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Filmography 1963 Through 2018 Greg Macgillivray (Right) with His Friend and Filmmaking Partner of Eleven Years, Jim Freeman in 1976
MacGillivray Freeman Films Filmography 1963 through 2018 Greg MacGillivray (right) with his friend and filmmaking partner of eleven years, Jim Freeman in 1976. The two made their first IMAX Theatre film together, the seminal To Fly!, which premiered at the Smithsonian National Air and Space Museum on July 1, 1976, one day after Jim’s untimely death in a helicopter crash. “Jim and I cared only that a film be beautiful and expressive, not that it make a lot of money. But in the end the films did make a profit because they were unique, which expanded the audience by a factor of five.” —Greg MacGillivray 2 MacGillivray Freeman Films Filmography Greg MacGillivray: Cinema’s First Billion Dollar Box Office Documentarian he billion dollar box office benchmark was never on Greg MacGillivray’s bucket list, in fact he describes being “a little embarrassed about it,” but even the entertainment industry’s trade journal TDaily Variety found the achievement worth a six-page spread late last summer. As the first documentary filmmaker to earn $1 billion in worldwide ticket sales, giant-screen film producer/director Greg MacGillivray joined an elite club—approximately 100 filmmakers—who have attained this level of success. Daily Variety’s Iain Blair writes, “The film business is full of showy sprinters: filmmakers and movies that flash by as they ring up impressive box office numbers, only to leave little of substance in their wake. Then there are the dedicated long-distance specialists, like Greg MacGillivray, whose thought-provoking documentaries —including EVEREST, TO THE ARCTIC, TO FLY! and THE LIVING Sea—play for years, even decades at a time. -
After the Shooting Period the Editor Made a First Rough Cut of the Movie on His Own Only Guided by the Script and Some General Discussions with the Directors
After the shooting period the editor made a first rough cut of the movie on his own only guided by the script and some general discussions with the directors. This first rough cut was 2 hrs 40 min long. (the final film is near to an hour shorter) Below follows the director’s reactions to the first rough cut London/Amsterdam 22 april 2015 Ok Antonio below some notes please take them as a guidance not as a verdict, use them, abuse them and let them broaden your thinking instead of limiting the possibilities. Sc 1/2 – opening scenes The original plan was to not see Arthur and Vida together until they emerge on the rooftop sc 4 where they’re still partially disguised in their weird outfits. The underlying thought was that they were still hiding their souls towards each other and the audience’s journey was piggy bagging on their journey. The rave material does not support the above thought. We see them –I think—quite clearly and very often together. We should investigate your suggestion to ‘mix’ the intro shots of awakening London, the pigeons, the skin details and the rave, while hearing the voice-overs apres l’amour. The script –at the moment—does not challenge time concept, all is linear, but that shouldn’t stop us from trying. Sc 4 – Rooftop The intention is to capture that short moment in love where you don’t want to see each others demons yet, where the adrenaline rush of believing love is possible still rules. Goofing is the expression of that belief. -
Directors Guild of America Creative Rights Handbook 2011 - 2014
DIRECTORS GUILD OF AMERICA CREATIVE RIGHTS HANDBOOK 2011 - 2014 Los Angeles, CA (310) 289-2000 New York, NY (212) 581-0370 Chicago, IL (312) 644-5050 www.dga.org Taylor Hackford, President • Jay D. Roth, National Executive Director Dear Colleague, As Co-Chairs of the DGA Creative Rights Committee, we spend a lot of time talking to Directors about their Theatrical Creative Rights work problems. Often we nd that trouble begins with Committee TABLE OF CONTENTS those who are unclear about or unaware of creative Jonathan Mostow Steven Soderbergh rights protections they already have as members of the Co-Chair Co-Chair Directors Guild of America. David Ayer Taylor Hackford Donald Petrie CREATIVE RIGHTS CHECKLISTS Some DGA Directors have voiced frustration over Michael Bay John Lee Hancock Sam Raimi Checklists of DGA Directors’ creative rights, practices in the editing room; they did not know John Carpenter Curtis Hanson Brett Ratner codied in this handbook that the DGA Basic Agreement protects them from .…..................….…….…….…….…….….3 interference when they are preparing their cut. Some omas Carter Mary Lambert Jay Roach television Directors have expressed concern about being Martha Coolidge Jonathan Lynn Tom Shadyac excluded from the looping and dubbing process; they Wes Craven Michael Mann Brad Silberling were unaware that they, like feature Directors, have SUMMARY OF CREATIVE RIGHTS Andy Davis Frank Marshall Penelope Spheeris the right to participate in both. And many Directors A summary of a Director’s creative rights did not realize that, because they are Guild members, Roger Donaldson McG Betty omas under the Directors Guild of America Basic they have a right to additional cutting time if necessary David Fincher E. -
