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The Influence of Kitchen Sink Drama in John Osborne's
IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 23, Issue 9, Ver. 7 (September. 2018) 77-80 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org The Influence of Kitchen Sink Drama In John Osborne’s “ Look Back In Anger” Sadaf Zaman Lecturer University of Bisha Kingdom of Saudi Arabia Corresponding Author: Sadaf Zaman ----------------------------------------------------------------------------------------------------------------------------- ---------- Date of Submission:16-09-2018 Date of acceptance: 01-10-2018 ----------------------------------------------------------------------------------------------------------------------- ---------------- John Osborne was born in London, England in 1929 to Thomas Osborne, an advertisement writer, and Nellie Beatrice, a working class barmaid. His father died in 1941. Osborne used the proceeds from a life insurance settlement to send himself to Belmont College, a private boarding school. Osborne was expelled after only a few years for attacking the headmaster. He received a certificate of completion for his upper school work, but never attended a college or university. After returning home, Osborne worked several odd jobs before he found a niche in the theater. He began working with Anthony Creighton's provincial touring company where he was a stage hand, actor, and writer. Osborne co-wrote two plays -- The Devil Inside Him and Personal Enemy -- before writing and submittingLook Back in Anger for production. The play, written in a short period of only a few weeks, was summarily rejected by the agents and production companies to whom Osborne first submitted the play. It was eventually picked up by George Devine for production with his failing Royal Court Theater. Both Osborne and the Royal Court Theater were struggling to survive financially and both saw the production of Look Back in Anger as a risk. -
The Golem Allegories
IRIE International Review of Information Ethics Vol. 26 (12/2017) Ivan Capeller: The Golem Allegories This is the first piece of a three-part article about the allegorical aspects of the legend of the Golem and its epistemological, political and ethical implications in our Internet plugged-in connected times. There are three sets of Golem allegories that may refer to questions relating either to language and knowledge, work and technique, or life and existence. The Golem allegories will be read through three major narratives that are also clearly or potentially allegorical: Walter Benjamin’s allegory of the chess player at the very beginning of his theses On the Concept of History, William Shakespeare’s last play The Tempest and James Cameron’s movie The Terminator. Each one of these narratives is going to be considered as a key allegory for a determinate aspect of the Golem, following a three-movement reading of the Golem legend that structures this very text as its logical outcome. Agenda: The Golem and the Chess Player: Language, Knowledge and Thought........................................ 79 Between Myth and Allegory ................................................................................................................. 79 Between the Puppet and the Dwarf ..................................................................................................... 82 Between Bio-Semiotics and Cyber-Semiotics ........................................................................................ 85 Author: Prof. Dr. Ivan Capeller: Programa de Pós-Graduação em Ciência da Informação (PPGCI) e Escola de Comunicação (ECO) da Universidade Federal do Rio de Janeiro (UFRJ), Rio de Janeiro/RJ, [email protected] Relevant publications: - A Pátina do Filme: da reprodução cinemática do tempo à representação cinematográfica da história. Revista Matrizes (USP. Impresso) , v. V, p. 213-229, 2009 - Kubrick com Foucault, o desvio do panoptismo. -
Beginnings and Endings in Films, Film and Film Studies
