Bullying in Schools

James Smith Sociology Nancy Rosen Bullying In Schools Many problems in society need public attention, bullying is one of the top problems. The problem of bullying affects everyone in some aspect whether it is by being the victim, victimizer, and both the victim and the victimizer, friend, or family member of the victim or just a bystander that does nothing to prevent this problem. When you think of bullying you might picture a young child. While bullying is most common in elementary and high schools, it is important for education programs to be aware that associated bullying behaviors begin early even into the preschool years.When one thinks of a bully, the image of a movie villain may come into their minds; this isn’t always the case. In reality, a victimizer of bullying can be male or female, small or large, young or old. Bullying has no social, financial, or cultural boundaries. Bullying is most common in middle schools, with 6th graders on the receiving end the most and 8t h graders handing out the most bullying. In a study of 15,686 students in 6th through 10th grade in private and public schools, it was found that 13-23% of boys and 4-11% of girls experience some sort of bullying. (Nansel 2003).Nearly one in six children in that age range fall victim to bullying each year, which means about 3. 2 million children, were being bullied. Whereas, 3. 7 million children are acting as bullies (Kerlikowske 2003). Six out ten children witness some form of bullying on a daily basis. In schools, bullying most likely takes place on the playground, followed by the classroom, then the hallways (Drake 2003). For the students at Dunn Middle School, a lot of the bullying occurs out of school. If it occurs in school, most students said bullying occurs in the hallways or in the lunchroom.One student even mentioned a fight that took place during an assembly, which was initiated because one student was bullying another. Although anyone can be a bully, there are many comm on characteristics found in most bullies. Most bullies are male, popular, and often athletes (Espelage 2001). They have excellent social skills, with the ability to attract many followers, and easily manipulate others (â€Å"Bullies†¦ † 2001). Bullies are psychologically strong and very popular among their peers. This peer status is important in terms of boosting their well-being. It's disturbing to think that bullies are feeling really good about themselves.Bullying behavior is self-reinforcing: When kids find that putting others down earns them approval from their peers, they are likely to do it again and again. Many times they can easily butter up to adults, making them unsuspecting bullies (Espelage 2001). In general, a bully is someone who teases and intimidates other students, although there are many other ways to bully a fellow student. Many people feel the typical bully comes from a broken home, but this is not necessarily true. Yet, the less supervision a child gets at home, the more likely he is to be a bully.About 30 to 40% of bullies show some levels of depression, and their bullying is often a cry for help. (Espelage 2001). I asked my little brother what he thought caused students to bully one another and I was impressed with his response. He felt bullies exist because they probably can’t get their way at home. Many of the other students felt very similarly. One student even thought that maybe bullies were bullied as little kids, which turned them into bullies themselves. Most bullies look for a victim to be smaller, younger, and weaker. Most likely the victim will be both less confident and popular. â€Å"Bullies†¦ † 2001). Many victims react by becoming upset or crying as a way of dealing with their anger and fear. Victims have a tendency to be depressed, anxious, shy and lonely (Drake 2003). Luckily, as they grow older, victims are less likely to stay a victim because they learn to cope, while the bullies tend to remain that way (Drake 2003). Tonja Narsel, a psychologist at the National Institute of Child Health and Human Development, says that from previous research victims tend to have a lower self-esteem and have a higher level of depression (Rubin 2003).When people think of bullying they will most likely think of a boy getting shoved into a locker by older boys or getting pushed as they walk through the hallways. While this is the most common form of bullying, especially with males, many girls experience a different form of bullying. Although it is a more indirect form of bullying, social manipulation is very prevalent within females. Social manipulation can include many actions, including spreading gossip, telling lies, betraying trust, passing notes, ignoring the victim, or excluding the victim (Bullies 2001).Many of the girls said there was a lot of bullying between girls. They said many girls would get bullied if they get a lot of attention from the boys. It seemed as if the girls wo uld get jealous, and then in turn make that girl the object of their bullying. They said the bullying most often consisted of calling names, pulling hair, and occasionally fighting. There are many repercussions from bullying that are quite shocking: 1) Children who are bullied are more likely to be depressed – 26% of girls who were frequently bullied reported depression as opposed to 8% of girls who were not; the boys were 16% vs. %; 2) Victims are more likely to be suicidal, with 8% for girls and 4% for boys, compared to 1% overall for non-victims of bullying; 3) Bullies are more likely to carry weapons, with 43% carrying a weapon to school at least once a week, compared to 8%. 