Theodor Adorno and Film Theory

Total Page:16

File Type:pdf, Size:1020Kb

Theodor Adorno and Film Theory Copyrighted material – 9781137306135 Theodor Adorno and Film Theory The Fingerprint of Spirit Brian Wall Copyrighted material – 9781137306135 Copyrighted material – 9781137306135 Contents List of Figures ix Acknowledgments xi Introduction: The Fingerprint of Spirit 1 1 The Subject/Object of Cinema: The Maltese Falcon (1941) 7 2 “A Deeper Breath”: From Body to Spirit in Kiss Me Deadly (1955) 39 3 Negative Dioretix: Repo Man (1984) 75 4 “Jackie Treehorn Treats Objects Like Women!”: Two Types of Fetishism in The Big Lebowski (1998) 117 Notes 153 References 165 Index 171 Copyrighted material – 9781137306135 Copyrighted material – 9781137306135 Copyrighted material – 9781137306135 Copyrighted material – 9781137306135 I NTRODUCTION The Fingerprint of Spirit Every visit to the cinema leaves me, against all my vigilance, stupider and worse. — Theodor Adorno, Minima Moralia Adorno at the movies— given his fearsome reputation as an implacable critic of film, such a venture must smack of futil- ity, if not outright perversity. The well- known and widely anthologized “The Culture Industry: Enlightenment as Mass Deception” (Adorno and Horkheimer 2002, 94– 136) stands as the beginning and, mauvaise fois, mostly the end of film studies’s engagement with Adorno. One powerful strategy to counter his reputation as an impenetrable elitist or mandarin aesthete is Miriam Hansen’s: in a wealth of detailed and rigorous essays, culminating in the recent Cinema and Experience (2012), Hansen patiently weaves together the many cinematic references that abound in Adorno’s texts, linking them always to his related thoughts on aesthetics, and also on history, sociology, and philosophy. Her ultimate aim is to discern amid these scattered points the lineaments of a cinematic aesthetics that Adorno never finally fleshed out. This entails a historicization of his engage- ment with film and technologically produced media, starting with his early writings on music, passing from Dialectic of Enlightenment and Composing for the Films (1947), through to late essays such as “The Culture Industry Reconsidered” (1963), and “Transparencies on Film” (1966) to culminate in his unfinished Aesthetic Theory (1970) itself. To counter all he excoriates as affirmative in film— from its industrial pro- duction to its ties to iconic representation to its instrumental Copyrighted material – 9781137306135 Copyrighted material – 9781137306135 2 Theodor Adorno and Film Theory ideologies— Hansen elaborates a rich countercurrent in his work, evoking affinities with writing and especially music that point toward evocative traces of another possible filmic practice that persists in his thought, though never program- matically given. She describes one of the forms it might take: From Adorno’s late writings on music we can extrapolate a model of thinking about cinematic mobility that would complement phenomenological, vitalist, gestaltist, and neuropsychological approaches currently in discussion with an aesthetic perspec- tive capable of historicizing and analyzing particular instances of film practice. We might imagine cinematic mobility as a striated dynamics governed by distinct and sometimes disparate tem- poralities— a multisensorial “moving carpet” (as Bloch wrote in 1914) made up of internally dynamic chunks, knots, or clusters of time and the relations among them, in tension with irrevers- ible linear time and the forward movement of narrative or other principles of organization. (Hansen 247) This is both a historical and a theoretical program that could only benefit film studies were it to be assayed, as it promises to link in a constellated form a broad range of aesthetic and philosophical modes. Hansen’s is a necessarily historical work that keeps faith with Adorno’s thought. David Jennemann’s immaculately researched and helpfully estranging Adorno in America (2007) adds another crucial piece to the puzzle, countering the cliché of Adorno’s man- darin aloofness with a wealth of historical detail drawn from Adorno’s years in New York and Los Angeles. What emerges is a portrait of a relentlessly public intellectual, everywhere and always engaged with film and radio— engaged finally with tracing the democratic and cultural possibilities that might emerge from a technological mass culture. As such the “Culture Industry” chapter and many other texts besides can never again be disparaged as the spiteful reaction of a snob- bish émigré, having now had their rootedness in concrete and historical experience affirmed. But here I will proceed in another direction. Despite the value of these and many other works that have attempted to introduce Adorno more fully into cultural thought— and there is a wealth of excellent