Movement Techniques In Casablanca Film Studies Essay

Movement Techniques In Casablanca Film Studies Essay Casablanca, the movie which was presented in 1943, was written by Murray Burnett and Joan Alison and was directed by Michael Curtiz. Its an American romantic drama black and white movie by Hollywood. As for the awards that Casablanca won; it won three academy awards. It was and has always been up till now one of the most excellent films ever and had a complete accomplishment. Mainly the film is about a man who is cut out between his love and his good quality manner feature. The dilemma was that he had to pick one of the two hard choices. Its either he choose to be with the love of his life and help her out or to help her husband to get away from the Moroccan city (Casablanca) to carry on with his fight against the Nazis. Rick Blaine (Humphrey Bogart) owns a nightclub in Casablanca, the city, called Ricks Cafà © Amà ©ricain. While the World War II was on, this cafe was like a home for all refugees who are trying to escape to America, they were obtaining illegal letters for that getaway. Shockingly, one day Rick came across the well-known revolt Victor Laszlo (Paul Henreid) and his wife, Ilsa (Ingrid Bergman), which was the woman he used to love before she left him behind when the Nazis attacked Paris. Ilsa begin again to love Rick and wants to stay with him in Casablanca, but she also wants Victor to escape to America. So she made Rick decide, and by tha t was the story of the film. The Movement Technique: Movement in filmmaking is a very important yet hard technique to achieve. Therefore, its not about what happens in a scene; rather its about how to show what is happening in the scene. There are many different ways to apply movement techniques in a film. An excellent director will want to show how indicative and significant are the movements in a dramatic scene for instance. And how can he/she make the scene effective by using the right form of movements to display and demonstrate the idea (Giannetti, 2010). Any film that doesnt use movement techniques is subjected to be static. Nevertheless, movement doesnt mean drama. There are many action movies that consists movements without having drama thread. Moreover, it is  a matter of the least possible means having the greatest effect so that when violent movement is at last triggered off, it has the desired effect. (Foss, 1992). Camera Movements: Camera movements have two major types: movements that follow a moving subject and the ones that are not detected by movements on the plane of actions. The first kind is mainly about following the dramatic action. On the contrary, the second kind has a significant function; where a connection is made between the items and the events. Each film has a different number of camera movements; that relies upon the time between the cuts in the movie. The shorter the time between the cuts, the fewer camera movements are needed and vice versa. Tracking is a form of camera movements, which has an extremely enormous control to generate feel and atmosphere. Zooming and tracking in are slightly different than one another. Tracking pulls the watcher into the picture in a manner that feels nearly physical and raise the sense of presence and realism. Zooming simply brings out the detail and raises the sense that the director is playing for effects. Another approach of raising the feeling of realism in a movie is to use hand-held camera. It is frequently used to do documentary films and it gives the watcher the illusion of looking at the reality (Foss, 1992). Camera movement is one of the main techniques any filmmaker should study and know really well in order to be able to produce a successful movie. People tend to remember what happens in a general scene more, so using different kinds of camera movement techniques in doing a film correctly will probably help more in making a better movie. In any movie, the director usually moves the camera during all the scenes for many different reasons. Camera movements could most likely means emphasizing on whats happening in the scene or might be to catch people attention for the coming up scene. The director can use a lot of methods such as: long shots, slow-paced action, or high angles to stress a movement. Camera movements could be: smooth, choppy, lyrical, or disorienting. Besides, the movements in a scene possibly will be: naturalistic, stylized, literal, or symbolic (Giannetti, 2010). Camera Angle: Composition can be influenced by the angle of the shot. Cameras can be placed over or underneath the scene, to either produce high-angle-shot or a low-angle-shot. Usually, the shot that is looking down weakens the character (the object). On the contrary, the shot that is likely to be appearing upwards emphasizes the authority or control of the subject or character. The framing of a shot could be directed by the degree to which the framing is level with the horizon. Both the high angle and low angle shots are resulting from the context of the film, and not from the dictionary of camera aesthetics (Gross Ward, 2007). Cinematic Techniques: The fundamentals of cinematic techniques are pan, tilt, and dolly. First, Pan: is the horizontal movement of a camera, it looks through an absolutely broad landscape