I'm an Actor; I Lie . . . Deal With It

This blog has been dormant for too long. I've had plenty to say, just been lazy. That's an explanation, not an excuse. I'd ask your forgiveness, but I haven't done anything wrong (yet).

My motivation in starting up on this blog this time around is a bit typical of me: I'm trying to impress my wife. Yesterday I happened to be reading through some of my previous posts and she commented on how she liked to read my new posts. She also mentioned she missed the snarkiness and quirkiness of my musing in world domination. I love that woman and I don't want to disappoint her, so here we go (Luv ya hun!).

I've come to terms with who I am . . . I'm a Professional Liar. On my resume the synonym I use is Actor. I've been Lying/Acting for as long as I can remember. I've acted/lied just about every single day of my life I could communicate. I don't always get paid for what I do, but it's who I am.

Before you get the wrong idea, let me spell out what the definition of "lying" is, at least the way I use it. Lying is to purposely try to make someone believe something that isn't necessarily true. Acting, in my opinion, is the same definition. You will note that I have not stated my motivations and objectives when Lying/Acting.

Throughout the course of my life, I've been able to employ the art of Lying/Acting to several different purposes, most personal, some not so much. I admit, sometimes the motivation was not so righteous on my part. Maybe I pretended to be sick so I didn't have to go to school . . . but then it would have been a bigger lie to say to the people at school "I REALLY want to be here." Perhaps I pretended to get a phone call and answered it rather than hold a conversation with an individual I wanted to avoid contact with. You tell me--should I have told them "I don't want to be around you right now" and left it at that?

My point is, Lying/Acting has its place. There are two rock-solid truths I've come to learn and stand by:

(1) Men Lie/Act.

(2) So do Women.

This blog will not go into who lies/acts better, men or women. Like most things there are differing levels. Some are novices, some are experts. I've come to terms with the fact that I am one of the latter.

Need Proof? When I was 22 I traveled to New York to be part of show called the Hill Cumorah Pageant, a show put on by the Church of Jesus Christ of Latter-Day Saints (the Mormons). For those of you who aren't familiar with that show, it is by far the largest annual show in the United States, perhaps the world. It briefly relates the story of the coming forth of the Book of Mormon; Another Testament of Jesus Christ, a standard work of scripture the Mormons use along with the Bible. Thousands come to see it every summer in Palmyra, New York and there are literally hundreds of cast and crew who volunteer their time to put it on. Twice I've been blessed to be a part of it.

A few weeks prior to my arrival in New York, one of the leaders of the Pageant asked if I would be willing to give a discourse on knowing the Book of Mormon is true. I know for a fact that book is of God and every word is true. I am not Lying/Acting when I say that. I'll say it again--the Book of Mormon is true and is a work of God. Don't even try to get me to change my mind on that.

Anyways, I accepted the assignment to give the discourse, which was scheduled on the first Sunday during church services, three days into the cast's time at the show. This was my 2nd time participating in the show, but the first time as a cast member. As you can guess, I am not afraid to do things differently, and I was going to make sure the congregation remembered my discourse.

Prior to doing the Hill Cumorah Pageant, I had finished performing in BYU's production of The Wind in the Willows, based on the British stories. The entire cast of that show was trained to speak with standard and cockney British dialects. What does this have to do with my discourse? Let me tell you.

As I mentioned, I was to give my discourse three days into the rehearsal of the show. I decided to use an object lesson as part of my discourse. From the moment I got on the plane in Utah to the time I gave this discourse, I would ACT (or Lie) as if I was from England, not from the USA. I would speak with an accent the entire time and developed a back story that I was from Liverpool. As hard as it may sound, it was worth it.

Let's fast forward to that Sunday. The congregation totaled about 5-700 people. During Orientation, Casting, and Rehearsals up to that point not once did I speak in my normal voice, not once did I tell my real background. Not once did someone confront me to accuse me of acting/lying. I began my discourse by stating what my purpose of the sermon was--that those who want to know if the Book of Mormon is true or not need to find out for themselves. One cannot take another person's word for it. I then stated my background in studying Theatre at BYU. It was at this point I finally began speaking in my regular voice. I wish I could have a photo of the congregation members' faces when I, in the middle Church, admitted to having acted/lied to them all this time. I believe the term best describing this situation is "Shock Value." What's the value in acting/lying in Church? Well, let me finish.

