Epic Cinema: Defining Our Terms
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1 UNST 254A—001/44347 SOPHOMORE INQUIRY: POPULAR CULTURE Dr. Grace Dillon. 725-8144 / [email protected] / CH 117Q. Office Hours
UNST 254A—001/44347 SOPHOMORE INQUIRY: POPULAR CULTURE Dr. Grace Dillon. 725-8144 / [email protected] / CH 117Q. Office Hours: MW 12:45-1:45 p.m. and by appointment. Class meets MW 2-3:15 p.m. / CH 225 Mentor Section UNST 254B—001, M 4-4:50 p.m. / CH 147. Mentor Section UNST 254B —002, W 4-4:50 p.m. / CH 147. Mentor Section UNST 254B —003, W 1-1:50 p.m. / CH 159. Mentor: Jeff Bailey [email protected] Web Site Link: http://web.pdx.edu/~dillong/popcult/ Course Description and Goals: Critics often associate popular culture with low art because the general public seems to prefer Austin Powers to Artaud and pulp fiction to the classics. The term "popular culture" in fact suggests a contrast with an "unpopular culture," implying that most people actually dislike what is not popular because it is high art. From these assumptions, one can argue that choosing to study popular culture involves a choice to abandon something that is more refined and therefore more worthy of critical attention. In this view, the study of popular culture becomes evidence of the dumbing down of America. Conversely, one can argue that such a claim simply reflects an elitist stance and that embracing popular culture as a topic of scholarship provides evidence of a welcomed move away from elitism. As we choose to study critically aspects of popular culture, we will confront these issues throughout the quarter. This course examines how popular culture, “the cultures of everyday life” (Cultural Theory and Popular Culture: A Reader xi) “offers a common ground”, “is an arena of consent and resistance” (xi) and possibly is “the most visible and pervasive level in a given society” (Petracca and Sorapure, Common Culture, p. -
Stan Brakhage
DAVID E. JAMES Introduction Stan Brakhage The Activity of His Nature Milton produced Paradise Lost for the same reason that a silk worm produces silk. It was an activity of his nature.—KARL MARX ork on this collection of texts began some three years ago, when we hoped to publish it in 2003 to celebrate Stan Brakhage’s Wseventieth birthday. Instead, belatedly, it mourns his death. The baby who would become James Stanley Brakhage was born on 14 January 1933 in an orphanage in Kansas City, Missouri.1 He was adopted and named by a young couple, Ludwig, a college teacher of business, and his wife, Clara, who had herself been raised by a stepmother. The family moved from town to town in the Middle West and, sensitive to the stresses of his parents’ unhappy marriage, Stanley was a sickly child, asthmatic and over- weight. His mother took a lover, eventually leaving her husband, who sub- sequently came to terms with his homosexuality and also himself took a lover. In 1941, mother and son found themselves alone in Denver. Put in a boys’ home, the child picked up the habits of a petty criminal, but before his delinquency became serious, he was placed with a stable, middle-class family in which he began to discover his gifts. He excelled in writing and dramatics and in singing, becoming one of the leading voices in the choir of the Cathedral of St. John’s in Denver. Retrieving her now-teenaged son, his mother tried to make a musician of him, but Stanley resisted his tutors, even attempting to strangle his voice teacher. -
What's Your Status: Exploring Brecht's Idea of HALTUNG Though Keith Johnstone's Status Exercises
