The document announces that there will be no class on May 3rd and that the last class will be the following week on April 26th where they will discuss "One Flew Over The Cuckoo's Nest" and "The King of Comedy". It also notes that the final exam will be on May 10th from 7:30-9:30 in room E-108.
The document provides an in-depth review and analysis of the 2015 film Star Wars: The Force Awakens. It discusses the director, studio, budget, target audiences, characters, genres, filming techniques, style, and key scenes and characters featured in the film's trailer. The review examines how the film aimed to appeal to both existing Star Wars fans as well as new, younger audiences in order to be financially successful.
The trailer uses several techniques to attract audiences to the sci-fi film Inception. It begins with production company logos to establish credibility. Shots of action and unusual scenes meant to depict the sci-fi elements are accompanied by dramatic music to generate intrigue. Text mentions the acclaimed director to draw in fans of similar films. The trailer cuts between confusing and exciting images and saves revealing the title until the end to ensure viewers remember it. Overall, the trailer aims to attract audiences with a compelling mix of mystery, action, and intrigue around the sci-fi concepts.
1. This document describes 9 key frames from a film about a zombie apocalypse and the developing relationship between two protagonists, Jen and Four. The frames show Four initially approaching Jen with a rose to express his love for her, though she rejects him, until an action sequence reveals he has superpowers and she begins to warm to him. Their smiles in later frames indicate a budding romance between the unlikely pair.
Here are some ways the social, historical, and political contexts are relevant to La Haine:
- The banlieues where the film is set represent the urban poverty and marginalization experienced by many immigrants and descendants of former French colonies. The multicultural population of the banlieue reflects France's colonial history and the influx of immigrants from former colonies.
- The tensions between police and youths in the film stem in part from longstanding racial inequalities and discrimination faced by non-white citizens. As former colonies gained independence, many immigrants came to France but faced social exclusion and racism.
- The film was made during a time of social unrest, as the banlieues experienced regular riots and clashes between minority youths and
Pan's Labyrinth A-Level Film Studies student booklet e-book workbook study guideIan Moreno-Melgar
A detailed guide and workbook for Pan's Labyrinth as part of the A-Level Film Studies Specification covering context, a detailed analysis of the film, examinations of Spanish Cinema, Civil War, as well as work on representation and aesthetics as well as the aesthetic influences of Director Guillermo Del Toro.
The document outlines the history and evolution of horror films from the late 1800s to 2010. Early horror films from 1896-1920 were short silent films that didn't use complex camera techniques. The introduction of sound in the 1930s added fear through effects and dialogue. Iconic films like Dracula and Frankenstein established horror conventions. Technological advances in subsequent decades allowed for increasing realism, gore, and special effects. Subgenres like slasher and comedy horror became popular from the 1980s-1990s. Events like WWII and 9/11 influenced the societal fears explored in horror films during these eras. Landmark titles like Psycho, The Exorcist, and Scream advanced the genre through new narrative styles
The document provides context and analysis for the opening scene of the film Psycho. It focuses on the social, economic, and institutional contexts of 1960s America. Socially, the relationship portrayed would have been frowned upon due to attitudes towards divorce and pre-marital sex. Economically, the characters feel financial pressures typical of urban life at that time. Institutionally, the film pushes boundaries set by the Motion Picture Production Code. The document then analyzes cinematography, editing, mise-en-scene, motifs, and other elements from a textual perspective.
The document provides an in-depth review and analysis of the 2015 film Star Wars: The Force Awakens. It discusses the director, studio, budget, target audiences, characters, genres, filming techniques, style, and key scenes and characters featured in the film's trailer. The review examines how the film aimed to appeal to both existing Star Wars fans as well as new, younger audiences in order to be financially successful.
The trailer uses several techniques to attract audiences to the sci-fi film Inception. It begins with production company logos to establish credibility. Shots of action and unusual scenes meant to depict the sci-fi elements are accompanied by dramatic music to generate intrigue. Text mentions the acclaimed director to draw in fans of similar films. The trailer cuts between confusing and exciting images and saves revealing the title until the end to ensure viewers remember it. Overall, the trailer aims to attract audiences with a compelling mix of mystery, action, and intrigue around the sci-fi concepts.
