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Coming-Of-Age Film in the Age of Activism
Coming-of-Age Film in the Age of Activism Agency and Intersectionality in Moonlight, Lady Bird, and Call Me By Your Name 29 – 06 – 2018 Supervisor: Anne Salden dr. M.A.M.B. (Marie) Lous Baronian [email protected] Second Reader: student number: 11927364 dr. A.M. (Abe) Geil Master Media Studies (Film Studies) University of Amsterdam Acknowledgements First and foremost, I would like to thank Marie Baronian for her first-rate supervision and constant support. Throughout this process she inspired and encouraged me, which is why she plays an important part in the completion of my thesis. I would also like to thank Veerle Spronck and Rosa Wevers, who proved that they are not only the best friends, but also the best academic proof-readers I could ever wish for. Lastly, I would like to express my gratitude towards my classmate and dear friend Moon van den Broek, who was always there for me when I needed advice (or just a hug) during these months, even though she had her own thesis to write too. Abstract The journey of ‘coming of age’ has been an inspiring human process for writers and filmmakers for centuries long, as its narrative format demonstrates great possibilities for both pedagogy and entertainment. The transformation from the origins of the genre, the German Bildungsroman, to classic coming-of-age cinema in the 1950s and 1980s in America saw few representational changes. Classic coming-of-age films relied heavily on the traditional Bildungsroman and its restrictive cultural norms of representation. However, in the present Age of Activism recent coming-of-age films seem to break with this tendency and broaden the portrayal of identity formation by incorporating diversity in its representations. -
Pulp Fiction © Jami Bernard the a List: the National Society of Film Critics’ 100 Essential Films, 2002
Pulp Fiction © Jami Bernard The A List: The National Society of Film Critics’ 100 Essential Films, 2002 When Quentin Tarantino traveled for the first time to Amsterdam and Paris, flush with the critical success of “Reservoir Dogs” and still piecing together the quilt of “Pulp Fiction,” he was tickled by the absence of any Quarter Pounders with Cheese on the European culinary scene, a casualty of the metric system. It was just the kind of thing that comes up among friends who are stoned or killing Harvey Keitel (left) and Quentin Tarantino attempt to resolve “The Bonnie Situation.” time. Later, when every nook and cranny Courtesy Library of Congress of “Pulp Fiction” had become quoted and quantified, this minor burger observation entered pop (something a new generation certainly related to through culture with a flourish as part of what fans call the video games, which are similarly structured). Travolta “Tarantinoverse.” gets to stare down Willis (whom he dismisses as “Punchy”), something that could only happen in a movie With its interlocking story structure, looping time frame, directed by an ardent fan of “Welcome Back Kotter.” In and electric jolts, “Pulp Fiction” uses the grammar of film each grouping, the alpha male is soon determined, and to explore the amusement park of the Tarantinoverse, a the scene involves appeasing him. (In the segment called stylized merging of the mundane with the unthinkable, “The Bonnie Situation,” for example, even the big crime all set in a 1970s time warp. Tarantino is the first of a boss is so inexplicably afraid of upsetting Bonnie, a night slacker generation to be idolized and deconstructed as nurse, that he sends in his top guy, played by Harvey Kei- much for his attitude, quirks, and knowledge of pop- tel, to keep from getting on her bad side.) culture arcana as for his output, which as of this writing has been Jack-Rabbit slim. -
SEQUENCE 1.2 (2014) an Allegory of a 'Therapeutic' Reading of a Film
SEQUENCE 1.2 (2014) An Allegory of a ‘Therapeutic’ Reading of a Film: Of MELANCHOLIA Rupert Read SEQUENCE 1.2 (2014) Rupert Read Wittgenstein, Tractatus Logico-Philosophicus: 6.43 If good or bad willing changes the world, it can only change the limits of the world, not the facts; not the things that can be expressed in language. // In brief, the world must thereby become quite another, it must so to speak wax or wane as a whole. // The world of the happy is quite another than that of the unhappy. 6.431 As in death, too, the world does not change, but ceases. 6.4311 Death is not an event of life. Death is not lived through. // If by eternity is understood not endless temporal duration but timelessness, then he lives eternally who lives in the present. // Our life is endless in the way that our visual field is without limit. Heidegger, Being and Time: If I take death into my life, acknowledge it, and face it squarely, I will free myself from the anxiety of death and the pettiness of life - and only then will I be free to become myself. Wittgenstein, Remarks on the philosophy of psychology I: 20: [A]n interpretation becomes an expression of experience. And the interpretation is not an indirect description; no, it is the primary expression of the experience. 2 SEQUENCE 1.2 (2014) Rupert Read 1. This essay is a (more or less philosophical) i. Throughout this paper, I dance in a account or allegory of my viewing(s) of Lars von ‘dialogue’ with – am in ‘conversation’ Trier’s remarkable film, Melancholia (2011).1 It is with – Steven Shaviro’s fascinating personal, and philosophical. -
