Week 7: Feedback

(Cast:)

Principle: Chandler Warren

Student: Robbie Vandormolen

Teacher: Chandler Warren

Shopper 1: Robbie Vandormolen

Shopper 2: Chandler Warren

  • (Creative intention)
    • I wanted to make a funny video about the covid experience, I drew inspiration from a channel I used to watch all the time
    • Link: https://www.youtube.com/channel/UCSBzN-I43cp0-xekSFW5mkQ
    • I wanted to create something inspired by this channel because I thought it was a funny sense of humor, and I have never seen anyone do anything in this style.
  • (Tension)
    • Daily life in the Covid 19 pandemic
  • (Setting)
    • At home on the Chromebook
    • Safeway
  • LOGLINE
    • Times during a Pandemic
  • (Editing techniques)
    • Standard Cut / Hard Cut – no meaning or feeling, immersive, advanced story
    • Cutting on Action – cut while the subject is in action: hard and fast, slow and deliberate (throwing something, turn, going through the door)
    • Smash Cut – abrupt, waking up from an intense nightmare, intense to quiet/quiet to intense
    • Cutaways – Interruption of a continuously filmed action back and forth between shots
  • (Shot list)
    • 3 seconds of fingers on keyboard typing
    • 2 seconds of a black transition with no audio x5
    • 3 seconds of school entrance
    • 4 seconds of student looking up to the camera in bed
    • 4 seconds of student getting out of bed
    • 4 seconds of student (off camera) at the phone
    • 2 seconds of zoomed in view of above shot
    • 2 seconds of student getting out of bed
    • 7 seconds of me opening my Chromebook
    • 8 seconds of teacher on zoom
    • 3 seconds of zoom join sound effect
    • 3 seconds of student staring into Chromebook (offscreen)
    • 23 seconds of teacher on zoom
    • 8 seconds of student being bagged by teacher
    • 6 seconds of shopper 1 coughing
    • (Series jump cut)
    • 4 seconds of shopper 2 staring
    • 1 second shopper 1 staring
    • 2 seconds of shopper 2 close up
    • 2 seconds of shopper 1 staring
    • 2 seconds of shopper 2 mask close up

Feedback:

Was the editing smooth? What can I improve in transitions from scene to scene?

Week 6: Editing Evidence

(Cast:)

Principle: Chandler Warren

Student: Robbie Vandormolen

Teacher: Chandler Warren

Shopper 1: Robbie Vandormolen

Shopper 2: Chandler Warren

  • (Creative intention)
    • I wanted to make a funny video about the covid experience, I drew inspiration from a channel I used to watch all the time
    • Link: https://www.youtube.com/channel/UCSBzN-I43cp0-xekSFW5mkQ
    • I wanted to create something inspired by this channel because I thought it was a funny sense of humor, and I have never seen anyone do anything in this style.
  • (Tension)
    • Daily life in the Covid 19 pandemic
  • (Setting)
    • At home on the Chromebook
    • Safeway
  • LOGLINE
    • Times during a Pandemic
  • (Editing techniques)
    • Standard Cut / Hard Cut – no meaning or feeling, immersive, advanced story
    • Cutting on Action – cut while the subject is in action: hard and fast, slow and deliberate (throwing something, turn, going through the door)
    • Smash Cut – abrupt, waking up from an intense nightmare, intense to quiet/quiet to intense
    • Cutaways – Interruption of a continuously filmed action back and forth between shots
  • (Shot list)
    • 3 seconds of fingers on keyboard typing
    • 2 seconds of a black transition with no audio x5
    • 3 seconds of school entrance
    • 4 seconds of student looking up to the camera in bed
    • 4 seconds of student getting out of bed
    • 4 seconds of student (off camera) at the phone
    • 2 seconds of zoomed in view of above shot
    • 2 seconds of student getting out of bed
    • 7 seconds of me opening my Chromebook
    • 8 seconds of teacher on zoom
    • 3 seconds of zoom join sound effect
    • 3 seconds of student staring into Chromebook (offscreen)
    • 23 seconds of teacher on zoom
    • 8 seconds of student being bagged by teacher
    • 6 seconds of shopper 1 coughing
    • (Series jump cut)
    • 4 seconds of shopper 2 staring
    • 1 second shopper 1 staring
    • 2 seconds of shopper 2 close up
    • 2 seconds of shopper 1 staring
    • 2 seconds of shopper 2 mask close up

