1/27/17 Jack Simon

Today in class we started off talking about our senior research paper. Mr. Rivers did not go over the one - sentence proposal or research right away. He went over using our time wisely while working on the research paper. Also, he talked about how you should do what best works for you, whether it is listen to music during class if it helps you concentrate more, discussing what you are researching with your group members and get their opinion about what they think, etc.  

After Mr. Rivers discusses that with the class, he moves on explains for a little bit about the critical reviews that we will be working on in the future. And also how the school bought the class special technology to help us with the critical reviews too.

Next, we all went to work independently at our tables. The students that did not conference with Mr. Rivers yet about their one - sentence proposal still had to do that. Mr. Rivers still emphasized about if you have not gotten his approval of  your one - sentence proposal then you can’t start the research yet. Once, you got his approval you could start your research. Mr. Rivers gave you a couple of options on how to do your research. The two options he gave you were using the slideshow he configured together or the document he made too. The research for your senior paper is due Feb. 3.

 

Drew Vreeland 1/27/17

Friday, January 27, 2017

In today’s class, we resumed what we did yesterday in continuing to proceed in completing our senior paper. Mr. Rivers explained by this point that everyone’s proposal for their senior paper should have been approved. In doing so, everyone should start working on their research, which consists of twenty-five different pieces of research. The twenty-five pieces of research can either be organized on a slideshow or put together in a regular Google doc. Nevertheless, Mr. Rivers broke down that content saying that fifteen of the twenty-five is expected to come from scholarly sources (e.g. from the school’s databases) while five come from your chosen film (e.g. quotes or cinematic evidence). He left five aside as “wildcards” meaning that the last five pieces of research can be pulled from your film or other scholarly sources. All told, each student should have twenty-five different pieces of research from various sources. Mr. Rivers placed a due date on the assignment for February 3rd, which is next Friday. He said that he would leave several days next week open to working on this assignment while other days would follow as normal teaching days. Overall, after Mr. Rivers further explained the upcoming critical review -- which I was absent for since I was tardy to class unfortunately -- the class continued working on gathering their research for the entirety of the class period. Also, Mr. Rivers advocated that each student make a plan up for next week, especially for Monday. He explained that he wouldn’t want anyone to be lost on Monday not knowing what to do.

Amanda Scully 1/27

Today in class we started by Mr. Rivers talking about a new software that we will be using in the near future. The software will help us to create movie analyses. Awhile back Mr. Rivers posted a question on Google Classroom “What will you critically review?” You needed to make sure that where is enough evidence on YouTube to support your analysis.

After we talked about the new software, we started working on our proposals and researching. If you did not conference with Mr. Rivers about your proposal yet, you needed to meet with him so he could approve you to move onto research. Once you moved onto research there are certain requirements that you need. You need to have at least 15 quotes from scholarly sources, at least 5 from the film that you chose, and 5 wildcards from either the film or scholarly sources. To find scholarly sources use the media centers databases.

https://sites.google.com/a/sparta.org/sparta-high-school-library-media-center/products-services

 Make sure when you search to check the full text box. All your research needs to be done by Friday, February 3^rd. At the end of class Mr. Rivers gave us advice to make a plan for Monday. Mondays are rough and everyone is still half asleep, so making a plan can help elevate wasting time figuring out where to start. That brought us to the end of class.

Bridget van Voorst 1/25/17

Today in class Mr.Rivers started off telling us that because we had a snow day, our proposal deadline was extended a day. He then explains that the deadlines are really the very last option to hand in the assignment and it is better to manage our time and hand in the assignment earlier if possible, to allow time for reflection and editing. The next thing we went over in class was the next step in our senior paper process. The next step is research. Mr. Rivers emphasized that research should not be conducted until your proposal is approved by him. He brought up a powerpoint showing how our research should be structured. The power point had a format for a note card. He also gave us the option of a document with a very similar structure to organize our work. I believe this will help a lot with the organization of our research.

The class continued to look at the research template for a while. After Mr. Rivers was done presenting we got back to work on our proposals. A few people had finished their proposals, including myself, so Mr. Rivers started conferencing with those who had finished. In these conferences Mr. rivers was going over your proposal with you and making sure that the paper you wanted to write was possible and what could be done with the topic you chose. After he approved your proposal you were allowed to start researching other information for your paper. I had to leave 10 minutes before class ended but this seemed like this would take up the rest of the class schedule.

