This document summarizes a work camp for international volunteers held in Hamburg, Germany in 2014. The camp included workshops on issues related to media, images, and global citizenship. Participants discussed how media portrays self and others as well as power dynamics. Volunteers also strengthened skills in areas like alternative learning, media literacy, and advocacy. The week culminated in participants developing their own advocacy campaigns on topics such as migration, human rights, and street art. The camp aimed to foster experience sharing and empower returned volunteers to promote global development issues in their home communities.
1. The document lists the names of students in a Year 12 BTEC class.
2. It instructs students to stick to their assigned computer number.
3. The document also outlines different styles of music videos including popular music genres, narrative, animation, in-concert footage, interpretative, impressionist, surrealist, pastiche, and parody.
The document discusses different styles of music videos including impressionist style. Impressionist music videos use brief, unrelated shots that are loosely linked by the lyrics of the song rather than having a clear narrative. To analyze an impressionist music video, students are asked to take screenshots from Adele's "Rolling in the Deep" video, analyze how the images relate to each other and the lyrics, and explain the effect of the images on the overall video. Different levels are described for the analysis, with higher levels requiring more screenshots and a deeper explanation of how the images connect to the lyrics and each other.
1. The document lists various music video styles including popular genres, narrative, animation, in-concert footage, interpretative, impressionist, surrealist, pastiche and parody.
2. Impressionist music videos are described as using brief, seemingly unrelated shots that are linked by the lyrics of the song.
3. Students are tasked with choosing a theme, taking various impressionist shots to symbolize the theme, and filming a video to explain how the shots create the theme. Different levels of passing criteria are provided based on the quality of the theme, shots, and explanation.
This document discusses the different elements that filmmakers use when producing, filming, and editing films. It identifies audio elements like dialogue, music, and sound effects. Visual elements include different types of footage, framing, camera movement, and color correction. The type of content needed depends on the type of video being produced, such as a news piece or stop motion animation. Elements like music, lighting, and language style can affect how viewers respond. As filmmakers, we should control how we use content throughout the production process from filming to editing.
This document provides guidance for students to continue planning their music video projects. It instructs students to identify remaining planning tasks from their pre-production checklists and set goals to complete these. Examples of tasks include storyboards, schedules, budgets, and location permits. Students will work independently and as groups to accomplish these goals and develop their music video ideas. They will check progress and troubleshoot any issues in a final team meeting. The goal is for students to apply their pre-production knowledge and continue advancing their music video plans outside of lessons.
This document discusses planning the cast and crew needed for a video production. It explains that there are two types of people needed: talent/contributors who appear on camera, and crew who fulfill technical roles behind the scenes. Examples are given of talent like actors, presenters, and interviewees. The document then provides examples of different crew job roles like a director, camera operator, and sound engineer. It instructs readers to identify the specific cast and crew needed for different hypothetical production projects.
This document summarizes a work camp for international volunteers held in Hamburg, Germany in 2014. The camp included workshops on issues related to media, images, and global citizenship. Participants discussed how media portrays self and others as well as power dynamics. Volunteers also strengthened skills in areas like alternative learning, media literacy, and advocacy. The week culminated in participants developing their own advocacy campaigns on topics such as migration, human rights, and street art. The camp aimed to foster experience sharing and empower returned volunteers to promote global development issues in their home communities.
1. The document lists the names of students in a Year 12 BTEC class.
2. It instructs students to stick to their assigned computer number.
3. The document also outlines different styles of music videos including popular music genres, narrative, animation, in-concert footage, interpretative, impressionist, surrealist, pastiche, and parody.
The document discusses different styles of music videos including impressionist style. Impressionist music videos use brief, unrelated shots that are loosely linked by the lyrics of the song rather than having a clear narrative. To analyze an impressionist music video, students are asked to take screenshots from Adele's "Rolling in the Deep" video, analyze how the images relate to each other and the lyrics, and explain the effect of the images on the overall video. Different levels are described for the analysis, with higher levels requiring more screenshots and a deeper explanation of how the images connect to the lyrics and each other.
1. The document lists various music video styles including popular genres, narrative, animation, in-concert footage, interpretative, impressionist, surrealist, pastiche and parody.
2. Impressionist music videos are described as using brief, seemingly unrelated shots that are linked by the lyrics of the song.
3. Students are tasked with choosing a theme, taking various impressionist shots to symbolize the theme, and filming a video to explain how the shots create the theme. Different levels of passing criteria are provided based on the quality of the theme, shots, and explanation.
This document discusses the different elements that filmmakers use when producing, filming, and editing films. It identifies audio elements like dialogue, music, and sound effects. Visual elements include different types of footage, framing, camera movement, and color correction. The type of content needed depends on the type of video being produced, such as a news piece or stop motion animation. Elements like music, lighting, and language style can affect how viewers respond. As filmmakers, we should control how we use content throughout the production process from filming to editing.
