He became particularly interested in large- scale sculptures. Scene walking past the bushes and a person. Followed by slowly going towards the sculptures. Medium shot of the sculptures seen from the front view.
Muyskens announced that these sculptures will be torn down and replaced with vending machines. Fade into picture of the area where the sculptures were originally placed except have vending machines in black and white in its place.
Long shot of the music building and students walking as we get to the sculptures. Shot of first student.
Ask him the following questions: What are your feelings towards the sculptures Romanesque Remembrance and Gothic Remembrance? What are your thoughts on the removal of the sculptures to make room for vending machines? Shot of second student and occasionally hover to show the sculptures when she is looking at them. Ask her the following questions: What do you think about these sculptures? Do you think these sculptures serve a purpose in the community and why? Shot of professor.
Ask him the following questions: How do you feel about these sculptures and the removal of them? Why do you feel that way? Shot of another student. Ask her what her thoughts are on in the removal of these sculptures to make room for vending machines. Shot of a tree near the QC playground with two squirrels. One is going up the tree while the other is on the ground. Dick factory in Grander, Maine. Soffer created a protective coating with a warm orange patina, which will remain its surface identity forever.
Information obtained from: Suzanna Simor. English Professor Ferguson. This entry was posted on Monday, November 29th, at pm and is filed under 8 Kino-Pravda. You can follow any responses to this entry through the RSS 2. Both comments and pings are currently closed.
I really like how you put two vending machines pictures in the video to let people know what the place would look like if the art pieces were replaced!!! I was surprised!!! However, I found little bit difficulty in reading the text on screen because the camera moves a lot. The camera going through the pink flowers is VERY striking. It both caught my attention immediately and gave a pretty good intro to the film essay. I really liked your film, especially the opening.
How did you get that shot of the birds? Did they just happen to fly by while you were filming? I agree with Cindy about the pics of the vending machines. I love your film. I think your script was very detailed and exactly what the assignment called for. I love the way you went into complete detail in number I feel like, with your script, a person who does not know anything about your artwork could just follow your steps and create a similar film to yours.
What is Kino Pravda? It was a news reel series created by Dziga Vertov. These news reels were very experimental during that time, often being completely ignored by film critics. However, later years, he was applauded for his efforts for doing something entirely different. Jenny Lu does something similar with her film, but with a clear subject- The Romanesque Remembrance and Gothic Remembrance sculptures.
Jenny Lu is a freshman at Queens College, the location of those sculptures. Should contain a thesis that is true but arguable including the main idea 2. Thesis should be supported by sufficient evidence 3. Evidence Should have proper analysis 4. Should make an argument about artwork. Should be clear and have a recurring theme or motive.
Theme or motive should be discussed at the beginning of the film and reinforced at the end. Each shot should have a claim, an analysis of that claim, and evidence that supports the claim. The film should have structure, each shot is a new idea. The reader or viewer should be able to understand the work as a whole and catch onto small details.
Is it clear? Film essay is clear and coherent; with an introduction, body and conclusion 2. The idea is presented early on in the film essay 3. Does not overuse visuals but makes it entertaining for the view 4. Uses evidence visuals or text to help support main idea 5. The film essay should show clearly about the information history, name, etc. The film essay should remain focus on the thesis- the art piece.
The objective of the film is clear 2. Visual captivating 4. Clear argument for art. No over simulating effects. With the video I watched i knew to give it a 5 for clear argument because right away I knew why I was watching this video and what it was going to be about. It was clearly stated by the film maker and it was also something that I could argue against if I needed to. I gave it a 5 on the ability to analyze evidence as well because he gave significant background to his art piece that backed up the argument and were interesting facts as well.
The order of the film also made sense by how it starts with very general information about the piece and as the video progresses it gets more and more specific as in a progressive order. The motive of the film was also seen throughout and was interesting and made me think without any fancy effects or cuts.
I just wanted to see his Seth Rogen impression. His work was very coherent. It flowed perfectly. His intro started off with him saying that the art work is important to the community and he back up this statement by using clips from his Community Interview. So for analyzes evidence and structure must have an orderly manner I think I gave him a 5.
While doing the assessment for the Kino Pravda I was trying to follow the guidelines we had just made in class to see if the video I was watching was able to meet these standards.
As I was going through the standards I felt that most of them were met and I was able to give each standard a 3 or a 4 5 being the highest. I think that these guidelines are a great way to assess the videos we made. I broke down the 4 important criteria we came up with into shorter bits so i could really pin point what criteria was met.
I found most of the kino pravdas to be very generic. Not many were too different from each other. This is good in the sense that everyone had the same idea as to what they wanted to do. This could also be not so good because it could just mean all of our kino pravdas were just average and none stuck out too much.
I think that the criteria was very difficult to grade upon. Although a lot of things in the video I watched stood out to me, those things were not in the criteria we were looking at. I found that the video I watched had strengths in giving a lot of information!
It was also rough grading number four because even though the beginning of the film I watched hurt my eyes with the flashy over editing, the rest was visually and intellectually stimulating so the tough task was giving that a grade, I found that to be a three since it was somewhere in between. When analyzing one of my peers Kino pravdas I knew how to judge each criteria by watching the video and then deciding how well the video used each criteria and how often, also if it was understandable or not.
For example when deciding on if the video had a good argument I watched the video with no prior knowledge of the art or purpose of the video so as I watched it I payed attention to what they were trying to say about the art and what the purpose of the video was. If I didnt understand it then I would have given it a 1, if I understood then I would see how well I was able to understand it and if the argument was able to sway me or not.
The first thing I looked for was if the structure was logical and not just additive. The video I watched seemed to be edited randomly. There was plenty of evidence including background about the artist and the artwork but not much analysis.
Simply because you knew what you did in your video and what you deserve to get. The person I choose to assess I personally really enjoyed their video and I wished that I would make mine like theirs in some perspective, and if I had another opportunity to make another video I would try to use hers as a template.
For the second criteria, I thought about what evidence the video shows and if it analyzes it or if the person gives their point of view of it, while, considering the possible counter arguments.
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