Monday, January 31
Students received (1) a syllabus (2) a letter introducing the course and the instructor, with a form to be signed by parents and/or guardians and returned by the end of the week, and (3) a packet of short readings about early cinema.
Mr. P briefly introduced the course, stressing that it is a serious class in film studies concentrating on early silent and black-and-white films.
We then began at something like the beginning, learning about the fabled acreening at the Grand Cafe, Paris, put on by the Lumiere brothers and attended by Georges Melies. We then watched one of the films shown that night, and an assortment of other short early films, including both actualities (Niagra Falls) and magical films (The Motorist, The Golden Beetle), as well as an early example of a fiction film (Daring Daylight Burglary).
HW due Tuesday:
Read the syllabus carefully and prepare for a quiz over it in class.
HW due Wednesday:
Read the packet on the beginnings of cinema.
Monday, January 31, 2011
Friday, January 28, 2011
Friday, January 28
We finished Bonnie and Clyde, then briefly discussed the ending of the film and also students' answers to the question about Bonnie and Clyde on the final exam, as well as the question on the exam about the Koyaanisqatsi clip (which several students compared to Man With a Movie Camera, though as Jon Frearson pointed out its import was almost diametrically opposite: a condemnation rather than a celebration of modern technology.
We finished Bonnie and Clyde, then briefly discussed the ending of the film and also students' answers to the question about Bonnie and Clyde on the final exam, as well as the question on the exam about the Koyaanisqatsi clip (which several students compared to Man With a Movie Camera, though as Jon Frearson pointed out its import was almost diametrically opposite: a condemnation rather than a celebration of modern technology.
Thursday, January 27, 2011
Wednesday, January 26, 2011
Wednesday, January 26
We took out the turntable and listened to Woody Guthrie sing "Pretty Boy Floyd," a song about a Robin Hood character from Oklahoma in the 1930's similar to Bonnie Parker and Clyde Barrows, then looked at some snapshots of the real Bonnie and Clyde in life and in death.
Mr. P introduced the film as an anti-establishment film from the 1960's about anti-establishment figures from the 30's, but suggested that the film's treatment of Bonnie and Clyde is much more complex that adulation of them as foes of the established order and frinds of the common people.
Tuesday, January 25
Students took the final examination.
We took out the turntable and listened to Woody Guthrie sing "Pretty Boy Floyd," a song about a Robin Hood character from Oklahoma in the 1930's similar to Bonnie Parker and Clyde Barrows, then looked at some snapshots of the real Bonnie and Clyde in life and in death.
Mr. P introduced the film as an anti-establishment film from the 1960's about anti-establishment figures from the 30's, but suggested that the film's treatment of Bonnie and Clyde is much more complex that adulation of them as foes of the established order and frinds of the common people.
Tuesday, January 25
Students took the final examination.
Monday, January 24, 2011
Monday, January 24
In preparation for Tuesday's final exam, we reviewed elements of filmcraft from the "Classical Hollywood Cinema: Style" packet, then practiced for the exam by analyzing brief clips from The Snake Pit and The Crucible.
On Tuesday:
Final exam requiring students to analyze the use of specified elements of filmcraft in projected clips from films we have seen and films we haven't. Review the packet.
In preparation for Tuesday's final exam, we reviewed elements of filmcraft from the "Classical Hollywood Cinema: Style" packet, then practiced for the exam by analyzing brief clips from The Snake Pit and The Crucible.
On Tuesday:
Final exam requiring students to analyze the use of specified elements of filmcraft in projected clips from films we have seen and films we haven't. Review the packet.
Friday, January 21, 2011
Friday, January 21
Students took a quiz over film noir.
Mr. P outlined the final exam on Tuesday. Students will be shown four short clips, two from films we have seen together, two from film's we haven't seen and Mr. P will specify which element of filmcraft (cinematography, film editing, mise en scene, etc.) students are to analyze in the clip. Preparation for the final will consist primarily in reviewing the original class packet on Classical Hollywood Style.
HW due Tuesday:
Final exam (see above). Review "Classical Hollywood Cinema: Style."
Students took a quiz over film noir.
Mr. P outlined the final exam on Tuesday. Students will be shown four short clips, two from films we have seen together, two from film's we haven't seen and Mr. P will specify which element of filmcraft (cinematography, film editing, mise en scene, etc.) students are to analyze in the clip. Preparation for the final will consist primarily in reviewing the original class packet on Classical Hollywood Style.
HW due Tuesday:
Final exam (see above). Review "Classical Hollywood Cinema: Style."
Thursday, January 20, 2011
Thursday, January 20
Mr. P announced that there will be a quiz over film noir tomorrow, covering the three original handouts on noir, the noir documentary (students received their notes on that film back), The Killers, a new handout, "From Nighthawks to the shadows of film noir" by Philip French, and the images of Edward Hopper paintings now posted on the class website.
We read the French article and looked at the images he comments upon.
Wednesday, January 19
We finished watching The Killers, then went over the Noir Characteristics worksheet, which students then turned in.