This document provides guidance for students to continue planning their music video projects. It instructs students to identify remaining planning tasks from their pre-production checklists and set goals to complete these. Examples of tasks include storyboards, schedules, budgets, and location permits. Students will work independently and as groups to accomplish these goals and develop their music video ideas. They will check progress and troubleshoot any issues in a final team meeting. The goal is for students to apply their pre-production knowledge and continue advancing their music video plans outside of lessons.
This document discusses planning the cast and crew needed for a video production. It explains that there are two types of people needed: talent/contributors who appear on camera, and crew who fulfill technical roles behind the scenes. Examples are given of talent like actors, presenters, and interviewees. The document then provides examples of different crew job roles like a director, camera operator, and sound engineer. It instructs readers to identify the specific cast and crew needed for different hypothetical production projects.
This document provides information about the film production and distribution process. It begins with an overview of the main stages in the process: production, marketing, distribution 1, exhibition, distribution 2, and exchange. It then lists some of the key roles involved in filmmaking, such as producers, directors, and editors. The document presents five potential film briefs and asks the reader to choose one to develop. It asks how the reader would make the film, get it to cinemas, market it, distribute it to audiences, and get people talking about it. In the end, the reader is asked to summarize their proposed film idea and distribution plan.
This document provides analysis of several short films. It discusses the shots, editing, sound, and themes of the films. Key points include:
- Close ups and extreme close ups are used to show emotion without dialogue. Medium shots provide background context.
- Wide depths of field keep everything in focus to emphasize all details are important.
- Editing techniques like match cuts create meaning and tension. Music sets atmosphere.
- Locations and lighting provide symbolic meaning, like a bright room representing heaven.
- Films send messages about topics like substance abuse, temptation, and bringing light to people's lives.
This document provides guidance on planning a music video production. It instructs students to continue developing their plans for a music video by completing necessary pre-production documents like storyboards, schedules, budgets, and location permits. Students are asked to identify outstanding planning tasks and set a target to work on, such as finishing a draft document. They will then work towards their target and develop their music video idea. Finally, students will present their storyboards and ideas to peers to get feedback on their plans.
This document provides an overview of concepts related to understanding audiences for entertainment media. It discusses creativity and idea generation processes, creativity at Pixar, audience segmentation, audience as individuals, and sources of research data on audiences. Regarding creativity at Pixar, it notes that creativity involves many people collaborating to solve problems, and leadership is needed to sort through ideas. For audience segmentation, it explains that the goal is to identify groups most likely to appreciate a creative work. Understanding audiences as individuals requires exploring their needs, behaviors, values and characteristics beyond just demographics. Research draws on both quantitative and qualitative methods to gain insights into "who's watching."
This document provides instructions for a stop motion animation assignment workshop. Students will evaluate a peer's stop motion essay using grading criteria to identify descriptions, explanations, and evaluations. They will give feedback and receive feedback to improve their assignment work, with the goal of understanding how to explain rather than just describe, and how to evaluate and draw conclusions. Students will then apply what they learned to redraft their own stop motion reports based on peer feedback.
This document provides guidance for students planning a stop motion project. It recommends brainstorming initial ideas, creating a storyboard, budget, equipment list, props list, production schedule, and audio plan. Students are asked to continue developing their stop motion ideas and set a firm production date.
When can Documentary Film have Social Impact?Mary Mitchell
This document provides an overview of a presentation about documentary film and social change. It discusses how documentaries can promote social issues and influence policy debates. Impact is difficult to define but can be measured both quantitatively, such as audience numbers, and qualitatively, such as generating discussion or mobilizing action. The document uses case studies of the films The Act of Killing and Hamedullah to illustrate how strategic campaigns around documentaries can amplify issues and engage policymakers.
This document provides guidance to students on planning a music video for the song "Heartlines" by Florence + The Machine. It instructs students to analyze the song lyrics to inspire a video idea, brainstorm at least 3 video concepts, and begin pre-production planning by creating storyboards for their selected concept. The planning should include schedules, budgets, location permits and other documentation. Students will then present their idea and storyboard to peers to provide feedback before continuing development next week. The goal is for students to apply their knowledge of pre-production to fully plan a music video idea.
This document outlines the tasks and requirements for the final major project on a creative media production management course. It includes 5 tasks: 1) pitching a proposal to a client, 2) conducting pre-production planning, 3) evaluating pre-production, 4) managing production, and 5) editing and post-production. For each task, students must complete the specified evidence, meet deadlines, and will be graded on their skills in areas like project management, applying briefs, and using technology for media production. The document provides guidance on submitting work and emphasizes the importance of reflection, evaluation, and using examples to demonstrate skills and understanding.
