CINEMA SURVEY FIL1000H
Fall 2012
Mondays 12p to 250p
Room: Comm 148
Office Hrs:
Office:
Phone
E-Mail:
Website:
Contacting the Professor
Mon 4p to 6p, Thurs 2p to 4p
Comm 177
407-538-4853
[email protected]
http://lisacookfilm.wordpress.com/
Cinema Survey 1000 CAH‐ FILM
Introductory course that focuses on different approaches to studying cinema.
Course Objectives:
By the end of the course you will be able to:
DESCRIBE the themes of a film
COMPARE the elements of mise en scene in a film
CLASSIFY what mise en scene elements of a film were created by each film crew department
CONTRAST various mise en scene elements
DESIGN a presentation that illuminates all aspects of a film’s mise en scene for the class
DEBATE the filmmaker’s choices and if they succeeded in expressing the theme(s) of the film
These concepts will be discussed through lectures, readings, keynote presentations, screening clips and film screenings. It is
possible that a class or two will be all lecture and clips and not the screening of an entire film.
DISCLAIMER:
Some of the films that will be screened and materials discussed may express adult or controversial themes, violence, nudity, strong
language etc. If you have any problems with this please discuss it with the instructor.
The syllabus is subject to change at the instructor's discretion.
FINAL PROJECT
ATTENDANCE &
CLASS
PARTICIPATION
IN CLASS WRITINGS
E-mail:
My website
Laptop Usage:
You will make one 10-15 minute presentation to the class. See attached rubric at end of
syllabus.
Attendance is taken every class by calling roll or with the in-class writings – 3 points per
class for attending entire class, 2 points if late or partial attendance and zero points if
absent. University sanctioned absences will not be deducted.
I give points for class participation, so it can make a difference in your grade; speak up and
ask questions.
There will be a brief article as assigned reading for each week of the course. There will be
a brief in-class writing every class to make sure you are keeping up with the readings and
to check attendance.
TOTAL POINTS
I will answer all emails, I check it constantly. It is the best way to reach me.
[email protected]
http://lisacookfilm.wordpress.com/cinema-survey-honors-fall-2011
The required readings can be found on this site.
It is rude to be using your electronic devices while I am teaching, during the screenings
and at any time during class. No laptop usage, cel phone usage or text messaging
permitted during class time, both lecture and screenings. If you break this rule, I retain the
right to reduce your final grade for the course by as many points as I see fit, including any
assignment by as much as one letter grade. You may also be asked to leave the
classroom. This includes checking your device for the time. If this becomes a problem, I
35%
30%
35%
100%
will collect all devices at the start of class and return them when class is over.
Knightsmail
Late, make-up and
extra credit work
Academic integrity
Grading and
evaluation
In this class our official mode of communication is through email. Knightsmail is the only
official student email at UCF. Class rosters list Knightsmail addresses rather than external
email addresses, and all official class communications will be sent only to the Knightsmail
addresses. Students are responsible for checking their Knightsmail accounts regularly in
order to keep up with the class. www.knightsemail.ucf.edu
Assignments turned in late will be marked down 5 points for every day they are late and
zero after three days.
Assignments are due at the start of class or will be marked late.
There are no make-up quizzes or extra credit work.
I assume all students will be courteous to me and to their fellow students, will listen
attentively at all times, will arrive on time, return from break on time and stay for the entire
class. Students will abide by any and all of the rules as outlined in the Golden Rule. These
include but are not limited to:
• Academic Dishonesty/Cheating
• Possessing and/or Providing False and Misleading Information and/or
Falsification of University Records to Instructor
• Disruptive Conduct
• Personal Abuse
Disregarding these expectations may result in a reduction of your grade in an amount at
the instructor's discretion. More information:
http://www.goldenrule.sdes.ucf.edu/2e_Rules.html
A
100-93
A-
92-90
B+
89-87
B
86-83
B-
82-80
C+
79-77
C
76-73
C-
72-70
D+
67-69
D
66-63
DF
62-60
0-59
Grades will be posted on myUCFGrades
SYLLABUS AND SCREENING LIST SUBJECT TO CHANGE AT ANY TIME
DATE
TOPIC
1
8/20
2
8/27
9/3
Review syllabus Online library
Theme and Premise lecture
Mise en Scene
LABOR DAY NO CLASS
3
9/10
Auteur Theory
SCREENERS
(SUBJECT TO
CHANGE)
READ THIS BEFORE CLASS!
