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YEAR 9 FEATURE FILM School of Rock

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on 20 November 2014

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Transcript of YEAR 9 FEATURE FILM School of Rock

School of Rock: FILM STUDY - YEAR 9
Focus
I will focus on Dewey Finn, Jack Black's character in the movie School of Rock. For my analysis, I chose three different clips from the movie that I feel accurately show the progress he makes as a person throughout the movie
Video 1: Hungover
Film Techniques
Shots: Frequently switches to close-ups of teacher to students, putting the focus on whoever is speaking at that moment; pans the room to show entire class reactions.
Camera Angles: Eye level; puts teacher on the same level as the students to show they are equal and convey the immaturity of the teacher.
Lighting: soft, natural lighting to suggest a clean, orderly, enriching environment for learning in contrast to Black's disrupting character.
Sound: natural sounds (no music); students shifting in their desks, creaking of seats, shuffling of teacher's feet and shoes squeaking when walking, sound of teacher chewing, student's whispering. All these sounds enforce this idea of a normal, everyday classroom atmosphere.
Analysis
This video clip shows him in a poor light :
Lazy: The teacher doesn't want to follow the schedule or curriculum that is laid out for him ("We can start on this crapola tomorrow").
Self-indulgent: Selfish; only concerned with his own wants or needs and feels nothing for his students (takes student's lunch much like a bully would; doesn't want to listen to student's inquiries; proceeds to tell student to "Shut up")
Impatient: doesn't care to reason; dismisses student's need for self-efficacy out of frustration with the student (Miranda Cosgrove) for her questions. ("We get gold stars when we master the material in class. How do we get gold stars if we just have recess? Rips the poster for the gold stars down). This makes it seem like the students are the ones who want to learn but the teacher is the one prohibiting them from doing so versus them being unmotivated or unwilling to learn.
Video 2: New Schedule
Analysis
Going back to the characteristics portrayed in the first clip one can see the progression taking place in the role of the teacher:
Shift from being lazy and not wanting structure to actually instituting a schedule or curriculum for the students (no longer wants to just have "recess" or do nothing).
Starts a discussion that looks for student input, moving away from this idea that he only cares about himself. The teacher actually shows he cares about students learning or knowing the facts or history about the Rock genre.
Mostly still impatient but it is more from frustration about their lack of knowledge and not from them wanting to learn.


Film Techniques
Shots: Establishing shot from the point of view of someone sitting in the back row of the classroom, at eye-level showing the back of the students heads with the teacher positioned at the front of the classroom to convey that progression towards actually caring to teach students, frequent close-ups of teacher and various students talking, switches from teacher to shots of the class to show student reactions.
Camera Angles: Eye level; puts teacher on the same level as the students to show they are equal and convey the immaturity of the teacher.
Lighting: soft, natural lighting to suggest a clean, orderly, enriching environment as before.
Sound: natural sounds; shifting in seats, shuffling of feet, writing on the chalkboard. These are familiar classroom sounds to enforce that normal classroom structure.
Shots: Close-ups of teacher and students; more shots from the point of the view of a student looking at the teacher to suggest a figure of authority is present, may also suggest that the focus is no longer just on him and his needs but his students.
Camera Angles: Eye level; puts teacher on the same level as the students to show they are equal and convey the immaturity of the teacher.
Lighting: soft, natural lighting to suggest a clean, orderly, enriching environment as before.
Sound: natural sounds; shuffling of feet, holding the guitar.
Analysis
Although he is still unconventional in his teaching style, the role of Dewey Finn as a teacher has come a long way since the first clip.
He poses questions that relate to students by actually allowing them to make fun of him in order to brainstorm. This suggests he is no longer concerned with himself or his needs. He also cares enough now to learn their names (referring to "Shortstop" from the previous clip as Leonard now).
He is actively involved in getting students motivated both intellectually but emotionally as well-fueling the passion ("Gotta feel it in your blood and guts." No longer lazy or unproductive.
He is much more patient with the answers that student give than the other clips. He also compliments them on their answers.
Film Techniques
Video 3: Telling Off Schneebly
Can you think of any camera angles?
Watch the clip and identify at least 2-3 camera angles. State its purpose and effect on the audience
Why are camera angles used, when and for what purpose?
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