which doesnt fit a regular camera border. Second, Tilt: is the vertical movement of a camera, by pivoting up and down. Those two techniques are referred to as re-framing the shot and are usually used to track the characters in the movement of action. Finally, Dolly: is the way the camera usually moves normally horizontally throughout the space. Another camera technique is: pulling focus; which is basically a normal technique that applies looking at items that are in diverse ranges. Focal length of a camera is mainly the zoom of the cameras lenses. Zoom, an unnatural technique which is probably used to make effects, is the move of a framework from a wide shot to a close up without moving the camera. There are two types of zooming: slow zoom and fast zoom. The shift from one picture to another in filmmaking is called trans ition. For example: cut is the easiest method of transitions, which are regularly used to have harsh jumps in the moment and on space. There are three main types of transitions. First: dissolve layer, which is used to have soft transition, is having the new picture over the old one by raising the darkness of the old one until the transition is done. Second: fades, which is a type of explosive transition, usually starts and ends the scenes by shifting the colored screen or the picture gradually to a color. Finally: effects transitions are the structure of transmitting an image into another one. Some general framing expressions that could be relevant to either characters or objects are: master shot, full shot, medium shot, medium close up, close up, and an extreme close up (Vineyard). Applying the Movement technique in the movie (Casablanca): At the start of the movie, there was a scene that starts right after the sound of the two German messengers who were killed as they were carrying letters to transfer the MacGuffin of Casablanca. We can see how the police arrested some suspicious characters who were on the street. One of those people where a man who had papers which were not in order, so he tried to escape from the police, but was shot and killed right away. The police officer bends down to the man to look at those papers that were compressed in his hands, then passes them to the other police officer and also closer to the camera so that people can see, the papers showed that the man was a free France propaganda. We can notice how the camera had a close-up to the police officers hand when he was holding the papers. The papers were also on a slope of the camera, where the police cannot see them as well as we (watchers) do. That scene indicates how important it is to keep in mind the relation between the characters in t he movie and the film viewers, who are watching the movie, who are the most important ones in this case. Another scene in Casablanca demonstrates Ricks Cafà © Amà ©ricain, the shot at first shows the cafà © as a whole and then the shot transfers to be only towards people who are in the cafà © talking about escaping to America. Next, the image goes to a woman who was asking about Rick. After that, a man goes up to Rick asking him to sign an empty check, then the camera takes a closer shot at Rick while he is signing the check and then another closer shot at Rick himself. This shot emphasizes that Rick is the main character and the owner of the cafà ©. In one of the scenes of Casablanca, right after the flash from the past of Paris, Ilsa (Ingrid Bergman) where talking with Rick when she first moved to Casablanca. The following shot of the movie had a right to left camera movement from the image of Ricks face to the image of his hands, when they were tipping above the glass. The next shot was also a camera movement but here it was from the left side to the right side, where the camera was following the small walk till the right border of the frame of Sam (Dooley Wilsons). Hence, in the middle of that shot there was an open space between Sam and Rick. The set of this scene had a door that was framed by the vaulted roof which is a double aperture framing. After that, the director prepares the watcher with a visual staging when Ilsa enters the room. Immediately before she enters, the shot was on the object that was centered in front of Rick which was the bottle; he removes the bottle to pour a drink for himself thus making a clear view of the entrance. In this scene, the aim of the director of the movie was to transfer peoples attention to the entrance of the other character. Then, with having a musical background sound, Rick and Sam looks at the door while the shot was gloomy right away before Ilsa enters. After she has entered, the lighting stresses how she is enclosed with the door. How this (movement technique) was closely connected to another technique: Although, Casablanca is a striking example of the movement technique used in the film, cinematography technique had also a huge great part of the movie. The central concentration and all the focus of attention was directed to Ilsa (Ingrid Bergman). Most of the shots were taken from her left side with a catch lights, so that her eyes can look like they are shining and mainly the entire propose was to make her face looks gloomy, gentle, and unforgettable. As for the rest of the characters and the setting, bars of shade and darkness