Word and Film

Author(s):  
Edgar Reitz ◽  
Alexander Kluge ◽  
Wilfried Reinke

This chapter details the coauthored 1965 essay “Word and Film” by Alexander Kluge, Edgar Reitz, and Wilfried Reinke, which was originally published when all three taught at the Ulm School of Design's trailblazing film department. Words can interact with film in a hundred different ways. Add to this the diversity of conceptions of film. For every one of these conceptions, for every kind of literary expression, the issue presents itself differently and demands a different answer. Walter Hagemann argues that film does not raise any new questions, “because it does not speak a new language; rather it conveys the old language through a new medium. This is the real reason for the backlash which the language of film suffered with the advent of sound.” The authors of the essay then recognize the need to examine how the old language relates to the old film, how new forms of language available today relate to new concepts of film, and how the interplay of word and film may produce new, nonliterary forms of language.

Author(s):  
Alexander Kluge

This chapter explores the dialogue between Piero Salabè and Alexander Kluge wherein they talked about Kluge's book Tür an Tür mit einem anderen Leben (Next Door to Another Life, 2006). Kluge claims that there are always two aspects to sadness: it isolates, but it can also bring people in contact with one another. Sadness and crying are capable of dissolving hardened relations. When asked whether he believes in progress, Kluge answered that he does not believe in linear progress because for him “the past is always coming at us from the future.” Instead, he believes in circular movement like those in whirlpools. The concept of enlightenment must begin with the real phenomenon that time does not actually pass. Kluge says that “we must continue to tell stories about problems in the world, and with storytelling we must also push back against these problems that people fail to respect.” Storytelling means dissolving in the literal sense of “analyzing.” Kluge believes that this is the great, unfinished project of enlightenment. Salabè and Kluge also discusses the individual's capacity for differentiation.


Author(s):  
Eleonora Vallazza

El presente ensayo indagará sobre el rol protagónico de mujeres realizadoras, programadoras y curadoras de cine experimental y video arte argentino. Se analizarán los trabajos tanto en la realización de obra audiovisual como también en sus facetas de programadoras de salas, museos, centros culturales, que han dedicado espacios a la difusión del audiovisual experimental argentino. Si bien se nombrarán varios casos, se analizarán puntualmente los momentos históricos de gestación y consolidación del cine experimental y video arte en Argentina. Un punto en común, más allá de los diversos contextos políticos y culturales, es el activismo de estas realizadoras en relación a los derechos de las mujeres en el medio audiovisual. Los nombres y casos de mujeres desatacadas en ambos son los siguientes. Marie-Louise Alemann, una de las pioneras del cine experimental, formó el “Grupo Cine Experimental Argentino” en la sede del instituto Goethe y estuvo a cargo de la programación de la Cinemateca entre 1979 y 1985, espacio donde se podían ver y debatir los films de Rainer Werner Fassbinder, Alexander Kluge, Edgar Reitz o Wim Wenders. Nació en Alemania en 1927 y se radicó en el país en 1949. Se desempeñó como fotógrafa, periodista, actriz teatral y artista plástica y hacia 1967 –cuando la dictadura militar de Juan Carlos Onganía comenzaba a cercar al Instituto Di Tella– participó junto a sus amigos Walter Mejía y Narcisa Hirsch de un happening en la puerta de la sala donde se estrenaba Blow Up, de Michelangelo Antonioni. Aquella intervención en la vía pública fue documentada por Raymundo Gleyzer, en lo que se considera fue una de los pocas coincidencias entre lo que por entonces eran las vanguardias políticas y estéticas. Narcisa Hirsch, pionera del cine experimental argentino, participó del mismo grupo. El cine “es solo luz proyectada, movimiento puro” sostenía vehementemente Narcisa Hirsch en una entrevista (Paparella, 1995: 34). Retomando una de las premisas básicas del modernismo pictórico. Hirsch proponía concentrarse en la propia esfera de materiales y significación del cine como medio; en su “esencia”. El cine experimental presentaba su propia materia, construía su objeto sin ningún tipo de intención narrativa o diegética. Por el lado del video arte, en otro contexto histórico y cultural, fuertemente ligado a los avances técnicos y a la masividad de las cámaras videograbadoras, analizaremos el caso de Graciela Taquini. En relación a la figura de Graciela Taquini, se puede mencionar que ha sido y continúa siéndolo hasta hoy, una figura clave en la difusión y exhibición del video arte argentino. Es una artista y curadora argentina que ha desarrollado la mayor parte de su producción artística en el área del video experimental monocanal. Sus obras han recibido diferentes premios, entre ellos el Premio de la Asociación de Críticos de Arte de la Argentina al mejor guion, el Primer Premio del Festival Videobrasil, y en 2005 el Premio a la Acción Multimedia, Asociación Argentina de Críticos de Arte. Ha sido apodada "la tía del videoarte argentino" por su temprana participación e interés en dicha disciplina. En 2012 recibió la Premio Konex de Platino en Video Arte. Es miembro de número de la Academia Nacional de Bellas Artes. Finalmente, y en relación al uso de los nuevos medios, se reflexiona sobre un grupo de mujeres realizadoras y gestoras culturales dedicadas al cine y video experimental, se mencionará el caso de AREA Asociación de realizadores experimentales audiovisuales. Si bien no es un grupo exclusivamente femenino, cuenta con una comisión de género en el que la problemática de la mujer en el cine y en el audiovisual experimental es ampliamente abordada, en un contexto contemporáneo.


