JL1001 Audience Response Essay Paper
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
JL1001 Audience Response Essay Paper
First, think back and see if you’ve ever experienced any of the following situations:
You find the world’s funniest YouTube video, the kind that makes you laugh uncontrollably for minutes at a time, the kind that perhaps can still make you laugh just by remembering it. You love this video so much that you show it to a friend or family member…and they don’t get it.
They don’t laugh. They just stare at your phone or computer screen, politely waiting for the video to end. You wonder what you saw that they didn’t. You watch an episode of a TV show you enjoy, something with a long series arc, like Supernatural or Better Call Saul or The Walking Dead.
Something strange or unexplained happens in the episode, and it’s so confusing or distracting that you stop enjoying the episode. Later, you check your favorite fan website, or look around for fan theories on Tumblr or Twitter or Facebook, and the more you read others’ write-ups, the more you understand the episode, and actually, you begin to enjoy it. You rewatch the episode and this time, you love it.
You go to the movies and see a very funny, or very sad movie. For the first 45 minutes, the movie theatre is silent. Then, one person starts to laugh at some of the jokes, or you hear one person start to cry over something sad on-screen. That one person opens the floodgates: after that first laugh or cry, the entire audience starts more freely laughing or crying. Once that person broke the silence, everyone else in the theatre felt freer to respond by laughing or crying.
Perhaps the most simple example: have you ever witnessed someone yawning, and then felt the urge to yawn yourself?
You may have noticed that the defining element in the above scenarios is other people. In these situations, our own experience of the world–be it the artistic world or something as simple as a yawn–was incomplete until someone else provided us with an influence. In the above examples, the individual’s understanding or appreciation of the artwork they experienced was somehow changed deeply simply by experiencing the work with others, either in person or online, in the moment or after the fact.
You may also have noticed something else: that the people who made the artworks (the YouTube video, the movie, the TV show) have very little control over that particular reaction: specifically, the reaction we have to others’ experience of the work.
Some things to think about as we move into some examples:
The best productions, I believe, are the ones who recognize this and focus on what they can control: what they’re communicating via their artwork. Productions that understand that people will interpret art not just singly but also collectively tend to give the audience a lot more to chew on and think about.
Strangely, the way to account for this is to make your work a little more enigmatic, which is counter-intuitive: if audiences are going to interpret work however they want, shouldn’t you try to give them enough information to guide them toward what you intended when you made the work? Not so, not so. You want to give them just enough information to find it themselves, even as a group.
Think about plays you’ve seen this semester. Did you prefer the plays that explained everything, or the ones that asked you questions?
Remember that theatre is a communal act. It has its roots in ancient religious ritual, and religious rituals are almost always intended to be experienced by a group. Good theatre practitioners remember that they’re trying to impact a group of people, not just individuals, and so they build shows that allow for audiences to communicate with one another.
You may have noticed that a lot of curtain speeches (the speeches shows open with that remind you to turn off your cell phones and that you can buy subscriptions to the theatre) include a line akin to: “Word of mouth is our most powerful marketing.” They want you to talk about the show, then. They want their show to impact the larger group.
As this talk about group/audience reaction is getting a bit ephemeral, let’s look at two examples:
In these two examples, you will see/hear about central events that are fairly similar: both focus on productions that completely and totally unravel. However, what’s different is how audiences respond to these works.
In the story from This American Life, Ira Glass and his interviewee offer a theory about fiascos: that fiascos are catastrophes in which audiences stop sympathizing with the person experiencing chaos and start, instead, getting hungry for more and more chaos.
In the production of Peter Pan described, the production team had no control over the madness unfolding onstage. They were unprepared, and somewhere along the way, the audience started watching a different show: no longer the story of Peter Pan, and instead, the story of a production of Peter Pan that implodes.
The Play That Goes Wrong, however, is controlled, intentional chaos. The point of that show is not the murder mystery; rather, it’s a story about how the murder mystery story will never get told because they keep “messing up.”
Your assignment is to respond to the following questions:
- Using the above two examples, explain the differences in how the audience’s experience of the event fundamentally changes, or doesn’t change, the nature of the event. Remember that you’re dealing with two types of chaos: unintentional, and intentional.
Think, specifically, about how the event onstage changed the connection between audience members, and changed their connection to the people/event onstage. Did one or both productions, accidentally or not, force their audience to become allies against or in favor of the chaos onstage? How so?
- Think about an example from your own life of when there was some breakdown or enhancement of your relationship to a work of art that was solely the result of other people experiencing that art with you. What was the difference between how you would’ve experienced it on your own and what you experienced with a larger audience? Be sure to mention the work of art in your response, and it can be anything: TV show, movie, play, music, etc.
Dedicate about 100 or so words to each question above.
JL1001 Audience Response Essay Paper
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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