When the gasps had died down, I stated very simply that no one in the congregation had taken the time to really find out the truth about me. They had assumed. Too often, in my opinion, religious principles and doctrine are assumed to be true. I don't believe anything should be left unquestioned. How else will we find out the truth if we don't take the effort to learn it. I stated to the congregation that assuming the Book of Mormon was true, like they had assumed I was really British, is not the way to go. I challenged them to find out for themselves if that Book of Mormon was the word of God or not (if they hadn't already done so).

So in summary, I was able to use my talent for acting/lying for good. My objectives and motivation for deceit are black and white. If I am deceiving to do harm, I believe I should suffer the punishment. If I am deceiving to uplift or make a worthwhile point, I see nothing wrong with that.

Some of you may feel like quoting one of the Commandments about lying (or acting). Let me quote it for you: Thou Shalt Not Bear False Witness Against Thy Neighbor (Exodus 20:16). I do not act/lie to do anything AGAINST anybody. I do it FOR them. I act/lie to tell a story that will uplift. I act/lie to protect people.

If you find yourself still questioning the place of lying, then you need to ask yourself "When was the last time I read a fictitious book?" or "When was the the last time I watched a movie/TV show about something that didn't really happen?" Fiction authors lie, as do actors in their own unique art form. Do you feel cheated? Do you feel taken advantage of? If so, you're exposing yourself to the wrong sorts of books and other forms of media. If you do not feel cheated or taken advantage of, but rather uplifted and rewarded, then I think you are okay with being lied to under certain circumstances.

In closing, I invite you to all Lie the Truth if the scenario allows for it. In my opinion, Lying/Acting the Truth is just another way of Telling the Truth. You don't have to try and do it professionally (like I sometimes do) but just consider it an option if the ends justify the means.

My Final Project

Part of my final for my Technology in Education class was to create a digital story. The subject could be about anything I wanted, and Doc Waters gave some good advice as to what the subject should be. It needed to be something that personally meant something to us.

I remember watching a documentary about Helmuth Hubener back in 2003. Prior to then I had heard his name mentioned, but I didn't know much about him. After watching the documentary I remember sitting minutes in silence, in complete awe of this young man's story. This digital story is just my way of trying to bring his story to you and perhaps allow you the same experience I had.

In Closing . . .

Yeah, the semester is ending. This is that time of year when instructors, in a last-ditch effort to make students think for themselves, ask that their pupils get all self-reflective and stuff and express how far they've come in the class/subject they paid tuition for (aka an arm and a leg plus whatever the government didn't take).

Well, we definitely will have none of that here. Reflections are for philosophers and hippies. While I may have come off as philosophical and hippy-like at times, i don't like to talk about how far I've come. I prefer to think about it instead. (nnnnnnn--there, that was fun).


Besides, any instructor whose focus is solely rested upon students' self-reflections is (A) a sad person trying to derive meaning for their own lives from the lives of others or (2) Just really lazy.

They could be both, but I don't think of either types as being over-achievers. My point is, if the teacher was really doing their job, then both the instructor and the students would know the success they've achieved because the student would already be applying their new knowledge and skills.

Here's a quick example. I was 5 years old when I mastered shoelaces. I was quite proud of that (until I learned about Velcro and discovered a short cut). After several tries of getting the bunny ears just right, my Mom let me try doing it on my own. Much to my delight I remembered what to do and tied the shoelaces correctly. Now my Mom is an intelligent person and therefore knew it would have been degrading to ask "Now what have you learned, Jakob?" I probably would have played Captain Obvious and took advantage of the situation. I would have said something like "Why, did you forget already?" or "Are your eyes feeling okay? You were here all this time, right? At least mentally?"

Lucky for me my Mom simply congratulated me and let me tie my shoes from then on, an act I've continued to this day (except when I wear sandals and boots, which everyone should own a pair of). I like what I heard in a meeting with an educator. He said the first lesson he learned as an instructor was "Put the burden of the learning on the student." Well, if the shoelaces weren't supposed to be part of the picture, my Mom would have thrown the shoes in the trash and said walking barefoot would be fine. . . which would be ok if I were a hippy. But I was the student, shoelaces were going to be an important part of my life, so the burden was mine. I have advanced to double tying the shoelaces. 'Nuf said.

