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French 2 directions quiz
Quiz by Krista Grider
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Filmic Techniques Based on the work of Brad Smilanich Mis-en-Scene: originally a French theatrical term arrangements of all the visual elements of the stage area in film â âthe contents of the frame and the way those contents are organizedâ include: lighting, costume, dĂŠcor, props, camera movement or distance . . . all photographic decisions etc. Proxemics: Spatial relationship among characters within the mis-en-scene Rule of Thirds: a compositional rule of thumb in painting, design, photography etc. suggests image divided into 9 equal parts with two vertical and two horizontal lines important elements of the mis-en-scene should be placed along these lines and their intersections some suggest aligning with intersections makes for more interesting pictures than just centreing the subject Proxemics Camera Distance: Quite literally, how far the camera is from the subject being filmed The Hand Camera Camera Distance: Quite literally, how far the camera is from the subject being filmed Extreme Close Up: Singles out one small portion of the body or object Used to intensify emotion, or show reaction Camera Distance: Close up Shot: Shows head of character or small significant object Used to show emotions Camera Distance: Medium Shot: shows figures from the waist up allows character to be seen within background Camera Distance: Long Shot: shows figures from feet up similar to the âstageâ in live theatre orients audience to figures within a location or surrounding Camera Distance: Extreme Long Shot: Sometimes called an âestablishing shotâ Panoramic view of an exterior location orients audience to a location Camera Distance: Camera Angle: Cameraâs angle of view relative to the subject being photographed High Angle Shot: looks down on the subject often used to make the subject look small and insignificant (in combination with camera distance) puts the camera (audience) in âpowerâ position Camera Angle: Low Angle Shot: looks up at the subject often used to make the subject look large and powerful puts the camera (audience) in a âsubmissiveâ position Camera Angle: Flat Angle Shot: camera on same plane as the subject feels most ânormalâ to an audience Camera Angle: Canted Shot: frame is unbalanced in relation to the subject may indicate a symbolic unbalance in the character Camera Angle: Camera Movement literally the camera moving with or around or to follow the subjects in the mis-en-scene or frame Camera Movement: Tilting Movement camera moves up or down on a horizontal axis similar to head nodding movement may be used to show subjects relation to surroundings Camera Movement: Panning Movement camera moves side to side on a vertical axis similar to head shaking movement may be used to establish setting Camera Movement: Dolly Movement camera mounted on a vehicle that moves along with the subject (camera moves, not pivots) follows the subject to signify something important Camera Movement: Crane Shot camera mounted on a crane or boom permits camera to move in & out, up & down, backward & forward often used for high aerial establishing shots Misc. Shots: Hand Held: camera carried to seem jerky, giving ârealistic feelâ Push In: camera moves up to a characterâs face to indicate an epiphany (realization) Spiral: camera circles subject for effect End for ELA 20-2 and 10-1 Shot Transitions/Editing: artificial editing done to string together multiple shots to create a narrative scene or sequence a cut is the change from one shot to another usually separated in to âsoftâ and âhardâ cuts Jump Cut: an instantaneous change from one shot to another this can be very natural or may disorient the audience, depending on how it is used Transitions/Editing Swish Pan: A pan where the speed of the camera is so fast that images are blurry used often to connect events in different settings that are connected by time Transitions/Editing Dissolve: transition where one shot gradually dissapears while another shot gradually appears often used to suggest change of setting or long time passage i.e. flashbacks Transitions/Editing Fade In/Out: transition where the shot gradually overexposes to white or underexposes to black often used to suggest a lengthy passage of time or change in location Transitions/Editing Wipe: transition where one shot is gradually eliminated as another shot moves onto the screen can be vertically or horizontally often suggests movement of the camera to another location Transitions/Editing Iris In/Out: transition where one shot gradually appears as an expanding circle in the middle of an old image suggests . . .??? Transitions/Editing Shot-Reverse Shot: one character is shown looking (often off-screen) at another character, and then the other character is shown looking "back" at the first character. Since the characters are shown facing in opposite directions, the viewer unconciously assumes that they are looking at each other. Transitions/Editing Two-Shot: Face-up shot of two people. Often used in interviews, or when two presenters are hosting a show. A "One-Shot" could be a mid-shot of either of these subjects. A "Three-Shot", unsurprisingly, contains three people. Transitions/Editing Shot Transitions/Editing: Sound: used to reflect or enhance what is shown visually on the screen can include dialogue, music, sound effects, voiceover etc. Diegetic Sound: sound that has a source in the world of the story dialogue spoken by characters, sound made by objects, or music coming from a source grounded in the story of the film Non-diegetic Sound: sound that has a source outside the world of the story usually part of the score or the soundtrack Parallel Sound: sound that complements the image shown i.e. romantic music during a love scene Counterpoint Sound: sound that contradicts the âfeelingâ of the image a happy song played while images of graphic violence are portrayed Voiceover: voice of a non-visible narrator laid over the scene often provides some comment about the narrative of the film Sound Bridge: used to âsoftenâ the transition between one scene and another takes sound from the next shot and overlays it on the current shot 2-3 seconds earlier than we see the image Examples of Diegetic/Non-Diegetic: In the first clip, the non-diegetic music changes to diegetic music when the main character moves inside of the convenience store. In