Monday, December 15, 2008

Weeweechu




It's a romantic full moon, when Pedro said, "Hey, mamacita, let's do Weeweechu."

Oh no, not now, let's look at the moon!" said Rosita.

Oh, c'mon baby, let's you and I do Weeweechu. I love you and it's the perfect time," Pedro begged.

"But I wanna just hold your hand and watch the moon." replied Rosita.

Please, corazoncito, just once, do Weeweechu with me."

Rosita looked at Pedro and said, "OK, one time, we'll do Weeweechu."

Pedro grabbed his guitar and they both sang.....





"Weeweechu a Merry Christmas, Weeweechu a Merry Christmas, Weeweechu a Merry Christmas, and a Happy New Year."

Saturday, December 13, 2008

Stealing Beauty (1996)

Stealing Beauty
Directed by Bernardo Bertolucci

After her mother commits suicide, nineteen year old Lucy Harmon travels to Italy to have her picture painted. However, she has other reasons for wanting to go. She wants to renew her acquaintance with Nicolo Donati, a young boy with whom she fell in love on her last visit four years ago. She also is trying tosolve the riddle left in a diary written by her dead mother, Sara. Written by Kale Whorton

For 20 years many visitors have come to the villa on an Italian hilltop owned by an English artist. Lucy, a 19-year-old American, was last there four years ago and wants to meet up again with the young Italian who kissed her and corresponded for a while. And she has brought the diary of her late mother filled with enigmatic poems that suggest Lucy was conceived on that hilltop. Lucy wants to find out if Daddy is the Italian war correspondent who wrote to her mother for 20 years. Then again Daddy could be the dying English playwright in residence or the artist who uses a chainsaw on tree trunks for his sculptures. The three, of course, have no idea that Lucy is there to solve a mystery. They, the artist's wife, daughter of that wife and the daughter's American lover are most intrigued by Lucy's virginity. Written by Dale O'Connor

Lucy Harmon is a 19-year old American girl who is the daughter of poet Sara Harmon. After Sara commits suicide, Lucy travels to Italty and visits her mother's friends, Diana and her husband, Irish artist Ian, where Lucy wants a picture of her painted. Lucy decided to return to Italy to reunite with Nicolo Donati, a Italian boy she once fell in love with four years ago, when she last visited Italy. But reuniting with Nicolo isn't the only reason why Lucy decided to return to Italy, Lucy is on a personal journey, as she sets out to solve a mystery in her Mother's diary and discover who her father is who conceived her 20 years ago. Lucy's journey leads her to befriend Alex, a play-writer who is dying of cancer whom Lucy thinks may be her father or her father could be the artist who makes statutes from trees and sets out to loose her virginity as Diana and her daughter Miranda's boyfriend Richard become intrigued by her. Written by

Three Poems:

The three poems we see Lucy (Liv Tyler) compose while in Italy are: - 1. I have her secret deep within for years I've had to hide I've bought the clues And now I'm hope To bring the truth outside - 2. I wait I wait so patiently I'm as quiet as a cup I hope you'll come and rattle me Quick! Come wake me up. - 3. The dye is cast The dice are rolled I feel like shit you look like gold.


Director: Bernardo Bertolucci


Writer: Bernardo Bertolucci (story) Susan Minot (writer)


Release Date: 14 June 1996 (USA)


Genre: Drama; Romance


Tagline: The most beautiful place to be is in love.


Tuesday, November 25, 2008

Secrets of Swimming Pool : An Interview with François Ozon



Secrets of Swimming Pool : An Interview with François Ozon

Swimming Pool is world-premiering In Competition at the 2003 Cannes International Film Festival. With Swimming Pool, Europe's most daring and inventive writer/director, François Ozon, reunites with his two favorite leading ladies, Charlotte Rampling (of Under the Sand) and Ludivine Sagnier (of 8 Women). Deliciously sophisticated and sexy, Swimming Pool, the first of Mr. Ozon's movies to be made in the English language, revisits the sense of mystery that infused Under the Sand.

Q: How did Swimming Pool bring you back together with your two favorite leading ladies?

François Ozon: After 8 Women, I wanted to return to a film that would be more intimate - simpler, with fewer characters - and would star actresses I already knew and had an easy rapport with. I immediately thought of Charlotte Rampling, because Under the Sand had been a beautiful experience for both of us. I wrote the part for her, and we awaited her commitment before moving forward.

