Category: Film studies

For this assignment, you will write an outline for your first 100-point photo es

For this assignment, you will write an outline for your first 100-point photo essay and film analysis. The final paper will be three to four pages with five complete paragraphs (about 500 to 700 words). The outline will use the standard five-paragraph essay structure. Based on your knowledge of visual storytelling, you will use your knowledge of frames, rule of thirds, and other camera angles as you create a story using photos depicting how Candide’s response to Leibniz’s philosophy that this is “The best of all possible worlds” is seen from an ecocritical lens. The first one to two pages of the assignment will contain the photo essay, creating a storyline identifying images showing whether one can “cultivate gardens” in our world today to conquer environmental ills or whether this is not environmentally feasible, or even the best solution. Use .jpg images with citations below each image explaining where the source came from in MLA format. The following two to three pages will contain a five-paragraph essay explaining how these images explain whether one can truly “cultivate gardens”. Use the “Activist Archival Project,” Activist Archival Project – Writing Spaces, Links to an external site.as a guide to write a thesis. The introduction will explain the environmental concerns expressed in Candide and whether this ties into our world today. Use the following article as a guide to formulate a thesis: The body paragraphs will explain how the images work to serve as an explanation for your stance. You will focus on explaining how the camera shots and framing techniques from the images shown in the photos essay and in the scene, you select to analyze from the film help to create a full picture of each subpoint in your thesis proving your stance. You may take your own pictures or use images found online based on your research. Be mindful of how the eco concerns in the images tie into your stance in each body paragraph. Choose three images that will be explained in each body paragraph.
1) Watch the film Candide as follows:
(3) Leonard Bernstein’s “Candide” – BBC 1988 – YouTube. Links to an external site.
2) Read the following: Rules of Shot Composition in Film: A Definitive GuideLinks to an external site.
3) Watch the following video:
Visual Storytelling 101Links to an external site.
4) Create a clear thesis focusing on whether it is environmentally feasible to “cultivate our own gardens” and whether Candide’s view of Leibniz’s philosophy still resonates today based on your research you have conducted through an array of photos composed in an order of importance that will be used as the basis for the analysis in your paper.
5) Procure the images in a chronological order of importance, showcasing the main points in your paper. Images could be taken from your camera or a range from any of the following: National GeographicLinks to an external site., 900+ Best Environment ideas | scenery, beautiful nature, natureLinks to an external site.Links to an external site., or
6,702,200+ Environmental Issues Stock Photos, Pictures & Royalty-Free Images – iStock | Environmental issues protest, Environmental issues photos, Environmental issues peopleLinks to an external site.
6) Begin writing the five-paragraph essay at this point. Include a clear introduction that maps out the main points pertaining to Candide’s philosophy and your findings through the photo essay. The body paragraphs should break down the image using your knowledge of framing techniques to explain why the image proves each subpoint of your paper in connection to film’s images in Candide. Focus on specific scenes that stand out in connection the images you select. Cite from the video as follows: (Wolf minute: seconds) as Wolf uploaded the video. The conclusion should sum up how the images, visual techniques, and novel shown in the performance all work to serve your point.
Assignment Instructions
Instructions: Review the writing process. This is step two. Make sure to prewrite beforehand. Use a formal outline using MLA 9th ed. format. Type the assignment in Times New Roman 12-point font.
Categories to consider before writing when utilizing the images from the photos and film for analysis:
1. Rule of Thirds:
Dividing the frame into three equal horizontal and vertical sections, placing the main subject on one of the intersection points for a balanced composition.
2. Leading Lines:
Utilizing natural lines in the scene to guide the viewer’s gaze towards the main subject.
3. Symmetry:
Creating a balanced image by arranging elements in a mirrored pattern.
4. Depth:
Using elements in the foreground, middle ground, and background to create a sense of dimension in the image.
5. Negative Space:
Intentionally leaving large areas of empty space around the subject to emphasize it and create a minimalist aesthetic.
6. Filling the Frame:
Positioning the subject to occupy most of the frame, minimizing distractions.
7. Framing within a Frame:
Using natural elements like a doorway or window to create a frame around the main subject.
8. Audience: Will your audience relate to your writing style? How will they react to the images you have chosen to support your stance?
9. Concision: How will your writing avoid wordiness? Cross through phrasal verbs, redundant adjectives, prepositional phrases to make your writing concise. Use more formal, precise diction instead.
10. Tone: How will the images express your attitude toward the subject?
11. Setting: How does the location of the images selected to into Candide?
12. Dialogue: Will the dialogue in Candide chosen to be represented in your paper be relatable to the audience based on your stance?

