Monday, August 6, 2012

Day 5: Propaganda, Persuasion, and Poetics


Links from Theresa Dawson's lecture:
Propaganda Powerpoint Presentation

Manufacturing Consent – entire film available



Notes on lecture and discussion:


Academic disagreement on defining propaganda

1973 Jacques Ellul Propaganda: The Formation of Men's Attitudes

  • Focused on propaganda as a sociological phenomenon: 
  • "Propaganda is a set of methods employed by an organized group that wants to bring about the active or passive participation its actions of a mass of individuals, psychologically unified through psychological manipulations and incorporated into an organization."
Taithe and Thornton 2001 - propaganda political rhetoric and identity. See it as a form of political language

Jowett and O'Donnell 2011 "propaganda and persuasion" (fifth edition)
  • "deliberate systematic attempt to shape perceptions.... To achieve a response..." 
  • The Jowett/O'Donnell purpose model of propaganda (chart) 
  • German WWII wartime propaganda: shows a child, innocence, a fruitful future. Makes fun of American ideals, shows the hypocrisy
  • USA WWII wartime propaganda: keep the American ideal alive, "FAMILY," "BUY VICTORY BONDS" - shows a woman and her child being touched by two black hands with claws. One has the Japanese symbol on it, the other has the Nazi symbol on it.
  • Use of propagandist methods to tell us about propaganda

Fahrenheit 9/11
What techniques are being used to persuade us?

  • Shows the Bush administration looking like idiots, makes us already dislike them. Shows Iraqi citizens living their lives, doing mundane things as "victims."
  • Juxtaposes words with other imagery and takes the words out of context
  • Wars used to be very public - this imagery is chosen and edited it might be going for an opinion, but it's so easy to manipulate the audience

Noam Chomsky 1988: Manufacturing Consent

  • Described a propagandist model of media driven by corporate interests
  • "The twentieth century has been characterized by three developments: growth of democracy, growth of corporate power, and growth of corporate propaganda"
Chomsky's propaganda model, the five filters:
  • size, ownership, and profit orientation
  • the advertising license to do business
  • sourcing mass media news
  • flak and the enforcers
  • anti communism/ the war on terror
Manufacturing Consent
  • The corporatization of everything
  • Media picks and chooses and they all share with each other
  • Idea of choice -  for example, we tune into Fox News or we turn to MSNBC because we want to hear that style of news. We choose what we want to hear.
Model of the Process of Propaganda
Social-Historical Context - complicated example because of all of the media that we have

Levi's Go Forth

  • Complex role of labor 
  • How does being creative compensate?
  • Idea that jeans can be the "mediator." "Be what you want."
Theatre of War
  • First time the public theatre had ever allowed someone to film their rehearsals
  • Implores viewer to understand the awful dilemma of Meryl Streep's character

Day 4: Films in the Post-Mass Media Era

Notes on Yolanda Pividal's lecture:

Films in the Post-Mass Media Era



May 15th "indignados" Spain – Background 

  • Spain has the biggest unemployment rate in Europe– 24% unemployment rate by early 2011, up to 48% among population under 25 years old.
  • Government approves first budget cuts in education and public health system.
  • The “Bologna Plan”  is approved – This is an educational plan seen for many as an attempt to dismantle the public education system.
  • The government prepares for the approval of the “Sinde Law” - A law that gives  government the power to close any website with the “potential” to violate copyrights  - In response to this, an important digital community against the law is born.
  • The digital community “Real Democracy Now” organizes a big demonstration for May 15 – Snow ball effect through SOCIAL media (mainstream media don’t even mention it)

The government didn’t expect the huge response – all the information was flowing through social media.

