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VisualStorytelling
6
throughhisownmusingsandexperiences.Iwouldliketoaddthatthese
Aflters’aresopersonalthattheygiverisetoanew,original,andaveryin-
spiringwhole.
MitkoPanov’sAInaNutshell’hasbeenwrittenbysomeonewhoperfectly
understandstheAchemistry’offlmteaching;someonewhounderstands
howastudent-directorbuildstheawarenessofflmmatterandflmmeans
ofexpressionstepbystep;healsounderstandstheroleofateacherinthis
process.Theproblemwithteachingflmisthatonecannottalkorread
aboutit;onecanonlycreateasituationwhereitwillsimplyHAPPEN.The
essenceofteachingflmisnotpassingoninformation,butratherAcreating
experiences’–inpractice,itmeansbuildingaseriesofexercisesandtasks,
which–forastudent–becomeajourneyofgainingexperience.That’swhat
MitkoPanov’stextisabout.Hisworkcomprisesoftwoparts.Thefrstone,
AGrammar’,isasetofrulesandprinciplesofdramaandstaging.Thesecond
partiscalledARhetoric’anditisanoriginalideaoftheauthortotransfer
literaryrhetoricalfguresintoflmlanguage.Mitkodescribesitthusly:AFilm
grammarcoverstherulesandflmrhetoriccoversthedeviationsfromthe
rules’;Iwouldliketoaddthatbetweenhistakeongrammarandrhetoric,
thereexistsanenormousspaceforcreativeimagination.
Itisimportanttonamethose,whoseexperiencebacksbothauthors:
FrankDaniel,MogensRukov,KeithCunningham,ChristopherVogler,and
mostofall–DickRoss,theauthorofShortFilms.ATeacher’sSourceBook,
whowasJanWagner’steacheratthedffbinBerlin,MitkoPanov’sbossat
theNYU,andwhosharedaxeroxedcopyofAnInformalTalkwithDaniel
Frankwithyourstruly.
AndrzejMellin
Łódź,March2014
JanWagner
