Spanish Cinema During Dictatorship Film Studies Essay

Spanish Cinema During Dictatorship Film Studies Essay Filmmakers living under whatever military dictatorship are basically deprived of any open criticism of the regime as all cultural activities, including cinema, are rigorously controlled by censors. In order to share their ideas and produce films they want, they have to resort to the indirect methods of expression such as parables, metaphors, allegories, symbols and allusions and apply them in cinema language. The elements metaphorised during Francos years in Spain formed the basic criteria of the censorship Faith, Fatherland and Family. Hence, family as a microcosm became a condensed and concealed reference to the state for such directors as Carlos Saura Fernando Palacios, Luis Garcà ­a Berlanga to cite only a few. The questions that this essay raises concern the family category and family relationship in Crà ­a Cuervosà ¢Ã¢â€š ¬Ã‚ ¦/Raise Ravens [Carlos Saura, 1975]; code of the figurative language in Spanish national cinema of the Francos years, along with the script, filming an d editing styles that convey internal impulses and foreign influences of that epoch in terms of single family. RR was shot and released during the period marked by the collapsing of Francisco Francos dictatorship that lasted for thirty-five years. It is necessary to bear in mind that the last decade of his governing was characterised by economic growth, social modernisation, population mobility, tourist development caused by domestic and external conditions. But the legacy of his flowering regime that is particularly identified with hispanidad and National Catholicism, gender, political and trade oppression, military regime, strict censorship and dominance of patriarchal family values was still in the air (Ibid., 173-183). In order to raise an issue of the burden of such politics Carlos Saura exploits the tragic story of the family where three sisters have lost both parents and become in charge of a strict aunt. The plot of child-centred RR might be considered as a long flashback of adult Ana recalling her infancy twenty years later in 1995 (DLugo 1991, 132). Thereby, reading this film as retrospective suggests mediation on Anas morbid childhood, on complex issues of family relations and grieves, their interplay and impact on her personality. But on the metaphorical level, audience is invited to meditate on the state of affairs of actual Spain caused by the loss of Empire (1898), unfruitful Second Spanish Republic (1931-39) resulted with the Spanish Civil War (1936-39) that paved the way for the military regime of Franco (1939-75). The opening credits sequence of RR proves Sauras ingenious realistic editing style that results in a non-linear structure and peculiar editing. Indeed it starts with the camera slowly moving across the photographs of child Ana [Ana Torrent] in order to compress the narrative time illustrating moments of her childhood and identifying her as the potential first-person narrative of the film. Further the viewer discovers that the visible limit between fantasy and reality is absent and transition takes place only through camera movement while characters enter the shot directly (07 min 02). From the technical point of view, the flying sequence of child Ana (15 min 35) is remarkable because the transition is realised by means of zooming, changing angle from low to high and subjective camera: in this sequence Ana escapes from her prison-house and it can be interpreted as the rejection of the authority. The passage from present to future is ensured in particular through the dolly shot and the off-screen voice of adult Ana [Geraldine Chaplin] (17 min 55) or solely by means of her voice-over (66 min 35). However the memories from the past are reconstructed from the photographs that are frequently fixed in tight shots (19 min 55, 35 min 06). As a result, the panoply of techniques contributes to the alternative editing and narrative in RR. The use of natural lightning and contemporary realistic settings enhance the authenticity, though complex, of the Spanish society. The establishing shot introduces the location of the gloomy family house and the further mise-en-scà ¨ne articulates the films space concentrated in this roomy isolated house situated in the centre of Madrid that symbolises the impoverished bourgeoisie by the end of the Spanish Civil War. The mansion is surrounded by overgrown garden and boasts an empty and ruined swimming pool connoting the decay, emptiness and death with an allusion to the dead-end political situation of the regime. The entering of the outside world into the closed space via consumerism is expressed by comics (09 min 36), glossy magazines (29 min 23) and billboards. Even the international influence on economic and cultural transformation