Movies & Languages 2012-2013 Hugo Cabret
Movies & Languages 2012-2013 Hugo Cabret About the movie (subtitled version) DIRECTOR Martin Scorsese YEAR / COUNTRY 2011 / USA GENRE Adventure ACTORS Ben Kingsley, Sacha Baron Cohen, Asa Butterfield, Chloe Moretz, Ray Winstone PLOT This film is based on the book "Welcome to the Inventions of Hugo Cabret" by Brian Selznick which is a story about the orphan, clock keeper, and thief Hugo, who lives in the walls of a busy Paris train station where his survival depends on secrets and anonymity. A gloriously heart wrenching film brilliantly epitomizing time and change displaying how very precious every moment is. The magic of this movie is about time within time. It is about how time can be suspended, but never stopping. It is also about how it remains constant, but eternal and how ideas are immortalized through dreams and making them reality. It reminds us to take the time for remembrances of things past and there is a time for happiness. Scorsese's intricacies and close attention to detail actually take us into a different time and place where we, the viewers, can actually experience a reality different than our own. The director successfully depicts a deep and meaningful, soft, tender and painfully sweet reality as seen through the eyes of a child and through actual film footage of Marie. Georges-Jean Méliès who was a French illusionist and filmmaker famous for leading many technical and narrative developments in the earliest days of cinema. He was a prolific innovator in the use of special effects and hand-painted color in his work. -
Female Director Takes Hollywood by Storm: Is She a Beauty Or a Visionary?
Western Oregon University Digital Commons@WOU Honors Senior Theses/Projects Student Scholarship 6-1-2016 Female Director Takes Hollywood by Storm: Is She a Beauty or a Visionary? Courtney Richardson Western Oregon University Follow this and additional works at: https://digitalcommons.wou.edu/honors_theses Part of the Feminist, Gender, and Sexuality Studies Commons Recommended Citation Richardson, Courtney, "Female Director Takes Hollywood by Storm: Is She a Beauty or a Visionary?" (2016). Honors Senior Theses/Projects. 107. https://digitalcommons.wou.edu/honors_theses/107 This Undergraduate Honors Thesis/Project is brought to you for free and open access by the Student Scholarship at Digital Commons@WOU. It has been accepted for inclusion in Honors Senior Theses/Projects by an authorized administrator of Digital Commons@WOU. For more information, please contact [email protected], [email protected], [email protected]. Female Director Takes Hollywood by Storm: Is She a Beauty or a Visionary? By Courtney Richardson An Honors Thesis Submitted in Partial Fulfillment of the Requirements for Graduation from the Western Oregon University Honors Program Dr. Shaun Huston, Thesis Advisor Dr. Gavin Keulks, Honors Program Director Western Oregon University June 2016 2 Acknowledgements First I would like to say a big thank you to my advisor Dr. Shaun Huston. He agreed to step in when my original advisor backed out suddenly and without telling me and really saved the day. Honestly, that was the most stressful part of the entire process and knowing that he was available if I needed his help was a great relief. Second, a thank you to my Honors advisor Dr. -
The Authentic Lessons of Schindler's List. INSTITUTION Research for Better Schools, Inc., Philadelphia, Pa
DOCUMENT RESUME ED 368 674 SO 023 998 AUTHOR Presseisen, Barbara Z.; Presseisen, Ernst L. TITLE The Authentic Lessons of Schindler's List. INSTITUTION Research for Better Schools, Inc., Philadelphia, Pa. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE Feb 94 NOTE 22p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Citizenship Education; Critical Thinking; Ethics; Films; *History Instruction; *Moral Values; *Nazism; Secondary Education; Social Studies; Teaching Methods; *World War II IDENTIFIERS Holocaust; *Schindler (Oskar); *Schindlers List ABSTRACT This document suggests that the movie "Schindler's List" be used as an instructional resource in order to provide criterion situations for teachings. The film opens multiple routes into complex questions that raise universal and immediate meanings, yet also generates idiosyncratic understanding. Learning history in an authentic way is more powerful than merely understanding the events of a particular story or even reading about them in a reputable textbook. Because of this, a teacher should strive to help students to begin to understand what the experience of history is and for what purpose it is included in the school curriculum. "Schindler's List" provides ample opportunities for students to raise questions about the world of the Third Reich. The important issue is that students need to be curious themselves, to raise the issues to be pursued, and to construct new meanings through their own work. At the same time, broader concerns of learning history need to be addressed through the goals of classroom instruction. The film provides opportunities to teach critical thinking and the pursuit of supportive argument. -
