ThursdayNational Towel Day!
1.Read your novel.
2. Create a new page in your Assignment folder in Office 365. Call the page "Novel blog". Paste the url of your blog site onto the page you just created.
3. Make sure that you have begun your Novel Autograph and that it appears in your blog - even if it isn't completely finished.
4. The due date for the Novel Blog assignment is due June 15.
5.. Re-read the information in Office 365/content library/term 4/MGP - to make sure you understand the novel/blog assignment.
5. Research and choose a documentary for your Video Ant documentary analysis assignment. You must be prepared to tell me the name of your documentary no later than next Tuesday, May 30. Make sure you have watched your documentary by next Thursday. There is very limited computer availability in the school, but I do have next Thursday booked so be ready to get most of your annotation done during this class if you are not prepared to work on it at home. The documentary assignment is due June 8.
Use these questions when you are analyzing your documentary clip:
Wednesday
1. Reading term novel.
2. TWO questions: What are the purposes of documentary films? Do documentary films tell the truth? http://www.pbs.org/pov/behindthelens/video/freida-lee-mock-2010/
3. Camera shots to present.4. CONTINUED FROM YESTERDAY: 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
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.
Nanook of the North:
Nanook clips on YouTube
Building an iglooExiting the Kayak - begin at 4 mintues - stop at 7 minutes
Harpooning Walrus - begin at 22 minutes - stop at 26 minutes
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) behaviours 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 behaviour 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
1. Reading term novel.
2. Block B - present camera work?
3. Block D - do the camera work assignment - in small groups 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 does 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.
Exiting the Kayak - begin at 4 mintues - stop at 7 minutes
Harpooning Walrus - begin at 22 minutes - stop at 26 minutes
3. Block D - do the camera work assignment - in small groups 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 does 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.
4. 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
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.
7. Nanook of the North:
Nanook clips on YouTube
Building an iglooExiting the Kayak - begin at 4 mintues - stop at 7 minutes
Harpooning Walrus - begin at 22 minutes - stop at 26 minutes
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) behaviours 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 behaviour 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.
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