Joe Schwab 1/23/17

Today in class started with everyone coming it class, getting settled, and writing down the objectives like every other day. Then when Mr. Rivers was done greeting everyone he began to speak to the class about the objectives which were I Will Be Able To specify topics by applying academic lenses, and I Will Be Able To use research to carve the purpose / function of my paper. Mr. Rivers said that you can “unpack” broad topics by applying academic lenses, essentially meaning making the paper more specific. The next thing we did was we were given specific topics and we used academic lenses to make a practice specific topic. We started working alone, then we came together as a group, then we came together as a class. Together as a class we went around the groups telling a specific topic from each group and adding them to make them as specific an possible. The different topics were happiness, success, school, and war, and we used the lenses of our choice to make a specific topic. Mr. Rivers stated that this process is to help with the purpose and what the function of the text is. After we were done talking about the process a little more we broke out individually and worked on the topics for our senior research papers. Mr. Rivers then said that this part of the process was due Wednesday and walked around answering questions.

1/20/17 Mike Rossiter

Today Mr.Rivers was back in class, To start off the period we started talking about our Senior Papers. First, we looked at the calendar that was assigned for the senior paper. The class has until the 25th to finish part one of the senior paper. Part one of the senior paper is all about our proposal for our Senior paper. In this proposal we are to include academic lenses.  An academic lenses is the overall topic of the paper. It is what a scholar would use to write a paper. After this academic lens the proposal will include a research topic. This is what the paper is about. After the topic comes the film. In the film the student will evidence from the film to help make the paper stronger and flow well. After getting evidence from the film the student then will decide what the purpose of the paper is. The whole idea behind the proposal is to get the student ready and help them get on track with what they want to write about. With the proposal comes research. Today's class was all about finding evidence from databases to help improve the proposal and make it very strong. The total proposal is 20 points. 5 points coming from Scholarly Evidence: A brief 3-4 sentence description of the article, a link to the source, a citation, and what part of it will help to shape your paper. Another 5 points coming from Cinematic Evidence: A brief 3-4 sentence description of your film, a citation, and what part of it will help to shape your paper. And the final 10 points coming in the way of 200-300 words. These 200-300 words will explain why the paper you propose is relevant to your scholarly community.

1/19/17 Brooke Rossiter

Today in class Mr. Rivers wasn't here, so we had a substitute teacher. In the beginning of class the substitute told us that we need to continue working on finding our databases. After this announcement, everyone got in their seats and started working on the assignment. We needed to find three database links to include in our sentences for the different views we are using. The three views I have are nursing, political science and biology. I used two different types of data as websites including ABC CLIO. I found news reports or articles on information that related to my three views. I then copied and pasted the links into my three different sections and I was done with the assignment! After this I helped other people in my group to find sources to use for theirs. By the time everyone finished this assignment the class was over!

1/18/17 -annie monroe

Annie monroe

Hello! Today in class we started off with the usual objectives. Individually we all kept working on our three sentences including our academic lense. When writing your sentences try to make your “purpose” as specific as possible. When making your purpose specific, it makes writing your actually paper much easier. It'll help structure your paper and make it direct and specific. It'll also keep your paper on topic and help you not get off the main focus.

After writing your three academic sentences, check out the classroom page for the next steps.. The next three steps are listed below!

1.Check out the link to the MRC below. Click DATABASES to access the DATABASES.
2. Find a SCHOLARLY article that you can (successfully) link into EACH of your one-sentence descriptions. Embed a link to a part of each description.
3. Comment YOUR NAME on your proposals after you've found and linked the articles.

When you are looking up article for your sentence, make sure you type in (full text) so that only the full article pop up. If you do not search full text then you might be given option that you have to pay for In order to get the full article.

Once you find an article that links to your sentence, copy and paste the url into the same column and include your name.

.

Also during class rivers recommended using the data base “gale group” he said it is very reliable and has great options and sources.

Good luck!!

