Tuesday, December 23, 2014

The Dystopia Project

Merry Christmas, ya'll. To the well behaved: enjoy your cheer. To the rest, the cell phone dilly-dalliers: you can't escape Krampus.
Pictured: Krampus and a young Manno twin. Troy?
Yesterday we watched Frank Capra's 1946 holiday masterpiece, It's a Wonderful Life. The film, an initial flop, is now regarded as a classic.

The film is life-affirming and sweet without being syrupy; however, it is not without some measure of darkness. The alternate reality presented to George by Clarence the angel is a vulgar, capitalistic wasteland populated by brothels, bars, and the poor. It's Bedford Falls without its George Bailey.

Pottersville: Ah, business without ethics.
It's not much different than the slums in which the Proles reside in in Nineteen-Eighty-Four.
Yup, it's a dystopia: a wholesome town devastated by unmitigated greed.

As Christmas break approaches, we need to began work on our own dystopia films.

The Twilight Zone (Due Mon. Jan 5th)
  • To keep you in the proper mindset, please watch all three of the following episodes of The Twilight Zone.
  • Select your favorite episode of the three, and describe it in the comment section of this post. 
    • These are excellent examples of small-scale, low production dystopias.
    • They use writing; not CGI.


"The Obsolete Man"

"The Number 12 Looks Just Like You"

"A Thing About Machines"

http://www.imdb.com/video/imdb/vi232564505

"Welcome to the Monkey House" (Due Mon. Jan. 5th)
  • Read the Kurt Vonnegut short story, "Welcome to the Monkey House."
  • Respond to the accompanying questions.
  • Email the responses to me.

Kurt Vonnegut: "Welcome to the Monkey House"
The questions: Here


Your Films
When we return to school on Monday, January 1st, we will be in the library. You and a partner (your choosing) will work to complete a 12 slide treatment for an original dystopia film. The class will vote on the 6 best film pitches (out of 15 groups). 6 groups, led by the two original members, will be randomly generated.

On Friday, January 9th, the 9 slide presentations will be due.

Each presentation should consist of three general sections supplemented by images and discussion.

Characters (3-4 slides)
  • Dissenter
  • An "O'Brien" figure: an upper-level party member
  • A love interest: someone or something that reawakens the humanity in the protagonist
Plot/Conflict (3-4 slides)
  • Define the "Party"
  • Define the "Proles"
  • Explain the conflict--how does the party affect life and in particular, the life of the dissenter
Costumes/Setting (3-4 slides)
  • Costume ideas: how does the Party affect dress?
  • Setting: don't think too big; keep it small
  • Motif, music, symbol, MacGuffin: Incorporate some distinct visual element
As you work, keep Nineteen-Eighty-Four in mind. Your completed film will need to contain an interrogation scene in which the machinations of the Party are explained. Orwell's vision is the most well-defined.

The Twilight Zone provides excellent examples of smaller settings that convey similar themes to Nineteen-Eighty-Four. Remember: Falcon Films are low budget. We have to work within our means. However, setbacks and limitations often spur the most creativity!
Couldn't fix Artoo with a computer in '77.
Kurt Vonnegut is funny. Dystopias can be scary and humorous. However, this is often a delicate line. "Welcome to the Monkey House" also focuses on the repression of human sexuality. This is very Orwellian, and it is something you need to approach delicately in your completed films. Keep it PG.

Wednesday, December 17, 2014

Understanding Oceania

1:II 

  1. Explain the three elements of INGSOC.
  2. Explain Winston's view of reality and the futility of his journal writing.

1: III
  1. Explain doublethink.
  2. Do people actually engage in this? Come up with an example and explain.
1:IV
  1. Describe Winston's job.
  2. Winston explains the unreality of statistics. Explain his example and the difference between boots on paper and actual physical boots.
  3. Describe the art created for the Proles.
1:V
  1. Syme is an expert on Newspeak. Explain this language, its goals, and its effects on humanity.
1: VI
  1. Explain the Party's view on prostitution.
  2. Explain the Party's views and goals regarding sexual intercourse.
  3. Describe Winston and Katherine's sex life. 

Here are two of the symbolic images from Children of Men.

Pablo Picasso's "Guernica"

Pink Floyd, "Animals"

According to Roger Waters, the album is loosely based on George Orwell's allegorical novel, Animal Farm.


John Lennon/Jasper





Sunday, November 2, 2014

11/3-11/5


Our horror unit is over.

We Watched Night of the Living Dead, 28 Days Later, Carrie, The Amityville Horror, Psycho, and Se7en.

Here comes the work!

Danse Macabre

  • Read Chapter VI of Danse Macabre and compose typed responses to the accompanying questions. Your typed responses are due by Wednesday (11/5)



  • Pick two horror films we viewed in this unit. Create a PowerPoint explaining the text and the subtext of each. 
    • A minimum of 4 slides is required.
    • Be prepared to present on Wednesday (11/5).

