A Guide to this Blog

Showing posts with label The Lost Boys. Show all posts
Showing posts with label The Lost Boys. Show all posts

Saturday, April 6, 2019

Dracula Term 2: Texts, Culture and Value

At the start of the year I consolidated the first term's lessons for a revised unit of work focused on Dracula for the Year 11 Extension English 1 module Texts, Culture and Value. This first term focuses on Dracula itself, an introduction to important contextual information for study, and interacting with academic paratext to build a level of understanding suitable to an Extension English context (and hopefully prepare students for university-level study!).

In continuation of this, the second term of the module addresses a modern text (The Lost Boys) and introduces material that supports students in their undertaking of the Related Project. Without further waffle, here's the resources for the term in a single document for easy access:
And here's the associated PowerPoint, some of which was adapted from ideas shared by Eva Mayes in mETAphor Issue 2, 2012, in the article 'The Language of Comparison' (hence why the PPT is mislabelled - a fair bit of it has been changed from the original DoE document that was initially shared with me):
And the two video clips referenced in the program:




As stated in the previous blog, the main document is designed to be printed as a booklet and given to each student. There's a section in the front of the booklet that explains how each of the resources work. It's more for the teacher but it doesn't hurt for the students to see it and track their progress. The document also includes a formal assessment task (the Related Project) and an informal assessment task (a proposal for the Related Project presented in viva voce form). You can teach the whole unit as it is, or pull it apart and use bits and pieces, rewrite stuff from it, etc.  

A reiteration of the caveats I mentioned last time too:
  • The module has been designed from a place of non-assumption; that is to say, everything is laid out for the students as if they are coming to everything in this for the first time because, well, they probably are. Some material has also been included to build skills that should assist students in their HSC year (without touching any of the HSC content, of course).
  • One of the larger parts of the booklet is the Study Guide to The Lost Boys (Resource 3-1). I've posted an earlier version of this document on this blog before but the version in the updated module now includes student questions in the analysis column. I don't expect students to answer every question but, as a form of differentiation, students should aim to answer at least one question per page. 
  • The readings included are mostly extracts sourced from online. Sources have been included on all of these except for one. The one with no author attributed to it was written by myself, adapted from a review I wrote in a previous life as a film reviewer. I've included each of the readings here because, as you'll probably already know, things on the internet have a tendency to disappear sometimes! Incidentally, if you're reading this and happen to be the author of one of these online pieces and would like it removed from this not-for-profit educational document then please just let me know and I'll take it out.
If you have any questions please fee free to contact me by commenting below, or using the email address in the booklet.

Thursday, November 29, 2018

Dracula and Extension English 1

Artist's impression of teacher at the end of the school year.
Hi! It's 2018 and I'm presenting at this year's English Teacher's Association on a few things, including the use of Bram Stoker's Dracula as the key text for the Year 11 Extension English 1 course. Here is a copy of the PowerPoint for this session:
A quick caveat: I'm no expert when it comes to Extension English 1 but, having just finished teaching the Year 11 Texts, Culture and Value module, I do have some resources and ideas to share and that's what this blog post represents. 

Here are the resources handed out in the session: 
And here are some additional resources touched on in the session:
Enjoy! 

Saturday, May 12, 2018

The Lost Boys: A Study Guide

Kylo Ren in his teenage days...
The Lost Boys is a perfect companion to Dracula for use in the Preliminary English Extension 1 Text, Culture and Value module, in that it both parallels and offers alternatives to Bram Stoker's seminal text. Below is a study guide resource that can be used to support teaching The Lost Boys.

