Thursday, March 31, 2011

Critiquing: 3 Simple questions for 2 Scripts



1. What was their research question?
2. What areas did they choose to focus on in their comparisons?
3. How did they incorporate sources both primary and secondary into their doc.

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JASON TORRES:

1. He investigates the portrayal of individual and hegemonic powers in international cinema
2. He focuses on Color and Lighting.
3. For {primary} sources, he uses actual scenes, music, and settings of the two movies he researches. For example, he shows the scene "Tsotsi, LS of village as TSOTSI carries the shopping bag to the orphan children"as evidence for his research, also using the actual village in Tsotsi as his backdrop in one part of his documentary. For {secondary} sources, he incorporates other opinions into his documentary in order to reinforce his point: "ROBERT RODRIGUEZ (V.O.): We had to isolate the actors from the background in order to create that very stark black and white."

CARMEN (Sandiego?)

1. She investigates the significance of political thrillers in the role of society's opinion of politics in the government during the Cold War era. "to make us question our own political institutions and to shed light on the politics of the time period."
2. She focuses on Camera Work, Editing, and at time Acting.
3. For {primary} sources, she interviews the director of on of the movies she was researching "Gavras (translated to English from French): Besides the fact that everything in the film really happened, I think this kind of thing has happened everywhere.." For {secondary} sources, she incorporates the information she gets from secondary sources into her narrative. "1. http://www.greencine.com/static/primers/polithrillers1.jsp  This site gave me insight into what a political thriller is and the history behind the genre."

Sunday, March 13, 2011

Familial Conflicts: Research and Compare.

1. Research Topic and Question
2. Films that you plan to use in your analysis
3. 3 areas to focus on in comparison-
  • Each Topic should have a t-chart that includes specific examples from the film.

1. The portrayal of familial conflicts pertaining to the role and responsibilities of parents.
2. The four movies I chose are respectively, two Korean movies and two Japanese movies. 
  • Punchlady, a Korean movie surrounding a family subjected to domestic abuse by a boxing father, where the mother decides to stand up and face her husband in a boxing match to stop the abuse once and for all. 
  • A Family (Gajok), a Korean movie centering around a pickpocket daughter and how she reconnects with her father and brother.
  • Nobody Knows, a Japanese movie that centers around a mother and her abandoned children.
  • Marathon, a Japanese movie where an autistic boy guided by his mother and his coach in training for a marathon.
3. I will be looking at Camera Movement, Sound, and Dialogue.

Monday, February 14, 2011

Picture Perfect -Lame Title is Lame-

Group Members: Mark Luttrell. Christian Pascual. Dazzy La

Logline: A lonely girl who loves photography makes friends in an interesting way.

-------------------------
TREATMENT
Imagine if you will, the lens of a digital camera. snap you hear the shutter sound. Now you see the rest of the camera. snap off goes the shutter sound flash you're blinded by the flash. From the whiteness comes the wide shot: the behind-side view of a girl with her camera pointed to the sky through a window.

Now we see her face blocked by her beloved camera. She pulls it down and walks off, in to the hallways of her classroom. Misc. pictures of people around her are taken. The sequence is basically like that of a slideshow, the pictures piling on top of each other With shots of the girl taking the pictures in between. The girl enters her classroom, we see a close up of the girls face, and then the camera is brought up and blocks her face. Then it cuts to a shot of the classroom having fun, freeze-frame status, and then the camera is put down and the classrooms continues to have fun. The girl then takes a seat in the center of the room. but clearly all alone. We see in the background a boy surrounded by his friends laughing noticing the girl all alone, and is obviously bothered by it as he continues to talk to his friends.

The boy keeps looking over to the girl and is obviously wanting to talk to her. The bell rings, and everyone goes home. Just as he was about to go talk to her she disappears into the crowd. He's left at her desk, where her camera peeks out from her desk. He hatches an idea.

We see him picking up the camera, a smile, and fade to black.

The next day the girl finds her camera missing. She hears the snap of her camera's shutter sound and looks around. Everyone is flooding into the classroom, and the noise of her camera is gone. School has ended and she looks around her desk and bag for clues to her disappearing camera. One note.