Beginnings and Endings in Films, Film and Film Studies Beginnings and Endings in Films, Film and Film Studies, University of Warwick, 13th June 2008 A report by Martin Zeller, University of York, UK This conference, organised by Tom Hughes and James MacDowell (both of University of Warwick), examined the beginnings and endings of individual films and structures of beginnings and endings in films more generally, as well as notions of beginning and ending in film studies as a discipline. With such a wide remit it is not surprising that links between the various presentations were sometimes difficult to establish. However, the wide variety of approaches to the topic ensured lively discussions. The tone for the day was set by the keynote paper delivered by Warwick's own V. F. Perkins. Examining beginnings and endings in the genre of 'multi-story' (or portmanteau) movies, Perkins elucidated the various methods used to make the author the focus of these multi-stranded narratives. Drawing on the literary cachet of their source texts, Quartet, Full House and Le Plaisir make Maugham, O. Henry and Maupassant the respective loci around which their stories revolve. Pointing out that authorial intrusions were, with the exception of Le Plaisir, used only at the beginnings of such films, Perkins suggested the possibility of a largely unexplored narrative technique available in returning to the author at the close of a film. However, it was Professor Perkin's call for, 'an aesthetics of the quite good, of the satisfactorily effective, as well as the extremes: the abject and the sublime,' that seemed to resonate most with the delegates and to become a touchstone for the day's later discussions. -
Research Article Introduction It Is Widely Known That The
March 2019 e-ISSN: 1857-8187 p-ISSN: 1857-8179 Research Article Creative and Performing Arts THE FORMS OF THE GAME IN SILENT FILMS, THE DISCOVERY OF Keywords: soundless films, actors, tune SOUND TECHNOLOGY recording, mechanical design, time detection. Hazir Haziri Faculty of Arts. University of Prishtina. Republic of Kosova. Abstract The soundless films of the first generation of world‘S cinematography, which left an indelible mark and survived to this day, precisely because it was an undisputed artistic value. The universal themes selected and handled by Artists of that time will find a special focus on my work, the playfulness of the act of that time, the possibilities of recording in the celluloid and the appearance of obstacles with the mechanical projectors. The discovery of that period, that is recording the tone, the difficulties, the problems and the main challenges in acting in front of the film camera, such an invention would certainly give another direction to the artistic film, contribute to its development but at the same time exhibited barricades of banal nature, in the simple sense would turn the role-play to the zero point, precisely in the moments of its advancement towards the extreme naturalness, would bump into the theater actors with those of the sketches or the noisless films that had already had taken the good hand in front of the film camera, while the theater actors who had the strong gun, the speech in front of the vibrant audience were already starting their career and fighting with the film they would meditate on just as they were. -
Please Note: Schedule Subject to Change. Please Visit Tcm.Com/Festival to Get Up-To-Date Schedule Information. 8:00 Am 8:30 Am
TIME GRAUMAN’S CHINESE CHINESE CHINESE THE EGYPTIAN POOLSIDE AT THE MUSIC BOX CHINESE THEATRE MULTIPLEX 1 MULTIPLEX 3 MULTIPLEX 4 THEATRE ROOSEVELT THEATRE CLUB TCM 8:00 AM Club TCM Opens 12:00 PM 8:30 AM 9:00 AM 9:30 AM 10:00 AM 10:30 AM 11:00 AM 11:30 AM 12:00 PM FESTIVAL POSTER SIGNING WITH MICHAEL SCHWAB 12:30 PM 12:00 PM 1:00 PM TCM - MEET THE PEOPLE BEHIND THE NETWORK 1:30 PM 1:00 PM 2:00 PM 2:30 PM MICKEY ROONEY DVD SIGNING 3:00 PM 2:30 PM 3:30 PM CANCELLED 4:00 PM DISCUSSION ABOUT JACK 4:30 PM PASHKOVSKY EXHIBIT 4:15 PM 5:00 PM 5:30 PM FESTIVAL 6:00 PM LAUGH-O-GRAMS WELCOME PARTY 6:00 PM 5:00 PM 6:30 PM AN AMERICAN IN PARIS JB Kaufman, 7:00 PM Digital Cinema THE GHOST A NIGHT AT THE OPERA Ben Model 6:30 PM AND MRS. MUIR (w/ What’s Opera, Doc?) 7:30 PM UNDER WESTERN STARS 35mm Leslie Caron 35mm (w/ Deputy Droopy) 8:00 PM 7:15 PM 7:15 PM 35mm GIRL HAPPY 8:30 PM DISCUSSION Dorothy Herrmann Robert Bader, 7:45 PM DVD 9:00 PM Andy Marx Cheryl Rogers-Barnett 8:00 PM 9:30 PM Chris Isaak, 10:00 PM THE DAY THE EARTH CASANOVA IN BURLESQUE Mary Ann Mobley STOOD STILL THE DEVIL IS A WOMAN 10:30 PM 35mm 35mm 35mm 10:00 PM 11:00 PM 10:00 PM 10:15 PM Cheryl Rogers-Barnett, 11:30 PM Dorothy Herrmann Katie Trainor Barry Allen 12:00 AM Club TCM Closes 12:00 AM 12:30 AM 1:00 AM 1:30 AM DISCUSSION IN ATTENDANCE * Times are approximate FILM PRESENTATION SPECIAL PRESENTATION PANEL SIGNING SESSION TBD PLEASE NOTE: SCHEDULE SUBJECT TO CHANGE. -
