A Full Integration with Film History: A Tribute to Ingmar Bergman

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Born: July 14, 1918, Uppsala, Uppsala lan, Sweden Died: July 30, 2007, Faro, Gotlands lan, Sweden Ingmar Bergman was not only Sweden's but also one of the world's most important filmmakers of the twentieth century. He was an artist with extraordinary breadth, also an author, dramaturge, and director of theatre and opera. Music was the foremost inspiration throughout his life. In Sweden, Bergman's position, not least as a filmmaker, was undeniably paradoxical. On the one hand, he was hailed and canonized, whilst on the other, constantly questioned and regarded as being too complex, too private, and too theatrical. Following his death, his notability is fully recognized. From an international perspective, the picture of Bergman is uniform, synonymous with Swedish film. What made Bergman unique was, not least, the long span of his working career, which was framed by two periods of writing: the first as a screenwriter in the 1940s and then, toward the end of his career, writing deeply personal works which, having left filmmaking behind him, allowed others to direct. But perhaps the most striking fact is that his films, however headstrong, integrate fully with film history, from the silent era when Victor Sjostrom's films were an enormous influence, and through the following decades. Bergman was one of those directors who, with an insatiable voracity, fed off film, eagerly watching films over and over again, and allowing himself to be inspired by what he had seen to make his own. For Bergman, the 1940s was the most important decade for experimentation, when he learned his craft through testing, discarding, and trying anew. It could well be that none of the earlier films from Crisis to Prison or Thirst, are particularly distinguished in themselves, but in them he experiments with style, for example, flashbacks or themes and central narratives that deal with alienation, all of which recur in his later films. In reality the films of the 1940s present the key to Bergman's breakthrough. It takes years of apprenticeship to achieve mastery, a luxury very few filmmakers are granted in such a costly enterprise. International recognition came in the 1950s after some considerable difficulties, amongst which Bergman left Svensk Filmindustri for Sandrews in order to make Sawdust and Tinsel with its stark portrayal of the artist's suffering which lay close to his own heart. But after films such as The Seventh Seal, Smiles of a Summer Night, or Wild Strawberries, which reaffirmed Swedish film internationally, restraint was at last cast aside. Most strikingly, perhaps, is that Smiles of a Summer Night, a comedy, won the director's prize at Cannes. The difficult and introspective brooding had evidently added strings to his bow, as the classic lift scene in Waiting Women had shown three years earlier. The contrast between the light colors and the commanding lightness of tone with darker passages often dominated interpretations of the director's work which became evident in the 1950s. Another turning point came in 1960 when Bergman discovered Faro, the significance of which can only be measured in retrospect. It is as if the barren island landscape, which became the setting for a long series of films beginning with Through a Glass Darkly, revealed an expression that had lain dormant in scenes set by the sea in earlier films, such as Sawdust and Tinsel and The Seventh Seal, and had at last found a home. Bergman's narratives were finally anchored in their appropriate element. It was during this decade that it became clear that Bergman's films had started to challenge filmic conventions. In a period which produced a new international generation of filmmakers for whom documentary simplicity was the order of the day, Bergman continued to make such deeply personal films as Winter Light, The Silence, Persona, Hour of the Wolf, and The Shame as if the rest of the world ceased to exist. In certain respects these were extremely unfashionable films, and it was no coincidence that during these years Bergman's premieres gave rise to fierce media debates. …