introductions available1— their Copyrighted material – 9781137306135 Copyrighted material – 9781137306135 The Fingerprint of Spirit 3 very sweep seems to stand in an odd relation to some aspects of Adorno’s own thought. For one of the prevalent issues that arises from Adorno’s aesthetics, philosophy, and sociology has everything to do with the fate of the particular. Indeed, the Culture Industry itself is reviled for its uniformity, for its assertion of a constraining identity. I wish to proceed then not from the point of view of these historical surveys of Adorno’s work, valuable, even essential as they undoubt- edly are, but rather from the inside out, beginning with the particular— such necessarily broad engagements need the dia- lectical complement of an engagement with particulars, here particular films. Less pressingly, perhaps, I feel the absence in Adorno’s own work of a sustained analysis of a particular film. This is necessary, too, to the extent that film studies now seeks to leave behind the putative excesses of “French” the- ory for a new “posttheoretical” age.2 If film theory must now account for itself and leave behind its totalizing tendencies, it might do so by adopting another of Adorno’s key methods: immanent critique. Ironically, both film theory and cultural studies approach specific films from a transcendent vantage point: theory often subsumes film into its preexisting sys- tem of thought, as does a more cultural analysis, the signal difference being that for the cultural historian of film those preexisting values are political and material rather than philo- sophical. Following Adorno I wish to proceed by immanent critique, seeking to remain within the terms of a particular film or text and fastening on the contradictions inherent there so that those contradictions might speak to the material conditions in which a film was made. But such a consideration of the particular film also nec- essarily implies that particular films are meaningful, that they have a truth content, and that they are not necessarily reducible to the material contexts from which they emerge. Film has a cognitive content that persists alongside its aes- thetic, affective, and ideological aspects and that is pointedly nonconceptual. Such a claim brings to a head the conflict- ing characterizations that inform theoretical and cultural analyses of film, with the former privileging an explicit or implicit valuation of film as art, while for the latter film is Copyrighted material – 9781137306135 Copyrighted material – 9781137306135 4 Theodor Adorno and Film Theory a commodity or ideology. Of course it is both— but in the context of film, and especially the narrative films I have cho- sen as my objects here, the latter is assumed while the former must always be proven. Adorno writes, “Technology opens up unlimited opportunities for art in the future, and even in the poorest motion pictures there are moments when such opportunities are strikingly apparent. But the same principle that has opened up these opportunities also ties them to big business” (Adorno and Eisler 2007, xxxvi), and while his own attention found more focus on an art that sought to renounce consumption, nonetheless there is here a crucial opportunity to ask if there persists in some filmic commodi- ties a truth that resists commodification and exchange value. What Adorno’s thought gives a politically committed, materialist film studies is an unflinching and rigorous oppor- tunity to scrutinize its unthought precepts, suggesting it must start not from a fixed agenda but from a utopian desire: a wish for freedom, for an end to suffering. It must do so not just to avoid dogmatism and contradiction— for Bordwell and Carroll (1996) the legacy of the heyday of theory— but also to recognize that film writes checks that cannot be cashed, continually promises freedom, happiness, and an ameliora- tion of misery. The conclusion Adorno would have us draw from these unfulfilled promises is not simply that culture is sheer ideology but rather that there is not yet a social or politi- cal context in which such promises could be kept. I wish here to remain sensitive to and critical of the various broken prom- ises of mass culture, but also continually to register the extent to which such promises always testify to their own impossibil- ity in advance, in the unseasonable climate of late capitalism. The films I have selected offer opportunities to be considered in their own historical contexts, of course; but as well, each insists in a variety of ways on its own irreducibility to such contexts. Put slightly differently, much in these films goes without saying— and yet at the same time something within them never gets said but hangs there naggingly on the edge of awareness, as if these films—like art— cannot say what they are.
