The+Mindscape+of+Alan+Moore

Novel Study Part B By: Sebastian Major



**__The Mindscape of Alan Moore __**

This documentary chronicles the life and work of the visionary comic book author Alan Moore. As opposed to other similar looks at seminal artists, this film does not feature a parade of talking heads expounding on Moore’s genius. Instead the film is essentially one long interview with Moore, intercut with music, comic book art and psychedelic visuals. The film acts as both a retrospective of Moore’s career and an examination of his idiosyncratic personal philosophy. Moore discusses aesthetics, the art of comic books, and the unique things that can be accomplished in that medium. He also discusses the role of art and storytelling in society, and how he believes that storytelling can be a truly transformative force. In the last quarter of the film Moore begins to explain his relationship with magic. Moore is an occultist who deeply believes that natural phenomena can be manipulated by the human mind. He identifies openly as a “warlock” or a “mage”, and sees many parallels between the altered states induced during occult rituals and the process of reading. As a learning tool this is a challenging and difficult film, but I believe it offers some excellent insights into the medium of graphic novels and the power of storytelling. As a teacher it would be my role to help my students interpret this film. It would not be something that I would simply play straight through. There are many instances where I would stop the film and get the students to unpack some of the more challenging or confusing things said by Moore. I would also make sure that my students were already familiar with the work of Alan Moore, so film had some context. This film would undoubtedly be challenging, even for senior students. Nonetheless, I believe it could ultimately be rewarding as it would challenge students to understand literature in new and unconventional ways.

a)In what grade level / course would you teach this text? Are there other courses for which it might also be appropriate?

This film would be appropriate for a Grade 11 and/or Grade 12 University English course. This film could also have some interesting applications in a Grade 11 Open Media Studies Course. The film deals with some rather sophisticated subject matter, such as aesthetic theory and how the human mind constructs what we call “reality”. Obviously this type of subject matter will be challenging, but I believe it presents the opportunity to discuss the materials that students are being presented with in English class in new ways. Nonetheless, I would not show this film to any class below the grade 11 level. Most importantly I believe this film offers an interesting discussion of //mediums//. In my experience teaching English and Media Studies this semester, I have found that students often have a hard time understanding the unique characteristics of different mediums. This film quite elaborately explains how graphic novels are able to achieve effects that both literature and cinema cannot. This would connect easily with the media studeis strand in the English curriculum. In the course of the same name, this film could help introduce a unit on graphic novels and comic books. The fact that many of Moor's novels have been adapted into films could lead to s fruitful examination of how those two mediums function differently.

b)What are the main ideas/ issues/ teaching points which you would emphasize when teaching the text? (Consider the knowledge possibilities: Social, topic, cultural, textual.)

As mentioned above this film offers an excellent explanation of the unique effects that can be created using graphic novels. This film is a primarily an investigation of the power of storytelling. When teaching this film I would emphasize the craft of storytelling articulated by Alan Moore. I would want my students to critically evaluate how Alan Moore experimented with and changed the form of graphic novels. I would also want my students to engage critically with Moore’s personal philosophy. Moore’s personal belief that art can literally change the physical properties of reality is indeed jarring. I would challenge my students to try and articulate Moore's philosophy in their own words. I would then ask them to respond to this idea in a personal reflection. The goal would for students to both understand the different properties of the medium of graphic novel, and encourage them to articulate their own personal philosophy on art. The second part of that assignment is quite difficult, but it is something I think every student should at least //try// and do before they finish High School.

c) What are the issues/ challenges you might encounter in teaching the text?

This film is densely packed with some very challenging ideas. One of the largest challenges I could foresee would be that students simply would not understand many of the ideas that are being presented. One disheartening thing I have found in my practicum experience so far is that students seem to shy away from tasks that requires them to think creatively, or to confront any assumptions they take for granted. I found this surprising, because it was the courses that asked me to “think outside of the box” that I always found the most inspiring and the most fun. I worry that when the students are confronted by some of the more abstract, and frankly bizarre, ideas presented in this film they will simply tune out. In this case it is the job of the teacher to actively keep the students engaged throughout the viewing of this film. This would entail having a number of tasks they would need to complete while watching the film, and lots of breaks from the action to discuss what has been presented. This is not a film that I would leave for a supply teacher, as its value is completely dependent on teacher engagement. I would hope that if given the correct teacher prompts, and guided to certain pivotal moments, students would learn quite a bit from this film. I hope that it will not be immediately rejected by my students as simply being “too weird”. The teacher must work to keep the material relevant and grounded, so as not to squander any opportunities for learning. As a student I was desperate for materials that were strange, jarring, and challenging. Hopefully this film could inspire both critical and creative sides of my student’s minds.

d)Describe one possible assignment / activity which you could use when teaching the text. How does it connect to the curriculum expectations of the course you are teaching?

This film would be shown in conjunction with a larger unit on graphic novels. In accordance with Media Studies strand of the English curriculum we would be investigating graphic novels as a unique media text. As a precursor to watching this film the students would have already been introduced to the concept of the media triangle. The media triangle is essentially a visual aid that is used to help students understand the different facets of a media text. The three sides of the media triangle are text, audience, and production. The film //The Mindscape of Alan Moore// essentially explores how Alan Moore, experimented with and reinvented the medium of comic books. Using the Media Triangle students would first be asked to dissect how a conventional comic book works as a media text. For each of the sides of the Media Triangle there are a series of guiding questions that help the students deconstruct a particular text (i.e Text: “What codes or conventions are used in this text”, Production: “How is this text distributed or sold to the public?”, Audience: “How and why does this text appeal to its target audience). While viewing the film I would have the students take notes using the Media Triangle as guide. After viewing the film the students would be expected to create a second Media Triangle, where they would analyse the work of Alan Moore. They would then be asked to write a reflection about how Alan Moore’s work differed from “conventional” comic books. The students would hand in two completed Media Triangles in good copy, and their reflection question. The students would also be asked to write a second personal reflection and/or creative piece concerning the personal philosophy Alan Moore. The students would be asked to describe Alan Moore’s philosophy on art and literature and their own personal thoughts on it. (Does it make sense? Do they agree? Do they disagree?). In keeping with Alan Moore’s belief that symbols and visuals are the most important communication tool, students will be allowed to submit a piece of visual art, painting, photography or digital art as their “explanation” of Moore’s philosophy. If they choose this option they will still need to write a small piece about their personal reaction to Moore’s work.