Using the scene from Rashomon we watched in class.pdf
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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.
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Answer each question How does a editing contribute to its.docx
This document contains several questions about filmmaking techniques including:
1) How editing, tempo, and rhythm contribute to a film's success or failure.
2) How sound effects from objects, people and ambient sounds can add to a film's experience and identify a convincing example.
3) Recent films that follow David Puttnam's philosophy of "shaping values".
4) Principles that cinematographers use when shooting films and if they differ for documentaries.
5) Alfred Hitchcock's editing philosophy from an interview.
6) Sergei Eisenstein's use of montage to convey meaning beyond dialogue or still images alone and an example from a film other than Psycho.
Establishing Theme Select a movie from AFI’s 10 Top 10 lists a.docx
Establishing Theme
Select a movie from
AFI’s 10 Top 10
lists and explain how three cinematic techniques and/or design elements have helped establish a major theme in that film. Note: While you are allowed to choose a film that does not come from the AFI lists, you are strongly encouraged to email your professor to receive approval before doing so.
In 800 to 1200 words
Describe a major theme of the movie you have selected using evidence from the movie itself as well as course resources and other scholarly sources to support your position.
Identify at least three techniques (cinematography, lighting, acting style, or direction) and/or design elements (set design, costuming, or hair and makeup), and explain how these techniques and/or design elements contribute to the establishment of the theme. Reference particular scenes or sequences in your explanations.
State your opinion regarding the mise en scène, including
How the elements work together.
How congruent the design elements are with the theme of the movie.
Whether or not other techniques would be as effective (Explain your reasoning).
Note: Remember that a theme is an overarching idea that recurs throughout the plot of a film. It is the distilled essence of what the film is about, the main design which the specific scenes and actions lead a viewer to understand.
Your paper should be organized around a thesis statement that focuses on how the elements of your chosen feature-length film both establish and maintain one of its major themes.
The paper must be 800 to 1200 words in length and formatted according to APA style
You must use at least two scholarly sources other than the textbook to support your claiM
PART TWO ASSIGNMENT
Categories and Functions of Sound
As we have been discussing, the mise en scène of a film is the use of a variety of design elements to create the visual theme. Please look through Chapter 5 (Mise en Scene and Actors) for more information on this term.
consider different types of sound at work in film and assess how they contribute to the overall sense of meaning in a film.
There are many types of sound in a film. Some are
diegetic
(sounds that are represented as coming from within the world of the film); others are
non-diegetic
(sounds that come from outside the world of the film). Using specific examples from your chosen film, construct a blog post in which you
Describe each of the three basic categories of sound (dialogue, sound effects, and music).
Explain how the different categories of sound are being used in your chosen film.
Assess the impact of sound in establishing the theme.
How does the use of sound inform the mood of the scene, or the film overall?
Can you identify specific sounds in your film that allow you to infer a particular genre?
Since each category of sound may produce a range of effects, how might you characterize the effects in your film? For example, realistic and expected sound effects may have a different effect on a viewer .
Lesson 3 - Sound
The document provides an introduction to sound in media language. It includes three sound clips to analyze and questions about the four elements of sound, diegetic and non-diegetic sound, and how sound can create meaning for an audience. It also defines the categories of sound as diegetic (coming from within the story) and non-diegetic (coming from outside the story). An activity is described where students watch a clip from The 24 and take notes on different types of sound to analyze how sound helps create meaning.
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Lights, Camera, Action
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.
Film WorksheetArt Education 1600 Art and Music since 1945For t
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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 ...
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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.
A level exam fluffy revision
This document provides guidance on analyzing unseen media texts through summarizing key elements to focus on such as mise-en-scene, camera work, sound, and editing. It includes definitions of these technical terms and recommends taking notes divided into these four categories when watching video clips. Sample questions are provided about representing media forms and representations, asking the reader to consider whether representations are positive or negative, supportive or challenging of dominant ideologies, and other similar media texts. Key terms for media analysis are defined.
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Answer each question How does a editing contribute to its.docx
This document contains several questions about filmmaking techniques including:
1) How editing, tempo, and rhythm contribute to a film's success or failure.
2) How sound effects from objects, people and ambient sounds can add to a film's experience and identify a convincing example.
