© ATOM 2016 A STUDY GUIDE BY ROGER STITSON
http://www.metromagazine.com.au
ISBN: 978-1-74295-964-1 http://theeducationshop.com.au © ATOM 2016 2 the French Resistance and was code-named Resistance the French he only uncovered But Mayonnaise’. ‘Monsieur part of the story. wants to and Philippe the clock is ticking Now wartime find out all he can about his father’s missions and intriguing alias, so he sets off to track Hollywood West his home in from it’s those who knew his father – before down too late. is stranger than ‘truth soon discovers Philippe real story the behind as he uncovers fiction’ mysterious code-name ‘Monsieur his father’s with legendary his work mime Mayonnaise’, and their connection Marceau artist Marcel baguettes and guards, border with nuns, Nazi the stuff of wild It’s mayonnaise… French fiction, or comic books! And in so doing he learns so much, about the father he loved much more today. and misses terribly even to Melbourne, LA Paris to Berlin, From road is a richly layered, Mayonnaise Monsieur starring madcap artists, comic stories, real movie villains – and baguettes with Nazi life heroes, mayonnaise! lashings of tasty French is an artist’s epic adventure epic adventure is an artist’s Monsieur Mayonnaise Monsieur SYNOPSIS into his family’s secret past. secret into his family’s Philippe artist and film-maker, Australian clandestine role his father’s investigates Mora, Two War World in Résistance in the French to miraculous escape en route and his mother’s Auschwitz. movie cult-horror a Hollywood Philippe, persona Noir and artist, a Film adopts director also packs He to tell his dramatic family story. on a journey his paints and easel, embarking an audacious comic book about his to create their survivalparents, and the Holocaust. born, Melbourne mother is Parisian Philippe’s was late father Georges His Mora. artist Mirka gallery and modern art owner a restaurateur, they settled in Australia After the war, pioneer. of the up in the epicentre grew and Philippe parents café-arts scene. His 1950s Melbourne father His mayonnaise. and loved spoke French but was enigmatic also hated all-things German, and much more… and mysterious about why, that his father discovered As an adult Philippe for worked was born in Leipzig, Germany, © ATOM 2016 3 power in January 1933, and quickly transformed itself into a dictatorship, outlawing its opposition then discuss in class parties. Carry out research when and why the persecution of German Jews began in Nazi Germany and then continued and of concentra- developed with the introduction then elsewhere, tion camps, first, in Germany, through as German military domination spread out in 1939. (See ‘Jewish after war broke Europe Holocaust’ in website references.) We are told in the film that Leon Zelik, the father are We his home- Mirka, fled from mother, of Philippe’s Jews land of Lithuania in April 1915 because out in his village. Carry being ‘slaughtered’ were then discuss in class the events, some research for them, that led to these and the reasons events of Lithuanian Jewish persecution. (See, ‘Lithuanian expulsions’, in website references.) draw a activity, the previous Following from map of Eastern showing the relative Europe of Russia, Lithuania, positions of the borders Germany and Poland. Carry out some research, the German and then show on the map where in conflict in Lithuania, Russian armies were Jewish populations were where and the areas their homes. expelled from forcefully The Nazi Party in Germany came to national Imperialist Germany and Imperialist (i.e. pre- Imperialist Germany and Imperialist (i.e. Communist Revolution) Russia. - century. In terms of the century. th The Jewish Holocaust, deriving from the The Jewish Holocaust, deriving from ascendency to power of the Nazi Party in nor isolated 1933, was not a sudden Germany, Jewish persecution in Europe. event of extreme historical context. within a larger It occurred Jews in towards of, and prejudice Hatred may be traced back centuries, therefore Europe it depends on how far back into the past stu- to understand these dents may wish to reach 20 events of the recent background to Monsieur Mayonnaise, though, background and violent persecution of Jewish the extreme One War communities extends back to World of Eastern (1914-1918), and to the regions by the war waged between affected Europe As background to Philippe Mora’s investigations to Philippe Mora’s As background of a comic into his family history and his creation book to explain, comment upon it and to try to make sense of it, carry out the following activities to the history of the Jewish Holocaust dur related ing the 1930s and 1940s. Background setting Background This study guide is mainly aimed at mid to senior This study guide is mainly aimed at mid to English, secondary school