The first section of the guide provides a Cast of Characters that will assist students in establishing who's who in the film. There are essentially 9 characters of note (10 if you want to count the rest of David's gang as a single character).
  • Michael: The protagonist.
  • Sam: The deuteragonist (secondary protagonist) and Michael's younger brother.
  • Lucy: Their mother. Note: her name has deliberately been borrowed from Dracula.
  • Star: Michael's love interest.
  • David: The antagonist and leader of the 'Lost Boys' gang.
  • Grandpa: Lucy's father.
  • Edgar and Alan Frog: Supporting characters; they are the film's equivalent of Dracula's 'Van Helsing' character.
  • Max: Lucy's love interest and quite a significant character in the film's climactic scenes.
  • The Lost Boys: David's gang of vampires.
Also featured in the film but not mentioned in the document are:
  • Laddie: A boy vampire and companion to Star.
  • The Surf Nazis: A local (non-vampire) gang that the Lost Boys feud with throughout the film.
  • Nanook: Sam and Michael's dog.
  • Thorn: Max's dog. 
The rest of the study guide looks at the film by providing a series of sample shots with accompanying analysis. I've arbitrarily broken the film into 8 sections (a prologue and seven 'chapters') to help students think of the plot elements in regards to the narrative. The analysis is unpacked in the following fashion:
  • Example - a shot that can be analysed in reference to the module.
  • Description, Techniques - describing what is happening in the shot and what techniques have bee used to communicate ideas to the audience.
  • Context, Values - subsequent analysis linked to the film's context both in terms of the vampire myth (Dracula) and its own time/place. In addition, where possible, the film's communication of key values is identified as well.
Example 1
Description, Techniques: Camera pans up as David walks out of the mist between disaffected teenagers riding the merry-go-round. Note his scruffiness, swaggering body language, and the cigarette behind the ear.

Context, Values: David and the other Lost Boys move between the static horses on the merry-go-round, which establishes how they don't quite fit in with other teenagers. David stops at a girlfriend of another local hoodlum and caresses her, echoing the mesmeric effect that Count Dracula and the Weird Sisters have on characters in Dracula. This sequence (and his costume) also demonstrates that David is not bound by social conventions attached to other people.

Example 2
Description, Techniques: Michael struggles to wake up in the morning and now needs sunglasses to protect his eyes against the sunlight. To an outsider he seems hungover, and the idea of teenage surliness in the morning becomes an allegory for his transformation into a vampire.

Context, Values: Note that Michael now has his ear pierced - symbolising his rebellion against adult-enforced gender norms. Sam asks Michael, "Are you freebasing?", a reference to doing cocaine and an echo of the words that many anxious parents ask sullen teenage boys exhibiting drastic changes in behaviour. In this case, as with previous examples, Michael's anti-social behaviour is in reality a result of vampirism. This is exemplified further when Michael is rude to his grandfather.

Resource: the full Study Guide can be found here.

This Looper-created video above is also helpful for providing some analysis of the film's context and how this shaped its representation of the era's values. Not all of the video will be completely relevant but students may still find it of interest. 

Sunday, April 29, 2018

The Lost Boys - Critical Readings

I'm currently in the midst of teaching Bram Stoker's Dracula for Preliminary HSC Extension English 1 as part of the module Texts, Culture and Value and really enjoying it. At the crux of the course is the idea of exploring a key text (in this case, Dracula) and the subsequent reiterations of its ideas in other media and contexts. For most of Term 1 my class looked at Dracula and a range of critical readings that deal with the vampire myth promulgated by Stoker's text. Finding academic texts related to Dracula wasn't difficult, in fact - the difficult part is sifting through the muck to find those two or three diamonds that fit my educational context and aren't going to just leave my students feeling confused. 

The tricky part is looking at a text that parallels, challenges or offers alternatives to the key text. Vampires are everywhere in our culture, and I settled on the 1987 film The Lost Boys as a different enough take that comes with its own set of values, but then finding some non-fiction writing that explored these values was the harder part.  

Two good ones that present very different interpretations on the film can be found here:


Here's another piece that discusses the way the film uses vampires to explore the values of its time:

The Lost Boys as Dark Future: The Anxieties of the 1980s Immortalised

The film's prologue plays out like a silent film with its minimal dialogue, broad action conveyed through body language, and self-contained narrative. It also acts as a summary of one of the film's overarching themes; society's increasing fear of wayward youth, exemplified by this sequences's depiction of David's gangs of 'Lost Boys' as violent, animalistic, scruffy, uncontrollable, and (with their long hair, piercings, and midriff-baring tanktops) somewhat gender-fluid.

