Thursday, December 22, 2016

Citizen Kane: Day 2

Narratology: the study of narrative forms. Narratologists (people who study narrative structure) are interested in the rhetoric of storytelling. That is, the forms that "message senders" use to communicate with "message receivers."

In cinema, the problem with this communications model is determining who the sender is because while the implied author is the filmmaker, multiple authorship of scripts is common, especially in the United States. Should we credit the director, writer, editor, actor, or cinematographer as the author whose vision controls the project? Or perhaps we should credit the viewer who is responsible for following the film story?

Narration also differs according to a movie’s style. In classical films, boring gaps in the narrative are edited out by a discrete storyteller, who keeps a low profile, yet maintains to keep the action on track, moving toward a specific ending—the resolution of the story’s central conflict.

The story can be defined as the general subject matter, the raw materials of a dramatic action in chronological order.

In the classical narrative paradigm, the established conflict builds to its maximum tension in the climax. Films are often written in 3-Acts, each with a beginning, middle, and end of an established or introduced conflict.

Also, stories are divided into genres. Each genre has rules and expectations that help define its narrative elements: story, structure, character, plot, setting, etc.
For example, in a science fiction film, we assume that spaceflight is easily possible, or that alien life is probable. These are tropes of the genre. Absurd situations are expected in comedies, but not usually appreciated in dramas. A genre sets forth the rules of what is possible in a film (or novel or short story as well).
 In film there are three super genres (broad genres that encompass the whole): they are STYLES of film:
A. Realistic: (qualities: objective, 3rd person POV)
B. Classical: (qualities: objective/subjective, 3rd person, often limited 3rd person)
C. Formalistic: (qualities: subjective, 1st person or unreliable narrator)
 When narratives fail to act according to convention or what we have come to expect from tradition or from the genre, we, as viewers have to figure out what is meant from the deviation of the structure and style of the genre.

Good writers are able to push the boundaries of what a story can allow within its chosen genre. When watching a movie, or reading a script or novel, you should be aware of the genre rules and assumptions you are likely to be presented with. In the romance genre, for example, we must assume that people fall in love almost immediately (and that this love is real, as opposed to just a physical attraction). That's part of the genre. When we criticize a movie, we should first check our understanding of what the writer and director were attempting to present to us.
Some classical and formalistic narrative techniques we recognize:
1. The flashback
2. The dream sequence
3. The distorted view (as if the subject or character is drunk, insane, troubled, drugged, etc.) Commonly uses an oblique angle or birds eye angle or view to disorient its viewers.
4. Voice overs (this indicates we have a subjective narrator) 
5. The use of intertitles reminds us that we are watching a story--like reading a book. While outdated today, some films still use this technique to great effect, as in Star Wars (1977, George Lucas) or Inglorious Basterds (2009, Quentin Tarantino)
Other narrative techniques are:
  • Crosscutting
  • Montage
  • Multiple perspective
Classical style narrative plots generally follow the typical 3-act structure. They rise through a series of events (rising action) to a definitive climax, and usually resolve in some definitive way at the end of the film.

These plots are generally linear: telling the story in sequence of time and ordered events or chronological time.

Important symbols, motifs, or metaphors are usually explained; solutions are offered. These classical films, more than formalistic or realistic films, are directed to a general [genre specific] audience.

Most films fall into this category, but at the far end of the spectrum are the avant garde films that use formalistic narration. Formalistic films rely heavily on metaphor, implied meaning, subjective POV, and surprising special visual effects. 
As you watch and read the script for Citizen Kane, please look for examples of these narrative techniques. You will be asked to write about your findings after reading the physical script and watching the film in class. These observations and the secondary sources provided to you will then be used to write a review of the film.

HOMEWORK: Please read the script Citizen Kane and take notes on narrative techniques in the script/film.

