2 Hour Reflection

Part I: 2 Hour Presentation

1. Two-Presentation Assessment

P

Why?

Just because I had more information than actually needed. I actually put in examples  of events and experiences I learned and actually experienced myself through my research and my service learning. Plus, even though one activity did not go fully according to my lesson plan, the students still learned from them and realized the connection between my answers and my activities. I even managed to make time and finish right on time as well. Also I thought my whole concept, set up, and design of my presentation area was unique as well.

2. What are you most proud of in your 2 hour presentation and why?

I am mostly proud of being able to be done on time and have over thirty minutes of talking during my explanation of my first answer, which is a good sign because Mr. Navaroli told me that it meant that I knew a lot about my senior project, so it was good for me to know that I did know my senior project and that gave me even more confidence in my knowledge throughout the rest of the presentation. I am also proud that the activities I had for my presentation worked and the students were able to have fun with them and learn from them.

Part II: Overall Senior Project Experience

3.  What do you think you did well on the senior project? What could have you done better? Please explain.

Throughout the whole senior project I think my strengths were my service learning and most of the second semester because I had P's for almost every component in second semester with the exception of the 20 min presentation which I feel to this day could have been better, but the 2 hour fortunately made up for. I am mostly proud of my science fair project, my I-Search, my exit interview, and my 2 hour presentation. The service learning was fun too, and I learned a lot about my topic from since the beginning of the year. What I could have fixed was most of my first semester, all this time I could have gotten better research than just straight articles off the web and I did not get full quality printed research until late second semester and most of my components beforehand could've been done better.

4. What is your EQ and what is the best answer to my EQ?

My EQ is "What is most essential during the production of a quality film?" and my best answer is a responsible producer who knows how to manage a schedule, hire a collaborative cast and crew, find a good story (screenplay), and make rightful decisions that will overall help the production of a quality film?

5. How has the last month of culminating events (e.g. I-Search, Two-Hour,etc.) affected your answer to your EQ? Has it changed?  Why or why not?

Pretty much the I-Search had helped me answer my EQ. The I-Search helped explain my answers which furthered helped me answer my EQ. The three column chart helped me answer my EQ as well because I incorporated what I have learned throughout the year and my service learning into it.

6. What suggestions do you have to improve the senior project?

I do not really have any suggestions to improve the senior project. The only problem was that during first semester we had to focus on our senior project during Model Assembly.

7. Overall Senior Project Assessment

P

Why?

I thin a P would be my average grade during my whole senior project. I did not expect a P anyway but the senior project experience helped me with components such as the science fair, I-Search, exit interview, and even the two-hour presentation. I believe the time I was at my service learning helped throughout my senior project and helped me gain more information and do more research. The senior project did it's purpose to help me further know my topic and the career field interest that I have. I had mentioned before in my two-hour presentation that my senior project helped me prepare for college in studying film and when doing courses I'll use my experience from my senior project to my advantage.

Service Learning

Literal

• Log:  Sept. 13 2010-3 hr, Sept. 15 2010-3 hr, Sept. 20 2010- 3 hr,  Sept. 22 2010- 3 hr,  Sept. 27 2010- 3 hr, Sept. 29 2010- 3 hr, Oct. 6 2010- 3 hr, Oct. 11 2010- 3 hr, Oct. 13 2010- 3hr, Oct. 18 2010- 3hr, Oct. 20 2010- 3hr, Oct. 25 2010- 3 hr, Oct. 27 2010- 3 hr, Nov. 8 2010- 3 hr, Nov. 10 2010- 3 hr, Nov. 15 2010- 3 hr, Nov. 17 2010- 3 hr, Nov. 22 2010- 3 hr, Nov. 29 2010- 3hr, Dec. 1 2010- 3 hr, Dec. 6 2010- 3 hr, Dec. 8 2010- 3 hr, Dec. 13 2010- 3 hr, Dec. 15 2010- 3 hr, Jan. 3 2011- 3 hr, Jan. 5 2011- 3hr, Jan. 10 2011- 3 hr, Jan. 12 2011- 3 hr, Jan. 19 2011- 3 hr, Jan. 24 2011- 3 hr, Jan. 26 2011- 3 hr, Jan. 31 2011- 3 hr, Feb. 2 2011- 3 hr, Feb. 7 2011- 3 hr, Feb. 9 2011- 3 hr, Feb. 14 2011- 3 hr, Feb. 16 2011- 3 hr, Feb. 23 2011- 3 hr, Feb. 28 2011- 3 hr, Mar. 2 2011- 3 hr, Mar. 7 2011- 3 hr, Mar. 9 2011- 3 hr, Mar. 14 2011 - 3 hr, Mar. 16 2011- 3 hr, Mar. 21 2011- 3 hr, Mar. 23 2011- 3 hr, Mar. 28 2011- 3 hr, Mar. 30 2011- 3 hr, Apr. 4 2011- 3 hr, Apr. 6 2011- 3 hr, Apr. 11 2011- 3 hr, Apr. 13 2011- 3 hr, Apr. 18 2011- 3hr, Apr. 20 2011- 3 hr, Apr. 25 2011- 3 hr, Apr. 27-  3 hr, May 2 2011- 3 hr, May 4 2011- 3 hr, May 9 2011- 3 hr, May 11 2011- 3 hr, Total: 180 hours
• Service Learning Mentor: My service learning mentor was Phillip Miller who is the teachers of the ROP Film/Video Production class.

