Final Project

The proposal for your final project is due tomorrow! See below for instructions.

Final project

Proposal due date: Tuesday, Dec. 4 – turn in typed plan for your project. Those creating films should include what (and whose) video and editing equipment you’re going to use, who will perform what role (not just actors, but also photography, editing, etc.), and a ½ - page description of what your film will be about (plot outline, conflict, setting, characters, theme, etc.). Those creating genre studies need to include the genre they are going to study, possible films they will study, and a ½ - page explanation of what drew them to this genre.

Checkpoint due date: Thursday, Dec. 20 – those creating films must turn in typed script for the entire film and a storyboard for at least one scene that comprises at least five shots (see handouts); those creating genre studies must have notes for films they are using for project (approx. 2 pages/movie).

Final due date: Presentations will be during the final exam period – Thursday, Jan. 24. Groups doing their own film must submit their film to me at least one day before they present. Otherwise, films will not be screened for the class.

o 100 points; approximately 25 percent of your quarter grade
o You must be here to present your project on the day of your final exam; if not, you automatically fail the project.
o Should integrate vocabulary and techniques you have learned this semester.
o Work needs to be done outside of class
o Work in groups of 3-4

Options

Live-action narrative film
o Approximately 5 minutes in length
o Should tell a coherent story that has a distinct beginning, middle, and end
o Employs a cast of actors who can deliver scripted or improvised lines in a focused and effective manner
o Use of camera reflects the ability to control focus, movement, and adequate sound recording
o Planning and execution of camera setups reflect careful consideration of effective placement and movement of camera as well as arrangement of actors and other elements in a given shot
o Editing choices enhance the coherence of the story
o Addition of musical soundtrack or sound effects is optional
· As part of your presentation to the class, you must be able to explain to your audience why you made the choices you did in regard to camera angles, camera movement, editing, etc.

Lastly, your content must not include use of alcohol, drugs, unnecessary profanity or violence, etc. Also, avoid using real firearms, knives, etc., as props. Don’t race your cars, trucks, snowmobiles, jet skis, zeppelins, etc. In other words, don’t endanger yourself or others by doing something illegal. Strike a balance between artistic freedom and the fact that you are still
high school students. Failure to do so will result in failing the project. If you’re unsure about something, ask me.

Genre study
o Go to www.filmsite.org/genres.html and www.allmovie.com for some ideas about genres to study
o View three films from a genre that we did not study this semester. All of your group members should watch all three films (watching them together is the easiest solution) so you all know the genre exceedingly well, and not just one example of it.
o Your study should span different eras, just like our units – don’t choose three films that were all made in the last five years. You must have at least one example of the classical stage, and at least one example of the revisionist or parody stage.
o Develop a presentation in which you illustrate the evolution of a genre – what’s typical for a classic example of the genre, and what changes in your example of a revisionist or parody? Study the elements of setting, characters, plot, iconography, mood, cinematic style.
o The presentation should include a shot-by-shot analysis of a scene from one of your chosen films, approximately from 10 to 20 shots in length, in which you explain how this scene is either an example of the classical stage of the genre or the revisionist or parody stage.

What to turn in
· Completed “Typical Genre Characteristics” sheet for the genre and one completed sheet for each film. I will give you these sheets later.
· A shot-by-shot analysis for your chosen scene that includes the following for each shot (I’ll give you a model for this as well):
1. A brief description of the shot (action, setting, characters)
2. Framing (close-up, medium shot, long shot)
3. Camera angles (low angle, high angle, eye level)
4. Camera movement (tilt, crane, zoom, pan, tracking, none)
5. Lighting (high-key, low-key, back lighting, normal)
6. Sound (describe any dialogue, music, voice-over, or sound effects)
7. Transitions (cut, dissolve, wipe, other optical effects)
Note: You may list the elements (1-7) for each shot or describe them in paragraph form, but they should all be accounted for.
Write approximately one page on how this scene fits into the classic, revisionist, or parodic stage. Your shot-by-shot analysis should provide you with a good foundation for this.

What to present
· Show the scene you did your shot-by-shot analysis for to the class (either DVD or VHS is fine). First, set it up by saying what your genre is, what movie this is, what’s happening in the scene – come up with some kind of hook that will engage your audience (Note: “We did horror films” is not a hook). Then, show your scene, pausing at significant moments (not necessarily every shot, maybe 3-5 times).
· When you pause, talk about things you noticed in the shot that are important, focusing on what makes this scene belong to a particular stage of the genre. Is this character, theme, cinematic style, etc., typical or atypical for the genre? Why is it important and what effect does it have?
· Make sure to address the issues of contemporary relevance and psychological appeal of the genre as a whole (I’ll give you a handout on this later – some research is necessary).
· Plan/practice your presentation ahead of time. Know what chapter of the DVD your scene is on; know where you will pause the scene and what you will say there
· Presentations should be no longer than 10 minutes.