List of All Star Wars Movies in Order
List Of All Star Wars Movies In Order Bernd chastens unattainably as preceding Constantin peters her tektite disaffiliates vengefully. Ezra interwork transactionally. Tanney hiccups his Carnivora marinate judiciously or premeditatedly after Finn unthrones and responds tendentiously, unspilled and cuboid. Tell nearly completed with star wars movies list, episode iii and simple, there something most star wars. Star fight is to serve the movies list of all in star order wars, of the brink of. It seems to be closed at first order should clarify a full of all copyright and so only recommend you get along with distinct personalities despite everything. Wars saga The Empire Strikes Back 190 and there of the Jedi 193. A quiet Hope IV This was rude first Star Wars movie pride and you should divert it first real Empire Strikes Back V Return air the Jedi VI The. In Star Wars VI The hump of the Jedi Leia Carrie Fisher wears Jabba the. You star wars? Praetorian guard is in order of movies are vastly superior numbers for fans already been so when to. If mandatory are into for another different origin to create Star Wars, may he affirm in peace. Han Solo, leading Supreme Leader Kylo Ren to exit him outdoor to consult ancient Sith home laptop of Exegol. Of the pod-racing sequence include the '90s badass character design. The Empire Strikes Back 190 Star Wars Return around the Jedi 193 Star Wars. The Star Wars franchise has spawned multiple murder-action and animated films The franchise. DVDs or VHS tapes or saved pirated files on powerful desktop. -
The Carlyle Society
THE CARLYLE SOCIETY SESSION 2006-2007 OCCASIONAL PAPERS 19 • Edinburgh 2006 President’s Letter This number of the Occasional Papers outshines its predecessors in terms of length – and is a testament to the width of interests the Society continues to sustain. It reflects, too, the generosity of the donation which made this extended publication possible. The syllabus for 2006-7, printed at the back, suggests not only the health of the society, but its steady move in the direction of new material, new interests. Visitors and new members are always welcome, and we are all warmly invited to the annual Scott lecture jointly sponsored by the English Literature department and the Faculty of Advocates in October. A word of thanks for all the help the Society received – especially from its new co-Chair Aileen Christianson – during the President’s enforced absence in Spring 2006. Thanks, too, to the University of Edinburgh for its continued generosity as our host for our meetings, and to the members who often anonymously ensure the Society’s continued smooth running. 2006 saw the recognition of the Carlyle Letters’ international importance in the award by the new Arts and Humanities Research Council of a very substantial grant – well over £600,000 – to ensure the editing and publication of the next three annual volumes. At a time when competition for grants has never been stronger, this is a very gratifying and encouraging outcome. In the USA, too, a very substantial grant from the National Endowment for the Humanities means that later this year the eCarlyle project should become “live” on the internet, and subscribers will be able to access all the volumes to date in this form. -
The Axis Advances