3) Recent films that follow David Puttnam's philosophy of "shaping values".
4) Principles that cinematographers use when shooting films and if they differ for documentaries.
5) Alfred Hitchcock's editing philosophy from an interview.
6) Sergei Eisenstein's use of montage to convey meaning beyond dialogue or still images alone and an example from a film other than Psycho.
Establishing Theme Select a movie from AFI’s 10 Top 10 lists a.docx
Establishing Theme
Select a movie from
AFI’s 10 Top 10
lists and explain how three cinematic techniques and/or design elements have helped establish a major theme in that film. Note: While you are allowed to choose a film that does not come from the AFI lists, you are strongly encouraged to email your professor to receive approval before doing so.
In 800 to 1200 words
Describe a major theme of the movie you have selected using evidence from the movie itself as well as course resources and other scholarly sources to support your position.
Identify at least three techniques (cinematography, lighting, acting style, or direction) and/or design elements (set design, costuming, or hair and makeup), and explain how these techniques and/or design elements contribute to the establishment of the theme. Reference particular scenes or sequences in your explanations.
State your opinion regarding the mise en scène, including
How the elements work together.
How congruent the design elements are with the theme of the movie.
Whether or not other techniques would be as effective (Explain your reasoning).
Note: Remember that a theme is an overarching idea that recurs throughout the plot of a film. It is the distilled essence of what the film is about, the main design which the specific scenes and actions lead a viewer to understand.
Your paper should be organized around a thesis statement that focuses on how the elements of your chosen feature-length film both establish and maintain one of its major themes.
The paper must be 800 to 1200 words in length and formatted according to APA style
You must use at least two scholarly sources other than the textbook to support your claiM
PART TWO ASSIGNMENT
Categories and Functions of Sound
As we have been discussing, the mise en scène of a film is the use of a variety of design elements to create the visual theme. Please look through Chapter 5 (Mise en Scene and Actors) for more information on this term.
consider different types of sound at work in film and assess how they contribute to the overall sense of meaning in a film.
There are many types of sound in a film. Some are
diegetic
(sounds that are represented as coming from within the world of the film); others are
non-diegetic
(sounds that come from outside the world of the film). Using specific examples from your chosen film, construct a blog post in which you
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Explain how the different categories of sound are being used in your chosen film.
Assess the impact of sound in establishing the theme.
How does the use of sound inform the mood of the scene, or the film overall?
Can you identify specific sounds in your film that allow you to infer a particular genre?
Since each category of sound may produce a range of effects, how might you characterize the effects in your film? For example, realistic and expected sound effects may have a different effect on a viewer .
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The document provides an introduction to sound in media language. It includes three sound clips to analyze and questions about the four elements of sound, diegetic and non-diegetic sound, and how sound can create meaning for an audience. It also defines the categories of sound as diegetic (coming from within the story) and non-diegetic (coming from outside the story). An activity is described where students watch a clip from The 24 and take notes on different types of sound to analyze how sound helps create meaning.
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Lights, Camera, Action
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.
Film WorksheetArt Education 1600 Art and Music since 1945For t
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Art Education 1600
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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 ...
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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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Final Assignment
For your final, you will select an album, a film, or theatrical performance to analyze from the approved list that follows. This task is similar to the midterm. However, these are larger works, and your analysis will necessarily be more in-depth. Like the midterm, this analysis should be your own, unique thoughts and ideas. Please do not use outside source material for your assignment.
Your task is to create an informative and visually attractive PowerPoint presentation. Your PowerPoint is due by Saturday at noon on week 8. You should post your PowerPoint to the final forum link in Moodle link on our week 8 page. Your PowerPoint should include the following:
Slide 1: Include your name and the discipline you’re going to focus on (music, theater, cinema).
Slide 2: Identify the artist, show a clip or visual representation of your selection, and discuss why you find the work inspiring. Why did you choose it?
Slide 3: Give your reader information about the work. What is it?
If it’s music, is it an album, a symphony, an opera? What is its form and genre—classical, jazz, fusion, rock, rap?
If it’s a theatrical work, is it a play, a musical, or improv?