of Spanish society is visualised in the national flags of the USA (14 min 46, 28 min 20). The only sequence set outside the city takes place in the ho use of servicemen Nicolà ¡s Garate [Germà ¡n Cobos] where children play outdoors and the diegetic birds singing (72 min 27) contrasts to the diegetic sound of heavy traffic heard in their garden (14 min 48, 16 min 28, 101 min 58). The ambiguity of adult Ana and Anas mother Maria [both by Geraldine Chaplin] contributes to the time, space and identities shift in the film. While mixing up memories and fantasies of child Ana with the reality of adult Ana and joining time layers of past, present, future and unreal together, Saura creates a concentrated reality where all characters and epochs interact and enter the field. Child Ana, the ambiguous protagonist, becomes a main link between Maria and adult Ana. As means to emphasise the importance of Anas viewpoint in the film, Saura applies the close-up on her face (03 min 35, 25 min 21, 46 min 37, 62 min 47, 67 min 17 etc.), and camera is also often placed at the level of her eyes despite the sequences with adults participation (07 min 11, 21 min 43, 30 min 35, 57 min 26, 58 min 22 etc.). This can be interpreted as the innocence of childs viewpoint and an appeal to viewers to adopt it. The films title RR as a part of popular Spanish saying states for Raise ravens and they will peck out your eyes could become a allegorical moral that not only the children could return evil for evil to their parents, but the unsatisfied country is able to take revenge on its former ideological leaders. Child Ana remains a powerful metaphor for Spains future that is still indefinite and unsure to defeat the regime, but potentially strong as her viewpoint is distinctly lucid, penetrating and analysing (DLugo 1991, 134-135). Thus, through the silent shots, she unveils what adults as censors try to conceal: adulteries of her father [Hà ©ctor Alterio] as an antithesis of canonised marriage (05 min 28, 74 min 20); grieves and pains of her mother standing for agony and frustration with the Francos regime (46 min 10, 55 min 22); quarrel of her parents proving the dominating role of husband in the family (58 min 02); affair of her aunt [Mà ³nica Randall] (88 min 19) contrasting with her a uthoritarian manner (21 min 17). Ana seems to understand that spontaneous stories of housemaid Rosa [Florinda Chico] with her genuine speech (24 min 37, 74 min 33) are more sincere than the orders of her aunt. The kitchen, which is Rosas realm, is also accentuated by means of bright lightning and grows into Anas safest place in the whole house. All in all, Anas character invites the audience to participate in estimation of cause-and-effect relations of the precedent and current epochs, depicted in her parents, as well as their impact on her future. As for the Anas surroundings, her household is characterised by double absence of parents and feminine composition. Since in Francos time the patriarchal family structure prevailed and the man was supposed to be the head of such mà ©nage (Helen Graham 1995, 184), this role is successfully played by Aunt Paulina whose iron discipline substitutes maternal affection. As Ana has already disclosed the illusion of the paternal system when she found her father dead in the arms of his mistress [Mirta Miller] at the beginning of the film (05 min 28), she does not obey her aunts orders and refuses to kiss her dead father (13 min 27). The symbolic meaning of this act lies in disapproval of established Catholic and militarist models embodied in her aunt and the servicemen present at her fathers funeral. Anas further rebel against her aunts rigorous education up to attempt to shoot (88 min 41) and to poison her (91 min 09) in the climax could be interpreted as an appeal for emancipation of the n ew generation, the yearning to burst the bonds of patriarchal family and to uphold womens rights in the society (Helen Graham 1995, 329). Yet Ana re-plays this rebellion in the scene with a doll blaming her disobedience (66 min 09). Girls dynamism and thirst for action are opposed to her grandmothers [Josefina Dà ­az] immobility and passivity. Her paralysed and silent figure stands for the nostalgia for the glorious past of the Spanish Empire and is a true allusion to her powerlessness in Francos society. Her life was destroyed by wars and regimes; she remains merely a silent witness of the present epoch finding her comfort in photographs that accompanied by an old-fashioned song  ¡Hay, Maricruz! bring back her sweet memories. Moreover, Saura attributes an emblematic soundtrack to every women generation in the film. The opening credits start with the melancholic piano piece  Cancià ³n y Danzas N.6 by Federico Mompou; it is performed later by Anas mother with a symbolic reference to her