Tuesday, December 20, 2016

Citizen Kane: Day 1


Citizen Kane (intro)

Topping the best films of all time is the important and influential 1941 film by Orson Welles: Citizen Kane (1941). As we view Citizen Kane, there are a series of important elements that can enrich our understanding of this film.

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:

Camera Work:
  • 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! (Chiaroscuro)
Narrative/Special techniques:
  • Multiple perspective!
  • Flashbacks!
  • Aging!
Motifs and themes:
  • The American Dream: For all of Kane's "success", he is not happy. He dies lonely, with only his "possessions" around him. Is all our striving to succeed in America an illusion?
Perspective:
The differing perspectives on Kane's life, especially in the absence of Kane's own point of view, force us to question what was truly important in Kane's life (and by extension what constitutes a life in general.) Judging by Kane's last muttered word: Rosebud, the most important pieces of his life were not the things that made him newsworthy, such as his newspaper successes and political ambitions, nor his friendships and associations. As Thompson interviews different people about Kane, we are given different perspectives on the man (some are unreliable). Odd, though, that we do not see Kane from Kane's POV.

Motifs:
  • Isolation
  • Materialism/Capitalism
  • Old Age
Symbols:
  • The Snowglobe
  • Sleds
  • Statues
Director: Orson Welles
Writers: Herman J. Mankiewicz and Orson Welles (screenplay)
Cinematography by Gregg Toland

Orson Welles ... Charles Foster Kane
Joseph Cotten ... Jedediah Leland
Dorothy Comingore ... Susan Alexander Kane
Agnes Moorehead ... Mary Kane
Ruth Warrick ... Emily Monroe Norton Kane
Ray Collins ... James W. Gettys
Erskine Sanford ... Herbert Carter
Everett Sloane ... Mr. Bernstein
William Alland ... Jerry Thompson
Paul Stewart ... Raymond
George Coulouris ... Walter Parks Thatcher
Fortunio Bonanova ... Signor Matiste
Gus Schilling ... The Headwaiter
Philip Van Zandt ... Mr. Rawlston
Georgia Backus ... Bertha Anderson
Harry Shannon ... Kane's Father

Produced by Orson Welles and George Schaefer .... executive producer
Original Music by Bernard Herrmann
Film Editing by Robert Wise
Casting by Rufus Le Maire & Robert Palmer
Art Direction by Van Nest Polglase
Set Decoration by Darrell Silvera
Costume Design by Edward Stevenson
Makeup by Maurice Seiderman

Let's read a little bit of the script together to get you started. Then, we'll screen the scene.

HOMEWORK: Please read the script Citizen Kane this week and examine the narratology and script writing techniques used in the written script. More information about Citizen Kane will be covered in class. But get reading!

Friday, December 16, 2016

Film Terms; Orson Welles; War of the Worlds Broadcast

Period 7: Please complete your second yellow journalism article by the end of period 7. Define and turn in your film definitions by the end of period 7 as well. These two assignments were homework from last class. I'm giving you more time to complete these assignments. Organize your life to get the work done in our lab. Feel free to move your seat so that you can focus on what you need to accomplish.

If you finish these two assignments, please read about Orson Welles at the following link. Find out the following information and take NOTES that you will share and turn in by the end of class today.

1. Who is Orson Welles?
2. Name 3 different things he did that influenced mass media.

To ensure that you view this material, I will collect your notes for participation credit.

Period 8: War of the Worlds Broadcast

Fake news is nothing new. One of the most influential "fake" news broadcasts created a public panic in 1938. Orson Welles was to blame, but this broadcast cemented his fame for the rest of his life.

We will go next door to read/hear The War of the Worlds broadcast from 1938. As we listen/read along, note the structure and elements of a radio script. How does the script use SOUND and dialogue to tell the story in a "realistic" manner?

HOMEWORK: Complete the reading/listening to the broadcast as needed. Complete any late or missing work that was not completed during class this week. Otherwise, none.

