Analyzing Character Development Sequences in the Film Write a 3-page typed, double-spaced paper analyzing character development as shown through movement sequences in the film. your paper should discuss a minimum of three detailed scenes as examples which illustrate the character and/or plot development.
Analyzing Character Development Sequences in the Film
PLEASE DO NOT SUMMARIZE THE FILM–I HAVE SEEN IT! YOU WILL RECEIVE A ZERO IF YOU PROVIDE ME WITH A SUMMARY WITHOUT ANALYSIS. I would like you to instead discuss the role of dance in the film–how are the dance sequences used to develop the plot and/or individual characters and relationships? what makes the dances significant or important in the film?
in above I typed what my professor asked us to do! please please do exactly what she asked! write about the movements, explain if its modern hip-hop, ballet or more… and also explain what includes in the dances for example kicks, turns, rolling, jumps or more…and please watch the whole movie! do not go read about the movie anywhere and type! just watch the movie and write! this is the final paper I want to get a good grade on it! please write it really simple do not use any hard words!
here is the movie it’s on youtube:
https://www.youtube.com/watch?v=Ei6SPfnCtlM
Germany Film Wings of Desire by Wim Wenders FILM: “Wings of Desire” by Wim Wenders
Analyze at least one optional film and apply knowledge gained from lectures, readings, and research.
Germany Film Wings of Desire by Wim Wenders
The paper needs to analyze the film’s significant cinematic
techniques and take into account the film’s historical and cultural context. You need to have 2-or 3 films also be compared or a film can be compared to a literary or artistic work after the above has been answered regarding analyzing the film’s significant cinematic techniques and take into account the film’s
historical and cultural context. POST WAR FILMS
The Effects of Experimental Video Interpretation on People Discuss on the effects experimental video leave on people’s way of interpreting films or video art.
Effects of Experimental Video Interpretation on People
Modern and Contemp Moving Images
Does experimental video art convey their message to the audience clearly? Or is it important?
In my research paper, I will discuss on the effects experimental video leave on people’s way of interpreting films or video art. The paper will be
considered more on how much of the director’s intention people understand and if it is significant at all. Also, I will deliberate the relationship that has
been made among directors of experimental video and the audience. Through this, I want to find out how experimental videos and commercial films differ in the way of conveying their messages to the audience.
Documentary Viewpoints of September 11 2001, What cultural, religious and ideological factors contribute to the attitudes in both documentary accounts. Compare and contrast the ideas and viewpoints regarding the September 11th attacks.
Here are the two movies:
Documentary Viewpoints of September 11 2001
" In Memoriam"
https://www.youtube.com/watch?v=qqen8P31jWw
" Searching for the Roots of 9/11"
https://www.bing.com/videos/watch/video/thomas-l-friedman-reporting-searching-for-the-roots-of-9-11/17w2024yq
Here are some notes I took down for the video, searching for the roots of 9/11:
-Thomas Friedman chooses to interview smart and wealthy Muslims.
-The 19 hijackers were moderates before they became extremist.
-The Muslims were happy and parading around in the streets when 9/11 occurred.
-The three rivers of rage.
-The Muslims are angry and frustrated because the Muslim world has fallen behind everyone else.
-The Muslims think their blood is cheap and Americans have rich blood.
-9/11 happened because the Muslims were trying to get their point across
-The terrorist was pathologically jealous of the US
-The Muslims think humiliation is the single most underestimated force in international relations
-The lead terrorist, Muhammad Atta, grew up in the middle class.
-Muhammad became radicalized in Europe.
-Europe is struggling with diversity.
-15 hijackers came from Saudi Arabia and 4 from other Arab Countries
-The Muslims believe everything they see in the newspaper, magazines, and on the internet
-The internet and newspapers tell lies about 9/11
-Ayman al-Zawahiri went to prison for 3 years and was tortured. He came out even angrier at his government and the American people.
-Zawahiri and Bin Laden came together to join forces
-Monarchies still exist in the middle east.