4) Bullies are more likely to be injured, 46% vs. 16%. (Kerlikowske 2003). The topic of bullying entered the spotlight due to the numerous school shootings. In two-thirds of the 37 school shooting that were examined, the shooters felt persecuted, bullied, threatened, attacked or injured by others prio r to the incident (Drake 2003).It is very important for teachers to be involved and to keep their eyes out for bullies to help keep the incidence of bullying at a low. All future teachers need to acknowledge the need for anti-bullying programs, which can significantly reduce the occurrence of bullying. Bullying prevention programs are interventions for the reduction and prevention of bully/victim problems. The program targets students in elementary, middle, and junior high schools. All students within a school participate in most aspects of the program. Additional individual interventions are targeted at students who are identified as bullies or victims of bullying.The core components of the program are implemented at the school, class and the individual level. To make sure this program is a success the staff and students must work together cooperatively. For a safe classroom environment against bullying, there must be the establishment and enforcement of class rules against bullyin g. Teachers need to teach and develop good interpersonal skills and values with the children. The students also need to be taught non-violent values, non-racist values, conflict resolution, and problem solving skills.If a child in a class is identified as a bully there needs to be interventions and discussions with parents. The school must do its part to ensure effective communication between itself and parents. Parents need to be informed of any bullying incidents right away. School counselors or school psychologists can assist teachers in this process. Children can be taught habits to lessen the possibility of becoming the target of a bully. If a child starts looking people in the eye, speaking up and standing up straight they can begin to develop self-confidence.Kids need help developing strategies to deal with the intimidating behavior of their peers, like walking away or telling the bully to stop, but they also need to know that adults can and will come to their aid. A teacher' s openness about bullying can give them that assurance (Feldman, 2004). Unfortunately, most of the students at Dunn Middle School felt fighting back was the best solution. One student mentioned going to an adult for help, but another student quickly responded, you snitch, you’ll get beat up worse. One student offered the solution of fighting back and got a weapon.I feel that there has to be a strict punishment for the bullies so the victims can be reassured that the bully won’t continue such behavior. Cyber bulling is another form of teen violence that can do lasting harm to young people. Statistics show that cyber bullying is a serious problem among young teens. This problems comes in many forms, such as sending mean messages through email or through text messaging, posting harmful or threatening messages on social networks i. e. Facebook or twitter or pretending to be someone else online to hurt another person. The behavior of bystanders who see bullying happen is to o often overlooked or excused.Bystanders provide bullies with an audience and sometimes even encouragement. When witnesses do nothing to stop abusive behavior, they also give their implicit approval. It should be made very clear to students that failing to stop or report an act of bullying makes them responsible and they too can get into trouble. Yet, it is very difficult to speak up against the bully. Many of the students don’t want to get involved because they don’t want to be the next victim. Yet again, I feel that strict punishment needs to be enacted for such bullies so the other students can have a sense of security.If anti-bullying programs are implemented the right way, results can be amazing. Many programs that are used in schools nationwide have had these results with their interventions: 1. A substantial reduction in boys and girls reports of bullying and victimization. 2. A significant reduction in student’s actions such as vandalism, fighting, theft and truancy. 3. Significant improvements in the aspect of the class, such as students reports of improved order and discipline, more positive social relationships, and a more positive attitude toward schoolwork and school (Svoboda, 2004).Preventing bullying is just one important aspect of maintaining good discipline in school environments. Children who feel secure want to go to school, enjoy school, and therefore learn more. Teachers who are in classrooms that are safe, orderly, and free of bullies can accomplish many things. All children can benefit from lessons about treating each other with respect. Bullying is one childhood memory no youngster should have.Works Cited Bullies and their Victims. Harvard Mental Health Letter. 