were indicating isolation. Moreover, the crucifix, which is the cross with Jesus body, is a symbol of emotional confusion and of the free French forces; which were the French soldiers during the WWII who agreed to carry on the fight and never give up. In nearly all of the scenes, mostly at the last part there was a dim film noir; which stresses the sexual desire and cynical behavior. All of those kinds of lighting equipments and shadow shades that were used in the film were classic ones. Also, the way of applying the background surroundings as a frame of the scenes made the film seems more professional (Kemp). Conclusion: In conclusion, movement techniques usually try to emphasize an important point of the movie to the audience in an indirect way. Moreover, some close-ups and pauses in a film mean that the film director is trying to highlight some major and valuable concepts of the movie. Successful filmmakers use movement techniques correctly and effectively in a film. Word Count: 1956

The old man in the sea :: essays research papers

The Old Man and the Sea Book report The title of this book is The Old Man and the Sea . The number of pages is 127. Copyright date is 1952(re-newel date is 1980). The type of book is fiction. This book takes place in the Gulf Stream, and its time is in the past. This book is told in third person point of view. One of the main character’s was an old Cuban man named Santiago who was thin, with deep wrinkles in the back if his neck and had scars on his hands from handling the fishing rope. The other character was a young boy named Manolin, which Santiago taught how to fish . Manolin is loyal to Santiago and even when his parents forbid him to go fishing with Santiago, he wants to help his friend at all times. Manolin does not act as a young boy; he is mature and sensitive This book is about an old man who taught this young boy how to fish and the boy loved him. He even brought him fishing many times. But the past 84 days the old man had not caught one fish. After 40 days of not catching anything the boy left and fished on another boat. One day, the old man was out on the water fishing. He had caught the biggest marlin he had ever seen. He then had decided to tie the fish on to the boat when heading back. He notices a large mako shark that is coming after his fish. He gets his harpoon out ready to kill. The shark takes a chunk out of his fish and the old man harpoons and kills the shark but his harpoon broke. Now he was left only with a knife to protect what was left of the fish. The fish is now bleeding. A couple hours later on his voyage home, he sees to more sharks heading right for his fish. Both sharks take a chunk out of the fish but the old man manages to stab both sharks in the eye killing them. His fish was getting smaller and smaller because of the sharks. This time while stabbing the sharks in the eyes his knife breaks, now all he has to kill the sharks is a oar. If any more sharks come he is ruined. A couple more hours of sailing two more sharks come and eat the rest of his fish, leaving just the head and scales of the enormous fish he had. The old man in the sea :: essays research papers The Old Man and the Sea Book report The title of this book is The Old Man and the Sea . The number of pages is 127. Copyright date is 1952(re-newel date is 1980). The type of book is fiction. This book takes place in the Gulf Stream, and its time is in the past. This book is told in third person point of view. One of the main character’s was an old Cuban man named Santiago who was thin, with deep wrinkles in the back if his neck and had scars on his hands from handling the fishing rope. The other character was a young boy named Manolin, which Santiago taught how to fish . Manolin is loyal to Santiago and even when his parents forbid him to go fishing with Santiago, he wants to help his friend at all times. Manolin does not act as a young boy; he is mature and sensitive This book is about an old man who taught this young boy how to fish and the boy loved him. He even brought him fishing many times. But the past 84 days the old man had not caught one fish. After 40 days of not catching anything the boy left and fished on another boat. One day, the old man was out on the water fishing. He had caught the biggest marlin he had ever seen. He then had decided to tie the fish on to the boat when heading back. He notices a large mako shark that is coming after his fish. He gets his harpoon out ready to kill. The shark takes a chunk out of his fish and the old man harpoons and kills the shark but his harpoon broke. Now he was left only with a knife to protect what was left of the fish. The fish is now bleeding. A couple hours later on his voyage home, he sees to more sharks heading right for his fish. Both sharks take a chunk out of the fish but the old man manages to stab both sharks in the eye killing them. His fish was getting smaller and smaller because of the sharks. This time while stabbing the sharks in the eyes his knife breaks, now all he has to kill the sharks is a oar. If any more sharks come he is ruined. A couple more hours of sailing two more sharks come and eat the rest of his fish, leaving just the head and scales of the enormous fish he had.

Links To Theory Through Observation.

