Friday, September 18, 2009

For Hum 3 Class: VISUAL PLEASURE AND NARRATIVE CINEMA

VISUAL PLEASURE AND NARRATIVE CINEMA

Visual Pleasure and Narrative Cinema (1975) - Laura Mulvey
Originally Published - Screen 16.3 Autumn 1975 pp. 6-18

I. Introduction

A. A Political Use of Psychoanalysis

This paper intends to use psychoanalysis to discover where and how the fascination of film is reinforced by pre-existing patterns of fascination already at work within the individual subject and the social formations that have moulded him. It takes as starting point the way film reflects, reveals and even plays on the straight, socially established interpretation of sexual difference which controls images, erotic ways of looking and spectacle. It is helpful to understand what the cinema has been, how its magic has worked in the past, while attempting a theory and a practice which will challenge this cinema of the past. Psychoanalytic theory is thus appropriated here as a political weapon, demonstrating the way the unconscious of patriarchal society has structured film form.

The paradox of phallocentrism in all its manifestations is that it depends on the image of the castrated woman to give order and meaning to its world. An idea of woman stands as lynch pin to the system: it is her lack that produces the phallus as a symbolic presence, it is her desire to make good the lack that the phallus signifies. Recent writing in Screen about psychoanalysis and the cinema has not sufficiently brought out the importance of the representation of the female form in a symbolic order in which, in the last resort, it speaks castration and nothing else. To summarize briefly: the function of woman in forming the patriarchal unconscious is two-fold. She first symbolises the castration threat by her real absence of a penis, and second thereby raises her child into the symbolic. Once this has been achieved, her meaning in the process is at an end, it does not last into the world of law and language except as a memory which oscillates between memory of maternal plenitude and memory of lack. Both are posited on nature (or on anatomy in Freud's famous phrase). Woman's desire is subjected to her image as bearer of the bleeding wound, she can exist only in relation to castration and cannot transcend it. She turns her child into the signifier of her own desire to possess a penis (the condition, she imagines, of entry into the symbolic). Either she must gracefully give way to the word, the Name of the Father and the Law, or else struggle to keep her child down with her in the half-light of the imaginary. Woman then stands in patriarchal culture as signifier for the male other, bound by a symbolic order in which man can live out his phantasies and obsessions through linguistic command by imposing them on the silent image of woman still tied to her place as bearer of meaning, not maker of meaning.

There is an obvious interest in this analysis for feminists, a beauty in its exact rendering of the frustration experienced under the phallocentric order. It gets us nearer to the roots of our oppression, it brings an articulation of the problem closer, it faces us with the ultimate challenge: how to fight the unconscious structured like a language (formed critically at the moment of arrival of language) while still caught within the language of the patriarchy. There is no way in which we can produce an alternative out of the blue, but we can begin to make a break by examining patriarchy with the tools it provides, of which psychoanalysis is not the only but an important one. We are still separated by a great gap from important issues for the female unconscious which are scarcely relevant to psychoanalytic theory: the sexing of the female infant and her relationship to the symbolic, the sexually mature woman as non-mother, maternity outside the signification of the phallus, the vagina.... But, at this point, psychoanalytic theory as it now stands can at least advance our understanding of the status quo, of the patriarchal order in which we are caught.

B. Destruction of Pleasure as a Radical Weapon As an advanced representation system, the cinema poses questions of the ways the unconscious (formed by the dominant order) structures ways of seeing and pleasure in looking. Cinema has changed over the last few decades. It is no longer the monolithic system based on large capital investment exemplified at its best by Hollywood in the 1930's, 1940's and 1950's. Technological advances (16mm, etc) have changed the economic conditions of cinematic production, which can now be artisanal as well as capitalist. Thus it has been possible for an alternative cinema to develop. However self-conscious and ironic Hollywood managed to be, it always restricted itself to a formal mise-en-scene reflecting the dominant ideological concept of the cinema. The alternative cinema provides a space for a cinema to be born which is radical in both a political and an aesthetic sense and challenges the basic assumptions of the mainstream film. This is not to reject the latter moralistically, but to highlight the ways in which its formal preoccupations reflect the psychical obsessions of the society which produced it, and, further, to stress that the alternative cinema must start specifically by reacting against these obsessions and assumptions. A politically and aesthetically avant-garde cinema is now possible, but it can still only exist as a counterpoint.

The magic of the Hollywood style at its best (and of all the cinema within its sphere of influence) arose, not exclusively, but in one important aspect, from its skilled and satisfying manipulation of visual pleasure. Unchallenged, mainstream film coded the erotic into the language of the dominant patriarchal order. In the highly developed Hollywood cinema it was only through these codes that the alienated subject, torn in his imaginary memory by a sense of loss, by the terror of potential lack in phantasy, came near to finding a glimpse of satisfaction: through its formal beauty and its play on his own formative obsessions.

This article will discuss the interweaving of that erotic pleasure in film, its meaning, and in particular the central place of the image of woman. It is said that analysing pleasure, or beauty, destroys it. That is the intention of this article. The satisfaction and reinforcement of the ego that represent the high point of film history hitherto must be attacked. Not in favour of a reconstructed new pleasure, which cannot exist in the abstract, nor of intellectualised unpleasure, but to make way for a total negation of the ease and plenitude of the narrative fiction film. The alternative is the thrill that comes from leaving the past behind without rejecting it, transcending outworn or oppressive forms, or daring to break with normal pleasurable expectations in order to conceive a new language of desire.

II. Pleasure in Looking/Fascination with the Human Form

A. The cinema offers a number of possible pleasures. One is scopophilia. There are circumstances in which looking itself is a source of pleasure, just as, in the reverse formation, there is pleasure in being looked at. Originally. in his Three Essays on Sexuality, Freud isolated scopophilia as one of the component instincts of sexuality which exist as drives quite independently of the erotogenic zones. At this point he associated scopophilia with taking other people as objects, subjecting them to a controlling and curious gaze. His particular examples center around the voyeuristic activities of children, their desire to see and make sure of the private and the forbidden (curiosity about other people's genital and bodily functions, about the presence or absence of the penis and, retrospectively, about the primal scene). In this analysis scopophilia is essentially active. (Later, in Instincts and their Vicissitudes, Freud developed his theory of scopophilia further, attaching it initially to pre-genital auto-eroticism, after which the pleasure of the look is transferred to others by analogy. There is a close working here of the relationship between the active instinct and its further development in a narcissistic form.) Although the instinct is modified by other factors, in particular the constitution of the ego, it continues to exist as the erotic basis for pleasure in looking at another person as object. At the extreme, it can become fixated into a perversion, producing obsessive voyeurs and Peeping Toms, whose only sexual satisfaction can come from watching, in an active controlling sense, an objectified other.

At first glance, the cinema would seem to be remote from the undercover world of the surreptitious observation of an unknowing and unwilling victim. What is seen of the screen is so manifestly shown. But the mass of mainstream film, and the conventions within which it has consciously evolved, portray a hermetically sealed world which unwinds magically, indifferent to the presence of the audience, producing for them a sense of separation and playing on their voyeuristic phantasy. Moreover, the extreme contrast between the darkness in the auditorium (which also isolates the spectators from one another) and the brilliance of the shifting patterns of light and shade on the screen helps to promote the illusion of voyeuristic separation. Although the film is really being shown, is there to be seen, conditions of screening and narrative conventions give the spectator an illusion of looking in on a private world. Among other things, the position of the spectators in the cinema is blatantly one of repression of their exhibitionism and projection of the repressed desire on to the performer.

B. The cinema satisfies a primordial wish for pleasurable looking, but it also goes further, developing scopophilia in its narcissistic aspect. The conventions of mainstream film focus attention on the human form. Scale, space, stories are all anthropomorphic. Here, curiosity and the wish to look intermingle with a fascination with likeness and recognition: the human face, the human body, the relationship between the human form and its surroundings, the visible presence of the person in the world. Jacques Lacan has described how the moment when a child recognises its own image in the mirror is crucial for the constitution of the ego. Several aspects of this analysis are relevant here. The mirror phase occurs at a time when the child's physical ambitions outstrip his motor capacity, with the result that his recognition of himself is joyous in that he imagines his mirror image to be more complete, more perfect than he experiences his own body. Recognition is thus overlaid with misrecognition: the image recognised is conceived as the reflected body of the self, but its misrecognition as superior projects this body outside itself as an ideal ego, the alienated subject. which, re-introjected as an ego ideal, gives rise to the future generation of identification with others. This mirror-moment predates language for the child.

