Mise-en-scene is a French term that refers to everything visible within a single shot or scene in a film. It includes six key areas: color, costume, props, set/location, blocking/performance, and lighting. Color, costume, and lighting can be used symbolically to convey meaning and mood. Props are any objects used on screen that can have symbolic significance. The location is either a purpose-built set or real location that has been chosen and dressed deliberately. Blocking refers to the positioning of actors, and performance covers aspects of acting like gestures and expressions.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Mise-en-Scene Summer Roberts-Nicholas
What does Mise-en-Scene mean?
Mise-en-Scene isaFrenchwordand whentranslated,means‘placedinthe scene’.The termwas
firstusedintheatre andreferredtothe way inwhicha directororganised the stage.Inmediaor
filmstudies,itisusedtodescribe everythingthatcanbe seenina single shot.AnalysingMise-en-
scene reliesonsome understandingof semiotics.
What are the 6 key areas of Mise-en-Scene?
The six keyareas of Mise-en-Scene are;colour,costume,props,set/location,blockingand
performance,andlighting.
Colour:
How iscolourusedinthe 2 belowpictures?
Colourisverysymbolic,itcan appearinseveral places –the set,the lighting,the costumes,the
make-up,etc.Connotationsof colourare generallysowell understoodthattheyare evenusedin
children’stexts.
In the firstpicture,CruelaD’evil iswearingawhite longcoatwithredon the inside.Thisconnotes
the deathof the puppieswiththeirwhitecoatandtheirbloodonthe inside.The differencein
colouron herhair alsoconveysthatshe has a splitpersonalitybecauseof the use of two
completelycontrastingcolours.The coloursredandblack(whichcanbe seenonherdress) also
have connotationswithevil anddark characters – andare stereotypicallywhatanantagonist
wouldwear.
In the thirdpicture of Cinderella,itusesvery conventionalcolours.The darknessinthe
background,conveysanideathatshe may be surroundedbydarknessandbecause of the bright
coloursof her dress,itgivesthe impressionof herbeingthe lightinthe middle of the darkness.
The blue at the bottomof the image portrayssadness,because she livesahardlife.
2. Mise-en-Scene Summer Roberts-Nicholas
Costume:
What can we interpretfromthese costumes?
Costume can be consideredtoinclude clothes,hairandmake-up.Itcreatesanidentityand
personalityforthe characters.Itformsa cultural code – the audience understandhow costume
etc. providesclues/codesaboutpeople andsituations.The selectionof costumeswill deliberate,
inkeepingwiththeircharacteronthe one hand andthe designconceptforthe textas a whole.
The use of costume inimage one,verystereotypicallyshowspovertyandthattheyare extremely
chavvy.The use of pufferjacketsandbomberjacketsshowsthattheyare lowerclassbecause
thistype of clothingischeaperthanin the clothinginpicture twofor example.Inimage two,
comparedto image one,theirhairisperfectlybrushedandtheyare stoodupmore straightthan
the familyinimage one.Inaddition,the manonthe lefts scarf is perfectlyplacedaroundhis
neck.
Props:
Option 1 - You have to provide propsfora tense police interview betweentwoofficersandone
suspectedmurderer.Decide whatpropsyouwouldincorporate andhow the actorsshouldbe
directedtouse them.
Option 2 – You have to provide propsfora romanticmeal betweentwocharactersontheirfirst
date.Decide whatpropsyouwouldincorporate andhow the actors shouldbe directedtouse
them.
Propsneeded:
Propsare any objectsusedwithinthe frame.Theymaybe usedtodressthe setor be usedbythe
actors. They can have symbolicsignificance –expressingmood,charactertraits,etc.Anexample
of thiscouldbe doctor whowithhissonicscrewdriver,orstarwars withtheirlightsavers.
Location:
Can be a purpose builtsetora real location
A setwill have beenbuiltforfilmingandismostlikelypartof a studiocomplex.Locationshooting
involves leavingthe studioenvironmentandfilminginexistinglocationsthathave been
“scouted”as suitable.Whateversettinghasbeenused,itisimportanttorememberthatithas
beendressedpurposefully.InJune 2011, Brad PittspenttwoweeksfilmingforWorldWar Z in
Glasgow…whichwasdressedtolooklike wartornPhiladelphia!
3. Mise-en-Scene Summer Roberts-Nicholas
Blocking/Performance:
• Blockingreferstothe positioningandmovementof actorswithin the frame,bothinrelationto
each otherandin relationtothe camera (whichrepresentsus,the audience)
Performance coversall aspectsof the actual acting – gesture,expression,accentetc.
Lighting:
How islightingbeingusedtocreate moodinthe followingexamples?
There are twomainapproachesto lightingascene:high-keylightingandlow-keylighting. High-
keylightingensuresevenlightacrossthe frame withlittle ornoshadow or darkareas – ithas
little dramaticeffect.Low-keylightingallowsforhighcontrastbetweenlightanddarkwithinthe
frame,with shadow oftenbeingusedfordramaticeffect(e.g.horrorfilms)anotheruseful term
us ambientlighting–thismeansthat a scene hasbeenlitusingavailable light(orperhapstolook
like natural light)