Film Studies in Higher Education

Andrew Fang
Career Development Class
Whitney High School
May 27, 2009













Introduction
In this modern day and age there are two sectors which dominate an average persons
life: education and entertainment. From ages 5 until 18, most people in this country are
educated. Basic skills such as reading and arithmetic are taught to the students. Then, a number
move on to a 2 to 4 year college to pursue a college degree. When the citizens of this world,
have free time, we like to indulge in entertainment, which may range from playing video games
to watching movies.
The topic which will be explored incorporates the two ideas mentioned above, education
and film entertainment. As a professor of film, it is important to be knowledgeable in both
education and entertainment (film-making).
As I sift through information, I will attempt to answer this question: what classes can a
film professor teach? In addition, I plan to identify and figure out solutions for this problem:
how can controversial, biased, and discriminatory information be lessened in the future?
This paper will entail research on film studies, consultations with experts in this field, and
a review of the internship experience in which I participated in.

Review of Literature
Film is a medium used to provide entertainment through a show on a screen. Half of
learning about film is knowing how to produce it; the other half is the study of it and its history.
There are two ways to denote film: movies and cinema. Although these two words basically
mean the same thing, there is a big difference between the two. Using movies signifies more of a
pop-culture aspect. Watching a movie is entertaining; it is a favored pastime. Cinema refers to
the more artistic part of creating a film. In fact, the word cinematography, from which cinema
is derived, means the making of a film. Like painting and sculpting, cinema is an artistic way to
show emotions, ideas, and themes.
1

Currently, at the time of the American economic slowdown, one would think that the film
industry would be severely hindered. However, that is not the case. As the American economy
falls more and more, the number of movie-goers increases. Statistics from sources such as
Media By Numbers, a website that tracks box office sales, have shown this trend. This is not the
first time this has happened. Back in the 1930s-40s, during the Great Depression, people lined
up around the block, says Karen Cross Durham associate director of public relations and
marketing at Chicagos Gene Siskel Film Center, a theater that screens independent and
international films (Brekke and Martin).
2
What is the reason for this seemingly contradictory
trend? It can be linked to the human psychophysiology. People want to escape this troublesome
economy so they relax for an hour or two in front of a screen.
There are many options when it comes to being a professor of film. The types of classes
that can be taught range from those simply entitled Film to others like Cinema & Media studies.
In college, there are different levels of education that can be taught. Some professors choose to
teach classes that give minor degrees, while others teach Bachelors, Masters and PhDs.
Film is one of the classes that can be taught to someone aiming for a minor degree. This
class basically introduces the student to the world of film, television, and digital media. Along
with this class, the student needs to also take other side courses in topics such as Film History;
Film Aesthesis; Film, Media, and Society; and Film and Media Studies Electives. These classes
can also be taught by film professors, and they focus more on studying film.
3


1
Dick, Bernard F. Anatomy of Film
2
http://news.medill.northwestern.edu/chicago/news.aspx?id=122901
3
http://www.tft.ucla.edu/programs/undergraduate-film-minor/
Next, bachelor level classes can be taught. These undergraduate classes provide
interesting learning experiences for those wanting to work in the film industry. Again, the study
of the history and theory of film is necessary. These classes are basically just a little more
specific than the minor studies, but still pretty general.
4

Masters, Masters of Fine Arts, and PhD Degrees require classes that are more specifically
tuned to specifics. Instead of learning about everything like with minor or bachelor degrees, it is
whittled down to one specific topic. Classes such as animation, cinema & media studies,
cinematography, moving image archive studies, producing, directing, or screenwriting can be
taught.
5

Film incorporates ideas, sometimes even ideas that are controversial, discriminatory, or
biased. Certain corporations and people have tried to keep all this out of movies.
Censorship is the attempt to do just this, block out all the material deemed dangerous. This
started in 1915 with the Mutual Film Corporation v. Industrial Commission of Ohio, also known
as the Mutual case. In this case, Ohios motion-picture censorship board wanted to stop certain
movies from being shown because they were offensive and/or a threat to public safety and
welfare (Lewis 26). This greatly hurt the film corporation because without playing movies,
their income was inhibited. This began as a local problem but soon rose to become a Supreme
Court case. Through the verdict, the censorship board won and it was declared that film
production was different than press production; film had less freedom and there were certain
limitations. The result was that the governments right to protect the public overrode the first

4
http://www.tft.ucla.edu/programs/undergraduate-film/about/
5
http://www.tft.ucla.edu/programs/
amendments rights to freedom of speech and freedom of press.
6
This decision limited the
amount of discriminatory information, but controversial issues still arise frequently.
There will always be controversial issues brought up in film. Issues have shifted from racial
differences to sexuality differences. For example, in movies such as Brokeback Mountain and
Milk, the characters are purposely gay. Conservative groups deem this radical and against the
traditional teachings of boy and girl relationships , but liberal groups praise these films for
reasons of equality.

