Narratives of judgement: representations of 'privileged' Jews in Holocaust documentaries

Auschwitz survivor Primo Levi’s highly influential essay, “The Grey Zone”, explores the taboo issue of “privileged” Jews, those prisoners who were forced to cooperate with their Nazi captors in order to prolong their lives or the lives of their families. Levi argues that moral evaluations of privileged Jews should be suspended; however, judgements of these liminal figures have permeated representations of victims’ experiences. Taking Levi’s reflections on the “grey zone” as a point of departure, I analyse the ways in which a number of Holocaust documentary narratives construct problematic judgements of privileged Jews; nonetheless, it will be shown that some films engage with the issue in a nuanced manner. While Levi singles out the medium of film as particularly predisposed to simplistic judgements, I argue that documentary film has considerable potential to offer a complex representation of the extreme ethical dilemmas that privileged Jews faced.

If I played piano for you

A simple composition that focusses on space and texture featuring piano, synth and vocals. a good piece for documentaries featuring space, galaxies, remote locations.

D. A. Pennebaker

This volume is the first book-length study of the extensive career and prolific works of D.A. Pennebaker, one of the pioneers of direct cinema, a documentary form that emphasizes observation and a straightforward portrayal of events. With a career spanning decades, Pennebaker's many projects have included avant-garde experiments (Daybreak Express), ground-breaking television documentaries (Primary), celebrity films (Dont Look Back), concert films (Monterey Pop), and innovative fusions of documentary and fiction (Maidstone).

Exploring the concept of "performing the real," Keith Beattie's insightful analysis interprets Pennebaker's films as performances in which the act of filming is in itself a performative transgression of the norms of purely observational documentary. He examines the ways in which Pennebaker's presentation of unscripted everyday performances is informed by connections between documentary filmmaking and other experimental movements such as the New American Cinema. Through his collaborations with such various artists as Richard Leacock, Shirley Clarke, Norman Mailer, and Jean-Luc Godard, Pennebaker has continually reworked and redefined the forms of documentary filmmaking. This book also includes a recent interview with the director and a full filmography.

"A welcome addition to the Contemporary Film Directors Series."--Documentary

"Filled with useful historical and technical details, this enthusiastic study of one of documentary cinema's most important filmmakers will convert some skeptics and create many new admirers of D.A. Pennebaker's work."--Joe McElhaney, author of Albert Maysles.

Cinema of Australia and New Zealand

From The Story of the Kelly Gang in 1906 to the Lord of the Rings trilogy, Australia and New Zealand have made a unique impact on international cinema. This book celebrates the commercially successful narrative feature films produced by these film cultures as well as key documentaries, shorts and independent films. This coverage also invokes issues involving national identity, race, history and the ability of two small film cultures to survive the economic and cultural threat from Hollywood. Chapters on well-known films, and directors, such as The Year of Living Dangerously (Peter Weir, 1982), The Piano (Jane Campion, 1993), Fellowship of the Ring (Peter Jackson, 2001) and Rabbit Proof Fence (Philip Noyce, 2002) are included with less celebrated, but equally important, films and filmmakers such as Jedda (Charles Chauvel, 1955), They're a Weird Mob (Michael Powell, 1966), Vigil (Vincent Ward, 1984) and The Goddess of 1967 (Clara Law, 2000)

Alzheimer's disease, media representations and the politics of euthanasia: constructing risk and selling death in an ageing society

Drawing on extensive data including news media reports and commentaries, documentaries, courts and court reports, films, websites, professional literature and government and non-government agencies, this book explores the 'Alzheimerisation' of the euthanasia debate, examining the shift in recent years in public attitudes towards the desirability and moral permissibility of euthanasia as an end-of-life 'solution' for people living with the disease - not just at its end stage, but also at earlier stages. With attention to mediarepresentations and public understandings of Alzheimer's disease, Alzheimer's Disease, Media Representations and the Politics of Euthanasia sheds light on the processes contributing to these changes in public opinion, investigating the drivers of vexed political debate surrounding the issue and examining the manner in which both sides of the euthanasia debate mobilise support, portray their opponents and make use of media technologies to frame the terms of discourse. Paving the way for a greater level of intellectual honesty with regard to an issue carrying significant policy implications, this book will be of interest to scholars of media and communication, social movements and political communication, and the sociology of health and medicine, as well as researchers and professionals in the fields of palliative and end of life care.

