CINEMATOGRAPHY: “Citizen Kane: An Analysis of Cinematography of a Scene”

In my Cinematography class, 15% of our grade is based on a short paper which analyzes the cinematography and lighting of a film of our choice. I chose to focus on the iconic snow scene of the young Charles Foster Kane in Orson Welles’ Citizen Kane (1941):

Citizen Kane: An Analysis of Cinematography of a Scene

For this paper, I have chosen to explore the cinematography of one of the most iconic and revolutionary scenes in American cinema: the snow scene of the young Charles Foster Kane in Orson Welles’ Citizen Kane (1941).

The cinematic style of Citizen Kane, especially its use of extreme deep-focus photography, was groundbreaking and innovative as the film’s narrative technique. At the time, the prevailing Hollywood style was characterized by diffuse lighting and shots with a very shallow depth of field.[1]  It was Welles’ cinematographer, Gregg Toland, who pioneered this use of deep-focus. Despite Hollywood’s standard of using apertures of between f2.3 and f3.2 for interior shots, nearly all of the film was shot at f8 or smaller.[2]

Shots 1-2 (0:00-0:09)

The first two shots of the scene last about nine seconds and they consist of the young Charles Foster Kane playing outside in the snow. The mood is very upbeat (as reinforced by the playful soundtrack), showing a young boy throwing snowballs and riding his sled on a snowy day in Colorado (though shot on a sound stage).

From the perspective of lighting, the set-up is not very subtle. As Welles and Toland wanted to shoot this scene (as well as the others in the film) in extreme deep-focus, the key lighting on the boy is very pronounced as the entire frame must soon be visible from more than 100 feet. In shot 1, the camera angle is slightly above and in front of the boy, with the falling snow front lit. The lighting is fairly uniform, with no discernable key light direction. As the boy throws a snowball, and the shot cuts to it hitting boarding house’s sign, we look upwards, almost a POV shot from the boy’s perspective.

Shot 3 (0:09-1:55)

Shot 3 is the most remarkable of the entire scene and lasts one minute and 46 seconds. It begins with young Charles continuing to throw snowballs from the same vantage point as Shot 1. Though, now we can conclude that the key light is coming from his left, as evidenced by the reflection off the left side of the snowman beside him.

Within a second or two, the mother appears between us and the boy, revealing that shots 1 and 3 were filmed from the inside and through one of the windows in the house. Moreover, the side of the mother’s face, as she leans out of the window, is lit by the exterior (outside) light. As she leans back into the house, the face quickly shifts into a shadow (as it moves away from outside light), and then lit again as the interior key light comes from her left side. On the other side of the window is Mr. Thatcher (the boy’s soon-to-be guardian) who appears only lit by the light behind him (evidenced by the bright back of his neck as he begins to turn around) with minimal light coming from the left side of the screen.

Immediately, the camera begins to track backwards as the mother, Mr. Thatcher, and the father come into frame and walk towards the camera, through the living room, and eventually stopping at the kitchen table. At all times, the boy remains in full focus in the background, placed in the middle of the frame as he plays, and in between the three adults. While the camera began the shot below the mother as she leaned out the window, it quickly shifts to a little above eye level as it dollies backwards.

As the three adults walk through the living room, only the left side of their faces are lit. This changes at the moment when they cross into the kitchen, as the new key light shifts to the left side of the screen, illuminating their entire faces. This is necessitated by the movement to the kitchen table where the mother sits and faces the left side of the screen and is fully illuminated. The father, who pauses between the two rooms, is now lit on his right side by the new key while his left side is shifting to shadow as it clings to what is left of the key from the front of the room, the effect presenting him as a more suspicious, and distant, figure.

The camera tracking shot from the window to the kitchen table is quite spectacular. Apparently, the kitchen table was split into two to allow the camera and dolly to move through it, requiring stage hands to snap it back together before it appeared in the frame. You can see Thatcher’s hat – which was left on the table – shaking when it is first seen in the frame as a result of the table movement. Then the mother and Thatcher sits at the table as they finalize the guardianship papers. Across from them, the father remains standing at a distance, while young Charles remains sharply in focus at least 100 feet away, as does Thatcher’s hat which is no more than a foot or two from the lens.

