Peer’s review, Debbie. Hi Debbie. I enjoyed reading your writing because I agree with you that how the films portray the reflection of the reality. As you mention, “There are many films that portray high school age based actors to display how the young teens act nowadays in school. For example the film, Mean Girls, directed by Mark Waters, shows the bumpy road that young high school girls go through usually on a daily basis". There are many movies that shows the typical teenagers of the American high school students. In the movie, Mean Girls, the main characters are play the typical types of people in high school, such as popular blond girl, two friends who are exactly like her, and her handsome boyfriend who plays football. I liked your …show more content…
While he is analyzing the main character in movies, he also compares them to the reality that how much the movie films accurately reflect of the reality. Furthermore, he asks, “Do genre films reflect reality? Or are they merely a set of conventions that refer to other films?” (para. 4). In my opinion, the genre films reflect the reality and alert the problems of society, and give us some advice to solve the problems. For example, the clips from Mean Girls and the related video presented in class portrays. In the movie, Mean Girls, Regina and her two friends are playing the role, how Denby analyzed, “She has big hair flipped into a swirl of gold at one side of her face or arrayed in a sultry mane, like the magnificent pile of a forties movie star…She has two or three friends exactly like her” (para. 1). Additionally, my own high school experience, I see all the popular girls who are dating with football players or other athletic players, and they always grouping and sit on the center of the cafeteria. They look down others and all they care about the outfits. In contrast, there are near people in high school. They carry books all the time, and usually walks alone. Even though the movies tend to exaggerate that can make the audience’s emotional satisfaction, it still reflects of the reality in our
Mr. Leo wrote this piece not only for informative purposes, but also to convince a particular audience that, whether intentional or not, characters have taken on harmful images some may find offensive. He is not speaking only to his fairly educated, loyal readers, but also to those who may have taken part in producing the movie. Mr. Leo makes visible to his readers what he believes to be stereotypes in the film. People may not have noticed these before, so he makes clear definitions and comparisons. To the rest of the audience, those who had a hand in making the movie, he makes a plea not to redevelop these characters in future films.
In conclusion, by using the production elements of both allusion and symbolism; director Tim Burton has created the film in such a manner by making deliberate choices in order to invite a certain response. The film is constructed and given greater depth through the allusion to elements from other genres and ridicules the suburbia’s materialism and lack of imagination, which in turn enhances the invited response.
Sixteen Candles, The Breakfast Club and Pretty in Pink have more in common than Molly Ringwald. Stereotypes, different economic backgrounds, and feminism all have some part in these 80’s teen films. The themes are all the same, rich vs poor, popular or unpopular and changing yourself to fit into the ‘norm’.
In the classical Western and Noir films, narrative is driven by the action of a male protagonist towards a clearly defined, relatable goal. Any lack of motivation or action on the part of the protagonist problematizes the classical association between masculinity and action. Due to inherent genre expectations, this crisis of action is equivalent to a crisis of masculinity. Because these genres are structured around male action, the crises of action and masculinity impose a crisis of genre. In the absence of traditional narrative elements and character tropes, these films can only identify as members of their genres through saturation with otherwise empty genre symbols. The equivalency between the crises of genre and masculinity frames this symbol saturation as a sort of compensatory masculine posturing.
Generations of kids have now grown up with John Hughes's teen movies, and they continue to speak to teenagers. John Hughes was able to create realistic teen dialogue in his movies, but more importantly, he was able to capture real teen dilemmas. It's no wonder that his films could transcend individual generational experiences.
During the course of this essay it is my intention to discuss the differences between Classical Hollywood and post-Classical Hollywood. Although these terms refer to theoretical movements of which they are not definitive it is my goal to show that they are applicable in a broad way to a cinema tradition that dominated Hollywood production between 1916 and 1960 and which also pervaded Western Mainstream Cinema (Classical Hollywood or Classic Narrative Cinema) and to the movement and changes that came about following this time period (Post-Classical or New Hollywood). I intend to do this by first analysing and defining aspects of Classical Hollywood and having done that, examining post classical at which time the relationship between them will become evident. It is my intention to reference films from both movements and also published texts relative to the subject matter. In order to illustrate the structures involved I will be writing about the subjects of genre and genre transformation, the representation of gender, postmodernism and the relationship between style, form and content.
