CONSIGNES / DEVELOPMENT INSTRUCTIONS
POINT DE DEPART (pages 5 et suivantes): la scène choisie lors de l'échange C3 comme entame du film «L'Arche» / STARTING POINT: the first scene draft, choosen by students in C3 meeting (page 5 and following)
I - CHOSES A FAIRE PAR LES ELEVES / THINGS TO DO (individuellement ou par groupes de 2 à 3 personnes maxi / single or by team of 2 to 3 students)
1°) ECRIRE UN SYNOPSIS / WRITE A SYNOPSIS
Résumez toute l'action du film en partant de la première scène déjà rédigée complétement. Sans dialogue, donnez la trame (les grandes lignes) du récit du début à la fin, sans rentrer dans les détails (produisez un texte brut sans respecter de conventions particulières) / Sum up the whole narrative of the film from this first scene to the end you imagine. No standard imposed, no dialogue, only the story without going in depth.
PLEASE POST THE SYNOPSIS IN OUR TWINSPACE (our ONLINE COOPERATIVE SPACE); IF YOU CANNOT GO IN, USE THE « CARTE BLANCHE » CONNECTION
DEADLINE the 5th of October (One of the synopsis will be chosen by the teachers during R4 meeting in Cluj-Napoca)
2°) ECRIRE UN TRAITEMENT / WRITE A TREATMENT
A – Rédigez en une page ou moins le contexte de votre récit (en l’occurrence, quels changements planétaires et impacts sur la biodiversité existent et quels défis de société doivent relever les personnages ?). Inspirez-vous des prédictions des futurologues ou des prévisions des scientifiques / Write in one page the context of your story (What sort of challenges the society faces and what are the main dramatic changes in Biodiversity ?. You can find inspiration in scientific predictions.
B - Choisissez le protagoniste (le héros ou personnage principal) et réécrivez le synopsis (validé fin octobre) en tenant compte de vos choix. Entrez, cette fois, dans tous les détails exceptés les dialogues. En pratique, il va s'agir de choisir entre adopter le point de vue de Sol 9 ou celui de Flo 1, dont les motivations divergent, si l’un comme l’autre refusent la mission de partir peupler une exoplanète / Choose the protagonist (main character) and rewrite the synopsis ; include your choices and go through every detail of your story except for dialogue. You will have to focuse on Sol 9 or Flo 1. Both refuse to follow the mission but not for the same reasons.
SCHEMA ACTANCIEL / POSSIBLE PROTAGONIST QUESTS
SOL 9 veut RESTER SUR TERRE (Stay at home is her inner quest) ET SAUVER LA PLANETE (Save the planet is her larger Quest)
FLO 1 veut PRENDRE LE CONTRÔLE DE L’ARCHE (TAKE THE LEAD OF “THE ARK” VESSEL is his inner quest) ET ORBITER DANS LE SYSTEME SOLAIRE (IN ORDER TO NAVIGATE IN THE SOLAR SYSTEM)
FLO 1
PLEASE POST THE CONTEXT AND THE TREATMENT (the detailed synopsis ) IN ONE DOCUMENT
DEADLINE the 4th of November (One treatment will be selected by participants of C4 Short-term exchange) in Alcochete
NOTA BENE : Tous les personnages secondaires sont présents dans le traitement, l’antagoniste est identifié et l’objectif est clairement atteint ou non. On répond à la question « va-t-il (ou elle) y arriver ? » / Every characters are present in the treatment. The antagonist is identified and the goal is fulfilled or not. We answer the question “ has she/he succeeded?”
II - CHOSES A FAIRE PAR CHAQUE ECOLE / THINGS TO DO (une seule réponse par établissement / one answer for one school)
Le porteur de projet pilotant le partenariat E+A (Noah) dans son école présentera lors du séminaire R4 les contributions de ses élèves à « la boîte à idées » mise en place pour réaliser le film / The main project holder in charge of the partnership in their school will give their students’ contributions to the following points :
1 UNE REPLIQUE Quel petit dialogue dans la langue nationale du partenaire pourrait être inséré dans le film comme un clin d’oeil (le tournage se faisant en Anglais) ? / A LINE: what dialogue do you want to add in your national language in the film (shot in English) ?
2 LE CASTING Quels élèves pressentis pour quels rôles ou types de personnage ? / CAST: Who volunteers to be on screen? For what sort of roles?