Week 5: Editing Production

(Cast:)

Principle: Chandler Warren

Student: Robbie Vandormolen

Teacher: Chandler Warren

Shopper 1: Robbie Vandormolen

Shopper 2: Chandler Warren

  • (Set a creative intention)
    • I wanted to make a funny video about the covid experience, I drew inspiration from a channel I used to watch all the time
    • Link: https://www.youtube.com/channel/UCSBzN-I43cp0-xekSFW5mkQ
    • I wanted to create something inspired by this channel because I thought it was a funny sense of humor, and I have never seen anyone do anything in this style.
  • (Identify the tension)
    • Daily life in the covid 19 pandemic
  • (Setting)
    • At home on the Chromebook
    • Safeway
  • LOGLINE
    • Times during a Pandemic
  • (Editing techniques)
    • Standard Cut / Hard Cut – no meaning or feeling, immersive, advanced story
    • Series Jump Cut – pushes time forward, gives energy/urgency, cuts inside same shot, deliberate passing of time, similar to the montage
    • Cutting on Action – cut while the subject is in action: hard and fast, slow and deliberate (throwing something, turn, going through the door)
    • Smash Cut – abrupt, waking up from an intense nightmare, intense to quiet/quiet to intense
  • (Shot list)
    • 3 seconds of fingers on keyboard typing
    • 2 seconds of a black transition with no audio x5
    • 3 seconds of school entrance
    • 4 seconds of student looking up to the camera in bed
    • 4 seconds of student getting out of bed
    • 4 seconds of student (off camera) at the phone
    • 2 seconds of zoomed in view of above shot
    • 2 seconds of student getting out of bed
    • 7 seconds of me opening my Chromebook
    • 8 seconds of teacher on zoom
    • 3 seconds of zoom join sound effect
    • 3 seconds of student staring into Chromebook (offscreen)
    • 23 seconds of teacher on zoom
    • 8 seconds of student being bagged by teacher
    • 6 seconds of shopper 1 coughing
    • (Series jump cut)
    • 4 seconds of shopper 2 staring
    • 1 second shopper 1 staring
    • 2 seconds of shopper 2 close up
    • 2 seconds of shopper 1 staring
    • 2 seconds of shopper 2 mask close up

Week 4 Movie Clip: Jaws

I love how cautious Brody is in this scene, he speculates that there’s a shark on the loose and is trying to prove something as a police. Knowing that his kid is swimming right now makes it pretty engaging and suspenseful.

The way people keep coming up to him and blocking his view and he just ignores them is really just to show how focused and caution he is during the scene. You still hear the audio of people talking but the audience is engaged where Brody is looking instead, making what there talking about is bland probably on propose so you stay focused more on what is happening in the water.

When the shark attacks you can see ford is stressed and feels like he just failed.

POV Shot of the shark makes it more scary with the people having no idea the shark is swimming right under them, Nice addition.

Week 4: Movie Clip: The Thing

https://www.youtube.com/watch?v=hqVbOSEsJNo

J Cut: You still hear the flame thrower heating up the wire in the next shot.

J Cut: You still hear the blood sizzling in the next shot.

Cross Cut: One of the characters in the seated chairs looks behind them and sees the dead bodies, The camera then transition’s focusing on the character onto the dead bodies.

Cross Cut: The anticipation for the characters lives, they stare at something (the unknown) then the camera cuts away to the blood petri dish as Macready puts the hot wire on.

60 Second Film: Godzilla Attack

This 30 second stop motion film is a quick scene for a Godzilla attack. I portrayed the scene by making a mini set built with dirt, a blanket, fake plants, and toy buildings. Godzilla himself is portrayed by an old toy I had laying around from my childhood. It was pretty hard to get camera angles with an I Phone and to be careful not to mess up the set. My goal for this mini film was just to make a cool stop motion with a detailed set.

Feedback Questions:

Are the Camera angles unnatural?

Is the lighting Descent?

