Both To Kill a Mockingbird (1962) and A Time to Kill (1996) reflect the messages and values of the times in which they were made through their themes of bigotry, justice, perspective, and moral courage. To Kill a Mockingbird reflects the Civil Rights Movement of the early 1960s through Atticus Finch's dignified and brave defense of Tom Robinson against racial prejudice and an unjust legal system. A Time to Kill reflects racial issues and a distrust of the legal system in the 1990s, alluding to the Rodney King beating and OJ Simpson trials, through its portrayal of circumventing and distorting justice due to bias. Both films use their Southern settings and narratives of racial injustice to
6The movie-made Movementcivil rites of passageSharon .docxrobert345678
6
The movie-made Movement:
civil rites of passage
Sharon Monteith
Memory believes before knowing remembers.
(William Faulkner)
Forgetting is just another kind of remembering.
(Robert Penn Warren)
Film history cannibalises images, expropriates themes and tech-
niques, and decants them into the contents of our collective
memory. Movie memories are influenced by the (inter)textuality of
media styles – Fredric Jameson has gone so far as to argue that such
styles displace ‘real’ history. The Civil Rights Movement made real
history but the Movement struggle was also a media event, played
out as a teledrama in homes across the world in the 1950s and
1960s, and it is being replayed as a cinematic event. The interrela-
tionship of popular memory and cinematic representations finds a
telling case study in the civil rights era in the American South. This
chapter assesses what films made after the civil rights era of the
1950s and 1960s express about the failure of the Movement to sus-
tain and be sustained in its challenges to inequality and racist injus-
tice. It argues that popular cultural currency relies on invoking
images present in the sedimented layers of civil rights preoccupa-
tions but that in the 1980s and 1990s movies also tap into ‘struc-
tures of feeling’. Historical verisimilitude is bent to include what
Tom Hayden called in 1962 ‘a reassertion of the personal’ as part of
the political, but it is also bent to re-present the Movement as a
communal struggle in which ordinary southern white people are
much more significant actors in the personal and even the public
space of civil rights politics than was actually the case. Historical
facts as we retrieve and interpret them are only one facet of the
movie-made Movement.
Sharon Monteith - 9781526137531
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via free access
The movie-made Movement 121
In a reception-driven analysis, film genres and sub-genres do not
exist until they become necessary. It would be impossible to argue
that something called ‘civil rights cinema’ existed before the end of
the 1980s, by which time a provisional sub-genre of feature films
had begun to develop around race and rights with reference out to
the Movement. In the 1960s films that examined civil rights strug-
gles in any guise at all were usually reviewed as ‘small town movies’
or ‘southern melodrama’ or ‘social problem pictures’. Over the last
two decades of the twentieth century, there has developed a criti-
cally self-conscious body of work on commemoration and retrieval
and it is during this period that, as Richard Rorty has observed, ‘the
novel, the movie and the TV program . . . gradually but steadily
replaced the sermon and the treatise as the principal vehicles of
moral change and progress’.1 Before this, movies with plots incor-
porating civil rights struggles could turn up in any popular genre
from westerns to courtroom dramas, and even comedies.
Slowly a small but distinct body of f.
Argumentative Essay About Capital PunishmentWendy Hager
capital punishment essay 2 | Capital Punishment | Guilt (Law) | Free 30 .... Capital Punishment (Essay) | Capital Punishment | Hanging. Argument on Capital Punishment | English Literary Studies - Year 11 .... 010 Essays On Capital Punishment Essay Introduction L Example ~ Thatsnotus. Anti capital punishment essay in 2021 | Essay examples, Essay, College .... ARGUMENTATIVE ESSAY: Capital Punishment should be abolished and not re .... Death Penalty Argument Essay - BBC - Ethics - Capital Punishment .... Capital Punishment Should Be Abolished Argumentative Essay - PHDessay.com. Capital Punishment. - GCSE Religious Studies (Philosophy & Ethics .... 001 Essay On Should Capital Punishment Abolished ~ Thatsnotus. Capital punishment essay. 24/7 College Homework Help.. 009 Essay Example Death Penalty Essays Against The Capital Punishment .... Amazing Capital Punishment Argumentative Essay ~ Thatsnotus. College Essay: Against capital punishment essay.
