Rethinking Film (STL in STL 2015)

1. © 2009 iStock International Inc.
Rethinking
FilmContact Info:
ttourais@micds.org
Tex Tourais
Mary Institute & Country Day School
St. Louis, MO

2. © 2009 iStock International Inc.
1. Narrative & POV
2. Setting & Mood
3. Characterization
4. Plot
5. Imagery & Figurative Language
6. Syntax, Diction & Tone
Voiceover / The Camera’s EyeThe Narrator
Includes Non-diegetic sound
Editing
Includes diegetic sound
Word Choice/Arrangement
Themes
The Reader & Reality
Meaning

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Proximit
y |
closeness in the space

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Alignme
nt|
controlling the eye as it moves across the text

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Organizati
on|
arrangement of elements to form a whole

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Contras
t|
combining differing elements to create meaning

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Contras
t|
combining differing elements to create meaning

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Contras
t|
combining differing elements to create meaning

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Empha
sis|
signifying certain elements to guide the reader

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Objectives
1. Film as Reproduction
2. Film as Artifact
3. Film as Commentary

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Objectives
1. Film as Reproduction
A. Parallel Content
B. Parallel Skills
2. Film as Artifact
3. Film as Commentary
4. Software & Copyright

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Parallel Content
• Clips which are clearly connected to the
subject matter of the course, which derive
their relevance from reinforcing content

13. © 2009 iStock International Inc.
Parallel Content
• Clips which are clearly connected to the
subject matter of the course, which derive
their relevance from reinforcing content

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Parallel Content
http://www.beatdom.com/wp-content/uploads/2007/07/Walt_Whitman_edit_2.jpg

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Parallel Skills
• Clips which provide practice for a
foundational skill or which derive their
relevance from articulating a new critical
lens

16. © 2009 iStock International Inc.
Parallel Skills
• Clips which provide practice for a
foundational skill or which derive their
relevance from articulating a new critical
lens

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1. Experience
New data enters the brain
via the senses.
Washburn, Kevin D. The Architecture of Learning:
Designing Instruction for the Learning Brain. New
York. Clerestory Press, 2010.

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2. Comprehension
Patterns emerge from
labeling and sorting data.
Washburn, Kevin D. The Architecture of Learning:
Designing Instruction for the Learning Brain. New
York. Clerestory Press, 2010.

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3. Elaboration
Pattern recognition
Triggers recall of
relevant info in
long-term memory.
L.T.M.
Washburn, Kevin D. The Architecture of Learning:
Designing Instruction for the Learning Brain. New
York. Clerestory Press, 2010.

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4. Conceptual Blending
Connections between
new and known data
emerge.
L.T.M.
Washburn, Kevin D. The Architecture of Learning:
Designing Instruction for the Learning Brain. New
York. Clerestory Press, 2010.

21. © 2009 iStock International Inc.
Reading Hierarchy
3. Elaboration
2. Comprehension
1. Experience
5. Organized Sensory Data
4. Conceptual Blending
Barrier: Vocabulary & Diction
Barrier: Sorting Error
Barrier: Data Not Found
End Goal

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The Kuleshov Effect
http://www.doctormacro.com/Images/Hitchcock,%20Alfred/Annex/Annex%20-
%20Hitchcock,%20Alfred_23.jpg

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2. Film as Artifact

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3. Film as
Commentary

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Monday:
Raisin 1961 & 2008 (first 5:00)
HW: 1961, Act I.i & Asagi (36:00)
Tuesday:
Raisin 2008, Exit Asagi-II.iii (60:00)
HW: Act III, Student Choice (22.00)
Raisin in the Sun
Schedule
Wednesday:
Discuss Raisin
HW: Clybourne Park (pgs. 1-50)…

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Fri:
3
Midsummers
(Act I.i: 22m)
Monday:
Mechanicals
HW:
(I.ii: 28m)
Tues:
Read Act I.ii
HW:
(II.i: 28m)
Wed:
Read Act II.i
HW: Choice
(II.ii-III.i: 21m)
Mon:
Read Act III.i
HW:
(III.ii: 31m)
Thurs:
IV.i-IV.ii
(24m)
HW:
Read IV.i-IV.ii
Fri:
V.i (49m)
HW:
Read V.i
Thurs:
Read Act II.iii
Wed:
Discuss III.ii
HW:
Read III.ii
Fri:
Drop
Tues:
Drop
Midsummer Schedule

