Visual Thinking Activity 3-1: Analyzing Composition

Name Class Date Visual Thinking Activity 3-1: Analyzing Composition Directions: Study the movie stills displayed on the DVD. Then answer the questions which follow. Part 1 The Senate Is in Session Visual Thinking 3-1 Identifying Details 1. What do you see in this frame? List all details, including objects and props. 2. Lines in a film frame are not just horizontal or vertical. They can be diagonal or curved. Besides the horizontal and vertical lines in this still, what other lines are at work in this composition? 3. Identify a dominant vertical line at work in this composition. How does this line direct the viewer to an important detail that might at first be overlooked, and what is that detail? Analyzing Details 4. Where is Jefferson Smith positioned, and what lines indicate his location? 5. What is big and what is small in this frame? Why do you think the director planned the image to look this way? 6. Who or what is the point of emphasis in this frame? What elements of composition suggest this? Consider the size (also called scale) and the placement of people and objects within the frame. 62

(Visual-Thinking Activity 3-1, continued) Visual Thinking 3-1 Part 2 Inside the Lincoln Memorial Identifying Details 1. This image is from part of the Lincoln Memorial as seen from inside. What is the first thing that catches your attention, and where is it? 2. What other details do you see in the frame? Describe all people and objects or other details. 3. What lines do you notice in this frame? Analyzing Details 4. What is big and what is small in this frame? In your opinion, what might these things and/or sizes represent? 5. What do you think is happening in this frame? 6. Who or what is the point of emphasis in this frame the three people, the pillars, the words carved on the rear wall, or something else? Provide a reason to support your answer. 63

Name Class Date Visual-Thinking Activity 3-2: Shots and Significance Directions: Study the five movie stills on the DVD. For each image, identify the camera-to-subject distance as well as the camera-to-subject angle. Label the still with one of the following distances: close-up, extreme closeup, medium shot, or long shot (establishing shot); and one of the following angles: high angle, eye level, low angle. Once you have identified the type of shot, indicate what the object of greatest emphasis is in each frame. Write your answers on the chart below. Visual-Thinking 3-2 Still A Type of Shot (Based on camera distance and angle) What is the point of emphasis? How do you know? B C D E Think More About It 1. Why does a filmmaker shoot scenes from different camera distances and angles? Why not keep a fixed distance and angle on the subject throughout the entire movie? 2. Why might a director decide to show a close-up of a character or an object? 64

Reading Activity 3-3 Name Class Date ENRICHMENT Directions: Read the passage below, then discuss it in class. Reading Activity 3-3: The Tech in Technicolor In the earliest years of filmmaking, there was no color film stock. Movies were silent, and most, but not all, appeared on the screen as black-and-white images. In these early years, there were just a few ways to add color to black-and-white film. The first was to paint by hand each and every frame. A movie could have thousands of frames, so this process was not only tedious but very time-consuming and expensive. Another way to add color was by tinting. This process involved soaking the black-and-white film in a single color dye. The dye might be amber, yellow, blue, green, lavender, red, or sepia. The dye stained the white areas in each frame. The finished film appeared on the screen tinted in whatever color dye had been used. Toning was a third method of adding color. Its process involved bathing the black-and-white film in chemical salts rather than dyes. Neither tinting nor toning, however, could capture all the colors of the rainbow on the movie screen at the same time. The Three-Strip Camera Herbert Kalmus had long experimented with new technologies that would bring color images to the movie screen. In the 1930s, he perfected a process he called Technicolor. Movies made in Technicolor required a specially built camera that held three strips of black-andwhite film. Here is how the camera worked: First, light entered the camera through the lens. Once inside the camera, the light passed through a prism, which dispersed the light into a rainbow of colors. A mirror deflected the light through two different apertures, or openings, so that the light could be recorded (or photographed) on all three reels of film at the same time. One reel, however, had a filter that allowed only green light to pass through to the film behind it. The second had a filter that allowed only red light to pass through to the film. The final reel had a blue filter. The first step in the Technicolor process, therefore, was photographing the film using this special threestrip camera and creating the three different negatives. The second step in the Technicolor process was to Word Builder film stock film material on which an image is photographed negative photographic film that has been exposed to light and used for preparing a final print of the image amber a golden shade of yellow sepia an orangey shade of brown complementary color a color opposite another on the color wheel, such as yellow and blue saturated color that is strong, not muted or dull soak each reel in a dye bath of a complementary color. A complementary color for green is magenta (purple red). And so the green-sensitive reel was washed with a magenta dye. A complementary color for red was cyan (blue green). The red-sensitive reel therefore was washed with a cyan dye. The blue-sensitive reel got a yellow dye bath. The final step in the process was to transfer these three dyed negatives to a single piece of film. The result was stunning. Rather than showing black-and-white images or images tinted all the same color, filmmakers could now use all the colors of the rainbow to express ideas and emotions on the movie screen. The colors of the Technicolor rainbow were highly saturated, vibrant and vivid, bolder even than in real life! Among the first films made in Technicolor were Becky Sharp (1935, directed by Rouben Mamoulian), The Adventures of Robin Hood (1938, directed by Michael Curtiz and William Keighley), The Wizard of Oz (1939, directed by Victor Fleming), and Gone with the Wind (1939, directed by Victor Fleming). Audiences loved them! Technicolor technology would continue to dominate the filmmaking industry for decades, until new technology replaced it. 65