the second clip, the âduhn duhn duuuuhâ which often is non-diegetic becomes diegetic because it is the band in the passing bus playing that music! End for ELA 20-1 Lighting: Can be used by a director to: Control the mood of a scene guide a viewerâs eye to a specific place in mis-en-scene Emphasize and de-emphasize elements in frame Add texture and color Make people look beautiful, ugly, sinister, or angelic Standard 3-Point Lighting: uses three lights called the key light, fill light and back light forms the basis of most lighting. once you understand three point lighting you are well on the way to understanding all lighting. Key Light: main light usually the strongest and has the most influence on the look of the scene. it is placed to one side of the camera/subject so that side is well lit and other side has shadow. Fill Light: secondary light is placed on the opposite side of the key light used to fill the shadows created by key softer and less bright than key Back Light: placed behind the subject ; lights it from the rear. provides definition and subtle highlights around the subject's outlines. Separates subject from background provides a three-dimensional look. Standard 3-Point Lighting: http://www.zvork.fr/vls/ Try using this simulator to play with lighting with those 3 points.Land warfare is a complex domain that involves the application of military power on the ground to achieve political and strategic objectives. Modern military doctrine, such as that used by the U.S. Army and the Indian Army, categorizes these elements into Combat Power and the Principles of War. 1. The 8 Elements of Combat Power Combat power is the total means of destructive, constructive, and information capabilities that a military unit can apply. It is typically broken down into eight key elements: ElementDescriptionLeadershipThe "multiplier" of all other elements. It provides purpose, direction, and motivation to soldiers.InformationEnables commanders to make informed decisions and creates opportunities to achieve results.Mission CommandThe system used to integrate the other elements. It focuses on decentralized execution based on the commander's intent.Movement & ManeuverThe movement of forces to gain a positional advantage over the enemy to deliver lethal or non-lethal effects.IntelligenceThe understanding of the enemy, terrain, weather, and civil considerations.FiresThe use of weapon systems (artillery, mortars, air support) to create specific lethal or non-lethal effects.SustainmentThe logistics required to maintain operations, including ammunition, fuel, food, and medical support.ProtectionThe preservation of the force so that the commander can apply maximum combat power.2. The Principles of War These are the enduring "rules of thumb" that guide how land forces are employed strategically and tactically: Objective: Direct every operation toward a clearly defined and attainable goal. Offensive: Seize, retain, and exploit the initiative. You cannot win by defending alone. Mass: Concentrate the effects of combat power at the most advantageous place and time. Economy of Force: Allocate the minimum essential combat power to secondary efforts so you can "mass" elsewhere. Maneuver: Place the enemy in a position of disadvantage through flexible movement. Unity of Command: Ensure all forces operate under a single responsible commander toward a common objective. Security: Prevent the enemy from gaining an unexpected advantage. Surprise: Strike the enemy at a time, place, or in a manner for which they are unprepared. Simplicity: Prepare clear, uncomplicated plans to minimize confusion in the "fog of war." 3. The Modern Legal Framework Land warfare is also governed by the Law of Land Warfare (International Humanitarian Law), which rests on four pillars: Military Necessity: Actions must be necessary to achieve a legitimate military goal. Distinction: Forces must distinguish between combatants and non-combatants (civilians). Proportionality: The anticipated harm to civilians must not be excessive in relation to the concrete military advantage gained. Unnecessary Suffering: Weapons and methods must not cause gratuitous or superfluous injury. Note: Contemporary land warfare is increasingly "Multi-Domain," meaning land forces must now integrate with cyber, space, and electronic warfare to be effective. , While land warfare uses many tools, the two primary "philosophies" of how to win a war are Attrition and Maneuver. Most modern conflicts are a spectrum of both, but understanding the pure form of each helps explain military strategy. 1. Attrition Warfare: The "Sledgehammer" Attrition warfare is a strategy where one side attempts to win by wearing down the enemy to the point of collapse through continuous losses in personnel, equipment, and supplies. Core Logic: "I have more than you." It assumes that if you can destroy the enemyâs resources faster than they can replace them, you will eventually win. Focus: Firepower and mass. Success is measured by "body counts," equipment destroyed, and the steady seizing of terrain. Command Style: Usually centralized and methodical. It requires strict synchronization of massive resources (artillery, logistics, manpower). Historical Example: The Battle of Verdun (WWI). German Chief of Staff Erich von Falkenhayn famously stated his goal was to "bleed France white" by forcing them to defend a position they could not afford to lose, regardless of the cost in lives. 2. Maneuver Warfare: The "Scalpel" Maneuver warfare seeks to shatter the enemyâs moral and physical cohesionâtheir ability to act as a unified forceârather than simply destroying every soldier. Core Logic: "I am faster and more unpredictable than you." It aims to create a state of chaos where the enemy's leadership can no longer make effective decisions. Focus: Speed, surprise, and dislocation (forcing the enemy to be in the wrong place at the wrong time). The OODA Loop: Developed by Col. John Boyd, this is the heart of maneuver theory. It stands for Observe, Orient, Decide, Act. The goal is to cycle through these steps faster than the enemy, essentially "getting inside" their decision-making process until they collapse from confusion. Historical Example: The 1940 Invasion of France (Blitzkrieg). Instead of fighting a line-by-line battle of attrition, German forces used speed and concentrated armor to bypass strongpoints, cut communication lines, and cause a total systemic collapse of the French military in weeks. 