History of Film
Contents
★ Weakest Link
★ Research
★ Film Notes: Hugo, The Artist
★ Pick Three
★ Critical Analysis:
○ Hugo
○ The Artist
★ Four Minute Friday
★ Unit Rubric
Film Studies
“No! –to the Weakest Link!”
Kimberly Keglovitz
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My hope is that you will practice researching information about up-coming topics or that you will
increase your knowledge about a topic already studied.
You have so much knowledge at your fingertips! I believe that none of us are accus- tomed to using
this to our advantage – most of us just look up the minimum of what we need to know. Think about how
much more knowledgeable we could be if we only spent a few minutes surfing the web or talking with a
knowledgeable person. To be at the top of the pack (which is what I want for every LHS student), I
will assign you to surf a bit in the hopes that this will develop a very good habit! Don’t be the lowest
common denominator in your classroom; don’t be the weakest link!
Directions: On your own time this week, use the Internet to learn more than the minimum!
1. Answer the following questions or record the required information.
2. Make sure that you have this ready to turn in by the due date.
3. Attach all pages neatly to this sheet.
4. Use a legible format. (Think about the format you should use. What would make your
assignment neat and readable?)
●
Ask some a person one, two, or three generations older than you, what the first movie was that he
attended. Ask this person to describe the experience. Think of great questions to ask, like “How
much did the film cost? What were the theaters like? Did you go to drive-in movies?” Tell who
you interviewed, what relationship this person has with you, write what you learned on separate
paper, and attach your work to this sheet.
●
Celebration Cinemas often have days and times devoted to playing classic movies. Look up this
information for the closest theaters. Record what you find. (Use your brain! What information
do you think you should include here?)
●
Find out who the most famous movie stars were in the 50’s, 60’s, 70’s, 80’s, and 90’s. Adopt one
as your favorite. Learn about that person and record important information. (Use your brain!
What do you think that you should know about your adopted, favorite movie star?)
●
Research to find a list of the top 100 movies of all time. From the top 20 (that you have NOT
seen), which movie sounds most appealing to you? (Use your brain! What information do you
think you should include here?)
Choose Three
Artistic Avenue!
★ Poster: Investigate what was included in classic movie posters. Select a “scene” from your life
and depict it as if it is a movie. Make sure that you play the starring role!
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★ Make yourself a character: Turn yourself into a superhero! Create your superhero name, design
your costume, and select your gadgets. Write a two page comic strip - starring you!
★ Character Caricatures: If you are artistic, create caricatures for your movie’s main characters.
Make sure to provide a caption naming your character.
★ Can you paint? Paint your favorite scene!
★ Dinner and a movie: Prepare foods that correlate with your movie. Incorporate the foods within
your movie description.
Lights. Camera. Action.
★ Film Critique: Prepare, practice, produce and post your critique to your teacher’s YouTube
account.
★ Novel Wars (novel vs. film): Which is better the film or the book? Persuade your audience to
read the book or watch the film. Survey them to see if you convinced them!
★ “Bag-ah-graphy”: Create a bag that holds symbols for your character. Introduce your character
using the symbols.
★ Prepare and present a monologue from the point of view of a main character in your film or
novel.
★ Select a scene from a movie, print the script for the scene, practice, and act out the scene.
★ How do directors use music to convey meaning to an audience? Find examples to use during
your presentation.
★ Read current movie reviews, find out what movies are coming out & when, plan an
“Entertainment Tonight” preview for the class before a weekend.
★ Fashion Fiend: Research the effects movies have had on the fashion industry. Plan and present
your information.
Critical Analysis (one mandatory)
★ Who is the most influential fictitious character? How has this character been influential?
★ Choose quotes from both novels you’ve read and movies you’ve seen that teach important life
lessons. Explain how the quotes have been important to you.
★ Select a genre not studied in class, and write a mini-research paper.
★ After studying the “Heroes’ Journey,” research your favorite hero and your favorite celebrity.
★ Research the different jobs available in the film industry and what it takes to become successful at
those jobs.
★ Analyze the following elements of your favorite movie: setting, plot, characterization, camera
shots, use of music, and correlation with genre elements.