levels, with relevance Media and Film Studies, Modern History, European Art. CURRICULUM LINKS CURRICULUM © ATOM 2016 4 After Germany invaded France in May invaded France After Germany - governmentsurren French 1940, the into two France was divided and dered, Vichy and ‘Free – governmental regions showing a map of France France’. Draw Nazi domina- what it looked like under 1944. Carry out tion between 1940 and comment on the then research relevant citizens under Nazi of Jewish treatment France. (See ‘Vichy occupation in Vichy references.) France’ in website and Free mother and her family were Philippe’s Paris in Nazi-controlled affected directly of the ‘roundup’ when they became part father Gunter of Jews in 1942. Philippe’s up. He fled was not part of the round Paris when the Germans invaded. During the Nazi occupation of Vichy France, During the Nazi occupation of Vichy France, father) became an Mora (Philippe’s Georges Resistance, active participant within the French Marceau. as did many others, such as Marcel Following from the previous activity about the activity about the previous Following from out Nazi occupation of ‘Vichy’ France, carry on what happened in Paris on 16-17 research since July 1942, an infamous event which has d’Hiv Roundup, become known as the Vel’ d’Hiver Roundup. How has or the Velodrome France dealt with this event and its aftermath of the since the end of the war and the defeat did the Parisian police Nazis in 1945? What role and how did they later play during the roundup, d’Hiver still exist justify it? Does the Velodrome and today? Explain what has happened to it, d’Hiv to the site on which it existed. (See “Vel’ see the Also Roundup” in website references. section for titles of dramatised references film films that deal with these events.) feature took place In the same In of Nazi book of Nazi Philippe alsoPhilippe documentary, in 1933. Find in 1933. Find place in Berlin burning events sequence of the why these book- out and explain at the same time, burning that took refers to the scenes refers In the same sequence of the documentary, In the same sequence of the documentary, to the scenes of Nazi book Philippe also refers burning that took place in Berlin at the same these time, in 1933. Find out and explain why it a book-burning events took place. Was selective burning of books, and in particular, Nazi of books by certain authors? Why would members and supporters want to burn large What piles of books publicly in the streets? does this suggest to us about their general attitude to education, intellect their world view, and knowledge? (See ‘Nazi book burnings’ in website references.) as Gunther Morawski (later to become student at Mora’), was a medical ‘Georges why the University of Berlin in 1933. Explain the Gunther was suddenly dismissed from University along with some very eminent the teachers such as Albert Einstein. What was of academics? purpose of this purge We are told that Philippe’s father, then known father, told that Philippe’s are We © ATOM 2016 5 - Finally, in this general background section, we general background in this Finally, that Philippe early in the program note from book as a illustrating a comic is writing and to grips with and coming expressing means of of the post- He is not the first history. his family Holocaust-born generation of Jewish comic path. The to travel this book writer-illustrators book biographical and per most famous comic Maus in reading Students may be interested ap- and comparing it to the story and to the the by Philippe Mora in both presented proach of his documentary film, and the development - comic book. As well as the personal experi - ences of the Holocaust itself, narrated through out Monsieur Mayonnaise and Maus, you may that both Art also want to consider the roles by inserting Spiegelman and Philippe play, themselves into their own narratives. sonal history of the Holocaust is the two-part sonal history of the Holocaust by , written and illustrated graphic novel, Maus between 1980 and Art Spiegelman, serialised published chapters were 1991. The first few collected and the entire in book form in 1986, in book form in 1991. Maus work was published novel to win the Pulitzer was the first graphic ‘Maus’ in both book and Prize, in 1992. (See, website references.) wartime French Resistance activities of Marcel Resistance activities of Marcel wartime French en- he became a world-famous before Marceau or birth name, and What was his real, tertainer. why was it changed? Carry out some research that then write an account of the entertainer became. Why was he known Marceau Marcel as ‘the master of silence’ and what did he to ‘the art of silence’? (See mean when referring in website references.) Marceau’ ‘Marcel During the program we are told about the told about the we are