Interpretive

The most important thing I gained from my experience in my service learning was the whole experience of film production. As we went on to do more films in the class such as adaptations, music videos, PSAs, and Romeo and Juliet adaptation, the pressure grew and Mr. Miller was expecting more from us as time went on. There were also conflicts we had to face during productions that real Hollywood productions would face such as one of the cast and crew members showing up late, not being collaborative, and major delays within productions. After each film I learned something new and it helps me to know on what not to mess up on the next film or in the future when working in the film industry.

Applied

My service learning helped me choose my best answer for my essential question, because the producer on our films held a lot of responsibility, and if that producer is not doing their duties then the production gets delayed and eventually collapses, but it is also the producer's job to assign a responsible and collaborative cast and crew that is determined to get the film done without the producer's presence. For each film the producer had to turn in a production book at the end which documented schedules, records, screenplays, storyboards and other documents that was evidence to the teacher that we did our work filming. The entire outcome of our films all reflected the producer who is in charge of scheduling timing on how long our productions are so fast and weak performances can be seen in the final film meaning it was rushed or less effort was put into it, but a film filled with full effort and quality work can be seen as well if the film gets a good producer. 

2 hour presentation Rough Draft

Sponge Activity: For my sponge activity I will use the decorations and props for my presentations, which are going to be the movie posters and DVD cases and have every student I present to walk around the room and look at the credits which appear either at the bottom of the movie poster or the back of a DVD case. After they are finished, I will ask some of them to state a film on a poster or DVD they have looked at and ask them what they know about the film and the people who have worked on it such as the producer, director, actor, etc. This sponge activity will be the start off of my presentation to get the students start knowing on who is part of the production of a film and to appreciate those people. Goal: 5 min

Introduction: For my introduction I will first start off by welcoming everyone to my presentation, introducing myself and my senior topic and explaining the reason why I chose it which is because I am a person who loves film and loves watching films whether they would be considered good or bad and critiquing them on why I liked or did not like it and I am always interested in the people who are part of the production such as the producer, director, and actors. Why I specifically chose Film Production is because I wanted to go deeper into the subject, I wanted to enter the world of film industry and wanted to know more about the process and people who are part of it and who are responsible for even having a film exist. I will then explain my essential question which is "What is most essential during the production of a quality film?" which means what is most necessary or needed during the making of a film that is both worth making for and worth watching after. Finally I am going to explain the plan the plan for the day which is first starting off by explaining what the production of a film is and who are the key people behind it, then explain my first answer: a collaborative cast and crew, then the activity to that answer, my second and final answer: a responsible producer who knows how to manage a schedule, find a good story (screenplay), hire a talented and collaborative cast and crew, and make rightful decisions that will overall help the production, after that the second and last activity relating to that answer, and finally the conclusion. Goal: 2 min


Foundation: For the foundation I will explain what the production of a film with explaining each stage of film production, what goes on during production in those stages, and who are the key people working in those stages which are development, pre-production, production, post-production, and distribution. Goal: 2 min

Body:


Answer 1: My first answer that I will be discussing about is a collaborative cast and crew, which means a cast and crew who work together like a team or a family. I will explain how the cast and crew can be collaborative with one another without starting any conflicts and after explain who are the key people who are part of the cast and crew and their jobs from least to most important. I will start off by explaining who the gaffer is, who is basically the light technician on the set. I will explain how a gaffer needs to know how to use their lights, and how to use key, fill, and back lighting by using lights borrowed from my ROP class. Then I will explain who the sound engineer is, or boom mic operator, what their job is, who are the grips, and how to properly set up and use the boom mic by borrowing equipment from the ROP class. After I will explain what an associate producer is and what an assistant director is and what are their duties. Then I will explain who the cinematographer is, such as what their jobs are, and what is their relationship between the director, camera operators, and gaffers. Then I will explain what is an actor, and how they should get into character while filming, and how they can be collaborative with the rest of the cast and crew. I will also reveal my top five favorite actors/actresses that have been or currently involved in the film industry and why.  Finally I discuss who the director is, such as their duites, how they do their job, how they should do their job, how they should form relationships between their cast and crew and make them feel important. I will also reveal my top five favorite directors who have been or currently are busy in the film industry and why. Why I chose to go with this format to present my first answer is because the goal of this is to get the students to be familiar with these different people and connect it with group and teamwork projects they currently do at the school. Also to explain how these different cast and crew members can do their job proficiently so that they would be considered collaborative and easy to work with. Goal: 15 min

Activity 1: My first activity will consist of students to choose a known film from a prepared screenplay and to film a scene (using the cameras and other equipment such as boom mic, headphones, and tripod) from that film. By the beginning of my presentation, students are going to be divided into groups based on film distribution studios such as Universal, Warner Bros., Paramount, Disney, Columbia, and 20th Century Fox, this will teach them about competition and trying to make the better film. I will then hand out a paper to each student from each group to have them pick out. The paper will have a job written for them such as producer, director, actor, cinematographer, etc. The producer for each group is going to choose the film according to whatever distributing studio they belong to (ex. Universal-Jurassic Park, Disney- Beauty and the Beast) which is going to be adapted by them. After that I will give each student from each group a paper to pick out again except for the producer. These papers will have a personality trait on them which would say friendly, cynical, bossy, rude, kind, yes-man, shy, obnoxious, peacemaker, leader, smart alek, etc. The students can reveal what job they have but they CANNOT reveal what personality trait they have, for they have to learn how to get to know each other and how to work with one another before assuming they know about the person from what they've seen or heard about, which happens a lot in film production. The students have to make sure they play out their roles and personalities. They have about the 10 min to rehearse  lines and scenes and 10 min to film, otherwise they have the whole 20 min if they want to start filming. After they film, we will briefly, discuss about their experiences. Probably by the end of the entire presentation, we can review what what was recorded by the students. This relates to my first answer because the students will learn how to be the different roles on production and how to collaborate with each other. Goal: 20 min

Answer 2: My second and final answer is a responsible producer who knows how to manage a schedule, find a good story (screenplay), hire a talented and collaborative cast and crew, and make rightful decisions that will overall help the production. Basically for this part I will go into detail of how the producer should present these qualities during the production of a film. First I will discuss about different documents and schedules that the producer has to manage and be responsible for such as call sheets, take logs, schedules, storyboards, still shots, and screenplays. Second I will discuss how a producer finds a good story, what they expect and look for in a story or screenplay, and when they know they have found one. Third, I will discuss how the producer hires the cast and crew and the process that goes with it. Finally, I will discuss how the producer can settle conflicts and problems within the production of a film. I will also give examples of conflicts and problems that can occur on production such as cast and crew disputes and choosing locations and see if the students can figure out how to solve these problems. Goal: 15 min





Activity 2: For my second and final activity , the producers from each group and from the activity before are going to pitch films to their other group members acting as studio executives. Just like the activity from before the producers will choose a film corresponding to their distributing company. To all the studio executives I will pass out papers to each of them that they pick out randomly that either say "Love it" or "Hate it" and during the pitch the studio executives must come up and reasons why they should finance this film to the producer and if they hate it, challenge the producer to make them convinced to finance the film. What the producer has to do is showoff screenplays and storyboards to the studio executives and discuss who they want to use for the film such as director and actors, where they want to film it, and further information on why they want the film to be financed. By the end of the activity each group has to state where the film was green lit or dropped. This relates to my second answer because it requires the producer to be interested in a story they like, hence most likely the producers will choose the film they like most, and they have to explain who they want to hire on the film, which were the actual cast and director who actually worked on the film, why they should be hired, where they plan to film and why, and what can they do to settle conflicts and disputes. Goal: 20 min

