All entries for September 2006
September 29, 2006
Weimar & Nazi Cinema Bibliography and Resources: Evaluation
Weimar and Nazi Cinema Resource Evaluation
Any academically based site needs to have ats its heart a reliable and well mantained route into resources. Some of these sources will be signposts to highly specialised resources which may be in public or private institutions.
There are other simple resource pages consisting of a bibliography. a filmography and a webliography which are being continually updated and developed, part of your work will be to contribute to these. They are to be left as basic lists. It is in this space that comparison and evaluation will take place.
I am particularly keen to be evaluating available web resources. For somebody coming fresh to this area of study a Google search would turn up at times millions of hits on somebody like Fritz Lang. Many of these hits especially those on the first couple of web pages of a search are commercial ones.
It is important objective to turn this whole blog into a ‘virtual’ space where people from all over the globe interested in Weimar and Nazi cinema can visit. Whatever their current level of knowledge and viewing experience from ‘A’ level to postgraduate student, or non students interested in cinema, Germany, Europe their visit should be a good experience.
One of the task for all the members of the course team is to work on developing this resource. There will be a graded annotation system from 1 – 5 stars. Before any stars are formally awarded there must be a minimum of 5 argued contributions for each entry and consensus must be reached. Prior to consensus there will be a provisional grade awarded. The key points of the argument will be set against the the entry. It will be possible to have comparative entries.
For example there can be a review of lets us say the Encyclopedia Britannica entry on Fritz Lang and the Wikipedia entry on Lang. Where Wikipedia is deemed to be weaker the team may decided to edit the entry as a collaboration or else it can adress the issues by adding to work on Fritz Lang in the blog. If it is felt that the knowledge base is insuficient then a contribution via the Wiki discussion page may be entered.
This will be part of the formal tasks for the course. It will encourage independent research skills, increase the individual knowledge base, encourage collaborative learning and teamwork. Engage with Web 2 communication technologies, contribute to the global community of knowledge in a (virtual ) concrete way. It should also be fun and satisfying and give free reign to the pedant in all of us :-).
How to do this
1) If you have access to your own blog you can link into this one by linking in via the ‘blog this’ button. Alternatively you can add to the comments box which you will find below this entry. You will be able to add hyperlinks so that readers can directly access the resources that you have chosen to compare.
What can an Evaluation contain?
It would be useful if the level of assumed knowledge is identified. For example the Enclyclopedia Britannica article hyperlinked below assumes very little or no knowledge.
This book review is from an academic journal and assumes a much higher level of knowledge.
Some internet sources will also have embedded links. It would be useful if you can follow these links and make some assessment of whether they are useful and to whom they may be useful etc.
You should also comment on how well researched the resource is and you may wish to make some comments on weaknesses or strengths of the reaerch methods used.
Fritz Lang's 'M': A Case Study
Case Study Fritz Lang’s M
M is Fritz Lang’s first sound film registered in April 1931 but shot in 1930. The film was produced by Nero films a relatively small company very different from the UFA of Erich Pommer in which Lang had been given huge budgets to play with. With M Lang had complete independence subject to a clear budgetary limitation. The original script was by Thea von Harbou (Lang’s wife) and by Lang. The stated intention was to make a film which rejected the notion of capital punishment, but choosing the most heinous possible crime and then making a case against the death penalty. It was a theme which Lang returned to when working in the USA with his last film there: Beyond a Reasonable Doubt.
The story line of M is loosely based upon the serial killer Peter Kurtin who committed his crimes in Hanover. Lang in conversation with Peter Bogdanovich in 1965 says that he was concerned to get a documentary feel to the film and specifically asked his camera operators not to try anything too fancy. Lang and von Harbou went to considerable trouble to find out about police procedure. In_ M_ the most modern techniques are examined with which to track down the murderer including graphology and psychological profiling. There is a difference here between M and the real Peter Kurtin case. In M the police eventually hit upon the idea of tracing mental health records of released asylum inmates. This puts them on the track of Franz Beckert or M played by Peter Lorre. In the case of the real Peter Kurtin the police believed that these crimes could only be committed by somebody insane. Once apprehended Peter Kurtin was deemed to be sane and was executed.
After a few seconds of black screen Lang’s film opens on a playground scene where young children are singing a song about a monster who comes to get them. A mother shouts at them to stop singing it as though it is a bad omen. A small girl fails to return from school; in a short but chilling sequence she has been approached by M whilst she is bouncing a ball against a poster offering 10,000 marks for his capture. The film cuts to the mother who is getting increasingly agitated as the girl fails to return home to lunch. Rather than use today’s typical gratuitous violence Lang signifies a horrible death through the use of empty clothes in an attic, a ball running away with no child in sight and balloons trapped in telephone wires. The last two objects being signs of innocence betrayed by what can only be imagined as an awful death.