Important for this article is the fact that it is an image that constitutes the matrix of the imaginary, of recognition/misrecognition and identification, and hence of the first articulation of the 'I' of subjectivity. This is a moment when an older fascination with looking (at the mother's face, for an obvious example) collides with the initial inklings of self-awareness. Hence it is the birth of the long love affair/despair between image and self-image which has found such intensity of expression in film and such joyous recognition in the cinema audience. Quite apart from the extraneous similarities between screen and mirror (the framing of the human form in its surroundings, for instance), the cinema has structures of fascination strong enough to allow temporary loss of ego while simultaneously reinforcing the ego. The sense of forgetting the world as the ego has subsequently come to perceive it (I forgot who I am and where I was) is nostagically reminiscent of that pre-subjective moment of image recognition. At the same time the cinema has distinguished itself in the pro- duction of ego ideals as expressed in particular in the star system, the stars centering both screen presence and screen story as they act out a complex process of likeness and difference (the glamorous impersonates the ordinary).

C. Sections II. A and B have set out two contradictory aspects of the pleasurable structures of looking in the conventional cinematic situation. The first, scopophilic, arises from pleasure in using another person as an object of sexual stimulation through sight. The second, developed through narcissism and the constitution of the ego, comes from identification with the image seen. Thus, in film terms, one implies a separation of the erotic identity of the subject from the object on the screen (active scopophilia), the other demands identification of the ego with the object on the screen through the spectator's fascination with and recognition of his like. The first is a function of the sexual instincts, the second of ego libido. This dichotomy was crucial for Freud. Although he saw the two as interacting and overlaying each other, the tension between instinctual drives and self-preservation continues to be a dramatic polarisation in terms of pleasure. Both are formative structures, mechanisms not meaning. In themselves they have no signification, they have to be attached to an idealisation. Both pursue aims in indifference to perceptual reality, creating the imagised, eroticised concept of the world that forms the perception of the subject and makes a mockery of empirical objectivity. During its history, the cinema seems to have evolved a particular illusion of reality in which this contradiction between libido and ego has found a beautifully complementary phantasy world. In reality the phantasy world of the screen is subject to the law which produces it. Sexual instincts and identification processes have a meaning within the symbolic order which articulates desire. Desire, born with language, allows the possibility of transcending the instinctual and the imaginary, but its point of reference continually returns to the traumatic moment of its birth: the castration complex. Hence the look, pleasurable in form, can be threatening in content, and it is woman as representation/image that crystallises this paradox.

III. Woman as Image, Man as Bearer of the Look

A. In a world ordered by sexual imbalance, pleasure in looking has been split between active/male and passive/female. The determining male gaze projects its phantasy on to the female form which is styled accordingly. In their traditional exhibitionist role women are simultaneously looked at and displayed, with their appearance coded for strong visual and erotic impact so that they can be said to connote to-be-looked-at-ness. Woman displayed as sexual object is the leit-motif of erotic spectacle: from pin-ups to striptease, from Ziegfeld to Busby Berkeley, she holds the look, plays to and signifies male desire. Mainstream film neatly combined spectacle and narrative. (Note, however, how the musical song-and-dance numbers break the flow of the diegesis.) The presence of woman is an indispensable element of spectacle in normal narrative film, , yet her visual presence tends to work against the development of a story line, to freeze the flow of action in moments of erotic contemplation. This alien presence then has to be integrated into cohesion with the narrative. As Budd Boetticher has put it:

"What counts is what the heroine provokes, or rather what she represents. She is the one, or rather the love or fear she inspires in the hero, or else the concern he feels for her, who makes him act the way he does. In herself the woman has not the slightest importance."

(A recent tendency in narrative film has been to dispense with this problem altogether; hence the development of what Molly Haskell has called the 'buddy movie,' in which the active homosexual eroticism of the central male figures can carry the story without distraction.) Traditionally, the woman displayed has functioned on two levels: as erotic object for the characters within the screen story, and as erotic object for the spectator within the auditorium, with a shifting tension between the looks on either side of the screen. For instance, the device of the show-girl allows the two looks to be unified technically without any apparent break in the diegesis. A woman performs within the narrative, the gaze of the spectator and that of the male characters in the film are neatly combined without breaking narrative verisimilitude. For a moment the sexual impact of the performing woman takes the film into a no-man's-land outside its own time and space. Thus Marilyn Monroe's first appearance in The River of No Return and Lauren Bacall's songs in To Have or Have Not. Similarly, conventional close-ups of legs (Dietrich, for instance) or a face (Garbo) integrate into the narrative a different mode of eroticism. One part of a fragmented body destroys the Renaissance space, the illusion of depth demanded by the narrative, it gives flatness, the quality of a cut-out or icon rather than verisimilitude to the screen.

B. An active/passive heterosexual division of labor has similarly controlled narrative structure. According to the principles of the ruling ideology and the psychical structures that back it up, the male figure cannot bear the burden of sexual objectification. Man is reluctant to gaze at his exhibitionist like. Hence the split between spectacle and narrative supports the man's role as the active one of forwarding the story, making things happen. The man controls the film phantasy and also emerges as the representative of power in a further sense: as the bearer of the look of the spectator, transferring it behind the screen to neutralise the extra-diegetic tendencies represented by woman as spectacle. This is made possible through the processes set in motion by structuring the film around a main controlling figure with whom the spectator can identify. As the spectator identifies with the main male protagonist, he projects his look on to that of his like, his screen surrogate, so that the power of the male protagonist as he controls events coincides with the active power of the erotic look, both giving a satisfying sense of omnipotence. A male movie star's glamorous characteristics are thus not those of the erotic object of the gaze, but those of the more perfect, more complete, more powerful ideal ego conceived in the original moment of recognition in front of the mirror. The character in the story can make things happen and control events better than the subject/spectator, just as the image in the mirror was more in control of motor coordination. In contrast to woman as icon, the active male figure (the ego ideal of the identification process) demands a three-dimensional space corresponding to that of the mirror-recognition in which the alienated subject internalised his own representation of this imaginary existence. He is a figure in a landscape. Here the function of film is to reproduce as accurately as possible the so-called natural conditions of human perception. Camera technology (as exemplified by deep focus in particular) and camera movements (determined by the action of the protagonist), combined with invisible editing (demanded by realism) all tend to blur the limits of screen space. The male protagonist is free to command the stage, a stage of spatial illusion in which he articulates the look and creates the action.

C.1 Sections III, A and B have set out a tension between a mode of representation of woman in film and conventions surrounding the diegesis. Each is associated with a look: that of the spectator in direct scopophilic contact with the female form displayed for his enjoyment (connoting male phantasy) and that of the spectator fascinated with the image of his like set in an illusion of natural space, and through him gaining control and possession of the woman within the diegesis. (This tension and the shift from one pole to the other can structure a single text. Thus both in Only Angels Have Wings and in To Have and Have Not, the film opens with the woman as object the combined gaze of spectator and all the male protagonists in the film. She is isolated, glamorous, on display, sexualised. But as the narrative progresses she falls in love with the main male protagonist and becomes his property, losing her outward glamorous characteristics, her generalised sexuality, her show-girl connotations; her eroticism is subjected to the male star alone. By means of identification with him, through participation in his power, the spectator can indirectly possess her too.)

