1. I think so far I deserve a P. I'm meeting all the requirements, with the exception of the second interview but I have already discussed that with Ms. Melogno, and I have done pretty well in some of them. For my first math component, the poster, I got an AE. I had my science fair proposal approved early on. I've been on top of my research checks. I even added some spice to my blog with a "movie of the week." My dedication to senior project has been consistent, i really love the subject, and you can expect some exemplary work next semester, but for now I think I'm at about a P.
2. There are things I have gotten better at since being in ROP, specifically editing, and I'm really proud of that. But I feel most proud of the knowledge that I have been able to apply outside of the classroom. For college applications I have been using ROP and research to write papers for film applications. I am sometimes surprised of the knowledge I've gained. I even used my research for Senior Project for the essay part of the SAT last month.
3. I'd like to improve on time management. It's been a load to be everywhere all at once and get everything done. I am hoping that my parents will fix my car by next semester, which will relieve a lot of the physical stress of taking the bus and stuff. I think that it will help my time management issue because then I'll have more time to myself. I also really want to start my own film project, completely on my own, next semester. And also try to fit in some kind of internship at like a local new station. Mr. Miller suggested such an internship and I think it would be a good idea.
Wednesday, December 7, 2011
Wednesday, November 30, 2011
Tuesday, November 22, 2011
Tuesday, November 15, 2011
Sunday, November 13, 2011
Science Fair Proposal
Hypothesis: If a screenplay is bought for a lot of money then the film produced from it will earn a big profit.
Dependent variable: Profit earned from film
Independent variable: Price at which screenplay is bought for
Control variables: Prices at which screenplays are bought for will vary? (I think that is a control?)
My EQ is centered around what makes a good screenplay and if there is a relationship between the price of a screenplay and the profit of the final product then I could pinpoint these screenplays and examine the qualities they have have in common to better answer my question. This sounds pretty straight forward, but my problem with it is that my definition of 'good' screenplay is not neccessarily 'what sells best'; i feel this brings my projet closer to that though.
I was going to do a lot of research and crunch numbers, makes graphs etc. in order to find some relationship between the two.
I really have no idea what category it falls under... behavioral and social science maybe? I say that only because people are buying screenplays for what they think they're worth.
Dependent variable: Profit earned from film
Independent variable: Price at which screenplay is bought for
Control variables: Prices at which screenplays are bought for will vary? (I think that is a control?)
My EQ is centered around what makes a good screenplay and if there is a relationship between the price of a screenplay and the profit of the final product then I could pinpoint these screenplays and examine the qualities they have have in common to better answer my question. This sounds pretty straight forward, but my problem with it is that my definition of 'good' screenplay is not neccessarily 'what sells best'; i feel this brings my projet closer to that though.
I was going to do a lot of research and crunch numbers, makes graphs etc. in order to find some relationship between the two.
I really have no idea what category it falls under... behavioral and social science maybe? I say that only because people are buying screenplays for what they think they're worth.
Wednesday, October 26, 2011
What I've Learned So Far
1) I have learned - since starting my senior project - how to create a short film, efficiently. I learned how to create films in previous classes, like film creation sophmore year. The difference now is the efficient part. In ROP we learned how to be accountable for every single shot, word, step, detail, everything. And even though being so anal about all the details takes up time and effort, in the end it really pays off to be organized. Everything just runs smoother and its less stressful. The first week of ROP we did a door scene with no pre-production stage. We had to make up a story, which shots we were going to use, location...etc. all on the spot. And though it was fast, the quailty of the scene is horrible compared to the quality of the short film in which we had to meticulously plan out every detail in the pre-production stage. I see now that the pre-production stage is so important to everything that follows.
2) This is my groups door scene (without preparation or pre-production organization).
We don't have the other one (with pre-production) uploaded to youtube yet. But when we do i will post it. For now, these are the camera reports. Basically, someone takes note while on set and writes which shots are good according to the director and which ones aren't. This saves loads of time later in the editing room because you just have to refer to the notes, or this report, to know which shots the director wants to be used.
3) My main source for the knowledge I've thus gained has been my ROP instructor Mr. Miller. He's stressed the importance of each stage that goes into film-making. And we've been able to see his point hands on now.
2) This is my groups door scene (without preparation or pre-production organization).
We don't have the other one (with pre-production) uploaded to youtube yet. But when we do i will post it. For now, these are the camera reports. Basically, someone takes note while on set and writes which shots are good according to the director and which ones aren't. This saves loads of time later in the editing room because you just have to refer to the notes, or this report, to know which shots the director wants to be used.
Monday, October 17, 2011
Independent Component 1 Plan Approval
1) My Independent Component was going to originally be my ROP class hours, but since we haven't talked about screenplays yet, I think it would be irrelevant to my essential question. So i was thinking i could read screenplays on my own time and have Mr. Miller sign off that i read them. And then i could use my ROP hours the second time around when the writing process is more active in the class.