Lang’s documentary approach becomes the study of a city which starts to turn in on itself. It is a city terrorised by an unknown demon which allows other demons to erupt. Anton Kaes makes a strong comparison between Lang and the thinking of the contemporary right-wing jurist Ernst Junger. Junger sees the city space as one of danger, fear and warfare. This required in Junger’s view a constant state of readiness as an aspect of modern living. ‘In _M _fear simultaneously unites the city in a common emotion, and fragments it, providing not community, but mutual suspicion.’ Much of the next part of the film is a series of cameos in which perfectly innocent citizens are accused of heinous crimes, the police are inundated with poison pen letters and the investigation becomes hampered with false accusations.
The role of the poison pen letter will infamously emerge in the French cinema as well firstly in Clouzot’s Le Corbeau, and later in Malle’s Lucien Lacombe. Interestingly in the latter two films these events take place in more rural settings rather than the city of modernity. The films were highly controversial and seen as unpatriotic in France because of this.
Lang’s film affords a tour of the differing sub-layers of the social make-up of the city, frequently, with a flaneurial camera although the changing camera positions are frequently from places where the point of view is out onto the street. Sometimes this point of view is a spectatorial one such as the scenes from a high angle of the police raids at street level. The audience is then taken underground into a brothel / bar environment which is the haunt of many criminals who are thoroughly turned over. There is an irony present that many other crimes are cleared up as the ‘dragnet’ both widens and deepens its search for the killer who barely appears in the first half of the film.
It is these incessant raids upon the criminal community which are beginning to effect their incomes badly which leads them to organise as a vigilante ‘other’ police force to track down the killer. The criminals are represented as being organised into divisions across the city and the discourse includes a sentiment that somehow their work is illegal but is seen as a business which just happens to be illegitimate. The underground economy of criminal networks organises the beggars of the city to be its eyes and ears, and interesting shots of the beggars spoils of cigar and cigarette butts, mimic the pristinely laid out case of burglar’s tools which has been abandoned by its owner during the raid. The beggars are organised extremely methodically with the city being broken down into units with beggars assigned to each unit mimicking in a parodical way police organisation. Lang here recognises that there are different sorts of knowledge and as the film proceeds both the local knowledge of the beggars/criminal alliance is contrasted with the rational scientific search methods utilised by the police. The police have included graphologists and psychologists to get a profile on the criminal.
Eventually, for the audience the film becomes a race between the police and the vigilante force as both start to close in on the killer. The police following up a lead from the released inmates of the asylum just miss Beckert as he emerges in search of another victim. Just as he has found a potential victim, the beggars are alerted by a blind balloon-seller who hears Beckert whistling a few bars from the Peer Gynt Suite. It is the tune diegetically associated with M and his madness signifying a monster deep inside the personality which emerges suddenly. The balloon seller heard the tune when he sold a balloon to M who had bought it for Elsie Beckmann the little girl murdered at the beginning of the film.
Throughout the film Lang’s use of sound is carefully used to add layers of meaning. As his first sound film made before sound was barely two years old Lang was relishing in the opportunities it offered to heighten the dramatic effect. Much of the film had no sound interspersed with whistles. On another occasion when the police are having a very big conference which is running in parallel to one being held by the criminals the diegesis goes off-screen indicated by the sound of a voice directing the police meeting. The audience never see the person the voice belongs to. There are subtle effects such as the balloon man putting his hands over his ears to shut out an out of tune barrel organ. All diegetic sound is temporarily suspended, to re-emerge when the balloon man takes his hands from his ears. The parallel editing of the scenes being inter-cut is also extremely well handled making the film technically innovative.
It is the criminals who find M first who has been tracked down and trapped in a modern office building near the city centre. The criminals enter the building in force and using their skills thoroughly search the building. They find M just before the police who were alerted to the break-in arrive. M is bundled off to derelict factory building a relic of the depression. In the meantime the police have found one of the burglars and are threatening to put him on a murder charge unless he tells the whereabouts of the person. At first the head of the murder investigation is doing a colleague a favour when it transpires that it is the child murderer he has been looking for, for 8 months.
