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Analysis on the movie The School of Rock By Romel Noverino 0808913

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School of Rock is a 2003 American musical comedy film directed by Richard Linklater, written by Mike White, and starring Jack Black. The main plot centers around hard rock singer and guitarist, Dewey Finn (portrayed by Black), who is unanimously kicked out of his band and subsequently disguises himself as a substitute teacher at a prestigious prep school and forms a band of fifth-grade students to win the upcoming Battle of the Bands so he can pay his rent for his apartment. Plot summary Dewey Finn, a hard rock singer and guitarist, is unanimously kicked out of his band No Vacancy by his bandmates for his arrogance and frequent hyperactive stage antics. His submissive roommate and lifelong friend Ned Schneebly (writer Mike White), a substitute teacher, is pressured by his girlfriend Patty Di Marco (Sarah Silverman) to evict Dewey unless he "gets a real job" and pay off his growing rent debt, which he only promises to do out of sympathy to Ned because of his fear of never getting another girlfriend. Dewey feels forced to give up his passion until he receives a phone call intended for Ned from Rosalie Mullins (Joan Cusack), principal of Horace Green, a prestigious prep school in Woodbury, New York, asking Ned to fill in for a teacher who would be out for several weeks due to a broken leg. Desperate for income to avoid getting evicted, Dewey pretends to be Ned and takes the job as a substitute teacher for the fifth-grade class. Dewey has no real idea how to carry out his role as a teacher, and instead simply gives his students constant free time. However, when he overhears his pupils playing in music class he realizes that the children of his class are musically talented. He decides to turn his temporary job into what he tells them is a special class project, but is actually a personal one: to turn a classroom full of kids into a rock band and crew, which will serve as a vehicle to stardom, ultimately to win the upcoming Battle of the Bands, where he is out to avenge his eviction from his old band and win the $20,000 prize. After realizing that the kids are mostly interested in pop and rap music, Dewey turns the school days into lessons of rock history and music playing, exposing his students to those artists he regards as rock legends. Many rock legends are featured in classic photos and footage during a

Ned finally stands up to his girlfriend and leaves her to watch the concert. His real identity is revealed. and he is fired from the school. which Dewey told them was their "school project". having found out that she likes Stevie Nicks and playing her song "Edge of Seventeen" on a jukebox.3 montage scene. but accept their defeat. They are turned back because they show up too late. Dewey succeeds in convincing them that he is a competent teacher. Realising what has happened. The Clash and Buddy Rich. During the parent-teacher night later on. At the competition. the class audition for the Battle of the Bands. who initially seem very suspicious of his ability to teach their children. Iggy Pop. they allow the students to perform in the Battle of the Bands. The two develop a close friendship after this. including The Ramones. the class loses to Dewey's ex-band No Vacancy. Jimi Hendrix. but Ned appears and confronts Dewey (due almost entirely to his girlfriend's persuasion). Angus Young. Considering himself a failure. later that day. Pete Townshend. and out of compassion. a fictional rare blood disease. the band plays "School of Rock". he falls into depression. Dewey narrowly escapes detection when Ms. . With Summer's help. only recovering when the students. forcing him to actually teach the official course material. who thought Dewey abducted the kids). Dewey attempts to revive any old love for rock he finds in her. Dewey persuades the Battle's managers by lying that the students are all terminally ill with "stick-it-to-da-man-ni-osis". plead with him to join them. Despite the strong reception from the audience (including Ms Mullins and the students' parents. a song written by their lead guitarist Zack Mooneyham. knowing he has never worked there. Mullins decides to attend one of his class's lessons to check on their progress. Dewey (who had requested on multiple occasions that he be paid in cash) is exposed when Ned receives a paycheck from Horace Green in the mail. instead of Dewey's "In the End of Time". on their way to the Battle of the Bands via school bus. Dewey meets the students' parents. Meanwhile. However. The crowd becomes angered by No Vacancy's victory and call for School of Rock to come back on stage.

