Green Tea & Conversation with Clint Eastwood
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'Racing Is Life. Anything Before Or After Is Just Waiting.'
Steve McQueen’s 1963 Ferrari 250 GT Berlinetta Lusso recently went under the hammer at Christie’s in Monterey, offering another reminder of a man whose motoring exploits mirrored some of his most famous onscreen performances. Christopher Kanal pays tribute to a legendary car driven by a screen icon. Thegetaway n 16 August 2007, Steve McQueen’s 1963 Ferrari 250 GT Berlinetta McQueen was also an avid racing enthusiast, performing many of his Lusso went under the hammer at Christies. This remarkable car was own stunts, and at one time considered becoming a professional racing Obought by an anonymous owner, who placed his bid by phone, for driver. Two weeks after breaking an ankle in one bike race, he and co-driver a cool $2.31 million – nearly twice the estimated pre-sale price. The auction Peter Revson raced a Porsche 908/02 in the 12 Hours of Sebring, winning drew 800 people to the Monterey Jet Center in California and attracted their engine class and finishing second to Mario Andretti’s Ferrari by a spirited bidding according to Christie’s Rik Pike. margin of just 23 seconds. So begins another chapter in the life of one of McQueen’s favourite cars, which he drove for nearly a decade. McQueen’s Lusso inspires an almost fetish- like fascination, created from a potent blend of McQueen mythology and an ‘racing IS LIFE. insatiable desire for limited-edition 12-cylinder Ferraris. McQueen is dead 27 years but his iconic status has never been more assured. The Lusso is widely ANYTHING BEFORE acknowledged as Ferrari’s greatest aesthetic and engineering achievement. -
Kam Williams, “The “12 Years a Slave” Interview: Steve Mcqueen”, the New Journal and Guide, February 03, 2014
Kam Williams, “The “12 Years a Slave” Interview: Steve McQueen”, The new journal and guide, February 03, 2014 Artist and filmmaker Steven Rodney McQueen was born in London on October 9, 1969. His critically-acclaimed directorial debut, Hunger, won the Camera d’Or at the 2008 Cannes Film Festival. He followed that up with the incendiary offering Shame, a well- received, thought-provoking drama about addiction and secrecy in the modern world. In 1996, McQueen was the recipient of an ICA Futures Award. A couple of years later, he won a DAAD artist’s scholarship to Berlin. Besides exhibiting at the ICA and at the Kunsthalle in Zürich, he also won the coveted Turner Prize. He has exhibited at the Art Institute of Chicago, the Musee d’Art Moderne de la Ville de Paris, Documenta, and at the 53rd Venice Biennale as a representative of Great Britain. His artwork can be found in museum collections around the world like the Tate, the Museum of Modern Art, and the Centre Pompidou. In 2003, he was appointed Official War Artist for the Iraq War by the Imperial War Museum and he subsequently produced the poignant and controversial project Queen and Country commemorating the deaths of British soldiers who perished in the conflict by presenting their portraits as a sheet of stamps. Steve and his wife, cultural critic Bianca Stigter, live and work in Amsterdam which is where they are raising their son, Dexter, and daughter, Alex. Here, he talks about his latest film, 12 Years a Slave, which has been nominated for 9 Academy Awards, including Best Picture and Best Director. -
Noviembre 2010
F I L M O T E C A E S P A Ñ O L A Sede: Cine Doré C/ Magdalena nº 10 c/ Santa Isabel, 3 28012 Madrid 28012 Madrid Telf.: 91 4672600 Telf.: 913691125 (taquilla) Fax: 91 4672611 913692118 [email protected] (gerencia) http://www.mcu.es/cine/MC/FE/index.html Fax: 91 3691250 NIPO (publicación electrónica) :554-10-002-X MINISTERIO DE CULTURA Precio: Normal: 2,50€ por sesión y sala 20,00€ abono de 10 PROGRAMACIÓN sesiones. Estudiante: 2,00€ por sesión y sala noviembre 15,00€ abono de 10 sesiones. 