2) A screeplay takes a good 2 hours on average to complete so I think i will get in my 30 hours easily. I assume it will take about 10 to 13 screeplays to finish the hours and I don't read them often so i think it will be a good experience. Also, I've seen this section in the Cal Poly Library, it's a whole row of screenplays of feature films,so i think I'm good as far as resources.
3) This reminds me i still have to rewrite my EQ, but my new EQ will be somewhere along the lines of screenwritting and what is most important to becoming successful as a screenwriter, or what is most important to making a good screeplay.
2) A screeplay takes a good 2 hours on average to complete so I think i will get in my 30 hours easily. I assume it will take about 10 to 13 screeplays to finish the hours and I don't read them often so i think it will be a good experience. Also, I've seen this section in the Cal Poly Library, it's a whole row of screenplays of feature films,so i think I'm good as far as resources.
3) This reminds me i still have to rewrite my EQ, but my new EQ will be somewhere along the lines of screenwritting and what is most important to becoming successful as a screenwriter, or what is most important to making a good screeplay.
Monday, October 10, 2011
Defining the Essential Question
1. My Essential Question is "What is most important in a good film?"
2. 'Most Important' ; most significant factor/element
'Good Film'; not to be confused with "movie", films have substance. A film makes a visceral connection with the viewer while a good film is specific in its relevance and visceral connection to the viewer.
3. So far, i think some possible answers would be; the screenplay/script, the way in which the story is told (use of camera to tell the story), and choosing the right actors.
4. So far i haven't really been lucky with my sources. The information in them is interesting, but it feels more like fun facts than anything else. The information is hardly ever relevant to answering my question. For the answers that i do have so far though, i have been using prior knowledge from a research paper i did over the summer. All the information from that paper came from a book on Stanley Kubrick. I think I'm going to read it again as one of my sources, but haven't yet.
2. 'Most Important' ; most significant factor/element
'Good Film'; not to be confused with "movie", films have substance. A film makes a visceral connection with the viewer while a good film is specific in its relevance and visceral connection to the viewer.
3. So far, i think some possible answers would be; the screenplay/script, the way in which the story is told (use of camera to tell the story), and choosing the right actors.
4. So far i haven't really been lucky with my sources. The information in them is interesting, but it feels more like fun facts than anything else. The information is hardly ever relevant to answering my question. For the answers that i do have so far though, i have been using prior knowledge from a research paper i did over the summer. All the information from that paper came from a book on Stanley Kubrick. I think I'm going to read it again as one of my sources, but haven't yet.
Monday, October 3, 2011
Second Interview Questions
I will be interviewing my ROP instructor Mr. Miller, who I am doing my service learning hours with.
1. Where did you go to school? and what did you major in?
2. If you were applying to school today where would you want to go and why?
3. What intitailly attracted you to film?
4. What experience in the feild are you personally most proud of?
5. In your opinion, what is the best part of film-making?
6. In your opinion, what is the most important part of film-making?
7. What is a typical day in the life of a film-maker?
8. What do you reccomend I major in if I am also interested in the screenwriting process of film-making?
9. what is the hardest aspect of film-making?
10. Obviously you find your work rewarding, what is it about film that makes you feel so?
11. I know that the feild is tough and competitive, after all your experience with it would you say that it was worth it? why?
1. Where did you go to school? and what did you major in?
2. If you were applying to school today where would you want to go and why?
3. What intitailly attracted you to film?
4. What experience in the feild are you personally most proud of?
5. In your opinion, what is the best part of film-making?
6. In your opinion, what is the most important part of film-making?
7. What is a typical day in the life of a film-maker?
8. What do you reccomend I major in if I am also interested in the screenwriting process of film-making?
9. what is the hardest aspect of film-making?
10. Obviously you find your work rewarding, what is it about film that makes you feel so?
11. I know that the feild is tough and competitive, after all your experience with it would you say that it was worth it? why?
Monday, September 26, 2011
Presentation Reflection
Q: In what way did the first interview affect your presentation?
A: My first interview somewhat helped me in my presentation, only in that my interviewee had suggested that I watch documentaries and I came across one that sparked the idea for my 5-minute. Other than that the interview did not directly or indirectly affect my presentation all that much. The documentary that i had come across was the propaganda film Triumph of The Will. Which i had come across on youtube while researching different legendary documentaries. I ran with the idea from there.
Q: What you say stood out about your presentation performance and why?
A: I think what stood out most in my presentation was my interaction with the students. I asked them a lot of questions and included their information in my presentation, hopefully that kept them awake and following along with me. I think this just stood out more than any other aspect of my presentation, at least the thing that stood out in a good way.