FYI – You can review HOW TO READ THE READINGS for
assistance on getting the most out of the articles assigned. It’s on
the class website at
http://lisacookfilm.wordpress.com/cinema-survey-honors/
CITIZEN KANE
LABOR DAY
NO CLASS
BEST YEARS OF
OUR LIVES PART
1
Reading - Mise en scene
LABOR DAY NO CLASS
LIBRARY ONLINE: The Art and Craft of Film Editing.
Source:Cineaste; Spring 2009, Vol. 34 Issue 2, p54-64, 11p
Reading - Part 1 Auteur Theory
Reading - Part 2 Auteur Theory
4
9/17
Editing
5
9/24
Lighting, Camera movement
and placement
BEST YEARS OF
OUR LIVES PART
2
VISIONS OF
LIGHT
6
10/1
NO COUNTRY
FOR OLD MEN
GODFATHER 1-1
Reading - Costumes in No Country
Reading - Part 1 Roger Deakins - Make sure you watch the
clip embedded in the article from NO COUNTRY FOR OLD
MEN and Deakins' commentary.
Reading - Part 2 Roger Deakins
10/8
Costume Design, Make-up and
Hair Design
Production Design
7
8
10/15
Production Design
GODFATHER 1-2
Reading: Production Design in THE GODFATHER
9
10/22
Sound
No reading, no quiz
10
10/29
Music
CHILDREN OF
MEN
TO KILL A
MOCKINGBIRD
11
11/5
Casting
Reading – Do The Right Thing
12
11/12
Genre – film noir
DO THE RIGHT
THING
IN A LONELY
PLACE
13
14
15
11/19
11/26
12/3
12/10
Experimental Films
PRESENTATIONS/SCREENING
PRESENTATIONS/SCREENING
FINALS WEEK –
LAST PRESENTATIONS &
PIZZA!
Class meets 1:00PM-3:50PM
TBD
Class meets
1:00PM-3:50PM
Reading - Production Designers
LIBRARY ONLINE:
Sound design for a found future: Alfonso Cuaron's Children
of Men. By: Whittington, William. New Review of Film &
Television Studies, Mar2011, Vol. 9 Issue 1, p3-14, 12p;
DOI: 10.1080/17400309.2011.521714
LIBRARY ONLINE: The Maltese Falcon: Melodrama or film
noir? By: Gale, Steven H., Literature Film Quarterly,
00904260, 1996, Vol. 24, Issue 2
TBD
No reading, no quiz
No reading - quiz on presentations of previous week
No reading, no quiz
FINAL PRESENTATION RUBRIC
You will make one 10-15 minute presentation to the class. You will select ONE clip, 1-2 minutes in length MAX and
analyze it for theme, premise and the mise en scene elements we cover in class
•
•
•
•
•
•
•
•
Casting and performance
Production Design
Costumes
Make-up and Hair
Cinematography (Lighting, Camera movement and placement in relation to the other elements in the frame)
Sound
Music
Editing
You must choose from a film we have not seen in class. You will also prepare a handout to give out to the class
(Font size Arial narrow 12 point. Margins .75 all around). It will be an outline of your discussion and include 3
questions on the material. The questions should relate directly to the clip, not the entire film. You must include a list of
works cited, MLA style. The handout is limited to 2 pages, printed on both sides of one piece of paper. You can go to
the writing center if you are not clear on what a scholarly journal is or how to cite as per MLA style.
