Section 5: Further Varieties of Film Experience

Chapter 17: Silent cinema

The Birth of a Nation Film Poster

The Birth of a Nation (1915), Directed by D.W. Griffith, courtesy of Photofest

Activity

  • Neil Brand is one pianist who still provides live accompaniments to silent films. Search his websites at https://www.neilbrand.com/ and http://originals.neilbrand.com/archives-2. Decide on one article that you feel gives the best insight into the experience of ‘silent’ cinema and produce a list of key quotes that you would draw to any reader’s attention.
  • Brand also made a series of programmes about film composers for the BBC called Sound of Cinema: Music That Made the Movies (see ‘The Silent Pianist Speaks’. Music at Oxford. Available at: https://www.musicatoxford.com/concerts/ashmoleanbrand1718/ accessed 11 March 2019)

Case Study: The Birth of a Nation (D.W. Griffith, 1915, USA)

Activity

  • Research the history of the Ku Klux Klan, paying particular attention to the period around the release of The Birth of a Nation and the influence the film may have had on the organisation.
  • Research the history of the National Association for the Advancement of Colored People (NAACP), paying particular attention to the period around the release of The Birth of a Nation and the influence the film may have had on the organisation.

Case Study: The Gold Rush (Charlie Chaplin, 1925, USA)

Activity

  • Watch Stan & Ollie (Jon S. Baird, 2018, UK, Canada, USA), or view extracts from this film, in order to give further consideration to the way in which comedy film routines often had their origins in stage acts.
  • List scenes that show stage routines you feel would probably transfer effectively to the screen.

Case Study: Strike (Sergei Eisenstein, 1925, USSR)

Activity

  • Identify ways in which you feel Eisenstein makes clear his own perspective on the events he portrays. Make a list of these aspects of the film, which may include elements of style as well as content. (Of course, it is always vital to recognise the way in which it is the combination of style and content that creates meaning; so, for instance, the decision to have the factory boss as fat, smoking a cigar, and laughing and then film him in close-up to emphasise these facts creates the idea of self-interested, uncaring bosses).
  • Watch Battleship Potemkin (Sergei Eisenstein, 1925), or view extracts from this film. Identify ways in which Eisenstein makes his political perspective on events clear to the viewer in this film.
  • Look for similarities and differences between Potemkin and Strike.

Case Study: Man with a Movie Camera (Dziga Vertov, 1928, USSR)

Activity

  • See if you can find any more examples of the city documentary made in Europe during this period. Compile a short list.
  • These films were also sometimes known as ‘city symphonies’. Why do you think this second term was seen to be appropriate for these films? Discuss your ideas with other people, if possible.
  • Watch Berlin: Symphony of a Metropolis (Walter Ruttmann, 1927, Weimar Republic), if you have time.

INFORMATION
Berlin: Die Sinfonie der Großstadt [Berlin: Symphony of a Metropolis] is the story of a day in the life of a dynamic modern city. It is naturalistic in the sense that one of its key motivations was to take filmmaking out of the studio and on to the streets. It includes recognizable characters and locations. However, its wellspring lies essentially in the editing of Walter Ruttmann who envisions the world of this city as a continuous rhythmic play of form, light, and motion. The first stop for anyone wanting to understand where Ruttmann is coming from would be to view his abstract films Lichtspiel: Opus I (1921), Lichspiel: Opus II (1923), Lichtspiel: Opus III (1924) and Lichtspiel: Opus IV (1925). In Berlin: Die Sinfonie der Großstadt lines and shapes flit across the screen, or merge, playing on each other, playing off of each other. People move individually as spots of movement, or collectively as seas of movement, always through architectural spaces dividing up the screen. Machines have a movement and life of their own, mechanical and repetitive, but with each creating its own distinctive rhythmic patterning of screen space. Human action is itself repetitive and ordered, individual, and yet, on a larger social scale, purposeful and coordinated. Although much of what we are shown continues to be edited around a rhythmic play of the abstract shapes found within the machinery and architecture of a city, during sections of Akt III and Akt IV we are given more of a social document, an investigation of the class-driven experience of life with a sense of the wealth and poverty that shared in Berlin in this period. While classes exist beside each other in the city, the daily lives of some are demonstrated to be much harsher than the leisured comfort experienced by others. Siegfried Kracauer dismisses the links between shots employed by Ruttmann as ‘purely decorative and rather obvious’ (1997, 65). But, while to some extent this may be the case, it does not mean the editing cannot create real impact. The screamed repetition of the word ‘Geld’ (‘money, money, money’), which is made to ‘fly’ off of the page of a newspaper, makes it clear how the filmmakers ultimately feel about this capital-driven, consumerist society.
(White 2017, 154–155)

