Tuesday, September 30
We talked briefly about the idea advanced by Birth's advocates that it presents pure "historical fact" and the connection of that notion to the perceived status of photographs (even staged ones!) as objective documents. We watched more of Birth of a Nation, pausing at the beginning of Part 2 to examine Griffith's intertitle discourse (quoting Pres. Wilson) on the nature of Reconstruction.
Tuesday, September 30, 2008
Monday, September 29, 2008
Monday, September 29
Mr. Potratz distributed a two-page checklist of techniques in Birth of a Nation which students are to fill in while watching the film. We spent a few minutes asking and answering questions about the social context of the film at the time it was released (in response to Friday's handout).
Then we watched more of the movie up to the point when Mrs. Cameron pleads with The Great Heart (Pres. Lincoln) to save the Little Colonel from execution.
Mr. Potratz distributed a two-page checklist of techniques in Birth of a Nation which students are to fill in while watching the film. We spent a few minutes asking and answering questions about the social context of the film at the time it was released (in response to Friday's handout).
Then we watched more of the movie up to the point when Mrs. Cameron pleads with The Great Heart (Pres. Lincoln) to save the Little Colonel from execution.
Friday, September 26, 2008
Friday, September 26
We reviewed briefly the characters we met on Thursday -- the Stonemans and the Camerons -- and concentrated especially on Lydia, Congressman Stoneman's mulatto mistress, pausing to discuss the why mulattos are the most villainous characters in Griffith's film. The evil of race mixing as portrayed in Birth is connected with the decline of mulattoes as a category in the U.S. and the legislation of the "one drop rule."
HW due Monday:
Read carefully the short handout distributed in class today (with further information about the contemporary reception of Birth of a Nation) and prepare to ask and answer questions about it in class Monday.
We reviewed briefly the characters we met on Thursday -- the Stonemans and the Camerons -- and concentrated especially on Lydia, Congressman Stoneman's mulatto mistress, pausing to discuss the why mulattos are the most villainous characters in Griffith's film. The evil of race mixing as portrayed in Birth is connected with the decline of mulattoes as a category in the U.S. and the legislation of the "one drop rule."
HW due Monday:
Read carefully the short handout distributed in class today (with further information about the contemporary reception of Birth of a Nation) and prepare to ask and answer questions about it in class Monday.
Thursday, September 25, 2008
Thursday, September 25
Students asked and answered questions about The Birth of a Nation and about D.W. Griffith, based on Wedneday's handout. Griffith's (and the film's) racism were an especial focus.
We then watched the opening of the film, up to the Stoneman boys' departure from Piedmont to return North.
Students asked and answered questions about The Birth of a Nation and about D.W. Griffith, based on Wedneday's handout. Griffith's (and the film's) racism were an especial focus.
We then watched the opening of the film, up to the Stoneman boys' departure from Piedmont to return North.
Wednesday, September 24, 2008
Wednesday, September 24
We watched The Girl and her Trust, a 1912 two-reeler from Biograph, directed by D.W. Griffith, remarking on the greater sophistication and, especially, character development when compared to the equally melodramatic Great Train Robbery.
We then turned to the next full-length film, Griffith's hugely influential and poisonously racist Birth of A Nation.
HW due Thursday: Read the handout with information on Birth and come to class prepared to be quizzed on it.
We watched The Girl and her Trust, a 1912 two-reeler from Biograph, directed by D.W. Griffith, remarking on the greater sophistication and, especially, character development when compared to the equally melodramatic Great Train Robbery.
We then turned to the next full-length film, Griffith's hugely influential and poisonously racist Birth of A Nation.
HW due Thursday: Read the handout with information on Birth and come to class prepared to be quizzed on it.
Tuesday, September 23, 2008
Tuesday, September 23
Students handed in their lists of ten people who worked on Shadow of a Doubt with their job titles and descriptions of what those jobs entail. We then made a composite list on the board of the ten we thought most significant, grouped by area of reponsibility.
Afterwards we watched the early one-reel blockbuster The Great Train Robbery (1903) and analyzed it briefly in terms of the number of cuts, camera techniques, special effects and the like.
Students handed in their lists of ten people who worked on Shadow of a Doubt with their job titles and descriptions of what those jobs entail. We then made a composite list on the board of the ten we thought most significant, grouped by area of reponsibility.
Afterwards we watched the early one-reel blockbuster The Great Train Robbery (1903) and analyzed it briefly in terms of the number of cuts, camera techniques, special effects and the like.