abandoned career of concert pianist and her unfortunate marriage (Helen Graham 1995, 308). Finally, Jeanettes rhythmic tune Porque te vas (Because You are Leaving) is a pop song about the failed relationships but it also has a connotation of Anas revolt and vitality. Thus, the self-conscious role of diegetic music makes characters and their ideological values more vivid. Being an example for masculinities, Anas father Anselmo does not have any associated tune: he is a former military officer from the Blue Division devoted to his Fatherland, though unfaithful tyrannical husband and neglecting parent. Overflowed with authoritarianism, Anselmo stands for a purest metaphor for the Francos military regime with all its dreads, oppressions and gender inequalities. His dominating position is illustrated in one of the photographs from the opening credits where he rides a horse (01 min 13).The legacy of the Spanish Civil War subsists in the sequence when children put in order their fathers cabinet asking questions about his military role (87 min 00). His gifts (pistol, gun and colours) could signify the transmission of values of the dying regime, e.g. violence, brutal power and nationalism. Furthermore, Anselmos character reveals and completes the image of his passive wife Maria. Being the typical spouse of the Francoist society, she renounced her vocation so as to accept the upbringing of children (Helen Graham, 183-193). Indeed, she was not convinced of her success and this can suggest a hidden parallel to the dictatorship, when none of the artistic activities was beyond censors attention. Maria is also a vivid example of a victim recluse in the house dying in agony, as it was the destiny of the Second Spanish Republic that did not lived up to Spaniards expectations. Redefinition of gender roles of the parents takes place in the domestic play staged by the children where Ana and her elder sister Iren [Conchita Pà ©rez] act their parents (37 min 59). Performing the mise-en-abà ®me of their conflict, Ana metamorphoses her mothers character according to her rebel head that stands for a shift in the new generations mind. This scene appeals to the open-ending (102 min 06) when girls leave their family house for the school accompanied by the soundtrack Porque te vas foreshadowing Spains optimistic opening to the world. All in all, these examples do not pretend to be exhaustive but seem sufficient to evaluate Sauras creative authorial insight and his attempt of dramatising the historical background in terms of family life. So the childs trauma in the film refers to the disease of the nation under the infamous Francos dictatorship. The semiotic of Sauras film including the non-linear narrative, cinematographic blurring of the events due to the camera movement and its different angles; use of diegetic music and sounds, natural lightning as well as actors play, all this might have contributed to censors confusion and they allowed its release without any cut, moreover it was awarded the Grand Prize of the Jury at Cannes Film Festival. RR can be also compared to the earlier works by Saura: La prima Angà ©lica/Cousin Angelica [Carlos Saura, 1974] and El jardà ­n de las delicias/Garden of Delights [Carlos Saura, 1970] which plots are also built on the family life with inevitable political subtext orienta ted on the intellectually engaged viewer. Word count: 2236 words Filmography Title: Crà ­a Cuervosà ¢Ã¢â€š ¬Ã‚ ¦ (Raise Ravens) Director: Carlos Saura Screenwriter: Carlos Saura Cinematographer: Teodoro Escamilla Editor: Pablo Gonzà ¡lez del Amo Music: Federico Mompou Year of release: 1976 Production Company: Elà ­as Querejeta Producciones Cinematogrà ¡ficas S.L. DVD reference: E166377

The Analysis †Amazing Grace

The Analysis – Amazing Grace Kiel Carino ENG 125 Professor Olabisi Adenekan October 29, 2012 The Analysis – Amazing Grace The poetry â€Å"Amazing Grace† by John Newton is one of the most famous poems ever written and composed. â€Å"Amazing Grace† has been particularly influential and has affected lives since it was written. The reasons why â€Å"Amazing Grace† is influential are for the same reasons why I found this poem very interesting and engaging. The literary elements that attributed to the poem’s quality and importance are its form, content, and tone.These elements are what make â€Å"Amazing Grace† such an important and significant piece of poetry in history. The form of the poem â€Å"Amazing Grace† is different from other literature readings from the book. â€Å"Amazing Grace† is a special type of literature; a poem in a form of a song. â€Å"A hymn is a lyric poem or sacred song which is written in praise to a deity or spirit† (Wheeler, 2012). This type of literary form is appealing to read and hear. The poem comes to life as it is being played.This type of literary form has