Ludivine Sagnier's role was originally written for a young man. But I felt that a relationship between two women would be more interesting, and I wanted to further explore the kind of relationship that bound Gaby [Catherine Deneuve] and Louise [Emmanuelle Béart] in 8 Women. With Charlotte playing opposite Ludivine, I could suggest a mother/daughter relationship - and also match an established actress opposite a younger one.

Ludivine had suffered a bit during 8 Women because I paid more attention to the other actresses; except for Ludivine, I hadn't worked with any of them before. Since she played a tomboy in that film, I wanted to spoil her with a sexy new role. Ludivine began to train physically to become a sort of Marilyn Monroe of the South of France.

Q: This is your first movie in English. What motivated you to take this step?

FO: Once I made the lead character an English author and cast Charlotte, I thought it only natural. Also, I thought it would be fun to try to direct actors in English. I do speak the language but have not completely mastered it. Since Charlotte speaks fluent French, I didn't think it would be too complicated. The language did become a game in that, first, I wrote the script in French. Then I had it translated. Going from French into English, the script evolved, because some of the nuances in French did not translate exactly into English. We had to find equivalents.

Q: That's another part of the creative process, which Swimming Pool addresses as a whole.

FO: Yes. People are constantly asking me, "How is it possible for you to make one film after the other? Where does your inspiration come from?" To answer that question, I had the idea of projecting myself onto the character of an English writer instead of talking about myself as a director. So then the exploration became, how does a writer find inspiration and create a story, and what links that story to reality?

For her work, Sarah Morton needs to be alone, to lock herself away in a comfortable house and follow a strict regimen with rules that she imposes on herself. Then, suddenly, reality comes knocking on her door. Her first reaction, of course, is to reject it and to withdraw into herself. But then she decides to let this reality enter into her project. Sooner or later, the artist is forced to make a pact with reality.

Q: Sarah is an English mystery writer. Why, and how, were you so specific?

FO: Because I think it is not the style that is most important, but rather the narrative - the intrigue and the accumulation of clues that ultimately lead to the murderer or the solution. Writing a screenplay is similar in that all of the elements are put into place so that they can be brought to life during filming. In filmmaking, I like throwing the spectator off guard, going someplace unexpected.

Ever since Agatha Christie, there is a tradition of English women writers who like to describe particularly troubling or horrible characters and situations. I met with François Rivičre, who has studied these writers and gave me some insight into their psychologies. A number of them drink too much, have repressed lesbian tendencies, and are fascinated by perversions.

Before we started the film, I sent the script to the author Ruth Rendell and proposed that she imagine the book that Sarah would write in Swimming Pool. She answered me right away with a very sharp letter; she thought I had the nerve to ask her to write a novelization of the script, and she let me know that she has never needed anyone's help with her writing. Charlotte was amused by this and told me this was exactly how Sarah Morton would have reacted.

Q: Did you work closely with Charlotte Rampling to create the character of Sarah Morton?

FO: While the character of Marie in Under the Sand fed off of Charlotte's personality, this time the character is completely invented. In real life, Charlotte is very far from Sarah Morton.

With Pascaline Chavanne, our costume designer, Charlotte and I looked at photos of Patricia Highsmith, Patricia Cornwell, P.D. James, and Ruth Rendell. They all have something masculine about them, and they all give the impression that life stopped in the 1970s. Charlotte agreed to cut her hair and to go in that direction. As Swimming Pool progresses, Sarah evolves in both her attitudes and her clothes. She blossoms, becoming more feminine and luminous.

Q: The author physically changes as she writes.

FO: Yes, I wanted to start off with the cliché of the old Englishwoman uncomfortable in her own skin - who was probably radiant in her youth. I also wanted this aging body to become an object of desire, maybe even more than Julie's.

Most importantly, I wanted Sarah and Julie's bodies to each take on the qualities of the other. Sarah undresses little by little, her clothes become more feminine, and a portion of life is reinstated. Julie, on the other hand, begins to lose her former artifice and move towards purity. She turns into a child again, whereas she begins the story as a very aggressive and sexual young woman. There is a mutual exchange between these two women.

I've created an unusual rhythm since we do not immediately step into the story proper. The establishing scenes are very important. First, in London, we discover Sarah in her daily little world - interacting with her publisher, her family situation as a spinster living with her father, her taste for alcohol…Then there is a second introduction to Sarah, which shows her setting up shop in Lubéron and settling into work.

