Monday, 8 October 2012

JOHN BERGER: WAYS OF SEEING

Venus (Roger Michell 2007)

Daniel Chandler in Notes on the Male Gaze writes:
    In Ways of Seeing, a highly influential book based on a BBC television series, John Berger observed that ‘according to usage and conventions which are at last being questioned but have by no means been overcome - men act and women appear. Men look at women. Women watch themselves being looked at’ (Berger 1972, 45, 47). 
    Berger argues that in European art from the Renaissance onwards women were depicted as being ‘aware of being seen by a [male] spectator’, Berger adds that at least from the seventeenth century, paintings of female nudes reflected the woman’s submission to ‘the owner of both woman and painting’. He noted that ‘almost all post-Renaissance European sexual imagery is frontal - either literally or metaphorically - because the sexual protagonist is the spectator-owner looking at it’ . He advanced the idea that the realistic, ‘highly tactile’ depiction of things in oil paintings and later in colour photography (in particular where they were portrayed as ‘within touching distance’), represented a desire to possess the things (or the lifestyle) depicted . This also applied to women depicted in this way . 
    Writing in 1972, Berger insisted that women were still ‘depicted in a different way to men - because the "ideal" spectator is always assumed to be male and the image of the woman is designed to flatter him’. In 1996 Jib Fowles still felt able to insist that ‘in advertising males gaze, and females are gazed at’ (Fowles 1996, 204). And Paul Messaris notes that female models in ads addressed to women ‘treat the lens as a substitute for the eye of an imaginary male onlooker,’ adding that ‘it could be argued that when women look at these ads, they are actually seeing themselves as a man might see them’ (Messaris 1997, 41). 
Such ads ‘appear to imply a male point of view, even though the intended viewer is often a woman. So the women who look at these ads are being invited to identify both with the person being viewed and with an implicit, opposite-sex viewer’ . We may note that within this dominant representational tradition the spectator is typically assumed not simply to be male but also to be heterosexual, over the age of puberty and often also white.

LAURA MULVEY: VISUAL PLEASURE AND NARRATIVE CINEMA


Marilyn Munroe

Daniel Chandler writes about film spectatorship and Laura Mulvey's gaze theory:

    'Film has been called an instrument of the male gaze, producing representations of women, the good life, and sexual fantasy from a male point of view' (Schroeder 1998, 208). The concept derives from a seminal article called Visual Pleasure and Narrative Cinema by Laura Mulvey, a feminist film theorist. It was published in 1975 and is one of the most widely cited and anthologized (though certainly not one of the most accessible) articles in the whole of contemporary film theory. Laura Mulvey did not undertake empirical studies of actual filmgoers, but declared her intention to make ‘political use’ of Freudian psychoanalytic theory (in a version influenced by Jacques Lacan) in a study of cinematic spectatorship
    Such psychoanalytically-inspired studies of 'spectatorship' focus on how 'subject positions' are constructed by media texts rather than investigating the viewing practices of individuals in specific social contexts. Mulvey notes that Freud had referred to (infantile) scopophilia - the pleasure involved in looking at other people’s bodies as (particularly, erotic) objects.
    Rita Hayworth
    In the darkness of the cinema auditorium it is notable that one may look without being seen either by those on screen by other members of the audience. Mulvey argues that various features of cinema viewing conditions facilitate for the viewer both the voyeuristic process of objectification of female characters and also the narcissistic process of identification with an ‘ideal ego’ seen on the screen. She declares that in patriarchal society ‘pleasure in looking has been split between active/male and passive/female’ (Mulvey 1992, 27). 
    This is reflected in the dominant forms of cinema. Conventional narrative films in the ‘classical’ Hollywood tradition not only typically focus on a male protagonist in the narrative but also assume a male spectator. ‘As the spectator identifies with the main male protagonist, he projects his look onto 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’.
    Halle Berry
    Traditional films present men as active, controlling subjects and treat women as passive objects of desire for men in both the story and in the audience, and do not allow women to be desiring sexual subjects in their own right. Such films objectify women in relation to ‘the controlling male gaze’, presenting ‘woman as image’ (or ‘spectacle’) and man as ‘bearer of the look’. Men do the looking; women are there to be looked at. The cinematic codes of popular films ‘are obsessively subordinated to the neurotic needs of the male ego’. It was Mulvey who coined the term 'the male gaze'.

