Friday, October 30
We watched a couple of the classic horror clips on cinemassacre.com (courtesy of Ryan), then watched the first twenty minutes or so of Freaks (1934).
Friday, October 30, 2009
Thursday, October 29, 2009
Thursday, October 29
Students took a quizlet (5 questions) over the handout on German Expressionism distributed Wednesday, after which we watched more scenes from Murnau's Nosferatu and the very beginning of Lang's Metropolis.
Mr. P distributed a second handout on Expressionism, this time from Brittanica Online.
The two handouts and information from class sessions will be the material tested in a quiz next Wednesday.
Students took a quizlet (5 questions) over the handout on German Expressionism distributed Wednesday, after which we watched more scenes from Murnau's Nosferatu and the very beginning of Lang's Metropolis.
Mr. P distributed a second handout on Expressionism, this time from Brittanica Online.
The two handouts and information from class sessions will be the material tested in a quiz next Wednesday.
Wednesday, October 28, 2009
Wednesday, October 28
In response to the class's request on Tuesday that we watch films appropriate to Halloween, we turned our attention to German post-WWI Expressionism and the films which launched the horror genre.
We learned a bit about conditions in Germany in the wake of the Great War which gave birth to Expressionism in the arts, then watched the first twenty-five minutes of The Cabinet of Dr. Caligari, followed by a few minutes of Murnau's Nosferatu.
Students received a multi-page handout on German Expressionism
HW due Thursday:
Read the handout and prepare to answer questions about it.
In response to the class's request on Tuesday that we watch films appropriate to Halloween, we turned our attention to German post-WWI Expressionism and the films which launched the horror genre.
We learned a bit about conditions in Germany in the wake of the Great War which gave birth to Expressionism in the arts, then watched the first twenty-five minutes of The Cabinet of Dr. Caligari, followed by a few minutes of Murnau's Nosferatu.
Students received a multi-page handout on German Expressionism
HW due Thursday:
Read the handout and prepare to answer questions about it.
Tuesday, October 27, 2009
Tuesday, October 27
We watched the opening of a "media awareness" video ("Reading Between the Frames") from the Academy of Motion Picture Arts and Sciences. Entitled "Time is not what it seems," the segment discusses the distortion of time in film for emotional effect and uses a clip from The Fast and the Furious. We then compared that scene to the Odessa Steps sequence in Battleship Potemkin with its time distortions.
After that we discussed questions of realism (or illusionism) and propaganda in films ranging from Birth of a Nation to Potemkin to 300.
We watched the opening of a "media awareness" video ("Reading Between the Frames") from the Academy of Motion Picture Arts and Sciences. Entitled "Time is not what it seems," the segment discusses the distortion of time in film for emotional effect and uses a clip from The Fast and the Furious. We then compared that scene to the Odessa Steps sequence in Battleship Potemkin with its time distortions.
After that we discussed questions of realism (or illusionism) and propaganda in films ranging from Birth of a Nation to Potemkin to 300.
Monday, October 26, 2009
Monday, October 26
We continued our study of montage in the 1920's, first by looking at some of the static photomontages by the German socialist (Communist) John Heartfield, then by re-viewing (again) and discussing the Odessa Steps sequence in Battleship Potemkin, and comparing it with Marcel Duchamps' famous painting Nude Descending a Staircase.
We continued our study of montage in the 1920's, first by looking at some of the static photomontages by the German socialist (Communist) John Heartfield, then by re-viewing (again) and discussing the Odessa Steps sequence in Battleship Potemkin, and comparing it with Marcel Duchamps' famous painting Nude Descending a Staircase.
Friday, October 23, 2009
Thursday, October 22, 2009
Thursday, October 22
Students having finished watching Battleship Potemkin in Mr. P's absence Wednesday, we discussed juxtaposition, montage, and imagery in the early parts of the film. We focused especially on montage of association and its opposite, montage of contrast, and on sexual imagery in the scene leading up to the mutiny, which some students dismissed as a mere product of the teacher's overheated brain.
Students having finished watching Battleship Potemkin in Mr. P's absence Wednesday, we discussed juxtaposition, montage, and imagery in the early parts of the film. We focused especially on montage of association and its opposite, montage of contrast, and on sexual imagery in the scene leading up to the mutiny, which some students dismissed as a mere product of the teacher's overheated brain.
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