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Ethical issues in documentary filmmaking
Ethical issues in documentary filmmaking
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“Documents are factual; documentaries are evidential. What constitutes evidence, and how do documentary filmmakers utilize it? Facts provide information but do not necessarily serve as evidence” [Page 97]. My points of focus for Nichols’s read, because I see facts as undeniable certainties such as ice melts and fish swims and evidence as the web that connects all the facts to form a theory, knowledge or a story. With that there is a heavy importance of gathering evidence even if the facts are known and example from Nichols read seems to express this concern.
On Page 99 the documentary “An Injury to One (Travis Wilkerson)”, the film tells the history of a town whose mines are owned by a company named ARCO. A lake which happens fill the open-pit
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mine has been rendered toxic, loaded with copper, lead, zinc and etc. A flock of geese happened to land on that lake after a sudden storm. 342 geese were found dead in the morning, and as Nichol describes their deaths “blistered with lesions, their esophagi and trachea corroded, and their livers bloated with toxic quantities of heavy metals”[page 160]. From the description of the event described in Nichols read and by the film’s author Wilkerson, it would seem that evidence points to the negligence of the company ARCO, but the company’s representatives point the blame to bad dieting and not the lake. I took a read on that and confirmed its authenticity of the disaster but I also learned that about 20 years after the incident Sandy Stash who was the project manager of the ARCO at the time and one of the representatives that blamed the deaths of geese to bad diet, admitted it was cause of the acidity of the lake. The framing of the example is the major importance I derived. How the story is labeled “bad food”, which is to say that the facts depicts the geese had a poisonous diet or the labeled “mass suicide”, this one from Wilkerson himself says according to Nichols’ read page [100] “a costly symbolic gesture pointing to a past crime”. I am honestly not bothered much about death of the geese or trying to decipher which side was accurate, but am depicting this example for it is the easiest for me to understand the importance of documentary filming. First off, I asked myself if the documentary filming is still relevant in this day of age. Where modes of communications have greatly matured since the early 2000 and facts and information can easily be gathered from news anchor, blogs, tweets, Wikipedia and etc. However, as the Nichols states on page 112 in regards to live news coverage the facts are scarce, background information does not exist, and no one can accurately narrate a story when the actual story is unknown. The same can be said by blogs, tweets and Wikipedia, where it is often opinions of others usually blinded by a personal agenda, lacking any source materials. Once in a while a reliable one occurs but it is never instantaneous, or spotless on facts gathering. Now Nichols reads never said that Documentary films are a 100% percent reliable source of information for an event, but the author expresses the functions of what a documentary film should try it best to perform with all honesty and thorough research. The author expresses his functions and further explains upon them with the example of the tragedy that is 9/11 which are: • Making Meaning [page 113] • In Search of a Pattern [page 116] • What’s The Story Here? [page 118] • Framing Things [page 120] • Frames and Fetishes [page 121] • Fetishism and Fantasy [page 124] • The Terrorist Fantasy [page 128] With the functions and reasons for documentary films, I would think there will be very little to talk more about the subject, but I would be wrong since Nichols book is nearly 300 pages, and along these 300 pages was ‘Documentary Ethics’. Documentary Ethics as cleverly defined as the subtitle of the chapter [page 154, chapter 13] ‘Doing the Right Thing’. In this case besides the facts checking and correlation of evidence, filmmakers of documentary films, have to be consider the protection of the vested interests of the professional group from outside intervention by providing a self-policing mechanism and to safeguard the well-being of those who come into contact with this professional group. [Page 154]. A brief summary of this is to protect the film subjects and the audience who views them. Documentary films are retells real life events and a great majority of those events are traumatic for example 9/11, the holocaust, Vietnams war and Pearl Harbor just to name a few even others that aren’t about tragedy but may involve stories that may seem unpleasant to some people for example documentary about Nelson Mandela, often depicts the trails and tribulation of the famous South African as he fought peacefully for his country and in most cases leave out the information about is involvement in a terrorist group Umkhonto we Sizwe(spear of the nation) which was responsible for many innocent deaths.
