Project #35907 - mecbeth

 

Cinematography

Essential Question:

How do the connections among form, purpose, audience, and production options aid in the creation and design of media works?

During this investigation, you will develop an understanding of camera shots. and advertising appeals. Later, during the "Assignment" section of this module, you will combine your knowledge of camera shots with your preparation to read/analyze poetry grammatically to 'attack' parts of Macbeth in a way that will allow you to understand it a bit more easily.

Cinematography Terminology

https://pdsb.elearningontario.ca/content/enforced3/4160946-EL_ENG_ENG3U-D__2014SS/Content/53610D8CD2B14856A93C422BA80FE004/images/handdrawn-line.gif?_&d2lSessionVal=Mx9BBDHg8miWDjNqDlUjbe9ck&ou=4160946

Viewing Macbeth

In module one you established a realtionship between the specific literary elements in "The Veldt" and "Unpopular Girls" and their effects. In this module you will create a similar chart for the version of Macbeth you are viewing.

First, give a brief description to your teacher of the version. Is it a recording of a play or a cinematographic version. Provide the producer, names of actors in main roles and the year it was made. Also give the country in which the recording/film was recorded and produced.

As you watch your video recording of Macbeth, try to situate yourself so that you can comfortably pause the recording. As you view you will be asked to do two analytical tasks:
As you view the film try to read along in your book and complete the chart found in Activity One - Step by Step. Simultaneously notice what the camera does in KEY passages of the play.
    KEY passage do ONE or MORE of the following:
    -develop conflict
    -develop character
    -develop plot
    -develop theme
    -have stylistic resonance (allusions, imagery, symbols, double entendre (innuendo), comic relief or distinctive timbre/tempo/rhyme)

https://pdsb.elearningontario.ca/content/enforced3/4160946-EL_ENG_ENG3U-D__2014SS/Content/53610D8CD2B14856A93C422BA80FE004/images/handdrawn-line.gif?_&d2lSessionVal=Mx9BBDHg8miWDjNqDlUjbe9ck&ou=4160946

 

 

 

https://pdsb.elearningontario.ca/content/enforced3/4160946-EL_ENG_ENG3U-D__2014SS/Content/images/activities_heading.gif?_&d2lSessionVal=Mx9BBDHg8miWDjNqDlUjbe9ck&ou=4160946

 Activity One- Step By Step

 

 

Step 1: Ad Campaign

https://pdsb.elearningontario.ca/content/enforced3/4160946-EL_ENG_ENG3U-D__2014SS/Content/53610D8CD2B14856A93C422BA80FE004/images/reading-ani.gif?_&d2lSessionVal=Mx9BBDHg8miWDjNqDlUjbe9ck

How do the connections among form, purpose, audience, and production options aid in the creation and design of media works?

https://pdsb.elearningontario.ca/content/enforced3/4160946-EL_ENG_ENG3U-D__2014SS/Content/53610D8CD2B14856A93C422BA80FE004/images/step-by-step.gif?_&d2lSessionVal=Mx9BBDHg8miWDjNqDlUjbe9ck

 

Step 2: Viewing Macbeth

Complete the chart. You will have about 17 entries in the chart when you are done; that is not to say there are only 15 KEY passages - but 15 is a fair amount to notice (about 3 per ACT). The chart will ask you to record the lines in the play using correct notation (Act, Scene, Line), name the particular manner in which the producers chose to use the camera and correlate the effect of that choice to the significance of the passage in the play - giving one of the reasons stated above (in number 1

Analysis of Viewing Experience

Passage

Camera Shots

Effect

Correlation to Literary Significance

 

Activity Two- Investigation Chart

https://pdsb.elearningontario.ca/content/enforced3/4160946-EL_ENG_ENG3U-D__2014SS/Content/53610D8CD2B14856A93C422BA80FE004/computer.gif?_&d2lSessionVal=Mx9BBDHg8miWDjNqDlUjbe9ck&ou=4160946

Chart is to be sent to your teacher for evaluation in the Assignment Dropbox for this lesson