2010 Horario de taquilla: 16.15 h. hasta 15 minutos después del comienzo de la última sesión. Venta anticipada: 21.00 h. hasta cierre de la taquilla para las sesiones del día siguiente hasta un tercio del aforo. Horario de cafetería: 16.15 - 00.00 h. Tel.: 91 369 49 23 Horario de librería: 17.00 - 22.00 h. Tel.: 91 369 46 73 Lunes cerrado (*) Subtitulaje electrónico NOVIEMBRE 2010 Don Siegel (y II) III Muestra de cine coreano (y II) VIII Mostra portuguesa Cine y deporte (III) I Ciclo de cine y archivos Muestra de cine palestino de Madrid Premios Goya (II) Buzón de sugerencias: Hayao Miyazaki Cine para todos Las sesiones anunciadas pueden sufrir cambios debido a la diversidad de la procedencia de las películas programadas. Las copias que se exhiben son las de mejor calidad disponibles. Las duraciones que figuran en el programa son aproximadas. Los títulos originales de las películas y los de su distribución en España figuran en negrita. -
UC Riverside UC Riverside Electronic Theses and Dissertations
UC Riverside UC Riverside Electronic Theses and Dissertations Title Sonic Retro-Futures: Musical Nostalgia as Revolution in Post-1960s American Literature, Film and Technoculture Permalink https://escholarship.org/uc/item/65f2825x Author Young, Mark Thomas Publication Date 2015 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA RIVERSIDE Sonic Retro-Futures: Musical Nostalgia as Revolution in Post-1960s American Literature, Film and Technoculture A Dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in English by Mark Thomas Young June 2015 Dissertation Committee: Dr. Sherryl Vint, Chairperson Dr. Steven Gould Axelrod Dr. Tom Lutz Copyright by Mark Thomas Young 2015 The Dissertation of Mark Thomas Young is approved: Committee Chairperson University of California, Riverside ACKNOWLEDGEMENTS As there are many midwives to an “individual” success, I’d like to thank the various mentors, colleagues, organizations, friends, and family members who have supported me through the stages of conception, drafting, revision, and completion of this project. Perhaps the most important influences on my early thinking about this topic came from Paweł Frelik and Larry McCaffery, with whom I shared a rousing desert hike in the foothills of Borrego Springs. After an evening of food, drink, and lively exchange, I had the long-overdue epiphany to channel my training in musical performance more directly into my academic pursuits. The early support, friendship, and collegiality of these two had a tremendously positive effect on the arc of my scholarship; knowing they believed in the project helped me pencil its first sketchy contours—and ultimately see it through to the end. -
Appalling! Terrifying! Wonderful! Blaxploitation and the Cinematic Image of the South
Antoni Górny Appalling! Terrifying! Wonderful! Blaxploitation and the Cinematic Image of the South Abstract: The so-called blaxploitation genre – a brand of 1970s film-making designed to engage young Black urban viewers – has become synonymous with channeling the political energy of Black Power into larger-than-life Black characters beating “the [White] Man” in real-life urban settings. In spite of their urban focus, however, blaxploitation films repeatedly referenced an idea of the South whose origins lie in antebellum abolitionist propaganda. Developed across the history of American film, this idea became entangled in the post-war era with the Civil Rights struggle by way of the “race problem” film, which identified the South as “racist country,” the privileged site of “racial” injustice as social pathology.1 Recently revived in the widely acclaimed works of Quentin Tarantino (Django Unchained) and Steve McQueen (12 Years a Slave), the two modes of depicting the South put forth in blaxploitation and the “race problem” film continue to hold sway to this day. Yet, while the latter remains indelibly linked, even in this revised perspective, to the abolitionist vision of emancipation as the result of a struggle between idealized, plaintive Blacks and pathological, racist Whites, blaxploitation’s troping of the South as the fulfillment of grotesque White “racial” fantasies offers a more powerful and transformative means of addressing America’s “race problem.” Keywords: blaxploitation, American film, race and racism, slavery, abolitionism The year 2013 was a momentous one for “racial” imagery in Hollywood films. Around the turn of the year, Quentin Tarantino released Django Unchained, a sardonic action- film fantasy about an African slave winning back freedom – and his wife – from the hands of White slave-owners in the antebellum Deep South. -