1/17/17 - BethAnn Putnam

Today in class, Mr. Rivers came in and moved eats around on where we wanted to sit, based on a poll posted on classroom. The teacher then projected the objections onto the white board. The first objective was, IWBAT identify the purpose of a piece of research writing. The second objective was, IWBAT find preliminary research as a means of evaluating. Mr. Rivers then went on to talk about the importance of the senior paper that we will be writing. Last week the teacher gave us all cards that had different subjects on them. The class was suppose to use the subject to research them, tell what each was about, what type of movie that solar would watch and what the purpose was. The teacher then told us about what a one sentence paper proposal should be. One, Shows a deliberation INTENTION - starting point. Note could (should?) change through research. Two, it Establishes community - which scholars can help you? And third, the Audience? The teacher then went on to show the class a couple of examples on classroom and what the format should be. A(n) _(academic lenses)_ scholar writes a paper about _(research topic)_ that uses evidence from _(film)_ to _(purpose)_. I picked Philosophy, Business, and History. For Philosophy I wrote: A philosophy scholar writes a paper about question about people and the universe that uses Rope to see what happened with people when they want to commit the perfect murder. For Business I wrote: A business scholar writes about the target markets and how to reach them that uses evidence from Seize the day (1986) to see how to market to the people. For History I wrote: A history sense scholar writes a paper about the history that uses evidence from Women in Gold to see what happened in the past that could affect the future of someone's life style. Once the class had the three written, we had to post it on the classroom page in the right category.

1/12/17 Sarah Ramos

Today's class set up the foundation for our major 3rd marking period projects. In the 3rd marking period we will have 2 major projects. One is nonacademic writing and one is academic writing. The nonacademic writing is our video film review. This is a new medium for us so we have been researching different editing techniques. However today's class focused more on the academic writing which is our senior paper. Because it is academic writing, we had to research scholarly potential academic lenses and how they would relate to film. The assignment on google classroom was to find 3 of these by Tuesday. In class I was able to find 2 that I could potentially write about, criminology and computer science. the film I suggested for criminology was "Catch Me If You Can" and for computer science I suggested "Imitation Game". I came up with this by scrolling through a list of majors until I found one interesting enough to write about. Then I searched for a film relating to this topic. After more research I was actually interested in the topics and I am considering both of them as a possibility for my senior paper.

1/13/17 Bridget van Voorst

When each student walked into class today Mr. Rivers handed each of them a card or cards with a field of study on it. They had categories such as music and history written on them. I personally got two cards that said "business" and "mechanical engineering". These cards were simply to jog out memory on different forms of academic lenses. The cards were a simple transition into our topic of the day which was our upcoming senior paper assignment.

After a brief introduction given by Mr. Rivers, the class was instructed to look at the sample senior papers on the Google Classroom page. We were briefly shown one or two  papers to get the idea of the paper. We saw on specifically relating to history but did not read through it. Mr. Rivers advised that we read through more of them  on out own time.

When we were finished looking at the examples we began to start our assignment for the day which was choosing three possible academic lenses that we can write about for our own senior paper. The assignment will not be due until Tuesday when we get back to school. The class researched different topics and what each academic lens consisted of. It was interesting to think of what specific topics each of us could delve into for this paper. While the class was doing their research and thinking about the three topics they wanted to choose for their paper, Mr. Rivers walked around the class to answer and questions we had or address any concerns.

That was just about it for class today. It was a useful class and Mr. Rivers did a great job at answering our questions regarding the paper.

1.12.17 Sarah kokoszka

Yesterday I was absent in class therefore when I came into class today I saw that we were starting class where we left off yesterday. Our topic today as was yesterday's was tragedy. What we specifically discussed about was the tragedy of Gatsbys death and all the factors that enhanced Gatsbys murder. We did some close reading in the text starting off at the part where nick goes to visit Wolfsheim. When Nick goes to visit Wolfsheim things were very sketchy. No one was in sight besides Wolfsheim and his assistant; Nick told his assistant that he wanted to see Wolfsheim but his assistant lied and told nick he was not home---- he clearly was. Once Wolfsheim realized it was nick at the door he allowed nick to come in and have a discussion. Wolfsheim told nick about how he basically takes credit for making gatsby who he was and how he cared dearly for him, but oddly did not want to attend Gatsbys funeral. He continues on how Gatsby had nothing and by the help of Wolfsheim he now had everything. This specific part enhances the tragedy of Gatsbys death because it shows how Gatsby had nothing in his younger years, and now at his death he still has nothing/nobody. Continuing on with our close reading we discussed Mr. Gatz, Gatsbys father. Mr. Gatz comes into town and starts to make things personal. Throughout the whole book we do not have a single character related to Gatsby, we have no one to tell childhood stories but once his dad comes into town for his death even more ideas get revealed. For instance, the fact that his dad calls Gatsby "Jimmy" enhances tragedy because it shows that Mr. Gatz and Gatsby had a type of realationahip, it shows that this was a pure, personal, father son relationship. Lastly we ended our class discussion talking about the last scenes of Gatsbys house. This huge, beautiful, elegant million dollar house that once held extravagant parties was now vacant and cold. Vandalized and empty the house no longer  was the place people made party memories. This emphasizes Gatsbys death even more because it shows that no one really cared for Gatsby genuinely and now his house of extravagance is now dead along with him.



