#7 Apparent Victory

Despite Frank’s career problems, he teams up with a TV reporter to publicize “cage” fighting at the school. This rallies support from fellow teachers/counselors wanting to transform the school and district into a reputable education system. The wave of support shows up in grade sheets and internal documents highlighting the corruption at the school and spurring public outrage. The issues force the school superintendent to hire private investigators to review the issues and conduct public hearings.

MM#8 New Status Quo

The district’s review, spurred by escalating news stories, lead to key findings including academic cheating in which the school had to give up three state basketball titles. Frank testifies at the hearing in which the district fires Principal Moten. The school district ultimately offers Frank his job back. His “New Way” has given him a self-confidence and cements his belief in the principles of fairness and belief in an educational system focused on helping all students attain true academic excellence.

[Mark Smith]

Mark Smith/Day 5 Exercise

I learned about the gradient of emotional changes, actions, challenges and weaknesses as my protagonist moves from the Old Ways to New Ways in his/her transformation:

What is the Emotional Gradient you’ll use?

My protagonist, a school counselor after accepting his new job will go through the following emotional gradient, action. challenge, and weakness sequence:

Excitement/ accepting new counseling job/learning the “ropes”/trying to gain acceptance among teaching peers

Doubt/learning the school has major ethical flaws/testing the limits of is job/among the few who disagree with the power structure

Hope/meets with others after school who express concern/expresses concerns to principal/lack of confidence tested when gets “push back” from school administration

Discouragement/faces possible discipline from principal for reporting fraudulent grades and favoritism/willingness to overcome self-doubt to not back down/fear of losing new job and lack of self-confident and peer support

Courage/reports concerns to school superintendent and testifies at hearing/has bad review and possible firing/fears lack of financial support and reputation

Triumph and loss/school is forced to change though he is fired/maintaining his self-confident despite personal attacks by those with vested interest in Old Ways of school/New Way of looking at himself in preserving his belief in the principles of fairness and basic purpose of the educational system

[Mark Smith]

Mark Smith/ 4B Assignment (Analyze Dead Poets Society)

1) is the change this movie is about? What is the Transformational Journey of this movie?

The transformational journey is where the students are exposed to the philosophy/vision of “carpe diem,” or seize the day. Keating explains that it means the students may find their own voice and may, if desire, live extraordinary lives.

2) Lead characters:

Who is the Change Agent (the one causing the change) and what makes this the right character to cause the change? English Teacher John Keating who has unique lectures and teaching style to help drive home his lesson.

Who is the Transformable Character (the one who makes the change) and what makes them the right character to deliver this profound journey? In Dead Poets Society.

Todd is quiet, lacks confidence, a conformer, who fears to speak – only, for example, agreeing to go to the Dead Poets function if he doesn’t have to talk.

What is the Oppression? The school administration that relies on a time-honored culture of conformity, and suppressing and punishing students who don’t bow down to the rigid rules and standards of the school.

3) How are we lured into the profound journey? What causes us to connect with this story? The energetic and vibrant appeal of Keating’s teaching techniques, and the excitement of the students as they begin their journey in forming the Dead Poet’s Society and being respective journeys using their free thinking to take risks and new experiences.

4) Looking at the character(s) who are changed the most, what is the profound journey? From “old ways” to “new way of being.” Identify their old way: Identify their new way at the conclusion:

Todd is probably the student who changes the most profoundly, from conformity to a character willing to be a free thinker.

5) What is the gradient the change? What steps did the Transformational Character go through as they were changing?

Todd makes a series of breakthroughs from a quiet student who tries to conform, unwilling to even speak at the first Dead Poet’s Society meeting, to being devastated by the suicide of Neil, to ultimately having the courage to stand on his desk and yell “O Captain, My Captain,” despite threats from the Headmaster.

6) How is the “old way” challenged? What beliefs are challenged that cause a main character to shift their perspective…and make the change?

The “old way” of strict adherence to the rules and conformity is challenged by the daily teachings of Keating, who stresses the importance that each of his students think and feel for themselves. The teachings are then translated into the individual storylines of the characters, including Todd and Neil.

7) What are the most profound moments of the movie?

Keating ordering students to rip out the Pritchard Scale of Poetry pages from their books

Keating initially exposing the students to “carpe diem” and its importance.

Neil going against father’s strict orders to follow his dream of acting

Neil’s suicide

Administration putting blame of Neil’s death on Keating and firing him.

Todd and students standing on desks and saying: O Captain, My Captain.

