Lights, Camera, Action
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This document outlines a unit of study on Shakespeare's Romeo and Juliet that uses film adaptations to explore the play. It provides an overview of the unit objectives, materials, standards addressed, and activities. Students will view and compare Zeffirelli's and Luhrmann's film versions, discussing similarities and differences in their portrayals of themes, characters, and scenes. Activities include group discussions, presentations, and journal responses analyzing the films.
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This document outlines a unit of study on Shakespeare's Romeo and Juliet that analyzes two film adaptations of the play - Franco Zeffirelli's 1968 version and Baz Luhrmann's 1996 version. The unit provides objectives, class materials, standards, and activities for studying the play and comparing the films. Students will view both films, discuss similarities and differences, and analyze how each director portrayed scenes. They will complete group activities, presentations, and journal responses as part of exploring how film enhances understanding of the play.
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The student discusses how their media product uses and challenges conventions of real title sequences through their use of editing techniques, camerawork, sound, and fonts inspired by films like Jaws, Panic Room, and Orphan. They also explain how they represented social groups through the characters and broke conventions by casting a mixed race actress as the vulnerable victim.
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Evaluation Activity 1 Part 1
1) The document discusses the film production of a short action thriller film created for a class assignment. It was 4-5 minutes and included a poster and film review.
2) The film's plot involved a man named Jay finding drugs in his bag after it was switched at the park. He then had to deal with the police coming to his door.
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Evaluation
The document discusses the student's media product, which is a title sequence for a horror/thriller film. The student explains various ways their title sequence does and does not follow conventions of real media titles. They stuck to conventions like using short, jumpy shots to build tension, as seen in the title of "Orphan." However, they also combined these with slower shots, breaking convention. They used inspiration from titles like "Jaws" and "Panic Room" but also made their own creative choices. The student analyzes their use of camera work, sound, characters, and more to represent themes and draw in the target audience. Overall, the student learned about planning, filming, editing technologies, and analyzing their work
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Question 1
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ROMEO AND JULIET by William Shakespeare 💀
ROMEO AND JULIET 💀
⚪ William Shakespeare
⚪ "Romeo and Juliet" (Characters, Plot, literary genre)
Themes romeo and juliet
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The document discusses the balcony scene from Romeo and Juliet, where Romeo and Juliet meet at a party without knowing they are from feuding families, fall in love, and discover they are Montagues and Capulets. It also provides links to animated versions of the balcony scene from Gnomeo and Juliet and a manga adaptation from Japan, along with information on Franco Zepherelli's 1968 film version and instructions to rewrite the dialogue into plain English.
Presentazione1
Romeo and Juliet is a famous play by William Shakespeare about two young lovers from feuding families in Verona, Italy. The story follows their forbidden romance and the tragic events that lead to their deaths. Key plot points include Romeo and Juliet meeting and falling in love at a masked ball, secretly marrying, the deaths of Mercutio and Tybalt in duels between the families, Romeo being banished after killing Tybalt, and the famous balcony scene where they express their love for one another. In the end, miscommunications and a series of mistakes result in both Romeo and Juliet dying by suicide after believing the other is dead.
Film poster romeo and juliet film analysis
The poster depicts Romeo and Juliet in an intimate embrace at the center, with individuals fighting on either side of them. This conveys the film's adaptation of the Shakespearean story set in a modern context with violence between the feuding families. The psychedelic purple and orange background creates an unsettling mood, while the burning heart symbolizes the bittersweet romance between Romeo and Juliet. The poster aims to advertise the film through highlighting the main characters and production details, enticing viewers with the combination of romance and violence in a way that remains faithful to the original story.
Hn9 u6 sb 30 may 2013
The document provides instructions for an in-class activity analyzing William Shakespeare's play Romeo and Juliet. Students are asked to do a close reading of Friar Lawrence's speech at the beginning of Act 3, Scene 1, identifying the imagery used and how it relates to the play's themes. They will then discuss their annotations with a partner before joining groups to summarize their assigned passages, identify examples of imagery, and select the most important line from their passage. The homework is to read Act 3, Scene 1 in preparation for the next class.
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Romeo and Juliet rush into marriage plans after their balcony scene, worrying Friar Laurence with their haste. He agrees to marry them in hopes it will end the feud between their families. Meanwhile, Mercutio sees love as fleeting while Romeo views it more deeply. Juliet eagerly awaits news from Romeo and learns of the marriage plan. Friar Laurence warns them to love moderately, sensing their passion may lead to trouble.
