Winter Screening Journal Review

Trajectories Winter Screening Journal Review Assignment

Due Monday, March 4th at noon

The purpose of this assignment is to give you a chance to further develop your thinking about some of the works we have screened and discussed in class or that were assigned for you to view, and to help faculty assess what you have learned about some of the concepts we’ve discussed this quarter.

Transcribe your notes and paragraphs about the works listed below and what you wrote in response to the prompts given from your Screening Journal and develop them into coherent writing.  Use complete sentences, proofread, and spell check your writing.  Print this out in 10 point type and turn it in stapled with your name in the header on Monday of week 9.  We have chosen five works and three prompts for you to report on, and you will report on a sixth work of your choice.

Include all the required information from the original Screening Journal assignment as you develop coherent writing on each work:

  • the title, director, year and context of each moving image work screened in class or as part of assigned outside viewing.
  • A summary of the context of the film or video from readings or introductory comments made in class about the conditions of its making, its place in history and the reasons we are viewing it in this program.
  • What you wrote about it in the several minutes given after each screening that may include:
    •  how it made you feel, ideas you got from it and elements that brought other experiences, artwork, learning or program concepts to mind.
    •  Note any comments or questions that arose in class discussions that struck you as insightful.
    •  Avoid “reviewing” the work by judging whether it’s “good” or “bad”.  Instead, focus on what meaning and insights you got from it, and the connections you were able to make between it and other program activities and materials.

Drawing Track Students were asked to supplement their Screening Journal entries with visual notes or sketches of characters, design motifs, shot sequences or screen choreography (paths of action) from the films.  It is not necessary to replicate those in this document; reference them as needed and make sure the visual notes are also clearly listed in your Sketchbook table of contents.


1)     Week 1:  Peter Foldes, Hunger, 11 min, 1974

2)     Week 2 Prompt:  Of the selection of artists’ animations and web sites that you viewed for week 2, how does each exploit digital tools effectively?  In your opinion, what of their work might be expressed as well or better in analog media?

3)     Week 2 film:  Chris Hinton, C Note, 2004, 7 min.

4)     Week 4:  Stephen Hillenburg, Wormholes, 1992, 7 min.

5)     Week 6 film:  George Griffin, Head, 1975, 11 min

6)     Week 6 prompts:

  1. How does Najafi’s description of the two paths of Pedagogy resonate with your own experience? What examples do you have of learning as a result of following a Path of Wonder?
  2. Of the devices that Rufus showed us in week 5, the ones linked in the viewing assignment for week 6 and the ones Furniss describes in the reading, which do you find the most transporting? Why?

7)     Your choice: an animated film or other work screened in class or assigned to be viewed (not on the list above) that you feel you learned something significant from or that made a strong impression on you.