-Muslims now was to have peace and be able to go to America to get a good education
–Thomas Friedman interviewed wealthy, and smart kids because he wanted " to get" to these young people who will be the leaders in the near future.
This essay should be written based on the below readings and movie:
1- Imelda (Williams and Robert, 1984)
2- the use of force (Williams, 1961)
3- awakenings (movie directed by Marshall, 1990)
4- brute (idk the author. The book is "the doctor stories"
The essay should talk about the moment of epiphany for doctors. When does it happen? Why does it happen? How does it happen? Etc. most of the source should be from the readings and the movie. Use quotations and show close analysis of the readings. Find a general theme with regard to the moment of epiphany that happens to the doctors in the readings and the movie. Focus on the doctor patient relationship and the effect it has on the doctor and relate it to the moment of epiphany the doctor has.
Use at least 4 sources from the readings and movie and use quotations
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This assignment is to analyze the film “Sunrise”(1927). Discuss a specific theme that you consider significant in the film.(For example: themes might
include: the struggles of the urban working class, the construction of family, the role of the individual in society, the law, the frontier, age, race,
ethnicity, sexuality, etc.).
Consider how characters and events are represented and make meaning in relation to the theme of your choosing. Assess how the film expresses and uses the
theme with reference to narrative structure, mise-en-scéne , cinematography and film style.
Mise en scène – Discuss the film’s employment of various properties of mise en scène, such as lighting, staging, acting, setting, props, and costumes. For
example, you could discuss how lighting is used to create expressionistic effects, or how costumes inform character, how the setting relates to the
narrative, or how staging and movement is used to draw our attention to particular areas of the image, among other possibilities.
Cinematography – Discuss the film’s use of various cinematographic properties, such as framing (on screen and off screen space, shot scale, angle, height,
etc), camera movement (tracking, panning, tilting, etc), lens focal lengths, depth of field, and film stock. How does cinematography reveal or conceal
information? How might it color our perspective on the narrative? Does it create any recurring patterns or motifs throughout the film? How does it function
in relation to narrative?
Note:
1. Fill in more film details when you do examples in the paper, but do not summary the plot too long.
2. Write an thesis statement at the end of the first paragraph, and restate the thesis statement at the last paragraph.
3. Write a topic sentence for every body paragraph. Use PIE( point-information-explaination) format. Clearly explain how the examples you used related to the
theme and your thesis statement.
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[This should be approx. ¼ of the assignment]
In the summary section of this assignment, start by identifying the author, source and main idea in the first sentence. Then discuss the key ideas of the
article, paying attention to the general structure and being sure not to get lost in details. But do include enough detail to make your summary useful to
your reader. Be sure to include the conclusions reached in the article. Finally (either at end of the summary or beginning of the critique) provide your own
thesis for the critique section of this assignment
Part 2: The Critique. [This is the key part of the assignment and should be approx. ¾ of the assignment]
Use your thesis to help guide your analysis and evaluation of the article. While you can use
“I agree” or “I disagree” as a starting point, be sure to include evidence and analysis to support this position. Otherwise, you are only stating your
opinion. In a critique, you are evaluating areas like the credibility of the author, the accuracy of the information, the logic of the argument.
1. Introduce the subject of your critique – the reading under analysis.
2. Review the background facts or issues that must be understood before the point of
the reading can be appreciated: significance, design, appeal, and so on.
3. Review the assumptions in the reading that must be understood before you take a
position.
4. Make your position statement clear: what is your evaluation? On what basis are
you making it, given what you have stated in #2 and #3?
5. Review the author’s ideas in light of the position you identified and elaborate on
each point that relates to your central position.
6. State your conclusions, reminding the reader of the points you have made and
your reasons for making them.