An iconic photo of Jay Gatsby in the motion picture film

Jack Simon 1/12

In class today, individually or with your group members, your job was to work on your editing techniques. Each group had an assignment to make a powerpoint on editing techniques. As a class yesterday we watched a video on editing techniques. It explained how to edit films with the proper techniques and cuts. The link for the video is: http://nofilmschool.com/2016/03/rocket-jump-film-cuts-and-types-transitions-editing. In your groups powerpoint, each member had to choose two different cuts from the link above and match each cut to a different scene in a movie, show, etc. The way my group did this project was each person chose two different cuts and figured out what scene from a film they thought it would be in. Within the powerpoint you had to attach a clip of the scene you chose, the definition of the cut you chose, and an explanation of why this cut fits the scene. The two different cuts I chose were "wipes" and "Cross Cutting". Wipes is when a screen wipes from one scene to the other, while cross cutting is back in forth in between locations. Drake and Josh was an example of a show that had wipes in it because in between every scene there is a wipe onto the other scene. For cross cutting I used the movie Taken because when the daughter calls the father, the scene goes back in forth in between locations. Making this powerpoint was helpful because it helped everyone figure out what kind've cuts there are in films, and why there are different ones.

James Lynch Blog

James Lynch

Mr. Rivers

American Lit

1/12/17

James Lynch Blog #4

Hello everybody, thanks for tuning into my fourth blog. Today in class we went over what to expect for the summative essay on The Great Gatsby. For the summative on Tuesday and Wednesday, us students have to write an essay on whether the book a romantic novel or modern novel, supporting the quality we choose. After we discussed that, we dove back into tragedy, and how Nick’s last words to Gatsby, Gatsby’s murder, and Nick’s conversation with Wolfsheim enhance the tragedy. We talked in our groups for a while, and then talked as a class. Some of the points that made were that Nick’s last words to Gatsby were a compliment to him, so it made it that more tragic. Also that Gatsby started with nothing, got to something, and then ended back down to nothing. Adding on to, nobody really went to his funeral, and yet everybody went to his parties, so it makes it sad and tragic that nobody showed up to his funeral. Later on in class we talked about Gatsby’s dad, Gatz. They hadn’t seen each other for two years, and he was very proud of his son, which makes Gatsby’s death so tragic. E was also very excited to see all of his accomplishments like his house and pool, etc. We talked about how organized Gatsby was, because of his schedule, and how this may have affected why he was successful. Anyways, this book was an absolute great book, and I highly recommend it to anyone reading this blog. Thanks for tuning in.

Lauren Mitchell 1/12

Today in class, our job was to work on our editing technique project with our groups.  My group decided to go about this project by looking up scenes from random movies, and then distinguishing what editing techniques were used where. Jump cut, wipes, cutting on action, smash cut, dissolve, invisible cut, cross cut, J cut, Iris cut, and match cut were all of the techniques my group and I used and analyzed.  Mr. Rivers included a link in order for us to further understand the definitions of each editing technique.  We learned that cutting on action is cutting while there is movement on-screen, a cutaway is cutting to an insert shot and then back, cross-cutting is going back and forth between locations, jump cuts are disjointed edits in the same shot or action, match cuts are cuts from one shot to a similar shot by either matching the action or composition, fade ins/outs go to/from black, etc. I found that it was very easy to observe the different effects within each movie clip and I realized that there are so many editing techniques that compose a movie that make it so effective and compelling to the audience. All of this research within this project is helpful for my classmates and I, as we will be doing a video essay and will have to utilize these transitions and techniques into our own work.

Amanda Scully 1/11

Today in class we started with talking about editing film. We started off with editing shapes narrative through assembly. Cutting is one of the basic editing features of film, it is the assembly of any two shots. We then started to discuss the editing techniques and the many different cuts there are.
Before we got into the different types of cuts, we were interrupted by Dr. Rossi, Ms. Ferraro, Ms. Langan, Ms. Dalton, Ms. Hassenplug, and Dr. Johnson, filing into the room. Dr. Rossi presented Mr. Rivers with the Teacher of the Year award for Sparta High School. We took many pictures and congratulated Mr. Rivers on a huge accomplishment.