Planning & pre production: Time Managementiain bruce
This document discusses pre-production planning for video projects. It explains that pre-production involves planning what needs to be done, how, by whom, and by when. Effective planning is important for video productions because they require coordinating many different elements. Some key things to plan include the content being filmed, schedule, locations, cast, and equipment. Brainstorming ideas and creating a production schedule and milestones list can help organize tasks in the proper order. Pre-planning ensures all necessary elements come together as needed to successfully complete the video production.
The document provides information about a 2-year BTEC Level 3 course in creative media production focusing on television and film. Over the two years, students will study 19 units covering topics like pre-production techniques, communication skills, research methods, and production of music videos, advertisements, documentaries and more. To succeed, students need to be organized, proactive, punctual, respect equipment, meet deadlines, and back up their work in multiple places. The course involves both theory and practical assignments. Key tutors for the course are listed.
The document discusses storyboarding techniques for planning film productions. A storyboard is a visual plan that represents each shot of a film through illustrations and includes information like camera movements, cuts between shots, and brief descriptions of the action. Storyboards are created during pre-production and are used on set by the director, assistant director, cinematographer, camera operator, and lighting technician to ensure shots are framed correctly and the lighting matches the vision.
Location, location, location risk assessments and reccesiain bruce
The document discusses important considerations for planning film shooting locations: suitability, safety, and permission. It notes that locations must be suitable for the script in look, accessibility, cost, and ability to commute or find accommodation. Safety concerns include safe access, dangers, making locations safe, and insurance. Permission requires determining land ownership, contacting owners, and obtaining proof of approval. Proper planning involves location research, visiting locations, risk assessments, and signed permission documents. Two example tasks are outlined for practicing assessing suitability, permissions, and risk assessing locations for a news story about declining city center shopping.
This document provides a summary of a legal workshop for filmmakers about documentary filmmaking. It discusses various legal topics that documentary filmmakers should be aware of, including life story rights, copyright and trademark considerations, liability for defamation and publicity rights violations. It also covers agreements, insurance, product clearances and other legal issues that may arise when making documentaries. The workshop is presented by Deborah Gonzalez, Esq. and aims to educate filmmakers about the host of legal considerations involved in documentary development and production.
1. Sources of financing for films generally fall into industry sources, lenders, and direct investors. Equity financing involves investors sharing in the profits if the film is successful in exchange for their investment.
2. Producers can make deals to co-produce films with other parties to share costs and risks. Limited partnerships allow passive investors to invest in exchange for a share of profits. Literary property agreements convey rights from authors to producers.
3. Product placement and branding deals allow companies to sponsor films in exchange for their products being featured, generating additional financing for films.
Visual Perception and Reception of Boubakar Diallos Julie et Roméo in Cameroonijtsrd
Modern African film cultures are receiving a new form of acceptability and audiences beyond the borders of Africa. This is illustrated by the growth, development and spread of the Nigerian and Ghanian film industries. While African audiences perceive them as 'Pan African', the development of film culture in Cameroon follows a different trajectory, with audience critiques of non representativeness of Cameroonian films. It is in this context that a Burkinabe film, Julie et Romeo, by Boubacar Diallo, itself an African adaptation of Shakespeare's play, became one of the most well received films in Cameroon. Two factors accounted for this, the film's aesthetic appeal and the director's engagement with his potential audience. I argue here that audience sensitivity is neglected in Cameroonian accounting for low reception of Cameroonian films. By analysing audience reception of Diallo's film, I map out a strategy for audience engagement in the production and receptivity of Cameroonian films as a way of improving their aesthetics, quality and wider appeal. Tafor Ateh ""Visual Perception and Reception of Boubakar Diallo's Julie et Roméo in Cameroon"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30248.pdf
Paper Url : https://www.ijtsrd.com/other-scientific-research-area/other/30248/visual-perception-and-reception-of-boubakar-diallos-julie-et-rom%C3%A9o-in-cameroon/tafor-ateh
Community Supported Film trains local filmmakers in developing communities to produce documentaries about important social and economic issues. This empowers local voices and provides a perspective not seen elsewhere. In one project, CSFilm trained Afghan filmmakers, who produced films giving an intimate view of daily life in Afghanistan. These films have been screened widely and contributed to public discourse about Afghanistan. Currently, CSFilm is training new immigrants and refugees in the US to produce films sharing their experiences and perspectives.
This document discusses the complex term "world cinema" and debates surrounding its definition. It explores how "world cinema" is often defined in opposition to Hollywood and the West, focusing on differences rather than similarities. The document analyzes two films, Wadjda (2012) and The Forgotten Ones (1950), to show how they draw on universal themes and techniques from multiple cinematic cultures to authentically represent their own cultures, rather than only focusing on differences from the West. It argues that "world cinema" is better understood by finding similarities between cultures' cinemas rather than only highlighting differences.