This way, we step into Sarah's story - the way she works, the tangible methods of a writer who requires a specific environment what with her habits and her odd little ways. Swimming Pool adheres to the rhythm of the creative process: things fall into place bit by bit, and in the last half-hour everything speeds up. Then you're dealing with highly concentrated twists and emotions.

Q: The end of the film suggests that not everything Sarah's seen has been real.

FO: In the creative process, things are never simple: What is real and what is not? How do you differentiate fantasy from reality? This theme also echoes Under the Sand, where Charlottte's character kept mixing fantasy and reality. Although in Swimming Pool, everything related to fantasy is part of the act of creation, so it is more channeled and less likely to end up causing madness.

In terms of directing, I've treated everything that is imaginary in Swimming Pool in a realistic way so that you see it all - fantasy and reality alike - on the same plane. When you tell a story, or when you film it, your process of identification with your characters is such that you completely immerse yourself in their logic and their perceptions. It's as if you're experiencing the same emotions that they are.

Q: Please tell us about composer Philippe Rombi's score for the film.

FO: Usually, I'll ask the composer to look at the movie towards the end of editing. This time, since the film is about a book in the process of being written, I thought it would be intriguing to give the composer the screenplay so that his music might hint at what the book is about. So at the outset of the film, the melody is very fragmented, just a few notes. The real theme asserts itself only gradually. I wanted it played with different instruments throughout the film, accompanying the story's own evolution.

Q: Is there a specific meaning to the swimming pool itself?

FO: Each person can see in it whatever symbol he or she desires. I've filmed bodies of water several times before - most often the ocean, which I have used to embody a lack of inhibition, or a sense of anguish. In this film, I'm utilizing the swimming pool for its plasticine quality and also for its enclosed and confining aspect. Contrary to the ocean, a pool is something that you can manipulate.

The swimming pool is Julie's space. The pool is like a cinema screen on which you project things and through which a character enters. It takes a long time before Sarah Morton gets into the swimming pool. She can do it only when Julie becomes her inspiration, and only when the pool is finally clean.


Monday, November 24, 2008

6 Most Important Decisions You’ll Ever Make: A Guide for Teens

Sean Covey

Sean Covey, best selling author of The 7 Habits of Highly Effective Teens, The 6 Most Important Decisions You’ll Ever Make and 7 Habits of Happy Kids, will be here in the Philippines to talk about “It’s Your Choice, TeenChat with Sean Covey. The talk will be at Irwin Theater at Ateneo de Manila University, and will be shown by video streaming at the Finster Auditorium, 7/F Finster Hall, Ateneo de Davao University, 2-5PM, 25 November 2009.

At this assembly, Sean will address approximately 2,000 students to talk about the 6 Most Important Decisions You’ll Ever Make: A Guide for Teens. High school and college students are strongly encouraged to attend this event.

We would like to invite you to participate in this rare event. There is no admission fee.

If you are interested, kindly confirm your attendance at (82) 221.2411 local 8303, local 8302, or 8253 as soon as possible. Look for Devi or Ivy. We have limited seats in the auditorium.

Schedule:

2:00 PM - Registration Begins
2:45 - Franklin Covey AVP
3:00 - National Anthem and Invocation
3:10 - Introduction of Schools
3:20 - Opening Remarks
3:30 - Sean Covey’s Main Talk
4:30 - Reedley School Master and Valedictorian
4:45 - Question and Answer/ Closing Remarks

Thank you very much.

Tuesday, November 11, 2008

Hum 3 Assignment 2:

Humanities 3: Film Principles
Reading Assignment

1. Movie Theater Etiquette by Michelle Jones
2. Notes on the Nature of Film Language: Mimetic Element
3. The Elements of Film

These can be obtained from the class beadle, or from the net resources (course description I distributed in the class).

Hum 3: The Piano (Jane Campion)


The Piano, Directed by Jane Campion.

See Boston Review by Alan A. Stone.

Tuesday, November 04, 2008

Assignment 1

Assignment for Humanities 3: Film Principles:

Please read the History of the Discovery of Cinematography at:
http://www.precinemahistory.net/

An Introduction to Malena


An Introduction to MALENA

A world at war.  A young man coming of age.  And a woman who changed his life forever

Starring Monica Bellucci and Giuseppe Sulfaro. Directed by Giuseppe Tornatore. (R. 94 minutes. In Italian with English subtitles.)