1. This document describes 9 key frames from a film about a zombie apocalypse and the developing relationship between two protagonists, Jen and Four. The frames show Four initially approaching Jen with a rose to express his love for her, though she rejects him, until an action sequence reveals he has superpowers and she begins to warm to him. Their smiles in later frames indicate a budding romance between the unlikely pair.
Here are some ways the social, historical, and political contexts are relevant to La Haine:
- The banlieues where the film is set represent the urban poverty and marginalization experienced by many immigrants and descendants of former French colonies. The multicultural population of the banlieue reflects France's colonial history and the influx of immigrants from former colonies.
- The tensions between police and youths in the film stem in part from longstanding racial inequalities and discrimination faced by non-white citizens. As former colonies gained independence, many immigrants came to France but faced social exclusion and racism.
- The film was made during a time of social unrest, as the banlieues experienced regular riots and clashes between minority youths and
Pan's Labyrinth A-Level Film Studies student booklet e-book workbook study guideIan Moreno-Melgar
A detailed guide and workbook for Pan's Labyrinth as part of the A-Level Film Studies Specification covering context, a detailed analysis of the film, examinations of Spanish Cinema, Civil War, as well as work on representation and aesthetics as well as the aesthetic influences of Director Guillermo Del Toro.
The document outlines the history and evolution of horror films from the late 1800s to 2010. Early horror films from 1896-1920 were short silent films that didn't use complex camera techniques. The introduction of sound in the 1930s added fear through effects and dialogue. Iconic films like Dracula and Frankenstein established horror conventions. Technological advances in subsequent decades allowed for increasing realism, gore, and special effects. Subgenres like slasher and comedy horror became popular from the 1980s-1990s. Events like WWII and 9/11 influenced the societal fears explored in horror films during these eras. Landmark titles like Psycho, The Exorcist, and Scream advanced the genre through new narrative styles
The document provides context and analysis for the opening scene of the film Psycho. It focuses on the social, economic, and institutional contexts of 1960s America. Socially, the relationship portrayed would have been frowned upon due to attitudes towards divorce and pre-marital sex. Economically, the characters feel financial pressures typical of urban life at that time. Institutionally, the film pushes boundaries set by the Motion Picture Production Code. The document then analyzes cinematography, editing, mise-en-scene, motifs, and other elements from a textual perspective.
The document discusses the 1960 film Psycho by Alfred Hitchcock. It provides context about the screenwriter, composer, novelist, and cinematographer who worked on the film. It also analyzes some key scenes from the movie, including establishing character motivations in an early dinner scene, the famous shower scene, and discussing how remaining characters try to solve the mystery after the murder. The document examines elements of mise-en-scene, character interactions, and the film's impact as an iconic defining moment in cinema history.
The document discusses the musical and film Chicago. It provides background on the origins of the story from a real-life murder trial. It discusses the Broadway production and record-breaking revival. It analyzes elements that made the 2002 film adaptation successful, including establishing a strong metaphor, strong pacing through musical transitions, and telling the story from Roxie's imagination rather than a traditional book format.
The document announces that there will be no class on May 3rd and that today will be the last class. It notes that they will discuss "One Flew Over the Cuckoo's Nest" and "The King of Comedy" and that the final exam will be on May 10th from 7:30-9:30 in room E-108.
The student summarizes their experiences in art, drama, and music classes this year. In art, they received a grade of 5 out of 7 for projects involving 3D letters and redesigning logos, disappointed that it was lower than last year's grade. In drama, they received a 5 out of 7 for improvisation and creating a play, though their process journal lowered their grade. In music, they played xylophone and received a 5 out of 8 for their reflection, finding playing with both hands and specific notes challenging.
This document is a syllabus for an "Art of Drama" college course. It provides information about the course including the days/times, location, instructor contact information, mission/goals, grading system, tentative schedule, and required texts. The course will cover several American plays through readings, discussions, presentations and exams. Students will learn about dramatic elements like plot, characters, dialogue and how changing these elements impacts a work.
