Archives de catégorie : Exercice 3

Montagem do 3º exercício

Montagem

Montámos os planos pela ordem que tínhamos pensado e arranjámos soluções para as ligações ou planos que não funcionavam, de modo a parecerem mais naturais e com sentido.

O elemento central deste exercício era a música, então decidimos em que momento a música entrava e a seguir juntamos os outros planos, e encaixava na perfeição. No fim tínhamos quase o dobro da duração limite, por isso tivemos de cortar a música a meio e remontar as imagens para encaixarem nessa nova duração. (Leonor)

Montage

We set up the plans in the order we had thought about and found solutions to the connections or plans that didn’t work, so that they looked more natural and meaningful.
The central element of this exercise was the music, se we decided when the music was coming in, and then we put the other planes together, and it fit together perfectly. In the end we had almost twice the duration limit, so we had to cut the music in half and reassemble the images to fit into this new duration. (Leonor)

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Exercício 3

A música

Escolhi, entre as música que escuto diariamente, aquela que me trazia sensações muito claras, de alegria e conforto: “Jonny’s Odyssey”. Na oficina de cinema, ouvimos as músicas que cada um propôs e depois dissemos que sensações elas nos traziam e o que imaginávamos quando a estávamos a ouvir. Acabou por se escolher a minha porque foi a música que nos transmitiu, a todos, as mesmas sensações e imagens. (Carolina)

The music

I chose, among the music I listen daily, the one that brought me very clear sensations of joy and comfort : « Johnny’s Odyssey ». In the Cinema workshop, we listened to the songs that each one proposed and then we talk about the sensations that they brought us and what we imagined when we were listening to them. We ended up choosing mine because is was the music that transmitted to all of us the same sensations and images. (Carolina)

 

Argumento

Associámos “Johny’s Odyssey” à tranquilidade, plenitude, liberdade e leveza. Imaginámos um grupo de amigos, ao por do sol numa praia, mas tivemos de adaptar a ideia porque não era possível ir filmar isso.. Além disso ninguém queria fazer um exercício clichê, mas também não havia outra ideia. Acabámos por decidir que o lugar seria um miradouro e duas personagens que eram amigas: uma estava triste e a outra alegre e seria com um jogo de sombras e uma dança que as emoções e sensações se transformavam. (Matilde)

Script

We have associated « Johnny’s odyssey » with tranquility, fullness, freedom and lightness. We envisioned a group of friends at sunset on the beach, but we had to adapt the idea because it wasn’t possible to film that… Besides, no one wanted to do a cliché exercise, but there was no other idea either. We ended up deciding that the place would be a viewpoint and two characters who were friends : one was sad and the other cheerful and it would be with a game of shadows and a dance that the emotions and sensations were transformed. (Matilde)

 

Rodagem

Estava um dia quente e solarengo, perfeito para o que íamos filmar. Quando chegámos ao miradouro escolhido – o da Nossa Senhora do Monte – percebemos que ia sempre impossível filmar, porque estava cheio de turistas e havia muito barulho. Fomos então para um parque mais abaixo, onde descobrimos umas escadas com vista, que eram um bocadinho apertadas para todo o grupo. Apesar destas alterações, a realizadora tinha uma ideia clara do que queria filmar, por isso as decisões eram tomadas rapidamente e conseguimos seguir bastante bem a ideia que tínhamos. (Francisca)

Shooting

It was a warm, sunny day, perfect for what we were going to shoot. When we arrived at the chosen viewpoint – Nossa Senhora do Monte – we realized that it was always impossible to film, because it was full of tourists and there was a lot of noise. We then went to a park further down, where we discovered some stairs with a view, which were a little tight for the whole group. Despite these changes, the director had a clear idea of what she wanted to film, so the decisions were made quickly and we were able to follow the idea we had fairly well. (Francisca)

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Exercício 3

Tínhamos escolhido a música do Quebra-Nozes porque era só instrumental e porque foi a única em que imaginámos coisas que podíamos filmar. A sensação que a música nos deu foi a de encontro com o desconhecido, curiosidade e medo. Decidimos então filmar um menino que estava a jogar à bola e depois a bola ia parar a um sítio onde ele nunca tinha ido. Ele ia à procura da bola, mas depois descobria o lugar e já não se interessava pela bola. Filmámos muitas vezes os planos da bola sozinha, porque era difícil acertar na direcção. Os planos do Guilherme a olhar foram feitos pela Sofia, ela a olhar em volta através da câmara e a descobrir o lugar, por isso foi o momento em que na montagem decidimos pôr a música a começar.

