ART 104 The Best Years of Our Lives Worksheet
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
ART 104 The Best Years of Our Lives Worksheet
watch this:https://drive.google.com/file/d/1p_eBLaQZ5RmK7lBbN… and write this please Cinematography is the craft of light and motion writing. When we analyze cinematography, we must look at how a camera moves, where the camera is placed, its distance from a subject, and so on. Additionally, cinematography includes many special effects, frequently having to do with lens work. Of course, we should also consider how much of an image is in focus – this is depth-of-field, and it can guide the viewer’s eye or create an aesthetic effect.
Editing is the process of piecing together individual shots and sounds in order to create a whole sequence (or as Alfred Hitchcock refers to it: assembly). When we analyze editing, we must look at each individual shot, its relation to adjoining shots, and the transitions between the shots. We should also consider how sound works within and across shots.
Watch this sequence from The Best Years of Our Lives. Write your analysis in the worksheet on page 2 (or do your work in a new spreadsheet, as I do in my example). In each column, write a short answer that describes each of the elements in the scene. You will need probably need to reserve at least two hours to complete this worksheet. Watch the scene once, then be ready to pause and replay as you complete the following analysis.
In column 1, count the shots.
In column 2, measure the duration of each shot (this is super-easy in Google Drive – because the player marks time automatically.)
In column 3, describe what’s happening in the shot narratively.
Include any notable aspects of mise-en-scène, and perhaps even draw some conclusions about the meaning of the shot. Remember, there are different levels of meaning. Make sure any interpretation you make is supported by the evidence you provide in the row for that shot.
In column 4, describe the editing of the shot and/or transition and identify and describe the relationship of a given shot to the preceding shot. (How are they connected in space and time across the edit?)
Identify the type of shot: is it an establishing shot, a re-establishing shot, a two-shot, a reverse-shot, a cut-in, a cut-away, etc.? Does the shot subscribe to the 180-degree rule? Does this shot create a continuation of time and space, or does it upset the continuity? How does it create rhythm and meaning?
Identify the type of transition: name the transition (cut, fade-in, fade-out, dissolve, wipe, etc.) Are these edits supposed to be “invisible” (common to Classical Hollywood), or do the transitions draw attention to themselves? Is the transition a match of some type — an eyeline match, a match on action, a graphic match, etc.?
In column 5, describe the cinematography.
Identify camera distance (ELS, MLS, LS, MS, MCU, CU, ECU), placement (angle, height, canted/level, location), and movement (static, dolly/track, pan, tilt, etc.).
Consider the following elements: depth of field, frames within frames, creation/revelation of space.
In column 6, describe how the sound works within and across shots.
Describe what we hear. Does it contribute to our sense of space, time, narrative?
Identify if it is diegetic, non-diegetic, or a combination of the two? Is the sound contained by the shot or does it bridge the transition?
ART 104 The Best Years of Our Lives Worksheet
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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