Film Short Experimental Project Name:

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1 Film Short Experimental Project Name: Experimental film is an artistic practice relieving both of visual arts and cinema Its origins can be found in European avant-garde movements of the twenties While "experimental" covers a wide range of practice, an is often characterized by the absence of linear narrative and incorporates various experimental Reverse motion (aka reverse motion photography or reverse action) is a special effect in cinematography whereby the action that is filmed ends up being shown backwards (i time-reversed) on screen Slow motion (commonly abbreviated as slowmo) is an effect in film-making whereby time appears to be slowed down It was invented by the Austrian priest August Musger Fast motion The opposite of slow motion is fast motion Cinematographers refer to fast motion as undercranking since it was originally achieved by cranking a handcranked camera slower than normal It is often used for comic effect, time lapse or occasional stylistic effect Time-lapse photography is a cinematography technique whereby the frequency at which film frames are captured (the frame rate) is much lower than that used to view the sequenc When played at normal speed, time appears to be moving faster and thus lapsing For example, an image of a scene may be captured once every second, then played back at 3 frames per second The result is an apparent 3-times speed increas Time-lapse photography can be considered the opposite of high speed photography Negative Image A positive image is a normal imag A negative image is a total inversion of a positive image, in which light areas appear dark and vice versa STEP ONE: RESEARCH on the school network the Techniques Terminology definitions on the attached sheet STEP TWO: SELECT a theme for your Short 1- minute Experimental Short film (Man Vs Society, Man Vs Nature, Love/Death, Life Vs Death, Time & Space) Your final film should be no longer then minutes in length (including credits) and incorporate at least three of the techniques: STEP THREE: STORYBOARD out your short film incorporating at least three of the above APPROPRIATE IMAGERY: All themes/footage should meet appropriate Catholic school expectations STEP FOUR: SHOOT your footage based on your approved storyboard by the teacher and save files as AVI format Techniques: 1) Reversal of film ) Sped up 3) Slow down (slow motion) 4) Time-lapse 5) Negative Image - Inverted (Negative Film) STEP FIVE: EDIT your footage using Adobe Premiere 65 REMEMBER your finished should be no longer then minutes in length (including credits) STEP SIX: REFLECT: Answer the questions using the elements and principles of design and hand them in with your completed work for evaluation 1 What part of your finished project did you find most successful and why? What part of your finished project did you find least successful and why? 3 If you had to do this project, what part would you change or improve on and why?

2 K/U: Techniques Terminology /5 Name: K:Drive/MrArnett/ASM 3M/Unit 4/Film Short Experimental Project/introhtm Reversal of film: Sped up film: Slow down (slow motion): Time-Lapse: Negative Image - Inverted (Negative Film): LOOK at the film clips and describe what techniques are used and what mood/feeling do they create as a result: Promotional Film: Strawberry Fields Forever (1967) - The Beatles Film Clip: Orpheus (195) - Jean Cocteau - Dernier part Film Clip: Orpheus (195) - Jean Cocteau - La traversée du Miroir Film Clip: Orpheus (195) - Jean Cocteau - Underworld walk sequence Film Clip: Beauty & The Beast (1946) - Jean Cocteau - intro sequence Music Video: Radiohead - Street Spirit (1996) Film Clip: Orpheus (195) - Jean Cocteau - Inverted - Negative film

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4 Experimental Short Film Title: Name: A) Influences from past and present works: K:Drive/MrArnett/ASM 4M/Unit 4/Film Short Experimental Projectpdf K:Drive/MrArnett/ASM 4M/Unit 4/Film Short Experimental Project/introhtm B) Experimental film techniques used in my work and how they support my intended visual message: 1) ) 3) C) Reflect on your finished work by answering the questions: 1 What part of your finished project did you find most successful and why? What part of your finished project did you find least successful and why? 3 If you had to do this project, what part would you change or improve on and why?

5 Film Short Experimental Project : Storyboard Evaluation Name: Achievement Criteria Thinking/ Inquiry Concept & Meaning: Film Short Experimental: Theme Knowledge/ Understanding Storyboard Design Process: Develop and apply a variety of approaches to communicate ideas and solve problems Techniques: (Reversal of film, Sped up film, Slow down (slow motion), Time-Lapse, Negative Image - Inverted (Negative Film) Level Level 1 Level Level 3 Level 4 Concept is unclear and/or weak Meaning or ideas conveyed are not on par with student s grade level storyboard 5-5 Concept is slightly unclear and/or weak Meaning or ideas conveyed are below expectations for student s grade level storyboard 5-1 Concept is clear and valid Meaning or ideas conveyed are on par with student s grade level storyboard Concept is clear and strong Meaning or ideas conveyed are above expectations for student s grade level 1 the design storyboard /1 / / Application/ Creation Demonstration of Design and Creation Processes and procedures: Storyboard Design: Techniques does not meet assignmen t expectations for this category of assessment processes and concepts, skills, and procedures to image(s) with limited 5 processes and concepts, skills, and procedures to image(s) with moderate 6-65 the design and concepts, skills, and procedures to image(s) with a high degree of 8-1 /1 Communication Clarity of concept: Theme Clarity of concepts: Techniques clarity 5-5 clarity in concepts of 5-5 clarity 5-1 clarity in concepts of degree of clarity degree of clarity in concepts of high degree of clarity high degree of clarity in concepts of / / /19