The “Public’s Revolt”
A demonstrator holds a sign: "nobody expects the #spanishrevolution" - (From Mony Phyton’s sketch) with the mask from comic book and film “V for Vendetta.” 
Film: V for Vendetta


Other themes examined:

From micro-stories on twitter to participatory macro-films
  • "Post-mass media era"

From passive consumers to active producers:
  • The era of "bio operators"

New emancipatory social practices
  • from a centered "contra-information" to a "rhizomatic paradigm"
  • from "against the mainstream media" to "beyond the mainstream media"


Three videos of the protests in Spain:
  • European news. Not emotional, more critical. An outside look at an event
  • Independent news. It shows the hurt in people, shows the brutality of the police
  • Music video from attendees of the event. Created by ANYONE, that's the point. Very creative, personal, strong.


From "representation" to "expression"
  • Access to technology
  • Political representation "erosion"- people redefine the concept of "representation" in the cultural field.

From the "universal" to "the commons"
Fom "everyone" to "anyone" (from mass to crowd)

Collaborative, participatory & interactive films

Two different types of collaboration:

Documentary on 15-M (Spanish May-15 movement) made by alternative online media.
15Mcc teaser- shows a collaborative company


Life in a Day trailer- "filmed by you"



Interactive Documentaries
Bear 71 interactive film

  • Interaction: the viewer's status changes from passive viewer to active user-interactor-particpant-contributor
  • Non-linear narrative- author lost control
  • Rules/mechanism based
  • Transmedia/ multiplatform
  • Hybridation of language and formats

Prison Valley interactive film



Comments:
Some say both of them are too scattered, too much distraction
How do you think younger generations would respond to this type of interactive media?
Is it too distracted? Or is it exactly where we are headed?
Quite static
Is this education? Or propaganda?

Beyond activism film as mirror
Activism -action without reflection
Beyond activism-emphasizes reflection
Community self-documentation
Community storytelling



Additional resources:
http://www.youtube.com/watch?v=8Ds7b3pboW4&feature=related
Link to National Film Board of Canada. A site to xplore some interactive documentaries:
http://www.nfb.ca/
Other interesting link to Henry Jenkins’ blog:
http://www.henryjenkins.org/

Wednesday, July 25, 2012

Day 3: Advocacy and Agency & Bamako

Abderrahmane Sissako. 2006. 115 m. NR. France.  Archipel 33, Chinguitty Films, Mali Images.


Notes on Theresa's lecture:
KONY 2012
  • Released by an organization called Invisible Children
  • Appeals to high school and college age students to stop child soldiers and Joseph Kony
  • Video is a a great example of how our media works nowadays, viral, YouTube, 100 million views
  • It was a surprise for the organization how it became and opened it up to a lot of criticism
  • Makes the message very simple and doesn't provide any context 

Angelina Jolie "humanitarian" advertisements
  • From the head of Louis Vuitton loosely translated: Angelina is wearing her own clothes, that's her bag, it's amazing to see her not posing, in her natural environment
  • "a single journey can change the course of a life" Cambodia, May 2011
  • Non-profits are acting like corporations and vice versa
  • "any publicity is good publicity" Yes, Angelina Jolie is doing philanthropic work, but it also keeps her relevant
  •  You used to be able to create content and that content lived within a media, it was fixed, now media can be picked up and changed and released again. Is this beneficial? Is this problematic?
Key Concept: How do you activate communities while ignoring the complexities of an issue? When is simple too simple?
In the WITNESS article Sam Gregory doesn't answer the question of when is simple too simple but does have some guidelines,
  • simple is too simple when it models wrong solutions or counter productive impacts for the people involved
  • simple is too simple if there is no next step in the ladder of engagement
  • too simple if it misdirects an audience's understanding of systematic causes of an issue
  • too simple if it perpetuates stereotypes/ denies agency of those affected by issue
  • too simple if it misstates facts, uses materials out of context or breaches ethical ideas on representation

Day 2: Chronicling Conflict


Day 2
We looked at different strategies for chronicling conflict, and the camera as a window into struggle.   
In viewing these documentaries, we explored how the films are framed, which in turn shapes how we understand the information and the story.

Some notes on ideas, techniques and themes explored in the films.