3. Key Differences at a Glance FeatureAttrition WarfareManeuver WarfareObjectivePhysical destruction of the enemy army.Functional/Psychological collapse of the enemy.TargetThe enemy's strength (mass).The enemy's weakness (vulnerability).Primary ToolMassed Firepower.Movement and Tempo.Command"Command Push" (Top-down, rigid)."Recon Pull" (Decentralized, flexible).Success MetricExchange ratios (Kill counts).Disruption and loss of enemy control.4. The Modern Synthesis: "Schwerpunkt" In practice, no army is purely "maneuver" or "attrition." To maneuver successfully, you often need a period of attrition to punch a hole in the enemy's line. A critical concept here is the Schwerpunkt (Center of Gravity/Focus of Effort). A commander identifies the single most important place to strike and concentrates all available "elements of power" there. While the rest of the front might look like attrition, the Schwerpunkt is where the maneuver happens to achieve a breakthrough. Modern Reality: In high-intensity conflicts today (like the war in Ukraine), we see a "return to attrition" because modern sensors (drones, satellites) make it very difficult to achieve the surprise needed for pure maneuver warfare. When you can see everything, it's hard to be "unexpected."Chapter 7 - Review Data and Decision Making *Glow bus due at midnight, name and student number: answer questions using content in class People have created wonderful things for centuries, and management Management can be traced as far back as 500 bc when the ancient Sumerians used written records to improve government and business activities Why is it important to lean from the past Not to repeat our mistakes Classical management approaches Scientific management Administrative Principles Bureaucratic organisation Behavioural Management Approaches Follettâs Organizations as communities The Hawthorne studies Maslowâs theory of human needs Mcgregorâs Theory x and Theory Y Argyris Personality and organisation Modern Management foundations Organises as systems Contingency thinking Quality management Quantitative and analysis and tools Evidence-based management Contributions Frederick Taylor - Father of Scientific management He noticed that workers often did their jobs with wasted motions and without a constant approach. His resulted in inefficiency and low performance He believed the problem could be fixed if workers were taught to do their jobs in the best ways and ten were helped and guided by supervisors Four guiding principles of scientific management Rules of motion, standardized work and proper working conditions Select workers with the right abilities Train workers and give them incentives Support workers by planning and smoothing the way as they do their work Frank and Lillian Gilbreth Pioneered use of motitono studies as a management tool In one famous case, the gilbreaths cut down the number of motions used by bricklayers adn tripled their productivity Contributions from scientific management Make results-based compensation a performance incentive Carefully design jobs with efficient work methods Carefully select workers with the ability to perform the job Trian workers to execute activities to the best of their abilities Train supervisors to support workers so they can perform jobs to the best of their abilities Classical Management Adiminstative principle (Henro Fayol) 1919, after a career in French industry, Henri F published âadminisration Industrielle et Generaleâ (General and industrial management) in which we out like his views on the management of organiztion and workers Rules and duties in management Foresight - to complete a plan of action for the future Organization - To provide and mobilize resources to implement the plan Common- to lead, select and evaluate workers to get the best work toward the plan Coordination- to fit diverse efforts together and ensure information is shared and problems solved Control- to make sure things happen according to plan and to take necessary corrective action Classical management Bureacratic organiztion (Max Weber) Max weber (Bureaucrativ organization) - late 19th century German political economist who had a major impact in the fields of management and sociology Bureaucratic Organization An ideal, intentionally rational adn very efficient form of organization Based on the principles of logic, order and legitimate authority Characteristics of BO Clear division of labour Clear hierarchy of authority Formal rules and procedure Impersonality Careers based on merit What are some disadvantages of bureaucracy Takes a long time for problems to become solved bec there are procedures and there is a chain of people in command Having the power Rules have to follow Excessive paperwork or âred tapeâ Slowness in handling problems Rigidity in the face of shifting needs Resistance to change Employee apathy Behavioural Management Approaches (focus on understanding the elements that affect human behaviour in organisations) Follettâs Organizations as communites Mary park follett contributed to the transition from classical thinking inot behavioural management Groups and human cooperation Groups allow individuales too combine their talents for a greater good Organizations are cooperating âcommunitesâ of managers adn workers Managers job is to help people copperate and achive an integration of goals and intrests Forward-looking managment insight: Making every emploee an owner creates a sense of collective responsibility Prescursor of employrr ownership, profit sharing and gain sharing Buniess problems invovle a varity of inter realted factors Prescursor of systems thinking Private profits realtive to public good Precursor of managerial ethics and social respinsibility Hawthorne studies Took place at western electric chicago plan, a tran led by Harvards Elton Mayo set out to learn how econmic incentives and workplace conditions affected workers output Maing objective Intial study examined how ecomoin incentives adn physical conditions affected worker output (productivity) No consistent relationship found During experientmetn they had 2 groups The expertiant groups (impoved wokring ocnditions ) The control group ( no changes to original working conidtions) No consitant relationship found, perfomance in both groups increased even after removing incentives Social setting and human relations Concluded New âsocial settingâ led workers to do good job Good âHuman relationsâ = higher productivity