117 4-1 CAMERA PLACEMENT • How does the angle of the camera placement affect your view and the meaning of the image? • How does camera distance affect your view and the meaning of the image? • How does the framing of the image affect its meaning? • Does off-screen space add to your understanding of the shot? 4-2 CAMERA MOVEMENT • How does the camera move through the cinematic space? Does it glide smoothly through the space or is it obviously handheld? How does the crane movement affect your view and the meaning of the shot? • Does the camera pan and/or tilt? If so, how does this technique affect the meaning of the scene? • Is the camera objective or does it seem to represent the point of view of a character? If the latter—if it is subjective—what effect does that have? 4-3 FOCUS AND DEPTH • What kind of focal length or angle of view does the camera lens appear to offer on the scene? Is it wide-angle, telephoto, or zoom? Does it switch back and forth within the scene? How does this lens affect your view and the meaning of the shot? • Notice which planes (foreground, middle ground, and background) of the image are held in focus. How does the focus influence the mise-en-scène and your reading of the shot? 4-4 STOCK, EXPOSURE, AND EFFECTS • Is the film in black-and-white or in color? If it is a contemporary film shot in blackand-white, what does that choice suggest? • If in color, are the colors especially vivid or saturated? What impact does this effect have on your reading of the shot? • Does the shot use overexposure and/or slow, fast, or stop-motion to dramatic effect? What is gained (with regard to aesthetics and content) by using this technique? Use these questions to analyze how the basic elements of camera work contribute to a close reading of a scene in a film. ANALYZE Camera work Analyze Camera Work Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 249
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Evaluation Sheets 290
University of Costa Rica School of Modern Languages LM-1471 Communication and Pronunciation Techniques III EsevnstyOral Evaluation LM-1471 Speaker: ___________________ Movie: ___________________ Topic/Question: _________________ Professor(s): Chévez, R. □ Pacheco, V. □ Quiros, E. □ Content 30% Organization 5% Delivery 5% G
Even though each rubric has a percentage, your performance is een as a whole. Weak/bad content affects pronunciation, vocabulary, and structure because you are not talking enough or not supporting your ideas. Poor pronunciation, inaccurate tructures or lack of range and vocabulary affect content because you are not talking clearly and it is hard to understand. Date: ______________ ● Quiz ● Oral presentation ● Exam 1 ● Exam 2 Grade: Grammar 20% Vocabulary 5% Pronunciation 30% Fluency 5%
University of Costa Rica School of Modern Languages LM-1471 Communication and Pronunciation Techniques III EsevnstyContent 30% Organization 5% Delivery 5% G
Even though each rubric has a percentage, your performance is een as a whole. Weak/bad content affects pronunciation, vocabulary, and structure because you are not talking enough or not supporting your ideas. Poor pronunciation, inaccurate tructures or lack of range and vocabulary affect content because you are not talking clearly and it is hard to understand. Grammar 20% Vocabulary 5% Pronunciation 30% Fluency 5%
University of Costa Rica School of Modern Languages LM-1471 Communication and Pronunciation Techniques III Oral Evaluation Rubric Content 30% Organization 5% Delivery 5% 5 (or below) Cannot go beyond the denotative meaning of the film presented. Very superficial treatment of content. Presents vague and redundant ideas that are supported by opinions only. Plot summary as the main resource. Irrelevant and/or poor content. Extremely limited participation Poor or non-existing attention-getter Presentation of the topic is not clear. Presents redundant and/or confusing ideas that are extremely difficult to follow. No closings/ concluding techniques. Poor or non-existing conversational skills. Lack of facial expressions to support the argument. Hesitant and overall lack of confidence. Poor eye contact Lack of spontaneity. Poor time management. No visual aids to support arguments. Low volume makes it difficult to understand. 6 Shows few logical connections between the visual text and the ideas presented. Mostly superficial treatment of the content. Most ideas presented are redundant and supported mainly by opinions. Plot summary is used frequently. Irrelevant and/or poor content. Very limited participation is below average. Poor attention-getter Presentation of the topic is not clear enough for the audience to follow. Presents redundant and/or confusing ideas that are difficult to follow. Closings/ concluding techniques are not completely convincing. Very few conversational skills used. Unnatural and awkward facial expressions that do not help support the argument. Presentation is rehearsed or memorized and lacks the ability to connect with the audience. Time management needs improvement. Visual aids are irrelevant, not used correctly or not used at all to support arguments. Fails to connect with the audience. Volume used throughout the presentation needs improvement. 293