During the program After carrying out relevant research, write research, out relevant After carrying of the French account of the history your own did it come into What was it? Why Resistance. objectives? its aims and were being? What it a it do? Was operate and what did How did it with a central head- group unified, organised - unorgan widespread, quarters, or a disparate, and individu- groups ised collection of smaller and the response als? What was the reaction to the activities forces of the German invading Comment on the Resistance? of the French and perhaps even the the reputation legacy, Resistance that has French mythic status of the since the fall of the Vichy and developed grown Two. War government end of World and the in website references.) Resistance’ (See ‘French © ATOM 2016 6 - Philippe Mora, Mirka Mora, Mauclerc, Veronique Gisele Fournier, Henri Parens. appreciation of the main issues and themes appreciation Monsieur Mayonnaise. The par arising from those who selected from ticipants listed are tense’ ‘present appear on-camera in the film’s sources). within archival (as distinct from Philippe’s first full-length Australian feature film first full-length Australian feature Philippe’s was Mad Dog Morgan (1976), for which he also a short account of what the script. Write wrote the film was about, and why Philippe chose this the story and topic. Comment on the reception release. Note that one of received after its film for Mora is about the the website references - making of Mad Dog Morgan – it is worth read ing for its entertainment value. Write an account of Philippe Mora’s career as career an account of Philippe Mora’s Write his teenage years. beginning from a filmmaker, Comment on the types and range of films he has made, and discuss whether you can see any connection or continuity of subject matter and/or theme among them. In this context, note that Monsieur Mayonnaise does draw some connections between elements of Philippe’s output, both within the narration, and by juxtaposing in quick succession camera shots film. Comment in his movies with archival from particular on examples of this juxtaposition and what they mean to a viewing audience. (See ‘Philippe Mora’ in website references.) following participants in our understanding and following participants in our understanding Write a short account of the importance of the Write The participants main Carry out the following activities about the . participants who appear in Monsieur Mayonnaise © ATOM 2016 7 a short fiction story. Your story may be on any a short fiction story. be topic and theme you wish, but it should you or based on the symbolic nature inspired her have seen in her art. (Many examples of which to choose may be found in the art from website references.) From what you’ve seen in the documentary From and and viewing, plan further reading and from the write a poem about the life and people of cafés in ‘bohemian’ Mirka Café, the first of the Melbourne set up by Mirka and her husband in 1954. Georges first name is real As an intriguing aside, Mirka’s mentioned, in fact shown in writing on-screen, real name? during the film. What is Mirka’s Discuss why you think the sequence of Parisian boulangerie was Mauclerc’s Veronique Does, for exam- included in the documentary. ple, it add anything to our understanding or of the story Philippe is telling us? appreciation may like to plan and write a French You Resistance short fiction story in which the very boulangerie we see in the documentary is somehow as a location. Alternatively, featured Monsieur as Philippe Mora does throughout Mayonnaise, you may work alone or in pairs your story in comic strip form. In this to create you not only case, begin with a script, where character dialogue and panel map out the story, captions, but decide on a page by page, panel by panel description, how it will unfold. and panel captions, but with a script, decide on a page by page, panel by In this case, begin In panel description, map out the story, how it will unfold. it how character dialogue character where you not onlynot you where - - - art works, then select one from which to write art works, then select one from Find examples of Mirka’s paintings and other Find examples of Mirka’s Carry out some research then write an ac Carry out some research - with the crea combining his filmmaking career the closest tion of the comic book: ‘Comics are form to movies’. Why do you think he says In this? Comment on whether he is correct. what ways might comic strips, cartoons, comic books and graphic novels have the character Early in the film Philippe makes a statement Early in the film Philippe makes a statement istics of a film, and in what ways may they be be the film medium? Can they from different to any other forms of narrative? compared We see