Name Class Date Reading Activity 3-4: Buzz, Buzz Chatter, Chatter WALLA, WALLA! Directions: The passage below comes from the autobiography of Frank Capra. At the time that this story took place, Mr. Capra was not yet a famous movie director. He was just learning what role a director has in making a movie. Answer the questions that follow. One night, from outside the fence at Universal Studios, I caught a glimpse of an important director shooting a huge exterior scene. He must be a big director, I thought to myself. All the lights in Hollywood are on his set. I parked my car close to the fence to watch and learn. I couldn t see the mob of extras (it sounded like thousands), but high up on a platform, silhouetted against the blinding lights, I could see Mr. Director. He was surrounded by cameras and shouting to the mob through an enormous megaphone.... Loud shouts of QUIET! QUIET! from a dozen assistant directors bounced around the huge set like Ping- Pong balls. A hush descended. Children! Tonight we are in danger, came out of the megaphone. Our city is being attacked. There is fear in your hearts, but right now we are only apprehensive. Each one of you, turn to your neighbors and say: Buzz, buzz, buzz! Nothing else, just Buzz, buzz, buzz! All right. Let me hear it. The buzzing of a million bees filled the air. Fine, fine. Now we are more fearful. We hear the battle sounds. Turn to your neighbors a little faster and say, out loud: Chatter, chatter, chatter! Let s hear it. The chattering of a forest of monkeys swelled into the atmosphere. Fine. Now I want terror! The enemy has breached the walls! Run to your neighbor and shout: WALLA, WALLA, WALLA! What kind of crazy directing is this? I thought to Word Builder extras actors who have small roles and usually no lines silhouetted outlined in shadow, profiled megaphone a cone-shaped device that amplifies the voice apprehensive nervous evoke trigger, summon mechanical automatic myself. Buzz, buzz chatter, chatter walla, walla it s childish.... If that was directing, I was a monkey s tail. But on the way home I pondered. A director s job is to communicate, evoke responses, and photograph them. He says to a man, walk he walks; to another, run he runs. But how about emotional responses especially from two thousand extras?... Come to think of it, that director was not dumb. In fact, he was brilliant! He communicated emotionally with one word: Fear! And he controlled the degree from apprehension to terror with simply mechanical commands: Turn to your neighbors and say: Buzz, buzz chatter, chatter WALLA, WALLA! With three simple commands, understood by child or professor, he evoked the right response from two thousand people in a jiffy! That was directing and I was a monkey s tail. Reading Activity 3-4 1. What is Capra s first reaction after watching the director work with the crowd of extras? 2. Later, after he has had time to think about what he saw, he changes his mind about the director. What does Capra think of Mr. Director by the end of the story? 66

Graphic Organizer 3-1 Camera-to-Subject Distances The position of the camera creates a visual effect. The effect will change depending on how close or how far away the camera is from the subject. Long Shot Subject Medium Shot Subject Close-up Subject Extreme Close-up Subject 2006, The Film Foundation. All Rights Reserved. 67

Graphic Organizer 3-2 Camera-to-Subject Angles The angle of the camera in relation to the subject also creates a visual effect. A high angle creates a different effect than a low angle or a straight-on shot. High Angle Camera is above subject. Subject Eye Level Camera is straight on. Low Angle Camera is below subject. 2006, The Film Foundation. All Rights Reserved. 68

