Saturday, January 31, 2015
Extra Blog Post-Fangirl Progress
Development and pre-production for Fangirl is going extremely well. Last Friday, Veronica and I met to discuss and used a few articles and books on documentary filmmaking to help us narrow our focus, specifically what story we hope to tell, the types of events and people we are hoping to include in the documentary, and how we were hoping to go about these things. Luckily, we took notes so that our ideas were not lost. We made an email so that we would be able to reach out to potential interviewees and such and began drafting a flyer we're hoping to dispense so that students at I-Poly can be informed of our project.
Monday, January 26, 2015
Blog 13: Lesson 2 Reflection
1. What are you most proud of in your Lesson 2 presentation and why?
I feel most proud of how informative I was. I think I provided adequate examples and explanations that helped my peers understand my EQ and first answer.
2. A) What assessment would you give yourself on your lesson 2 presentation and why?
I would give myself an AE
B) I think I provided more than enough examples and explantations to educate my peers about my subject, my EQ, and my answer, as well as displaying the depth of my research. I feel that my presentation was very engaging, and my answer was made even more clear through my activity.
3. What worked for you in your Lesson 2?
I felt very confident about the content in my presentation, and when the activity was done, I felt that my peers fully understood what I had gone over.
4. What didn't work? If you had a time machine, what would you have done differently to improve your Lesson 2?
I think I might have clarified my activity a little more. In the handout I passed out, I stated that if the students had another idea for a film they wanted to create, they were free to use it. A lot of people ended up using movies that had already been released, so I probably would have said that that was an option.
5. What do you think your answer 2 is going to be?
My second answer will be that filmmakers have to be empathetic to their audience. They have to know what appeals to them, whether it be visually, aesthetically, or even in regards to stories.
I feel most proud of how informative I was. I think I provided adequate examples and explanations that helped my peers understand my EQ and first answer.
2. A) What assessment would you give yourself on your lesson 2 presentation and why?
I would give myself an AE
B) I think I provided more than enough examples and explantations to educate my peers about my subject, my EQ, and my answer, as well as displaying the depth of my research. I feel that my presentation was very engaging, and my answer was made even more clear through my activity.
3. What worked for you in your Lesson 2?
I felt very confident about the content in my presentation, and when the activity was done, I felt that my peers fully understood what I had gone over.
4. What didn't work? If you had a time machine, what would you have done differently to improve your Lesson 2?
I think I might have clarified my activity a little more. In the handout I passed out, I stated that if the students had another idea for a film they wanted to create, they were free to use it. A lot of people ended up using movies that had already been released, so I probably would have said that that was an option.
5. What do you think your answer 2 is going to be?
My second answer will be that filmmakers have to be empathetic to their audience. They have to know what appeals to them, whether it be visually, aesthetically, or even in regards to stories.
Saturday, January 10, 2015
Blog 12: Mentorship Hours
1. Where are you doing your mentorship?
I am doing my mentorship in my ROP video production class and at Disney Channel.
2. Who is your contact?
My teacher is Phillip Miller and my contact at Disney Channel is Amanda DiPiazza (although I have not completed ten hours with her yet.)
3. How many hours have you completed during the schoolyear?
So far, I've completed 75 hours and 43 minutes.
4. Summarize your ten hours of service.
In ROP, I have learned various filmic processes--storyboarding, camera angles, lighting, and screenwriting, among others.
I am doing my mentorship in my ROP video production class and at Disney Channel.
2. Who is your contact?
My teacher is Phillip Miller and my contact at Disney Channel is Amanda DiPiazza (although I have not completed ten hours with her yet.)
3. How many hours have you completed during the schoolyear?
So far, I've completed 75 hours and 43 minutes.
4. Summarize your ten hours of service.
In ROP, I have learned various filmic processes--storyboarding, camera angles, lighting, and screenwriting, among others.