Follow the following format as closely as possible. Each paragraph should include at least five to six complete sentences.
I. Introduction.
A. Topic sentence- The topic sentence should draw your reader in and indicate the mindfulness of your critique of Candide’s portrayal of environmental issues.
B. Give background context about Voltaire’s work, Candide. introduce the performance based on the novel and your interpretation of the effectiveness of framing techniques used to emphasize this topic.
C. Introduce Leibniz’s philosophy that “this is the best of all possible worlds” and explain whether the examination of Leibniz’s philosophy held by Pangloss and Candide’s disdain of it still resonates in our world today. Briefly identify each image used in the photo essay in connection to these points in a chronological order of importance.
D. Thesis: Posit an activist’s stance based on whether it is feasible to cultivate our gardens as shown by Candide in response to Leibniz’s philosophy based on the images you have selected in the photo essay that relate to our world today.
II. First Body Paragraph.
A. Topic sentence-Transition from the last paragraph. Connect the main idea in the last paragraph to the present.
B. Explain how Candide’s perspective of Leibniz’s philosophy is shown early on in the film.
C. Identify a scene to analyze. Cite as follows: (Wolf minute: seconds)
E. Explain how the first image proves that the environment ideals in Candide still resonate today. Describe the image and framing techniques that can be used to emphasize your stance.
F. Conclude by summing up the main point.

III. Second Body Paragraph.
A. Topic sentence-Transition from the last paragraph. Connect the main idea in the last paragraph to the present.
B. Explain whether you believe Candide’s concept of “cultivating gardens” is feasible in our world today.
C. Identify a scene from the video on Candide to cite as follows: (Wolf minute: seconds)
D. Explain how the second photo selected ties into the scene selected. Describe specific framing techniques in the film and photo.
E. Conclude by summing up the main point in connection to the thesis.
IV. Third Body Paragraph.
A. Topic sentence-Transition from the last paragraph. Connect the main idea in the last paragraph to the present.
B. Identify how the third image selected presents the strongest message prompting activism in connection to how the environmental issues in Candide tie into our world today.
C. Cite an example from the article as follows: Activist Archival Project – Writing SpacesLinks to an external site. (Bates & Warren-Riley pg.)
D. Conclude by summing up the main point in connection to the thesis.

V. Conclusion
A. Topic sentence-Transition from the last paragraph. Connect the main idea in the last paragraph to the present.
B. Map out how the analytical points from the film and images proved your point.
C. How can we work in our communities to promote environmental awareness? Call to action.