University of Costa Rica School of Modern Languages LM-1471 Communication and Pronunciation Techniques III 7 Can show some types of logical connection between the visual text and the ideas presented. Superficial treatment of the content. Some ideas presented are redundant and supported mainly by opinions. Plot summary is used frequently. Irrelevant and/or poor content. Limited participation. Fairly appropriate attention-getter used. Presents a good argument followed but fails to establish supporting details or viceversa. Content is somewhat difficult to follow. Mentions sources when required but fails to do it in a good way. Fair closings/ concluding techniques. Few conversational skills used. Unnatural and awkward facial expressions that do not help support the argument. Presentation sounds rehearsed or memorized at times and lacks the ability to connect with the audience. Time management needs improvement. Visual aids lack relevance, are not used correctly or not used at all to support arguments. Awkward eye contact that fails to connect with the audience. Volume is fairly good. 8 Gets across complex information competently and coherently. Shows some logical connections between the visual text and the ideas presented. Some superficial treatment of the content. Some ideas presented are redundant and supported by opinions. Plot summary is used often. Some Irrelevant and/or vague content. Good participation. Can talk about the movie but needs to analyze it more in-depth. Good and appropriate attention-getter Presents a particularly good and coherent argument followed by the corresponding supporting details. Organized content is fairly easy to follow. Mentions sources in a good way when required. Good closings/ concluding techniques. Good conversational skills. Good, somewhat natural and confident facial expressions to support the argument. Good spontaneous presentation that connects with the audience. Good time management. Visual aids are good and somewhat relevant to support arguments. Good eye contact 294
University of Costa Rica School of Modern Languages LM-1471 Communication and Pronunciation Techniques III 9 Can express a full range of logical relationships between ideas. Able to sustain long stretches of connected discourse, varying complexity. Can discuss the movie in depth avoiding plot summary. Relevant contributions that do not monopolize the conversation. Very good and appropriate attention-getter Presents a very good and coherent argument followed by the corresponding supporting details. Organized content is very easy to follow. Mentions sources appropriately when required. Very good closings/ concluding techniques. Very good conversational skills. Makes appropriate, natural and confident facial expressions to support the argument. Spontaneous presentation that connects with the audience. Very good time management. Visual aids are appropriate and relevant to support arguments. Very good eye contact 10 Understands subtle inferences, even those which are conceptually abstract or treat unfamiliar topics and situations. Can describe, narrate, and organize complicated information, and present well-argued and supported opinions in connected discourse. Can articulate an in-depth analysis of a film’s content, symbols and formal properties. Can articulate thoughts about the film through a cogent, coherent and well-organized presentation that avoids mere plot summary. High amount of contribution without monopolizing the conversation. Fully relevant and logical. High ability to initiate and maintain the conversation. Excellent and appropriate attention-getter Presents a sound and coherent argument followed by the corresponding supporting details. Organized content is easy to follow. Excellent approach to the presentation of sources when required. Excellent closings/ concluding techniques. Excellent conversational skills. Makes excellent, natural and confident facial expressions to support the argument. Outstanding and spontaneous presentation that connects with the audience. Excellent time management. Visual aids are outstanding and relevant to support arguments. Excellent eye contact 295
University of Costa Rica School of Modern Languages LM-1471 Communication and Pronunciation Techniques III Grammar 25% Vocabulary 5% 5 (or below) Makes errors in grammar so severe as to make speech unintelligible and/or hinder overall meaning. Severe and recurrent problems such as SVA, SD, question formation, pronoun references, verb tenses, article use, word order, and prepositions. Very basic or limited vocabulary range for the task. Many errors, vague expressions used make it extremely difficult for the audience to follow the ideas. Extremely Imprecise or inadequate vocabulary used. Very insufficient or inexistent technical vocabulary used. 6 Grammar mistakes hinder meaning. Uses simple structures in choppy sentences. Poor use of SVA, SD, question formation, pronoun references, verb tenses, article use, word order, and prepositions. Basic or limited vocabulary range for the task. Many errors, vague expressions used. Imprecise or inadequate vocabulary used. Insuficiente or inexistent technical vocabulary used. 7 Some grammar mistakes show a lack of proficiency in the use of more complex structures pertinent to the level. Usually uses simple structures. Poor vocabulary range for the task. Poor expressions used in the task. Some imprecise or inadequate vocabulary used. Some technical vocabulary used. 8 Few grammar mistakes that do not hinder meaning. Makes good use of grammar structures. Good vocabulary range for the task. Good expressions used in the task. Precise or adequate vocabulary used. Good technical vocabulary used. 296