World map indicating literacy by country (2011 Human Development Report) Grey = no data

World illiteracy halved between 1970 and 2005.

Literacy has been described as the ability to read for knowledge and write coherently and think critically about the written word. Literacy can also include the ability to understand all forms of communication, be it body language, pictures, video or sound (reading, speaking, listening and viewing). Evolving definitions of literacy often include all the symbol systems relevant to a particular community. Literacy encompasses a complex set of abilities to understand and use the dominant symbol systems of a culture for personal and community development. In a technological society, the concept of literacy is expanding to include the media and electronic text, in addition to alphabetic and number systems. These abilities vary in different social and cultural contexts according to need and demand.

Literacy represents the lifelong, intellectual process of gaining meaning from print. Key to all literacy is reading development, which involves a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text. Reading development involves a range of complex language underpinnings including awareness of speech sounds (phonology), spelling patterns (orthography), word meaning (semantics), grammar (syntax) and patterns of word formation (morphology), all of which provide a necessary platform for reading fluency and comprehension. Once these skills are acquired the reader can attain full language literacy, which includes the abilities to approach printed material with critical analysis, inference and synthesis; to write with accuracy and coherence; and to use information and insights from text as the basis for informed decisions and creative thought.^[1]

The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines literacy as the "ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society."^[2]

History[link]

Illiteracy rate in France in the 18th and 19th centuries.

Literacy in Europe[link]

In 12th and 13th century England, the ability to sit a particular passage from the Bible entitled a common law defendant to the so-called benefit of clergy provision, which entitled a person to be tried before an ecclesiastical court, where sentences were more lenient, instead of a secular one, where hanging was a likely sentence. This opened the door to literate lay defendants also claiming the right to the benefit of clergy provision, and because the Biblical passage used for the literacy test was always Psalm 51 (Miserere mei, Deus... - "O God, have mercy upon me...") - an illiterate person who had memorized the appropriate verse could also claim the benefit of clergy provision.^[3]

By the mid-18th century, the ability to read and comprehend translated scripture led to Wales having one of the highest literacy rates. This was the result of a Griffith Jones's system of circulating schools, which aimed to enable everyone to read the Bible in Welsh. Similarly, at least half the population of 18th century New England was literate, perhaps as a consequence of the Puritan belief in the importance of Bible reading. By the time of the American Revolution, literacy in New England is suggested to have been around 90%.

The ability to read did not necessarily imply the ability to write. The 1686 church law (kyrkolagen) of the Kingdom of Sweden (which at the time included all of modern Sweden, Finland, and Estonia) enforced literacy on the people and by the end of the 18th century, the ability to read was close to 100%. But as late as the 19th century, many Swedes, especially women, could not write. That said, the situation in England was far worse than in Scandinavia, France and Prussia: as late as 1841, 33% of all Englishmen and 44% of Englishwomen signed marriage certificates with their mark as they were unable to write (government-financed public education was not available in England until 1870 and, even then, on a limited basis).

The historian Ernest Gellner argues that Continental European countries were far more successful in implementing educational reform precisely because those governments were more willing to invest in the population as a whole.^[4] The view that public education contributes to rising literacy levels is shared by the majority of historians.

Although the present-day concepts of literacy have much to do with the 15th century invention of the movable type printing press, it was not until the Industrial Revolution of the mid-19th century that paper and books became financially affordable to all classes of industrialized society. Until then, only a small percentage of the population were literate as only wealthy individuals and institutions could afford the prohibitively expensive materials. Even today^[update], the dearth of cheap paper and books is a barrier to universal literacy in some less-industrialized nations.

From another perspective, the historian Harvey Graff has argued that the introduction of mass schooling was in part an effort to control the type of literacy that the working class had access to. According to Graff, literacy learning was increasing outside of formal settings (such as schools) and this uncontrolled, potentially critical reading could lead to increased radicalization of the populace. In his view, mass schooling was meant to temper and control literacy, not spread it.^[5] Graff also points out, using the example of Sweden, that mass literacy can be achieved without formal schooling or instruction in writing.^[6]

Literacy in North America[link]

Canada[link]

This article may require copy editing for grammar, style, cohesion, tone, or spelling. You can assist by editing it. (April 2012)

The literacy rate of Canada, being almost 99% in 2003, has declined, and will be under world's average literacy rates for adults in the next two decades, depending on the rate of declining.^[7]

United States[link]

In 1820 20 percent of the entire adult population was illiterate, and 80 percent of the black population was illiterate. By 1900 the situation had improved somewhat, but still 44 percent of black people remained illiterate. The statistical data show significant improvements for black and other races in the early portion of the 20th century as the former slaves who had no educational opportunities in their youth were replaced by younger individuals who grew up in the post Civil War period and often had some chance to obtain a basic education. The gap in illiteracy between white and black adults continued to narrow through the 20th century, and in 1979 the rates were about the same.^[8]