'Time has passed and I have loved many women ... And as they've held me close, and asked if I will remember them .... I've said yes, I will remember you. But the only one I've never forgotten is the one who never asked, Malena."

In Sicily, Malena was every man's dream.  She was attractive and she seemed easy.  Unfortunately, she was already married.  One day, a word about her husband's disappearance spreads and the male populace is given hope.  Now Romano, the adolescent man who has desired Malena for the longest time can freely express his ardor to the beautiful lady.  But he does not seem to have the courage to express himself.  Will he continue to dream, like he has done in the past or will he garner enough strength to realize the dream?

Malena is a moving fable about the powers of the imagination and the perils of growing up. Another achingly poignant remembrance of childhood's most magical and transforming moments, this time Tornatore takes on adolescence - and the brushes with beauty, sexuality, revenge, the madness of war and the hunger for romance that open a child's eyes to an understanding of love and responsibility.

Malena is the most ravishing and irresistible beauty in Castelcuto, a sleepy village on the sunny Sicilian shore. She's new in town and with her husband away at war, every stroll she takes through town turns into a spectacle, accompanied by the lustful looks of the townsmen and the resentful gossip of their envious wives. An army of skinny teens on bicycles follows her everywhere just to stare at her exquisite, archetypal beauty. But among those boys is Renato Amoroso, an imaginative 13-year old who takes his desire to unexpected heights of obsessive fantasy.

Fueled by his dreams of cinematic romance, Renato Amoroso becomes Malena's secret shadow, a spy of love following closely her every sensuous move. The smallest moments in her life are perceived with a boy's highly charged eroticism. Even as his parents comically attempt to thwart his "sinful," "unhealthy" behavior - boarding up his windows, taking him to a priest, then an exorcist, then a prostitute - Renato maintains his vigilant, voyeuristic watch over Malena. He watches as her fortunes take a dark turn, as Malena becomes a young widow, and then becomes the dangerous object of the town's pent-up lust, jealousy and anger - the very eye of an emotional, erotic storm that sweeps across Castelcuto.

But as Malena is dragged down, disowned by her father, thrust into court, cut off from a livelihood and left penniless, Renato is sadly exposed to the social impact of provincial life. When all seems lost, he finds the courage to act, to take responsibility, and in doing so, to help Malena in the most unexpected of ways.

And one year later, Renato is once again watching from afar, as Malena, in typical Sicilian tradition, returns to Castelcuto to try and restore her dignity and honor in the town where it was lost.

Like his Academy Award-winning Cinema Paradiso (Nuovo cinema Paradiso), Giuseppe Tornatore's new film, Malèna, dwells in a nostalgia for the past, and for the coming-of-age of a single young male protagonist. Additionally, both films are set against the backdrop of the end of World War II, and focus on the young hero's maturation and subsequent loss of innocence. Though the war occupies a more prominent thematic position in Malèna, Tornatore's suggestion in both films is clear — there is no innocence possible, individually or culturally, after Mussolini, fascism, and the Holocaust. Indeed. As Theodor Adorno declared years ago, "Poetry after Auschwitz is barbaric."

Cinema Paradiso's major failure is that, while it raises the specter of post-war social and cultural transformations in Italy, it is content to wallow self-indulgently in its protagonist's sexual failures and naïve desire to escape his past. Malèna allows no such flight. Here the past is not dead or inert, it always influences the future; unlike Cinema Paradiso, this film recognizes the futility of its own nostalgia. Furthermore, the rather treacly love story — between Renato (Giuseppe Sulfaro) and the war

widow Malèna (Monica Bellucci) isn't "merely" commentary on a boy's sexual awakening and his first impossible/unrequited passion. Renato and Malèna represent traditional Italian social and gender relations, as well as the political and cultural effects of Il Duce's dictatorship. The success of Malèna lies in how both Renato and Malèna's bodies and stories become national bodies and national stories, and in its negotiation of a delusional nostalgia for an Edenic, pre-Mussolini Italy in a post-Auschwitz world.