If it’s cinema, what is its genre—narrative, documentary or absolute? Is there a more specific sub-genre you can identify?
Slide 4 and 5: Each of these endeavors has a creative director. In these slides, you will discuss the choices that those creative directors made. What are the elements you notice in the work? What are the moving pieces? How is it put together?
If it’s music, is the piece instrumental, vocal, or a combination? What instruments are employed? What is the timber and tone of the piece? What do you notice about beat, tempo, melody, harmony, texture, and dynamics?
If it’s a theatrical work, what do you notice about theater type, scene, set design, costuming, and lighting? Are there discernable acts? How does the plot unfold? Can you identify the plot elements of complication, reversal, climax, and denouement.
It it’s a film, what do you notice about the mise-en-scene? What do you notice about the types of shots the director employs? What do you notice about the editing and the kinds of cuts he/she uses? Do you see anything interesting or important with lighting?
Slide 6 and 7: In these slides, discuss how the work stimulates the senses. In the context of a larger work, like these, this is how all of the individual elements come together to create a whole experience.
If it’s music, how does the composition flow? How does one song transition to the next? Does an upbeat tempo lead to a more somber offering? What is the effect of this juxtaposition? Is there a message to the album, opera, or symphony? What is that message? What does the artist/composer want you to know or understand? How can you tell? What aspects of the composition contribute to this idea?
If it’s a theatrical work, how does one act move to the.
1) Describe the movie plot, characters, intended audience, etc.
1) Describe the movie: plot, characters, intended audience, etc.
(10 points)
2) Identify a specific scene or moment from the movie when music is used. Briefly describe the scene & the features of the music. Would the music in this scene be considered diegetic or nondiegetic, and why? If the music is diegetic, describe how the audience is cued to understand what they are hearing as coming from the fictional world of the film. How does
the music contribute to the scene, and what do you think motivated the filmmakers to include it? If the music is nondiegetic, describe how it functions within the scene for the audience. What does the music “tell” us about the scene or the ongoing plot of the movie? How does the music contribute to the scene, and what do you think motivated the filmmakers to include it?(20 points)
3) Identify a second scene or moment from the movie when music is used. Briefly describe this scene & the features of this music. Again, would it be considered diegetic or nondiegetic music? Explain why. How does the music contribute to the scene, and what do you think motivated the filmmakers to include it?
(20 points)
4) Compare the second music example you identified to the example you selected for the first question. Does this second use of music differ from your previous example, or is it similar? How is the similarity or difference between these examples related to what is occurring in the
film’s narrative? Do you feel the similarity or contrast is dramatically effective? Was the use of music in one scene more compelling than the other to you?
(20 points)
5) Describe the use of sound in this film generally, including music, dialogue, & sound effects. In this particular movie, what was the balance between these elements of the soundtrack? Did any one element seem prevalent overall? Does this relate to the movie’s plot or overall genre in any way? (10 points)
6) 1100 to 1600 words
(20 points)
...
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is a term meant to encompass the arrangement and use of a variety of design elements in creating the visual theme of a film. Please look through Chapter 5 (Mise en Scene and Actors) for more information on this term.
It can be easier to grasp the importance of the term mise en scène if we break it down into its component elements. This week, we’ll look at the impact of lighting choices on the creation of meaning in a film.
In any film, the intensity and direction of lighting will influence how an image is perceived by the viewer, and it can establish or enforce particular themes. Using specific examples from your chosen film, construct a blog post in which youIdentify the type of lighting used in the film (traditional three-point, high-key, or low-key) and assess the impact of the lighting used to establish the theme. What are the benefits of the style of lighting used?How did this technique contribute to the theme?How was the lighting technique suited to the genre of the film? For example, documentary films tend to rely on natural light as a way of creating an overall tone of authenticity.Compare how the scene would play if different choices had been made.
You must use at least two outside sources, in any combination of embedded video clips, still photos, or scholarly sources. All sources should be documented in APA style as outlined by the Ashford Writing Center. It is suggested that you approach this blog by focusing your attention on the same film you will write about in this week’s “Genres and Genre Film” assignment.
*Blog 2*
As we have been discussing, the mise en scène of a film is the use of a variety of design elements to create the visual theme. Please look through Chapter 5 (Mise en Scene and Actors) for more information on this term.