Winter Soldier (1972)
  • Shot over three days at the Winter Soldier Investigation n 1971 in Detroit.
  • where Vietnam Vets testified about atrocities they witnessed or participated while in Vietnam 
  • Sent to all the networks and news outlets but no one would play it at the time.
    Film begins with intense testimony 
  • A Sense of America during the time of the draft
  • The style of the shooting reflects a "fly on the wall" cinematic style of the late 60's early 70's where the viewer is made to feel like they are in the environment.  A return to Black and White.
  • Gritty but romantic.  The young men move from subjects to characters, as the film vascilates between the testimony and the enviroment of the investigation. with relationships shifting between the various men present as they listen to each others stories.  
  • Those asking are also answering. 
  • We see the veneer of the people while they are telling horrifying stories. Memory is a very tangible, yet ungraspable idea in this film. We see memories and feelings flash across their face but then are hidden quickly. 
  • Becomes a multi-full document: what happens in Vietnam, what happens in the US, what it means to hate, in all meanings of the term (every aspect of hate and tension is present in the room).These were conversations that were not allowed to happen. Would these be allowed to be made right now? 
  • The largest difference is to have this material out in the open. 
  • Just the subjects voices and sounds of the environments not manipulated with music.
Key Concept: Film implores us to question the authenticity of the a given narrative, not just privately, but publicly for society to debate and respond to. Would that be allowed now? What is allowed to be disseminated after an event and during an event?

The Battle of Chile,
(1976) Patrizio Guzman
  • Starts as five young filmmakers chronicling people feelings on different sides of the political divide in the two months right up until the election in Chile 
  • Becomes an intense document of the play-by-play of the disintegration of a government 
  • Created as a three part epic - the Battle of Chile, becomes about systems of power. 
  • The cinematic style changes from the romantic focus on the human face to a film about a place, a time, and forces larger than single individuals. 
Burma VJ (2008) Anders Østergaard
  • Undercover activists/ journalists 
  • They chronicled all of the events that were happening. 
  • They do this at great risks to themselves.
  • Self consciousness around the technology and the media. 
  • A personal perpective, but constructed through a stylized film with recreated sections to support narrative continuity. 
  • Music is used throughout to structure our emotional relationship to the material.
  • lack of access to subject
Disturbing the Peace - Ai Weiwei 
  • Filmmakers set out originally to look into the investigations of the earthquake, they were held all night by police, and the film becomes the story of thems trying to get colleagues out of jail.
  • Hard to make something interesting about bureaucracy--the film is not entertainment, it's not made to be entertaining,  but as a chronicle of bureaucracy, as a means of protection, and as evidence. 
  • What is the role of the document?
  • There is a deep sense of tediousness and endless protocol that they are going through and the viewer in brought in to the center of that experience
  • Most of these films are made more as a political tool to get China to repsond, less to entertain theater goers.
  • In true post-modern fashion, everyone films each other. The police film Ai Wei Wei and his co-horts, and they film the police and the bureaucrats.    
Feature Film : The Green Wave (2010) dir. Ali Samadi Ahadi

  • A truly contemporary film: Created with ten months of the elections and uprisings. Chronicled through crowd sourced cell phone footage, excepts from blogs, interviews and animation. It is a hybrid documentary that both spans a lot of the ideas present in this weeks STI, including collective filmmaking processes (through the footage),  cinema as window or mirror, the resitance to conventional forms, the changing modes of production and distribution, and the access to ones subject. 
  • A prescient film as it predicts a movement spreading across the mid-east as well. 
 
Feel free to submit comments and reflections on the notes above. 

Day 1:The Radical Premise of Cinema & Beasts of the Southern Wild



DAY  1
The Radical Premise of Cinema

Overview:
From the start cinema was magic.  The illusion of a coherent time and space. The replaying of the real but framed and repositioned as present in the experience of viewing. Writ larger than life in the size of its projection. And come to life through the phenomena of the brain registering a series of still images as movement. It was also from its first displays inseparable from its relations to the social, economic, and technological.

These relations effected the both the modes of production and the modes of distribution. What was being framed and who was doing the framing, How it was produced, How and where it was seen.