Loyola University Chicago Loyola eCommons Department of Fine & Performing Arts: Faculty Publications and Other Works Faculty Publications Fall 2017 Introduction to "What's Your Status: Exploring Brecht's Idea of HALTUNG though Keith Johnstone's Status Exercises Ann M. Shanahan Loyola University Chicago, [email protected] Follow this and additional works at: https://ecommons.luc.edu/dfpa Part of the Theatre and Performance Studies Commons Recommended Citation Shanahan, Ann M., "Introduction to "What's Your Status: Exploring Brecht's Idea of HALTUNG though Keith Johnstone's Status Exercises" (2017). Department of Fine & Performing Arts: Faculty Publications and Other Works. 19. https://ecommons.luc.edu/dfpa/19 This Article is brought to you for free and open access by the Faculty Publications at Loyola eCommons. It has been accepted for inclusion in Department of Fine & Performing Arts: Faculty Publications and Other Works by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. © Stage Directors and Choreographers Society 2017 ---------SDC JOURNAL PEER-REVIEWED SECTION --------- In the political climate surrounding the 2016 US presidential election and its wake, the plays of Bertolt Brecht are produced in professional and university theatres with renewed energy. Several universities will produce The Threepenny Opera and Mother Courage this season. and Brecht's lesser known plays, such as The Resistible Rise ofArtur o Ui, gain new attention in professional venues for the relevancy of their critique of Hitler's rise to power in Nazi Germany. I have found students in university classes- ranging from production courses to general distribution requirements-fascinated and enlivened when we study Brecht's theories, especially when actively demonstrated through performances of his LehrstiJcke, or "learning-plays; and songs. -
Product Manual
ABOUT STREZOV SAMPLING STREZOV SAMPLING © is a division of STREZOV MUSIC PRODUCTIONS LTD – a company created by George Strezov – orchestrator, composer and orchestra/choir contractor in Sofia, Bulgaria. ABOUT THUNDER X3M THUNDER X3M is a product that took all three previous editions of our epic percussion range and brought new live to the sample material by implementing an exciting and powerful engine that allows the user to manipulate the sample material. This, along with a fresh and unique new sample content, opens vast musical possibilities for the working composer. The concept behind all Thunder series was to create unique instrument combinations – on-set mixture between timpani and toms, between Bulgarian tupans and snare drums. The series were held in high regard and we continued to experiment with Thunder 2 and 3, introducing a large 15-man percussion ensemble for the third version. The reason we went back to the scripting is simple – we were not happy with the library, it didn't live to its full potential. As working composers ourselves we needed features that will optimize our workflow – pitch control of the percussion and transient controlls to name a few. The new sample content not only has ensemble patches, but also tons of solo percussion – excellent for giving your rhythms definition. Our main idea was to record epic film percussion. The library has multiple dynamic levels (from very soft ppp to blasting ffff) and has multiple round-robins (meaning that each instrument has unique samples that get changed everytime you press a key). DISCLAIMER / PHILOSOPHY We would like to note that, in our pursuit for more lively and natural samples, we tend to avoid a few things that are considered commonplace. -
Narrative Epic and New Media: the Totalizing Spaces of Postmodernity in the Wire, Batman, and the Legend of Zelda
Western University Scholarship@Western Electronic Thesis and Dissertation Repository 8-17-2015 12:00 AM Narrative Epic and New Media: The Totalizing Spaces of Postmodernity in The Wire, Batman, and The Legend of Zelda Luke Arnott The University of Western Ontario Supervisor Nick Dyer-Witheford The University of Western Ontario Graduate Program in Media Studies A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Luke Arnott 2015 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Other Film and Media Studies Commons Recommended Citation Arnott, Luke, "Narrative Epic and New Media: The Totalizing Spaces of Postmodernity in The Wire, Batman, and The Legend of Zelda" (2015). Electronic Thesis and Dissertation Repository. 3000. https://ir.lib.uwo.ca/etd/3000 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. NARRATIVE EPIC AND NEW MEDIA: THE TOTALIZING SPACES OF POSTMODERNITY IN THE WIRE, BATMAN, AND THE LEGEND OF ZELDA (Thesis format: Monograph) by Luke Arnott Graduate Program in Media Studies A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada © Luke Arnott 2015 Abstract Narrative Epic and New Media investigates why epic narratives have a renewed significance in contemporary culture, showing that new media epics model the postmodern world in the same way that ancient epics once modelled theirs. -