Wednesday, December 14, 2016

Yellow Journalism: Day 3

Only 4 of 16 students turned in their notes for this assignment (3 of them yesterday). Today, please complete the following task(s) in the lab:

Pretend that you are a journalist working for Buzzfeed, The National Enquirer, or The Star. Your chief editor has just given you an assignment. Take the notes from your fellow investigators and write an article.

A. Using the copies of notes submitted last class, select one note sheet from those articles available and write an article (300-500 words) using these notes to create some yellow journalism. Please give your article an eye-catching headline. You are welcome to make up additional information as the notes are likely to be scant. Interviews, attributed sources, etc. should be included. Remember that yellow journalism is meant to be sensational. Make sure your lead hooks your reader's attention and that the article includes enough juicy details to be entertaining. This required draft is due by the end of today's class. No late papers will be accepted for this class assignment.

B. Choose a second set of notes (perhaps the ones you originally wrote but never turned in) and write a second article of 300-500 words in length on that assignment. Submit this assignment by the end of class, if possible. If you do not finish this 2nd draft, please complete as homework. This assignment will be counted as extra credit for the 4 students who completed their work from last class. For everyone else, it is a required draft.

C. To hand in by end of class Friday (Dec. 16) please define the following film vocabulary in your own words. Look up these definitions and understand the term (don't just copy and paste!)

Define the following film vocabulary:

Types of shots: (a SHOT in film is an uninterrupted length of film strip used to visually communicate a story)

  • Extreme Close Up
  • Close Up
  • Medium Shot
  • Full Shot
  • Long Shot
  • Extreme Long Shot
  • Deep Focus Shot

Classical cutting (or classical editing of film)
Master Shot (also called Sequence Shot)
Reaction Shot
Two-shot
Three-shot
First cut
Final cut
Cover shot
Eye-line Match
Matching action
Mise en Scene
Mise en Shot
180 degree rule
Reverse angle shot
Parallel action
Cross-cutting
Montage
Thematic montage
Chiaroscuro Lighting
Motifs

You may use your film vocabulary notes to assist you on the upcoming test.

HOMEWORK: Complete any of these activities that you did not complete during class (B & C only!)

Wednesday, December 7, 2016

Fact Checking; Yellow Journalism Activity

Yellow journalism is journalism that is exaggerated, hyperbolic, subjective, or based solely on sensationalism. It presents little logic or poorly researched news that attempts to be "eye-catching" to entice a viewer/audience to read or watch the article. This is done primarily to sell more newspapers or gain more viewers, as opposed to the reporting of truth. Yellow journalism often focuses on scandals, entertainment, sex/violence, or other sensational or exaggerated content. Also called Yellow Press. Check this link for more details.

Is news journalism just entertainment? Why not lie? What use is telling the truth when we know truth is subjective? How can we tell if the news we read or view or listen to is true? Do you believe that "all successful journalism has 'shock value'"? Your thoughts?



How to Spot Fake News (Lori Robertson & Eugene Kiely, Factcheck)
Snopes is a website that helps fact check to validate and/or debunk made up stories in American popular culture and online news sources.
Factcheck.org is another site (non-profit) that attempts to do the same thing for our media-entrenched culture.
The Straight Dope is another resource you can use.


Fact checking exercise. Fact check the letters to the editor exercise you just wrote. Pretend that you are a journalist and fact-check the work of your peer reporter. Underline or highlight any fact that might be suspect or in need of identifying its source. Share your findings with your peer group.

In the lab, please complete the following tasks (in order):

1. Peruse the following 3 websites of contemporary yellow journalism. Select an article from each site and read it. Notice how the journalist uses (or doesn't use) attribution.
2. Now for the writing project. Come up with some outrageous claims about a topic. Your topic can be about an event, person, or trend. Provide the facts, statistics, hear-say, details about people, places, things, events, quotes, etc. that sound true (or not true). Just like Stephen Glass's notes. Once you have your note sheet completed (see graphic organizer), please turn in.