The contect - The Great Depression (1929-1940) Employee attitudes and groups processes Osme thinsf satisifed some workers but not others People resticited output to adhere to groups norms (Avoid layoffs) Lessons from he hawthrone stufirs Social and human concerns are keys to prductivity Hawthrone effect - People who are singled out for special attention perform as expected Maslowâs Theory of human needs Human needs The work of psychologist Abraham Maslow in the area if human âneeds,â also has had a major impact in the behavioual apporach to management Maslowâs hierarchy of human needs Self actualization needs Higherst level: need foe self fulfillment to grow and use abilites to fullest and most creative extent Esteem needs Needs fro esteem in eyes of others need for respect, prestige, recognition; need for self esteem, personal sense of competence, mastery Social needs Need for love, affection, sense of belongingness in ones relationship either other people Safett needs Need for security, protection and stability in teh events of day to day life Physiological needs Most basic of all human needs: need for biological maintence; food, water and phydical well being Principles Defict principle: A satidifed need is not a motivator of behaviour Progress principles: A need becomes a motivator once the preceding lower-level need is satisfied Both principles cease to operate at self actulilzation level McGregorâs Theories Thepry x assumes that workers; Dislike work Lack ambition Are irresponsible Resist change Prefer to be led Theoyry y assumes that workers are Willing to work Willing to accept responsibility Capable of self control Capable of self direction Imaginative and creative According to McGregor, Managers create: Self fulfilling prophecies Implications of Theory x and y Theory x managers: Create situations where workers become dependent, passive and reluctant Theory y managers create situations where workers respond with initiative and high performance Central to notions of empowerment and self management Argyrisâs theory of adult personality Classical management principles and practices inhibit worker maturation and are inconsistent with the mature adult personality Management practices should accommodate the mature personality: Increasing task responsibility Increasing task variety Using participative decision making Modern Management Foundation Quantitative analysis and Tools Analytics: the use of large data bases and mathematics to solve problems and make informed decision using systematic analysis Organization as systems System Collection of interrelated parts that function together to achieve a common purpose Subsystem A smaller component of a larger system Open systems Organisations that interact with their environment Contingency thinking Tires to maths managerial responses with problem (situation) No âone best wayâ to manage The âappropriate way to to manage depends on the situations Quality management Qality anc competitive advantafe are linked Total quality managment (TQM) Comprehensive approach to contiou impovment on teh entire organization ISO certification Gloval quality management standards Refine and upgrade quality to meet ISO requirments Evidednce Based Managment Making management decision on âhard factsâ about what really works The Revolt of the Northern Earls (1569) Most people in the North remained loyal to the Catholic noble families who controlled the north and their Catholic faith. When Elizabeth came to power, she promoted ânew menâ (Protestants) from the gentry and the powerful Catholic nobles lost their power and influence. This led them to organise the most serious rebellion of Elizabethâs reign in 1569. Why did the Northern Earlâs revolt? The Earls had lost their power when Elizabeth became Queen (and wanted it back). They wanted Catholicism restored in England (and felt that ordinary Catholics would support it). Elizabeth was refusing to marry or to name an heir, causing uncertainty about Englandâs future. Mary Queen of Scots (if freed from prison) could replace Elizabeth and solve all these problems Who were the key players in the Revolt? Earl of Northumberland ⢠A Catholic who had held an important position under Mary I. ⢠He lost a lot of influence under Elizabeth (as she favoured Protestant gentry) ⢠Elizabeth also took the rights to a valuable copper mine found on his lands Earl of Westmorland ⢠From a rich Catholic family in the north Also the Duke of Norfolkâs brother in law Duke of Norfolk ⢠Englandâs most senior Protestant noble, but he had very close links to old northern Catholic families, & was sympathetic to them & greedy for power. ⢠He hated William Cecil & Robert Dudley, Earl of Leicester (Elizabethâs favourite) who were Protestant and from the gentry ⢠He planned to marry Mary QS, but later backed down and urged the earls to call off the rebellion. Mary also supported the plan to marry him What role did religion play? (7/10 â but only because it was linked to power) ⢠Most northerners held onto their Catholic beliefs & although Elizabeth didnât persecute them, they knew that she wanted their religion to gradually die out, so they supported the revolt. ⢠In 1561 Elizabeth hired a strict Protestant as archbishop of Durham to promote Protestantism in the north, but he was unpopular & turned many northerners against the Protestant religion. What role did politics/power play? (9/10 â this was the most important cause of the revolt) ⢠The Northern Earls lost a lot of their power/influence (even jobs/money under Elizabeth) ⢠Northumberland was jealous of new Protestant families being given top jobs in the North ⢠William Cecil & Robert Dudley were not from ancient noble families, but were very close to the Queen, so the northern Earls resented them getting top jobs in her Government ⢠Elizabeth also confiscated large areas of land & the profits from their copper mines ⢠It is possible, that had Elizabeth allowed the Catholic Northern Earls to keep their jobs, money and influence at court, they may have âtoleratedâ her as a Protestant Queen (greedy/selfish). What role did Mary Queen of Scots and the Succession play? ⢠Elizabeth was refusing to name an heir and it was becoming clear that she would not marry ⢠If Mary Queen of Scots married the Duke of Norfolk, England would have an heir and England would be Catholic again. The country would be stable without people competing for power. ⢠However, some of Elizabethâs courtiers got worried