She also is often seen wearing a turtleneck sweater.Ned is Dewey's roommate and best friend. Nicknamed "Mr. Characters • Dewey Finn (Jack Black) .The very uptight principal of Horace Green Elementary. He is described as a pushover by his girlfriend. 30-year-old. and the credits roll as the band sings "The movie is over. It is revealed that she was "not always wound this tight". but the pressure of the parents wanting everything to be perfect has made her into someone she never wanted to be.The protagonist of the film." breaking the fourth wall. He and Dewey used to be in a Glam rock band called Maggot-Death together. S" after persuading the class that he is the real Ned Schneebly (as he was unable to spell the surname). because he gives Dewey many chances to pay the rent and lets him stay on account of the fact that he does not like confrontation and because Dewey is his best friend. a newly opened after-school program where Dewey continues to coach the band and Ned teaches the younger ones. and take revenge on his doubting former band members and win the Battle of the Bands. after previous attempts to pull together a band failed. sometimes under a blazer. and as such he constantly apologizes to Dewey and his girlfriend. he pretends to be Ned as a substitute at the high-brow Horace Green Elementary. but we're still on screen. When Ned's girlfriend demands he pay up his share of the rent or get out. but Ned gave up those dreams for what he and Patty . At one point she is seen wearing a blouse and necktie with a tightly buttoned blazer. Ned does not really mind the fact that Dewey mooches off him but is afraid his girlfriend will leave him.4 The band goes for an encore. She is always strictly dressed. Dewey is a down-on-his-luck. wannabe rock superstar who is unanimously voted out of his band No Vacancy due to his antics and is replaced with a guitarist named Spider. • Rosalie "Roz" Mullins (Joan Cusack) . • Ned Schneebly (Mike White) . playing "It's a Long Way to the Top (If You Wanna Rock 'n' Roll)" by AC/DC with an altered ending. Summer is seen arguing a deal over her cell phone as she enters the "School of Rock". Patty. In the ending sequence. His main objective in the movie is to create a rock band from the Horace Green fifth grade class. energetic.

Ned's girlfriend and the film's primary antagonist. and Ned walks out on her daily tirade and breaks up with her in the end.) . It is this that provides the vehicle for Dewey to prove that he cares for the kids.The class factotum. • Summer Hathaway (Miranda Cosgrove) .The "rebel without a cause" and somewhat of a troublemaker drummer of the School of Rock. Summer is determined to please and succeed. Katie takes up the bass guitar. He likes to burn stuff for a pastime and went out to hang in a van with some rockers competing in the Battle of the Bands. He breaks up with Patty and stands up for himself by ignoring her lecturing him and going to watch the band's performance.Originally a cellist." At the end of the movie. but it was cut out. Dewey says. she has taken on a full managerial tone and responsibility for the musical direction of the band. Despite being a core member. where he teaches children about music. but eagerly takes interest in rock music. In the commentary. even if it means using somewhat unethical means. • Katie (Rebecca Julia Brown) . "Summer is going to be the first woman president of the United States of America. Dewey brings out the worst in her. • Patty Di Marco (Sarah Silverman) .The talented but shy lead guitarist of the School of Rock. but he admits near the end of the film that he misses performing. a room parent. her character does not really have many lines because she's portrayed as a quiet girl. • Freddy Jones (Kevin Clark) . He continues to teach at the after school club he and Dewey open together. It seems that due to her on-stage fashion and particularly the shape of her bass that she is an allusion to Talking Heads bassist Tina Weymouth . Patty works for the mayor. His overbearing father has a large and domineering influence on him and his hobbies and education. citing Sheila E and Meg White as "good chick drummers". constantly berating him for his lack of a proper job and inability to pay rent. it is revealed during the credits she was supposed to have a solo. She is designated by Dewey as the band manager due to her threatening to tell her mother.5 consider to be something more sensible. • Zack Mooneyham (Joey Gaydos Jr. that he was being unfair to her by deeming her a groupie and during the latter half of the movie. Dewey is quoted saying "He's the next Hendrix" about Zack during the later half of the movie. She makes no secret of her hatred for Dewey.

Also a roadie with Gordon. being that he needed to keep the kids happy. He made the light show during the Battle of the Bands performance. they are given the task of naming the band. partially consisting of "slap it. They disclose the final name to Dewey by unrolling a Tshirt with a "School of Rock" emblem on it. which they are more than happy to do. In the beginning of the film.Gordon is a roadie and is noted for his exceptional computer skills. He works on security. "auditioning" with Amazing Grace. Billy designs the uniforms for the show and is shown to work hard at the design. he is under the assumption that rock was about scoring with girls. She ends up being a backup singer for the band. it appears he is good friends with Freddy. but Dewey inspires confidence in him.Alicia volunteers her singing voice to become a back-up singer. justifying his own condition with the statement "I like to eat. He vehemently voices his hatred for Dewey. nor a roadie. At the end of the film. showing off her voice with "Tomorrow" from the musical Annie.Marta is another back-up singer. Dewey agrees. Billy (Brian Falduto) ." • Marta (Caitlin Hale) . he seems to have garnered a neutrality toward Dewey. He works the smoke machine during the Battle of the Bands performance. Alicia (Aleisha Allen) . • Marco (James Hosey) . caboot it!" • Tomika (Maryam Hassan) .6 • Lawrence (Robert Tsai) . • • • Leonard (Cole Hawkins) . Dewey teaches him the handshake. Dewey privately informs her that he is also a bit overweight.He works on security along with Frankie.Originally assigned security. shoot it. and the one who interacts/jokes with him the most. but still works with the band. Frankie (Angelo Massagli) . seemingly more lively than other classmates.A quiet. • • • Gordon (Zachary Infante) . the effeminate Billy requests he be band stylist instead and.At the beginning of the film. .Not confident about her physique. He tends to get stressed easily when his plans don't work out. Eleni and Michelle (Veronica Afflerbach and Jordan-Claire Green respectively) Designated the groupies by Dewey. later becomes "Songbird" after Dewey discovers her amazing singing talent when she admits to him in private that she does not want to be security detail. awkward "boffin" who becomes the keyboardist for the band and undergoes a transformation to become a rockin' keyboardist.

