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Arroyo Grande High School Film History
10th -‐ 12th grade, Fall 2014 -‐ Spring 2015 Instructor: Mr. Benson
Assistant Instructors: Mr. Galperin Contact: [email protected], [email protected]
Room: 160 Course Description: Film History is a one-‐year course designed to help students understand and become aware of the rich history of film and its industry. Students will also develop an appreciation and understanding of film from all time periods, starting from the 1900’s and ending with the current film industry. Learning Objectives: The objective of Film History is for the student to gain an understanding of the development of the film industry from its roots of the nickelodeon theaters to the high quality products we know today. The course will include the studies of camera work and film music, while also placing a strong emphasis on storytelling. Upon successful completion of the course, students will be expected to: • Demonstrate a basic knowledge of significant filmmakers and their works • Apply understanding of basic camera work and film score to show how they affect the movie. • Identify groundbreaking motion pictures throughout the years and be able to explain why. • Analyze certain films and determine what created the phenomenon around them. • Identify the basics of good storytelling in cinema REQUIREMENTS FOR CREDIT: 1. ATTENDANCE. Daily attendance is essential and expected. Concepts are cumulative and absences will increase the difficulty of the course. Students should contact the instructor prior to any planned absence. All assignments can be made up for excused absences only. 2. EVALUATION. The grade will be determined based on the following assignments, with weights calculated as indicated: Analysis essays, multiple choice tests -‐55% Class participation and Discussion-‐ 5% Final Project-‐40% 3. GRADING SCALE. 90%-‐100% A 80%-‐89% B 70%-‐79% C 60%-‐69% D Below 60% F METHODS FOR ASSESSING OUTCOMES: Students will be evaluated through
Formative assessment, discussion, papers on analysis, and Research Projects. METHODS OF INSTRUCTION: A variety of types of instruction will be used, ranging from lecture, evaluation of seen pieces, note taking, group work, assigned at home watching, and reflection. TENTATIVE SCHEDULE OF ASSIGNMENTS: This schedule is tentative, and changes or updates may be made. Course Outline:
1. 1900-‐1910 A. Lumiere Brothers invent the camera B. George Mêlées C. Nickelodeon theatres D. The invention of editing movies.
2. The 20’s A. Film in the roaring twenties B. Realism takes over romantic films C. Lubitsch-‐Satirical realism D. Gance-‐ Impressionism and rethinking camera movement E. Ozu-‐ Humanistic films from Japan F. Lang-‐ Metropolises G. Cabinet of Dr. Cagliari-‐ Wiene
3. The 30’s A. The Age of Howard Hawks and John Ford B. The Addition of Sound to Filmmaking C. Musicals and Comedies D. Universal Studio’s Horror Films E. Westerns F. Escapism-‐ Gone with the Wind and Wizard of Oz. G. Cartoons and the start of Alfred Hitchcock 4. The 40’s A. Introduction of Color, Special effects, and Cinematography
B. Wartime Movies, and Propaganda C. Casablanca, Citizen Kane, and The Maltese Falcon D. Film as an escapist entertainment, patriotism, and reassurance. E. Hitchcock continues to astound people F. Film Noire
5. The 50’s A. Anti Heroes: James Dean and Marlin Brando B. On the Waterfront and the Bridge on the River Kwai. C. Rebels in film, and in the world D. Young people visit the movies E. Alfred Hitchcock, the master of suspense
6. The 60’s A. Alfred Hitchcock and David Lean B. Comedies from Billy Wilder C. Lawrence of Arabia and Sound of Music D. Financial issues in the industry E. Films coming out of England rather than US. F. Films of Sergio Leone G. George Roy Hill and William Goldman
7. The 70’s A. Hitchcock starts to slow down. B. Satirical Filmmakers-‐ Robert Altman, Milos Forman C. Film School – Brat Pack D. Dissentient filmmakers – Coppola and Scorsese – Godfather and Taxi Driver E. Spielberg –Jaws and Lucas –Star Wars revolutionizes what can be done with film.
8. The 80’s A. Spielberg and Lucas Dream Team – Indiana Jones B. Star Wars, E.T, and Back to the Future proved that well constructed films with good castings
and plots that didn't have to entirely rely on their special effects.