Hugo Your Immediate Reaction
Directions: Immediately after viewing the film, write down what you think and feel about it. Be
thoughtful! You should go beyond just telling what you thought of the plot. Also think about each
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individual character, any special effects used, the style, the director, the lighting, music, or
cameral shots for example.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________
Film Studies: Hugo Notes
Directions: Either as you watch the film or as soon as possible afterwards, record the important
film notes.
Expository Phase
(This is the start of a story, and it introduces the setting and characters, and it can hint at the conflict.)
1. Where is the story set? ____________________________________________
2. What is the time period? ___________________________________________
3. What mood is set? ________________________________________________
4. Is there a back-story or is there a subplot? If yes, describe them.
______________________________________________________________
______________________________________________________________
______________________________________________________________
Inciting Incident
(This is either a choice that is made or an event that occurs that sets the conflict in motion.)
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What is the inciting incident?
________________________________________________________________________
______(Other names for the inciting incident: complication, trigger event, inciting moment.)
Conflict
(This is either a choice that is made or an event that occurs that sets the conflict in motion.)
What is the conflict?
________________________________________________________________________
______(Remember the different types of conflict: man vs. man, man vs. nature, man vs. himself, man vs.
technology.)
Complication Phase
(This phase includes complications and events that occur as the protagonist attempts to resolve the conflict.)
1. ___________________________________________________________________
___________________________________________________________________
__
___________________________________________________________________
___________________________________________________________________
__
___________________________________________________________________
_
___________________________________________________________________
_
2. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____
3. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____
___________________________________________________________________
_
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Climax
(The climax is the point of greatest emotional tension or suspense. It is the point of highest interest.)
What is the climax of the story?
________________________________________________________________________
__
________________________________________________________________________
__
How do you know that this particular point is the climax?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________
Resolution
(This includes the events that occur as the protagonist works out the conflict as well as the final conclusion that can be either
positive or negative for the protagonist.)
❖ Falling Action
1.
_______________________________________________________
2.
_______________________________________________________
3.
_______________________________________________________
4.
_______________________________________________________
5.
_______________________________________________________
❖ Denouement
(The denouement is the final conclusion, either positive or negative, for the protagonist.)
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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Characterization
❖ Did the protagonist have any traits that caused the conflict? If yes, explain.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___
❖ What were the protagonist’s character traits that led to the resolution?
_______________________________________________________
_______________________________________________________
________________________________________________________
___________________________________________________________________
Archetypes are types of characters that are in literature over the ages and that have the same
basic attributes. Some examples are: the hero, the mentor, the child, the mother, the parent,
and the soldier.
Are there any archetypes in this film? If so, which ones? Describe who fits the archetypes and
describe the attributes that allow the characters to fit.
1. ___________________________________________________________________
___________________________________________________________________
__
____________________________________________________________________
___________________________________________________________________
_
___________________________________________________________________
_
___________________________________________________________________
_
2. ___________________________________________________________________
___________________________________________________________________
__
____________________________________________________________________
___________________________________________________________________
_
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___________________________________________________________________
_
___________________________________________________________________
_
3. ___________________________________________________________________
___________________________________________________________________
__
____________________________________________________________________
___________________________________________________________________
_
___________________________________________________________________
_
___________________________________________________________________
_
Themes
(Themes are the statements about life that can be drawn from a literary work – whether the reader/viewer agrees with the
statements or not. BUT, themes must have evidence to support them.)
What are three themes from this film?
1.
_______________________________________________________________
_____________________________________________________________
__
2. _______________________________________________________________
_____________________________________________________________
__
3. _______________________________________________________________
_____________________________________________________________
__
Artistic Elements
Literary Devices
Choose one of the following to define and explain how it is used in the film to develop the
plot, assist in character development, or convey meaning. motif, symbol, foreshadow,
flashback, irony, choice of language.
___________________________________________________________________
Kimberly Keglovitz
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Camera Shots
Give a specific example of how camera shots helped develop mood or helped provide insight into a
character.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Lighting
Give a specific example of how lighting helped develop mood or helped provide insight into a character.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Music
Give a specific example of how music helped develop mood or helped provide insight into a character.