wikipedia. Dewey as a teacher prevails a phenomenon in depiction of teaching profession that is beyond from its ordinary representations . and he is the first one who suggested getting rid of Dewey. before learning they win the contest. by seeing aspects of presence and representation.org/wiki/School_of_Rock on June 10. who does not understand his endeavor. Dewey’s presentation as a teacher is somewhat forced under condition where he cannot cope with his social life and environment then he takes short cut to handle the matters by being somebody who is he is not. During the end of the movie. the character of Dewey as presented to be a ‘teacher’. • Neil (Lucas Papaelias) . Dewey seems to create an environment for his students that teaching and learning in class is a matters of unimportant situation in classroom. Theo and his band members are very impressed with the performance which the children (of Dewey's band School of Rock) had put up and they personally congratulate/admire them. 2010) Report on this movie consists of analysis on presentation and representation. He represents himself during his first days in school as incompetent and unreliable person to be seen as a teacher. Dewey’s presentation as an out of the ordinary figure is by himself to be placed around ordinary and regulated environment namely school and it causes conflict of interests to himself and students who have expectations of learning something from their teacher. From the aspects of ordinary and phenomenon. (retrieved from http://en.7 • Theo (Adam Pascal) ." At the Battle of the Bands. He becomes alien to himself until finally he thinks that he can become someone as stated namely a rock star. though Dewey says he brought the band together. • Spider (Lucas Babin) . reveals a sense of representation of being “beyond normality”.Neil is the bass player of the band "No Vacancy". ordinary and phenomenon. In this movie.Theo is the leader of Dewey's old band "No Vacancy".Spider is the guitarist who replaces Dewey in "No Vacancy. he is seen hitting on Miss Mullins. Dewey’s inability to teach provides new his students peculiar condition where students seems to demand Dewey to give them something other than recess as cover for his inability. and transcendence of norms and immanence on Dewey’s role as teacher and effects which he causes on his students.

compliant. This is shown in the example when Zak’s father tells him to focus only on classical guitar rather than electric. From this scene. Also when the principal of Horace Green. Other examples of Dewey’s ignorance as teacher as profession are when Patty (Sarah Silverman) says that Ned (Mike White) has the "most important job of all. he teaches the students with impolite words and rather mean to undermine them. To be sure. Since he cannot pay his rent. From the aspects of transcendence of norms and immanence. Dewy does this in rock . Dewey makes some kind of scene where he asks his students on the things which make them unease and what they should do when such happens. when he sees that his students have potential in bringing him winning a rock and roll contest. he. Somehow. which are different from any other conventional teachings. he sees opportunity to pay his rent by pretending to be his friend and takes the offer as a substitute teacher. Dewey's intention in being a teacher at Horace Green is not for the sake and best interests of his students at all. Also. Dewey sees it as a way to have corporal punishment and abusive words directed at the students. In School of rock. they are displayed in the way that instead of teaching materials which should be gained by the elementary students. ordered type into rebellious type and such rebellion. Also his teachings somehow change the students’ behavior and attitude from being obedient. However. states how order is essential to uphold." Dewey sarcastically responds.8 in several significant aspects. Yet due to reason of money that Dewey takes the offer of substitute teacher though he does that by claiming to be someone he is not and as a teacher. he uses the students in becoming band musicians and put aside what should be given by teachers. manipulates his students to pursue his own personal ambition. Ms. Mullins (Joan Cusack). in a way. Dewey teaches them all what they should know about rock and roll and how rock and roll can change way of life and perception in seeing the world. Here Dewey sees that Ned decision to give up music and takes job as a teacher is a wrong decision. Such reactions from Dewey makes the principal wonders on Dewey’s perception to teach and role as parents for the students at school. Dewey thinks that teacher should think and act as him in terms of teaching. this theme derives from understanding that teaching is an undervalued and underpaid occupation. He believes that Ned should still be like him namely never giving up music and for this matter becoming a rock star. "A temp?". Films about teacher reveal description that teachers are characterized as self dedicated for the sake and best interest of their students.