that it might not work and that it might lead to charges of treason (punishable by death) ⢠So by September 1569, Robert Dudley (Earl of Leicester) decided to tell Elizabeth about the plot. By this time it was much more serious than simply marrying Norfolk to Mary. ⢠Mary QS had secretly asked Spain to send troops to help the rebellion & overthrow Elizabeth Plan for the Revolt of the Northern Earls (1569) ⢠The Earls of Northumberland & Westmorland will raise rebel troops from their lands in the north and take control of Durham. ⢠The rebels will then march south towards London to join with the Duke of Norfolk ⢠1000s of Spanish troops will land in England to support the rebel forces ⢠The Duke of Norfolk & rebel forces will seize control of Government & overthrow Elizabeth ⢠Mary Queen of Scots is to be freed, ready to marry the Duke of Norfolk Key Events of the Revolt ⢠Once Elizabeth knew of the plot, Norfolk was arrested and sent to the Tower of London ⢠The Northern Earls were worried they would be executed for their involvement and in a desperate attempt to avoid punishment, pushed ahead with the revolt ⢠They raised an army of ordinary Catholics and took control of Durham cathedral ⢠Catholic mass was celebrated across the north for 2 weeks. ⢠They then headed south, to try and free Mary ⢠Mary QSs was moved south to Coventry on the orders of Elizabeth, so she couldnât escape ⢠The rebellion failed as Spanish troops never arrived ⢠Elizabethâs friend (Earl of Sussex) had raised an army of 7,000 men to defend her throne. Results: ⢠The rebellion was a serious threat to Elizabeth ⢠She executed 450 rebels in the north ⢠Northumberland was executed in 1572 & his head was put on a spike on the city gate ⢠The Privy Council called for the Duke of Norfolkâs execution too, but Elizabeth released him. ⢠Mary Queen of Scots was kept in prison for the next 14 years. ⢠The failed plot also led the Pope to take action against Elizabeth ⢠In 1570 he excommunicated Elizabeth from the Catholic Church ⢠He also issued a Papal Bull (order) calling on all loyal Catholics to overthrow her hoping it would encourage another rebellion. ⢠In 1571 Elizabeth called parliament to pass an Act making it treason to claim that she was not the rightful Queen and to bring in/print papal bulls in England. The Significance of the Revolt of the Northern Earls ⢠It was the first and most serious rebellion by English Catholics against Elizabeth ⢠Treason laws were made much harsher ⢠It ended the influence of the powerful Catholic Earls in the North ⢠It led to harsher treatment of Catholics, e.g. 1572 Elizabeth sent the Earl of Huntingdon (strict Protestant) to the north to carry out laws against Catholics (and suppress Catholicism). ⢠Although Elizabethâs brutal revenge on the rebels show how serious a threat it was, most Catholics in the north stayed loyal, but the Popeâs Papal Bull now put their loyalty in doubt There was little support for the revolt among the rest of the Catholic nobility and ordinary people. When faced with a choice between Elizabeth and their religion, most Catholics chose to support the Queen. 1569, was the last time English Catholics tried to remove Elizabeth by force. The future plots against her were always uncovered by Cecil & Walsingham, before they had a chance to get any public support. Despite this, the Northern Revolt & Papal Bull changed Elizabethâs attitude towards Catholics who were now seen as potential traitors. From 1570, Elizabeth became less tolerant of recusants (people refusing to attend her church) & took increasingly tough measures against Catholics. The Ridolfi, Throckmorton & Babington plots ⢠In the 1870s-80s, there were 3 Catholic plots to assassinate Elizabeth & replace her with Mary. ⢠The plots were supported by France, Spain, the Pope and some Catholic nobles. ⢠They reinforced the form Mary & from Catholics at home and abroad. Also the threat from Spain. The Ridolfi Plot (1571) ⢠Ridolfi was an Italian banker living in England and a spy for the Pope. ⢠He organised a plot to murder Eliz, marry Mary QS to the Duke of Norfolk & make her Queen. ⢠The Pope & King Philip supported the plot & Philip told the Duke of Alba in the Netherlands to prepare 10,000 troops (but to only invade AFTER the English had overthrown Elizabeth). ⢠The plot failed because Sir William Cecil intercepted coded letters & Norfolk was executed. ⢠Mary was kept under closer watch. ⢠Ridolfi was abroad when the plot was discovered and never returned to England. 1574: Catholic Priests and Priest Holes ⢠From 1574 Catholic priests were smuggled into England to keep the religion alive. ⢠They stayed with rich Catholic families, so Catholic families were kept under surveillance. ⢠Catholic homes were raided â to find âpriest holesâ where Catholic priests were hiding. ⢠Catholic priests who were found could be hung, drawn and quartered (although not all were) ⢠In 1581, Parliament also passed 2 new tougher laws against Catholics: ⢠Recusants would be fined ÂŁ20 (which would bankrupt most families) ⢠Trying to convert people to Catholicism was now treason (punishable by death) The Throckmorton Plot (1583) ⢠It aimed to assassinate Elizabeth and replace her with Mary. The French Duke of Guise (Maryâs cousin) would invade England with an army, funded by King Philip (Pope also supported it). ⢠An Englishman, Throckmorton carried messages between Mary & Catholic plotters abroad. ⢠Sir Walsingham (Secretary of State) uncovered the plot after his agents found the plans for the plot in Throckmortonâs house. Throckmorton confessed under torture and was executed. Significance: ⢠The plots showed that Maryâs presence in England posed a serious threat ⢠It also showed that France & Spain were a serious threat (& could invade) ⢠Throckmortonâs papers showed a list of Catholic supporters in England, so the threat from English Catholics was also real ⢠1,000s of Catholics were imprisoned or kept under surveillance/house arrest ⢠In 1585 another Act was passed to make helping Catholic priests punishable by death. ⢠The Bond of Association was signed by the English nobles & gentry & forced them to promise to execute anyone who tried to overthrow the Queen. Weaknesses of the Plots The plots lacked public support & were uncovered by informers & spies before they had the chance to work King Philip was reluctant to destroy his alliance with Elizabeth (France was still a bigger rival) so is support for the plots was half-hearted, he rarely followed