Now then, I'm going to ask you nicely this time to watch this video. Will you please click on the link below and watch the video? (MAN that was hard). Thank you.


http://www.youtube.com/watch?v=Y72cjn7l9H0



These students are trying to define the burdens of the learning world. I say let them. That means they are taking an active part in the learning process. They want to define the parameters. If you're technologically challenged, that's ok. We still have books.

For me, as a future teacher of this technologically-enhanced generation will probably have to keep up to speed with the newest products, which should be great fun since I'm the guy who put the DVD in the CD player and wondered why I wasn't getting any music or video. Regardless, as an instructor the technologies of the world are simply a means to an end. Basically I simply point in the direction the students should go and make the pathway as navigable as possible. Whether or not the embark on the journey is their own choice.






It doesn't matter anyways--eventually they will all become my minions that do my every bidding. BWA-HA-HA-HA-HAAAAAA!!!!

Admit it, we all love Propaganda

I say it, you believe it. THAT would be a useful superpower, don't you think? With that power I could build or destroy anything I wanted, have countless followers do my every bidding, even conquer the world.

Here's the mind blowing part---people have or are currently using this superpower already.

I'm referring to propaganda, which you would have known already had you read the title of this blog entry (shame on you if you didn't). There are two very crucial elements to effective propaganda: WHAT is being said, and HOW it is being said. Watch the following video before we proceed (and you better watch it this time--I don't post this stuff because I'm bored):


http://www.youtube.com/watch?v=jpEnFwiqdx8&feature=related



Don't you feel smaller? Maybe even a bit amazed or scared? Maybe you feel threatened by the so called improvements of the human race? Let's stop and think--why do you feel this way?

Well, let's analyze it from the propaganda perspective:

WHAT was being said? If I may summarize it (which I can because I'm writing this blog entry and you're just the reader--nyah!), I believe the message is the processing of information is not what it used to be--our world has made humongous strides and is rapidly becoming a place where everyone thinks they have access to everything (by the way, they don't--it's just a myth that you can have anything you want. I already called dibs on whatever it was before you).

HOW was that message conveyed? Quite simple, actually. It presented related facts in a progressing pattern. You saw what was, is, and perhaps what will be. Imagine, if you will, a snowball rolling down a snowy mountainside at you. It seems small at first, but it gets bigger because (1) it's closer and (2) it's accumulated more snow and increased in size. I like how the video ends with "What does it all mean?" or as my analogy puts it "What do you do when the ever-growing snowball reaches you?"

I'm not going to answer those questions, mostly because I don't have a clue of what those answers are. Regardless, let me amaze you all anyways. I'll do so by making my point for this blog entry---we, the viewers and listeners of this media filled world, are the targeted puppets of the makers of the media.

That's what propaganda, in all of its many forms, is trying to do--make you do something (watch what strings you pull!). The really scary thing is the WHAT is being said doesn't even have to be true, so long as HOW it is being said gets to you. Watch commercials closely--you'll really see the media puppet masters at work there. They want you to buy/do something.

Now that you know all this, let me teach you about responsibility. If you're one who helps make the media, please, for Heaven's sake, make your message safe. Hopefully that doesn't fall on deaf ears, otherwise we could have another Hitler and/or Nazi Germany pop up somewhere (review your history--the Third Reich had propaganda masters working for them). If you are one receiving the propaganda message, please realize that the message you receive doesn't have to be the message that was sent. Be an objective, not a subjective receiver.






By the way, Doc Waters, knowing all of what I have just written about, has assigned us to do a digital story. We, her students, have been asked to put together a short moving presentation of any topic we want and share it with the class. In other words, we get to try our hand at this propaganda thingy. Am I able to handle this new superpower? Let me put on my mask and cape and we'll find out . . .

Storytelling Basics

Let me begin with an actual story.

As you can see, my blog post is a little late. There are 3 possible causes for this: (1) Laziness--didn't feel like posting anything, (2) Forgetfulness--it just happened to slip my mind, or (3) Helplessness--there was physically no way for me to post the blog.