27. © 2009 iStock International Inc.
Common Core
• CCSS.ELA-Literacy.RL.11-12.7
Analyze multiple interpretations of a story,
drama, or poem (e.g., recorded or live
production of a play or recorded novel or
poetry), evaluating how each version
interprets the source text. (Include at least
one play by Shakespeare and one play by an
American dramatist.)
http://www.corestandards.org

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Common Core
• CCSS.ELA-Literacy.RL.11-12.9
Demonstrate knowledge of eighteenth-,
nineteenth- and early-twentieth-century
foundational works of American literature,
including how two or more texts from the
same period treat similar themes or topics.
http://www.corestandards.org

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Common Core
• CCSS.ELA-Literacy.RH.11-12.3
Evaluate various explanations for actions or
events and determine which explanation best
accords with textual evidence, acknowledging
where the text leaves matters uncertain.
• CCSS.ELA-Literacy.RH.11-12.6
Evaluate authors' differing points of view on
the same historical event or issue by assessing
the authors' claims, reasoning, and evidence.
http://www.corestandards.org

30. © 2009 iStock International Inc.
Common Core
• CCSS.ELA-Literacy.RH.11-12.7
Integrate and evaluate multiple sources of
information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in
words) in order to address a question or solve a
problem.
• CCSS.ELA-Literacy.RH.11-12.8
Evaluate an author's premises, claims, and
evidence by corroborating or challenging them
with other information.
http://www.corestandards.org

31. © 2009 iStock International Inc.
Common Core
• CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources,
both primary and secondary, into a coherent
understanding of an idea or event, noting
discrepancies among sources.
http://www.corestandards.org

32. © 2009 iStock International Inc.
4. Software &
CopyrightMaking Friends with
Copyright Law Section 1201(a)(1)

33. © 2009 iStock International Inc.
Software
1. MakeMKV (Free to Test)
 http://www.makemkv.com/
2. Handbrake (Free)
 http://handbrake.fr/downloads.php
3. Windows Live Movie Maker (Free)
Standard on Windows PCs
4. Format Factory (Free)
 http://www.pcfreetime.com/download.html
5. www.box.com (10GB Free)
 https://app.box.com/pricing/

34. © 2009 iStock International Inc.
Copyright Law Section
1201(a)(1)
“I [The Librarian of Congress] am to
determine whether there are any classes of
works that will be subject to exemptions from
the statute’s prohibition against circumvention
of technology that effectively controls access
to a copyrighted work.”
James H. Billington
Librarian of Congress
July 26, 2010
http://www.copyright.gov/1201/2010/Librarian-of-Congress-1201-Statement.html

35. © 2009 iStock International Inc.
Copyright Law Section
1201(a)(1)
“I [The Librarian of Congress] am to
determine whether there are any classes of
works that will be subject to exemptions from
the statute’s prohibition against circumvention
of technology that effectively controls access
to a copyrighted work.”
James H. Billington
Librarian of Congress
July 26, 2010
http://www.copyright.gov/1201/2010/Librarian-of-Congress-1201-Statement.html

36. © 2009 iStock International Inc.
Section 1201 Exemption
(A) (2010)
“[C]ircumvention is necessary to fulfill the
purpose of the use in the following instances:
i. Educational uses by college and
university professors and by college and
university film and media studies
students.”
James H. Billington
Librarian of Congress
July 26, 2010
http://www.copyright.gov/1201/2010/Librarian-of-Congress-1201-Statement.html

37. © 2009 iStock International Inc.
Section 1201 Exemption
(A) (2010)
“[C]ircumvention is necessary to fulfill the
purpose of the use in the following instances:
i. Educational uses by college and
university professors and by college and
university film and media studies
students.”
James H. Billington
Librarian of Congress
July 26, 2010
http://www.copyright.gov/1201/2010/Librarian-of-Congress-1201-Statement.html

38. © 2009 iStock International Inc.
Section 1201 Hearing
(2012)
• “[C]lassroom use of video clips is necessary
to aid instruction across a wide range of
subjects… As new technology becomes
more prominent in society, classrooms
should be encouraged to similarly evolve.
• NTIA is optimistic that schools will be
proactive in preventing abuse… by
developing ‘best practices’ or other
guidelines to help clarify any confusion.”
http://www.copyright.gov/1201/