2001, 4-7. Drake, J. Teacher preparation and practices regarding school bullying. Journal of School Health. 2003, 347-356. Espelage, D. Schoolroom torment. People. 2/05/2001, 91-92. Feldman, S. Bullying prevention. Teaching PreK-8. 2004, 6. Kerlikowske, G. On e in six students fall prey to bullies. Inside School Safety. 2003,6-9. Nansel, T. Bullies found to be at risk for violent behavior. Inside School Safety. 2003, 1-4. Rubin, R. Study: Bullies and their victims ten to be more violent. USA Today. 4/15/03 Svoboda, E. Everyone loves a bully. Psychology Today. 2004, 1-20. Bullying in Schools James Smith Sociology Nancy Rosen Bullying In Schools Many problems in society need public attention, bullying is one of the top problems. The problem of bullying affects everyone in some aspect whether it is by being the victim, victimizer, and both the victim and the victimizer, friend, or family member of the victim or just a bystander that does nothing to prevent this problem. When you think of bullying you might picture a young child. While bullying is most common in elementary and high schools, it is important for education programs to be aware that associated bullying behaviors begin early even into the preschool years.When one thinks of a bully, the image of a movie villain may come into their minds; this isn’t always the case. In reality, a victimizer of bullying can be male or female, small or large, young or old. Bullying has no social, financial, or cultural boundaries. Bullying is most common in middle schools, with 6th graders on the receiving end the most and 8t h graders handing out the most bullying. In a study of 15,686 students in 6th through 10th grade in private and public schools, it was found that 13-23% of boys and 4-11% of girls experience some sort of bullying. (Nansel 2003).Nearly one in six children in that age range fall victim to bullying each year, which means about 3. 2 million children, were being bullied. Whereas, 3. 7 million children are acting as bullies (Kerlikowske 2003). Six out ten children witness some form of bullying on a daily basis. In schools, bullying most likely takes place on the playground, followed by the classroom, then the hallways (Drake 2003). For the students at Dunn Middle School, a lot of the bullying occurs out of school. If it occurs in school, most students said bullying occurs in the hallways or in the lunchroom.One student even mentioned a fight that took place during an assembly, which was initiated because one student was bullying another. Although anyone can be a bully, there are many comm on characteristics found in most bullies. Most bullies are male, popular, and often athletes (Espelage 2001). They have excellent social skills, with the ability to attract many followers, and easily manipulate others (â€Å"Bullies†¦ † 2001). Bullies are psychologically strong and very popular among their peers. This peer status is important in terms of boosting their well-being. It's disturbing to think that bullies are feeling really good about themselves.Bullying behavior is self-reinforcing: When kids find that putting others down earns them approval from their peers, they are likely to do it again and again. Many times they can easily butter up to adults, making them unsuspecting bullies (Espelage 2001). In general, a bully is someone who teases and intimidates other students, although there are many other ways to bully a fellow student. Many people feel the typical bully comes from a broken home, but this is not necessarily true. Yet, the less supervision a child gets at home, the more likely he is to be a bully.About 30 to 40% of bullies show some levels of depression, and their bullying is often a cry for help. (Espelage 2001). I asked my little brother what he thought caused students to bully one another and I was impressed with his response. He felt bullies exist because they probably can’t get their way at home. Many of the other students felt very similarly. One student even thought that maybe bullies were bullied as little kids, which turned them into bullies themselves. Most bullies look for a victim to be smaller, younger, and weaker. Most likely the victim will be both less confident and popular. â€Å"Bullies†¦ † 2001). Many victims react by becoming upset or crying as a way of dealing with their anger and fear. Victims have a tendency to be depressed, anxious, shy and lonely (Drake 2003). Luckily, as they grow older, victims are less likely to stay a victim because they learn to cope, while the bullies tend to remain that way (Drake 2003). Tonja Narsel, a psychologist at the National Institute of Child Health and Human Development, says that from previous research victims tend to have a lower self-esteem and have a higher level of depression (Rubin 2003).When people think of bullying they will most likely think of a boy getting shoved into a locker by older boys or getting pushed as they walk through the hallways. While this is the most common form of bullying, especially with males, many girls experience a different form of bullying. Although it is a more indirect form of bullying, social manipulation is very prevalent within females. Social manipulation can include many actions, including spreading gossip, telling lies, betraying trust, passing notes, ignoring