What is film noir as a genre? What features/qualities of a film warrant its inclusion in the genre?

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Retrospective essay: 8 pages.

It is the chance to look back over the genre, your choice of films and emphases.
What is film noir as a genre? What features/qualities of a film warrant its inclusion in the genre? Make use of any of the films we have seen this term, in part or whole, and any others you have seen that strike you as relevant.

The films that were used in the semester were:

  • The Maltese Falcon (dir. John Huston, 1941; U.S.)
  • Cat People (dir. Jacques Tourneur, 1942; U.S.)
  • Casablanca (dir., Michael Curtiz, 1943; U.S.)
  • Leave Her to Heaven (dir. John M. Stahl, 1945; U.S.)
  • The Big Sleep (dir. Howard Hawks, 1946; U.S.)
  • The Killers (dir. Robert Siodmak, 1946; U.S.)
  • Notorious (dir. Alfred Hitchcock, 1946; U.S.)
  • Panique/Panic (dir. Julien Duvivier, 1946; France)
  • The Stranger (dir. Orson Welles, 1946; U.S.)
  • Body and Soul (dir. Robert Rossen, 1947; U.S.)
  • The T-Men (dir. Anthony Mann, 1947; U.S.)
  • Force of Evil (dir. Abraham Polonsky, 1948; U.S.)

Discuss the story in terms of the history of Holocaust films. Do you think this movie would have been acceptable to Holocaust survivors such as Elie Wiesel, prior to the 21st century? Why or why not?

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Movie is on JoJo Rabbit

As usual, use the guide below to write your analysis. The reflection questions might also be helpful but they are designed to guide our class discussion.

Here is a link to the full cast and crew

https://www.imdb.com/title/tt2584384/fullcredits/?ref_=tt_ov_st_sm (Links to an external site.)

 

 Reflection Questions

  1. Discuss the story in terms of the history of Holocaust films. Do you think this movie would have been acceptable to Holocaust survivors such as Elie Wiesel, prior to the 21st century?  Why or why not?
  2. This film blends the genres of comedy and historic melodrama. How does this blend of generic conventions affect the way viewer’s receive the film’s theme? How is the film’s use of humor and fantasy similar to or different from that which we discussed in Tarantino’s Inglorious Basterds?
  3. Discuss the use of point-of-view in this film. How does telling the story from the perspective of a child affect the viewer’s perception of Hitler and the Nazis?
  4. Discuss JoJo’s evolution as a character in the film. How does he evolve?
  5. Discuss the motif of the mother’s shoes in the films. What do her shoes symbolize and how does that help to develop the film’s theme?

 

 

Determine what historical period your film is produced in. What are the main historical influences (ie. Vietnam war, cold war, Watergate, Iraq war, introduction of television, etc.) on your film? How do those influences impact your film?

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The Graduate (1967)

This is the culmination of the class, offering you the opportunity to display your newfound film analysis skills. You are required to write a critical analysis of a film you see. You will connect that film to specific concepts from the relevant chapter/s in your assigned reading. Paper length – 5-7 pages, 12 point Font, double spaced. Please adhere to MLA style for formatting your papers.

Essay Assignment Detail: (approx. 7 pages not including bibliography or cover page)

Determine what historical period your film is produced in. What are the main historical influences (ie. Vietnam war, cold war, Watergate, Iraq war, introduction of television, etc.) on your film? How do those influences impact your film?

NOTE: This does not mean the historical period your film is about. As you have learned in the class, all films carry with them the imprint of the historical period in which they were produced. For example, male anxieties stemming from returning from WWII to find their wives had gone to work outside the domestic space, ends up in the Film Noir movement represented in its most explicit form, by the femme fatale character. Another example: Little Big Man was a western produced in 1970, near the end of the Vietnam war. Due to a strong anti war movement and accusations of genocide, the filmmakers chose to represent a Native American village being massacred by the American Cavalry from the perspective of the Native Americans. This is very different from representations of Native savagery and ruthlessness in earlier westerns. Keep in mind, the nature of the studio system has a strong influence on the films we see also. Films today, especially independent films are much less constrained by the rigid structure of the studio system than say Singin in the Rain.