This summary provides an overview of the document in 3 sentences:
The document discusses the changing definitions of cinema over time, from its origins as a technological invention to its development as an artistic medium and ideological tool. It explores cinema's shift from early "cinema of attractions" to later narrative films, driven by cultural pressures to be seen as a serious art form. The document also analyzes debates around defining cinema as an art based on its relationships to other arts and its unique cinematic techniques and editing, as well as defining it as an ideology based on how it conveys sociopolitical messages.
Iranian cinema has changed rapidly after the Iranian New Wave, so its better to have some ideas on this topic which I have collected from various books, research papers and journals.
The teaching of visual anthropology by jay ruby presentation by sajjad haider...Sajjad Haider
This document discusses the teaching of visual anthropology. It begins by providing context on the field of visual anthropology, noting that it occupies a marginal position in academia. It then discusses challenges in teaching visual anthropology, such as limited funding and conservative forces within universities. The document argues that training programs in visual anthropology should be located within general anthropology departments rather than separate programs. It also argues that anthropologists need to be more involved in teaching media production skills to train "anthropological image makers," rather than deferring to film schools. The document concludes by examining three common assumptions about film that are problematic for teaching visual anthropology.
This document provides information about the film production and distribution process. It begins with an overview of the main stages in the process: production, marketing, distribution 1, exhibition, distribution 2, and exchange. It then lists some of the key roles involved in filmmaking, such as producers, directors, and editors. The document presents five potential film briefs and asks the reader to choose one to develop. It asks how the reader would make the film, get it to cinemas, market it, distribute it to audiences, and get people talking about it. In the end, the reader is asked to summarize their proposed film idea and distribution plan.
This document provides analysis of several short films. It discusses the shots, editing, sound, and themes of the films. Key points include:
- Close ups and extreme close ups are used to show emotion without dialogue. Medium shots provide background context.
- Wide depths of field keep everything in focus to emphasize all details are important.
- Editing techniques like match cuts create meaning and tension. Music sets atmosphere.
- Locations and lighting provide symbolic meaning, like a bright room representing heaven.
- Films send messages about topics like substance abuse, temptation, and bringing light to people's lives.
This document provides guidance on planning a music video production. It instructs students to continue developing their plans for a music video by completing necessary pre-production documents like storyboards, schedules, budgets, and location permits. Students are asked to identify outstanding planning tasks and set a target to work on, such as finishing a draft document. They will then work towards their target and develop their music video idea. Finally, students will present their storyboards and ideas to peers to get feedback on their plans.
This document provides an overview of concepts related to understanding audiences for entertainment media. It discusses creativity and idea generation processes, creativity at Pixar, audience segmentation, audience as individuals, and sources of research data on audiences. Regarding creativity at Pixar, it notes that creativity involves many people collaborating to solve problems, and leadership is needed to sort through ideas. For audience segmentation, it explains that the goal is to identify groups most likely to appreciate a creative work. Understanding audiences as individuals requires exploring their needs, behaviors, values and characteristics beyond just demographics. Research draws on both quantitative and qualitative methods to gain insights into "who's watching."
This document provides instructions for a stop motion animation assignment workshop. Students will evaluate a peer's stop motion essay using grading criteria to identify descriptions, explanations, and evaluations. They will give feedback and receive feedback to improve their assignment work, with the goal of understanding how to explain rather than just describe, and how to evaluate and draw conclusions. Students will then apply what they learned to redraft their own stop motion reports based on peer feedback.
This document provides guidance for students planning a stop motion project. It recommends brainstorming initial ideas, creating a storyboard, budget, equipment list, props list, production schedule, and audio plan. Students are asked to continue developing their stop motion ideas and set a firm production date.
When can Documentary Film have Social Impact?Mary Mitchell
This document provides an overview of a presentation about documentary film and social change. It discusses how documentaries can promote social issues and influence policy debates. Impact is difficult to define but can be measured both quantitatively, such as audience numbers, and qualitatively, such as generating discussion or mobilizing action. The document uses case studies of the films The Act of Killing and Hamedullah to illustrate how strategic campaigns around documentaries can amplify issues and engage policymakers.
This document provides guidance to students on planning a music video for the song "Heartlines" by Florence + The Machine. It instructs students to analyze the song lyrics to inspire a video idea, brainstorm at least 3 video concepts, and begin pre-production planning by creating storyboards for their selected concept. The planning should include schedules, budgets, location permits and other documentation. Students will then present their idea and storyboard to peers to provide feedback before continuing development next week. The goal is for students to apply their knowledge of pre-production to fully plan a music video idea.
This document outlines the tasks and requirements for the final major project on a creative media production management course. It includes 5 tasks: 1) pitching a proposal to a client, 2) conducting pre-production planning, 3) evaluating pre-production, 4) managing production, and 5) editing and post-production. For each task, students must complete the specified evidence, meet deadlines, and will be graded on their skills in areas like project management, applying briefs, and using technology for media production. The document provides guidance on submitting work and emphasizes the importance of reflection, evaluation, and using examples to demonstrate skills and understanding.