the victim, or excluding the victim (Bullies 2001).Many of the girls said there was a lot of bullying between girls. They said many girls would get bullied if they get a lot of attention from the boys. It seemed as if the girls wo uld get jealous, and then in turn make that girl the object of their bullying. They said the bullying most often consisted of calling names, pulling hair, and occasionally fighting. There are many repercussions from bullying that are quite shocking: 1) Children who are bullied are more likely to be depressed – 26% of girls who were frequently bullied reported depression as opposed to 8% of girls who were not; the boys were 16% vs. %; 2) Victims are more likely to be suicidal, with 8% for girls and 4% for boys, compared to 1% overall for non-victims of bullying; 3) Bullies are more likely to carry weapons, with 43% carrying a weapon to school at least once a week, compared to 8%. 4) Bullies are more likely to be injured, 46% vs. 16%. (Kerlikowske 2003). The topic of bullying entered the spotlight due to the numerous school shootings. In two-thirds of the 37 school shooting that were examined, the shooters felt persecuted, bullied, threatened, attacked or injured by others prio r to the incident (Drake 2003).It is very important for teachers to be involved and to keep their eyes out for bullies to help keep the incidence of bullying at a low. All future teachers need to acknowledge the need for anti-bullying programs, which can significantly reduce the occurrence of bullying. Bullying prevention programs are interventions for the reduction and prevention of bully/victim problems. The program targets students in elementary, middle, and junior high schools. All students within a school participate in most aspects of the program. Additional individual interventions are targeted at students who are identified as bullies or victims of bullying.The core components of the program are implemented at the school, class and the individual level. To make sure this program is a success the staff and students must work together cooperatively. For a safe classroom environment against bullying, there must be the establishment and enforcement of class rules against bullyin g. Teachers need to teach and develop good interpersonal skills and values with the children. The students also need to be taught non-violent values, non-racist values, conflict resolution, and problem solving skills.If a child in a class is identified as a bully there needs to be interventions and discussions with parents. The school must do its part to ensure effective communication between itself and parents. Parents need to be informed of any bullying incidents right away. School counselors or school psychologists can assist teachers in this process. Children can be taught habits to lessen the possibility of becoming the target of a bully. If a child starts looking people in the eye, speaking up and standing up straight they can begin to develop self-confidence.Kids need help developing strategies to deal with the intimidating behavior of their peers, like walking away or telling the bully to stop, but they also need to know that adults can and will come to their aid. A teacher' s openness about bullying can give them that assurance (Feldman, 2004). Unfortunately, most of the students at Dunn Middle School felt fighting back was the best solution. One student mentioned going to an adult for help, but another student quickly responded, you snitch, you’ll get beat up worse. One student offered the solution of fighting back and got a weapon.I feel that there has to be a strict punishment for the bullies so the victims can be reassured that the bully won’t continue such behavior. Cyber bulling is another form of teen violence that can do lasting harm to young people. Statistics show that cyber bullying is a serious problem among young teens. This problems comes in many forms, such as sending mean messages through email or through text messaging, posting harmful or threatening messages on social networks i. e. Facebook or twitter or pretending to be someone else online to hurt another person. The behavior of bystanders who see bullying happen is to o often overlooked or excused.Bystanders provide bullies with an audience and sometimes even encouragement. When witnesses do nothing to stop abusive behavior, they also give their implicit approval. It should be made very clear to students that failing to stop or report an act of bullying makes them responsible and they too can get into trouble. Yet, it is very difficult to speak up against the bully. Many of the students don’t want to get involved because they don’t want to be the next victim. Yet again, I feel that strict punishment needs to be enacted for such bullies so the other students can have a sense of security.If anti-bullying programs are implemented the right way, results can be amazing. Many programs that are used in schools nationwide have had these results with their interventions: 1. A substantial reduction in boys and girls reports of bullying and victimization. 2. A significant reduction in student’s actions such as vandalism, fighting, theft and truancy. 