Now, which reason(s) explain the lateness of my blog? As a storyteller I could make it any of them or a combination. Let's try reasons 2 and 3. My story would go like this:

My wife and I recently closed on a house. Not wanting to pay an extra month's rent, we decided to move in as quickly as possible. This past weekend we took advantage of the good weather and moved all of our belongings to our new address and have officially started living there as our place of residence. Unfortunately, we have not enabled any Internet services at our new location yet, so I physically could not post on my blog. Not that it mattered much because we were so busy that the fact I had an assignment due completely slipped my mind. I wasn't able to complete the assignment until today.



Nice story, huh? Now the real question is "Is it the truth?"

I could say it is true all that I want, but you, the reader, currently have no physical proof that is what really happened. What if I showed you the stack of papers I signed proving the closing on the house, or satellite pictures of my car in the new house's driveway, or pictures of the bruises my wife got during the move? I could you provide all that proof and more but you still would have to choose to believe that story. That's the key word--CHOOSE.

That brings me to the key with storytelling. Good stories and storytellers are the ones that can help you in your choice of what to believe. I recently watched a Digital Story about NASA--is the space program worth it. Pretty neutral presentation--it just stated facts about what it's cost us and the benefits have been. Had the storyteller made it a presentation of just the positive stuff, then that may have been a difference in what I chose to believe.

The storyteller first and foremost must accept the responsibility of helping others to make the choice of believing something new after the story is told. That should be determined before determining how the story will be told. If I tell you about something I don't care about, then I'm not treating the subject with the respect it would need. If I want you to make a choice based on what I tell you, then I'll probably approach the telling of it differently.

With every choice, though, there are CONSEQUENCES. That is the second thing a storyteller must accept responsibility for. Unfortunately the consequences are not always known. Many times it has happened that the story was true, but no one wanted to believe it or even hear it again. If a story is a lie, the storyteller must be prepared for the possibility of being found out. If it is the truth, they must make a decision of whether or not they will stand by it. If others beleive their story, will the storyteller be able to bear what consequences happen to them?

WHat does this have to do with teaching. Well, we have to help students to choose what they will and will not believe. Ultimately, we accept responsibility for the consequences of their choice.

The following is my attempt to be, what normal people call, smart

Review of Shakespeare Online (http://www.shakespeare-online.com/index.html)

Anything a high school student might need to know for their English or Drama class Shakespeare unit can be found right here. What I like about this site is that it literally condenses all the possible tangents in studying Shakespeare in one location. Not only are the entire texts of his plays and sonnets provided, but you also have character and plot analysis, a review of the main themes in each play, a biography and timeline of Shakespeare's life, and even links to reviews and essays about his works. In addition, if you want to shop for books or videos, there are links to buy them here.

If a parent wants their student to not just pass the Shakespeare unit, but to excel in it, then I recommend this website. Most people need extra help to understand what the texts is actually saying. Shakespeare Online can help people of all backgrounds understand the basics of Shakespeare's works. Instead of approaching class with dread or boredom (or both) the student can feel confident that he/she will be able to comprehend everything on a level they can identify with. If they want to go a bit farther, the website can help them with that too.

I consider myself well above average in regards to my level of understanding the works of William Shakespeare. Even then, Shakespeare Online still proved insightful for me. For example, I am familiar with the majority of Shakespeare's plays. However, he has over 154 sonnets that I have never really looked at. If, like most people, I don't understand all the text after my first read-through, there is an analysis of the sonnet available on the same page as the text.

For any individual studying Shakespeare, I would recommend Shakespeare Online as a reference. The main reason for that is because it's a reference tool full of multiple references tools in and of itself.





Review of Combat Incorporated (http://www.combatinc.com/index.html)


Fight Choreography is a relatively new term in theatre and film. There are some in the those industries that never considered the necessity of an organized approach to the violence that they might have in their production. Combat Inc. is a valuable organization to use as a source to get professional help with staged violence of all sorts.

If you want credentials, this company has it. There are 10 professionals with extensive resumes who contribute. If you want reasons why you should become involved in stage combat, these professionals have listed a FAQ on their website and are also available for hire. If you want proof that they can help you with your stage fighting in your production, they have included their list of clients. Combat Inc. has literally been there and done it.