Planning & pre production: Time Managementiain bruce
This document discusses pre-production planning for video projects. It explains that pre-production involves planning what needs to be done, how, by whom, and by when. Effective planning is important for video productions because they require coordinating many different elements. Some key things to plan include the content being filmed, schedule, locations, cast, and equipment. Brainstorming ideas and creating a production schedule and milestones list can help organize tasks in the proper order. Pre-planning ensures all necessary elements come together as needed to successfully complete the video production.
The document provides information about a 2-year BTEC Level 3 course in creative media production focusing on television and film. Over the two years, students will study 19 units covering topics like pre-production techniques, communication skills, research methods, and production of music videos, advertisements, documentaries and more. To succeed, students need to be organized, proactive, punctual, respect equipment, meet deadlines, and back up their work in multiple places. The course involves both theory and practical assignments. Key tutors for the course are listed.
The document discusses storyboarding techniques for planning film productions. A storyboard is a visual plan that represents each shot of a film through illustrations and includes information like camera movements, cuts between shots, and brief descriptions of the action. Storyboards are created during pre-production and are used on set by the director, assistant director, cinematographer, camera operator, and lighting technician to ensure shots are framed correctly and the lighting matches the vision.
Location, location, location risk assessments and reccesiain bruce
The document discusses important considerations for planning film shooting locations: suitability, safety, and permission. It notes that locations must be suitable for the script in look, accessibility, cost, and ability to commute or find accommodation. Safety concerns include safe access, dangers, making locations safe, and insurance. Permission requires determining land ownership, contacting owners, and obtaining proof of approval. Proper planning involves location research, visiting locations, risk assessments, and signed permission documents. Two example tasks are outlined for practicing assessing suitability, permissions, and risk assessing locations for a news story about declining city center shopping.
This document provides a summary of a legal workshop for filmmakers about documentary filmmaking. It discusses various legal topics that documentary filmmakers should be aware of, including life story rights, copyright and trademark considerations, liability for defamation and publicity rights violations. It also covers agreements, insurance, product clearances and other legal issues that may arise when making documentaries. The workshop is presented by Deborah Gonzalez, Esq. and aims to educate filmmakers about the host of legal considerations involved in documentary development and production.
1. Sources of financing for films generally fall into industry sources, lenders, and direct investors. Equity financing involves investors sharing in the profits if the film is successful in exchange for their investment.
2. Producers can make deals to co-produce films with other parties to share costs and risks. Limited partnerships allow passive investors to invest in exchange for a share of profits. Literary property agreements convey rights from authors to producers.
3. Product placement and branding deals allow companies to sponsor films in exchange for their products being featured, generating additional financing for films.
Visual Perception and Reception of Boubakar Diallos Julie et Roméo in Cameroonijtsrd
Modern African film cultures are receiving a new form of acceptability and audiences beyond the borders of Africa. This is illustrated by the growth, development and spread of the Nigerian and Ghanian film industries. While African audiences perceive them as 'Pan African', the development of film culture in Cameroon follows a different trajectory, with audience critiques of non representativeness of Cameroonian films. It is in this context that a Burkinabe film, Julie et Romeo, by Boubacar Diallo, itself an African adaptation of Shakespeare's play, became one of the most well received films in Cameroon. Two factors accounted for this, the film's aesthetic appeal and the director's engagement with his potential audience. I argue here that audience sensitivity is neglected in Cameroonian accounting for low reception of Cameroonian films. By analysing audience reception of Diallo's film, I map out a strategy for audience engagement in the production and receptivity of Cameroonian films as a way of improving their aesthetics, quality and wider appeal. Tafor Ateh ""Visual Perception and Reception of Boubakar Diallo's Julie et Roméo in Cameroon"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30248.pdf
Paper Url : https://www.ijtsrd.com/other-scientific-research-area/other/30248/visual-perception-and-reception-of-boubakar-diallos-julie-et-rom%C3%A9o-in-cameroon/tafor-ateh
Community Supported Film trains local filmmakers in developing communities to produce documentaries about important social and economic issues. This empowers local voices and provides a perspective not seen elsewhere. In one project, CSFilm trained Afghan filmmakers, who produced films giving an intimate view of daily life in Afghanistan. These films have been screened widely and contributed to public discourse about Afghanistan. Currently, CSFilm is training new immigrants and refugees in the US to produce films sharing their experiences and perspectives.
This document discusses the complex term "world cinema" and debates surrounding its definition. It explores how "world cinema" is often defined in opposition to Hollywood and the West, focusing on differences rather than similarities. The document analyzes two films, Wadjda (2012) and The Forgotten Ones (1950), to show how they draw on universal themes and techniques from multiple cinematic cultures to authentically represent their own cultures, rather than only focusing on differences from the West. It argues that "world cinema" is better understood by finding similarities between cultures' cinemas rather than only highlighting differences.