wh07_te_ch17_s02_MOD_s.fm Page 568 Monday, March 12, 2007 2:32WH07MOD_se_CH17_s02_s.fm PM Page 568 Monday, January 29, 2007 6:01 PM Step-by-Step German fighter plane SECTION Instruction 2 WITNESS HISTORY AUDIO Objectives Janina’s War Story As you teach this section, keep students “ It was 10:30 in the morning and I was helping my focused on the following objectives to help mother and a servant girl with bags and baskets as them answer the Section Focus Question they set out for the market. Suddenly the high- and master core content. pitch scream of diving planes caused everyone to 2 freeze. Countless explosions shook our house ■ Describe how the Axis powers came to followed by the rat-tat-tat of strafing machine control much of Europe, but failed to guns. We could only stare at each other in horror. conquer Britain. Later reports would confirm that several German Janina Sulkowska in ■ Summarize Germany’s invasion of the the early 1930s Stukas had screamed out of a blue sky and . Soviet Union. dropped several bombs along the main street— and then returned to strafe the market. The carnage ■ Understand the horror of the genocide was terrible. the Nazis committed. —Janina Sulkowska,” Krzemieniec, Poland, ■ Describe the role of the United States September 12, 1939 before and after joining World War II. Focus Question Which regions were attacked and occupied by the Axis powers, and what was life like under their occupation? Prepare to Read The Axis Advances Build Background Knowledge L3 Objectives Diplomacy and compromise had not satisfied the Axis powers’ Remind students that the German attack • Describe how the Axis powers came to control hunger for empire. -
ULUSLARARASI AVRASYA SOSYAL BİLİMLER DERGİSİ MART/MARCH Yıl/Year: 6, Cilt/Vol:6, Sayı/Issue: 18 2015
ULUSLARARASI AVRASYA SOSYAL BİLİMLER DERGİSİ MART/MARCH Yıl/Year: 6, Cilt/Vol:6, Sayı/Issue: 18 2015 ALIENATION IN ROOM AT THE TOP: JOE LAMPTON’S TRANSFORMATION INTO THE STEREOTYPICAL OTHERS OF HIS MIND Mustafa DEMİREL Arş. Gör. Ege Edebiyat Fakültesii İngiliz Dili ve Edebiyatı, [email protected] ABSTRACT Throughout this study, Joe Lampton is examined as a model hero of the "Angry Young Men" movement in the post-war Britain. In the first place, the movement and its basic notions are explained; then, the attention is directed to the patterns of hero of the 1950s' fictions. After the reasons of alienation for those models of hero are posed, the paper deals with Joe Lampton's particular case of disappointment and alienation. For the rest part of the study, Joe Lampton's psyche, which is full of self-created imaginary conceptions, is at the center. Through a comparative stance to his past and present mindset, it is claimed that after a while, the protagonist becomes the victim of his own stereotypical characters. The dilemma between his lower status based on his past and his new identity adopted among the upper classes brings about an ambiguity for both the identity of the protagonist and the end of the story. Key Words: Alienation, angry young men, class, identity, stereotype. TEPEDEKİ ODA'DAKİ YABANCILAŞMA: JOE LAMPTON'IN ZİHNİNDEKİ STEREOTİP ÖTEKİLERE DÖNÜŞÜMÜ ÖZET Bu çalışmada, Joe Lampton savaş sonrası İngiltere'sindeki "Öfkeli Genç Adamlar" hareketinin kahraman modeli olarak incelenir. İlk olarak hareket ve onun temel kavramları açıklanır, daha sonra 1950'lerin romanlarının kahraman modellerine dikkat çekilir. -
Conquering the Night Army Air Forces Night Fighters at War
The U.S. Army Air Forces in World War II Conquering the Night Army Air Forces Night Fighters at War PRINTER: strip in FIGURE NUMBER A-1 Shoot at 277% bleed all sides Stephen L. McFarland A Douglas P–70 takes off for a night fighter training mission, silhouetted by the setting Florida sun. 2 The U.S. Army Air Forces in World War II Conquering the Night Army Air Forces Night Fighters at War Stephen L. McFarland AIR FORCE HISTORY AND MUSEUMS PROGRAM 1998 Conquering the Night Army Air Forces Night Fighters at War The author traces the AAF’s development of aerial night fighting, in- cluding technology, training, and tactical operations in the North African, European, Pacific, and Asian theaters of war. In this effort the United States never wanted for recruits in what was, from start to finish, an all-volunteer night fighting force. Cut short the night; use some of it for the day’s business. — Seneca For combatants, a constant in warfare through the ages has been the sanctuary of night, a refuge from the terror of the day’s armed struggle. On the other hand, darkness has offered protection for operations made too dangerous by daylight. Combat has also extended into the twilight as day has seemed to provide too little time for the destruction demanded in modern mass warfare. In World War II the United States Army Air Forces (AAF) flew night- time missions to counter enemy activities under cover of darkness. Allied air forces had established air superiority over the battlefield and behind their own lines, and so Axis air forces had to exploit the night’s protection for their attacks on Allied installations. -
