Tuesday, March 11, 2008

Regarding Objective and Subjective Narration

I noticed lots of you having trouble distinguishing between these two terms and how they are deployed in the films you viewed for your first paper. I was actually starting to feel that maybe I wasn't explaining it as best I could. Especially when some of you would talk about a character's flashback as being presented in a subjective mode, I began to feel the need for outside assistance.

So I wrote Kristin Thompson. Here are two relevant pieces of her email reply:

I’d say point them to the paragraph on p. 92, “Flashbacks offer a fascinating instance ...” Basically it’s a convention of classical cinema that flashbacks from characters’ point-of-view actually quickly slide into giving spectators information that the narrating character couldn’t know. I guess I’d say that in a film like Sunset Boulevard, we have the illusion of subjectivity, but in order to tell the story fully, the filmmakers slip into a largely objective approach for most of the flashback.


This way of thinking about the relationship between subjective and objective narration holds true for Double Indemnity and Out of the Past as well. The idea is that the film mobilizes the mode of subjectivity in order to access the past, but once there reverts to objective narration of that past for the viewer.

In a different email, she added this:

Thinking a bit further about flashbacks and subjective presentation of narrative information. Another convention is that Hollywood films usually provide some pretext for moving into a flashback. Sometimes there’s just the wavy lines or the dissolve or whatever, and we’re in the past. More often, there’s someone starting to tell other characters a story of the past, a shot of a character remembering, a diary page, or some such device that motivates the flashback. So subjectivity is an excuse to move into the past rather than strictly a way to move into the mind of a character and stay there. And even if a character’s telling or memory is the motivation for the flashback, we are to assume that everything shown in a flashback is objectively true unless there’s some further indication that it isn’t. When a flashback doesn’t show the truth, as in Stage Fright, people tend to think of it as cheating. That’s not logical, since we know this is a character’s story or memory and could thus be inaccurate, and yet we’re so used to essentially objective flashbacks that we see any deviation from that (unless signaled to the audience) as sneaky on the part of the filmmaker.


It is useful to remind ourselves that much of what we see in film is rooted in conventions developed over time (like the notion that what we see in a flashback should be the objective truth), but really aren't set in stone in any meaningful way other than that they are usually followed.

She also added this

another thing I would stress is that the concepts and terms we introduce in the book are analytical tools for us, not rules that filmmakers follow. Conventions have been developed for storytelling that allow them to mix the ways they give us narrative information, but obviously they do so in ways that usually don’t allow us to notice inconsistencies—unless we’re writing term papers and the like.


which is useful for reminding you of something I've mentioned in class at least once if not more, that these concepts and categories are tools for you to use in breaking open a complex film in order to understand it. If a particular textual move -- like having a character initiate a flashback subjectively that is then presented in objective narration -- seems awkward to you, don't try to force it to fit into one or the other set of categories. Instead, use your own analysis of the film and the categories you do have to explain how you see the film working. This is really the best we can do, but with the best film analysis, it is enough to open up entire new perspectives on those films.

What are you thoughts on this way of studying complex art forms like cinema? Is there something lost in approaching films this way? Would prefer our discipline to be more rigorous? Do you see any value in approching films this way?

Thursday, March 6, 2008

These Kids Could Be Nipping at Your Heels

This piece in the New York Times (if you don't have one, you'll need a free account to view it) discusses the rise of film education programs in New York area high schools. High Schools! This was a bit surprising to me, but then, its been (several) years since I attended high school. When I visited the Dallas Performing Arts magnet last year, there was film on their showcase program, but not actual courses offering it.

Did you have any courses in film at your high school? If you had, do you think your plans for after college might be any different? What do you think is the value of learning to make films (and/or analyze them) before reaching college?

Wednesday, February 27, 2008

Screening 4: More Thoughts on The Searchers

http://www.blogger.com/img/gl.link.gifAs promised, below are some links to arguments made about the film that in some way address the significance of race in the film. Feel free to comment here on your thoughts regarding this issue.

1) Roger Ebert's review
2) The Wikipedia entry on the film's "Themes" section
3) A piece by a film critic entitled "They ain’t white. Not any more. They’re Comanch’": Race, Racism and the Fear of Miscegenation in The Searchers"
4) Another review from a writer on blogcritics.com

What these pieces have in common is an interest in contextualizing the kind of racism found in the film in a way that makes sense given the cultural, social, and industrial context in which the film was produced and consumed. These authors do not agree on the meaning of the film or the role of racism in it, but they do all start by separating the racism portrayed by the characters in the diegesis from any sense of the film as a whole as racist.

This is an important element for budding film scholars to address and be aware of: the characters represented in a work do not always (perhaps even rarely) present an ideology consistent with the film as a whole. Instead, films as narratives present all kinds of characters in specific circumstances so their behavior can be understood by the viewer within a broader context. This kind of approach to film study is an important perspective to begin understanding now as your careers as critics and theorists are beginning.

(As an aside, collapsing the distance between the text's ideology and the ideology of one of its characters--even the protagonist--is the mistake many detractors of media violence make all the time: that because the protagonist is very violent, that the film as a whole text condones or encourages such violence. This is often not the case.)

Nonetheless, these distinctions are quite subtle and open to interpretation as any set of symbols is, which is why we see the four authors above struggling with the precise way to contextualize the block of symbols we call The Searchers.

Having read these four pieces and watched the film, what do you think?

Tuesday, February 26, 2008

His Girl Friday and copyright

Here's an interesting post by our text authors on their film studies blog about His Girl Friday and the way its lack of copyright protection allowed early film scholars access to it.

There is also a response to it here on Jason Mittell's blog. Jason argues that the word "piracy" is not really appropriate since no laws were apparently broken. He also reinforces the idea that
"the film’s lack of scarcity has made it worth enough to pony up for a
high-quality authorized copy."
I would quibble that it seems to have been that and an apparent collective agreement that it is an excellent film. I add this because there are certainly lots of satisfactory and/or mediocre films that would be unlikely to become lauded classics even if they were freely circulated on Bittorrent. But for those films by which a contemporary audience would be engaged, access to them via the public domain does seem to increase their social and cultural value over time.

Wednesday, February 13, 2008

Screening 2: His Girl Friday

Production Notes: As mentioned, this film was directed by Howard Hawks. The Internet Movie Database (imdb.com) has it as released in 1940, but the copyright date at the start of the film was 1939. Also, as your reading indicates, Hawks made it while working at Columbia, one of the Little Three, though he didn't stay there very long.

Hays Code Slides

You ca also link directly to the Google Doc at this link.

Wednesday, February 6, 2008

Screening 1: Early Cinema and Beyond

In case you were wondering, here are the names of the films we watched on Tuesday the 5th of February:

Edison Kinetoscopes
(1894-1896)
The Kiss
Serpentine Dances
Seminary Girls

Lumiere Shorts (1895-1897)
Exiting the Factory
Train Arriving at La Ciotat
Baby's Lunch

M (1931, directed by Fritz Lang)