I have your camera, let's go on an adventure.

She's puzzled. The next day after school a picture of her camera on a science table is placed in her desk with the caption

Adventure Time. Are you ready? Where was this picture taken?

The girl goes to the location the picture was taken, where she discovers a picture of herself in math class. Do you like photography? The pattern repeats, and pictures of her at various locations are shown one by one with questions on the back.

When did you take your first picture? Favorite color? Why do you love photography? Who's your best friend? Do you like the weather today? What's your favorite season? Do you have someone you like? When's your birthday? Something you're scared of? 

And the last question Are you lonely? It leads her back to her desk where her camera sits with a post-it note on top.

Turn me on.

She turns the camera on, and see the boy form before holding a sign that says "Press Left" Pictures of the girl with other people are shown continuously until finally, a picture of the boy and girl are shown, where it looks like they are sitting back to back, like they've known each other for years, with a sign that says "Have Fun?"

We see her smile, but not her face. A tear trickles down.

The next day the boy discovers a picture on his desk. It's the picture of him at the auditorium with his friends.

Adventure Time. Are you ready? You know what to do.

The boy enters the empty auditorium, taking a few cautious steps in.

"I love photography." A voice can be heard but we don't know where it's from.

"My first picture was taken when I was 5 with a Barney Camera." step the girl is on the stage.

"My favorite color is green" snap the sound of the shutter of her camera.

"I love it because pictures are memories I can always keep." Snap as she takes a step off stage into the audience.

"My best friend is Lily, this camera." snap another step


"I loved the weather that day, because the rain calms me down." Snap "My favorite season is Spring" Snap "I do have someone I like." Snap "My birthday is August 12th, 1992" snap "I'm scared of the dark" snap she's right in front of him.

"I'm not lonely. Not anymore." She smiles, and raises up her camera. flash


A picture of her and everyone in her class smiling materializes, and the credits role

The credits will be pictures of the production being made piling on top of each other with captions (if this is possible, that is) Uh, the end.

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The film was inspired by the romantic comedy Amelie. Although it may have some elements of the romantic comedy genre, its a little lacking in both romance and comedy. It's not funny, and it's not overly romantic, but it's cute and quirky. The female protagonist is sort of like Amelie, in the aspect that she's alone. The male protagonist is more based on Amelie's quirky "scavenger hunt" side, when she makes Nino go through these scavenger hunts for both his photo album and her identity. The conflict of the film is similar to that of Amelie's. The main outer conflict is to find the girl's missing camera, but the inner conflict is for the girl to overcome her shyness to make friends. It's set in a school because I'm still in school.

The theme of this film is mainly taking a step forward, and overcoming shyness. Films that influence this short film's style are Big Fish and Amelie. The film will  be shot in bright, but soft light as in Big Fish, but also with color schemes like Amelie.

Sunday, January 30, 2011

Treatment of Sound: Going Crazy (Revision of Waiting)

Brainstorm//Logline: It's just another day in class, until a kid starts to notice the sounds in the classroom...

Treatment:

Riiiiiiiiiiiiiiinnggg
Establishing shot of classroom as the kids pile in. 
Thumpthump ziiiip 
And abundance of sounds and close ups of actions as the class gets settled in 
Cut to wide shot of class sitting, bored, waiting.
Tick. Tick. Tick. Tick.
Cut to image of a clock as it clicks away.
Teacher speaks to class
We see the teacher starting to teach the class. 
Cut to waist shot of a boy whose already falling asleep, and lays his head on his desk.
Cut to ECU of boy sleeping.
Taptaptap.
We see pencil tapping, zoom out to see a bored student sitting at her desk looking at something in the distance
Cut back to ECU of sleeping boy; eyes twitch.
Siiiiiiiigh. (stops, and discontinues) 
A frowning mouth, zooms out to a waist shot bored boy who slumps down in his seat
Patpatpatpatpat.
Zoom out more to see the bored boy tapping his heel.
Boy's eye's twitch more
ZzZzZzZzZz
A boy with his head down sleeping, arms stretched out, hands hanging off the edge of his desk, snoring semi-loudly.
Cut back to ECU of boy; purses his lips and frowns.
Indiscriminate talking about a lesson
The back of a teacher as he moved back and forth from looking at the class, writing on the board, and reading off her notes
Clickclackclickclackclickclack
A phone zooms out to a girl secretly texting during class. "This class is killing me, I want it to end :["
Scribble scribble
The tip of a writing pen zooms out to a boy drawing the teacher in a funn
When will this class be over...
This is so boring.
ECU's of people turning to their classmates and whispering to each other
Cut back to Sleeping boy. Gets angry and sits up.
Waist shot of boy; frustrated by all the sounds. Sits there, looking around.
Tick. Tick. Tick. Tick.
Taptaptap.
Patpatpatpatpat.
ZzZzZzZzZz
Indiscriminate talking about a lesson
Clickclackclickclackclickclack
Scribble scribble
classmate's whispering
Zoom on frame of Boy gets tighter and tighter between each sound. Each picture to each sound is shown respectively as the frame gets tighter and tighter around the boys searching eyes. Sounds get louder and louder.
Sound Montage of all the sounds together loudly
We see the boys eyes shut tightly--maybe he's even sweating--trying to ignore the sounds as they get louder
SLAM--SCREECH all other noises but ticking and snoring stop. Ticking is almost near silent, and snoring is obnoxious but only heard once after long silence.
Wide shot of classroom. Boy stands up, slamming his desk, breathing heavily. Everyone around him is looking at him: Close ups of each "sound maker," ending with the snoring boy whom we hear snoring, and cutting back to wide shot.
I CAN'T TAKE IT ANYMORE!!! 
Boy screams and runs out off frame of Wide shot. Everyone is frozen. Teacher resumes teaching, and everyone else goes back to their business. 
Tick. Tick. Tick. Tick.-->mesh of other sounds snoring slowly subsiding.
We see the clock, and as the ticking progresses the other sounds join in with respective images. As they begin to do so, cut to waist of sleeping boy, slowly panning in. 
Mesh of sounds slowly gets louder--> Tick. Tick. Tick. Tick. (With echo)
ECU of snoring boy(not snoring anymore) slow zoom in, as the sounds mesh into a low ambience and ticking of clock gets louder. On last, significantly drawn out and loud tick, eyes suddenly open. Quick Fade to Black.

Wednesday, January 26, 2011

Treatment of Sound: Waiting For It To End.

Brainstorm//Logline: Just another day in class--waiting for it to end because time is just too slow when you want out.

Treatment:(The sounds add onto each other as they progress.)
Tick. Tick. Tick. Tick.
We see the image of a clock as it clicks away.
Taptaptap.
We see pencil tapping, zoom out to see a bored student sitting at her desk looking at something in the distance
Siiiiiiiigh. (stops, and discontinues) 
A frowning mouth, zooms out to a waist shot bored boy who slumps down in his seat
Patpatpatpatpat.
Zoom out more to see the bored boy tapping his heel.
ZzZzZzZzZz
A boy with his head down sleeping, arms stretched out, hands hanging off the edge of his desk
Indiscriminate talking about a lesson
The back of a teacher as he moved back and forth from looking at the class, writing on the board, and reading off her notes
Clickclackclickclackclickclack
A phone zooms out to a girl secretly texting during class. "This class is killing me, I want it to end :["
Scribble scribble
The tip of a writing pen zooms out to a boy drawing the teacher in a funn
When will this class be over...
This is so boring.
ECU's of people turning to their classmates and whispering to each other
Noises blend into silence. Tick. Tick. Tick. Ding. ding. Ding.
You see the class as a whole. Then back to the clock. The five minute bell rings. The teacher looks at the clock, and starts wrapping up her lesson.
Cli-click
Pen stops writing and is put away, along with the other school materials.
Fwip
Phone is flipped down and put on desk as she puts her stuff away
Yaaaaaaaawn
Sleeping boy wakes up and stretches his arms out.
Screech (short)
The boy stops tapping his heel and sit up, putting stuff away, smiling.
Click Tap
Pencil is flipped around, led put away, and is tucked into backpack.
Abundance of zips
Montage of backpacks being zipped up
Tick. Tick. Tick. Tick.
Goes from clock, to teacher, to each student in the class with anticipation on their faces, each shown differently.
Come on come on….patpatpat
Impatient boy leans over his desk and backpack tapping his heel again
taptaptap
Pencil tapping girl starts tapping her fingers
Clench
Girl grips her phone in anticipation
What are you going to do after school?
When is formal again?
The 11th
What color are you wearing?
I like your shoes!
I got them on sale!
Can I copy your notes?
Sure...
ECU of mouths of people around  the classroom talking.
Hurry Up. Come On. Why is this taking so looong… I want to go home.
Tapping of heel, fingers, and grips, eyes looking at the clock, checking watches all montaged together
Sounds come together and gets softer as ticking gets louder
Shot of clock gets closer and closer in sudden zooms in synch with ticking
Silence. Riiiiiiiiiiiiiiiiiiiiiiiiiiing
Abundance of screeching and footsteps and Yes’s and FINALLY’s come together and mesh into crowd noises.
Worm shots of chairs moving, feet stepping, Smiling faces, grabbing backpacks, and students filing out the door.
Silence. Slow swish and lock.
Students disappear from door frame as the door slowly closes and shuts.
Short silence. Until—tick. Tick. Tick. Tick.
On last tick cut to black.