But in psychoanalytic terms, the female figure poses a deeper problem. She also connotes something that the look continually circles around but disavows: her lack of a penis, implying a threat of castration and hence unpleasure. Ultimately, the meaning of woman is sexual difference, the absence of the penis as visually ascertainable, the material evidence on which is based the castration complex essential for the organisation of entrance to the symbolic order and the law of the father. Thus the woman as icon, displayed for the gaze and enjoyment of men, the active controllers of the look, always threatens to evoke the anxiety it originally signified. The male unconscious has two avenues of escape from this castration anxiety: preoccupation with the re-enactment of the original trauma (investigating the woman, demystifying her mystery), counterbalanced by the devaluation, punishment or saving of the guilty object (an avenue typified by the concerns of the film noir); or else complete disavowal of castration by the substitution of a fetish object or turning the represented figure itself into a fetish so that it becomes reassuring rather than dangerous (hence over-valuation, the cult of the female star). This second avenue, fetishistic scopophilia, builds up the physical beauty of the object, transforming it into something satisfying in itself. The first avenue, voyeurism, on the contrary, has associations with sadism: pleasure lies in ascertaining guilt (immediately associated with castration), asserting control and subjecting the guilty person through punishment or forgiveness. This sadistic side fits in well with narrative. Sadism demands a story, depends on making something happen, forcing a change in another person, a battle of will and strength, victory/defeat, all occurring in a linear time with a beginning and an end. Fetishistic scopophilia, on the other hand, can exist outside linear time as the erotic instinct is focused on the look alone. These contradictions and ambiguities can be illustrated more simply by using works by Hitchcock and Sternberg, both of whom take the look almost as the content or subject matter of many of their films. Hitchcock is the more complex, as he uses both mechanisms. Sternberg's work, on the other hand, provides many pure examples of fetishistic scopophilia.

C.2 It is well known that Sternberg once said he would welcome his films being projected upside down so that story and character involvement would not interfere with the spectator's undiluted appreciation of the screen image. This statement is revealing but ingenuous. Ingenuous in that his films do demand that the figure of the woman (Dietrich, in the cycle of films with her, as the ultimate example) should be identifiable. But revealing in that it emphasises the fact that for him the pictorial space enclosed by the frame is paramount rather than narrative or identification processes. While Hitchcock goes into the investigative side of voyeurism, Sternberg produces the ultimate fetish, taking it to the point where the powerful look of the male protagonist (characteristic of traditional narrative film) is broken in favour of the image in direct erotic rapport with the spectator. The beauty of the woman as object and the screen space coalesce; she is no longer the bearer of guilt but a perfect product, whose body, stylised and fragmented by close-ups, is the content of the film and the direct recipient of the spectator's look. Sternberg plays down the illusion of screen depth; his screen tends to be one-dimensional, as light and shade, lace, steam, foliage, net, streamers, etc, reduce the visual field. There is little or no mediation of the look through the eyes of the main male protagonist. On the contrary, shadowy presences like La Bessiere in Morocco act as surrogates for the director, detached as they are from audience identification. Despite Sternberg's insistence that his stories are irrelevant, it is significant that they are concerned with situation, not suspense, and cyclical rather than linear time, while plot complications revolve around misunderstanding rather than conflict. The most important absence is that of the controlling male gaze within the screen scene. The high point of emotional drama in the most typical Dietrich films, her supreme moments of erotic meaning, take place in the absence of the man she loves in the fiction. There are other witnesses, other spectators watching her on the screen, but their gaze is one with, not standing in for, that of the audience. At the end of Morocco, Tom Brown has already disappeared into the desert when Amy Jolly kicks off her gold sandals and walks after him. At the end of Dishonoured, Kranau is indifferent to the fate of Magda. In both cases, the erotic impact, sanctified by death, is displayed as a spectacle for the audience. The male hero misunderstands and, above all, does not see.

In Hitchcock, by contrast, the male hero does see precisely what the audience sees. However, in the films I shall discuss here, he takes fascination with an image through scopophilic eroticism as the subject of the film. Moreover, in these cases the hero portrays the contradictions and tensions experienced by the spectator. In Vertigo in particular, but also in Marnie and Rear Window, the look is central to the plot, oscillating between voyeurism and fetishistic fascination. As a twist, a further manipulation of the normal viewing process which in some sense reveals it, Hitchcock uses the process of identification normally associated with ideological correctness and the recognition of established morality and shows up its perverted side. Hitchcock has never concealed his interest in voyeurism, cinematic and non-cinematic. His heroes are exemplary of the symbolic order and the law-- a policeman (Vertigo), a dominant male possessing money and power (Marnie)-but their erotic drives lead them into compromised situations. The power to subject another person to the will sadistically or to the gaze voyeuristically is turned on to the woman as the object of both. Power is backed by a certainty of legal right and the established guilt of the woman (evoking castration, psychoanalytically speaking). True perversion is barely concealed under a shallow mask of ideological correctness-the man is on the right side of the law, the woman on the wrong. Hitchcock's skillful use of identification processes and liberal use of subjective camera from the point of view of the male protagonist draw the spectators deeply into his position, making them share his uneasy gaze. The audience is absorbed into a voyeuristic situation within the screen scene and diegesis which parodies his own in the cinema. In his analysis of Rear Window, Douchet takes the film as a metaphor for the cinema. Jeffries is the audience, the events in the apartment block opposite correspond to the screen. As he watches, an erotic dimension is added to his look, a central image to the drama. His girlfriend Lisa had been of little sexual interest to him, more or less a drag, so long as she remained on the spectator side. When she crosses the barrier between his room and the block opposite, their relationship is re-born erotically. He does not merely watch her through his lens, as a distant meaningful image, he also sees her as a guilty intruder exposed by a dangerous man threatening her with punishment, and thus finally saves her. Lisa's exhibitionism has already been established by her obsessive interest in dress and style, in being a passive image of visual perfection; Jeffries' voyeurism and activity have also been established through his work as a photo-journalist, a maker of stories and captor of images. However, his enforced inactivity, binding him to his seat as a spectator, puts him squarely in the phantasy position of the cinema audience.

In Vertigo, subjective camera predominates. Apart from flash-back from Judy's point of view, the narrative is woven around what Scottie sees or fails to see. The audience follows the growth of his erotic obsession and subsequent despair precisely from his point of view. Scottie's voyeurism is blatant: he falls in love with a woman he follows and spies on without speaking to. Its sadistic side is equally blatant: he has chosen (and freely chosen, for he had been a successful lawyer) to be a policeman, with all the attendant possibilities of pursuit and investigation. As a result. he follows, watches and falls in love with a perfect image of female beauty and mystery. Once he actually confronts her, his erotic drive is to break her down and force her to tell by persistent cross-questioning. Then, in the second part of the film, he re-enacts his obsessive involvement with the image he loved to watch secretly. He reconstructs Judy as Madeleine, forces her to conform in every detail to the actual physical appearance of his fetish. Her exhibitionism, her masochism, make her an ideal passive counterpart to Scottie's active sadistic voyeurism. She knows her part is to perform, and only by playing it through and then replaying it can she keep Scottie's erotic interest. But in the repetition he does break her down and succeeds in exposing her guilt. His curiosity wins through and she is punished. In Vertigo, erotic involvement with the look is disorienting: the spectator's fascination is turned against him as the narrative carries him through and entwines him with the processes that he is himself exercising. The Hitchcock hero here is firmly placed within the symbolic order, in narrative terms. He has all the attributes of the patriarchal super-ego. Hence the spectator, lulled into a false sense of security by the apparent legality of his surrogate, sees through his look and finds himself exposed as complicit, caught in the moral ambiguity of looking.

Far from being simply an aside on the perversion of the police, Vertigo focuses on the implications of the active/looking, passive/looked-at split in terms of sexual difference and the power of the male symbolic encapsulated in the hero. Marnie, too, performs for Mark Rutland's gaze and masquerades as the perfect to-be-looked-at image. He, too, is on the side of the law until, drawn in by obsession with her guilt, her secret, he longs to see her in the act of committing a crime, make her confess and thus save her. So he, too, becomes complicit as he acts out the implications of his power. He controls money and words, he can have his cake and eat it.

