Of Books and the Big Screen: Martin Luther Goes to the Movies

Martin Luther has been the subject of much praise, much criticism, and almost constant intrigue. While there are not as many books published annually about Luther as there are about Abraham Lincoln, there is no shortage of Luther scholarship. There are also notable Luther flims: here's a clip from the 1953 movie, and one other clip from 2003 Martin Luther.

I want you to think about how the filmmakers and directors deptic Luther, and how the surrounding historical moment of the movie's production shaped each portrayal of the reformer.
Answer this question: To what extent does film capture the historical context of its subject(s), and to what extent is a film a commentary on the historical moment in which it was made? While the focus of this question is Martin Luther, cite other movies in your answer that help to illuminate and explain your assertions.



Some of you will be reading part of Paul Waibel's short book on Luther. Coupled with considerations of each film, you will want to visit this link to Paul Waibel's site. Be sure to read this review of Waibel's book.

We'll compare and contrast the cinematic presentation of Luther and Waibel's interpretation of him.

UPDATE: Due to technical difficulties, and in the interest of time, this assignment only requires critical analysis of the Luther films in conjunction with the observations of Spielvogel on p. 380. DUE in Comments by Monday 10/6 @ 7:50am.

Travelblogging 1.0

Dear students, greetings from Atlanta! Arrived here in Georgia this afternoon after an uneventful flight. The bag of pretzels was exceptionally small, and the coffee at 33,000 feet was actually quite tasty. It is not Dunkin' Donuts coffee, but it will work.

I'm here in Atlanta representing SBS at the Powerful Learning Practices seminar. It is all about utilizing technology in the classroom, so I thought I'd blog to keep in touch (what else?). I wanted to podcast a message for all of you, but my microphone is back in the Lone Star State.

I hope everyone survived Ike with minimal discomfort and damage. I'll follow up with some Ike stories of my own on Tuesday before we play review jeopardy.

Today I had some great conversations so far about curriculum development and collaborating across disciplines, and what kinds of teaching strategies my colleagues have employed over the years.

Also had a great conversation with the Director of Academic Affairs about teaching full time the last 7 years with 6 of those engaged in doctoral study. During a few of those years I taught 5 classes each day, and two nights a week (with the exception of 1 semester) took graduate seminars.

Some background: I finished an MA in history in May 2001, and began teaching full time in August 2001. I spent 2002-05 taking courses and then essentially writing the dissertation since March 2007, when I took my final research excursion to New England.


The short of it is that it has been an amazingly rich time of interplay between teaching and research/writing. In the conversation earlier today I recounted how I bring teaching questions now to my archival research (or participant-observation)--essentially thinking about how I could teach using primary documents--and while I think of course about content, argument, structure, etc. with my writing, I also think deeply about communicating ideas--in other words, does my writing pass the muster of the scholarly guild and can one of my sophomore or junior or senior students pick it up, read it, and at least get the main arguments and structure? Does my writing possess a readibility, or is it laden with obtuse language, arcane references, and dense jargon? And of course the use of technology has been an ever present tool in the mix of it all. And yes, I've read each and every one of those books you see in the picture; some twice.

Such a schedule--teaching and going to school in the midst of a growing family--is insanely busy (how thankful I am for a patient and understanding wife!), but has been profoundly transforming and intellectually stimulating.

All these thoughts and observations came flooding back amidst the course of the conversations I had today. I anticipate it will continue tomorrow during the PLP seminar at The Lovett School. I will try to write another post or two tomorrow.

I'm looking forward to meeting other teachers from across the country, seeing what they do, learning new things, and contemplating more ways to collaborate.

I leave you with this thought: Connectivity is a term often used in the context of communications technology and mathematics, but it strikes me as an equally important term for 21st education. It's a term that's collaborative, generative, and participatory.

Would you describe your educational experience as dependent upon connectivity? If so, to what extent? If not, why? Is connectivity an integral part of one's educational experience? Why or why not?

A Rebirth of Learning: Renaissance Review

After a few storm preparations of my own, I'm finally posting the review for next Tuesday's exam. This list of terms is NOT exhaustive, therefore you should review all materials from the Renaissance unit. As for the Renaissance art we discussed, visit Mark Harden's "Artchive" to review all relevant artists.

Take care, be safe, stay dry and hope to see you on Monday.

*******************************************
“little ice age”
Black Death
bubonic plague
Yersinia pestis
flagellants
pogroms (Strasbourg Jews)
renaissance
Individualism
Secularism
Humanism
Petrarch, The Ascent of Mount Ventoux
Machiavelli, The Prince
Jacob Burckhardt
Hanseatic League
house of Medici
civic humanism
Renaissance hermeticism
Laura Cereta, Defense of the Liberal Instruction of Women
“liberal studies”
Johannes Gutenberg
Masaccio Tribute Money
Botticelli Primavera
Donatello’s David
Brunelleschi’s Dome/Duomo
Michelangelo’s David
High Renaissance
Caravaggio
Leonardo da Vinci’s Last Supper
Raphael’s School of Athens

**Remember to review all primary documents (or short quotes) from chs. 11 and 12, as well as maps of the Black Death and Renaissance Italy. In addition, it is ALWAYS helpful to review all of your Focus Questions.

Love and/or Fear in Renaissance Italy: Pondering The Prince

Take a look at this brief summary of Machiavelli's life and times and its discussion of The Prince.

We will read and discuss segments of The Prince in class.

Hot, Flat, and Crowded

While the title of this post could describe any Houston freeway during rush hour in the summer, it is actually the title of Thomas Friedman's latest book.

There's a helpful study guide for the book, and a fair amount of audio and video to begin the discussion. There's also a brief video clip at Barnes & Noble. And here's a brief Wired article on Friedman's new book from a few weeks ago.

Rebirth and Renaissance

This weekend's reading assignment: read pp. 337-340, and answer the focus questions on p. 338 (typed or written). Be prepared to discuss Monday. That's all.

Living History: Bubonic Plague and Black Death

One of the most important and transformative moments in European history, the Black Death continues to fascinate and intrigue.

Read here and here about the Black Death, taking careful note of its causes, consequences, and overall effect on Europe and the world. Find more history from "The Plague," a recent History Channel documentary.

In class we will read and discuss this account from Florence and this document from Pistoia, Italy. Fill out a primary document analysis form.

There is also a series of paintings--more or less a medieval comic strip that tells a story--called the medieveal "dance of death" that illustrates how Europeans processed this calamity and tragedy. And to liven up the discussion here's a great 5-minute YouTube documentary about the Black Death put together by a teacher and students and a brief clip from the History Channel's "The Plague."