Monday, September 22, 2008
Monday, September 22
We continued to examine visual motifs and patterns in Shadow of a Doubt.
Specifically, we compared the first appearances of the two Charlies (on their respective beds), then looked at a handout showing other visual parallels between the opening scenes in Philadelphia and in Santa Rosa. We then examined the use of stairs, and the associated use of high and low camera angles in the film.
HW due Tuesday:
List ten major individuals -- other than cast members -- who created Shadow of a Doubt, and indicate what their job titles are and what those jobs include.
We continued to examine visual motifs and patterns in Shadow of a Doubt.
Specifically, we compared the first appearances of the two Charlies (on their respective beds), then looked at a handout showing other visual parallels between the opening scenes in Philadelphia and in Santa Rosa. We then examined the use of stairs, and the associated use of high and low camera angles in the film.
HW due Tuesday:
List ten major individuals -- other than cast members -- who created Shadow of a Doubt, and indicate what their job titles are and what those jobs include.
Friday, September 19, 2008
Thursday, September 18, 2008
Thursday, September 18
We watched a 30-minute documentary on the making of Shadow of a Doubt and students took notes on what they considered the most significant points. Afterwards, we briefly discussed several aspects of the film's outlook and its techniques, including the motif of smoke and the use of camera movement and angles.
We watched a 30-minute documentary on the making of Shadow of a Doubt and students took notes on what they considered the most significant points. Afterwards, we briefly discussed several aspects of the film's outlook and its techniques, including the motif of smoke and the use of camera movement and angles.
Wednesday, September 17, 2008
Tuesday, September 16, 2008
Tuesday, September 16
Preparatory to tomorrow's test, we looked at the first scene of Shadow again and examined such techniques from the Hollywood Style packet as camera movement and angles, mise en scene, lighting, and continuity editing (in particular matches on action and eyeline matches).
Reminder: test tomorrow over the packet.
Preparatory to tomorrow's test, we looked at the first scene of Shadow again and examined such techniques from the Hollywood Style packet as camera movement and angles, mise en scene, lighting, and continuity editing (in particular matches on action and eyeline matches).
Reminder: test tomorrow over the packet.
Monday, September 15, 2008
Monday, September 15
We finished watching Shadow of a Doubt and then briefly discussed its meaning in thematic terms and also in terms of character development, focusing on the two Charlies and on young Charlie as the central character of the film.
Mr. Potratz announced that there will be a test Wednesday over the "Hollywood Style" packet.
We finished watching Shadow of a Doubt and then briefly discussed its meaning in thematic terms and also in terms of character development, focusing on the two Charlies and on young Charlie as the central character of the film.
Mr. Potratz announced that there will be a test Wednesday over the "Hollywood Style" packet.
Friday, September 12, 2008
Friday, September 12
Students identified the Hitchcock cameo in Shadow, Julia identified the waltz as the "Merry Widow Waltz," and we watched another 27 minutes of the film. ending at 1:10 (of 1:48).
Students were reminded to finish the Hollywood Style packet if they haven't done so, and Mr. Potratz announced there would be a test over it early in the week.
Students identified the Hitchcock cameo in Shadow, Julia identified the waltz as the "Merry Widow Waltz," and we watched another 27 minutes of the film. ending at 1:10 (of 1:48).
Students were reminded to finish the Hollywood Style packet if they haven't done so, and Mr. Potratz announced there would be a test over it early in the week.
Thursday, September 11, 2008
Thursday, September 11
We briefly discussed the part of the film we watched Wednesday, focusing on the relationship between the two Charlies, the use of light and shadow, and the expressive use of the musical score. We replayed the scene where Uncle Charlie's train arrives at the station to illustrate our comments.
Then we watched the film up to the end of track nine (43:26).
We briefly discussed the part of the film we watched Wednesday, focusing on the relationship between the two Charlies, the use of light and shadow, and the expressive use of the musical score. We replayed the scene where Uncle Charlie's train arrives at the station to illustrate our comments.
Then we watched the film up to the end of track nine (43:26).
Wednesday, September 10, 2008
Wednesday, September 10
Mr. Potratz announced that the reading on classical Hollwood style (the second packet) would be due not Thursday (aka tomorrow) but Friday, and that we would begin watching Hitchcock's Shadow of a Doubt today.
We did so, starting with the opening scene (following the credits). We stopped after that scene and read the analysis of it in the packet, then began the film again from the beginning and watched the first 26 minutes.
