27 February 2009

Complete Thursday work.

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26 February 2009

Opener — Let’s use mass comm to feed the world again today – Level I will do it according to Seth’s plan, so go immediately to your computers.

Five minute race to get the most vocabulary words for the most grains of rice.

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We have a class email account:

user name: JHSLevel3Productions

p/w: Jordanmasscomm

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Level II, period one

Work on your projects.

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Level I, period two

Disucss “A Jury of Her Peers” and “Constant Gardener”

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Level II, Period three

Work on your projects

25 February 2009

Opener — Let’s use mass comm to feed the world again today – Level I will do it according to Seth’s plan, so go immediately to your computers.

We must win 50 grains before we can move on.

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We have a class email account:

user name: JHSLevel3Productions

p/w: Jordanmasscomm

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Solving Rubik’s cube — consider there are 43,252,003,274,489,856,000 permutations:

Viral Video –

http://tinyurl.com/bj724h

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Level II, Period One —

Finish and submit videos and treatments.

You next video will be to shoot a simple video, any way you wish, of someone getting into a car and driving away.

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Level I, Period Two

Yesterday’s homework assignment was — choose a short film or documentary (genre doesn’t matter) from either source below. You will be asked to explain your decision. Grades will range from 1-5. Missed assignment will result in a zero.

http://www.nfb.ca/film/ or

http://ww2.48.tv/bin/index.cfm

Three Questions

o – Do you know how to use this page?

o – Do you know how to use TinyURL for email messages

o – Do you know how to use Google Reader

o – Do you know that you will have an open web test due to be emailed to our new email address Friday?

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Level II, Period Three —

Finish and submit videos and treatments.

You next video will be to shoot a simple video, any way you wish, of someone getting into a car and driving away.



24 February 2009

Opener — Let’s use mass comm to feed the world –

We must win 50 grains before we can move on.

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First Period Level II

Complete treatment as discussed yesterday — format and formula. Groups with video should edit, do selects and plan day’s shoot. Remember to guard your tapes!

Second Period Level I

Compare Sally Heckel’s film with Canadian explorer video for content and style.

Homework assignment — choose a short film or documentary (genre doesn’t matter) from either source below. You will be asked to explain your decision. Grades will range from 1-5. Missed assignment will result in a zero.

http://www.nfb.ca/film/ or

http://ww2.48.tv/bin/index.cfm

Third Period Level II

Edit and re-shoot if necessary, the car exercise. Be aware, the exercise will be graded.

23 February 2009

Opener — Let’s use mass comm to feed the world –

We must win 50 grains before we can move on.

And this, which shows how Google Reader works:

http://www.google.com/reader/view/?hl=en&tab=wy#directory-welcome-page

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Level II, Period One

Class review and critique of treatments. Discussion. Rewrites.

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Level I, Period Two –

We’ve spent some time going over and contrasting:

  • The public interest
  • Corporate obligations and duties
  • Family ownership — the significant difference between “All the President’s Men” and the decline of today’s newspaper and the enigma/puzzle posed by electronic media.
  • journalist traditions — discuss what that means and what those traditions might be, in light of what we learned from “All the President’s Men.”

Let consider these issues in light of “War Dance.”

http://www.imdb.com/media/rm2924124672/tt0912599

http://www.fine-films.com/

~ Did “War Dance” have traditions and standards by which it abided?

~ Does it matter that this film was made?

~ Has it affected you? Does it mattered that you’re better informed?

~ Note this comment “…to bring unknown stories to the screen.” http://fine-films.com/main/

Now we move on: “Across Artic Ungava”

http://www.nfb.ca/film/Across_Arctic_Ungava/

Questions:

1. Good movie. Like. Not like. Discuss.

2. Does it serve the public interest? Is so, how? If not, why?

3. Is this newsworthy?

4. This documentary is different from an article written for a magazine. How?

— Money had to be raised to produce it.

— Do you find it interesting that it was funded through the Canadian Film Board?

— What do you think that means?

— Could it be that people didn’t understand that this was a story that needed to be told, until it was actually told?

— It was necessary to find a venue to show it; a magazine article get delivered to your door

— What are the possible venues for a documentary like this?

— Possibly talk about economics.