What are the most profound lines of the movie?

(Above)

8) How does the ending payoff the setups of this movie?

Even after Keating is fired, the students carry on his insightful lessons.

9) What is the Profound Truth of this movie?

Have the courage and confidence to live and think freely

[Mark Smith]

Mark Smith/ Day 4B

1. Tell us your transformational journey logline. From old ways of a corrupt, unfair and shoddy academic school where cheating to gain sports championships is applauded, to a fair and focused academic school where actual grades are earned and academic excellence is prized for all students.

2. Tell us who you think might be your Change Agent and give a few sentences about how that character fits the role. Counselor Frank Hammond Also, include:

– Their vision: Grades need to be earned and academic performance needs to be prized to prepare students for their adult life.

– Their past experience that fits that vision: Having experienced an oppressive environment at his prior job where mediocrity was accepted.

3. Tell us who you think might be your Transformable Character(s) and give a few sentences about how that character or characters fit the role. Various students whose voices were overlooked, even oppressed in a school concerned and rewarded for athletic success rather than preparing students with academic skill sets to succeed as adults.

4. Tell us who or what you think might be The Oppression and give a few sentences about how The Oppression works in your story. A school principal and school district administration that tries to thwart any attempt to change the culture of a school that has gained success through basketball championships while relegating the rest of the student body to academic mediocrity.

5. Tell us who you think might be your Betraying Character and give a few sentences about how that character fits the role. Head of Student Affairs for school district gives lip service to changing the culture of the school and the fraudulent grade transcript changes, but ultimately turns the tables and claims counselor Frank Hammond changed grade transcripts.

[Mark Smith]

Mark Smith

1) Transformational Journey: A high school counselor gains greater focus and self-confidence as a he struggles to make sense, then do his part to change a dysfunctional school to focus on the achievement of all students – not just the state championship basketball team.

2) Old Ways: A school counselor who is unchallenged, reclusive, and unfocused accepts job to work in an underprivileged school.

3) New Ways: The counselor faces a backlash of attacks – even possible loss of his job – as he learns to speak out and champion the change needed for all students, not just a select few.

[Mark Smith]

(Mark Smith)

Standing up for fairness may bring major change.

Fairness empowers everyone, not just a few select or chosen few.

THE EMBELLISHED AS-IT-HAPPENED CONFLICT

The assignment helped me step back and take a broad overview of my screenplays structure and plot…and hopefully will lead to a better, comprehensive beginning, direction, and end.

[Mark Smith]

(Mark Smith)

Stand up for fairness brings major change.

Fairness empowers everyone, not just a few select or chosen few.

THE EMBELLISHED AS-IT-HAPPENED CONFLICT

The assignment helped me step back and take a broad overview of my screenplays structure and plot…and hopefully will lead to a better, comprehensive beginning, direction, and end.

[Mark Smith]

Groundhog Day

1) Transformational Journey

TV Weatherman Phil Connors transforms while being trapped in Groundhog Day from a jaded, selfish, egotistical, insincere and cynical man, to a more giving, caring, honest – and even opens his heart to become a more loving and happier man.

For the audience: The journey through the movie helps audience experience growth, making the best of their sometimes jaded and overly similar lives by discarding selfish and cynical ways, and finding excitement and meaning while transforming to more giving, selfless people that allows them to open up their hearts to truly love.

2) Lead Characters

Change Agent: Rita, the Producer

Transformational Character: Phil Connors

Oppressor: Repetitive Groundhog Days

3) Connection with Audience

We go on this journey because we are intrigued with Phil as he struggles and tries to comprehend his daily repetitive Groundhog Day existence.

Relatability to audience:

*Bored going for the fourth year in a row to cover same story about “a rat,” audience can relate to often tedious work.

*Disdain and frustration with co-workers – or even and many others.

*Trying to find meaning in a tedious repetitive daily grind.

*Joy of learning to ice carve, play piano or learn a new language.

*Heartfelt giving and helping of others (changing tires, catching boy in tree, giving money to homeless man) bringing joy and meaning

Intrigue:

*Trapped in Groundhog Day

*Learning the limits and/or boundaries of being trapped

*The different stages and lengths in Phil quest to “win” Rita’s heart

*Rita’s different reactions to Phil’s different ploys to gain her interest, or ultimately love.

4) Old Ways Versus New Ways

Old Ways: Phil is selfish and egocentric, often jaded to the world, looking at others with disdain or a vehicle to gain what he wants.