References / Further Reading

Kracauer, S. 1997 [1960]. Theory of Film: The Redemption of Physical Reality. Princeton, NJ: Princeton University Press.
White, J. 2017. European Art Cinema. London: Routledge.

Chapter 18: Experimental film

Image of Luis Buñuel, NB

Luis Buñuel, NB: photograph by Man Ray, courtesy of Photofest

Film theory

The distinctive and defining relationship that film has to space and time has given rise to two conflicting fundamental theories about film. Some theorists, following Dziga Vertov, a Russian filmmaker and theorist working in Soviet cinema in the 1920s, have argued that film should concentrate not on telling stories but on investigating the nature of time and space in a consciously abstract way. Such an approach moves us towards experimental film and away from the fictional narratives that have in fact formed the predominant tendency throughout film history. Others, such as the French film critic, André Bazin, have maintained that the strength of film is its photographic ability – the way it can realistically portray the natural world – and have suggested that filmmakers should focus on this possibility in order to show human events in such a way as to reveal something of the nature of the human experience. This approach emphasises the potential qualities of film that are the very opposite of experimental.

Study Note

As usual, our first instinct should perhaps be to recognise that these two possibilities – the experimental and the perceptual realism of the photographic – might not necessarily exclude each other. As studying film suggests and our own experience tells us, in practice various film types can often be (effectively) combined.

Activity

  • In terms of use of the camera and editing, how do you think the two theorists, Dziga Vertov and André Bazin, might advocate that films should be made?
  • What sorts of camera shots might each want to see used and how would they each expect shots to be edited together? Which approach, for instance, do you think might advocate the use of the long take as opposed to a lot of editing? Which approach might be especially interested in eye-level camera shots as opposed to high angle and low angle shots, and why?
  • Discuss your thoughts on this with others, if possible.

Activity

  • Do you feel film should either be one thing or the other, that is , either a fictional narrative, or a documentary, or an animation or an experimental film? Or do you think it is acceptable and effective under the right circumstances to combine these types of film?
  • Can you give any examples of films you think have successfully combined these basic types?
  • Discuss your ideas with others.

Case Study: Un Chien Andalou (Luis Buñuel, 1929, France)

Activity

  • Within literary studies in particular, but with similar strong use within film studies, psychoanalytical theory has been used to explore that which might be said to be hidden, displaced, or repressed within the ‘sub-text’. The idea is that we have a surface text but that, as with the unconscious, there is a lot going on beneath the surface. Could you see ways in which the ideas of Sigmund Freud might be applied to a ‘sub-text’ of Un Chien Andalou? You may find you need to research Freud’s ideas quite carefully before you begin.

Case Study: Vivre sa vie: film en douze tableaux/My Life to Live (Jean-Luc Godard, 1962, France)

Activity

  • How did you react to Vivre sa vie: film en douze tableaux? Did you enjoy it? Did it give you pleasure, and if not, why not? If it did, what sort of pleasure did you derive from it: was the pleasure to be found in the narrative, or in the characterisation, or in the challenges to mainstream film construction that were occurring, or in the ideas as a whole that were being addressed, or in some other aspect(s) of the film?
  • Through group discussions, compare your thoughts on this with other people’s reactions to the film.
  • Construct a table that shows differences between this film and mainstream films using the headings of mise en scène, cinematography, editing, sound, genre, and narrative structure.
  • Compare your table to those arrived at by other people. Discuss differences and add to your table any extra ideas that might arise.

Chapter 19: Documentary film: theory and practice

Triumph of the Will Film Poster

Triumph of the Will (1935, Germany) aka Triumph des Willens Documentary, Directed by Leni Riefenstahl, courtesy of Photofest

Resources

The following resources are useful for research and keeping up to date with recent examples and developments in documentary. Some websites also provide extracts/entire screenings of documentaries (particularly useful for some older examples).