3 LES DECORS Quelles idées ? SETTINGS : Your ideas?
4 MAQUILLAGE ET COSTUMES Qui veut d’en charger ? Quelles idées ? / MAKE UP AND WARDROBE: Who wants to do what ?
5 MUSIQUE Quelle musique(s) originale(s) libre(s) de droit ? Des idées ? / SCORE MUSIC: Ideas of copyright free musics?
DEADLINE: the R4 transnational meeting in Cluj-Napoca
____________________________________________________________
Pages suivantes : La Première scène - présentation standard à respecter pour vos réécritures et ou travaux ultérieurs (dans la phase ultime d’écriture du scenario, entre Novembre 2019 et Mars 2020) / FIRST SCENE: example of how you should write a scene following cinema sandards (work ahead from January to March, 2020)
DEADLINE (probably) the end of February
1. EXT SIMULATION ROOM (PERGOLA) DAY
View of the sea through the eyes of the protagonists (facing the beach from the Pergola). The SOUND OF THE WAVES is covered by a LOW GROWL. SOL 9 and FLO 1 and their animals (dogs?); weary faces but complicit glances.
The ROAR STOPS.
SOL 9 is sitted on the floor, she's 17 years old, wearing the uniform of Space academy.
SOL 9
Finally! We are rid of this noise. Listen!
SOUND OF THE WAVES.
SOL 9
Let's go down to the beach, okay?
SOL 1 stands up, FLO 1 stays sitted.
FL0 1 is a 19 years old boy, wearing the same uniform with a badge on.
FLO 1
Do not talk nonsense. You know it's forbidden. We did not reproduce the ocean in this simulator to please you. It's just "to test the feasibility of the tank," as Professor Pascal says.
SOL 9
It does not bother him. Neither the other teachers!
FLO 1
You know, in principle: we'll leave them there, on the Earth .. So, we can offer them a little pleasure. They work for our future, after all. (He grabs the wrist of SOL9, it is released). Listen to me Flo! I can not understand for the moment how we will fly the ship and maintain the systems: fortunately the old people have designed the project and are in a position to teach us the basics! IF it amuses them to wade into a replica of the world before during their rest time, why not? But I do not see the interest for us. When we are in space and safe, far away from this completely burnt planet, the tanks must be kept in function, the animals and their food should be watched; and you know there will be no beach near the pools ...
SOL 9
You speak as you were taught to speak: But their story of the end of the world is joke.
And I do not see why we can not take advantage of the replicated sea, under the pretext that we will be part of the crew later and we will live in a space can, without access to the real sea. Come on, let's go down! It's good for me to ask you that you made me come here, right?
(She gets up)
FLO 1
Go ahead if you want, I'll stay.
SOL 9
But I can not without you. You know well. I have not been badged yet as a crew member. If I put a portal in the simulator without being accompanied by a frame, the Police will tumble too dry.
FLO 1
Are not you still badged? Well you'll never be a space officer if you do not show yourself more disciplined. (he gets up too) Know that: no, I did not bring you here so that you will be spotted by the pawns for the beast because you want to wet your feet.
SOL 9
Why are we here then? Okay, it's not bad to enjoy a little break and without your invitation I could not get in here, but I wonder what you had in mind.
FLO 1
You're worrying me SOL9. Aren't you supposed to be an Intuitive?
SOL 9
Oh, stop with that! These stories of witches and telepathy, it's bullshit.
FLO 1
You do not guess stuff? You do not perceive from the outset the intentions of people?
SOL 9
Like everyone else, nothing more ... It only works well with the animals. And even. I do not see how my talents would be useful? It is more the "smarties" of your kind that Europe trusts. Shit, I do not want this. Their exoplanet for my descendants. I do not believe in it.
FLO 1
There we are! And that's why I asked you to come with me. I have two friends to introduce you.
VAN 8
Hi!
MI 5
Hi!
FLO 1
Let me introduce you to VAN 8 and MI 5. Two apprentices like you. But from the scientific section. Soon badged, I can guarantee it. They will be on board, as crew members and officers.
SOL 9
Hello. We know each other, I think.
MI 5
Yeah, we met in the «history of present time» class last year.
VAN 8
And I saw you once at the boarding school, with NA 4 and his mates.
SOL 9
Still, I do not see what we're doing here. But I feel like you have something to ask me.