through on his promises to help the plotters or send an army The Babington Plot (1586) In 1586, Walsingham used his spy network to PROVE that Mary supported the Babington plot. His evidence persuaded Elizabeth to put Mary on trial & execute her for treason. ⢠This was a plot to murder Elizabeth and put Mary on the throne ⢠France would invade England with 60,000 men and Spain would also send an army ⢠Babington was passing coded letters between Mary & her supporters in England & Europe. ⢠But all of her letters were being intercepted and read by Walsingham. ⢠Walsingham used his spies to follow every stage of the plot & had the letters decoded ⢠One of Maryâs letters approved plans to murder the Queen and free Mary from prison ⢠They also contained the names of 6 Catholics who planned to kill Elizabeth ⢠They were arrested, hung, drawn and quartered for treason. ⢠Mary had been implicated in plots before, but Elizabeth was always reluctant to execute her ⢠But the proof found by Walsingham finally persuaded her to put Mary on trial ⢠In October 1586, Mary was found guilty & was sentenced to death ⢠But Elizabeth still hesitated, and did not sign the death warrant until February 1587. Significance 1) This plot was very significant because by 1585 England was effectively at war with Spain since Elizabeth had sent her army to help the Dutch Protestants fight the Spanish 2) This meant that Elizabethâ situation was more dangerous than during previous plots. 3) Elizabethâs government also became more determined to crush Catholicism 4) 1000s of recusants were arrested & 31 priests were executed 5) Maryâs execution removed the Catholic threat at home 6) English Catholics had no one to rally around, & lost hope of overthrowing Elizabeth 7) But Maryâs death increased the threat of a foreign invasion as England was at war with Spain and King Philip had been preparing an attack on England since 1585 8) Maryâs death made Philip even more determined to invade, Mary had left her claim to the English throne to King Philip upon her death Why was Mary Queen of Scots finally executed? 1 ⢠A new Act in 1585 stated that in the event of Elizabethâs assassination, Mary could be executed as long as she had been proved guilty & Walsingham had provided hard proof. 2 ⢠Another reason was that by 1587, it was clear that Philip was planning to invade England ⢠There were rumours that Spanish ships had landed in Wales & that Mary had escaped. This convinced Elizabeth that Mary had to be executed if she wanted to keep her throne. Walsinghamâs Spy Network: ⢠Walsingham (Secretary of State from 1573) had a network of spies all over England & abroad. He had spies in every English town, some were normal people paid to spy on neighbours. ⢠He also had agents and spies in Spain, France, Germany and Italy ⢠He hired mathematicians to crack written codes and people to open/seal letters secretly ⢠He also pressured captured Catholic priests to spy on others for him in return for a pardon. ⢠He used double agents to infiltrate Catholic networks - to help him discover traitors ⢠But he only used torture against Catholic priests caught in England in the most serious cases ⢠But 130 priests and 60 of their supporters were still executed during Elizabethâs reign. Why did Relations with Spain get worse (1569-1588) ⢠England had tried to stay on good terms with Spain, because Eliz wanted to avoid an expensive war that could lead to her being overthrown (English Catholics could support it) ⢠But by the 1570s, Elizabeth wanted to have an empire of her own. ⢠She also needed to make more money to defend her country and throne (by improving trade) ⢠This religious, political and economic rivalry led to growing tensions between England & Spain Political and Religious Rivalry 1) Land abroad, gave countries wealth/power. By the 1580s, Eliz wanted an empire to rival Spainâs (especially as Spain had supported the Catholic plots against Eliz â even if it was half-hearted) 2) Religion was another cause of conflict. Philip opposed Elizabethâs religious settlement 1559 3) Luckily for Elizabeth, in the 1550s Spain & France were competing to be the greatest European power and both wanted England as an ally against the other. 4) But from 1567, Spanish ships were sailing to the Netherlands with money for the Albaâs army 5) This alarmed English Protestants and Elizabethâs Privy Council who put more and more pressure on her to send an army to help the Dutch Protestant rebels (in the Netherlands). Economic (commercial) Rivalry: The New World, privateers and Sir Francis Drake ⢠Under Elizabeth, English merchants wanted to make big profits in the New World (Americas). ⢠However, trading in the New World was difficult because of Spainâs power 1) Spain controlled most of the New World where there were huge profits to be made and anyone who wanted to trade there needed a licence from Spain (which it would not give): 2) But the Americas had valuable crops like tobacco, sugar, and also silver and gold 3) Elizabeth secretly encouraged privateers to trade illegally & raid Spanish ports & ships 4) At first Elizabeth denied responsibility for their actions, which delaye war with Spain Sir Francis Drake: Elizabeth sends Drake to rob Spanish colonies and ships (which infuriates Spain) 1) Spainâs support for the Ridolfi plot (1571) made her more willing to support Drake ⢠In 1572 Eliz hired Drake to sail to the New World & steal ÂŁ40,000 of Spanish silver ⢠In 1577 she sent Drake back again with a secret mission to rob Spainâs colonies/ships ⢠Drake brought back ÂŁ400,000 of Spanish treasure & claimed an area of California in Elizabethâs name (New Albion). He gave a lot of this money to Elizabeth ⢠He boosted Englandâs finances at a time of growing concern over Spainâs threat ⢠He became famous as the first Englishman to circumnavigate the globe. ⢠Eliz knighted Drake as a reward, which infuriated Philip (as he saw Drake as a pirate) ⢠Drakeâs actions & his claim to California made it clear that England did not accept Spainâs domination of the New World. Elizabethâs Support for the Dutch Rebels led to War with Spain (1585-88) ⢠By the 1580s, tension between England & Spain had reached boiling point ⢠At first, Eliz refused to send her army to help the Dutch rebels, because she wanted to avoid a war with Spain. So she tried to get the Spanish to leave the Netherlands in other INDIRECT ways: 1) By allowing Drake (& other English privateers) to attack and rob Spanish ships and colonies 