The critique is based on a 10-minute long video on youtube link:
http://www.youtube.com/watch?v=xwCOSkXR_Cw
Edward Said on Orientalism. Youtube channel: assaultivebear
Movie Review Based on History;All the President’s Men
Order Instructions:
750 word
Watch movie and write about historical things
The American Film Institute released a list of what they consider to be the 100 best movies “of all time.” While this is a debatable (and very controversial) list, it is a valuable document for historians to use when gauging the cultural, social, and historical impact of American films over the course of the twentieth century. See the list here: http://www.afi.com/100years/movies10.aspx
For your extra credit assignment, choose one of the movies listed (except for The Graduate – see below, Forrest Gump, Titanic, or any movie produced after the year 2000) and write a 750-word paper (due IN CLASS on Nov 2) describing the plot of the movie and explaining its historical context. One important clue to the latter can be found to the right of each movie: its release date. For instance, The Graduate (one of Dr. Luckett’s all-time favorite movies) came out in 1967, just as sixties counter-culture was rising in popularity and the Vietnam War filled the news every night. Although Dustin Hoffman’s character is barely a baby boomer, his ennui and the conflict between young and old, tradition and freedom throughout the film represents the angst of an entire generation. What can the movie tell us about young people in 1967? Why did it resonate so powerfully with that generation? Who (or what) does Mrs. Robinson represent?
This is the kind of approach that you want to take with your movie. Investigate it as a historian, not as a fan or a film critic – avoid discussing whether you liked it, thought the acting was great, etc. Examine it, analyze it, and place it within the context of your history readings. Feel free to comment on larger issues that come to mind as you view the movie from the perspective of a twenty-first century college student. Does the movie make any attempt to include diverse, complicated characters, as opposed to mere stereotypes? Does it directly or inadvertently comment on race, sexuality, or gender?
Many of these movies are on Hulu and Netflix. Almost all can be found at the LA County Library for free.
Like on the Historical Landmark paper, please type, double-space, and staple your work. As always, cite any and all sources. You must upload this paper to Turnitin in order to receive credit.
Other information (from the syllabus):
[This] can be used to replace your lowest quiz grade BEFORE I drop your lowest quiz grade. So if your lowest quiz grade is a 20, your second-lowest quiz grade is a 22, and you get a 28 on your extra credit, then the quiz on which you scored 20 will be changed to a 28. I will then drop the quiz that scored a 22, which is now the lowest. Alternatively, if your two lowest quiz grades are a 20 and a 22, and you get an 18 on the extra credit, then your lowest quiz grade will change to an 18. But since it is still your lowest quiz grade, it will be dropped anyway. Mathematically it is impossible to lose points by turning in your extra credit, but you can add a substantial number of points to your overall quiz grade by completing it.
The key thing to understand here is that you are not guaranteed 30 points (the value of a 100% quiz grade) on this extra credit assignment. You should treat it like any other assignment: with respect, care, and more than enough time to complete it correctly. Submissions must be typed.
SAMPLE ANSWER
Movie Review Based on History
All the President’s Men
Description of Plot
All The President’s Men is a 1976 film that looks into the events of the Watergate scandal through the investigatory work of two journalists Carl Bernstein and Bob Woodward of the Washington Post. The work of these two journalists had a significant change in the course of American politics, while remarkably inspiring investigative journalism. The film captures June 17, 1972, whereby five men were apprehended by the Washington DC police for breaking into the headquarters of the National Democratic Party in a building called Watergate (AFI). Bob Woodward was then assigned the work of looking into the seemingly small issue by the Washington Post. Upon realizing that the five men, majorly comprising of Cuban immigrants, had strongly competent lawyers representing them in the background, Woodward saw potential for a larger story. At that point, Carl Bernstein, who was almost being fired from the Washington Post, sought to join Woodward, and the two proceeded with the investigation. Although ‘Deep Throat’ at first acted in a way that would neither confirm nor deny the information, he eventually tells Woodward to “follow the money”. Woodward and his colleague end up discovering that the money which had originally been donated to the Committee for purposes of re-electing President Richard Nixon had been deposited in the bank accounts of the burglars.