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(3) What was seen, how and, why?2 The title of Bilton's first chapter is “Introducing America's Silent Film Comedy: Clowns, Conformity, Consumerism” and confirms what the title of his book already suggested, namely that Bilton adheres mostly to the social approach to film history with some minor attention to the economic approach. This selective approach is perhaps the book's strongest aspect and its greatest weakness in that it avoids a whole set of questions concerning the aesthetic and technological categories of film history.In his analysis of the relationship between silent comedies and the development of practical capitalism and consumerism in the U.S. during the turn of the twentieth century, Bilton relies heavily on the work of Sigmund Freud's nephew, Edward Bernays, who was one of Hoover's key speechwriters, as well as one of the most important architects of Western consumer culture. 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Thus, Bilton claims that one should read all slapstick comedy as a form of collective anxiety dream.Bilton raises the important paradox of slapstick: on the one hand, it serves as a subversive tool that attacks social norms, while on the other hand, as comedy, it serves an essentially conservative purpose, restraining excessive activity by redirecting its energy to humor and laughter. This issue is very crucial to all humor study and is probably one of the preeminent unsolved questions regarding humor and its effects on society and politics. Analyzing Keaton and Chaplin's films, which are rich in satirical and subversive gags, could suggest a broader approach to this issue and might expose the dichotomy, which leads to the above-mentioned paradox as an oversimplified attitude. The context of the gag may be the key to understanding whether it is subversive or submissive.Bilton's narrow focus on the social perspective enables him to encapsulate the entire oeuvre of the seven most iconic and popular silent comedians: Mack Sennett, Charlie Chaplin, Rosco “Fatty” Arbuckle, Mabel Normand, Harold Lloyd, Buster Keaton, and Harry Langdon. He observes that Sennett's movies should be read “not as absurd Dada provocation, but rather as a cock-eyed reflection of the immigrant experience, its kicks, knocks and scums” (48). Or as he sums it up: “If the key theme of a Demille picture is the Cinderella theme, Sennett's films remain stubbornly ugly sisters: grimy, grotty, redolent of the dirt under the audience's fingernails that Demille was so committed to scrubbing out” (59).For Bilton, Chaplin is the ultimate seismograph of time (i.e., zeitgeist) of the mechanical era and is defined as “the exemplar of a nascent machine-body for a new machine-age” (99). Bilton supports his argument using Fernand Léger's iconic image of Chaplin in his short avant-garde film La Ballet Mechanique (1924) where the Tramp is transformed into jerky cubist animation, when the bodily and the mechanical become virtually inseparable. Along these lines, Roscoe “Fatty” Arbuckle is described as the “perfect representative of an age of gluttony and conspicuous consumption, the ravenous hunger of the market place” (114). Chaplin's most common props and sets are machines and their derivatives (statues, models, mannequins, toys, etc.), to the point that the border between people and objects is erased; meanwhile, Arbuckle's most reliable prop is food.One of the more interesting points of Bilton's analysis occurs when he applies his approach to Mabel Normand and the notion of the female clown. Through her films, Bilton explores the theoretical idea of the changing role of the New Woman in the early part of the twentieth century: “‘woman as sign’ and ‘woman as a token of exchange’”(139).Bilton tries to encapsulate Harold Lloyd's comedy as the ultimate expression of the anxieties of capitalism by focusing on one of his best achievements, Safety Last (1923). Bilton notes that the fact that Harold's character is a department store salesperson underscores the role of consumerism. Here he misses an opportunity to explore this theme and film against Chaplin's Modern Times (1936), and Keaton's Cops (1922) and One Week (1920). Such a comparative analysis could enhance his argument and show the uniqueness of each of these artists.Bilton writes that “it is Buster Keaton who most completely inhabits and exemplifies the machine age…. No other comedian of the period seems so aware of the essentially mechanical nature of the medium, its specifically machine-made possibilities and absurdities” (175). This observation is productive and accurate; however, failing to compare Keaton to Chaplin from this perspective in order to fully understand the meaning of this statement and the specialty of each of the two artists is another missed opportunity. Chaplin's work, especially the unique and sophisticated way he dealt with sound, was very much a result of his awareness of the mechanical nature of the medium.3Bilton quotes Gilbert Adair regarding the equivocal experience of watching a silent film today: “On the one hand the images feel incredibly young, with film-makers working out the possibilities of the medium for the very first time. On the other hand, however, the images appear incredibly, ineffably old” (192). Bilton suggests that of all of the great auteurs of the dead language of silent film, Keaton seems to have understood this duality most clearly. I believe that awareness of this tension between primitive, vital new medium and vanishing dying medium could provide important insight into many silent films toward the late 1920s, as the medium reached its climax.Bilton ends his survey by focusing on Harry Langdon and his “repetition-compulsion” about World War I. Using Jean Laplanche's concept of afterwardness, Bilton raises the apparent paradox of portraying World War I as comedy and describes how deferred meanings or effects can be understood to be activated only by a second occurrence of meaningful events. He argues that what in many ways distinguished Langdon's silent comedies was his ability to reveal the war's absurdity by revisiting the trenches and the expressions of the shell-shocked.In conclusion, Bilton's social approach highlights some aspects relevant for cultural studies and is particularly valuable for its contribution to humor studies. This approach allows Bilton to focus on a number of themes relevant to the social changes and developments of American society at the beginning of the twentieth century; what is more, it allows him to explore the reflection of these themes and their influence on the silent comedy and its major artists. I believe that incorporating other approaches, such as the aesthetic, technological, and economic, could enrich this analysis.Bilton's choice to focus on seven comedians and to structure the book around this idea implies a hidden assumption of what constitutes an auteur-oriented approach. 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In spite of these flaws, the book gives an interesting overview and provides some insights into slapstick, one of silent cinema's greatest and most popular art forms; indeed, slapstick has proven to be an important contribution of American culture to the art of cinema, and remains as one of the greatest contributions of American cinema to today's culture.