Philippe creating his comic book nar see Philippe creating We count of Mirka Mora’s career as an artist in career count of Mirka Mora’s Melbourne. well- What sort of art is she most the documentary and else- known for? From the comment on the symbolic nature, where, motifs, of her work, drawing on one recurring has or two examples as explanation. What role and artistic creative she played in Melbourne’s life since arriving in Australia in the early 1950s? In what way was she associated with the de- velopment of contemporary art? Comment on of her other two sons, William and the careers Mora’ in Tiriel. (See ‘Mirka Mora’ and ‘Georges website references.) , but we don’t rative of Monsieur Mayonnaise, but we don’t and see any other examples of his comic strip Find cartooning work during the documentary. of out and comment on the content and themes other works Philippe has created. © ATOM 2016 8 Monsieur Mayonnaise, First, from the film and from other sources, other sources, the film and from First, from diagram beginning with a family tree create maternal and paternal grandparents, Philippe’s to his own children. and extending downwards dates and places for each Include appropriate possible. individual where Plan and write a short fiction story in which a to fill in the gaps on or the search family tree, is an important part of the plot, a family tree, theme, or the development of a character may even wish to draw on as- You relationship. to tell your story. pects of your own family tree A few minutes into Philippe tells us the particular questions he has been asking himself about his family back- those ques- and heritage. What are ground tions? Why does he start to ask them ‘now’? in his life, does ‘Why now?’, at this juncture he feel it is so important to begin this quest to a purpose in actu- uncover the past? Is there or ally visiting, for example, Leipzig in Germany, at the beginning of his journey Berlin University, of discovery? Forebears, the past, the Forebears, present fam- Carry out the following activities about the during ily history that Philippe Mora delves into Monsieur Mayonnaise. - about Henri Parens (see ‘Henri Parens’ in web- (see ‘Henri Parens’ about Henri Parens his an account of how Write site references). has developed over many decades, and career how it has been informed by his experiences in France during the Nazi occupation. Carry out some further background reading reading Carry out some further background After having viewed the sequence in the docu After having viewed the sequence in the mentary where Gisele Fournier mentary where meets Mirka son, Philippe, for the first time, imagine Mora’s to meet. How do that Gisele and Mirka were on you think the scene would play out if caught and setting camera, and in what circumstances plan might it happen? Individually or in pairs and write the scene. © ATOM 2016 9 Describe the circumstances in which ‘Gunther Describe the circumstances Morand’. Pierre Morawski’ became ‘Georges Resistance code Comment on why his French be- name, and his nickname, also eventually - came ‘Monsieur Mayonnaise’. In what conceiv a factor able way might mayonnaise have been in smuggling vital documents past the German Occupied from the border across guards France into Switzerland? Explain and discuss the significance of Max discuss the significance Explain and son, (in German) to his words Morawski’s the dis- Paris’. Comment on ‘Nach Gunther, and Gunther’s words, of these irony astrous later in 1940. them, seven years to response contrast the above words, may wish to You to a popular to Gunther, ‘Nach Paris’, spoken in 1929), heard (recorded love song of the era , titled, What during Monsieur Mayonnaise Man. Why did Philippe I Do for That Wouldn’t the way, deliberately ironic initially include, in a film, Swastika, song in his 1972 documentary it have on the viewing and what impact did (This version of the audience at that time? may be heard Morgan, song, sung by Helen in website See ‘Helen Morgan’ on YouTube. to Also see the website reference references. ‘Swastika’.) ironic of an in the creation As a class exercise a and music of the words intention through a range song, try juxtaposing, in a similar way, well- of contemporary songs to video clips of The intention is not known personages today. and often seen to ridicule – this is too easy, – but to create done in comedy-news programs a deeper meaning. Also see the Also may be heard may be heard to ‘Swastika’ This version ofThis Helen Morgan, Helen on YouTube. See See on YouTube. the song, sung by website reference reference website ‘Helen Morgan’ in Morgan’ ‘Helen website references. references. website of connected personal diary entries, drawing in of connected personal diary entries, drawing your observations of any way you see fit, from and the wider