The camera angle is at its lowest position of the scene – shoulder-height of those sitting. At this moment, all three vectors of filmic space are fully engaged and in focus: the horizontal x-axis is bordered by the hat and the mother; the vertical y-axis from the base of the hat to the ceiling above the father; and the z-axis from the front of the hat (and the mother) all the way back to the boy outside.

By mid shot, the mother and Thatcher stand-up and pause for a few seconds to allow the table to be split apart again out of the shot. The camera then follows the three adults back to the living room, in the same direction as they left it. The scene ends with a match cut of the mother closing the window.

Shot 4 (1:55-3:50)

Shot 4 begins with the mother again looking at the boy through the window, but this time in the direction of the camera which is a little below eye level. Here the key light appears to be coming from their left (right side of the frame). Soon, the three adults walk outside towards the boy and we see a reversal of Shot 3 in that the camera was shooting through the window, but this time from the outside looking in. During this shot, Welles keeps the camera anchored to the boy, as the three adults hover around him, metaphorically cutting off his escape as he is about to be told of his fate.

Once outside, the key light appears to be coming from above the camera on the left, with a kicker or cross key coming from the right. The camera angle is between the eye levels of the boy and the mother and again everything in the background is in deep focus.

Shots 5-6 (3:50-4:10)

The scene ends with an extreme close-up of the mother and boy and then a shot of the now abandoned sled in the snow. The scene ends with a lap dissolve that is executed literally according to Toland – as the lights on the set were dimmed in two stages: first dimming the background and then the actors. In the next scene, the lights were turned on in two steps to match.[3]

ANALYSIS

The marvel of Citizen Kane’s cinematography is much less an artistic application of light than it was the use of large quantities of light which permitted the film’s unprecedented use of extreme deep-focus. Welles’ discards the usual cinematic approach of shot/reverse-shot during this scene, instead using a mobile camera with deep focus that keeps us continually aware of everyone. This technique, couples with Welles’ use of long takes, permits that “our eyes have the same freedom to wander around the screen image as we have in the theater. We can focus on the actor who is speaking or instead watch the actor who is listening. Our eyes can move around the frame, focusing on whatever we choose.”[4] Moreover, as Toland notes:

The normal human eye sees everything before it (within reasonable distance) clearly and sharply. There is no special or single center of visual sharpness in real life. But the Hollywood cameras focus on a center of interest, and allow the other components of a scene to “fuzz out” in those regions before and beyond the focal point. The attainment of an approximate human eye focus was one of our fundamental aims in Citizen Kane.[5]

Additionally, Welles’ ever-changing camera angles, and his constant use of hard light and strong shadows, have a strong effect on our emotional approach to characters and scenes. According to film critic Andre Bazin, this stretching of the image in depth, along with its pronounced camera angles, “produces throughout the film an impression of tension and conflict, as if the image might be torn apart.”[6] Certainly, one gets this very feeling after watching this scene.


NOTES

[1] Fabe, Marilyn. Closely watched films: an introduction to the art of narrative film technique. University of California Press, 2004. Print, p. 84.

[2] Toland, Gregg. “How I Broke the Rules in Citizen Kane.” Popular Photography 8 (June 1941): 55. Print.

Said Toland: “The tendency in Hollywood has been to stop down to f3.5 occasionally in filming interiors. More often the working aperture is between f2.3 and f3.2. The use of the f3.5 aperture is still uncommon enough to be cause for conversation in the film capital. []

“But we wanted to stop down considerably further. By experimenting with high-speed films we discovered that lens aperture could be reduced appreciably, but that we still weren’t able to stop down enough for our purposes. This meant that an increased illumination level had to be obtained.

“The Yard “Opticoating” system developed at the California Institute of Technology, proved to be one factor in the eventual solution of our lighting problem. Being essentially a method of treating lens surfaces, Opticoating eliminates refraction, permits light to penetrate instead of scattering, and thus increases lens speed by as much as a full stop. Our coated lenses also permitted us to shoot directly into lights without anything like the dire results usually encountered.

“Another aid in solving our small-aperture problem was the twin-arc broadside lamp, developed for Technicolor work. We began to employ these lamps before we hit upon the use of the high-speed film which we eventually chose. The combination of coated lenses, arc broadside lamps, and the fastest available film made it possible to photograph nearly all interior scenes at an aperture of f8 or even smaller. I shot several scenes at f11 and fl6. That’s a big jump from f2.3 and it’s certainly unconventional in Hollywood filming.”