___________________________________________________________________
___________________________________________________________________
Kimberly Keglovitz
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Professional Analysis Study: Hugo
Directions: Read through the analysis a minimum of two times. The first time through, make sure
you understand what Ebert thinks of the film. The second time through, notice and highlight the
items that Ebert focuses on. For example, Ebert might focus on:
● the director’s influence on the film,
● he might focus on theme,
● he might mention complications in the plot,
● he might mention the film’s relationship to history,
● he might describe how the characters interact,
● he might mention artistic elements like flashback,
● he might mention what the audience might think,
● he might mention any special techniques used to make the film.
Hugo Film Analysis
Roger Ebert
November 21, 2011
"Hugo" is unlike any other film Martin Scorsese has ever made, and yet possibly the closest to his heart: a
big-budget, family epic in 3-D, and in some ways, a mirror of his own life. We feel a great artist has been
given command of the tools and resources he needs to make a movie about — movies. That he also makes
it a fable that will be fascinating for (some, not all) children is a measure of what feeling went into it.
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In broad terms, the story of his hero, Hugo Cabret, is Scorsese's own story. In Paris of the '30s, and
schooling himself in the workings of artistic mechanisms. That runs in the family. Hugo's uncle is in
charge of the clocks at a cavernous Parisian train station. And his father's dream is to complete an
automaton, an automated man he found in a museum. He dies with it left unperfected.
Rather than be treated as an orphan, the boy hides himself in the maze of ladders, catwalks, passages and
gears of the clockworks themselves, keeping them running right on time. He feeds himself with croissants
snatched from station shops and begins to sneak off to the movies.
His life in the station is made complicated by a toy shop owner named Georges Melies. Yes, this grumpy
old man, played by Ben Kingsley, is none other than the immortal French film pioneer, who was also the
original inventor of the automaton. Hugo has no idea of this. The real Melies was a magician who made
his first movies to play tricks on his audiences.
Leave it to Scorsese to make his first 3-D movie about the man who invented special effects. There is a
parallel with the asthmatic Scorsese, living in Little Italy but not of it, observing life from the windows of
his apartment, soaking up the cinema from television and local theaters, adopting great directors as his
mentors, and in the case of Michael Powell, rescuing their careers after years of neglect.
The way "Hugo" deals with Melies is enchanting in itself, but the film's first half is devoted to the
escapades of its young hero. In the way the film uses CGI and other techniques to create the train station
and the city, the movie is breathtaking. The opening shot swoops above the vast cityscape of Paris and
ends with Hugo (Asa Butterfield) peering out of an opening in a clock face far above the station floor. We
follow his Dickensian adventures as he stays one step ahead of the choleric Station Inspector (Sacha
Baron Cohen), in chase sequences through crowds of travelers. Hugo always manages to escape back to
his refuge behind the walls and above the ceiling of the station.
His father (Jude Law), seen in flashbacks, has left behind notebooks, including his plans to finish the
automaton. Hugo seems somewhat a genius with gears, screws, springs and levers, and the mechanical
man is himself a steampunk masterwork of shining steel and brass.
One day Hugo is able to share his secret with a girl named Isabelle (Chloe Grace Moretz), who also lives in
the station, and was raised by old Melies and his wife. She is introduced to Hugo's secret world, and he to
hers — the books in the cavernous libraries she explores. These two bright kids are miles apart from the
cute little pint-sized goofballs in most family pictures.
For a lover of cinema, the best scenes will come in the second half, as flashbacks trace the history and
career of Georges Melies. you may have seen his most famous short film, "A Trip to the Moon" (1902), in
which space voyagers enter a ship that is shot from a cannon toward the moon; the vessel pokes the Man
in the Moon in the eye.
Scorsese has made documentaries about great films and directors, and here he brings those skills to
storytelling. We see Melies (who built the first movie studio) using fantastical sets and bizarre costumes to
make films with magical effects -— all of them hand-tinted, frame by frame. And as the plot makes
unlikely connections, the old man is able to discover that he is not forgotten, but indeed is honored as
worthy of the Pantheon.
Not long ago, I saw a 3-D children's film about penguins. I thought it was a simpleminded use of the
medium. Scorsese uses 3-D here as it should be used, not as a gimmick but as an enhancement of the total
effect. Notice in particular his re-creation of the famous little film "Arrival of a Train at La Ciotat" (1897),
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by the Lumiere brothers. You've probably heard its legend: As a train rushes toward the camera, the
audience panics and struggles to get out of its way. That is a shot which demonstrates the proper use of 3D, which the Lumieres might have used had it been available.
