Big Question (大きな質問) How can anime be used to teach the elements of literature?

Big Question (大きな質問)

• How can anime be used to teach the elements of literature?

Thesis (論文)

• There are many ways to teach the elements of literature and other subjects to others by using anime.

語彙!…Otaku Words!

• Anime n: Japanese animation

• Manga n: Japanese comics

• Otaku n: A person with obsessive interests, particularly anime, manga, and video games.

• Bishounen n: Pretty boy

• Bishoujo n: Beautiful girl. Sometimes shortened to "bijo"

• Shoujo- Genre of anime target on girls

• Shounen-Genre of anime target on boys

What is Anime?

• Anime, like manga, is extremely popular in Japan and well known throughout the world. Distributors can release anime via television broadcasts, directly to video, or theatrically, as well as online.

• Both hand-drawn and computer animated anime exist. It is used in television series, films, video, video games, commercials, and internet-based releases, and represents most, if not all, genres of fiction.

• Anime began at the start of the 20th century, when Japanese filmmakers experimented with the animation techniques also pioneered in France, Germany, the United States, and Russia. The oldest known anime in existence was screened in 1917 - a two minute clip of a samurai trying to test a new sword on his target, only to suffer defeat.

• Like all animation, the production processes of storyboarding, voice acting, character design, cel production and so on still apply. With improvements in computer technology, computer animation increased the efficiency of the whole production process.

What is the Elements of Literature?

The Elements of Literature

• According to Buzzle.com, Literature is a reflection of the society. A writer appeals to our feelings, emotions through elements of literature.

Examples of the Elements of Literature

• "Structure" includes all the elements in a story. The final objective is to see the story as a whole and to become aware of how the parts are put together to produce a unified effect.

• ELEMENTS OF PLOT  

• All fiction is based on conflict and this conflict is presented in a structured format called PLOT. Exposition The introductory material which gives the setting, creates the tone, presents the characters, and presents other facts necessary to understanding the story.

• Foreshadowing The use of hints or clues to suggest what will happen later in the story.Inciting Force The event or character that triggers the conflict.

• Conflict The essence of fiction. It creates plot. The conflicts we encounter can usually be identified as one of four kinds. (Man versus…Man, Nature, Society, or Self)

• Rising Action A series of events that builds from the conflict. It begins with the inciting force and ends with the climax.

• Crisis The conflict reaches a turning point. At this point the opposing forces in the story meet and the conflict becomes most intense. The crisis occurs before or at the same time as the climax.

• Climax The climax is the result of the crisis. It is the high point of the story for the reader. Frequently, it is the moment of the highest interest and greatest emotion. The point at which the outcome of the conflict can be predicted.

• Falling Action The events after the climax which close the story.

• Resolution (Denouement) Rounds out and concludes the action.

• CHARACTERIZATION

• MAJOR CHARACTERS Almost always round or three-dimensional characters. They have good and bad qualities. Their goals, ambitions and values change. A round character changes as a result of what happens to him or her. A character who changes inside as a result of what happens to him is referred to in literature as a DYNAMIC character. A dynamic character grows or progresses to a higher level of understanding in the course of the story. Protagonist The main character in the storyAntagonist The character or force that opposes the protagonist.Foil A character who provides a contrast to the protagonist.MINOR CHARACTERS Almost always flat or two-dimensional characters. They have only one or two striking qualities. Their predominant quality is not balanced by an opposite quality. They are usually all good or all bad. Such characters can be interesting or amusing in their own right, but they lack depth. Flat characters are sometimes referred to as STATIC characters because they do not change in the course of the story. POINT OF VIEW

• First Person The narrator is a character in the story who can reveal only personal thoughts and feelings and what he or she sees and is told by other characters. He can’t tell us thoughts of other characters.

• Third-Person Objective The narrator is an outsider who can report only what he or she sees and hears. This narrator can tell us what is happening, but he can’t tell us the thoughts of the characters.

• Third-Person Limited The narrator is an outsider who sees into the mind of one of the characters.

• Omniscient  The narrator is an all-knowing outsider who can enter the minds of more than one of the characters.

Examples of the Elements of Literature (continue)

•  CONFLICT

• Conflict is the essence of fiction. It creates plot. The conflicts we encounter can usually be identified as one of four kinds. Man versus Man Conflict that pits one person against another.

• Man versus Nature A run-in with the forces of nature. On the one hand, it expresses the insignificance of a single human life in the cosmic scheme of things. On the other hand, it tests the limits of a person’s strength and will to live.

• Man versus Society The values and customs by which everyone else lives are being challenged. The character may come to an untimely end as a result of his or her own convictions. The character may, on the other hand, bring others around to a sympathetic point of view, or it may be decided that society was right after all.

