Form and Content I
Initial Publication Date: December 11, 2009
Summary
In this assignment, a student begins by picking a single shot or short sequence of shots from one of the movies we have seen as a class. Next, the student writes a brief, technically accurate description of the shot. Finally, the student explains how the formal choices and components of the shot generate specific meaning.
Learning Goals
- to train students to see more consciously.
- to have students move from a rote memorization of technical terms to meaningful use of those terms; i.e. to simultaneously expand their critical vocabulary and their ability to make use of that vocabulary.
- to have students increase their understanding of how visual meaning can be generated.
- to improve the degree of clarity, specificity, and conciseness in student writing.
- to teach students the difference between observation and argumentation, or between description and analysis.
Description and Teaching Materials
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Teaching Notes and Tips
Modeling the assignment, showing what a successful completed one looks like, is probably important.
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Assessment
The shot:
- Is the example apt and well chosen?
- How accurate is the description?
- How complete is the description?
- How sophisticated is the use of technical vocabulary in the description?
The writing:
- Is the writing clear and idiomatic?
- Does it make appropriate use of diction, syntax, and grammar?
- Has the paper been fully and properly copy-edited?
- Are there careless grammar or spelling mistakes?
The analysis:
- Is the example challenging, original, compelling, thought-provoking, or interesting, or is it obvious or pedestrian?
- Is the case being made plausible? Is it, on the one hand, too simplistic or, on the other, a case of overreading?
- Does the evidence justify the interpretation?
- Does it persuade?
- Has the reader learned something?
References and Resources
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