Last week, we examined how different lighting styles and choices affected the final impact of a film. This week, we will consider different types of sound at work in film and assess how they contribute to the overall sense of meaning in a film.
There are many types of sound in a film. Some are diegetic (sounds that are represented as coming from within the world of the film); others are non-diegetic (sounds that come from outside the world of the film). Using specific examples from your chosen film, construct a blog post in which youDescribe each of the three basic categories of sound (dialogue, sound effects, and music). Explain how the different categories of sound are being used in your chosen film. Assess the impact of sound in establishing the theme. How does the use of sound inform the mood of the scene, or the film overall? Can you identify specific sounds in your film that allow you to infer a particular genre? Since each category of sound may produce a range of effects, how might you characterize the effects in your film? For example, realistic and expected sound effects may have a different effect on a viewer than ...
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3. As an example, it analyzes the use of sound in the first four minutes of the film "Hot Fuzz" where different sound techniques like post-synchronized footsteps and whooshing sounds are used to characterize the main character.
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Citizen Kane (1941) directed by Orson Welles tells the story of newspaper magnate Charles Foster Kane through flashbacks after his death. The film follows a journalist investigating the meaning of Kane's final word, "rosebud". Rosebud is revealed to be Kane's childhood sled, representing his lost youth and innocence. The film uses an unconventional structure, telling Kane's life story out of chronological order through the memories of people who knew him. It also employs montages and formal techniques like deep focus cinematography and lighting to develop characters and themes about the corrupting influence of wealth and power.
Did you understand the plot of the film
The document contains questions for audience members to provide feedback on a film the document's author had posted online. The questions ask the audience to briefly summarize the plot, identify common thriller film themes presented in the opening, describe the characters, and discuss how elements like editing, music, lighting, costumes, titles, and other technical aspects added to or could improve the film. The audience is also asked if they found the video interesting and whether they would see the full film.
Citizen Kane.docx
Citizen Kane is a 1941 film directed by Orson Welles that explores the life of Charles Foster Kane through flashbacks after his death. The film uses an unconventional narrative structure, telling Kane's story out of chronological order through the perspectives of people who knew him. It also employs montages and formal techniques like deep focus cinematography and unique camera angles to develop characters and themes. The film ultimately examines Kane's quest for happiness and meaning, represented by the mystery of the word "rosebud" uttered on his deathbed.
Citizen Kane.docx
Citizen Kane is a 1941 film directed by Orson Welles that explores the life of Charles Foster Kane through flashbacks after his death. The film uses an unconventional narrative structure, telling Kane's story out of chronological order through the perspectives of people who knew him. It also employs montages and formal techniques like deep focus cinematography and unique camera angles to develop characters and themes. The film ultimately examines Kane's quest for happiness and meaning, represented by the mystery of the word "rosebud" uttered on his deathbed.
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This document provides questions to guide analysis of the music video for Emeli Sande's song "Heaven". It asks the viewer to consider themes presented in the lyrics and video, how the artist is represented, and how other people and places are portrayed. It also prompts discussion of camera work, music, and editing techniques used in the video. Finally, it asks the viewer to think about how the video reflects social issues and contexts of its time of release in 2011 in the UK. The document provides tasks for further research on the artist Emeli Sande and relevant social contexts from 2011 that may connect to themes in the song.
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This document provides questions to guide analysis of the music video for Emeli Sande's song "Heaven". It asks the viewer to consider themes presented in the lyrics and video, how the artist is represented, and how other people and places are portrayed. It also prompts discussion of camera work, music, and editing techniques used in the video. Finally, it asks the viewer to think about how the video reflects social issues and contexts of its time of release in 2011 in the UK. The document provides tasks for further research on the artist Emeli Sande and relevant social contexts from 2011 that may connect to themes in the song.
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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
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The document provides an overview of an English lesson on movies. It includes 4 sections: pre-listening, while-listening, post-listening, and a conclusion. In the pre-listening section, students preview vocabulary about movie genres and question words. They then watch a video and discuss movies. In the while-listening section, students listen to an audio passage about movie preferences and do an activity matching sentences. During post-listening, students assess their understanding and do an interview activity. The conclusion recaps the exercises in each section.