October ◽  
2016 ◽  
Vol 158 ◽  
pp. 100-112
Author(s):  
Hal Foster

Thomas Demand's Dailies (2008–) are visual aperçus, yet often they trigger a sense of déjà vu, and this paradoxical combination of the fresh and the familiar is typical of Demand. “The images that come to me,” he tells Alexander Kluge in an extraordinary conversation, “some are very banal, others greatly laden with meaning, but actually they are all things I know.” And we know them too, or think we do. In part, this is because Demand builds his images from prior representations, such as news photos, postcards, and iPhone snaps. Yet this doubling is not performed in the interest of a postmodernist critique of reality as a construct. Demand treats the photographic mediation of the world as a given, and he assumes that we do as well; his project is less to demystify the real than to remodel and reimage it. His art is indicative of a cultural shift in the perceived relation between representations and referents, one in which the old opposition between the indexical and the constructed becomes less relevant. In a world in which almost every image is both photographic and contrived, the indexical aspect of the medium does not automatically trump its other aspects: We no longer assume the truth-value of the photographic image, and we are alert to its fictive capabilities. In this condition a new realism becomes necessary, one that uses artifice to make reality real again—that is, sensible, credible, or simply effective as such. Demand is a key figure in this new art of artifice in the service of reality.


MADRASAH ◽  
2016 ◽  
Vol 7 (2) ◽  
pp. 22
Author(s):  
Suroto ..

<span><em>One of the causes of those unsuccessfull students is the monotonous learning </em><span><em>model. The learning process of the concept, it cannot well associate the </em><span><em>abstract ideas to the real world. One of the learning models that can solve </em><span><em>this problem is the contextual learning. The procedures of the contextual </em><span><em>learning done in this research involve the process of : (1) exploring and </em><span><em>using the students’ concept which have been achieved by the students in the </em><span><em>opening learning; (2) creating a study society in mastering new concepts;</em><br /><span><em>(3) utilization of learning medias in learning process; (4) reflction of the </em><span><em>concepts which have been studied; and (5) testing the concept acquisition by </em><span><em>personal student. From this results, if it use the contextual learning model,</em><br /><span><em>the students’ achievement will increase.</em><br /><span><strong>Keywords: </strong><span><em>Contextual Learning, song of flt structure, various table of </em><span><em>flt structure, Learning Achievement</em></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span>


Istoriya ◽  
2021 ◽  
Vol 12 (5 (103)) ◽  
pp. 0
Author(s):  
Anna Ardashnikova

Social and political events of the early 20 century caused the emergence of new concepts for the development of Iran, the relevance of which over time not only did not diminish, but increased. The agents of new ideology were both intellectual reformers of the secular circle and the Shia clergy, who actively participated in politics. The article, within the framework of an interdisciplinary study, examines the interaction of innovation and tradition at the stages of socio-political transformations that are crucial for Iran and highlights the arsenal of propaganda tools that were used in this process. Archival documentary materials and poetry of journalistic nature, which are first introduced into scientific circulation, allow to hear the “real voice” of the direct participants and witnesses of the events of this period.


2012 ◽  

Von den jungen Filmemachern, die 1962 das Oberhausener Manifest unterschrieben, mit dem sie einen neuen deutschen Film und die Abkehr vom alten Kommerzbetrieb forderten, gehört Edgar Reitz zu den wenigen, die sich in der Praxis behaupten und neue Maßstäbe setzen konnten. Zusammen mit Alexander Kluge feierte Edgar Reitz mit "Abschied von gestern" (1966) den bedeutendsten künstlerischen Erfolg der 1960er Jahre. Sein weiteres Frühwerk, darunter Filme wie "Mahlzeiten", "Die Reise nach Wien" oder "Stunde Null", konnte vor wenigen Jahren durch restaurierte Fassungen auf DVD wiederentdeckt werden. Die "Heimat"-Zyklen mit ihren 54 Stunden Spieldauer bescherten Reitz weltweit breite Anerkennung. Das Heft enthält unter anderem auch Beiträge von Weggenossen, die sich mit beharrlichem Interesse der Arbeit des großen deutschen Filmemachers widmen.


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