Monday, January 5, 2015
Blog 11: Holiday Project Update
Content:
1. What did you do over the break with your senior project?
A crucial portion of my independent component is combining research with real-world situations. Luckily for me, my research involves watching films. In fact, I was able to watch quite a few over my break--Top Five, Annie, The One I Love, La Belle et La Bete, Populaire, Fanny, Marius, and The Wolf of Wall Street. Since I am analyzing these films and not simply watching for enjoyment, I created a doc where I could log my thoughts once I finished viewing them. I am working on developing a spreadsheet where I can continue logging the films, my reactions and my opinions on them so that I may have a clear, organized way of displaying my research when I turn in my Independent Component.
2. What was the most important thing you learned from what you did, and why? What was the source of what your learned?
I feel that I learned the most from Top Five and The One I Love.
Movies are often praised when the director's "artsy-ness" is displayed through obvious methods. When I think of artsy sequences in films, scenes where laws of physics are suspended briefly or specific camera placement and lighting are used to create a certain mood/tone come to mind. Directorial choices are made for artistic purposes. I felt that Top Five was artsy, though in different ways than most films. There aren't any scenes that suspend logic or overt artistic choices that I could perceive as typically artsy. I believe that is due more so to the dialogue, storyline, and atmosphere. Basically, my point is that the film taught me that there doesn't have to be dramatic lighting or camera pans to get one's point across in an "artsy" way.
The One I Love, however, taught me that it is still very possible to surprise viewers, even a little. As a fan of The Twilight Zone, I was immediately drawn to the tone of the film because I could tell that it had to be inspired in some shape, way or form by the show. The reason I love of the show, of course, is because it is transcendent and the endings are still baffling, if not shocking, some sixty years after it originally aired. The One I Love did the exact same thing with an ending I definitely was not expecting, so even though the typical movie-goer may have a bit of cynicism in them, it may still be possible to surprise them.
3. If you were to do a ten question interview on questions related to answers for your EQ, who would you talk to and why?
I would probably talk to seasoned writers, directors, producers, and distributors, among other people who have roles in filmmaking because there are so many aspects that make a film memorable.
1. What did you do over the break with your senior project?
A crucial portion of my independent component is combining research with real-world situations. Luckily for me, my research involves watching films. In fact, I was able to watch quite a few over my break--Top Five, Annie, The One I Love, La Belle et La Bete, Populaire, Fanny, Marius, and The Wolf of Wall Street. Since I am analyzing these films and not simply watching for enjoyment, I created a doc where I could log my thoughts once I finished viewing them. I am working on developing a spreadsheet where I can continue logging the films, my reactions and my opinions on them so that I may have a clear, organized way of displaying my research when I turn in my Independent Component.
2. What was the most important thing you learned from what you did, and why? What was the source of what your learned?
I feel that I learned the most from Top Five and The One I Love.
Movies are often praised when the director's "artsy-ness" is displayed through obvious methods. When I think of artsy sequences in films, scenes where laws of physics are suspended briefly or specific camera placement and lighting are used to create a certain mood/tone come to mind. Directorial choices are made for artistic purposes. I felt that Top Five was artsy, though in different ways than most films. There aren't any scenes that suspend logic or overt artistic choices that I could perceive as typically artsy. I believe that is due more so to the dialogue, storyline, and atmosphere. Basically, my point is that the film taught me that there doesn't have to be dramatic lighting or camera pans to get one's point across in an "artsy" way.
The One I Love, however, taught me that it is still very possible to surprise viewers, even a little. As a fan of The Twilight Zone, I was immediately drawn to the tone of the film because I could tell that it had to be inspired in some shape, way or form by the show. The reason I love of the show, of course, is because it is transcendent and the endings are still baffling, if not shocking, some sixty years after it originally aired. The One I Love did the exact same thing with an ending I definitely was not expecting, so even though the typical movie-goer may have a bit of cynicism in them, it may still be possible to surprise them.
3. If you were to do a ten question interview on questions related to answers for your EQ, who would you talk to and why?
I would probably talk to seasoned writers, directors, producers, and distributors, among other people who have roles in filmmaking because there are so many aspects that make a film memorable.
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