Monday, May 13, 2013

The Screenwriter

Directors often write their own scripts. Jean Cocteau, Eisenstein, Bergman, Herzog, Allen, Spike Lee, John Huston, D.W. Griffith, Charlie Chaplin, Eric Stroheim, Orson Welles, Billy Wilder, Preston Sturges, Francis Ford Coppola, etc. to name a few. Some writers collaborate on a script (as you might be doing), while others are brought in at a later draft to "fix" a script. Other times directors or producers will take up the pen, although they are not always listed as "screenwriters"--for example Frank Capra and Alfred Hitchcock.

Some scripts are talky, while others hardly use dialogue to tell the story. Some writers use a direct narrator (usually in the form of a VO), but others include multiple perspective, telling the story from a variety of characters' points of view (POV). Usually, a story or script will include a theme and/or a message. American filmgoers usually prefer a happy ending with a lesson that "goes down smoothly" or is as unobtrusive as possible, as we generally hate to be told what to think or do, although we might not be the best at doing those things.

The mise en scene is usually up to the director, but description in script writing remains an important element. The more detailed a script, the less the director has to do in a manner of thinking.

Scripts are often modified by actors (who change lines) or directors who encourage a script to be rewritten to fit a certain movie star or actor. Certain actors are very good at certain things or portraying certain characters. Matching the right kind of actor to the right kind of part is an important job.

Good dialogue is a result of having a good ear, says your homework article. The right choice of words, the length or syntax of human speech, the diction and what characters say helps to define them and builds characterization. As character is king in contemporary writing, it is important to really nail your characters right and depict them accurately, in such a way as to make them at once unique--and also a vehicle for the viewing audience. In other words, we need to identify with characters. If they come across as too pedantic, too glorious, too infallible, or too rigid, we lose interest as we cannot always define ourselves by watching them.

As you watch films, consider who you ultimately identify with in the story. Then think "Why"? What is the screenwriter, actor/director, etc. doing to manipulate me into "liking" or "hating" this character...

Sunday, May 12, 2013

Rope (Part 2); Treatment Due!

We will complete the film Rope this morning. Afterward, please return to the lab and print out or complete your treatment and hand it in by the end of class.

HOMEWORK: Continue working on your script for your film project.

Thursday, May 9, 2013

Student Film Sample

Student film: I Dream of Zucchini.

Alfred Hitchcock & Rope, Part One

During period one, please begin brainstorming an idea and begin writing a treatment/script for your final film project. You film should be between 3-10 minutes in length, include a script (that you will hand in), and a treatment (a 1-2 page synopsis with a list of characters, proposed title, and description of the plot--due next class, May 13.) You may work with up to five people on this project.

During period 2, we will begin to screen the film Rope (1948). You will be watching up to three Hitchcock films and writing an academic paper on the director and his influence in film. Please read the articles: "Directors Are Dead" and "My Most Exciting Picture" (about the film Rope) for next class as well.

Alfred Hitchcock is considered the "master of suspense" and his career in film was a long and influential one:

His first full length film was The Lodger and appeared in 1926. This was followed by Downhill (1927), The Ring (1927), Champagne (1928), The Farmer's Wife (1928), and Easy Virtue (1928), The Manxman (1929), and Blackmail (1929). These were British silent films (Blackmail was not, as you can hear). You are free to watch any of these films as extra credit.

In the1930's, Hitchcock made even more films, mostly suspense films for which he became famous. These included: Rich and Strange (1931), The Skin Game (1931), Number 17 (1932), The Man Who Knew Too Much (1934) with Peter Lorre, The 39 Steps (1935), Sabotage (1936), Secret Agent (1936), Young and Innocent (1937), The Lady Vanishes (1938), Jamaica Inn (1939), then Foreign Correspondent (1940).