• Man versus Self Internal conflict. Not all conflict involves other people. Sometimes people are their own worst enemies. An internal conflict is a good test of a character’s values. Does he give in to temptation or rise above it? Does he demand the most from himself or settle for something less? Does he even bother to struggle? The internal conflicts of a character and how they are resolved are good clues to the character’s inner strength.

• Often, more than one kind of conflict is taking place at the same time. In every case, however, the existence of conflict enhances the reader’s understanding of a character and creates the suspense and interest that make you want to continue reading. FORESHADOWING

• An author’s use of hints or clues to suggest events that will occur later in the story. Not all foreshadowing is obvious. Frequently, future events are merely hinted at through dialogue, description, or the attitudes and reactions of the characters.

• Foreshadowing frequently serves two purposes. It builds suspense by raising questions that encourage the reader to go on and find out more about the event that is being foreshadowed. Foreshadowing is also a means of making a narrative more believable by partially preparing the reader for events which are to follow.IRONY  

• Irony is the contrast between what is expected or what appears to be and what actually is. Verbal Irony The contrast between what is said and what is actually meant.

• Irony of Situation This refers to a happening that is the opposite of what is expected or intended.

• Dramatic Irony This occurs when the audience or reader knows more than the characters know.

• TONE/MOOD

• Tone The author’s attitude, stated or implied, toward a subject. Some possible attitudes are pessimism, optimism, earnestness, seriousness, bitterness, humorous, and joyful. An author’s tone can be revealed through choice of words and details.

• Mood  The climate of  feeling in a literary work. The choice of setting, objects, details, images, and words all contribute towards creating a specific mood. For example, an author may create a mood of mystery around a character or setting but may treat that character or setting in an ironic, serious, or humorous tone

• SYMBOLISM A person, place or object which has a meaning in itself but suggests other meanings as well. Things, characters and actions can be symbols. Anything that suggests a meaning beyond the obvious. Some symbols are conventional, generally meaning the same thing to all readers.  For example: bright sunshine symbolizes goodness and water is a symbolic cleanser.

Examples of the Elements of Literature (continue)

• THEME

• The main idea or underlying meaning of a literary work. A theme may be stated or implied. Theme differs from the subject or topic of a literary work in that it involves a statement or opinion about the topic. Not every literary work has a theme. Themes may be major or minor. A major theme is an idea the author returns to time and again. It becomes one of the most important ideas in the story. Minor themes are ideas that may appear from time to time.

• It is important to recognize the difference between the theme of a literary work and the subject of a literary work. The subject is the topic on which an author has chosen to write. The theme, however, makes some statement about or expresses some opinion on that topic. For example, the subject of a story might be war while the theme might be the idea that war is useless.

• Four ways in which an author can express themes are as follows:

• 1. Themes are expressed and emphasized by the way the author makes us feel.. By sharing feelings of the main character you also share the ideas that go through his mind.

• 2. Themes are presented in thoughts and conversations. Authors put words in their character’s mouths only for good reasons. One of these is to develop a story’s themes. The things a person says are much on their mind. Look for thoughts that are repeated throughout the story.

• 3. Themes are suggested through the characters. The main character usually illustrates the most important theme of the story. A good way to get at this theme is to ask yourself the question, what does the main character learn in the course of the story?

• 4. The actions or events in the story are used to suggest theme. People naturally express ideas and feelings through their actions. One thing authors think about is what an action will "say". In other words, how will the action express an idea or theme?

• IMAGERY: Language that appeals to the senses. Descriptions of people or objects stated in terms of our senses. FIGURATIVE LANGUAGE

• Whenever you describe something by comparing it with something else, you are using figurative language. Any language that goes beyond the literal meaning of words in order to furnish new effects or fresh insights into an idea or a subject. The most common figures of speech are simile, metaphor, and alliteration.

• Simile A figure of speech which involves a direct comparison between two unlike things, usually with the words like or as. Example: The muscles on his brawny arms are strong as iron bands.

• Metaphor A figure of speech which involves an implied comparison between two relatively unlike things using a form of be. The comparison is not announced by like or as. Example: The road was a ribbon of moonlight.

• Alliteration Repeated consonant sounds occurring at the beginning of words or within words. Alliteration is used to create melody, establish mood, call attention to important words, and point out similarities and contrasts. Example: wide-eyed and wondering while we wait for others to waken.

• Personification A figure of speech which gives the qualities of a person to an animal, an object, or an idea. It is a comparison which the author uses to show something in an entirely new light, to communicate a certain feeling or attitude towards it and to control the way a reader perceives it. Example: a brave handsome brute fell with a creaking rending cry--the author is giving a tree human qualities.

