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Marilyn Monroe and the Impact of the 1950s 1960s
Marilyn monroe impact on culture
Marilyn monroe influence on america
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Films like Gentlemen Prefer Blondes and Imitation of Life all possess strong performative elements that allow their viewers to evaluate the characters in the these films in somewhat unique ways. With these films, the term “performance” seems to be a relative. The primary female characters in both films perform both on and off the stage. The way these women perform off of the stage provides the viewer with an additional layer with which to understand them. This layer opens windows through which we can understand certain aspects of desire and femininity and a host of other qualities that we can evaluate.
Let me begin by discussing Marilyn Monroe's role in Gentlemen Prefer Blondes. It saddens me to admit that this particular film was the first Monroe film I had seen. Before watching it, I had dozens of preconceived notions of who Monroe was and the kinds of roles she would have in her films. Gentlemen Prefer Blondes proved me wrong.
In order to examine the performative aspects of this film, I would like to draw my attention to Laura Mulvey's Visual Pleasure in Narrative Cinema. Laura Mulvey details why women are seen as the objectified image and men are consistently viewing these skewed representations. From the very first scene in Gentlemen Prefer Blondes, Lorelei (Marilyn Monroe) and Dorothy (Jane Russell) are seen center-stage. They are both seen performing in identical red-sequined gowns with slits high to the hip and a V-neck not leaving much to the imagination. The gaze is drawn to these women before the
Peterson 2 opening credits even arrive on screen. The spectacle and spectator dichotomy can be seen again when Lorelei and Dorothy make their way into the dining room once the cruise begins. Yet again, they are ...
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...York: Routledge, 2003.
Hooks, Bell. Black American Cinema. Ed. Manthia Diawara, New York: Routledge, 1993.
Mulvey, Laura. Feminism and Film Theory. Ed. Constance Penley. New York: Routledge, 1988.
Mulvey, Laura. "Visual Pleasure and Narrative Cinema." The Feminist and Visual Culture Reader,Edited by Amelia Jones 40-44. New York: Routledge, 2003.
Mailer, Norman, Marilyn. USA: Alskog inc., 1972.
Omi, Michael. Winant, Howard. Race, Identity and Representation in Education. Ed. McCarthy, Cameron and Warren Chichlow. New York: Routledge, 1993.
Parish, James, and Michael Pitts. The Great Hollywood Musical Pictures. London: The Scarecrow Press, 1992.
Rollyson, Carl E. Marilyn Monroe: A Life of the Actress. Michigan: UMI Research Press, 1986.
Willemen, Paul. Douglas Sirk. Ed. Laura Mulvey & Jan Halliday. Edomburgh Film Festival, 1976.
Mulvey, Laura."Visual Pleasure and Narrative Cinema." The Sexual Subject: A Screen Reader in Sexuality/Screen. London: Routledge, 1992.
According to Laura Mulvey, women function on two levels in Hollywood classical cinema: as an erotic object for the character in the diegesis, and as an erotic object for the spectators in the theater. Explain Mulvey’s argument and apply it to either Klute or Jeanne Dielman. (your answer should not be confined only to examples of men looking at women, but may also consider the possibility of women looking at women.) If Mulvey is correct, can women ever function as active participants in the narrative? How does the film support or negate tgis point?
They did not challenge gender norms or ideals. Nor did they aim to usurp the position of the man. Rather, they supported the overarching mentality that women were to be submissive, strive to fulfill the needs and wants of men, and aim to please their male counterparts. (Kallen) Importantly, none of these women or representations of women exhibited any physical attributes that the dominant culture would view as masculine. Instead, they all displayed quintessential feminine characteristics and traits. Moreover, they were not valued for their brains or accomplishments; they were judged solely based on the degree to which they conformed to the male-dictated status quo. Marilyn Monroe and other sex icons of the 1950s were portrayed as dim-witted, naïve, childlike, and vulnerable, which was the polar opposite of society’s picture of the strong, smart, witty, and brave male. There was nothing about these women that challenged male superiority or threatened the overarching worldview that it was a ‘man’s world’ and women’s purpose was to make this world more enjoyable for the men who ruled it. (Meyerowitz
Lehman, Peter and Luhr, William. Thinking About Movies: Watching, Questioning, Enjoying. 2nd ed. Oxford: Blackwell, 2003.
Led by Laura Mulvey, feminist film critics have discussed the difficulty presented to female spectators by the controlling male gaze and narrative generally found in mainstream film, creating for female spectators a position that forces them into limited choices: "bisexual" identification with active male characters; identification with the passive, often victimized, female characters; or on occasion, identification with a "masculinized" active female character, who is generally punished for her unhealthy behavior. Before discussing recent improvements, it is important to note that a group of Classic Hollywood films regularly offered female spectators positive, female characters who were active in controlling narrative, gazing and desiring: the screwball comedy.