Conclusion
  Best Answer: My best answer for my essential question "What is most essential during the production of a quality film?" is a responsible producer who knows how manage a schedule, find a good story (screenplay), hire a talented and collaborative cast and crew, and make rightful decisions that will overall help the production. I chose this answer because it is the producer that starts the production of the film, they are the people who get all credited cast and crew members, all the special effects supervisors, music composers, etc. to work on the film. All the qualities I had listed that a responsible producer should have is the very reason why a film that was once in production turns out to be a quality film and be successful. Most of this reason comes from my service learning to, depending on what type of producer you are in an assigned film, determines the overall grade of the film and how it turns out. I will explain this and furthermore about why a responsible producer would be the best answer. Also something to note, at the Academy Awards, the one who is awarded the Best Picture Oscar is the producer(s). Goal: 2 min

1. Three Most Important Sources: My first important source would be my Service Learning. My service learning was the ROP Film/Video Production class taught by Phillip Miller. Mr. Miller taught more than what I expected in a filmmaking class, it felt more like a class taken in college. We were given numerous assignments to do films whether it would be silent shorts, music videos, PSAs, adaptations, or our own story and we the students are each assigned roles that actually exist in the film industry such as the producer, director, actor, screenwriter, editor, etc. I also had my third interview with Phillip Miller and beyond that we would always discuss about and critique films with one another and explain what worked what did not work and the performances of the producer, director, actors, and sometimes other crew members working on the film. His answer to my essential question was "A good story", but as we all know it had been the producer's responsibility to find that story. Just the experience alone and the ability to role play as actual people in the film industry and know what it's like to do their jobs gave me enough source to come to my final answer. Goal: 30 sec

2. My second most important source was Louis Fossum, a professor who teaches Film History and Theater at California Polytechnic University in Pomona, CA. I had my fourth interview with him and we discussed a lot about the roles and relationships with the cast and crew and the producers and their responsibilities, which most of his answers led me to my final answer and helped learn more about the people involved in film production. His answer to my essential question happened to be one of my answers "A collaborative cast and crew", but how I got to my answer as a responsible producer is that the producer hires that cast and crew and makes sure that the film is done on time and on budget due to the collaboration of the cast and crew. Goal: 30 sec

3. My third and final important source I am going to be discussingis a book called Filmmaking for Teens: Pulling Off Your Shorts by Troy Lanier and Clay Nicholas. The book teaches beginning filmmakers how to start making their own films from development to distribution, how to be a better producer, director, writer, etc., how to behave like someone on the cast and crew, how to plan out your production, and how to hire your people and use your sources such as locations, props, and equipments. This book discusses about almost everything I present in the 2 hour presentation and is a perfect book to read for beginners and is one of the books we learned from In my ROP class. Goal: 30 sec

Product: The product of my Senior Project which I will be discussing about is the chance of finally being a producer for my own films three times during the year. My first time of being a producer was my silent short in  I also directed and written early in ROP, a horror called "Attack of the Werewolf", my creative expression, I documentary which I also directed called "Best Films for I-Poly Class of 2011" which I interview several I-Poly seniors about their favorite films of all time. My third film I produced and written is a comedy called "Monitors" about a group of unofficial school hall monitors, which is also my last film in ROP. I feel this is important because ever since I was young, I loved creating stories and characters but afraid to get my ideas out there even to the beginning of senior year, but this project helped me face my fears and I got the chance to be a leader for once instead of being the one usually following orders. The project helped me be more responsible for my actions and decisions and not to be afraid of getting my ideas out there and creating more films. Recently I got accepted to California State University, Los Angeles and I am going to be attending there and be a major in Film and Television Media, where I can start furthering my career as a filmmaker and finally have the confidence to getting my stories, screenplays, talent, and ideas out into the film industry. Goal: 2 min

Independent component 2

1. Log: I went to the ROP Film/Video Production class on 2/14, 2/16, 2/21, 2/23, 2/28, 3/2, 3/7, 3/9, 3/14, 3/16, 3/21, 3/23, 3/28, 3/30, 4/5, 4/7, 4/12, 4/14, ,4/26,  and on 4/28 from 2:30pm to 5:30pm.

2. Here is a link to my YouTube channel for my senior project...http://www.youtube.com/user/curtisseniorproject

3. LIA
Literal:
(a) “I, Curtis Lopez, affirm that I completed my independent component which represents 30 hours of work.”

