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.

Journal 3 is due next Tuesday!

Don't forget that your third journal entry is due next Tuesday, October 16.

Once again, if you've lost your All Important Goldenrod Assignment Sheet, here are the directions:

For topics 2 and 3, you must choose films from either of the following lists, and at least one of them must be either from before 1960 or a non-American film (and they can’t be from our class list): www.time.com/time/100movies/ (then click on “see the complete list”) or www.rogerebert.com/greatmovies.


Behind the Scenes. Due Oct. 16.

We often appreciate a movie more when we know how it was made. What went into its creation behind the scenes? How, for example, did the art director design the sets for Citizen Kane? How did the photographer achieve those striking camera movements and lighting effects? Where did the ideas for the screenplay come from, and what did each writer contribute to the script?

This assignment is an opportunity to look behind the scenes at a particular aspect of filmmaking that interests you. First, select a film you would like to learn more about from one of the previously mentioned lists. Then, choose one of the following topics and write on what you learn through research.

(Note: choosing one topic is preferable, but if you need to write about more than one to fulfill the 500-word requirement, that’s OK).

You must turn in at least one page of notes of your film with your journal. Whenever you introduce an idea that comes from your research, make sure to mention the source (use signal phrases like “According to Steven Spielberg’s commentary track,” or “According to an article by A.O. Scott in the New York Times.” If any of your sources are online, please link to them in your post and don’t be afraid to quote from them).

Hint: DVD commentary tracks and other extra features make excellent sources for this assignment.

A. Script Writing. Who was responsible for the film script? Where did the main idea originate? If the film is based on literature, consult the original text and compare it to the final film.

B. Photography. Who was the film’s chief cinematographer? What is he or she most noted for? Are there any technical innovations in camera work or lighting? How were they achieved?

C. Set design. Who was involved in selecting and creating the film’s sets? Were any special problems encountered in making the sets? How were they solved? How important are the sets in the final film?

D. Music. Does the film use familiar music or an original score? What musical decisions were made by the composer? What effects was the composer striving for? Are different melodies used for different characters or scenes? How do they contribute to the total film experience?

E. Direction. Some directors have a stronger hand than others in the making of a film. Directors may be interested in different elements of filmmaking. What role did the director have in producing the film you chose? What are the director’s hallmarks in this and other films?

F. Acting. Select two or three actors in the film and find out more about them. Why do you think they were chosen for the film? What other roles have they played? Are they versatile or stereotyped? What can you learn about their behavior on or off the set during the film’s production?

G. Reception. Do some research to find out how the film was received during its first release. What did the critics say? How did the general public respond? How do you account for the reception in its own time and today?

Citizen Kane Quizzes

The multiple choice portion of your quizzes are graded and entered--I just posted grades to Edline. I'll start working on the essay portion, which will be 20 points total (10 points each).

Tomorrow we start our study of film genres with The Western!

Journal #2 Due next Tuesday

Don't forget that your second journal is due next Tuesday. It needs to be posted to your blog by class time on October 2. Woot woot.

If you've lost your goldenrod-hard-to-lose-since-it's-so-bright handout, here are the directions:

Film review. Due Oct. 2.

Write your own review of a film of your choosing (remember that for journals 2 and 3 you MUST choose films from either of the following lists, and at least one of them must be either from before 1960 or a non-American film: www.time.com/time/100movies/ (then click on “see the complete list”) or www.rogerebert.com/greatmovies.)

Select a film that genuinely interests you or puzzles you – a movie that you want to think about and examine more carefully than usual. Since this will be a critical review, you need to go beyond a simple statement of your likes and dislikes. Be prepared to use what you’ve learned about film technique and history so far to illuminate this film. We will look at sample reviews so you have a better idea of what you should have in yours. You must turn in at least one page of notes of your film with your review.

