English 5950: American Cinema of the 1930s and 1940s
Fall 2013
Grady
Second Essay Assignment
The
second essay of the semester is due on either 11/2 or 11/9 (I’ve relented and
given both groups an extra two days). Topic
is open and the length is the same as last time, about 2000 words; provisions
for extensions are identical as well.
You are encouraged to include screens shots when relevant, though your
topic need not be biased towards the visual, as last time.
I
think it would be a good idea to incorporate some secondary sources beyond
those found on the course syllabus this time, as preparation for the final
essay; you can start with the reserve list in the library (technically, the
books are under Grady/English 4950, a class from a previous semester), the film
criticism and theory journals available online through the library webpage (and
there are a lot of them!), and of course the bibliographies and footnotes in
the semester’s reading so far (this is known as letting someone else do your
spadework).
Below I’ve reproduced some paper topics
from past courses for your perusal and adaptation.
·
Did women characters in the films of
1939 particularly need to be disciplined? Consider the lessons learned by such
characters as Ninotchka, Judith Traherne,
Dorothy Gale, Scarlett O'Hara, and Bonnie Lee. Is there a pattern to the
education they receive in their stories? Do they end up in similar places at
the end? Write an essay about the romantic and domestic plots or subplots of at
least three films we've seen this term, and what those plots assume about the
proper role for women.
o
Is
the need to discipline women a phenomenon associated with a crisis in
masculinity in the 1930s—the kind of depression-generated paternal failure
described by Levine and Rauchway?
·
A more theoretically oriented
approach to the previous topic would be to measure Laura Mulvey’s
claims about women as objects of “the gaze” and men as “bearers of the look”
against at least three of the films we’ve seen this term.
·
Film critic William Paul writes of Ninotchka,
"That the film finally sides with no ideology is not so much a mark of
cynicism as a clearsighted understanding of the
paradoxical nature of all beliefs" (Ernst
Lubitsch's American Comedy [Columbia University Press, 1983], p. 216). But
of course there's another way to explain the film's generally evenhanded
treatment of communism and capitalism that has to do with what Maltby and
Craven call Hollywood's "commercial aesthetic," the industry's
tendency to produce films that subordinate complex ideological conflicts to much
more simple romantic (or violent or spectacular) events that satisfy the
demands of the medium rather than more abstract philosophical considerations.
Write an essay about the way the “clash of cultures” is dealt with in Ninotchka (or in
another studio-era film of your choice).
·
The "watch still more
movies" option: Stars, like genres, are in a sense "pre-sold" to
their audiences, who know what to expect from a movie star because of the
persona that star develops over a series of films. Do a bit of historical reconstruction
and produce an account of the kind of persona certain stars would have been
known for in 1939: at this point in the semester your candidates would be Errol
Flynn, Greta Garbo, and Bette Davis. See at least
three of your star's movies before trying to characterize the persona: for
Flynn, you could add Captain Blood
(1935) The Charge of the Light Brigade (1936), The Adventures of Robin Hood (1938) or The Sea Hawk (1940) to Dodge
City; for Garbo, you could supplement Ninotchka with Grand Hotel (1932), Queen Christina (1933) or Camille
(1937); for Davis, add Jezebel
(1938), Of Human Bondage(1934), or Dangerous (1935) to Dark Victory. (Note: this topic will recur later in the term, with
different stars.)
·
The “watch more movies” option, #2:
compare Ninotchka
(1939) to its 1957 cold-war era musical remake, Silk Stockings.
·
Study two or three contemporary
movie-oriented magazines--Entertainment
Weekly, Empire, Total Film and the like--and compare their contents, tone,
and general goal to the account of promotional material given in Balio and Maltby. What sorts of things do they reveal to us
(or force us to pay attention to) about stars? How do they fit into the way
movies are marketed today, in the post-post-studio era?
·
Discuss
the treatment of race (especially races other
than that of the detective) in ethnic detective films featuring the likes of
Charlie Chan, Mr. Moto, and Mr. Wong. (I can make some additional films in
these series available.)
·
Discuss
the ways in which the Depression-era films The
Grapes of Wrath, Gone with the Wind, and The Wizard of Oz represent and comment
upon the lives of agricultural workers and families. (You might want to look
back at Lawrence Levine’s essay, “American Culture and the Great Depression,”
if you take up this topic.)
