Film Analysis

Video Essays 101: Advice on Making Your Own Film Analysis Videos

1.Describe and discuss the LA Rebellion Film Movement (Black Independent Cinema Movement in LA). Make sure to discuss Its origins, including 2 filmmakers, and
1 film each for each filmmaker, and what role social, political, and any historical context that influenced the movement.

https://www.cinema.ucla.edu/la-rebellion/story-la-…

2.What is the critique of The Color Purple and its filmmaker as discussed in your Text? Please give specific examples and incorporate your own critical
analysis after watching the film. How did Black women respond to the film?

3.Discuss Julie Dash and her Impact on Beyonce’s Lemonade? Include in this discussion text, and online readings and any screenings you watched online where
relevant

4.Summarize the “Oppositional Gaze: Black Female Spectators” chapter by bell hooks. List Any specific examples from films or filmmakers we have watched or
discussed in the class to illustrate the points made by the author.

https://xuengl359.wordpress.com/home/theoryguide/t…

Sample Solution

The L.A. Rebellion film movement, variously known as the “Los Angeles School of Black Filmmakers”, refers to a generation of young African and African-American filmmakers who graduated from UCLA Film School in the late-1960s to the late-1980s. This group is credited with the creation of  a black cinema that provides an alternative to classical Hollywood cinema. Data from UCLA library (2020) traces the origin of this group to late 1960s, in the aftermath of the Watts Uprising and against the backdrop of the continuing Civil Rights Movement and the escalating Vietnam War, a group of African and African-American students entered the UCLA School of Theater, Film and Television, as part of an Ethno-Communications initiative designed to be responsive to communities of color (also including Asian, Chicano and Native American communities).

Topographically, Ruritania is generally situated between domains that would have been called Saxony and Bohemia in Hope’s time. It has become a conventional term, both concrete and theoretical, for a nonexistent pre WW1 European realm utilized as the setting for sentiment, interest and the plots of experience books. Its name has been given to an entire type of composing, the Ruritanian sentiment, and it has spread outside writing to a wide range of other areas.4

This paper will examine Petruželková’s (P) (1994 (1940))5 Czech form of the short-novel-length Biggles Goes To War (BGW; Biggles Letí na Jih (BLJ) in Czech), set in Maltovia, portrayed in plot as a little Ruritanian-type 6 nation with a German-type upper-

class found “somewhat toward the north-east of the Black Sea, depicted by its diplomat to London as “… ..just barely in Europe. … . Asia … . isn’t a long way from our eastern frontier”.7 Its classification echoes Hope’s somewhat, e.g., Max/Ludwig Stanhauser, von Nerthold, Janovica, Bethstein, Menkhoff, Vilmsky, Klein, Nieper, Gustav, and so on. Maltovia is undermined by its neighbor Lovitzna, a marginally bigger nation, additionally Ruritanian to the extent can be judged, depicted by the Maltovian diplomat as: “… another state, not huge, as nations in Europe go, yet bigger than we are.” Johns gives minimal enough genuine data on Maltovia, and even less on Lovitzna, in spite of the fact that the names he cites for the last nation, e.g., Zarovitch (the name of the decision administration), Hotel Stadplatz, Shavros, Stretta Barovsky, do extend a Ruritanian picture like that of Maltovia. Lovitzna is building up an aviation based armed forces with the help of European educators, and the story starts with the Maltovian diplomat in London asking Biggles, Algy, and Ginger to create one for Maltovia to counter the danger from Lovitzna.

BGW incorporates scenes, for example, e.g., Biggles telling a German pilot that local people “dislike us, you know, they are volatile (93; No. 17 underneath)”, which may have evoked unwelcome pictures and meanings among Czech perusers, particularly during the period when BGW and BLJ were first published.8 The arrangement picked by P to deal with such circumstances has been to go one little above and beyond than interpretation, and to transpose the story, moving Maltovia to some unclear spot in the Middle East,

16.

III. TRANSPOSITION

Whittlesey 2012 sets up an exhaustive continuum for any exchange of any substance starting with one medium then onto the next, principally, however not only, including language to language, language to different mediums, e.g., pictures (films, kid’s shows, and so forth.) or from different mediums to different mediums, with interpretation, comprehended as in exactly the same words replication in the thin sense, at the one end, transposition including different degrees of free rendering of the source, and adjustment saw as the uttermost expelled from the source. He calls attention to that genuine interpretation in the thin sense he proposes is somewhat confined then again, with numerous guidelines: exclusions of words, expressions, and sentences, not to mention entire segments, is disliked, as are augmentations, or bends of the source or its purpose. Interpretations must summon a similar picture as the source messages and pass on their content.9 The exactness of an interpretation must be obvious, which is considerably less simple for transposition or adaptation.10

Whittlesey likewise refers to such models as condensed variants of the works of art, making old messages increasingly available absolutely by modernizing the language; decorating, enhancing or really

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