The film takes place in the small Sicilian village of Castelcuto around 1941, and we follow 12-year-old Renato's obsession with Malèna. She is left alone, with only her aged father for family, when her new husband Nino (Gaetano Aronico) goes off to war. As Renato's fascination with Malèna grows, we watch him engage in a series of rather predictable youthful shenanigans (which are nonetheless entertaining), including stealing a pair of her panties from the laundry line, masturbating incessantly, and causing his conservative Catholic family much consternation. Recalling Tornatore's previous work, Renato's masturbatorial fantasies cast him and Malèna in the roles of classic Hollywood romances — Tarzan and Malèna, Cowboy Renato saves Malèna from savage Indians, and Gladiator Renato proves his worth to the Empress Malèna. In these images come the first suggestion that nostalgia is untenable: while these cinematic romances point out the unattainability of any relationship between Renato and Malèna, they also belie the realities of the decidedly non-idyllic relationships Renato observes around him. In the end, Renato cannot save Malèna from any of the tragedies that befall her.

Isolated and beautiful, Malèna soon becomes the object of every male's sexual fantasy and the scorn of every local woman, all of whom seemingly exist only to spread rumors about Malèna's sexual habits. Each time she walks through the piazza, Malèna is met with lecherous stares and catcalls from the men, and stony glares and hand-covered whispers by the women. After she receives word of her husband's death and her father is killed during an Allied bombing of Sicily, Malèna finds that she, literally, has nowhere to turn. With no one to protect her virtue, Malèna is a target for sexual predations. After the smitten dentist Cusimano (Pippo Providenti) is caught lurking around her house, much to his wife's outrage, Malèna must prove in court that she is not guilty of "indecent behavior," or face two years in prison. This ham-handed commentary on the place of women in traditional Catholic Sicilian society (it's a virgin/whore thing, you know) is one of the film's major shortcomings. The second is that while Renato comes out of the war and his obsession without a scratch, Malèna is repeatedly exploited and abused; as usual, the miseries of the world are seemingly best "understood" (by whom, I wonder) through the debasement of women.

Also victimized by a local merchant who offers her rationed sugar, coffee, and other foodstuffs in exchange for sexual favors, Malèna soon sees that prostitution is the only avenue to ensure her own survival, and she actually becomes the "whore" about whom all the tongues have been wagging. What the film never really attends to, despite the lengths taken to show how "chaste" Malèna is contrary to village gossip, is how she so easily comes to this decision. But this is also where Malèna is transformed into political allegory, which is perhaps the only reason for her expeditious transformation. Malèna prostitutes herself not to the local men who so desire her, but to the German officers who occupy the town, just as, the film is suggesting, Il Duce prostituted Italy to Hitler's Germany. Now that Malèna's body and story have become the stuff of national symbolics, her fate at the hands of Castelcuto's women after the war is anything but surprising. Once Mussolini is overthrown and the U.S. army liberates Sicily — in a particularly gruesome scene — these women drag Malèna into the piazza, where they beat her, shave her head, and banish her.

In the aftermath of the war, the integrity of the nation must be reasserted, and this is effected on the local, Castelcuto level by abjecting the compromised body of Malèna. That is, her body and her life are a past that must be forgotten/gotten rid of. The film continues to demonstrate how the villagers attempt to rewrite history — as well as their own roles in that history — and how local knowledges are thus transformed into official knowledges. We overhear a local businessman talking about Malèna's whereabouts, and he muses that she is probably a "Commie" and has gone to the Soviet Union. According to this logic, Italy's cozying up to Nazism can only be forgotten by focusing on a new enemy, and behaving as if the "Commies" are and always have been the antithesis of everything Italy stands for. This man, of course, was also the leader of the local fascist cadre during the war, a role he quickly repudiates when asked if his new party line doesn't contradict his previous political role in the village.

For all the townsfolk's various attempts to erase or forget their own roles in the war, in the end Malèna returns to Castelcuto and becomes a constant physical reminder of the past, its continuity, and presence in today. Malèna's presence repeatedly challenges the nostalgia for an "innocent" past that infuses the population of post-war Castelcuto. The past is never simply past; this is the "lesson" that Renato learns. And while Malèna at first seems to be about one boy's sexual awakening, on a much broader level, it is about his — and Italy's and "our" — coming into historical consciousness, our awakening to the vicissitudes and legacies of the past and how they influence bodies and histories, both individual and national.

