In this day of Film as Literature we continued our viewing of No Country For Old Men. Doing so we also kept looking for one image each day and analyse it using the components of Mes En Scene.
Any further questions can be answered by the google classroom page where Mr. Rivers has posted everything you need to know. As well you can refer to your notes on the elements of Mes En Scene to utilize in your photo.
It is best to be Specific while being one sentence long. No elements of MES shall be repeated.
Saturday, September 28, 2019
Thursday, September 26, 2019
MES identification
Today during class we started watching "No Country for Old Men".
As we watched the film we were identifying the MES choices on our own.
Our goal by Monday is for each day of film we will us our phone to take ONE picture of a piece of the scene we watched. Then for each picture we will write a cause and effect analysis that includes a specific choice of MES and a specific impact that choice has on some aspect of the narrative.
Each analysis should be SPECIFIC, but it should also be contained to a single sentence.
- You may NOT repeat elements of MES. - You may NOT repeat elements of the narrative.
You can also look onto classroom, Mr. Rivers posted a class post about all the information you need.
Today during class we started watching "No Country for Old Men".
As we watched the film we were identifying the MES choices on our own.
Our goal by Monday is for each day of film we will us our phone to take ONE picture of a piece of the scene we watched. Then for each picture we will write a cause and effect analysis that includes a specific choice of MES and a specific impact that choice has on some aspect of the narrative.
Each analysis should be SPECIFIC, but it should also be contained to a single sentence.
- You may NOT repeat elements of MES. - You may NOT repeat elements of the narrative.
You can also look onto classroom, Mr. Rivers posted a class post about all the information you need.
Wednesday, September 25, 2019
Synthesizing
To start off class today we revisited the movies/ tv shows your group categorized as Good Good, Bad Bad, Good Bad, and Bad Good.
Reminder: If you haven’t handed in the permission slip, get it in as soon as possible to watch movies. We also discussed how our
First Be Reel Blog is due on October 10th,
following the format of:
Reminder: If you haven’t handed in the permission slip, get it in as soon as possible to watch movies. We also discussed how our
First Be Reel Blog is due on October 10th,
following the format of:
Paragraph 1: an objective evaluation of a recent film you watched
Paragraph 2: a subjective evaluation of the film
The objective for the day was discussing how to synthesize multiple texts to form complex analyses.
The lesson began by defining the word synthesize: the pulling of multiple different texts together to form
one main idea. At our groups we then used our notes from Friday on the “Fellowship of the Rings” reading
and clip to identify the choices made by the filmmakers that were adopted from the beginning of Chapter
one. Then regrouping as a class, identified the effects of those choices.
The lesson began by defining the word synthesize: the pulling of multiple different texts together to form
one main idea. At our groups we then used our notes from Friday on the “Fellowship of the Rings” reading
and clip to identify the choices made by the filmmakers that were adopted from the beginning of Chapter
one. Then regrouping as a class, identified the effects of those choices.
Choices and their Effect:
- Folky violin music → peaceful setting and mood
- Farmer’s outfits, simple and colorful outfits → simplicity of characters lifestyle
- A narrator → describes characters
- Map in the opening scene → shows the world beyond the Shire (setting), shows
- characters don’t know/ care what's out there, potential outside danger/ influence
We then shifted gears into “No Country for Old Men” As a class we read the first two pages
of the book or the italicized part and identified the choices made and their effects:
of the book or the italicized part and identified the choices made and their effects:
Choices and their Effects of the book:
- Country diction → character is from country, setting in warm environment
- Description of murderer → indifferent and confused narrator
- Calls himself Sheriff → Sheriff
After as a class we watched the opening scene of the movie and identified similarities
and differences from the book. After discussing, as a class we took the movie and the book
and synthesized them.
and differences from the book. After discussing, as a class we took the movie and the book
and synthesized them.
Film choices and Effects
- Country landscapes → same setting (in the country)
- Hearing the narrator → adds mystery to Sheriff
- Shadowy figure shown → adds mystery
- Dialogue about past Sheriffs and family → humanizes the narrator
Tuesday, September 24, 2019
Denotation and Connotation
Today we went over in class the difference between Denotation and Connotation. First we defined what defined the two words.
Denotation: the dictionary definition of a word
Connotation: the symbolic meaning. (this is the words impact/socially understood meaning of the word/the subtext)
For example during class Cassius used the word "cripple". The dictionary definition of the word cripple means unable to walk. But when used in a sentence with certain context words, you call someone a cripple you could be referring to them as weak. When we look at connotation we look at the positive and negative effects the word has on the audience; it falls under a positive and negative scale.
