Y12- Introduction: Editing, Film Language & Genre

WEE K 1(29th Aug2nd Sep) LEARNING OBJECTIVE & KEY QUESTIONS To outline the course assessments to students so that each student has a clear understanding of how they will be assessed To gain a working knowledge of the forum discussions associated with Ning and to reflect on films, which have had an impact on students to date. (Teacher: Use these ideas to help shape the course) To begin taking comprehensive notes based on the history of editing whilst RESOURCES HOMEWORK STUDENT ACTIVITY To take notes based on the course outline Students to join www.esfmedia.com & www.esfmediaforum.c om and then contribute to the forum (Top 10 films) Students to take comprehensive notes based on The Cutting Edge including setting up a Glossary of Terms.

Complete the Ning http://www.esfmedia. forum (See com/page/Course+Ou http://sisfilm.ning.co tline m/forum/topics/1077 694:Topic:38614) http://sisfilm.ning.com /forum/topics/107769 4:Topic:38614) The Cutting Edge: The Magic of Movie Editing

opening a glossary of terms in key film related terminology (intercutting, cutting on movement, match cutting, liner editing, non-linear editing) 2(5th Sept9th of Sept) To establish the significance of the Russian formalists to the history of cinema To introduce the class to the iconic Odessa Steps sequence from Battleship Potemkin and make sure all students understand the idea of collision montage. For students to define the differences between the montage of Eisenstein & http://www.esfmedia.c om/page/Early+Soviet +Russian+Cinema (Kuleshov Effect video & Odessa Steps sequence) Kuleshov Effect (Play without Spanish sound) http://www.youtube.co m/watch?v=grCPqoFw p5k&feature=player_e mbedded Hitchcock explanation of Kuleshov Effect (http://www.youtube.c om/watch?v=hCAE0t6K wJY&feature=player_e mbedded) Class exercise- Start lesson with viewing of Inja. Students to answer question on the wiki. (http://www.esfmedia .com/page/Short+Film s) Ask class to textually analyse the Odessa Steps sequence. (Rely on those students who have done GCSE Media to model answers to new students) Teacher led discussion of film as montage (collision) and

Pudovkin For all students to understand the Kuleshov Effect through textual analysis For students to begin assessing the differences between short films and feature length films.

Battleship Potemkin (d. Sergei Eisenstein, 1925) http://www.esfmedia.c om/page/Early+Soviet +Russian+Cinema Inja (d. Steven Pasvolsky & Joe Weatherstone, 2002) http://www.esfmedia.c om/page/Short+Films

propaganda. Teacher led Juxtaposition of the Hitchcock clip and The Kuleshov Effect. Establish the role of the viewer in the cognitive process. Show from 20mins to 26mins of The Cutting Edge at the end of the lesson to recap on key points made about Russian Cinema, montage, juxtaposition and The Kuleshov Effect. Students view first short film for Hong Kong: A Decade of Love Use Old Peak Road", directed by Aubrey Lam and the template on the wiki. Students to complete the

3(12th Sept16th Sept)

For students to begin considering the logistic implications of filmmaking in HK through study of short films made in HK.

http://www.esfmedia.c om/page/Hong+Kong+A+Decade+of+Love The Cutting Edge: The Magic of Movie Editing IWs Keynote on Inception.

To complete taking Inception (d. comprehensive notes Christopher Nolan, based on the history 2010) of editing Hong Kong: A Decade of For all students to be Love (Old Peak Road) introduced to the 5 editing relations (Temporal, Spatial, Graphic etc) within the context of watching Inception. To expand on Film related glossary of terms, within the context of viewing Inception. 419th Sept23rd Sept To continue exposing http://sisfilm.ning.com students to short /forum/topics/y12films made in Hong practical-exercise Kong Via analysis of To introduce Inception, introduce practical task via students to archetypes, Ning forum and for post modernism Contribute to the Ning forum. Begin discussing ideas for the script and decide on key roles.

template as they watch the film. Watch opening dream sequence of Inception and then run through Keynote to establish the basics of editing relations. Which examples did we see of these relations in the opening sequence? For students to complete taking notes The Cutting Edge with a particular focus on the rules of contemporary Hollywood editing "Red Egg on the Road", directed by Chan Wing Chiu and the template on the wiki. Students to complete the template as they watch the film.

each student to make a decision as to which role they will play in teacher led filmmaking task

(Adorno & Horkheimer), Yvonne Tasker (mediated masculine behaviour). Hong Kong: A Decade of Love (Red Egg on the Road) For students to continue planning their contribution to the practical exercise. Rock Lion Rock", directed by Lam Wah Cheun and the template on the wiki. Students to complete the template as they watch the film. All students to contribute to Ning forum Complete Inception and relate Cubist editing (mentioned in the Cutting Edge) to the non-linear editing used in Inception. Teacher led discussion