Full prose proficiency, as measured by the ability to process complex and challenging material such as would be encountered in everyday life there, is achieved by about 13% of the general, 17% of the white, and 2% of the black population.^[9][10] However 86% of the general population had basic or higher prose proficiency as of 2003, with a decrease distributed across all groups in the full proficiency group vs. 1992 of more than 10%, consistent with a general decline.^[11]

Literacy in South America[link]

In 1964 in Brazil, Paulo Freire was arrested and exiled for teaching the Brazilian peasants to read.^[12]

Since democracy returned to Brazil, however, there has been a steady increase in the percentage of literate people.

Literacy in Africa[link]

Africa is the continent with the lowest literacy rate in the world.

Algeria[link]

The literacy rate of Algeria is around the 70% mark, which is attributed to the fact that education is compulsory and free in Algeria up to age of 17.

Botswana[link]

Botswana has among the highest literacy rates in the developing world with around 85% of its population being literate.

Egypt[link]

Egypt has a relative high literacy rate in proportion to its population size. Education is compulsory from the ages six to 15 and free for all children to attend. 93% of children enter primary school today, compared with 87% in 1994. Major universities include Cairo University (100,000 students), Alexandria University, and the 1,000-year-old Al-Azhar University, one of the world's major centers of Islamic learning. ^[13]

Ethiopia[link]

In Ethiopia, a national literacy campaign introduced in 1978 increased literacy rates to between 37% (unofficial) and 63% (official) by 1984.^[14]

Kenya[link]

The literacy rate of Kenya is well over 70% due to fact that the first 8 years of primary school are provided tuition-free by the government. In January 2008, the government began offering a program of free secondary education, subject to some restrictions.

Literacy in Asia[link]

China[link]

The PRC conducts standardized testing to assess proficiency in Putonghua but it is primarily for foreigners or those needing to demonstrate professional proficiency in the Beijing dialect. Literacy in logographic languages like Chinese has been graded on the number of characters in the speaker's lexicon, with a few thousand considered the minimum for practical literacy. Similar tests exist in other countries where Chinese is an official language. Chinese can be expressed phonetically and alphabetically but Chinese speakers prefer the Chinese logographic system.

India[link]

Laos[link]

Three Laotian girls sit outside their school, each absorbed in reading a book they received at a rural school book party.

Obstacles to literacy vary by country and culture. Writing systems, quality of education, availability of written material, competition from other sources (television, video games, cell phones, and family work obligations) and cultural influences all influence literacy levels.

In Laos, which has a phonetic alphabet, the mechanics of reading are relatively easy to learn. It is easier than in English, where spelling and pronunciation rules are filled with exceptions, and far easier than Chinese, with thousands of symbols to be memorized. But a lack of books and other written materials has hindered functional literacy. Many children and adults are able to read, but do it so haltingly that the skill is of no real benefit. For this and other reasons, Laos has the lowest level of adult literacy of any Southeast-Asian nation except for East Timor.^[15]

A literacy project in Laos addresses this by using what it calls "books that make literacy fun!" The project, Big Brother Mouse, publishes colorful, easy-to-read books, then delivers them by holding book parties at rural schools. Some of the books are modeled on successful western books by authors such as Dr. Seuss. The most popular titles, however, are traditional Lao fairy tales. Two popular collections of folktales were written by Siphone Vouthisakdee, who comes from a village where only five children finished primary school.^[16]

Big Brother Mouse has also created village reading rooms, and published books for adult readers about subjects such as Buddhism, health, and baby care.^[17]

Pakistan[link]

In Pakistan, the National Commission for Human Development (NCHD) aims to bring literacy to adults, especially women.

Philippines[link]

In the Philippines, the DepEd, CHED, and other academic institutions encourage children to improve literacy skills and knowledge. The government has a program of literacy teaching starting in kindergarten.

Literacy in the 21st century[link]

This idea has forever changed the landscape of information access, and is integral in an understanding of Literacy as a practice, in the 21st Century. It is no longer sufficient to consider whether a student can 'read' (decoding text) and 'write' (encoding text), and it is necessary to consider more meaningful aspects of literacy in education and in society as a whole, if we are to complete the transition we are in, from a society in which communication was never possible on the level of 'many to many', to one in which it is.^[18]

Economic impact[link]

Many policy analysts consider literacy rates as a crucial measure to enhance a region's human capital. This claim is made on the grounds that literate people can be trained less expensively than illiterate people, generally have a higher socio-economic status^[19] and enjoy better health and employment prospects. Policy makers also argue that literacy increases job opportunities and access to higher education.