  • http://www.bbc.co.uk/bbcfour/documentaries/storyville/ Provides details of the documentaries produced in the Storyville series, links to useful websites, interviews with documentary makers etc.
  • http://www.dochouse.org/ Dochouse is an organisation devoted to the development of documentary in the UK through screening and production. The website gives details of events and opportunities to get involved.
  • http://www.channel4.com/fourdocs/ Very detailed site including timelines, articles, interviews, and documentaries to download. There is also the chance to upload your own documentary.
  • http://www.griersontrust.org/index.htm An organisation that promotes the legacy of John Grierson and recognises the work of a range of documentary makers through their annual awards.
  • http://www.drewassociates.net/ The website of Richard Drew – one of the founder members of the Direct Cinema movement – provides information on past and current developments in observational documentary making.
  • www.screenonline.org.uk The BFI’s educational resource with detailed information on documentary movements, periods, and individual filmmakers for British film and television. Extracts of a variety of documentaries are also available online.

Case Study: Documentary as propaganda

 

The Soviet leader Vladimir Lenin is credited as being the first to recognise the significance of film as propaganda, though its importance as a medium of persuasion had been put to use as early as nearly two decades before. Albert E. Smith of the Vitagraph Company filmed scenes of the Spanish–American War in 1898, adding material shot back in the USA to ensure the right image and gravity was achieved. In 1899, The Biograph Company sent W.K.L. Dickson to Africa to cover the Boer War (at one point working with a young Winston Churchill), where he was well supported by the British military in promoting a ‘correct’ view of the conflict (British servicemen were even dressed in Boer uniforms to stage re-constructions of events for the camera). Needless to say, his films were informed by the British view on the conflict, and were somewhat less than impartial.

Key Term

Propaganda Film – A film made with the express intention (either by the filmmaker or by those commissioning the film) of persuading an audience of the validity of a particular viewpoint, and positioning them to share that viewpoint. Documentary works particularly effectively as a medium of propaganda due its nature of representing the ‘real’ and in the audience’s unquestioning belief in its depiction of ‘truth’. Governments (British, American, Soviet, Nazi German, Fascist Italian, and Japanese, among many others) have used the power of documentary as a propaganda tool in order to shepherd their people into a particular belief or cause, and history shows that it has been an effective technique.

First World War

When the First World War broke out, both the British and German governments were quick to make documentary-like films that portrayed the enemy in a poor light, often using a ‘newsreel’ form to further convince the audience of the authenticity of their claims. Many British audiences were convinced of atrocities being carried out in ‘plucky little Belgium’ by the German occupiers, through the implications of dubious ‘re-construction’ films – a belief firmly held by that war generation for decades, despite evidence to the contrary; clear testament to the power of film documentary as propaganda.

Russian Revolution

With the post-war Russian Revolution, documentary was put to work for the benefit of the Soviet State. Documentaries were produced by many Soviet filmmakers with the intention of promoting the Soviet cause and ‘educating’ a population who may not have fully understood what the revolution had been about. Dziga Vertov, along with many other filmmakers, was sent out across the Russian states on ‘agit-prop’ trains, where he shot and screened countless short documentary films for the Soviet cause.

Spanish Civil War

Political ideology took Joris Ivens to Spain in 1936 to make a documentary about the Spanish Civil War, sponsored by a group of prominent American writers, artists, and intellectuals, who were all politically of the left. The resulting film, which focuses solely on the Republican forces’ struggle against the Fascist forces of General Franco, includes ‘found sound footage’ of earthquake sounds from the feature film San Francisco (W.S. Van Dyke, 1936), which they ran backwards over images of bombing to ‘create’ the feeling of the ‘real’.  Blatantly biased to the Republican cause, The Spanish Earth (Ivens, 1937) was clearly propagandistic; yet its artistry could not be doubted.