This summary provides an overview of the document in 3 sentences:
The document discusses the changing definitions of cinema over time, from its origins as a technological invention to its development as an artistic medium and ideological tool. It explores cinema's shift from early "cinema of attractions" to later narrative films, driven by cultural pressures to be seen as a serious art form. The document also analyzes debates around defining cinema as an art based on its relationships to other arts and its unique cinematic techniques and editing, as well as defining it as an ideology based on how it conveys sociopolitical messages.
Iranian cinema has changed rapidly after the Iranian New Wave, so its better to have some ideas on this topic which I have collected from various books, research papers and journals.
The teaching of visual anthropology by jay ruby presentation by sajjad haider...Sajjad Haider
This document discusses the teaching of visual anthropology. It begins by providing context on the field of visual anthropology, noting that it occupies a marginal position in academia. It then discusses challenges in teaching visual anthropology, such as limited funding and conservative forces within universities. The document argues that training programs in visual anthropology should be located within general anthropology departments rather than separate programs. It also argues that anthropologists need to be more involved in teaching media production skills to train "anthropological image makers," rather than deferring to film schools. The document concludes by examining three common assumptions about film that are problematic for teaching visual anthropology.
Publications on Nollywood have grown since the early 1990s, reflecting increasing academic interest in the Nigerian video film industry. Research covers the industry's history and development, and compares Nollywood to other African film industries. Publications provide perspectives from Nigeria, Europe, America and examine topics like language use, cultural influences, and reception of Nollywood films abroad. While early works criticized video quality and budgets, perspectives are now more positive as Nollywood gains global recognition.
Advantages And Disadvantages Of CinemaEssay Bureau
Further, you may be having no confidence in your skill of ingenuity to write and submit an original unique essay. In that case, you may be certain that our skilled essay writers will produce quality essays that you look forward to and deserve.
Genre theory provides a framework for categorizing different types of media texts based on common elements and conventions. Genres help producers develop recognizable texts, help audiences decide what to consume, and help scholars analyze texts. While genres provide stability, they are also dynamic and evolve over time reflecting social and cultural changes. Different theorists examine how genres provide audiences with pleasures through emotional, visceral, and intellectual engagement, and how genres are shaped by industries and audiences. Examples show how genres are communicated through visual cues and how genres have changed over time while still retaining core conventions.
This document introduces the "Who Are We?" campaign, which aims to promote Afrophilia (love of African culture and people) through a creative dialogue event. The event will feature a panel of Africans from different fields engaging in a moderated conversation about embracing diversity and African identity. It will be followed by artistic performances and networking. The goals are to encourage tolerance and collaboration between Africans, challenge Afrophobia, and spread the message through community engagement after the event. Attendees will be asked to champion social cohesion in their own communities. The document provides details on partners, format, and invites participation in the event.
Custom essay writing services australiaEssay Bureau
This document discusses various perspectives on conceptualizing world cinema beyond just viewing it through a US-centric or Hollywood lens. It mentions concepts like Third Cinema which originated in Latin America and questions structures of power globally. National cinemas are also part of the totality of world cinema. More recently, critics look at factors like transnationalism, hybridity and globalization due to increased international co-productions, migration and digital convergence across borders and cultures. Defining world cinema is an ongoing discussion that must account for diverse audiences and sites of exhibition/distribution internationally.
This document provides an analysis of the 2006 film Blood Diamond as an example of how Hollywood representations of African culture can be inaccurate and promote overgeneralization. It discusses how the film's synopses and marketing portray Africa and Africans in simplistic, negative ways. The analysis argues that Blood Diamond, like many other Hollywood films about Africa, reduces the culture to primitive depictions that ignore cultural nuances and complexities. It aims to critically examine how the film represents African ethnography through textual analysis and existing frameworks around ethnographic cinema.
This document discusses the relationship between the African communitarian conception of personhood and gender. It makes four key points:
1) It argues that the supposed gender-neutrality of the African communitarian idea of personhood ignores issues of gender violence and discrimination.
2) It surveys literature on communitarian personhood in African thought and argues it is often construed as gender-neutral.
3) It contends that the relational and community-based nature of communitarian personhood indicates it is actually a gendered notion, in conflict with assumptions of gender-neutrality.
4) It examines Ifi Amadiume's position that gender in traditional African cultures was fluid and complementary,
Assessing the functions of african cultural values in journalism practiceAlexander Decker
This document summarizes a study that investigated the role of African cultural values in ethical journalism practice in Nigeria. The study surveyed 162 journalists in Anambra State using questionnaires and focus groups. Key findings were that journalists perceived African cultural values as having a useful role in encouraging ethical practice, dedication to duty, hard work, and development-oriented journalism. It was recommended that journalists be trained on African cultural values to help incorporate these values into their daily work and promote more ethical journalism. The theoretical framework was the African journalism theory, which proposes integrating African values like communalism into journalism for it to be more relevant and beneficial to African societies.