EYES was established under the Childcare Act 2006 and is compulsory for all early years' providers that have o register with Posted for children age three to the end of the academic year in which they turn five. During reflection I will also be considering some theorists and their theories on learning through play and the benefits or criticisms they imply in relation to each observation. Child A pushes a lorry around table, watching as the wheels go round. He plays alongside others without interaction. Picking up the lorry he carries it to another area of nursery and kneels on the floor, again watching as he pushes lorry around the carpet.Another child approaches so he picks up the lorry taking it to a able with other vehicles on. Holding on to the lorry he picks up a small car, looking at a child opposite he says â€Å"My lorry is big†. The child agrees with child A saying ‘Yes because lorries are bigger than cars†. Child A smiles and replies â€Å"My lorry' is b igger†. He puts lorry on table and lines up two cars and a small bus alongside it and repeats â€Å"My lorry is bigger†. From the observation it was recognized that child A achieved several milestones for his age in conformity with the Development Matters in the FEES criteria.These include Mathematics (Shape Space and Measure) he is beginning to use the language f size, Physical Development (Moving and Handling) he squats with steadiness to rest or play with object on the ground and rises to feet without using hands, Communication and Language (Speaking and understanding) he uses language as a powerful means of widening contacts, sharing thoughts and developing understanding of simple concepts e. G. Big/little (Early Education 2012). The EYE-S categories children's development according to age which was influenced by Paginating theory.Jean Pigged is credited with the cognitive-developmental theory that views the child â€Å"as actively constructing knowledge and cognit ive development as taking place in stages† (Beer, 2000, p. 21). He introduced the term schema and its use was popularized through his work based on his four development stages, Seniority (0-errs), Pre Operational (2-6 or 7), Concrete Operational (6 or 7-11 or 12) and Formal Operational (1 1 or 12). Chris They (2007) was influenced by Piglets' schemas and developmental stages and building on Piglets' work she applied this theory to the observation and analysis of young children's learning.Focusing on young children's spontaneous play and activity she suggested that there re several ways of defining schema, although not a single one on which everyone would agree. During the observation it was identified that child A was performing some schemas in accordance to Pigged and Atheist' schema theory. Pushing the lorry around the table exhibits a rotation schema, taking the lorry to different areas exhibits a transporting schema and lining up the vehicles exhibits a positioning schema all of which Dowling (2013) suggests are mathematical schemas.Pigged viewed children as ‘lone scientists' who had all the cognitive mechanisms to learn independently from personal experiences and environmental aspects. He believed in the importance of children learning through exploring and finding new knowledge in many different situations without any need for teachers or more mature peers input (Nutrition, 2006). However in their response to schema-related play Bruce (1999) and Mead (1999), (in London, 2001) both highlighted the role of more mature ‘others' in influencing children's development.This is also posited by Level Viscosity who criticized Piglets' lone scientist beliefs, emphasizing the need for support from families, communities and other children to extend a child's learning in his Zone of Proximal Development (ZIP) theory (Pound, 2005). Visigoths' ZIP has been defined as â€Å"the distance between the actual developmental level as determined by independen t problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers† (Viscosity, 1 978, p. 6). These theories were recognized from the observation when Child A communicated his thoughts on the size of the lorry to another child who confirmed his original schema of size but extended his level of thought by explaining lorries are bigger than cars. As the other child was more knowledgeable on size and mathematical language he was blew to provoke adaptation in child As' original schema allowing him to assimilate and accommodate this new information also showing evidence Of Piglets developmental theory (McLeod, 2009).Although further observations or adult led activities would be required to ascertain child As' equilibration. Upon reflection, had a teacher or LISP been present during this activity an opportunity to develop child As' mathematical knowledge further on shape, space and language could be met by comparing vehicle sizes and modeling language for size, big, bigger, biggest. Child B points to her tights saying â€Å"Look De, blue, red, blue' to L SP who replies â€Å"Oh yes, well done you spotted a pattern† child B smiles. â€Å"Do you think you can make a pattern? Asks LISP, child B nods following