A minimum of two scholarly references is required – you can use IMDB or Variety, but you must have two that are
from scholarly journals or books. See list for journals:
CINEMA JOURNAL
JOURNAL OF FILM & VIDEO
QUARTERLY REVIEW OF FILM & VIDEO
FILM QUARTERLY
SCREEN
CAMERA OBSCURA
JOURNAL OF POPULAR FILM & TELEVISION
FRAMEWORK
CANADIAN JOURNAL OF FILM STUDIES
The clip must be part of the Powerpoint or Keynote presentation as either a link to the clip on the internet or
embedded (all versions of Keynote and only PP 2010 can do the embedding) and you must bring the presentation on
a drive that can be plugged into the Mac laptop in class. You also have the option of plugging in and presenting from
your laptop, but you better test it in a class before you present and bring your own adapters if necessary. This saves a
lot of time switching from computer to dvd, back to computer, etc. Seek technical help from your classmates if you are
unsure how to do this.
You are being graded as much on quality of presentation as content. Test your presentation format on my
computer sometime prior to your presentation date to be sure it will work when the day comes. Each student’s final
evaluation will be based on peer and instructor evaluations.
NOTES: Do NOT put the exact same information on the screen, in the handout and in what you are saying – little text
should be on the screen – only enough to remind you of what you want to tell us. Ideally you should have visuals only
on the slide and tell the class what you want them to know. But I know from experience how hard it is to do that with
material you are not really familiar with, so do what you can – make the visuals pleasant to look at and get your
audience to listen to you and please do not make us look at slides with just blocks of text. If we can read it up there,
why would we listen to you?
SAMPLE HAND-OUT FOR FINAL PRESENTATION
Sam Student
Cinema Survey FIL1000H
THE SLED SCENE FROM CITIZEN KANE
Give out the handout. Then screen the clip. You will screen it again towards the end of your presentation, perhaps without
sound or stopping and starting the clip to underscore your points.
INCLUDE the names of the
Director
Cinematographer
Production Designer
Costumer Designer
Make Up Artists
Hair Stylist
Editor
Composer
SYNOPSIS OF FILM: (100-150 words MAX – a brief outline of the story so we know what the context is for the clip you
have chosen)
Citizen Kane is considered by many film scholars to be the greatest American film ever made. It is the story of the rise and
fall of Charles Kane, born into poverty, but through random circumstances becomes one of the richest and most powerful
men of his time. Despite his power, he is unable to connect with other people in any way other than through his money. It
is loosely based on the life of William Randolph Hearst, of the Hearst newspaper fortune.
ANALYSIS: Discuss how the clip serves the theme and premise of the film and describe the mise-en scene and how it
supports that message.
•Casting and performance
•Production Design
•Costumes
•Make-up and Hair
•Cinematography (Lighting,
Camera movement and placement
in relation to the other elements in
the frame)
•Sound
•Music
•Editing
I have chosen a sequence that demonstrates the artful use of mise en scene in making this scene important in
moving the story forward and foreshadowing what is to come. The director uses camera placement, framing and
movement to suggest the small boy's pending entrapment and helplessness. Welles eschews the usual cinematic ploy of
the shot‐reverse shot, by using a mobile camera and deep focus photography to keep us continually aware of everyone;
the three adults inside the boarding house and young Charles outside in the snow, framed in the window while playing a
Civil War game. Just as his mother signs the document, the boy is shouting "The Union forever!" Already the boy is
"captured" by the small window, just as he will be restricted by his guardian Mr. Thatcher throughout the remainder of his
youth.
The costumes further underscore the characters personas. Mrs. Kane is dressed in a severe, almost nun-like gray
dress and white collar. Even her face, (actress Ruth Warrick) is made up of hard lines and severe edges, adding to the
solemnity of the moment and her role in it (Kael,253). Mr. Thatcher is rich and his clothes tell us this – fur collar, new suit
and hat, etc. Mr. Kane is disheveled, his clothes worn and tattered – he is the least “buttoned down” of the three adults.
The production design places the cabin in isolation, like it would appear in a memory. There is no connection that we are
shown with a town or neighbors. The snow falls silently and further removes the family from the rest of the world. This
cabin is Charles’ whole universe and these choices in production design show this.