This document provides an overview of music and dance from around the world. It discusses the elements and types of music, including folk, jazz, and classical. It also explores different dance forms like ethnic, court, ballroom, and theatrical dances. The document then focuses on traditional Philippine folk and dances, describing dances from various regions of the Philippines like Maranao, Kalinga, Bilaan, Kumintang, Negros Oriental dances, and Pangdanggo Dumaguetino. It provides background information on the origins and significance of these important cultural dances.
The document provides an overview of music in Southeast Asia, focusing on Cambodia, Indonesia, Myanmar, and Malaysia. Cambodia has the Pinpeat ensemble featuring xylophones, gongs, and drums. Indonesia has the Javanese and Balinese gamelan orchestras featuring metallophones and gongs. Myanmar has the Hsaing Waing ensemble with gongs and drums. Malaysia has been influenced by Malay, Chinese, Indian, and other cultures and features percussion instruments. Singers often perform with the musical ensembles.
The document discusses the film The Grapes of Wrath, directed by John Ford and based on the John Steinbeck novel of the same name. It examines the parallels between the film and novel, including following the Joad family as they become migrant workers during the Great Depression. Key players like Steinbeck, Ford, and actors Henry Fonda and Jane Darwell are profiled. Elements of the film like cinematography, themes of community and sacrifice, and the evolution of characters are analyzed in detail.
The document discusses various topics related to film studies for week twelve, including the anime film Spirited Away directed by Hayao Miyazaki. It provides details on the plot and critical reception of Spirited Away, which won the Academy Award for Best Animated Feature. It also briefly summarizes the 1950 Japanese film Rashomon and covers a short history of anime, its origins in manga, and how it became a major film genre in Japan from 1940 onward. Additional sections cover postmodern indie shorts, video games, and animated films.
The roots of working class representation in britishHeworthMedia1
This document discusses the representation of the working class in British popular film and television from the 1960s onward. It notes that films from this era, like Room at the Top and Saturday Night and Sunday Morning, drew on existing tropes and stereotypes of northern working class life involving cobbled streets, terraced houses near factories. While the working class was previously marginalized, these "angry young man" films provided more realistic depictions that challenged norms. However, female and working class characters were often depicted negatively or stereotypically. Television shows like Coronation Street also drew from these film conventions but provided a more sympathetic portrayal of working class life.
The document analyzes the openings of three horror films:
1) Psycho uses fast-paced black and white visuals and disjointed music to create tension and symbolize the killer's mindset.
2) Alien 3 immediately throws the viewer into action with futuristic technology and glimpses of the alien threat. The opening credits and sounds establish the sci-fi theme.
3) Evil Dead shows an injured, bloody figure approaching to build tension before a jump scare. The opening text in red font hints at death and violence to come. Soft ominous music builds more tension.
I think there’s something about a character in movies or in books facing the huge problems and challenges of life in the contemporary world, or at some time in history, and meeting these issues head-on with courage. The character must allow for darkness and mistakes and, if there is ultimately a morality in the plot, then there is an added spice of inspiration for the reader or viewer.1 The Bourne Identity, which I watched last night at the end of the second week of the autumn season in Tasmania sometime in the evening of my life, had all of these ingredients. At least they existed for me.
The play "The Shoe-Horn Sonata" by John Misto uses distinctively visual techniques like projected images and symbolism to portray the experiences of two former female POWs, Bridie and Sheila, during World War 2. It follows their friendship from the war through a later interview where tensions arise from their different cultural perspectives of the war. Misto challenges the audience to look beyond the characters' pain to the broader social and political context that allowed their suffering.
Attack the Block (2011) is set in a South London housing estate and follows a teenage gang who must defend their neighborhood from an alien invasion. The film explores themes of conflict, authority, consequences, redemption, and sacrifice through the lens of the teenagers' experiences. While it utilizes science fiction tropes like aliens and futuristic technology, the film aims to portray the setting and characters in a realistic style through techniques like location filming, practical special effects, and authentic dialogue.