The anxiety of the older generation had been on the rise ever since teens had emerged in the 1950s with an explosion of motorbikes, leather jackets, rock 'n' roll, and the apathetic retort of "what have you got?" when asked what they were, exactly, rebelling against. In the 1980s this fear hit an all new high with the skyrocketing divorce rates of America's post-feminist landscape provoking increased concern over the demise of the traditional family structure. Suddenly youth culture never seemed more dangerous.

Lucy and her two sons, Michael and Sam, arrive in Santa Carla (the supposed 'murder capital' of the world), in a freshly father-free state. Mention is made of an unpleasant separation and neither boy  seems overly concerned with the absence of their dad, though both seem resentful of having to move in with their Grandpa. The film's theme of disaffected youth becomes amplified during the opening credits as the viewer is treated to a montage of unkempt and nameless teenagers lazily holding up walls while smoking cigarettes and aggressively gazing off into the middle of nowhere. This is quickly followed by some shots of a wall plastered in a multitude of missing posters - a sad but familiar sight to Americans living in the Reagan era with ubiquitous materialistic pressure and rising crime rates.

By night, Santa Carla transforms into a heaving mass of teenage flesh, hundreds of bodies pressing against each other in an insatiable urge to party while a muscular chain-wearing saxophonist gyrates suggestively on a stage. It's a mildly disturbing sight, perhaps for all the wrong reasons, but the sexual undertones are made obvious enough to highlight every parent's worst nightmare regarding letting their teenage kids out at night. It's all too much for Michael and he becomes mesmerised by Star, a homeless girl with mysterious connections to the Lost Boys. In the words of his younger brother, he is now at the mercy of his sex glands.

From here, Michael is lured into David's gang of vampires through a series of initiation rites that mimic the bonding rituals of teenage boys. Step by step, David pushes Michael closer to becoming a vampire - testing his resolve in an allegorical fashion that demonstrates the seductive power of peer pressure. Michael is unable to resist and he becomes a vampire. He gets his ear pierced and, much to the annoyance of his mother, begins wearing sunglasses inside. (This is where divorce will lead you! Your kid will become a vampire!) The relationship between mother and son becomes strained, and the distance between them grows as Michael becomes closer with David and Star.

Nearly every element in The Lost Boys can be seen as reflective of the breakdown of the nuclear family. The Lost Boys are the metaphorical forgotten boys of parents no longer able to able to provide guidance or responsible supervision; a twisted take on the Peter Pan narrative that sees David and his crew taking great delight in flying from victim in exchange for staying young forever. When local video store owner Max comes on the scene as a potential suitor for Lucy, her younger son Sam becomes obsessed with trying to prove that the man is a vampire, an allegory for the resent felt by children for adults who seek to replace their absent parents. The idea of the blended family - a unit made up of two single parents and their own sets of kids - is revealed as the ultimate horror in the film's final scenes. And the role of Grandpa in saving the day at the very end of the film also demonstrates the shifting nature of the family unit, with those in extended family roles now playing a bigger part in the lives of their children - helping to care for their grandchildren while single parents work to make ends meet.

As far as new takes on the vampire myth go, The Lost Boys provides a new perspective that represents the concerns of its time. David both adheres to an subverts the conventions associated with the vampire, providing the gender-fluid mesmerism of Count Dracula whilst subverting the stoic nature of such a character. These 1980s vampires are immortalised in teenage form, and so it makes perfect sense for the Lost Boys to seek nothing more than to party every night and revel in being forever young. The seductive nature of this lifestyle is understandable and makes it easy for the audience to buy into Michael's quick transformation. 

What's less palatable, however, is the idea that a single parent automatically seals the fate of their children as doomed figures. The fact that Michael's redemption at the film's end primarily comes thanks to the intervention of his younger brother and grandfather speaks volumes about the filmmakers' lack of faith in the ability of teenagers to advocate for themselves in this bold landscape of crumbling morality. Lucy's resignation to becoming undead when faced with the threat of vampirism is also similarly problematic.

The above reading is provided here as a PDF. Students can read this as a 'primer' before watching the film so that they might actively look out for particular values and ideas while they watch.