In Kerala, India, for example, female and child mortality rates declined dramatically in the 1960s, when girls schooled according to the education reforms after 1948 began to raise families. In addition to the potential for literacy to increase wealth, wealth may promote literacy, through cultural norms and easier access to schools and tutoring services.^{[citation needed]}

In 2009, the National Adult Literacy agency (NALA) commissioned an economist to do a cost benefit analysis of adult literacy training in Ireland. He reported that there were economic gains for the individuals, the companies they worked for, the Exchequer, as well as the economy, for example, increased GDP, and society at large. The annual income gain per person per level increase on the Irish ten level National Qualifications Framework being €3,810 and the gain to the Exchequer, in terms of reduced social welfare transfers and increased tax payments, being €1,531 per annum.^[20]

Broader and complementary definitions[link]

Traditionally considered the ability to use written language actively and passively, some definitions of literacy consider it the ability to "read, write, spell, listen, and speak."^[21] Since the 1980s, some have argued that literacy is ideological, which means that literacy always exists in a context, in tandem with the values associated with that context.^[22][23] Prior work viewed literacy as existing autonomously.^{[24][25][26][27]}

Some have argued that the definition of literacy should be expanded. For example, in the United States, the National Council of Teachers of English and the International Reading Association have added "visually representing" to the traditional list of competencies. Similarly, in Scotland, literacy has been defined as: "The ability to read, write and use numeracy, to handle information, to express ideas and opinions, to make decisions and solve problems, as family members, workers, citizens and lifelong learners."^[28]

A basic literacy standard in many societies is the ability to read the newspaper. Increasingly, communication in commerce or society in general requires the ability to use computers and other digital technologies.^[29] Since the 1990s, when the Internet came into wide use in the United States, some have asserted that the definition of literacy should include the ability to use tools such as web browsers, word processing programs, and text messages. Similar expanded skill sets have been called multimedia literacy, computer literacy, information literacy, and technological literacy.^[30][31] Some scholars propose the idea multiliteracies which includes Functional Literacy, Critical Literacy, and Rhetorical Literacy.^[32]

"Arts literacy" programs exist in some places in the United States.^[33]

Other genres under study by academia include critical literacy, media literacy, ecological literacy and health literacy^[34] With the increasing emphasis on evidence-based decision making, and the use of statistical graphics and information, statistical literacy is becoming a very important aspect of literacy in general. The International Statistical Literacy Project is dedicated to the promotion of statistical literacy among all members of society.

It is argued that literacy includes the cultural, political, and historical contexts of the community in which communication takes place.^[35]

Taking account of the fact that a large part of the benefits of literacy obtain from having access to a literate person in the household, a recent literature in economics, starting with the work of Kaushik Basu and James Foster, distinguishes between a 'proximate illiterate' and an 'isolated illiterate'. The former refers to an illiterate person who lives in a household with other literates and the latter to an illiterate who lives in a household of all illiterates. What is of concern is that many people in poor nations are not just illiterates but isolated illiterates.

Teaching literacy[link]

The examples and perspective in this section may not represent a worldwide view of the subject. Please improve this article and discuss the issue on the talk page. (April 2011)

Teaching English literacy in the United States is dominated at present by a conception of literacy that focuses on a set of discrete decoding skills. From this perspective, literacy - or, rather, reading - comprises a number of subskills that can be taught to students. These skill sets include: phonological awareness, phonics (decoding), fluency, comprehension, and vocabulary. Mastering each of these sets of subskills is necessary for students to become proficient readers.^[36]

From this same perspective, readers of alphabetic languages must understand the alphabetic principle in order to master basic reading skills. A writing system is said to be alphabetic if it uses symbols to represent individual language sounds,^[37] though the degree of correspondence between letters and sounds varies across alphabetic languages. Syllabic writing systems (such as Japanese kana) use a symbol to represent a single syllable, and logographic writing systems (such as Chinese) use a symbol to represent a morpheme.^[38]

There are any number of approaches to teaching literacy; each is shaped by its informing assumptions about what literacy is and how it is best learned by students. Phonics instruction, for example, focuses on reading at the level of the word.^[37] It teaches readers to attend to the letters or groups of letters that make up words. A common method of teaching phonics is synthetic phonics, in which a novice reader pronounces each individual sound and "blends" them to pronounce the whole word.^[37] Another approach to phonics instruction is embedded phonics instruction, used more often in whole language reading instruction, in which novice readers learn about the individual letters in words on a just-in-time, just-in-place basis that is tailored to meet each student's reading and writing learning needs.^[37] That is, teachers provide phonics instruction opportunistically, within the context of stories or student writing that feature many instances of a particular letter or group of letters. Embedded instruction combines letter-sound knowledge with the use of meaningful context to read new and difficult words.^[39] Techniques such as directed listening and thinking activities can be used to aid children in learning how to read and reading comprehension.