The document discusses the history of film censorship and how attitudes toward censorship have changed over time. It describes how early films in the 1900s faced calls for censorship due to concerns about showing criminal or immoral content. Advocates for film at the time argued that censorship would inhibit the industry and ability to depict everyday life realistically. The release of the controversial film The Birth of a Nation in 1915 prompted widespread demands for state-level censorship laws. Overall, the document examines the debate around film censorship from the early 20th century film industry to the present day.
The Brothers Quay are identical twin brothers known for their stop-motion animation films. Some of their most notable films include Street of Crocodiles from 1986. They were influenced by Eastern European literature and classical music and are known for creating surreal films using inanimate objects and a dark, textured style. Tim Burton is also known for his stop-motion animated films and for blending themes of fantasy and horror. Some of his most famous works include The Nightmare Before Christmas and Frankenweene. Both the Quay Brothers and Tim Burton are recognized as masters of surreal stop-motion animation.
The document provides information about the musical Hamilton and its subject, Alexander Hamilton. It discusses how Lin-Manuel Miranda was inspired to create Hamilton after reading Ron Chernow's biography of Alexander Hamilton. Miranda wrote the script, music, and lyrics and starred as Hamilton in the original Broadway production. The musical tells the story of Alexander Hamilton, a founding father of the United States who was born in the Caribbean and became George Washington's right-hand man during the Revolutionary War.
This document contains instructions for students to view the film Psycho and read a chapter on visual design. It also instructs students to do a CD quiz or answer a question about the film Butch Cassidy and the Sundance Kid relating to Etta Place. Details are provided about the film's director, screenwriter, cinematographer, release year, and use of sepia tones evoking memories of the time period during which the real outlaws lived.
The document provides information about the film To Kill a Mockingbird, including a summary of the novel it is based on, details about the film's production and cast, and themes explored in both the novel and film such as racial injustice and the loss of childhood innocence. Students are asked to watch Butch Cassidy and the Sundance Kid, read about symbolism in fiction, and answer a question relating symbolism in To Kill a Mockingbird.
The document outlines the requirements for a midterm exam analyzing 5 film clips, including identifying titles, characters, and analyzing each clip from narrative, character development, theme, and symbolic perspectives. Students must also identify 4 photos and the people's contributions to the films.
The document provides instructions for students to analyze the film American Beauty through discussing three characters (Charles Foster Kane, Tom Joad, and Lester Burnham) and considering how they relate to the concept of the "American Dream." Students are also asked to view the film On the Waterfront and read about film director Elia Kazan, and to be prepared to discuss their analysis of American Beauty in the next class.
The document discusses the 1960 film Psycho by Alfred Hitchcock. It provides context about the screenwriter, composer, novelist, and cinematographer who worked on the film. It also analyzes some key scenes from the movie, including establishing character motivations in an early dinner scene, the famous shower scene, and discussing how remaining characters try to solve the mystery after the murder. The document examines elements of mise-en-scene, character interactions, and the film's impact as an iconic defining moment in cinema history.
The document discusses the musical and film Chicago. It provides background on the origins of the story from a real-life murder trial. It discusses the Broadway production and record-breaking revival. It analyzes elements that made the 2002 film adaptation successful, including establishing a strong metaphor, strong pacing through musical transitions, and telling the story from Roxie's imagination rather than a traditional book format.
The document announces that there will be no class on May 3rd and that today will be the last class. It notes that they will discuss "One Flew Over the Cuckoo's Nest" and "The King of Comedy" and that the final exam will be on May 10th from 7:30-9:30 in room E-108.
The student summarizes their experiences in art, drama, and music classes this year. In art, they received a grade of 5 out of 7 for projects involving 3D letters and redesigning logos, disappointed that it was lower than last year's grade. In drama, they received a 5 out of 7 for improvisation and creating a play, though their process journal lowered their grade. In music, they played xylophone and received a 5 out of 8 for their reflection, finding playing with both hands and specific notes challenging.