Mr. Potratz announced that the reading on classical Hollwood style (the second packet) would be due not Thursday (aka tomorrow) but Friday, and that we would begin watching Hitchcock's Shadow of a Doubt today.
We did so, starting with the opening scene (following the credits). We stopped after that scene and read the analysis of it in the packet, then began the film again from the beginning and watched the first 26 minutes.
Tuesday, September 9, 2008
Tuesday, September 9
We watched the early film about, and including, Winsor McCay's animation, and talked about "persistence of vision" and about all motion pictures as animation in one sense. Then we watched, and talked about techniques in, "Onesieme, the Clockmaker" and "Rescued by Rover."
HW due Thursday: Read the second packet in your black folder, "Classical Hollywood Cinema: Style."
We watched the early film about, and including, Winsor McCay's animation, and talked about "persistence of vision" and about all motion pictures as animation in one sense. Then we watched, and talked about techniques in, "Onesieme, the Clockmaker" and "Rescued by Rover."
HW due Thursday: Read the second packet in your black folder, "Classical Hollywood Cinema: Style."
Monday, September 8, 2008
Monday, September 8
Students took a quiz over the handouts on the beginnings of cinema.
The quiz proved difficult, and Mr. Potratz agreed not to count it, except to give all those with scores above a certain number (TBD) a small amount of extra credit.
We discussed briefly the history covered by the quiz, then proceeded to watch images by Eadweard Muybridge, Edison's famous May-Rice Kiss, and several other early "actualities."
Students took a quiz over the handouts on the beginnings of cinema.
The quiz proved difficult, and Mr. Potratz agreed not to count it, except to give all those with scores above a certain number (TBD) a small amount of extra credit.
We discussed briefly the history covered by the quiz, then proceeded to watch images by Eadweard Muybridge, Edison's famous May-Rice Kiss, and several other early "actualities."
Friday, September 5, 2008
Friday, September 5
Mr. Potratz gave students folders with two packets. One packet ("Classical Hollywood Cinema: Style") will be assigned next week, though students are encouraged to begin reading it now. The other, a small collection of informational pieces on early cinema, is the HW due Monday: students are to read it carefully and prepare for a quiz over it in class Monday.
We then watched "The Countryman and the Cinematograph,"and used it as the basis to examine different ways of reacting to film. We also watched Cecil Hepworth’s "How it feels to be run over." (Won’t Mother be pleased?)
Mr. Potratz gave students folders with two packets. One packet ("Classical Hollywood Cinema: Style") will be assigned next week, though students are encouraged to begin reading it now. The other, a small collection of informational pieces on early cinema, is the HW due Monday: students are to read it carefully and prepare for a quiz over it in class Monday.
We then watched "The Countryman and the Cinematograph,"and used it as the basis to examine different ways of reacting to film. We also watched Cecil Hepworth’s "How it feels to be run over." (Won’t Mother be pleased?)
Thursday, September 4, 2008
Thursday, September 4
Students took a quiz over the syllabus, and graded the quiz. In the process we reviewed many of the rules and procedures which the syllabus describes.
Many students returned the letter sent home yesterday, signed by guardians. Those need to be back by Friday.
No homework assigned for Friday. There will be an assignment given Friday for the weekend, due Monday.
Students took a quiz over the syllabus, and graded the quiz. In the process we reviewed many of the rules and procedures which the syllabus describes.
Many students returned the letter sent home yesterday, signed by guardians. Those need to be back by Friday.
No homework assigned for Friday. There will be an assignment given Friday for the weekend, due Monday.
Wednesday, September 3, 2008
Wednesday, September 3
First day of classes.
Mr. Potratz distributed the syllabus and a letter addressed to parents or guardians.
Students were asked to share both of these with their folks and to return the letter, signed by a guardian, by Friday. This is important because the signature conveys permission to watch all films in the class.
Students were also asked to read the syllabus carefully and prepare for a short quiz over it at the beginning of class Thursday.
The rest of the class period was devoted to a lecture on the beginnings of motion pictures, with a brief clips illustrating the contrasting nature of film as documentation and film as illusionism.
First day of classes.
Mr. Potratz distributed the syllabus and a letter addressed to parents or guardians.
Students were asked to share both of these with their folks and to return the letter, signed by a guardian, by Friday. This is important because the signature conveys permission to watch all films in the class.
Students were also asked to read the syllabus carefully and prepare for a short quiz over it at the beginning of class Thursday.
The rest of the class period was devoted to a lecture on the beginnings of motion pictures, with a brief clips illustrating the contrasting nature of film as documentation and film as illusionism.
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