"Hugo" celebrates the birth of the cinema and dramatizes Scorsese's personal pet cause, the preservation
of old films. In one heartbreaking scene, we learn that Melies, convinced his time had passed and his work
had been forgotten, melted down countless films so that their celluloid could be used to manufacture the
heels of women's shoes. But they weren't all melted, and at the end of "Hugo, "we see that thanks to this
boy, they never will be. Now there's a happy ending for you.
RogerEbert.com
History of Film - Research
Directions: During your research time, record each answer to the questions below in your class
notebook. Skip a line between each item to make your notes easy to read.
1.
Investigate information about the novel and movie Hugo available on the following site:
www.theinventionofhugocabret.com. Make sure to do the following:
a. Click on “About the Movie” attached to the picture of the little boy.
b. Then click on “Check out this amazing behind the scenes footage of the last shot in the
movie.”
c. Watch the video & record three things that you learned from the clip.
d. Then click on “Watch the amazing video to see how some of the special effects shots were
done for the movie.”
e. Watch the video & record three things that you learned from the article and the clip.
(Hint: Let the clip buffer as you read the article.)
f. Then, click on “Here is a behind the scenes look at making the movie, featuring an
interview with Martin Scorsese.”
g. Watch the video & record three things that you learned from the clip.
h. Select three other sections to investigate. Record the name of each section and three
things that you learned from each section. Choose sections that you find
interesting!
2. Name three of the movies Georges Melies directed including the name of his movie used in Hugo.
Refer to both imbd.com and earlycinema.com.
3. Watch the entire Melies’ movie that was partially shown in Hugo. Write a brief summary of what
the movie was about – in your own words. Do NOT copy and paste anything. Link:
https://www.youtube.com/watch?v=7JDaOOw0MEE
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4. Explain why people found the movie appealing in 1902. Refer to tmc.com (Turner Classic
Movies) and the blog article “John Scalzi – The Look, Not the Idea, Makes a Sci-Fi Movie”
available at http://blogs.amctv.com (American Movie Classics).
5.
What was the average “Tatometer Rating”? Why? (Look at the reviews after the cast list.)
Link: www.rottentomatoes.com
6. Provide seven biographical pieces of information (bullet pointed) about Melies that have not been
mentioned in class yet. Refer to: earlycinema.com.
7.
Watch the clip of the train movie shown in Hugo. The name of the film is The Great Train
Robbery. Explain how audiences reacted and explain why. Is there anything that would make
audiences react to a movie in the same ways today?
a. Links:
● https://www.youtube.com/watch?v=Arvr7eKs_k0
● http://history1900s.about.com/od/1900s/qt/trainrobbery.htm (or search about.com)
8. Who are the Lumiere brothers? Provide seven bullet pointed pieces of information about them.
Watch one of their movies. Name it and summarize it in your own words. Refer to
earlycinema.com.
9. What was Thomas Edison’s contribution(s) to film? Refer to earlycinema.com.
10. What are the six universal expressions/emotions? Why are these expressions unique? Refer to
the article, “JHU postdoctoral fellow explores emotion with Artscape film debut.” Link:
http://hub.jhu.edu/2013/07/19/lopez-gonzalez-moments-artscape
11. Why was Lopez-Gonzales disappointed with Baz Luhrman’s The Great Gatsby? Explain in your
own words what this means. Use the same link provided in #9.
12. Give seven pointed pieces of information about Charlie Chaplin. Use IMDb Biography.
13. Find a clip of a Charlie Chaplin movie on You Tube. Name the clip/movie. Watch at least 5
minutes of the movie you’ve chosen. Summarize in your own words what happened and explain
what the appeal of the movie might have been to viewers of that era.
14. Look up a video of Edgar Bergen and his dummy, Charlie McCarthy. Where is Edgar Bergen
from? Explain your reactions to his performance. Did you like it? Why or why not? Describe the
Oscar Award that he won. Use: ventriloquistcentral.com and Wikipedia.
a. If you’d like to listen to a sample radio show (from way back when) at
http://www.otrcat.com/bergen-and-mccarthy-edgar-bergen-and-charlie-mccarthy-p1080.html.
b. Maybe you can find a clip at muppet.wikia.com of Edgar Bergen and Charlie McCarthy on
the Muppet Show.