Once we regained focus, we watched a short video on all the different types of cuts. ( http://nofilmschool.com/2016/03/rocket-jump-film-cuts-and-types-transitions-editing ). After watching he clip, we were assigned in our groups to pick 10 of the 13 types of cuts, give the definition, an example, and an analysis of the example chosen.

• Cutting on action (cutting while there is movement on-screen)
• Cutaway (cutting to an insert shot and then back)
• Cross-cutting (back and forth between locations, ex: phone call)
• Jump Cuts (disjointed edits in the same shot or action)
• Match cut (cut from one shot to a similar shot by either matching the action or composition)
• Fade in/out (to/from black)
• Dissolve (blend shots)
• Smash cut (abrupt transition)
• Iris (old-fashioned: circle that opens and closes in camera)
• Wipes (screen wiped from one side to the other)
• Invisible cuts (impression of a single take)
• L-cut (audio transition)
• J-cut (audio of next scene starts before you go to it)

I chose to look into examples for Match-Cut and Fade in/out. We will have time in class tomorrow to work on it. It is not due until Friday. 

CONGRATS MR. RIVERS!!!!!!!

Gillian kee-blog

Romantic tragedy-

   Personal flaw 

     Gatsby-     

         Obsession with Daisy 

          Unwillingness to change (Daisy LOVED Tom) 

     Tom-

        Flexing his status-showing control 

   Noble birth 

   Absolute-  completely destroyed 

     Myrtle- 

        dies - VIOLENT 

   Modern Tragedy- 

   Systemic flaw 

   Can be common person 

      Myrtle- dying because she is a common person 

    Grey area- part of life is destroyed 

       Tom: loses his mistress, but keep Daisy, and his MONEY 

How they are the same(romantic and modern tragedy)- 

    Drop in status faster=more 

East egg- 

    Gatsby low- when Daisy does not tell Tom that he loves her, Daisy freaks out and wants to go to New York. 

Plaza hotel-

   Tom low- he is self-conscious and insecure, tries to poke holes in Gatsby story. 

To and from New York- 

    Tom’s low-drives away with Gatsby(she choose Gatsby over him). 

    Myrtle downfall- gets hit by a car and dies 

    Gatsby downfall- takes blame for the death of Myrtle even though it was Dais

The ones that are blank or don't have anything written on them, we did not have time to go over in class. We just worked in groups discussing chapter 7. 

Michael Loh 1/19

Okay. I wanna say hi to the probably three people that will read this and thanks for the continual support of my work here on this blog page. It really means a lot to me. Honestly, I love writing these blogs because it allows me to express myself in a way that I have never been able to before. I am able to write funny stories about my day in the River's classroom without being questioned things like "why is this loser writing about his English class?". I find a lot of enjoyment in writing these blogs, and hopefully anyone (maybe no one) reading this blog also is able to find some enjoyment out of doing so.

Now can someone explain to me why it's always so darn cold? It was like 5 degrees this morning when I woke up. The feeling of slowly freezing to death followed me out of bed, to school, and into the River's classroom today. For some reason, I guess the school can't ever seem to figure out that when it is cold, people need to turn up the heat so that it isn't cold when we get to school.

Anyways, that's probably enough of me complaining about the cold. What you are all here for is probably to learn about all the juicy things in class today. So let's start there. Today, we learned about why some films decide to use a certain amount of cuts to portray positive or negative moods. We watched clips from some films and analyzed how some used very few cuts whereas others used a lot of cuts. We watched a clip from Birdman and another from some strange summer camp movie. I don't really remember what it was called, but I do remember that it was super strange and cringy. I hope I never have to watch that clip again. We talked about what the cuts did and how it could lift the mood of a scene or make a really negative. That was about all we did today.

On a side note, while Mr. Rivers explained this to us, we also had good ol' Mr. O'Grady in the back of the class trying to fix the heater( I think). It kinda distracted me a bit. I remember that he used to be an English teacher, and him being in an English classroom kinda got me thinking. I started comparing him to Mr.Rivers (who also happens to be an English teacher) for some strange reason. I noticed that they were a similar height, but that was about it. I wondered if it was strange for him fixing something in an English classroom while during an English class when he used to be an English teacher. Well. None of that probably matters to anyone.