  • We watched the documentary and studied it by writing detailed notes.
  • Documentaries are similar to newspapers —
  • How are they the same and how are they different?
  • What are the rules of documentary filmmakers?

Watch

http://www.nfb.ca/film/Across_Arctic_Ungava/

Closer: Who is Steve Jobs? http://www.youtube.com/watch?v=D1R-jKKp3NA

20 February 2009

Period One — Level Two — Finish and submit treatments. Watch “War Dance” and discuss camera work, editing, and production issues.

Period Two — Level One — Complete work on “War Dance.”  Watch and discuss “Citizen Kane.” It will help with “War Dance.”

Period Three — Level Two — Finish and submit treatments. Watch “War Dance.” Watch and discuss “Citizen Kane.” It will help with “War Dance.”

Notes on writing treatments, using example in class: [see notes below on how to submit treatment.]

Overview: John discovers/thinks he has magic powers. But others doubt it. He will do anything to prove he’s right. He disappears.

[Note: By choosing the word “discover” or “think,” in the sentence above, you are shaping character. If the character “discovers” his powers, then they are real and must be demonstrated in the video; if he “thinks’ he has powers, then maybe he is delusional and others are right about him.]

Your “overview” is known in some circles as a “high concept,” the big idea. In a documentary, for instance, the overview might read:

“A documentary about the stagehands and their preparation for the big show coming up at school. We will explore the tensions, skills and challenges they face as opening night approaches, culminating in shots backstage, including their reaction to the show when the curtain finally comes down. We’ll end our documentary when the last light in the auditorium goes out.”

After the overview, you describe your show in one or two pages, scene by scene, as if you were actually shooting it. In the first case, about “Disappearing John,” you would begin:

CAMERA FADES UP on John standing still, as if in a trance, in school lobby during a class change. PULL IN as students hurredly pass to CLOSE SHOT of John’s blank stare.

CAMERA TRACKS a friend who approaches John and asks if he’s all right. John tells him, “I’ve got magic powers.” Etc.,

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Tools for filmmakers: Your filmsHollywood for the home:

http://filmmakeriq.com/general/featured/202-diy-filmmaking-tutorials.html

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All writing for level II will be submitted in Google.docs. How do you do that?

1. Get a Google account, and/or email written work to me at Mr.Shear8@gmail.com

2. This format will allow me to edit and assist you should you request it.

3. I will then place your work into a common account, which we can all view in class and discuss in order to refine and improve your work.

4. You may also work in a MS WORD and email any work to me as an attachment at Mr.Shear8@gmail.com and I will convert it into a Google.doc for you.

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For those who missed it:

Open — Scratch!

http://labcast.media.mit.edu/?p=9

Download here:

http://scratch.mit.edu/

Students may try out the games. Monday, you will create a game in class.

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View “Citizen Kane” for shots, angles, and camera moves. Discuss why this film is considered a masterpiece. What other films are considered masterpices?

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Find film ideas on:

 http://www.48.tv/bin/index.cfm/id/b7661645-3219-4873-8302-2db7e8ecf76f

19 February 2009

Open — Scratch!

http://labcast.media.mit.edu/?p=9

Download here:

http://scratch.mit.edu/

Level II, Period One

Watch “Citizen Kane,” and review it by end of day Friday.  Do not  tell me if the film is good or bad, but describe to me those elements that have made this film an international classic.  You may use the computers in the class for research about “Citizen Kane,” but you must cite your research. (If you invoke a computer game while doing research, you will lose 15 points from your grade.)

Level I, Period Two — and Level II

We will screen “War Dance.” Take detailed notes on the film as you watch, describing characters, use of camera, scenes and location. Why is this film entitled “War Dance.” Be prepared to explain in your notes why this film was nominated for an Academy Award. You will hand this in to me Friday. I will not accept papers unless they are handed in Friday. The paper is your responsibility. Do not hand it to me Thursday. If I do not receive it Friday, it will be graded zero.

Level II, Period Three

Those people who have not completed their treatments must finish them and email them to me, or place them on a thumb drive and present them to me.

You will then present your treatment to the class for discussion. Be prepared to take notes and refine your treatment in order to retype it and present it to me for approval.

“Citizen Kane”