Wednesday, February 15, 2012

Oral Presentation Part 5

V. Film Language and Representation

In the last five minutes of The Graduate, we are already knowing of what the conflict is. We see how the notification of Elain's location fuels Benjamin to rush to the wedding chapel and stop the wedding. We see Benjamin as this desperate person who must now reach his destination in time or else. We see these long takes of shots to portray the realism of the situation, which allows the actor to portray his natural feelings with no breaks in continuity. 
The use of this shot was to explain the need for Benjamin to get his destination. This shot makes the situation seem like its being dragged on and that Benjamin is not going to make it in time. This shot also portray realism as the objects around Benjamin are in its natural setting and there is no alteration to the shot or the setting.  We also see how shots like this one allow the audience to feel a bit disgruntled as they want Benjamin to reach his destination in time rather than not make it. 
The lighting in this shots allows the visual of Benjamin's emotions. The fill light was used to soften up the shadows caused by the key light on Benjamin's face, allowing his left side to be somewhat illuminated while the other is a bit darker. This use of lighting allows us to see what is being portrayed by Benjamin and what we are to expect. The use of bland colors gives the situation this gloomy mood, as it relates to the dissatisfaction and sadness that Benjamin is feeling.
In this shot, the use of music gives away this sense of success. As both Benjamin and Elaine smile at each other and look away, the music fades in that matches what they are feeling. The music is somewhat slow and soothing, which also matches what is happening in the shot. The absence of dialogue is appropriate as the audience already knows what is happening in the shot simple by what both the characters are just doing.

In many of these shots, the audience's attention is first directed to Benjamin, as he is the main object in motion in these shots. Many of the shots used are loose, as we see the whole scenery around Benjamin as he is running to the chapel. Many of the shots are naturally lit, allowing the sequence to give it a sense of realism. There isn't much "eye catchers" throughout the extract, as mostly everything in the shots are darkish colors, expect the times where we see the red car or the yellow bus. Throughout this extract, there are very powerful emotions of love and commitment. Benjamin is fully committed to reaching Elaine and saving her for himself. The re-occurring theme of love allows the audience to feel what Benjamin feels for Elaine and how he'll do anything just for her. 

Tuesday, February 14, 2012

Short Film Treatment

Logline: Young teenager tries to overcome accidentally killing his girl friend, and forever lives in the shadow of her death.

Bottles of wine scattered on the table. Teenager looks at his girlfriend as they tip off their shot glasses. Couple shots lead into few more as both teenagers continue drinking. Glasses begin falling off the table as teenagers begin to get really drunk. Baseball bat sits near the table as the teenagers grabs it. Girl friend pretends to throw ball at teenagers. Teenager eventually swings the bat, hitting girlfriend in the head, killing her.

Teenager wakes up from nightmare. Looking at the picture of his girlfriend, gets up and takes anxiety pills. After taking shower and washing up, teenagers gets ready for school. Teenager doesn't concentrate in class and is distraught throughout the day. 

As he returns home, he watches T.V. and does homework. Teenager eventually begins to think about his girlfriend and all their happy moments. Teenager steals on off parents bottle of wine and runs to the room. Drinking the wine in desperation, teenager begins to cry himself to sleep.

Teenager wakes up in the middle of the night. Hearing footsteps outside his room, teenager walks out to see it. He sees a ghost figure of his girl friend. Teenager rushes in joy towards girl friend, but image disappears.

Hearing something upstairs, teenager rushes up the stairs. Teenager sees the ghost of his girl friend on the couch. Again, teenager rushes to ghost, but vanishes. Teenager sits down on couch and begins to sob. As teenager is sobbing, ghost of girl friend begins patting teenagers back. Teenager looks up at ghost, seeing her smile at him. Ghost smiles at teenager and kisses him on fore head. Ghost then vanishes away for good.

Teenager wakes up from dream and looks at the empty side of the bed. Looking at her picture, teenager smiles and looks out the window.

Monday, February 13, 2012

Oral Research Part 1- Genre and Audience

The Graduate (1967) is an American comedy/drama directed by Mike Nichols.  It is based on the 1963 novel The Graduate by Charles Webb, who wrote it shortly after graduating from Williams College. The film was produced by Joseph E. Levine & Lawrence Turman, cinematography by Robert Surtees, and edited by Sam O'Steen. In 1967, Bonnie and Clyde (1967) was an American crime film directed by Arthur Penn was also created in the same time as The Graduate and shares similar themes: romantic complications affect the outcome of a certain individuals life. Nichols created this movie to be the first in its time to display works of "one's desire to find true love through any obstacle" along with a story line that exhibits its unique display of formalism. The Graduate took place in a time of social-rebellion, as time of war and rest began to take its toll on people. The common theme shown in this film is that both the younger and older generation have different perspectives and do not understand each other; Mrs. Robinson represents this older generation while Benjamin represents the new generation. Since colleges were being created in this era of time, these students avoided participating in war by attending these colleges, thus making them the target audience of the film. 

Tuesday, February 7, 2012

Sample Oral Assessment

Sample Oral #1
This presentation offers a detailed analysis in the movie Frankenstein that includes background information of the movie, details of the cast, reference to film terms, its editing techniques, etc. Although the student seems to drag on with the presentation in simply applying his understanding of the summary in his presentation, it provides key analysis into how it applies to the directors intent in the film along with a better understanding to what is being depicted. Throughout the presentation, the student hits mainly all the key points while offering additional information on them. The examiner believed that the "sociocultural context of the film" was limited in analysis, however, it does seem to cover what is to be expected. 22 out of 25 marks seems to be fair for this student, but the student should have receive at most 24 marks due to the fact the all the points were discussed with adequate understanding of the topic with very little limitations on some topics.

Sample Oral #3
This presentation, by far, shows the best understanding of their film and all other concepts associated, thus giving it one of the highest marks. The student exceptionally depicts the film's summary with in detail analysis, the camera techniques along with it's movements, editing styles, music, directors intent, etc. Although the students spends about the minimum time on each topic, their is an exceptional amount of detailed analysis that gives a clear understanding of the topic along with a good transition from topic to topic. Also, the student provides clear use of film terms that add to the student's knowledge of the film of its aspects. Unlike other orals, the sociocultural context of the film is clear explained with good reference to the film which gave it the marks it deserved. 23 out of 25 marks is well deserving of the oral because every aspect of what was to be expected was covered to the highest degree, with some lack in a specific topic that didn't really affect the student's overall marks grade.