The New Hollywood Films
The New Hollywood Films The following is a chronological list of those films that are generally considered to be "New Hollywood" productions. Shadows (1959) d John Cassavetes First independent American Film. Who's Afraid of Virginia Woolf? (1966) d. Mike Nichols Bonnie and Clyde (1967) d. Arthur Penn The Graduate (1967) d. Mike Nichols In Cold Blood (1967) d. Richard Brooks The Dirty Dozen (1967) d. Robert Aldrich Dont Look Back (1967) d. D.A. Pennebaker Point Blank (1967) d. John Boorman Coogan's Bluff (1968) – d. Don Siegel Greetings (1968) d. Brian De Palma 2001: A Space Odyssey (1968) d. Stanley Kubrick Planet of the Apes (1968) d. Franklin J. Schaffner Petulia (1968) d. Richard Lester Rosemary's Baby (1968) – d. Roman Polanski The Producers (1968) d. Mel Brooks Bullitt (1968) d. Peter Yates Night of the Living Dead (1968) – d. George Romero Head (1968) d. Bob Rafelson Alice's Restaurant (1969) d. Arthur Penn Easy Rider (1969) d. Dennis Hopper Medium Cool (1969) d. Haskell Wexler Midnight Cowboy (1969) d. John Schlesinger The Rain People (1969) – d. Francis Ford Coppola Take the Money and Run (1969) d. Woody Allen The Wild Bunch (1969) d. Sam Peckinpah Bob & Carol & Ted & Alice (1969) d. Paul Mazursky Butch Cassidy & the Sundance Kid (1969) d. George Roy Hill They Shoot Horses, Don't They? (1969) – d. Sydney Pollack Alex in Wonderland (1970) d. Paul Mazursky Catch-22 (1970) d. Mike Nichols MASH (1970) d. Robert Altman Love Story (1970) d. Arthur Hiller Airport (1970) d. George Seaton The Strawberry Statement (1970) d. -
Robert Redford Conservancy Is Dedicated to Expanding Pitzer College Is Committed to Protecting Our Planet
Immersive Learning for a Sustainable Future Pitzer and the Planet itzer’s Robert Redford Conservancy is dedicated to expanding Pitzer College is committed to protecting our planet. The Penvironmental education and promoting environmental justice. College’s environmental studies program began in the early ’70s, Founded in 2012, the Redford Conservancy opened in its and Pitzer has been practicing what it teaches ever since. Today, permanent home north of Pitzer’s main campus in spring 2018. The environmental sustainability is one of the College’s ve core Conservancy hosts environmental analysis courses and eld-based values. Pitzer’s green deeds and eco honors include: natural science, studio art and public education classes. • Certifying the Robert Redford Conservancy as a zero net At the Redford Conservancy, students study regional energy building (2019) sustainability on a 12-acre slice of SoCal. They learn about green • Qualifying as a Sierra Club “Cool School” (2018) building in a green building—a historic structure renovated into a • Ranking #7 on Princeton Review’s Green Colleges list (2018) LEED-Platinum, zero net energy facility. They study threatened • Composting 78,000+ lbs of food waste (2017-18) coastal sage scrub habitat while surrounded by coastal sage scrub • Launching a fossil fuel-free, ESG-focused global equity habitat. As one environmental analysis major said, students at the index fund (2017) Conservancy “get to put what we learn in theory into practice.” • Earning a STARS Gold rating for sustainability performance from AASHE (2015) • Divesting from fossil fuel stocks (2014) • Founding the Firestone Center for Restoration Ecology in Costa Rica (2005) BLAISDELL DR. -
Sample Film Analysis