In the meantime a parallel court is established in the basement of the derelict factory. It is at this point that Peter Lorre’s acting skills emerge for his powerful performance in pleading for his life is exemplary. The court scene is Lang’s opportunity to raise the issues of capital punishment very effectively. M has been assigned a defence counsel who stands up to chief criminals and the mob. The defence is at a distinct disadvantage because the criminals are acting as a judge and jury playing to the audience, however, Lorre gets a chance to put M’s case in which he pleads a dread compulsive insanity which drives him to these unspeakable acts. The acts themselves he doesn’t remember, it is only when he reads about them that he realises what he has done. This fits in with the way that M has been represented during the film. In a famous shot in front of a window framed by reflections of knives M sees a young girl staring into a shop
window. M is both visibly seen as being overcome by a madness and it is also signified by the Peer Gynt theme tune. Even though this girl escapes as she meets her mother the monster within in M has taken over as he battles with it in a cafe. M emerges to look for another victim. Lang has also shown a couple of heads nodding in the audience of the criminals’ court as M relates his tortured identity, signifying the liberal position.
The criminal leader is derisory about the madness and complains about the liberal laws on madness which might allow M to roam the streets again in a few months or years to repeat his crimes. He demands the death sentence rather than handing M over to the police and most of the crowd agree. At this point M is apprehended by the police who have arrived at the factory. However the cut to the court with the three judges two of whom appear in a black cap and the chair then donning a black cap signifies M’s execution. The last shot is of three mothers in mourning, stating that this execution will never bring their children back. The film gradually fades out as the mothers plead for parents to watch their children more carefully in the future.
Tom Gunning in his major work on Lang is fulsome about this film: ‘ The complexity and originality of its structure, the studied ambiguity and ambivalence of its themes, the power of its images and sound guarantee it a place in film history and film criticism no matter how much canons are abjured or the idea of masterpieces viewed with suspicion.’ (Gunning Tom, 2000, p163).
The film is a representation of the modern city and can be read as a return to the ambivalence expressed about the modern city in Metropolis and a continuation of the structuring of modern city space expressed in Lang’s master criminal films in which searches take on a grid oriented rational process within the communication networks of the modern city. The very binary polarities of the two main networks closing in upon M, is interesting to consider. The representations were either, of the police, or of the criminal networks organising to protect their own interests rather than from any moral imperatives.
In the film, ordinary citizens are disempowered and made a mockery of by being seen as paranoid, greedy, or just plain unpleasant. There are no positive organisations from parents nor are political parties represented as being able to tap into local knowledge. It didn’t appear as though the police had a network of informants either which is now standard fare for any TV cop-show. Perhaps given the increasing political polarisations of the time Lang felt it was better to avoid alternatives.
Perhaps a key underlying theme was that of surveillance. It was the failure of surveillance which led to Elsie Becker’s murder. It was a modernist surveillance system which enabled the beggars to track down M. It was a plea for better surveillance which emerged as the last lines of the film. If people are so alienated within the city that the people they play cards with or drink with could have been the murderer perhaps Kaes is right. He suggests that the underlying sentiments of the film urge reliance upon fear and suspicion as an organising feature of modern life.
The sentiment that these things would not be possible within a more stable rural background where everybody knows everybody could well have been a conclusion drawn by a volkish, Heimat thinking audience. The fact that Goebbels saw the film as an argument for capital punishment shows that there is a certain amount of ambivalence within the text. Gunning comments that many liberals and leftists also saw the film as sympathetic to mob justice. Perhaps Lang was content to just put the issue on the table without casting judgement at this time. Certainly it would be interesting to know how contemporary audiences read the film.
After such an excellent performance expressing a form of madness arguably the ending really fails to do justice to the issue of madness and to the problems of dealing with this and examining what might have caused these conditions. That Beckert was executed, as was Kurtin in real life, raises issues voiced by the mothers. If execution didn’t bring the children back and if execution fails to solve this ongoing social issue then neither retribution, nor reform, as types of punishment are suitable for dealing with those with mental illness. These issues are very much alive today in the UK for at time of writing the jury are out on the Soham murder trial and barely a week ago a 70+ paedophile, recently convicted for re-offending was murdered in the North-east, to a distinct lack of sympathy from the local neighbours.
Useful Links on this Site
Weimar Cinema until the Coming of Sound.
September 28, 2006
This section is currently under construction. I’ve started it a little prematurely because I’ve just come across an interesting podcast . The podcast is courtesy of Moviemail. It is a comparison othe erotic charges present in Pabst’s Pandora’s Box and Visconti’s Ossessione. Those who were on the Italian cinema courses will remember the latter.
Here is a link to a useful PDF article on Pandora’s Box by Mary Anne Doane.
September 27, 2006
Nosferatu is going to be the first ‘real’ film to be screened on the course. It really is a great film. It’s right at the cutting edge of technology and it tried to develop visual and cinematic conventions which just didn’t catch on. Instead of using slow motion as an important visual effect it actually speeds things up!