He asks questions by singing and whatever answers given by his students. From the movie. he uttered controversial words of “step off” as response on what students should do.9 musical way by playing his guitar. Dewey changes his students interests. As in conventional way of teaching should be that teachers accommodate and appreciate their students interests. Dewey is able to disclose potential gifts in some of his students through music and turn them into having social existence among their society and within their students’ parents’ perception on what their children can do with their music ability. it validates himself as a laughing stock by himself. Though what he teaches goes beyond curriculum standards that the students should learn. Yet. even to their own parents. . namely musical intelligence. pathetic man with no competence in making himself fulfilling his dreams by his own righteous way. What Dewey teaches here is an obvious direction that students can be rebellion over some things that they dislike. As the movie progresses. Dewey implants ideas and thoughts to his students that rocking is a way of contribution to society. he rectifies their perceptions and instead put forward rock and roll artists. Dewey is able to teach his students about the world outside dogma of academic life and parents. When students answer and most of their answers evolve around pop artists. Dewey distributes rock and roll CDs to his students in order for them to get “the feel” of rock. By not telling their parents on what Dewey says as “class project” is an example of changing behavior and attitude as obedient. Even in one of the scenes. students learn that they have intelligence. Dewey realizes that he is simply a big fat loser. Here Dewey puts profession of teacher into way of implanting his own ideas and thoughts towards social order and even to what children should behave to their social surroundings. Also. even to their parents. such as in the scene where he asks his students on their favorite artists. compliant and honest. is depicted when the students decide to leave school during school hours to participate in the rock and roll contest without permission from the principal and their parents. so what do the students learn as Dewey do not teach what should be taught to them as elementary students and Dewey merely uses them selfishly to pursue his ambition to win rock and roll contest? From his interactions with the students in teaching them rock and roll. since he is a fraud teacher. Dewey is able to have the students learn through what they do best namely through music.

(1995:219) Dr. engineer and founder of the Monroe Institute. He also proved through research that exposure to specific kinds of music causes a remarkable improvement in mathematics. Lozanov’s theory and . An injury to the right frontal or temporal lobes will cause an extreme difficulty to distinguish and to reproduce them correctly. The musical intelligence is the one intelligence which is the earliest visible in a child’s life. Sousa (2006:221) the findings of Gardner as mentioned suggests that the brain’s response to music is innate and has strong biological roots which are in agreement with below. According to research findings. There is clear evidence that music affects brain waves and our physiological states. Music causes emotional responses from the listener and stimulates the limbic system in the brain which is also the part responsible for long-term memory. learning and memory. The majority of musical capacities and especially the most important which is the sensitivity to pitch are localized in the right hemisphere of the brain. stated that the absence of art and music “can retard brain development in children”. Appreciation of music will person is affected by a disease of the right also be affected when the hemisphere. Music activates more than the right brain. has produced audiotapes with specific beat and rhythmic patterns to help the left and right hemisphere of the brain to work together to effect optimal concentration. reading and the sciences (Jensen 1995:220. as referred to by success Jensen (1995:219). (Maples 1994:19) a Bulgarian physician psychiatrist and educational researcher. Researchers have proved that infants of as young between tones as three months can respond to a certain song in a certain way (Sousa 2006:221). The ability to perceive and criticize musical performances also seems to rely on the right hemisphere structures of the brain although certain musicians had difficulties to perform after an injury to the left temporal lobe (Gardner 1993:118). Lozanov. Halpern. According to Jensen. Robert Monroe. He is absolutely convinced after years of study that music should be an essential part in any school’s curriculum. He has thousands of learners with stories as part of his research findings. 2004:19). developed a teaching and learning theory in the 1960s called suggestopedia. No one could determine just how early and why this intelligence would manifest so early.10 beyond common methods that they have been getting before that sharpen their other types of intelligence. A brief explanation on musical intelligence is explained here.