  • Read this article from Slate. 
    • King wrote this about The Thing and America in the 1950's: “The hawkish ones, like The Thing, usually extol the virtues of preparedness and deplore the vices of laxness, and achieve a goodly amount of their horror by positing a society which is politically antithetical to ours…”
      • Does this subtext inform modern horror? Explain.
      • Can you relate this concept to 28 Days Later?
        • Post your response as a comment to this blog post. Comments must be posted by Wednesday (11/5).
David Fincher

  • Watch this video from The Atlantic.
    • Respond to the following questions:
      • What is Fincher's approach regarding information and exposition?
      • When does drama occur in a Fincher film?
      • Explain Fincher's 3 rules.
      • What does Fincher think about people?
    • Your typed responses must be submitted by Wednesday (11/5).
Basically, this work is all due by Wednesday (11/5).

This is also the time to complete your Hamlet soliloquies if you have not yet done so.
  • If submitted before Wednesday, you may earn half credit for the assignment.
  • Also, please submit your Kubrick essay if you have not yet done so.

Monday, October 20, 2014

The Place Beyond the Pines

Derek Cianfrance is an ambitious young director, and The Place Beyond Pines is his attempt at a masterpiece. It's long, complicated, and mythic in its scope.


It's part Shakespeare in its treatment of the legacy that fathers leave their sons.

It's Dickensian in its length and its exploration of poverty and desperation.

And Springsteen-esque in its portrayal of working class America.

This is a divisive movie. Critics applauded its aspirations, but ultimately felt that parts of the film were stronger than others.

Your Task

  • Give your review of the film.
    • Does Cianfrance succeed or is the film uneven? Explain.
  • Explain the film's connection to the archetypal Hamlet.
    • How is the film's treatment/exploration of fathers and sons similar to Hamlet's?
Your responses must be posted as comments to this post.
Responses are due before Friday (10/24) of this week.

Thursday, October 16, 2014

SOLILOQUY GROUPS


Kubrick Paper Updates


  • Your completed Kubrick papers are due Monday, October 20th. Please submit a typed, hard copy.
  • Extra credit if you take pictures at Friday's bonfire. 


Tuesday, October 14, 2014

Hamlet Soliloquy Film Project

THE SOLILOQUY FILM PROJECT

Directions:  Each group will be responsible for producing a cinematic interpretation of an assigned soliloquy from Hamlet.
The rules are as follows:
  • ·        It is your interpretation so how you film it is your choice.

o   Modernize it; set it in space; have fun!
  • ·        You must have a group of three.
  • ·        You cannot use outside people to act or to film.
  • ·        Your assigned soliloquy, selected at random, must be presented in its entirety.

o   You may not delete words or lines!
  • ·        The way in which you choose to deliver/film your project must take into consideration what the lines are saying about Hamlet and his emotional/mental state.
  • ·        Production design—costumes, sets, lighting, etc.—must reflect the emotional timbre of your assigned soliloquy
  • ·        You may film in the building or in other locations outside of school.

o   The latter will require some coordination outside of school.
  • ·        Your film should include all of the following:

o   TITLE & What part of the play the soliloquy comes from
§  “Melting Flesh”: Act I, Scene 2
o   Fade in to action
o   Fade out to black at end
o   CREDITS – the team members and their roles

