After watching the assigned movie and T.V. shows, I was so intrigued by Holmes' science of deduction that I knew I had to work with a story that accurately narrates the conventions of the detective and the detective genre. I wanted my audience to get a feel of how fast Holmes can deduce possible conclusions to problems that otherwise seem unsolvable. Hence, for the RIP seminar, my group members and I decided to do a skit based on Doyle's short story The Red- Headed League. We knew that the students of Writing 39B would not be engaged enough if we presented a powerpoint or a prezi to them. Thus, we targeted our audience by adding a hint of comedy to Doyle's classic detective story.
I played an important role in the skit by being the narrator. To make sure that our audience was following along, I asked them questions in between scenes about the main detective genre convention they had just seen my group members act out. Even though most of the audience was shy, I did get some correct responses to the questions. Also, so that the audience would have an idea of our story's setting, we added backdrops to portray the locations of various scenes from The Red- Headed League. From my particular part, I learned that a narrator of a skit has to be very encouraging so that the audience is motivated to answer questions if asked.
Before going on stage on the night of the presentation, all of my group members met to practice the skit several times. All five of us, dressed in formal attire, were ready to showcase what we had been working on for the past two weeks. The skit went well as our audience seemed to enjoy it very much. More importantly, we succeeded in making sure that the students from Writing 39B remembered the four conventions of the detective genre, which are that the detective story is transitory, intellectual, recreational and has a limited structure.
The process of collaboration made me realize that each group member needs to be willing to contribute to the group effort in order for a remarkable end product. Luckily, all of my group members showed responsibility for their individual as well as the group parts of the skit.
*Below is the dialogue of our skit from The Red- Headed League
I played an important role in the skit by being the narrator. To make sure that our audience was following along, I asked them questions in between scenes about the main detective genre convention they had just seen my group members act out. Even though most of the audience was shy, I did get some correct responses to the questions. Also, so that the audience would have an idea of our story's setting, we added backdrops to portray the locations of various scenes from The Red- Headed League. From my particular part, I learned that a narrator of a skit has to be very encouraging so that the audience is motivated to answer questions if asked.
Before going on stage on the night of the presentation, all of my group members met to practice the skit several times. All five of us, dressed in formal attire, were ready to showcase what we had been working on for the past two weeks. The skit went well as our audience seemed to enjoy it very much. More importantly, we succeeded in making sure that the students from Writing 39B remembered the four conventions of the detective genre, which are that the detective story is transitory, intellectual, recreational and has a limited structure.
The process of collaboration made me realize that each group member needs to be willing to contribute to the group effort in order for a remarkable end product. Luckily, all of my group members showed responsibility for their individual as well as the group parts of the skit.
*Below is the dialogue of our skit from The Red- Headed League
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Writing 39B presentations: After watching the presentations from the students of Writing 39B class, I was able to clearly depict the conventions of horror genre in each video. Every single video captured some element of scary background music, dark lighting, props and iconography. I enjoyed watching the short films because not only did they serve a recreational medium, they also illustrated a moral at the end. For example, in Eye for an Eye, the audience was compelled to sympathize with the female lead because she had been tortured so many times by her male lead. Contrastingly, she was also the villain who tormented her boyfriend.
The films very well produced and very detailed and Writing 37 as a whole seemed to liked them a lot. The horror genre is definitely very different from the detective genre which does not try to teach you any lessons at the end of a story.
The films very well produced and very detailed and Writing 37 as a whole seemed to liked them a lot. The horror genre is definitely very different from the detective genre which does not try to teach you any lessons at the end of a story.