2) By encouraging others (the French heir/mercenaries) to fight the Spanish in the Netherlands ⢠In the 1570s, Elizabeth promised to marry the heir to the French throne (the Duke of Alencon) so that he would take an army to fight the Spanish in the Netherlands The Spanish Fury (1576) and the Pacification of Ghent (1576) ⢠By 1576, the Spanish Govt in the Netherlands was bankrupt (the war was expensive) ⢠After months without pay, Spainâs soldiers violently robbed Dutch towns in the âSpanish Furyâ Spanish troops rebelling and robbing cities in the Netherlands in 1576. This united the Dutch Protestants & Catholics against Spain. They drew up the âPacification of Ghentâ (demanding that): ⢠Spanish troops leave the Netherlands ⢠Spain allows the Dutch to rule themselves ⢠The persecution of Dutch Protestants stops What did Elizabeth do? ⢠Elizabeth sent ÂŁ100,000 to help the Dutch rebels ⢠In 1577 King Philipâs brother, Don Juan agreed to the rebels demands (but this was a trick) as just 6 months later Philip sent an even bigger army to attack the Dutch. ⢠Elizabeth then hired a mercenary army of 6000 English & Scottish volunteers to help the Dutch. ⢠But her plan backfired because the mercenaries destroyed Dutch Catholic churches, which caused the Catholics to make peace with Spain. ⢠In 1578, her Privy Council urged Eliz to send her official army to help the Dutch, but she refused. The Dutch were disappointed & turned to France for help. The French Duke of Alencon arrived with an army to fight the Spanish, but by 1579 Spain had taken control again. ⢠In 1580 Spain got even stronger after Philip won control of Portugal & its empire. ⢠So Elizabeth gave the Duke of Alencon ÂŁ70,000 to help him fight the Spanish ⢠In 1582, Alencon took his army the Netherlands but failed to defeat Spain. ⢠Elizabethâs foreign policy in the Netherlands had failed & she had only managed to annoy Spain 1585: Why did Eliz finally decide to send her army to the Netherlands? (she lost her 2 main allies) ⢠1584 the Duke of Alencon died (so he could no longer fight the Spanish in the Netherlands) ⢠1 month later, William of Orange, the leader of the Dutch Protestant rebels was assassinated. ⢠In 1585, Spain signed the Treaty of Joinville with France, agreeing to stamp out Protestantism in France/Europe meaning France & Spain were now allies against Protestantism ⢠Elizabeth now felt she had no choice but to send her official army to the Netherlands ⢠She signed the Treaty of Nonsuch with the Dutch rebels which promised them military help 1585: Robert Dudleyâs campaign in the Netherlands was unsuccessful She sent 7,400 man army to the Netherlands led by Dudley. But he accepted the title of âGovernor Generalâ. Eliz was angry as it suggested that she had deposed King Philip so she told Dudley to resign this position. His army was defeated by the bigger Spanish Army as Eliz had not provided him with enough money to win. In 1587 Dudley resigned and returned to England. At the same time, Eliz had sent Drake to raid Spanish colonies in the New World to disrupt King Philipâs flow of money. Philip was furious and told the Pope he planned to invade England at the end of 1585. Drake singes the King of Spainâs beard 1587 ⢠In 1587 Elizabeth ordered Drake to attack Spainâs most important port Cadiz ⢠He destroyed 30 ships in 3 days â known as the âSingeing of the King of Spainâs Beardâ ⢠He also stole lots of wood, meaning the Armada did not have quality barrels for food/water ⢠Drakeâs disruption delayed the Armada by a year (& meant that its food rotted in 1588). ⢠This bought England more time to prepare for war. The Spanish Armada (1588) The Plan ⢠By 1588, the Spanish Armada was ready to invade England ⢠It had 130 ships with 8000 sailors & 18,000 soldiers ⢠The Duke of Medina Sidonia would lead the Armada, but he had little experience at sea and didnât want the job ⢠The Armada would collect Parmaâs army from France & sail to England under the protection of the Armadaâs warships ⢠Parma would march to London to depose Elizabeth & impose a Catholic government in England. 1) The Armada reached the English Channel The Armada set out in May 1588, but was delayed for a few weeks by bad weather In July the Armada was near England & signal fires were lit to warn Elizabeth English ships set sail to meet the Armada The Armada sailed up the channel in a crescent (half moon) formation, to use the large armed galleons to protect the weaker supply and army ships The English navy carried out a few minor raids, but did not inflict much damage Only 2 Spanish ships were lost (by accident) 2) The English attack the Spanish at Calais (with fire ships) and at Gravelines The Armada sailed up the English channel & anchored at Calais to wait for Parmaâs army But Parmaâs men didn't reach the coast in time (news had reached them too late) At midnight, the English sent 8 fireships into the Spanish ships causing panic They cut their anchors, broke formation & headed for the open sea (without Parma) The Spanish ships sailed to Gravelines, but bad weather stopped them returning to Calais The English attacked and the battle lasted many hours (5 Spanish ships were sunk) The rest were forced to sail away from France towards Scotland The English ships followed them to make sure they didnât come back to collect Parmaâs army 3) The Armadaâs Journey back to Spain around Ireland was a disaster The Spanish called off the attack and returned to Spain around Scotland & Ireland Bad storms sank many ships and wrecked more on the Irish coast Many sailors died from starvation & disease â less than half the men made it back to Spain How did England defeat the Spanish Armada? !) Faster Ships ⢠Years before the battle, England had started building smaller, faster ships (galleons) that could fire canon balls quicker & further than Spanish ships ⢠Spanish ships were huge and slow to change direction. 2) Bad Planning & Communication (Spanish) ⢠Philipâs plan to join with the Duke of Parmaâs army in France was risky. ⢠Parma had lots of small ships which took 48 hours to load, man and set sail. ⢠It took too long (a week) for word to reach Parma that Medina was in the English Channel, by which time Medina had set sail to Calais. ⢠Parma was not ready to set sail & the English were already ready to attack (leaving Medina with very little back up when anchored in France). 