Sunday, May 30, 2010
Blog Post 3 - Scene Analysis & Film Lessons
For the first part of this assignment, I will discuss the well-known "TIE Fighter Attack" sequence from the original Star Wars (Episode IV - A New Hope to us Star Wars geeks).
http://www.youtube.com/watch?v=38V4YPbF-Dk
Although I wouldn't normally begin with music in a visual medium like film, I think the first thing to note is the use of the underscoring, with its almost ticking clock-like buildup to the actual attack. The heroes who are escaping from the enemy base know an attack is coming, and the steady beat and slightly rising pitch of the music adds to the tension.
Director George Lucas keeps his actors in medium shot as they get in position to defend against the attack.
The first moment of attack is accompanied by a musical sting, and the director uses close-ups on the actor's faces for the first time - another way of intensifying the immediacy and urgency of the action. As battle builds to a climax, the music builds with it, as does the pace of the editing. Whereas early in the sequence shots lasted as long as 4 or 5 seconds, the shots as the scene culminates are only 1 or 2 seconds at most.
There are only a couple camera movements, and those occur on exterior shots when the enemy ships strafe the larger Millenium Falcon. There is a practical reasons for this: with the black backdrop of space, there is really no frame of reference for camera movement. Also, there is so much movement within the frame, that moving the frame itself would only confuse things.
The length of shots extend once the battle is over, concluding with an long shot of the ship safely speeding away.
Now, how would I teach film lessons.
1. I would have students do this same assignment, choosing a sequence of at least 2 minutes and breaking it down shot by shot, describing the framing, camera movement, sound, lighting, and editing techniques. The objective would be to see how they apply their understanding of these film terms.
2. I would have them write short scenes and storyboard them in visual terms and then either in oral or written form explain why they chose the shots they chose. The objective would be to see how they apply their understanding of the film techniques they have learned.
3. With access to camcorders and computers, I would have students film and edit 2-3 minute scenes incorporating the standard, Establishing shot, medium shot, close-up, over-the-shoulder pattern, along with whatever other techniques they want to use. There is no substitute for learning by doing.
http://www.youtube.com/watch?v=38V4YPbF-Dk
Although I wouldn't normally begin with music in a visual medium like film, I think the first thing to note is the use of the underscoring, with its almost ticking clock-like buildup to the actual attack. The heroes who are escaping from the enemy base know an attack is coming, and the steady beat and slightly rising pitch of the music adds to the tension.
Director George Lucas keeps his actors in medium shot as they get in position to defend against the attack.
The first moment of attack is accompanied by a musical sting, and the director uses close-ups on the actor's faces for the first time - another way of intensifying the immediacy and urgency of the action. As battle builds to a climax, the music builds with it, as does the pace of the editing. Whereas early in the sequence shots lasted as long as 4 or 5 seconds, the shots as the scene culminates are only 1 or 2 seconds at most.
There are only a couple camera movements, and those occur on exterior shots when the enemy ships strafe the larger Millenium Falcon. There is a practical reasons for this: with the black backdrop of space, there is really no frame of reference for camera movement. Also, there is so much movement within the frame, that moving the frame itself would only confuse things.
The length of shots extend once the battle is over, concluding with an long shot of the ship safely speeding away.
Now, how would I teach film lessons.
1. I would have students do this same assignment, choosing a sequence of at least 2 minutes and breaking it down shot by shot, describing the framing, camera movement, sound, lighting, and editing techniques. The objective would be to see how they apply their understanding of these film terms.
2. I would have them write short scenes and storyboard them in visual terms and then either in oral or written form explain why they chose the shots they chose. The objective would be to see how they apply their understanding of the film techniques they have learned.
3. With access to camcorders and computers, I would have students film and edit 2-3 minute scenes incorporating the standard, Establishing shot, medium shot, close-up, over-the-shoulder pattern, along with whatever other techniques they want to use. There is no substitute for learning by doing.
Thursday, May 27, 2010
Blog 2 - Rationale for teaching film, television, & media
I would begin with the district's mission statement: "The mission of the Edina Public Schools... is to educate all individuals to be responsible, lifelong learners who possess the skills, knowledge, creativity, self-worth, and ethical values necessary to thrive in a rapidly changing, culturally diverse, global society."
Key ideas in this mission statement that relate directly to teaching film, television and media are that the lifelong learners will "possess the skills" and "knowledge...to thrive in a rapidly changing...global society." Technology and media are changing about as fast as anything.
Consider some of the data in this well-known youtube video:
http://www.youtube.com/watch?v=PHmwZ96_Gos
Next, I would cite the Minnesota State Language Arts standards, which include:
II.D.1 - "1. Use print, electronic databases and online resources to access information, organize ideas, and develop writing."
II.D.7 - "7. Distinguish between reliable and questionable Internet sources and apply responsible use of technology."