L SP to table with colored cubes and pattern cards. LISP hands child B a two colored pattern card modeling how to copy it. Child B follows card repeating pattern. LISP praises child B giving her a sticker, child B smiles examining sticker. Child B picks another two colored pattern card and copies it independently saying â€Å"l can do this one†. After praising child B LISP leaves table. Child B makes a two colored pattern without card calling to L SP Look I made my own pattern†, L SP praises and rewards child B with another sticker. Child B turns to a friend saying â€Å"l got two Stickers†.As in first observation, regarding the FEES, ch ild B is achieving several milestones within the seven areas of learning and development relevant to her age range of 40-months. She is also demonstrating characteristics of effective learning also specified in EYES these being, Playing and Exploring (engagement), finding out and exploring and being willing to ‘have a go', Active Learning (motivation), being involved and concentrating, keeping trying enjoying achieving what they set out to do and Creating and Thinking Critically (thinking), having their own ideas, making links, choosing ways to do things.However mathematically it was notable that child B aged 53 months is above her milestone development in shape space and measure aspect of FEES as she was able to recognize, create and describe patterns, which are Early Learning Goals (LEG). Legs' are the next developmental milestones of EYES and usually occur around age 60+ months (Education, 2012). This contrasts Piglets' theory that children learn in stages, achieving one st age before bovine onto the next.Maria Interiors also criticized this theory as she believed in focusing On the individualized nature Of learning and recognized â€Å"all children were capable of learning but they need to work at their own pace† (Groan et al, 2011, p. 41). This was highlighted in observation as child B is developing at her own pace and achieving a higher development milestone without completing all aspects of the 40-60 math shape space and measure category of FEES.Although Interiors criticized Piglets' development stage theory she believed, like Pigged that children learn by exploring alone and felt hat children were teaching themselves by absorbing information from their environment (Daley et al, 2006). Without intervention from the LISP child B would not have extended her knowledge or language of pattern and an opportunity would have been missed, sometimes it is therefore necessary to have the support Of an adult or more knowledgeable peer.This is supported by Burner whose scaffolding theory stated the importance of the role of a practitioner to extend children's learning (Doherty, 2009). Scaffolding refers to assistance which â€Å"enables a child or novice to solve a problem, carry out a ask or a goal which would be beyond his unassisted efforts† (Burner, 2006 p. 199). Child B had spotted the pattern but until the LISP assisted her and pointed out she had spotted a ‘pattern' child 8 did not have the language to describe it.

The Danger Of Using Energy Drinks - 830 Words

The Danger Of Using Energy Drinks Americans use of energy drinks like Red Bull, Monster, and Rockstar has more than doubled since 2008. Red Bull alone had annual sales in the US of almost 11 billion dollars in 2013. Government studies of energy drink-related emergency room visits and hospitalization have lead to the conclusion that the consumption of energy drinks is an increasing public health problem. This is also evidenced by the rising number of product liability and wrongful death lawsuits against producers like Monster. As consumption of these products rise, the number or people evidencing negative side effects is rising as well. Energy drinks generally contain caffeine, sugar, guarana (a plant which contains twice as much caffeine as coffee), cocoa, B vitamins, and herbs like ginseng and kola nut. These beverages may contain over three times more caffeine than a eight-ounce cup of coffee which generally contains 85 mg of caffeine. High amounts of caffeine can cause health problems such as insomnia, irregular heartbeat, muscle tremors, irritability, nervousness, and increased blood pressure and blood sugar. Generally, doctors recommend that adults should limit their caffeine intake to 400 mg per day, adolescents, 100 mg. Individuals with high blood pressure and heart problems should further limit this consumption level. The older we get, the more sensitive we are to the effects of caffeine. Energy drink contents, including caffeine levels, the main cause of mostShow MoreRelatedEnergy Drinks And The European Market Essay733 Words   |  3 PagesEnergy drinks were very popular in Asia long before they overtook the American and European market. In 1982, Dietrich Mateschitz tried his first tonic drink in Hong Kong and came up with the idea to introduce these drinks to Europe. In 1984, he established the Red Bull company and started selling Red Bull Energy Drink on the Austrian market in 1987. These days, Red Bull is sold in 164 countries. Since 1987, around 30 