Jaws Essay. Write My Research Paper for Me - jaws essay help ...Angela Dougherty
Jaws Film Essay - GCSE English - Marked by Teachers.com. Essay on Jaws- Opening of the film Essay. By : Cleo Coogan. Jaws Essay. jaws essay - GCSE English - Marked by Teachers.com. Jaws - Analysis of the first two attack scenes - GCSE Miscellaneous .... Jaws essay - GCSE English - Marked by Teachers.com. How the film Jaws creates tension? Free Essay Example. Film Review of quot;Jawsquot; - GCSE English - Marked by Teachers.com. Jaws Essay - University Media Studies - Marked by Teachers.com. Jaws Analysis Essay PPT. Discussing Jaws - GCSE English - Marked by Teachers.com. Jaws Essay Plan - Media Studies Scotland. Jaws Movie Review - GCSE English - Marked by Teachers.com. Jaws Coursework - GCSE English - Marked by Teachers.com. JAWS Paper 1 ALL lessons and SOW amp; examiner podcasts - EDUQAS GCSE .... Jaws essay In the summer of 1975 world-renowned director Steven .... Jaws - Review. - A-Level Media Studies - Marked by Teachers.com. Jaws Essay.docx - In 1975 Steven Spielberg released Jaws. It became .... JAWS lesson Paper 1 Q5 the EVALUATION question EDUQAS GCSE English .... Jaws analysis - GCSE Media Studies - Marked by Teachers.com. Jaws Trailer - GCSE Media Studies - Marked by Teachers.com. Jaws essay help - Jaws Essay Help. Write My Research Paper for Me - jaws essay help .... Jaws 1975 Deep Focus Review Movie Reviews, Critical Essays, and .... Jaws - short summary - A-Level Drama - Marked by Teachers.com. Analysis Of Jaws Essay. What Makes Jaws Scary - PHDessay.com. Jaws Essay Telegraph. Jaws suspense. Suspense In Jaws Free Essays. 2019-01-11. Jaws: A Visual Essay on Why Continuity Doesnt Matter And So It Begins... Jaws Essay Jaws Essay. Write My Research Paper for Me - jaws essay help ...
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adm135
Text Box
Kellner, Douglas. Aesthetics, Ethics, and Politics in the films of Spike Lee. Spike Lee's Do the Right Thing. Reid, Mark. ed. New York. Cambridge University Press. 1997. 0521559545. Ch. 4. pp. 73-106.
adm135
Text Box
11/14/2019
DOUGLAS KELLNER
4 Aesthetics, Ethics,
and Politics in the
Films of Spike Lee
During the 1980s, Hollywood joined Ronald Reagan
and his administration in neglecting African-American issues
and concems.1 Few serious films during the decade featured
Blacks; instead, Blacks were generally stereotypically portrayed
in comedies, often with an African-American comic like Richard
Pryor or Eddie Murphy playing against a white buddy.2 In this
context, Spike Lee's films constitute a significant intervention
into the Hollywood film system. Addressing issues of race, gen-
der, and class from a resolutely black perspective, Lee's films
provide insights into these explosive problematics missing from
mainstream white cinema. Starting with low-budget indepen-
dent pictures like Joe's Bed-Stuy Barbershop: We Cut Heads and
She's Gotta Have It, Lee moved to Hollywood financing of his
films starting with School Daze, a focus on black college life that
spoofed the college film genre and the musical. His next film, Do
the Right Thing (DRT), was immediately recognized as an im-
portant cinematic statement concerning the situation of Blacks
in contemporary U.S. society, ...