FLO 1
Precisely. Do not blame me for not telling you before. But I discovered that we are spied upon by absolutely everyone. The only safe places are the decontamination rooms or the antechambers of the simulators. You will admit that we are much better out here than in deconta!
SOL 9
So what's that secret?
MI 5
We know you do not believe in the project.
VAN 8
We do not either. The Chinese and Russians send orbital stations to Lagrange points, but not beyond. Their mission to Vega is a pipe. Same for the American Alliance.
MI 5
We think it is impossible to recreate the conditions of terrestrial life in space without restocking the station from time to time. We cannot leave the solar system like this. In other words, for us, the Ark must navigate in the vicinity of the Earth. If you go too far away, the ship will be lost: no way to refuel atmosphere or carbon in full emptiness!
But, listen ! We will form the crew.
And if a majority thinks like us, especially propulsion guys: we can leave the planet as planned and set sail for a nearby planet, say Jupiter. And orbit safely there for eternity.
SOL 9
The rats are leaving the sinking ship. Whether they go right or left, so what does it change?
Nothing, in my opinion...
FLO 1
You’re wrong, Sol. It changes everything for us. There are many in the group of future technicians and pilots who refuse to leave as far as the exoplanet «Colony».
We think you, Sol 9, could help us spread our ideas in the healers and ambiancers section. In fact, we heard that you are a leader and that many of the juniors are being critical towards the "Noah's Ark" project.
SOL9
So, for real: do you think you are revolutionaries?
(laughing)
But you don’t understand anything: The earth is our ark. We do not want any other, and we would rather stay, using all the technology of the project to save the planet …
FLO 1
But it's too late! You can see how bad is the situation: it is a disaster !
SOL 9
Leave this planet to repeat the same mistakes we’ve made in the Past somewhere else is a bad idea, bringing animals with us on a rotating cylinder and eat them doesn’t make any sense!
His animal GROANS, the LOW GROWL starts again.
[It will be known later that it is a question of simulating the background noise of the vessel: The propulsion system but also the maintenance of the artificial environments will indeed generate vibrations and the apprentices of the Academy must become familiar with it. But the pupils are divided. SOL 9 and the dreamers will they convince others that the only ark of Noah is the earth?]
Transmis par le chef de Projet le 17 juillet 2019(made by the International Coordinator and published the 17th of July) VDP
CONSIGNES / DEVELOPMENT INSTRUCTIONS
POINT DE DEPART (pages 5 et suivantes): la scène choisie lors de l'échange C3 comme entame du film «L'Arche» / STARTING POINT: the first scene draft, choosen by students in C3 meeting (page 5 and following)
I - CHOSES A FAIRE PAR LES ELEVES / THINGS TO DO (individuellement ou par groupes de 2 à 3 personnes maxi / single or by team of 2 to 3 students)
1°) ECRIRE UN SYNOPSIS / WRITE A SYNOPSIS
Résumez toute l'action du film en partant de la première scène déjà rédigée complétement. Sans dialogue, donnez la trame (les grandes lignes) du récit du début à la fin, sans rentrer dans les détails (produisez un texte brut sans respecter de conventions particulières) / Sum up the whole narrative of the film from this first scene to the end you imagine. No standard imposed, no dialogue, only the story without going in depth.
PLEASE POST THE SYNOPSIS IN OUR TWINSPACE (our ONLINE COOPERATIVE SPACE); IF YOU CANNOT GO IN, USE THE « CARTE BLANCHE » CONNECTION
DEADLINE the 5th of October (One of the synopsis will be chosen by the teachers during R4 meeting in Cluj-Napoca)
2°) ECRIRE UN TRAITEMENT / WRITE A TREATMENT
A – Rédigez en une page ou moins le contexte de votre récit (en l’occurrence, quels changements planétaires et impacts sur la biodiversité existent et quels défis de société doivent relever les personnages ?). Inspirez-vous des prédictions des futurologues ou des prévisions des scientifiques / Write in one page the context of your story (What sort of challenges the society faces and what are the main dramatic changes in Biodiversity ?. You can find inspiration in scientific predictions.
B - Choisissez le protagoniste (le héros ou personnage principal) et réécrivez le synopsis (validé fin octobre) en tenant compte de vos choix. Entrez, cette fois, dans tous les détails exceptés les dialogues. En pratique, il va s'agir de choisir entre adopter le point de vue de Sol 9 ou celui de Flo 1, dont les motivations divergent, si l’un comme l’autre refusent la mission de partir peupler une exoplanète / Choose the protagonist (main character) and rewrite the synopsis ; include your choices and go through every detail of your story except for dialogue. You will have to focuse on Sol 9 or Flo 1. Both refuse to follow the mission but not for the same reasons.