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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 3D Cinematography Principles and Their Applications to Stereoscopic Media Processing∗
    3D Cinematography Principles and Their Applications to Stereoscopic Media Processing∗ Chun-Wei Liu Tz-Huan Huang Ming-Hsu Chang National Taiwan University National Taiwan University National Taiwan University Taipei, Taiwan Taipei, Taiwan Taipei, Taiwan [email protected] [email protected] [email protected] Ken-Yi Lee Chia-Kai Liang Yung-Yu Chuang National Taiwan University Lytro, Inc. National Taiwan University Taipei, Taiwan Mountain View, California USA Taipei, Taiwan [email protected] [email protected] [email protected] ABSTRACT screens, and even mobile devices. Binocular consumer cam- This paper introduces 3D cinematography principles to the eras can be found now at very affordable prices. The wide field of multimedia and illustrates their usage in stereoscopic deployment of stereoscopic displays and binocular cameras media processing applications. These principles include (1) has made the capture and display of stereoscopic media easy, maintaining coordination among views, (2) having a con- and has led to more such media. Thus we are seeing the tinuous depth chart, (3) placing rest areas between strong advent of the stereoscopic multimedia era. Unfortunately, in 3D shots, (4) using a shallow depth of field for shots with spite of the rapid progress in stereoscopic hardware for both excessive depth brackets, and (5) being careful about the acquisition and display, little progress has been made on the stereoscopic window. Taking these principles into account, software side, especially for consumer 3D media processing. we propose designs for stereoscopic extensions of two pop- Professional 3D movie makers either use proprietary pro- ular 2D media applications|video stabilization and photo grams or even the current generation of 2D tools for 3D film slideshow|to provide a better 3D viewing experience.
    [Show full text]
  • * a World History of Film
    General Education Narrative: Communication 240: Introduction to Film This is an introduction to and overview of many aspects of film and the film industry. We look at matters of its history, production and editing techniques, actors, directors, producers, film reviews and studies, film as art, what makes for a good film, etc. We also discuss the various building blocks of the cinema. We will study recent developments from all aspects of cinema, contemporary films, film personalities, photography, movement, editing, sound, acting, drama, use of color, story writing, and theory. Demonstrate aesthetic responsiveness and interpretive ability. The purpose of this class is to study film as an artistic medium. We briefly examine the evolution of film as a communicative and creative medium, study its wide array of expressive techniques, and then follow the development of the medium through the work of various key directors who have worked in the cinema. Our objective is to make students more aware of the aesthetic processes involved in filmmaking, and broaden their critical skills for viewing and analyzing films. Along with learning basic terminology for discussing a film in critical terms, the student will use their analytical skills to evaluate films. These evaluations should grow in depth as the student learns about the camera, scene construction, editing, sound, lighting, elements of meaning, narrative technique, the business of the motion picture industry and various societal effects. The two primary objectives of the course are to elevate the student's aesthetic and social appreciation for motion pictures, and to further enhance the student's expressive, communicative and critical skills through writing about and discussing films.
    [Show full text]
  • T. W. Adorno: Cinema in Spite of Itself—But Cinema All the Same
    t.w. adorno cinema in spite of itself—but cinema all the same NICOLE BRENEZ Translated by Olivier Delers and Ross Chambers The logic of the principle of expression implies the moment of its negation, a negative form of truth that changes love into an inflexible power of protest. Adorno1 Few theorists have been as critical of cinema as T.W. Adorno. Critical in this context implies all of the following: methodical, negative and subtle. The Frankfurt School took as its object of critique the processes whereby phenomena become reified; in the symbolic field the school concentrated therefore on the workings of industrialisation and ‘the transformation of culture into a system of regimentation’.2 T.W. Adorno developed a basic critique of two of the cultural fields that entail recording: music and cinema. For him, cinema and popular or popularised music (music recorded, broadcast, its forms contaminated by their use as social wallpaper, music in short viewed as an emanation pure and simple of the world of industry) were emblematic of how works of art had become commodified cultural products. A cultural ‘commodity’ represents simultaneously the means of a confiscation, a mode of corruption, a simulacrum, and a sort of formal joke. Music, though, lays claim of course to its own immense past, as well as to the demands it was contemporaneously making (demands embodied in the person of Schönberg). As a consequence it continues to exist as an art even in its ‘lighter’ form. But cinema, which arose out of techniques of recording and whose primary goal is reproduction organised into an industry, appears from the start as a powerful instru- ment of domination, propaganda and falsification.