billion cans of Red Bull have been consumed, more than 4.6 billion in 2011 (RedBull)Read MoreDynamics Of Energy Drinks For Teens1543 Words   |  7 PagesDynamics of Energy Drinks for Teens Caffeine is a substance that almost everyone is familiar with, but not everyone knows what the real risks can be if not taken in moderation. Energy drinks are one of the many drinks that often contain caffeine. The caffeine in these drinks helps people gain more energy throughout the day and keeps them alert. Energy drinks have become very popular among teens over the past couple of years because of the targeted marketing companies have made towards younger peopleRead MoreEnergy Drinks : The Energy Drink1548 Words   |  7 PagesMonster Energy Drink Over the years, energy drinks have been a phenomenon. Since 1997, when Red Bull became a sensation, the consumption of energy drinks has been at an all-time high. Currently, the energy drinks is a billion dollar market, with the U.S sales of Red Bull and Monster beverages totaling 4.5 billion dollars in 2016 (Statista, 2017). Other energy drinks in the market include Rock Star, Cocaine, Amp, Full Throttle, and Rip It. Generally, Malinauskas, Aeby, Overton, Carpenter-Aeby, andRead MoreSwot Analysis Of Energy Drink1563 Words   |  7 PagesMonsters Energy there are a few threats they have like competitors, government regulations, people learning about the harm from energy drinks, and people moving to healthier alternatives. Monsters biggest threat to their business it would be one of their competitors, Red Bull. In 2015, Red Bull had a market share of about 43%, while Monster in a close second had 39% of the market, allowing them to have that slight advantage (â€Å"Packing a punchâ € , 2016). With them each having two of the top four energy drinksRead MoreHealth Problems Of Energy Drinks958 Words   |  4 PagesWould you drink something that is associated with health problems and even death? Energy drinks are highly caffeinated beverages that many people have become depended on to make it through the day. They are used to give individuals a quick energy boost to help achieve things that need done. Today many people question how safe energy drinks really are, as for the quick energy they supply. They are known to cause multiple health issues such as: anxiety, restlessness, nervousness, stomach problems,Read MoreWeek 21061 Words   |  5 PagesAffordable Blended Smoothie, Inc. will be producing a healthy non-alcoholic product. As more families and the society continue struggle to maintain healthy lifestyles, the new beverage comes at the right time in remedying the situation. The new energy drink will be suitable to all classes of people regardless of their age, educational level, income, gender, or ethnic affiliation. However, we will be able to employ targeted marketing where the marketing strategies for the company will be directed toRead MoreRed Bull Marketing Problem773 Words   |  4 Pagesbrand reputation it cannot overlook: an anti-brand with mystique. In fact, the â€Å"edgy† appeal bearing an â€Å"aura of danger† is what helped attract customers and build a solid market base. †¢ Marketing and advertising. Red Bull’s marketing and advertising campaigns were not traditional, using television, print, radio, or billboard ads. In fact, the company associated itself with energy, danger, and youth culture. It relied on a word-of-mouth strategy and sponsored extreme sports events and youth culturalRead MoreConsumer Behavior Analysis- Red Bull987 Words   |  4 PagesANALYSIS: In the year 1984, a traveling Austrian man chanced upon an energy drink being produced by an Asian man. The producer specifically belonged to the Thailand region and produced the drink to enhance the energy and concentration levels of blue collared workers. Fascinated by the utility of the product, Dietrich Mateschitz, transported the concept to the European countries and named the product Red Bull. Today, this drink can be easily recognized by its tag line: Red Bull gives you wingsRead MoreAre Energy Drinks Safe?819 Words   |  4 PagesQuestion/Topic #1: Are energy drinks safe? Answer: Energy drink manufacturers advertise energy drinks as booting your energy levels, sleeplessness, and to help you become more aware. However, the larger amounts of caffeine and other supplements are sometimes not properly reported. In a study of over 3, 600 adults, the excessive amount of caffeine predisposed the participants to anxiety, depression, substance abuse, and many more. Resources: 1. McGraw, M. M. (January 01, 2013). Are energy drinks safe?. NursingRead MoreRed Bull1644 Words   |  7 Pagesfield of operation? Red Bull operate within the energy drinks sector of the soft drinks market. The product is an example of a functional drink. Functional foods respond to consumer interest in well-being and performance. The major multinational soft drinks companies are investing in the area of functional drinks, developing their own brands and buying up existing ones. This is seen as being important, given that their traditional soft drinks markets are at the maturity stage in many countries