Mr. P announced that there will be a quiz over film noir tomorrow, covering the three original handouts on noir, the noir documentary (students received their notes on that film back), The Killers, a new handout, "From Nighthawks to the shadows of film noir" by Philip French, and the images of Edward Hopper paintings now posted on the class website.
We read the French article and looked at the images he comments upon.
Wednesday, January 19
We finished watching The Killers, then went over the Noir Characteristics worksheet, which students then turned in.
Tuesday, January 18, 2011
Tuesday, January 18
We looked at item 1 on the Noir Characteristics worksheet, noting that many noir films were like The Killers in having a literary origin; we also looked at Edward Hopper's famous painting, Nighthawks, noting that it was itself influenced by Hemingway's story.
We then watched more of the film, leaving ten minutes or so for Wednesday.
We looked at item 1 on the Noir Characteristics worksheet, noting that many noir films were like The Killers in having a literary origin; we also looked at Edward Hopper's famous painting, Nighthawks, noting that it was itself influenced by Hemingway's story.
We then watched more of the film, leaving ten minutes or so for Wednesday.
Friday, January 14, 2011
Thursday, January 13, 2011
Thursday, January 13
We started the period by reading Hemingway's understated short story "The Killers," which focuses on Nick Adams's initiation into the world's evil, then watched the opening scenes of the 1946 movie version, which stays quite close to the story -- before launching into an involuted series of flashbacks to convey an invented back story.
We started the period by reading Hemingway's understated short story "The Killers," which focuses on Nick Adams's initiation into the world's evil, then watched the opening scenes of the 1946 movie version, which stays quite close to the story -- before launching into an involuted series of flashbacks to convey an invented back story.
Tuesday, January 11, 2011
Tuesday, January 11
We finished watching, and taking notes on, the American Cinema documentary on Film Noir, after which students received three handouts on film noir, one a general introduction to reinforce the documentary, one an article on the continuing cult of noir, and one a worksheet listing Characteristics of Film Noir, to be supplemented by students with relevant examples from the film we will begin watching tomorrow.
Mr. P announced their would be a quiz on film noir covering the documentary, the handouts, and the noir film we will watch.
Students were once again reminded to return their outside viewing films.
We finished watching, and taking notes on, the American Cinema documentary on Film Noir, after which students received three handouts on film noir, one a general introduction to reinforce the documentary, one an article on the continuing cult of noir, and one a worksheet listing Characteristics of Film Noir, to be supplemented by students with relevant examples from the film we will begin watching tomorrow.
Mr. P announced their would be a quiz on film noir covering the documentary, the handouts, and the noir film we will watch.
Students were once again reminded to return their outside viewing films.
Monday, January 10, 2011
Monday, January 10
Students were asked to bring and return all outside viewing films they have borrowed.
We examined Casablanca as presenting not so much a conflict between Love and Patriotism (or social duty) as a battle between Isolationism (both romantic and political) and Engagement.
Mr. P then briefly introduced film noir and we watched fifteen minutes of the American Cinema documentary on noir.
Students were asked to bring and return all outside viewing films they have borrowed.
We examined Casablanca as presenting not so much a conflict between Love and Patriotism (or social duty) as a battle between Isolationism (both romantic and political) and Engagement.
Mr. P then briefly introduced film noir and we watched fifteen minutes of the American Cinema documentary on noir.
Friday, January 7, 2011
Friday, January 7
Casablanca is the source of more famous quotable lines than any other Hollywood movie. Today we competed in groups of three to see who could name the most of the six Casablanca quotes on the American Film Institute's list of 100 Memorable Movie Lines from 100 years (and a couple more besides).
Casablanca is the source of more famous quotable lines than any other Hollywood movie. Today we competed in groups of three to see who could name the most of the six Casablanca quotes on the American Film Institute's list of 100 Memorable Movie Lines from 100 years (and a couple more besides).
Thursday, January 6, 2011
Wednesday, January 5, 2011
Tuesday, January 4, 2011
Tuesday, January 4
Mr. P announced that he would not be in class tomorrow and that he therefore would postpone tomorrow's essay deadline to Thursday when he returns.
We examined different dramatic uses of low camera angles in Citizen Kane, then reviewed the historical background of our next film, the ever-popular Casablanca, which students will begin watching tomorrow.
HW due Thursday:
Second Outside Viewing Essay.
Mr. P announced that he would not be in class tomorrow and that he therefore would postpone tomorrow's essay deadline to Thursday when he returns.
We examined different dramatic uses of low camera angles in Citizen Kane, then reviewed the historical background of our next film, the ever-popular Casablanca, which students will begin watching tomorrow.
HW due Thursday:
Second Outside Viewing Essay.
Monday, January 3
We examined certain musical and visual motifs in Citizen Kane -- e.g., the snow/blank screen/blank page, the Rosebud theme -- and observed how stylistically unified the film is seen to be on second viewing.
HW due Wednesday:
Second Outside Viewing Essay: Single-Element Analysis. 800 words minimum.
We examined certain musical and visual motifs in Citizen Kane -- e.g., the snow/blank screen/blank page, the Rosebud theme -- and observed how stylistically unified the film is seen to be on second viewing.
HW due Wednesday:
Second Outside Viewing Essay: Single-Element Analysis. 800 words minimum.
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