C. Action packed and flashy movies take over. D. Film Budgets increase ten fold E. Film becomes less thinking and more entertainment
9. The 90’s A. The start of Independent films and festivals to accompany them B. Tarantino, Rodriguez, Fincher, and the Coen Brothers C. Pulp Fiction defines screenwriting. D. The indie films seem to return to the thinking way of filmmaking with playful dialogue and
not a lot of special effects. E. Goodfellas and Casino, Saving Private Ryan and Schindler’s list –Spielberg and Scorsese
successfully transition into the next decade still on top 10. The 2000’s A. Christopher Nolan, dark and mysterious echoing film noire B. Quirky Wes Anderson and his definition of the quirky indie genre. C. The Star Wars prequels enrage a nation of followers. D. Pixar creates computer animation as touching and well done as real cinema . E. The age of reboots and remakes.
Assignments: 1. Taking Notes in class 2. Final Research Project due at the end of each semester. 3. At home watching and reflecting of films in essay format.
1. Daily lectures given in class with note taking. Small multiple choice tests, projects, group work, and essays to follow and test information learned.
2. Final Research Project, at the end of both semesters. Options include -‐Recreation of a Scene: recreate a scene from a movie, copy costumes, makeup, score, and camera angles, try to make your project as close to the real thing as possible. -‐Inside the Actor’s Studio: Interview an Actor/Filmmaker discussing the highlights and importance of his career and life.
-‐Alternate Ending: Write in a screenplay format, an alternate ending to any film. Discuss why it would change the movie for the better.
3. Watching Films during class or at home, resulting in a roundtable conversation/debate or an analysis essay.
Textbooks: Film History: An Introduction 3rd Edition By Kristin Thompson and David Bordwell 2009 ISBN-‐13: 978-‐0073386133 Grades will be posted confidentially in the classroom every two-three weeks and will be available via Homelink. The semester grade will be determined by averaging the quarter grades.
• Students must have a 2.5 at semester to continue into the second semester. A “D” in either course immediately disqualifies a student from continuing into the second semester.
3. It is essential that you complete assigned readings on time and before class. The single biggest reason for difficulty in this or any college class is failure to do the assigned readings.
4. It is essential that you keep A FILM HISTORY NOTEBOOK for the log you will keep and for class notes and a section in your binder for unit handouts. . You will need to take both excellent in-class and complete the homework assigned from the Student Study Guide
5. Exams—A combination of essay and objective questions--will be announced a week to 10 days in advance. Expect a major exam at least every two weeks; exams and major assessments (essays, projects) are 60% of your grade
6. Homework, Notes, Class Participation: Will consist of nightly reading notes. Occasional pop quizzes will be open-notes. Homework will be graded on a 1-10 scale. Homework, pop quizzes and in-class assignments that are awarded points are worth 30% of your grade. Again, all class notes, homework and the review packet for each chapter are collected the day of the chapter exam.
7. Writing: I will make clear my expectations for excellent writing and will post examples of excellent student essays after each chapter exam. I cannot overemphasize the importance of clear, accurate and fact-based writing in this course..
8. No late work is accepted unless it is due to an excused absence. Students who are ill for an extended length of time will find me very flexible provided they contact me for missed work.
Classroom Expectations
I expect courtesy in my classroom: respect yourself, your peers, and me. Come to class prepared. Behave with dignity and maturity. Be quiet and ready to learn at the bell. Accept the fact that this course may be tougher than any course you’ve ever taken--which means that it will prepare you, if you work hard, for future AP courses and for college success.
If distracting or disruptive behavior is repeated, if cheating takes place, the student will be counseled, parents will be consulted, and the student may be asked to leave the program. I will not tolerate any student who in any way violates the right of my students to have a focused and positive learning environment.
I am obligated to make the class both challenging and interesting, to use a variety of teaching strategies that largely focus on students thinking as historians, to be fair, to correct work as quickly as I can, to be available before tests and by appointment for test review and personal help and to be available to parents for communication.
STANDARD 1: : THE BIRTH OF CINEMA/ SILENT FILM
Students will learn to recognize the preconditions necessary for the invention of cinema, understand the influence of patents worldwide on the development of motion pictures, identify major studios, directors and stars and discuss their influences on the industry and discuss the ramifications of industry standards.
The class will view some landmark short films such as "A Trip to the Moon," "The Great Train Robbery," etc. along with clips from D.W. Griffith, Buster Keaton and Harold Lloyd films. We will discuss Chaplin’s influence and watch a Chaplin classic. Assessment: Silent Era test.
STANDARD 2: THE INTRODUCTION OF SOUND / THE MUSICAL
Students will identify the many ways that sound recording changed the nature of filmmaking, recognize usage of "Foley" sound editing and dubbing, understand the economic and social influences that led to the popularity of the musical, identify common elements found in musicals, discuss the changes that have occurred within the genre throughout the years, recognize some key studios, producers, directors and actors in that genre, and identify sub-genres such as backyard, backstage, concert, etc.