Public library efforts to promote literacy[link]

The public library has long been a proponent for literacy in its communities.^[40] The release of the National Assessment of Adult Literacy (NAAL) report in 2005 revealed that approximately 14 percent of adults function at the lowest level of literacy and 29 percent of adults function at the basic functional literacy level, meaning they are not able to help their children with homework beyond the first few grades^[41] The lack of reading skills hinders adults from reaching their full potential. They might have difficulty getting and maintaining a job, providing for their families, or even reading a story to their children. For adults, the library might be the only source of a literacy program.^[42]

United States[link]

Programs have been instituted in public libraries across the United States in an attempt to improve the literacy rates in this country. Some example of various literacy programs across the country are listed below.

The READ/Orange County program, initiated in 1992 by the Orange County Public Library in California is an example of a flourishing community literacy program. The organization builds on what people have already learned through experiences as well as previous education, rather than trying to make up for what has not been learned. The organization then provides the student with the skills to continue learning in the future.^[42] The program operates on the belief that an adult who learns to read creates a ripple effect in the community. An adult who learns to read impacts not just himself but the whole community; he becomes an example to his children and grandchildren, and can then better serve his community.^[42] The mission of READ/Orange County is to "create a more literate community by providing diversified services of the highest quality to all who seek them." Potential tutors train during an extensive twenty-three hour Tutor Training Workshop in which they learn the philosophy, techniques and tools they will need to work with adult learns^[42] After completing the training, the tutors invest at least fifty hours a year to tutoring their student.

Another successful literacy program is the BoulderReads! program in Boulder, Colorado. The program recognized the difficulty that students had in obtaining child care while attending tutoring sessions, and joined with the University of Colorado to provide reading buddies to the children of students. Reading Buddies matches children of adult literacy students with college students who meet with them once a week throughout the semester for an hour and a half. The college students receive course credit, ensuring the quality and reliability of their time^[43]

Each Reading Buddies session focuses primarily on the college student reading aloud with the child. This helps the child gain interest in books and feel comfortable reading aloud. Time is also spent on word games, writing letters, or searching for books in the library. Throughout the semester the pair work on writing and illustrating a book together. The college student’s grade is partly dependent on the completion of the book. Although Reading Buddies began primarily as an answer to the lack of child care for literacy students, it has evolved into another aspect of the literacy program.^[43] While the children are not participants in the tutoring program, they do show marked improvement in their reading and writing skills throughout the semester, due in part to the admiration and respect they gain for their college reading buddy.

The Hillsborough Literacy Council, operating under The Florida Literacy Coalition, a statewide literacy organization, strives to improve the literacy ability of adults in Hillsborough County, Florida. Working since 1986, the HLC is "committed to improving literacy by empowering adults through education"^[44] The HLC also provides tutoring for English-speakers of other languages (ESOL). Approximately 120,000 adults in Hillsborough County are considered illiterate, or read below the fourth grade level. Through one on one tutoring the organization works to help adult students reach at least the fifth grade level. 95,000 adults living in Hillsborough County do not speak English; volunteers in the organization typically work with small groups of non-English speaking students to help practice their English conversation skills.

See also[link]

• List of countries by literacy rate

References[link]

External links[link]

Look up literacy in Wiktionary, the free dictionary.

• UNESCO Literacy Portal
• UNESCO Effective Literacy Practice Database
• Literacy at the Open Directory Project
• Literacy Assessment
• The National Strategies for Primary Literacy
• The Digital Archive of Literacy Narratives
• National Literacy Trust
• List of countries by literacy rate List of Countries by literacy rate.

George Lucas
George Lucas in 2009
Born	George Walton Lucas, Jr. (1944-05-14) May 14, 1944 (age 68) Modesto, California, U.S.
Residence	Marin County, California, U.S.
Nationality	American
Education	Modesto Junior College
Alma mater	University of Southern California (B.A. and B.S.)[1]
Occupation	Chairman & CEO of Lucasfilm
Years active	1965–present
Influenced by	Frank Herbert,[2] Joseph Campbell, Akira Kurosawa, John Ford
Home town	Central Valley, California, U.S.
Net worth	US$3.2 billion (2011)[1]
Spouse	Marcia Lucas (1969–1983)
Partner	Mellody Hobson (2007–present)

George Walton Lucas, Jr. (born May 14, 1944) is an American film producer, screenwriter, director, and entrepreneur. He is the founder, chairman and chief executive of Lucasfilm.^[3] He is best known as the creator of the space opera franchise Star Wars and the archaeologist-adventurer character Indiana Jones. Lucas is one of the American film industry's most financially successful directors/producers, with an estimated net worth of $3.2 billion as of 2011.^[1]