To end this off, I want to leave a link to a YouTube video that inspired me today. It's by a man who goes be the name of Prince Ea. Hopefully he can maybe inspire you to go achieve your goals and live your life in a way you won't regret. Here's the link:
https://www.youtube.com/watch?v=CqTyOCSXO9Q

Joe Schwab 1/10/17

Today in class we started with everyone coming to class, getting settled, and writing down the objectives like every other day. Then when Mr. Rivers was done greeting everyone he began to speak to the class about the objectives which were about being able to analyze the editing effects used by the author and how they contributed to a film. After we talked about that we moved on to how the cuts used by the author contributed to and developed the mood of a piece. When we were finished with that Mr. Rivers had us talk about the clips in class we saw yesterday and how the mood was affected by the frequent or lack of cuts the film had. My group talked about how the clip from Good Fellows was very cheerful, and we could tell this by it being taken all in one cut and having a very cheerful background noise. Then we reconvened as a class and we watched three new clips, then discussed them. The first clip Birdmad which was a seven minute long clip was only two cuts, but was a slightly negative tone, which was shown by the angry expressions the main character put off. The second clip was Wet Hot American Summer, which was a very cheerful funny clip that had many cuts because it was a training montage, so it was very comical.

The last clip of the day was From Iron Man 3, and it was a fight scene with many cuts to show the negative tone. We also talked about how this many cuts was also needed for the complexity of the fight scene for Tony Stark. After we finished discussing we packed up and the bell rang.

Chris Link

Today the ninth of January in the year two-thousand-seventeen we walked into class to find that for today we could sit anywhere because Mr. Rivers was still working out the new seating chart. He began by reminding everyone that the revised feast review is due at the end of the night, along with the posting of the final podcast that we did last week.

He then transitioned the focus of the class onto the subject of film editing. We were then tasked with evaluating an example video essay that talked about the evolution of depicting the internet and instant messaging in a motion picture setting. After the completion of the video we had to talk about whether it provided evidence to support a claim in our table groups and then as a class. We found that it showed a variety of styles, had an abundance of visual evidence, used music to keep people focused, The narrator spoke very deliberately (scripted), and he credited the artists that appeared in the video. Mr. Rivers was very enthusiastic about this topic, and hinted that there is a very high probability that we will be receiving an assignment that is similar to the aforementioned video essay.

We then moved on to dissecting the different mise en scene elements of a single frame from the movie Psycho. We found that the woman's outstretched hand cast a dark shadow over the bright tiles in the background, which in turn made the scene more ominous. We took a detour from here watching a short video starring Alfred Hitchcock who described the power of video editing. We then came back the movie Psycho watching the scene where the women is murdered in the shower making sure to count all the different shots that made up the scene. By the end of the clip nearly everyone had lost count. We talked about the necessity for this scene to have so many shots. For the final activity of the day we watched another short video scene from the movie Goodfellas with the same task of counting the shots. This time there was only one, and as a class we decided this was because it promotes the felling that the audience is experiencing the same special moment as the main characters.

Mike Rossiter - 1/9/2017

Today's class was very different from last weeks classes. Today we started with our class objectives. IWBAT analyze how editing affects story telling in film and IWBAT evaluate how editing choices accomplish deliberate functions. After writing down the class objectives the class got right into watching what is called a video essay. After the class watched the 5 minute video essay each group had to discuss what does the video essay do and what do we need to learn to do. The class came up with a list of what the video essay does. The video essay addresses changes/ problems in film to show evolution of film, explains the impact of texting in a film, shows a variety of styles, visually explains with visual evidence, uses music to keep focus,speaks very deliberately, and credits the artists. After making this list the class came up with the list of things that we already knew how to do. The class knows how to credit, speak deliberately, apply music, and apply a variation in style. The only thing holding back the class from making a video essay is the software aspect of the video essay. After watching the video essay we watched another video on how the assembly of shots (editing) can change how the way the audience thinks of a character. Albert Hitchcock explained how changing the middle shot can change the way that a character is thought of. After this video the class discussed how the length and amount of different shots can change a way the film is presented. For example in the horror scene in class the shots went very fast to create the feeling a chaos. In the other clip of the people in the restaurant it felt that the audience was walking with the people because it was one continuous shot throughout the clip.