Laugh out loud funny

It's possible that the grading at the end of the quarter has finally gotten to me and I've gone slaphappy, but this video made me laugh so hard I cried.

Groundhog Day

In class on Monday, we'll have our final discussion of Groundhog Day. Please post a comment in response to the following on THIS blog:

What relevance, if any, does the film have to your life (not necessarily in a religious fashion)? Does it have a lesson you could apply?

I should have known that Mr. Klobuchar would have said it better than I could have

You should read this.

So, you donated blood. Nicely played.

But you missed class. You need to see me to do the following:

1. Set up a time to take your make-up quiz. This is a lot of fun for me.
2. Hand in your viewing guide for My Darling Clementine.
3. Hand in your viewing guide for Once Upon a Time in the West.

Also, a gentle reminder for everyone: your western essay is next Monday, October 29. We'll be writing your essay in class, but you need to watch and study another film before then. For the love of all good things, DO NOT forget about this.

The Western Essay: Monday, October 29

Overview

In this essay, you will explore the development of the Western genre. It will require you to view a film outside of class and draw on knowledge gained from the films we’ve viewed in class, as well as with the discussions and readings we’ve done. You must turn in notes of your viewing with the essay or you will lose points. Essays should be at least five well-developed paragraphs. Please see the attached rubric, which follows the Six Traits of Writing.

You may use one 4x6 note card to record any notes and an outline to prepare for the essay. You will turn in this note card with your essay, along with notes from your viewing.

The essay will be written in class on Monday, October 29. Be sure to have your note card and notes with you in class that day. If you know you are going to be gone on this day, you must talk to me beforehand to arrange a make-up time. If your absence is unexpected, you must email me on the day of the essay to arrange a make-up time. Otherwise, a grade deduction will occur.

Tips

End your introductory paragraph with your thesis statement, the argument about your film you’re going to prove in your essay. Here’s a simple, but effective model: My Darling Clementine fits the definition of a classic Western because of its portrayal of the decent cowboy hero, the “pure” woman, and the positives of the arrival of civilization in the Old West.

Each of your topic sentences should link directly to your thesis.

Use specific examples from the film – anything from a scene to a particular shot or line of dialogue – to help prove your thesis. Also, make sure to explain in your own words how your evidence proves the thesis.

Re-watch important scenes. Careful attention leads to careful notes, which leads to a strong essay. If you don’t study your film, you won’t do well.

Format

Underline or italicize film titles.

When citing your film for the first time in your essay, list the director and date of release in parentheses, e.g. Unforgiven (Clint Eastwood, 1992).

Refer to www.imdb.com for names and spellings of characters, actors, etc. There’s no excuse for not knowing a key fact about your film.

Options

1. Choose another classic Western and compare it to My Darling Clementine and elements of the classic Western, illustrating how your film fits the mould. Suggested films: Stagecoach (John Ford, 1939), Red River (Howard Hawks, 1948), Winchester ’73 (Anthony Mann, 1950), High Noon (Fred Zinnemann, 1952), Shane (George Stevens, 1953), The Searchers (Ford, 1956), Rio Bravo (Hawks, 1959), and Pale Rider (Clint Eastwood, 1985).

2. Choose a revisionist Western and demonstrate how the film takes the typical elements of the Western genre and revises them or comments on them. Suggested films: Unforgiven (Eastwood, 1992), The Wild Bunch (Sam Peckinpah, 1969), McCabe & Mrs. Miller (Robert Altman, 1971), The Shootist (Don Siegel, 1976), and the so-called “spaghetti Westerns” of Sergio Leone [A Fistful of Dollars (1964), For a Few Dollars More (1965), and The Good, the Bad, and the Ugly (1966)].

3. Choose a parody Western and describe how the film makes fun of the characteristics of the typical Western. Suggested films: Blazing Saddles (Mel Brooks, 1974), Cat Ballou (Elliot Silverstein, 1965), and Rustler’s Rhapsody (Hugh Wilson, 1985).

Two links

Many of you "forgot" to post on your blog with your response to the Time magazine article on westerns that we read in class. If you'd like to read it again (hint hint) you can find it here.

Also, Sarah F.'s grandpa's brother (that would be her great-uncle) is a pretty cool guy. Check out why.