Feedback:

“That was incredible! I’ve never seen a stopmotion done in this class. The movement of Godzilla looked very natural to me, and the set was very impressive.” – Dylan Werts

“I love the creativity with the stop motion! I agree with Dylan.” -Bradley Berbells

“The stop motion reminded me of how the original effects for king kong were used” -Aiden Anderson

Film Analysis Worksheet: Pans Labyrinth

Summary

I chose this film because I recognized Guillermo del Toro’s name from his work in Pacific Rim which I thought was really good.

Film Analysis

Film TitlePans Labyrinth
Year2006
DirectorGuillermo del Toro
CountrySpain Mexico
GenreFantasy/War
If you could work on this film (change it), what would you change and why?I would just make the CGI better, I actually thought this movie was really good but there were some parts with CGI that were just really lame. The practical effects were amazing to me however.

Film information can be found at imdb.com

As you view films, consider how the cuts, camera angles, shots, and movement work to create particular meanings. Think about how they establish space, privilege certain characters, suggest relationships, and emphasize themes. In addition to shot distances, angles, editing, and camera movement, note details of the narrative, setting, characters, lighting, props, costume, tone, and sound.

Ask yourself the following questions:

TOPICYOUR NOTES
1. Who is the protagonist?Ofelia
2. Who is the antagonist?Captain Vidal
3. What is the conflict?Ofelia has to complete 3 tasks given to her by the faun.
4. What is the theme or central, unifying concept? (summarize in one or two words)Innocence
5. How is the story told (linear, non-linear, with flashbacksflash-forwards, at regular intervals)In the begging scene, (the backround for the story) is told in a flashback but the rest of the movie is told in Regular intervals
6. What “happens” in the plot (Brief description)?Ofelia carries out the 3 tasks while being abused by Captain Vidal. The last task, Ofelia proves innocence over evil.
7. How does the film influence particular reactions on the part of viewers (sound, editing,
characterization, camera movement, etc.)? Why does the film encourage such
reactions?
There’s some quick cut aways from gruesome scenes, which really makes the scene punch more for the audience.
8. Is the setting realistic or stylized? What atmosphere does the setting suggest? Do particular objects or settings serve symbolic functions?Stylized, The story takes place in WW2 I’m assuming but there are elements of fantasy. For example The Underworld.
9. How are the characters costumed and made-up? What does their clothing or makeup reveal about their social standing, ethnicity, nationality, gender, or age? How do costume and makeup convey character?Captain Vidal and his soldiers are all dressed as they are higher in the society. With all of the peasants dressed in aprons.
10. How does the lighting design shape our perception of character, space, or mood?The film is shot in either warm light scenes and dark and cold, creating a good vs evil mood.
11. How do camera angles and camera movements shape our view of characters or spaces? What do you see cinematically?Lots of cuts between scenes to create tension
12. What is the music’s purpose in the film? How does it direct our attention within the image? How does it shape our interpretation of the image? What stands out about the music?The music is used mostly to make tension for the audience.
13. How might industrial, social, and economic factors have influenced the film? Describe how this film influences or connects to a culture?The film is probably influenced by things that happened in Spain during WW2.
14. Give an example of what a film critic had to say about this film. Use credible sources and cite sources. “Pan’s Labyrinth” is one of the greatest of all fantasy films, even though it is anchored so firmly in the reality of war. On first viewing, it is challenging to comprehend a movie that on the one hand provides fauns and fairies, and on the other hand creates an inhuman sadist in the uniform of Franco’s fascists. The fauns and fantasies are seen only by the 11-year-old heroine, but that does not mean she’s “only dreaming;” they are as real as the fascist captain who murders on the flimsiest excuse. The coexistence of these two worlds is one of the scariest elements of the film; they both impose sets of rules that can get an 11-year-old killed.
“Pan’s Labyrinth movie review & film summary (2006) / Roger Ebert.” August 25, 2007.
15. Select one scene no longer than 5 minutes that represents well the whole film and shows relevant cinematic elements. Write a one-sentence description of the scene and record the time of the scene.https://www.youtube.com/watch?v=cvjiQTdcCRU
Ending Scene
0:00 – 4:00
Wraps up the theme
16. In the selected scenewrite a sentence for each of the elements below to justify why this scene best represents the film:
a. Screenwriting:
b. Sound Design:
c. Camera Movements/Angles:Slower more smooth camera movements
d. Light Setup:
e. Soundtrack/Score:Slow and calm to create a feeling of resolution
18. What’s the socio-cultural context of this film?