Argumentative essay is usually assigned as a capstone project or a final year project that involves lengthy and detailed research. It requires thorough research where a student is required to collect data through interviews, surveys or even through experiments as well as establishing a clear and reasonable thesis statement. Thus, a lot of students enquires on guidelines of how to write my essay.
This skit segment consists of three short skits that explore
some common responses youth receive when they try to address issues of
racism or bring up alternative perspectives in classroom settings.
Some Common Responses
- Laughter at inappropriate times
- Defensiveness
- Denial that racism exists
- Blaming the victim
- Dismissing the issue as too "political"
- Claiming not to see race/ethnicity
Possible Discussion Questions
1. What happened in each skit?
2. Have you ever experienced responses like those in the skits?
3. Why do you think people respond that way?
4. How does it feel to receive those kinds of responses?
The motivations behind Darren Aronofsky’s biblical adaptation Noah (2014)Premier Publishers
Adaptations have found a growing place in modern cinema with directors motivated by numerous factors to remake previously told stories. This paper studied the underlying motivations of American director Darren Aronofsky’s 2014 film Noah. The film is an adaptation of the biblical story of Noah and the Ark . Fundamental to the methodology of this paper is Linda Hutcheon’s A Theory of Adaptation. The study discovers the personal, economic, political and cultural motivations behind the adaptation were. The research results in an innovative understanding of the director and of the motivations behind his cinematic adaptation of Noah.
This document provides background information and context for analyzing the film Ten Canoes (2006) and its representation of Indigenous Australians. It discusses how the film navigates tensions between local and global culture in its filmmaking style and intended audiences. The paper will analyze how specific elements of Ten Canoes reflect and engage with broader social, cultural and political discourses, both drawing from and shaping understandings of Indigenous culture.
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Nigerian video Industry paper - Pete TidemannAndrea Quaranta
The Nigerian video industry developed out of cultural productions like the Yoruba Travelling Theatre tradition and has become an important part of popular culture across West Africa and the diaspora. It began with filmed performances of the Travelling Theatre but later emancipated into its own video genre. The Yoruba video industry in particular centered around Lagos and produced genres like juju films and comedies. The Hausa video industry in Northern Nigeria also grew out of cultural forms like drama clubs and popular literature and has been influenced by Indian films which were already popular there. Both industries have become economically significant and reflect social and political issues in Nigeria through their storytelling while also entertaining mass audiences.
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The Video-Movie Flourish in Ghana: Evolution and the Search
for Identity
Dr. Mawuli Adjei
Department of English, University of Ghana, P. O. Box LG 129, Legon, Accra
E-mail of corresponding author: sogbo_lisa@hotmail.com
This paper, with considerable changes, was first presented under the title, ‘From Concert Party to Ghallywood:
Continuity, Adaptation, Mimicry and Mediocrity in Ghanaian Video Movies’, at the CODESRIA/FESPACO
African Film, Video and the Social Impact of the New Technologies Conference, Ouagadougou, Burkina Faso,
February 27-28, 2011, fully sponsored by the African Humanities Institute/CODESRIA.
Abstract
What are the influences, internal and external, shaping the video-movie industry in Ghana? In what direction are
these influences heading the industry? How can Ghana craft a unique cinematographic identity for herself based
on her culture and performance and artistic traditions? These are the key questions addressed in this paper. The
paper also explores and reviews theoretical issues regarding ‘authenticity’ and what course African cinema, in
the opinion of some theorists, should chart so as to be responsive to the artistic, aesthetic and cultural needs of
the people.
Keywords: Ghallywood, Concert Party, film, video-movie, authenticity, industry.
1. Introduction
Ghanaian film dates back to 1948 when the then Gold Coast Film Unit was set up in the Information Services
Department. In 1971, the Ghana Film Industry was established as a corporate body. In 1978, the Government of
Ghana brought on stream the National Film and Television Institute (NAFTI), a public institution of Higher
Education in Film and Television Production with a mandate to train Ghanaians and Africans in filmmaking, and
to tell the African audio-visual story. It produced a number of high quality Ghanaian films and documentaries.
However, by 1996, when The Ghana Film Industry Corporation was divested to a Malaysian consortium, a
yawning lacuna emerged in filmmaking in Ghana (http://wwwfilmbirth.com/ghana.html). Critical works and
archival material which document the trajectory of Ghana’s film history from the colonial period to the mid-90s
include Odunton (1950), Noble (1952), Agyei-Addo (2004), Bloom (2009), Holdbrook (1985) and Sandon
(2009).