39. © 2009 iStock International Inc.
Section 1201 Hearing
(2012)
• “[C]lassroom use of video clips is necessary
to aid instruction across a wide range of
subjects… As new technology becomes
more prominent in society, classrooms
should be encouraged to similarly evolve.
• NTIA is optimistic that schools will be
proactive in preventing abuse… by
developing ‘best practices’ or other
guidelines to help clarify any confusion.”
http://www.copyright.gov/1201/

40. © 2009 iStock International Inc.
Section 1201 Hearing
(2012)
• “[C]lassroom use of video clips is necessary
to aid instruction across a wide range of
subjects… As new technology becomes
more prominent in society, classrooms
should be encouraged to similarly evolve.
• NTIA is optimistic that schools will be
proactive in preventing abuse… by
developing ‘best practices’ or other
guidelines to help clarify any confusion.”
http://www.copyright.gov/1201/

41. © 2009 iStock International Inc.
Section 1201
Rulemaking 2012“[C]ircumvention is necessary to fulfill the
purpose of the use in the following instances:
i. Educational Uses by College and
University Professors and College
Students;
ii. Educational Uses by K-12 Educators;
iii. Documentary Filmmaking;
iv. Primarily Noncommercial Videos;
v. Nonfictional or Educational
vi. Multimedia e-Books
http://www.copyright.gov/1201/2012/2012_NTIA_Letter.pdf

42. © 2009 iStock International Inc.
Section 1201
Rulemaking 2012“[C]ircumvention is necessary to fulfill the
purpose of the use in the following instances:
i. Educational Uses by College and
University Professors and College
Students;
ii. Educational Uses by K-12 Educators;
iii. Documentary Filmmaking;
iv. Primarily Noncommercial Videos;
v. Nonfictional or Educational
vi. Multimedia e-Books
http://www.copyright.gov/1201/2012/2012_NTIA_Letter.pdf

43. © 2009 iStock International Inc.
Section 1201
Rulemaking 2012
Exemption extended to Space Shifting:
“Producing a copy of a work for the
express purpose of non-commercially
and personally perceiving it on a device
other than one for which it was
indented.”
http://www.copyright.gov/1201/2012/2012_NTIA_Letter.pdf

44. © 2009 iStock International Inc.
Section 1201
Rulemaking 2012
“NTIA does not include the phrase “for the
purpose of criticism or comment” in the
proposed exemption because that phrase is
too narrow. Instead, the phrase “for the
purpose of fair use” is more appropriate as it
includes those uses defined by the 17 U.S.C.
§107…”
http://www.copyright.gov/1201/2012/2012_NTIA_Letter.pdf

45. © 2009 iStock International Inc.
17 U.S.C. § 107. Limitations on
exclusive rights
The factors to be considered shall include—
1. The purpose and character of the use,
including whether such use is of a
commercial nature or is for nonprofit
educational purposes
2. The amount and substantiality of the
portion used in relation to the copyrighted
work as a whole
http://www.copyright.gov/title17/92chap1.html#107

46. © 2009 iStock International Inc.
17 U.S.C. § 107. Limitations on
exclusive rights
The factors to be considered shall include—
1. The purpose and character of the use,
including whether such use is of a
commercial nature or is for nonprofit
educational purposes
2. The amount and substantiality of the
portion used in relation to the copyrighted
work as a whole
http://www.copyright.gov/title17/92chap1.html#107

47. © 2009 iStock International Inc.
Fair use is flexible
1. Did the unlicensed use “transform” the
material taken from the copyrighted work
by using it for a different purpose than that
of the original, or did it just repeat the work
for the same intent and value as the
original?
2. Was the material taken appropriate in kind
and amount, considering the nature of the
copyrighted work and of the use?
“Code of Practices in Fair Use for Media Literacy Education”
published by the Center for Social Media
http://www.centerforsocialmedia.org/files/pdf/Media_literacy.pdf

48. © 2009 iStock International Inc.
Fair use is flexible
1. Did the unlicensed use “transform” the
material taken from the copyrighted work
by using it for a different purpose than that
of the original, or did it just repeat the work
for the same intent and value as the
original?
2. Was the material taken appropriate in kind
and amount, considering the nature of the
copyrighted work and of the use?
“Code of Practices in Fair Use for Media Literacy Education”
published by the Center for Social Media
http://www.centerforsocialmedia.org/files/pdf/Media_literacy.pdf

49. © 2009 iStock International Inc.
Rethinking
FilmContact Info:
ttourais@micds.org
Tex Tourais
Mary Institute & Country Day School
St. Louis, MO