Eng.09.Sem.02.Assignments
Missed an assignment? Absent for a number of days? Navigate through this Powerpoint document to catch up on warm-ups, daily assignments, due dates, and important lecture notes.
A2 Film A-Level Film Studies FM4 Spectatorship Revision
A PowerPoint that collates a range of key ideas for the FM4 Spectatorhship area of A2 Film Studies. There may be some formatting issues with the presentation as it was created using Keynote and there are often compatibility issues. The contents of this presentation is a mix of original work and ideas and words taken from a multitude of various sources. I haven't credited anyone directly and if you have any objection to your content appearing in this presentation, please get in touch and I'll be more than happy to accomodate your needs.
Journal Topics for Blow Up Questions Pay at.docx
Journal Topics for Blow Up
Questions:
Pay attention to the totality of Antonioni’s shot choices, mise-en-scène, camera
movement, and the way he relates actors to objects in his compositions:
1. How would you describe the color palette of the film? What are the
dominant colors?
2. What are the principal locations utilized in the film?
3. How do you feel about the photographer and supporting characters in the film
considering that…although the author Cortázar, gives him a name in his short
story, Antonioni never give him a name in the film. In the script, he is known only
as the photographer.
4. What highly effective directing strategies did you notice in scenes or sequences?
5. What meaning do you take from the scene at the end of the film?
6. Although Blow Up most effectively utilizes visuals to tell the story, there are some
very interesting lines of dialogue in the film that contribute to the theme. Did any
of them capture your attention?
Blow Up (1966) was produced by Italian
producer Carlo Ponti as a British-Italian co-
production. The story was adapted from a short
story by Julio Cortázar.
The film was directed by Michelangelo
Antonioni and the cinematographer was Carlo
di Palma.
Blow Up won the Grand Prix at the 1967
Cannes Film Festival.
Blow Up was one of three highly controversial
films released during 1967 that stimulated
passionate discussions among critics and
scholars. The other films included Bonnie and
Clyde(1967), and The Graduate (1967).
Running head: MEN AND ROLE CONFLICT
1
Men and Role Conflict
Jenie Lopez
Excelsior
Gender role refers to the set of socially as well as behavioral accepted customs that are believed to be socially appropriate for the persons of particular gender as permitted in the individual’s culture (Good & Wood, 1995). Some of these customs and conducts differ greatly between the cultures. Some of the issues in masculinity realm as well as the psychology of men are very significant contributing aspects to the men and boy’s development, at the same time can influence their entire lives. Some of these areas are matters of multiculturalism or sexual orientation and ferocity in the community, fathering, health issues, falling behind in school as well as leadership in the family (Good & Wood, 1995).
There are several differentiating patterns of negative outcomes which can arise from boys and men during their experiences of gender role anxiety. Some of those patterns are recognized as gender role conflict and at some point they are common. For instance, several men constrict as well as contain their emotions; they rarely exhibit or show any emotion. This type of behavior has pros and cons (Cournoyer & Mahalik, 1995). The negative aspect is that it is very hard for such person to connect emotionally in the relationship. The positive aspect is the capability to remain cool as well as calm during the crisis situation.
The r ...
Yr10 set1 RandJ 12/3/08
This document provides guidance and questions for analyzing and adapting Act One Scene One of Shakespeare's Romeo and Juliet. It asks the reader to consider the impact of Romeo and Juliet's first meeting, link imagery in the play to its lines and explain its effect, analyze how a film adaptation conveys the characters' spark of true love, and key aspects of the scene like how the lovers are isolated and their powerful love. It also prompts closer analysis of the language in their shared sonnet and adapting the scene in performance with considerations for delivery, expression, blocking, and technical elements.
Yr10 set1 RandJ 14/3/08
This document provides guidance and questions for analyzing and adapting Act One Scene One of Shakespeare's Romeo and Juliet. It asks the reader to consider the impact of Romeo and Juliet's first meeting, link imagery in the play to its lines and explain its effect, analyze how a film adaptation conveys love between the characters, and key aspects of the scene like how the lovers are isolated and their love's power. It also prompts closer analysis of the language in their shared sonnet and adapting the scene in performance with considerations for delivery, expression, blocking, and technical elements.
truman-show-media-unit.ppt
The document provides learning materials for analyzing the film The Truman Show, including intentions, tasks, and lessons. Specifically, it covers analyzing costumes and characters, camera work, mise-en-scene, sound, music, and themes in the film. Some of the key tasks included having students comment on costumes and what they suggest about characters, identifying different camera shots and movements used in scenes and why, analyzing the effectiveness of mise-en-scene in different stills from the film, noting use of diegetic and non-diegetic sounds, identifying film scores from different genres, and tracing how different themes like control and reality are explored throughout the film. The document aims to teach students to closely analyze various technical and artistic elements
10 ramilap7.2
This document provides information about an English class focusing on Romeo and Juliet. It includes the teacher's contact information, learning objectives for the class such as analyzing Shakespearean elements, assignments like reading guides and a choice project, and vocabulary and literary terms for each act of the play. The document serves as a guide for students to understand what will be covered in the class.
