The German Film in 1964: Stuck at Zero

1964 ◽  
Vol 18 (2) ◽  
pp. 7-21
Author(s):  
Ulrich Gregor ◽  
Marigay Grana
Keyword(s):  
2001 ◽  
Vol 5 (2) ◽  
Author(s):  
Geoffrey Nowell-Smith
Keyword(s):  

Author(s):  
Tina Frühauf

Abstract The miniseries Hotel Polan und seine Gäste tells the story of three generations of a Jewish family of hoteliers in Bohemia from 1908 to National Socialist persecution. Produced by GDR television in the early 1980s, the series was subsequently broadcast in other European countries and met with a mixed reception. Later on, scholars evaluated it as blatantly antisemitic and anti-Zionist. This essay seeks to re-evaluate these prerogatives by centring the analysis of the miniseries on a close reading of its music—a method not often used in Jewish studies, but a suitable lens through which to interrogate the employment of stereotypes, especially in film, and in light of textual sources from the Cold War era often being reflective of ideologies rather than facts. Employing critical theories of cultural studies and film music, it seeks to identify stereotypes and their dramatic placement and to analyse their operation. It asserts that story, image, and sound constitute both synchronous and asynchronous agents that perpetuate various stereotypes associated with Jews, thereby placing Hotel Polan in the liminal space of allosemitism. Constructed through difference from a perceived norm, Hotel Polan ultimately represents a space in which the egregious stereotype and the strategic employment of types meet. Its deployment of Jewish musical topics specifically shows that it is less their dramatic function that is of relevance, but the discourse that they have the power to enable.


2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Kaspar H. Spinner ◽  
Petra Anders

Imparting 'literary competence' (understood here as a combination of skills involved in engaging with 'texts' of various kinds, among them film) has always been a core concern within German critical pedagogy. This article presents 11 aspects of literary learning, covering subjective involvement and the development of a text within the imagination; cognitive approaches such as awareness of perspectives, logic of action and linguistic style; and consciousness of genre-related and literary-historical classification. While these suggestions pertain in particular to the teaching of written literature, they are presented here as also having considerable significance for the teaching of film, and with a new introduction from German film education scholar Petra Anders.


Author(s):  
Jesús Isaías Gómez López

The metaphoric use of light, traditionally a domain reserved to painting andarchitecture, has always, by its very nature, played a major role in film, because photography and cinema are simply specific ways of dealing with light. In Uliisses (1982) German film director Werner Nekes makes use of the fact that the processing centers of the cerebrum work much faster than, for example, the organ of perception, the eye. Indeed it is just this sluggishness of the eye, creating the impression of actual movement out of a specific rapid sucession of individual images in sequence, which is fundamental for film as a medium. In fact, it is clear that it is not the eye that sees, but the brain. In that sense, in this film, both, text and viewer inhabit the same dominant fiction. This paper explores how Nekes’ film language attempts to activate the capacities of the cerebral cortex, and in so doing, to bring about a greater collaboration between eye and brain.


2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Bettina Henzler

This article compares the discourses, practices and politics of film education in France and Germany, and outlines their historical development. The discourses on film education in the two countries are fundamentally different: whereas German film education is anchored in the global politics of media education and around notions of Medienkompetenz (media competence), cinema in France is a field of art education centred on the transmission du cinéma (film mediation) or l'éducation artistique (art mediation). While the first initiatives in film education in both countries date back to the beginning of the twentieth century, this article explores how they developed in significantly different ways. In France, the establishment of film education was promoted and influenced by the culture of cinephilia, which imposed the notion of film as an art form. In Germany, film education – after having been pushed by the Nazi regime – suffered for a long time from sceptical attitudes towards the media and their ideological impact, and was formed by the critical approach of the Frankfurt School. This article details how history and the 'state of the art' of film education are interlinked with the different discourses and cultures of cinema in both countries, as well as the extent to which present political and educational practices draw upon long-standing historical and cultural traditions. In doing so, this article contributes to reflections upon film education at a wider European or international level, where similar debates around film or media literacy are taking place.


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