Prelude CC Help
ADOBE® PRELUDETM Help and tutorials October 2013 Contents What's new................................................................................................................................................... 1 What's new in Prelude CC......................................................................................................................................................2 What's New in Adobe Media Encoder CC............................................................................................................................ 10 What's New in Adobe Premiere Pro CC June 2013 release (version 7.0)........................................................................... 16 Getting Started tutorials.............................................................................................................................. 28 About Prelude.......................................................................................................................................................................29 Working with Adobe Prelude................................................................................................................................................ 31 Workspace and workflow............................................................................................................................32 Linking Adobe Story scripts with movie clips in Prelude.......................................................................................................33 The Prelude Workspace...................................................................................................................................................... -
7503184.Pdf (6.85
INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. -
Promotional Websites in the Film Industry. the Case of the Spanish Cinema Las Páginas Webs Promocionales En La Industria Cinematográfica
Promotional websites in the film industry. The case of the Spanish cinema Las páginas webs promocionales en la industria cinematográfica. El caso del cine español Sergio Jesús Villén Higueras holds a PhD in Audiovisual Communication and Advertising from the University of Malaga, receiving the European mention. He is a member of various research groups in which he analyses the promotional strategies of the cultural industries on websites and social networks; the ecosystem of Chinese social media and, particularly, the impact of Wechat on young Chinese students; and the cultural and technological transformations that the contemporary Chinese film industry has experimented. University of Málaga, Spain [email protected] ORCID: 0000-0002-6813-3614 Francisco Javier Ruiz del Olmo is a full professor at the University of Malaga. He develops his teaching and research work in the Faculty of Communication Sciences and the Faculty of Fine Arts. He has investigated the communicative models of audio-visual media and the representation of contemporary audio-visual forms, as well as the technical and social uses of them; a second research line is related to communication and new media. Both work lines have in common a significant interest in the qualitative methodologies. University of Málaga, Spain [email protected] ORCID: 0000-0002-1953-1798 ISSN: 1696-019X / e-ISSN: 2386-3978 Received: 09/06/2018 - Accepted: 18/09/2018 Recibido: 09/06/2018 - Aceptado: 18/09/2018 Abstract: Resumen: The development of web languages and the new communicative El desarrollo de los lenguajes web y las nuevas necesidades comuni- needs of the film industry have fostered the evolution of official cativas de la industria cinematográfica han favorecido la evolución movie websites. -
Editing 2: Final Cut Pro X Basics
Editing 2: Final Cut Pro X Basics Battle Creek Area Community Television 70 West Michigan Ave., Suite 112 • Battle Creek, MI 49017 • (269) 968-3633 • www.accessvision.tv What is editing? Editing is the post-production process, or anything that you do to a video after recording. Raw pieces are assembled into a coherent whole, by arranging them into a context that tells a story. Editing is referred to as the “invisible art”, because when it is done well, the viewer can become so engaged that they’re not even aware of the editor’s work. What can you do in the process of editing? The majority of editing work consists of trimming clips to remove unwanted sections and arranging the order of scenes. You can also remove/add sound, add narration and music and change the volume and sound mix. You can swap audio for video, apply special effects, add transitions between clips and add titles. Digital or “non-linear” editing is non-destructive; edits are easy to revise and you can assemble a program out of order. What CAN’T you do in the process of editing? No amount of editing can make bad footage good. Blurry or under-/over-exposed video and audio that is poorly-recorded cannot be fixed. Process Overview and Terms Final Cut Pro X is Apple’s professional non-linear editor. The editing workflow usually consists of these steps: 1. Collect source material: Import media (raw footage and any other source files) into Final Cut. 2. Organize media: Rename, tag and trim clips in preparation for editing into project. -
