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Each question is essay format. 200 word min. and I must cite W. Scott Poole, “Monsters in America: Our historical Obsession with the Hideous and the Haunting”In the Monsters in America (pages 85-92), W. Scott Poole introduces another major theme in monsters and American Culture: “Weird Science.” In these first pages of Chapter 3, Poole suggests that “America […] became a mad scientist’s laboratory” (88). Synthesize some of the major events, ideas, and monsters during this “era of Dr. Frankenstein” that might support Poole’s claim. How is America like a “scientist’s laboratory” and what major themes and events emerged during this era with respect to monsters and the monstrous? Be sure to cite Poole.
As a transgender woman, Susan Stryker has made it her personal and professional mission to share her research in transgender history and American culture. In her performance piece “My Words to Victor Frankenstein: Performing Transgender Rage,” Stryker offers an examination of the transgender body in relation to Frankenstein’s monster. Review Stryker’s essay and examine what you think are her main points, messages, themes, questions, problems, and/or arguments. This is your opportunity to critically interrogate what Stryker is communicating in this piece. How is Stryker understanding Frankenstein’s monster and monstrosity in relation to transgender identity and experiences? Be sure to cite passages from the text. Feel free to support, question, critique, and/or elaborate on Stryker’s work.
Watch the 1931 version of Frankenstein (see link below) and apply Adam Golub’s critical framework to the monstrous. Focus on specific scenes, characters, actions, settings, themes, dialogues, plot developments, etc. First deconstruct the monster (close read), then reconstruct the moment (contextualize), and then make an argument about the monster’s cultural meaning and significance (making sense of the monstrous). Feel free to draw on any of the ideas discussed in class to make sense of the monstrous (i.e., repression, desire, Stryker’s ideas of gender). What exactly is monstrous about the monster and how does the monster resonate with and/or violate broader social issues, fears, or anxieties in American culture and society during this “era of Frankenstein’s monster”? Draw from W. Scott Poole’s Chapter 3 for some context (i.e., main ideas and events during this era). This is your opportunity to analyze and closely examine what calls your attention.
This discussion question is a continuation of Tuesday’s #1 question. In the remaining assigned pages of Chapter 3 in Monsters in America (pages 92-113), W. Scott Poole elaborates on the theme of “Weird Science.” Earlier in the chapter, Poole suggests that “America […] became a mad scientist’s laboratory” (88). Focus on the assigned pages for this day. Synthesize some of the major events, ideas, and monsters during this “era of Dr. Frankenstein” that might support Poole’s aforementioned claim. How is America like a “scientist’s laboratory” and what major themes and events emerged during this era with respect to monsters and the monstrous? Be sure to cite Poole and focus on the designated pages.
Be sure to watch Tod Browning’s film Freaks (1932) before listening to Elizabeth Erwin’s discussion of the film (see link below). In this episode of “Horror Homeroom,” Erwin explores depictions of disability in horror and asks what it is about Freaks that audiences find so triggering. The discussants provide historical contexts for the film and deliver a number of perspectives about the monster, about horror, and about the offensiveness of the representation of disability in the film. Pick a piece of this conversation that stands out to you and respond to any of the discussants’ perspectives. What perspective gave you food for thought and how would you respond in conversation with any of the discussants? This is your opportunity to examine any of the perspectives offered about the film Freaks. Feel free to critique, challenge, support, and/or elaborate on any of the discussants’ perspectives.https://www.podbean.com/ew/dir-2qetf-685496c
Watch Tod Browning’s film Freaks (1932) (see link below) and apply Adam Golub’s critical framework to the monstrous. Focus on specific scenes, characters, actions, settings, themes, dialogues, plot developments, etc. First deconstruct the monster (close read), then reconstruct the moment (contextualize), and then make an argument about the monster’s cultural meaning and significance (making sense of the monstrous). Feel free to draw on any of the ideas discussed in class to make sense of the monstrous (i.e., repression, desire, classification systems). What exactly is monstrous about the monster and how does the monster resonate with and/or violate broader social issues, fears, or anxieties in American culture and society during the late nineteenth and early twentieth century? Draw from W. Scott Poole’s Chapter 3 for some context (i.e., main ideas and events during this era). This is your opportunity to analyze and closely examine what calls your attention. As a recommendation, you might want to focus on the representation of the able-bodied, dis/ability, and monstrosity.

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