Lights Camera ACTION!

Lighting is one of most important elements in creating the right Mood in filming. MES-EN-SCENE MES-EN-SCENE There are four main types of lighting used in filmmaking and photography. In this lighting assignment, you will be taught the art principles and elements of lighting design

Rembrandt Lighting Rembrandt Light is a lighting effect that was used beautifully in many Rembrandt paintings (you know, the Dutch master painter). The effect is to light a person so only ¼ of their face is in shadow and there is a triangle of light under one eye. It is a universally flattering, yet dramatic light on faces. It allows for most of the face to be illuminated but with some interesting shadow detail. This is a Rembrandt self portrait done in You can see how the light looks like late afternoon sun coming through a window. The color is very warm and there is a little triangle of light under his left eye.

Split Lighting Split Lighting brings out a lot of texture. It will slender and nar- row the face. Lights should be positioned so shadows just fall off far eye. Maintain half of the face and 3/4 of forehead in the highlights. Use gobo ’ s to help control stray light. The Fill Light should be even with the camera and up high while remaining opposite your Key Light. Your Key Light needs to be lower than the position used with Rembrandt Lighting. Hair Light Fill Light Camera Key Light

Loop Lighting helps broaden the face and works very well with narrow faces with ruddy skin. The loop from the nose area should not touch the shadow area on the side of the face. Your Key Light should be lower than that used with Paramount Lighting and moved in closer toward the background. The Fill Light should be even with the camera and up higher while remaining opposite your Key Light. Loop Lighting

Paramount Lighting helps flatten features and reduces textures, while giving a broad look to narrow faces. This type of lighting, made famous by Paramount Studios, helps emphasize cheek bones. You should see what appears to be a ﾒ butterfly ﾓ shadow under the nose. This butterfly should end half way between the upper lip and the nose. Your Key Light should be to the right of the camera, with a 45 degree angle and slightly high. The Fill Light should be higher and behind the Key Light source. Paramount Lighting

1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design. 1.0 ARTISTIC PERCEPTION Nine Through Twelve Proficient Visual and Performing Arts: Visual Arts Content Standards 2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design 2.0 CREATIVE EXPRESSION

OBJECTIVES 4. Students will demonstrate the ability to follow instructions. 2. Students will experience designing in second & third dimension media. 1. Using still photography, students will re-create any two lighting situations from the four lighting techniques 3. Students will demonstrate basic understanding Of Mis-en-scene (placement of the scene).

Art Rubric - Artwork Assessment Form NAME ____________________ Categor y Descripti o n Check box – write in poi n ts Excel lent Good Average Needs w ork Growth - Pro g ress How does this work compare to previous work by same pe r son? 9. 5 to to 9 7 to 8 6 t o 7 0 to 5 Does it show more feeling and expressivenes s ? E m o t i o n s ? Does it s h o w m o r e t hought? D o e s i t s h o w more skil l ? Creativity How original, innov a t i v e, a n d daring is the work? Does it extend or change from past wo r k d o n e b y same student? Chall e nging? Fulfills Assignment How well does the work solve the probl e m s o u t l i n e d in this assignment? Objectives? Are the variations from th e a s s i g n m e n t made for a valid rea s on? Risk taking? Composition And Design Did the student use the principles of desi g n a n d c o m p osition to make the visual elements work well? Is it free from mistak e s t h a t d i s tract from th e unity and effectiveness of the whole? Care - Effort Is the making o f t h e w o r k appropriate for the style of art being made? Craftsmanship? Didn't rush t o g e t i t d o ne, but pai d attention to consistency in the w o r k. C o n s c ientious? Work Habits Did the student stay on the job? W e r e c onversa t ions with classmates about the artwork, not other topics? Considerate? Helpful Was the student cooperative & ge n e r o u s i n d