Graphic Organizer 3-3 What Is Light Intensity? Light Intensity The cinematographer controls the amount of light in a frame or shot. High-Key Lighting More areas of brightness Low-Key Lighting Fewer areas of brightness Result? More detail can be seen. The mood is generally cheerful, happy, playful. Result? Less detail can be seen. The mood is mysterious, suspenseful, sad. 2006, The Film Foundation. All Rights Reserved. 69

Graphic Organizer 3-4 Camera Movements Fixed Camera Mobile Camera Subject moves within the frame. Camera moves on a fixed base. Pan horizontal, from right to left or left to right Cinematographer holds the camera. Camera is mounted on a mobile platform or rails. Dolly on wheels Tilt vertical, up and down Zoom from far to near Track on rails Crane on boom or arm 2006, The Film Foundation. All Rights Reserved. 70

Graphic Organizer 3-5 Three Elements of Color A color wheel is a chart that organizes colors in a sequence. For a 12-part wheel, the colors would be blue, blue green, green, yellow green, yellow, yellow orange, orange, red orange, red, red purple, purple, blue purple. HUE SATURATION VALUE The name of a color on the color wheel The strength or purity of a color The lightness or darkness of the color Hues can be categorized as warm or cool. Adding gray or an opposite color makes the original color less strong. Colors with white added are tints. Colors with black added are shades. 2006, The Film Foundation. All Rights Reserved. 71

Graphic Organizer 3-6 Editing Decisions-Scene Transitions Technique What does it look like? Timing What meaning does it suggest? Fade (In or Out) One image appears out of or disappears into darkness. Slow A passage of time or a change of location Dissolve One image melts or overlaps into another. Slower A long passage of time or a change of location Symbolically links one thing to another Wipe A horizontal bar moves across the screen, replacing one image with another. Quick A short passage of time or a change of location Cut An abrupt change is made from one image to another. Quicker A short passage of time or a change of location 2006, The Film Foundation. All Rights Reserved. 72

Graphic Organizer 3-7 Point of View (POV) Which POV will a filmmaker use to trigger an emotional response in the audience toward a character? Cinematic Point of View How the camera and therefore the audience sees the action Objective POV The audience is an outsider, observing the action. Subjective POV The audience is an insider, participating in the action. 2006, The Film Foundation. All Rights Reserved. 73

Graphic Organizer 3-8 What Is Sound? A sound wave, or vibration, has three characteristics wavelength, amplitude, and frequency. Wavelength Amplitude Frequency LOW HIGH Wavelength determines the quality, or tone, of the sound. Amplitude determines the volume, or intensity, of the sound. Frequency determines the pitch, or highness or lowness, of the sound. 2006, The Film Foundation. All Rights Reserved. 74

Graphic Organizer 3-9 Visible and Invisible Sounds Visible Sounds If you see them, you hear them. Source: On-screen Effects Create mood and atmosphere Contribute to a sense of reality Invisible Sounds You hear them, but you don't see them. Add levels of meaning by suggesting character and emotion Influence audience's attitude toward a subject Source: Off-screen 2006, The Film Foundation. All Rights Reserved. 75

Graphic Organizer 3-10 Four Elements of Composition Arrangement of people and objects within the frame Camera distances and angles in relation to the subject Movement either of the camera or the subject within the frame Lighting the use of high key or low key 2006, The Film Foundation. All Rights Reserved. 76

Screening Sheet 3-1 Name Class Date ENRICHMENT Screening Sheet 3-1: Communicating Without Words What You Will See: In this scene from Mr. Smith Goes to Washington, Senator Paine challenges Senator Smith to read the telegrams that have arrived in protest of Smith s attempt to clear his name. The scene has very little dialogue. Still, the images communicate a great deal of information to the audience. Directions: As you view each shot, pay attention to the various characters. Ask yourself what each character is thinking or feeling at that moment. Then record your observations on the chart below. Shot Emotions and/or Thoughts What is the character thinking and/or feeling in this shot? Explanation What details in the frame suggest these emotions or thoughts? Medium shot of Smith reading the telegrams Medium shot of senators at their desks Close-up of Clarissa Saunders face Close-up of Smith looking at Senate balcony, then slumping over 77

Shot Medium shot of Senate pages Emotions and/or Thoughts What is the character thinking and/or feeling in this shot? Explanation What details in the frame suggest these emotions or thoughts? Screening Sheet 3-1 Second close-up of vice president Close-up of Smith smiling at the vice president Think More About It 1. Why is dialogue not necessary for you to understand what the characters are thinking? 2. How would this scene be different if the director and the film editor did not use close-ups or medium shots, but rather did the entire scene in long shots? 78