FILMS WE WATCHED: Pick the film you liked the most!
Blackboard Jungle (1955)
To

FILMS WE WATCHED: Pick the film you liked the most!
Blackboard Jungle (1955)
To Sir, With Love (1967)
Dead Poet’s Society (1989)
Sources done in class:
(Smith) Whatt Media Classes Really Want To Discuss pdf
(Walker (2010)) Blackboard Jungle: Delinquency, Desegregation, and the Cultural Politics of Brown- https://scholarship.law.slu.edu/cgi/viewcontent.cgi?article=1166&context=faculty
(Beyerbach (2005)) THE SOCIAL FOUNDATIONS CLASSROOM: Themes in Sixty Years of Teachers in Film: Fast Times, Dangerous Minds, Stand on Me.
( Bulman (2015) Movies/Society) Hollywood goes to high school cinema , schools, and american culture pdf.
A film analysis is not a review or summary of the plot, it should go deeper into analysis and reaction. It should discuss the issues raised by the film, address the film’s importance and purpose, state reactions to the content and quality of the film, and connect it to ideas and material presented in class.
ASSIGNMENT: Guided by the list of topics below, students will submit Film Viewing Reports on 4 different feature-length films viewed in class, choosing a different topic for each response. These brief papers (750-1000 words) should demonstrate students independent critical thinking skills and ability to apply various interpretive lenses as introduced in course texts. (5 points each / 20 points total)
Film is history, it is a primary source that can be analyzed and interpreted, and the film does not have to be about an historical event.  Your task is to select a film from that we have viewed thus far and  write an analysis of that film connecting it to ideas and course readings discussed in class. Please note that beyond identifying your topic of writing as listed below, it is REQUIRED that you cite a minimum of 2 different sources from the course readings per Film Viewing Report.
A film analysis is not a review or summary of the plot, it should go deeper into analysis and reaction. It should discuss the issues raised by the film, address the film’s importance and purpose, state reactions to the content and quality of the film, and connect it to ideas and material presented in class. 
TOPICS TO FRAME YOUR FILM VIEWING REPORT:
A. Cinematography refers to the art of making motion pictures. Taking a formalist and/or expressive approach, respond to the film by identifying and analyzing significant aesthetic elements and/or artistic choices. For example, where is the camera, and why does that matter? A high-angle shot (when the camera is up high, looking down on a character) is likely to have a very different effect than a low-angle shot, just as the impact of a close-up differs from that of a long shot. If you are interested, https://www.bhphotovideo.com/explora/video/tips-and-solutions/filmmaking-101-camera-shot-types. but your paper can also discuss props, costumes, and/or sets in addition to or in lieu of camera techniques. You cannot possibly write about every single aesthetic element, so focus on what stands out to you as a viewer.
B. According to Smith (2011), movies typically feature “at least one central character who is our emissary to the world of the film” (p. 40). Taking a formalist and/or expressive approach, focus on a single character’s role and/or the actor’s performance. What makes this character so central to the film and/or your response to it?
C. Taking a sociological approach, identify and analyze how concepts like gender, race, class, and sexuality (or intersections thereof) operate within the film. You may choose to focus on one particular scene, compare or contrast several scenes, or write about a character or characters throughout the whole film.
D. Taking a sociological and/or philosophical approach, explain what the film suggests about relationships between or among teachers, students, or administrators and/or the roles these figures play. You may wish to cite Bulman if their frameworks shape your thinking.
E. What does the film suggest about the relationship(s) between school and society? Use a historical and/or philosophical approach to analyze the purpose of education as displayed in the film. 
F. Citing a reputable news source, connect the film to a current event or issue related to education. In other words, by taking a mimetic approach, you can explain the film’s relevance by analyzing its representation of enduring, real-world ideas.
G. Take a historical and/or philosophical approach by focusing on the institution of school within the film. What is the curriculum like? What about the teaching style(s)? What do you notice about the classroom(s) and the building? How can you make sense of these sorts of observations with the help of what you know about American schools throughout history? 
H. From an archetypal approach, consider this film in terms of the genre of schools on screen, noting whether it is an example of repetition or variation. Support your argument with key details from the film and strong connections to one additional film–whether viewed in this class or on your own. In addition to citing the additional film, you may wish to cite Smith and/or Tarancón.
This is an opportunity to capture your immediate and unique reactions to the films on our syllabus while at the same time flexing your critical thinking skills.
Given the relatively limited length of these papers (750-1000 words, inclusive of cover page and references, if needed), you are not expected to provide a comprehensive treatment of each film. The  topics will help you focus your critical gaze and support your analysis with carefully selected evidence rather than summary.
Being able to supply such evidence requires taking notes during each film, which is what participation looks like on those days. Bulman (2015) explains how he worked inductively while studying his set of films: he watched them and took note of what stood out to him as a sociologist. You can follow his lead by going into a particular film without a topic in mind, or you can work deductively by selecting a topic for the week and taking notes accordingly. Feel free to try both of these methods.
CRITICAL QUESTIONS TO GUIDE YOUR REPORT
You should also consider the following responses alongside your topic selection in your film viewing report.
Describe the film in general terms. What subjects does it cover?
Describe the plot and setting. What issues does it raise? What do you see as the main purpose of the film?
What are the major theme(s) of the film?
Evaluate the film for quality and interest. Comment on the screenplay, acting, direction, production values and music. Are any literary techniques such as symbolism, character development and foreshadowing used? Would a young person be interested in this film?
Relate the film to class discussions, readings, notes or knowledge. Is the film historically (or factually) accurate and realistic? Does it contradict or support anything you have learned?
Summarize briefly emphasizing the strengths and weaknesses of the film.
FILM VIEWING REPORT REQUIREMENTS:
All papers must be typed, double spaced with a 12 pt. Font and have correct APA formatting.
All pages must have appropriately sized margins.
All papers have identified a topic area and must contain information detailed in the CRITICAL QUESTIONS section of these guidelines.
All papers should be written about one or more films viewed prior to the submission date of the Film Viewing report.
All papers must be 750-1000 words in length