    [Show full text]
  • The Historical Film As Real History ROBERT A. ROSENSTONE
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Revistes Catalanes amb Accés Obert The Historical Film as Real History ROBERT A. ROSENSTONE Let's face the facts and admit it: historical films trouble and disturb (most) professional historians. Why? We all know the obvious answers. Because, historians will say, films are inaccurate. They distort the past. They fictionalize, trivialize, and romanticize important people, events, and movements. They falsify History. As a subtext to these overt answers, we can hear some different, unspoken answers: Film is out of the control of historians. Film shows that academics do not own the past. Film creates a historical world with which the written word cannot compete, at least for popularity .Film is a disturbing symbol of an increasingly postliterate world (in which people can read but won't). Let me add an impolite question: How many professional historians, when it comes to fields outside their areas of expertise, learn about the past from film? How many Americanists, for example, know the great Indian leader primarily from Gandhi ? Or how many Europeanists the American Civil War from Glory , or Gone with the Wind ? Or how many Asianists early modern France from The Return of Martin Guerre ? My point: the historical film has been making its impact upon us (and by «us» I mean the most serious of professional historians) for many years now, and its time that we began to take it seriously. By this I mean we must begin to look at film, on its own terms, as a way of exploring the way the past means to us today.
    [Show full text]
  • The Essential Reference Guide for Filmmakers
    THE ESSENTIAL REFERENCE GUIDE FOR FILMMAKERS IDEAS AND TECHNOLOGY IDEAS AND TECHNOLOGY AN INTRODUCTION TO THE ESSENTIAL REFERENCE GUIDE FOR FILMMAKERS Good films—those that e1ectively communicate the desired message—are the result of an almost magical blend of ideas and technological ingredients. And with an understanding of the tools and techniques available to the filmmaker, you can truly realize your vision. The “idea” ingredient is well documented, for beginner and professional alike. Books covering virtually all aspects of the aesthetics and mechanics of filmmaking abound—how to choose an appropriate film style, the importance of sound, how to write an e1ective film script, the basic elements of visual continuity, etc. Although equally important, becoming fluent with the technological aspects of filmmaking can be intimidating. With that in mind, we have produced this book, The Essential Reference Guide for Filmmakers. In it you will find technical information—about light meters, cameras, light, film selection, postproduction, and workflows—in an easy-to-read- and-apply format. Ours is a business that’s more than 100 years old, and from the beginning, Kodak has recognized that cinema is a form of artistic expression. Today’s cinematographers have at their disposal a variety of tools to assist them in manipulating and fine-tuning their images. And with all the changes taking place in film, digital, and hybrid technologies, you are involved with the entertainment industry at one of its most dynamic times. As you enter the exciting world of cinematography, remember that Kodak is an absolute treasure trove of information, and we are here to assist you in your journey.
    [Show full text]
  • Film As a Mass Medium: Audience Perception of Home Video Films As Representation of Realities in Nigeria (Study of Residents in Awka South)
    Munich Personal RePEc Archive Film as a Mass Medium: Audience Perception of Home Video Films as Representation of Realities in Nigeria (Study of Residents in Awka South) Nwokedi, Miracle Ekpereamaka Nnamdi Azikiwe University 26 September 2018 Online at https://mpra.ub.uni-muenchen.de/89256/ MPRA Paper No. 89256, posted 08 Oct 2018 12:05 UTC Film As A Mass Medium: Audience Perception Of Home Video Films As Representation Of Realities In Nigeria (Study Of Residents In Awka South) BY NWOKEDI, Miracle Ekpereamaka 1 Abstract The proliferation of home videos amongst other variables has been viewed as a major threat to creating narratives that truly represent the society. This study examines, using Nigeria as a context, the representation of reality in home video films. Gathering respondents from Awka South, a local government area in the south eastern part of Nigeria, the study employed the survey research design with a sample size of 400. The result of the analysis showed that home video film audiences perceived representation of realities in the society in home video films. The study draws from the reflective-projective theory of communication as the theoretical underpinning that provided insight on how the media mirrors the society. Keywords: Home Videos; Awka South; Audience; Media 2 Setting the scene Film with its ever increasing reach is one of the most influential areas of the media. Arguably, as popular as literature, film has been adopted by individuals, companies, and independent groups for the purposes of entertaining, informing and educating others in an entirely unique form. With the eclectic divisions of the mass media, film as a sub-branch of this main board has established itself on the world’s centre stage with a growing number of audiences attracted to it each day.
    [Show full text]