Film was first viewed as entertainment in the early days. It was static, showing events and actions that took place on the screen, such as people walking down the street, or the view from the front of a trolly. The first film that shows a locomotive running at high speed was so startling that the audience was scared and ran out of the theater. In the years that followed, filmmakers learned to weave separate shots together to tell a story.
Film as entertainment
Film as entertainment has changed the way we experience media for more than a century. Today’s movies are geared towards a mass audience and have budgets that often top a few hundred thousand dollars. As such, films with political messages often stray far from the original intent. A more critical approach would be to examine the impact of film on a wide audience. Here are some of the more significant developments in film as entertainment. This article examines the different genres of films and how they have shaped the way we consume media.
Film as entertainment is an ideology that focuses on the production of dramatized symbolic material. While the ideology is widely held by movie makers, it also encompasses a large portion of the general public. Films are intended to be a source of entertainment, which means that they should leave audiences awed. The ideology behind film as entertainment is not fully articulated, but rather partial and implicit. A film’s genre and budget often do not correlate with its critical acclaim.
The predominance of story films is another characteristic of film. While films can cover a variety of genres and subject matters, most films have “stars” playing different roles. The events of the film are generally strung in chronological order, and the structure of the film follows classical dramatic principles. A film may also be educational, educating, or even political. It is important to understand the different uses of film in a wider context before deciding on its role in media.
Film as propaganda
“Negro Soldier” is a classic example of film as propaganda. Throughout the film, African-Americans are glorified as a necessary part of the war effort and shown working side-by-side with whites in factories. Film as propaganda also attempts to erase racial disparity in America. Blacks were treated like second-class citizens at home, and they were denied equal rights in society. But is this a good thing? Or is it just another example of propaganda?
While the relationship between cinema and politics is becoming more pronounced and obvious in some countries, North Korea and China both maintain tight public control over their film industries. North America often fails to see this connection, despite the fact that movies are still frequently used as propaganda tools. Recent films such as “Lincoln,” “Argo,” and “Zero Dark Thirty” received awards for Best Picture, all the while portraying the government’s triumphs in these wars and war crimes, and at the same time distorting actual historical events.
In Soviet-era Russia, propaganda was important for the Bolshevik regime. It helped them obtain and maintain power. Films became one of the most important tools for spreading the Communist message. Although ineffective in peasant areas, film was a particularly useful form of propaganda in cities, where it could affect the economy, politics, and even technology. By using propaganda films as a means to spread their message, film has had a lasting impact on the world and its history.
Film as education
The concept of film as education is not new. Films aimed at teaching children have been used in educational contexts for decades. Before the emergence of social guidance films, film was used for teaching purposes as well, but it was typically reserved for teachers or other formal authority figures. The rise of the social guidance films changed this paradigm, involving students directly in the learning process. Some films ask audience members to reflect on their own behavior and attitudes.
The concept of film education has been discussed by Gibbs, A., in his recent article published in Policy Futures in Education. Similarly, he has recently reviewed a book, Who’s Afraid of Academic Freedom? Columbia University Press. The author also discusses the British Wittgenstein Society Conference 2018.
Scholarly articles about cinema as education have been cited to support both arguments. For example, William Arrowsmith, a Classics professor at the University of Texas, argues that movies help students learn more about history. Other writers have argued that the medium can help students learn to understand complex social situations and how people behaved in different periods in history. Another popular argument for using films in the classroom is the fact that they can supplement lecture notes and assigned readings. Furthermore, they are powerful tools for historical analysis.
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