Consultations with Experts
Jodi Improta
Mrs. J odi Improta is a faculty member of Whitney High School. She is the Fine Arts
Department Chair for the school. She teaches classes such as Theatre Lab I, II, & III, as well as
a leadership class. She is the adult in charge of the school ASB (Associated Student Body). This
year, she is also the advisor for the Class of 2009. During the school year, she directs two plays,
a fall play, and a spring musical. Some previous plays have been (chronologically backwards)
Cats, David & Lisa, Annie, and Pride & Prejudice.
Mrs. Improta provided me with my first internship experience. I worked as a properties crew
member for her production of Cats and I had a behind-the-scenes look of what it was like to
work in a theater. Through this experience, I also met her husband, Mr. Improta. He has worked
for companies such as Fox (working as backset designer for Married with Children) and Disney
(Floats designer). I helped him create a set for Cats.


6
Lewis, Jon. American Film, A History.
Lou Trumbo
Mr. Lou Trumbo works at La Mirada High School. He teaches classes such as Advanced
Drama, Drama A, Theatre History/Film Appreciation, and Video Production. He directs plays
the most recent being Wait Until Dark. He has received a masters degree in theater.
Mr. Lou Trumbo directed me towards a possible second internship opportunity at the Curtis
Theater in Brea. He introduced me to Ms. Tiina Mittler who is the managing director of this
theater.
Tiina Mittler
Ms. Tiina Mittler is the Managing Director for the Curtis Theater in Brea, California.
She works with the programming and administration part for the theater.
Although I did not get to work with Ms. Tiina Mittler, I still gained experience from knowing
her. First, I got a firsthand experience on how to apply as an intern. I sent an e-mail to her
regarding an internship, and she sent me a list of questions to which I had to respond. I learned
to sell myself and attempted to put the best foot forward. Then, I sent back the e-mail and she
said she would respond promptly about whether or not I was admitted. A month later, I did not
receive any e-mail from her, so from this I learned the importance of sending a follow-up e-mail
as well as an e-mail asking for an update on my status.

Review of Internship Experience
I gained internship experience at two different locations during the course of this class. I
learned about what its like to work in the theater, as the stage crew for a production.
My first internship was for Whitney High School. I worked as a crew member for their
production of Cats. The play was directed by Mrs. J odi Improta, the school drama teacher and
head of the fine arts department. A week before the first performance, we started working on the
backdrops. I was introduced to Mr. Improta, the husband of the director. He is a professional
designer, and has designed sets for Married with Children as well as floats for Disney.
Together, we built a background set, piece by piece. We nailed wooden flats together and then
staple gunned a brick-like texture to the front of it. Then, we painted a sewer tunnel prop piece
and aged it using a trick Mr. Improta taught me. After everything was prepared, we moved
them over to Excelsior High School where the performance was to be held. There, we set up
everything once again so it looked presentable. In addition, we set up platforms from where the
actors could jump to and from. We drew a fence background and stapled fake vines onto the
walls. This was all done before the show. During the show, I manned a confetti cannon and a
smoke dispenser. On the cue from my stage manager, I filled the stage with smoke and I shot
confetti up into the air using 100 psi of compressed air.
Next, I worked at the Curtis Theater in Brea. They have a show on Friday, May 22, 2009
presenting High School Musical. I worked under the operations manager, Kevin Clowes along
with the set carpenter, Christopher. Our first job was to build a rotating door on the set. Once
we put it together and installed it, we began making tables. Out of pieces of wood which were
sawed, glued, and staple-gunned together, we constructed a sturdy table mounted on wheels.
The next day, we painted. First, we coated some wooden stairs and walls with fresh new paint.
Then, we applied paint to the base of the moveable backdrop. Finally, we covered everything
that had been painted with a coat of protective paint.
From these two unique experiences, I learned what it was like to prepare for and work
behind the scenes of a show. I labored hours on end to help make the show happen. Even
though I didnt show my face on stage, I was proud of what I did and what I contributed to the
show.

Conclusion
Priceless experiences. Immense amounts of information. Numerous new acquaintances.
Novel ideas. Undiscovered skills. I have acquired all of these from this one project. It has
changed me and I have learned so much.
From my research on the topic, I was revealed to the other, lesser known part of film: the
study of its history. I never realized that teaching film would require learning about its history
and the development of film through the ages.
By talking to my experts, I had all my questions answered. They even shared with me a
little on what it was like to work in the entertainment field. I got first-hand accounts on the hours
and the requirements to work in such positions.
From my two internships I received so much. I met new people, some of who might
come in handy in the future. People such as Mr. Improta and Kevin Clowes served as my
supervisors and they taught me many useful tips for behind-the-scenes work on a production.
Although these experiences did not involve teaching cinematic, they still exposed me to the
entertainment world, the drama field.
Whether I choose to follow this path and grow up to be a professor of film or to stray off
and take another path, it does not matter. The most important thing I learned is to follow my
heart and find the one job that will make me truly happy.


Cited Works
Brekke, Erika and Meg Martin. The Great Escape: Why American Moviegoers are Flooding
Theaters. 11 March 2009. Medill Reports Chicago. 26 May 2009.
<http://news.medill.northwestern.edu/chicago/news.aspx?id=122901>

Dick, Bernard F. Anatomy of Film. Boston: Bedford/St. Martins, 2005.

Lewis, J on. American Film: A History. New York: W. W. Norton & Company, 2008

Phillips, William H. Film: An Introduction. Boston: Bedford/St. Martins, 2005.

Programs. 2009. UCLA. 26 May 2009. <http://www.tft.ucla.edu/programs>