IV. Summary

The psychoanalytic background that has been discussed in this article is relevant to the pleasure and unpleasure offered by traditional narrative film. The scopophilic instinct (pleasure in looking at another person as an erotic object), and, in contradistinction, ego libido (forming identification processes) act as formations, mechanisms, which this cinema has played on. The image of woman as (passive) raw material for the (active) gaze of man takes the argument a step further into the structure of representation, adding a further layer demanded by the ideology of the patriarchal order as it is worked out in its favorite cinematic form - illusionistic narrative film. The argument returns again to the psychoanalytic background in that woman as representation signifies castration, inducing voyeuristic or fetishistic mechanisms to circumvent her threat. None of these interacting layers is intrinsic to film, but it is only in the film form that they can reach a perfect and beautiful contradiction, thanks to the possibility in the cinema of shifting the emphasis of the look. It is the place of the look that defines cinema, the possibility of varying it and exposing it. This is what makes cinema quite different in its voyeuristic potential from, say, strip-tease, theatre, shows, etc. Going far beyond highlighting a woman's to-be-looked-at-ness, cinema builds the way she is to be looked at into the spectacle itself. Playing on the tension between film as controlling the dimension of time (editing, narrative) and film as controlling the dimension of space (changes in distance, editing), cinematic codes create a gaze, a world, and an object, thereby producing an illusion cut to the measure of desire. It is these cinematic codes and their relationship to formative external structures that must be broken down before mainstream film and the pleasure it provides can be challenged.

To begin with (as an ending) the voyeuristic-scopophilic look that is a crucial part of traditional filmic pleasure can itself be broken down. There are three different looks associated with cinema: that of the camera as it records the pro-filmic event, that of the audience as it watches the final product, and that of the characters at each other within the screen illusion. The conventions of narrative film deny the first two and subordinate them to the third, the conscious aim being always to eliminate intrusive camera presence and prevent a distancing awareness in the audience. Without these two absences (the material existence of the recording process, the critical reading of the spectator), fictional drama cannot achieve reality, obviousness and truth. Nevertheless, as this article has argued, the structure of looking in narrative fiction film contains a contradiction in its own premises: the female image as a castration threat constantly endangers the unity of the diegesis and bursts through the world of illusion as an intrusive, static, one-dimensional fetish. Thus the two looks materially present in time and space are obsessively subordinated to the neurotic needs of the male ego. The camera becomes the mechanism for producing an illusion of Renaissance space, flowing movements compatible with the human eye, an ideology of representation that revolves around the perception of the subject; the camera's look is disavowed in order to create a convincing world in which the spectator's surrogate can perform with verisimilitude. Simultaneously, the look of the audience is denied an intrinsic force: as soon as fetishistic representation of the female image threatens to break the spell of illusion, and erotic image on the screen appears directly (without mediation) to the spectator, the fact of fetishisation, concealing as it does castration fear, freezes the look, fixates the spectator and prevents him from achieving any distance from the image in front of him.

This complex interaction of looks is specific to film. The first blow against the monolithic accumulation of traditional film conventions (already undertaken by radical filmmakers) is to free the look of the camera into its materiality in time and space and the look of the audience into dialectics, passionate detachment. There is no doubt that this destroys the satisfaction, pleasure and privilege of the 'invisible guest,' and highlights how film has depended on voyeuristic active/passive mechanisms. Women, whose image has continually been stolen and used for this end, cannot view the decline of the traditional film form with anything much more than sentimental regret.

--Laura Mulvey, originally published - Screen 16.3 Autumn 1975 pp. 6-18

Sunday, July 19, 2009

On Text Message (SMS) Regarding Suspension of Classes July 19 2009

For Immediate Release

TO: ATENEO COMMUNITY

FROM: OFFICE OF THE PRESIDENT

RE: On Text Message (SMS) Regarding Suspension of Classes


There is a text message circulating that the University has suspended classes until July 29. The text message (SMS) is false. Please be reminded that official announcements on suspension of classes are generally posted as memoranda published in bulletin boards and University website. Announcements are also sent via e-mail and SMS.

FOR FUTURE ANNOUNCEMENTS FROM THE UNIVERSITY DELIVERED DIRECTLY ON YOUR SMART MOBILE PHONES, PLEASE ENROLL YOUR NUMBER AT THE ADDU INFOBOARD. For students and parents interested to join the ADDU Textcast, follow the following steps using your Smart mobile:

STEP 1: Key in ADDU (space) REG (space) YOUR NAME/YOUR PROGRAM OR DEPARTMENT or if parent, put PARENT/ ID NO and send to 717ADDU. You will receive a reply from the system.

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A memorandum has been released by the University regarding Influenza A (H1N1) cases in campus. A primer released by the University's Integrated Health Services is posted in the website for information and guidance of parents, students, faculty and staff.

Friday, June 26, 2009

Mimetic Elements

NOTES: THE ELEMENTS OF FILM

Contemporary film theory -- at least part of it -- is increasingly concerned with how a film is put together. What are the irreducible parts or elements? How do they relate to each other? How do they work on an audience?

Ideally, a movie is very simple: you are watching something and listening to something.

Abstractly what you watch are: color, shape, form, and movement. What you listen to are: language and sound, with rhythms, harmonies, and melodies.

Concretely we watch people, either alone or together, objects, scenery, and events. We listen to monologues and conversations, narration, sound effects, music and silence.

Simple eh? Successful film artistically or financially or both, simply combine all these elements, concrete and abstract into a pleasing pattern.

But the whole question is what makes one pattern pleasing and another not? What sells?

The industry moguls certainly do not know, at least, in the long run. Film business is notoriously mercurial and even the best efforts of conglomerate accountants and vice-presidents have not been able to bring and stability to it.

What we do know now, as in the seventies, is that the value of a film does not lie so much in its particular genre but with elements that historically have been associated with that genre that can be abstracted and grafted onto another subject entirely.

Caper films such as Butch Cassidy and the Sundance Kid, The Sting, Five Easy Pieces, Scarecrow, The Chase, The Fugitive did not last as pure genre much past 1975 simply because filmmakers learned to use the elements of suspense and myth inherent in those genres in other types of films.

The hybrids had more going for them. Example, French Connection has a superb chase in it. It has also the elements of caper. It was a Buddy film in part, but primarily it was copy story.

All the President’s Men was not just a movie about politics. It was an intellectual chase (inexorable because we know the aftermath). A bit of a caper, with touches of docudrama, and an undercurrent of Buddy.

Literary texts used to list the basic elements of a novel as plot, character, setting, theme and style. This five (5) point model remains useful for an analysis of the conscious motivation of the film. Psychologically, film may work in a much more complex manner -- but practically for both the filmmaker and film viewer -- movies remain stories, stories about people, in certain locations, that present a number of ideas, and do so in a more or less recognizable aesthetic manner.

A. STORY

More than anything else, a good story is the basis for most successful films, and it is told in the most conventional manner despite what you may have heard about the new artistic freedom in Hollywood. (The following Tagalog films succeeded in a way because of their stories: Pakawalan Mo Ako, Kung Mangarap Ka’t Magising, Tinimbang Ka….)

A good story has a very clear beginning, middle and end. It is divided into fairly equal thirds. It moves in a good order from exposition through development, to denouement and conclusion. It is tightly knit (then what happened? And then? And then?), but it often leaves space for other profitable enterprises, such as character and setting.

The best way to organize the telling of a story is through proper balance of suspense and action. Alfred Hitchcock was fond of defining suspense as the “the opposite of surprise.”

Surprise: when something happens and you don’t expect it.
Suspense: when you expect it and it doesn’t happen.

Any story upon which the element of surprise, action and suspense can be superimposed is a candidate for success in the Hollywood format or any format for that matter. Often, the suspense/action balance can be adjusted after the film is shot.

Steven Spielberg owes much of his success to an instinctive understanding of this process n Jaws (also to Verna Field’s excellent help in editing). In both Jaws and Close Encounters, Spielberg is confronted with rather thin stories. Not a lot happens either. The films work because of what does not happen. In Jaws, the shark enters the bay, but it does not eat the children. In Close Encounters, the aliens give the signal but their spaceships do not land until the end of the movie. Spielberg knows very well how to build on these non-events by keeping the nervous tension of the characters at a high level from the beginning. He even shoots new footage which appears at the opening of the film Close Encounters. There is no reason for a sandstorm in the desert to be there when Lacombe goes to investigate the mysteriously returned airplanes. No reason, except that the sandstorm is noisy, tense, dangerous.