For the love of all things holy, don’t even think about plagiarizing someone else’s review. You will receive a zero not only on this journal, but the entire journal assignment, essentially dooming you to fail the quarter. You will want to gather the following information for your review, even if you don’t use all of it:


The basics
o What is the title of the film?
o Who directed the film?
o Who are the main actors in the film?
o Who wrote the screenplay?
o Who was responsible for photography?
o Who produced the film?
o Who wrote/played/sang the music?
o If you plan to mention any technical aspects of the film, you should find out the name of the people responsible for those aspects (such as editor, costume designer, and so forth).

Description/summary of the film
o What other movies is this movie like?
o Who are the main characters?
o What is the setting of the film?
o What is the main situation or source of conflict?
o Summarize the plot (without the ending!) in no more than five sentences. REMEMBER:
Your reader wants to know enough about the movie to make decision about going to the movie, but not so much that there’s no need to go.

Your analysis of the film
Literary aspects
o Characterize the plot/story of the movie. Is it involving, convoluted, simplistic, realistic, unbelievable, highly unlikely, well-structured, unresolved? (Add to this list if you need to).
o How would you characterize the dialogue? Do people talk this way in real life? (Or if realism was not a goal of the movie, was the dialogue amusing, poetic, or moving?)
o What themes do you see in the movie?
o Do you notice any symbols that recur in the movie?
Dramatic aspects
o Describe the acting. Did you believe that the actors were the characters?
o Describe the sets, costumes, makeup and lighting if these elements of the film’s design are significant.
Cinematic aspects
o What did you notice about the film’s cinematography? Did the director employ a lot of camera movements? Close-ups? High or low angles? Distorted lenses? Special visual effects?
o What did you notice about the film’s editing? Where there quick cuts? Lengthy shots? Other transitions?
o What did you notice about the film’s sound effects and music? What did they add to the overall effect of the film?

Citizen Kane & Kubla Khan

Kubla Khan, or a Vision in a Dream. A Fragment. is a famous poem by Samuel Taylor Coleridge, which takes its title from the Mongol and Chinese emperor Kublai Khan of the Yuan dynasty. Coleridge claimed he wrote the poem in the autumn of 1797 at a farmhouse near Exmoor, England, but it may have been composed on one of a number of other visits to the farm. It also may have been revised a number of times before it was first published in 1816.

The poem's opening lines are often quoted, and it introduces the name Xanadu (or Shangdu, the summer palace of Kublai Khan):

In Xanadu did Kubla Khan
A stately pleasure-dome decree:
Where Alph, the sacred river, ran
Through caverns measureless to man
Down to a sunless sea.

Coleridge claimed that the poem was inspired by an opium-induced dream (implicit in the poem's subtitle A Vision in a Dream), but that the composition was interrupted by the person from Porlock. Some have speculated that the vivid imagery of the poem stems from a waking hallucination, albeit most likely opium-induced. There is widespread speculation on the poem's meaning, some suggesting the author is merely portraying his vision while others insist on a theme or purpose. Others believe it is a poem stressing the beauty of creation.

However, it is important to remember that inspiration for this poem also comes from Marco Polo's description of Shangdu and Kublai Khan from his book Il Milione, which was included in Samuel Purchas' Pilgrimage, Vol. XI, 231. When he declared himself emperor, the historical Kublai claimed he had the Mandate of Heaven, a traditional Chinese concept of rule by divine permission, and therefore gained absolute control over an entire nation. Between warring and distributing the wealth his grandfather Genghis Khan had won, Kublai spent his summers in Xandu (better known now as Shangdu, or Xanadu) and had his subjects build him a home suitable for a son of God. This story is described in the first two lines of the poem, “In Xanadu did Kubla Khan/A stately pleasure-dome decree” (1-2). The end of the third paragraph gives us another close-up view of Kubla. At his home, Kublai had on hand some ten thousand horses, which he used as a means of displaying his power; only he and those to whom he gave explicit permission for committing miscellaneous acts of valour was allowed to drink their milk. Hence the closing image of “the milk of Paradise.” (54)

For he on honey-dew hath fed,
And drunk the milk of Paradise.