We'll look at the history of the musical as described by "That's Entertainment" as well as "Singin' in the Rain," "A Hard Day's Night," or another film TBD.
Assessment: Sound/Musical test- Essay on a musical chosen from the approved list.
STANDARD 3: CENSORSHIP / THE COMEDY
The student will understand the effect of censorship on the film industry, identify the elements and themes of the
comedy genre, discuss censorship in cinema from the "Hays Code" to modern political correctness, debate motion pictures responsibilities and rights regarding movie content, identify common elements found in comedies, recognize some key studios, producers, directors and actors in that genre and identify sub-genres such as slapstick, screwball, parody, etc.
We'll look at the history of the musical as described by "America Cinema; Romantic Comedy" as well as “Some Like It Hot,” ”Duck Soup,” “Bringing up Baby,” “What’s Up, Doc?” or another film TBD.
Assessment: Censorship/ Comedy test.- Essay on a comedy chosen from the approved list.
STANDARD 4: THE STUDIO SYSTEM / THE WESTERN
The student will understand the effect of the studio system on the film industry, identify the elements and themes of the western genre, discuss the ramifications of the "Major" studios owning theater chains, identify the "Big Five" studios that made up the Hollywood Studio System, examine the effect of studio contracts on actors and directors, identify common elements found in westerns, recognize some key studios, producers, directors and actors in that genre, identify sub-genres such as serials, spaghetti, singing cowboy, etc.
We’ll examine the history of the studio system as described by "America Cinema; The Studio System" and the history of the western as described by "America Cinema; The Western" as well as " High Noon" - "Shane," "Stagecoach," “The Searchers,” or another film TBD.
Assessment: Studio System/Western test. Essay on a western chosen from the approved list.
STANDARD 5: PATRIOTISM AND PROPAGANDA / THE WAR FILM
The student will understand the effect of war on the film industry, identify the elements and themes of the combat genre, discuss the ramifications of McCarthyism and the House Un-American Activities Committee, identify propaganda vs. patriotism, examine the role of war films on recruitment and war bonds, identify common elements found in combat films, recognize some key studios, producers, directors and actors in that genre, identify sub-genres such as pro-war and anti-war, etc.
We’ll explore Hollywood’s relationship to the military as described by “America Cinema; The Combat Film,” and as well as “Patton,” “The Dirty Dozen,” “Sands of Iwo Jima,” or another film TBD.
Assessment: Patriotism/Combat test - Essay on a war movie chosen from the approved list.
SEMESTER EXAM
STANDARD 6: BIAS IN CINEMA / THE DOCUMENTARY
The student will understand the role of the documentary film on the film industry, identify the elements and themes of the documentary genre, discuss the effect of director bias and objectivity in the documentary, identify documentary vs. docudramas, identify common elements found in documentary films, recognize some landmark films and directors in that genre, identify sub-genres such as bio-pics, Cinéma vérité, propaganda, etc.
We’ll explore the history of documentaries as seen in “Triumph of the Will,” “The War Room,” “Spellbound,” “JFK,” “ABC News Presents The Kennedy Assassination - Beyond Conspiracy,” or another film TBD.Assessment: Documentary test - Essay on a documentary chosen from the approved list.
STANDARD 7: CINEMATOGRAPHY / FILM NOIR
The student will understand the effect of cinematography on the film industry, identify the elements and themes of the film noir genre, understand the vocabulary of cinematography, explain the effects that different camera angles, movements, framing, etc. have on the audience, identify common elements found in film noir, recognize some key studios, directors and actors in that genre, and identify sub-genres such as Gangster, Crime, Sci-fi, etc.
We'll enjoy the history of film noir as described by “America Cinema; Film Noir” as well as “Sunset Blvd.,” “Double Indemnity,” “Maltese Falcon,” “The Big Sleep,” or another film TBD.
Assessment: Cinematography/Film Noir test - Essay on a film noir chosen from the approved list.
STANDARD 8: EDITING / THE SUSPENSE FILM
The student will understand the role of the editing in storytelling, identify the elements and themes of the suspense genre, discuss the effect of editorial choices, discuss Hitchcock’s influence, identify common elements found in
suspense films, recognize some landmark films and directors in that genre, identify sub-genres such as political thrillers, psychological thrillers, etc.