Filmography 1963 Through 2017 Greg Macgillivray (Right) with His Friend and Filmmaking Partner of Eleven Years, Jim Freeman in 1976
MacGillivray Freeman Films Filmography 1963 through 2017 Greg MacGillivray (right) with his friend and filmmaking partner of eleven years, Jim Freeman in 1976. The two made their first IMAX Theatre film together, the seminal To Fly!, which premiered at the Smithsonian National Air and Space Museum on July 1, 1976, one day after Jim’s untimely death in a helicopter crash. “Jim and I cared only that a film be beautiful and expressive, not that it make a lot of money. But in the end the films did make a profit because they were unique, which expanded the audience by a factor of five.” —Greg MacGillivray 2 MacGillivray Freeman Films Filmography Greg MacGillivray: Cinema’s First Billion Dollar Box Office Documentarian he billion dollar box office benchmark was never on Greg MacGillivray’s bucket list, in fact he describes being “a little embarrassed about it,” but even the entertainment industry’s trade journal TDaily Variety found the achievement worth a six-page spread late last summer. As the first documentary filmmaker to earn $1 billion in worldwide ticket sales, giant-screen film producer/director Greg MacGillivray joined an elite club—approximately 100 filmmakers—who have attained this level of success. Daily Variety’s Iain Blair writes, “The film business is full of showy sprinters: filmmakers and movies that flash by as they ring up impressive box office numbers, only to leave little of substance in their wake. Then there are the dedicated long-distance specialists, like Greg MacGillivray, whose thought-provoking documentaries —including EVEREST, TO THE ARCTIC, TO FLY! and THE LIVING Sea—play for years, even decades at a time. -
Videographic Scholarship And/As Digital Humanities
Videographic Scholarship and/as Digital Humanities Steve F. Anderson For cinema and media studies scholars, the emergence of two areas of scholarly practice—namely videographic scholarship and the Digital Humanities (DH)—has created opportunities for new forms of argumentation, analysis and research, as well as new venues for the dissemination of scholarly output related to the study of the moving image. While videographic scholarship and DH overlap in many ways, they also remain distinct, with few scholar-practitioners actively working in both realms. How can we understand this separation and begin to imagine a more productive relationship between them? Key to our understanding of both videographic scholarship and DH is the ongoing cultural contestation between images and data, bearing important implications for the ways each practice stakes claims about its access to new ways of knowing, researching and presenting information. I explore here some of those distinctions and overlaps, and suggest that the primarily image-based practice of videographic scholarship would benefit from adapting a process of serial review and revision derived from early experiments with data-based digital scholarship. Adapting these protocols to the specific needs of videographic scholarship would better support the scholarly benefits of process, evaluation and collaboration. The center of gravity in today’s understanding of DH lies with large-scale, computational analysis of machine-readable data (think of text-encoding initiatives in which vast collections of literary works are converted into searchable data). The “digital” in this understanding of DH offers one way 2 to bring computation into partnership with humanistic inquiry. However, this is not the only possible framework for recognizing the potential contributions of computation to the humanities. -
DOCUMENT RESUME CE 056 758 Central Florida Film Production Technology Training Program. Curriculum. Universal Studios Florida, O