And the entire substrand of media literacy, III.C.:
1. Evaluate the accuracy and credibility of information found on Internet sites.
2. Evaluate the logic of reasoning in both print and non-print selections.
3. Evaluate the source’s point of view, intended audience and authority.
4. Determine whether the evidence in a selection is appropriate, adequate and accurate.
5. Evaluate the content and effect of persuasive techniques used in print and broadcast media.
6. Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.
7. Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.
8. Formulate critical, evaluative questions relevant to a print or non-print selection.
9. Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.
10. Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.
Key ideas in this mission statement that relate directly to teaching film, television and media are that the lifelong learners will "possess the skills" and "knowledge...to thrive in a rapidly changing...global society." Technology and media are changing about as fast as anything.
Consider some of the data in this well-known youtube video:
http://www.youtube.com/watch?v=PHmwZ96_Gos
I really think the information in this video is compelling enough to persuade most district officials that new media must be taught in schools; however, I would be remiss if I did not continue to press my points.
Next, I would cite the Minnesota State Language Arts standards, which include:
II.D.1 - "1. Use print, electronic databases and online resources to access information, organize ideas, and develop writing."
II.D.7 - "7. Distinguish between reliable and questionable Internet sources and apply responsible use of technology."
And the entire substrand of media literacy, III.C.:
1. Evaluate the accuracy and credibility of information found on Internet sites.
2. Evaluate the logic of reasoning in both print and non-print selections.
3. Evaluate the source’s point of view, intended audience and authority.
4. Determine whether the evidence in a selection is appropriate, adequate and accurate.
5. Evaluate the content and effect of persuasive techniques used in print and broadcast media.
6. Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.
7. Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.
8. Formulate critical, evaluative questions relevant to a print or non-print selection.
9. Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.
10. Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.
It's clear that the state recognizes that we are an increasingly multi-media society. The written word will always be used to communicate, but more and more the written word is combined with graphics and moving images to communicate meaning. I would anticipate, with the state working to adopt new standards, that they will only attempt to broaden the reach of media literacy in the teaching of language arts, and I would support that decision.
In order for our students to function and thrive in this global market, it is absolutely essential that they can both interpret and create text of all modes of communication. (Off the record, I think the attitude posited in this particular blog assignment is kind of antiquated, and it wouldn't be extremely difficult to make a persuasive case for the teaching of media in the schools.)
In order for our students to function and thrive in this global market, it is absolutely essential that they can both interpret and create text of all modes of communication. (Off the record, I think the attitude posited in this particular blog assignment is kind of antiquated, and it wouldn't be extremely difficult to make a persuasive case for the teaching of media in the schools.)
Tuesday, May 25, 2010
Blog on Chapter 1
I could not agree more that media studies needs to be more respected. The majority of my students express that they don't like to read (dagger to my heart), which means that they get most of their information from non-print media. I'd guess TV, movies, and the internet. It is absolutely critical that they learn how to process the information that they get.
I think one step towards legitimizing the study of all forms of media is the National Council of Teachers of English's (NCTE) new definition of text (well, not exactly new - it's from 2006), which I have posted in my classroom. It reads, "A text is any segment of language or symbol that creates a unit of meaning including print texts, spoken texts, visual representations, and lived experiences." Clearly, based on that definition, anything a student experiences through media counts as a text - as, I think, it should.
I love the reference on p.1 of the text to Britain's requirement of a national exam on media studies including a portfolio. Yet another example of how the U.S.'s education standards lag behind other countries'. It's not what text is being taught, but how the students are taught to engage with that text.
Ah yes, page 2. That's the scary thing. Scary maybe isn't the right word for it, but the really striking and significant thing: the new media might actually affect the way my students' brains are growing. The physiology of their minds might actually be different from mine. No, scary is the right word, because I truly fear that this difference creates a gap between them and me that I can't bridge. I hope I'm wrong, but it's a frightening prospect.
Video games are another form of text that I have only limited experience with and I feel creates a huge distance between myself and my students. I'm into pop culture in general, so I catch references to the latest games, but I have no idea what they're like or how to play them. I don't have a common frame of reference with my students, which I think is so vital in instructing them.
The question becomes, then, how do you get students to appreciate these alternate forms of texts on anything beyond a superficial level? How do you go from a comic book to Shakespeare or from Transformers 2 to Amadeus? You know, I teach three sections of boys-only English 10, and many of the students identify themselves as reluctant readers. It's not that they aren't good readers. It's that they are picky readers. I realized this early in the school year when they devoured a short story that they liked. Much the same way that picky eaters will wolf down pizza or junk food; it's not that reluctant readers refuse to read; they simply don't want to read what they don't like. Put something that interests them in front of their eyes, and they'll gladly read it. The converse is true with movies. Students won't watch any movie. If they're bored, they'll whine and complain about being shown a movie in class.