Dominant structures in cinema emerged quickly, both in terms of the modes of production– such as epitomized by the Studio and Star System, but also in terms of aesthetic and narrative conventions. 

Some of Conventions of Cinema that emerged

Narrative Continuity
Recognizable stars
Clear genre
Producers/Studio Affiliation
Identification with the protagonist
Hiding the apparatus of the technology
Narrative resolution

Make-up/costumes
A single diegesis (with all the mise-en-scene supporting this single time-space continuum)

Cinema as a cultural experience has been around for just over a 100 years. In an extraordinarily short time the modes of production and modes of distribution have radically changed, as have systems and conventions for expression. From the beginning there have always been those the countered both the modes of production and narrative and aesthetic conventions in part or whole. 

Early Cinema - The Lumiere Brothers and collective viewing
Since its very beginnings Cinema held out both the potential for utopian and unique visions as well as for commercial success.

Where as Edison designed initially for the private viewer, and was most concerned with patents, sales and entertainment, The Lumeires travelled the world teaching the camera people all over to shoot. Resulting in over 1400 actuality films (the precursor to documentary) being made all over the world.

But no matter as commercial exploit, travelogue or news reel, film was from its initial public screening at the Grande Café a radical experience. Forays into cinema before that had been more like peep shows with a single -person viewer apparatus. From that moment in 1895 on, cinema was a collective viewing experience.

Clip One: Exiting the Factory, 1895, Louis and August Lumiére
At a moment when modernity and the Mass was emerging, the lumiére borthers were interested in mobilty, worker's and family lives, documenting culture, geography, technology, and what they called "Actualities" - bits of life.





 
Other clips viewed on Day 1:


Passsion of Joan of Arc, (1928) Theodore Carl Dryer
The story of a youth who trangessed gender, the church, and the inquisition.
Dryer was interested in the real - a sense of raw humanity. To do this he strippd away much of the conventions of silent cinema at the time.
Joan (Maria Renee Falconette) is shot with out make-up, almost entirely in a sustained close up.
The mise-en-scene is nearly bare. With an emphasis on the negative space (the space around Joan and her judges as just light or dark space) untethering them from a sense of place to produce a sense of dislocation and alienation.
Use of montage to heighten Joans internal state, as well as to create a social critique of the society around her.

An adherance to the real through the use of the archives of the trial.
Clip was also use to draw attention to the role of performance, and use of cinema to create transcendence.
The film was censored in France, Banned in Engand. The original prints were destroyed in a fire. A lost print was found in a Mental Asylum in 1981 is Olso and released.



The Bicycle Thieves (1948) (Vitorrio De Sica)
With the collapse of the Italian film industry - an opening for a new cinema
interested in the sentiments of the working class.
The beginning of Italian Neo-Realism
The Bicycle Thieves is shot in the streets of Italy using non actor. 
Bringing back the mise-en-scene
 authentic
Interested in ideas of authenticity, stripped and raw emotion social critique, and cinema as a social force or catalyst for change. One that had the potential to educate the people into revolt.
The use of a child to create an empathy in the viewer, but also to point to a deeper sense of humanity - where the relationship between father and son transcends the indignity of poverty.


Rosetta Jean-Pierre and Luc Dardenne (1999)
Also interested in the authentic - or experience of the real from an emotional perspective as well as through the mise en-scene.
Shot entirely with hand-held camera work. Camera becomes an extension of the Rosetta's experience of anxiety and society. It portrays her constant restlessness - desire to get out of her circumstances any which way possible.
The camera grows calmer only when she is calmer.
The film changed the laws for minimum wage in Belgium.
Showed an economic state in Belgium that had not been portrayed before
Similar interests driving it as the Bicycle Thief but the aesthitics of authenticity and the real have shifted .

Night of the Hunter, (1955) Charles Laughton
The use of the magical to create a rupture in the diegisis of the film.
Children as vehicles for social critique - embodying nature, and innocents.
Magical Realism - where the space between the real and the irreal is not signified by any kind of narrative device


Feature Film: Beasts of the Southern Wild, Benh Zeitlin, 2012

Benh Zeitlin. 2012. 91 m. PG-13. US. Fox Searchlight.

