Lauren Zanetakos
9/28/17
Period 3
No Country for Old Men Day 4
Today in class we begin by Mr. Rivers reminding us about the big test tomorrow dun da dun! Then we started to movie and watched the last 15 minutes or so till the end. At the end we discover the underlying mean of the title “no country for old men” means. It means when we eventually grow old and pass, there will be a period of time when we are missed but once that moment passes we can and will be forgotten completely. Nothing is handed to you.
After the movie ended Mr. Rivers instructed the class to study for the test.
Here are some of the notes that we took in the beginning of the school year:
MISE-EN-SCENE
film:
film:
Dominant feature: size, color, focus
The lighting key: high key, low key. High contrast
shot/angle: birds eye, high angle, eye-level, low angle, obli
Color value: dominant color, subsidiary color, color symbolism
Subsidiary features: secondary around the main focus
Screen density: how much is pushed onto screen
Composition; horizontal, vertical, diagonal,
Depth of field: deep focus, shallow focus
Character placement: top, bottom, sides
Shot framing: tight, loose
Diegetic audio: sound happening in the film
Non-diegetic audio: sounds added after filming (soundtrack)
As we watched
the movie throughout the week we had to find four examples of Mise-en-Scene
represented. For example one of my sentences was about how the producers and
audio personnel used silence to build up suspense and then spontaneously having
a loud car crash, gun fire, or police sirens blasting our eardrums. Mr. Rivers
also explain to those student that didn’t particularly enjoy the ending of this
film that we started off with a movie that was harder to analyze because we as
high school seniors should already have some objective and subjective analyzing
skills in our tool box.
the movie throughout the week we had to find four examples of Mise-en-Scene
represented. For example one of my sentences was about how the producers and
audio personnel used silence to build up suspense and then spontaneously having
a loud car crash, gun fire, or police sirens blasting our eardrums. Mr. Rivers
also explain to those student that didn’t particularly enjoy the ending of this
film that we started off with a movie that was harder to analyze because we as
high school seniors should already have some objective and subjective analyzing
skills in our tool box.
Great organization of this blog post, Lauren. Your casual tone gives us a sense that you're really talking to us, and your elevated language adds an important sense of sophistication. Great use of paragraphs to break up your different ideas and the various movements of our class during this day. That organization is very strong and I can tell that you worked hard on the sentence construction and grammar/spelling with this work. It shows!
ReplyDeleteThe only thing I'd like to see MORE of is that extension! Remember that half of your post should be dedicated to extending our classroom learning out into the real world. How can any of these MES choices apply to something that YOU've been watching lately? How can you show that our learning is important to the world beyond just our class?