Friday, 5 October 2012

TV DRAMA ANALYSIS

CREATE YOUR BLOG


  1. Create your own blog using Blogger
  2. Add the class blog and your group's blogs to it
  3. Add the gadget 'search engine'
  4. First post: your poster MY MEDIA made using Comic Life. Explain how you made it.
  5. Second post: your film opening 'CHERIE': MAKING A FILM OPENING .Explain how you made it. Refer to seeing Delicatessen (Directed by Marc Caro, Jean-Pierre Jeunet 1991)
  6. Create your own Twitter account and 'follow' my suggested links. 
  7. Tweet using Twitter ( on a media related topic only, e.g. Skyfall's premiere, your views on the last film that you have seen, the iPhone 5, music/bands/gigs, new technology, TV programmes.....)
  8. Third post: a screen shot of your first 5 Twitter posts.
  9. Add Twitter gadget to your blog.
FOLLOW ON TWITTER
First, we learn why the journalist Alan Rusbridger values Twitter in The Guardian newspaper here.

TWITTER

You are setting up a Twitter page and you will continue to use it this year. What for?
  • To communicate instantly and effectively with the rest of your group and your class. You will share your thinking as well as attach information / hyperlinks / pictures that relate to your work.
  • To receive new information quickly. It's an amazing human search engine that harnesses the crowd. You'll follow all sorts of movers and shakers. use the hashtag to follow specific threads.
  • To start a conversation with strangers as well as friends. Fresh ideas when you're thinking about something.
  • To create a community of people interested in what you are interested in: invite responses; follow up ideas.
  • To learn from some great minds and experienced teachers in various Media fields. If something interests them, it may well be of interest to us. 'Follow' wisely.
  • To invite feedback for your evaluation question. You may get a completely fresh, honest opinion. That's worth having. Potentially, you have access to millions of people.
PREP Create your Twitter account.
'Follow' institutions and individuals who will widen your understanding of media issues.
 
MediaEdu@mediaedusites





Thursday, 4 October 2012

G322 RESEARCH INTO BRITISH FILM

PREP due Thursday 11 September YOU WILL PRESENT THIS TO CLASS
  1. Pick 3 British films that have been released in the last 18 months or so. Title (directed by.....date e.g. 2011)
  2. State which websites you consulted to do your research.
  3. Screenshot your films' websites, FaceBook, Twitter pages.
  4. For each, write a thoughtful paragraph stating the way in which each film attracts/addresses national, international or global audiences.
CLASSWORK Today we analyse the representation of CLASS in several extracts from Chariots Of Fire ( dir. Hugh Hudson, 1981)

  • What is the impact of Vangelis's music in the opening scene of training on the beach?
  • How are both Eric Liddell and Harold Abrahams constructed as outsiders? (Discuss Abraham's 'welcome' by the college porter; the college masters' scornful observations of the College Dash)
  • How is the British Establishment constructed through the use of setting (Cambridge colleges, Kings College Chapel, the freshmen's dinner)
  • What is the function of cross cutting from the College Dash to the highland games? What parallels are drawn?

Tuesday, 2 October 2012

TV DRAMA G322:MARK SCHEME


Your analysis of the scenes from Made In Dagenham is due in today.
Assessment will take place across 3 criteria:
  • explanation/analysis/ argument (20 marks)
  • use of examples (20 marks)
  • use of terminology (10 marks)
A top level answer will meet the following standards:

Explanation/analysis/argument
  • shows excellent understanding of the task
  • excellent knowledge and understanding of the technical aspects used in the extract
  • excellent discussion of the extract’s representations, clearly linked to textual analysis
  • clearly relevant to set question
 Use of examples
  • offers frequent textual analysis from the extract – award marks to reflect the range and appropriateness of examples
  • offers a full range of examples from each technical area
  • offers examples which are clearly relevant to the set question
 Use of terminology
  •  use of terminology is relevant and accurate

Complex issues have been expressed clearly and fluently using a style of writing appropriate to the complex subject matter. Sentences and paragraphs, consistently relevant, have been well structured, using appropriate technical terminology. There may be few, if any, errors of spelling, punctuation and grammar.

Friday, 28 September 2012

CHERIE: BOOKENDING YOUR FOOTAGE

Additional available props this session
Next step in your film opening Cherie is an opening and closing fragment of moving image that adds context. 
  • You have some freedom to create your version of the first and last clips 
  • They must be very brief. 
  • You are 'bookending' what we have already shot.
  • Filming and editing to be completed this session!
 
IDEAS FOR OPENING SCENE
  •  A girl wearing the black period hat is silhouetted against a window and turns towards the camera. She is holding something significant.
  • A girl carefully pulls on (or takes off) black lace gloves
  • A man writes a letter / postcard and pauses to look up
  • A young couple toast themselves with wine glasses
IDEAS FOR CLOSING SCENE
  • A couple are seen side by side, but something is wrong and they are clearly in dispute.
  • A girl gazes at a wedding photo (over the shoulder shot) then places the photo upside down
  • A man arranges a black mourning veil over a girl's head and shoulders