A375 Example Taste the taste of the Lord, the taste of the Lord The taste of...franktsao4
It seems that current missionary work requires spending a lot of money, preparing a lot of materials, and traveling to far away places, so that it feels like missionary work. But what was the result they brought back? It's just a lot of photos of activities, fun eating, drinking and some playing games. And then we have to do the same thing next year, never ending. The church once mentioned that a certain missionary would go to the field where she used to work before the end of his life. It seemed that if she had not gone, no one would be willing to go. The reason why these missionary work is so difficult is that no one obeys God’s words, and the Bible is not the main content during missionary work, because in the eyes of those who do not obey God’s words, the Bible is just words and cannot be connected with life, so Reading out God's words is boring because it doesn't have any life experience, so it cannot be connected with human life. I will give a few examples in the hope that this situation can be changed. A375
Why is this So? ~ Do Seek to KNOW (English & Chinese).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma teaching of Kamma-Vipaka (Intentional Actions-Ripening Effects).
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The Hope of Salvation - Jude 1:24-25 - MessageCole Hartman
Jude gives us hope at the end of a dark letter. In a dark world like today, we need the light of Christ to shine brighter and brighter. Jude shows us where to fix our focus so we can be filled with God's goodness and glory. Join us to explore this incredible passage.
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The forces involved in this witchcraft spell will re-establish the loving bond between you and help to build a strong, loving relationship from which to start anew. Despite any previous hardships or problems, the spell work will re-establish the strong bonds of friendship and love upon which the marriage and relationship originated. Have faith, these stop divorce and stop separation spells are extremely powerful and will reconnect you and your partner in a strong and harmonious relationship.
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2 Peter 3: Because some scriptures are hard to understand and some will force them to say things God never intended, Peter warns us to take care.
https://youtu.be/nV4kGHFsEHw
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312 A Wise Woman of Abel Beth Maakah Saves The Town
FILM STUDIES - Section C revision - part 2
1. Section C revision – Part 2
This document provides a possible way to approach a particular
exam question; it includes quotes that would be useful to learn
and hyperlinks to build on your knowledge base. It’s important to
note that anything learned in this section could be useful for
other exam questions that come up in Section C
With reference to your chosen American films, compare the extent to which their messages and
values reflect the times in which they were made
On the surface To Kill a Mockingbird (Mulligan, 1962) and A Time To Kill (Schumacher, 1996)l, appear
to have similar messages and values, but due to the time difference with regard to when the films
were made the way in which the messages and values are understood by the audience can be said to
be very different.
They key way in which the messages and values of the films can be discussed is through the themes
that they share and the way in which these themes are communicated throughout the films. These
themes are bigotry, which can be said to cover racism, racial intolerance and racial inequality, justice
and the law, perspective, moral courage and ethics.
To Kill a Mocking bird was made in 1962 during the Civil Rights Movement, but the narrative time
period was the early 1930s, therefore the messages and values reflected in the film are poignant to
both eras. A Time To Kill was made in 1996 and the narrative period was 1995, I believe that the
messages and values in this film are a true reflection of that time period. What is key to both of
these films is that they were both set in the Deep South of America and more specifically in
neighbouring states. To Kill a Mockingbird was set in Alabama and A Time to Kill was set in
Mississippi, this contextual fact creates further similarities with regard to the messages and values
which are communicated, but also the time difference between the two films allows one to reflect
on the changing ideologies on the Deep South of America, with a history of deep seated racial
tensions and how that has been portrayed in these films. In the South… the legacy of
institutionalized racism, first in the form of slavery, then in that of segregation, confers to race
specific dimension [in both films] that cannot be ignored 1.
HOW AND TO WHAT EXTENT DOES TO KILL A MOCKINGBIRD REFLECT THE MESSAGES AND VALUES
OF THE EARLY 1960S?
To Kill a Mockingbird was released in 1962 right in the middle of the Civil Rights Movement (1955 –
1968). The Civil Rights Movement was characterised by major campaigns of civil resistance serving
the purpose to outlaw racial discrimination and freedom from oppression by white Americans.2 So
even though the film was set in early 1930s America and reflected the issues of the narrative time
the messages and values also reflected the time the film was made.
During the Civil Rights Movement tens of thousands of people of all races risked not just their
standing in the community, but also their lives, in the hope of building a coalition for racial equality.
