Thoughts on Film: Critically Engaging with Both Adorno and Bejamin
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Viewing Film from a Communication Perspective
Communication and Theater Association of Minnesota Journal Volume 36 Article 6 January 2009 Viewing Film from a Communication Perspective: Film as Public Relations, Product Placement, and Rhetorical Advocacy in the College Classroom Robin Patric Clair Purdue University, [email protected] Rebekah L. Fox Purdue University Jennifer L. Bezek Purdue University Follow this and additional works at: https://cornerstone.lib.mnsu.edu/ctamj Part of the Curriculum and Social Inquiry Commons, Film and Media Studies Commons, and the Speech and Rhetorical Studies Commons Recommended Citation Clair, R., Fox, R., & Bezek, J. (2009). Viewing Film from a Communication Perspective: Film as Public Relations, Product Placement, and Rhetorical Advocacy in the College Classroom. Communication and Theater Association of Minnesota Journal, 36, 70-87. This Teacher's Workbook is brought to you for free and open access by Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. It has been accepted for inclusion in Communication and Theater Association of Minnesota Journal by an authorized editor of Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. Clair et al.: Viewing Film from a Communication Perspective: Film as Public Rel 70 CTAMJ Summer 2009 Viewing Film from a Communication Perspective: Film as Public Relations, Product Placement, and Rhetorical Advocacy in the College Classroom Robin Patric Clair Professor [email protected] Rebekah L. Fox, Ph.D. Jennifer L. Bezek, M.A. Department of Communication Purdue University West Lafayette, IN ABSTRACT Academics approach film from multiple perspectives, including critical, literary, rhetorical, and managerial approaches. Furthermore, and outside of film studies courses, films are frequently used as a pedagogical tool. -
1 Douglas Kellner [
Douglas Kellner [http://www.gseis.ucla.edu/faculty/kellner/] T.W. Adorno and the Dialectics of Mass Culture While T.W. Adorno is a lively figure on the contemporary cultural scene, his thought in many ways cuts across the grain of emerging postmodern orthodoxies. Although Adorno anticipated many post-structuralist critiques of the subject, philosophy, and intellectual practice, his work clashes with the postmodern celebration of media culture, attacks on modernism as obsolete and elitist, and the more affirmative attitude toward contemporary culture and society found in many, but not all, postmodern circles. Adorno is thus a highly contradictory figure in the present constellation, anticipating some advanced tendencies of contemporary thought, while standing firming against other regnant intellectual attitudes and positions. In this article, I argue that Adorno's analyses of the functions of mass culture and communications in contemporary societies constitute valuable, albeit controversial, legacies. Adorno excelled both as a critic of so-called "high culture" and "mass culture," while producing many important texts in these areas. His work is distinguished by the close connection between social theory and cultural critique, and by his ability to contextualize culture within social developments, while providing sharp critical analysis. Accordingly, I discuss Adorno's analysis of the dialectics of mass culture, focusing on his critique of popular music, the culture industry, and consumer culture. I argue that Adorno's critique of mass culture is best read and understood in the context of his work with information superhighway. In conclusion, I offer alternative perspectives on mass communication and culture, and some criticisms of Adorno's position. -
Understanding the Value of Arts & Culture | the AHRC Cultural Value
Understanding the value of arts & culture The AHRC Cultural Value Project Geoffrey Crossick & Patrycja Kaszynska 2 Understanding the value of arts & culture The AHRC Cultural Value Project Geoffrey Crossick & Patrycja Kaszynska THE AHRC CULTURAL VALUE PROJECT CONTENTS Foreword 3 4. The engaged citizen: civic agency 58 & civic engagement Executive summary 6 Preconditions for political engagement 59 Civic space and civic engagement: three case studies 61 Part 1 Introduction Creative challenge: cultural industries, digging 63 and climate change 1. Rethinking the terms of the cultural 12 Culture, conflict and post-conflict: 66 value debate a double-edged sword? The Cultural Value Project 12 Culture and art: a brief intellectual history 14 5. Communities, Regeneration and Space 71 Cultural policy and the many lives of cultural value 16 Place, identity and public art 71 Beyond dichotomies: the view from 19 Urban regeneration 74 Cultural Value Project awards Creative places, creative quarters 77 Prioritising experience and methodological diversity 21 Community arts 81 Coda: arts, culture and rural communities 83 2. Cross-cutting themes 25 Modes of cultural engagement 25 6. Economy: impact, innovation and ecology 86 Arts and culture in an unequal society 29 The economic benefits of what? 87 Digital transformations 34 Ways of counting 89 Wellbeing and capabilities 37 Agglomeration and attractiveness 91 The innovation economy 92 Part 2 Components of Cultural Value Ecologies of culture 95 3. The reflective individual 42 7. Health, ageing and wellbeing 100 Cultural engagement and the self 43 Therapeutic, clinical and environmental 101 Case study: arts, culture and the criminal 47 interventions justice system Community-based arts and health 104 Cultural engagement and the other 49 Longer-term health benefits and subjective 106 Case study: professional and informal carers 51 wellbeing Culture and international influence 54 Ageing and dementia 108 Two cultures? 110 8. -