Why This Works:
From the beginning scene and abundance of noises we can tell that these are bored students in class, and they just want to get out, emphasized by the text and dialogue between the classmates. Many of the sounds are foley sounds, and the ticking and some select sounds will be used as sound bridges between transitions. Some characters have a set of noises associated with them (tapping of the heel, tapping of fingers/pen, etc) And that's pretty much all we needed. It's simply just a story of the agony in waiting for class to end. I might even add funny unrealistic scenes like moving from the shot of the teacher lecturing, and cutting back to the class as skeletons. But that's pretty unrealistic to do so I'll just have to think of more things to emphasize the long wait.

Wednesday, December 8, 2010

"Hello, Wrench Man."

1. Opening Remarks
The Hurt Locker is a pseudo-documentary about one soldier and his addiction to war/his affiliation of bombs.  It follows an EOD squad and exhibits soldier life in a time of war. It essentially tries to convey to the audience a certain message that connects these ordinary people to the soldiers out there fighting the war that is currently happening at the moment in Iraq, where the movie is set in.

2. This movie was written in 2004 and released in 2007. It was written by Mark Boal, a freelance writer who was a journalist in Iraq. The screenplay was based on his experiences with the war in Iraq that is still happening even now, and was created to show the people what it's like to be a EOD soldier in Iraq. Boal uses what he knows and experience to relay what he's seen out there, and how hard these war-filled lives are.  The movie was directed by Kathryn Bigelow, an experienced historical movie director. The way she manipulates the shots, angles, and even time, creates this masterpiece of war-times.

3. There's not much to say about the costumes. It's a war movie about soldiers and a Bomb
specialist, so the movie pertains to Bomb suits, soldier uniforms,
and sticking to them, to relay the realism involved in the movie. The actors are really good, and stay in character. They are able to relay the vast spectrum of emotions involved in warfare really well with their expressions, body language, and through the usage of their dialogue.

4. I found the cinematography of the film most riveting and very innovative. What brings the audience in to the realism of the film is the hand held shots. Its documentary style renders the audience to believe that everything is real, and that a cameraman is simply following the EOD soldiers in their journey at war.
Other aspects that pull the audience in are the extreme close ups and zooms, and the varying angle shots. Sometimes, to exemplify
the meaning of a soldiers words, or lack-thereof, other times to exemplify their actions.Lighting is mostly set a harsh sun tone on the characters because they are essentially in a desert where the sun hits harshly on the people because of the lack of clouds. Because of the harshness of the light, really dark shadows are created as shown in the screenshot to the left. The color schemes are mainly a muddy yellow, brown, and
earthy colors associated with war. I also found it interesting that  the director decided to shot from the perspectives of the "enemy side" as well. For example, there is a scene where enemy snipers surprise attack the EOD squad and sometimes a shot of the enemy sniper's side would cut in, like in the screen shot here, to the right, where we see the sniper take a shot at the EOD squad.