The curiosity of the journalists to find out the person who diverged the money to the bank accounts of the burglars leads them into planning in how to reach into the White House. Despite the obstacle from the newspaper’s editor-in-chief who considers the allegations as merely speculative and lacking tangible evidence, the journalists eventually get closer to the truth. Nevertheless, there are others who also try to discredit on claims of national security. At the time when President Nixon was giving his inaugural speech following his reelection, Woodward and Bernstein were glued on their typewriters, developing the story. Later on, the Washington Post teletype releases news concerning the conviction and sentencing of the conspirators and the resignation of President Nixon from office.
Historical Context
Despite the fact that All The President’s Men was produced at the time when the Watergate Scandal was a matter of common knowledge to everyone, this movie has remained to be a significant historical record which has managed to survive the test of time. This film gives a factual account of the events that led to Richard Nixon, the 37th President of the United States, resigning from office. In fact, he is still remembered in history as the only President to have ever resigned. Richard Nixon decided to step down in 1974, while halfway in his second term, to avoid facing impeachment in regards to the efforts he had sought to ensure that the illegal activities of his administrative members were covered up (Woodward & Bernstein, 2005).
The film is still significant in today’s politics as it gives insight into the issue of accountability of the government (The Lasting Importance of All The President’s Men, 2007). The public consciousness was raised following the dubious activities that Nixon’s administration were engaging in, and thereafter in the Bush Administration. The film also helped to nurture a generation of investigative journalists, who are very observant and critical of the happenings in the government. The press was portrayed as the eye of the people, and that it was in order for the press to enjoy all the freedom it deserves for purposes of carrying out its work.
The Watergate Scandal is used in history classes when discussing the weaknesses of President Nixon (Ambrose, 1991). As much as Nixon had numerous leadership traits, his weakness was magnified by the Watergate scandal, which led to his ultimate downfall. In this regard, Nixon had possessed certain weaknesses as a chief executive, and these weaknesses were the basis for the occurrence of such a bizarre incident. Nixon had a high sense of insecurity, which was partly caused by the difficulties he encountered in his interpersonal relationships as well as bitterness. Accordingly, he believed that an individual had to be ruthless in order to make it in politics. Nixon distrusted the media, Democrats, antiwar demonstrators, and intellectuals, which led him to develop an “us versus them” attitude. Nixon was surrounded by many enemies, particularly on the Left and he believed that inflating the perceived threat to the highest point of absurdity was the best approach for him to maintain control in politics. Nixon sought for total loyalty from all members of the Cabinet. Nevertheless, these people who were close to Nixon often utilized their privileged status to encourage his worst demons. The former White House Counsel John Dean displayed Nixon’s bitter and weird mindset when he testified that Nixon had kept an “enemies list,” containing the names of many political opponents that were often singled out by federal agencies for harassment. Thus, the Watergate Scandal only confirmed such allegations, and people lost any little trust they had in the President.
References
Ambrose, S. E. (1991). Nixon, vol. 3, Ruin and recovery, 1973-1990.
Write a 750-word essay that analyzes the poem below.
One of the pages has to be the thesis and outline to use to organize your ideas. Format the thesis statement and the outline in a single Word document using current APA format.
Discussion of audiences, and the accompanying theme
The reader as the audience, and the accompanying theme
The mariners as the audience, and the accompanying theme
Himself as the audience and the theme in this stage
Conclusion
Thesis Statement
The poem Ulysses features a monologue by Ulysses, the king and his verbalizing of thoughts he has about his relationship with his current responsibilities, as husband to an ailing wife, father to a capable heir to the throne, leader of a group of mariners who he adventures with and finally as the leader of a nation he feels is not performing as per its current potential. This poem stands out because all of this information is conveyed exclusively through the dialogue by the persona, Ulysses. Ulysses appears to be a man in a multidimensional dilemma with each parameter involved being of great importance and this is aggravated by the fact that he feels he is running out of time and has to make a decision about what to do whether to honor his obligation to his wife, the people he rules over or to his spirit of adventure.