Summer is a good time for informal education

Students look forward to summer because usually it means a break from formal and non-formal education. Formal education refers to education in formal educational institutions, such as pre-schools, primary, secondary and tertiary educational institutions and other registered training organisations. Non-formal education refers to organised educational activity outside the established formal system, that is intended to deliver a defined set of learning objectives to an identifiable group of learners (Chemistry in Australia, October 2014, page 33). Informal education refers to all learning outside the formal non-formal educational system; informal education is often associated with life-long learning as it can include reading non-fiction books and scholarly articles, viewing documentaries and other informal professional development. Informal education can also include travel to other countries and climates. Social constructivist theory maintains that learning occurs in social settings; conversely, most learners are limited by their cultural experiences. For example, Australian students have little first-hand experience of sublimation, but this is commonly observed in very cold climates when frost, ice or snow apparently “disappears” as it sublimes to water vapour, without passing through the liquid state. A favourite summertime activity is to go to the movies, especially in air-conditioned cinemas on a hot day or night. Watching movies are a form of virtual travel, and many educators make use of movies to illustrate chemistry concepts. Some movie producers want a sense of authenticity and work hard to get the details right, even though those details might be incidental to the main plot. For example, in Centurion, Roman soldiers fail in their rescue attempt, and are taunted by the Picts for stupidity -- they would have succeeded if they had only realised that metal become brittle in the cold. Another favourite example comes from The Lord of the Rings: The Two Towers, when Bilbo, Samwise and Gollum are crossing the Dead Marshes and see lights that appear to float over the Marshes. These wills-o-the-wisp have been known for centuries, and was the subject of a debate between George Washington and his officers. Washington and Thomas Paine, “the Father of the American Revolution”, believed that the lights were due to a flammable gas released from the marsh, while Washington’s officers believed that the lights were due to a flammable liquid on the surface of the marsh. On Guy Fawkes Night, 5 November, 1783, the Washington-Paine experiment showed that when mud at the bottom of a river was disturbed, bubbles of flammable gas rose to the surface of the water. (Unknown to Washington and Paine, Alessandro Volta had performed a similar experiment in 1776.) A problem with informal education is that it is often unguided. Students may find it difficult to discern the difference between scientific reality and an artistic distortion of reality in novels and movies. Educators have an important role here. If we only teach facts and concepts, learners will be dependent on a teacher. If however, we foster students’ curiosity and ability to exercise judgement, they will be able to learn for themselves, not just during the summer, but also in every season of every year.

Try walking in my shoes: empathy and portrayals of mental illness on screen

How is mental illness represented in film and television? What emotions are elicited from the viewer? How have these portrayals changed over time? And what are the implications of these portrayals for mental health awareness in the community?This interdisciplinary symposium brings together academics, filmmakers, mental health practitioners and consumers to explore these and other questions concerning the portrayal of mental illness on screen. Across two days of screenings, lectures, panels and workshops, we will discuss a range of representations of mental illness, from early cinema to Hollywood studio films, from ethnographic documentaries to television programs. The symposium has a particular focus on women’s mental health and the portrayal of mental illness in Australian films.A key theme of the symposium is the emotion of empathy. If sympathy suggests feeling for someone (that is, feeling sorry for them), empathy is distinguished by feeling with them. This sharing of emotion gives us valuable insight into how things are with another person. This insight can lead to a greater understanding that reduces stigma and discrimination, and helps us to see ‘the other’ as an equal human being. That is why empathy is such an important concept in philosophy, politics, psychology and human rights education.Cinema and television are powerful media that can take the audience on an imaginative journey and tap into our potential to empathise with another human being. Our speakers will examine the ways in which the viewer’s empathy is elicited (or not) by these screen portrayals of mental illness, as well as the benefits and limitations of an empathetic relationship between viewer and character. In this way, the symposium contributes to the broader discussion initiated by the ARC Centre of Excellence for the History of Emotions about the ways in which emotions shape individual, community and national identities.We welcome discussion of these issues from all participants – both speakers and audience members – and we look forward to a dialogue that is open-minded and sensitive to all involved. We hope this will be the start of many more conversations on this important issue that affects us all.

Book review. Made to matter: White fathers, stolen generations

The topic of white fathers of Aboriginal children has been a long time coming into focus. Aboriginal mothers and children and their loss by being taken into white custody—these matters have been thoroughly, often heart-rendingly explored in artefacts and documentaries in a variety of genres. The white male progenitors have been much less visible except as occasions of scandal. An Aboriginal child without a known father made the child very vulnerable and, conveniently (from an administrative point of view), able to be drawn into the white ‘care’ system where the state became by proxy the stern father in a process that obliterated Aboriginal kinship claims. Probyn-Rapsey notes perspicaciously that although they are often written about (by Aboriginal relatives, biographers, scholars, government officials, Protectors, white women activists, parliamentarians), the fathers of the children rarely speak in their own voices on the subject of their paternity of mixed race children. This study examines the next best thing: textual traces of them in reports, letters, diaries, novels and especially Aboriginal memoirs.