15. Find out who Shirley Temple is and jot down at least three pieces of basic information about her.
(Use your head! Choose something interesting.)
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a.
Research the biographical information and look through the pictures at:
http://www.shirleytemple.com/photo.html. Jot down at least three pieces of
information.
b. Watch the Staircase dance from The Little Colonel with Uncle Billy Robinson on Youtube.
c. What did you think about the performance? Did you like it? Why or why not? Were
there any racist tendencies in the segment that you watched? If yes, explain your
thoughts.
16. Research and find out who Abbot and Costello were. Jot down at least three pieces of
biographical information about them. (Use your head! Choose something interesting.)
a. Watch a video that has Abbot and Costello performing their “Who’s on first?” act. This is
very famous.
b. Link: https://www.youtube.com/watch?v=WQXwt83hYkE.
c. Had you heard of this before? If so, who preformed the act? What do you think of it?
17. Find out who the Andrew Sisters were. Jot down at least three pieces of basic information about
her. (Use your head! Choose something interesting.)
a. Watch a video of the Andrew Sisters performing “The Boogie Woogie Bugle Boy of
Company B.”
b. Link: https://www.youtube.com/watch?v=qafnJ6mRbgk
c. Had you heard of this before? If so, who preformed the act? What do you think of it?
18. Read about film history of the 1920’s and 1930’s either by going to AMC’s Film Site at the
following link: http://www.filmsite.org/20sintro.html or by reading the history packet that your
teacher has. Write the word(s) that would fill in each blank using information from the article.
Write these answers in your notebook. Each item below is actually taken directly out of the
article.
a. “Throughout most of the decade [1920s] _______________ were the predominant
product of the film industry.”
b. “Even the earliest films were organized into _______ or types.”
c. “The major genre emphasis was on __________, _______________, and
__________...”
d. “The _______________ was essentially born with long-term contracts for stars…”
e. v “…the film-making firms that were to rule and monopolize Hollywood for the next
half-century were the giants or the majors, sometimes dubbed _______________.
f. (This one is not a quote.) The Big Five Studios included:
i. _______________
ii. _______________
iii. _______________
iv. _______________
g. (This one is not a quote.) The Little Three Studios included:
i. _______________
ii. _______________
iii. _______________
h. (This one is not a quote.) The Little Three Studios included: “The major film studios built
luxurious “picture palaces” that were designed for _____________________ to
accompany projected films.
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i.
“The Hollywood sign (originally advertising and spelling out _______________...was
not an advertisement to promote the major film studios, but was actually put up to
advertise a local real estate development and was only supposed to be installed for
______________.
j. “The sign lost its suffix ‘LAND’ in __________.
k. “Although called silents, they were never really silent but accompanied by
_______________________________________________________.”
l. “In 1926, William Fox of the Fox Film Corporation responded to Warners’ success
with…advanced Movietone system – the first commercially successful
_______________process…It added a ‘soundtrack’ directly _______________ and
would eventually become the predominant sound technology.”
m. “It was the first feature-length talkie (and first musical), _______________ (1927).”
19. Make a timeline providing important cinematic developments including the contributions of
Melies, the Lumieres, Edison, Chaplin, Edgar Bergan, and Shirley Temple, Abbot & Costello, the
Andrew Sisters, and the important historical events listed in #18.
The Artist: Your Immediate Reaction
Directions: Immediately after viewing the film, write down what you think and feel about it. Be
thoughtful! You should go beyond just telling what you thought of the plot. Also think about each
individual character, any special effects used, the style, the director, the lighting, music, or
cameral shots for example.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________
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Film Studies: The Artist Notes
Directions: Either as you watch the film or as soon as possible afterwards, record the important
film notes.
Expository Phase
(This is the start of a story, and it introduces the setting and characters, and it can hint at the conflict.)
1. Where is the story set? ____________________________________________
2. What is the time period? ___________________________________________
3. What mood is set? ________________________________________________
4. Is there a back-story or is there a subplot? If yes, describe them.
______________________________________________________________
______________________________________________________________
______________________________________________________________
Inciting Incident
(This is either a choice that is made or an event that occurs that sets the conflict in motion.)
