Friday, May 28
Students took notes while watching the first half-hour of the "Film Noir" segment of the American Cinema documentary series.
Friday, May 28, 2010
Wednesday, May 26, 2010
Wednesday, May 26
We competed in small groups to see who could come closest to guessing the six quotes from Casablanca (the highest number of any film) listed in the AFI's 2005 choice of 100 most famous movie lines.
We discussed briefly how over the years the political quotes have faded somewhat in popularity while the romantic quotes have not, and Mr. P stressed the equality of the two realms (or even the predominance of the political) in the film's emphasis.
We then worked in small groups again to come up with alternative endings for the movie.
We competed in small groups to see who could come closest to guessing the six quotes from Casablanca (the highest number of any film) listed in the AFI's 2005 choice of 100 most famous movie lines.
We discussed briefly how over the years the political quotes have faded somewhat in popularity while the romantic quotes have not, and Mr. P stressed the equality of the two realms (or even the predominance of the political) in the film's emphasis.
We then worked in small groups again to come up with alternative endings for the movie.
Tuesday, May 25, 2010
Monday, May 24, 2010
Friday, May 21, 2010
Wednesday, May 19, 2010
Wednesday, May 19
Mr. P announced that the Citizen Kane quiz would be postponed to Thursday in his absence.
The class was devoted to introducing (1) the historical background to Casablanca and (2) Humphrey Bogart (with clips from The Maltese Falcon and The Big Sleep.
HW due Thursday:
Prepare for quiz over Citizen Kane, including Bernard Herrmann handouts.
HW due Monday:
Single=scene analysis. 800 word minimum.
Mr. P announced that the Citizen Kane quiz would be postponed to Thursday in his absence.
The class was devoted to introducing (1) the historical background to Casablanca and (2) Humphrey Bogart (with clips from The Maltese Falcon and The Big Sleep.
HW due Thursday:
Prepare for quiz over Citizen Kane, including Bernard Herrmann handouts.
HW due Monday:
Single=scene analysis. 800 word minimum.
Tuesday, May 18, 2010
Monday, May 17, 2010
Monday, May 17
We reviewed the handout distributed Friday -- Q & A with Bernard Herrmann, composer of Citizen Kane's film score -- and looked at certain parts of the film which he specifically discusses there, including the scene where Kane meets Susan, with its subtle use of the Rosebud theme. We also discussed the "mystical," subliminal nature of film music in general.
Another aspect of the soundtrack which we noted was the echo-chamber effect in the library scene and in Xanadu interior sequences and what they add.
Finally, we began to look at the film's characteristic and diverse use of low camera angles.
HW due Monday:
Single-element analysis. 800 words.
We reviewed the handout distributed Friday -- Q & A with Bernard Herrmann, composer of Citizen Kane's film score -- and looked at certain parts of the film which he specifically discusses there, including the scene where Kane meets Susan, with its subtle use of the Rosebud theme. We also discussed the "mystical," subliminal nature of film music in general.
Another aspect of the soundtrack which we noted was the echo-chamber effect in the library scene and in Xanadu interior sequences and what they add.
Finally, we began to look at the film's characteristic and diverse use of low camera angles.
HW due Monday:
Single-element analysis. 800 words.
Friday, May 14, 2010
Friday, May 14
Students were reminded of the essay due a week from Monday (May 24), and informed of a quiz on Citizen Kane next Wednesday (May 19).
We returned to our analysis of the musical score of Citizen Kane, looking at -- no, that would be listening to -- examples of the Destiny and Rosebud themes and how they are used in a few places in the film. Students amplified the notes they have been taking on the analysis of different elements of filmcraft in the movie.
We also read a brief handout about the unprecedented use of music in the film, and referred briefly to a second, longer handout (4pp.) featuring comments by Bernard Herrmann, the composer of the score. Students were asked to read that handout over the weekend; it will be included in Wednesday's quiz.
Students were reminded of the essay due a week from Monday (May 24), and informed of a quiz on Citizen Kane next Wednesday (May 19).
We returned to our analysis of the musical score of Citizen Kane, looking at -- no, that would be listening to -- examples of the Destiny and Rosebud themes and how they are used in a few places in the film. Students amplified the notes they have been taking on the analysis of different elements of filmcraft in the movie.
We also read a brief handout about the unprecedented use of music in the film, and referred briefly to a second, longer handout (4pp.) featuring comments by Bernard Herrmann, the composer of the score. Students were asked to read that handout over the weekend; it will be included in Wednesday's quiz.
Thursday, May 13, 2010
Thursday, May 13
Students wrote one or two sentences saying what they thought was the central theme of Citizen Kane. Most students felt it concerned the illusive naature of pursuing happiness by accumulating material wealth -- i.e., things.
