Monday, November 28 - Thursday, December 1
Thursday
Christmas Anagram Antics!
Wean again Mary.
Good copy of ad deconstruction is due today at the end of class.
1. Camera work. In groups of 2,3 or 4 you are to create a documentary sequence (pick a specific mode ex. reflexive, poetic, etc) using ALL the camera shots on the green/red handouts. Your job is to define each type of shot - write your definition on the handouts - what is it? Find out why it is important; why is it used; how does it affect the audience. You are to create an example of each shot's use with your phones in your mini documentary. Make sure you can get the sequence to me so that it can be shared with the rest of the class.
Nanook clips on YouTube
Building an igloo begin at 37 minutes
Exiting the Kayak - begin at 4 mintues - stop at 7 minutes
Harpooning Walrus - begin at 22 minutes - stop at 26 minutes
Wednesday
Anagram Antics!
Waddle about and drag your feet.
Before Winter Break - make sure you come in on a Friday to watch at least 1 feature length documentary.
Good copy of ad deconstruction is due tomorrow at the end of class.
1. Reading time for literary fiction.
2. Documentaries: "the creative interpretation of reality" John Grierson.
4. Camera work. In groups of 4 you will be given a type of camera shot. Your job is to define the type of shot - what is it? Find out why it is important; why is it used; how do it affect the audience. You are to create an example of the shot's use with your phones. If possible, each person in the group needs to have the example on their own device.
Tuesday
Anagram Antics!
Juggle times to strike with a heavy blow.
1. Reading time for literary fiction.
2. Documentaries: "the creative interpretation of reality" John Grierson. What do you think this phrase means? Consider one of the first kinds of documentary – in fact one of the first kinds of film at all – the movies that earlier pioneers made outside factories at the end of a shift when large numbers of workers could be seen leaving for home. What aspects of this kind of simple filmmaking can be considered?
The handout sets out a series of factors that might have affected the end result of a film such as George Lumiere's factory exit film, outlining some of the ways in which an early filmmaker such as Lumière might have shot this sequence in 1895. Your task is to decide which of A, C or I relates most to each situation. Space is provided to explain your decisions. Sometimes more than one of these elements will apply at the same time.
2. Camera work. In groups of 4 you will be given a type of camera shot. Your job is to define the type of shot - what is it? Find out why it is important; why is it used; how do it affect the audience. You are to create an example of the shot's use with your phones. If possible, each person in the group needs to have the example on their own device.
Monday
Anagram Antics!
Twist about skate for meat to eat.
1. Reading time for literary fiction. Next response is due on ?
2. Those who did not hand-in their literary response on Thursday must come in on Friday, December 2.
3. Sample match for your ad deconstruction. Good copy is due at the end of class on Thursday, December 1. We have computers booked for that day.
4. Mini-doc
https://vimeo.com/groups/veryshortdocumentaries/videos/23391331
5. The Thin Blue Line https://www.youtube.com/watch?v=dNL5A4D0G4g
6. Complete the modes of documentaries mini-presentations. Continue taking notes on these.
Christmas Anagram Antics!
Wean again Mary.
Good copy of ad deconstruction is due today at the end of class.
1. Camera work. In groups of 2,3 or 4 you are to create a documentary sequence (pick a specific mode ex. reflexive, poetic, etc) using ALL the camera shots on the green/red handouts. Your job is to define each type of shot - write your definition on the handouts - what is it? Find out why it is important; why is it used; how does it affect the audience. You are to create an example of each shot's use with your phones in your mini documentary. Make sure you can get the sequence to me so that it can be shared with the rest of the class.
2. Nanook of the North. Flaherty and Nanook collaborated in creating the events for the film. Nanook and his family were not simply recorded as they lived their life, but were asked to perform certain (some of them typical) behaviors for the benefit of the cameras.
Flaherty did not, in the manner of a cinema-verite filmmaker, simply film Nanook and his family going about their lives. Many actions on view in the film were performed for the camera and not simply 'documented' by it. The filmmaker actively involved his subjects in the filming, telling them what he wanted them to do, responding to their suggestions, and directing their performance for the camera...Much of what is on view is typical behavior for Nanook and his family (lighting campfires, paddling kayaks, trapping foxes, making igloos). Some is not. For example, for the sake of his film Flaherty called upon Nanook and some other men to revive a traditional--and dangerous--method of hunting walrus with harpoons, a tradition Nanook's people abandoned as soon as they became able to trade pelts for guns and ammunition
Nanook clips on YouTube
Building an igloo begin at 37 minutes
Exiting the Kayak - begin at 4 mintues - stop at 7 minutes
Harpooning Walrus - begin at 22 minutes - stop at 26 minutes
Wednesday
Anagram Antics!