5. What is the inciting incident?
________________________________________________________________________
_
(Other names for the inciting incident: complication, trigger event, inciting moment.)
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Conflict
(This is either a choice that is made or an event that occurs that sets the conflict in motion.)
6. What is the conflict?
________________________________________________________________________
__
(Remember the different types of conflict: man vs. man, man vs. nature, man vs. himself, man vs.
technology.)
Complication Phase
(This phase includes complications and events that occur as the protagonist attempts to resolve the conflict.)
4. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____
5. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________
Climax
(The climax is the point of greatest emotional tension or suspense. It is the point of highest interest.)
What is the climax of the story?
________________________________________________________________________
________________________________________________________________________
____
How do you know that this particular point is the climax?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
__________
Resolution
(This includes the events that occur as the protagonist works out the conflict as well as the final conclusion that can be either
positive or negative for the protagonist.)
❖ Falling Action
1.
_______________________________________________________
2.
_______________________________________________________
3.
_______________________________________________________
4.
_______________________________________________________
5.
_______________________________________________________
❖ Denouement
(The denouement is the final conclusion, either positive or negative, for the protagonist.)
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Characterization
❖ Did the protagonist have any traits that caused the conflict? If yes, explain.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________
❖ What were the protagonist’s character traits that led to the resolution?
_______________________________________________________
_______________________________________________________
________________________________________________________
______________________________________________________________
Archetypes are types of characters that are in literature over the ages and that have the same
basic attributes. Some examples are: the hero, the mentor, the child, the mother, the parent,
and the soldier.
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Are there any archetypes in this film? If so, which ones? Describe who fits the archetypes and
describe the attributes that allow the characters to fit.
1. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________
2. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________
3. ___________________________________________________________________
___
______________________________________________________________________
___________________________________________________________________
___
Themes
(Themes are the statements about life that can be drawn from a literary work – whether the reader/viewer agrees with the
statements or not. BUT, themes must have evidence to support them.)
What are three themes from this film?
1.
_______________________________________________________________
_____________________________________________________________
__
2. _______________________________________________________________
_____________________________________________________________
__
3. _______________________________________________________________
_____________________________________________________________
__
Kimberly Keglovitz
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Artistic Elements
Literary Devices
Choose one of the following to define and explain how it is used in the film to develop the
plot, assist in character development, or convey meaning. motif, symbol, foreshadow,
flashback, irony, choice of language.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Camera Shots
Give a specific example of how camera shots helped develop mood or helped provide insight into a
character.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Lighting
Give a specific example of how lighting helped develop mood or helped provide insight into a character.
___________________________________________________________________
___________________________________________________________________
Kimberly Keglovitz
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Music
Give a specific example of how music helped develop mood or helped provide insight into a character.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Professional Analysis Stud: The Artist
Directions: Read through the analysis a minimum of two times. The first time through, make sure you
understand what Ebert thinks of the film. The second time through, notice and highlight the items
that Ebert focuses on. For example, Ebert might focus on:
● the type of film,
● he might mention any special techniques used to make the film,
● he might mention how the audience reacts,
● he might explain why the movie is good or bad or whatever,
● he might mention what inspired the movie,
● he might mention the actors or actresses,
● he might mention what the audience might think,
● and he might mention his personal likes and dislikes.
Kimberly Keglovitz
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The Artist Film Analysis
Roger Ebert
December 21, 2011
Is it possible to forget that "The Artist" is a silent film in black and white, and simply focus on it as a
movie? No? That's what people seem to zero in on. They cannot imagine themselves seeing such a thing.
At a sneak preview screening here, a few audience members actually walked out, saying they didn't like
silent films. I was reminded of the time a reader called me to ask about an Ingmar Bergman film. "I think
it's the best film of the year," I said. "Oh," she said, "that doesn't sound like anything we'd like to see."
Here is one of the most entertaining films in many a moon, a film that charms because of its story, its
performances and because of the sly way it plays with being silent and black and white. "The Artist" knows
you're aware it's silent and kids you about it. Not that it's entirely silent, of course; like all silent films
were, it's accompanied by music. You know — like in a regular movie when nobody's talking?