This document is a syllabus for an "Art of Drama" college course. It provides information about the course including the days/times, location, instructor contact information, mission/goals, grading system, tentative schedule, and required texts. The course will cover several American plays through readings, discussions, presentations and exams. Students will learn about dramatic elements like plot, characters, dialogue and how changing these elements impacts a work.
This document provides an overview of music and dance from around the world. It discusses the elements and types of music, including folk, jazz, and classical. It also explores different dance forms like ethnic, court, ballroom, and theatrical dances. The document then focuses on traditional Philippine folk and dances, describing dances from various regions of the Philippines like Maranao, Kalinga, Bilaan, Kumintang, Negros Oriental dances, and Pangdanggo Dumaguetino. It provides background information on the origins and significance of these important cultural dances.
The document provides an overview of music in Southeast Asia, focusing on Cambodia, Indonesia, Myanmar, and Malaysia. Cambodia has the Pinpeat ensemble featuring xylophones, gongs, and drums. Indonesia has the Javanese and Balinese gamelan orchestras featuring metallophones and gongs. Myanmar has the Hsaing Waing ensemble with gongs and drums. Malaysia has been influenced by Malay, Chinese, Indian, and other cultures and features percussion instruments. Singers often perform with the musical ensembles.
The document discusses the film The Grapes of Wrath, directed by John Ford and based on the John Steinbeck novel of the same name. It examines the parallels between the film and novel, including following the Joad family as they become migrant workers during the Great Depression. Key players like Steinbeck, Ford, and actors Henry Fonda and Jane Darwell are profiled. Elements of the film like cinematography, themes of community and sacrifice, and the evolution of characters are analyzed in detail.
The document discusses various topics related to film studies for week twelve, including the anime film Spirited Away directed by Hayao Miyazaki. It provides details on the plot and critical reception of Spirited Away, which won the Academy Award for Best Animated Feature. It also briefly summarizes the 1950 Japanese film Rashomon and covers a short history of anime, its origins in manga, and how it became a major film genre in Japan from 1940 onward. Additional sections cover postmodern indie shorts, video games, and animated films.
The roots of working class representation in britishHeworthMedia1
This document discusses the representation of the working class in British popular film and television from the 1960s onward. It notes that films from this era, like Room at the Top and Saturday Night and Sunday Morning, drew on existing tropes and stereotypes of northern working class life involving cobbled streets, terraced houses near factories. While the working class was previously marginalized, these "angry young man" films provided more realistic depictions that challenged norms. However, female and working class characters were often depicted negatively or stereotypically. Television shows like Coronation Street also drew from these film conventions but provided a more sympathetic portrayal of working class life.
The document analyzes the openings of three horror films:
1) Psycho uses fast-paced black and white visuals and disjointed music to create tension and symbolize the killer's mindset.
2) Alien 3 immediately throws the viewer into action with futuristic technology and glimpses of the alien threat. The opening credits and sounds establish the sci-fi theme.
3) Evil Dead shows an injured, bloody figure approaching to build tension before a jump scare. The opening text in red font hints at death and violence to come. Soft ominous music builds more tension.
I think there’s something about a character in movies or in books facing the huge problems and challenges of life in the contemporary world, or at some time in history, and meeting these issues head-on with courage. The character must allow for darkness and mistakes and, if there is ultimately a morality in the plot, then there is an added spice of inspiration for the reader or viewer.1 The Bourne Identity, which I watched last night at the end of the second week of the autumn season in Tasmania sometime in the evening of my life, had all of these ingredients. At least they existed for me.
The play "The Shoe-Horn Sonata" by John Misto uses distinctively visual techniques like projected images and symbolism to portray the experiences of two former female POWs, Bridie and Sheila, during World War 2. It follows their friendship from the war through a later interview where tensions arise from their different cultural perspectives of the war. Misto challenges the audience to look beyond the characters' pain to the broader social and political context that allowed their suffering.
Attack the Block (2011) is set in a South London housing estate and follows a teenage gang who must defend their neighborhood from an alien invasion. The film explores themes of conflict, authority, consequences, redemption, and sacrifice through the lens of the teenagers' experiences. While it utilizes science fiction tropes like aliens and futuristic technology, the film aims to portray the setting and characters in a realistic style through techniques like location filming, practical special effects, and authentic dialogue.