Lehrstücke Von Brecht Im Daf-Unterricht Diplomski Rad
Sveučilište u Zagrebu Filozofski fakultet Odsjek za germanistiku Nastavnički smjer Bojana Tkalčec Lehrstücke von Brecht im DaF-Unterricht Diplomski rad Mentorica: dr. sc. Maja Häusler Zagreb, rujan 2016. Inhaltsverzeichnis 1. Einleitung ............................................................................................................................................ 2 2. Bertolt Brecht ...................................................................................................................................... 3 2.1 Sein Leben und Werk .................................................................................................................... 3 2.2 Brecht heute ................................................................................................................................... 6 2.3 Brecht in Kroatien ......................................................................................................................... 7 3. Lehrstücke von Brecht......................................................................................................................... 9 3.1 Entstehung und Bedeutung ............................................................................................................ 9 4. Schauspiel und Schülertheater im Fremdsprachenunterricht ............................................................ 11 5. Unterrichtsvorschläge zum Thema: Lehrstücke von Bertolt Brecht ................................................. 13 5.1 Zielgruppe .................................................................................................................................. -
The Future of Epic in Cinema: Tropes of Reproduction in Ridley Scott's Prometheus. in F. Macintosh, J
Michelakis, P. (2018). The Future of Epic in Cinema: Tropes of Reproduction in Ridley Scott’s Prometheus. In F. Macintosh, J. McConnell, S. Harrison, & C. Kenward (Eds.), Epic Performances : From the Middle Ages into the Twenty-First Century Oxford University Press. Peer reviewed version Link to publication record in Explore Bristol Research PDF-document This is the author accepted manuscript (AAM). The final published version (version of record) is available via Oxford University Press . Please refer to any applicable terms of use of the publisher. University of Bristol - Explore Bristol Research General rights This document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/red/research-policy/pure/user-guides/ebr-terms/ [Chapter forthcoming in in F. Macintosh, J. McConnell, S. Harrison & C. Kenward (eds.) Epic Performances: From the Middle Ages into the Twenty-First Century, Oxford: Oxford University Press] The future of epic in cinema: tropes of reproduction in Ridley Scott’s Prometheus* Pantelis Michelakis The terms ‘epic’ and ‘epic science fiction’ do not normally appear in science fiction encyclopedias. However, as Lorenzo DiTommaso points out, there is a whole group of science fiction films that must be distinguished from ‘the standard “space opera’ or heroic fantasies’ because they display thematic and aesthetic preoccupations associated with ‘largeness of scale and the connexion between the protagonists -
Copyright Edinbugh University Press