 

 

Course Description



HUM 3: FILM PRINCIPLES
Jeremy S. Eliab
Second Semester, 2008-2009
Phone: (82) 2212411 local 8302
Office Hours: 10-11 MW
E-mail: jse@addu.edu.ph
Smart SMS: BONG FEEDBACK YOUR MESSAGE and send to 700-ADDU
Web Resources: http://banyuhay.multiply.com; http://hum3.blogspot.com; http://eliab.tripod.com/film

Textbooks and References
• Bordwell, David, and Kristin Thompson. Film Art: An Introduction. 6th Edition. New York: McGraw Hill, 2001 (Check Reserve Section of the ADDU Library) (791.4301/B729/1997)
• Fischer, Edward. Film as Insight. Indiana: Fides Publishers, Inc., 1971.
• Casebier, Allan. Film Appreciation. New York: Harcourt Brace Jovanovich, Inc., 1976. (791.4301/C337)
• Johnson, Ron and Jan Bone. Understanding the Film. New York: National Textbook Co., 1976.
• Arnheim, Rudolf. Film as Art. Berkeley: University of California Press, 1966.
• Lewis, Jerry. The Total Film-Maker. New York: Warner Paperback Library, 1971.
• Gelmis, Joseph. The Film Director as Superstar. New York: Anchor Press, 1970.
• Deocampo, Nick. Short Film: The Emergence of a New Philippine Cinema. Manila: Communications Foundation of Asia, 1985.
• Boyum, Joy Gould, 1934. Film as Film: Critical Responses to Film Art. Allyn and Bacon, C1971 xv, 397p. (791.43/B793)
• Mast, Gerald. 1940-1990. Film Theory and Criticism: Introductory Readings. Oxford: Oxford University Press, c1992 (Check the Reserve Section of ADDU Library) (791.4301/M423/1992)
• Talbot, Daniel. ed. 1959. Film: An Anthology. Berkeley: University of California Press. (791.43082/F487)
• Access Ateneo de Davao University Library E-Catalog at http://library.addu.edu.ph

Course Description and Overview
Hum 3 (Film Principles) is an introduction to the scholarly, aesthetic analysis and study of the cinema. It is not a "Great Films" class; the films we will be viewing are not intended to represent "the greatest films ever made" (as if such a list could ever be generated and agreed upon). Rather, the course is designed to present a broad spectrum of genres and modes of cinematic storytelling and expression. We will see both classic and contemporary films, and although several of the films we will see will likely be familiar to you, we have deliberately included more lesser-known European films that challenge and diverge from the conventions and paradigms of traditional Hollywood filmmaking and the mainstream popular cinema. Consequently, one recurring concern of our class will be to better understand the formal, stylistic, and ideological relationships between the Classical Hollywood Cinema and its alternatives in both the art cinema and in the post-classical popular cinema. During the first half of the course, we will focus on mastering the various terms, elements, concepts, and theoretical constructs--in other words, the critical vocabulary--of cinematic aesthetic analysis. In the second half of the course we will expand our focus to include consideration of the social and historical contexts of the films we are studying.

Course Requirements
We all enjoy watching films (and we will likely explore the sources of this pleasure in our discussions), but be prepared to work hard in this course. The reading load can get heavy at times, and the material is often challenging and complex. Every student is required to view every assigned film, complete all reading and writing assignments on time, attend every class meeting, and actively participate in the class. You will need to keep up with the deadlines, because to do otherwise will throw you far behind and will not allow you to develop your skills at an appropriate pace. Your written work will be the focus of intense scrutiny, and I will give you as much feedback as humanly possible to guide your mastery of the course skills. You should expect to get written work returned with many comments and suggestions for improvement even if it receives an A. Below is a breakdown of the required work for this course, and their relative values expressed as percentages of the final course grade.

1/3 – Prelim: Film Analysis, Quizzes and Examination
1/3 – Midterm: Film Analysis, Individual Presentation and Examination
1/3 – Pre-Final: Film Analysis, Quizzes and Examination

Note: All written work must be turned in to pass the course. This means that you must turn in all papers and exams in order to get a passing grade. A zero on any of these assignments will automatically result in a failing grade for the course.


NOTE ON ACADEMIC INTEGRITY:
If any student plagiarizes in writing a paper--that is, copies or closely paraphrases from a source without proper quotation and acknowledgment of the source--then that student will be given a failing grade either on the paper or in the course. Cheating, fabrication, plagiarism will be dealt with seriously according to the existing rules and regulation of the University.