New Ways: Phil becomes giving, loving and concerned about the thoughts of others.

5) Gradient of Change

The TRANSFORMATION: Phil must complete transformation in order to now longer be trapped in Groundhog Day.

1) Unaware and uncaring how he hurts or “turns off:” those around him.

2) Unaccepting of being trapped

3) Trying to make best of life if no tomorrow

4) Uses his special situation for self-gain, to steal money and have sex

5) Despair and hopeless, becoming unkempt and overeating

6) Frustration and anger: smashing clock, etc.

7) Attempting to escape by committing suicides without desired result

8) Broadening his personal interests spurred by pursuit of Rita, learning poetry, play piano, etc., to become a more well-rounded man

9) Slapped and humiliated when insincere with Rita

10) Opens heart to confess love to Rita

11) Begins giving to others, money to homeless man, brings coffee to crew, fixes flat tire

12) Gain Rita’s love thru sincerity and humility

Beliefs Challenged:

Phil’s focus has been completely on himself and career. In speaking with Rita, she speaks about her “perfect man” is humble, romantic and courageous, not egotistical like Phil

Despite saying and doing all the right things, Phil is unable to gain Rita’s trust and love due to a lack of sincerity.

7) And 8) Profound Moments and Dialogue

Here are a few of the Profound moments:

Despite telling Rita that her college major focused on 19^th Century French Poetry is “an incredible waste of time,” Phil ultimately studies the poetry

Rita tells Phil: “I can never love someone like you because you’ll never love anybody but yourself.”

Phil: “That’s not true. I don’t even like myself.”

Phil only has the courage to open up and tell Rita his sincere feeling while she is asleep:

“I think you are the kindest, sweetest, prettiest person I ever met in my life. I’ve never seen anyone as nice as you. The first time I saw you, something happened to me but I never told you about it. I wanted to hold you as hard as I could. I don’t deserve someone like you. But if ever I could I swear I would love you the rest of my life.”

Takes elderly homeless guy to the hospital, then learns he died. H wants to see chart…The nurse tells him that “sometimes people just die.”

Phil tries to prevent him from dying by feeding him soup and sandwich prior to the evening, but the man dies anyway.

9)Profound Ending

In an auction, Rita outbids other women, paying $339.88 for Phil, He carves her face in an ice sculpture, saying he knows her face so well. She tells him it is the best day of her life. He promises that “No matter what happens,” he is now happy.

Then he wakes up and asks “if there is anything I can do for you.” They decide to live in the little town he initially said he hated.

10) Profound Truth

Stripping outer façade of ego and selfishness, may open a person to sincerity and maybe love.

[Mark Smith]

Mark Smith:

I agree to the terms of this release form:

1. That I will keep the processes, strategies, teleconferences,

communications, lessons, and models of the MSC confidential, and that I

will NOT share any of this program either privately, with a group, posting

online, writing articles, through video or computer programming, or in any

other way that would make those processes, teleconferences,

communications, lessons, and models of the MSC available to anyone

who is not a member of this class.

2. That each writer’s work here is copyrighted and that writer is the
sole owner of that work. That includes this program which is copyrighted
by Hal Croasmun. I acknowledge that submission of an idea to this
group constitutes a claim of and the recognition of ownership of that idea.

I will keep the other writer’s ideas and writing confidential and will not

share this information with anyone without the express written permission

of the writer/owner. I will not market or even discuss this information with

anyone outside this group.

3. I also understand that many stories and ideas are similar and/or
have common themes and from time to time, two or more people can
independently and simultaneously generate the same concept or
movie idea.

4. If I have an idea that is the same as or very similar to another
group member’s idea, I’ll immediately contact Hal and present proof
that I had this idea prior to the beginning of the class. If Hal deems
them to be the same idea or close enough to cause harm to either
party, he’ll request both parties to present another concept for the
class.

5. If you don’t present proof to Hal that you have the same idea as
another person, you agree that all ideas presented to this group are
the sole ownership of the person who presented them and you will
not write or market another group member’s ideas.

6. Finally, I agree not to bring suit against anyone in this group for
any reason, unless they use a substantial portion of my copyrighted
work in a manner that is public and/or that prevents me from
marketing my script by shopping it to production companies, agents,
managers, actors, networks, studios or any other entertainment
industry organizations or people.

[Mark Smith]

Hi! I’m Mark Smith. I have worked in journalism – print and television – for the past 30 years and wanted to try my hand at screen writing. I’ve been collaborating with a fellow journalist on two different scripts, with plans for more. I’m taking the class because I realize I have a lot to learn about the craft and dynamics of screenwriting. I come in with an open mind and willingness to become transformed!