This worksheet was developed with ideas from many IB Film teachers, thus should remain in the Creative Commons

Mr. Le Duc’s Film Analysis Resources

Film Analysis Worksheet for Week 14: Space Battleship Yamato 2199

Summary

  • I grew up with the original series as a kid that was made in 1979, so I was familiar, and it was just easy to analyze overall because the two versions were so similar. I chose this version because I believe its one of the rare cases that it is better then the original.

Film Analysis

Film TitleSpace Battleship Yamato 2199
Year2013
DirectorYutaka Izubuchi
CountryJapan
GenreScience Fiction
If you could work on this film (change it), what would you change and why?I would have a few scenes more from the original carried over to this version.

As you view films, consider how the cuts, camera angles, shots, and movement work to create particular meanings. Think about how they establish space, privilege certain characters, suggest relationships, and emphasize themes. In addition to shot distances, angles, editing, and camera movement, note details of the narrative, setting, characters, lighting, props, costume, tone, and sound.

Ask yourself the following questions:

TOPICYOUR NOTES
1. Who is the protagonist?Kodai or Captain Okita
2. Who is the antagonist?Abelt Dessler
3. What is the conflict?Earth is attacked by the Gamilas, they have bombed the surface so much that everyone is forced to move underground. Earth then gets help from Queen Starsha of Planet Iscandar with the plans for a spaceship that can travel to Iscandar to retrieve a device capable of reviving the Earth.
4. What is the theme? (summarize in one or two words)Learn more…Growing up, Reality of War.
5. How is the story told (linear, with flashbacks, flash-forwards, at regular intervals)Learn more…Regular intervals, there are still some flashback scenes.
6. What “happens” in the plot (Brief description)?On the adventure, the Yamato is constantly attacked by the Gamilas.
7. How does the film influence particular reactions on the part of viewers (sound, editing,
characterization, camera movement, etc.)? Why does the film encourage such
reactions?
The film uses characters to influence the reactions of the audience, by showing both sides of the war.
8. Is the setting realistic or stylized? What atmosphere does the setting suggest? Do
particular objects or settings serve symbolic functions?Learn more…
Definitely Stylized, The year the story takes place is 2199 and almost nothing is recognizable in the setting even Earth which now looks more like Mars in the story (picture below)
Star Blazers 2199 Trailer - English Dub - YouTube
YouTube Thumbnail https://www.youtube.com/watch?v=oT3Uoo3K3aA
9. How are the characters costumed and made-up? What does their clothing or makeup reveal about their social standing, ethnicity, nationality, gender, or age? How do costume and makeup convey character?Learn more…All of the characters have unique designs, You can definitely tell what place they rank in their society just by looking at them. For example the Yamato crew uniforms are all color coordinated for what sector they operate in.
Yamato 2199 Character Guide | CosmoDNA
https://ourstarblazers.com/vault/696/
10. How does the lighting design shape our perception of character, space, or mood?Learn more…The lighting is always pretty bright and shows a lot of detail in every shot, the only times the lighting changes is to create suspense.
11. How do camera angles and camera movements shape our view of characters or spaces? What do you see cinematically? Learn More…
12. What is the music’s purpose in the film? How does it direct our attention within the image? How does it shape our interpretation of the image? What stands out about the music?Learn more…the music’s purpose in this series is to convey the mood, which I think it does perfectly. The Gamilas even have their own anthem.
13. How might industrial, social, and economic factors have influenced the film? Describe how this film influences or connects to a culture?Learn more…There are a lot of war themes in the series, so there are a lot of examples of that in the series. For instance they show both opposing sides and you can actually see how similar they are. Also the Yamato ship itself is actually based off a WW2 Battleship.

