CIN109 Film Journal: Ex Machina

For the American Cinema class I teach, I ask students to keep a film journal of recently watched movies. I decided to keep one as well in the spring. I will post the entries as times go on.

Film #1: Ex Machina, 2015

  • This was probably the best film I saw all summer. It took me awhile to really break down my thoughts on it, but then I realized that this film is arguably a long treatsie on how we, and especially men, are socialized to think about women and their agency.

  • I think a strong argument can be made that we are socialized to think of women as a form of, in a modern sense, manipulatable artificial intelligence. Women are often thought of as infantile, silly, and superficial. In my LIT208 class, we read a lot of essays about suffrage where men, and some women, argue against women voting (and being educated too) because they are not bright enough or "made" for it. Some even go as far as to say that women will just vote with their feelings and could be manipulated easily (men definitely never are though!).

  • But real women are not an AI that can be reprogrammed. A few years ago, I taught Ira Levin's novel The Stepford Wives in my LIT206 class. We had a fantastic discussion of the novel that was based around how society often, at the same time, puts women on pedestals but also thinks of them as manipulatable objects. The film adaptation of Levin's novel (the first one, not the more recent one) highlights this rather well. Alongside of this we had read some of Freud's writing about women's sexuality and his fear of women having agency. This film really shows those fears of agency quite well. The AI protagonist in this film is able to manipulate the men in the film because they think if they help her, they will get something out of it. She then uses them, leaves, and gets what she wants without them.

What I Am Up To This Semester

I am hoping for a fairly quiet spring semester. Last spring was quite hectic because I am travelling between campuses two days a week and that, combined with lots of bad weather, really strained my patience and stamina as time went on.

  • I should have news on this year's edition of ThatCamp Community College very soon. We are looking at a date in March. Stay tuned.

  • This semester I am teaching my normal compliment of composition courses plus Women's Literature, which I taught last year as well, and American Cinema, which is not a new course but I have never taught it before.

  • My Office hours for the spring semester:

    • Monday 1130-1230 Laurel Hall

    • Tuesday 1000-1100 Parker 413B

    • Wednesday 0830-0930 Laurel Hall

    • Thursday 1000-1100 Parker 413B

    • Friday 0830-0930 Laurel Hall

  • On campus I will continue to work on the honours program committee. We are hoping to have honours classes running for fall 2015. I am also chairing the International Studies assessments this semester.

  • I will be down at Stockton for the Literature program party. I am hoping to meet up with many of our alums from BCC during the day.

The 20% Project

One of the successful projects I had my students do this year was what I referred to as the "20% Project." Modelled after what Google does with their employees, I had students work on a long term project for the entire semester. We would take six or seven (roughly 20%) of the course as time to work on the project n class. I gave student generic options like building timelines, creating audiobooks, editing Wikipedia pages, and other projects like it. Some students took on other project ideas and really embraced the open ended nature of the assignment. Many worked in groups, but handfuls worked alone. A few in each class chose to do more extended, research based, papers.

A group did a timeline on the origins of hell during Dante's lifetime.

Another group did a timeline of portrayals of Irene Adler over the years.

A group created a Wikipedia page for film-maker Janus Metz Pederson.

At the end of the semester, I required students to write brief reflective essays about the experience of creating their project. Many wrote very thoughtful essays that really proved to me what a great idea this is for literature courses. There is only a certain amount of papers you can write before it is numbing and boring. As one of my favorite students often says, when am I going to write a paper on my job? However, you might need to create a digital project at some point or at least need the skills learned from doing one in some way or form. With that said, here are some of my students comments about doing their projects:

  • "I learned more about this subject doing this timeline than I ever would writing a paper"
  • "This was the best assignment I have ever done. Why don't more teachers do assignments like this?"
  • "I appreciated a professor trusting us with our own thoughts and ideas instead of telling us what to do."

Another student wrote that their project helped them deal with abuse issues from their past.Their project focused on how women are gendered and the assumptions made about their docility and "nature," which related to experiences she had tried to escape and overcome in her own life.

There were naysayers to these projects on my campus. Some asked "why not just write a paper about that?" I think the above comments show what a short sighted attitude that is. We are educators to not only teach the craft of writing, but prepare students for the vaunted "real world" people often point to when students do something negative. To prepare them properly for the post academic world, they need a lot more skills than writing a proper introduction to a paper. That will not get you a job.

This semester my Women's Literature course will be creating bibliographies for the writers we are reading this semester.

What I Am Doing In The Spring Of 2014

Perhaps the most exciting aspect of the new semester is that I am teaching two new courses. Masterpieces of World Literature II meets on Tuesday and Thursday mornings. Women In Literature meets on Thursdays only, but over on our Pemberton campus, which means I have to travel between campuses. So a few of my colleagues could teach new classes as well, I was willing to do that for this semester as they have in the past.

I am also teaching my normal assortment of composition courses. I am doing a bit on an overhaul on Composition II and may blog about that as time goes on.

EOffice hours are Wednesdays at 8pm to 9pm. I will be available on Skype and a few IM apps.

Here at BCC we will be doing ThatCamp Community College at the end of March. I am really looking forward to this and the committee I have been working with has been great.

I will be heading down to Stockton in April for the annual Lit/Lang Bash. I am hoping to meet up with some of our BCC alumni that day as well.

I can also announce that I will be giving a paper at Buffy To Batgirl: Women & Gender In Science Fiction, Fantasy and Comics at Rutgers in May.