SCHEMA ACTANCIEL / POSSIBLE PROTAGONIST QUESTS
RESTER SUR TERRE ET SAUVER LA PLANETE
SOL 9
PRENDRE LE CONTRÔLE DE L’ARCHE ET ORBITER DANS LE SYSTEME SOLAIRE
FLO 1
STAY ON EARTH AND SAVE IT
SOL 9
TAKE THE LEAD OF “THE ARK” VESSEL IN ORDER TO NAVIGATE IN THE SOLAR SYSTEM
FLO 1
PLEASE POST THE CONTEXT AND THE TREATMENT (the detailed synopsis ) IN ONE DOCUMENT
DEADLINE the 4th of November (One treatment will be selected by participants of C4 Short-term exchange) in Alcochete
NOTA BENE : Tous les personnages secondaires sont présents dans le traitement, l’antagoniste est identifié et l’objectif est clairement atteint ou non. On répond à la question « va-t-il (ou elle) y arriver ? » / Every characters are present in the treatment. The antagonist is identified and the goal is fulfilled or not. We answer the question “ has she/he succeeded?”
II - CHOSES A FAIRE PAR CHAQUE ECOLE / THINGS TO DO (une seule réponse par établissement / one answer for one school)
Le porteur de projet pilotant le partenariat E+A (Noah) dans son école présentera lors du séminaire R4 les contributions de ses élèves à « la boîte à idées » mise en place pour réaliser le film / The main project holder in charge of the partnership in their school will give their students’ contributions to the following points :
1 UNE REPLIQUE Quel petit dialogue dans la langue nationale du partenaire pourrait être inséré dans le film comme un clin d’oeil (le tournage se faisant en Anglais) ? / A LINE: what dialogue do you want to add in your national language in the film (shot in English) ?
2 LE CASTING Quels élèves pressentis pour quels rôles ou types de personnage ? / CAST: Who volunteers to be on screen? For what sort of roles?
3 LES DECORS Quelles idées ? SETTINGS : Your ideas?
4 MAQUILLAGE ET COSTUMES Qui veut d’en charger ? Quelles idées ? / MAKE UP AND WARDROBE: Who wants to do what ?
5 MUSIQUE Quelle musique(s) originale(s) libre(s) de droit ? Des idées ? / SCORE MUSIC: Ideas of copyright free musics?
DEADLINE: the R4 transnational meeting in Cluj-Napoca
____________________________________________________________
Pages suivantes : La Première scène - présentation standard à respecter pour vos réécritures et ou travaux ultérieurs (dans la phase ultime d’écriture du scenario, entre Novembre 2019 et Mars 2020) / FIRST SCENE: example of how you should write a scene following cinema sandards (work ahead from January to March, 2020)
DEADLINE (probably) the end of February
1. EXT SIMULATION ROOM (PERGOLA) DAY
View of the sea through the eyes of the protagonists (facing the beach from the Pergola). The SOUND OF THE WAVES is covered by a LOW GROWL. SOL 9 and FLO 1 and their animals (dogs?); weary faces but complicit glances.
The ROAR STOPS.
SOL 9 is sitted on the floor, she's 17 years old, wearing the uniform of Space academy.
SOL 9
Finally! We are rid of this noise. Listen!
SOUND OF THE WAVES.
SOL 9
Let's go down to the beach, okay?
SOL 1 stands up, FLO 1 stays sitted.
FL0 1 is a 19 years old boy, wearing the same uniform with a badge on.
FLO 1
Do not talk nonsense. You know it's forbidden. We did not reproduce the ocean in this simulator to please you. It's just "to test the feasibility of the tank," as Professor Pascal says.
SOL 9
It does not bother him. Neither the other teachers!
FLO 1
You know, in principle: we'll leave them there, on the Earth .. So, we can offer them a little pleasure. They work for our future, after all. (He grabs the wrist of SOL9, it is released). Listen to me Flo! I can not understand for the moment how we will fly the ship and maintain the systems: fortunately the old people have designed the project and are in a position to teach us the basics! IF it amuses them to wade into a replica of the world before during their rest time, why not? But I do not see the interest for us. When we are in space and safe, far away from this completely burnt planet, the tanks must be kept in function, the animals and their food should be watched; and you know there will be no beach near the pools ...