In “High-School Confidential: Notes on Teen Movies” David Denby criticizes movies portraying high school. He writes “The most commercial and frivolous of genres harbor a grievance against the world” (426). In many movies starting in the early 90’s you began to see an extreme amount of disrespect to adults from teenagers. High school movies are filled with unruly
... time retain one outstanding quality---they are empowering, first in how much power they give to the youth of that time. These are films for them and about them. They reflect their everyday experiences or those they long to have, with the best films knowing exactly what their young audiences want to see on screen and never judging them for it because the mistakes, struggles, and imperfections of young adulthood are timeless too. Second, coming-of-age films also give so much back to young audiences and empower them. These films’ characters have taught audiences what to do, how to feel, and essentially given them the tools by which to navigate the transition from childhood to adulthood and how to make it as painless as possible. As ‘coming-of-age’ changes or stays the same in meaning over time, youth culture, as a genre and subject, will remain a necessity in film.
... movie stars like royalty or mythical gods and goddesses, viewing the drama between great archetypal characters in a personal psychic realm. By considering the statements made and their societal impact from a Marxist perspective, Benjamin’s method is highly effective, as it does not simply consider art in terms of pure aesthetics anymore, but considers art’s place in a society capable of mechanically reproducing and endlessly duplicating film, photography, and digital art. His qualm with losing the aura and mystique of an original work is negated by the cult of movie stars, the adoration of fame, the incorporation of soundtracks which embody a particular time period, cinematographic allusions, and time-capsule-like qualities of a film such as Basquiat, a 90s tribute to the 80s, produced both as a part of and resulting from the art movements and trends it addresses.
Therefore the solutions offered were to use the cinema’s characterizations and plots (the stereotypes), to reject fictional
... imagination is sometimes more excessive than the action on the screen. After the application of Williams’ “theory” to David Creonenberg’s film Shivers, it is apparent that the spectator’s personal perception of the action (or inaction) is more the cause of the bodily reaction that Williams is referring to, rather than the objective excess on the screen. Ultimately, various characteristics of Williams’ arguments are true, but as a film theory in general, “Film Bodies: Gender, Genre and Excess” needs further research and flexibility in order to be both relative to all “body” genre films, and applicable to all unique spectators.
Film and literature are two media forms that are so closely related, that we often forget there is a distinction between them. We often just view the movie as an extension of the book because most movies are based on novels or short stories. Because we are accustomed to this sequence of production, first the novel, then the motion picture, we often find ourselves making value judgments about a movie, based upon our feelings on the novel. It is this overlapping of the creative processes that prevents us from seeing movies as distinct and separate art forms from the novels they are based on.
Movies are sometimes made to portray real life. In Mean Girls the movie, the director does a good job of showing how high school girls interact but tends to enhance some parts to make it more interesting. The differences between the movie and real life are not easily distinguishable, but the similarities stand out.
Movie stars. They are celebrated. They are perfect. They are larger than life. The ideas that we have formed in our minds centered on the stars that we idolize make these people seem inhuman. We know everything about them and we know nothing about them; it is this conflicting concept that leaves audiences thirsty for a drink of insight into the lifestyles of the icons that dominate movie theater screens across the nation. This fascination and desire for connection with celebrities whom we have never met stems from a concept elaborated on by Richard Dyer. He speculates about stardom in terms of appearances; those that are representations of reality, and those that are manufactured constructs. Stardom is a result of these appearances—we actually know nothing about them beyond what we see and hear from the information presented to us. The media’s construction of stars encourages us to question these appearances in terms of “really”—what is that actor really like (Dyer, 2)? This enduring query is what keeps audiences coming back for more, in an attempt to decipher which construction of a star is “real”. Is it the character he played in his most recent film? Is it the version of him that graced the latest tabloid cover? Is it a hidden self that we do not know about? Each of these varied and fluctuating presentations of stars that we are forced to analyze create different meanings and effects that frame audience’s opinions about a star and ignite cultural conversations.
Movies take us inside the skin of people quite different from ourselves and to places different from our routine surroundings. As humans, we always seek enlargement of our being and wanted to be more than ourselves. Each one of us, by nature, sees the world with a perspective and selectivity different from others. But, we want to see the world through other’s eyes; imagine with other’s imaginations; feel with other’s hearts, at a same time as with our own. Movies offer us a window onto the wider world, broadening our perspective and opening our eyes to new wonders.