#1
Act I, Scene 2
O, that this too too solid flesh would melt
Thaw and resolve itself into a dew!
Or that the Everlasting had not fix'd
His canon 'gainst self-slaughter! O God! God!
How weary, stale, flat and unprofitable,
Seem to me all the uses of this world!
Fie on't! ah fie! 'tis an unweeded garden,
That grows to seed; things rank and gross in nature
Possess it merely. That it should come to this!
But two months dead: nay, not so much, not two:
So excellent a king; that was, to this,
Hyperion to a satyr; so loving to my mother
That he might not beteem the winds of heaven
Visit her face too roughly. Heaven and earth!
Must I remember? why, she would hang on him,
As if increase of appetite had grown
By what it fed on: and yet, within a month--
Let me not think on't--Frailty, thy name is woman!--
A little month, or ere those shoes were old
With which she follow'd my poor father's body,
Like Niobe, all tears:--why she, even she--
O, God! a beast, that wants discourse of reason,
Would have mourn'd longer--married with my uncle,
My father's brother, but no more like my father
Than I to Hercules: within a month:
Ere yet the salt of most unrighteous tears
Had left the flushing in her galled eyes,
She married. O, most wicked speed, to post
With such dexterity to incestuous sheets!
It is not nor it cannot come to good:
But break, my heart; for I must hold my tongue.
#2
Act II, Scene 2
Now I am alone.
O, what a rogue and peasant slave am I!
Is it not monstrous that this player here,
But in a fiction, in a dream of passion,
Could force his soul so to his own conceit
That from her working all his visage wann'd,
Tears in his eyes, distraction in's aspect,
A broken voice, and his whole function suiting
With forms to his conceit? and all for nothing!
For Hecuba!
What's Hecuba to him, or he to Hecuba,
That he should weep for her? What would he do,
Had he the motive and the cue for passion
That I have? He would drown the stage with tears
And cleave the general ear with horrid speech,
Make mad the guilty and appal the free,
Confound the ignorant, and amaze indeed
The very faculties of eyes and ears. Yet I,
A dull and muddy-mettled rascal, peak,
Like John-a-dreams, unpregnant of my cause,
And can say nothing; no, not for a king,
Upon whose property and most dear life
A damn'd defeat was made. Am I a coward?
Who calls me villain? breaks my pate across?
Plucks off my beard, and blows it in my face?
Tweaks me by the nose? gives me the lie i' the throat,
As deep as to the lungs? who does me this?
Ha!
'Swounds, I should take it: for it cannot be
But I am pigeon-liver'd and lack gall
To make oppression bitter, or ere this
I should have fatted all the region kites
With this slave's offal: bloody, bawdy villain!
Remorseless, treacherous, lecherous, kindless villain!
O, vengeance!
Why, what an ass am I! This is most brave,
That I, the son of a dear father murder'd,
Prompted to my revenge by heaven and hell,
Must, like a whore, unpack my heart with words,
And fall a-cursing, like a very drab,
A scullion!
Fie upon't! foh! About, my brain! I have heard
That guilty creatures sitting at a play
Have by the very cunning of the scene
Been struck so to the soul that presently
They have proclaim'd their malefactions;
For murder, though it have no tongue, will speak
With most miraculous organ. I'll have these players
Play something like the murder of my father
Before mine uncle: I'll observe his looks;
I'll tent him to the quick: if he but blench,
I know my course. The spirit that I have seen
May be the devil: and the devil hath power
To assume a pleasing shape; yea, and perhaps
Out of my weakness and my melancholy,
As he is very potent with such spirits,
Abuses me to damn me: I'll have grounds
More relative than this: the play 's the thing
Wherein I'll catch the conscience of the king.
#3
Act III, Scene 1
To be, or not to be: that is the question:
Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them? To die: to sleep;
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to, 'tis a consummation
Devoutly to be wish'd. To die, to sleep;
To sleep: perchance to dream: ay, there's the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause: there's the respect
That makes calamity of so long life;
For who would bear the whips and scorns of time,
The oppressor's wrong, the proud man's contumely,
The pangs of despised love, the law's delay,
The insolence of office and the spurns
That patient merit of the unworthy takes,
When he himself might his quietus make
With a bare bodkin? who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscover'd country from whose bourn
No traveller returns, puzzles the will
And makes us rather bear those ills we have
Than fly to others that we know not of?
Thus conscience does make cowards of us all;
And thus the native hue of resolution
Is sicklied o'er with the pale cast of thought,
And enterprises of great pith and moment
With this regard their currents turn awry,
And lose the name of action.--Soft you now!
The fair Ophelia! Nymph, in thy orisons
Be all my sins remember'd.
#4
Act IV, Scene 4

How all occasions do inform against me,
And spur my dull revenge! What is a man,
If his chief good and market of his time
Be but to sleep and feed? a beast, no more.
Sure, he that made us with such large discourse,
Looking before and after, gave us not
That capability and god-like reason
To fust in us unused. Now, whether it be
Bestial oblivion, or some craven scruple
Of thinking too precisely on the event,
A thought which, quarter'd, hath but one part wisdom
And ever three parts coward, I do not know
Why yet I live to say 'This thing's to do;'
Sith I have cause and will and strength and means
To do't. Examples gross as earth exhort me:
Witness this army of such mass and charge
Led by a delicate and tender prince,
Whose spirit with divine ambition puff'd
Makes mouths at the invisible event,
Exposing what is mortal and unsure
To all that fortune, death and danger dare,
Even for an egg-shell. Rightly to be great
Is not to stir without great argument,
But greatly to find quarrel in a straw
When honour's at the stake. How stand I then,
That have a father kill'd, a mother stain'd,
Excitements of my reason and my blood,
And let all sleep? while, to my shame, I see
The imminent death of twenty thousand men,
That, for a fantasy and trick of fame,
Go to their graves like beds, fight for a plot
Whereon the numbers cannot try the cause,
Which is not tomb enough and continent
To hide the slain? O, from this time forth,
My thoughts be bloody, or be nothing worth!

Tuesday, October 7, 2014

The Kubrick Paper

Pictured: a student visualizes the horror of essay writing.

Your film analysis papers, due Friday, October 17th, need to consist of a scholarly analysis of one or more of the major interpretative theories concerning the film, The Shining.
    • I strongly recommend picking only one to focus on, unless you pick related theories, i.e. mythology and fairy tales.
Here are some ideas to consider in your paper:
  • The Native American Genocide 
  • The Holocaust
  • Greek Mythology: Theseus, the Minotaur, and the Labryinth
  • Apollo 11 and the faked moon landing
  • The Shining as a parody/update of Gothic Horror [Easiest topic, in my opinion]
  • Fairy Tales
  • The Blood on Which Nations Are Built: A Judgment on Humanity
  • Freudian analysis
  • Compare/contrast The Shining to 2001: A Space Odyssey [Ooh... this one is interesting!]