We had chosen The Nutcracker Suite because it was only instrumental and it was the only one where we figured things we could film. The feeling that the music gave us was that of meeting the unknown, curiosity and fear. We decided to film a boy who was playing with a ball and then the ball would end up in a place where he had never been before. He’d go looking for the ball, but then he’d find the place and he wouldn’t be interested in the ball anymore. We had to repeat several times the shot of the ball rolling on its own because it was hard to hit the steering. The shots of Guilherme looking were made by Sofia, she looks around through the camera and discover the place, so it was the moment in the editing that we decided to start the music.

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Rodagem do Exercício 3 – Tournage du Exercice 3

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L’exercice 3 du collège Henri Barbusse, Alfortville, France

Le film a été tourné et monté l’hiver dernier.

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Rodagem do Exercício 3

Depois voltamos a ir filmar, mas desta vez na rua, para um jardim fora da escola.

O jardim tinha muitos turistas a passear e por isso a assistente  de realização teve de lhes dizer muitas vezes: “Silence, please… Thank you!”

Tournage de l’Exercice 3

Ensuite, nous sommes retournés filmer, mais cette fois dans la rue, dans un jardin à l’extérieur de l’école.

Il y  avait beaucoup de touristes qui se promenaient et donc l’assistant a dû leur dire plusieurs fois: « Silence, please … Thank you! »

 

 

E a música escolhida para este exercício foi a do “Jour de Fête”, o filme de Jacques Tati

La musique choisie pour cet exercice a été celle de “Jour de Fête”, le film de Jacques Tati

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Exercício 3 – A Música e as Sensações

“A música é um óptimo veículo de transmissão de sensações. E a música em conjunto com a imagem pode ser muito surpreendente. O cinema cruza as várias artes”

Concentramos as nossas sensações na música….

E para isso vimos também alguns exemplos de filmes onde a música tem uma relação especial com as sensações.:

 

La Musique et les Sensations

“ La músique est un excellent véhicule de transmission des sensations. Et la musique jointe à l’image peut être très surprenante.  Le cinéma croise les différentes arts.

Nous avons concentré nos sensations sur la musique ….

Et pour cela nous avons aussi vu quelques extraits de films où la musique a un rapport particulier aux sensations:

 

  1. Chat écoutant de la musique (O gato a ouvir a música),  de Chris Marker
  2.  La Pyramide Humaine ( A Pirâmide Humana), de Jean Rouch
  3. Et  Le Pays des Sourds (O País dos Surdos) , de Nicolas Philibert

 

Ao vermos estes excertos, que fazem parte da selecção deste ano do programa da Cinemateca Francesa, para trabalhar o tema das sensações, percebemos  que a música nos pode criar vários tipos de sensações, seja entrar em conflito ou harmonia com a imagem, mas criando sempre uma nova relação entre ambos  (som e a imagem).

E fizemos desenhos depois de ouvir várias músicas onde tentamos transmitir “visualmente” as sensações que as músicas nos transmitiam.

Fizemos isto com três músicas com ritmos e composições muito diferentes:

  1. “Le Vol du Bourdon”, de Rimsky-Korsakoff
  2.  “Ricercata nº2”, de György Ligeti
  3. “Jour de Fête”, a música do filme de Jacques Tati

 

En regardant ces extraits – qui font partie de la sélection de cette année du programme de la Cinémathèque Française – pour travailler le thème des sensations, nous nous sommes aperçus que la musique peut créer des sensations, que ce soit en entrant en conflit ou en harmonie avec l’image, mais en établissant toujours une nouvelle relation entre les deux (image et son).