The document discusses the history of film censorship and how attitudes toward censorship have changed over time. It describes how early films in the 1900s faced calls for censorship due to concerns about showing criminal or immoral content. Advocates for film at the time argued that censorship would inhibit the industry and ability to depict everyday life realistically. The release of the controversial film The Birth of a Nation in 1915 prompted widespread demands for state-level censorship laws. Overall, the document examines the debate around film censorship from the early 20th century film industry to the present day.
The Brothers Quay are identical twin brothers known for their stop-motion animation films. Some of their most notable films include Street of Crocodiles from 1986. They were influenced by Eastern European literature and classical music and are known for creating surreal films using inanimate objects and a dark, textured style. Tim Burton is also known for his stop-motion animated films and for blending themes of fantasy and horror. Some of his most famous works include The Nightmare Before Christmas and Frankenweene. Both the Quay Brothers and Tim Burton are recognized as masters of surreal stop-motion animation.
The document provides information about the musical Hamilton and its subject, Alexander Hamilton. It discusses how Lin-Manuel Miranda was inspired to create Hamilton after reading Ron Chernow's biography of Alexander Hamilton. Miranda wrote the script, music, and lyrics and starred as Hamilton in the original Broadway production. The musical tells the story of Alexander Hamilton, a founding father of the United States who was born in the Caribbean and became George Washington's right-hand man during the Revolutionary War.
This document contains instructions for students to view the film Psycho and read a chapter on visual design. It also instructs students to do a CD quiz or answer a question about the film Butch Cassidy and the Sundance Kid relating to Etta Place. Details are provided about the film's director, screenwriter, cinematographer, release year, and use of sepia tones evoking memories of the time period during which the real outlaws lived.
The document provides information about the film To Kill a Mockingbird, including a summary of the novel it is based on, details about the film's production and cast, and themes explored in both the novel and film such as racial injustice and the loss of childhood innocence. Students are asked to watch Butch Cassidy and the Sundance Kid, read about symbolism in fiction, and answer a question relating symbolism in To Kill a Mockingbird.
The document outlines the requirements for a midterm exam analyzing 5 film clips, including identifying titles, characters, and analyzing each clip from narrative, character development, theme, and symbolic perspectives. Students must also identify 4 photos and the people's contributions to the films.
The document provides instructions for students to analyze the film American Beauty through discussing three characters (Charles Foster Kane, Tom Joad, and Lester Burnham) and considering how they relate to the concept of the "American Dream." Students are also asked to view the film On the Waterfront and read about film director Elia Kazan, and to be prepared to discuss their analysis of American Beauty in the next class.
The document provides instructions for a class assignment on viewing and analyzing Citizen Kane. It asks the student to:
1) View Chapter 1 of The Grapes of Wrath and take the online quiz, emailing the results. Or answer question 3 on page 18 as it relates to Citizen Kane and email the response.
2) Read Chapter 2 on thematic elements from page 20 of the textbook.
3) Choose whether to write a report on the "Maker" or "Shaker" perspective for their analysis.
This document provides instructions for students to prepare and present their first speech for a COM-143 class. It instructs students to work in groups to determine information about the goals of the first speech, how to prepare the introduction and body, supporting materials, and conclusion. It then provides guidance on preparing a one point speech, including outlining the introduction, body, and conclusion, and discussing the difference between a preparation outline and presentation outline. Students are asked to submit both outlines for their one point speech, which should be about three minutes long.
The document discusses the key elements that make up the rhetorical situation: the audience, speaker, occasion, and constraints/opportunities. It defines these components and provides examples to illustrate them. The audience is analyzed based on demographics, attitudes, beliefs, and values. The occasion considers time, place, purpose and type of speech. The speaker's credibility and delivery impact the speech. Constraints limit the speaker while opportunities allow promoting their message. Understanding all these elements is important for devising an effective speech strategy.
