This lecture introduces a film English course that aims to strengthen students' English communication skills through exploring film from a cross-cultural perspective. The course will combine English language education, film theory, and basic filmmaking techniques. It will develop students' critical thinking abilities in a multicultural context and allow them to apply what they learn through a microfilm project. The course will cover the history of film development, analysis and reading of English novels adapted into films, comparisons between Taiwanese and Western films, and making a microfilm in groups. Students will be evaluated based on group discussions, script writing and film adaptations, and their final microfilm projects.
This slideshow is about editing and the history of it. It is aimed at young people to help them understand the importance of editing and how it has developed overtime.
The history of Cinema spans over a hundred years, from the latter part of the 19th century to the present day and beyond. Motion pictures developed gradually from a carnival novelty to one of the most important tools of communication and entertainment, and mass media in the 20th century.
Motion picture films have had a substantial impact on the arts, technology, and politics. This slide will take you through the evolution of the Cinema and the how the story telling narrative changed over years.
This slideshow is about editing and the history of it. It is aimed at young people to help them understand the importance of editing and how it has developed overtime.
The history of Cinema spans over a hundred years, from the latter part of the 19th century to the present day and beyond. Motion pictures developed gradually from a carnival novelty to one of the most important tools of communication and entertainment, and mass media in the 20th century.
Motion picture films have had a substantial impact on the arts, technology, and politics. This slide will take you through the evolution of the Cinema and the how the story telling narrative changed over years.
A documentary film is a non-fictional motion-picture intended to "document reality, primarily for the purposes of instruction, education, or maintaining a historical record”- compare documentary theatre.
The "Video Production" module is focused to adults learners interested in exploring the possibilities of managing digital video.
This module is part of a set of materials designed and developed in the project Telecentre Multimedia Academy (Lifelong learning - Grundtvig (2012-2014)) project.
The Telecentre Multimedia Academy is a project where Fundación Esplai worked with a consortium of 8 partners from Croatia, Latvia, Lithuania, Romania, Serbia and Hungary, whose coordinator is Telecentre Europe.
You can learn more about the Telecentre Multimedia Academy project in:
http://fundacionesplai.org/e-inclusion-internacional/tma/
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Cinema In European Cinema
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
6. 二、英文原著小說改編影片賞析與原文作品閱讀：
1. a. 影片: Terence Fisher’s Dracula (1958)
b. 原文小說(節選) : Bram Stoker’s Dracula (1897)
2. a. 影片: Mark Romanek’s Never Let Me Go (2009)
b. 原文小說：Kazuo Ishiguro’s Never Let Me Go (2006)
3. a. 影片: David Fincher’s The Curious Case of Benjamin Button (2008)
b. 原文小說: F. Scott Fitzgerald’s The Curious Case of Benjamin Button (1922)[暫定]
影片為暫定，將視進度調整。
9. Evaluation
1. Weekly Group Discussion(30%):
依據每週課程的分組討論過程與結果評量學生學習成效。
2. Shot Writing & Film Adaptation (40%):
三分鐘劇本編寫: 課程共有三次，長度為3分鐘的分組劇本編寫。
將就故事內容、英文語法使用、分鏡技巧給予評分。
3. Film Making (30%):
微電影實作: 就故事內容、英文語法使用、分鏡技巧以及整體完成度
給予評分。
以上項目，將視情況，將同儕互評納入考評依據。
10. Textbooks
I. Film Text：
1. 盧米埃兄弟的35釐米短片輯選
2. 喬治‧梅里葉的《月球之旅》(A Trip to the Moon)
3. 俄國艾森斯坦的《波坦金戰艦》(The Battleship Potemkin)
4. 卓別林的《城市之光》 (City Lights)
5. Terence Fisher’s Dracula (1958)
6. Mark Romanek’s Never Let Me Go(2010)
7. David Fincher’s The Curious Case of Benjamin Button (2008)
8.張作驥的《美麗時光》[The Best of Times(2002)]
9. 齊柏林的《看見台灣》[Beyond Beauty: Taiwan from Above(2013) ]
11. II. Literary Text：
1. Bram Stoker’s Dracula (1897)
2. Kazuo Ishiguro’s Never Let Me Go (2006)
3. F. Scott Fitzgerald’s The Curious Case of Benjamin Button
(1922)[tentative]
The Internet Movie Script Database http://www.imsdb.com/
12. 參考書籍
1. 影片英文字幕閱讀: The Internet Movie Script Database
http://www.imsdb.com/
2. Film English by Kieran Donaghy http://film-english.com/
3. Mascelli, Joseph V. The Five “C”s of Cinematography. Silman-
James Press, 1998.
4. Giannetti, Loius. Understanding Movies. 13th edition. Pearson,
2013.
5. Sparknotes http://www.sparknotes.com/
13. 3 short films by the Lumières in 1895
Arrival of a Train at a Station(1895)
https://www.youtube.com/watch?v=b9MoAQJFn_8
Exiting the Factory (1895) https://www.youtube.com/watch?v=BO0EkMKfgJI
The Sprinkler Sprinkled (1895) https://www.youtube.com/watch?v=IooPPi1YzkM
14. Group Discussion:
Watch the films again & discuss the following Qs
Q1: You were born in 1875 and you had never seen any moving images before.
In 1895, you and your friends paid to see the so-called black and white movie made
by the Lumières. What would you immediately react when seeing Arrival of a Train at a
Station?
Q2: Where is the camera in Exiting the Factory, in The Sprinkler Sprinkled and
in Arrival of a Train at a Station ?
Q3: What are the similarities shared by The Sprinkler Sprinkled and
Exiting the Factory?
Q4: What are the differences between The Sprinkler Sprinkled and
Exiting the Factory?
16. Definitions of Movie, Cinema and Film
1. MOVIE
Moving Picture
Popular Culture
3. FILM
V. 拍攝 N.薄膜, 膠捲
film history
American film institute
Although film can be
another term for “movie,”
it is more often used in
conjunction with art film.
Kinein: to move
Art
2. Cinema
17. Animators, documentary filmmakers, Hollywood directors, and experimental filmmakers
perceive themselves as all working in the same medium — film. The films they produce,
however, differ totally in look, subject matter, and style. To the general public, film means
“movie” — a perfectly acceptable term that the noted American critic Pauline Kael always
championed.
Unfortunately, the word “movie” suggests popular culture rather than art. An alternative
term, “cinema”, suggests art rather than popular culture. Ironically, “cinema”, although it is
a French word, is derived from the Greek kinein (to move): thus, whether we say cinema
or movie, we are talking about an art form that was once known as “moving pictures” —
appropriately named because the pictures really moved.
There is nothing pejorative about the word “movie”; certainly some of the greatest
examples of film art ever produced are, and always will be, movies . . . Calling a film a
movie implies nothing about artistic worth. Whether we use the word “movie” or
“cinema”, we are discussing the same “spoke” of the umbrella term “film” (Dick 1-2).
Cited from National Library Board Singapore 2017
website: http://www.nlb.gov.sg/blogs/libraryesplanade/film/whats-the-difference-
between-film-and-movie/