The ethnic codes or rules, for documentary films seem simple enough to follow, but the problem they could affect the authenticity of a documentary film which may lead it to be inaccurate. An example is the British documentary film titled “You Have Been Trumped” Directed by Anthony Baxter. The film depicts a David and Goliath story, where Trumps propose building a luxury golf course on a Scottish land owned by the locals. Skipping the details, the film ends with the locals wining and the plan for the golf course abandoned, however, the golf course was built and the locals were forced out of the land.
What happened? Why the change of depicting in the
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documentary? In one of Nichols read which I seem to revel was on page 162.
Where the volunteers were recruited to test another person’s the learning skills via shock therapy and would be ordered to administer increasing electric shocks on the ‘learners’. The twist being that the learners were actors and what was being tested was the willingness of the volunteers to follow the commands with the knowledge that it could lead to severe discomfort or even death of fellow human being. Besides having this example to test the ethnic code on both sides with the unknowingly film subjects and the audience, I find it brilliant because it brings out the darkness of an average person by given them a little power or it expresses how easily we act as sheep blindly following orders that we should be second guessing. Who knows the experiment was actually trying to prove it could just being trying to break the ethnic codes alone?
To end my discussion with a quote form Nichol’s read “ A documentary ethnics would seem to approach to fundamental level when it addresses the need to respect the dignity and earn trust of subjects and viewers alike as well as acknowledge that struggle for power and the right to represent a distinct perspective are at issue. The foundation does not produce “Do this, Do that” dogma but instead acknowledges that questions of ethnics remain situated in an evolving historical context”.[page 162
-163
Bridge to Freedom provides the historical documentary behind the events that served as the narrative for Selma. Instead of a drama, the viewers receive an actual documentary that shows the confrontations between the marchers and the government. Like Selma, it highlights the violence, the deaths, and the beatings, but also goes further back in time to show society’s treatment of African Americans.
In this documentary, the conventions and techniques included are; real footage, recorded audio, written codes, montages, use of authority figures/experts, facts and statistics, interviews, bystanders, animation, background music etc. The four conventions/techniques that I will be discussing in this essay will be real footage, use of authority figures/experts, sound and bystanders.
As documentary by its very nature introduces itself as factual, concerns exist as to where the boundary between the truth of subject and the fiction produced by its creator emerges. As anything that has been edited has by definition removed certain aspects and enhanced others, there must be at best an innocent naturally occurring bias formed from individual perception, and at worst purposefully manipulated misinformation. Through researching various sources, I intend to discover the difference (if any) between these two methods making factually based programmes, to determine any variables that lie in the ‘grey area’ between the two extremes, and to ascertain the diverse forms of conduct in which truth (and in turn documentary) can be presented to an audience, and to what effect?
Throughout the US, millions of POC students exposed to the traditional, rather outdated version of US History. Never do the textbooks explicitly mention and/ or explain the terrorizing, constant stripping down of others’ cultures and appropriating it into the dominant group of predominantly white, Anglo-Saxon and protestant. For many Mexican American students, they can’t relate to anything in the text, nor do they share an interest in the coursework provided. The way US history sets up doesn't teach and somehow excludes Indigenous backgrounds or for the most part was never taught in the classroom but, rather briefly mentioned in one or two paragraphs. Immigrants from diverse groups built this country yet their culture is consistently shown
The documentary is structured in a way that presents the factual information first, and uses
They were “teachers” told by Milligram to shock their “students” who were actors every time they got a wrong answer and increase the shock after every wrong answer. Even though the actors were crying frantically more and more as thought of the teachers the increase of shock, most of the teacher continued administrating shocks to their students.
Firstly, the experiment took place at Yale University, which creates an atmosphere of credibility and importance. Those participating were also lead to believe that their contribution went to a worthy cause – to advance knowledge and understanding of learning processes. They were also told that the victim (the learner), was taking part voluntarily meaning they had an obligation to fulfill even if it became unpleasant, (also applies to the teacher). Additionally, the volunteers were being paid which created a further sense of commitment to the investigation. Those who took part also had little knowledge about how psychological experiments ran, as Milgram’s study was most likely the first one they ever partook in. Therefore they had little knowledge about the rights and expectations of the situation, and felt more confined than if they had been through a similar experience prior. The participant was also under the impression that the roles of being the teacher or learner were assigned randomly, so there were no feelings of unfairness in the system. The partakers had also been assured that the shocks were “painful but not dangerous” and that the procedure was all part of a worthy long term cause (Holah). Lastly, the victim responded to all of the questions until the 300 Volt was reached, convincing the participant of their willingness and persistence to
The real focus of the experiment is the teacher. He will be in charge of a shock generator. The teacher does not know that the learner, supposedly the victim, is actually an actor who receives no shock whatsoever. Again this experiment is to see if the teacher proceeds with the shocks that are ordered to inflict increasing pain on a protesting victim.