Innovators: Filmmakers
NBER WORKING PAPER SERIES INNOVATORS: FILMMAKERS David W. Galenson Working Paper 15930 http://www.nber.org/papers/w15930 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 April 2010 The views expressed herein are those of the author and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer- reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2010 by David W. Galenson. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Innovators: Filmmakers David W. Galenson NBER Working Paper No. 15930 April 2010 JEL No. Z11 ABSTRACT John Ford and Alfred Hitchcock were experimental filmmakers: both believed images were more important to movies than words, and considered movies a form of entertainment. Their styles developed gradually over long careers, and both made the films that are generally considered their greatest during their late 50s and 60s. In contrast, Orson Welles and Jean-Luc Godard were conceptual filmmakers: both believed words were more important to their films than images, and both wanted to use film to educate their audiences. Their greatest innovations came in their first films, as Welles made the revolutionary Citizen Kane when he was 26, and Godard made the equally revolutionary Breathless when he was 30. Film thus provides yet another example of an art in which the most important practitioners have had radically different goals and methods, and have followed sharply contrasting life cycles of creativity. -
(1997:793) Obsessions Are Defined As “Instructive, Repe
CHAPTER 1 INTRODUCTION A. Background of the Study According to Rachman (1997:793) obsessions are defined as “instructive, repetitive thoughts, images or impulses that are unacceptable and unwanted and give rise to subjective resistance the necessary and sufficient conditions are intrusiveness, internal attribution, unwanted and difficulty of control” (Rachman & Hodgson, 1980:251). Typical obsessions include fear of contamination as from handshakes, worry about leaving things in their proper order, persistent doubts about one's responsible behavior, scary images involving violent acts, and images of sexual acts. People with obsessions may find themselves acting in compulsive ways in largely useless efforts to relieve the anxiety associated with their persistent, unpleasant thoughts. Others suffering from obsessions may try very hard to control or ignore them. It is important to note that worries about daily concerns paying bills, studying for exams, keeping a job, interpersonal relationships are not obsessions. Although they can occasionally be carried to obsessive lengths, these concerns can change with circumstances and, in most cases be controlled, with planning, effort, and action. Obsessions relate to problems that most 1 2 people would consider far removed from normal, daily events and concerns. A literary work can be defined as a branch of literature dealing with words as raw material to create a picture, an idea or a story in a meaningful pattern. Yet words, being the backbone of the pattern, are not really of great importance if they aren’t carefully manipulated into good syntactically structured sentences so can deliver the target idea in an artistic way. It is meant that the work is valued as work of art with a literary style which is, of course, different from that we use in colloquy. -
Dr. Richard Brown Faith, Selfhood and the Blues in the Lyrics of Nick Cave
Student ID: XXXXXX ENGL3372: Dissertation Supervisor: Dr. Richard Brown Faith, Selfhood and the Blues in the Lyrics of Nick Cave Table of Contents Introduction 2 Chapter One – ‘I went on down the road’: Cave and the holy blues 4 Chapter Two – ‘I got the abattoir blues’: Cave and the contemporary 15 Chapter Three – ‘Can you feel my heart beat?’: Cave and redemptive feeling 25 Conclusion 38 Bibliography 39 Appendix 44 Student ID: ENGL3372: Dissertation 12 May 2014 Faith, Selfhood and the Blues in the lyrics of Nick Cave Supervisor: Dr. Richard Brown INTRODUCTION And I only am escaped to tell thee. So runs the epigraph, taken from the Biblical book of Job, to the Australian songwriter Nick Cave’s collected lyrics.1 Using such a quotation invites anyone who listens to Cave’s songs to see them as instructive addresses, a feeling compounded by an on-record intensity matched by few in the history of popular music. From his earliest work in the late 1970s with his bands The Boys Next Door and The Birthday Party up to his most recent releases with long- time collaborators The Bad Seeds, it appears that he is intent on spreading some sort of message. This essay charts how Cave’s songs, which as Robert Eaglestone notes take religion as ‘a primary discourse that structures and shapes others’,2 consistently use the blues as a platform from which to deliver his dispatches. The first chapter draws particularly on recent writing by Andrew Warnes and Adam Gussow to elucidate why Cave’s earlier songs have the blues and his Christian faith dovetailing so frequently. -