events taking place in the Berlin impact on Germany of 1933, and of their direct and life. One of the you, your fortunes, future your issues you might include and examine in decision to join the diary entries is Gunther’s Communist Party. Imagining you are Gunther, plan and write a set Gunther, Imagining you are Why did Gunther Morawski leave home to Why did Gunther Morawski leave home Leipzig to Berlin in 1933? How old travel from him in was he at that time? What happened to proud Berlin during that year? Comment on the ‘distinction’ Philippe discovers linking yet ironic Albert his father to the world-famous scientist Einstein. Explain who Max and Sophie Morawski were. Explain who Max and Sophie Morawski Explain why the Leipzig Explain why the Leipzig about composer sequence includes scenes and his music. (1813-1883) Wagner Richard to Comment on the wider significance of this family heritage during the Nazi Party Philippe’s era, and to the Jewish Holocaust in general. © ATOM 2016 10 Monsieur Mayonnaise in Plan and write a fictionalised account of Leon’s account of Leon’s a fictionalised Plan and write Paris. You Lithuania to from on foot, journey, in the first or third to write the story may choose mode. person narrative Paris in captured After the German military at least, Jews (or, 1940, the lives of French other parts of Europe Jewish families from family such as Mirka’s in Paris) now resident Explain what threat. came under increasingly her family after they happened to Mirka and ‘Roundups’ that began became victim to the historical information in May 1941. (For general back to the activities refer about the Roundup, section of this on this topic in the Background study guide.) View the sequence in which Mirka’s mother addresses an unstamped mother addresses which Mirka’s in the train it from envelope then Mirka throws Someone finds incarcerated. which they are the envelope. Who might it be? Why does ‘I on-camera, many decades later, Mirka say, bless this person’. Plan and write an imagined Explain why Leon was not with his family at the Explain why Leon was not with his family way was this ultimately In what Roundup and later. important and vital in saving his family members, being transported to the including Mirka, from death camps at Auschwitz? - Now looking at Mirka Mora’s side of the fam Now looking at Mirka Mora’s At the end of this sequence we have just been At the end of this sequence discussing, the filmmakers include a sequence the combining a montage of camera shots of with superimpositions of local environment and with painting of ‘the crossing’, Philippe’s selected, accompanying background carefully of music. Analyse this sequence for its range it draws meanings and feelings, and for the way themes and topics together many of the film’s into one scene. At the spot where Georges smuggles Jewish Georges At the spot where historian border, to the French-Swiss children tells Philippe on-camera Ruth Fivaz-Silbermann were. these ventures how risky and difficult the dangers and words Describe in your own Also, at enterprise. the in this point at difficulties own enterprise in tracing this point in Philippe’s what does he come to discover his family story, own father? about his and realise Following from the previous activity, imagine activity, the previous from Following and turn smuggling incident, one ‘mayonnaise’ lyrics for a song, story or even the it into a short ‘Ballad of the Mayonnaise’. perhaps a ily, describe how her father, Leon Zelik came describe how her father, ily, that to settle and live in Paris, and the events to being him there. conspired © ATOM 2016 11 - Discuss the importance of both the images of the film, baguettes and mayonnaise throughout culture of traditional French as representative and family life, as patriotism and as symbols In what sense oppression. from of freedom foods may the two types of traditional French director, of the film’s be seen as – in the words to freedom’? Graham – ‘passports Trevor With Philippe as an example, consider and With Philippe as an example, consider and are now that they of children discuss the role for fu- of family history, themselves the bearer generations. Comment on whether this role ture your viewing of the film. from is apparent enquiry What have you learnt about Philippe’s may story? You into the history of his family’s this question in both the consider approaching mode – the lives of individual ‘small picture’ mode – the family members – and ‘big picture’ existence of communities, nations, civilisation, the universal human spirit. knew much about his father’s life and knew much about his father’s life to- and Mirka’s exploits prior to Georges gether in Melbourne, Australia. Speculate as to silent. remained why Georges At the end of the story being told by Philippe, on