5.  An interesting scene that displays manipulation of time and speed is in the beginning when Thompson dies in the explosion.In that scene we see the explosion at least twice, Thompson being pushed off the ground due to the massive pressure of the explosion multiple times in various
angles, and the entire scene is slow-motioned. There are even some close ups of the different objects surrounding the area (such as the rust on the shell of a car, the rocks on the ground, etc) cut into the scene to show fully how the explosion effected the area, because though the audience can see the explosion, they don't truly relate to how massive the impact of a bomb is until they see how the ground shakes, the rust jumps, Thompson is pushed,
and really how significant this blast is, because it essentially kills Thompson, the squad leader that Sanborne and Eldridge (the other members of the squad) really admired. The movie overall, however, stays constant in semi-long shots of varying distances, sometimes cutting between each other really fast to epitomize the action sequences. There were also some dynamic shots when James went back home away from the war.

6.  There's not much to say about the sound. There's the regular bomb explosions, bullet shots, screams and creaks and noises for war-time fun, and the music is generally matching the mood of the shot. There were even some scenes that lacked music to exemplify the seriousness of the scene. Other than that, there's not much to say.

7. This movie is more character driven, following the internal conflict of William James, a bomb
specialist, and other characters in an EOD squad in order to
exemplify not only James' journey to self-fulfillment, but also the journey of a soldier at war in general. James portrays the guy who doesn't take shit from anyone, and can only think about one thing. Throughout the movie he shows the emotional conflict inside him when he struggles to find the balance between loving everything or just loving what he does. His ultimate decision is to love just what he does, concluding the conflict within him. Eldrige is the
most "human" of the squad, the "little brother" that doesn't stick out, but plays a meaningful role. One of his most important scenes is when he's talking to "Doc", and tells him about the turmoil of his mind, thinking that he was at fault for Thompson's death because he was fighting with himself about whether or not to shoot the guy
with the cell phone. Sanborne is sort of the tough guy, always have to be in charge and by the protocol, the guy whose there because the rules say so. He portrays himself well through his sudden outbursts and his short temper. He displays the emotional breakdown well, really epitomizing the fall of a tragic hero as he almost breaks down
James' blatant uprising
crying in his confusion when talking to James. They are all characterized through their dialogue and actions. For example, Eldridge is the quietest and complies to both Sanborne and James when in action. Sanborne is the squad leader and is the only one that stands up against the headstrong
James. James goes at his own pace and does whatever he likes. Though they each have differences between each other, in the army you must trust your comrade, so an air of familiarity and trust is in their dialogue. They even hang out with each other drunk to even further show how close they are despite being stuck with each other randomly.

8. I feel like this movie is pseudo-documentary made for the secondary purpose of propaganda. What makes it a pseudo-documentary is mainly the camera-work. The majority of the film was shot hand held, making the shot a bit shaky. This creates the effect that the camera man is simply following the soldiers, making the audience feel like nothing is staged, and that what's happening in the movie is real, when it really isn't (hence, pseudo). This movie is also a war movie, as it
follows an EOD squad in Iraq, highlighting the life of a soldier in war. The reason I feel that this movie was made for the purpose of propaganda (secondary to the purpose of conveying to the public what soldiers do and have to deal with in war) is because it highlights the aspect that the addiction of war can't be helped and is a good thing. It essentially encourages people to go to war because it's exciting and thrilling, and something that people become addicted to and can't get away from despite it's mental and physical stress. It even conveys the message that once one accepts the fact that war is something you love, that mental stress goes away and gives you happiness. In a sense, this movie is a pseudo-war documentary, but is subverted into a movie of propaganda because of the message it conveys: to encourage people to join the army.

9.Overall it was a good, inspirational movie that really showed me how life in the army is, and what these bomb specialists have to go through almost everyday.