Of course, a reading of the entire poem is good for the soul.

In Orson Welles' famous film Citizen Kane, the main character's vast, Byzantine estate is called Xanadu — and was based on real-life newspaper baron William Randolph Hearst's resplendent home (Hearst Castle) at San Simeon, California. Charles Foster Kane is also refered to in the movie as the "American Kubla Khan".

(Source: Wikipedia...can you believe it?)

Nike/Mohicans

Here's the commercial Rohan and a few others were talking about in class today. It uses the same music from the Last of the Mohicans clip we watched in class today. Video game or not, it is a nice example of the overlap between nondiagetic and diagetic sound.

Elapsed Time

Piano/Drums Stop Motion

Don't forget, Journal #1 is due TOMORROW.

Journal #1 needs to be posted to your blog by tomorrow's class time.

Click HERE to read a sample journal entry written by Mr. Klobuchar.

Stop Motion

http://imdb.com/title/tt1029391/

Tony vs Paul info:

A stop motion battle between two friends turned enemies.

1. The video took two months to film and edit.
2. The music is available here: http://www.myspace.com/christopherlee...
3. Nothing is fake and no green screens were used. The only computer animated part was the letters falling on the page.
4. Yes, we really did jump all those times.
5. I edited it with Final Cut Pro
6. The camera we used was a Canon GL1 with both digital stills being taken, and footage being shot.
7. It was filmed in Massachusetts in the following towns: Arlington, Medford, Upton, Gloucester
Written & Directed by: Paul Cummings & Tony Fiandaca
Starring: Paul Cummings & Tony Fiandaca
Edited by: Paul Cummings
Music by: Chris Donovan

Film all in one shot

The movie I was trying to remember in class yesterday that is 96 minutes of one continuous shot is Russian Arc.

Cyber Bullying/Commenting

Remember that this blog is an extension of our classroom, so every comment that you write needs to follow our established class rules around the words Work--Respect--Belong.All of your comments and posted images need to be appropriate.

Also, posting comments as someone else is also considered cyber bullying. Be respectful!

Shift Happens

embedding a video

I'm going to embed a video. Woot.

Embedding a Video/Elements of Film Assignment

Find a clip from one of your favorite films on the internet and embed it in your blog. Then write a blog posting about two of the elements we've discussed from the Language of Film PowerPoint and how they apply to your film clip.

So far, we've talked about:

• Restricted/Unrestricted narration
• Mental Subjectivity
• Subjective point of view
• Authorial point of view
• neutral point of view
• The Classical Hollywood Cinema structure
• photography
• extreme long shot
• long shot
• medium shot
• close up
• extreme close up
• high angle
• low angle
• oblique angle
• Setting
• Costume and makeup
• Lighting

Today we'll talk more about elements of cinematography. Have fun with this! Be sure to cite where you got your video clip.

Parent/Student Letter

A reminder: If you haven't done so already, please remember to bring in your signed parent letter.

So far I have one.

Congratulations, you've set up your blog!

You need to do a few things today:

1. Comment on THIS blog posting with the URL for your blog. I'll create links on this blog to each person's blog in class. That way, you can easily navigate around class blogs, leaving comments as you go.
   
2. Make a post on your blog that uses an image AND a link. I want you to get used to incorporating these elements on your blog. Be sure to credit each photo you use. Your post should be about one of your favorite films and should include SOME outside review of the film. You'll need to do a little research (not a google search) to find a review of your film. Consider this a mini-practice for your first journal assignment. This is due on your blog by tomorrow.


3. Work on your user profile. Remember, no last names or personal information here.


4. Ask a few people what their URLs are. (I'll get the links up and running tonight.) Leave comments on their blog.


5. If you've finished all of those tasks, feel free to start working on some research for journal assignment 1, due Sept. 18.