DOCUMENT RESUME ED 326 663 CE 056 758 TITLE Central Florida Film Production Technology Training Program. Curriculum. INSTITUTION Universal Studios Florida, Orlando.; Valencia Community Coll., Orlando, Fla. SPONS AGENCY Office of Vocational and Adult Education (ED), Washington, DC. PUB DATE 90 CONTRACT V199A90113 NOTE 182p.; For a related final report, see CE 056 759. PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC08 Plus PoQtage. DESCRIPTORS Associate Degrees, Career Choice; *College Programs; Community Colleges; Cooperative Programs; Course Content; Curriculun; *Entry Workers; Film Industry; Film Production; *Film Production Specialists; Films; Institutional Cooperation; *Job Skills; *Occupational Information; On the Job Training; Photographic Equipment; *School TAisiness Relationship; Technical Education; Two Year Colleges IDENTIFIERS *Valencia Community College FL ABSTRACT The Central Florida Film Production Technology Training program provided training to prepare 134 persons for employment in the motion picture industry. Students were trained in stagecraft, sound, set construction, camera/editing, and post production. The project also developed a curriculum model that could be used for establishing an Associate in Science degree in film production technology, unique in the country. The project was conducted by a partnership of Universal Studios Florida and Valencia Community College. The course combined hands-on classroom instruction with participation in the production of a feature-length film. Curriculum development involved seminars with working professionals in the five subject areas, using the Developing a Curriculum (DACUM) process. This curriculum guide for the 15-week course outlines the course and provides information on film production careers. It is organized in three parts. Part 1 includes brief job summaries ofmany technical positions within the film industry. -
1 INTRODUCTION This Dissertation Will Discuss the Perception of Polish
Cut off by the 'Iron Curtain' Item Type Thesis Authors Draniewicz, Anna B. Rights <a rel="license" href="http://creativecommons.org/licenses/ by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by- nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http:// creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>. Download date 24/09/2021 13:59:05 Link to Item http://hdl.handle.net/10454/4927 INTRODUCTION This dissertation will discuss the perception of Polish Cinema in English- language literature. During the collection of my secondary data, which concentrated mainly on English-language books but also includes newspapers and Internet resources, I encountered many interesting issues. These are divided here into three categories discussed in three chapters: ‘Stereotypes and Errors’ that result from the lack of knowledge thus causing misunderstandings, ‘Deficiencies’ about the absence of some films and directors in the English-speaking world and ‘Different Perspectives’ that reveal some interesting comparisons. The judgements applied to define these sections are respectively: accuracy (correctness of the facts), novelty (unknown trends) and originality of ideas (absent in Polish film criticism). During my research I have discovered the main factors distorting the perception of Polish cinema. I talked about them during my presentation entitled ‘English-Language Critical Engagements with Polish Cinema’ during the ‘Polish Cinema in an International Context’ conference held in Manchester in December 2009. Most of these issues are addressed in Chapter One, which outlines the problems that English-language authors seem to have with the Polish language, the background political issues and the lack of knowledge about some of the periods of Polish cinema. -
Cinematography AME 5 CIN
Cinematography AME_5_CIN Electronic Module Guide available from Blackboard Faculty of Arts and Human Sciences 2013/2014 Level 5 — Semester 1 Table of Contents 1. MODULE DETAILS .................................................................................................. 3 2. SHORT DESCRIPTION ............................................................................................. 3 3. AIMS OF THE MODULE ............................................................................................ 3 4. LEARNING OUTCOMES ........................................................................................... 4 4.1 Knowledge and Understanding ............................................................................ 4 4.2 Intellectual Skills .................................................................................................. 4 4.3 Practical Skills ...................................................................................................... 4 4.4 Transferable Skills ............................................................................................... 4 5. ASSESSMENT OF THE MODULE ................................................................................ 5 th 5.1 Portfolio of Assessment – Weighting 100% [Due December 10 ] ....................... 5 6. FEEDBACK ............................................................................................................ 5 7. INTRODUCTION TO STUDYING THE MODULE .............................................................. 5 7.1 Overview of the