3. Significant improvements in the aspect of the class, such as students reports of improved order and discipline, more positive social relationships, and a more positive attitude toward schoolwork and school (Svoboda, 2004).Preventing bullying is just one important aspect of maintaining good discipline in school environments. Children who feel secure want to go to school, enjoy school, and therefore learn more. Teachers who are in classrooms that are safe, orderly, and free of bullies can accomplish many things. All children can benefit from lessons about treating each other with respect. Bullying is one childhood memory no youngster should have.Works Cited Bullies and their Victims. Harvard Mental Health Letter. 2001, 4-7. Drake, J. Teacher preparation and practices regarding school bullying. Journal of School Health. 2003, 347-356. Espelage, D. Schoolroom torment. People. 2/05/2001, 91-92. Feldman, S. Bullying prevention. Teaching PreK-8. 2004, 6. Kerlikowske, G. On e in six students fall prey to bullies. Inside School Safety. 2003,6-9. Nansel, T. Bullies found to be at risk for violent behavior. Inside School Safety. 2003, 1-4. Rubin, R. Study: Bullies and their victims ten to be more violent. USA Today. 4/15/03 Svoboda, E. Everyone loves a bully. Psychology Today. 2004, 1-20. Bullying in Schools Bullying in schools: Bullying Paula Bergbreiter Com. 220 3/21/2010 Valerie Black Bullying and cyber-bullying have become an increasing problem in the schools Everyday there is more and more stories on the outcome of what can happen when a person becomes a victim of bullies. Suicide and violence has risen in schools because of children being bullied. Adolescent children are among the highest at risk for bullying. What are the risk factors for bullying? Is one type of person more likely to be bullied? What are the schools doing to protect children from becoming a victim? Bullying is a form of intimidation ( Baldry, 2010, Farrington, 2010 ): A bully may use force or coercion to gain what they want from a weaker person. This is their way to establish superiority over an individual. Bullying has been around for many years. Today, it has become a serious issue for children in schools and on the internet. According to ( Roberts,2010, Harlow, 2010 ) bullying was more common in children who were less physically attractive, overweight, and had disability problems such as sight, hearing, or speech deficits. There are different types of bullying verbal taunting, physical assaults and exclusion. Some signs That a teacher or parent can look for to identify a child who is a bully may be aggression towards other’s, has little empathy, easily frustrated, and views violence as a positive way to solve problems. Some signs that a child is a victim of bullying may be fear of going to school, signs of depression, withdrawn, and signs of physical altercations such as bruises, and or scrapes. According to the National Center for Education Statistics report shows that middle school and elementary school children are bullied more than high school children. According to the Table below done at a Baltimore City public school, shows the number of tudents who were bullied or know someone who is a bully. Table I Percentage of Students who are bullied daily |Students verbally assaulted daily |70% | |Students who are threatened daily |60% | |Students who know a bully |80% | |Students who are the bully |30% | Bullying has been around for as long as anyone can remember. Not only do schools need to tr y to find a way to stop bullying but, in recent years the schools are seeing an increase in cyber-bullying among adolescents. Cyber-bullying is, the modern communication technologies to embarrass, humiliate, threaten, or intimidate an individual to attempt gain power and control over them ( Stutzky, 2006 ). Cyber-bullying has become has become an increasing problem in schools today. I believe that this form of bullying is more severe and has much worse outcomes. Everyday the media writes stories of children who have become victims of cyber- bullying. In 2006 statistics showed that 75 to 80 percent of 12 to 14 year olds had been cyber bullied ( Meech, 2008 ). Because of the use of modern technology this type of bullying can be one without being face to face. The use of computers today by children to cyber-bully makes it harder for authorities to pinpoint who is posting negative messages toward another person. A person who bullies on-line can send text messages, and photos. Cyber-bulling can spread through the internet fast and damage a persons reputation. Most times children who are being cyber-bullied do no t report it to their parents or an adult. Children are taught that home is where you feel safe, when an individual is being cyber-bullied they don’t have that feeling of safety. Parents need to look for signs if they feel their child is being cyber-bullied. Some signs may be depression, becoming withdrawn, a decline in school activities, and how they may view themselves. One of the big problems that authorities have with cyber-bullying is, a bully can use the help of another person to do the bullying for them. This is called cyber-bullying by proxy. When this happens it makes it harder to identify the real bully. The different forms of cyber-bullying can range from embarrassing rumors to threats, harassment, or stalking. Young adults and tenagers are among the most common victims. In the