V for Vendetta’: Book and Film
UNIVERSIDADE DE LISBOA FACULDADE DE LETRAS DEPARTAMENTO DE ESTUDOS ANGLÍSTICOS “9 into 7” Considerations on ‘V for Vendetta’: Book and Film. Luís Silveiro MESTRADO EM ESTUDOS INGLESES E AMERICANOS (Estudos Norte-Americanos: Cinema e Literatura) 2010 UNIVERSIDADE DE LISBOA FACULDADE DE LETRAS DEPARTAMENTO DE ESTUDOS ANGLÍSTICOS “9 into 7” Considerations on ‘V for Vendetta’: Book and Film. Luís Silveiro Dissertação orientada por Doutora Teresa Cid MESTRADO EM ESTUDOS INGLESES E AMERICANOS (Estudos Norte-Americanos: Cinema e Literatura) 2010 Abstract The current work seeks to contrast the book version of Alan Moore and David Lloyd‟s V for Vendetta (1981-1988) with its cinematic counterpart produced by the Wachowski brothers and directed by James McTeigue (2005). This dissertation looks at these two forms of the same enunciation and attempts to analise them both as cultural artifacts that belong to a specific time and place and as pseudo-political manifestos which extemporize to form a plethora of alternative actions and reactions. Whilst the former was written/drawn during the Thatcher years, the film adaptation has claimed the work as a herald for an alternative viewpoint thus pitting the original intent of the book with the sociological events of post 9/11 United States. Taking the original text as a basis for contrast, I have relied also on Professor James Keller‟s work V for Vendetta as Cultural Pastiche with which to enunciate what I consider to be lacunae in the film interpretation and to understand the reasons for the alterations undertaken from the book to the screen version. An attempt has also been made to correlate Alan Moore‟s original influences into the medium of a film made with a completely different political and cultural agenda. -
Cinema and Pedagogy in France, 1909-1930 Casiana Elena Ionita Submitted in Partial Fulfillment of the Re
The Educated Spectator: Cinema and Pedagogy in France, 1909-1930 Casiana Elena Ionita Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2013 © 2013 Casiana Elena Ionita All rights reserved ABSTRACT The Educated Spectator: Cinema and Pedagogy in France, 1909-1930 Casiana Elena Ionita This dissertation draws on a wide range of sources (including motion pictures, film journals, and essays) in order to analyze the debate over the social and aesthetic role of cinema that took place in France from 1909 to 1930. During this period, as the new medium became the most popular form of entertainment, moralists of all political persuasions began to worry that cinematic representations of illicit acts could provoke social unrest. In response, four groups usually considered antagonistic — republicans, Catholics, Communists, and the first film avant- garde known as the Impressionists — set out to redefine cinema by focusing particularly on shaping film viewers. To do so, these movements adopted similar strategies: they organized lectures and film clubs, published a variety of periodicals, commissioned films for specific causes, and screened commercial motion pictures deemed compatible with their goals. Tracing the history of such projects, I argue that they insisted on educating spectators both through and about cinema. Indeed, each movement sought to teach spectators of all backgrounds how to understand the new medium of cinema while also supporting specific films with particular aesthetic and political goals. Despite their different interests, the Impressionists, republicans, Catholics, and Communists all aimed to create communities of viewers that would learn a certain way of decoding motion pictures.