in the final minutes of the film, he comments about the his parents what he has learnt from Nazi Holocaust. View the extract then discuss what you think he has learnt. In what ways do at the visuals, the sequence of camera shots his this point in the film, support or emphasise on the soundtrack? spoken words Baguettes and mayonnaise Carry out the following activities about the impor tance and symbolic nature of traditional French of traditional French tance and symbolic nature cuisine, exemplified by baguettes and mayonnaise, Monsieur Mayonnaise. as portrayed throughout this ‘romantic First, where did where First, idea’ spring from? idea’ Discuss why you think Philippe never really Discuss why you think Philippe never really Imagine that, six months after Mirka arrives in - Melbourne Paris, she writes a letter to rel from atives back in Paris. What does she have to say about Melbourne, Australia, and Australians? the letter. Write to leave France and to emigrate to Melbourne, Australia, in the early 1950s. What was happen- ing internationally at that time which prompted that Mirka had ‘a fears? Philippe tells us Mirka’s did idea about Australia’. First, where romantic may find (You idea’ spring from? this ‘romantic listed some answers in the website references for ‘Mirka Mora’.) Second, what was the reality of Melbournediscov- (and Australia in general) by Mirka in the early 1950s, especially in ered comparison to a place such as Paris? In this you may want to examine and com- respect ment upon the montage of ‘Australian’ camera shots pieced together at this point in Monsieur Mayonnaise. (As well, for information about Mora’ Mora in Australia, see ‘Georges Georges in website references.) Explain the circumstances behind Mirka’s wish behind Mirka’s Explain the circumstances description of OSE. What do the letters OSE description of OSE. What do the letters - stand for? Describe the work the OSE organisa (See Two. War tion did during and after World ‘OSE’ in website references.) Carry out some research then write a short then write a short Carry out some research war ended in 1945. Describe the circumstances war ended in 1945. Describe the circumstances and in which Mirka found herself in Brittany, may wish to include You why she met Georges. of Brittany a map of France showing the region to the capital, Paris. in relation Mirka and Georges did not meet until after the did not meet Mirka and Georges short fiction story in which you tell the story short fiction story in of this man, woman, teenager or child who for finds the envelope, and acts upon its call this help. Alternatively you may wish to create it by story as a comic strip, either working on yourself, or in collaboration with a classmate, as writer and illustrator. © ATOM 2016 12 Monsieur Mayonnaise was a suitable title for the suitable title for a was irony in terms of the story told throughout throughout of the story told in terms irony might consider by Mayonnaise . You Monsieur Mirka and in fact both where, asking yourself born. were her son, Philippe, Discuss the ways in which excerpts from Discuss the ways in which excerpts from films, both docu- feature previous Philippe’s mentary and fiction, have been inserted into specific Monsieur Mayonnaise. Drawing from examples, comment on whether they distract the main story being told, or whether they from enhance it. Discuss why you think The film begins with a distorted-looking archival home movie footage filmed at a beach, which explain what this First, much later. is repeated and when it was filmed, then footage is, where or significance. What, for discuss its relevance cen- instance, does it have to do with the film’s investi- tral issues concerning Philippe Mora’s survival of the Jewish gations into his family’s decades earlier? Holocaust in Europe Discuss in class the possibilities first, then Discuss in class the own short fiction story in plan and write your and the mayonnaise are which the baguette items, objects, images two important elements, story may be Your story. within your or words You a comedy. a drama, a mystery, a thriller, the events described may take your cue from , or invent something in Monsieur Mayonnaise completely different. that considered Discuss why the producers Monsieur Mayonnaise At what point in the film does the documentary. ‘Monsieur Mayonnaise’ meaning of the words, become clear to you, and why? If you were asked to give the documentary an alternative title, what would you call it, and why? does not entirely take a chronological approach approach take a chronological does not entirely on-screen. to the history being presented and Why does it constantly cut between past and between locations or settings? present, Philippe Consider these questions in the light of In intentions to tell a ‘personal’ story. Mora’s