Class Grading Standards
A - achievement that is outstanding relative to the level necessary to meet course requirements. (92-100)
B+ - achievement that is significantly satisfactory to meet course requirements. (88-92)
B - achievement that is significantly above the level necessary to meet course requirements. (84-87)
C+ - achievement that meets the course requirements in every respect. (79-82)
C - achievement that fairly meets the course requirements. (76-78)
D - achievement that is worthy of credit even though it fails to meet fully the course requirements. (75)
F - Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit (70) or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an INC.
INC (Incomplete) Assigned at the discretion of the instructor when, due to extraordinary circumstances, e.g., hospitalization, a student is prevented from completing the work of the course on time. Requires a written agreement between instructor and student. (65)
FD (Failure Debarred) Represent failure (or no credit) due to tardiness and absences. The student absences and tardiness must not exceed 20% of the total number of session hours. (60)

Course Policies
1) Late arrival should be the exception. It is disruptive and extremely annoying, and common sense should tell you that it is a bad thing to annoy the teacher. When it is unavoidable, however, sign the late arrival form posted on the wall by the door and sit in the nearest available seat so as not to further disrupt the class. You are responsible for any information you miss, and because I often cover important business (such as assignments, due-dates, changes in the syllabus, etc.) in the first few minutes of class, make absolutely sure that you find out what you missed from one of your classmates.

2) Early preparation for departure---please don’t. Class ends at the scheduled time and not one, two, or three minutes before. If you promise to give me 3 full hours of your undivided attention, I promise to never keep you past the final bell. Give me 3 hours and I’ll never take more.

3) Participation in this class is required. This does not mean, however, that you MUST talk. I certainly appreciate, enjoy, and encourage lively class discussions, but "participation" simply means that you are actively taking part in the learning process occurring around you, and there’s no reason this can’t be done silently. You are participating as long as you come to class prepared, pay attention, take notes, and are generally engaged with the material. (You would be astounded, by the way, at how easy it is for a teacher to tell whether a quiet student is engaged with the class or is simply unprepared or uninterested in what is going on around her or him.) I understand that some folks are reluctant to speak, whether this reluctance arises from fear, self-consciousness, or cultural differences, and I will not force anyone to speak who doesn’t want to. However, I consider the ability to formulate and articulate questions and comments in the context of an informal class discussion to be one of the most important, valuable, and rewarding skills that the college experience has to offer (and one of the most valued skills in the "real world"), and those who choose not to take advantage of opportunities to speak in class are doing themselves a grave disservice. Everyone in class should try to raise their hand and contribute to class discussions (whether it be to ask a question or offer an insight) regularly throughout the semester.

4) Attendance in this class is mandatory. There is a tremendous amount of material to cover, terms and concepts to learn, and skills to develop in this course, and actual classroom time is limited to 30-75-minute lecture per week. Excessive absences and/or tardiness will affect what you learn and, consequently, the grade you earn. IMPORTANT: Four (4) absences will result in an automatic failure –debarred (FD) grade.

5) Keep the lines of communication open. Feel free to tell me if I’m covering the material too fast or too slow, if you are having trouble seeing the blackboard, if you can’t read my handwriting, if I haven’t explained something clearly enough, if you need me to clarify my expectations for a particular assignment, and so on. My goal is to do everything I can to help you succeed in this course, and your comments and constructive criticism are welcomed and encouraged. If you find yourself having difficulty understanding or keeping up with the readings or our class discussions, or completing assigned work on time, come see me before you fall too far behind. Keeping me informed of problems is always in your best interest. First of all, I may be able to help you resolve the problem. A little one-on-one discussion can often clear things up quickly. Second, if you keep the lines of communication open, I’ll be more responsive to requests for extra help, extensions, and so on, because I’ll know you’ve been engaged and working hard all along. I will make myself available to everyone--via email, phone, and one-on-one conferences--throughout the semester to answer questions, explain assignments, provide individualized help and encouragement, or just to chat about the cinema. I value the opportunity to meet with students on an individual basis, and encourage you to stop by my office early in the semester to introduce yourself.

6) All due-dates in this class are firm, serious deadlines. No late work will be accepted. Whenever you turn in a paper, always make sure you keep a copy for yourself. Never give me (or anyone) the only copy of your work--too many things could happen.