So another key question is how do you spark their interest. How do you help them to find interest in something besides explosions or robots or curvy women (I'm talking mostly about boys here, but I can speak in general terms - how do you get students interested in text beyond the superficial level)? That's really the question that language arts teachers have grappled with forever. They have to get students to appreciate the subtleties of what they are reading, so maybe one day they will enjoy reading Dickens or Hemingway or Steinbeck as much as that Stephen King novel or Twilight.
On to other topics: helping students understand how media constructs reality. Good topic. This is such a meta-idea, I think we adults are unaware of how manipulated we are. The news is so slanted, it's frightening. My wife is a nurse, and the local news stations definitely wanted to portray the stories in a specific way regardless of what the issues really were. Obviously, the ongoing teacher contract issues have been similarly slanted. It's probably too cynical to say, but it sure seems sometimes as if there's no objectivity.
Interesting sentence: "One major limitation of much of the media effects research is that it assumes a direct cause/effect relationship between viewing and adopting certain attitudes or behavior." You know I used to work exclusively, and still dabble part time, in the movie business and it's an ongoing issue: how much does what Hollywood puts out there influence its viewers? Does all the violence (I'm a liberal, so I'm more concerned about the violence) and sex affect the people who watch TV and movies. A good friend of mine points out that it's hypocritical for studios to load up their movies with so much product placement and then claim innocence when there is a copycat crime or a kid that hurts himself by imitating some stunt or incident from a film. Obviously, there's an effect. The question is how much? You can't make media a scapegoat, but you can't discount it completely either.
And I think I'll leave it at that for now.
I think one step towards legitimizing the study of all forms of media is the National Council of Teachers of English's (NCTE) new definition of text (well, not exactly new - it's from 2006), which I have posted in my classroom. It reads, "A text is any segment of language or symbol that creates a unit of meaning including print texts, spoken texts, visual representations, and lived experiences." Clearly, based on that definition, anything a student experiences through media counts as a text - as, I think, it should.
I love the reference on p.1 of the text to Britain's requirement of a national exam on media studies including a portfolio. Yet another example of how the U.S.'s education standards lag behind other countries'. It's not what text is being taught, but how the students are taught to engage with that text.
Ah yes, page 2. That's the scary thing. Scary maybe isn't the right word for it, but the really striking and significant thing: the new media might actually affect the way my students' brains are growing. The physiology of their minds might actually be different from mine. No, scary is the right word, because I truly fear that this difference creates a gap between them and me that I can't bridge. I hope I'm wrong, but it's a frightening prospect.
Video games are another form of text that I have only limited experience with and I feel creates a huge distance between myself and my students. I'm into pop culture in general, so I catch references to the latest games, but I have no idea what they're like or how to play them. I don't have a common frame of reference with my students, which I think is so vital in instructing them.
The question becomes, then, how do you get students to appreciate these alternate forms of texts on anything beyond a superficial level? How do you go from a comic book to Shakespeare or from Transformers 2 to Amadeus? You know, I teach three sections of boys-only English 10, and many of the students identify themselves as reluctant readers. It's not that they aren't good readers. It's that they are picky readers. I realized this early in the school year when they devoured a short story that they liked. Much the same way that picky eaters will wolf down pizza or junk food; it's not that reluctant readers refuse to read; they simply don't want to read what they don't like. Put something that interests them in front of their eyes, and they'll gladly read it. The converse is true with movies. Students won't watch any movie. If they're bored, they'll whine and complain about being shown a movie in class.
So another key question is how do you spark their interest. How do you help them to find interest in something besides explosions or robots or curvy women (I'm talking mostly about boys here, but I can speak in general terms - how do you get students interested in text beyond the superficial level)? That's really the question that language arts teachers have grappled with forever. They have to get students to appreciate the subtleties of what they are reading, so maybe one day they will enjoy reading Dickens or Hemingway or Steinbeck as much as that Stephen King novel or Twilight.
On to other topics: helping students understand how media constructs reality. Good topic. This is such a meta-idea, I think we adults are unaware of how manipulated we are. The news is so slanted, it's frightening. My wife is a nurse, and the local news stations definitely wanted to portray the stories in a specific way regardless of what the issues really were. Obviously, the ongoing teacher contract issues have been similarly slanted. It's probably too cynical to say, but it sure seems sometimes as if there's no objectivity.
Interesting sentence: "One major limitation of much of the media effects research is that it assumes a direct cause/effect relationship between viewing and adopting certain attitudes or behavior." You know I used to work exclusively, and still dabble part time, in the movie business and it's an ongoing issue: how much does what Hollywood puts out there influence its viewers? Does all the violence (I'm a liberal, so I'm more concerned about the violence) and sex affect the people who watch TV and movies. A good friend of mine points out that it's hypocritical for studios to load up their movies with so much product placement and then claim innocence when there is a copycat crime or a kid that hurts himself by imitating some stunt or incident from a film. Obviously, there's an effect. The question is how much? You can't make media a scapegoat, but you can't discount it completely either.
And I think I'll leave it at that for now.
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