Film Sequence Is A Collection Of Shots Strategically

Film Sequence Is A Collection Of Shots Strategically

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Type	Essay
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Film Sequence Is A Collection Of Shots Strategically

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Select a sequence from one film discussed in Modules 1 and 2 of the unit (see Detailed Tutorial Schedule below)and offer an analysis of the function of ‘film form’ within the sequence. While a film sequence is relatively open as a descriptive category, I encourage you to limit the sequence to a manageable duration.

For your analysis, please make sure you use a clip from one of the feature film screenings on the course: _The Cabinet of Dr Caligari_, _Casablanca_

Please do NOT use a clip from the archive of film clips on Blackboard. These are off limits for this first assessment.

In your analysis, you may wish to consider the following formal film elements:

 

 

 

1.The Shot as film unit (Bordwell and Thompson, Chapters 4 and 5).

A film sequence is a collection of shots strategically set in relation to each other. Prior to embarking on your written analysis, you should view your sequence as a breakdown of individual shots. Consider how these shots impact on the sequence as a whole.

 

Within the shot, you may choose to consider mise en scène (‘in the frame’) and cinematography (including lighting, position and movement of the camera, and duration).

 

2.Montage (Bordwell and Thompson, Chapter 6).

In Bordwell and Thompson, the concept of montage (shots in relation to each other) is covered under “The Relation of Shot to Shot”. What is the ‘montage strategy’ employed in the sequence you have chosen? Is the sequence founded upon a series of shots building ‘continuity’, ‘discontinuity’ or a combination of the two? And what is the effect of this series of cuts within your chosen sequence? To take an example, what is the effect/function of the ‘jump cut’ in an early sequence in Godard’s À Bout de Souffle [Breathless], examined in week 10?

3.Sound (Bordwell and Thompson, Chapter 7)

Consider the effect of diegetic and non-diegetic sound in your sequence. In what way does sound work with (or even against) the visual field? What is the overall effect of sound on your engagement with the sequence as a whole? Can sound enhance the function of visual formal elements? Can sound work autonomously – that is, can its function ever be separated from the visual image of film?

4.Narrative (Bordwell and Thompson, Chapter 3).

Mainstream film has evolved primarily as a narrative form. However, narrative is more than simply ‘story and character’. In your analysis, consider the how of storytelling. How does your sequence reveal a ‘narrational strategy’ above and beyond story, character and theme? How is this story being told to us? And what is the purpose of this mode of storytelling?

In this assessment, you may build on your sequence analysis by strategically drawing on topics discussed in Module 2: film sound, film genre, auteur cinema, film and ideology, new digital cinema, etc. However, your sequence analysis should draw on and identify formal elements outlined above: ‘the shot’, ‘montage’, ‘sound’, and ‘narrative’, exploring their function as formal strategies in production, and their effect on on the spectator. For an example of a formal examination of a sequence, see my analysis of a scene in Hitchcock’s Vertigo, in the ‘Film Clips Archive’ in Blackboard.

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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