Brooklyn College Film Department
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Let's Make a Movie
LET’S MAKE A MOVIE Cadette Digital Movie-Maker Badge Workshop What’s your favorite movie (or a movie you really like)? ■ When was it made? ■ What do you like about it? ■ How do you feel when you watch it? PRODUCTION CREW Production Crew Roles ■ Director ■ Assistant Director (AD) ■ Director of Photography/ ■ Sound Mixer ■ Boom Operator ■ Gaffer ■ Grip ■ And more… https://filmincolorado.com/resources/job-descriptions/ CINEMATOGRAPHY Shot Composition ■ Follow the “rule of thirds” ■ Imagine a 3 x 3 grid on your image, align subjects where those lines cross and intersect in the frame ■ Provides a balanced image, prevents a wandering eye from the viewer, helps to effectively convey important information ■ Everything in the frame should communicate something to the viewer Rear Window (1954) Directed by Alfred Hitchcock, Rear Window has great examples of excellent shot composition. Notice the lead room for our main subject, and that the other character is on the bottom third. Depth of Field ■ In photography and cinematography, depth of field is the distance between the nearest and the farthest objects that are in acceptably sharp focus in an image. ■ 3 factors contribute to depth of field: aperture, focal length, focus distance. ■ Depth of field is used to describe the depth of focus within an image. An image with a shallow depth of field has the majority of the background out of focus, while a large depth of field has many details in the background in sharp focus. ■ Depth of field is a tool that can be used to convey or conceal information within a film by drawing attention towards some subjects and away from others. -
DIGITAL Filmmaking an Introduction Pete Shaner
DIGITAL FILMMAKING An Introduction LICENSE, DISCLAIMER OF LIABILITY, AND LIMITED WARRANTY By purchasing or using this book (the “Work”), you agree that this license grants permission to use the contents contained herein, but does not give you the right of ownership to any of the textual content in the book or ownership to any of the information or products contained in it. This license does not permit uploading of the Work onto the Internet or on a network (of any kind) without the written consent of the Publisher. Duplication or dissemination of any text, code, simulations, images, etc. contained herein is limited to and subject to licensing terms for the respective products, and permission must be obtained from the Publisher or the owner of the content, etc., in order to reproduce or network any portion of the textual material (in any media) that is contained in the Work. MERCURY LEARNING AND INFORMATION (“MLI” or “the Publisher”) and anyone involved in the creation, writing, or production of the companion disc, accompanying algorithms, code, or computer programs (“the software”), and any accompanying Web site or software of the Work, cannot and do not warrant the performance or results that might be obtained by using the contents of the Work. The author, developers, and the Publisher have used their best efforts to insure the accuracy and functionality of the textual material and/or programs contained in this package; we, however, make no warranty of any kind, express or implied, regarding the performance of these contents or programs. The Work is sold “as is” without warranty (except for defective materials used in manufacturing the book or due to faulty workmanship). -
Offscreen Space from Cinema and Sculpture to Photography, Poetry, and Narrative
Offscreen Space From Cinema and Sculpture to Photography, Poetry, and Narrative Thomas Harrison This essay aims to explore formal limits of artistic idioms and some manners in which they are put to positive semantic use. With the help of a term borrowed from film studies, I will argue that many, if not most, artworks activate relations between spaces directly embodied by their signs (recognizable shapes in the visual arts, for example, or words in written texts) and spaces indirectly conveyed by contexts, associations, or imaginings produced outside the borders of those perceptible forms in the mind of a reader or spectator. Aspects of offscreen space are marked by the visual, aural, or conceptual perimeters of what a work actually presents onscreen, amplifying its voice or points of reference and occasionally even making the work seem somewhat partial or incomplete.1 More concrete offscreen spaces pertain to the cultures of a work’s production and reception, subject to variable methodologies of interpretation. In both cases, components of a work’s meaning are construed to lie outside its formal articulation, beyond its explicitly pictured purview, in questions or matters that it conjures up. Some aspects of the off seem primarily semiotic in nature, involving connotations or lacunae in the work’s conventions or system of signs; others appear to be functions of the material and cultural humus from which and to which a work is addressed. Either way, the offscreen spaces activated by a work of art are as constructive of the significance we attribute to it as the lines and tones and colors and words of which it is composed. -