·
Do endings matter? There are at least two ways
to frame this question:
o
endings are always predetermined in
some way—they correspond to the expectations of a particular genre, or to the
need for closure that the industrial organization of Hollywood filmmaking
imposes on movies—so what’s interesting about movies is their middles, where possibilities are raised
and rules are bent and experiments with character are conducted, before the
inevitable happy/tragic conclusion is imposed.
o
Hollywood movies are not experimental at all
but fundamentally conservative, and the function of the predictable endings of
genre films like westerns or melodramas is precisely to demonstrate that
experimentation and rule-bending are dangerous things indeed.
·
“More generally, Lincoln is a
paradigm of the Fordian hero of any date: solitary,
celibate, almost impotent in grief, yet of the people; independent of logic, he
arrogates authority to intervene, even violently, even by cheating, in order to
mediate intolerance and to impress his personal convictions whose thinking he
faults…; he reunites a family and walks away at the end.” So writes critic Tag
Gallagher of John Ford’s Young Mr.
Lincoln. With this somewhat grandiose remark as your starting point, write
an essay about “the Fordian heroes” that we’ve seen
this term: Abe Lincoln, Tom Joad, the Ringo Kid, Judge Priest.
·
Write an essay about the role of
Abraham Lincoln (as figure, figurehead, monument, inspiration, model,
scoundrel, clown, sensitive guy, mediator, bully, icon?)
in the films of 1939-40 (Young Mr.
Lincoln, Mr. Smith Goes to Washington, Gone with the Wind).
·
[an updated
topic!] Film critic William Paul writes of Ninotchka, "That the film
finally sides with no ideology is not so much a mark of cynicism as a clearsighted unserstanding of the
paradoxical nature of all beliefs" (Ernst
Lubitsch's American Comedy [Columbia University Press, 1983), p. 216). But
of course there's another way to explain the film's generally evenhanded
treatment of communism and capitalism that has to do with what Maltby and
Craven call Hollywood's "commercial aesthetic," the industry's
tendency to produce films that subordinate complex ideological conflicts to
much more simple romantic (or violent or spectacular) events that satisfy the
demands of the medium rather than more abstract philosophical considerations.
Since we watched Ninotchka,
we’ve read and talked quite a bit more about the ways ideology is expressed in
popular film. Choose a film from the second half of the course and discuss some
of its ideological preoccupations, the way it confirms/challenges/
contains/critiques/resolves/ambiguates/
explores/avoids/dances around some contemporary (i.e., 1930s) American cultural
concern. Two ways to get started on this topic:
o
Choose a single idea (“Washington
DC” or “the family” or “home”) and trace the way it is used in several
different films, or
o
Go back to Robin Wood’s essay,
“Ideology, Genre, Auteur,” and describe the way some of the “hopeless contradictions”
of American capitalist ideology play themselves out in a film.
·
Discuss the ways in which female
characters in some 1930s films (Clarissa Saunders, Bonnie Lee, Melanie
Hamilton, Frenchy, Zee Cobb, Abbie
Irving?) can function as surrogates for the film audience, learning to love or
appreciate or defend or forgive the (mostly) male leads with whom they
interact.
·
With four John Ford films under your
belt, you should be in a position to write an auteurist
essay about the director’s work. Are
there common stylistic or thematic or narrative (or other) elements that mark Judge Priest, Stagecoach, The Grapes of
Wrath, and Young Mr. Lincoln as
typical John Ford films?
·
In “Cinema/Ideology/Criticism“(1969),
French film theorists Comolli & Narboni describe five types of films, (a) through (e),
which are distinguished by their various relationships toward the dominant ideology
of their era. They are most interested in films of type (e):
(e) . . . films which seem at first sight to
belong firmly within the ideology and to be completely under its sway, but
which turn out to be so only in an ambiguous manner. For though they start from
a nonprogressive standpoint, ranging from the frankly
reactionary through the conciliatory to the mildly critical, they have been
worked upon, and work, in such a real way that there is a noticeable
gap, a dislocation, between the starting point and the finished
product . . . The films we are talking
about throw up obstacles in the way of the ideology, causing it to swerve and
get off course . . . . An internal
criticism is taking place which cracks the film apart at the seams. If one
reads the film obliquely, looking for symptoms; if one looks beyond its
apparent formal coherence, one can see that it is riddled with cracks: it is
splitting under an internal tension which is simply not there in an
ideologically innocuous film . . . . This is the case in many Hollywood films
for example, which while being completely integrated in the system and the
ideology end up by partially dismantling the system from within.
Thinking
about Hollywood in the 1930s, can we say that there really is such a thing as a
“type (e)” film, or are all films potentially “type (e)” when given sufficient
scrutiny?