Screening Sheet 3-2 Name Class Date Screening Sheet 3-2: Light and Shadow What You will See: This screening activity has four segments. A and B go together because they show the same set in two different shots and at different times of day. C and D go together because they too show the same set at two different points in the story. Directions: The DVD will stop between segments. While viewing each one, complete the corresponding rows in columns two and three on the chart below. After viewing, complete column four. Word Builder light intensity the amount of light high-key light bright light, revealing much detail and often creating a cheerful mood low-key light less light, concealing details and often creating a sad or mysterious mood Film Segment Light Intensity Is high-key light or low-key light used? What do you see? What is in light? What is in shadow? What meaning does this lighting suggest? A Senate Corridor, Daytime B Senate Corridor, Nighttime C The Lincoln Memorial, Smith s First Visit D The Lincoln Memorial, Smith s Next Visit 79

Name Class Date Screening Sheet 3-3: Identifying Camera Movements What You Will See: This screening activity has three short segments, each depicting a different type of camera movement. All film clips are set in the same location, the Senate Chamber. Directions: The DVD will stop between segments. During the viewing of each one, take notes, then complete the appropriate row on the chart. Word Builder fixed camera a camera that is on a stationary base mobile camera a camera that is on a moving platform, such as a dolly or crane, or on a track Screening Sheet 3-3 Film Segment Movement Describe the position and movement of the camera. Fixed Camera or Mobile Camera? A Entering the Senate B The Senate Will Come to Order C Taking the Oath of Office 80

Name Class Date Screening Sheet 3-4 ENRICHMENT Screening Sheet 3-4: The Confrontation What You Will See: In this scene from Mr. Smith Goes to Washington, Jefferson Smith confronts Senator Paine in his office. He wants to know just what the senator s connection to Jim Taylor is. As you view the scene, notice who stands and who sits. Pay attention also to the details in the senator s office. Directions: You will have the opportunity to view the film clip twice. During the first viewing, pay close attention to the objects in the frame, including props in the room and on the walls, and then describe what you observe on the chart below. Observe also where the people stand within the frame and their postures. Notice too how the framing changes slightly as the scene progresses. During the second viewing, listen carefully to the dialogue. Be prepared to explain how the overall framing (or composition of the scene) visually communicates what the characters are saying. Objects Look all around the room. People Consider the placement of people within the frame. Movement Who moves and when? Think More About It 1. When does Senator Paine move from behind the desk, and why does he do so? 2. In your opinion, why did the director have Smith refuse to sit? 81

Name Class Date Screening Sheet 3-5: Color in Motion What You Will See and Hear: You will see two film segments from Gone with the Wind (1939, directed by Victor Fleming). The first is the grand ball at which Scarlett O Hara and Rhett Butler dance. The second is the rail yard scene following a Civil War battle. These are the scenes from which movie stills 3-11 and 3-12 were taken. Directions: You will view each film segment separately. After viewing the first segment, answer the questions for Part 1. Next, your teacher will play the second segment. After viewing it, answer the questions for Part 2. Screening Sheet 3-5 Part 1 The Grand Ball 1. Describe the colors that are in motion in this scene. 2. In your opinion, what effect does this movement of color create? Part 2 The Rail Yard 3. Explain the movement of the camera in this scene and what the camera movement reveals to the audience in terms of color. 4. Flags appear in both scenes. How do the movement and the color of the flags differ in each scene? 5. In your opinion, what effects do the movement and use of color create? Think More About It Both film segments have music, but the use of music, just like the use of color, differs. How does the use of music mirror the use of color and movement in each segment? 82