we are fact, at which point in the documentary what not about to see that we are made aware as a ‘typical’ documentary might be regarded personal. How film, but something much more and reactions our responses does this affect Should we to the content and its presentation? or make allowances, expect historical accuracy, perhaps, to faulty memory or judgement? Media and Film studies Media and that Carry out the following Media Studies activities a viewing of Monsieur Mayonnaise. arise from Headquarters in Paris to view documents family. of his mother’s to the ‘roundup’ related of The man he is speaking to, a former Director – and other family Police, tells him that Mirka’s because taken away Jewish families – were Jews Jews, they were not merely they were of the French’. who came ‘to eat the bread Discuss what you think he means by this. In an extreme what way might this be considered View the scene in which Philippe visits Police the Resistance activities of Georges Mora and the Resistance activities of Georges the baguette became an Marceau, Marcel is also a there agency of the fight for freedom, associated with this. irony great Even though it has been stressed that, through that, through Even though it has been stressed Baguettes are associated with French tradition associated with French Baguettes are Why? Describe what distinguishes and culture. When any other type of bread. a baguette from ‘baguette’ become linked with did the word its derivation always Was this type of bread? (See ‘Baguette’ in elsewhere? or from French, website references.) You may wish to look into the history of French may wish to look into the history of French You and mayonnaise for an explanation as to when cultural tradition, how it became part of French such heated and why it sometimes produces in and dissent. (See ‘Mayonnaise’ argument website references.) Comment on why the film includes detailed Comment on why the film includes detailed – not sequences on how to make mayonnaise how to make it, but how to make it merely ‘correctly’.
© ATOM 2016 13 - don’t understand the past are doomed to relive to relive doomed the past are understand don’t Mayonnaise sense I see Monsieur it”. In this also the tradi- is tale’. There as a ‘cautionary of painting ‘en era Impressionist the tion from what he see paint Philippe doesn’t plein air’... how he imagines the on location, he paints ‘memory paintings’ But in past. I call his works ‘history paintings’ but another sense they are comic book perspective.’ a personal and from Film animation is also a technique used during Film animation is also a technique used Monsieur Mayonnaise. Discuss its inclusion, Examine the scenes in detail, in which Philippe Examine the scenes Gate in Berlin, is seen at the Brandenburg in Paris, and elsewhere Tower and the Eiffel Discuss how these scenes the film. throughout to con- scenes in order with other intercut are the past, and to produce with nect the present them the sense of a ‘cautionary tale’ for from and into the future. everyone, today, technique of visual superim An interesting position used by the filmmakers occurs in position used by the filmmakers occurs Philippe is sitting in a train the scenes where carriage, staring at the passing countryside place? outside. In which scenes does this take of Discuss the purpose, impact and meaning these scenes. and why? at his easel, Why isn’t he Why isn’t Another motif Another is the recurring is the recurring what is in front of him. Discuss. before his eyes – before eyes? What does painting what is he want us to see, image of Philippe not literally paint not literally painting the scene literally before his before literally except that he does Monsieur Mayonnaise the This wasn’t just fancy editing. It was a principal This wasn’t deeply idea in our film language, that we are connected to the past, not just in terms of fam- but socially and historically and that the Nazi ily, in Europe, past has its echoes in the present mass migration of particularly with the current quote that old cliché, “Those who To refugees. ‘We deliberately chose a style of cutting be- ‘We locations, paint- tween Philippe Mora in current and the his family history, ing, or researching the choice through past, which is represented footage... of archival The following is an exercise in how to construct The following is an exercise one editing (or ‘cutting’) from meaning through writer-director, the film’s Here, scene to another. the stylistic ap- Graham, discusses Trevor to particular sequences, including those proach discussed above, in which Philippe is seen on location with an easel, painting in the street: Another motif is the recurring image of Philippe Another motif is the recurring his eyes at his easel, painting the scene before is – except that he does not literally