Success in the Film Industry
1 Abstract This paper attempted to answer the research question, “What determines a film’s success at the domestic box office?” The authors used an OLS regression model on data set of 497 films from the randomly selected years 2005, 2006, 2007, 2009, and 2011, taking the top 100 films from each year. Domestic box-office receipts served as the dependent variable, with MPAA ratings, critical reviews, source material, release date, and number of screens acting as independent variables in the final regression. Results showed that source material, critical reviews, number of screens, release date, and some genres were statistically significant and positively contributed to a film’s domestic revenue. Introduction Each year in the United States, hundreds of films are released to domestic audiences in the hope that they will become the next “blockbuster.” The modern film industry, a business of nearly 10 billion dollars per year, is a cutthroat business (Box Office Mojo). According to industry statistics, six or seven of every ten films are unprofitable, making the business risky at best (Brewer, 2006). Given this inherent risk, how do film studios decide which films to place their bets on? Are there common factors, such as critical reviews, MPAA rating, or production budget, which explain one film’s monetary success relative to another? This question forms the basis of this research project. To answer it, we estimated an Ordinary Least Squares regression that attempted to explain the monetary success of the top films in five years out of the past decade. This regression expanded our original dataset, which used 100 randomly selected films from 2004. -
Filmmaking High School 1AB High School
Filmmaking High School 1AB High School Course Title Filmmaking High School 1A/B Course Abbreviation FILMMAKING 1 A/B Course Code Number 200511/200512 Special Notes Course Description The purpose of this course is to provide a balanced visual arts program, which guides students to achieve the standards in the visual arts. In Filmmaking, students experience both the creative and technical aspects of filmmaking in conjunction with learning about historical and contemporary traditions. Story writing, story-based display, basic visual composition, and general reproduction skills will be included with camera techniques, animation, and line action planning. Traditional filmmaking traditions may be extended with video and multimedia technologies. Interdisciplinary experiences and arts activities lead to refining a personal aesthetic, and a heightened understanding of career opportunities in art and arts-related fields. Instructional Topics Historical Foundations of Cinema Aesthetic Decisions and Personal Judgment Introduction to Filmmaking and Multimedia Preproduction Planning Establishing a Theme Storyboarding and Scriptwriting Set, Prop and Costume Design Camera Techniques Design Elements in Cinema Sound, Lighting, Editing Live Action Filming Animation Techniques Documentation and Portfolio Preparation Careers in Cinema and Multimedia *Topics should be presented in an integrated manner where possible; time spent on each topic is to be based upon the needs of the student, the instructional program, and the scheduling needs of the school. California Visual Arts Content knowledge and skills gained during this course will support student achievement of Content Standards grade level Student Learning Standards in the Visual Arts. High School Proficient Upon graduation from the LAUSD, students will be able to: 1. Process, analyze, and respond to sensory information through the language and skills unique to the visual arts. -
Gender and the Family in Contemporary Chinese-Language Film Remakes
Gender and the family in contemporary Chinese-language film remakes Sarah Woodland BBusMan., BA (Hons) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2016 School of Languages and Cultures 1 Abstract This thesis argues that cinematic remakes in the Chinese cultural context are a far more complex phenomenon than adaptive translation between disparate cultures. While early work conducted on French cinema and recent work on Chinese-language remakes by scholars including Li, Chan and Wang focused primarily on issues of intercultural difference, this thesis looks not only at remaking across cultures, but also at intracultural remakes. In doing so, it moves beyond questions of cultural politics, taking full advantage of the unique opportunity provided by remakes to compare and contrast two versions of the same narrative, and investigates more broadly at the many reasons why changes between a source film and remake might occur. Using gender as a lens through which these changes can be observed, this thesis conducts a comparative analysis of two pairs of intercultural and two pairs of intracultural films, each chapter highlighting a different dimension of remakes, and illustrating how changes in gender representations can be reflective not just of differences in attitudes towards gender across cultures, but also of broader concerns relating to culture, genre, auteurism, politics and temporality. The thesis endeavours to investigate the complexities of remaking processes in a Chinese-language cinematic context, with a view to exploring the ways in which remakes might reflect different perspectives on Chinese society more broadly, through their ability to compel the viewer to reflect not only on the past, by virtue of the relationship with a source text, but also on the present, through the way in which the remake reshapes this text to address its audience. -