B. CHARACTER

The general run of American films is strongly plot-oriented, however, the best American movies depend heavily on character for the full effect, even at the expense of storyline. (N.B. Directors who are more interested in character than action: Woody Allen, John Cassavetes, Robert Altman, Francis Coppola, Paul Mazursky, Lino Brocka, Danny Zialcita, Ishmael Bernal.)

The suspense/action style was so widespread in the 70’s; clearly Spielberg supplied the action in that period, even when the action was not necessarily there. Films relied heavily on ACTORS to bring the action alive.

Example, French Connection could not have worked without Gene Hackman. Star Wars found an appropriate crux in Alec Guinness' Obi-Wan Kenobi and the resonant voice dubbed after shooting of James Earl Jones as Darth Vader.

Without Richard Dreyfuss and Robert Shaw (to a lesser extent Roy Scheider) Jaws would not have been the film it was, and Dreyfuss once more with Francois Truffaut breathed life into Close Encounters.
In the films just mentioned, it is the actor, the star, who brings character to the role. In films which are in the first place oriented towards character, the material is there to begin with like Ordinary People, Kramer vs Kramer. On the other hand, there were films, The Godfather for example, that made stars of a number of hitherto unknown actors, because the roles themselves had power: Al Pacino, Robert de Niro, James Caan, Diane Keaton.

People may go to the movies for the visceral excitement of professionally paced action, but they become moviegoers because of the people they see on the screen. They come back to see these beautiful people.


C. SETTING

Setting is probably the most important in film that any other art. Moreover, it increases in importance with each passing year. People do go to movies to see places they have not been, whether it is another galaxy, Basilan, Tawi-Tawi, or Rio de Janeiro. (Albeit, they also like to see places they have been.)

The indoor movies, once a staple of the studios, prisoners of their huge, expensive lights, often seems cramped and claustrophobic.

But setting alone can’t make a commercially successful film (ex. Cherry Blossoms, Miss X, Pinoy Matador). They are all essentially travelogues. Location work adds immeasurably to a film with other things going for it. For example, Maynila Sa Mga Kuko Ng Liwanag, Insiang, Cruising, Julia, The Boys from Brazil have a grit and texture that they would not have had on a studio set. William Friedkin’s underrated Sorcerer might not have been worth the $20 million it cost to make, but it certainly did provide an interesting trip. Same with Apocalypse Now.

Since studios per se have been largely freed from reproducing New York streets and plantation mansions, they are now able to devote their energies to the construction of fantasies, like Star Wars, Alien. Hence there is a rise of science fiction (Sci-Fi) like the Red Planet, and wonderfully symbolic and mechanical James Bond interiors.

Setting is not a matter of locale alone. People are also fascinated by the way things work. One of the main pleasures of the caper films is figuring out how the puzzle will be solved. As the old TV caper series Mission Impossible used to phrase it at the beginning of every show: “Your mission, should you choose to accept it, is…”. Here are the premises, what’s the solution.

Francois Truffaut thinks one of the strengths of American movies has been -- they showed how working people’s jobs are done -- as a pedagogical tool, film can explain how to perform a task better than a book, better than a record, and better than a still photograph. This epistemological value should be recognized in fictional entertainment too.


D. THEME

Theme is, perhaps surprisingly, a salable commodity. People go to adventure films, to women’s films, to mid-life crisis movies, to youth films etc., at least partially for what those films have to say -- MESSAGE.

Example, Network was not a success because of Paddy Chayeksky’s heavy dialogue. It was not Faye Dunaway or Bill Holden that linked them up around the block -- it was the subject, television and the attitude the film expressed toward it. Network did not make the point very clearly, but people wanted to hear any critique of TV. Same is with Being There, the last film of Peter Sellers.

All The President’s Men attracted viewers mainly because it helped explain how Watergate had happened and people wanted to hear it too. There had been a market of films about the way we live, and the more it was catered to, the larger it would grow.

Movies have always been prized by critics and general audiences alike for the strong mythic base on which they are built. That is the chief reason for the perennial popularity of genres like the western, the gangster, and the detective story. (Tagalog films: Ramon Revilla’s “true to life” stories like Nardong Putik, Tiagong Akyat, etc.). All films mean something; whether or not the filmmaker intends it. Interpretation -- supplying meaning -- is the job of the consumers as well as producers.

The thematic spectrum runs from the direct and relatively simple lessons of realistic films that describe the way we live now (Ordinary People, Kramer vs. Kramer, And Justice for All, Pakawalan Mo Ako, Insiang) to the more complex and amorphous significance of mythological genres (such as Rocky, F.I.S.T., Fernando Poe’s Ang Panday, Santiago). Far more being an intellectual’s preoccupation, theme is the necessary skeleton on which action, character and setting are arranged. If the bare bones are not there, audiences will know it (like Burgis).
Occasionally, a film enjoys a successful run simply because it carries with it the aura of “meaningfulness”. American films that mean to be “serious” are often about outcasts or cripple (Coming Home, The Deer Hunter, The Other Side of the Mountain, Inside Moves, Tinimbang Ka…). Partly, audiences are attracted because such movies appeal to voyeurism and maudlin sentimentality, but basically people are interested in such downbeat films because seeing them becomes an act of moral commitment.

E. STYLE

This last of the five elements of the cinematic equation is the least defensible. Only trained observers, mass communication and communication arts students, look for it or appreciate it. If it is blatantly evident, it is usually done in bad faith, and audiences react with sensible contempt (e.g. Celso Ad Castillo’s Uhaw na Dagat).

In European Films, style usually plays a notably more significant part than in American films. Since European films are on the whole much more personal communications, the tone of voice of the author is an important element in the grand design. You can easily spot a Bergman film, a Fellini, a Godard or Bertolucci. American films, however, can’t rely on this established, intimate relationship between filmmaker and film viewer. American films exist in the context of movies as powerful mass entertainment, so that personal style, when it makes itself evident, often seems intrusive. In terms of American movies, style is all too often defined as the residue that remains after action and character, setting and ideas have been extracted.

Some American filmmakers are still enamored by the European approach despite its inapplicability to the American situation. Most egregious recent example of this falsely placed faith has been Allen’s Interiors. Same can be said of Ishmael Bernal, who took up filmmaking in India, who tries to inject into his film a style that is too Indian, i.e. slow paced, long pauses, static camera, etc. Nunal Sa Tubig flopped because of this and to a lesser degree, City After Dark, which was too episodic in treatment.

F. SEX and MUSIC

To these five classic elements we should add two others, each of which is something more than a gimmick, but less than a basic component of the construction: SEX and MUSIC.

They are hardly necessary and sufficient like the five from which films are built, but they can often save a “borderline case” film. There is a strong element of voyeurism to the film experience, so a judicious nude scene here and there can mean the margin between profit and less, especially when feature films are in direct competition with television. Even when a film contains no explicit sex, the very presence of actors and actresses often work to provide a sexual subtext.

Music, on the other hand, may seem exterior to the film itself. Yet, it is the mortar that fills in the cracks, even sometimes when they are large enough to push a dolly through.

Prove it by turning down the sound of your TV. More often than not, it is not the image that moves us, but the musical ground case that tells us what to think and how to feel about that image.

In conclusion, we can say that in American films, technique has been refined to a high state. Nearly any subject of theme is now permissible. Filmmakers have been freed from the prison of the studio; settings are infinite in their variety. Characters are ready and waiting. But, all these elements are useless unless we can escape the tyranny of the suspense/action clichés that rule the vast majority of American movies. We no longer trust ourselves to tell our own stories. If it does not fit the formula, audiences won’t buy it. The industry suffers from a kind of collective aphasia.

We will know it has been cured when someday, the traditional starting call rings out. “Lights! Camera! Character!”.

Adapted from the notes of Fr. Nicasio Cruz S.J., Ateneo de Manila University

BASIC VISUAL UNITS OF FILM

BASIC VISUAL UNITS OF FILM

Since film is primarily a visual medium, the grammar and syntax governing the stream of cinema's visual imagery are of first importance. The visual grammar and syntax of film concern the ways a filmmaker arranges shots into scenes and scenes into sequences, just as the grammar and syntax of spoken and written languages deal with the way words are arranged into sentences and sentences into paragraphs.