3. Once enough selections are ready for you, your job for our weekly world news staff, is to select a note sheet and begin writing an article (300-500 words) using these notes to create some yellow journalism. YOU MAY NOT CHOOSE YOUR OWN NOTES! We will likely have to complete this assignment/task next class.

Monday, December 5, 2016

Ethics Article Due; Attribution (again); Yellow Journalism

During period 7, please complete (and check your writing!) your ethics article. Use your secondary sources and attribute your information in the article. If attribution is still misleading to you, or you do not understand how to do it, please read this information about attribution:


Attribution
_________________________________________________________________
Attribution is stating who said something. Attribution is essential in all the media, including radio and television. Journalists do it so that your readers or listeners can know who is speaking or where the information in the story comes from. You can use attribution for both spoken and written information, so that you attribute information gathered from interviews, speeches, reports, books, films or even other newspapers, radio or television stations.
How attribution works in speech:
Reported speech
Using and handling quotes should be familiar to you. We often use direct quotes. However, attribution should be used whenever you want your readers or listeners to know where your information comes from. For example, in reported speech the attribution is still part of the sentence, although it is not as distinct as when you use a direct quote. In both of the following sentences, we attribute the words to Ms Mar. In the first, her words are in quotes; in the second they are put into reported speech:
QUOTE:
Ms Mar said: "Students can expect no special treatment if they go on strike."
REPORTED SPEECH:
Ms Mar said that students could expect no special treatment if they went on strike.
Notice how, in the reported speech, we had to change the verb "can" to "could" and the verb "go" to "went". This is because, although quotes must be word-for-word, reported speech is a report of something which was said in the past, so the tenses have to be changed.
The use of the linking word "that" is usually optional in reported speech. It is often left out to reduce the length of the sentence, but should be included whenever it makes the meaning of a sentence clearer. It is often used to separate the verb of attribution from a following verb. Compare the two examples. Notice how including "that" in the second example makes the meaning clearer:
The doctor felt many women worried about their health.
The doctor felt that many women worried about their health.
How often should you use attribution?
The good journalist (or writer) has to strike a balance between the need to make clear attribution of statements and the risk of boring the reader with too many phrases such as "he said".
It helps to change the word "said" occasionally, in attributing both quotes and reported speech. Some useful alternatives are "warned", "suggested", "urged", "asked” and "disclosed". But beware: each of these has a specific meaning. Check that it is the correct one for what your speaker said and the way they said it.
The phrase "according to" can be used in attributing reported speech, but do not use it more than once with any single speaker. Although it is usually a neutral term, not suggesting either belief or disbelief, if you use it too often it can give the impression that you doubt the information the speaker has given.
There are other, more obvious danger words to avoid. Words such as "stated" and "pointed out" both imply that what the speaker said is an undisputed fact. You can, for example, point out that the world is round, but you cannot point out that this cake is delicious, because that is an opinion.
Also avoid the word "claimed", which suggests that you do not believe what is being said. Be especially careful when reporting court cases. Lawyers and the police like to use the word "claimed" to throw doubt on opposition statements. You must not do the same.
The exact balance of attribution depends on the kind of story you are writing or the material you can use. If the statements are reliably factual throughout, you only need to attribute occasionally. If, however, the story is heavy with opinion or unreliable statements, you should attribute at least once every two sentences.
Attributing facts and opinions
One of the greatest dangers facing young journalist is accepting what people say as the truth. Just because someone tells you that something is a fact does not make it so.
There are some things which are universally accepted as true, for example that the world is round, that Tuesday follows Monday, that Fiji is in the Pacific. But there are also things which people want you to believe are true but which are either not provable or are lies. These people may not knowingly tell a lie, but many people are careless with the truth.
Also, situations may change; so that the truth at one moment may be wrong the next. Attribution helps you to overcome some of these problems. Attribution is the act of specifying who said what.