Early life and education[link]

George Lucas was born in Modesto, California, the son of Dorothy Ellinore (née Bomberger) and George Walton Lucas, Sr. (1913–1991), who owned a stationery store.^[4][5]

Lucas grew up in the Central Valley town of Modesto and his early passion for cars and motor racing would eventually serve as inspiration for his USC student film 1:42.08, as well as his Oscar-nominated low-budget phenomenon, American Graffiti. Long before Lucas became obsessed with film making, he wanted to be a race-car driver, and he spent most of his high school years racing on the underground circuit at fairgrounds and hanging out at garages. However, a near-fatal accident in his souped-up Autobianchi Bianchina on June 12, 1962, just days before his high school graduation, quickly changed his mind. Instead of racing, he attended Modesto Junior College and later got accepted into a junior college to study anthropology. While taking liberal arts courses, he developed a passion for cinematography and camera tricks. George Lucas graduated from USC in California.

As a child, Lucas never learned to swim, which became a source of embarrassment and frustration as he became older. Lucas has expressed in several interviews that his inability to swim was "the passion that drove me to succeed in filmmaking... [It] gave me the chip on my shoulder that I think was critical to my later success"^[6]

During this time, an experimental filmmaker named Bruce Baillie tacked up a bedsheet in his backyard in 1960 to screen the work of underground, avant-garde 16 mm filmmakers like Jordan Belson, Stan Brakhage and Bruce Conner. For the next few years, Baillie's series, dubbed Canyon Cinema, toured local coffeehouses. These events became a magnet for the teenage Lucas and his boyhood friend John Plummer. The 19-year-olds began slipping away to San Francisco to hang out in jazz clubs and find news of Canyon Cinema screenings in flyers at the City Lights bookstore. Already a promising photographer, Lucas became infatuated with these abstract films.

"That's when he [George] really started exploring" Plummer recalled. "We went to a theater on Union Street that shows art films, we drove up to San Francisco State for a film festival, and there was an old beatnik coffeehouse in Cow Hollow with shorts that were really out there." It was a season of awakening for Lucas, who had been an uninterested slacker in high school. At an autocross track, Lucas met his first mentor in the film industry — famed cinematographer Haskell Wexler, a fellow aficionado of sleek racing machines. Wexler was impressed by the way the shy teenager handled a camera, cradling it low on his hips to get better angles. "George had a very good eye, and he thought visually," Wexler recalls.^[7]

Lucas then transferred to the University of Southern California School of Cinematic Arts. USC was one of the earliest universities to have a school devoted to motion picture film. During the years at USC, George Lucas shared a dorm room with Randal Kleiser. Along with classmates such as Walter Murch, Hal Barwood and John Milius, they became a clique of film students known as The Dirty Dozen. He also became very good friends with fellow acclaimed student filmmaker and future Indiana Jones collaborator, Steven Spielberg. Lucas was deeply influenced by the Filmic Expression course taught at the school by filmmaker Lester Novros which concentrated on the non-narrative elements of Film Form like color, light, movement, space, and time. Another huge inspiration was the Serbian montagist (and dean of the USC Film Department) Slavko Vorkapich, a film theoretician comparable in historical importance to Sergei Eisenstein, who moved to Hollywood to make stunning montage sequences for studio features at MGM, RKO, and Paramount. Vorkapich taught the autonomous nature of the cinematic art form, emphasizing the unique dynamic quality of movement and kinetic energy inherent in motion pictures.

Lucas saw many inspiring films in class, particularly the visual films coming out of the National Film Board of Canada like Arthur Lipsett's 21-87, the French-Canadian cameraman Jean-Claude Labrecque's cinéma vérité 60 Cycles, the work of Norman McLaren, and the documentaries of Claude Jutra. Lucas fell madly in love with pure cinema and quickly became prolific at making 16 mm nonstory noncharacter visual tone poems and cinéma vérité with such titles as Look at Life, Herbie, 1:42.08, The Emperor, Anyone Lived in a Pretty (how) Town, Filmmaker, and 6-18-67. He was passionate and interested in camerawork and editing, defining himself as a filmmaker as opposed to being a director, and he loved making abstract visual films that create emotions purely through cinema.^[7]

After graduating with a bachelor of fine arts in film in 1967, he tried joining the United States Air Force as an officer, but he was immediately turned down because of his numerous speeding tickets. He was later drafted by the Army for military service in Vietnam, but he was exempted from service after medical tests showed he had diabetes, the disease that killed his paternal grandfather.

