U72 lesson 03
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This document outlines the schedule and objectives for a course on computer game story development. The schedule includes exploring genre, symbolism, and plot devices in different media. It will cover understanding narrative for games, producing a story and dialogue for a game, and reflecting on one's own narrative work. Some topics to be discussed are the establishment of conflicts and story direction within the first 20 minutes and 2 hours of a narrative, using examples from X-Men and Elfen Lied. Relationship dynamics, scene setting, and plot styles will be examined across genres. Students will analyze and compare narratives through discussion and brief homework assignments.
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The document discusses the cinematography and editing techniques used in the opening 5 minutes of the film Hot Fuzz. It lists various shot types like establishing shots, wide shots, medium shots, close ups, and point of view shots. It also lists different editing techniques employed like match cuts, jump cuts, cross cuts, cutaways, reaction shots, fades, dissolves, wipes, split screens, slow motion, zooms, long takes, and montages. It suggests that the fast pace of the editing in the opening mirrors the fast pace of the main character's life. It also notes that many of the cuts are match cuts that cut to what is being described.
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Research presentation
This document discusses conventions of genre and form for horror films and film trailers. It outlines common elements of horror films like blood, weapons, isolated settings, and makeup. It also discusses conventions of trailers like text on screen, showing the narrative, and including the film title. Technical elements used in horror are explored, like mise-en-scene settings, lighting, props, costumes and camerawork techniques. The target audience for horror films and trailers is identified as male teenagers and young adults. Ways to appeal to this audience by including elements they enjoy like tense music, isolated settings, and their favorite films are discussed.
Research presentation
This document discusses conventions of genre and form for horror films and film trailers. It outlines common elements of horror films like blood, weapons, isolated settings, and makeup. It also discusses conventions of trailers like showing the narrative, credits, and being around 2 minutes. Technical elements used in horror are described, like mise-en-scene settings, lighting, props, costumes and camerawork techniques. Sound conventions include non-diegetic music, sound effects and dialogue. Fast-paced editing and cross-cutting are discussed as editing conventions. The target audience is identified as male teenagers and young adults, and ways to appeal to them through including sounds, settings and films they enjoy are outlined.
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The document discusses how the media product of a short film uses conventions of the horror/thriller genre. It describes researching audience preferences and choosing this genre. Common horror elements include isolated settings, disguises/weapons as props, a killer and victim, and sound to create tension. The short film leaves the mystery of why the stalker kidnaps the girl. It also describes watching other film openings like Candyman and Psycho for inspiration and developing the short film to match these genres through gloomy outdoor weather and isolated shooting locations to convey helplessness.
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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 ...
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.
U72 lesson 02
This document contains information about an upcoming election in the UK, a Japanese word of the week, aims and objectives for a lesson on storytelling in games, movies and comics, and an overview of a lesson on computer game story development and narrative techniques. It discusses genres like RPGs and FPSs, understanding plots through concepts like thesis/antithesis/synthesis and symbolism, and introduces the X-Men franchise and some of its emotional themes and representation. Students are assigned homework to watch X-Men and note characters for discussion in the next class.
Documentary construction
This document provides guidance on defining and planning a documentary film. It discusses the key elements that distinguish a documentary from other forms of filmed content that depict real life, such as security camera footage. Specifically, it notes that a documentary requires a filmmaker to purposefully select and present elements of reality in a way that teaches or impacts the audience. The document then offers prompts and questions to help a filmmaker develop the critical components for constructing an effective documentary, including establishing a hypothesis, defining the topic and characters, outlining action sequences and structural elements, and identifying the central conflict.
U72 lesson 10
The document provides information about various topics including deadlines, a Japanese word of the week, computer game story development, and an activity reviewing influences on storytelling. It discusses expectations for student performance and critiques, as well as an upcoming review of the academic year. Students are asked to discuss experiences that could inform their evaluative writing and ways that influential games and stories could be improved. The document emphasizes self-reflection and learning from influences in the writing and review process.
Animaker refresh
This document provides an overview of animation and the Animaker software workshop for students. It discusses what animation is, different types of animation techniques, and how to get started with Animaker. The document also outlines the basic story structure for developing animated stories, including premise, conflict, crisis, climax and provides judging criteria for projects.
G321 film analysis worksheet
The document provides a framework for analyzing a film by having the reader take notes at various intervals (2-3 minutes, 10 minutes, 30 minutes, 60 minutes, end) on the story, characters, tone, expectations, and enjoyment. It then asks the reader to reflect on what makes for a successful opening sequence based on their analysis.