• Onomatopoeia The use of words that mimic sounds. They appeal to our sense of hearing and they help bring a description to life. A string of syllables the author has made up to represent the way a sound really sounds. Example: Caarackle!

• Hyperbole An exaggerated statement used to heighten effect. It is not used to mislead the reader, but to emphasize a point. Example: She’s said so on several million occasions

Examples of Elements of Literature (My Version)

How can anime be used in teaching elements of literacy?

• Anime is a medium for telling a story by using graphic or illustration to explained visual media is simply easier than print.

• With anime or film, one must merely show the subject matter, and all of the background information is presented clear as language barriers, or intellectual barriers are blend with images.  This is a huge benefit to the storyteller.

• According to Professor Levi and Professor Condry, the writers of “Anime: Annotated Filmography for Use in the Classroom.” and “Teaching tool in Teaching anime: Exploring a Transmedia Movement” Some teachers and those teaching about drama or film often prefer to deal with anime less as cultural artifacts than as works of art or literature, to have their students focus on the more universal themes and story-telling devices that emerge in anime.

• Anime are an indigenous product with their own literary history and traditions.

• Teachers who use the hero’s journey model to discuss story-telling often find anime a great tool because of universal elements they often contain and also the smaller but culturally significant differences. Japanese heroes fulfill their quests most often involve relationships, friends, family or other form of grouping.

Theme

• Theme: Fullmetal Alchemist (Hagane no Renkinjutsushi) By Hiromu Arakawa

• “Humankind cannot gain anything without first giving something in return. To obtain, something of equal value must be lost. That is alchemy's first law of Equivalent Exchange. In those days, we really believed that to be the world's one, and only truth.”(Alphonse Elric, episode 2-41) The Elrics’ brother travel together to find the legendary philosopher stone to get their body part back. At the end of the series, Edward sacrifices his body in exchange for his younger brother body.

Plot

• Plot: Naruto By Masashi Kishimoto

• “I never give up... I never go back on my word... That’s the way of the ninja!” (Naruto, Volume 1). A teenage ninja who want to be a chief of his village, try to find the ways to bring his friend back from the dark side, and protect his village. This anime shows a great plot and character. Each characters had their own problems that impact their lives. The main character go through hard time to get people to acknowledge him and finally his own village recognize him.

Setting

• Setting: Amatsuki By Shinobu Takayama

• This series is take place in Modern day Japan, The Main Character fails his history class, is sent to a high-tech history museum that virtually recreates the Edo period to do make-up work. However, what was supposed to be a simple school project becomes much more complicated when he's attacked by two supernatural beings known as "the nue" and "the yakou" and loses the vision in his left eye. After he's saved from the nue by a girl named Kuchiha, he realizes that he's no longer wearing the simulation goggles, and is trapped in the virtual Edo.

Point of View

• Point of view:  Death Note By Tsugumi Ohba

• This anime is a great example of using point of view, because everyone from this series often think about the tactics that save them from being a victim of each other. The main characters try to save himself from the polices, his family and friends. The polices also try to save themselves from the main characters.

Foreshadowing

• Foreshadowing: Detective Conan By Gosho Oyama

• Like in Sherlock Holmes story, the anime leave the evidences and clues for the reader or the viewer to predict what will happen and who was the real culprit of the case. The main character must find the way to turn him back to his original self.

Conflicts

• Conflict: Naruto Hurricane Chronicle (Naruto Shippuuden) By Masashi Kishimoto

• This series is full of conflicts in every episodes and chapters. The main character go through hard time to find the way to make people recognize him as a human being. His teammate who is also his rival, turn himself into a dark side for power to get revenge. Two years passed from the first part and the hero of the story came back with more power and will to save his friend.

• “he's the person that, more than anyone else, accepted me and my existence. Sasuke is my friend... and he represents bonds that I waited so long to receive…If my arms get ripped off, I'll just kick him to death. If my legs get ripped off, I'll just bite him to death. If my head gets ripped off, I'll just stare him to death, and if my eyes get ripped out I'll just curse him to death. Even if it means getting torn into pieces, I'm going to take Sasuke back from Orochimaru no matter what!“ (Naruto Hurricane Chronicle).

Interview with my Topic Expert: Richard Krencius

• “Like many people in their mid twenties, I grew up watching the little scraps of anime that would play on the Sci-fi channel in the middle of the night:  Iria:  Zeiram the Animation Galaxy Express 999 Vampire Hunter D...heavily censored, and so on.

