Wednesday, Septenber 30
We continued our analysis of the library scene in Shadow of a Doubt as a model of a single-scene analysis of the kind required for the assigned essay. We then looked at and began to analyze a scene from Night of the Hunter.
HW due Monday, October 5:
First paragraph of the single-scene analysis, introducing the film and explaining why you chose the specific scene and how it fits into the film as a whole.
Wednesday, September 30, 2009
Monday, September 28, 2009
Monday, September 28
Students received assignment sheets for the first outside viewing paper, which is due October 9, and checked out DVD's and VHS tapes of the films which they will write about. The essay is to be a detailed, in-depth analysis of a single scene in the film, examining such elements as mise en scene, pictorial composition, lighting, camera angles and movement, film editing, and sound.
After that we began to examine the library scene in Shadow of a Doubt as a model of how to analyze a single scene as students will do in their essays.
HW due Friday, October 9:
Outside viewing essay (single scene analysis). There will be at least one intermediate deadline before Oct. 9
Students received assignment sheets for the first outside viewing paper, which is due October 9, and checked out DVD's and VHS tapes of the films which they will write about. The essay is to be a detailed, in-depth analysis of a single scene in the film, examining such elements as mise en scene, pictorial composition, lighting, camera angles and movement, film editing, and sound.
After that we began to examine the library scene in Shadow of a Doubt as a model of how to analyze a single scene as students will do in their essays.
HW due Friday, October 9:
Outside viewing essay (single scene analysis). There will be at least one intermediate deadline before Oct. 9
Friday, September 25, 2009
Thursday, September 24, 2009
Thursday, September 24
We continued our examination of motifs in Shadow of a Doubt, especially images of stairs and shadows. Near the end of the period we began watching Beyond a Doubt, a (rather uneven) documentary about the making of Hitchcock's film. Students took notes, which they will hand in Friday when we finish watching the documentary.
We continued our examination of motifs in Shadow of a Doubt, especially images of stairs and shadows. Near the end of the period we began watching Beyond a Doubt, a (rather uneven) documentary about the making of Hitchcock's film. Students took notes, which they will hand in Friday when we finish watching the documentary.
Wednesday, September 23, 2009
Tuesday, September 22, 2009
Tuesday, September 22
Mr. P. introduced the concept of "motifs" in art & architecture, in music, in literature -- and in film. Afterwards students identified leading visual motifs in Shadow of a Doubt, such as Uncle Charlie's cigar and smoke more generally, shadows (of course), pairs or doubling, and stairs. We looked again at several key examples, especially the image of smoke and shadow as the train pulls in to Santa Rosa. Mr. P read a passage from Francois Truffaut's interview with Alfred Hitchcock in which they discuss that scene.
Mr. P. introduced the concept of "motifs" in art & architecture, in music, in literature -- and in film. Afterwards students identified leading visual motifs in Shadow of a Doubt, such as Uncle Charlie's cigar and smoke more generally, shadows (of course), pairs or doubling, and stairs. We looked again at several key examples, especially the image of smoke and shadow as the train pulls in to Santa Rosa. Mr. P read a passage from Francois Truffaut's interview with Alfred Hitchcock in which they discuss that scene.
Monday, September 21, 2009
Monday, September 21
We watched the final twenty minutes of Shadow of a Doubt, then discussed its themes, especially the loss of innocence, centering on the character of young Charlie. We also discussed how that theme was relevant to the larger world situation in 1943.
Friday, September 18
After a brief review of the film so far we watched more of Shadow of a Doubt till the end of the period.
We watched the final twenty minutes of Shadow of a Doubt, then discussed its themes, especially the loss of innocence, centering on the character of young Charlie. We also discussed how that theme was relevant to the larger world situation in 1943.
Friday, September 18
After a brief review of the film so far we watched more of Shadow of a Doubt till the end of the period.
Thursday, September 17, 2009
Thursday, September 17
We briefly reviewed what we learned Wednesday from the first few minutes of Shadow of a Doubt, then continued watching the film until the end of the period (up to the point when young Charlie arives at the library).
HW due tomorrow:
IMDB user comment (at least 400 words). See Tuesday's log.
We briefly reviewed what we learned Wednesday from the first few minutes of Shadow of a Doubt, then continued watching the film until the end of the period (up to the point when young Charlie arives at the library).
HW due tomorrow:
IMDB user comment (at least 400 words). See Tuesday's log.
Wednesday, September 16, 2009
Tuesday, September 15, 2009
Tuesday, September 15
We read the analysis in our "Classical Hollywood Cinema: Style" packet of the opening scene of Hitchcock's Shadow of a Doubt, watched the scene, and subjected the scene to further analysis -- particularly in terms of eyeline matches and the use of camera angles.
HW due Friday:
Students received the assignment sheet for the assignment mentioned Monday involving submission of a 400-word "user comment" to imdb.com reviewing students' favorite movies.
Monday, September 14, 2009
Monday, September 14
We watched the opening sequence of Citizen Kane, then analyzed its use of graphic matching on the lighted window in Kane's room as discussed in the editing section of our packet ("Classical Hollywood Cinema: Style). From there we moved on to the other two kinds of visual matches presented in the packet, eyeline matches and matches on action, illustrating each with a clip from that immortal classic of machismo, Roadhouse (1989), starring Patrick Swayze. We then looked at the IMDB page for that film and students were given first notice of the next assignment, which will be to post user comments about their favorite films on the IMDB website.