Ulysses to his ailing wife
At the start of the poem the speaker starts by complaining about the fact that he is confined to his home taking care of his wife whose health is not doing well. He has been with his wife for a long time and now that she is ill, he is obligated to stay at home and oversee whatever care she gets as well as any other specific request there is. While this is very important, he quickly. His problem is not that he has to take care of his wife, his biggest problem is that he is rather still at home and believes that this is making him waste away as well. For him, progress and survival during travels are the things that help to keep one ‘fit’ (Jump, 2013).
Himself as the audience
As stated above, this is a monologue and this essentially means that he can hear everything that is being said. There are however specific sections of the speech he gives that address him as the target of the words being spoken. These are of course being done within the context of the larger monologue. When he is talking to himself, he is addressing his intensely strong desire to travel and adventure as he has done most of his life. He feels that this is the only way he gets to actually live life and be productive. The fact that life at home is sedentary without new challenges appears to bore him and make him feel irrelevant. This is seen in the way he addresses the people he leads as ‘unarmed’ suggesting that he is somewhat bored by the continuous and uneventful peace, the lack of arms suggesting the presence of a sustained tranquility in the area. He has to address himself as he feels that these travels are the only way his life gets to have some meaning. This is perhaps an effort to justify his decision to leave his ailing wife. He is of the strong belief that these travels have made him the man he is and he therefore needs to remain loyal to them (Faas, 2014).
Ulysses to the people being ruled
Given that his possible travel is bound to take him away from his duty as the king for a long time and possibly for eternity, he owes the people he is ruling an explanation and also a reassurance that they will be in good hands when he is away. He introduces Telemachus, his son as an able successor. He further goes ahead to describe the leadership qualities the son has, coupled with the virtues he is known to hold. This appears to be an informal handing over and resignation to the fact that he has resolved to travel the seas for the rest of his life. He says that this will be his work while the son does the work of ruling the isle (Tennyson, n.d.).
Ulysses message to the Mariners
As the monologue draws to a close, Ulysses talks to the mariners who are the sailors he traveled the seas with. He reminds them of all the adventures they have had together and this appears to be somewhat of a pitch given the fact that they have also aged and are weary.
The king is desperate to hold on to and maximize on whatever life he has left inside of him. While he has some other serious obligations to attend to, it is evident that he feels there is more to life than the glamour of being a king. It seems like he spent most a great of his life giving to others and never really got a chance to enjoy it for himself. He is almost at the end of his life and deeply desires a chance to do what he loves most, travel the seas, adventure and enjoy his existence to the maximum (Tate, 2012).
Reference
Faas, E. (2014). Retreat into the Mind: Victorian Poetry and the Rise of Psychiatry. Princeton University Press.
Jump, J. D. (2013). Lord Alfred Tennyson: the critical heritage. Routledge.
Tate, G. P. (2012). The Last Lines of’Ulysses’. Tennyson Research Bulletin, 10(1), 66-70.
Tenison, A (n.d.) Ulysses
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Lesson Eight Assignment
Answer the following question with a 600-800 word essay. Be sure to refer to specific scenes and passages in formulating your answers,be as detailed as
possible.
Coriolanus in the House of Aufidius. Act 4, scenes 4 and 5. These two scenes are really one scene, and can be so regarded. Coriolanus, in disguise, visits
the house of Aufidius, his mortal enemy. Discuss this scene in some detail, and consider how it reflects on the character of Coriolanus as we have seen it
thus far in the play.
Ask yourself some questions as you prepare to write:
Why does Coriolanus come to the house of Aufidius?
Why does he visit the Volscians at all?
What reasons does he give for his own behavior?
What is the role of the servants in this scene?
How does Coriolanus interact with them?
How does Aufidius greet Coriolanus?
How does Coriolanus greet Aufidius?
How, in general, would you describe the relationship of Aufidius and Coriolanus?
Please remember that these questions are meant as encouragements to thought,your essay should not be a simple list of answers.
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