• While I was in high school, Cartoon Network started the programing block 'Toonami' and began running titles such as Cowboy Bebop and Gundam Wing.  I absorbed these, but was ultimately too poor to purchase anime, so there wasn't much to do about it. This all started changing in my freshman year of college, when peer-to-peer file transfer started gaining ground over the much less convenient ftp, and audio/video compression became more efficient.  I was now able to download entire series of fansubs or even dvd-rips for my viewing pleasure.  I continued doing this after college, though I avoided and social links to the community, mainly do to the 'otaku' reputation which I won't go into here. Eventually I gave in, and attended ‘Anizona 3’...though the convention itself wasn't spectacular, I met many fun people, and joined a couple of local organizations.  From there, I met the directors of other cons, and combined my interest in conventions with my interests in cooking and using said food to make people happy. Though I still watch anime, it is less common now, and I'm much more selective of the subject matter, and (I'm ashamed to say...) even the quality of the visuals.  More often than not, I prefer to simply re-watch titles that I've viewed before, though I'm not entirely sure why I have this instinct.”

• Richard is a host from anime convention in Arizona. He is quite an expert on Japanese Animation.

Interview with Richard Krencius

• What do you think of word "Elements of Literature"?   Well, literature is a very broad subject.  On face value, a person might think that the work refers only to print material, but I consider myself something of a film-buff, and would tend to disagree with this assessment.  I think that literature can encompass any medium that is capable of telling a story.  This brings me to the other aspect of the question; I would say that any story contains the following elements: Theme; Plot; Setting; Characters; Narrative; Discourse; Change. These I would consider the Elements of Literature, though I feel I might be leaving one or two out, and am reasonably sure that I would have to explain 'change' to a mere passerby.  

• How can anime react with the elements of literature?   Well, anime is a medium for telling a story--no different in my mind than film, print, or even graphic novel.  All of the elements must be present in the cartoon to produce a coherent work. The benefit of a visual medium is, of course, that since every person can see the same thing (rather than relying on imagination, which varies somewhat person to person) one is able to show the non-story elements in a way that everyone can appreciate equally. The presense of images, does not make the plot, theme, or character development aspects of a story any more coherent, though.  Ultimately, this is probably a good thing as I feel that the concept of 'literature' requires a mental leap...personal thought to attach all of the lines together in one's head for the final interpretation of a story.  I would not like to lose this aspect.  

• How can anime be used to teach the elements of literature?   In a lot of ways, explaining visual media is simply easier than print.  If you want to instruct someone on a passage in a novel, one must read it and hope that both parties understanding of the content is on par.  With anime or film, one must merely show the subject matter to the student, and all of the background information is presented clear as day...language barriers, or intellectual barriers are moot with images.  This is a huge benefit to the storyteller, obviously. Regretfully, I feel that there really is no way to instruct someone in the art of interpreting content.  Sure, there are classes on it, and books...Entire disciplines of human thought based on the idea of teaching another to think.  I choose to reject these concepts because I want to believe that each person will always see everything in a unique light, irregardless of instruction.  Anime cannot bridge this gap any more than print can, and frankly I'm glad for it.

Mini-Lesson

• Divide into four groups.

• Based on your group imagination, you have five to ten minute to sketch one of the character from “The Maltese Falcon”:

• Sam Spade
• Brigid O’Shaughnessy
• Effie Perine
• Joel Cairo

Presentation Website

• http://amnoirproject.blogspot.com/

Bibliography

• Sadatoshi. "Japan oldest animation films." Fresh Asian Pop Culture. 31 Mar. 2008. .

• WEBB, MARTIN. "Do Japan's world-conquering cartoons have to be created by Japanese to be the real deal?" The Japan Times. 28 May 2006. .

• Aeschliman, Lesley. "What is Anime?" Bella Online: The Voice of Women. .

• OHARA, ATSUSHI. "5 missing manga pieces by Osamu Tezuka found in U.S." Asahi. 5 Nov. 2006. .

• BOSKER, BIANCA. "Manga Mania." The Wall Street Journal. .

• Romi. "100 Questions About Anime & Manga Overseas Special Issue: Fansubs and the Gloom of the Anime Industry - Part 1." Comi Press. 20 July 2006. .

• "Is it Anime?" Anime News Network. 26 June 2002. .

• Sharp, Jasper. "Beyond Anime." Midnight Eye. .

• Borland, John. "Anxious times in the cartoon underground." CNET News. 1 Feb. 2005. .

• Johnston-O'Neill, Tom. "Finding the International in Comic Con International." The San Diego Participant Observer. 27 July 2007. .

• Book sources

• Drazen, Patrick. Anime explosion! : the what? why? & wow! of Japanese animation. Berkeley, Calif.: Stone Bridge P, 2003.

• Poitras, Gilles. The anime companion : what's Japanese in Japanese animation? Berkeley, Calif.: Stone Bridge P, 1999.

• Ledoux, Trish. Anime interviews : the first five years of Animerica, Anime & Manga monthly (1992-97) / from the editors of Animerica. San Francisco, Calif.: Cadence Books, 1997.