This week’s lesson materials emphasize that a story is not “what happened next”, but rather a chain of cause and effect connected by “therefore / but”. The class exercises also revolve around this point: first, use SWBST to quickly determine the main line, then transform it into a version driven solely by cause and effect, and finally onto the storyboard.
Class Quiz: Storytelling Pair Activity (Flood + Ladder + Freedom)
The story concept of our group is a metaphor:
• The flood = disaster
• The ladder = tool/technology
• When humans completely relied on nature, God sent the flood as a punishment/test;
• When humans began to create tools and attempt to “conquer” nature, they gained freedom.
I have reorganized it into a cause-and-effect version (which better meets the requirements of the class):
Humans completely entrusted their survival to nature. Therefore, God sent a flood to bring about disaster.
However, humans began to create tools such as ladders to change their situation.
Thus, humans no longer merely waited for nature to arrange things, but gained the freedom to act.
Reflection: This exercise has made me more aware of the difference between “theme” and “plot” – the theme is “from dependence to control”, while the plot must be driven by specific actions (disaster → invention → escape/ascension). If the shot only shows “the flood is very large”, the audience will think it’s a disaster film; but when the shot shows “building a ladder / using the ladder” as the turning point, the viewpoint will be valid.

Class feedback: Implemented the storyboard from last week in Maya
The teacher reviewed the tasks from last week and asked us to implement the bar story version (the version by the group members) in Maya.
Reflection: Transitioning from 2D storyboards to 3D production will reveal the real problems: whether the camera position, shot path, occlusion, and spatial relationships are reasonable. Some shots that seemed “OK” in the storyboard will fail in Maya due to spatial incompatibility, forcing me to return to the fundamental question – what exactly does each shot want to show the audience and what does it want them to understand.
Assignment: Film Photography Analysis (I chose a segment from “The Legend of Fu Sheng”)
The assignment requires selecting a 1-2 minute segment and analyzing how the cinematography supports the narrative (through angles, lighting, layout, composition, etc.), rather than merely repeating the shots.
I chose the segment from “The Legend of Fu Sheng” titled “Opening → Su Quanshao’s Death” because it was accomplished through cinematography alone: establishing the world view, visualizing the concept of protons, and establishing Yin Shou’s controlling demeanor.
In my analysis, I will focus on the following points:
- Cold opening (snow + details of the corpse): Presenting the war as a systematic slaughterhouse, setting the tone to be extremely cold first;
- Low-angle shots / wide shots to create a crushing power contrast, making Jizhou’s “having no choice” a factual aspect of the scene;
- High-angle shots of Yin Shou + progressive questioning rhythm to turn the dialogue into an interrogation, pushing Su Quanshao towards the inevitable “having to use death as evidence” ending;
- Approaching / helping up the “gentle illusion”: Packaging political violence as a personal consolation, completing an open demonstration.
This Week Summary
The most effective aspect for me this week was: first, write the story in a cause-and-effect manner, and then decide on the shots. The shot language is not supplementary explanation; instead, it transforms the “perspective” into visual facts that the audience can directly perceive.