An important note concerning technology
Often students will come to class on the day a paper is due and tell me that one of the machines in the computer lab destroyed their disk, that all of the printers in the computer lab are broken, that their system mysteriously crashed the night before, or offer some other reason for turning in a late paper. Although I sympathize with the frustration technology can cause, I do not consider technological failure to be a valid excuse for turning in late work. Use your common sense if you do your work on a computer--save your work often and make backup copies of your files and disks. Whenever you print something out, print two copies; one to turn in, and one for you to keep. It’s also important--and this applies to everyone, not only those working on computers--to start working on assignments early, so that you have plenty of time to accommodate any technical difficulties that arise. Starting a paper the night before it’s due is a recipe for disaster.

7) Plagiarism: Plagiarism is trying to pass off someone else's words or ideas as your own. It's very hard to get away with and the consequences of it are severe (including suspension or dismissal from the university). Don't do it.

8) Extra Credit: The web bulletin board on our class's website provides a forum for students to post responses to the course material. Posting to the bulletin board is not required, but is encouraged and welcomed. I read every post, often using student comments to help guide class discussion. To encourage use of the bulletin board, I offer an extra credit bonus for students who post their thoughts regularly. Anyone who posts five (5) or more messages to the bulletin board over the course of the semester will have their lowest grade on an assignment raised one full letter grade. See the handout on the bulletin board option for more details concerning what counts as a legitimate post.

9) Films: You must attend the weekly film screening. CDs shown on TV are convenient and acceptable for close study or quick review, but they cannot provide the superior quality (and cultural evocativeness) of the projected image. Sometimes videotapes and CDs cut off part of the image--you're not seeing the entire film! Moreover, some of the films we will watch are not be readily available on video shops. Again, every week you must come to class prepared to discuss the assigned films and readings. The screening is a class, and as such you are expected to conduct yourselves appropriately. Please review and follow the etiquette and rules for screenings.

My Learning/Teaching Philosophy
"Understanding" and "learning" are not synonymous terms. It is my primary responsibility to ensure that you understand the content of the course (i.e., the various terms, concepts, and theoretical constructs associated with the serious and scholarly study of cinema). Your job is to learn the material; that is, you need to be able to apply the terms, concepts and theories we discuss to the films we watch as a class (and to other films you have seen or see outside of class), and reflect on how they help you interpret the meanings films communicate and make sense of an account for the impact they have on you as a viewer. This learning requires that you do two things:

1) ask questions whenever you don't understand or need further clarification; and
2) practice applying the knowledge you acquire in this class.

I will do my best to fulfill my responsibility by
1) striving to communicate effectively;
2) explaining the content of the course clearly and at an appropriate pace;
3) helping to create and maintain a classroom culture in which students feel safe asking questions and expressing and exploring their ideas;
4) providing ample opportunities for students to practice applying their knowledge;
5) providing timely, constructive, and fair responses to and evaluation of student work;
6) periodically soliciting student feedback concerning ways to improve the class; and
7) making myself available for individual conferences and one-on-one assistance.

In order for learning to take place, we must both do our jobs and fulfill our respective responsibilities. Your responsibilities include:
coming to class regularly and on time;
2) seeing the films on class meeting;
3) completing all assigned readings, homework, and papers on time; and
4) developing a sincere interest and intellectual curiosity about the content of the course.

Please take the time during the semester to reflect periodically on the extent to which we are each fulfilling our respective responsibilities.

Thursday, October 09, 2008

Donate your Calories: Halika! Davao

Aliah
HALIKA! DAVAO
Mag-Healthy and Active Living Na!

The Ateneo de Davao University invites you to
join the Nationwide Charity Workout of Coca-Cola and help
transform lives one calorie at a time. Get into fun and easy
moves inspired by your day-to-day activities and learn more
about the importance of regular physical activity,
balanced nutrition and proper hydration.

For every calorie that you burn in the free workout sessions,
Coca-Cola donates one peso (P1.00) to
Feed the Children Philippines, Inc.

So help out by sweating it out on
October 11, 2008 at the Rizal Park Grounds.

Registration starts at 6AM. No Registration Fee.
Please come in proper exercise attire.
Free drinks and t-shirts await workout participants.

For further details, contact the
Social Involvement Coordinating Office (SICO)
at (82) 221.2411 local 8329
Ateneo de Davao University





Monday, October 06, 2008

Scholarships

Reposting from Tatit Q.

scholarships scholarships!!!