Friday, July 20, 2012

Welcome to Summer Teachers Institute 2012!

We look forward to having you join us next week for the Advanced Institute, Cinemas of Resistance and Change. Your instructors will be Holen Kahn, Director of Educational Innovation, Theresa Dawson and Yolanda Pividal, JBFC Faculty.

As a way to jump in and prepare for the first day you can take a look at the following reading from Herbert Marcuse and the Subversive Potential of Art (Becker, Carol. The Subversive Imagination, Routledge, 1994). In the afternoon, we will be viewing the film Beasts of the Southern Wild, so please refrain from seeing the film prior to the start of the course! 

During the Advanced Institute you will engage with media that is made with the intention of changing minds or policy as well as works that inadvertently shift public thought. Here are some key themes to consider that we will touch on during the course of the week:

Cinema as window
Cinema as mirror
Modes of production and distribution
Evolving role of audience and author
Cultural zeitgeist
Modes of Resistance

Course Materials and Resources
To create a dynamic interactive experience, we are using Symbaloo as a landing page for the Institute in order to centralize and make easily accessible all of the course content. With Symbaloo we can readily share and link directly to videos and other content as appropriate and when available. Please copy and paste the link into your browser (use the entire link including the equal signs) and save to your favorites. This should be the first place you look to access information during the week:


Some icons on the Symbaloo landing page to familiarize yourself with:

STI Blog Icon:
We are using Blogger again this year to enrich discussion with materials that will deepen subjects explored each day. The main navigation tool bar says “Overview STI 2012,” “Readings,” and “Course Outline,” which as the titles suggest contain the STI 2012 course description, as well as the readings and course outline for the entire week. We will be using the Blogger site to upload additional readings, materials, handouts, and other materials when appropriate. Feel to post comments and inquiries.

Twiddla Icon:
This year, we are introducing an interactive note sharing platform with Twiddla. This tool provides you with the ability to take notes collaboratively with other STI participants in real-time; additionally, there is a chat window which allows you to post questions or comments to feed into the group discussion as it is happening live. Quick tips to access this tool: Use the “EtherPad” option and click “Browse.” This will allow you to write/edit text. This platform works best with IPad or laptops but may give trouble with some smartphones. Also, please keep in mind that while we are planning to provide internet access in the theater, so you are able to use this service with your own device, it is possible that the wireless connection may be spotty at times.

Parking
For directions to the JBFC  Theater (364 Manville Road), click here. You are encouraged to use public transportation (Metro North is located one-minute away from the JBFC Theater and Media Arts Lab), travel independently or carpool (if possible). Metered parking is available for periods of approximately one to three hours. Remember to bring quarters! See map outlining available parking areas. Note to past participants: We will not be providing shuttle service this year.

Schedule
The Institute runs from July 23-27 from 9 am to 3 pm with a break for lunch from 12-12:45 pm, with the exception of an earlier lunch on Monday (11:20 am-12:10 pm) for the screening of Beasts of the Southern Wild. We will be located in Theater 1 on all days except Wednesday, which will be in Theater 2.

Lunch
You are responsible for providing your own lunch. There are a number of delis, cafes and restaurants within walking distance of the JBFC Theater. If you wish to bring your lunch, you are welcome to eat in the Jane Peck Gallery, on the third floor of the JBFC Theater. We will have some coffee and pastries each morning provided by Starbucks. Afternoon soda and popcorn provided by the JBFC.

Course Credit
We will provide you with certification demonstrating your successful completion of the Institute on Friday afternoon. Please remember to sign in every day.

What to Bring
Our expectation is to keep the program interactive and discussion-based. You are welcome to bring materials to take notes, although this is up to your discretion and personal preference.

We are looking forward to a fantastic week with all of you. Many thanks for your interest. If you should have any questions, please feel free to email education@burnsfilmcenter.org.

Best regards,


JBFC Education Department