Technical Notes on Narcissus (1983)
Technical Notes on Narcissus (1983) In the first two parts of the film, where Narcissus encounters first the girl and then the boy, no special optical effects were used. The original shooting was done mainly in slow motion, with the camera running at 48 frames per second; some shots were also taken at 24 fps, and 36 fps. In the final editing these speeds were freely intercut, depending upon the nature of the dancing. In the third part of the film, Narcissus encounters himself, first as a reflection in a pool, then as a live person, who has come out of the pool to confront himself. Since we could not find identical twin dancers, Narcissus had to perform two roles in succession – his real self (N1) and his reflected other self (N2). In order to combine his two performances within any given shot, we had to use an optical printer; this would have been necessary anyway, since we intended to employ a number of special optical effects. As is the normal procedure in optical work, interpositives were made; these were loaded on the projector heads of the optical printer, and the special effect were created while shooting onto an optical negative Here is a description and explanation of the various effects and techniques, as they appear chronologically in the film. The Initial Full-figure Self Encounter Sequence Only in this one particular shot was a large mirror used. To have Narcissus 1 move out of step with his mirrored reflection Narcissus 2, we made two passes in the optical printer; in the first, we masked off N2 and shot N1’s action normally; in the second pass we masked off N1, and by skip-framing, freeze-framing or double-framing, we advanced, retarded and resynchronized N2’s action relative to N1’s. -
Cinematic Technique Intended Effect and Purpose Film Examples Shots
WRITING A STYLE ANALYSIS ESSAY Name ___________________________________ Cinematic Techniques Due Date ________________________________ Cinematic Technique Intended Effect and Purpose Film Examples Shot: A single piece of film, uninterrupted by cuts. Establishing Shot: Often a This is used to establish setting long shot or a series of and to show transitions shots that sets the scene. between locations. Long Shot (LS): A shot from It may suggest the isolation or some distance (also called vulnerability of a character. a full shot). A long shot of a person shows the full body. Medium Shot (MS): The The effect is to ground the most common shot. The story. camera seems to be a medium distance from the object being filmed. A medium shot shows a person from the waist up. Close-up Shot (CU): The Shots and Framing Shots image being shot takes up at least 80% of the frame. Extreme Close-up Shot (ECU): The image being shot is part of the whole, such as an eye or a hand. Two Shot: A scene between two people shot exclusively from an angle that includes both characters more or less equally, it is used in scenes where interaction between the two characters is important. Cinematic Technique Intended Effect and Purpose Film Examples Eye Level: A shot taken Ninety to ninety-five percent from a normal height – that of the shots seen are eye level is, at the character’s eye because it is the most natural level. angle. High Angle: The camera is This angle usually has the above the subject. effect of making the subject look smaller than normal, giving the character the appearance of being weak, powerless, and/or trapped. -
Cinematography
CINEMATOGRAPHY ESSENTIAL CONCEPTS • The filmmaker controls the cinematographic qualities of the shot – not only what is filmed but also how it is filmed • Cinematographic qualities involve three factors: 1. the photographic aspects of the shot 2. the framing of the shot 3. the duration of the shot In other words, cinematography is affected by choices in: 1. Photographic aspects of the shot 2. Framing 3. Duration of the shot 1. Photographic image • The study of the photographic image includes: A. Range of tonalities B. Speed of motion C. Perspective 1.A: Tonalities of the photographic image The range of tonalities include: I. Contrast – black & white; color It can be controlled with lighting, filters, film stock, laboratory processing, postproduction II. Exposure – how much light passes through the camera lens Image too dark, underexposed; or too bright, overexposed Exposure can be controlled with filters 1.A. Tonality - cont Tonality can be changed after filming: Tinting – dipping developed film in dye Dark areas remain black & gray; light areas pick up color Toning - dipping during developing of positive print Dark areas colored light area; white/faintly colored 1.A. Tonality - cont • Photochemically – based filmmaking can have the tonality fixed. Done by color timer or grader in the laboratory • Digital grading used today. A scanner converts film to digital files, creating a digital intermediate (DI). DI is adjusted with software and scanned back onto negative 1.B.: Speed of motion • Depends on the relation between the rate at which -
3 Areas of TV & Video Production