The narrative itself is interesting, often cutting between two parallel apsects of the action. Of course the acting and the performance by Max Schreck is excellent, setting the benchmark for Draculas to come.
What tends to get missed when analysing this film is the way it seems to function as an allegory for the state of Germany at the time of its making. It is a film which is reflecting and contributing to a sense of xenophobia and also anti-semitic feeling in an interactionist way. It locks into sentiments being expressed by the far right about the ‘stab in the back theory’ of betrayal by enemies amongst ‘us’. It can also be read as critique of the French occupation of the Rhineland and a reflection of the national resistance to that occupation. This is certainly one of the elements we will be discussing.
Why I Chose These Films
Well if you’ve discovered this blog and got to this part its probably because of the images illustrating the course I’m constructiong for Open Studies starting this coming January. I’m going to explain in this entry and future ones why I’ve chosen these particular films and what I hope the course will help to achieve. Please feel free to comment. A fundamental part of the point of the course is to contribute to a better understanding of European culture in general through its fantastic cinematic history, its not just a course for the sake of it.
The Weimar and Nazi period of German history is enormously rich and controversial. Much of this can be seen in its film output. Some of the best known directors in the World ever, emerged within German cinema of the Weimar period. Fritz Lang, Billy Wilder, Murnau and Pabst and infamously Leni Reifenstahl were just some of the well known names.
In this course I’m keen to get away from the rather dominant popular perception of German films as all about Expressionsim. Of course it was fascinating and helped to create a powerful film industry second only to the USA in the 1920s.
Ironically one of the films we will be considering is _Metropolis _ which cost a huge amount of money and was designed to crack the American market through its development of spectacle. It flopped in the States and as a result an Americam company bailed out Ufa gaining a controlling interest and access to distribution rights throught the Ufa chain of premium cinemas. This weakness in the company allowed the arch nationalist media mogul Hugenberg to buy the American share and control the company. Unsurprisingly the Jewish Pommer was one of the first to suffer dismissal.
We are starting the course with a strange film called Double Headed Eagle. This film constructs a narrative of the Weimar period from 1918-1933 when Hitler takes power. It contains some fascinating archive footage including some of Eva Braun’s home movies. As with many things it does need to be judged on its absences as well. There is footage of Hitler campaigning in the countryside but no clear idea of how dreadful rural unemployment and poverty was from 1923 onwards. This really gave the Nazis a field day because of the twin speed economy that developed after the Dawes plan. The well off woman at the races is an image which could be used as part of the myth of the ‘golden years’ of the Weimar republic. I don’t want to be too hard on the film. I’ve just been searching the Web for images of rural unemployment in the Weimar during the 1920s drawing a blank. I did find this interesting site though of the German Historical Institute for those of a historical frame of mind. If anybody finds some good images of rural unemployment in the Weimar during the 1920s please wing me an email. The women at the races comes from the images and documents section of the GHI site by the way.
Double Headed Eagle is cinematically interesting nevertheless, because it eschews the ‘voice of god’ style of documentary we are all so used to and uses images combined with music to convey its ideas.
Next entry will be on Nosferatu probably the best of German expressionist cinema.
September 26, 2006
Focus Films for Weimar and Nazi Germany Course January 2007
The Double Headed Eagle: Lutz Becker 1973 (90 mins)
Post First War & ExpressionismNosferatu: F. W. Murnau 1922, ( 89 mins)
The ‘Golden Years’
Tartuffe: F. W. Murnau 1926, (64 mins)
Metropolis: Fritz Lang, 1926/7 (118 mins)
Pandora’s Box: G. W. Pabst, 1928 (105 mins)
People on a Sunday: Siodmak / Ulmer, 1929. (73 mins)
Asphalt: Joe May, 1929 (92 mins)
M: Fritz Lang 1931 (105 mins)
The Threepeny Opera: G. W. Pabst, 1931. (105 mins)
Kuhle Wampe: Slatan Dudow, 1932. (117 mins)
Nazi Cinema: The Consolidation of Power
Triumph of the Will: Leni Riefenstahl, 1934
Weimar and Nazi Cinema
* Weimar and Nazi Cinema Course January 2007*
There are picture galleries of some of the directors, the actors and the films we will be discussing from this period. Many of the images are taken from the excellent FilmPortal.de.
Open Studies in European Cinema. Introduction
Introduction to the Blog
Initially this blog was designed as a delivery vehicle for my film studies course on Weimar and Nazi Cinema as a an experimental project with the intention that if successful it could be used as a model to deliver some of my other film studies courses.