Yr10 set1 RandJ 11/3/08
This document provides guidance and questions for analyzing Act One Scene One of Romeo and Juliet. It asks the reader to consider adapting the scene for the stage, focusing on choices for delivery of lines, actor movement, lighting, and how these directorial decisions would convey meaning to an audience. Key aspects of the scene like Romeo's overwhelming love and the family feud's reminder are highlighted. Shakespeare's use of a shared sonnet between the characters and its intended impact is also discussed.
Fm4 spectatorship emotional response A-Level A2 Film Studies
An overview of approaches to emotional response in Film & Cinema Studies. Contains a range of theories, approaches and examples including Barthes, Hypodermic Needle Theory, Censorship & Reception Theory. Includes work on Kill Bill, V for Vendetta, Hitchcock's Psycho, the Lumiere Brothers and George Melies.
Film WorksheetArt Education 1600 Art and Music since 1945For t
Film Worksheet
Art Education 1600
Art and Music since 1945
For this assignment, you are to see a film this semester and fill out your worksheet. Use the skills you learned for the Art Worksheet, but now you have to analyze the combination of sound and moving images.Step 1 Select a Film
Selecting a film to watch is more than picking a movie with favorite actors or a genre you like (science fiction, superheroes, detective mysteries, romance). The film you pick should have enough interesting content to write about. It helps to inform yourself with two kinds of film reviews. First, professional critics have seen many movies and write from a well-informed point of view, but theirs is just one point of view. Beyond the perspective of Professional critic, there are the reviews from moviegoers, like yourselves, who post their responses on blogs and theater websites. Viewer reviews can be just as valid as professional reviews, so long as they explain why they feel the way they do about a film. Both kinds of reviews can help you narrow your choice of a film, and in the end, pick a film you feel like writing about.
11 pts: State the title of the film you chose and a write brief synopsis of the film in your words (90 to 100 words):
Citations and References
If you decide you use ideas from the film reviews or any source, write the name of the source here AND Cite the source(s) where you use them:
REMEMBER
1. You must view the film for this worksheet personally and you must see it in a theater this semester. (Free screenings at the Union also count as a theater). Even if you choose an older film made in 1945 or later, we want you to see the film in a theater. At a theater, you sense the effects of the sound and moving images as they were intended. Films reproduced for television or on DVD on a home system lose the effect you sense in a theater.
2. Connect your review of the film with the cultural and social ideas we address in class. How do you think audiences relate the narrative on screen with other narratives in the press or entertainment media? Superheroes, for example, save the day when complicated agencies of government and military fail.
3. Look over the Film Worksheet before you attend the film, so you know what to look for in the film. Taking notes during the film is usually a problem, but you can make your notes afterward. You might be surprised at how much you will recall about the film and your experience of viewing it.
Late Paper Policy:
You will lose points for assignments turned in late after the final deadline.
1 day late: 20%
2 days late: -40%
3 days late: -60%
4 days late: -80%Step 2 Organize your data
This step is about your experience of viewing the film and how the director kept you engaged.
Step2.1: The audience and the space, and you
Your experience as a moviegoer is as important as the film itself.
State where you saw the film.
Analyze and describe the environmental conditions in the theater and how your circumstances ...
Romeo and juliet
This lesson plan aims to teach students about William Shakespeare's play Romeo and Juliet through a series of interactive activities over 1-3 weeks. Students will first try to guess the play based on pictures and discuss its genre. They will then work in groups to fill in missing lines from passages in both original and modern English. Next, students will analyze the characters of Romeo and Juliet and act out the famous balcony scene. Finally, they will rewrite parts of the play or update it to modern times while keeping the core plot and events the same. The goal is to improve students' vocabulary, conversation skills, and understanding of comparing original and modern English.
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The document provides instructions and questions for a listening activity about William Shakespeare's play Romeo and Juliet. Students are asked to listen to a class discussion on the play and answer questions to test their comprehension. The questions cover details about the plot, characters, and what the teacher focuses on during the class discussion.