1930s in Germany

The similar difficulty of propagandistic documentary that is constructed with considerable filmic talent is met when looking at the films of the Nazi filmmaker Leni Riefenstahl. While her hastily constructed short film Seig des Glaubens (Victory of Faith) (1933) is little more than a homage to Hitler on his becoming dictator of Germany, it is her grand-scale epic documentaries – Triumph des Willens (Triumph of the Will) (Riefenstahl, 1935) and Olympische Spiele (Olympia) (Riefenstahl, 1936) – that are most problematic. Central to the problem is Riefenstahl’s continued assertion that she was not a Nazi, and was not sympathetic to the Nazi ideology, which (since she had complete control over the production and editing of both films) is at odds with the powerful opening sequence of Triumph des Willens, which begins with a dissolving title sequence announcing:

On September 5
1934

20 years
after the outbreak
of the World War

16 Years
after the start
of German Suffering

19 months
after the beginning
of Germany’s rebirth

Adolph Hitler flew
again to Nuremberg
to review the columns of his faithful followers

This alone could be considered evidence of the propagandistic intent, but when it is then coupled with the opening images of Hitler’s plane descending from the clouds, a god returning to earth with salvation for the German people, then both the propaganda aim, and Riefenstahl’s allegiance is confirmed.

Similarly, in Olympische Spiele, her coverage of the Nazi Olympic Games in Berlin, 1936, she claimed (as she did with her earlier documentary) she was simply recording the event, but again the opening sequence offers a clear sense of underlying ideology and intention. The film opens with an Olympic torch being handed through the generations from the ‘cradle of civilisation’ that was Greece, to the modern Nazi state overseen by Hitler himself, with the suggestion that Nazi Germany is the natural successor to the Ancient Greek empire and that it is the new cradle of civilisation. Couple to this the imagery that Riefenstahl uses which echo the Nazi theme of strength and racial purity, and Riefenstahl’s simple recording of the event becomes a masterpiece of Nazi propaganda.

Second World War

As the Second World War broke out, the propaganda elements of documentary became more obvious (in retrospect), though to an audience sympathetic to the views being expressed, they may not have seemed so blunt. In America, Hollywood feature-film director, Frank Capra, was drafted in to make the Why We Fight series between 1942 and 1945, and contracted both Robert Flaherty and Joris Ivens for some of the work. Boris Kaufman also found himself in America as a refugee, before moving north to Canada where he worked on Grierson’s propaganda films at the National Film Board of Canada. In Britain, documentary making was centralised under the Ministry of Propaganda in the form of the Crown Film Unit, where many Grierson-trained filmmakers such as Basil Wright, Humphrey Jennings, and Harry Watt produced numerous films alongside European refugees and émigré directors such as Alberto Cavalcanti. In Nazi Germany, filmmakers were dispatched to film all the major military and ‘security’ tasks. Much of this footage (such as the liquidation of the Warsaw Ghetto, the operation of the concentration camps – such as Majdanek – including the details of the systematic mass murder of those sent there, and the atrocities of Operation Barbarossa – the brutal war against the Soviet forces) was used in the war crimes trials at Nuremberg.

Post-war Britain

In post-war Britain, a milder form of documentary propaganda developed through the government communication agency The Central Office of Information (still existing and responsible for the commissioning of everything from the recent advice leaflet in the event of a terrorist attack, through to the annual drink-driving advertisements). This development, designed to build a common purpose in the population in the immediate and difficult post-war years, highlights an interesting point about propaganda: propaganda is always assumed to belong to a perceived ‘enemy’ view, whereas a nation’s own material is viewed much more sympathetically. Thus, when considering the issue of documentary film propaganda, it is more useful to detach any nationalistic preconceptions, and consider it in more simple terms of whether a film is made with the express intention of persuading an audience of the validity of a particular viewpoint, and whether it positions that audience to share that viewpoint.

Activity

  • Propaganda is usually a term used to describe the work of the vanquished in a conflict. Examine the films of the Crown Film Unit of the 1940s. Do you feel that they are trying to persuade an audience of the validity of a particular viewpoint? If so, what is the viewpoint being promoted? What propaganda techniques do the documentary makers use to position their audience? Do you feel these techniques work?
  • Now view one of Leni Riefenstahl’s films (such as Triumph des Willens). Try to remove any thoughts of what the Nazis did in the run up to war and in the war period, and watch the film as the audience of the time would have done (a film such as Triumph des Willens was effectively a Party promo film designed to attract followers). Which sequences do you feel are most powerful and why? What filmic techniques are being used by the filmmaker in these sequences? Which sequences affect you personally? How do they make you feel? What on-screen devices are employed to provoke this reaction do you think?