He enlisted forty participants and told them that they would be taking part in a study on the effects of punishment on learning. When they showed up to the testing site, they met with an experimenter and a confederate, Mr. Wallace, who they were led to believe was another participant in the study, just like them. As part of the experiment, it was determined that the participants would act as the “teacher” and Mr. Wallace would take on the role of the “learner”. The procedure the participants had to follow was straightforward; they were to read Mr. Wallace a list of paired words, and then through a series of multiple choice questions, test his memory. If he answered the question correctly, the participants moved on; however, if he got it incorrect, they were to administer him a shock, by pressing the indicated switches on the shock generator, with the shocks increasing by fifteen volts with each incorrect answer. As the shocks increase, Mr. Wallace begins to exhibit more and more signs of distress, asking for the study to end, and even making complaints of a heart condition. Despite his hesitance, the participants continued with the experiment because of the urging of the experimenter; if the participant remarked that they wanted to stop or check on the learner, the experimenter urged them by remarking “it is absolutely essential that you continue” or “you have no other choice; you must go on” (Kassin,
On the other hand, it’s possible that by contextualizing the pieces of the story in absence of an interconnected puzzle, the documentary forces viewer’s to think for themselves. If the Nettie Wild’s interests were more vested in raising awareness than delivering objective information, this documentary successfully satisfies its purpose. Her travelogues compel me to expand my perspective and develop my opinions on the matter under the complete scope of information available.
Ethnicity is made up of many factors and can be seen through various viewpoints. To cut someone’s identity into specifics can be a difficult task depending on what is being looked at and by whom. Nagel sees this when she writes, “As audience change, the socially-defined array of ethnics choices open to the individual changes. This produces a ‘layering’ (Mcbeth 1989) of ethnic identities which combines with the ascriptive character of ethnicity to reveal the negotiated, problematic nature of ethnic identity. (240)” In this she says that one’s ethnicity can be changed or formatted to fit into a bigger field, varying by who is looking into it. Mohr also sees how different perspectives can play as a factor, when talking about immigrants in the United States. Mohr uses the character if Aldo Fabrizi to demonstrate this, Fabrizi calls out William and says, “What do you think of your paisano. He don’t wanna...
Fonda was able to provide evidence, maybe not hard evidence, but reasonable evidence that things may not have happened the way they were testified in court. For example, the old man who lived below the boy and his father claimed to have heard the fal...
2. Nichols, Bill. ‘Documentary Modes of Representation (The Observational Mode).’ Representing Reality: Issues and Concepts in Documentary. Bloomington & Indianapolis; Indiana University Press. 1991. 38-44
In the United States, “ethnics” came to be used at around Second World War as a polite way of referring to the Jews, Italian, Irish, and other people considered inferior to the dominant group of largely British descent. Since the 1960s, ethnic groups and ethnicity have become household words in English-speaking social anthropology[2]. In everyday language, the word ethnicity still has a ring of minority issues and race relations to it.
This is a critique of" Roger And Me", a documentary by Michael Moore. This is a film about a city that at one time had a great economy. The working class people lived the American dream. The majority of people in this town worked at the large GM factory. The factory is what gave these people security in their middle working class home life. Life in the city of Flint was good until Roger Smith the CEO of GM decided to close the factory. This destroyed the city. Violent crime became the highest in the nation, businesses went bankrupt, people were evicted from their rented homes. There were no jobs and no opportunity. Life was so bad that Money magazine named Flint the worst place to live in the entire nation. When news of the factory closing first broke, Michael Moore a native of flint decided to search for Roger Smith and bring him to Flint.