[3] Ibid.

[4] Fabe, pp. 84-85.

[5] Toland.

[6] Bazin, Andre. “The Great Diptych: Geology and Relief.” Orson Welles: A Critical View. Acrobat Books. 1972, pp. 74-75.

Fall 2011 Semester Begins

Today, the Fall 2011 semester begins and I am enrolled in three courses — all of which I’m quite excited about. Though both Film Form and Cinematography are geared towards more traditional (i.e., fiction) filmmaking, I’ve long believed that documentarians need to be familiar with and embrace the history, theory, and techniques of the cinema. Not only does a strong understanding of theory and history inform your practice, but the aesthetic component of the art of making films — fiction or non-fiction — are also paramount. You want people to embrace both the content and style of your work. So, I’m excited about diving into those areas and becoming a better filmmaker.

Here are the course descriptions for my classes:

Media Practices: Film Form
(Prof. Sam Ishii-Gonzales; lecture Tues 6-8:40pm, lab Sat 1-3:40 pm)

In this hybrid theory/practice course, students will immerse themselves in a number of aesthetic questions that will challenge them to think precisely and creatively about the properties of the medium. What are the fundamental structures at the basis of film? What role do these structures play in the spectator¹s cognitive and affective engagement with film? Rather than presume an answer derived from the other arts, students will be encouraged to engage with cinema on its own terms, to engage with film as its own unique system of sign production. Through the close study of a select group of films in a variety of styles and genres (shorts and features, fiction and documentary, narrative and experimental) students will be introduced to a number of key topics, including framing and perspective; open and closed forms of montage; movement- and time-image; on- and off-screen space (actual and virtual space); audio-visual relations. In-class discussion and analysis will be supplemented with five Saturday afternoon tech labs. Tech labs consist of instruction in film (Bolex), sound (Flash), video (mini DV) and editing (FCP).

*Prerequisite: Media Practices: Concepts or instructor permission.

*Students registering for ‘Media Practices: Film Form’ must also register for the Saturday technical lab. The lab does not carry course credit and no tuition is charged. The purpose of the lab is to provide additional technical assistance and outside of class hands-on practice for all students enrolled in the sections of Media Practices: Film Form. The labs will be conducted by the course Teaching Associates. Students are required to attend at least 7 sessions and are encouraged to attend all.

Cinematography: Art and Technique
(Prof. Phil Katzman; Wed 6-8:40 pm)

This workshop combines theoretical and practical elements of cinematography with special emphasis on cultivating a film sensibility. While learning techniques of studio and location lighting, students also study composition and coverage, and how movement, angles, and placement create a cinematographic style. In this class students will learn the tools, hardware, and technology used in the industry, as well as work through the aesthetic decisions that contribute to how a story is told. Looking at the special advantages, particular limitations and collaborative possibilities of both digital and film cinematography, the class will address issues of integrated media. Exercises will include: essential lighting and grip equipment, color film stocks, hard light vs. soft light, location shooting, color temperature and fluorescent lights, exterior lighting and control of natural light, covering a scene and continuity from a cinematographer, point of view, and camera and actor choreography. Practical tests and scenes are shot using color and black & white 16mm film stocks, as well as digital video.

*Permission required.  Contact the Film Form Academic Coordinator.

Documentary: Its Art, History & Future
(Prof. Deirdre Boyle; Thurs 6-9:30 pm)

The documentary is arguably the most challenging and influential form of film and video. It touches, informs, and sometimes outrages millions of viewers seeking facts and insights in a complex world. This historical introduction to the genre begins with the earliest “actuality” films of the Lumiere brothers and ends with the latest postmodern explorations of film truth. The course examines how changing technology, shifting social and political realities, and the personalities and talents of influential individuals have continually re-defined what documentary means. Ethical as well as aesthetic issues are considered. Weekly screenings are of classics by Vertov, Flaherty, Grierson, Riefenstahl, Rouch, and Wiseman, as well as contemporary works.

About Mark

After 15 years in Democratic politics and media, I returned to school this year with the goal of becoming a political documentary filmmaker. In January 2011, I began work on a Master's of Arts degree in Media Studies and Film at The New School in New York City. This website will serve to document my journey.

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