In 1967, Lucas re-enrolled as a USC graduate student in film production. Working as a teaching instructor for a class of U.S. Navy students who were being taught documentary cinematography, Lucas directed the short film Electronic Labyrinth: THX 1138 4EB, which won first prize at the 1967–68 National Student Film Festival, and was later adapted into his first full-length feature film, THX 1138. Lucas was awarded a student scholarship by Warner Brothers to observe and work on the making of a film of his choosing. The film he chose was Finian's Rainbow (1968) which was being directed by Francis Ford Coppola, who at the time was revered among film school students of the time as a cinema graduate who had "made it" in Hollywood. In 1969, George Lucas was one of the camera operators on the classic Rolling Stones concert film Gimme Shelter.

Film career[link]

George Lucas is a filmmaker, with a film career dominated by writing and production. Aside from the nine short films he made in the 1960s, he also directed six major features. His work from 1971 and 1977 as a writer-director, which established him as a major figure in Hollywood, consists of just three films: THX 1138, American Graffiti, and Star Wars. There was a 22-year hiatus between the original Star Wars film and his only other feature-film directing credits, the three Star Wars prequels.

Lucas acted as a writer and executive producer on another successful Hollywood film franchise, the Indiana Jones series. In addition, he established his own effects company, Industrial Light and Magic (ILM), to make the original Star Wars film. The company is now one of the most successful in the industry.

Lucas co-founded the studio American Zoetrope with Coppola—whom he met during his internship at Warner Brothers—hoping to create a liberating environment for filmmakers to direct outside the perceived oppressive control of the Hollywood studio system^{[citation needed]}. His first full-length feature film produced by the studio, THX 1138, was not a success. Lucas then created his own company, Lucasfilm, Ltd., and directed American Graffiti (1973). His new-found wealth and reputation enabled him to develop a story set in space. Even so, he encountered difficulties getting Star Wars made. It was only because Alan Ladd, Jr., at Fox Studios liked American Graffiti that he forced through a production and distribution deal for the film, which ended up restoring Fox to financial stability after a number of flops.^[8]

Star Wars quickly became the highest-grossing film of all-time, displaced five years later by Spielberg’s E.T. the Extra-Terrestrial. During the filming of Star Wars, Lucas waived his up-front fee as director and negotiated to own the licensing rights (for novelizations, T-shirts, toys, etc.)^{[citation needed]}—rights which the studio thought were nearly worthless^{[citation needed]}. This decision earned him hundreds of millions of dollars^{[citation needed]}, as he was able to directly profit from all the licensed games, toys, and collectibles created for the franchise. This accumulated capital enabled him to finance the sequel himself.

Over the two decades after the first Star Wars film, Lucas worked extensively as a writer and/or producer, including the many Star Wars spinoffs made for film, TV, and other media. He acted as executive producer for the next two Star Wars films, assigning the direction of The Empire Strikes Back to Irvin Kershner and Return of the Jedi to Richard Marquand, while receiving a story credit on the former and sharing a screenwriting credit with Lawrence Kasdan on the latter. Lucas also acted as executive producer and story writer on all four of the Indiana Jones films, which he convinced his colleague and good friend, Steven Spielberg, to direct. Other notable projects as a producer or executive producer in this period include Kurosawa's Kagemusha (1980), Lawrence Kasdan's Body Heat (1981), Jim Henson's Labyrinth (1986), Godfrey Reggio's Powaqqatsi (1986) and the animated film The Land Before Time (1988). There were also some less successful projects, however, including More American Graffiti (1979), the ill-fated Howard the Duck (1986), which was arguably^{[citation needed]} the biggest flop of his career; Willow (1988, which Lucas also wrote); and Coppola's Tucker: The Man and His Dream (1988). Between 1992 and 1996, Lucas served as executive producer for the television spinoff The Young Indiana Jones Chronicles. In 1997, for the 20th anniversary of Star Wars, Lucas went back to his trilogy to enhance and add certain scenes using newly available digital technology. These new versions were released in theaters as the Star Wars Trilogy: Special Edition. For DVD releases in 2004, this series has received further revisions to make them congruent with the prequel trilogy. Besides the additions to the Star Wars franchise, Lucas released Special Edition director's cuts of THX 1138 and American Graffiti containing a number of CGI revisions.

Lucas at the Venice Film Festival in 2009.

The animation studio Pixar was founded as the Graphics Group^{[citation needed]}, one third of the Computer Division of Lucasfilm. Pixar's early computer graphics research resulted in groundbreaking effects in films such as Star Trek II: The Wrath of Khan^[9] and Young Sherlock Holmes,^[9] and the group was purchased in 1986 by Steve Jobs shortly after he left Apple after a power struggle at Apple Computer. Jobs paid U.S. $5 million to Lucas and put U.S. $5 million as capital into the company. The sale reflected Lucas' desire to stop the cash flow losses from his 7-year research projects associated with new entertainment technology tools, as well as his company's new focus on creating entertainment products rather than tools. A contributing factor was cash-flow difficulties following Lucas' 1983 divorce concurrent with the sudden dropoff in revenues from Star Wars licenses following the release of Return of the Jedi.