Outline
I. Intro 
   A. Introduction/explanation of your theory
   B. Thesis: a complex sentence or sentences indicating specifically what your paper will prove
II. Body 1 
   A. Quote or idea from a source
   B. Analysis of the aforementioned idea supported by specific references to the film
III. Body 2
   A. Quote or idea from a source
   B. Analysis of the aforementioned idea supported by specific references to the film
IV. Body 3
   A. Quote or idea from a source
   B. Analysis of the aforementioned idea supported by specific references to the film
V. Conclusion - Revisit the thesis and the main ideas explored in the paper
VI. Works Cited - Appears on a separate page; does not count towards the overall length


Sources
  • You may use information that appears from the excerpt from the book, On Kubrick. We read chapter V: "Horrorshow."
  • I also recommend the following site: http://www.visual-memory.co.uk/amk/
  • You must find a third source on your own. It must come from a book, an article, or a scholarly website.
  • This site lists the basic elements of Gothic fiction: http://www.virtualsalt.com/gothic.htm

Format/Citation

  • The paper must be properly MLA formatted. It must contain multiple in-text citations, and the works cited must be properly formatted.
  • If there are no in-text citations and no works cited page, the paper is technically plagiarized. Anticipate an automatic failure.
  • The best source of information regarding MLA formatting is the Online Writing Lab of Purdue University: The OWL.
  • The proper MLA works cited entry for the book, On Kubrick, is as follows:
    • Naremore, James. On Kubrick. London: British Film Institute, 2007. Print.
  • To use information from the book in the essay, you must use an in-text citation. There are two ways to do this correctly.
    • Firstly, you may opt to simply mention the title of the book and the author. Then, you simply need to include the page number in paranthesis.
      • In On Kubrick, the author, James Naremore, postulates that The Shining is a Freudian horror film that portrays Jack Torrance as a terrifying, nightmarish father figure (287).
    • Secondly, you may simply include a quote or idea from the excerpt without mentioning the author or the title. In this case, the parenthetical in-text citation must include the author's last name and a page number.
      • The Shining is a Freudian horror film that portrays Jack Torrance as a terrifying, nightmarish father figure (Naremore 287).

Due Date/Requirements

  • Size 12, Times New Roman font
  • Double-spaced
  • No cover page!
  • MLA header/page numbers
  • 1" margins
  • No hanging indents
  • Complex thesis statement
  • At least 6 in-text citations
  • Multiple specific references to the film itself
  • 3 scholarly sources all of which must be used in the body of the paper
  • 3-5 pages; the works cited page gets its own page; it does not count towards the overall length
    • The completed paper is due on Friday, October 17th.
    • A hard copy must be submitted in person!

Thursday, October 2, 2014

Wednesday, October 1, 2014

since its october-heres my favorite halloween movie pics

Since its officially fall, and thrill of Halloween is now in the air, here's my top picks for Horror/Suspense films that I think are must see's in this category and why (in no particular order).

28 Days Later-Directed by Danny Boyle
He kickstarted the Romero zombie craze all over again in the early 00's with this gritty take on zombies. It deals with an infection of rage, turning humans over to the dark side to prey on them in the afterlife. Great cast of character actors here, traversing their way through the UK, looking for salvation, humanity and a cure.

The Shining-Directed by Stanley Kubrick
Its Kubrick. And Stephen King. What more needs to be said about this classic? Psychological thriller meets suspense meets horror. The classic visual storytelling and classic acting from Jack Nicholson at the height of his career provide a great backdrop for the character and story evolution that we see take place throughout this visual masterpiece.

Season 1 of The Walking Dead-Directed by Frank Darabont
The director of The Shawshank Redemption and The Green Mile was brought in as a developer and director on the first season of the AMC original program that pushed the boundaries of what could be aired on cable tv. His eye for color, cinematic visual technique, and use of silence to heighten suspense are all qualities which give his films a certain look/feel. The reason I put this first season in with the aforementioned films, is because it plays out like a film. The first few episodes are similar in length and storytelling style to that of a feature film. Not to leave out the spectacular makeup and special effects from now executive producer Greg Nicotero, this first season is as close to the real zombie apocalypse as you can get-without getting blood on you!

Nightmare on Elm Street-Directed by Wes Craven
A legendary scary villain like Freddy Kruger doesn't often come along-he's the equivalent of our Heath Ledger Joker. So outlandishly creepy and in a time and place most of us can relate to-a  bad dream. The film plays up the realistic insecurities of every human, both in reality and subconsciously. Plus-its Johnny Depp's first big-time starring role, and the film really showcases some great special effects of the time period.

Halloween-Directed by John Carpenter
Made on a shoestring budget with his wife and then unknown Jamie Lee Curtis, Carpenter crafts a classic teen slasher thriller that still delivers to this day. It kickstarted the franchise that just won't seem to die, like its main bad guy (Michael Myers). So the name has been dragged through the mud a bit, but this original version takes place on Halloween and can still creep you out a little with its great use of music and silence throughout if you decide to watch it alone in the dark.