WW2 YamatoAmazon.com: Fascinations Metal Earth ICONX Yamato Battleship 3D Metal Model  Kit: Toys & Games
https://www.amazon.com/Fascinations-Metal-Earth-Yamato-Battleship/dp/B07L51TVC4

2199 YamatoAmazon.com: Bandai Hobby Space Battle Ship Yamato 2199 Model Kit (1/500  Scale): Toys & Games
https://www.amazon.com/Bandai-Hobby-Space-Battle-Yamato/dp/B00EOEBS5O
14. Give an example of what a film critic had to say about this film. Use credible sources and cite sources“Its few faults are enough to keep me from labeling this show as a masterpiece, but not by much. Its a criminally overlooked series and has definitely carved a place as one of my favorites.” Under the Scope (2015) “UTS Anime Review: Space Battleship Yamato 2199” Dec 7, 2015





https://www.youtube.com/watch?v=gBiga754d5g
15. Select one scene no longer than 5 minutes that represents well the whole film and shows relevant cinematic elements. Explain why.There is close to nothing of scenes of the series that you can find on the internet so here is a review that I found which explains the the main themes really well.
https://www.youtube.com/watch?v=gBiga754d5g
Watch
2:41 to 3:26
6:10 to 6:33
16. Write a sentence for each of the elements below:
a. Screenwriting:Lots of plot twists and turns to make the story interesting
b. Sound Design:used the same sound effects from the original 1979 version, the sound design is perfect still.
c. Camera Movements:Lots of wide angle shots, lots of panning during action scenes.
d. Light Setup:Bright, colorful
e. Soundtrack:Used to convey mood
18. What’s the socio-cultural context of this film? Learn more…Reality of War

Mr. Le Duc’s Film Analysis Resources

Film Analysis Worksheet for Week 13: Gojira (Original Japanese Version)

Summary

  • I grew up with the movie series as a kid so I was familiar, and it was just easy to analyze overall.

Film Analysis

Film TitleGojira
Year1954
DirectorIchiro Honda
CountryJapan
GenreSci-fi/Horror
If you could work on this film (change it), what would you change and why?I don’t think I would change it because its a classic, but If I made the movie today I would still use some of the practical effects they used back then instead of CGI.

As you view films, consider how the cuts, camera angles, shots, and movement work to create particular meanings. Think about how they establish space, privilege certain characters, suggest relationships, and emphasize themes. In addition to shot distances, angles, editing, and camera movement, note details of the narrative, setting, characters, lighting, props, costume, tone, and sound.

Ask yourself the following questions:

TOPICYOUR NOTES
1. Who is the protagonist?Japan, I don’t really think there is actually a certain human protagonist in the movie, all of the characters in the film are really just used to move the story along line in any other movie, but here all the characters are victims of the “nuclear bomb” (Godzilla) to relate to the audience and not just one main human character is being focused on. I think they all show characteristics of the people who witnessed the atomic bomb. Like Dr. Yamane who wants to keep Godzilla alive for study.
2. Who is the antagonist?“The Nuclear Bomb” Gojira (Godzilla)
3. What is the conflict?The unstoppable Godzilla attacks Japan.
4. What is the theme? (summarize in one or two words)Learn more…The theme of the film is the terror of the Nuclear bomb. Godzilla himself symbolizes nuclear weapons.
5. How is the story told (linear, with flashbacks, flash-forwards, at regular intervals)Learn more…Regular interval story telling, however this is one flashback scene when one of the characters reveals a secret.
6. What “happens” in the plot (Brief description)?An ancient dinosaur mutated by nuclear radiation rises from the sea and attacks Japan and the people struggle to resolve the conflict.
7. How does the film influence particular reactions on the part of viewers (sound, editing,
characterization, camera movement, etc.)? Why does the film encourage such
reactions?
Godzilla is seen as a victim of Nuclear fallout, which the Japanese audiences can relate to with the bombing of Hiroshima and Nagasaki.

Godzilla is also seen as unstoppable as he just storms his way through Tokyo without being harmed just like the nuclear bomb would do.
8. Is the setting realistic or stylized? What atmosphere does the setting suggest? Do
particular objects or settings serve symbolic functions?Learn more…
The story takes place in real life Japan in the year 1954. Godzilla himself is totally unrealistic but he symbolizes nuclear terror. The Oxygen destroyer weapon is also unrealistic but symbolizes how science can harm people or benefit people.
9. How are the characters costumed and made-up? What does their clothing or makeup reveal about their social standing, ethnicity, nationality, gender, or age? How do costume and makeup convey character? Learn more…A lot of the characters are young people, and are seen as the side that is scared of Godzilla, they all dress normal and are pretty much the characters the majority of the audience relates to.