[Mark Smith]

I agree to the terms…sorry….I posted wrong item

Mark

[Mark Smith]

Groundhog Day

1) Transformational Journey

TV Weatherman Phil Connors transforms while being trapped in Groundhog Day from a jaded, selfish, egotistical, insincere and cynical man, to a more giving, caring, honest – and even opens his heart to become a more loving and happier man.

For the audience: The journey through the movie helps audience experience growth, making the best of their sometimes jaded and overly similar lives by discarding selfish and cynical ways, and finding excitement and meaning while transforming to more giving, selfless people that allows them to open up their hearts to truly love.

2) Lead Characters

Change Agent: Rita, the Producer

Transformational Character: Phil Connors

Oppressor: Repetitive Groundhog Days

3) Connection with Audience

We go on this journey because we are intrigued with Phil as he struggles and tries to comprehend his daily repetitive Groundhog Day existence.

Relatability to audience:

*Bored going for the fourth year in a row to cover same story about “a rat,” audience can relate to often tedious work.

*Disdain and frustration with co-workers – or even and many others.

*Trying to find meaning in a tedious repetitive daily grind.

*Joy of learning to ice carve, play piano or learn a new language.

*Heartfelt giving and helping of others (changing tires, catching boy in tree, giving money to homeless man) bringing joy and meaning

Intrigue:

*Trapped in Groundhog Day

*Learning the limits and/or boundaries of being trapped

*The different stages and lengths in Phil quest to “win” Rita’s heart

*Rita’s different reactions to Phil’s different ploys to gain her interest, or ultimately love.

4) Old Ways Versus New Ways

Old Ways: Phil is selfish and egocentric, often jaded to the world, looking at others with disdain or a vehicle to gain what he wants.

New Ways: Phil becomes giving, loving and concerned about the thoughts of others.

5) Gradient of Change

The TRANSFORMATION: Phil must complete transformation in order to now longer be trapped in Groundhog Day.

1) Unaware and uncaring how he hurts or “turns off:” those around him.

2) Unaccepting of being trapped

3) Trying to make best of life if no tomorrow

4) Uses his special situation for self-gain, to steal money and have sex

5) Despair and hopeless, becoming unkempt and overeating

6) Frustration and anger: smashing clock, etc.

7) Attempting to escape by committing suicides without desired result

8) Broadening his personal interests spurred by pursuit of Rita, learning poetry, play piano, etc., to become a more well-rounded man

9) Slapped and humiliated when insincere with Rita

10) Opens heart to confess love to Rita

11) Begins giving to others, money to homeless man, brings coffee to crew, fixes flat tire

12) Gain Rita’s love thru sincerity and humility

Beliefs Challenged:

Phil’s focus has been completely on himself and career. In speaking with Rita, she speaks about her “perfect man” is humble, romantic and courageous, not egotistical like Phil

Despite saying and doing all the right things, Phil is unable to gain Rita’s trust and love due to a lack of sincerity.

7) And 8) Profound Moments and Dialogue

Here are a few of the Profound moments:

Despite telling Rita that her college major focused on 19^th Century French Poetry is “an incredible waste of time,” Phil ultimately studies the poetry

Rita tells Phil: “I can never love someone like you because you’ll never love anybody but yourself.”

Phil: “That’s not true. I don’t even like myself.”

Phil only has the courage to open up and tell Rita his sincere feeling while she is asleep:

“I think you are the kindest, sweetest, prettiest person I ever met in my life. I’ve never seen anyone as nice as you. The first time I saw you, something happened to me but I never told you about it. I wanted to hold you as hard as I could. I don’t deserve someone like you. But if ever I could I swear I would love you the rest of my life.”

Takes elderly homeless guy to the hospital, then learns he died. H wants to see chart…The nurse tells him that “sometimes people just die.”

Phil tries to prevent him from dying by feeding him soup and sandwich prior to the evening, but the man dies anyway.

9)Profound Ending

In an auction, Rita outbids other women, paying $339.88 for Phil, He carves her face in an ice sculpture, saying he knows her face so well. She tells him it is the best day of her life. He promises that “No matter what happens,” he is now happy.

Then he wakes up and asks “if there is anything I can do for you.” They decide to live in the little town he initially said he hated.

10) Profound Truth

Stripping outer façade of ego and selfishness, may open a person to sincerity and maybe love.