schools today computer technology is part of a child’s curriculum. Some schools are implementing a internet usage contract ( waiver), this contract or waiver will make the schools exempt from liability. students will be liable for what they do on-line. If schools are using these types of contracts they are not addressing the problem of cyber-bullying. If the issue of cyber-bullying is not addressed children will make the decision to take matters into their own hands. When this happens children think that revenge is their only option to protect themselves. Revenge can then urn into violence. This is when children start bringing guns and other types of weapons into school. Studies show that each day 100,00 students carry a gun to school ( American Justice Department). The impact that bullying can have children in schools is overwhelming. Some of the children that are bullied will develop mental and emotional problems, which they will carry into adulthood. Some children wi ll become violent towards their peers. In most severe of cases children or youths begin to feel like the only way to protect themselves is to threaten the bully with a gun or weapon. This can lead to shootings in schools or off of school property. At times when this happens the victim will take their own life. It can also lead to suicide. The suicide rate among adolescent children has gone up in recent years along with cyber-bullying. There have several reported cases of suicide in the last few years among teenage children due to cyber-bullying. The first steps that parents and teachers need to take when trying to stop a bully is to make sure to intervene when they see a child bullying another child. Watch for signs that a child is being bullied, or signs that the child is a bully. Most schools have a zero tolerance for bullying but, there needs to be more interventions put in place for children who are victims to feel safe at school. Parents need to talk to their children on a daily basis about what goes on at school. If a parent talks to their children on a regular basis they may know if something is wrong. I believe that bullying is something that is learned from an early age. Children who are subjected to violent situations daily it will show in the childs behavior. The child may not be the bully but aides the bully. All children in school need to be aware that bullying an happen to anyone and if they are a victim they should report it. Teachers and parents need to inform children that if they bully someone that they will have consequences. Children also need to be told that it’s not their fault, they did nothing wrong and that no child deserves to be bullied. My son was a victim of bullying in 4th. Grade, he reported it to the principle like we had taught him. It stopped for a while and then it started again, he reported again to the principle but, this time it didn’t stop. As parents we felt it was time to step in and try to find a way to intervene with the bully. The school informed us that they would address the situation and let us know what the outcome was. After some time we started to notice changes in our son, he was withdrawn, didn’t want to go to school, and his grades were dropping. The was notified and we set up a meeting with the principle. At the meeting we were told that our son needed to grow thicker skin because this is something that happens in school everyday. As parents we were shocked to be told this by people we trusted to keep our son safe. We removed him from the school and put him into a private school. His grades improved soon after e started he wasn’t withdrawn anymore and he wanted to go to school. My hope is that no child has to go through what our son went through. In conclusion, bullying in schools has become an increasing problem. It is our job as teachers and parents to make sure that our children feel safe at school. If children do not feel that the environment they are in is safe then, they will find ways to protect themselves. When this happens violence can occur. Teachers and parents are working to try to find a solution to stop children from being victims of bullying. As parents we should also work with our schools to elp find the solution. In the end the person that we are helping is our child. References: Farrington, D. P. & Baldry, A. C. (Jan. 2010). Individual risk factors for school bullying: Journal of Aggression, Conflict, and Peace Research. 2(1) 4-16. Ford, A. , (July 2009). Journal of Law & Education: School Liability: Holding Middle schools liable for Cyber-bullying despite their implementations of the Internet Usage Contracts. 38(3) 535-543 Harlow, Kirk C. , and Roberts, Roe ( Jan. 2010). An exploration of the relationship between Social and Psychological Factors and Being Bullied: Children & Schools; 32(1), 15-26. 2p. Hymel, Shelley and Swearer, Susan. Bullying Special Edition Contributor, education. com: Bullying: An Age Old Problem That Needs New Solutions . 1-6 Meech, Scott. (August 2008), Tech & Learning: Cyber Bullying: Worse Than Traditional Bullying, article7284 Stutzky,Glen. M. S. W, Clinical Instructor, ( 2006), School of Social Work, MSU, Cyber_bullying_information, 3p. Unnever, J. & Cornell, D. (2003). School of Education, University of Virginia, The culture of bullying in middle school. Journal of School and Violence, 2, 5-27.