The sound-equipped system, THX Ltd, was founded by Lucas and Tomlinson Holman^{[citation needed]}. The company was formerly owned by Lucasfilm, and contains equipment for stereo, digital, and theatrical sound for films, and music. Skywalker Sound and Industrial Light & Magic, the sound and visual effects subdivisions of Lucasfilm, respectively, have become among the most respected firms in their fields^{[citation needed]}. Lucasfilm Games, later renamed LucasArts, is well respected in the gaming industry^{[citation needed]}.

In 1994, Lucas began work on the screenplay for the prequel Star Wars Episode I: The Phantom Menace, which would be the first film he had directed in over two decades. The Phantom Menace was released in 1999, beginning a new trilogy of Star Wars films. Lucas also directed Star Wars Episode II: Attack of the Clones and Star Wars Episode III: Revenge of the Sith which were released in 2002 and 2005, respectively. Numerous critics considered these films inferior to the previously released Star Wars, The Empire Strikes Back, and Return of the Jedi.^[10][11][12]

In 2008, he reteamed with Spielberg for Indiana Jones and the Kingdom of the Crystal Skull.

Lucas currently serves as executive producer for Star Wars: The Clone Wars, an animated television series on Cartoon Network, which was preceded by a feature film of the same name. He is also working on a so-far untitled Star Wars live-action series.

For the film Red Tails (2012), Lucas serves as story-writer and executive producer. He also took over direction of reshoots while director Anthony Hemingway worked on other projects. Lucas is working on his first musical, an untitled CGI project being produced at Skywalker Ranch. Kevin Munroe is directing and David Berenbaum wrote the screenplay.^[13]

Semi-retirement[link]

In January 2012, Lucas announced his retirement from producing large-scale blockbuster films and instead re-focusing his career on smaller, independently budgeted features. He did not specify whether or not this would affect his involvement with a fifth installment of the Indiana Jones series.^[14][15][16]

Philanthropy[link]

In 1991, The George Lucas Educational Foundation was founded as a nonprofit operating foundation to celebrate and encourage innovation in schools. The Foundation's content is available under the brand Edutopia, in an award-winning web site, social media and via documentary films. Lucas, through his foundation, was one of the leading proponents of the E-rate program in the universal service fund,^[17] which was enacted as part of the Telecommunications Act of 1996. On June 24, 2008, Lucas testified before the United States House of Representatives subcommittee on Telecommunications and the Internet as the head of his Foundation to advocate for a free wireless broadband educational network.^[18]

In 2005, Lucas gave US$1 million to help build the Martin Luther King, Jr. National Memorial on the National Mall in Washington D.C. to commemorate American civil rights leader Martin Luther King, Jr.^[19]

On September 19, 2006, USC announced that George Lucas had donated $175–180 million to his alma mater to expand the film school. It is the largest single donation to USC and the largest gift to a film school anywhere.^[20] Previous donations led to the already existing George Lucas Instructional Building and Marcia Lucas Post-Production building.^[21][22]

Awards[link]

The American Film Institute awarded Lucas its Life Achievement Award on June 9, 2005.^[23] This was shortly after the release of Star Wars Episode III: Revenge of the Sith, about which he joked stating that, since he views the entire Star Wars series as one film, he could actually receive the award now that he had finally "gone back and finished the movie."

On June 5, 2005, Lucas was named among the 100 "Greatest Americans" by the Discovery Channel.^[24]

Lucas was nominated for four Academy Awards: Best Directing and Writing for American Graffiti, and Best Directing and Writing for Star Wars. He received the Academy's Irving G. Thalberg Award in 1991. He appeared at the 79th Academy Awards ceremony in 2007 with Steven Spielberg and Francis Ford Coppola to present the Best Director award to their friend Martin Scorsese. During the speech, Spielberg and Coppola talked about the joy of winning an Oscar, making fun of Lucas, who has not won a competitive Oscar.

Lucas at the Time 100 2006 gala

On June 17, 2006, the Science Fiction Hall of Fame inducted George Lucas and three others.^[25][26]

On January 1, 2007 George Lucas served as the Grand Marshal for the 2007 Tournament of Roses Parade, and made the coin toss at the 2007 Rose Bowl.

On August 25, 2009, Governor Arnold Schwarzenegger and Maria Shriver announced that Lucas would be one of 13 California Hall of Fame inductees in The California Museum's yearlong exhibit. The induction ceremony was on December 1, 2009 in Sacramento, California.