paint what he painting of him. Discuss. Why isn’t in front his eyes? What does he what is literally before want us to see, and why? Towards the end of Towards Chandler style, read any of his Philip Marlowe Chandler style, read The detective novels or short stories, such as Bogart film Big Sleep (and view the Humphrey 1946). Then try to write your own version from script private detective short story or short film An alternative might using the same approach. your own be to plan and write a scene from family history in Chandler style! As an exercise in writing in the Raymond As an exercise One of the story-telling techniques presented presented story-telling techniques One of the of the ‘film noir’ the film is the motif throughout at sitting a Raymond Chandler, such as writer, the film From in a ‘film noir’ setting. a typewriter Trevor director, does the writer and itself, why filmic and story-telling Graham, opt for this a purpose, or is it an Does it serve procedure? the ways in which these indulgence? Discuss evoke the generic film meant to scenes are thrillers and detec- noir style of 1940s-1950s you comment on camera tive mysteries; ensure composition, and voice- angles, lighting, visual as well as on the portrayal of the on- over, Name some titles of feature character. screen his might be considered the era that films from inspiration. motif scenes of the screenwriter at the type- motif scenes of the screenwriter the writer change markedly in many ways from scenes in which he appears. Explain previous a commentary on all the changes, and offer why they have been made. © ATOM 2016 14 Film and TV » Susan Karlin, Using Comics to Educate About the Holocaust. (Online newsletter item. See ‘Using comics…’ in website references.) The Jewish Resistance in France, Anny Latour, distributed by 1940-1944, Holocaust Library, 1981. Schocken Books, New York, , Penguin, Mirka Mora, Wicked but Virtuous: My Life Ringwood, Vic., 2000. , Penguin, Tale Art Spiegelman, Maus: A Survivor’s London, 2003. Vichy Law and the Holocaust H. Weisberg, Richard New York, University Press, in France, New York 1996. » - and documenta many film features are There the Jewish all parts of the world about ries from Holocaust. See ‘Films about Jewish Holocaust section. Below – a list’ in the website references relevant to Monsieur references some film are Mayonnaise. As well, a list of films made by Philippe Mora may Wikipedia web page – see be found in the relevant ‘Philippe Mora’ in website references. Dynasties – Series 4, Episode 9: Mora; ABC TV, TV documentary series about 2006. (Episode from influential and powerful Australian families.) Mirka – the Art of Mirka Mora; also known as This Prahran Film is Called Mirka (Paul Cox, director), College of Advanced Education, and Australian Film Institute, 1974. (Short documentary about by the Australian filmmaker Mirka Mora directed Paul Cox, who died in June 2016.) Monsieur a scripted screening. screening. a television a 30-second designed for Mayonnaise, storyboard for about Working in pairs Working promotional videopromotional plan and construct - Books and short items Working in pairs plan and construct a scripted Working video for a 30-second promotional storyboard about Monsieur Mayonnaise, designed for a you may then In groups television screening. and edit your promo. record wish to produce, Consider your use of text captions, sound and film ‘grabs’ of visual content, music, sound and dialogue to tie it all together into a effects advertising message. cohesive, effective ing the river from Occupied France into Swiss ing the river from Now examine the use of background territory. other parts of the soundtrack music throughout For example, in some sequences documentary. while in very cinematic, dramatic music is used, loud and blaring, funny other sequences noisy, Why? What and brassy jazz music is heard. the is the intended purpose and impact upon viewing audience? In a previous section of this study guide we In a previous looked at the use of a specific choice of music in the scene background orchestral cross depicting the orphaned Jewish children looking at its purpose and impact on the viewer. viewer. looking at its purpose and impact on the sense For example, how does it contribute to a and pace? of urgency » Patrick Henry, We Only Know Men: The Rescue We Patrick Henry, of Jews in France During the Holocaust, Catholic DC, 2007. Washington University of America Press, » REFERENCES AND FURTHER FURTHER AND REFERENCES RESOURCES Plan and write a review in 250-300 words of in 250-300 words Plan and write a review pages of a Monsieur Mayonnaise for the arts review daily or weekly national newspaper. © ATOM 2016 15 MAYONNAISE: LITHUANIAN EXPULSIONS: LITHUANIAN MARCEL MARCEAU: MAUS:
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