2) English Tactics were more effective ⢠Spanish ships aimed to come alongside the English ones, jump on board & fight the enemy. But the English ships were faster & kept a safe distance. ⢠They chased the Armada down the Channel, with heavy cannon fire, which forced the Spanish to arrive in France before Parmaâs army was ready ⢠As the Armada was waiting, the English sent fireships into the Spanish fleet. ⢠This caused the Armada to panic, cut their anchors & sail away to the north ⢠When the Spanish ships regrouped, the English attacked them in the Battle of Gravelines & the Armada was forced to sail north, chased by faster ships. 5) Bad Weather ⢠Strong winds made it impossible for the Armada to return & pick up Parmaâs army and storms wrecked or sunk Spanish ships as they tried to return home along the Scottish-Irish coasts. 2) Spanish Supplies ⢠The Armada was not well supplied with food/weapons. Drakeâs attack on Cadiz port in 1587 had destroyed food barrels. Delays in setting sail meant that by the time the English attacked the Armada it had been at sea for 10 weeks and had rotting food. 1000s died from starvation/disease. The consequences of the English victory? ⢠Victory over the Spanish Armada gave Elizabeth a great propaganda victory ⢠A new portrait was made, and a medal was made to commemorate her victory, it said âGod blew and they were scatteredâ. ⢠Elizabeth claimed that God was on the side of Protestantism ⢠This led to a feeling of English pride and encouraged the Dutch rebels to renew their fight against the Spanish ⢠The defeat of the Armada showed the strength of the English navy and gave England the confidence to trade and explore more widely at sea ⢠Although Philip did not give up and continued the war for the rest of Elizabethâs reign, the defeat had cost Spain dearly, both financially and in terms of its power ⢠The Armada marked the start of a long decline in Spainâs power and fortunes. ⢠English ships were sent on voyages of discovery and set up valuable new trade routes ⢠By the end of Elizabethâs reign, the navy was also trying to set up a new colony in Virginia ⢠The English victory boosted Elizabethâs popularity & strengthened the Protestant causeAuteur Theory is a way of looking at films that state that the director is the âauthorâ of a film. A film is a reflection of the directorâs artistic vision; so, a movie directed by a given filmmaker will have recognizable, recurring themes and visual queues that inform the audience who the director is (think a Hitchcock or Tarantino film) and shows a consistent artistic identity throughout that directorâs filmography. The 3 Components of Auteur Theory Andrew Sarris, film critic for The New York Times, expanded on Truffautâs writing and set out a more comprehensive definition for auteurs according to three main criteria: technical competence, distinguishable personality, and interior meaning. 1. Technical competence: Auteurs must be at the top of their craft in terms of technical filmmaking abilities. Auteurs always have a hand in multiple components of filmmaking and should be operating at a high level across the board. 2. Distinguishable personality: What separates auteurs from other technically gifted directors is their unmistakable personality and style. When looking at an auteurâs collected works, you can generally see shared filming techniques and consistent themes being explored. One of the primary tenets of auteur theory is that auteurs make movies that are unmistakably theirs. This is in sharp contrast with the standard studio directors of the era who were simply translating script to screen with little interrogation of the source material or editorial input. 3. Interior meaning: Auteurs make films that have layers of meaning and have more to say about the human condition. Films made by auteurs go beyond the pure entertainment-oriented spectacles produced by large studios, to instead reveal the filmmakers unique perspectives and ruminations on life. https://www.masterclass.com/articles/film-101-what-is-an-auteur#3ClNjwO6Gkgjd8ix2Cm5qI Who is the author of a TV program? It seems like it ought to be an easy question to answer, but it is not. There are, of course, scriptwriters, who are the literal authors of episodes in the sense of generating words that an actor eventually speaks, but in a soap opera or a sitcom there may be a dozen or more scriptwriters working on dialogue as the months go by. Is any one of them truly responsible for the overall tenor of the show, or are they just following rigid guidelines set down by other scriptwriters ahead of them? And the script is just the blueprint of an episode anyway. Actors, production designers, directors, videographers, editors, and on and on, are all necessary to construct an episode from that blueprint. Should we call one of them the author? And, at a more basic level, should we even bother looking for authors in television? Do viewers need to know who created a program in order to enjoy it? What does it add to our appreciation or understanding of television if we assign authorship of a program to an individual? In the closely related medium of the cinema, questions such as these have been answered by the auteur theory, which stems from the French word for âauthor,â auteur. Its basic precept is that a single individual is, and should be, the âauthorâ of a work in order for it to be a good, artistically valuable work. A book, poem, film, or television show should express this individualâs personality, his âvisionâ (the masculine pronoun is significant; auteurist studies almost all focus on men). This notion stems from the nineteenth-century Romantic image of the author as a figure who sits alone in a dingy room, scratching out angst-ridden poems with a quill pen. The tormented, misunderstood author or artist is a cherished character type that can be traced back to the poet Lord Byron (1788â1824) and observed in numerous portrayals of demented painters, musicians, and writers in television programs and other media. Consider this: Have you ever seen or read a story about a creative person who wasnât somehow strange or crazy? The auteur theory originated in French film criticism of the 1950s, where it was initially theorized that auteurs could be drawn from the ranks of producers, directors, scriptwriters, actors, and other filmmaking personnel.1 However, the vast bulk of auteurist film criticism has been about directors: Alfred Hitchcock, John Ford, and Quentin Tarantino, among many others.French 2French 2 Le WeekendFrench 2: EC2: UnitĂŠ 4/Vocab 2 (Une ville qui bouge)