The document discusses the auteur theory and analyzes how it applies to two films - Casablanca and Apocalypse Now. For Casablanca, it examines how elements like lighting, sets, editing style reflect the house style of Warner Brothers studio. While Michael Curtiz cannot be considered a true auteur, the film represents the studio's institutional authorship. Apocalypse Now clearly displays Francis Ford Coppola's signature auteur techniques like chiaroscuro lighting, long takes, and use of sound to immerse viewers in the surreal world. Both films reflect influences beyond just their directors to also include other creative contributors.
An introduction to mise en scene, cinematography, editing and sound
for teachers attending the summer 2009
Teacher's Institute at Jacob Burns Film
Center, Pleasantville, NY.
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.
An introduction to mise en scene, cinematography, editing and sound
for teachers attending the summer 2009
Teacher's Institute at Jacob Burns Film
Center, Pleasantville, NY.
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.
City of God A-Level Film Studies student booklet e-book workbook study guide Ian Moreno-Melgar
A detailed guide and workbook for City of God as part of the A-Level Film Studies Specification covering context, a detailed analysis of the film, examinations of Third Cinema and Cinema Novo as well as work on representation and aesthetics.
This presentation was created in 2009 for a high school film production class and updated in 2020. It provides a visual accompaniment to a classroom lecture on Film History. This module covers the period from the beginnings of photography through the early days of exhibition including projectors and projection techniques.
In 2020 as a result of the Coronavirus Pandemic, I recorded a video of this presentation. Here is the link:https://youtu.be/GQuJJ8QkHQE Please feel free to use it in your classrooms.
Film studies as an academic discipline emerged in the twentieth century, decades after the invention of motion pictures. Not to be confused with the technical aspects of film production, film studies exists only with the creation of film theory—which approaches film critically as an art—and the writing of film historiography. Because the modern film became an invention and industry only in the late nineteenth century, a generation of film producers and directors existed significantly before the academic analysis that followed in later generations.
City of God A-Level Film Studies student booklet e-book workbook study guide Ian Moreno-Melgar
A detailed guide and workbook for City of God as part of the A-Level Film Studies Specification covering context, a detailed analysis of the film, examinations of Third Cinema and Cinema Novo as well as work on representation and aesthetics.
This presentation was created in 2009 for a high school film production class and updated in 2020. It provides a visual accompaniment to a classroom lecture on Film History. This module covers the period from the beginnings of photography through the early days of exhibition including projectors and projection techniques.
In 2020 as a result of the Coronavirus Pandemic, I recorded a video of this presentation. Here is the link:https://youtu.be/GQuJJ8QkHQE Please feel free to use it in your classrooms.
Film studies as an academic discipline emerged in the twentieth century, decades after the invention of motion pictures. Not to be confused with the technical aspects of film production, film studies exists only with the creation of film theory—which approaches film critically as an art—and the writing of film historiography. Because the modern film became an invention and industry only in the late nineteenth century, a generation of film producers and directors existed significantly before the academic analysis that followed in later generations.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. • Old Hollywood (Classic Hollywood System/ Golden Age of Hollywood)
• mid-1920s to the early 1960s
• New Hollywood (American New Wave / the Hollywood Renaissance)
• mid-1960s to the early 1980s
3. Compare how far your chosen films reflect the
auteur signature features of their filmmakers
• The auteur theory dictates that some film directors influence their films so much they
rank as their author.
• The theory was introduced by Andre Bazin who suggested that a film’s director should be
the true artist and the content should be a reflection of their individual style.
• The auteur theory particularly began to take prominence amongst critics arguing that the
1930-1960 “big three and little five” Hollywood Studio System had resulted in impersonal
manufactured films to meet mass audiences rather than expressions of artistry.
4. • Whilst Michael Curtiz cannot be considered an auteur, Casablanca still has a
distinct individual style reflective of Warner Brothers’ house style suggesting
that the studio acted as an institutional auteur.
• During the Classic Hollywood Era, “the big five and little three” film studios
dominated cinema with MGM, Warner Bros, Paramount Pictures, 20th
Century Fox and RKO working through the process of vertical integration to
control all the stages of the film supply chain thus maximising their profits.
Casablanca (Michael Curtiz, 1942)
5. • The use of cinematography and lighting in Casablanca is highly reflective of the
Warner Brothers’ use of film noir.
• We are introduced to Rick through a close-up of him playing chess and holding a
cheque, the shot then tilts up to reveal Rick shown in noir lighting that focuses on
contrasting shadow and light.
• The effect is also a reflection of Casablanca’s cinematographer Arthur Edeson’s
renowned use of low-key lighting and shadows; Rick is regularly shown in half-light
to reflect his divided self whilst Ilsa is shown with soft lighting, a gauze filter and
catch lights to make her eyes sparkle and add a sense of tenderness to her
character.