Skywalker 1 Leia Skywalker Professor Kenobi ENGL1301 10 November 2015 Tinker Tailor Winter Soldier Captain America: The Winter Solider is one of my favorite films and my favorite of the Marvel films franchise by far. Marvel generally takes an interesting approach to its cinematic universe by blending superhero films with other genres to produce genre-breaking movies. Thor, for example, bears the hallmarks of a fantasy film with its sweeping vistas of other worlds, while Guardians of the Galaxy moves into the realm of science fiction, including large-scale spaceship fights like Star Wars and Star Trek. Ant-Man revolved around planning and executing a heist, and Captain America: The First Avenger is largely a war movie. Captain America: The Winter Soldier (CATWS) follows this pattern, combining a superhero film with one of my favorite tropes, the sociopolitical spy thriller. In effect, it’s Captain America meets Tinker Tailor Soldier Spy. The film raises issues of current political threats, and while the music and plot build suspense, Captain America and Black Widow don’t know who to trust—all key hallmarks of Cold War spy films. Although the original Cold War backstory of the Captain America comics has been largely jettisoned to make room for a modern terrorist threat in this film, the most obvious earmark remains: the Winter Solider keeps his name. Formerly Sergeant James “Bucky” Barnes, Steve’s best friend (and supposed war casualty), the Winter Soldier was forcibly recruited for HYDRA back in World War II, when Steve mistakenly thought Bucky had been killed. HYDRA in the first Captain America movie represented the Nazis; it’s implied in CATWS that during the Cold War, they represented the USSR; and in the modern world of CATWS, they represent a terrorist threat. -
Modernizing the Greek Tragedy: Clint Eastwood’S Impact on the Western
Modernizing the Greek Tragedy: Clint Eastwood’s Impact on the Western Jacob A. Williams A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in Interdisciplinary Studies University of Washington 2012 Committee: Claudia Gorbman E. Joseph Sharkey Program Authorized to Offer Degree: Interdisciplinary Arts and Sciences Table of Contents Dedication ii Acknowledgements iii Introduction 1 Section I The Anti-Hero: Newborn or Reborn Hero? 4 Section II A Greek Tradition: Violence as Catharsis 11 Section III The Theseus Theory 21 Section IV A Modern Greek Tale: The Outlaw Josey Wales 31 Section V The Euripides Effect: Bringing the Audience on Stage 40 Section VI The Importance of the Western Myth 47 Section VII Conclusion: The Immortality of the Western 49 Bibliography 53 Sources Cited 62 i Dedication To my wife and children, whom I cherish every day: To Brandy, for always being the one person I can always count on, and for supporting me through this entire process. You are my love and my life. I couldn’t have done any of this without you. To Andrew, for always being so responsible, being an awesome big brother to your siblings, and always helping me whenever I need you. You are a good son, and I am proud of the man you are becoming. To Tristan, for always being my best friend, and my son. You never cease to amaze and inspire me. Your creativity exceeds my own. To Gracie, for being my happy “Pretty Princess.” Thank you for allowing me to see the world through the eyes of a nature-loving little girl. -
Teaching World History with Major Motion Pictures
Social Education 76(1), pp 22–28 ©2012 National Council for the Social Studies The Reel History of the World: Teaching World History with Major Motion Pictures William Benedict Russell III n today’s society, film is a part of popular culture and is relevant to students’ as well as an explanation as to why the everyday lives. Most students spend over 7 hours a day using media (over 50 class will view the film. Ihours a week).1 Nearly 50 percent of students’ media use per day is devoted to Watching the Film. When students videos (film) and television. With the popularity and availability of film, it is natural are watching the film (in its entirety that teachers attempt to engage students with such a relevant medium. In fact, in or selected clips), ensure that they are a recent study of social studies teachers, 100 percent reported using film at least aware of what they should be paying once a month to help teach content.2 In a national study of 327 teachers, 69 percent particular attention