This document provides information about the English 199 D1 Literature On Film course. It includes the instructor's contact information, information about accessing required films for the course through the library, and an overview of course assessments and units. Students will analyze films from four units covering topics like the American Dream, genres, and challenging films. Assessments include presentations, journals, participation, and exams. Students are asked to view Citizen Kane and read the first chapter for next week.
This document outlines the course details and expectations for COM 143 Speech class. The class will be held on Tuesdays and Thursdays from 11:00 AM - 12:20 PM or 12:30 PM - 1:50 PM in the Modular Classrooms M1. Students will learn basic communication skills including becoming an effective public speaker, examining interpersonal communication, studying semantics, practicing group interaction, and employing non-verbal communication. Major assignments include speeches, online responses, a speech log, facilitating a group discussion, and a group presentation. The final exam will be a final speech.
1) The document provides instructions for accessing the main New Jersey Department of Education (NJDOE) submission portal called HOMEROOM and clicking the link for the Educational Facilities Construction and Financing Act (EWEG) application.
2) After logging in with credentials, the user is taken to the EWEG main menu where they can explore tabs for the various sections of the application.
3) The document aims to get the user started on submitting the EWEG application and beginning their association with the NJDOE.
Terri Sjodin did not provide any main points or a persuasive speech in the document. The document appears to be an outline on the topic of persuasion, including definitions of key concepts like degrees of persuasion, types of persuasive speeches based on questions of fact, value and policy, and organizational models for persuasive speeches. It does not include an actual example persuasive speech.
The mid-term exam will be held on Wednesday February 25th, 2009. Students will be presented video clips from films and asked to 1) identify the individuals presented and their importance to the class, 2) provide the title and major characters of each clip, and 3) analyze each clip by discussing dramatic elements like setting, plot, characters, motivation, climax, resolution, dialogue, conflict, theme, motif, and symbols. These dramatic elements were covered in previous class discussions.
The document discusses dramatic elements to consider in presentations, including setting, plot, characters, motivation, dialogue, conflict, theme, and motif. It also provides scenes from Death of a Salesman involving Willy Loman returning home and a conversation between Charley and Willy. Key characters in the play like Willy, Linda, Biff, Happy, Charley, Ben, and Howard Wagner are introduced along with descriptions of their roles and significance.
Native Americans represent a diverse group of people with distinct cultures who inhabited America before the arrival of European colonists. While Native American tribes had many differences, they shared similarities as the indigenous peoples of the Americas. Today, Native Americans make up about 2% of the U.S. population and maintain their cultural identities despite centuries of European colonization that dramatically reduced their numbers and displaced many tribes from traditional lands.
1. Some announcements:
No class on May 3
Next week (April 26) will be our last class
We’ll discuss both “One Flew Over The Cuckoo’s Nest” and
“The King of Comedy” next Monday.
Final Exam May 10
7:30-9:30
Room E-108
Monday, April 19, 2010
2. Final Exam ID possibilities
Identify the following by name and contribution to the films we have studied
Monday, April 19, 2010
3. Final Exam ID possibilities
Identify the following by name and contribution to the films we have studied
Monday, April 19, 2010
4. Final Exam ID possibilities
Identify the following by name and contribution to the films we have studied
Monday, April 19, 2010
5. Final Exam ID possibilities
Identify the following by name and contribution to the films we have studied
Monday, April 19, 2010
6. Final Exam ID possibilities
Identify the following by name and contribution to the films we have studied
Monday, April 19, 2010
7. Final Exam ID possibilities
Identify the following by name and contribution to the films we have studied
Monday, April 19, 2010
8. Final Exam ID possibilities
Identify the following by name and contribution to the films we have studied
Monday, April 19, 2010
9. For next time 4/19: One Flew Over The Cuckoo’s Nest
& “The King Of Comedy”
Monday, April 19, 2010
10. 1977
-----A bittersweet
romantic comedy of
modern contemporary
(at the time) love and
urban relationships.
---------Explores the
interaction of past
and present.
Monday, April 19, 2010
11. Annie Hall capitalized on many of the ingredients that had been the
content of Mr. Allen’s earlier films:
- anti-Semitism
-life
-romantic angst
-drugs
-death
-his obsessive love of New York, his dislike of California (mostly
L.A.)