Butler, Judith. "Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory." Theatre Journal 40.4 (1988): 519-31. The Johns Hopkins University Press. Web. 11 May 2011.
When it was written in 1925, Gentlemen Prefer Blondes, by Anita Loos was heralded as a tremendous novel. It was seen as cutting edge and insightful, yet somewhat risqué in its portrayal of Lorelei Lee and her escapades. I can see how this may have been thought at that time, seeing as how women were looked at in such a different way then they are currently. The fact that a women with as little know-how as Lorelei can manipulate men the way that she does, leaves no question as to who is the superior gender in Loos’ mind. While the books is quite amusing, and does have many strengths, if it is looked at in the context of women’s struggles with issues such as domesticity, sexuality and socioeconomic standing it seems less and less like such a brilliant, satirical social commentary.
Rascaroli, Laura. "The Essay Film: Problems, Definitions, Textual Commitments." Framework: The Journal of Cinema and Media 49.2 (2008): 24-47. JSTOR. Web. 08 May 2014.
The image has a huge effect in society. A celebrity’s image can characterize, shape and circulate societal myths in Hollywood. Marilyn Monroe was an American actress, singer, and model. People think her figure and beauty make her become a popular icon and sex symbol in the 1950s. When people talk about the name of Marilyn Monroe, a blonde beautiful sexy female's image will appear in people's minds. What has the beauty standard shown us through Marilyn Monroe in the mid-20th century? Besides the beauty what other things did she need in order for her to be famous at that time? Marilyn Monroe's status as a sex symbol has influenced many artists since her time, even though the beauty standard has been different since then. If we look at the celebrities today, we can find many imitators of Marilyn Monroe: Madonna, Britney Spears, Lindsay Lohan, and even Lady Gaga. They do this not only because of marketing and media needs, but also because people today still “worship” the image Monroe created. A half-century has passed since Marilyn Monroe's death, so why is she still relevant today? As time has passed, Marilyn Monroe's image is becoming even more meaningful and valuable. Think about the image she has created, the main point I want to study is: how does a woman who passed away at thirty-six years old, after starring in only a handful of movies, has such on the impact on women, especially young women, in the 21st century? To find the answer of how she has an impact on young women today will also show how some of the young celebrities today became successful.
We live in a society where race is seen as a vital part of our personalities, the lack of racial identity is very often an important factor which prevent people from not having their own identity (Omi & Winant, 1993). Racism is extemely ingrained in our society and it seems ordinary (Delgado & Stefanic, 2000), however, many people denounce the expression of any racist belief as immoral (Miles & Brown, 2003) highlighting the complicated nature of racism. Critical Race Theory tries to shed light on the issue of racism claiming that racism is ingrained in our society both in legal, cultural, and psychological aspects of social life (Tate, 1997). This essay provides us the opportunity to explore this theory and its influence in the field of education. The fisrt chapter is about the origins and the purpose of CRT, the second chapter is an analysis of the methodological tools of CRT, the third chapter highlights the key themes of CRT, the forth chapter provide us some useful information about the racial inequalities in education and the last chapter is about the influence of CRT in education and the way that it helps us to understand some racial inequalities that they take place in the field of education.
In her essay, “Women's Cinema as Counter-Cinema”, Claire Johnston proposed a path to creating Women's cinema to counter the numerous dominant male-oriented mainstream films. In it, she argues that you must first understand the ideology that is found in mainstream movies, and the ways that women are portrayed within it. She determined that there were two principle concepts to understand: how women are visually represented, and the effect that women have upon the creation of meaning within the film. The how refers to all the film techniques used in the creation of the image: lighting, hair, makeup, choice of lens, choice of wardrobe, and the framing of the camera shot are some examples. These are often done to increase the attractiveness of the female character, and creates a sign for the audience to accept and decode. The effect of the female character is limited to her physical traits and the impact that her presence has on the male protagonist, typically to send him off on an Oedipal journey.
Hayward, Susan. A. Key Concepts in Cinema Studies. London: Routledge, 1996. http://www. Stokes, Lisa, and Michael Hoover.
London: Laurence King, b. 1895. Spadoni, R. (1999). The Species of the World. Figure Seen from the Rear, Vitagraph, and the Development of Shot/Reverse Shot. Film History, 11, 319-341.
The patriarchal cinematic ideology detailed by Laura Mulvey in “Visual Pleasure and Narrative Cinema” is pervasive in Stanley Kubrick’s film Eyes Wide Shut. The women in the film all eventually become the passive sexual objects that Mulvey has described in her paper. There are times in the film that women attempt to defy these strongly enforced gender roles, but they are always punished and returned to their positions as objects of the male gaze.
Wright, C. (1992)Early Education: Multiracial Primary School Classrooms. In Gill, D. Mayor, B. and Blair, M. (Eds) Racism and Education: Structures and Strategies. London: Sage.