6. • When combining the stylistic work of Curtiz, and other members of the film’s
production, Casablanca appears to represent a distinct house style.
• Jack Warner (executive producer) and Hal B. Wallis (producer) the studio system
producers were heavily involved in the film’s production process.
• Stylistic influences were brought to the film by cinematographer Arthur Edeson,
renowned for his low-key lighting and use of shadows, and composer Max Steiner,
viewed as having a speciality for creating dramatic and memorable scenes that
match themes and characters on-screen.
7. • In Casablanca, characters and locations are deliberately framed to maximise the
information we are given.
• As Major Strasser arrives in Casablanca, a two shot of him meeting Captain Renault
pans out into a three shot then four shot then five shot as he is introduced to more
characters, this is all one shot with the camera moving to appropriately frame all of
the characters.
• This technique is reflective of Warner Bros’ house style as complex compositions to
frame characters were frequently used.
• Additionally, Warner Brothers were known for their sweeping camera movements,
shown again in the final shot of the film in which the camera cranes out from a mid-
shot of Rick and Renault walking away to a high-angle long shot.
8. • The sound mix inside of Rick’s Cafe includes low diegetic background music
played by Sam and other background noise very low in the mix.
• Casablanca’s artificially created sound is a product of it being filmed on-set in
the Warner Bros studio due to the rules of the studio system. Casablanca’s
composed scores are highly reflective of the renowned work of the film’s
composer Max Steiner.
9. • Casablanca’s use of brisk pace editing for formality was a common technique
used by Warner Brothers’ to ensure their films did not stray too much into
sentimentality.
• Continuity editing is used throughout the film to present a seamless
narrative with invisible cuts.
• Editing is used in the film to provide structured information: in the beginning,
an officer over a speaker says round-up the usual suspects and the next shot
we see is other officers rounding up the usual suspects.
10. • In Casablanca, when we enter Rick’s cafe for the first time multiple tracking
shots through the location are used to show off the elaborate mise-en-scene
of the set design.
• The film was shot on-set at the Warner Brothers Studio and therefore the sets
were constructed to fit camera movements, lighting and character
positioning thus creating a glamorous aesthetics reflective of the Warner
Brothers’ house style.
11. • Michael Curtiz can be classed as an auteur when working with a team of
filmmakers to produce a film in the Warner Brothers House Style that had fast
paced dialogue to advance the plot which had a three act structure.
• Evidence can be found in his use of sweeping shots, continuity editing and
most notably his framing of actors using sets and props.
12. • Coppola’s 1979 film, “Apocalypse Now” is a prime example of Coppola’s
masterful filmmaking and his very own signature auteur style.
• Coppola’s auteur style is very distinctive. Apocalypse Now incorporates many
of his auteur filmmaking techniques such as chiaroscuro lighting, method
acting, reuse of cast from previous films and cinematography that uses
expansive wide shots as well as long continuous takes.
Apocalypse Now (Francis Ford Coppola, 1979)
13. • Chiaroscuro lighting (use of contrast in light and shading), is most noticeably
used in the scenes featuring Marlon Brando’s character of Colonel Kurtz.
• Due to Brando turning up to set heavily overweight, Coppola had to improvise
and used the chiaroscuro lighting to his advantage to hide much of Brando in
the shadows.
• What this ended up doing however, is further solidifying the character of
Kurtz as a godlike figure. We hear him before we see him and are never able
to get a full look at him which all comes together to give his character a
enigmatic yet forbidding presence.
14. • Another thing Coppola does in this film which could be considered as part of his
auteur signature style, is his use of continuous shots.
• The scene where we meet the character of Killgore is a principal example of this.
The whole scene from the beginning where the tanks come onto land until the end
where the cow is being lifted into the air is shot as one continuous shot.
• This helps to immerse the viewer and give the scene a sense of believability and
reality despite the absurdity of what his going on.
• This proves to be a highly effective technique in immersing the audience and
making them feel that they are present alongside the characters in the scene.
15. • Sound plays a huge element in the film and can be considered part of
Coppola’s style .
• There is a focus on score both diegetic and non-diegetic, imaginative use of
sound effects and over-lapping dialogue.
• These techniques create a world that is both believable, frightening and at
times surreal.
• This added with the use of close-up and long takes immerses the viewer, they
are both witness and accomplices to the war.
16. Through his films, Coppola also shares his beliefs and opinions on various
themes…
• The American Dream - or the death of the dream
• Family and brotherhood
• Masculinity
• Critique of western ideology (social-economic, race, ethnicity)