Case Study: Documentary Auteur – Errol Morris

Errol Morris was born in Hewlett, New York, on 5 February 1948, and was a graduate of the University of Wisconsin-Madison. He was briefly a graduate student at both Princeton University and the University of California-Berkeley where he was studying for a PhD before dropping out to make his first film Gates of Heaven (1978), which follows the fortunes of two pet cemetery owners.

His most controversial film is The Thin Blue Line (1988), which is billed as the only film ever to have solved a murder. Here Morris investigates the murder of Robert Wood, a Dallas police officer, and proves the wrongful conviction of Randall Dale Adams, who was on Death Row, awaiting execution.

Morris’ use of the interactive mode has led audiences to respond to his ‘authenticity’, and this has meant he has become America’s most respected contemporary documentary maker. He has won several awards for his work, including the Oscar for Best Documentary Feature Film for his Fog of War: Eleven Lessons from the Life of Robert S. McNamara (2003).

Personal Documentary

The immediate post-war period was a time of crisis for documentary makers, who were wrestling with a film form that over the past decade had become closely associated internationally with propaganda, and thus had lost validity in the eyes of the audience.  Similarly, merely documenting reality seemed somehow insubstantial when faced with the horrors of recent reality that were being slowly revealed to the public post-war. These conditions gave rise to a new style of documentary making – the personal documentary.

The personal documentary sets out not to offer a universal view that spectators can ascribe to, but rather personal (and often less common) views on a subject, which are then used to illustrate or cast light on more universal themes and issues. Many of these personal documentary filmmakers were from left-wing backgrounds, or from radical art movements, and had seen both oppression (both physical and intellectual) and conflict first hand during the war.

Le Sang des Bêtes/Blood of the Beasts (Georges Franju, 1949)

Le Sang des Bêtes/Blood of the Beasts offered an audience, who were still too close to the slaughter of the Second World War, a frank look at the daily life of slaughterhouses. Whilst peppered with surrealist imagery, and the casual brutality of the slaughterhouses set at the gates of Paris (a significant motif itself), the film is often reminiscent of newsreel imagery of the Nazi concentration camps. Franju’s use of music (for instance, ‘La Mer’/‘The Sea’ plays over the image of a slaughterman sweeping a sea of blood across the slaughterhouse floor towards a drain) adds a personal commentary to the images, and his casual juxtaposition of the suffering animals and the homes and churches overlooking the slaughterhouses implicates them (by their inaction) in the slaughter. In doing so, Franju edges towards questions about the role of France in the Second World War that were certainly not being raised publicly at the time.

Nuit et Brouillard/Night and Fog (Alain Resnais, 1955)

In Nuit et Brouillard/Night and Fog, the juxtaposition of monochrome archive footage of the Nazi concentration camps alongside full colour images of the deserted camps as they were at the point the film was made, offers a powerful and personal commentary on the nature of the subject. At the same time, the film’s commentary explores the difficulty of capturing the past. Resnais’ frank, direct approach, often setting the frenetic archive/newsreel footage against long, slow tracking shots, placed reality and memory in tension, and stirred a wider debate around whether the underlying drive that led to the camps had been extinguished, or whether (like the colour images) it had merely adopted a different image. His inclusion of the image of a gendarme in a guard tower at one of the French transportation camps led to the film being censored and banned from the Cannes Film Festival – the confirmation of collaboration and complicity in such crimes was too much for many French to bear.

Activity

  • Choose a topic you feel should be addressed by a personal documentary style. Think about what could be observed and recorded to develop the topic. List key components you would include, and how you would film them.
  • What kind of compositions would you choose to frame these components? 
  • How would you complement the images with sound? Think about what sound effects you could use – what music, what actuality, and how it should be mixed together.
  • Write a treatment (a step-by step description) of your idea and show it to your peers. What meanings do they see in it? What do they think you are trying to say? Are they right?