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Methods Of Montage In Battleship Potemkin Film Studies Essay

Methods Of Montage In Battleship Potemkin Film Studies Essay I am a huge movie buff. I anticipate big blockbuster hits and save up the money for the admission at the movie theater. Film strips are made up of still frames that when projected at an average of twenty-four frames a second gives the illusion of movement and continuity. Many films use different elements in their frames whether it is between shots or within them. This is an example of Montage. In this paper I will attempt to discuss montage, the film Battleship Potemkin, analyze Eisensteins methods of montage he used for the film, and come up with an idea as to how to transform this historical piece on to theater stage. Montage is the joining together of different elements of film in a variety of ways, between shots, within them, between sequences, within these. During the 1920s Russian filmmaker Sergei Eisenstein, who is considered the father of montage, created five methods to montage. These methods are metric, rhythmic, tonal, overtonal, and intellectual montage. With these methods Eisenstein was able to change the way a scene was brought to life in film. Metric montage is when pieces are joined together according to their lengths, in a formula-scheme corresponding to a measure of music. Realization is in repetition of these measures. Tension is obtained by the effect of mechanical acceleration by shortening the pieces while preserving the original proportions of the formula (Eisenstein Leyda pg73). When cutting to the next shot, no matter what was happening to the next image, it was used to bring out the most basal and emotional reactions from the audience. With rhythmic montage the length of the pieces, the content with in the frame is a factor possessing equal rights to consideration. Abstract determination of the piece-lengths gives away to a flexible relationship of the actual lengths (Eisenstein Leyda pg74). With this type of montage, it is based on timing of the visual composition of the shots to induce a more complex meaning than with metric montage. In tonal montage the movement is perceived in a wider sense. The concept embraces all effects of the montage piece. Here montage is based on the characteristics of emotional sound of the piece-of its dominant (Eisenstein Leyda pg75). Just like metric montage the shot is used to make a reaction to the audience. Only difference is that tonal montage uses shots that have emotion. Overtonal montage is an accumulation of the previous three montages. And give the audience an even more abstract and complicated reaction. Overtonal montage steps up the impression from a melodically emotional coloring to a directly psychological perception (Eisenstein Leyda pg78). The last is intellectual montage. This method of montage is sounds and overtones of an intellectual sort: i.e., conflict-juxtaposition of accompanying intellectual affects (Eisenstein Leyda pg82). With these shots combined you get an intellectual image. It starts out in act I, named Men and Maggots, it is June of 1905, and the armored battle ship Potemkin is near Odessa on the Black Sea returning after Russias defeat in the Russo-Japanese war. There are many sailors that are sleeping in their hammocks. A petty officer walks in checking on therm. One of the sailors that are sleeping with a shoulder and arm hanging outside his hammock is in the way of the officer who is trying to get through. When the officer cannot get through he reacts by whipping the young man. Some of the other sailors wake up this act. In the morning, the ships cook has displayed large pieces of meat outside the ships kitchen. The sailors saw this meat hanging and began talking and pointing to the meat and calling others to look. An officer on a railing higher up notices the sailors around the meat and the sailors start to complain to him that the meat is rotten. The officer calls the ships doctor, who goes down to check out the meat. The ships doctor after looki ng carefully at the meat says that the meat is not rotten it has no worms, only maggots that can be washed out with brine. The cooks prepare to serve a meal on table tops that hang from ropes in the ceiling. Large steel bowls are placed on the tables and soup is the only food that is being served. Some sailors do not eat the soup. Later it is shown a sailor is in the kitchen washing dishes after the meal. One dish had an inscription that read Give Us This Day Our Daily Bread. The sailor washing the dish hold it for a moment, read it again, and then smashes it. The sailors who were on wash duty walks off from their work stations. In the next scene of we see a lot of sailors at the ships commissary buying many cans of food. One of the higher ranking officers notices this and continues walking by. One point talking on one of the decks below, sailor Vakulinshuk says the treatment on the boat was worse than being a POW in a Japanese camp. Other sailor talked about the overall treatment. In Act II named Drama at the Harbour, it is all hands on deck as Captain Golikov comes up from a trap entrance to discipline the men that did not eat the soup. He says that there will be no