Night of the Living Dead-George Romero
The film and the director that started it all-here we see the zombie apocalypse come to fruition successfully for the first time, thanks to great makeup, cinematography, some great acting performances and methodical directing from Romero to get the most out his zombies. Even though it may look a little hokey to most modern zombie film buffs, you really have to appreciate the seriousness with which he's trying to tell this story of survival.

Feel free to comment if you feel differently or think I left something off of my list.

Happy watching!



Wednesday, September 24, 2014

Tuesday, September 2, 2014

Introductions

Howdy, y'all.

Welcome to the Oakcrest High School Film Institute.

Let me begin this post by bidding farewell to Mr. Weisback, the second founding member of the Institute to move onto other things (in his case, the rigors of AP US History). We'll miss you!

File photo


New to the fold is Mr. Hearn. Let us welcome him!
This was the most humorous photo of Mr. Hearn that I could find online. 

***
Today, we watched George Melies' "A Trip to the Moon." It is embedded below if you care to re-watch.


We also watched the Melies-inspired video for "Tonight, Tonight" by The Smashing Pumpkins. This is an excellent example of a film from 1902 resonating in the cultural echo chamber. See below.

If you enjoy this video (I prefer "1979."), please check out the documentary, Beauty is Embarrassing. The film celebrates the life and work of the wonderful Wayne White, the artist most famous for his contributions to Pee-Wee's Playhouse.


***
And now you write!
This blog is home to our on-going discussion of film, and like all of the other aspects of the Institute, it too is dependent upon your input and participation. With that in mind, I am operating under the assumption that you have seen at least two films this summer. In the comment section of this post, please post a reflection on two films you have seen this summer. 

Two paragraphs should suffice.

Your posts must be submitted before Monday, September 8th.

To facilitate discussion, I will start things off.

Yes, I am a snob. I admit it. Despite having time off in the summer, I am not wont to frequent the theaters. Summer is blockbuster season, and I typically am not interested in today's big-budget moneymakers. Disclaimer: I am sick of superhero movies. (I thought The Dark Knight was ok. Please feel free to leave me hate mail in the comment section of this post.)
However, I did go to see Guardians of the Galaxy. This was prompted by two factors. Firstly, before the film's release, I argued its merits with a good friend of mine, a tried and true nerd. He simply cannot resist all things Marvel, but I was off put by the CGI raccoon voiced by Bradley Cooper. I arrogantly dismissed the talking creature as silly and as something that interrupted my suspension of disbelief.
Yet, I am strangely fine with this talking animal creature.
To be a true naysayer, I would have to see the film. Secondly, the film generated enormous positive buzz. Many claimed it to be superior to The Avengers.

Thus, I went to see the film with an open mind and low expectations.

Guardians was excellent, and in my opinion, markedly better than almost all of the other Marvel movies (Iron Man excluded). The film was simply fun. Music, humor, and Star Wars-like world-building made this a truly a enjoyable cinematic experience. I attribute much of this to the star-making performance of Chris Pratt.

Grade: A

Before the summer began, I decided to upgrade to Amazon Prime, which includes a nice library of streaming film titles. Amazon has a fairly healthy selection of classic  movies, and I decided to watch Hud, a Paul Newman picture from 1963. The film stars one of my favorite actors, and it is based on a novel by one of my favorite writers, Larry McMurtry.

Newman made some truly excellent films in the 1960's, but what separates Hud from Newman's other popular films is his turn as a charismatic yet chilling villain. Hud, the character, is pure Id: sexually promiscuous, prone to violence, greedy, and dishonest. The effortlessly charming Newman is disturbingly magnetic, and the audience can understand Hud's appeal to his innocent younger brother.

In the film's most memorable scene, Hud's father is forced to kill his stock of cattle after they have contracted a disease (Hud had wanted to sell the cattle regardless, despite the fact that their disease-tainted meat would have made people ill.). The cattle are herded into a ditch, and shot by Hud, his younger brother, and several other ranch hands. The scene is disturbing and deeply sad.

Though simple, Hud explores a damned father-son relationship and satirizes the success Americans experienced in the post WWII boom. It is a true modern Western, a film that depicts a dying breed: the heroic, ruggedly individualistic, yet selfless cowboy.


Grade: A-




Silent Film Example from class

For this current assignment, here is an example silent film from the Film Institute from a few years ago.

Welcome Back/Silent Film Challenge

Greetings, all!

Welcome to the new school year.

The embedded document contains a tentative syllabus for the 2014-2015 school year. I use the word "tentative" intentionally here: this document is subject to change.

Anticipate viewing films not yet included.


Remember: Your participation and interest will drive the direction of the institute.


 The embedded document below contains the specifics for the Silent Film Challenge. As Mr. Lockwood said, "work to your strengths." Identify your best actors, cameramen, writers, editors, etc. and let them do what they do best. We want to see what you all can do!