chapter 1 Introduction: The Return of the Epic Andrew B. R. Elliott n the spring of 2000, some three decades after the well-publicised flops of ICleopatra (Mankiewicz 1963), The Fall of the Roman Empire (MannPress 1964) and The Greatest Story Ever Told (Stevens 1965), unsuspecting cinema audi- ences were once again presented with the lavish and costly historical epics which had ruled the box office a generation earlier. Ridley Scott’s Gladiator, in a seemingly sudden departure from many of Scott’s previous films, told the epic tale of a Roman general-turned-gladiator ‘who defied an emperor’ and who (albeit posthumously) founded a new Roman Republic. Though few could have predicted it at the time, the global success of his film ‘resurrected long-standing traditions of historical and cinematic spectacles’,1 and Scott would later find himself credited with re-launching a genreUniversity which had lain dormant for 35 years, heralding ‘a sudden resurrection of toga films after thirty-six years in disgrace and exile’, which prompted critics and scholars alike emphatically to declare the return of the epic.2 Indeed, looking back over the first decade of the twenty- first century, in terms of films and box-office takings the effect of this return is clear: in each year from 2000 to 2010, historical epics have made the top ten highest-grossing films, and attracted numerous awards and nominations.3 Accordingly,Copyright from Gladiator to The Immortals (Singh 2011), via Troy (Petersen 2004), Kingdom of Heaven (Scott 2005) and Alexander (Stone 2004), the decade came to be Edinbughcharacterised by a slew of historically-themed, costly, spectacular, lavish – in a word, ‘epic’ – films which, though not always as profitable as might have been hoped, performed respectably at the box office. -
MCA Program Guide 2017 – 2018
MCA Program Guide 2017 – 2018 What’s in this Program Guide Officers and Committee Chairs From the President Luncheon Meetings Monthly Speaker Series Special Events Volunteer Activity Organizations Ongoing Programs Membership Application Officers and Committee Chairs President Les Nizin [email protected] 1st VP and Communications: Michael [email protected] 2nd VP and Programming: Jeff Zalasky…[email protected] Treasurer: Ed Feldman…[email protected] Secretary: Richard Prosten…[email protected] Calendar: Dick Lechtner…[email protected] Membership: Dan Kamm…[email protected] Publicity: Jeff Margolis…[email protected] Luncheon Meetings: Meir [email protected] Speakers Series: Wayne Kargher…[email protected] 2 From the President The Men’s Cultural Alliance (MCA) of Collier County is an organization of the male members of the Jewish Federation of Collier County (JFCC) whose purpose is to create friendship and camaraderie among its members by attending and participating in social, intellectual, Volunteerism, sporting and athletic activities. Now in its sixth year of existence, over 500 men have joined the group and participate in a wide array of activities ranging from monthly luncheon meetings, recreational sporting activities, study and educational groups, and volunteerism. Membership in the MCA makes each member an official member of the JFCC. Paid up members of the MCA are eligible to join all programs. It is necessary, however, to sign up for each program. Many groups are limited in the number of participants in order to allow each member the best possible experience. The MCA actively welcomes new members, and encourages their input in organizing new activities, and in participating in all of our stimulating and exciting programs. -
Analyse Der Filmmusik Zu „Kuhle Wampe Oder Wem Gehört Die Welt“
Analyse der Filmmusik zu „Kuhle Wampe oder Wem gehört die Welt“ Ein Referat im Fach Medienkonzeption 3 von: Mark Heizmann (12144) Hannes Treiber (12310) Simone Liebo (12148) Inhaltsverzeichnis 1. Der Film KUHLE WAMPE 3 2. Der Komponist Hanns Eisler 4 3. Allgemeine Ansichten zur Filmmusik von Hanns Eisler 6 4. Der Regisseur Slatan Dudow 7 5. Der Drehbuchautor Bertolt Brecht 8 6. Analyse der Filmmusik 10 6.1. Die Titelmusik: Das Präludium 11 6.2. Die Hetzjagd nach Arbeit: Ein Rondo 13 6.3. Das Solidaritätslied als instrumentales Zitat: Die Fabrik-Sequenz 15 6.4. Schwarzenbergmarsch und Deutsche Kaiserklänge: Inzidenzmusik 16 2 1. Der Film KUHLE WAMPE Der Film KUHLE WAMPE gilt als Klassiker der deutschen proletarischen Filmkunst vor 1933. Es ist ein Episodenfilm, dessen Handlung in Berlin zur Zeit der Weltwirtschaftskrise Anfang der 30iger Jahre spielt. Bertolt Brecht verfasste zusammen mit Ernst Ottwald das Drehbuch, der Regisseur des Films ist Slatan Dudow, die Filmmusik schrieb Hanns Eisler. Der Film entstand in einer Zeit die gekennzeichnet war durch heftige soziale Auseinandersetzungen in Deutschland zwischen der