·
Below are two passages—one from the
1969 article about film and ideology noted above and one from the studio-era
Production Code. Write an essay about
the assumptions they share about how films influence audiences, and how they can
illuminate one another.
From “Cinema/Ideology/Criticism,“ Comolli
& Narboni (1969):
A few points, which
we shall return to in greater detail later: every film is political, inasmuch
as it is determined by the ideology which produces it (or within which it is
produced, which stems from the same thing). The cinema is all the more
thoroughly and completely determined because unlike other arts or ideological
systems its very manufacture mobilizes powerful economic forces in a way that
the production of literature (which becomes the commodity 'books'), does not -
though once we reach the level of distribution, publicity and sale, the two are
in rather the same position.
Clearly, the cinema
'reproduces ' reality: this is what a camera and film stock are for - so says
the ideology. But the tools and techniques of film-making are a part of
'reality ' themselves, and furthermore 'reality ' is nothing but an expression
of the prevailing ideology. Seen in this light, the classic theory of cinema
that the camera is an impartial instrument which grasps, or rather is
impregnated by the world in its 'concrete reality' is an eminently reactionary
one. What the camera in fact registers is the vague, unformulated, untheorized, unthought-out world
of the dominant ideology. Cinema is one of the languages through which the
world communicates itself to itself. They constitute its ideology for they
reproduce the world as it is experienced when filtered through the ideology. (As Althusser defines it, more precisely:
'Ideologies are perceived-accepted-suffered cultural objects, which work
fundamentally on men by a process they do not understand. What men
express in their ideologies is not their true relation to their conditions of
existence, but how they react to their conditions of existence; which
presupposes a real relationship and an imaginary relationship.') So, when we
set out to make a film, from the very first shot, we are encumbered by the
necessity of reproducing things not as they really are but as they appear when
refracted through the ideology. This includes every stage in the process of production:
subjects, styles, forms, meanings, narrative traditions; all underline the
general ideological discourse. The film is ideology presenting itself to
itself, talking to itself, learning about itself. Once we realize that it is
the nature of the system to turn the cinema in to an instrument of ideology, we
can see that the film-maker's first task is to show up the cinema's so-called
'depiction of reality. If he can do so there is a chance that
we will be able to disrupt or possibly even sever the connection between
the cinema and its ideological function.
from The Motion Picture Production Code of 1930, “General Principles”:
Art enters intimately into
the lives of human beings.
Art can be morally good,
lifting men to higher levels. This has been done thru good music, great
painting, authentic fiction, poetry, drama.
Art can be morally evil in its
effects. This is the case clearly enough with unclean art, indecent books,
suggestive drama. The effect on the lives of men and women is obvious.
Note: It has often been argued that art in itself is
unmoral, neither good nor bad. This is perhaps true of the thing which
is music, painting, poetry, etc. But the thing is the product of some
person’s mind, and that mind was either good or bad morally when it produced
the thing. And the thing has its effect upon those who come into contact
with it. In both these ways, as a product and the cause of definite effects, it
has a deep moral significance and an unmistakable moral quality.
Hence:
The motion pictures which are the most popular of modern arts for the masses, have their moral quality from the minds which
produce them and from their effects on the moral lives and reactions of their
audiences. This gives them a most important morality.
1)
They reproduce the morality
of the men who use the pictures as a medium for the expression of their ideas
and ideals;
2)
They affect the moral
standards of those who thru the screen take in these ideas and ideals.
In the case of the motion pictures,
this effect may be particularly emphasized because no art has so quick and so
widespread an appeal to the masses. It has become in an incredibly short
period, the art of the multitudes.
***** ***** ***** *****
F)
Everything possible in a play
is not possible in a film.
(a)
Because of the larger audience of
the film, and its consequently mixed character. Psychologically, the larger the
audience, the lower the moral mass resistance to suggestion.
B)
Because thru light, enlargement of
character presentation, scenic emphasis, etc., the screen story is brought
closer to the audience than the play.
C)
The enthusiasm for and interest in
the film actors and actresses, developed beyond anything of the
sort in history, makes the audience largely sympathetic toward the characters
they portray and the stories in which they figure. Hence they are more ready to
confuse the actor and character, and they are most receptive of the emotions
and ideals portrayed and presented by their favorite stars.
*****
***** ***** *****
In general:
The mobility, popularity, accessibility, emotional appeal, vividness,
straight-forward presentation of fact in the films makes for intimate contact
on a larger audience and greater emotional appeal. Hence the
larger moral responsibilities of the motion pictures.