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The document provides an overview of an English lesson on movies. It includes 1) an introductory section on the topic of movies, 2) vocabulary about types of movies, 3) a grammar point on WH question words, 4) audio texts related to movies, and 5) exercises and activities to practice the topic. The lesson involves pre-listening, while-listening, and post-listening sections with the goal of teaching about movies and WH question words.
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The document provides an overview of an English lesson on movies. It includes 1) an introductory section on the topic of movies, 2) vocabulary about types of movies, 3) a grammar point on WH question words, 4) audio texts related to movies, and 5) exercises and activities to practice the topic. The lesson involves pre-listening, while-listening, and post-listening sections with the goal of teaching about movies and WH question words.
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The moving image presentation jason moynihan
The document discusses the film Pain and Gain and analyzes the trailer's use of sound. It notes that the trailer is segmented into an introduction, subject introduction, subject explanation, and ending. Each segment uses different music and sound effects. For example, the introduction is soft while the subject introduction increases in tempo. Overall, the trailer effectively uses elements like pathos, foley, and changes in atmosphere and tempo to engage the viewer and set the tone for the film.
Final AssignmentFor your final, you will select an album, a film.docx
Final Assignment
For your final, you will select an album, a film, or theatrical performance to analyze from the approved list that follows. This task is similar to the midterm. However, these are larger works, and your analysis will necessarily be more in-depth. Like the midterm, this analysis should be your own, unique thoughts and ideas. Please do not use outside source material for your assignment.
Your task is to create an informative and visually attractive PowerPoint presentation. Your PowerPoint is due by Saturday at noon on week 8. You should post your PowerPoint to the final forum link in Moodle link on our week 8 page. Your PowerPoint should include the following:
Slide 1: Include your name and the discipline you’re going to focus on (music, theater, cinema).
Slide 2: Identify the artist, show a clip or visual representation of your selection, and discuss why you find the work inspiring. Why did you choose it?
Slide 3: Give your reader information about the work. What is it?
If it’s music, is it an album, a symphony, an opera? What is its form and genre—classical, jazz, fusion, rock, rap?
If it’s a theatrical work, is it a play, a musical, or improv?
If it’s cinema, what is its genre—narrative, documentary or absolute? Is there a more specific sub-genre you can identify?
Slide 4 and 5: Each of these endeavors has a creative director. In these slides, you will discuss the choices that those creative directors made. What are the elements you notice in the work? What are the moving pieces? How is it put together?
If it’s music, is the piece instrumental, vocal, or a combination? What instruments are employed? What is the timber and tone of the piece? What do you notice about beat, tempo, melody, harmony, texture, and dynamics?
If it’s a theatrical work, what do you notice about theater type, scene, set design, costuming, and lighting? Are there discernable acts? How does the plot unfold? Can you identify the plot elements of complication, reversal, climax, and denouement.
It it’s a film, what do you notice about the mise-en-scene? What do you notice about the types of shots the director employs? What do you notice about the editing and the kinds of cuts he/she uses? Do you see anything interesting or important with lighting?
Slide 6 and 7: In these slides, discuss how the work stimulates the senses. In the context of a larger work, like these, this is how all of the individual elements come together to create a whole experience.
If it’s music, how does the composition flow? How does one song transition to the next? Does an upbeat tempo lead to a more somber offering? What is the effect of this juxtaposition? Is there a message to the album, opera, or symphony? What is that message? What does the artist/composer want you to know or understand? How can you tell? What aspects of the composition contribute to this idea?
If it’s a theatrical work, how does one act move to the.
1) Describe the movie plot, characters, intended audience, etc.
1) Describe the movie: plot, characters, intended audience, etc.
(10 points)
2) Identify a specific scene or moment from the movie when music is used. Briefly describe the scene & the features of the music. Would the music in this scene be considered diegetic or nondiegetic, and why? If the music is diegetic, describe how the audience is cued to understand what they are hearing as coming from the fictional world of the film. How does
the music contribute to the scene, and what do you think motivated the filmmakers to include it? If the music is nondiegetic, describe how it functions within the scene for the audience. What does the music “tell” us about the scene or the ongoing plot of the movie? How does the music contribute to the scene, and what do you think motivated the filmmakers to include it?(20 points)
3) Identify a second scene or moment from the movie when music is used. Briefly describe this scene & the features of this music. Again, would it be considered diegetic or nondiegetic music? Explain why. How does the music contribute to the scene, and what do you think motivated the filmmakers to include it?