Dr. Serizawa is a more darker character, being the one who created to forbidden oxygen destroyer that is seen as stronger then the nuclear bomb. Dr. Serizawa wears an eye patch which you can assume he fought in the previous war.
10. How does the lighting design shape our perception of character, space, or mood?Learn more…The film is shot in black and white, but it still has a gritty feeling to it. Most of the lighting is dark. Which the film itself has dark themes.
11. How do camera angles and camera movements shape our view of characters or spaces? What do you see cinematically?Learn more…The film makes Godzilla’s scale appear big by shooting from low angles and pointing the camera upwards.

There are a lot of dark shots of people recovering in the hospital after Godzilla attacks.
12. What is the music’s purpose in the film? How does it direct our attention within the image? How does it shape our interpretation of the image? What stands out about the music? Learn more…The music is done by Akira ifukube who did a lot of the soundtracks for the Godzilla movies, hes also the one who made the iconic Godzilla roar. Whenever Godzilla appears the music is very slow and it has a weight to it almost. The Military’s theme through ought the movie is actually the Godzilla character affiliated theme today, and it sounds relieving and hopeful.
13. How might industrial, social, and economic factors have influenced the film? Describe how this film influences or connects to a culture?Learn more…This movies whole purpose was to show the terror of Nuclear bombs, at the time the Hiroshima and Nagasaki bombings from 1945 were still fresh in everyone’s minds and it still scared people. Godzilla’s backstory is seen as a victim and it connected with a lot of the Japanese audiences because it reminded them of their experiences in the past war.
14. Give an example of what a film critic had to say about this film.Use credible sources and cite sourcesExample: “The Shawshank Redemption Movie Review (1994) | Roger Ebert.” All
Content. N.p., n.d. Web. 24 June 2015.Find good sources…
Terrence Rafferty from The New York Times stated Godzilla was “an obvious gigantic, unsubtle, grimly purposeful metaphor for the atomic bomb” and felt the film was “extraordinarily solemn, full of earnest discussions”
15. Select one scene no longer than 5 minutes that represents well the whole film and shows relevant cinematic elements. Explain why.Ending Scene: https://www.dailymotion.com/video/x746tro
3:20 – 8:00
This is actually the American edit and not the original Japanese version but the only difference is it stars Raymond Burr as an American News Reporter.

I chose this scene because it wraps the whole film up, it shows that science can either destroy or benefit. The feeling of a new beginning really stands out to me in this scene and it feels like the aftermath of the bombings of Japan and the end of WW2.
16. In the selected scene: write a sentence for each of the elements below:
a. Screenwriting:A lot of detail, especially in the scene where Godzilla attacks Tokyo there is tons of little parts where Godzilla would for example start to get aggravated at a clocktower and smashes it, or walks over to a tower full of reporters and tips it over. It feels like an actual disaster happened and these are famous stories that came from the disaster.
b. Sound Design:The iconic roar was made from a rubber glove being rubbed against a bass.
c. Camera Movements:Slow and showed the whole scenery
d. Light Setup:Dark and Gritty lighting, created a dark atmosphere
e. Soundtrack:The soundtrack was filled with emotion.
18. What’s the socio-cultural context of this film? Learn more…To show the terror of the Nuclear bomb. It gave Japan a way to move on from the end of WW2.

Mr. Le Duc’s Film Analysis Resources

Film – Week 11 – Updating Workflow – Mind Like Water

“‘Be shapeless and formless.. like water’ (Bruce Lee)” by Akinini.com is licensed under CC BY-NC-ND 2.0

“Have a mind like water.”

― David Allen,  GTD

SUMMARY

  • Started doing my work on my desk instead of moping around in bed.

PRACTICE ROOM (TUTORIALS)

Screenshot from sneakonthelot.com
Screenshot from sneakonthelot.com

OUTSIDE (PRODUCTIVITY & THE BRAIN)

Image from bananatreelog.com
  • Reflect on how you structure your day to maximize your production of the  D.O.S.E. happiness brain chemicals
  • Don’t really stress due dates because the in worse case I can just do the assignment late, its all online anyways. Sometimes I write down a list of what I need to do for school but most of the time I just keep tabs open on my Chromebook for reminders because it makes me want to close them so I do them.

WHAT I LEARNED and PROBLEMS I SOLVED

  • I learned on how the different tricks in cinematography were first used and how to engage the audience, create more connections with showing actors onscreen.