The smallest discernible unit in film is the frame. A frame is-a single photographic image printed on a length of film. A viewer can see a single frame only under certain artificial conditions: when a projector is stopped at "still" position; when a frame is excerpted and projected as a slide or printed on photographic paper; or when a freeze-frame appears on the screen. Like a single letter in a word, a frame is not a part of a viewer's perceptions until it is isolated. Even then, it seldom has meaning.

Although a single photographic frame cannot be discerned during actual viewing, it contributes to a larger unit and is understood in terms of that unit. During normal projection, twenty-four frames per second (approximately a foot and a half of 35-mm film) pass through the projector's gate. Each image flashes on the screen, then the screen turns black and is followed by another frame. However, the human eye misses the period of blackout since the eye retains an image one-tenth of a second longer than the image exists. It is this physiological phenomenon that allows motion pictures to be seen in continuous movement with no apparent jumps or single frames visible. (Take two frames out of a shot, however, and the eye can often detect a jump.) The average feature contains close to 130,000 separate frames.

The word “frame” also has another meaning in the filmmaker's jargon. The frame is the outer boundary of a projected image -- the lines, on the rectangle on the screen where an image ends and blackness begins. Because the frame serves as the boundary of an image, it is the starting point in the filmmaker's composition. The camera itself sees indiscriminately. The filmmaker must make a variety of choices to be sure that he will put boundaries around a segment of experience that, when projected, will have meaning for the viewer.

THE SHOT

At a normal projection speed of twenty-four frames per second, it is quickly evident that a large number of frames make up the basic perceivable unit of the film, the shot. A shot is a single uninterrupted action of a camera. Like the verbal word, the cinematic shot is the smallest functional unit of filmmaking. Some shots last only one or two frames, although such short shots appear rarely in commercial films. But anyone who has seen experimental films (such as Charles Braverman's An American Time Capsule or The World of '68) knows how rapidly shots can operate and how many shots the eye will accept in a small amount of time. Although longer shots are "standard," few last over thirty seconds. The exceptions, of course, run for as long as a filmmaker chooses to keep film running through his camera. The average shot runs from about two to thirty seconds.

Because it is the smallest functional unit of film and combines to form a larger statement, the shot syntactically parallels the word of spoken and written communication. The frame, on the other hand, resembles the single phoneme or letter of a word. Shots make up the vocabulary that film's visual grammar and syntax connect into statements with meaning. The vocabulary of film is primarily the vocabulary of a series of photographic images.

It is illuminating to consider the notion "shot" in relation to the notion "word" in order to grasp the syntactical workings of the basic unit of cinematic composition. The shots of a film draw meaning from their context much as words derive significance almost exclusively from their linguistic context. When isolated, the meaning of either a word or a shot is imprecise at best. Consider the word "stand." Is it a verb (such as a command to assume a certain physical position, or a description of what someone is doing or did do) or is it a noun (such as an ideological one takes, a structure to sit on, a courtroom place of witness, or of trees)? Without a context, one cannot ascertain meaning or function. Similarly, a single shot has meaning, but without a context, a particular meaning is difficult to identify. Consider, for example, a frame showing a saloon with men drinking at tables while a man stands just outside the swinging doors. Is the situation comical or threatening? Or are we seeing a typical Tuesday afternoon at Hank's saloon?

While analogies can be drawn between shot and word, the shot also resembles the written paragraph. A paragraph normally articulates an idea, then offers supportive evidence or arguments. Similarly, a shot in context assumes a general idea or mood and also offers many equivalents of simple declarative and descriptive sentences, providing a viewer with supportive information. Imagine the elements of a hypothetical shot put into statement form: The woman sits in the kitchen. The baby is in the highchair. The baby is crying. The woman is holding baby food. The wall is yellow. On the wall stands a picture of a horse. There is a table in the foreground. The table is round. The table is dark. There are four chairs around the table. All this, and far more, a viewer perceives as he watches a shot. A shot, like a paragraph, offers both detailed information and an idea or mood.

Any direct analogy between the shot and the paragraph, however, will quickly break down. The elements of a paragraph are met with one at a time. They are linear. The content of a shot is, for all practical purposes, available all at once. Ideas and details are not easily separated. Abstract ideas are seldom stated as such in film-and then usually in documentaries. Film argues almost entirely by evidence, inexorably forcing a viewer to supply appropriate abstract ideas. We are not told, for instance, that Mr. Jones loves his wife. We see him love her. Film is a visual medium, and it must make its statements visually.

Shots are categorized according to the apparent closeness of the camera to the person or object photographed. With the early single focal length lenses, distance literally became the factor determining the "length" of a shot. With the present variety of lenses, only the illusion of distance counts. If an object or person seems very far away, the result is normally called an extreme long-shot (ELS), also called an establishing shot because it places objects in context and prepares a viewer for a closer look later. If a person or object appears extremely close, the shot is called an extreme close-up (ECU). In between lie the long-shot (LS), medium long-shot (MLS), medium shot (MS), medium close-up (MCU), and close-up (CU).

The distinctions among shots by distance are relative, and no precise lines or measurements separate the various shots. Usually, the human figure provides the chief standard for measurement. In an extreme long- shot a person might be visible, but the setting clearly dominates. The person fills a good part of the vertical line of the frame in a long- although the setting also receives strong emphasis. A medium reveals about three-fourths of the subject, while a medium shot a mid-shot) would show the subject only from the waist up, viewer's attention more on the subject than on the setting but a clear relationship between the two. A medium close-up a person from the shoulders up, and a close-up shows only the head. An extreme close-up reveals only a small part of the face, such as or an eye.

What is a close-up in one situation, however, can be a mid- or long- another. The length of a shot depends on the subject of a film of an individual scene). The longer a shot is, the more it shows of subject; the shorter a shot is, the more it emphasizes detail that is the subject. Hence, the length of a shot is relative and depends the filmmaker has chosen for a subject. If, for example, a film about cities of the world, a shot of a red double-decker bus in London be a close-up. The same shot would be a long-shot in a film about buses, while a shot of an instrument panel would be a close-up.

THE SCENE

A filmmaker puts shots together to make up a scene. A scene is a series of shots that the viewer perceives as taken at the same location during a rather brief period of time. The classic western gunfight furnishes a good example of a scene. Some action prompts two men to face each other, one draws, the other follows suit, and one is killed or wounded. The gunfight might be preceded by a number of shots in the same location, and the scene typically ends quickly after the fight, with action resuming at another time or location.

Film scenes vary greatly in length. Sometimes a scene will be only a single shot long; in other cases a whole movie will have but one scene. Usually, however, scenes last for several minutes. Cinematic scenes tend to be much more crisp than scenes from plays (which offer the nearest literary analogue to cinematic scenes). The average film contains far more scenes than the average play. Since a filmmaker can cut instantly to another scene, he need not worry (as must a dramatist) about moving his cast on and off the stage and about scenery changes. A cinematic scene need last no longer than it takes the filmmaker to convey a single point.


THE SEQUENCE

The largest unit of film's visual grammar is the sequence. The nearest literary analogues to the sequence are the chapters of novels or the acts of plays. A number of scenes make up a sequence, which is the largest working unit of a film. A sequence is usually composed of a series of scenes that are related in location, time, generating action, point of view, or cast. Atone time sequences were clearly set off by strong punctuation marks such as the fade-out and fade-in. These strong forms of punctuation alerted a viewer that a major segment of a film had ended and that a new one was about to begin. Contemporary filmmakers, however, have abandoned such obvious punctuation marks, relying instead on jump cuts or other forms of transition.

A sequence provides an enlarged context to which individual shots and scenes contribute. Individual shots must always be read in terms of surrounding shots, and scenes must be considered in relation to other scenes. Our mental expectations when viewing film lead us to read all actions in terms of what precedes them. In the case of a gunfight, a filmmaker would normally include a number of significant scenes before the gunfight to enable us to read the actions properly. By the time of the gunfight we are set to respond in a certain way to its occurrence and its outcome. A sequence, then, provides a self-contained unit that can undergo evaluation and criticism.