 

  Remember: Your silent films are due by the end of class, Friday, Sept. 5th.

Wednesday, May 14, 2014

They're Coming to Disappoint You, Barbara: An Open Letter to My NOLD hating students

So, you found Night of the Living Dead boring, eh? Well, first, welcome to the club. Each FI before you felt the same way. In fact, during the first FI, many students slept, the two teachers freaked-out, and the whole ordeal came to a head with a "heart-felt talk." Ahhh...the memories. How's that for undead cannibals really bringing people together?

On one hand, your reaction is nothing new. On the other hand--how DARE you?

Have we taught you nothing? You claim to love zombies but hate this movie? Romero is the knight of the living dead. No him---no zombies! One doesn't exist without the other. Without this movie, there is no Shaun of the Dead. No 28 Days Later. No nothing. Eat some gruel. Go to bed.

Do you claim to love rock 'n' roll but hate Elvis? Oh...you do? Well, my little whipper snappers, you shouldn't!

Here's how art works. You can choose to hate something influential. I hate Deep Purple. I hate the Yankees. I hated There's Something About Mary. That's ok. I'm allowed. Art exists to demand preference. It exists to rouse debate on what is pleasing to us aesthetically.

But I am aware of each of those things. I have exposed myself to them. My judgement is based on awareness at least...analysis at best! Since I have been exposed to them, I can do certain important things. I can recognize their importance. I can posit an opinion.

See?

NOLD is the Elvis of zombie movies. It is certainly your right to NOT  choose to rock out to Elvis records. Maybe Elvis doesn't rock as hard as you are accustomed to rocking. But you must RESPECT Elvis' influence. Period. Kiss the ring. I won't talk rock 'n' roll with someone who never heard an Elvis song, and I WILL NOT talk horror with someone who ignored NOLD. As I will NOT ROLL ON SHABBAT!! Got it?

Romero elevated the game. He exploited us. He showed us what other horror film-makers feared showing. He made two of the most important moves in horror film history.

HE MADE ZOMBIES COOL. By making them scary. By taking the dead-eyed creepiness and adding the most important element -- FLESH-EATING!

Before Romero, movie zombies were nothing. Lame aliens and slow-moving voodoo dudes. They were like being chased by enslaved office workers. Seriously. if a zombie got you, it just wrestle you to the ground. Maybe hit you with a shoe. Honestly. They were no more dangerous than any big lumbering lummox. Easy to evade and avoid. And if by some crazy happenstance, you DID get caught...bump on the noggin. No worse.

Romero turned zombies into cannibals...and holy game changer! Now they were scary. Why? Cause aren't you, as a rule, scared of things that can eat you? Ghouls. Creeps. Flat out trouble. All flaking flesh and animal moans. "They're dead. They're all messed up." That was Romero.

Am I lying? Disprove me. Find me a cinematic zombie prior to NOLD that remotely resembles what you know and love today.

Thought so.

HE MADE THE APOCALYPSE COOLER

Zombies are still not that much trouble one on one. But Romero invented the zombie infestation. And in doing so made a film that was anxiety-inducing as well as "jump" scary. The zombies, like life, win by overwhelming you. And this delicious metaphor has kept American society shuffling the zombie walk ever since.

Everyone in the modern zombie film is gonna die. Prior to Romero, the horror movie world was going to end in the rubber hands of Mothra or some giant bug. End of the world movies involved a lot of running and screaming. But not a lot of actual threat. Godzilla would run through a building, and people would just scatter around it magically. Certainly no on-screen dying. And certainly no on-screen dying because a character got eaten by a woman in your Nana's house dress.

In Romero's apocalypse, death is coming. Inevitable. Like the viewers, the characters WILL die. It's just a matter of when. The suspense comes in whether or not they will die at this very moment. Sound familiar? Zombies are the plague. And the plague is scary real.

Also, Romero's apocalypse bought with it the consideration and pontification of death. Characters faced their mortality. They discussed it. They allowed it to bring out the worst in them. Cue The Walking Dead. Viola! Instant genre.

On top of all that, NOLD had a message to offer. It stood as testament to the "unrest" of the wildest, most radically chaotic social times in our nation's history. Romero played with convention. He slammed the man. Indicted capitalism and government. He made a socially conscious horror movie. He made a youth movement horror movie. He pushed the envelope. And that is that. Watch the dang movie 'fore I hurt somebody.



Friday, April 11, 2014

Screencast

http://screencast.com/t/Rb3yGJyPVx

This link will allow you to view a brief screencast explaining how to create a properly formatted MLA document.

Tuesday, April 8, 2014

Thursday, April 3, 2014

Filadelfia Latin American Film Festival


The 2014 FLAFF is coming: Friday, April 25th-Sunday April 27th



Mr. Costal wanted me to let you all know that there are discounts available to students.

To save 30% on Friday, use the promo code: FLAFF1.
To save 30% on Sunday, use the promo code: FLAFF3

Tuesday, April 1, 2014

To My Group 3 Peeps

To everyone in my group,

Hello! Tomorrow we will be working on the PEC video and brainstorming for what to do. So, I realize the issues that we had before - we didn't really know how to define the PEC for the video. So, I was thinking is what we'll do tomorrow is brainstorm and try to figure it out. 