The Movement (as it came to be known) was peopled not only by courageous African-Americans, but
also by college students and religious leaders of many races. These activists employed the tactics of
legal challenges, civil protests (including sit-ins, marches, and freedom rides), and other initiatives in
their efforts to see that African-Americans received equal opportunity and protection in the United
States.3
2. Section C revision – Part 2
This ideology of the Civil Rights Movement can be said to be reflected in the messages and values of
To Kill a Mocking Bird the film has been described as a progressive, enlightened 60s message about
racial prejudice, violence, moral tolerance and dignified courage. 4 The main way is which the
messages and values are communicated are through the characters and in particular the main
protagonist, the character of Atticus Finch. His character and actions serves as a catalyst for the
changing messages and values that we see reflected in A Time To Kill, he uses his social standing
within the community and legal profession to fight against racial prejudice. Throughout the film he
teaches lessons of moral tolerance to his children ‘Scout’ and ‘Jem’ and he is always able to fight
with an air of dignified courage.
PROVIDE TEXTUAL EXAMPLES OF HOW THE FILM REFLECTS MESSAGES AND VALUES OF
THE EARLY 1960S (perhaps refer to the themes to help you – focus on bigotry, tolerance
and moral courage/bravery)
Segregation in the courthouse
Bob Ewell vs. Atticus and their confrontations
Finding Tom guilty – the injustices of a the American legal system
Lessons to Scout
Atticus’s closing speech
Atticus takes on Tom’s case even though he knows the town will be against him (Herculean
task - requires tremendous effort, strength) Atticus is brave to defend a black man in the
face of criticism and threats of violence. Atticus struggles on with case because he believes
that one day good will prevail over the evils of racism and racial equality will exist
Facing the mob of men outside the jailhouse.
HOW AND TO WHAT EXTENT DOES A TIME TO KILL REFLECT THE MESSAGES AND VALUES OF THE
1990S?
In 1963, Martin Luther King described Mississippi as “a desert state sweltering with the heat of
injustice and oppression.” The sobering question suggested by the film is how much has Mississippi
really changed?
A Time To Kill, in much the same way as To Kill a Mockingbird has strong messages and values that
are linked to that of bigotry and fighting for justice, with this in mind it’s easy to see how the film
reflects current contextual issues of the time. A Time to Kill was indeed released four years after
an all-white jury acquitted the four LAPD police officers who assaulted the black driver Rodney King
in 1992 [which lead to the Los Angeles riots], and two years after a mostly black jury found O.J.
Simpson not guilty of the charges pressed against him during his criminal trial in 1994, while a mostly
white jury found him guilty during the civil trial.5Although these cases aren’t directly linked to the
narrative of A Time to Kill they are reflections of bias/ corrupt legal systems linked to an issue of
race, and this is key to the narrative of A Time To Kill.
Wilda L. White in her article ‘Imagine… Justice (Nov, 1997) states ‘The only relation people in this film
have to justice is circumventing and distorting it’ 6
PROVIDE TEXTUAL EXAMPLES OF HOW THE FILM REFLECTS MESSAGES AND VALUES OF
THE 1990s (perhaps refer to the themes to help you – focus on bigotry, Justice and the
Law and Ethics)
3. Section C revision – Part 2
CONCLUDE
You should have now shown your knowledge of contextual issues surrounding the films and
provided textual evidence from the films to show how their messages and values relate to those
textual issues. So now to end you need to look back at your evidence provide a statement that
compares and contrast the extent to which both films reflect messages and values of the time they
were made.
1
Burning Mississippi: Race, Fatherhood and the South in A Time To Kill (1996) by Helene Charlery
http://www.miranda-ejournal.eu/1/miranda/article.pdf?numero=5&id_article=Article_10-862
2
http://en.wikipedia.org/wiki/African-American_Civil_Rights_Movement_(1955%E2%80%931968)
3
http://school.familyeducation.com/civil-rights/african-american-history/47045.html
4
http://www.filmsite.org/toki3.html
5
http://www.miranda-ejournal.eu/1/miranda/article.pdf?numero=5&id_article=Article_10-862
6
http://usf.usfca.edu/pj/articles/imagine_justice.htm