Screening Sheet 3-6 Name Class Date ENRICHMENT Screening Sheet 3-6: The Use of Technicolor in The River What You Will See and Hear: The film clip in part 1 is an interview with director Martin Scorsese. He talks about a film that greatly impressed him when he first saw it as a child growing up in New York City. The film was The River (1951), directed by Jean Renoir, the son of the famous French impressionist painter Auguste Renoir. It was the first Technicolor movie filmed in India. The river is the Ganges River. In this clip you will see shots from the film, as director Scorsese explains why it is considered today to be a work of both cultural and artistic importance. Directions: This screening activity has two parts. In part 1, you will see the film segment and then answer questions about Martin Scorsese s discussion of The River. In part 2, you will see movie stills from The River. In the first column on the Screening Sheet, answer questions about the use of color. In the second column, express your personal reaction to the colors in the images. In column 2, there are no right or wrong answers. Part 1 The Interview Word Builder formative influential, important in shaping a person s thoughts impressionist one who paints in a style that depicts ordinary people in nature and that uses small brushstrokes to suggest natural light and movement garment district a section of a city where factories and warehouses manufacture clothing Ganges River a river in India that runs from the Himalayas to the Bay of Bengal humanity compassion and understanding for people 1. Martin Scorsese says the film looked like no other movie I d ever seen. What does he suggest was different about the look of this film? 2. The River is about a young girl coming of age in India, but Martin Scorsese says the film had a universal appeal. What does he mean? 3. Martin Scorsese says that beyond the use of color, the real power is the humanity of the film, the humanity of the culture. What does he mean? 4. Why was it important for the director to avoid subtle colors in the film? Why does Scorsese say that lush, tropical vegetation was so important? 5. Martin Scorsese says that the director s use of color in The River was so important that color became a character in the movie. What do you think he means by a character? 83

(Screening Activity 3-6, continued) Part 2 Movie Stills from The River A Image Identify the colors. What colors dominate the image? Comment on the use of color. How do you react to the image? What do the colors make you feel or think? Screening Sheet 3-6 B C D E F 84

Screening Sheet 3-7 Name Class Date Screening Sheet 3-7: Smith Comes Out Swinging What You Will See: This film clip is a montage, showing Jefferson Smith s angry reaction to appearing in frontpage headlines in Washington. Word Builder montage a series of shots placed one after the other to create meaning Directions: While viewing the film segment, pay attention to what happens in the sequence and to the order in which the action occurs. Take notes while viewing, then complete the chart below. In the first column, list at least 6 but not more than 13 separate but related actions or events that occur. List them, as best you can, in the order that they occur. In the second column, briefly describe where the action takes place. Action What happens in each scene? Location Where does each scene take place? Think More About It 1. Real time: If someone were really to complete all the actions listed in column 1, how long might it take? Provide a reason for your answer. Keep in mind the different locations identified in column 2. 2. Reel time: Approximately how long is the film sequence you just viewed? 3. What is the thread, or controlling idea, that links all the shots in this sequence? 85

Name Class Date Screening Sheet 3-8: Scene Transitions What You Will See: This screening activity has four segments and provides examples of four different types of transitions, each taken from Mr. Smith Goes to Washington. Directions: Each of the four segments illustrates a different transitional technique. The DVD will stop between segments. Take notes while viewing each segment, then complete your answers to the questions below. Word Builder fade the image gradually appears from a black screen or disappears into a black screen dissolve one images fades away slowly while another appears Screening Sheet 3-8 A Fade 1. What do you see at the point when the first scene fades out? wipe a bar moves across the screen, removing one image as another takes its place cut an abrupt switch from one image to another 2. What do you see when the next shot fades in? 3. What passage of time is suggested by the use of this fade-out, fade-in technique? B Dissolve 4. This brief segment has three dissolves between shots. Identify each. 5. What passage of time or place do these dissolves suggest? 86

(Screening Sheet 3-8, continued) Screening Sheet 3-8 C Wipe 6. This brief segment has four wipes. What is happening in each of the shots separated by the wipes? 7. What is the purpose of those wipes to draw out or to compress time? Provide an explanation for your answer. D Cut 8. The filmmaker uses three shots, with abrupt cuts between each, to show the governor walking from his car to Jefferson Smith s front door. Study how the image changes in each shot, then explain how you know this isn t one continuous shot but rather three shots linked by two cuts. 9. When the band begins to play, the governor drops his hat and almost flees, then turns around to fetch his hat. This is all one shot. At what point does this shot end and the next shot begin? In other words, where does the cut occur? 87

Name Class Date Screening Sheet 3-9: Identifying Point of View What You will See: In this screening activity, the governor is alone in his den trying to decide whom he should appoint to the Senate. He flips a coin to help him make up his mind. You will see shots from both cinematic points of view (POV) objective and subjective in this short segment. Directions: The film segment has five separate shots, but not every shot is from the same cinematic point of view. Take notes while viewing the segment, then complete the chart below. Word Builder cinematic POV, objective The audience sees the action as if a spectator. cinematic POV, subjective The audience sees the action through the eyes of one of the characters. Screening Sheet 3-9 Shot Description What is the cinematic point of view, and how do you know? The governor paces, then flips the coin. The coin lands on its edge against a newspaper. The governor picks up the coin. The governor reads the newspaper headline. The governor makes his decision, grabs his hat, and leaves the room. Think More About It Why do filmmakers shift from objective to subjective POV? Why not show all the shots with the same POV? 88