an advantage over other types due to the poem is being composed specifically to be heard, not read. The contents of â€Å"Amazing Grace† are overwhelmingly powerful. In the first paragraph, John Newton used words to describe who he was and how a certain sound changed his life. â€Å"Amazing grace! How sweet the sound, / That saved a wretch like me! / I once was lost but now am found, / Was blind, but now I see. † (cited in Clugston, 2010). In this paragraph, Newton used words such a wretch to describe himself.He also stated that he was lost, but the sweet sound helped him and guided him to see, which to me meant that he began to differentiate between right and wrong. In the fourth paragraph, John Newton once again used strong words to captivate its audience by letting the readers know where he st ands with his faith. â€Å"The lord has promised good to me; / His word hope secures; / He will my shield and portion be, / As long as life endures† (cited in Clugston, 2010). Newton stated in this paragraph that he will maintain his faith with the Lord.The Lord promised him good things and he will be eternally grateful. I believe that this poem is a short autobiography of John Newton and how his life was changed forever. The contents of this poem are very strong and as a person of faith, reading a poem of this caliber strengthened by beliefs. The contents kept me attached and encouraged me to keep reading in order to find out more about John Newton’s life and how he was spiritually saved. The tone of â€Å"Amazing Grace† was very slow and methodical. As stated earlier, I believe this poem is a short autobiography of the author and it came from the heart.The author seemed as if he was pouring his heart out as he wrote this poem. â€Å"Through many dangers, toil s, and snares / I have already come; / ‘Tis grace that brought me safe thus far, / and grace will lead me home† (cited in Clugston, 2010). In this passage, he stated that he has been through many trials in his life, but he has overcome all of this through his faith and this faith of his will assist in overcoming what trials lie ahead. After reading this poem, I listed to the audio version and the audio version enhanced its meaning.The slow and sad tone of this poem graciously depicted John Newton’s struggles, prior to being saved spiritually. The poem â€Å"Amazing Grace† by John Newton is one of the most famous poems ever written and composed. â€Å"Amazing Grace† has been particularly influential and has affected lives since it was written. The reasons why â€Å"Amazing Grace† is influential are for the same reasons why I found this poem very interesting and engaging. The literary elements that attributed to the poem’s quality and imp ortance are its form, content, and tone.These elements are what make â€Å"Amazing Grace† such an important and significant piece of poetry in history. By combining the form, contents, and the tone, John Newton beautifully created a masterpiece that will continuously affect people for years to come. Reference: Clugston, R. W. (2010). Journey into literature. San Diego, California: Bridgepoint Education, Inc. Wheeler, D. L. K. (2012). Literary terms and definition. Retrieved on October 25, 2012 from http://web. cn. edu/kwheeler/lit_terms_H. html

Advantage and Disadvantage of Living Abroad

Up to now there are more people living abroad. Some people live abroad to travel study or work. Living abroad has many advantages and disadvantages. The first advantage is easy to learn another language. This means if you are living abroad, you can learn another language. For example, your original language is Chinese, but now you living in America, you can learn English and speak it well. In addition, the second advantage is can know different culture. This means you can learn lots of knowledge and custom in that country.The final advantage is can make friend with people from different country. This means you can be happy with new friends. For instance, I study in Malaysia; I have friends from Japan, Korea, and Malaysia. Aside for the advantage, there are some disadvantages of living abroad. Firstly, you may not easily find a helper to help you if you are having a problem. Moreover, you will waste a lot of money on transportation. For example, take cab can cost you more than driving your own car.You need adapt to your new environment is also a disadvantage at living abroad. For example, you need to try to eat those indigenous foods though you don’t like it. At the end, living abroad also has many disadvantages. To sum up living abroad can be easy to learn another language, know different culture and make friends with people from different country. But also need to conquer those issue such as different environment, transportation and become more independent. So living abroad have many advantages and disadvantages.