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Racist Film: Teaching The Birth of a Nation
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  • Cinema Journal
  • Paul Mcewan

Racist Film:Teaching The Birth of a Nation Paul McEwan (bio) The Birth of a Nation (D. W. Griffith, 1915) is all too seldom taught in film studies classes, given its centrality to the development of narrative film and its usefulness as an extreme filmic example of racial misrepresentation. I teach the film in my introductory class, in film history, in film theory, and in a special topics class on historical fiction films. While the film is the focus of my research and a text I find endlessly fascinating and disturbing, it obviously presents numerous challenges in a film classroom because of its virulently racist content. It is also a three-hour silent film that can be difficult to fit into screening schedules and challenging for entry-level students who generally have no experience with silent film. But the payoffs for teaching the film are well worth its challenges, and not because it is some kind of "classic" that needs to be appreciated. The film is one of the most effective tools I have for teaching ideological analyses of film, for understanding audience reception, and for considering the ways in which films can "tell" history. Preparation is, of course, key for this film, since students need to be at least somewhat aware of what they are about to see. I tell them that this is a central text in the history of cinema, and that it brought together many of the techniques of narrative filmmaking that Griffith and others had been developing. At this point in the semester, my students have seen a range of silent films, have been taught the concept of the cinema of attractions, and are aware that Hollywood narrative techniques did not spring into existence fully formed. I also warn them that the film is one of the most racist things they will ever see, that it was the subject of protests in 1915, and that the history it purports to tell is an extremely biased one. Some kind of balance is essential to this introduction, which I provide in class beforehand and in a handout that they receive by e-mail before the screening. In general, it is more important that they are prepared to see the film as racist rather than as a formal masterpiece, so that is what I emphasize. All of our screening choices are, on some level, endorsements of a given film–unless we go out of our way to convince the students otherwise. Students naturally assume that there is some lesson to be learned from each film, and in this case that lesson is primarily about racism and not about the history of silent cinema. There is a risk, though, to overemphasizing the film's racism. In a continuing education class I taught at Northwestern some years ago, I had a much more diverse group of students than I have had in any of the more traditional classes I have taught since—a diversity of races, ages, and social backgrounds. Since I was trying to be careful about the racism in the film, and wanted to make it clear that I was not endorsing it, I explained more of the context at the beginning, including [End Page 98] the fact that the film had been used as a recruiting film by the KKK.1 At the end of my introduction, one African American student asked me "why do we have to watch a Klan recruiting film in this class?" Her question got at the heart of my reasons for using this film. I backtracked somewhat, explaining more about its significance as a milestone of narrative, and also about my motivations for providing a lesson in the particularities of early twentieth-century racism and the centrality of mediated images to that racism. She was moderately satisfied with the answer, but there was no escaping the fundamental issue: as an African American woman living in Chicago, she did not need any lessons in racism, least of all from me, a white Canadian ten years her junior. My primary reason for teaching this film—to give students a sense of the depths of American racism—does not apply to every student. Even a...

  • Research Article
  • 10.17816/vgik10285-94
Screen Self-Reflection: Classification of Species
  • Jun 15, 2018
  • Journal of Flm Arts and Film Studies
  • Maria V Solovyova

This article is devoted to the phenomenon of filmic self-reflection and its variations basing on I. Bergmans Wild Strawberries / Smultronstllet, Hour Of The Wolf / Vargtimmen, The Seventh Seal / Det sjunde inseglet. The differentiation between the notions of the authors filmic self-reflection and the characters self-reflection is marked. The author of the article draws out the notion of the helmers self-reflection and the characters one through the examples from other disciplines (philosophy, psychology, literary criticism). The analysis of the authors filmic self-reflection and the characters reflection is carried out basing on the films by I. Bergman and in the context of his subsequent statements. Since Bergman is both director and scriptwriter of majority of his films, he grounds them on his personal experience and emotional baggage. Notwithstanding this fact the scenes of these films are not precise reproduction of the reality. Based on sensual experience they are meticulously developed in its dramatic aspect. The characters self-reflection in the plots of Wild Strawberries, Hour Of The Wolf and The Seventh Seal is considered as a screenwriting tool that could help to expose the versatility of their interior worlds. Three kinds of characters selfreflection are pointed out: retrospective, introspective and prospective. Retrospective self-reflection is described on the example of Wild Strawberries. Permanent reference of the protagonist Isak Borg to the different milestones of his life becomes the principal tool of the plotting. Such kind of film narration gives an opportunity to highlight the emotional state of the hero and to unfold his way of thinking. As an example of introspective self-reflection Hour of The Wolf is analyzed. Here self-reflection of the protagonist also serves as the basis of the story. However Uhan Borg (unlike his namesake Isak Borg) does not do a journey through all his life lived but wanders in the labyrinths of his creative consciousness. Prospective filmic self-reflection is clarified on the example of The Seventh Seal. Fear of upcoming death of Knight Block is personified in the image of Angel of Death. Such the tool allows to reveal the thoughts of the characters about their future, to express their fears and dreams.

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