Waddle about and drag your feet.
Before Winter Break - make sure you come in on a Friday to watch at least 1 feature length documentary.
Good copy of ad deconstruction is due tomorrow at the end of class.
1. Reading time for literary fiction.
2. Documentaries: "the creative interpretation of reality" John Grierson.
3. Nanook of the North. Flaherty and Nanook collaborated in creating the events for the film. Nanook and his family were not simply recorded as they lived their life, but were asked to perform certain (some of them typical) behaviors for the benefit of the cameras.
Flaherty did not, in the manner of a cinema-verite filmmaker, simply film Nanook and his family going about their lives. Many actions on view in the film were performed for the camera and not simply 'documented' by it. The filmmaker actively involved his subjects in the filming, telling them what he wanted them to do, responding to their suggestions, and directing their performance for the camera...Much of what is on view is typical behavior for Nanook and his family (lighting campfires, paddling kayaks, trapping foxes, making igloos). Some is not. For example, for the sake of his film Flaherty called upon Nanook and some other men to revive a traditional--and dangerous--method of hunting walrus with harpoons, a tradition Nanook's people abandoned as soon as they became able to trade pelts for guns and ammunition
Tuesday
Anagram Antics!
Juggle times to strike with a heavy blow.
1. Reading time for literary fiction.
2. Documentaries: "the creative interpretation of reality" John Grierson. What do you think this phrase means? Consider one of the first kinds of documentary – in fact one of the first kinds of film at all – the movies that earlier pioneers made outside factories at the end of a shift when large numbers of workers could be seen leaving for home. What aspects of this kind of simple filmmaking can be considered?
The handout sets out a series of factors that might have affected the end result of a film such as George Lumiere's factory exit film, outlining some of the ways in which an early filmmaker such as Lumière might have shot this sequence in 1895. Your task is to decide which of A, C or I relates most to each situation. Space is provided to explain your decisions. Sometimes more than one of these elements will apply at the same time.
- Actual (A) – in other words something that would have happened whether or not the camera was there?
- Creative (C) – in other words affected by creative decisions made by the director/camera operator, and which had the effect of making the sequence more artistic or entertaining
- Interpretive (I) – in other words practical decisions made by the camera operator/director that might affect/alter an audience's understanding of what they were seeing and how they see it.
1895 - Lumière brothers - factory exit film
3. The earliest film could not capture (document) the sounds of such a scene. The only soundtrack would be live music accompaniment in the cinema provided by a pianist. Even then such sounds could have a profound effect on how an audience received what they were seeing.
Consider the film of the factory workers that was described in the table in exercise 1. What would be the effect of adding one or more of the following sounds to the footage showing people coming out of the factory gates?
- The sound of a factory whistle, creaking gates and then the hustle and bustle of people leaving their place of work including footfalls and conversation.
- The sound of donkeys braying or chickens clucking.
- The sound of machinery – drowning out all other sounds.
- An energetic piece of piano music.
- A slow or sombre piece of musicl.
- A delicate soundtrack featuring the sound of a stream running or bird song.
4. Nanook of the North. Flaherty and Nanook collaborated in creating the events for the film. Nanook and his family were not simply recorded as they lived their life, but were asked to perform certain (some of them typical) behaviors for the benefit of the cameras.
Flaherty did not, in the manner of a cinema-verite filmmaker, simply film Nanook and his family going about their lives. Many actions on view in the film were performed for the camera and not simply 'documented' by it. The filmmaker actively involved his subjects in the filming, telling them what he wanted them to do, responding to their suggestions, and directing their performance for the camera...Much of what is on view is typical behavior for Nanook and his family (lighting campfires, paddling kayaks, trapping foxes, making igloos). Some is not. For example, for the sake of his film Flaherty called upon Nanook and some other men to revive a traditional--and dangerous--method of hunting walrus with harpoons, a tradition Nanook's people abandoned as soon as they became able to trade pelts for guns and ammunition
Monday
Anagram Antics!
Twist about skate for meat to eat.
1. Reading time for literary fiction. Next response is due on ?
2. Those who did not hand-in their literary response on Thursday must come in on Friday, December 2.
3. Sample match for your ad deconstruction. Good copy is due at the end of class on Thursday, December 1. We have computers booked for that day.
4. Mini-doc
https://vimeo.com/groups/veryshortdocumentaries/videos/23391331
5. The Thin Blue Line https://www.youtube.com/watch?v=dNL5A4D0G4g
6. Complete the modes of documentaries mini-presentations. Continue taking notes on these.
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