For help on how to create a blog

Click here: http://www.tc.umn.edu/~hatt0047/blog.doc

The Blog Assignment

Throughout the semester, you will keep a weblog that expands on our class discussions about film. Your blog is a terrific opportunity for you to communicate ideas that you thought of but didn’t say in class, or to record ideas you didn’t think of until after class. It’s also a great way for you to find out what other members of your class are thinking about the movies you’re seeing inside and outside of class.

Directions:

1. Go to http://www.blogspot.com

2. Scroll down on the Blogger page to “Create a Blog in 3 Easy Steps.” Click “Create your blog now.” Note that you need to create a Google account in order to create your blog. If you already have a Google account, you’re ahead of the game.

3. Fill in the required information to create an account. Do not use your full name on your blog or mention the name of our school in the title or in any posts, and never mention any personal identifiers about yourself or classmates. Feel free, however, to come up with a clever name for your blog and/or an interesting username.

4. Choose a template for your blog. Any of the templates will work fine – it’s just a matter of personal preference.

5. Post an introductory entry in your blog. There is no required format.

6. Click on the “Settings” tab on your Blogger page, and within that section, click on comments.
On the pull-down menu next to “Who can comment?” choose “Only registered users.”
Scroll down to “Show word verification for comments?” and change the toggle to “yes.” This will prevent spammers from commenting.

7. In the comment section of this entry, post your first name and your URL. I will be adding this to the links section of this blog, so we all have easy access to one another’s blogs. Make sure your URL is accurate before posting it by typing it into the address bar and seeing that it links you to your blog.


Posting Requirements:
· Each of your three journal assignments will be submitted via your blog. Your first “real” blog entry will be journal #1.
· You must post entries in your blog after each film we view in class, plus five other entries about films you see outside of class.
· You may respond to films in a number of ways:
o Discuss/analyze an important scene
o Expand on a discussion question from class, from a film or a reading
o Make a connection to the real world/current events
o Discuss/analyze an aspect of cinematic style important to the film
o Discuss/analyze a topic or theme important to the film
o Relate it to another film, either from class or personal viewing

o Discuss ideas for future viewing inspired by film
o Answer film-specific questions that might be posted on my blog

· Your posts should relate to film, but within them, you can include links, photos, video, and anything else that is appropriate for in-class viewing.
· Feel free to play around with your entries. The beauty of blogs is that they’re not MLA-format, formal papers. It’s okay to make jokes, develop your own style, share personal stories and insights, be sarcastic, or otherwise show your personality on your blog.
· Remember, you have an audience! Craft your blog. Make it fun for your classmates to read.
· Remember that although you do technically have your own website, you are still doing a school assignment. Any blog that includes content that is inappropriate for school will not be included on my links list, and you will receive a zero for that assignment. If you run across any inappropriate content in someone’s blog, whether in the post itself or the comments, please let me know (it can be anonymous).

Commenting Requirements:
· For each of your entries, you must make comments on three other blogs.
· Comments should be respectful of the writer, although you may disagree with their thinking or make suggestions about their writing.
· In your comment, you can react to their post in any number of ways: agree, disagree, tell your own similar story, offer encouragement, tell her/him why you liked the post or how they might edit it, or add a link.
· You must sign-in on Blogger to comment.
· Part of your grade will be based on how well you can generate conversation on your blog. One way to do this will be to reply back to commenters. If someone leaves a comment, respond to it.

Grading:
Your blog will be evaluated on level of participation, intellectual depth of the posts, effectiveness of the writing, the level of reflection regarding the ideas expressed, and the willingness to contribute to and collaborate with the work of others (Richardson (49).

In summary, here are the goals for this assignment. I want you to:

***Write for a real, wide audience and engage in respectful, insightful and honest conversation with each other.
***Write in a personal, yet still academic voice; getting in the habit of writing will lead to both enjoyment and improvement.

More information on blogs, including how to add links and photos, as well as example entries, will be provided in class.