25). (1994:59) Lozanov chose Baroque music from the period 1600-1825 for a specific reason: he found that it produces the right frequencies and sounds which harmonise the function of the body and the brain. Children will achieve the ultimate form of expression of this intelligence in completely different ways.11 practices at the time triggered the accelerated learning movement and according to Maples. There are also those children who can hear a song once and be able to repeat it by singing it flawlessly without accompaniment. th reasoning Gardner century. Sessions. The second phase where the new information must be learned should be accompanied by “active concert” like Beethoven’s Concerto for Violin and Orchestra in D major. memory and compositions of Mozart during active or passive learning (Jensen 1995:217). The Japanese Suzuki Talent Education project proved that children from the age of two years can be taught to play a musical instrument like the violin with technical precision whereas another child with no formal training will be able to sit down and play his own composition on the piano (Gardner 1993:99). proved the existence of These examples also show that the musical should be accompanied by “passive intelligence can well be inherited as a talent but it surely can be learnt as well. listening to this music will improve the alpha levels in the brain and improve memory and recall on a much higher level than without the music (Maples 1994:59). A lesson should start with learners to achieve the optimum state for learning. an American composer of the 20 (1993:100). that students. raised their test scores in spatial and abstract (Jensen 1995:218). as referred to by holds the opinion that a composer of music only writes what comes up in his . who listened for 10 minutes to certain pieces of Mozart’s music. Lozanov (Dryden & Vos 2001:180) further suggests specific music for each of the phases of the accelerated learning introductory music which will relax the process. The last phase when the information must be moved into long-term memory concert” like The Water Music of Händel. Evidence was also gathered at the Centre for the Neurobiology of Learning and Memory in California. According to a National Broadcasting Corporation TV show of September 1994 as mentioned by Jensen (1995:217). If used correctly. These examples represent a number of children who were observed and these phenomena (Kagan & Kagan 1998:4. learners increased their spatial reasoning abilities after having listened to selected learning.

They could not describe any part of the process of composing as something they could express in words. Children of this age are predisposed to pick up aspects of music more than the core properties of (Gardner 1993:108).12 head in the form of musical imagination. He therefore had to use his legs and just that. One would think that auditory ability is crucial for musical ability but it was proved not to be the case as deaf individuals could appreciate the rhythmic tones of music (Kagan & Kagan 1998:4. Wagner considers composing as something as natural as a cow producing milk (Gardner 1993:100. All skills needed in expressing music are linked with each other. Tony Melendez. What is interesting is that the ability to create new unfamiliar tones disappears by the age of three to four when the typical cultural tunes will take over. differ from each other. where people around them. a musical rhythm or a melody. loudness and melodies of their speech mother’s songs and by four months they can also match rhythmic structure. however. After the age of seven little further musical development takes place except for the increase in . Someone who can appreciate the beauty of being emotionally touched by a composition does not necessarily have the composer’s innate structure of knowing how to arrange the melody or tones to achieve that level of expression. a man born without arms.23). Kagan & Kagan 1998:4. To the same extent they would not have been able to have done any composing if they were given numbers to do it. had an inborn “feeling” to create sounds and music as he described it during a CNN interview (7 April 2005) as observed by the researcher. It has been claimed by authorities in this field that able to match pitch. It is therefore clear that the musical intelligence has a variety of ways of expression.24). Music was so part of his being that he managed to play his own compositions on a guitar with his feet in a very short period of time without making use of writing or any other ability but a music ability. Other composers like Igor Stravinsky agree with Sessions that composing music has nothing to do with words and is a pure act of doing (Gardner 1993:103). He said on the CNN programme that he only had tones and rhythms in his head that he wanted to give expression to. Their thinking was in symbols and not words. Research has proved that even the most disabled could appreciate something of the structure of music (Gardner 1993:107). This The development of musical competence happens from a very early age children sing and babble and imitate sounds and tones made by the infants as young as two months are feet and toes to do happens with an astonishing accuracy. These skills.

the next crisis will appear during adolescence when the youngster has to decide whether music is so important that he would want to make a career of it and is prepared to sacrifice time. They were surrounded with music all day from birth (Gardner 1993:108-113). After this age a more sustained effort has to be put in to further develop the musical skill and ability. These children join groups where they learn basic cultural singing and dancing and playing of instruments by the age of two. stimulates spatial thinking. as well as the parts of . Motivation. An important research finding known as the “Mozart effect” has profound educational benefits also in an ordinary classroom. These examples suggest that musical ability is not only about inherited talent but it is an intelligence which is very susceptible to cultural stimulation and training. who studied this group according to Gardner. They can sing hundreds of songs and play several instruments and perform various dances by the age of five. personality and character are elements that play a crucial role in the continuation or further development of the musical ability (Gardner 1993:111). effort and money to achieve that.13 knowledge about music where most learn the ability to read music and how to play an instrument. The great master Suzuki has shown that children can play many instruments from as early as two years of age although very few of them go on to make music a career (Gardner 1993:373). Music literacy is viewed very different in different cultures and therefore important to mention as it has a significant impact on the musical intelligence (Armstrong 2003:26). Children learn up to the age of nine in a very spontaneous way and also use their musical skill and talent without much ado. claim that they have never had a “non-musical” member in that tribe. In China and Japan musical competence is highly prized. Children then have to make choices to practice or to play with friends (Gardner 1993:111). The anthropologists. It is at this stage where music in the life of a child experiences its own crisis and if they can overcome that.448 Sousa (2006:224) effect” which suggests that passive Mozart or Haydn one does admit the genetic factors in talent but should also keep environmental factors in mind. Shaw as referred to by found that there is a neurological basis for the “Mozart listening to the Mozart sonata K. When one looks at families like Bach. The Venda people in Limpopo start early with movement but they do not attempt to sing. Children are expected to perform well in playing different instruments as well as be proficient in singing (Gardner 1993:110). There are extreme cases like the Anang tribe in Nigeria (Gardner 1993:109) who introduce their new born babies to music and dance from the age of one week.