One of its inspirations was probably "Singin' in the Rain," a classic about a silent actress whose squeaky
voice didn't work in talkies and about the perky little unknown actress who made it big because hers did.
In that film, the heroine (Debbie Reynolds) fell in love with an egomaniacal silent star — but a nice one,
you know? Played by Gene Kelly in 1952 and by Jean Dujardin now, he has one of those dazzling smiles
you suspect dazzles no one more than himself. Dujardin, who won best actor at Cannes 2011, looks like a
cross between Kelly and Sean Connery, and has such a command of comic timing and body language that
he might have been — well, a silent star.
Dujardin is George Valentin, who has a French accent that sounds just right in Hollywood silent films, if
you see what I mean. The industry brushes him aside when the pictures start to speak, and he's left alone
and forlorn in a shabby apartment with only his faithful dog, Uggie, for company.
At a crucial moment, he's loyally befriended by Peppy Miller (Berenice Beio), who when they first met,
was a hopeful dancer and has now found great fame. The fans love her little beauty mark, which Valentin
penciled in with love when she was a nobody.
As was often the case in those days, the cast of "The Artist" includes actors with many different native
tongues, because what difference did it make? John Goodman makes a bombastic studio head, and such
familiar faces asJames Cromwell, Penelope Ann Miller, Missi Pyle and Ed Lauter turn up.
At 39, Jean Dujardin is well-known in France. I've seen him in a successful series of spoofs about OSS 117,
a Gallic secret agent who mixes elements of 007 and Inspector Clouseau. He would indeed have made a
great silent star. His face is almost too open and expressive for sound, except comedy. As Norma
Desmond, the proud silent star in "Sunset Boulevard," hisses: "We didn't need dialogue. We had faces!"
Dujardin's face serves perfectly for the purposes here. More than some silent actors, he can play subtle as
well as broad, and that allows him to negotiate the hazards of some unbridled melodrama at the end. I felt
a great affection for him.
I've seen "The Artist" three times, and each time it was applauded, perhaps because the audience was
surprised at itself for liking it so much. It's good for holiday time, speaking to all ages in a universal
Kimberly Keglovitz
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language. Silent films can weave a unique enchantment. During a good one, I fall into a reverie, an
encompassing absorption that drops me out of time.
I also love black and white, which some people assume they don't like. For me, it's more stylized and less
realistic than color, more dreamlike, more concerned with essences than details. Giving a speech once, I
was asked by parents what to do about their kids who wouldn't watch B&W. "Do what Bergman's father
did to punish him," I advised. "Put them in a dark closet and say you hope the mice don't run up their
legs."
RogerEbert.com
Four Minute Friday
Survey
Directions: Complete this using your brain, your notes, and any handouts from class this week. You
will be graded based upon the level of your participation completing the survey.
1. Make a brief mind map that includes items/skills/topics/tasks worked on during class this
week.
Kimberly Keglovitz
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2. Write down one interesting question (w/o a yes or no answer) about the
items/skills/topics/tasks worked on this week.
____________________________________________________
3. Please name three items/skills/topics/tasks that you think you already knew but now
understand better after reviewing and practicing them in class this week.
❖ _____________________________
❖ _____________________________
❖ _____________________________
4.
Name three pieces of factual information that you learned but did not know before
studying them in class this week.
5.
❖
_____________________________
❖
_____________________________
❖
_____________________________
What is something read, viewed, thought about or discussed from this class this week that
you can connect to your personal life or to society? Please explain this using complete
sentences.
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Film Studies: The History of Film
Score Card
Comments:
Kimberly Keglovitz
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Weakest Link
___________ / 20
Assignments
Research
___________ / 40
Assignments
Pick Three
___________ / 15
Hugo Highlighting
___________ / 10
Participation
Hugo Analysis
___________ / 10
Assignments
The Artist Highlighting
___________ / 10
Participation
The Artist Analysis
___________ / 10
Assignments
Four Minute Friday
__________ _/ 25
Assignments
Test
__________ / 100
Product
(commit to one of the projects)
Participation
Senior Elective Grading
15 % Participation
20% Assignments
65 % Product
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Kimberly Keglovitz
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