Media Semester 2 TV & Video Production Media Semester 2 Television & Video Production Media Semester 2 TV & Video Production 3 Main Area’s Pre- Production Production Post Production Planning Cinematography Editing Equipment Audio Colour Correction Lighting Effects Talent Exporting and Publishing Production Cinematography Cinematography is the act of capturing photographic images in space through the use of a number of controllable elements. This include but are not limited to: Focus Length Framing Scale Movement Production Cinematography Type Of Shots - Focal Length Deep Focus Deep Focus is keeping everything in frame in focus. This can be achieved by having a small aperture (f/stop) and lots of light - this give a crisp clear image. It is good for establishing shots featuring a large group of people. Production Cinematography Type Of Shots - Focal Length Shallow Focus Shallow focus is only keeping one element in focus and the rest blurred. This can be achieved by having a large aperture (small f/ stop). It can be used for close up’s. Production Cinematography Type Of Shots - Scale Close Up A shot that keeps only the face full in the frame. Perhaps the most important building block in cinematic storytelling. Medium Shot The shot that utilizes the most common framing in movies, shows less than a long shot, more than a close-up. Obviously. Production Cinematography Type Of Shots - Scale Long Shot A shot that depicts an entire character or object from head to foot. Not as long as an establishing shot. Aka a wide shot. Production Cinematography Dutch Tilt Shot Type Of Shots - Framing A shot where the camera is tilted on its side to create a kooky angle. -
3. Master the Camera
mini filmmaking guides production 3. MASTER THE CAMERA To access our full set of Into Film DEVELOPMENT (3 guides) mini filmmaking guides visit intofilm.org PRE-PRODUCTION (4 guides) PRODUCTION (5 guides) 1. LIGHT A FILM SET 2. GET SET UP 3. MASTER THE CAMERA 4. RECORD SOUND 5. STAY SAFE AND OBSERVE SET ETIQUETTE POST-PRODUCTION (2 guides) EXHIBITION AND DISTRIBUTION (2 guides) PRODUCTION MASTER THE CAMERA Master the camera (camera shots, angles and movements) Top Tip Before you begin making your film, have a play with your camera: try to film something! A simple, silent (no dialogue) scene where somebody walks into the shot, does something and then leaves is perfect. Once you’ve shot your first film, watch it. What do you like/dislike about it? Save this first attempt. We’ll be asking you to return to it later. (If you have already done this and saved your films, you don’t need to do this again.) Professional filmmakers divide scenes into shots. They set up their camera and frame the first shot, film the action and then stop recording. This process is repeated for each new shot until the scene is completed. The clips are then put together in the edit to make one continuous scene. Whatever equipment you work with, if you use professional techniques, you can produce quality films that look cinematic. The table below gives a description of the main shots, angles and movements used by professional filmmakers. An explanation of the effects they create and the information they can give the audience is also included. -
Film Culture in Transition
FILM CULTURE IN TRANSITION Exhibiting Cinema in Contemporary Art ERIKA BALSOM Amsterdam University Press Exhibiting Cinema in Contemporary Art Exhibiting Cinema in Contemporary Art Erika Balsom This book is published in print and online through the online OAPEN library (www.oapen.org) OAPEN (Open Access Publishing in European Networks) is a collaborative in- itiative to develop and implement a sustainable Open Access publication model for academic books in the Humanities and Social Sciences. The OAPEN Library aims to improve the visibility and usability of high quality academic research by aggregating peer reviewed Open Access publications from across Europe. Sections of chapter one have previously appeared as a part of “Screening Rooms: The Movie Theatre in/and the Gallery,” in Public: Art/Culture/Ideas (), -. Sections of chapter two have previously appeared as “A Cinema in the Gallery, A Cinema in Ruins,” Screen : (December ), -. Cover illustration (front): Pierre Bismuth, Following the Right Hand of Louise Brooks in Beauty Contest, . Marker pen on Plexiglas with c-print, x inches. Courtesy of the artist and Team Gallery, New York. Cover illustration (back): Simon Starling, Wilhelm Noack oHG, . Installation view at neugerriemschneider, Berlin, . Photo: Jens Ziehe, courtesy of the artist, neugerriemschneider, Berlin, and Casey Kaplan, New York. Cover design: Kok Korpershoek, Amsterdam Lay-out: JAPES, Amsterdam isbn e-isbn (pdf) e-isbn (ePub) nur / © E. Balsom / Amsterdam University Press, Amsterdam All rights reserved. Without limiting the rights under copyright reserved above, no part of this book may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording or otherwise) without the written permission of both the copyright owner and the author of the book. -
Resource Materials on the Learning and Teaching of Film This Set of Materials Aims to Develop Senior Secondary Students' Film