Q: What was the most challenging to do and why?
A: The most challenging part of the whole presentation was definately the time limit. How to fit all that information into a 5 minute, interactive presentation? I thought I had the whole thing down, but then standing up and being eye to eye with that big ticking clock was intimidating and nerve racking. Well, at least for me it was.
A: My first interview somewhat helped me in my presentation, only in that my interviewee had suggested that I watch documentaries and I came across one that sparked the idea for my 5-minute. Other than that the interview did not directly or indirectly affect my presentation all that much. The documentary that i had come across was the propaganda film Triumph of The Will. Which i had come across on youtube while researching different legendary documentaries. I ran with the idea from there.
Q: What you say stood out about your presentation performance and why?
A: I think what stood out most in my presentation was my interaction with the students. I asked them a lot of questions and included their information in my presentation, hopefully that kept them awake and following along with me. I think this just stood out more than any other aspect of my presentation, at least the thing that stood out in a good way.
Q: What was the most challenging to do and why?
A: The most challenging part of the whole presentation was definately the time limit. How to fit all that information into a 5 minute, interactive presentation? I thought I had the whole thing down, but then standing up and being eye to eye with that big ticking clock was intimidating and nerve racking. Well, at least for me it was.
Monday, September 19, 2011
Senior Project Presentation 1
Objective: Students will understand the implications of film propaganda and be able to detect biases presented in films.
Procedure:
1. Ask students what propaganda is. Ask them to define it.
2. Provide a formal definition.
3. Ask students about the different emotions that movies have evoked in them in order to make the point that film can be very persuasive, in my opinion more so than any other form of art because the different senses used to perceive it.
4. Explain that evoking a connection, specifically a visceral one, is the whole point of a film. A film-maker wouldn't make a film if he or she had nothing to say. Every film has a bias and a perspective but there is a difference between social commentary and political activism and propaganda film. Propaganda film is specific in its intentions, which is often to convince the viewer of a point usually by providing misleading, one sided, propaganistic content.
6. Ask students for examples of propaganda film, keeping track of who gave which example.
7. Ask those same students why the film they said is an example of propaganda film.
8. Explain that motion picture is an illusion, moving images at a certain rate makes the eye perceive motion, however that motion is not really happening. Hence the illusion. However, since film is images and digital media is not allowed for the presentation we can use images to (or propaganda posters) to examine the elements of propaganistic content. I will then use propaganda posters to guide the students through reading the persuasive content/composition of the image. I will also use an example from Triumph of The Will to show how if you are not paying attention these details can be easily "missed". When you miss details like that, you never really miss them. You did not conciously read what you saw, but the image still made an impression - much like subliminal messages do.
9. Why is it unethical? Discuss the implications with the class. Talk about Nazi Germany and their propaganda films, also mention the flip side with America's propaganda films - which led to an increase in patriotism and enrollment in the army but also depicted many racial ideals.
10. Ask a student to analyze a poster to check for understanding, and ask another student who gave an earlier example of propaganda film why that film falls under propaganda.
11. Conclude on the note that film is so potent in its persuasiveness because unlike an idea or concept being told to you or reading about it, film allows you to experience it. I have come to this conclusion on my own. This is why it is important to be able to detect propaganda, because the implications are very scary. Anyone can persuade you to believe anything, it is so important for people to be able to think for themselves, but how can we begin to ask you to do that when you don't even know how to read when it is happening?
Checks for understanding: different questions asked throughout presentation (questions explained in procedure).
Resources/Materials:
-propaganda posters (hoping that Navoroli or Daly have some lying around that they can let me borrow)
-celluliod strip (to explain the illusion of film)
Procedure:
1. Ask students what propaganda is. Ask them to define it.
2. Provide a formal definition.
3. Ask students about the different emotions that movies have evoked in them in order to make the point that film can be very persuasive, in my opinion more so than any other form of art because the different senses used to perceive it.
4. Explain that evoking a connection, specifically a visceral one, is the whole point of a film. A film-maker wouldn't make a film if he or she had nothing to say. Every film has a bias and a perspective but there is a difference between social commentary and political activism and propaganda film. Propaganda film is specific in its intentions, which is often to convince the viewer of a point usually by providing misleading, one sided, propaganistic content.
6. Ask students for examples of propaganda film, keeping track of who gave which example.
7. Ask those same students why the film they said is an example of propaganda film.
8. Explain that motion picture is an illusion, moving images at a certain rate makes the eye perceive motion, however that motion is not really happening. Hence the illusion. However, since film is images and digital media is not allowed for the presentation we can use images to (or propaganda posters) to examine the elements of propaganistic content. I will then use propaganda posters to guide the students through reading the persuasive content/composition of the image. I will also use an example from Triumph of The Will to show how if you are not paying attention these details can be easily "missed". When you miss details like that, you never really miss them. You did not conciously read what you saw, but the image still made an impression - much like subliminal messages do.