To what extent can Clint Eastwood be said to have resurrected the dying genre of the Western?

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Extended Essay/Research paper

To what extent can Clint Eastwood be said to have resurrected the dying genre of the Western?

Watch a typical blockbuster/tentpole movie. In a written analysis, demonstrate how your chosen film adheres to or varies from the common traits of blockbuster/tentpole movies.

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ANALYSIS – Blockbuster (Tentpole Film)

Watch a typical blockbuster/tentpole movie. In a written analysis, demonstrate how your chosen film adheres to or varies from the common traits of blockbuster/tentpole movies listed below:

  • High concept, easily understood storylines
  • Action sequences in the films
  • Presold movies with high audience awareness before they are even made
  • Often a sequel or remake
  • Featuring a global star in a lead role
  • Huge budgets for production and marketing
  • Marketing tie-ins such as action figures at McDonalds or an image on Pepsi cans as well as toys easily maximized
  • Major studio releases
  • Often heavy doses of special effects
  • Aimed at the 16 – 24 year-old male audience (with the Pixar films skewing differently as they are “four quadrant” films)
  • The majority (often vast majority) of the box office coming from overseas – a case of Hollywood making movies for foreign audiences more so than for Americans

Also, you must include the box office percentages. You can find them by searching for your movie here: (Links to an external site.) and when you pull up your movie almost always it will tally the total box office and how much came domestically from the United States and how much came from the international markets.

How does the vampire film also lend itself well to comedy (intentionally or otherwise)? According to Barber, what is the difference between a folkloric vampire and a fictional one? Briefly, how does fairy tale play a key role in the vampire story?

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Final Exam for a Film Class on the Vampire Genre

Section 1: Short answers, 10 points each = 50 points total: For each question below, answer succinctly in a sentence or two.

1. How does the vampire film also lend itself well to comedy (intentionally or otherwise)? Explain by giving at least one example.

3. According to Barber, what is the difference between a folkloric vampire and a fictional one? Name at least two differences.

4. Briefly, how does fairy tale play a key role in the vampire story? Give a specific example from a specific film.

5. How is religious belief a clear theme in vampire stories and why is it significant? Give an example as part of your answer.

6. In your opinion, what is one “rule” of vampires that seems consistent over time and culture? Why do you think this one holds up?

Section 2: Medium answers, 25 points each = 50 points total: For each question below, answer in about a paragraph, and be specific and to the point. No summary is needed.

6. Discuss the folkloric roots of the vampire. Barber states, “The disturbance of the grave is merely one means whereby the body makes itself noticed” (125). What does this mean in light of the development of the “vampire” in folklore?

7. How can a vampire story also be a means for other social commentary, like feminist thought? Why does the vampire story translate so well in a feminist lens? Explain using at least one of the feminist films we have screened this term to discuss.

Section 3: Long answers, 50 points each = 100 points total: For these two questions, I will ask you to watch a section of film (I will provide specific time stamps) and evaluate it in terms of literary elements, mise-en-scene, and any other genre-specific themes it explores via film (lighting, sound, editing, camera work, etc.). Each analysis should take a couple of paragraphs up to a page to fully evaluate. Don’t forget to discuss filmic elements, not just thematic ones. Do not summarize the sequence.

8. The following sequence from Byzantium: approximately 14:09 to 21:00. Evaluate as requested above.

9. The pool scene from Let the Right One In, from approximately 1:42 to 1:48. Evaluate as requested above.

Discuss the influence of Italian Neorealism on Abbas Kiarostamis films Taste of Cherry and Through the Olive Tree.

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Discuss the influence of Italian Neorealism on Abbas Kiarostami

Discuss the influence of Italian Neorealism on Abbas Kiarostamis films Taste of Cherry and Through the Olive Tree.

How did Lincoln utilize Leadership Language to mobilize support in favor of the 13th amendment’s ratification? Specifically analyze Lincoln’s tone and style was he able to create a positive ethos? In what ways did Lincoln make his communication especially memorable and persuasive?