Silje Lippmann.Pdf (843.5Kb)
Parental Strategies and Embodied Hope of Children in Post-Apocalyptic Works The Road and Bird Box: A study of Literary and Film Adaptation Strategies SILJE LIPPMANN SUPERVISOR Professor Michael John Prince University of Agder, 2020 Faculty of Humanities and Education Department of Foreign Languages and Translation S. Lippmann Spring 2020 Contents Acknowledgements…………………………………………………………………………….3 Abstract………………………………………………………………………….……………..4 Introduction…………………………………………………………..……….………………..5 Chapter One: Cormac McCarthy’s The Road……………………….…………..……………15 Chapter Two: John Hillcoat’s The Road……….……………………………………………..32 Chapter Three: Josh Malerman’s Bird Box…………………………………………………...42 Chapter Four: Susanne Bier’s Bird Box………………………………………………………53 Conclusion: The Embodied Hope of Children…………………………………...…………...66 Bibliography…………………………………………………………………………………..77 - 2 - S. Lippmann Spring 2020 Acknowledgements I would like to express my sincere gratitude to my supervisor, Dr. Michael J. Prince, for his invaluable guidance, motivation, and immense knowledge. I truly appreciate the enthusiasm and patience you have shown me during the process of writing this thesis. Your passion for literature and writing is truly inspiring. I also want to thank my partner and best friend, Andreas Thorkildsen, for his endless support and encouragement over the last year. Thank you for listening to me when I was feeling overwhelmed, and for always knowing when I needed another cup of coffee. - 3 - S. Lippmann Spring 2020 Abstract This thesis investigates alternate parental strategies in Post-Apocalyptic fiction by examining the core family units in Cormac McCarthy’s The Road and Josh Malerman’s Bird Box. Additionally, I will analyse their respective film adaptations directed by John Hillcoat and Susanne Bier, to conduct a comparative analysis of the story’s literary and visual depiction. -
Moab Area Movie Locations Auto Tours – Discovermoab.Com - 8/21/01 Page 1
Moab Area Movie Locations Auto Tours – discovermoab.com - 8/21/01 Page 1 Moab Area Movie Locations Auto Tours Discovermoab.com Internet Brochure Series Moab Area Travel Council The Moab area has been a filming location since 1949. Enjoy this guide as a glimpse of Moab's movie past as you tour some of the most spectacular scenery in the world. All movie locations are accessible with a two-wheel drive vehicle. Locations are marked with numbered posts except for locations at Dead Horse Point State Park and Canyonlands and Arches National Parks. Movie locations on private lands are included with the landowner’s permission. Please respect the land and location sites by staying on existing roads. MOVIE LOCATIONS FEATURED IN THIS GUIDE Movie Description Map ID 1949 Wagon Master - Argosy Pictures The story of the Hole-in-the-Rock pioneers who Director: John Ford hire Johnson and Carey as wagonmasters to lead 2-F, 2-G, 2-I, Starring: Ben Johnson, Joanne Dru, Harry Carey, Jr., them to the San Juan River country 2-J, 2-K Ward Bond. 1950 Rio Grande - Republic Reunion of a family 15 years after the Civil War. Directors: John Ford & Merian C. Cooper Ridding the Fort from Indian threats involves 2-B, 2-C, 2- Starring: John Wayne, Maureen O'Hara, Ben Johnson, fighting with Indians and recovery of cavalry L Harry Carey, Jr. children from a Mexican Pueblo. 1953 Taza, Son of Cochise - Universal International 3-E Starring: Rock Hudson, Barbara Rush 1958 Warlock - 20th Century Fox The city of Warlock is terrorized by a group of Starring: Richard Widmark, Henry Fonda, Anthony cowboys. -
Made in America: Exploring the Hollywood Western Red River (1948) – Introductory Lecture
MADE IN AMERICA: EXPLORING THE HOLLYWOOD WESTERN RED RIVER (1948) – INTRODUCTORY LECTURE TRANSCRIPT Introductory Lecture: Red River (1948) Welcome to the Western. I’m glad you can be here today. Red River (1948) is a 1948 Western film produced by Howard Hawks and starring John Wayne and Montgomery Clift. The film’s supporting cast features Walter Brennan, Joanne Dru, Colleen Gray, Harry Carey, John Ireland, Hank Worden, Noah Beery, Jr., Harry Carey Jr., and Paul Fix. The screenplay was based on Borden Chase’s original story which was first serialized in The Saturday Evening Post in 1946 as “Blazing Guns on the Chisholm Trail.” The movie’s ending differs from that of the original story. In Chase’s Saturday Evening Post’s story, Cherry Valance shoots Tom Dunson dead in Abilene and Matt takes his body back to Texas to be buried on the ranch. Red River cost an estimated $3 million to make it did very well at the box office. In 1948, it grossed $5 and a half million domestically and worldwide it made over $9 million. It was a very, very popular movie. The film is also an art movie. It was nominated for Academy Awards for Best Film Editing by Christian Nyby and Best Writing Motion Picture Story by Borden Chase. John Ford was so impressed with John Wayne’s performance in Red River that he is reported to have said I didn’t know the big son of a bitch could act. In June 2008, the American Film Institute listed Red River as the fifth best film in the Western genre.