This site is primarily for those who want to be taught stage combat. The site itself does not contain any actual instruction or techniques. Be aware that it is an access to a resource, not a resource itself. The professionals who are part of Combat Inc. are the real resources. If you want lessons or professionals to assist you on your production, then you've found the right people.

Assuming their credentials are legitimate, it may be worth the production's time to look into getting help from this company. Like any industry, if the market for this type of service is competitive there may be other companies who could also provide a similar service. The professionals at Combat Inc. are dedicated to making the fights safe, collaborative, and truthful. Their list of clients proves that they've been able to practice that formula repeatedly with success.

This week, as proof of my prowress in downloading educational videos, I've been asked to include one in this blog entry. The only requirement is that the video be educational. It, like the reviews above, was part of my assignment this week. I think it's safe to say, judging by my choice of video, that it pays to be more specific when you give an assignment and that letting students choose for themselves can be disastrous.

I'm a Picture Buff (and no, it's not someone who takes photos in the nude)

I'm including more web/internet thingies in my blog today. As you can see, they are photos taken by myself. My wife is the photographer, I'm the wannabe. Regardless, I have some basic skills in photo manipulation, so as a fall back plan I could land a job in communist propaganda. Let's see what I did>





The first two photos are of what I think Easter is all about--stuffed bunnies and vegetables. The first is the manipulated one. I zoomed in, chose an artistic angle, and played with the color a bit and Voila! Perfection. I call this one Thumper's Harvest.

My wife hates getting her picture taken, so when I can actually get her to pose (or sneak a snapsot when she ain't looking) it's a pretty unique experience. She thought it would cool at Snowquamie Falls to take this shot. I played with the color scheme a bit and the grain. The second one is the final product. This one is titled Catch a Waterfall. . . Literally.

Melissa loves Big Cats. So when we went to the zoo we HAD to get a picture of the tiger. The second shot is the original, taken right before the zookeepers had to drag Melissa down from trying to climb inside the fence to pet the tiger. I zoomed in on the object of her affection and sharpened the colors so that you all see why she wanted to pet him . . . because he's just so cute! I've entitled this one I'm Endangered--Let Me Nap.

I'm particularly proud of this one. The first one is the final product. I cropped the photo and remastered the color so that you can really see the intricacies of the root system of this fallen tree at Snowquamie Falls. Since I spent so much time photo shopping all the itty bitty details and such I thought it deserved a special name, one which took me days to think of. After much deliberation I decided to call it Tree.

Now you might be wondering what the heck am I thinking playing with photos? Well, it's just an assignment. I might add I would have been done earlier with it had the computer not persisted in making my saved work disappear (Some computers have gnomes that steal things-I swear). So at least I learned a lesson in patience. . . the problematic computer, on the other hand, is now six feet under and better stay there.

Anyways, I play with photos because I can . . .and because I can I've decided that might be able to be used in an actual classroom setting where students can actually see the picture that is worth a thousand words and start listing what words can be used in it. You know, make 'em think. Why should I do all the work? I spent 5 hours just trying to get it to save correctly.

Oh, by the way, here's a video I think future educators should look at:

http://www.teachertube.com/viewVideo.php?video_id=7672&title=Top_Ten_Things_You_Do_Not_Learn_About_Teaching_in_College

Now, while I may agree with most of the items mentioned in that list, I must say the makers of the video will have to try harder than that. To give them a push in the right direction, I've given them a sample Top 10 List of Things You DO Not Learn About Teaching in College:

10. If a Hall Pass Can get lost, it will--oftentimes with a student attached.

9. Parents should get a license before being allowed to breed.

8. It's okay to pretend that you know what you're doing, just as long as no one else can tell that you're faking it.

7. Never be the last one out of a meeting with Assistant Principals, because you will get volunteered.

6. Many Football Players tend to think they are gods compared to other students. Before you worship them too , remember to give these omnipotent ones the "F" they earned in your class. It makes for great drama.

5. The Teachers' Lounge--it's still not a good idea to go in there.

4. Remember to keep all the notes your students pass in class--they make great stand-up material.

3. Snow Days do not equal Free days.

2. If you plan to join the teachers' strike, make sure you have a back-up plan.

1. If you screw up your first fire alarm, it will follow you the rest of your life.