We’ll learn about the art of editing as described by “The Cutting Edge” as well as “The Manchurian Candidate,” “Invasion of the Body Snatchers,” “North by Northwest,” various Hitchcock scenes or another film TBD.
Assessment: Editing/Suspense test - Essay on a thriller chosen from the approved list.
STANDARD 9: DIRECTING / THE DRAMA FILM The student will understand the role of the director, identify the elements and themes of the drama genre, discuss the validity of the auteur theory, discuss the evolution of the director’s influence, identify common elements found in dramatic films, recognize some landmark films and directors in that genre,. We’ll learn about the art of directing as described by “America Cinema; The TV Age” as well as “Citizen Kane,” “On the Waterfront,” “Rebel without a Cause,” “RKO281,” or another film. TBD. Assessment: Director/Drama test - Essay on a drama movie chosen from the approved list.
STANDARD 10: THE FILM SCHOOL GENERATION / THE BLOCKBUSTER
The student will understand the Hollywood takeover by the “Film School Generation,” identify the elements and themes of the blockbuster genre, discuss the effect of focus groups, discuss the importance of the release dates, identify common elements found in blockbuster films, recognize some landmark films and directors in that genre,.
We’ll learn about the art of directing as described by “America Cinema; The Film School Generation,” as well as “ET,” “Back to the Future,” or another film TBD.
Final: Performance-Based Assessment
A selection of projects, including re-writing and re-enacting a classic scene; a posterboard biography of a selected director, producer or screenwriter; an Actor’s Studio-type video in which selected actors/actresses from an era in American film history are interviewed; creating an advertising campaign for a selected American film)
Film History Parental Permission Slip
FILMS SHOWN IN PART OR IN THEIR ENTIRETY CLASS ARE RATED AS SUCH FOR LANGUAGE AND THEMATIC ELEMENTS.
THE FILMS WE MAY BE VIEWING ARE:
METROPOLIS WINGS BIRTH OF A NATION THE CABINET OF DR. CAGLIARI SNOW WHITE AND THE SEVEN DWARFS THE WIZARD OF OZ MY MAN GODFREY MODERN TIMES CITY LIGHTS BRINGING UP BABY CITIZEN KANE THE MALTESE FALCON SINGING IN THE RAIN MY DARLING CLEMENTINE THE SEARCHERS
RED RIVER CASABLANCA THE SANDS OF IWO JIMA THE BEST YEARS OF OUR LIVES DOUBLE INDEMNITY REAR WINDOW REBEL WITHOUT A CAUSE ON THE WATERFRONT SOME LIKE IT HOT THE BRIDGE ON THE RIVER KWAI LAWRENCE OF ARABIA 2001: A SPACE ODYSSEY BUTCH CASSIDY AND THE SUNDANCE KID JAWS THE PRINCESS BRIDE CLOSE ENCOUNTERS OF THE 3RD KIND CRIMES AND MISDEMEANORS* MIDNIGHT IN PARIS* THE GODFATHER** AMERICAN GRAFFITI TAXI DRIVER**
CHINATOWN** M*A*S*H* THE BREAKFAST CLUB* PULP FICTION** SCHINDLER’S LIST** SAVING PRIVATE RYAN** O BROTHER WHERE ART THOU?* RAISING ARIZONA* RUSHMORE** MOONRISE KINGDOM* THE AVIATOR* INCEPTION* THE DARK KNIGHT* UP RATATOUILLE BRAVE
PARENT OR GUARDIAN
PLEASE SIGN BELOW IF YOU ARE ALLOWING YOUR STUDENT TO WATCH ALL OF THE ABOVE FILMS. IF THERE ARE FILMS YOU WOULD NOT LIKE YOUR STUDENT TO VIEW, PLEASE MAKE AN X NEXT TO THAT FILM AND SIGN BELOW. ANY FILM THAT IS CHECKED WILL BE REPLACED WITH AN ALTERNATIVE WRITING ASSIGNMENT. (IF THERE ARE MORE THAN 3 FILMS CHECKED, I WILL REQUEST THAT WE WORK WITH THE REGISTRAR TO PLACE YOUR CHILD IN A MORE SUITABLE CLASS.)
THIS PERMISSION SLIP IS DUE BY: 9/8/14
STUDENT NAME (PLEASE PRINT) __________________________________________________________
STUDENT SIGNATURE________________________________________________ DATE______________
PARENT NAME (PLEASE PRINT) ___________________________________________________________
PARENT SIGNATURE________________________________________________ DATE________________
PARENT PHONE NUMBER________________________ PARENT EMAIL____________________________