(20 points)
4) Compare the second music example you identified to the example you selected for the first question. Does this second use of music differ from your previous example, or is it similar? How is the similarity or difference between these examples related to what is occurring in the
film’s narrative? Do you feel the similarity or contrast is dramatically effective? Was the use of music in one scene more compelling than the other to you?
(20 points)
5) Describe the use of sound in this film generally, including music, dialogue, & sound effects. In this particular movie, what was the balance between these elements of the soundtrack? Did any one element seem prevalent overall? Does this relate to the movie’s plot or overall genre in any way? (10 points)
6) 1100 to 1600 words
(20 points)
...
is a term meant to encompass the arrangement and use of a varie.docx
is a term meant to encompass the arrangement and use of a variety of design elements in creating the visual theme of a film. Please look through Chapter 5 (Mise en Scene and Actors) for more information on this term.
It can be easier to grasp the importance of the term mise en scène if we break it down into its component elements. This week, we’ll look at the impact of lighting choices on the creation of meaning in a film.
In any film, the intensity and direction of lighting will influence how an image is perceived by the viewer, and it can establish or enforce particular themes. Using specific examples from your chosen film, construct a blog post in which youIdentify the type of lighting used in the film (traditional three-point, high-key, or low-key) and assess the impact of the lighting used to establish the theme. What are the benefits of the style of lighting used?How did this technique contribute to the theme?How was the lighting technique suited to the genre of the film? For example, documentary films tend to rely on natural light as a way of creating an overall tone of authenticity.Compare how the scene would play if different choices had been made.
You must use at least two outside sources, in any combination of embedded video clips, still photos, or scholarly sources. All sources should be documented in APA style as outlined by the Ashford Writing Center. It is suggested that you approach this blog by focusing your attention on the same film you will write about in this week’s “Genres and Genre Film” assignment.
*Blog 2*
As we have been discussing, the mise en scène of a film is the use of a variety of design elements to create the visual theme. Please look through Chapter 5 (Mise en Scene and Actors) for more information on this term.
Last week, we examined how different lighting styles and choices affected the final impact of a film. This week, we will consider different types of sound at work in film and assess how they contribute to the overall sense of meaning in a film.
There are many types of sound in a film. Some are diegetic (sounds that are represented as coming from within the world of the film); others are non-diegetic (sounds that come from outside the world of the film). Using specific examples from your chosen film, construct a blog post in which youDescribe each of the three basic categories of sound (dialogue, sound effects, and music). Explain how the different categories of sound are being used in your chosen film. Assess the impact of sound in establishing the theme. How does the use of sound inform the mood of the scene, or the film overall? Can you identify specific sounds in your film that allow you to infer a particular genre? Since each category of sound may produce a range of effects, how might you characterize the effects in your film? For example, realistic and expected sound effects may have a different effect on a viewer than ...
95 using sound
1. The document discusses different techniques used for sound in films and TV programs. It explores the challenges of early sound films and how sound recording has advanced.
2. It provides definitions for various sound terminology like diegetic sound, non-diegetic sound, direct sound, and post-synchronized sound. It also discusses how sound can be used parallel or contrapuntal to images.
3. As an example, it analyzes the use of sound in the first four minutes of the film "Hot Fuzz" where different sound techniques like post-synchronized footsteps and whooshing sounds are used to characterize the main character.
The Aesthetics of Film
Film as literature, analyzing the aesthetics of film. California Standard for English 9 and 10 Listening Speaking 1.4
Film WorksheetArt Education 1600 Art and Music since 1945For t.docx
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Sound lesson
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Film and Citizen Kane.docx
Citizen Kane (1941) directed by Orson Welles tells the story of newspaper magnate Charles Foster Kane through flashbacks after his death. The film follows a journalist investigating the meaning of Kane's final word, "rosebud". Rosebud is revealed to be Kane's childhood sled, representing his lost youth and innocence. The film uses an unconventional structure, telling Kane's life story out of chronological order through the memories of people who knew him. It also employs montages and formal techniques like deep focus cinematography and lighting to develop characters and themes about the corrupting influence of wealth and power.