rhyme and melody. I do. she's the Man. Further analysis in this report focuses on wordings which cover the aspects.] You want me to teach you something? [most of the students nod] Here's a useful lesson for you: give up. The brief explanation above characterizes positive methods that Dewey teaches on his students and it elicits energy. utilising rhythm and using harmony. In this way they will better Students can make up a rap song in the science class which can depict all the elements in the remember it. and he's burning down the Amazon. no. Just quit. life and existence which previously are unfamiliar by them. try music and dance of different cultures. intelligence can at the same time affect the development of other periodic table. Oh. So do yourselves a favor and just give up! . The teacher can also employ the following examples of activities to develop the musical intelligence or use the musical intelligence of a learner to learn subject content: Create and use songs. MRS. The Man ruined that too with a little thing called MTV! So don’t waste your time trying to make anything cool or pure or awesome. [Frankie: Who?] The Man. down the hall. McKee (2004:48) lists the following (Armstrong 1994:30. Oh. you can't win. listen to tonal patterns. Other music was found to have activated only the auditory cortex and not the frontal cortex where higher order thinking takes place. Because THE WORLD is run by the Man. you don't the Man? [class shakes their heads] The Man is everywhere. because The Man’s just going to call you a fat. Activities which can be implemented in the class to develop the musical intelligences. vitality. you wanna learn something? [Summer: Yes. MULLINS. But guess what. move to the beat chanting learned material and create dances that illustrate concepts Van den Berg 2004:157). In the White House. Because in this life. and he kiadnapped Shamu and put her in a chlorine tank! And there used to be a way to stick it to The Man. you can try. Sure. Teachers should use the right music in their classes to get attention in order to promote a specific topic. [really getting angry] But in the end you're just gonna lose BIG TIME. cheers.14 the brain that are responsible for memory recall and visual imagery. washed up loser and crush your soul. And the Man ruined the ozone. to activate the alpha state of the brain and to make teachers and learners aware of the impact of certain types of music on their whole being. activities suitable for developing the musical intelligence in the classroom: composing your own verses to a wellknown tune or writing a song. jingles and poems. As stated above that Dewey is merely a selfish man though he is positioned as a teacher. It was called rock ‘n’ roll. is depicted in the following dialogue: Oh.

you're special. I’ve got a hangover. [Frankie snickers. Dewey displays his unwillingness to teach by making the students aware of his condition.. Once again this is unusual for a teacher to talk about to students. here’s the deal. response given by Dewey to one of his students to silent by using harsh words of SHUT UP and somehow replies by the students with the same remark.. also aspect of phenomenon that as a teacher. It means I was drunk yesterday.15 From the above dialogue. Lawrence: A science project? Dewey: No. Freddy: You wouldn't come to work drunk unless you were alcoholic. it can reveal his presentation and representation of his students namely as depiction of his inability and frustration.] Freddy: [whispering] Shut up. What's your name? Freddy: Freddy Jones. normal kids would have been stoked to slack off. And because I think you guys have the right attitude."Rock Band". Dude. this is a usual interaction between teacher and students where teacher asks and students answer then teacher gives responses. Freddy Jones-. Yet what is unusual is the subject matter discussed with elementary students. Second dialogue: Dewey: [to the class on his first day] Alright. It's called. Freddy: It means you're an alcoholic. look. Dewey: Mm. he says things which probably would never be said by other teachers to the students. Marta: Is this a school project? . Dewey: Wrong. because you're not normal. Third dialogue: Dewey: Now. Dewey’s character as being ignorant really shows his inability to become conventionally noble self sacrifice teacher let alone having parenting basic ability. but not you guys. This phenomenon shows how students are actually impersonator of what happens in their surroundings. listen. you got a disease! Dewey: Mm. In a way. hmmm.SHUT UP. Who knows what that means? Frankie: Doesn't that mean you’re drunk? Dewey: No. I think it's time we started our new class project. Also.