to. Pause the film reported that they use some type of film/movie to help teach Holocaust content. to pose a question, provide background, The method of using film and the method of using firsthand accounts were tied for or make a connection with an earlier les- the number one method teachers use to teach Holocaust content.3 Furthermore, a son. Interrupting a showing (at least once) national survey of social studies teachers conducted in 2006, found that 63 percent subtly reminds students that the purpose of eighth-grade teachers reported using some type of video-based activity in the of this classroom activity is not entertain- last social studies class they taught.4 ment, but critical thinking. -
Five Online Sources Reviewed
OLAC CAPC Moving Image Work-Level Records Task Force Final Report and Recommendations August 21, 2009 Amended August, 28, 2009 to change Scarlet to Scarlett Part IV: Extracting Work-Level Information from Existing MARC Manifestation Records Appendix: Comparison of Selected Extracted MARC Data with External Sources Task Force Members: Kelley McGrath (chair; subgroup 1 and 4 leader) Susannah Benedetti (subgroup 2) Lynne Bisko (subgroup 4) Greta de Groat (subgroup 1) Ngoc-My Guidarelli (subgroup 2) Jeannette Ho (subgroup 2 leader) Nancy Lorimer (subgroup 1) Scott Piepenburg (subgroup 3) Thelma Ross (subgroup 3 leader) Walt Walker (subgroup 3) Karen Gorss Benko (subgroup 3, 2008) Scott M. Dutkiewicz (subgroup 4, 2008) Advisors to the Task Force: David Miller Jay Weitz Martha Yee Titles Reviewed We reviewed ten titles. These ten works were found in eighty-three records in our sample dataset. These represent primarily major feature films as those are the materials for which there are most likely to be reliable, independent secondary sources of information. The titles include several English language American film releases, one non-English Roman alphabet title, three non-English, non-Roman alphabet titles, and one English language television documentary. The dates of the works range from 1931 to 2001. Five Online Sources Reviewed We selected five reliable, comprehensive online sources to review. We did not use a print source as a sufficiently comprehensive one was not conveniently available to us at the time of the review. 1 of 13 1. allmovie (AMG) http://allmovie.com/ Contains over 220,000 titles. Includes information from a variety of sources, including video packaging, promotional materials, press releases, watching the movies, etc. -
Film Front Weimar’ 30-10-2002 14:10 Pagina 1
* pb ‘Film Front Weimar’ 30-10-2002 14:10 Pagina 1 The Weimar Republic is widely regarded as a pre- cursor to the Nazi era and as a period in which jazz, achitecture and expressionist films all contributed to FILM FRONT WEIMAR BERNADETTE KESTER a cultural flourishing. The so-called Golden Twenties FFILMILM FILM however was also a decade in which Germany had to deal with the aftermath of the First World War. Film CULTURE CULTURE Front Weimar shows how Germany tried to reconcile IN TRANSITION IN TRANSITION the horrendous experiences of the war through the war films made between 1919 and 1933. These films shed light on the way Ger- many chose to remember its recent past. A body of twenty-five films is analysed. For insight into the understanding and reception of these films at the time, hundreds of film reviews, censorship re- ports and some popular history books are discussed. This is the first rigorous study of these hitherto unacknowledged war films. The chapters are ordered themati- cally: war documentaries, films on the causes of the war, the front life, the war at sea and the home front. Bernadette Kester is a researcher at the Institute of Military History (RNLA) in the Netherlands and teaches at the International School for Humanities and Social Sciences at the University of Am- sterdam. She received her PhD in History FilmFilm FrontFront of Society at the Erasmus University of Rotterdam. She has regular publications on subjects concerning historical representation. WeimarWeimar Representations of the First World War ISBN 90-5356-597-3