Film Film Film Film
Annette Michelson’s contribution to art and film criticism over the last three decades has been un- paralleled. This volume honors Michelson’s unique C AMERA OBSCURA, CAMERA LUCIDA ALLEN AND TURVEY [EDS.] LUCIDA CAMERA OBSCURA, AMERA legacy with original essays by some of the many film FILM FILM scholars influenced by her work. Some continue her efforts to develop historical and theoretical frame- CULTURE CULTURE works for understanding modernist art, while others IN TRANSITION IN TRANSITION practice her form of interdisciplinary scholarship in relation to avant-garde and modernist film. The intro- duction investigates and evaluates Michelson’s work itself. All in some way pay homage to her extraordi- nary contribution and demonstrate its continued cen- trality to the field of art and film criticism. Richard Allen is Associ- ate Professor of Cinema Studies at New York Uni- versity. Malcolm Turvey teaches Film History at Sarah Lawrence College. They recently collaborated in editing Wittgenstein, Theory and the Arts (Lon- don: Routledge, 2001). CAMERA OBSCURA CAMERA LUCIDA ISBN 90-5356-494-2 Essays in Honor of Annette Michelson EDITED BY RICHARD ALLEN 9 789053 564943 MALCOLM TURVEY Amsterdam University Press Amsterdam University Press WWW.AUP.NL Camera Obscura, Camera Lucida Camera Obscura, Camera Lucida: Essays in Honor of Annette Michelson Edited by Richard Allen and Malcolm Turvey Amsterdam University Press Front cover illustration: 2001: A Space Odyssey. Courtesy of Photofest Cover design: Kok Korpershoek, Amsterdam Lay-out: japes, Amsterdam isbn 90 5356 494 2 (paperback) nur 652 © Amsterdam University Press, Amsterdam, 2003 All rights reserved. Without limiting the rights under copyright reserved above, no part of this book may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, me- chanical, photocopying, recording or otherwise) without the written permis- sion of both the copyright owner and the author of the book. -
The Culture Industry As Mass Deception Revisited
XULAneXUS Volume 9 | Issue 1 Article 8 12-1-2011 The rF ankfurt School and the Problem with Popular Culture: The ulturC e Industry as Mass Deception Revisited Nelantha K. Riley Follow this and additional works at: https://digitalcommons.xula.edu/xulanexus Recommended Citation Riley, Nelantha K. (2011) "The rF ankfurt School and the Problem with Popular Culture: The ulturC e Industry as Mass Deception Revisited," XULAneXUS: Vol. 9 : Iss. 1 , Article 8. Available at: https://digitalcommons.xula.edu/xulanexus/vol9/iss1/8 This Article is brought to you for free and open access by XULA Digital Commons. It has been accepted for inclusion in XULAneXUS by an authorized editor of XULA Digital Commons. For more information, please contact [email protected]. Riley: The Frankfurt School and the Problem with Popular Culture: The Cu ! Volume 9, Issue 1, December 2011. Scholarly Note. 9-18. ! <http://xulanexus.xula.edu/textpattern/index.php?id=121> ! The Frankfurt School and the Problem with Popular Culture: The Culture Industry as Mass Deception Revisited Nelanhta K. Riley, Psychology Faculty Mentor: Dr. Christopher Faircloth, Sociology Abstract The turn to the 21st century and the technological advances that came with it have made the culture industry a force to be reckoned with, but at the same time changing the dynamics of the marketing Nelanhta Riley is a Psychology arena. Now more than ever, the Internet has become a marketing major with a minor in Sociology entity in its own right. The varying industries of culture are no from New Orleans, LA. Upon longer the gatekeepers of public opinion and product critique. -
Philosophy and Film Philosophy 328 Spring 2013 Instructor
Philosophy and Film Philosophy 328 Spring 2013 Instructor: Professor Dan Flory Office: 2-106 Wilson Hall Office hours: M, 11 AM-noon, WF, 1-2 PM, and by appointment Office phone: 994-5209 E-mail: [email protected] Course Description This course examines the philosophy of film and film aesthetics. Topics we will investigate include: • how can film function as philosophy? • how do films elicit emotion? • how do we engage with narrative characters in film? • what is genre? How does it affect our understanding of a film? • how do different forms of cinematic narration affect viewer understanding? • how does the concept of ‘race’ have an impact on our perception and understanding of film characters? We will explore these issues primarily through the careful analysis of philosophical texts, supplemented by thoughtful viewings of select films, class discussions, written essays and exams, and lectures. Our overall aim will be to develop a reasoned, considered perspective on film as an art form insofar as it can mimic philosophy, elicit viewer emotions, offer different modes of narration, and convey to us crucial insights regarding fictional characters and other human beings. NOTE: The dozen or so films we will view for this course have been chosen to make you think philosophically about film. This aim will probably require you to view these films in a different way from the manner in which you usually watch films. These works of art should challenge you, so be prepared to analyze them, not simply sit back and regard them merely as entertainment. It would by no means be inappropriate for you to take notes on these films while or immediately after viewing them. -