" Chimes! Freddy! "in his heart he knew. and you might not like itFreddy: Just play the song. it starts off a dark stage and then a beam of light and then you can see me and guitar.. Dewey: What? Zack: Let's hear your song. It will test your head [points to his head]. We have awesome material. Dewey: I'll play you my song. By knowing this. Fourth dialogue: Freddy: What are we gonna play? Dewey: Uh. And it may sound easy. And it's a requirement. just. Dewey selfishly manipulates the students into “helping” him and since his position is a teacher. you come in with a face-melter (imitates the guitar) weew-new-didli-new-didli-new-didli-new.16 Dewey: Yes.(performs vocal excercise)Okay. I just want you to keep in mind that.. I wasn't planning on unveling it.(imitating his guitar) dewneew-dew-neew. that means dry ice. it's not done yet.. but nothing could be harder. he is able to make the students in following his hidden agenda. which I wrote.and the writing was written on the stone". namely Dewey simply wants to use the students for his own personal interests. you come in with the bass! (imitating the bass) Rim-bim-bim-bim-bim-beru-berubum-bara-bara-bara-bum-bum-bum "well you think you'll be just fine without me. and uh. if you wanna hear it. Thing is. the band is MINE! How can you kick me out(high . and the legend of the rent was way past due!" and Katie."in the end of time.. but no-one seemed to understand. This dialogue takes place after Dewey finds out that some students have musical ability. we're gonna go over this this later "in the ancient time. uh. and your brain too [points to his forehead]. but you're mine! You think that you can kick me out of the band?" And then Zack. Billy: What's the prize? Dewey: A win will go on your permanent record. Dewey sets an evil plot to use the students as displayed in the dialogue to make his ambition of winning a band contest and win $ 20.I wrote it in like.. What is represented contradictory to what is really presented. an artist led the way. the artist must be true.. You could say that every school in the state will be competing for the top prize. Hello. Harvard U.ok? "Well there's just one problem there. What is presented within the dialogue is a mere lie.. 15 minutes. let me get in the zone.000.. but I will sing it. and your mind [points to his jaw]. Summer: Will other schools be competing? Dewey: You could say that. you don't have to worry about that.. there was a man who knew the road. Zack: Let's hear it.. roadies. and then a thin layer of fog comes in around my ankles. Schneebly! Dewey: Okay! I will sing it for you.

They're sluts! They sleep with the band! Dewey: No. Freddy’s response to Dewey’s deliberate delay in performing his song. unless you live hardcore" And then. Freddy as a student dares to address his teacher simply by name. that's where I want the backup singers to be all like. Yet once again. and she's not gonne be happy when she hears about this. since Dewey’s way of interacting with his students is using impolite words. Fifth dialogue: Summer: You want me to be a groupie? Dewey: Well. Dewey gives role to those who are not core members of the band. my mom is a room parent. but I made a special position just for you: Band manager. like. This dialogue takes place when Summer finally finds out what groupie means as displayed in the dialogue. "No. it goes shugadugadugaduga "You're not hardcore. some. normal and polite situation. you're not hardcore (high pitched) No you're not hardcore! (reverts to normal singing voice) unless you live hardcore (imitating backup singers) unless you live hardcore! (back to his own voice) but the legend of the rent. that's not true! They're like cheerleaders. was way hardcore! BOOM! Big old explosion. Summer: I don't want to be a cheerleader. Summer: Band manager? What's that? In order o have support from the whole class though not all students have musical ability that Dewey needs. First. elementary students will not dare to address teacher by name yet since the way Dewey interacts with his students is not in a proper. Look. that's all I got so far. confetti or something comes down. you ever see that show. Second. There are two points which can be addressed in this dialogue. Summer takes . Dewey’s way in elaborating his singing of his song is an interesting way of teaching as it gives description of stage act and gives insights to his students on how stage preparation should be in line with mood of song and way to sing it. it's a work in progress. groupie is an important job. Anyways. In ordinary situation. yeah? Well there's a drum solo in it. In a way. I didn't want to tell you this in front of the class. this is a teaching by Dewey as Dewey provides students with what and how the world of rock and roll in appreciating song and stage act. well due to her absence of knowing what groupie really means. Summer: I researched groupies on the Internet. "Hawaii Five-O".17 pitched)of what is mine?" And then. Freddy as the student takes such model and this is a phenomenon as this is beyond normality. Dewey: Summer. Summer is one of them and he manipulates lack of insight of summer by giving her role as groupie and at first she agrees.