Nea summer work joe parker new
This document provides guidance and tasks for A Level Film Studies students to complete over the summer in preparation for their coursework on making a short film. Students are instructed to analyze three short films from a provided list, create a mind map of film ideas, and develop a pitch presentation for their own proposed five-minute film. They must have creative control over a film that explores either a revelation or decision, following the assessment criteria. Research tasks include analyzing selected short films and developing story ideas that meet the brief.
Theme A film Appreciation with notes .pptx
This document outlines the typical three-act structure used in screenwriting and filmmaking. Act I (the setup) introduces the main character and their problem or flaw. It establishes the setting and includes a call to action that propels the character into the story. Act II (the confrontation) features obstacles that test the character as their journey begins. A helper character may also be introduced. Act III (the resolution) sees the character learn from their experiences and make a decision that changes them, answering the dramatic questions posed earlier. It features a climax and finale that brings closure to the character's story arc.
Slumdog Millionaire
The film Slumdog Millionaire follows the story of Jamal Malik, an 18-year-old orphan from the slums of Mumbai who is a contestant on the Indian version of "Who Wants to Be a Millionaire?". As he advances through the game show, it is revealed that the questions he is asked trigger memories of his childhood experiences living in the slum with his brother Salim. Through a series of flashbacks, Jamal's journey from the slums to the game show is shown, including the hardships he faced and his lifelong search for his childhood love Latika. The film combines Jamal's present-day experiences on the game show with flashbacks to his past to tell his
Create a comic! ppt
This document provides instructions for students to create a comic strip summarizing a scene from a play. It explains that the comic should have 3-6 panels and include the important plot elements of Freytag's pyramid, such as exposition, rising action, climax, falling action and resolution. Examples are given of online tools that can be used to create the comic. Students are told to think about genre conventions like frames, speech bubbles and caricatures when designing their comic. They also must write a short analysis explaining why they visually represented certain plot elements and characters in their comic the way they did. The document encourages working in pairs and positive behavior.
Initial plans
Ellie Jones initially had reservations about creating a pixel art video game as part of her set brief, as she had no prior experience in this area. However, after some research and experimentation, she began to enjoy the process more. She is happy that she can create any type of video game without many restrictions. In her mind map, she outlines several potential game ideas, including a zombie shooting game, an adventure game based on the movie "The World's End", and a horror game where the player controls a clown killer. Her mood board and schedule provide further details on the art style, locations, characters, and timeline for her chosen game, which will be a role-playing game based on "The World's End
A Level Media Studies - Induction Booklet
The document outlines the course outline for an induction booklet covering representation in TV drama, the UK film industry, and creating an opening film sequence. In the first term, students will analyze representations in TV drama and complete an essay. They will also begin planning and preliminary work on creating an opening sequence, including setting up a production blog and research. The second term focuses on a mock exam, completing the opening sequence, and continuing analysis of the film industry. The third term includes a full mock exam, completing evaluations of the opening sequence, and exam revision.
2 Style, Theme And Project
The document discusses preparing for an exam on the film "Children of Men" by analyzing techniques, themes, and elements across the entire film. Students are instructed to identify patterns in techniques used and discuss how they relate to themes. They will complete a group project analyzing how specific elements (e.g. lighting, sound) develop characters, themes, and audience response. The goal is to demonstrate understanding of the overall style and its purpose, rather than focusing on single examples.
Evaluation
The document evaluates the student's media product, a crime thriller film. It follows conventions of the genre, such as a character being kidnapped early on. It challenges conventions by introducing the antagonists early rather than halfway through like in Se7en. The film represents teenage male characters stereotypically and their social class is not important to the plot. The film could be distributed by an independent British film company due to its low budget. The target audience is males aged 16-30 and the BBFC rating would be 15 rather than 18 like similar films due to less graphic violence.
Video games lessons
The document provides information about a case study on video games, including statistics about gamers and the gaming industry. It discusses different genres of video games like first-person shooters, third-person shooters, and simulators. It also addresses topics like moral panic around violent games, regulation of games, and how games use intertextuality by referencing other media like films. The document contains questions to prompt discussion and activities like analyzing game trailers and reviews, applying theories like Stan Cohen's model of moral panic, and writing an exam response using examples from the case studies.
Psycho slide
The document discusses the various narrative devices used in Alfred Hitchcock's film Psycho. It asks questions about what motivates the main characters, how the camera manipulates the audience's point of view, whether the narration is restricted or omniscient, how the camera disorients the audience, and how enigma and action codes drive the plot forward and build tension. It also asks how Todorov's theory of narrative applies to the film in terms of expectations, red herrings, and MacGuffins, and how Hitchcock challenges expectations of character roles. Finally, it asks about the film's themes using Levi Strauss' binary oppositions and how camera work and editing build tension in the black and
Lesson 3 short film narrative
This document discusses narrative structure in film. It begins by defining a narrative as a story and noting that stories are important for single camera productions. Narratives typically have interesting characters, a good concept, drama, action, a beginning, middle, and end, and exciting plot points. Film narratives are usually split into three acts: the setup in the first third, the conflict in the second third, and the resolution in the final third. Plot points occur at the end of each act to move the story forward. Narratives can be either linear, telling the story in chronological order, or non-linear, telling it out of order. Examples of both types of narratives are analyzed.