Some things to consider, though:
  • Should it just be an imitation of the PARC? 
  • We can't have history as a subject for the test, though. Mr. Clark explained that it's implied that though Mr. Weisback teaches history, and history won't be on the PEC, he is still forced to prepare his students for the PEC anyway. It's a dent in the educational system, where, in a way, the students' education is sacrificed for a single test. (Actually, Mr. Clark, I still have a few questions to ask you about that.
Here are the Group 3 members:
Erin DeSandro
Ishmael Muhammad
Gabe Castillo
Cameron Terry
Stefen Fleming
Allie Pham
Carly DiFabio
Alex Imperatore
Hugo Perez
Devon Goetze
Sam Liepe
Connor Johnson
Luke Coffey
Cassie Mancella
Brandon Roberson

If I forgot your name in this list, please message me! Thank you!
 PICTURES:

Filming day 1
https://drive.google.com/folderview?id=0BynG-3juQwrkNmwwNzEwdERsak0&usp=sharing

Filming day 2
https://drive.google.com/folderview?id=0BynG-3juQwrkejRwZzZja3A2Z1U&usp=sharing

 Filming day 3
https://drive.google.com/folderview?id=0BynG-3juQwrkVmNvbG9PY2dOeEE&usp=sharing

Hallway posters:
https://drive.google.com/folderview?id=0BynG-3juQwrkX3c3QS1Lb2lQaVE&usp=sharing

Filming: 4/1/14

Today, we will meet in room 222 to discuss what we will film today. After 2 PM, the entire crew MUST reconvene in room 222. Be there!

  • Mr. Costal is coming by period 11. We will shoot the scene outside of Mr. Weisback's room in which Weisback is confronted by Lockwood and Costal.
  • PA's: we need copies of the lines for these scenes.
  • Extras: you need to wear the same thing you were wearing last week when we shot in Weisback's classroom--hoodies, jeans, etc. Be prepared to sit in the same seat. Patience, people.
  • Tyler: We can get some retakes of the opening scene. Your call.
  • Cameramen: stay out of one another's shots!
  • Directors: we may have time to get some footage of Costal spying on Weisback.
  • Sound people: We need to hear some music by Friday.
  • Editors: You are extras today. No laughing, Kerwin.
  • Art Directors: Decorate. Hang the posters in the hallway. We may have to cover up the flashing lights from the fire alarms to get our shoots. 
  • Alejandra: We need a picture of Lockwood, Weisback, and I to use for the blog. Please get my good side.
  • At the end of the day, we will discuss our plans for tomorrow's shoot.

Tuesday, March 25, 2014

OCC'sen Storyboard 3/25

Don't Forget To Remember...

Tomorrow will be the first official day of filming!!!!!  We will be doing the scenes in Wiesback's room.  That means Actors: REMEBER TO BRING THE CLOTHES WE TALKED ABOUT!!! 

  • Branded Hoodie, Jeans, Vans/Nike sneakers
  • Be dressed and ready to act in Wiesback's
Follow @MrFalcon01 for these same reminders since only 5 of you read this blog.

Thursday, March 20, 2014

I made a twitter account for this project for the people that don't check both Facebook or this blog. ------> @MrFalcon01 @MrFalcon01 @MrFalcon01 @MrFalcon01 @MrFalcon01 <-------
Becca and I control the twitter page.  I also made a Facebook Group called "Film Institute".
 
Today we officially started working on the film:
 
  • Sam and Becca decided on the wardrobe.  Becca will post photos of what the outfits will look like.
  • Alejandra took Headshots of all the Actors (minus Costal, he's absent) and I wrote down the details of what they will be wearing in the film under their photo.
  • Devon took photos of the scene in Wiesback's room
  • Tyler, Hugo, and Wiesback came up with the camera angles for the scenes in Wiesback's room.
  • Tyler's Group gave the script more dialogue and discussed the scenes that will be filmed on Tuesday. They did their first run-through.
  • Cam, Luke, and Gabe found music for the film.
  • Christl made the posters that her group discussed yesterday.
  • Kerwin, Cassie, Ryan, and Christina made the end movie credits.
  • Kenny, Henry, Brandon, Stefen, Vince, and Zay got a lot of the Broll/stock footage.



Wednesday, March 19, 2014

March 20th, 2014

Here is the agenda for tomorrow:

Christl: The posters need to be designed and saved as .pdf files tomorrow. You will have access to the computers. You may choose some students to assist you if you wish.

Guzman ("Mom-Jeans"), Alejandra, Chloe, and Rebecca: You need to take head shots of the principal actors. Post them to the blog along with pictures of wardrobe ideas. Also, keep blogging.