Lecture presentation
This document provides instructions and discussion prompts for a 9th grade English class debate activity on determining who was responsible for the deaths of Romeo and Juliet. Students will analyze passages from the play to form arguments about characters like Friar Lawrence, Balthasar, and the Apothecary. They will prepare notes, separate into groups based on the character they chose, and participate in a class debate. The goal is for students to cite evidence from the text to convincingly defend their position on who or what caused Romeo and Juliet's demise.
L8 '911' exam question practise
This document provides instructions and tasks related to studying documentaries and their use of narrative techniques. Students are asked to:
1) Find examples from a documentary they watched that are either for or against the observational mode of documentary filmmaking.
2) Analyze scenes from the documentary 9/11 in pairs and discuss how they use narrative and character to create drama and suspense like fiction films.
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Act 3 scene 1 essay
This document provides an essay prompt about Act 3 Scene 1 of William Shakespeare's play "Romeo and Juliet". The prompt asks how Shakespeare uses dramatic devices to make this scene interesting, exciting, and pivotal. It instructs the writer to introduce the plot, themes, and context of the scene. The body is to analyze how Shakespeare creates mood, contrasts this scene with the previous one, links to prior events, uses dramatic irony, develops conflict/characters, and signals a turning point. The conclusion should summarize how this scene impacts the audience and is a turning point, and evaluate the scene overall.
Film WorksheetArt Education 1600 Art and Music since 1945For t.docx
This document provides instructions for a film worksheet assignment. Students are asked to watch a film, select one from an approved list, and fill out a worksheet analyzing it. The worksheet involves considering the social context of viewing the film in a theater, analyzing technical aspects like narrative and cinematography, and interpreting the film's significance and representation of its subject matter. Students are provided guidance on choosing a film with appropriate complexity to analyze and reminded that late assignments will be penalized.
Romeo + Juliet
1. Baz Luhrmann's 1996 film adaptation of Romeo + Juliet seeks to translate Shakespeare's play for a modern audience through revision, such as replacing candles with neon lights, while also celebrating Shakespeare's language through minimal changes to his dialogue.
2. It makes many adjustments to compress and cut scenes from the original play, while also expanding certain scenes like the death scene. This, along with its mixing of genres through visuals and sound at odds with Shakespeare's text, plays with the conventions of adaptation.
3. Despite changes, the film aims to retain the spirit of Shakespeare's tragedy and questions itself as a deconstruction and modern reimagining of the classic story for its audience, through its
Using the scene from Rashomon we watched in class.pdf
A man and woman have an encounter in the woods. The scene is significant as it depicts the same event differently according to different characters' testimonies later in the film. The cinematography stands out with dramatic camera angles. Editing techniques like shot/reverse shots and jump cuts are used to disorient the viewer and reflect the unreliable nature of memory. Notable sounds include the woman's screams and heavy breathing which add to the tension and unease of the scene.
Opening film textual analysis
The document provides guidance for analyzing the opening 2 minutes of films. It lists the aims of the analysis as developing an understanding of common film techniques, understanding how much of the storyline and action is conveyed. It instructs the reader to select a single film and bullet point conventions present in the opening that set tone and mood. Examples are provided from the film Whiplash, noting the use of diegetic sound and camera movement. Theories of narratology and its application to film openings are discussed. Criteria are provided for analyzing additional film openings.
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Lights, Camera, Action
- 29. Group Film Activities Luhrmann Character Box Activity • Choose a character to follow in the film • Build up a complete picture of the character (think 5 sense and find something relevant for each sense) • Include sight; touch; scent; hearing; taste Zeffirelli Character Box Activity • Choose a character to follow in the film • Build up a complete picture of the character (think 5 sense and find something relevant for each sense) • Include sight; touch; scent; hearing; taste Luhrmann’s Version (1996) Activity Make notes about directorial choices (set/setting, music/soundtrack, costumes/clothes) • Decide whether audience is encouraged to side with the Montagues or the Capulets? (both or neither) • What is your response to the opening fight scene. How does the director establish the ideal of rival gangs? Zeffirelli’s Version (1968) Activity • Make notes about directorial choices (set/setting, music/soundtrack, costumes/clothes) • Decide whether audience is encouraged to side with the Montagues or the Capulets? (both or neither) • What is your response to the opening fight scene. How does the director establish the ideal of rival gangs?
- 32. Rubrics for Class Presentation and Journal Responses