Did you understand the plot of the film
The document contains questions for audience members to provide feedback on a film the document's author had posted online. The questions ask the audience to briefly summarize the plot, identify common thriller film themes presented in the opening, describe the characters, and discuss how elements like editing, music, lighting, costumes, titles, and other technical aspects added to or could improve the film. The audience is also asked if they found the video interesting and whether they would see the full film.
Citizen Kane.docx
Citizen Kane is a 1941 film directed by Orson Welles that explores the life of Charles Foster Kane through flashbacks after his death. The film uses an unconventional narrative structure, telling Kane's story out of chronological order through the perspectives of people who knew him. It also employs montages and formal techniques like deep focus cinematography and unique camera angles to develop characters and themes. The film ultimately examines Kane's quest for happiness and meaning, represented by the mystery of the word "rosebud" uttered on his deathbed.
Citizen Kane.docx
Citizen Kane is a 1941 film directed by Orson Welles that explores the life of Charles Foster Kane through flashbacks after his death. The film uses an unconventional narrative structure, telling Kane's story out of chronological order through the perspectives of people who knew him. It also employs montages and formal techniques like deep focus cinematography and unique camera angles to develop characters and themes. The film ultimately examines Kane's quest for happiness and meaning, represented by the mystery of the word "rosebud" uttered on his deathbed.
Heaven questions lesson 1
This document provides questions to guide analysis of the music video for Emeli Sande's song "Heaven". It asks the viewer to consider themes presented in the lyrics and video, how the artist is represented, and how other people and places are portrayed. It also prompts discussion of camera work, music, and editing techniques used in the video. Finally, it asks the viewer to think about how the video reflects social issues and contexts of its time of release in 2011 in the UK. The document provides tasks for further research on the artist Emeli Sande and relevant social contexts from 2011 that may connect to themes in the song.
Heaven questions lesson 1
This document provides questions to guide analysis of the music video for Emeli Sande's song "Heaven". It asks the viewer to consider themes presented in the lyrics and video, how the artist is represented, and how other people and places are portrayed. It also prompts discussion of camera work, music, and editing techniques used in the video. Finally, it asks the viewer to think about how the video reflects social issues and contexts of its time of release in 2011 in the UK. The document provides tasks for further research on the artist Emeli Sande and relevant social contexts from 2011 that may connect to themes in the song.
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
แผน Listening
The document provides an overview of an English lesson on movies. It includes 4 sections: pre-listening, while-listening, post-listening, and a conclusion. In the pre-listening section, students preview vocabulary about movie genres and question words. They then watch a video and discuss movies. In the while-listening section, students listen to an audio passage about movie preferences and do an activity matching sentences. During post-listening, students assess their understanding and do an interview activity. The conclusion recaps the exercises in each section.
แผนฟังครั้งที่ 4
The document provides an overview of an English lesson on movies. It includes 1) an introductory section on the topic of movies, 2) vocabulary about types of movies, 3) a grammar point on WH question words, 4) audio texts related to movies, and 5) exercises and activities to practice the topic. The lesson involves pre-listening, while-listening, and post-listening sections with the goal of teaching about movies and WH question words.
Listening Lesson Plan
The document provides an overview of an English lesson on movies. It includes 1) an introductory section on the topic of movies, 2) vocabulary about types of movies, 3) a grammar point on WH question words, 4) audio texts related to movies, and 5) exercises and activities to practice the topic. The lesson involves pre-listening, while-listening, and post-listening sections with the goal of teaching about movies and WH question words.
Question
This document contains an 11 question media research questionnaire about music video preferences. It asks respondents about their gender, preferred music genres and where they watch music videos. It also asks about preferred music video styles in terms of narrative, performance or abstract formats. Additional questions cover preferences around use of color, editing techniques, pacing and use of special effects. It concludes by asking about favorite music videos, their influence, and the importance of showing instruments/equipment.
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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