Single camera techniques - narrative structures
This is the 2nd lesson which looks at the narrative structures used in single camera drama, including linear, non-linear, flashbacks and other narrative devices.
This is intended to be used with 16+ learners
2. proposal
This document outlines three potential video projects: 1) "Ty: The Unicorn Series", a comedy series about the lives of three unicorns, 2) "Ty Does Top Gear", a child-friendly spinoff of the car show inspired by a popular internet video, and 3) "MLP (My Little Pony) Vs Lego", depicting a comedic battle between the pony and Lego kingdoms. The intended audience is ages 6-18. Research such as surveys will be conducted to understand audience interests. Evaluation will involve feedback and analyzing audience appeal and technical quality. Production will take place over 10 weeks according to the outlined schedule. Sources of inspiration include TV shows, movies, toys, and internet videos.
Similar to U72 lesson 03 (20)
Film WorksheetArt Education 1600 Art and Music since 1945For t
Film WorksheetArt Education 1600 Art and Music since 1945For t
Film WorksheetArt Education 1600 Art and Music since 1945For t.docx
Film WorksheetArt Education 1600 Art and Music since 1945For t.docx
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Graphics in the Computer Games Industry Week 1
This document discusses graphics in the computer games industry and introduces Adobe Photoshop tools for coloring concept artwork. It provides examples of concept art and logos from popular video game franchises like Halo, Assassin's Creed, Street Fighter, Grand Theft Auto, Metal Gear Solid, Gears of War, Crysis, Call of Duty, Fallout, and Diablo. It also mentions Bungie, the developer of Halo, and Crytek, the developer of Crysis. The objectives are for students to use Photoshop brushes and gradients to color concept artwork.
Understanding Computer Games Industry Week 3
The document discusses copyright issues that can arise for video game publishers and developers. It begins by explaining that copyright law protects the expression of ideas in video games, including code, dialogue, audio/video, and storyline, but not game mechanics or ideas. It then discusses how copyright issues can emerge when multiple parties work on a project but are not directly connected, with different organizations owning copyrights. The document stresses the importance of establishing agreements upfront to protect intellectual property. It also discusses the Guitar Hero 5 controversy where Courtney Love disagreed with how Kurt Cobain's likeness was used without her permission as the holder of his right of publicity.
Understanding Computer Games Industry Week 2
This document provides information about publishers and developers in the computer games industry. It discusses that around 50-60% of homes in America have games consoles, with the average player age being 35. Males make up around 60% of console gamers. The top selling console game in the US in 2009 was Call of Duty: Modern Warfare 2. The document also discusses the roles of publishers versus developers, with developers creating the games and publishers marketing, distributing, and financing them. Common job roles at developers include design, programming, art, and animation.
Understanding Computer Games Industry Week 1
The document discusses the computer games industry. It notes that the first computer games were launched in the 1960s and by the 1970s there was a established games industry. The games industry now employs over 30,000 people in the UK and involves large development teams and costs of millions to produce games. It provides an example of how Halo: Reach generated $200 million in sales within 24 hours, beating the opening day box office of Avatar. The homework assigns researching a games developer and describing their history and popular games, and listing game development job roles.
Welcome Keita Takahashi
Keita Takahashi received a welcome message from Confetti GS8 and GS9. The message welcomed Takahashi but provided no other context about who Takahashi is, their role, or what Confetti GS8 and GS9 are. The short message only contained a greeting without any additional details.
C:\Documents And Settings\Kelly Vero\My Documents\Confetti\Seminar\Gs9\Studen...
The document provides notices and announcements for students at Confetti including:
1) Information about the upcoming Nottingham City One World festival celebrating diverse cultures with a global market and live music performances.
2) Details of a live music and arts event on July 9th featuring international music, poetry, and art.
3) Reminders about booking studio time in advance and designated smoking areas on campus.
4) Announcements regarding filming opportunities and additional music technology support sessions.
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- Fresh fruit is available for 30p per piece but supplies are limited.
- The Skills Team has moved locations but is still available for support; contact the Education Support Team for their new contact details.
- Details on a live music event by Skint on July 25th in Mansfield.