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Film Paper

Introduction: Lincoln portrays the great president’s struggle to ratify the 13th amendment—which, if passed, would ban slavery in the United States everywhere and for all time. The film also depicts the diversity of perspectives among the members of Lincoln’s cabinet, whom he had chosen precisely for that reason and masterfully illustrates Lincoln’s skills as a diplomat, leader, and communicator. It is based upon a section of Doris Goodwin’s Pulitzer Prize-winning historical work Team of Rivals.

Instructions: Assess the overall leadership of Abraham Lincoln as depicted in the film based upon what you have learned about leadership ethics so far from our course textbook and upon what you may have learned about the subject from other sources. Some questions to consider:

• How did Lincoln utilize Leadership Language (Chapter 3) to mobilize support in favor of the 13th amendment’s ratification? Specifically analyze Lincoln’s tone and style—was he able to create a positive ethos? In what ways did Lincoln make his communication especially memorable and persuasive?

• In what specific ways did Lincoln demonstrate emotional intelligence? How did his interpersonal skills make him an effective leader? What about his nonverbal communication skills…were there points in the film in which Lincoln’s nonverbals improved his communication effectiveness?

• What types of conflict existed between Lincoln, his cabinet officials, members of Congress, etc.? How did Lincoln manage these conflicts to keep them from spiraling out of control?

For additional context and possible writing ideas, check out these web sites:

https://rainbows.typepad.com/blog/2012/11/steven-spielberg-movie-abraham-lincoln-lessons-insights-leadership-storytelling.html

https://www.inc.com/hitendra-wadhwa/lessons-in-leadership-how-abraham-lincoln-became-americas-greatest-president.html

https://hbr.org/2009/04/leadership-lessons-from-abraham-lincoln

Lead like Lincoln: leadership lessons from honest Abe

Discuss at least 3 generally held beliefs about our criminal justice system that the series addresses (eg. Everyone is innocent until proven guilty). What are these beliefs? And how does the series, be specific with scene(s) information, support or contradict these beliefs?

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Criminal justice system

Write a Paper Answering the Following Questions. Please keep in mind that the paper is not to be a critique of either series, whether you thought it told the story from one or a lopsided position, or even if you think the accused committed the crime(s) or not. The paper is for you to explore and discuss the unethical actions/decision-making highlighted in the series.

This Extra Credit assignment can earn up to 10 points to your final course score. Your papers will be awarded points based on the quality of your critical thinking about the series and your ability to convey these thoughts and effectively relate them to components of the course material. Grammar and formatting will also count too.

Questions:

1. Discuss at least 3 generally held beliefs about our criminal justice system that the series addresses (eg. Everyone is innocent until proven guilty). What are these beliefs? And how does the series, be specific with scene(s) information, support or contradict these beliefs?

2. Discuss at least 3 examples of unethical actions/decision-making (but not illegal), and why it is unethical, committed by Law Enforcement in the series. Provide the episode number and a short description of the scene.

3. Discuss at least 3 examples of unethical actions/decision-making (but not illegal), and why it is unethical, committed by the Courts (Judge; Jurors; Defense; Prosecution) in the series. Provide the episode number and a short description of the scene.

4. Discuss at least 3 examples of illegal actions, and why it is illegal, committed by Law Enforcement and the Courts in the series. Provide the episode number and a short description of the scene.

5. Discuss the role the media played (positive or negative) in these cases? How did the media frame the cases? Provide episode numbers and short descriptions of scenes to illustrate your answer.

6. Discuss at least 3 examples of bias in the criminal justice system portrayed in the series. Why is it bias (on what grounds does it make it bias)? Provide the episode number and a short description of the scene.

7. Discuss the 1 action/decision that in your mind was the most unethical—even outlandish—taken in the cases described in the series. Why is this action/decision the one that you think is the most ‘out of line’ ethically? Provide the episode number and a short description of the scene.

Provide the surrounding context and explain what you’re trying to access so that they can find arid correct the offending link.

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Watch a movies and take a quiz

(Good Morning, Night, Marco Bellocchio, 2003,
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