Monday, March 9
Students received three handouts about Birth of a Nation, and were told they would be quizzed over them on Wednesday.
Using a quotation (found in one of the handouts) from the time of the film's release, we examined how the photographic status of the film was linked to the idea that what the film depicted -- its Confederate, racist interpretation of American history -- was objectively true, that the audience was "beholding what actually happened."
In this connection we began to look at the "historical facsimile" of Lincoln's assassination at the end of Part I of the film.
HW due Tuesday: Read the three handouts. Quiz on Wednesday.
Monday, March 9, 2009
Monday, March 9
Students received three handouts: one with information about D.W. Griffith, one about the contemporary impact of Birth of a Nation, and one containing the Tim Dirks' treatment of the film from filmsite.org. Students were advised that there will be a quiz over these materials on Wednesday.
Using the second handout, we examined the way in which the supposedly objective and historially accurate nature of the images in Birth as photographs is advanced as proof that the film's pro-Confederate, racist interpretation of American history is true, that the audience of the film is "beholding what actually happened." In this connection, we began to look at the "historical facsimile" of Lincoln's assassination at the end of Part I of the film.
Students received three handouts: one with information about D.W. Griffith, one about the contemporary impact of Birth of a Nation, and one containing the Tim Dirks' treatment of the film from filmsite.org. Students were advised that there will be a quiz over these materials on Wednesday.
Using the second handout, we examined the way in which the supposedly objective and historially accurate nature of the images in Birth as photographs is advanced as proof that the film's pro-Confederate, racist interpretation of American history is true, that the audience of the film is "beholding what actually happened." In this connection, we began to look at the "historical facsimile" of Lincoln's assassination at the end of Part I of the film.
Friday, March 6, 2009
Friday, March 6
We reviewed some of the notes from students' checklists, then resumed watching Birth of a Nation, fast-forwarding through some parts and stopping at other parts to remark upon techniques.
Extra Credit Opportunity:
Up to 10 pts. extra credit for answering the following questions about Tolo.
(1) What does the word mean?
(2) What language is it from?
(3) When and where was the first Tolo dance?
We reviewed some of the notes from students' checklists, then resumed watching Birth of a Nation, fast-forwarding through some parts and stopping at other parts to remark upon techniques.
Extra Credit Opportunity:
Up to 10 pts. extra credit for answering the following questions about Tolo.
(1) What does the word mean?
(2) What language is it from?
(3) When and where was the first Tolo dance?
Thursday, March 5, 2009
Thursday, March 5
Students were given a checklist of techniques pioneered by D.W. Griffith which are used in Birth of a Nation, and we reviewed it briefly. Then we began watching the film and students recorded examples of techniques while they watched. Mr. Potratz provided some commentary with the film.
Students were given a checklist of techniques pioneered by D.W. Griffith which are used in Birth of a Nation, and we reviewed it briefly. Then we began watching the film and students recorded examples of techniques while they watched. Mr. Potratz provided some commentary with the film.
Wednesday, March 4, 2009
Wednesday, March 4
We continued our discussion of The Cutting Edge, with all students contributing comments from their notes. Then Colby described the recent film Memento, which uses radically discontinuous editing to reflect the mental state of its central character and we contrasted the film as described with the classic (a la D.W. Griffith) editing goal of seamless continuity.
We briefly reviewed the concept of parallel editing, also known as cross-cutting, and watched the famous chase over the ice floes from Griffith's Way Down East as an example.
Tomorrow: Birth of a Nation.
We continued our discussion of The Cutting Edge, with all students contributing comments from their notes. Then Colby described the recent film Memento, which uses radically discontinuous editing to reflect the mental state of its central character and we contrasted the film as described with the classic (a la D.W. Griffith) editing goal of seamless continuity.
We briefly reviewed the concept of parallel editing, also known as cross-cutting, and watched the famous chase over the ice floes from Griffith's Way Down East as an example.
Tomorrow: Birth of a Nation.
Tuesday, March 3, 2009
Tuesday, March 3
We watched the first half hour of The Cutting Edge, a documentary about film editing, and students took notes on what they deemed the most significant points made by the film.
Afterwards, we began to share notes, with every student requested to contribute at least one item. Students kept their notes, and we will resume the discussion on Wednesday.
We watched the first half hour of The Cutting Edge, a documentary about film editing, and students took notes on what they deemed the most significant points made by the film.
Afterwards, we began to share notes, with every student requested to contribute at least one item. Students kept their notes, and we will resume the discussion on Wednesday.
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