Weltwirtschaftskrise und der Machtergreifung der Nationalsozialisten. Erzählt wird die Liebesgeschichte zwischen der Fabrikarbeiterin Anni und dem Automechaniker Fritz. Annis Familie wird aus der Wohnung geworfen und zieht zu Fritz in die große Zeltsiedlung KUHLE WAMPE, in der viele Arbeitslose leben. Annie wird schwanger, aber Fritz, der seine Junggesellenfreiheit noch nicht aufgeben will, trennt sich von ihr. Während eines großen Arbeitersportfestes, an dem Annie engagiert mitwirkt, treffen sie aufeinander und nähern sich wieder an. Auf der Heimfahrt von dem besagten Sportfest geraten die jungen Arbeiter in der U-Bahn in einen Meinungsstreit mit Bürgern. -
Brechtian Theory
GUTES TUN 1,3: BRECHTIAN THEORY AND CONTEMPORARY DIDACTIC THEATER by ERICA MARIE HAAS (Under the Direction of Martin Kagel) ABSTRACT The play Gutes Tun 1,3 (2005), written and performed by Anne Tismer and Rahel Savoldelli, lends to comparison to the works of Bertolt Brecht: Tismer and Savoldelli aim to educate the audience about social issues, using Brechtian performance techniques such as Verfremdung to relay their ideas. However, upon closer examination, it is clear that Gutes Tun 1,3 ultimately diverges from Brechtian theory, especially with regard to the way that social messages are conveyed. INDEX WORDS: Gutes Tun, Off-Theater, German theater, Modern theater, Anne Tismer, Rahel Savoldelli, Ballhaus Ost, Bertolt Brecht GUTES TUN 1,3: BRECHTIAN THEORY AND CONTEMPORARY DIDACTIC THEATER by ERICA MARIE HAAS B.A., New College of Florida, 2005 A Thesis Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS ATHENS, GEORGIA 2009 ©2009 Erica Marie Haas All Rights Reserved iv DEDICATION This thesis is dedicated to my friends, especially my best friend, Jessica, for all of her love, support, and silly text messages from across the miles. Priya, Beau, Matt, Amy the Brit, Kristie, JP, Med School Amy, Mike, Alia, Fereshteh, Sam, Lea, and Sarah the Zwiebel are some of the best cheerleaders that a girl could ever hope for. Finally, this thesis is dedicated to my friends from Joe Brown Hall, who have made the past two years in Athens so memorable. Life would not have been as much fun without the basement camaraderie and YouTube prowess of Will, Zachary, Carlos, Justin, Caskey, Monika, Hugh, Flo, Ulla, Boris, Keith, Janith, Antje, Marcie, Lena, Susa, Cassie, Sarah, Katie, and Paulina. -
What to Do with Gestus Today Version II
Abstract This thesis explores the common and dialectical features of pedagogy, Bertolt Brecht’s Gestus, and identity construction. It speaks from the perspectives of pedagogue, actor and subject. It argues that in each of these modes the subject is necessarily engaged in both an ontological dilemma and opportunity, which is performative. It exposes embodiment as an oscillatory process of absence and presence. This is predicated on the impossibility of arriving at a fixed notion of being in the world. The thesis is set within an autobiographical frame. First because each mode marks an encounter in the life of Rob Vesty, and second because the practice-based-research uses autobiographical performance. It advances by constructing a piece of performative writing, an autobiographical timeline, to affect an experience of the practice, which informs this thesis. This piece introduces a montage of three juxtaposing studies. The first draws on Rob Vesty’s work in TIE with Splendid Productions and uses the company’s 2007/2008 performance and workshop tour of Brecht’s The Good Woman of Szechuan. It argues that a dialectic, rather than didactic, process must occur in the pedagogic setting and that this is dependent on the presence of a creative gap produced by a strong aesthetic. The second study then argues that the Gestic actor embodies and ‘writes’ this creative gap in a parodic way and that a virtue is made of showing its construction. The final study turns to Rob Vesty’s (2008) solo theatre show – One Man Good Woman – to chart the way identity impacts upon autobiography. It argues that the ‘written’ nature of autobiography and identity renders the subject both absent and present and retains dialectical features in its construction.