-fads and -intellectual pomposity
-his introspective neuroses and pessimism
-his requisite jokes and psychosexual frustration about sex,
numerous put-downs of his own appearance and personality, and
distorted memories of his childhood
Monday, April 19, 2010
12. The film's more sensitive and realistic (still-comical) yet
serious-minded tone about an intimate and emotional
relationship appealed to all film-goers, not just Woody Allen
fans.
Monday, April 19, 2010
13. With five nominations, the film was a four-time
Academy Award winner: Best Actress (Diane Keaton
with her sole Oscar win), Best Picture (Charles H.
Joffe, producer), Best Director (Woody Allen), and
Best Original Screenplay (Woody Allen and Marshall
Brickman). It defeated the science-fiction blockbuster
Star Wars (1977) for Best Picture.
Monday, April 19, 2010
14. The film influenced fashion designers (with the
masculine, androgynous "Annie Hall" look.)
Monday, April 19, 2010
15. A theme of the film
may be that although
there are limitations in
life (death and loss are
the two most
prevalent), art forms
(such as the printed
word, films, and plays)
have the power to
reshape reality and
provide some
measure of control,
thereby compensating
for life's limitations.
Monday, April 19, 2010
16. Cinematic technique utilized to communicate
theme
Direct addresses to the
camera
Reminiscent of Ingmar
Bergman films, and films
such as Strange
Interlude (1932), or Alfie
(1966) with Michael
Caine
Memory-flashbacks and other
flashbacks
Influenced, in part, by Citizen Kane
(1941)
Monday, April 19, 2010
17. Interjections into the scene.
--Reminiscent of Bergman's
Persona (1960)
vignettes
Adult time-travel back to
childhood
Reminiscent of Bergman's
Wild Strawberries (1957)
The sudden production of a real-
life character ( "Boy, if life were
only like this")
Author Marshall McLuhan
appears, to conveniently settle an
argument
Monday, April 19, 2010
18. “Annie and I broke up. And I still can't get my mind
around that. You know, I keep sifting the pieces of the
relationship through my mind, and examining my life and
trying to figure out where did the screwup come, you
know. A year ago, we were in love, you know.”
“The film searches for his answer to the
question - Why did they break up? (and by
implication, why does contemporary love
die?) “
Monday, April 19, 2010
19. Introductory shot: Our first look
at Annie...somewhere in the
middle of the relationship.
Monday, April 19, 2010
20. Cinematic approach to contrasting families
Split-screen conversation
Monday, April 19, 2010
22. Another split screen:
"Rashomon Effect"
Observers of an event are able to produce substantially
different but equally plausible accounts of it.
Monday, April 19, 2010
23. As Annie's singing and talent
improves, so does her
confidence, personal strength,
and independence. She
ultimately becomes less self-
conscious and less self-
effacing. In a performance
which contrasts sharply with
her nervous singing debut,
she confidently sings solo at
her Manhattan club - it is a
warm, bluesy, beautiful
rendition of "Seems Like Old
Times" that commemorates
the warmth of their renewed
relationship....but further
diminishes Alvy’s dominance.
Monday, April 19, 2010
24. California trip
Voice-over commentary Their mismatched relationship
downturns for many reasons -
misunderstandings, possessiveness
and jealousy, different goals,
interests, hang-ups, and moods, and
plain irrationality.
Monday, April 19, 2010
25. “You know how you're always
trying to get things to come out
perfect in art because, uh, it's
real difficult in life.”
Scenes from the
relationship
Ends as it began
with an old joke .
Monday, April 19, 2010
26. Create a narrative or scene depicting
the start, rise, and fall of a
contemporary (2010) relationship.
Utilize at least one of the cinematic
techniques used in Annie Hall.
---direct addresses to the camera
--memory-flashbacks
--adult time-travel back to childhood
--interjections into the scene
--the sudden production of a real-life character
--split screens
--dialogue between two scenes in a split screen.
---introspective voice-overs
Monday, April 19, 2010