This is still the main purpose of this site. however as I have learned more about blogging and as my thinking on blogging in an educational context developed I have started to place things on the blog which relate to other aspects of my working life. There is now a growing body of work on A Level Media Studies some of which is film related anyhow. There is also material on areas such as new media and newsbroadcasting. I hope that film studies studetns will check some of these out as they may have relevance to film in any case. There is now a separate introduction to the layout of the sidebar as I’ve collected so many feeds podcasts and things which I didn’t know existed previousl;y. The film material is near the top end which is what most of you need to know.
This is a blog about European Cinema
There are a couple of major objectives:
Firstly to create an effective educational vehicle for teaching European films Studies
Secondly using creative connectivity and links to work by students to make this site a premium website or collective of blogs which interested viewers, students, researchers etc will have as a key place to visit. This means having a range of materials and other links to quality and premium sites rrelating to European cinema.
Thirdly the work on European cinema based upon my courses has focused mainly upon the five major economies of Europe (Germany, Russia, Italy, France & the UK). This is in itself a huge undertaking and remains for the forseeable future the main developmental aim.
I hope you enjoy the course, the site and the possibilities and opportunities it offers, Ciao for now.
European Cinema, Lifelong Learning and New Media Technologies
It is designed to accompany my Centre for Lifelong Learning Courses on various aspects of European Cinema. It is hoped that a group project blog will eventually be established to accompany the various courses once everybody has become comfortable with blogging. This is all a part of an overall cultural planning educational project.
The course on offer in January 2007 is Weimar and Nazi cinema
A European Cultural Planning Project:
Creating European Cinema Studies Electronic Spaces
Cultural planning is about developing cultural initiatives from the ground up rather than having centralised dictats. One of the motivations for starting to develop courses about European cinema, was, that there was an audience out there who had enough interest and experience to want to develop their ideas. Furthermore they might want to fit their, probably eclectic, experience of European films into a more coherent mental framework.
Many organisations are struggling to maintain a lively and independent European cinema as this link shows.
We are now entering an era of electronic communications called ‘Web 2’. The underlying principle of Web 2 is the creation and maintenance of electronic spaces of participation and interaction in ways which challenge previously centralised models of the content & distribution of information. This link isn’t a recommendation, just an example of what is happening: http://www.socialtext.com/. What Web 2 achieves is the possibility to design and build projects collaboratively. The principle behind this is that lots of brains organised collectively around the same project area can be far more productive than the same number of individuals working in relative isolation. There is, in other words, an ‘added value effect’ in which both individual and society gain more: the infamous ‘Win-win’ situation.
A good example of this process in action was recent BBC coverage of the way a group of software enthusiasts were creating and developing an open source software web browser called Flock: http://www.flock.com/ . This was real face to face stuff alright, they even all brought their sleeping bags. You might wish to check it out. Currently I use Firefox but I’m going to practise with Flock.
The Course Structure
The Weimar & Nazi Cinema course 2007 will be different from the previous courses in that it is being driven by an underlying communications project. The project itself is the establishing, development and maintenance of a web-based resources and discussion which will act as focus for those interested in European cinematic culture both historically and for the future.
These electronic spaces will effectively be ‘owned’ by you as your contributions will be evaluated by both tutors and your peers. A key part of the project is to help develop an understanding and enthusiasm amongst a wider audience. As with any media project create and developing a target audience is fundamental. As producers of web pages, Wikis or Blogs you will need to bear in mind your target audience.
These electronic resources should be spaces which people visit for leisure and pleasure as well as information and active participation in the exchange of knowledge and ideas. Part of your learning over the term will be creating content for various electronic media and practising with the design available. Currently these are provided through University of Warwick and include Site-builder for creating a web-site and Blog-builder for creating your own Blogs. It is also possible to create a group Blog which I’m currently investigating. There will also be forums which will be kept internal at least for the present. It may well be that you feel they should be opened up. It may be possible to generate electronic quizzes and create an electronic quiz space. It depends what you want to do with it.
As with any course your contributions will be assessed in line with generic course requirements. Within those parameters your work can incorporate creative, design and planning projects relating to the electronic spaces. For example, you may wish to plan, and even hold, a real world event such as a day celebration of the work of a particular director which would be marketed through the electronic spaces.
It is always important to consider ways of blending electronic spaces with material places as physical presence and f2f are fundamental modes of human communication. Festivals and screenings, educational projects all have their place.
My planning objective is that this is a way of acting locally, to produce a contribution to communications globally, in ways which can be acted out locally in the future.