disobedience or strike or that he will hang everyone in the ship if it is. Then the captain asks who ever at the soup with the rotten meat to step under the cannons to show their loyalty. All but a group of fifteen shows their loyalty. The captain decides that he wants to kill the fifteen for not eating the soup. The group tries to escape but the other officers step in their way. The captain throws a tarpaulin over them, making it easier for the other sailors to shoot the fifteen sailors. When the Captain gives the order to shoot, seaman Vakulinchuk stops the firing squad from executing the other sailors. Vakulinchuck gives a speech encouraging the shipmates to stand up and rebel against those who oppress them which would be the officers of the ship. While this is going on the captain is repeating the firing order but it is not carried out. Vakulinchuk and the other shipmates get together and turn on the officers. There is a chase after the officers and when caught they are thrown overboard, the doctor as well. The ships priest appears and plays possum when he gets pushed down the stairs pretending to be dead. Before being thrown overboard, one of the officers is able to grab a gun and shoots Vakulinchuk. Vakulinchuk falls from a high point of a ship on to a tackle and then tumbles into the water. The shipmates shout that Vakulinchuk has gone overboard and a couple of sailors jump in to save but it is too late as his body is brought back on the ship. Vakulinchuks death bonds the shipmates together. In Act III, A Dead Man Calls for Justice, The Potemkin is under the control of the sailor s and they dock at the port of Odessa. Vakulinchuks body is taken to the shore and laid under a tent that is set up on the pier. Vakulinchuk is holding a candle with a sign on his chest reading KILLED FOR A BOWL OF SOUP. There is talk amongst the people in the local area in small groups about Vakulinchuk. An obnoxious member of the bourgeoisie heckles a woman protester. During another heated discussion someone in the crowd says kill the Jews! But the majority of the citizens of Odessa get riled up and decided to destroy the oppressors and help the sailors who rebelled on the Potemkin. Large numbers of the citizens bring food to the battleship to support the crew. In Act IV, The Odessa Staircase, after they given the sailors quality food, many of the townspeople have gathered along the long and wide flight of stairs overlooking the harbor leading down towards the piers. In good moral, shouting encouragements towards the ship. All ages of men, women, and children of all ages have come to see what is going on. Then out of nowhere, troops in white tunics show up at the top of the stairs slowly marching down the steps. People start to scramble as the soldiers began their assault on the innocent men, women, the elderly, and children. Countless people scramble down the steps to get to the side. Some elderly people hide behind walls as the soldiers continue to slaughter the people fleeing. A woman who carried her dead sons body in her arms walks up to the soldier s telling them that her son is very ill expecting to let her pass. A second later people look in fear as she is gunned downed. People step over others who have fallen, dead or alive. We even see the soldiers stepping on a small child. One woman had a bullet shot through one lens in her glasses. Another victim included in this massacre was a mother who was pushing a baby in a carriage. As she falls dead, she hits the carriage on the way down to the ground. The carriage starts to make its way down the steps as onlooker watch the carriage travel untouched. Then soldiers on horseback arrive at the bottom of the steps to finish the innocent off. In the final act, ACT V:The Rendezvous with a Squadron, The sailors who have taken over the Potemkin mend their battle stations and turn their guns on the buildings that might have held Tsarist soldiers but by then the massacre on the stairs is over leaving only the soldiers standing. The sailors of Potemkin then sail out to sea to avoid an attack from the shore when suddenly a squadron of warships has a course headed straight toward the Potemkin to take it back. The crew of the Potemkin expected this and some mend sentry duty. Other sailors of the Potemkin try to sleep. They are soon woken up and mend battle stations as multiple ships are sighted far away on the horizon. As the ships get close, the Potemkin send a sort of morse code to the other ships crews to treat them as brothers. Potemkins cannons, despite being outnumbered, are aimed at the other ships as in an attempt at one last hurrah. But when the ships get into range, the ships allowed the Potemkin to pass through. The cre w of the Potemkin celebrates and they come on deck waving at the others ships, as they do the same, when the ships cross in opposite direction. As I was watching Battleship Potemkin, I thought about how I could transfer this film on to the stage and the first thing that came to mind was how you (as in you Joseph) and Lucius set up Vertigo. From a technical stand point, I would use only a limited amount of technology if space was limited to me. If I was to put this play in swain, I would use the projectors to display and identify what scene the actors were in on the back curtain.