On September 6, 2009, Lucas was in Venice to present to the Pixar team the Golden Lion for Lifetime Achievement during the 2009 Biennale Venice Film Festival.

Personal life[link]

In 1969, Lucas married film editor Marcia Lou Griffin, who went on to win an Academy Award for her editing work on the original Star Wars film. George and Marcia adopted a daughter, Amanda, in 1981, and divorced in 1983. Lucas has since adopted two more children: Katie, born in 1988, and Jett, born in 1993. All three of his children have appeared in the three Star Wars prequels, as has Lucas himself. Lucas had been in a long relationship with and engaged to singer Linda Ronstadt. He has been dating Mellody Hobson, president of Ariel Investments, since 2006 and she has accompanied him to several events including the 79th Academy Awards ceremony in February 2007, an American Film Institute event in October 2007, the 2008 Cannes Film Festival held in May, and the 2010 Golden Globes.^[27][28][29]

Lucas was born and raised in a strong Methodist family. The religious and mythical themes in Star Wars were inspired by Lucas' interest in the writings of mythologist Joseph Campbell,^[30] and he would eventually come to identify strongly with the Eastern religious philosophies he studied and incorporated into his films, which were a major inspiration for "the Force." Lucas eventually came to state that his religion was "Buddhist Methodist". Lucas resides in Marin County.^[31][32]

Lucas has said that he is a fan of Seth MacFarlane's hit TV show Family Guy. MacFarlane has said that Lucasfilm was extremely helpful when the Family Guy crew wanted to parody their works.^[33]

Lucas has pledged to give half of his fortune to charity as part of an effort called The Giving Pledge led by Bill Gates and Warren Buffett to persuade America's richest individuals to donate their financial wealth to charities.^[34][35]

Filmography[link]

References[link]

Sources[link]

• Rinzler, J.W. "The Making of Star Wars, The Definitive Story Behind the Original Film", Ebury Press, 2007.
• Silberman, Steve "Life After Darth" Wired, November, 2005
• "George Lucas: Interviews" University Press of Mississippi (February 16, 2007)
• The Cinema of George Lucas (Hardcover) by Marcus Hearn, Publisher: Harry N. Abrams (March 1, 2005)
• Michael Rubin, "Droidmaker: George Lucas and the Digital Revolution" (2005) [ISBN 0937404675]

External links[link]

Wikiquote has a collection of quotations related to: George Lucas

Wikimedia Commons has media related to: George Lucas

• George Lucas biography at the Science Fiction Hall of Fame
• George Lucas at the Internet Movie Database
• George Lucas at AllRovi
• George Lucas at the Notable Names Database
• George Lucas at the Internet Speculative Fiction Database
• George Lucas biography at Lucasfilm.com
• George Lucas biography at World Business Forum where Lucas is a featured speaker for the 2009 event

Martin Scorsese
Scorsese at the Tribeca Film Festival, 2007
Born	Martin Charles Scorsese (1942-11-17) November 17, 1942 (age 69) Queens, New York, USA
Nationality	American
Education	Cardinal Hayes High School
Alma mater	New York University (B.A.) NYU Tisch School of the Arts (M.F.A.)
Occupation	Film director, producer, actor, screenwriter
Years active	1963–present
Influenced by	in alphabetical order: Michael Powell & Emeric Pressburger,[1] Satyajit Ray[2]
Spouse	Laraine Marie Brennan (1965–ca 71; divorced) Julia Cameron (1976–77; divorced) Isabella Rossellini (1979–82; divorced) Barbara De Fina (1985–91; divorced) Helen Morris (1999–present)
Parents	Charles Scorsese, Catherine Scorsese

Martin Charles Scorsese^[3] ( /skɔrˈsɛsɛ/;^[4] born November 17, 1942)^[5][6][7][8] is an American film director, screenwriter, producer, actor, and film historian. In 1990 he founded The Film Foundation, a non-profit organization dedicated to film preservation, and in 2007 he founded the World Cinema Foundation. He is a recipient of the AFI Life Achievement Award for his contributions to the cinema, and has won Academy Award, Palme d'Or, Emmys, Golden Globes, BAFTAs, and DGA Awards.

Scorsese's body of work addresses such themes as Italian American identity, Roman Catholic concepts of guilt and redemption,^[9] machismo, modern crime, and violence. Scorsese is hailed as one of the most significant and influential filmmakers of all time, directing landmark films such as Mean Streets (1973), Taxi Driver (1976), Raging Bull (1980), and Goodfellas (1990) – all of which he collaborated on with actor and close friend Robert De Niro.^[10] He won the Academy Award for Best Director for The Departed (2006), having been nominated a previous five times.