Après avoir entendu plusieurs musiques, nous avons fait des dessins où nous avons essayé de transmettre «visuellement» les sensations que les musiques nous transmettaient.

Nous avons fait cela avec trois musiques avec des rythmes et des compositions très différents:

  1. “Le Vol du Bourdon”, de Rimsky-Korsakoff
  2.  “Ricercata nº2”, de György Ligeti
  3. “Jour de Fête”, a música do filme de Jacques Tati

_

Aqui  estão alguns exercícios com a musica “Ricercata nº2”, de György Ligeti:

Voici quelques exercices avec la musique “Ricercata nº2”, de György Ligeti:

(Agitação)(Agitation)

 

( Raiva,tristeza)(Rage, tristesse)

(Tensão, vento) (Tension, vent)

(Tristeza,aflição)(Tristesse,chagrin)

 

 

Catégorie : Divers, En classe, Exercice 3, Exercices, Films vus | Laisser un commentaire

Exercice 3

Le 2 mars 2020

Aujourd’hui, nous avons rendu nos copies. Enfin, nous les avons lues…!
Nous devions écrire un scénario à partir d’une musique choisie individuellement sur une sélection d’une dizaine de morceaux que nous a proposée Julie, l’intervenante cinéma.

Nous avons lu notre scénario à l’oral, et le musique était diffusée en classe, au moment où nous avions choisi de la faire apparaitre dans notre scénario.

Ce dispositif a donné beaucoup de force à notre récit. Il l’a rendu sensible.

2 élèves étaient chargés de nous filmer lorsque nous parlions, en étant attentifs aux sensations bien sûr.

Voilà le résultat à travers quelques films : Léo, Luna, Nabil.

LEO : Leo exercice 3

LUNA : Luna exercice 3

NABIL : Nabil exercice 3

A prestu

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Exercise 3, Group A &B, Children’s Film Academy, India

Exercise 3

This was one of the happiest exercises we did. We had to listen to some music and tell whatever came to our mind. Once again, we became two different groups.

Group A

When we listened to the music, we felt so happy. We all had to say what images came to our mind. One student said she thought of a happy classroom, where the teacher is teaching happily, students are studying happily and there is joy everywhere!

Another student said , she thought of a classroom where everyone is bored. But when the music comes, the children dance with joy and when the teacher comes and tries to stop their dance, the children are initially scared, but then, listening to the music and seeing the children break into dance, she also throws away her scale and begins to dance with them. The class is filled with joy!

It was such a happy idea that everyone decided to shoot that one ! And had a blast shooting it  !

Group B

Our group listened to the joyful music . To one boy, it evoked  the happy experience of riding a cycle to the library, hunting for a favorite book and settling down to read it under a tree! We all liked the idea so much .We thought of all the sensations that we experience when we ride our cycles through the village – the feel of the breeze, the clouds in the sky, the leaves and the trees, the crunch of the gravel, the pedal’s rattling sound, the wheel’s whirring sound, the cycle bell (but the cycle we shot on, did not have a bell!); the cool, dark library and the feel of the sun filtering through the leaves on to the pages of the book as we read with joy our favorite book ! But, easy as it was to come up with all the sensations, it was really difficult to shoot as it involved a lot of hard work: shooting in different spots, cycling over and over again till the shot was good. But very satisfying too. We ran in to some luck when in one of the lanes, we discovered a flock of ducks waddling by. We were so delighted to just look at them that we decided to shoot with them to show the joy felt by the boy. Ambadi was the name of the cycle rider, and he had to cycle carefully so that he entered the frame after them or along with them, but not after they had left the frame! The uncle who looked after the ducks  got them to move along certain paths but after waddling up and down three times, the ducks decided they did not like acting !! While our cycle riding hero could not exercise any such choice ! We also missed several shots as our session for the day came to a close. We are going to be more planned next time.

 

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Exercice 3

Sensation and music always go together! Even in the rain! Even in the cold!

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