Frame, shot, scene and sequence are the most basic terms in the lexicon of film. They suggest the fundamental structures with which film operates, and they indicate the complex “cut-and-paste” nature of the medium. The rhetoric of any film grows from the way a filmmaker manipulates these basic structural units.

The Rhetoric of Film, John Harrington (University of Massachusetts), pp. 8-20.

Movie Theather Etiquette

Hum 3: Film Principles/ Film Appreciation

MOVIE THEATER ETIQUETTE
by Michelle Jones

Everyone knows how to watch a video. You get a bag of munchies, pop in a DVD or CD, hit "Play," sit back, and enjoy the movie. That’s it! Watching one of the films involves more than this. Watching these movies needs to be a thoughtful and concentrated experience to be beneficial.

To prepare for the experience, make sure there will be no distractions such as phones or others bursting in on you or somebody chatting while you’re trying to watch the film. You need to be able to focus your attention on the film. It is also good to watch the movie with one or more others with whom you are able to talk about personal things, such as your concerns and difficulties. After watching the movie it is important to reflect on what you saw and to discuss the film with those who viewed it with you. Reflect on or discuss your observations.

The films shown in class may not be the type you would normally watch. As you begin to view one you may quickly find that the movie is not your kind of entertainment. Remember, you are not watching this film for entertainment but for course work and personal growth.

A film can have different meanings to different viewers. Your life experiences, your personal issues and your emotional reaction will influence the meaning the film has for you. Allow yourself to feel the experience. If you find yourself identifying with a particular character or you see similarities between one or more of the people in the film and people in your life, allow yourself to witness the events as they unfold. Are the behaviors and choices made similar or different than those you and others in your life make? If they are different are they better choices? If they are better choices what gets in the way of your making the same? Be honest with your answers.

Somehow our society has progressed to a point where people have lost their common sense when it comes to viewing films. I’m not taking about those who whisper to each other all the way through the show or those that walk out when a film crosses some arbitrary line of “too much” sex or violence. I’m talking about the people who are really offensive and break all the rules of common decency when they enter a viewing room. For these people I present a brief lesson in movie theater etiquette.

1. Respect personal space. Do not ever sit directly next to someone you don’t know unless the viewing room is exceptionally crowded and you have no alternative. I can guarantee you that no stranger in the world wants to hear you crunch through your candy bar or slurp up the last bit of your P21.00 soft drink. For a room with a thin to moderate crowd use the two seat rule- two seats between you and the next person. For a room that is leaning toward the crowded side one seat will work.

2. Crying in the theater is reserved for exceptionally sad scenes only. This means that if you were silly enough to bring a baby or a toddler to anything other than a G rated movie you have to leave the instant they start whining or crying. No trying to console them or waiting to see if they will stop or trying to stall because you want to see the next dramatic scene. When your child starts making noise immediately rise from your seat and walk swiftly (with child in tow) to the exit. There is no exception to this rule.

3. Movies are a one-way entertainment. The actors on the screen act and we watch and listen. Only the other people in the audience hear you when you talk back to the screen. Although you may think that your comment to Harrison Ford or your critique of Gwyneth Paltrow’s accent are witty and humorous and that the rest of the audience will find them terribly funny, believe me when I tell you they do not. In fact, the moment that you speak, all other members of the audience start communicating on a telepathic level and they are all plotting your death.
4. Feet belong on the floor. Just because you don’t have to clean the seats in the theater or viewing room doesn’t mean you can plop your dirty shoes on the back of the chairs. Nobody wants to watch a movie over the tips of your shoes. Just nobody.

5. A ringing cell phone can break your mother’s heart. If you go to a movie and don’t turn off your cell phone you are either exceptionally rude or exceptionally stupid. Either way you deserve to be punished. If your phone rings and you choose to answer it instead of immediately turning it off, there is no doubt that you are a pawn of Satan who is deserving of being beaten to death. This will of course cause great pain and anguish to your mother and those who love you. Do everything in your power to prevent this from happening.

6. Credits. It is unethical to leave the theater while credits are flashed on the screen. As part of appreciating the skills and talent of actors, actresses, film crew, directors, photographers, it is imperative that the audience stay put on their seats at this time. Applause and standing ovations are done at this time.

If you find yourself incapable of following any of these simple guidelines please remember, you can stop attending this course at anytime during the semester (of course, with the consequence of getting an FD grade).

Tuesday, June 16, 2009

Hum 3: Course Description (1st Sem 2009-2010)

HUM 3: FILM PRINCIPLES
Jeremy S. Eliab
Phone: (82) 2212411 local 8302
Office Hours: 10-11 MW
E-mail: jse@addu.edu.ph
Smart SMS: BONG FEEDBACK YOUR MESSAGE and send to 700ADDU
Web Resources: http://banyuhay.multiply.com; http://hum3.blogspot.com; http://eliab.tripod.com/film

Textbooks and References
• Bordwell, David, and Kristin Thompson. Film Art: An Introduction. 6th Edition. New York: McGraw Hill, 2001 (Check Reserve Section of the ADDU Library) (791.4301/B729/1997)
• Fischer, Edward. Film as Insight. Indiana: Fides Publishers, Inc., 1971.
• Casebier, Allan. Film Appreciation. New York: Harcourt Brace Jovanovich, Inc., 1976. (791.4301/C337)
• Johnson, Ron and Jan Bone. Understanding the Film. New York: National Textbook Co., 1976.
• Arnheim, Rudolf. Film as Art. Berkeley: University of California Press, 1966.
• Lewis, Jerry. The Total Film-Maker. New York: Warner Paperback Library, 1971.
• Gelmis, Joseph. The Film Director as Superstar. New York: Anchor Press, 1970.
• Deocampo, Nick. Short Film: The Emergence of a New Philippine Cinema. Manila: Communications Foundation of Asia, 1985.
• Boyum, Joy Gould, 1934. Film as Film: Critical Responses to Film Art. Allyn and Bacon, C1971 xv, 397p. (791.43/B793)
• Mast, Gerald. 1940-1990. Film Theory and Criticism: Introductory Readings. Oxford: Oxford University Press, c1992 (Check the Reserve Section of ADDU Library) (791.4301/M423/1992)
• Talbot, Daniel. ed. 1959. Film: An Anthology. Berkeley: University of California Press. (791.43082/F487)
• Access Ateneo de Davao University Library E-Catalog at http://library.addu.edu.ph

Course Description and Overview

Hum 3 (Film Principles) is an introduction to the scholarly, aesthetic analysis and study of the cinema. It is not a "Great Films" class; the films we will be viewing are not intended to represent "the greatest films ever made" (as if such a list could ever be generated and agreed upon). Rather, the course is designed to present a broad spectrum of genres and modes of cinematic storytelling and expression. We will see both classic and contemporary films, and although several of the films we will see will likely be familiar to you, we have deliberately included more lesser-known European films that challenge and diverge from the conventions and paradigms of traditional Hollywood filmmaking and the mainstream popular cinema. Consequently, one recurring concern of our class will be to better understand the formal, stylistic, and ideological relationships between the Classical Hollywood Cinema and its alternatives in both the art cinema and in the post-classical popular cinema. During the first half of the course, we will focus on mastering the various terms, elements, concepts, and theoretical constructs--in other words, the critical vocabulary--of cinematic aesthetic analysis. In the second half of the course we will expand our focus to include consideration of the social and historical contexts of the films we are studying.

Course Requirements

We all enjoy watching films (and we will likely explore the sources of this pleasure in our discussions), but be prepared to work hard in this course. The reading load can get heavy at times, and the material is often challenging and complex. Every student is required to view every assigned film, complete all reading and writing assignments on time, attend every class meeting, and actively participate in the class. You will need to keep up with the deadlines, because to do otherwise will throw you far behind and will not allow you to develop your skills at an appropriate pace. Your written work will be the focus of intense scrutiny, and I will give you as much feedback as humanly possible to guide your mastery of the course skills. You should expect to get written work returned with many comments and suggestions for improvement even if it receives an A. Below is a breakdown of the required work for this course, and their relative values expressed as percentages of the final course grade.