Another example we used during class:
JJ is a student athlete
JJ is a jock
When we look at the example above, think about the denotation of the words in red. BOTH of them mean that JJ is an athlete. But what if we looked at the connotation?
JJ is a student athlete
JJ is a jock
Well now when we read the first sentence, when we read the words "student athlete" it falls under the positive side of the connotation scale. It refers to JJ that he is intelligent and he is an athlete. Versus the second sentence when the word "jock" is used, it's connotation is negative and refers to him as someone who only focuses on sports and nothing else.
How do we use denotation and connotation when analyzing film?
For denotation we look at the directors choices and what those choices should literally mean.
For connotation parts of film, we look at words that describe the objective parts of the film.
During our class today we were also introduced to out "Be Reel" board. A board in which we will write down the names of movies we watched on note cards and pin them to the board based on our objective and subjective analysis.
One more thing, we were introduced to a project we will be working on: our "Be Reel" Blog
Due Date: Oct. 10 - 40 points
Goal: We will watch a movie for homework and write an evaluation about it 400-500 words + Title + Note card
Denotation: the dictionary definition of a word
Connotation: the symbolic meaning. (this is the words impact/socially understood meaning of the word/the subtext)
For example during class Cassius used the word "cripple". The dictionary definition of the word cripple means unable to walk. But when used in a sentence with certain context words, you call someone a cripple you could be referring to them as weak. When we look at connotation we look at the positive and negative effects the word has on the audience; it falls under a positive and negative scale.
Another example we used during class:
JJ is a student athlete
JJ is a jock
When we look at the example above, think about the denotation of the words in red. BOTH of them mean that JJ is an athlete. But what if we looked at the connotation?
JJ is a student athlete
JJ is a jock
Well now when we read the first sentence, when we read the words "student athlete" it falls under the positive side of the connotation scale. It refers to JJ that he is intelligent and he is an athlete. Versus the second sentence when the word "jock" is used, it's connotation is negative and refers to him as someone who only focuses on sports and nothing else.
How do we use denotation and connotation when analyzing film?
For denotation we look at the directors choices and what those choices should literally mean.
For connotation parts of film, we look at words that describe the objective parts of the film.
During our class today we were also introduced to out "Be Reel" board. A board in which we will write down the names of movies we watched on note cards and pin them to the board based on our objective and subjective analysis.
One more thing, we were introduced to a project we will be working on: our "Be Reel" Blog
Due Date: Oct. 10 - 40 points
Goal: We will watch a movie for homework and write an evaluation about it 400-500 words + Title + Note card
Paragraph one: objective evaluation
Evaluate the objective qualities of the text
What does THE FILM do well/poorly → We will write it on the blog page
Paragraph two: subjective evaluation
Evaluate your subjective reaction to the text
What did YOU think about the choices from paragraph 1
BE NEGATIVE OR BE POSITIVE ABOUT YOUR EVALUATION - stuff that was good and
stuff that was bad but be descriptive
stuff that was bad but be descriptive
Thursday, September 19, 2019
MES Elements and Film Adaptation
Thursday 9/19/19
Today's class started with Mr.Rivers reminding us that our blog starts today and its perfect because Teah was absent so she can be the first to read the blog post. Plot twist Teah was late and actually here so everyone was present in class lol.
Quick reminder,
our college essay revisions are due on Monday evening. Mr.Rivers is awesome and is giving us Monday in class to work on the essay as well. Keep in mind that he is looking for growth and change rather than a perfect college essay! He wants us to be bold with our writing and focus on the two revision goals we made. Also make sure to keep reading your summer reading books as our first essay will be about the adaptation of our book. One last reminder is to bring in your permission slips!! If you misplace yours there are extras on google classroom!!!
Our two objectives in class today were to
- analyze impact of MES Choices
- Identify the challenges of adapting text from one medium to another
With our groups, we identified MES choices from a picture of a movie scene shown on the board and discussed the cause and effect of those choices. Then, each group picked the top two MES elements from the shot that were most important. After this, we looked at quotes from AO Scott who reviews movies. Mr. Rivers would put a quote from him on the board and with our groups we would translate the quote into our own words. (AO talks pretty fancy) After each quote we would discuss as a class and Mr.Rivers would help us to figure out the meaning of the quote if we could not.
Tomorrow in class we will continue to talk about AO Scott's point of view. ☺
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