If you attribute the words to the person who said them, you do not have to prove or disprove the truth of their words; you simply report them. Also, people judge what is said by the person who says it. Statements made by people in authority carry more weight than statements made by other people.
Look at the following example. The attribution is the phrase said the vice-chancellor Ms Una Mar:
Striking students who miss exams will be given fail marks, said the vice-chancellor Ms Una Mar.
In this case, you may have very little doubt that this is exactly what will happen. But there is always the chance that Ms Mar will change her mind and give the students a second chance. By attributing the statement to Ms Mar, you protect yourself against this possibility. Thus, if the students do get a second chance, you can say to your critics: "We didn't say it, Ms Mar did."
In any case, your readers will be interested to know what public figures believe to be true. Even if it is later found that Ms Mar was mistaken, it is interesting to know that she once believed she would fail the students. As soon as you find out she has changed her mind, you can carry a news story saying so, recalling the previous story attributed to Ms Mar.
Clear and undisputed facts
In cases where there is undeniable evidence that something is so, you obviously do not have to attribute facts. In the following example, the weather was observable. Who is going to argue?
High winds and torrential rain lashed Port Moresby today, bringing down trees and flooding parts of Waigani Drive.
Neither do you need to attribute if you have witnessed the event yourself, for example while reporting from a court:
The National Court sitting in Kieta has sentenced a man to 12 years imprisonment with hard labour for rape.
The court has found the man guilty of rape. You saw the judge sentence him. You can state it as a fact.
There is another category of stories which appear to be true because of the reliability of the sources. These are statements made by people in authority who are in a position to know, such as the police chief telling you about an arrest or the farm manager talking about his cooperative. In such cases, you might not attribute the facts in the intro, but your readers and listeners will still want to know how reliable your information is. So you must attribute the facts further down the story:
A gang of youths ran riot through Boroko shopping centre yesterday, smashing car windscreens and shop windows.
Police said about 30 youths were involved and all are thought to be from Morata.
or:
The Pago Farm Cooperative plans to double its rice production to 200 tonnes next year.
Manager Mr Irwin Neman revealed the plans yesterday at a ceremony to mark the cooperative's second anniversary.
In both cases, the sources are reliable enough for the intros to stand on their own. Attributing the information has added extra weight to them. Your readers or listeners can judge how reliable the information is.
Opinions
There is no alternative to attribution when statements made are opinions. If you do not attribute an opinion to an individual, your audience will assume that it is your own opinion - and there is no excuse for that kind of confusion in a news story.
Your problem may come in deciding what is a verifiable fact and what is only opinion. In many cases this is easy:
Localisation in the public service has been rapid, but the quality of work is still below expectations, according to Home Affairs Minister Mr Barney Kina.
With a concept as vague as "quality of work", this can only be an opinion, even expressed by a senior minister. You will often find that opinions use vague and unspecific language. (SeeChapter 56: Facts and opinion.)
In cases where fact and opinion are not easily separated, play safe and attribute the story.
Attributing a statement to someone is no defence in a claim for defamation. If you wrongly accuse a person of being a thief, it is no excuse to say that you were just quoting someone else.
Reliable sources
In some cases, your sources of information may not want to be named, for fear of revenge. Journalists who are sure of their facts often attribute such information to "usually reliable sources", "informed sources" or "sources within the department/company".
In some cases, they use phrases like "it is widely believed that" or "it is understood that". Be warned! If your information is wrong, the blame will rest at your door. The greatest danger comes in "off the record" interviews. You must always consult your news editor or chief of staff about what you can and cannot say in such cases. (See Chapter 59: Sources of information.)
TO SUMMARIZE:
  •  
    Quotes are an important tool for print journalists, but they should never be used on radio, and only as text on television.
  •  
    Always attribute quotes to the speaker or source of information.
  •  
    You can use alternative words to "said", but beware that they may have distinct meanings and may imply support or disbelief.
  •  
    Attribute all opinions and information which is not a clear and undisputed fact


Yellow Journalism was a term introduced between the difference of opinion journalists William Randolph Hearst and Joseph Pulitzer had about what kinds of reporting newspapers should publish.