1/3 – Prelim: Film Analysis, Quizzes and Examination
1/3 – Midterm: Film Analysis, Individual Presentation and Examination
1/3 – Pre-Final: Film Analysis, Quizzes and Examination

Note: All written work must be turned in to pass the course. This means that you must turn in all papers and exams in order to get a passing grade. A zero on any of these assignments will automatically result in a failing grade for the course.


NOTE ON ACADEMIC INTEGRITY:
If any student plagiarizes in writing a paper--that is, copies or closely paraphrases from a source without proper quotation and acknowledgment of the source--then that student will be given a failing grade either on the paper or in the course. Cheating, fabrication, plagiarism will be dealt with seriously according to the existing rules and regulation of the University.

Class Grading Standards
A - achievement that is outstanding relative to the level necessary to meet course requirements. (92-100)
B+ - achievement that is significantly satisfactory to meet course requirements. (88-92)
B - achievement that is significantly above the level necessary to meet course requirements. (84-87)
C+ - achievement that meets the course requirements in every respect. (79-82)
C - achievement that fairly meets the course requirements. (76-78)
D - achievement that is worthy of credit even though it fails to meet fully the course requirements. (75)
F - Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit (70) or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an INC.
INC (Incomplete) Assigned at the discretion of the instructor when, due to extraordinary circumstances, e.g., hospitalization, a student is prevented from completing the work of the course on time. Requires a written agreement between instructor and student. (65)
FD (Failure Debarred) Represent failure (or no credit) due to tardiness and absences. The student absences and tardiness must not exceed 20% of the total number of session hours. (60)

Course Policies

1) Late arrival should be the exception. It is disruptive and extremely annoying, and common sense should tell you that it is a bad thing to annoy the teacher. When it is unavoidable, however, sign the late arrival form posted on the wall by the door and sit in the nearest available seat so as not to further disrupt the class. You are responsible for any information you miss, and because I often cover important business (such as assignments, due-dates, changes in the syllabus, etc.) in the first few minutes of class, make absolutely sure that you find out what you missed from one of your classmates.

2) Early preparation for departure---please don’t. Class ends at the scheduled time and not one, two, or three minutes before. If you promise to give me 3 full hours of your undivided attention, I promise to never keep you past the final bell. Give me 3 hours and I’ll never take more.

3) Participation in this class is required. This does not mean, however, that you MUST talk. I certainly appreciate, enjoy, and encourage lively class discussions, but "participation" simply means that you are actively taking part in the learning process occurring around you, and there’s no reason this can’t be done silently. You are participating as long as you come to class prepared, pay attention, take notes, and are generally engaged with the material. (You would be astounded, by the way, at how easy it is for a teacher to tell whether a quiet student is engaged with the class or is simply unprepared or uninterested in what is going on around her or him.) I understand that some folks are reluctant to speak, whether this reluctance arises from fear, self-consciousness, or cultural differences, and I will not force anyone to speak who doesn’t want to. However, I consider the ability to formulate and articulate questions and comments in the context of an informal class discussion to be one of the most important, valuable, and rewarding skills that the college experience has to offer (and one of the most valued skills in the "real world"), and those who choose not to take advantage of opportunities to speak in class are doing themselves a grave disservice. Everyone in class should try to raise their hand and contribute to class discussions (whether it be to ask a question or offer an insight) regularly throughout the semester.

4) Attendance in this class is mandatory. There is a tremendous amount of material to cover, terms and concepts to learn, and skills to develop in this course, and actual classroom time is limited to 30-75-minute lecture per week. Excessive absences and/or tardiness will affect what you learn and, consequently, the grade you earn. IMPORTANT: Four (4) absences will result in an automatic failure –debarred (FD) grade.

5) Keep the lines of communication open. Feel free to tell me if I’m covering the material too fast or too slow, if you are having trouble seeing the blackboard, if you can’t read my handwriting, if I haven’t explained something clearly enough, if you need me to clarify my expectations for a particular assignment, and so on. My goal is to do everything I can to help you succeed in this course, and your comments and constructive criticism are welcomed and encouraged. If you find yourself having difficulty understanding or keeping up with the readings or our class discussions, or completing assigned work on time, come see me before you fall too far behind. Keeping me informed of problems is always in your best interest. First of all, I may be able to help you resolve the problem. A little one-on-one discussion can often clear things up quickly. Second, if you keep the lines of communication open, I’ll be more responsive to requests for extra help, extensions, and so on, because I’ll know you’ve been engaged and working hard all along. I will make myself available to everyone--via email, phone, and one-on-one conferences--throughout the semester to answer questions, explain assignments, provide individualized help and encouragement, or just to chat about the cinema. I value the opportunity to meet with students on an individual basis, and encourage you to stop by my office early in the semester to introduce yourself.

6) All due-dates in this class are firm, serious deadlines. No late work will be accepted. Whenever you turn in a paper, always make sure you keep a copy for yourself. Never give me (or anyone) the only copy of your work--too many things could happen.

An important note concerning technology
Often students will come to class on the day a paper is due and tell me that one of the machines in the computer lab destroyed their disk, that all of the printers in the computer lab are broken, that their system mysteriously crashed the night before, or offer some other reason for turning in a late paper. Although I sympathize with the frustration technology can cause, I do not consider technological failure to be a valid excuse for turning in late work. Use your common sense if you do your work on a computer--save your work often and make backup copies of your files and disks. Whenever you print something out, print two copies; one to turn in, and one for you to keep. It’s also important--and this applies to everyone, not only those working on computers--to start working on assignments early, so that you have plenty of time to accommodate any technical difficulties that arise. Starting a paper the night before it’s due is a recipe for disaster.

7) Plagiarism: Plagiarism is trying to pass off someone else's words or ideas as your own. It's very hard to get away with and the consequences of it are severe (including suspension or dismissal from the university). Don't do it.

8) Extra Credit: The web bulletin board on our class's website provides a forum for students to post responses to the course material. Posting to the bulletin board is not required, but is encouraged and welcomed. I read every post, often using student comments to help guide class discussion. To encourage use of the bulletin board, I offer an extra credit bonus for students who post their thoughts regularly. Anyone who posts five (5) or more messages to the bulletin board over the course of the semester will have their lowest grade on an assignment raised one full letter grade. See the handout on the bulletin board option for more details concerning what counts as a legitimate post.

9) Films: You must attend the weekly film screening. CDs shown on TV are convenient and acceptable for close study or quick review, but they cannot provide the superior quality (and cultural evocativeness) of the projected image. Sometimes videotapes and CDs cut off part of the image--you're not seeing the entire film! Moreover, some of the films we will watch are not be readily available on video shops. Again, every week you must come to class prepared to discuss the assigned films and readings. The screening is a class, and as such you are expected to conduct yourselves appropriately. Please review and follow the etiquette and rules for screenings.

My Learning/Teaching Philosophy

"Understanding" and "learning" are not synonymous terms. It is my primary responsibility to ensure that you understand the content of the course (i.e., the various terms, concepts, and theoretical constructs associated with the serious and scholarly study of cinema). Your job is to learn the material; that is, you need to be able to apply the terms, concepts and theories we discuss to the films we watch as a class (and to other films you have seen or see outside of class), and reflect on how they help you interpret the meanings films communicate and make sense of an account for the impact they have on you as a viewer. This learning requires that you do two things:

1) ask questions whenever you don't understand or need further clarification; and
2) practice applying the knowledge you acquire in this class.

I will do my best to fulfill my responsibility by
1) striving to communicate effectively;
2) explaining the content of the course clearly and at an appropriate pace;
3) helping to create and maintain a classroom culture in which students feel safe asking questions and expressing and exploring their ideas;
4) providing ample opportunities for students to practice applying their knowledge;
5) providing timely, constructive, and fair responses to and evaluation of student work;
6) periodically soliciting student feedback concerning ways to improve the class; and
7) making myself available for individual conferences and one-on-one assistance.

In order for learning to take place, we must both do our jobs and fulfill our respective responsibilities. Your responsibilities include:
1) coming to class regularly and on time;
2) seeing the films on class meeting;
3) completing all assigned readings, homework, and papers on time; and
4) developing a sincere interest and intellectual curiosity about the content of the course.

Please take the time during the semester to reflect periodically on the extent to which we are each fulfilling our respective responsibilities.