¶ … Experimental/African Films
Touki Bouki & Black Girl are experimental films from the late 20th century. The paper aims to offer a comparative analysis of the films in regards to many aspects, including the politics within each film and the aesthetics of each film. The films were released within ten years of each other and illustrate two distinct yet related styles of filmmaking and narrative structure. Both films pursue issues of freedom and bondage; the urban vs. The rural; and differences among gender roles. The paper describes and explores the content of the narratives as well as filmmaking aspects such as editing, cinematography, soundtrack, and message(s) to the viewer.
There exists a primary dichotomy in both films where Africa is on one end of a spectrum and France, specifically Paris, is on the opposite end of the spectrum, serving as a dreamland or wonderland. Both films explore the dreams of young Africans seeking a more independent and comfortable lifestyle than the often harsh life in Africa, specifically the country of Senegal, a French speaking country. The protagonists from both films are from Dakar, Senegal, the capital city of the country. All protagonists are dissatisfied, bored, and unfulfilled by life in Dakar, which is why they seek escape and a new start in Paris, the city of lights. The protagonists of the films learn blunt and visceral life lessons regarding choice and freedom. The paper argues that these films effectively demonstrate respected styles of filmmaking and that while the films may differ superficially, they are ultimately linked in theme and mood.
The release date of Black Girl is 1966. The film is shot in black and white. The filmmaker had the option of shooting in color, but a specific choice was made to shoot the film in black and white. This choice is intentional underscoring themes and tensions of the narrative and among the characters. The protagonist, Diouana, is very dark skinned. Her skin is clear, healthy, and very dark. Her features are very distinctly African. The day of her arrival in France, she wears all white. There is extreme contrast between her dark skin and her whites clothes & accessories. Her white boss wears a dark suit and dark glasses. Again there is visual tension and contrast between his skin tone and Diouana's. Viewers may interpret Diouana's white clothes as her attempt to integrate into the white, European, French world.
At the dinner party the couple of the house throws, they and their guests discuss both their interest and disdain for African culture. The couple collects African art; they attempt to connect with a culture through material consumption. Viewers may further interpret the dark clothes worn by the "Monsieur" upon meeting Diouana is yet another attempt by the white French characters to connect with African culture through material items. The couple consumes African cultural artifacts, yet destroys an actual African person. They wish to connect and be a part of her culture, but yet still retain a safe distance and privilege of the white European world. Contrast between white and black is an aesthetic choice that is repeated and expressed throughout the course of Black Girl, also known as La Noire de
Touki Bouki, with release date in 1973, is a film that is highly saturated with color. Where as Black Girl is intentionally shot in black and white, color is essential in Touki Bouki. In fact, one may argue that the colors themselves are so much a part of the film; they are characters in of themselves. Nature is certainly a character in this film. In Black Girl, most of the scenes take place within the city. The viewers see Africa as part of flashbacks in Diouana's memory, yet we never or rarely see Africa or any countryside in the present of the film's narrative. In Touki Bouki, the situation is opposite. The setting within this film is mostly in Africa. The viewers sees very much of the countryside, the desert, the beach & ocean, and much of the general landscape. To see urban areas in Touki Bouki is the rarity whereas it is the opposite case in Black Girl. This is one way in which the films differ aesthetically.
Both films are about young Africans believing that a better life awaits them in Paris. Diouana awakens, literally, to a nightmarish...
Some might argue that the movies and television depicting African-American and white adolescent girls reinforces stereotypes and can only negatively affect body image. This argument is supported by the fact that the vast majority of media and film sexualizes young women, African-American or white (Baker 13-15). It is true that women are held to a higher ideal because of advertising and media. However, the difference in the advertising of African-American
It should be noted that this risk of becoming simply an "ethnocentric fantasy" is something that not all filmmakers are worried about. Indeed, it might well be argued that the creation of an ethnocentric fantasy might well make an ethnographic film more popular and more profitable. Indeed, an ethnocentric fantasy is one of the storylines that fits well into the narrative expectations of Western audiences, who will not be surprised by
" (Pettersson, 2006) Oral and written verbal art languages are both used for the purpose of information communication as well as information presentation with the reader and listener receiving an invitation to consider the information. The Narrative & the Symbolic The work of Abiola Irele (2001) entitled: "The African Imagination: Literature in Africa & the Black Diaspora" states that Hampate Ba "...incorporates the essential feature of the oral narrative at significant points
This were then replaced with larger big band orchestras as technology allowed such large groups to be clearly recorded, "As the swing era began, shorts were made of many of the top orchestras," (Yanow 2). Big band orchestras began showing up in all the major Hollywood productions. They featured pre-recorded songs where the musicians lip singed. It is interesting to have such a crucial period on film. The Swing Era
66). Furthermore, social software will only increase in importance in helping organizations maintain and manage their domains of knowledge and information. When networks are enabled and flourish, their value to all users and to the organization increases as well. That increase in value is typically nonlinear, where some additions yield more than proportionate values to the organization (McCluskey and Korobow, 2009). Some of the key characteristics of social software applications
attitudes and values of high school students. Reforms to the high school system in the United States are also explained. Additionally, the reason why students need not be involved in the planning of reforms is elucidated. High School Students: their Attitudes and Values Of a crucial age, climbing a milestone, conscious to their fullest with no fear of prospects, high school students have interested researchers and policy makers for centuries. They
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