9. Why is it unethical? Discuss the implications with the class. Talk about Nazi Germany and their propaganda films, also mention the flip side with America's propaganda films - which led to an increase in patriotism and enrollment in the army but also depicted many racial ideals.
10. Ask a student to analyze a poster to check for understanding, and ask another student who gave an earlier example of propaganda film why that film falls under propaganda.
11. Conclude on the note that film is so potent in its persuasiveness because unlike an idea or concept being told to you or reading about it, film allows you to experience it. I have come to this conclusion on my own. This is why it is important to be able to detect propaganda, because the implications are very scary. Anyone can persuade you to believe anything, it is so important for people to be able to think for themselves, but how can we begin to ask you to do that when you don't even know how to read when it is happening?
Checks for understanding: different questions asked throughout presentation (questions explained in procedure).
Resources/Materials:
-propaganda posters (hoping that Navoroli or Daly have some lying around that they can let me borrow)
-celluliod strip (to explain the illusion of film)
Sunday, September 11, 2011
Interview Check
Q: Who are you interviewing and why?
A: I am interviewing professor Fossum at Cal Poly. I took his film history class last year and just love the guy, he also has experience as an actor and I would like to ask him a question about his experience in the field. Being a film history teacher I assume he would also be able to give me some good sources. Other than that he is currently my only contact, excluding my ROP teacher.
Q: What additional questions will you ask them? In addition to the five already assigned.
A: Well, professor Fossum has some experience working with film-makers so I was thinking of asking him what was the most important thing he learned about the industry, and if had any advice for some one who was trying to get a foot in the door, what that advice would be? I'd also like to ask him if he has any sources he could reccomend for my research.
A: I am interviewing professor Fossum at Cal Poly. I took his film history class last year and just love the guy, he also has experience as an actor and I would like to ask him a question about his experience in the field. Being a film history teacher I assume he would also be able to give me some good sources. Other than that he is currently my only contact, excluding my ROP teacher.
Q: What additional questions will you ask them? In addition to the five already assigned.
A: Well, professor Fossum has some experience working with film-makers so I was thinking of asking him what was the most important thing he learned about the industry, and if had any advice for some one who was trying to get a foot in the door, what that advice would be? I'd also like to ask him if he has any sources he could reccomend for my research.
Thursday, September 1, 2011
Blog 1: Senior Project Topic
Q: What is your topic?
A: My topic is Filmmaking. Specifically directing, but for now I want to be general.
Q: Why?
A: Well, I have always watched movies and known that I wanted to be involved in making them someday. And as cheesy as it sounds, I believe - other than love maybe - that film is the last form of magic left in the world. And so, I don't see how i could choose anything else. I think about my future and it always seems so empty whenever I exclude the thought of directing. And as for the senior project, which lasts the WHOLE YEAR, I would grow bored and unmotivated had I chose anything else. Film is the only topic I could do and stay sane through out the year.
Q: What do you hope to accomplish after studying this topic all year?
A: Obviously I hope to come out of this all with gained knowledge on the field and what I'd have to do to become succesful - or in this case to even get my foot in a door. I also hope to rekindle the desire to pursue this career, after some years I realized that the field is extremely competitive and am discouraged, but still very passionatley in love with cinema. I hope after this project I have a clearer mind and my doubts are somewhat alleviated... I am sort of really excited about this though - I have an addiction for movies, I watch them like a fiend. It is my one and only vice. The thought of being able to study them for school and not just on my own time is mind bending.
A: My topic is Filmmaking. Specifically directing, but for now I want to be general.
Q: Why?
A: Well, I have always watched movies and known that I wanted to be involved in making them someday. And as cheesy as it sounds, I believe - other than love maybe - that film is the last form of magic left in the world. And so, I don't see how i could choose anything else. I think about my future and it always seems so empty whenever I exclude the thought of directing. And as for the senior project, which lasts the WHOLE YEAR, I would grow bored and unmotivated had I chose anything else. Film is the only topic I could do and stay sane through out the year.
Q: What do you hope to accomplish after studying this topic all year?
A: Obviously I hope to come out of this all with gained knowledge on the field and what I'd have to do to become succesful - or in this case to even get my foot in a door. I also hope to rekindle the desire to pursue this career, after some years I realized that the field is extremely competitive and am discouraged, but still very passionatley in love with cinema. I hope after this project I have a clearer mind and my doubts are somewhat alleviated... I am sort of really excited about this though - I have an addiction for movies, I watch them like a fiend. It is my one and only vice. The thought of being able to study them for school and not just on my own time is mind bending.
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