(b) My ROP class represents 30 hours of work because for the past two months I've been learning how to use new filming equipment such as a boom mic, lights, and learning how to use the editing software Final Cut Pro. Also with these past two months I am currently an assistant director on my current project which is a cinema verite adaptation of the famous balcony scene from Shakespeare's Romeo and Juliet and we spent these two months doing post-production and production on this film and at the same time prepping the actors on their lines. My job as assistant director is to start and mark takes using the slate and also recording the timecode off the camera and recording the takes.

Interpretive:

My hours should sum up to or be more than 30 hours, including those of last semester, because we spend about the two weeks working with new equipment and learning how to use Final Cut Pro. We practiced using Final Cut Pro by editing together a montage of our films that we had worked on in the past. At last our teacher, Phillip Miller showed us examples of different styles of film such as screwball romantic comedy, cinema verite, and film noir and explained the different elements that define these genres. He then showed us the 1996 film Shakespeare's Romeo + Juliet, which was a modern day adaptation of the play set in the 1990s Los Angeles. The film helped us with giving us an idea on how we can adapt the balcony scene from the play, which was our next project. So after we spent weeks in post-production (screenwriting and hiring actors) and production (principal photography). We still are currently in production.

Applied:
This class helped me to answer my EQ ,which is What is most essenial during the production of a film, because one of my answers is an experienced, responsible, and well-devoted cast and crew, and I feel that the ROP class has answered with that same exact answer because we all learned how to be a cast and crew while in production of a film. I got the chance to experience the hardships that occur during the production of a film including conflicts with scheduling with the producer and director, sometimes our cinematographer would show up late, but overall we can get collaborative by the end of the day. Our actor though is really collaborative and is able to quickly remember his lines. Mr. Miller has told me that when I take the role as producer for our next and last project, which I am honored in doing , I will learn from these difficulties and conflicts and know how to not face them again and I know having the experience of being producer will help with my product for this Senior Project. 

Creative Expression Idea

Topic: Film Production

EQ: What is most essential during the production of a film?

Art Idea: A documentary video discussing each of the Class of 2011's favorite film of all time.

How it relates to EQ: In the documentary the students will share why they like the film and what made it work for them (It could be the story, director, how it was shot, the actors, etc.) This all relates to what is most essential during the production of a film because it was either the cast and crew, producers, or the expense of the production that impressed the student and why they love the film.

Interview 4 Questions

1. How or when does a film producer know he has hired a perfect cast and crew?

2. How much power does one have if he/she is director, producer, and writer?

3. What all does the producer go through in order to get the film done on time and on schedule?

4. What does the producer do and responsible for if there is a delay in production?

5. What is the relationship between the producer and cast and crew?

6. What is the relationship between the cast and crew as a whole?

7. What is the responsibility of the cast and crew while the producer is not present?

8. Is there a level of importance in each cast and crew member?

9. Just because studio executives set a high budget lets say between $200-300 million on a film, do they expect it to be the best film of that year or at least successful in the box office?

10.  How does production differ from a regular live-action film than from an animated film?

11. How does production differ from a Hollywood production than from an independent film?

12. How much experience does one have to have in the film industry in order to take on the job as a producer?

13. In which step of film production does the producer is involved in most; development, pre-production, production, post-production, and/or distribution?

14. Why do you think films from big and successful producers such as Steven Spielberg, James Cameron, Jerry Bruckheimer, etc. get a lot of attention? Is it because they are well-known names or that they have been known to produce great films?

15.  Why do you think the Academy Award for Best Picture is awarded to the producers and not the studio that distributed the film?

16. Is it common for a film producer to be involved in more than one film at the same time?




17. How can a producer fix any conflicts that go on during production (for example, ranting actors, lazy cast and crew members, delay in needs such as lighting, sound, even catering). If firing is necessary how does that affect production.

18. When does the producer know he/she has found a great script (screenplay)?

19.  Define the phrase "eye for talent". Does the producer usually know who he/she wants to use for their film such as the director, actors, screenwriter, etc. or does he/she have to interview them or talk with them in anyway to make sure that they are credible?

20. What is most essential during the production of a film?

Independent Study 2 Approval

1. What I plan for my Independent Study 2 is to make a 20 to about 40 min film. I will start today with the story and later on the screenplay. If I don't go too far my screenplay might be my Independent Study. If that idea does not work I will continue including my hours from my ROP, but I am certain that I will make a film.

2. This Independent Study will relate to my EQ because by making my own film I will understand the process of film production even better and after I am complete with my final film, I could point out mistakes I have made and experience the burden that goes on in film production and find out "What is most necessary during the production of a film".