Resource Materials on the Learning and Teaching of Film This set of materials aims to develop senior secondary students’ film analysis skills and provide guidelines on how to approach a film and develop critical responses to it. It covers the fundamentals of film study and is intended for use by Literature in English teachers to introduce film as a new literary genre to beginners. The materials can be used as a learning task in class to introduce basic film concepts and viewing skills to students before engaging them in close textual analysis of the set films. They can also be used as supplementary materials to extend students’ learning beyond the classroom and promote self-directed learning. The materials consist of two parts, each with the Student’s Copy and Teacher’s Notes. The Student’s Copy includes handouts and worksheets for students, while the Teacher’s Notes provides teaching steps and ideas, as well as suggested answers for teachers’ reference. Part 1 provides an overview of film study and introduces students to the fundamentals of film analysis. It includes the following sections: A. Key Aspects of Film Analysis B. Guiding Questions for Film Study C. Learning Activity – Writing a Short Review Part 2 provides opportunities for students to enrich their knowledge of different aspects of film analysis and to apply it in the study of a short film. The short film “My Shoes” has been chosen to illustrate and highlight different areas of cinematography (e.g. the use of music, camera shots, angles and movements, editing techniques). Explanatory notes and viewing activities are provided to improve students’ viewing skills and deepen their understanding of the cinematic techniques. -
Directing the Narrative Shot Design
DIRECTING THE NARRATIVE and SHOT DESIGN The Art and Craft of Directing by Lubomir Kocka Series in Cinema and Culture © Lubomir Kocka 2018. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Vernon Art and Science Inc. www.vernonpress.com In the Americas: In the rest of the world: Vernon Press Vernon Press 1000 N West Street, C/Sancti Espiritu 17, Suite 1200, Wilmington, Malaga, 29006 Delaware 19801 Spain United States Series in Cinema and Culture Library of Congress Control Number: 2018933406 ISBN: 978-1-62273-288-3 Product and company names mentioned in this work are the trademarks of their respective owners. While every care has been taken in preparing this work, neither the authors nor Vernon Art and Science Inc. may be held responsible for any loss or damage caused or alleged to be caused directly or indirectly by the information contained in it. CONTENTS PREFACE v PART I: DIRECTORIAL CONCEPTS 1 CHAPTER 1: DIRECTOR 1 CHAPTER 2: VISUAL CONCEPT 9 CHAPTER 3: CONCEPT OF VISUAL UNITS 23 CHAPTER 4: MANIPULATING FILM TIME 37 CHAPTER 5: CONTROLLING SPACE 43 CHAPTER 6: BLOCKING STRATEGIES 59 CHAPTER 7: MULTIPLE-CHARACTER SCENE 79 CHAPTER 8: DEMYSTIFYING THE 180-DEGREE RULE – CROSSING THE LINE 91 CHAPTER 9: CONCEPT OF CHARACTER PERSPECTIVE 119 CHAPTER 10: CONCEPT OF STORYTELLER’S PERSPECTIVE 187 CHAPTER 11: EMOTIONAL MANIPULATION/ EMOTIONAL DESIGN 193 CHAPTER 12: PSYCHO-PHYSIOLOGICAL REGULARITIES IN LEFT-RIGHT/RIGHT-LEFT ORIENTATION 199 CHAPTER 13: DIRECTORIAL-DRAMATURGICAL ANALYSIS 229 CHAPTER 14: DIRECTOR’S BOOK 237 CHAPTER 15: PREVISUALIZATION 249 PART II: STUDIOS – DIRECTING EXERCISES 253 CHAPTER 16: I. -
Teaching Visual Storytelling for Virtual Production Pipelines Incorporating Motion Capture and Visual Effects
Teaching Visual Storytelling for virtual production pipelines incorporating Motion Capture and Visual Effects Gregory Bennett∗ Jan Krusey Auckland University of Technology Auckland University of Technology Figure 1: Performance Capture for Visual Storytelling at AUT. Abstract solid theoretical foundation, and could traditionally only be ex- plored through theory and examples in a lecture/lab style context. Film, television and media production are subject to consistent Particularly programs that aim to deliver content in a studio-based change due to ever-evolving technological and economic environ- environment suffer from the complexity and cost-time-constraints ments. Accordingly, tertiary teaching of subject areas such as cin- inherently part of practical inquiry into storytelling through short ema, animation and visual effects require frequent adjustments re- film production or visual effects animation. Further, due to the garding curriculum structure and pedagogy. This paper discusses a structure and length of Film, Visual Effects and Digital Design de- multifaceted, cross-disciplinary approach to teaching Visual Narra- grees, there is normally only time for a single facet of visual nar- tives as part of a Digital Design program. Specifically, pedagogical rative to be addressed, for example a practical camera shoot, or challenges in teaching Visual Storytelling through Motion Capture alternatively a visual effects or animation project. This means that and Visual Effects are addressed, and a new pedagogical frame- comparative exploratory learning is usually out of the question, and work using three different modes of moving image storytelling is students might only take a singular view on technical and creative applied and cited as case studies. Further, ongoing changes in film story development throughout their undergraduate years.