Screening Sheet 3-10 Name Class Date Screening Sheet 3-10: Kids to the Rescue... Almost What You Will See: This is a fast-paced sequence of images that compresses real time into reel time. The sound effects add realism to the action on the screen. The Boy Rangers are determined to print the truth about Jefferson Smith, but the Taylor media machine stops them. Directions: You will view this segment twice the first time without the soundtrack; the second time with the soundtrack. Take notes while viewing, then afterward complete the charts below. Part 1 Images Without the Soundtrack What image(s) suggest the boys are succeeding in getting the word out about Jeff Smith? What image(s) suggest the Taylor machine is threatened by the actions of the Boy Rangers? What image(s) suggest the Taylor machine has defeated the Boy Rangers? Part 2 Images With the Soundtrack Describe the sound effects. Describe the music in this sequence, including how and when the music changes. How do the sound effects and music work with the images to influence the audience s reaction? 89

Name Class Date Screening Sheet 3-11: Investigating Senator Smith What You Will See: Jefferson Smith sits in quiet confusion as he listens to witnesses testify during the Senate investigation into his affairs concerning Willet Creek. Directions: As you view this scene, record your observations on the chart below. After you watch the clip, answer the questions at the bottom of the page. Word Builder reaction shot a type of shot that emphasizes dramatic impact. Reaction shots focus on a character and record his or her surprise or lack of surprise, fear or lack of fear, etc. Screening Sheet 3-11 What do you see and hear in this scene? What do you not see or hear in this scene? (Limit your answers to the witnesses and Senator Smith s reaction to their testimony.) What is explicit in this scene? What is implicit in this scene? Think More About It 1. What surprised you about Jefferson Smith in this scene, and why? 2. Aside from Senator Smith s reaction shots in this scene, what other character is the focus of a reaction shot? What emotion does this reaction shot suggest? 90

Name Class Date Screening Sheet 3-12 Screening Sheet 3-12: The Senator s New Bill What You Will See: In this film clip, Senator Smith presents his bill for a national boys camp to the Senate. He receives mixed reactions from the senators and cheers from the boys in the balcony. Directions: Your teacher may ask you to work alone or with a partner. This is a challenging screening activity because many things happen at the same time on the screen. Images and sounds work together to create meaning. If necessary, your teacher will run this film clip more than once. First, read the questions under each section so you know just what to look for as you view the scene. Review the definitions in the Word Builder boxes so you can use film-specific terms in your responses. Then, while viewing the segment, jot your observations in the spaces provided. Arrangement of People and Objects Within the Frame 1. At the point when Jefferson Smith begins to read his bill, who or what is in the frame, and what is the point of emphasis in the frame? Word Builder long shot an establishing shot, which shows the setting as well as the people medium shot a type of shot in which the camera focuses on a person from about waist up close-up a shot in which the camera focuses on a single element or detail high-angle shot a shot in which the camera is above the subject, looking down low-angle shot a shot in which the camera is below the subject, looking up Camera Distances and Angles 2. Identify a long shot at or near the beginning of this scene, and explain what information that shot presents to the audience. 3. Describe a low-angle shot in this scene. Identify who or what is in this shot. Lighting 4. Describe the lighting in this scene. What, in your opinion, is its intended effect on the audience? 91

(Screening Sheet 3-12, continued) Word Builder Movement 5. Is the camera in this scene fixed or mobile? How do you know? 6. Identify one or more shots in which the camera pans or tilts. Describe what is happening in the shot. reaction shot a type of shot that emphasizes dramatic impact pans camera moves from one side to another side tilts camera moves vertically, up or down visible sounds sounds you can see and hear invisible sounds sounds you can hear but cannot see Screening Sheet 3-12 sequence the order in which shots occur Editing 7. Identify one or more reaction shots in this scene, and explain the intended meaning. 8. In this scene, what happens first Mr. Smith s eager jump to his feet in order to be recognized, or the senators laughter at his nervousness? 9. In this scene, children in the balcony cheer and applaud Senator Smith s proposed bill. The next shot shows the other senators in the chamber also applauding. If the sequence was reversed the senators applauding first, then the children cheering how would that change the meaning of this scene? Soundtrack 10. There is no music in this scene. However, the soundtrack has a number of sound effects. Identify two different sound effects either visible or invisible sounds and explain why these sounds are part of the soundtrack. 92