5(26th Sept30th Sept)

To continue exposing http://sisfilm.ning.com students to short /forum/topics/y12films made in Hong practical-exercise Kong Hong Kong: A Decade of To allow scriptLove (Rock Lion Rock) writers to begin writing script for Inception (d. upcoming practical Christopher Nolan, exercise 2010) To complete the final 1hr of Inception For students to consider why the film (Inception) was popular whilst also applying as many of the 5 editing 3 texts for study in the Presentation: All About My Mother (d. Pedro Almodovar, 1999) Spain 2001: A Space Odyssey (d. Stanley Kubrick, 1969) U.S.

relations to the final dream sequence. For students to make link between Cubist editing (Mentioned in The Cutting Edge) and Inception.

Hero (d. Zhang Yimou, 2002) China

of rubric used for Presentation and the 8 main areas to cover during note taking

6(3rd Oct7th Oct)

For all students to known the choice of three texts for the Presentation in 4 weeks time To continue exposing Hong Kong: A Decade of students to short Love (Paper Papa) films made in Hong Kong For students to apply http://www.esfmedia.c the skills learnt om/page/City+of+God during the Film Language & Film Editing unit to City of God opening sequence (Using VCasmo resource) For teacher to establish importance

None set

Paper Papa", directed by Toe Yuen and the template on the wiki. Students to complete the template as they watch the film. Students to complete film trailer in 2hrs of filming. Teacher will lead first shot and then pass responsibility onto A.D. All students to have specific roleassess each contribution in terms

of safety on set and film protocol by leading opening shots of class film 7(10th Oct14th Oct) 8 924th Oct28th Oct) Planning for Presentation

of usefulness and attitude. (No actual grading at this stage)

HALF TERM For all students to experience an IB Film Presentation under authentic conditions. For all students to demonstrate the basics of textual analysis in order to proceed further with the course. FOCUS WEEK For all students to be clear as to the nature of the chase scene practical task. For all students to

All students to go to D82 (Individual appointment times)

Planning for Presentation

10(7th Nov11th

http://www.esfmedia.c om/page/The+Chase+S equence (Examples of previous chase scenes) http://www.esfmedia.c

All students to form groups for practical assessment and decide which role they intend to be assessed on.

For teacher to set the Chase Sequence practical task. Teacher led analysis of famous chase scenes.

Nov)

watch Operation Infinite to see the best chase scene from last year and understand the importance of professionalism in all tasks.

om/page/2010+Chase+ Sequences (Makes clear the task)

What can we learn for our own chase scenes?

http://www.youtube.co m/watch?v=ajUlRlXT6X k&feature=player_embe dded (Gershon Sngs chase scene from last For students to begin year) textual analysis of The Motor Cycle May be worth showing Diaries as an Louise Chois chase introduction to scene (to demonstrate Ideology & genre excellent use of the (Specific reference to school site) See The Road Movie) Ning( http://www.yo utube.com/watch?v=sS vcwEobmQ&feature=pla yer_embedded The Motor Cycle Diaries (d. Walter Salles, 2003)

11(14th

For all students to take notes based on

The Motor Cycle Diaries (d. Walter Salles, 2003)

Students to be preparing for chase

Use Kenote (See IW). Students take notes on

Nov18th Nov)

the work of Benedict Anderson (Imagined Communities) and address the concept of National Identity For all students to be given some classtime to prepare their chase scene For all students to understand the basic ideas relating to the Independent Study (Covering two world cinemas) For all students to participate in the Spanish speaking cinema lecture of Sergio Cardenas

IWs keynote on The Motor Cycle Diaries

scenes. Recce, shot lists, storyboards, scripts prepared

Imagined Communities and apply with reference to the Motor Cycle Diaries. (See scene as the two protagonist cross between Argentina & Chile) How does this relate to the ideology presented in the film?

1221stNov 25th Nov-

The Motor Cycle Diaries (d. Walter Salles, 2003) See http://www.esfmedia.c om/page/The+Mighty+ Senor+Cardenas!

Students film productions

1328th Nov2nd Dec) 145th

Students production/postproduction for Chase Scene For all students to reflect on their role Chase scenes posted on sisfilmmaker and Teacher led textual analysis of chase

Dec9th Dec) 1512th Dec16th Dec

within the chase scene and blog targets for the mock practical starting in January/February. To introduce students to a classic Christmas text, whilst also continuing to apply the idea of ideology to cinema

viewed by the class.

scenes. Feedback on effectiveness of final products. Class viewing of Its A Wonderful Life can take place in a celebratory atmosphere (with food and drink)

Its A Wonderful Life (d. Frank Capra, 1946)

None set over Christmas