The Hukbalahap Rebellion in the Philippines

Between 1946 and 1952, the government of the Philippines fought against a tenacious foe called the Hukbalahap or Huk (pronounced roughly like hook).  The guerrilla army got its name from a contraction of the Tagalog phrase Hukbo ng Bayan Balan sa Hapon, meaning Anti-Japanese Army.  Many of the guerrilla fighters had fought as insurgents against the Japanese occupation of the Philippines between 1941 and 1945.  Some were even survivors of the Bataan Death March who managed to escape their captors. Fighting for Farmers Rights Once World War II was over and the Japanese withdrew, the Huk pursued a different cause: fighting for the rights of tenant farmers against wealthy land-owners. Their leader was Luis Taruc, who had fought brilliantly against the Japanese in Luzon, the largest of the Philippine islands.  By 1945, Tarucs guerrillas had retaken most of Luzon from the Imperial Japanese Army, a very impressive result. A Guerrilla  Campaign Begins Taruc began his guerrilla campaign to overthrow the Philippine government after he was elected to Congress in April of 1946, but was refused a seat on charges of election fraud and terrorism.  He and his followers went to the hills and renamed themselves the Peoples Liberation Army (PLA). Taruc planned to create a communist government with himself as president.  He recruited new guerrilla soldiers from tenant organizations set up to represent poor peasants who were being exploited by their landlords. The Assassination of Aurora Quezon   In 1949, members of the PLA ambushed and killed Aurora Quezon, who was the widow of former Philippine president Manuel Quezon and the head of the Philippine Red Cross.  She was shot dead along with her eldest daughter and son-in-law.  This killing of a very popular public figure known for her humanitarian work and personal kindness turned many potential recruits against the PLA. The Domino Effect By 1950, the PLA was terrorizing and killing wealthy land-owners across Luzon, many of whom had ties of family or friendship with government officials in Manila.  Because the PLA was a left-wing group, although it was not closely affiliated with the Philippine Communist Party, the United States offered military advisers to assist the Philippine government in combating the guerrillas. This was during the Korean War, so American concern about what would later be termed the Domino Effect ensured eager US cooperation in anti-PLA operations. What followed was literally a textbook anti-insurgency campaign, as the Philippine Army used infiltration, misinformation, and propaganda to weaken and confuse the PLA.  In one case, two PLA units each became convinced that the other was actually part of the Philippine Army, so they had a friendly-fire battle and inflicted heavy casualties on themselves.   Taruc Surrenders In 1954, Luis Taruc surrendered.  As part of the bargain, he agreed to serve a fifteen-year prison sentence.  The government negotiator who convinced him to give up the fight was a charismatic young senator named Benigno Ninoy Aquino Jr.   Sources: Bridgewater, L. Grant.  Philippine Information Operations During the Hukbalahap Counterinsurgency Campaign, Iosphere, Joint Information Operations Center, accessed July 2014.Gojo, Romelino R.  The Hukbalahap Movement, Command and Staff College Thesis, April 6, 1984.Greenberg, Lawrence M.  The Hukbalahap Insurrection: A Case Study of a Successful Anti-Insurgency Operation in the Philippines, 1946 - 1955, U.S. Army Center of Military History, Historical Analysis Series, Washington DC, 1987.