Pulitzer's New York World and Hearst's New York Journal changed the content of newspapers by adding more sensationalized stories and cartoons or comic strips published by the paper.

Pulitzer began to publish the cartoon "The Yellow Kid" in 1896. The cartoon was created by R.F. Outcault and was popular with readers. Hearst offered Outcault an outrageous salary for his cartoon and "stole" the comic strip from Pulitzer. Pulitzer published an imitation of the cartoon very similar to "The Yellow Kid" to competing with Hearst.

This competition escalated between the newspapers--each over-dramatizing stories to win readership. Stories were written and altered to fit ideas that publishers and editors thought would sell the most papers. They attempted to stir public interest so that news boys could sell more papers on street corners (see Newsies).

Hearst (according to some historians) played a major role in America's involvement with Cuba during the Spanish-American War. He published sensational articles about Cuba to sway public opinion about America's involvement in the war. He was a business man interested in politics. Sound familiar?

When reporter Fredrick Remington sent a telegram to Hearst stating that there was not much going on in Cuba, Hearst replied,"You furnish the pictures and I'll furnish the war."

Hearst eventually persuaded President McKinley to sign a bill officially entering America into the Spanish-American war.

For details about Randolph Hearst check out this short video.

http://www.biography.com/people/william-randolph-hearst-9332973/videos/william-randolph-hearst-citizen-hearst-trailer-23515715925

Here is a link to The Yellow Kid. Notice how these illustrations suggest sensational social or political commentary.

HOMEWORK: CHOOSE ONE OPTION:

1. After viewing the video on Hearst (see above) compare/contrast Hearst's character and temperament with that of Donald Trump. Read the article on "How Donald Trump Changed Political Journalism" and "How Can Journalists Protect Themselves During a Trump Presidency." Write an opinion piece or letter to the editor of these magazines or a local newspaper (a paragraph or two) in which you make a decision about the future of news journalism in America. Take into consideration what you learned about Randolph Hearst and Donald Trump in the articles you have read to support your points.

or

2. After watching the video on Hearst (see above) and reading a few strips from The Yellow Kid (see above), read the following handout/article: "White Privilege & Anti-Racism in the Funnies", "Racism & Comics: Good intentions Aren't Good Enough". Write an opinion piece or letter to the editor of these magazines or a local newspaper (a paragraph or two) in which you discuss the issue of racism depicted in comic strips, comic books, or animation. Take into consideration what you learned about Randolph Hearst, The Yellow Kid, and these articles to support your points.

Due Monday, Dec. 12.

Thursday, December 1, 2016

Shattered Glass: Conclusion; Article on Ethics

After viewing the film Shattered Glass, let's learn about some journalists who did bad things. Turn in your completed Activities assignment/homework from last class.

Then, in the lab, please write a 300-400 word article on "The Ethics of Journalism". Use the film and the sources provided to you in your article as secondary evidence. Make sure you attribute your quotes or textual support within the article as appropriate. Titles of major works (like movies, novels, etc.) are ITALICIZED. Articles, single poems, or short stories are quoted.

Key ideas to discuss:
  • Why is it important that journalists have an ethical code to follow?
  • Why is accuracy, credibility, and objectivity important for a journalist?
  • Should we forgive journalists who plagiarize or make-up data or sources?
  • Why is truth, attribution, or credible sources important in journalism reporting?
Read at least 3 of the sources below and use them to support your opinion on the bulleted points above. You may use more than 3 articles if you wish. Note the timing and dates of the articles (the list is chronological). Attribute your sources in your editorial. Complete your writing today in the lab.

Sources:


HOMEWORK: None. Get caught up if you are missing work or haven't completed your homework/classwork. Complete the editorial article on ethics if you did not finish it during class.

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