“The out-of-order presentation of Citizen Kane depicts his life in a way that was very unconventional for the time,
but has since been adopted by many movies (Pulp Fiction, Memento). Even though Kane dies at the very beginning of the
movie, the viewer has a good understanding of his life because it is told by all of the side characters. The very beginning
of the movie presents a question, “what is rosebud?” and by the end, the viewer’s curiosity is satiated with an unfamiliar
twist that was right under his nose throughout the whole movie” (Smith, 143).
After this episode at the Kane boarding house, director Welles will choose to use space to show emotional
distance between his protagonist and others, particularly those he has tried to love or befriend (Thompson, 56). The lack
of music and the lonely wail of the train whistle, finish the scene in a deep feeling of isolation, loss and death. It sends a
message that we are about to watch the tragic unraveling of a life, all stemming from this one moment in a young boy’s
life.
SCREEN CLIP AGAIN AT THIS POINT – it must be part of the Powerpoint or Keynote file or link to the internet
WHY YOU CHOSE THIS CLIP: (What interested you about this clip?)
I like this scene because it so deftly sets up Kane’s character – everything we learn about him stems from what happens
in this scene.
DISCUSSION QUESTIONS: (3 questions to prompt class discussion)
1. Citizen Kane employs much “depth of focus” photography that allows people and objects to be in sharp focus both in
the foreground and the background simultaneously. In which sequences is this particularly evident? What does this
technique contribute to the film?
2. Many critics argue that Citizen Kane, with its inventive use of lighting and shadow, is the first film noir, or at least the
direct predecessor of noir, a genre that employs dark, moody atmosphere to augment the often violent or mysterious
events taking place. What elements of this scene might support the claim that Citizen Kane is a film noir? What would
challenge that?
3. Orson Welles’ background was theater – how could that have influenced how this scene was shot?
REFERENCES
Kael, Pauline, Herman J. Mankiewicz, and Orson Welles. The Citizen Kane Book: Raising Kane. Boston: Little, Brown,
1971. Print.
Thomson, D. The mark of Kane. Sight & Sound v. ns21 no. 1 (January 2011) p. 44-8
Walsh, John E. Walking Shadows: Orson Welles, William Randolph Hearst, and Citizen Kane. Madison, Wis: University of
Wisconsin Press/Popular Press, 2004. Print.
SYLLABUS, TOPICS AND SCREENING SELECTIONS SUBJECT TO CHANGE AT ANY TIME
GRADING RUBRIC
NAME OF STUDENT__________________________________ NAME OF FILM________________________________
Synopsis of film
10
Clearly stated and written in a concise and articulate manner, meets word count
parameters.
Poorly written, exceeds or is grossly short of word count parameters.
Mise en Scene elements
Touches on all elements.
Touches on some elements.
Touches on less than 4 elements.
Analysis
Analysis makes original connections between overall principles of mise en scene and
specific
clip. makes average connections.
Analysis
Analysis below average, superficial and lacks depth.
Writing Skill:
Above average - uses original and interesting vocabulary and a variety of sentence
structures.
Average
Below average
Discussion Questions
Questions are original and thought-provoking.
Questions are average.
Questions are below average, simplistic and lack depth.
Style and Mechanics:
Reference list follows MLA style.
Reference list somewhat follows MLA style.
Reference list does not follow MLA style.
Arial Narrow, .75 margins, 2 page limit
Clip presented according to format guidelines – embedded in Powerpoint or Keynote –
or link to clip
on theand
internet
– or screen from your laptop (make sure you test it in a class PRIOR to
Spelling
Grammar:
yourWriting
presentation
date.
consistently uses excellent spelling, punctuation and
grammar.
Writing contains fewer than 4 errors in spelling, punctuation and
grammar.
Writing contains 4 or more errors in spelling, punctuation and
grammar.
Total Points (100 possible)
SYLLABUS, TOPICS AND SCREENING SELECTIONS SUBJECT TO CHANGE AT ANY TIME
10
20
15
15
15
15