S3 - Blade RunnerS3 - Blade Runner

Lesson StructureLesson Structure

First . . .First . . .

Find out which CHAPTER(S) you will be Find out which CHAPTER(S) you will be working on. working on.

You should aim to look at 2 chapters per You should aim to look at 2 chapters per lesson – NO MORE, as you should be lesson – NO MORE, as you should be looking at and discussing these looking at and discussing these thoroughly.thoroughly.

REMEMBER to mark these on the wall REMEMBER to mark these on the wall chart when your group have finished.chart when your group have finished.

Second . . .Second . . .

Assign ROLES for analysing Assign ROLES for analysing aspectsaspects!!1 person per 1 person per aspectaspect: Cinematography, : Cinematography, Mise-en-scene, Editing and Sound.Mise-en-scene, Editing and Sound.Stick to the same roles for one lesson Stick to the same roles for one lesson before changing.before changing.You might find it easiest to rotate these You might find it easiest to rotate these roles in a clockwise direction on a day-to-roles in a clockwise direction on a day-to-day basis.day basis.

Note-taking . . .Note-taking . . .

Put your chapter(s) on repeat, and use the Put your chapter(s) on repeat, and use the ‘GUIDELINES FOR CLOSE ANALYSIS’ – ‘GUIDELINES FOR CLOSE ANALYSIS’ – if you answer the questions for your if you answer the questions for your aspect, you will create very useful notes.aspect, you will create very useful notes.

Anything else you notice should also be Anything else you notice should also be noted, for your critical essay.noted, for your critical essay.Look out for anything unusual and discuss Look out for anything unusual and discuss it later, in groups and with the class!it later, in groups and with the class!

Discussion . . .Discussion . . .

After watching and note-taking, DISCUSS After watching and note-taking, DISCUSS your observations with the rest of your your observations with the rest of your group.group.

Take turns to EXPLAIN what you noticed Take turns to EXPLAIN what you noticed about your aspect – LISTEN to the other about your aspect – LISTEN to the other members of the group, and try to form a members of the group, and try to form a PCE (Point – Context – Explanation).PCE (Point – Context – Explanation).

Writing your PCE . . .Writing your PCE . . .

You should end up with your own You should end up with your own paragraph, of roughly 2-4 sentences, with paragraph, of roughly 2-4 sentences, with a PCE structure:a PCE structure:

POINT of the scene(s),POINT of the scene(s),

CONTEXT – where this fits into the film,CONTEXT – where this fits into the film,

EXPLANATION – how the aspects your EXPLANATION – how the aspects your group have looked at create an effect.group have looked at create an effect.

Some things to consider . . .Some things to consider . . .

In some scenes the cinematography In some scenes the cinematography stands out; in others, the sound, etc.stands out; in others, the sound, etc.Was one aspect more important than the Was one aspect more important than the others in your scene(s)?others in your scene(s)?

Remember to try to give reasons for your Remember to try to give reasons for your observations and arguments – you are observations and arguments – you are building up notes for a critical essay.building up notes for a critical essay.

SHARE YOUR IDEAS!SHARE YOUR IDEAS!

So . . .So . . .

1 – Chapter(s)1 – Chapter(s)2 – Roles / Aspects2 – Roles / Aspects3 – Watch / Note-taking (15-20 mins approx)3 – Watch / Note-taking (15-20 mins approx)4 – Discussion (5 mins approx)4 – Discussion (5 mins approx)5 – Write a PCE paragraph (5 mins approx)5 – Write a PCE paragraph (5 mins approx)

You should be aiming to do this You should be aiming to do this no more thanno more than TWICE per lesson! Take your time, do it right!TWICE per lesson! Take your time, do it right!If in doubt about technical terms or aspects of If in doubt about technical terms or aspects of film-making, look at the Yale Film Studies page.film-making, look at the Yale Film Studies page.