Select THREE of the key quotations you used in your investigation chart and complete the following. Each one of the three you select should be KEY for a different reason (eg. develops character, develops theme, has stylistic significance)

  1. Identify the speaker.
  2. Give the context within the play (when in the plot does it occur?)
  3. Give a translation of the speech into modern English.
  4. Give a detailed grammatical analysis of the differences in grammatical structure between the Shakespearian and modern English. Use an etymological dictionary to clarify any anomolies in diction (the use of words by Shakespeare that we do not use any more / confirmation of connotation vs denotation esp. in Shakespeare's time). Try to arrive at an explanation for the different connotations, or the evolution of the denotations of selected words and for the demise of certain words or forms of words.
  5. Give an analysis of WHY the quotation is a KEY quotation. Be very specific. Analyze the quote within its specific context and analyze its importance to the WHOLE play.

 

 

 

 

 

https://pdsb.elearningontario.ca/content/enforced3/4160946-EL_ENG_ENG3U-D__2014SS/Content/images/assessment_heading.gif?_&d2lSessionVal=Mx9BBDHg8miWDjNqDlUjbe9ck&ou=4160946

 Teacher Checklist

Has the student effectively used the storyboard organizer?

https://pdsb.elearningontario.ca/content/enforced3/4160946-EL_ENG_ENG3U-D__2014SS/Content/53610D8CD2B14856A93C422BA80FE004/images/box-blu-bullet.gif?_&d2lSessionVal=Mx9BBDHg8miWDjNqDlUjbe9ck&ou=4160946

Has the student paid attention to the conventions of media form and genre and used them appropriately?

https://pdsb.elearningontario.ca/content/enforced3/4160946-EL_ENG_ENG3U-D__2014SS/Content/53610D8CD2B14856A93C422BA80FE004/images/box-blu-bullet.gif?_&d2lSessionVal=Mx9BBDHg8miWDjNqDlUjbe9ck&ou=4160946

Are the student's ideas creative and original?

https://pdsb.elearningontario.ca/content/enforced3/4160946-EL_ENG_ENG3U-D__2014SS/Content/53610D8CD2B14856A93C422BA80FE004/images/box-blu-bullet.gif?_&d2lSessionVal=Mx9BBDHg8miWDjNqDlUjbe9ck&ou=4160946

Has the student used visual and auditory elements effectively to convey ideas?

https://pdsb.elearningontario.ca/content/enforced3/4160946-EL_ENG_ENG3U-D__2014SS/Content/53610D8CD2B14856A93C422BA80FE004/images/box-blu-bullet.gif?_&d2lSessionVal=Mx9BBDHg8miWDjNqDlUjbe9ck&ou=4160946

Has the student communicated the themes or messages clearly?

https://pdsb.elearningontario.ca/content/enforced3/4160946-EL_ENG_ENG3U-D__2014SS/Content/53610D8CD2B14856A93C422BA80FE004/images/box-blu-bullet.gif?_&d2lSessionVal=Mx9BBDHg8miWDjNqDlUjbe9ck&ou=4160946

Has the student used visual and auditory elements effectively to achieve the intended purpose/effect?

https://pdsb.elearningontario.ca/content/enforced3/4160946-EL_ENG_ENG3U-D__2014SS/Content/53610D8CD2B14856A93C422BA80FE004/images/box-blu-bullet.gif?_&d2lSessionVal=Mx9BBDHg8miWDjNqDlUjbe9ck&ou=4160946

Has the student described the needs, wants, interests, and values of the target audience?

https://pdsb.elearningontario.ca/content/enforced3/4160946-EL_ENG_ENG3U-D__2014SS/Content/53610D8CD2B14856A93C422BA80FE004/images/box-blu-bullet.gif?_&d2lSessionVal=Mx9BBDHg8miWDjNqDlUjbe9ck&ou=4160946

Has the student used appeals to capture the target audience's interest?

 

 

 

 

Part 3

 

https://pdsb.elearningontario.ca/d2l/lms/email/frame.d2l?ou=8340

 

Subject English
Due By (Pacific Time) 07/21/2014 04:00 pm
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