Tyler: You will be meeting with the following people in Weisback's room: Weisback, Erin, Alex, Allie, Liepe, Kelsey, Blake, Erica, Nicole-Riane, Jon, Dindak, and Ish to discuss the scenes to be filled on Tuesday, March 25th. Work on adding some more student dialogue.

Gabe, Luke, and Cam: Start compiling ideas for the music. You could assemble a YouTube playlist of inspirations (using my computer in 229) or you could work on some original stuff in the Media Studio. Your call. I'd like to hear some demos by Monday.

Hugo, Charlotte, and Devon: Head to Weisback's. Take photos and beginning planning your shots.

Editors (Ryan, Cassie, Kerwin, and Christina): Head to the media studio and begin working on the credits. Please spell everyone's name correctly.

Kenny, Vince, Stefen, and Brandon: Start getting some b-roll/stock footage I would really like some footage of the Scantron machine. You may select some students to assist you if you wish.

Aforementioned people: You will be graded on effort and participation. This will count in all three film classes!

If you do not have a job for tomorrow, you will view the following video and compose a brief reflection (250 words). This will count in all three film classes!



Peace, yo.

Today we went into our groups:

Group 1 designed the PEC posters.  The PEC book will be SAT booklets with different covers. Wardrobe  for students will wear branded hoodies and jeans, Weisback will dress same as always but with a loose tie, Lockwood will dress all black, Clark will be disheveled, and Costal will be more put together.  Charlotte is a lady found on Google which will be the stern woman

Group 2 made the filming schedule stating that we have two days of filming a week. Day 1 is Tuesday and Day 2 is Thursday.  We start filming next week, 3/25 in Weisback's.  If you're in the film, MAKE SURE YOU WEAR THE SAME CLOTHES IN FILM.  I am making a Facebook Group and Twitter account for this film.  It will tell you where we're filming and what to remember to do.

Group 3 is in the middle of planning out the PEC test state video.  Thought of filming locations and planned B-role/stock footage.  They made the PEC test (5 weeks long).



Governor Danielson?

Conform.

OCC'sen Script



You can also view the document via this link:
https://docs.google.com/document/d/1HPseMGyZAMTAPFd-eYYcYKvj3Q1OwWtOorElskxj3EA/pub

OCC'sen Production Roles


Period 11
Botbyl, Kelsey Ranee: Production Assistant/Extra
Castillo, Gabriel C.: Music/Soundtrack
Coffey, Luke Everett: Sound Engineer
DeSandro, Erin Nickole: Production Assistant/Extra
Dindak, Connor J: Actor
Fleming, Stefen D.: Cameraman
Garguilo, Christina Bianca.: Editor
Gonzalez-Delcid, Kerwin M.: Editor
Guzman, Samantha Emerald.: Production Designer
Johnson, Connor.: Key Grip
Merlock, Kenneth Brian.: Best Boy
Mitchell, Jonathan Carl.: Actor
Muhammad-Cross, Ishmael Rasul.: Production Assistant/Extra
Perez, Hugo Alfredo James.: Director of Photography
Pham, Allison Hung.: Production Assistant/Extra
Raff, Rebecca Ashley.: Production Supervisor
Samaroo, Ryan Elie.: Assistant Editor
Stringer, Christl Taria.: Art Director/Storyboarding
Terry, Cameron Phillip.: Sound Editor
Thompson, Tyler Nicholas.: Gaffer
Willcox, Abigail Marie.: Production Assistant/Grip
Williams, Erica Nickole.: Actor

 Period 12
Baldi, Tyler James.: Director
Biren, Blake Gregory.: Actor
DiFabio, Carly Annice.: Production Assistant/Grip
Giardino, Vincent J H.: Director
Goetze, Devon Taylor.: Cinematographer
Hatfield, Charlotte Ann.: Prop Master
Huynh, Kenneth D.: Director
Imperatore, Alexandra Lauren.: Production Assistant/Extra
Johnson, Isaiah A.: Data Handler
Liepe, Samantha Josephine.: Production Assistant/Extra
Londono, Alejandra.: Still Photographer/Blogger
Mancella, Cassandra Lynne.: Editor
Monroe, Nicole Riane.: Actor
Morales, Chloe.: Production Coordinator
Roberson, Brandon A.: Cameraman
Tran, Henry Q: Cameraman



Today, you will be broken up into three groups to discuss the following pre-production tasks. One director will be assigned to each group to compile and summarize the ideas generated.

Group 1: (Vince, Sam, and Christl must be in this group)
  • PEC posters - slogans, look
  • The face of Charlotte Danielson (a woman preferrably)
  • PEC preparation booklets
  • Wardrobe - What are the students wearing? The principal characters?
Here's what I envisioned my character dressing like: crazy hair and a button-adorned blazer.
Group 2: (Tyler, Rebecca, and Chloe must be in this group)
  • Production scheduling - logistically vs. chronologically
  • Shoot days - what days of the week will we be shooting? The actors need to know due to wardrobe consistency.
  • Facebook group?
  • Blog updates
Group 3: (Kenny is in charge of this group)
  • Filming locations
  • PEC test state video
  • B-roll/stock footage