Freddy: Hey. [the class gives him blank stares] Don't tell me you guys have never got the Led out. the first thing you do when you start a rock band is talk about your influences.AC/DC?. Lawrence: (angrily) You're an idiot.. I'm talking about bands that rock. it was. Dewey in a way questions his students and even questions the school for having no knowledge of rock and roll band. Shortstop. So who do you like? Blondie? Marta: Christina Aguilera. you shut up! (Freddy gets up to attack him) . but yeah... shut up! Lawrence: No. the way Dewey addresses his students is actually degrading. Dewey: Wrong. We had three weeks vacation! Yeah..] Freddy: (to class) I don't know what you're whinin' about. Sixth dialogue: Dewey: Look. Jimmy Page. Lawrence: It was not a waste of time! Freddy: I hate to break it to you bro'. This phenomenon is awkward as teacher should accommodate and appreciate the students’ interests. Leonard: Puff Daddy.18 such model and she uses an impolite word here of ‘sluts’. He addresses his students as displayed in the dialogue as blondie for his blond student and shortstop for his short figure student. what do they teach in this place?! This dialogue takes place when Dewey wants to find out the students preference of band or artists.. After knowing whom are liked by his students. However.? You guys! This project is called "Rock Band". Dewey: Who? No! Come on. but it was a whole lot better than school. it was a waste of time. What? You. Robert Plant? Ring any bells? What about Sabbath?.. Led Zeppelin. Billy? Billy: Liza Minnelli? Dewey: What are you.Motörhead? Oh. That's how you figure out what kind of band to be. Seventh dialogue: [The entire class is depressed after learning the truth about Dewey and the Battle of the Bands. In making sure that his so called “class project” safe and sound. Dewey does not hesitate to lie and manipulates her innocent hence he alters the role into Band Manager as he knows that Summer is a type of student who likes to lead and control.

What Dewey thought to be an easy pretending until he can finally sets a new band of his own after being sacked of his old band. He changes academic atmosphere into his atmosphere of band practice and rehearsal.000 Dewey changes all paradigms of what teacher as profession should be.. overtly rude words and expression show that during his interactions with the students. By changing the students interests into his own. Students’ behaviour and attitude are changed into social opposition to rules. What can be commented from this dialogue is harvest of what has been planted by Dewey to his students namely being able to be outspoken in what is displayed by Dewey’s perception “rock freedom of expression. Conclusion Dewey’s irresponsibility in taking a profession as a substitute teacher by pretending to be someone else for motive of having money is the starting point of many interesting catastrophes and spin in education. And we worked too long and hard on this project to not star in the show! Freddy: (slowly) OK. regulation and order. norms and deviance. piety and blasphemy. representation and shifting of norms happen during his times of teaching the students.19 Tomika: (Standing up in Lawrence's defense) Hey. takes a turning point as he sees musical potential in his students and in a way manipulates them into the so called class project by making the class as his ride to fulfilling his ambition in winning a band contest and win $ 20. was cool. Many new phenomenon. S. the students become personalities which are not them before hence making them somewhat becoming Dewey with overt expression and harsh wordings.but what do we do? Alicia: [deadpan] I say we just get out of here and play the damn show.] [to class] Mr. touch him and I'll shove those sticks down your throat! [Freddy retreats. and the overall . norms have been put aside by Dewey though knowing that he is in the domain of education and he has no hesitation to use such way and somehow such model is taken into account by his students in their way of life afterward. Dewey is “successful” in crossing over separation of propriety from rebellious attitude.” This is shifting of behaviour and attitudes of the students from good tootsie students to “Dewey’s model.. He shamelessly deceits his students into his personal interests while teacher as profession supposedly put students’ interests as priority and single motivation in teaching. ” The way students remark their statements in using explicit.

Sousa. Unpublished DEd thesis. New Zealand: Network Press. Gardner. 2 York: Basic Books. L. 2004. the theory in practice. New Basic Books.20 outlook of what is right and wrong. Kagan Publications. 52(3): 26-28. J. & Kagan. Frames of mind: The theory of multiple intelligences. 1995. McKee. Van den Berg. Pretoria: Unisa. H. M. Multiple intelligences. Thousand Oaks: Corwin Press. New York: Jensen. The accelerated trainer. G. How the brain learns. 1998.A. Accelerated learning: Effective knowledge acquisition. The learning revolution. 2004. S. . Gardner. 2006. Brain based learning and teaching. T. Reference Armstrong. Nelson: Inova. Armstrong. 2003. Kagan. San Clemente: Maples. H. G. Yet he is also successful in bringing up hidden good potential of his students. edition. 2001. Multiple intelligences: The complete MI book. D. Minneapolis: Free Spirit Publishing. Educational Leadership. Multiple intelligences: seven ways to approach curriculum. T. 1993. Educational nd Dryden. E. 1994. 1994. Del Mar: Turning Point. Aldershot: Gower. 1993. & Vos. You’re smarter than you think. Die geleenthede wat uitkomsgebaseerde taalhandboeke bied vir die ontwikkeling van leerders se meervoudige intelligensies. T.