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.
Monday, September 26, 2011
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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