On this basis, we examined the importance of things in conveying the film's meanings, or stated differently, the critical importance of mise en scene in the work. We looked closely at the opening sequence of the movie, starting with NO TRESPASSING and ending with "Rosebud."
Next we examined the same scene in a different way: in terms of the sound track. Students now defined what they considered the central musical themes of the film, and we ended with a rousing chorus of the Rosebud theme. Oh no, that's right -- we agreed to begin Friday's class with that.
HW:
Single element analysis due a week from Monday (May 24).
Students wrote one or two sentences saying what they thought was the central theme of Citizen Kane. Most students felt it concerned the illusive naature of pursuing happiness by accumulating material wealth -- i.e., things.
On this basis, we examined the importance of things in conveying the film's meanings, or stated differently, the critical importance of mise en scene in the work. We looked closely at the opening sequence of the movie, starting with NO TRESPASSING and ending with "Rosebud."
Next we examined the same scene in a different way: in terms of the sound track. Students now defined what they considered the central musical themes of the film, and we ended with a rousing chorus of the Rosebud theme. Oh no, that's right -- we agreed to begin Friday's class with that.
HW:
Single element analysis due a week from Monday (May 24).
Wednesday, May 12, 2010
Wednesday, May 12
Students checked out films for the second Outside Viewing essay, which is now due Monday, May 24.
Partly as a model for what students should do in those essays, we began to analyze Citizen Kane with regard to the elements of filmcraft listed on the assignment sheet for the essay. (Students need to examine one element in their films, while our analysis of Citizen Kane will examine all five: cinematography, lighting, mise en scene, film editing and sound.)
We looked especially at the motif of blank whiteness (movie screen, blank page, snow) and at the use of mise en scene in the Colorado scene.
Students checked out films for the second Outside Viewing essay, which is now due Monday, May 24.
Partly as a model for what students should do in those essays, we began to analyze Citizen Kane with regard to the elements of filmcraft listed on the assignment sheet for the essay. (Students need to examine one element in their films, while our analysis of Citizen Kane will examine all five: cinematography, lighting, mise en scene, film editing and sound.)
We looked especially at the motif of blank whiteness (movie screen, blank page, snow) and at the use of mise en scene in the Colorado scene.
Tuesday, May 11, 2010
Monday, May 10, 2010
Thursday, May 6, 2010
Thursday, May 6
We watched a five-minute documentary introduction to City Lights and a seven-minute outtake from it and discussed Chaplin's art.
Afterwards, students received, and we went over, the assignment sheet for the second outside viewing essay, an analysis of a single element of filmcraft in the each student's assigned/chosen film. Some students checked out films for the purpose.
At the end of class students picked up their first outside viewing essays with grades and comments.
Tomorrow: Mr. McCormick will begin showing the class Citizen Kane.
HW due May 20:
The single-element analysis.
We watched a five-minute documentary introduction to City Lights and a seven-minute outtake from it and discussed Chaplin's art.
Afterwards, students received, and we went over, the assignment sheet for the second outside viewing essay, an analysis of a single element of filmcraft in the each student's assigned/chosen film. Some students checked out films for the purpose.
At the end of class students picked up their first outside viewing essays with grades and comments.
Tomorrow: Mr. McCormick will begin showing the class Citizen Kane.
HW due May 20:
The single-element analysis.
Wednesday, May 5, 2010
Wednesday, May 5
Seniors went to the auditorium for a presentation by Sam Green, Washington State's Poet laureate.
The select few of us who remained behind watched a documentary about City Lights, some outtakes from the film, and a 1915 short, The Prizefighter, with an earlier version of the City Lights boxing routine.
Seniors went to the auditorium for a presentation by Sam Green, Washington State's Poet laureate.
The select few of us who remained behind watched a documentary about City Lights, some outtakes from the film, and a 1915 short, The Prizefighter, with an earlier version of the City Lights boxing routine.
Tuesday, May 4, 2010
Tuesday, May 4
We watched the final scene of City Lights, then watched it a second time while students took notes preparatory to writing responses to the following two questions:
(1) What happens in the scene? Describe in detail.
(2) What do you think will happen next?
After students finished writing several read their answers to both questions, and discovered strong differences in how people took the final moments of the film, and whether they expected the tramp and the girl to marry and live happily ever etcetera.
Mr. P then handed out copies of Tim Dirks's reading of the scene from filmsite.org and we read parts of it.
To be continued . . .
We watched the final scene of City Lights, then watched it a second time while students took notes preparatory to writing responses to the following two questions:
(1) What happens in the scene? Describe in detail.
(2) What do you think will happen next?
After students finished writing several read their answers to both questions, and discovered strong differences in how people took the final moments of the film, and whether they expected the tramp and the girl to marry and live happily ever etcetera.
Mr. P then handed out copies of Tim Dirks's reading of the scene from filmsite.org and we read parts of it.
To be continued . . .
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