At this point in his career, Alfred Hitchcock moves to Hollywood to work with producer David O. Selznick. He makes a variety of films for Selznick, although the two approached film from a very different perspective. Hitchcock often felt trapped or restricted by Selznick's contract. The films include: Rebecca (1940) Laurence Olivier, Shadow of a Doubt (1943) Joseph Cotten, Life Boat (1944) Talula Bankhead, Spellbound (1945) with Gregory Peck, Notorious Cary Grant & Ingrid Bergman (1946), The Paradine Case (1947), Rope (1948) with Farley Granger & Jimmy Stewart, and Under Capricorn (1949) Ingrid Bergman.

HOMEWORK: Create a 1-2 page treatment for your film project. Your treatment should include a working title, a cast of potential characters, a list of who is working on what parts of the film, and a synopsis or summary of the plot, film style, and theme. This treatment is due by end of next class. Please also read the articles "Directors Are Dead" and "My Most Exciting Picture" by Alfred Hitchcock.

Monday, May 6, 2013

Orson Welles, Auteur

Citizen Kane is considered the world's #1 film. It is typically included in film studies curriculum. Because we are far behind schedule in our course, we will be skimming over the film, examining a few scenes.

Today, please watch these scenes from Citizen Kane (1941):
Orson Welles as Auteur:
Welles directed, wrote (partial), and starred in this film (even though it was thought he wasn't old enough to portray Kane). While Welles had direct control over the film and its look, there were other people who contributed artistically. Some of the invention and creativity of film making includes:
The Deep Focus shot!
Low angle shots revealing ceilings!
Moving shots used as wipes!
Overlapping dialogue! (not original to Welles, but a trend in Screwball Comedies)
Long uninterrupted shots!
Expressionist lighting and photography!
Multiple perspective! (adds complexity to a plot...)
Orson Welles, Other Films from the 1940's & 1950's:
Film project consideration: You will be expected to make a short film as part of your requirement this marking period. You may choose to work alone, with a partner, or in a group of up to four or five people. This morning, decide who you may wish to work with on this project. Working alone IS an option.

Once you have decided who you would like to work with, brainstorm a few ideas for your film. You may choose the short film you wrote a script for (for those of you who actually DID write a script), or a new idea. If you need to, use the graphic organizers to plan what kind of film you'd like to create. Make sure everyone has a voice in the project, as it is easier to enjoy a project if you are invested in its creation. You should have a clear idea who you want to work with by next class period.

HOMEWORK: If you missed any of these clips today, please watch them for homework. Take notes on what you see, with names of titles and years. Complete the reading on "Writing".

Thursday, May 2, 2013

The Maltese Falcon Review: 2

Today, please complete your film review on The Maltese Falcon. Your film review should be between 500-1000 words. Please refer to the notes I gave you about writing a review.

If you finish early, please read the article on Orson Welles.

HOMEWORK: Please read the article on Orson Welles and write a paragraph explaining what contributions he made to film (to be handed in).

Wednesday, May 1, 2013

The Maltese Falcon Review

A film review can be as general as summarizing the plot of a film while naming actors and directors, or can be as critical and analytical as to praise or condemn an aspect or error of the film.

Generally, they start off with a brief history/summary of the film. Historical information can be found on-line, as can information about the director, writer, and style of film or its tradition. This usually leads into the body of the review which includes a few paragraphs on any of the following aspects of film, grouped together in similar packages when there's not a lot to write about: actors, film crew, cinematography or direction of photography, direction, quality of writing, special effects, editing (pacing), sound, color (when appropriate), treatment of subject matter (theme and message), etc. The review summarizes the experience of the film by quipping whether or not the film was worth the admission price or worth the time for a viewer. A societal connection about the relevance of the film can be helpful.

Take a look at the sample reviews for the movie The Croods.

After watching The Maltese Falcon, please return to the lab and begin a review of the film. Start out by researching and gathering the important information you will need, before jumping into the writing. Gather ye ducks in a row, before planning to cook them....

HOMEWORK: None.

The Murky Middle (Even More Advice)

Aristotle wrote that stories should have a beginning, middle, and end. Middles can be difficult. You might have a smashing opening to a stor...