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U72 lesson 08
The document provides information about an upcoming showcase for student work, including games, websites, character designs, and art portfolios. It lists awards that will be given for best games production and game design. It also lists nominations for Student of the Year. It provides notification about changes to fire routes and includes a Japanese phrase. Finally, it outlines the aims and objectives of a lesson on computer game story development.
U72 lesson 09
The document discusses Confetti's successful past week and awards won by staff members. It congratulates recipients and encourages others to get more involved. It then addresses students, noting it is making decisions about performance and forecasts. It states those who participated in awards have an assignment extension. Others who missed deadlines without an extension will face discipline. Finally, it provides a Japanese phrase and definition.
Student notices 21st june
The document contains various announcements for students at Confetti including notices about upcoming student forum and studio booking procedures. It also advertises fruit for sale and provides information about support services for students as well as links to follow related social media accounts and blogs.
U72 lesson 08
The document provides information about an upcoming showcase for student work, including games, websites, character designs, and art portfolios. It lists awards that will be given for best games production and game design. It also lists nominations for Student of the Year. It reminds students about changes to fire routes and includes a Japanese phrase. Finally, it outlines the aims and objectives of a lesson on computer game story development.
U72 lesson 07
1. The document provides information about upcoming events and changes at school, including external observations the following week and a showcase of student work.
2. It discusses important changes to fire routes in certain parts of the building and provides the new muster points.
3. The final section summarizes what has been learned about dialogue for scripts and storytelling, including balancing character, emotion, plot, and narrative and re-imagining works while making peace with editing.
Student notices 24th may
The weekly student notices document provides information on several upcoming events and reminders of policies at Confetti including:
1) Encouraging students to eat their 5 servings of fruit and vegetables daily by including fresh fruit with café sandwiches.
2) Reminding students that studio bookings must be made 48 hours in advance and doors will close promptly at 6pm without prior approval.
3) Announcing Confetti's annual student showcase on June 17th to experience the best student work.
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Student notices 17th may
This weekly notice from Confetti College provides information on several upcoming events and opportunities for students: 1) Adult Learners Week celebrating lifelong learning, 2) Confetti's annual student showcase in June, 3) designated smoking areas on campus, 4) additional music technology catch up sessions, 5) Functional Skills exams in early June, 6) opportunities through the UK Young Artists awards, and 7) ways to get involved with a new student television program called Connect.
U72 lesson 05
1. The document provides notices to students about changes to their classes, including new teachers for various subjects.
2. It also includes a Japanese phrase of the week, aims and objectives for a computer game story development unit, and information about the Acadian people and the Great Expulsion from Nova Scotia.
3. The document discusses developing characters for computer games and explores the character of Gambit from X-Men through sharing ideas and examining examples from media.
U72 lesson 04
The document provides notices about changes to student courses and teachers. It also provides information on an upcoming story writing task involving the X-Men character Jean Grey. Key details include:
- Several teachers are changing subjects they will be teaching.
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- The document reviews important storytelling devices like hooks, conflict points, and reveals to help students in their writing task. It discusses using characters to drive the narrative from point to point.
Student Notices 26th April
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Events Week 2010 timetable
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U72 lesson 03
- 1. Events Week
- 2. Japanese Word of the Week (16) Goutou! [Goo-too] Ugokuna!
- 3. Aims & Objectives Aims: Students will explore genre, symbolism and storytelling in games, movies and comics – this will introduce plot devices Objectives: All students will be able to identify 3 key plot devices in separate genre Most students will be able to identify 3 key plot devices and describe 1 form in detail Some students will be able to identify 3 key plot devices and describe 2 forms in detail
- 4. Computer Game Story Development 26 April 2010 Unit 72 Computer Game Story Development
- 5. Computer Game Story Development 1 Understand storytelling for games 2 Be able to produce a story for a game 3 Be able to produce game dialogue 4 Be able to reflect upon own narrative work.
- 6. The First 20 Minutes, The First 2 Hours
- 8. What is established?
- 9. What conflicts occur?
- 10. Where does the story take you?
- 12. Remember This? Scene setting Action & Consequence Denouement Catalysts Establishment
- 13. Film 2
- 14. Remember This? Trial & error Action & Consequence Objective Judgement Choice
- 15. Activity Can you brief me on the relationships formed in the first 20 minutes of X-Men and Elfen Lied? What effect does this have on the audience?
- 17. 3 Part Minis
- 18. Half-journeys
- 20. Don’t try to re-invent the wheel. Invent something better.
- 22. What is established?
- 23. What conflicts occur?
- 24. Where does the story take you?
- 27. Scene setting
- 28. Style of plot
- 29. Plots used by genreHave we met our outcomes?
- 31. The early dynamic of the story