Cinematography
CINEMATOGRAPHY ESSENTIAL CONCEPTS • The filmmaker controls the cinematographic qualities of the shot – not only what is filmed but also how it is filmed • Cinematographic qualities involve three factors: 1. the photographic aspects of the shot 2. the framing of the shot 3. the duration of the shot In other words, cinematography is affected by choices in: 1. Photographic aspects of the shot 2. Framing 3. Duration of the shot 1. Photographic image • The study of the photographic image includes: A. Range of tonalities B. Speed of motion C. Perspective 1.A: Tonalities of the photographic image The range of tonalities include: I. Contrast – black & white; color It can be controlled with lighting, filters, film stock, laboratory processing, postproduction II. Exposure – how much light passes through the camera lens Image too dark, underexposed; or too bright, overexposed Exposure can be controlled with filters 1.A. Tonality - cont Tonality can be changed after filming: Tinting – dipping developed film in dye Dark areas remain black & gray; light areas pick up color Toning - dipping during developing of positive print Dark areas colored light area; white/faintly colored 1.A. Tonality - cont • Photochemically – based filmmaking can have the tonality fixed. Done by color timer or grader in the laboratory • Digital grading used today. A scanner converts film to digital files, creating a digital intermediate (DI). DI is adjusted with software and scanned back onto negative 1.B.: Speed of motion • Depends on the relation between the rate at which -
3. Digital 3D, Parallax Effects, and the Construction of Film Space In
3. Digital 3D, Parallax Effects, and the Construction of Film Space in Tangled 3D and Cave of Forgotten Dreams 3D Kristen Whissel Abstract This essay analyzes how parallax effects in Cave of Forgotten Dreams 3D (2010) and Tangled 3D (2010) effectively blur the boundaries between the past and present, sight and touch, and diegetic space and the space of reception in order to give form to themes concerning the dimensionality of the moving image. I show how these films function as ideal case studies for demonstrating digital 3D’s transformation of film space by organizing seeing, knowing, and feeling along the screen’s z-axis. Keywords: Digital 3D, parallax effects, affect, haptics, uncanny Since the release of Chicken Little 3D (Mark Dindal) in 2005, digital 3D cinema has had the odd historical status of being a ‘new’ medium that has returned to us from the past as a harbinger of cinema’s future. To be sure, digital 3D has transformed our understanding of the (pre-)history of the cinema itself, which now must include Charles Wheatstone’s invention of the stereoscope (1838) and Charles Babbage’s invention of the Analytical Engine (1837) in the first half of the 19th century. However long this history, the return of stereoscopic 3D as a digital medium demands a rethinking of film history to include the changing dimensionality of the moving image and, with it, transformations in the articulation of film space. Much as digital tools provide new means for organizing the image along and around the x- (horizontal) and y- (vertical) axes, they have also provided, as Stephen Prince has argued, new means for ‘choreographing’ story, character, and action along the z-axis—a continuum that stretches from the extreme Sæther, S.Ø. -
Choosing Between Communication Studies and Film Studies
Choosing Between Communication Studies and Film Studies Many students with an interest in media arts come to UNCW. They often struggle with whether to major in Communication Studies (COM) or Film Studies (FST). This brief position statement is designed to help in that decision. Common Ground Both programs have at least three things in common. First, they share a common set of technologies and software. Both shoot projects in digital video. Both use Adobe Creative Suite for manipulation of digital images, in particular, Adobe Premiere for video editing. Second, they both address the genre of documentaries. Documentaries blend the interests of both “news” and “narrative” in compelling ways and consequently are of interest to both departments. Finally, both departments are “studies” departments: Communication Studies and Film Studies. Those labels indicate that issues such as history, criticism and theories matter and form the context for the study of any particular skills. Neither department is attempting to compete with Full Sail or other technical training institutes. Critical thinking and application of theory to practice are critical to success in FST and COM. Communication Studies The primary purposes for the majority of video projects are to inform and persuade. Creativity and artistry are encouraged within a wide variety of client- centered and audience-centered production genres. With rare exception, projects are approached with the goal of local or regional broadcast. Many projects are service learning oriented such as creating productions for area non-profit organizations. Students will create public service announcements (PSA), news and sports programming, interview and entertainment prog- rams, training videos, short form documentaries and informational and promotional videos.