Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
ART 104 The Best Years of Our Lives Worksheet
watch this:https://drive.google.com/file/d/1p_eBLaQZ5RmK7lBbN… and write this please Cinematography is the craft of light and motion writing. When we analyze cinematography, we must look at how a camera moves, where the camera is placed, its distance from a subject, and so on. Additionally, cinematography includes many special effects, frequently having to do with lens work. Of course, we should also consider how much of an image is in focus – this is depth-of-field, and it can guide the viewer’s eye or create an aesthetic effect.
Editing is the process of piecing together individual shots and sounds in order to create a whole sequence (or as Alfred Hitchcock refers to it: assembly). When we analyze editing, we must look at each individual shot, its relation to adjoining shots, and the transitions between the shots. We should also consider how sound works within and across shots.
Watch this sequence from The Best Years of Our Lives. Write your analysis in the worksheet on page 2 (or do your work in a new spreadsheet, as I do in my example). In each column, write a short answer that describes each of the elements in the scene. You will need probably need to reserve at least two hours to complete this worksheet. Watch the scene once, then be ready to pause and replay as you complete the following analysis.
In column 1, count the shots.
In column 2, measure the duration of each shot (this is super-easy in Google Drive – because the player marks time automatically.)
In column 3, describe what’s happening in the shot narratively.
Include any notable aspects of mise-en-scène, and perhaps even draw some conclusions about the meaning of the shot. Remember, there are different levels of meaning. Make sure any interpretation you make is supported by the evidence you provide in the row for that shot.
In column 4, describe the editing of the shot and/or transition and identify and describe the relationship of a given shot to the preceding shot. (How are they connected in space and time across the edit?)
Identify the type of shot: is it an establishing shot, a re-establishing shot, a two-shot, a reverse-shot, a cut-in, a cut-away, etc.? Does the shot subscribe to the 180-degree rule? Does this shot create a continuation of time and space, or does it upset the continuity? How does it create rhythm and meaning?
Identify the type of transition: name the transition (cut, fade-in, fade-out, dissolve, wipe, etc.) Are these edits supposed to be “invisible” (common to Classical Hollywood), or do the transitions draw attention to themselves? Is the transition a match of some type — an eyeline match, a match on action, a graphic match, etc.?
In column 5, describe the cinematography.
Identify camera distance (ELS, MLS, LS, MS, MCU, CU, ECU), placement (angle, height, canted/level, location), and movement (static, dolly/track, pan, tilt, etc.).
Consider the following elements: depth of field, frames within frames, creation/revelation of space.
In column 6, describe how the sound works within and across shots.
Describe what we hear. Does it contribute to our sense of space, time, narrative?
Identify if it is diegetic, non-diegetic, or a combination of the two? Is the sound contained by the shot or does it bridge the transition?
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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ART 104 The Best Years of Our Lives Worksheet |
ART 104 The Best Years of Our Lives Worksheet