6 Film Short Experimental Project: Final & Reflective Questions Evaluation Name: Achievement Criteria Knowledge/ Understanding Design Process: Develop and apply a variety of approaches to communicate ideas and solve problems Level Level 1 Level Level 3 Level the design / Techniques: (Reversal of film, Sped up film, Slow down (slow motion), Time-Lapse, Negative Image - Inverted (Negative Film) final film 5-5 final film 5-1 final film final film / Media Arts Journal: Project Questions: Reflective Application/ Creation Demonstration of the Design and Creation Processes and procedures: Techniques: (Reversal of film, Sped up film, Slow down (slow motion), Time-Lapse, Negative Image - Inverted (Negative Film) does not meet assignme nt expectati ons for this category of assessm ent Poor, yes/no answers/limited incomplet 5 limited 5 what coherent and somewhat complet 5-1 moderate 6-65 Clear and substantial answers and insightful answers processes and to image(s) with a high degree of 8-1 / /1 Communication Clarity of concept: Theme Clarity of concepts: Techniques clarity 5-5 clarity in concepts of 5-5 clarity 5-1 clarity in concepts of 5-1 degree of clarity degree of clarity in concepts of high degree of clarity high degree of clarity in concepts of experimental film / / / A1 The Creative Process: apply the creative process to create media art works, individually and/or collaboratively; A11 use a variety of strategies (g, brainstorming, concept webs, mind maps, advisory/production team discussions, research using a variety of sources) to investigate increasingly complex creative challenges and to generate and organize innovative ideas, individually and/or collaboratively, for addressing these challenges A1 develop detailed plans, individually and/or collaboratively, that address a variety of creative challenges, including increasingly complex challenges (g, reflect on and filter their ideas to select a feasible one as the basis for their plan; use storyboards, thumbnail sketches, production notes), and assess and refine their plans on the basis of feedback and reflection A13 produce and refine media art works, including increasingly complex art works, using research, exploration, input, and reflection (g, research audio/visual codes and alternative media; extend their skills by experimenting with new tools and practising unfamiliar techniques; reflect on feedback from their teacher, peers, and others, and modify their preliminary work as appropriate on the basis of this feedback) A15 create a detailed record of their use of the creative process in the production and presentation of a media art work, using a tracking tool compatible with the medium/media used in that work (g, a sketchbook showing modifications to of their installation; a video of the development of a performance art piece), and use this record to determine, through reflection, how effectively they applied the creative process A The Principles of Media Arts: design and produce media art works, applying the principles of media arts and using various elements from contributing arts

7 (dance, drama, music, visual arts); A1 investigate and analyse how media artists use the principle of hybridization, and apply that principle and at least one other principle in the design and production of media art works that incorporate elements from contributing arts A3 investigate and analyse how media artists use the principle of duration, and apply that principle and at least one other principle in and production of media art works that incorporate elements from contributing arts A4 investigate and analyse how media artists use the principle of point of view, and apply that principle and at least one other principle in the design and production of media art works that incorporate elements from contributing arts A3 Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and techniques to produce and present media art works for a variety of audiences and purposes A31 explore a wide range of increasingly complex traditional and emerging technologies, tools, and techniques, and use them to produce highly effective media art works A3 create and present media art works that are highly appropriate for a variety of specific audiences and venues A33 communicate their purpose and artistic intention when creating and presenting media art works, using a variety of approaches, tools, technologies, and techniques in an increasingly skilful and personalized way B1 The Critical Analysis Process: demonstrate an the critical analysis process by using it to monitor the creative process, and by examining, interpreting, assessing, and reflecting on media art works; B1 use the critical analysis process, including the process of deconstruction, to analyse and evaluate different types of media art works B Identity and Values: demonstrate an how media art works reflect personal and cultural identity, and affect personal, cultural, and community values and their awareness of those values; B analyse, on the basis of investigation, the ability of media art works to express and promote cultural identities C1 Terminology: demonstrate an, and use correct terminology when referring to, elements, principles, and other concepts relating to media arts; C11 explain the stages of the creative and critical analysis process with reference to media art works, and explain and use correctly and appropriately a broad range of terms related to the conventions, concepts, principles, and elements of media arts when creating or analysing media art works C1 analyse, on the basis of research, how elements from contributing arts are applied through the principles of media arts C Contexts and Influences: demonstrate an the sociocultural and historical contexts of media arts; C3 Responsible Practices: demonstrate an responsible practices associated with producing, presenting, and experiencing media art works C34 identify a broad range of positive character traits associated with media arts production, and exhibit these traits consistently in both their independent work and their interactions with others (g, show initiative at the outset of creative production processes; demonstrate cooperation and responsible leadership in a team environment; show respect for their tools and work environment and for the opinions of others)