Wednesday, November 10, 2010

How To Write A Movie Review By Dazzy Freaking La

Baraka (1992)

Step 1: Watch the movie.
->Check!

Step 2: Give your opinion.
->The movie is motivational, and really gives the essence of life in its entirety. I love how the cinematography displays nature and technology in relation to man and animals. In every shot there is always life in it, and it keeps the shots not only vivid but mesmerizing. I don't like how the shots stayed too long on the nature shots, but i thought it was creative how they put in people of the tribes and distant lands in the third world countries in the midst of it. The mug shots of the village people were, how do I put it? Inspiring. It was like I was really there and sitting across the room from them.  It's interesting how the Japanese actors seemed to express old ideas of insanity within the modern world through ancient ways such as kabuki art.



I also really like how the sound director combined an abundance of instruments from all the places they visited and filmed at. I find it peculiar that the movie uses no narrative or dialogue whatsoever, but in lo of the context of the movie it fits and works! it just makes it even more inspirational. I can't say much about the lighting, because you know what they say: If you don't notice it, you know you're doing a good job on lighting. And that is just what they did, utilizing the natural lights of nature was brilliant. My favorite parts of the movie would be the kecak dance, tribal funeral dancing, the jumping spinning tribe dance, and the monk amidst the bustling city.

I really liked the essence of tribal life and the clash of old and new. This movie really made me look at the different sides of life, time, and the essence of people. It really opens my eyes to the world and I like it.

Step 3: Hold Up, Wait a Minute, Put a little thought in it! Make sure you integrated the following into your review!
->Actors and Locations
->Narrative Structure
->Cinematography and lighting
->Editing Techniques and Sound Design
->Music

QUESTIONS TO THIS SPECIFIC MOVIE:
1. I think this movie is called Baraka or "Breath" / "essence" because it displays life in its essence, letting us feel the breath of our coexistence with so many diverse lifeforms across the world.
2. If, by planetary perspective, you mean the aspect of looking at the essence of life subjectively by juxtapositioning the contrasting ideas of modern life, ancient life, technological and human life, and nature life and how they relate together in the present world, then no, I do not think it is expressing a critique of the modern world. I believe that although the modern world is admittedly crazy and that many things get lost in it. But I think that the movie is showing how these worlds meet together in the present. If one were to argue that the movie presented many sides of the third world and/or non-modern parts of the world in order to exemplify the overwhelming influence the modern world has on the ancient world, relaying the idea that the modern world is diminishing the old ways with the new, crazy ways, then I would argue back with the message I thought the movie conveyed:
3. I believed the film relayed this idea of juxtaposition, where the clash of old and new actually come together to compliment each other. It shows the different parts of the world, one part ancient in its traditions, another rural in its peaceful religions, others modern to the point where old ways are relished but not popular, another part where none of that even exists and only animals live, and other where everything melds together and coexist peacefully. My school, Capuchino High School, is said to be diverse(and it is) and I feel like its a mini version of the world: diverse in its way where everyone's just doing their own thing in their own way.
4. The absence of voice and text allow one to get swallowed up into the sounds and cultures of people and animals and things. I think it allows one to fully immerse themselves into the world of Baraka, where the images are so vivid you can't peel your eyes away. If voice and texts were there, they would distract away from the images. It also gives voice to your own thoughts and keeps the story up for interpretation, even if there isn't really one.
5. I think the most important image for this question is the monk walking amidst the bustling city. it shows the huge contrast of city and culture, and it contrasts to the peacefulness of nature.
6. Wow, what a coincidence. the interpretation of the monk is above, and the cigarette factory is a bit different. It shows the rural ways of life: cheap labor for the sake of modernized living(i.e. Smoking.) A clash, but in the midst of near nature-like settings. It reminds me of the methodological ways of ants or animals doing their routines.
7. Honestly, I think it's just trying to tell us that not everything is pretty about life.
8. "BOOM" and the breathing, and I liked the wind and string instruments. The drumming was awesome. I liked it all, basically.
9. WHY NOT? It's a good movie that is open for interpretation, gives us the experience of LIFE without needing to be there. Though, it does make you want to be there to experience. Hah.