SOL 9
You speak as you were taught to speak: But their story of the end of the world is joke.
And I do not see why we can not take advantage of the replicated sea, under the pretext that we will be part of the crew later and we will live in a space can, without access to the real sea. Come on, let's go down! It's good for me to ask you that you made me come here, right?
(She gets up)
FLO 1
Go ahead if you want, I'll stay.
SOL 9
But I can not without you. You know well. I have not been badged yet as a crew member. If I put a portal in the simulator without being accompanied by a frame, the Police will tumble too dry.
FLO 1
Are not you still badged? Well you'll never be a space officer if you do not show yourself more disciplined. (he gets up too) Know that: no, I did not bring you here so that you will be spotted by the pawns for the beast because you want to wet your feet.
SOL 9
Why are we here then? Okay, it's not bad to enjoy a little break and without your invitation I could not get in here, but I wonder what you had in mind.
FLO 1
You're worrying me SOL9. Aren't you supposed to be an Intuitive?
SOL 9
Oh, stop with that! These stories of witches and telepathy, it's bullshit.
FLO 1
You do not guess stuff? You do not perceive from the outset the intentions of people?
SOL 9
Like everyone else, nothing more ... It only works well with the animals. And even. I do not see how my talents would be useful? It is more the "smarties" of your kind that Europe trusts. Shit, I do not want this. Their exoplanet for my descendants. I do not believe in it.
FLO 1
There we are! And that's why I asked you to come with me. I have two friends to introduce you.
VAN 8
Hi!
MI 5
Hi!
FLO 1
Let me introduce you to VAN 8 and MI 5. Two apprentices like you. But from the scientific section. Soon badged, I can guarantee it. They will be on board, as crew members and officers.
SOL 9
Hello. We know each other, I think.
MI 5
Yeah, we met in the «history of present time» class last year.
VAN 8
And I saw you once at the boarding school, with NA 4 and his mates.
SOL 9
Still, I do not see what we're doing here. But I feel like you have something to ask me.
FLO 1
Precisely. Do not blame me for not telling you before. But I discovered that we are spied upon by absolutely everyone. The only safe places are the decontamination rooms or the antechambers of the simulators. You will admit that we are much better out here than in deconta!
SOL 9
So what's that secret?
MI 5
We know you do not believe in the project.
VAN 8
We do not either. The Chinese and Russians send orbital stations to Lagrange points, but not beyond. Their mission to Vega is a pipe. Same for the American Alliance.
MI 5
We think it is impossible to recreate the conditions of terrestrial life in space without restocking the station from time to time. We cannot leave the solar system like this. In other words, for us, the Ark must navigate in the vicinity of the Earth. If you go too far away, the ship will be lost: no way to refuel atmosphere or carbon in full emptiness!
But, listen ! We will form the crew.
And if a majority thinks like us, especially propulsion guys: we can leave the planet as planned and set sail for a nearby planet, say Jupiter. And orbit safely there for eternity.
SOL 9
The rats are leaving the sinking ship. Whether they go right or left, so what does it change?
Nothing, in my opinion...
FLO 1
You’re wrong, Sol. It changes everything for us. There are many in the group of future technicians and pilots who refuse to leave as far as the exoplanet «Colony».
We think you, Sol 9, could help us spread our ideas in the healers and ambiancers section. In fact, we heard that you are a leader and that many of the juniors are being critical towards the "Noah's Ark" project.
SOL9
So, for real: do you think you are revolutionaries?
(laughing)
But you don’t understand anything: The earth is our ark. We do not want any other, and we would rather stay, using all the technology of the project to save the planet …
FLO 1
But it's too late! You can see how bad is the situation: it is a disaster !
SOL 9
Leave this planet to repeat the same mistakes we’ve made in the Past somewhere else is a bad idea, bringing animals with us on a rotating cylinder and eat them doesn’t make any sense!
His animal GROANS, the LOW GROWL starts again.
[It will be known later that it is a question of simulating the background noise of the vessel: The propulsion system but also the maintenance of the artificial environments will indeed generate vibrations and the apprentices of the Academy must become familiar with it. But the pupils are divided. SOL 9 and the dreamers will they convince others that the only ark of Noah is the earth?]