We watched the opening sequence of Citizen Kane, then analyzed its use of graphic matching on the lighted window in Kane's room as discussed in the editing section of our packet ("Classical Hollywood Cinema: Style). From there we moved on to the other two kinds of visual matches presented in the packet, eyeline matches and matches on action, illustrating each with a clip from that immortal classic of machismo, Roadhouse (1989), starring Patrick Swayze. We then looked at the IMDB page for that film and students were given first notice of the next assignment, which will be to post user comments about their favorite films on the IMDB website.
Friday, September 11, 2009
Friday, September 11
We watched The Girl and Her Trust again (at 4x speed), then pooled observations of ways in which the film represents an advance over such films as Rescued by Rover. These ways included the many different cuts and camera placements to convey a complicated story line, the use of tracking shots and closeups, the smooth integration of exterior and interior shots, and especially the subtle and effective character development.
We watched The Girl and Her Trust again (at 4x speed), then pooled observations of ways in which the film represents an advance over such films as Rescued by Rover. These ways included the many different cuts and camera placements to convey a complicated story line, the use of tracking shots and closeups, the smooth integration of exterior and interior shots, and especially the subtle and effective character development.
Thursday, September 10, 2009
Thursday, September 10
We began class by discussing two different ways of looking at film: (1) the simpler and more naive way of immersing oneself in the movie, suspending disbelief, and experience the film as reality, and (2) the analytical way of regarding the film as a film and paying attention to the themes and techniques of the film. We debated whether the second way ruins the experience, with Mr. Potratz advocating the negative.
After that we watched the rest of The Girl and her Trust, with students taking notes.
We began class by discussing two different ways of looking at film: (1) the simpler and more naive way of immersing oneself in the movie, suspending disbelief, and experience the film as reality, and (2) the analytical way of regarding the film as a film and paying attention to the themes and techniques of the film. We debated whether the second way ruins the experience, with Mr. Potratz advocating the negative.
After that we watched the rest of The Girl and her Trust, with students taking notes.
Wednesday, September 9, 2009
Wednesday, September 9
Students took an "open-packet" quiz over the "Classical Hollywood Cinema: Style" handout, and we went over the answers together.
Afterwards we began watching D.W. Griffith's The Girl and Her Trust while students took notes about technical and other advances they perceived in the film over yesterday's thrilling Rescued by Rover.
Students took an "open-packet" quiz over the "Classical Hollywood Cinema: Style" handout, and we went over the answers together.
Afterwards we began watching D.W. Griffith's The Girl and Her Trust while students took notes about technical and other advances they perceived in the film over yesterday's thrilling Rescued by Rover.
Tuesday, September 8, 2009
Tuesday, September 8
We surveyed the packet on "Classical Hollywood Cinema: Style," and students were reminded to read it carefully in preparation for tomorrow's quiz.
We then watched two very popular films from the first decade of the 20th century, Georges Melies's A Trip to the Moon and the Hepworth Studio's Rescued by Rover. We compared the two in terms of the reliance on special effects in the first, and the emphasis on narrative sequence and suspense in the second. These films both involve sophisticated editing (for the period) but of very different sorts, and we looked at Rover as an early instance of cross-cutting.
HW due Wednesday:
Quiz over the packet.
We surveyed the packet on "Classical Hollywood Cinema: Style," and students were reminded to read it carefully in preparation for tomorrow's quiz.
We then watched two very popular films from the first decade of the 20th century, Georges Melies's A Trip to the Moon and the Hepworth Studio's Rescued by Rover. We compared the two in terms of the reliance on special effects in the first, and the emphasis on narrative sequence and suspense in the second. These films both involve sophisticated editing (for the period) but of very different sorts, and we looked at Rover as an early instance of cross-cutting.
HW due Wednesday:
Quiz over the packet.
Friday, September 4, 2009
Friday, September 4
Students received copies of a packet entitled "Classical Hollywood Cinema: Style," which is the closest thing we will have to a textbook for the class. It introduces key terms and concepts for understanding film.
We discussed the question "Which is the more important part of making a film -- cinematography or editing?
HW due Tuesday:
Read the packet carefully. Quiz on Wednesday over the packet.
Students received copies of a packet entitled "Classical Hollywood Cinema: Style," which is the closest thing we will have to a textbook for the class. It introduces key terms and concepts for understanding film.
We discussed the question "Which is the more important part of making a film -- cinematography or editing?
HW due Tuesday:
Read the packet carefully. Quiz on Wednesday over the packet.
Thursday, September 3, 2009
Thursday, September 3
Students took an "open packet" quiz over aspects of early cinema, after which we graded it together. We then touched briefly on the technical similarities between animation and film itself, and watched a short film spotlighting the early animations of Winsor McCay. We also learned "How it Feels to Be Run Over" (O won't mother be pleased!).
Wednesday, September 2, 2009
Wednesday, September 2
We reviewed the course syllabus briefy, then watched an assortment of very short early films, including "actualities," humorous trick-photography or special effects films, and the magical, colorized Golden Beetle.
Students received a small packet of information on elements and pioneers of early film and were informed there will be a quiz over it to begin the class Thursday.
We reviewed the course syllabus briefy, then watched an assortment of very short early films, including "actualities," humorous trick-photography or special effects films, and the magical, colorized Golden Beetle.
Students received a small packet of information on elements and pioneers of early film and were informed there will be a quiz over it to begin the class Thursday.
Subscribe to:
Posts (Atom)