In the late1990s, the gap created by the collapse of the Ghana Film Industry Corporation was quickly
filled by video-movie productions. Film critics who have drawn attention to the phenomenal rise of video
productions in Ghana include Aveh (2002), Meyer (1998; 2003; 2006), Haynes (2007) and Garritano (2013). But
it was not a phenomenon happening in isolation in Ghana. According to Haynes (2007: 1),
Video film production began almost simultaneously in Ghana and Nigeria in the late 1980s, in
both cases as a result of general economic collapse that made celluloid film impossibly
expensive…In Ghana, the way was led by people like Willy Akuffo, a film projectionist, and
Socrates Safo, who was studying to become an auto mechanic. Self-taught as filmmakers, they
were outsiders to the Ghanaian filmmaking establishment, but their tales of witchcraft and
sentimental romance immediately struck a chord with their audience.
Whereas the Ghana Film Industry Corporation and NAFTI had well defined missions and visions to
craft an ‘authentic’ Ghanaian film culture, the new entrants to the film industry were driven more by commercial
instincts than a desire to create a system that captures the vision of Osagyefo Kwame Nkrumah, who saw
indigenous Ghanaian or African film as a political, cultural and decolonization weapon. Indeed, as Haynes
rightly points out, the Ghana Film Industry, “the bearer of a government-sponsored nationalist tradition of
filmmaking, produced a number of more secularly-minded, socially-conscious videos until its demise in 1996”
(4).
2. Theorizing Ghanaian/African Film
Theoretical and conceptual issues regarding film [1] in Africa are still in a state of flux. Within a broad spectrum
of theoretical propositions and positions, there is a propensity towards prescriptive cultural nationalism. This
position is summed up by Adeyemi (2009:63) who argues that African cinema, in the service of cultural
nationalism, must be seen and used as a revolutionary weapon fashioned “to provide concepts of leadership,
community collaboration, economic structures and socio-political mobilization capable of engendering radical
change which will help blacks define their own culture, based on their heritage and history.”
Perhaps attempts by some cinematographers and film critics at defining “Black Film” would help in
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defining “African Film” and, by extension, “Ghanaian Film”. According to Klotman (1978:123-4),
“Black Film” is a term which encompasses all those films with black themes or subject matter
[…] which have substantial participation by Blacks as writers, actors, producers, directors,
musicians, consultants, and films in which Blacks appear in supernumerary roles.
The problematic pertaining to these definitions is that many theoretical approaches to the criticism and
evaluation of African film tend to be either grounded on Western critical paradigms, or juxtaposed as a binary,
measuring African against Western film culture. With regard to the ‘inauthenticity’ of these approaches, Murphy
(2000:241) posits that:
Debates upon the nature of African cinema have too often been trapped within a reductive
opposition between Western and African culture. The argument proposes that an ‘authentic’
African film must not only exclude all things European or Western, but must also set itself up
in opposition to them. If we follow this argument to its logical conclusion, then all African
films are ‘inauthentic’ or ‘Western’ simply because cinema was first invented in the West.
However, if we remove this strict opposition between the West and the rest of the world, we
get a much better view of the way in which different cultures interact with and influence one
another.
Cultural influence, in Murphy’s view, is not simply a one-way street with the West influencing the rest
of the world. He argues that Africa and the West are not mutually exclusive worlds that possess their own
authentic and unchanging identities: “They are hybrid identities that influence and modify each other, and this
process of exchange applies to cinema” (241). He contends though that in the current world order, the West
remains the dominant force in this process of hybridization.
Some of the foremost theorists and critics of African film include Ferid Boughedir (one of the earliest
critics of African film), Teshome Gabriel (a leading advocate of critical theory of Third World Cinema), Manthia
Diawara (a major film critic, author, producer and filmmaker) and V.Y. Mudimbe. Zacks, quoted in “Theoretical
Constructions of African Cinema” (Harrow 1999:3), takes issue with all these theorists. He critiques Mudimbe’s
interrogation of the various intellectual movements that have influenced Africanist discourse—Negritude,
Sartrean existentialism, missionary writings, ethnophilosophy, anthropological structuralism and Fanonian neo-
Marxist nationalism – and disagrees with his attempt to filter African philosophy, and by extension African film,
through Western concepts that were initially introduced into African culture through colonialism. In Zachs’ view,
It would be hard to avoid the implication that any African discourse making philosophical
claims would have to be inherently a hybrid intellectual product, its very effort to link itself to
the philosophical tradition having as a precondition some reconciliation with Western culture.
Thus, surprisingly, given the political relationship that has obtained between Africa and the
West, the question of what “African philosophy” might consist of has been traditionally
characterized by a struggle to distil the pure, authentic, original, traditional, or indigenous
characteristics from what have generally been considered perverse external influences (4).
Zachs concludes that Mudimbe’s historicizations have led to the suspicion that the concept of
authenticity “may itself be implicated in formulations of intellectual originality, cultural appropriation, and
mimesis that elide the very historical and cultural specificity that it is supposed to animate” (4). His own
proposition for how African film criticism and African films, as objects of criticism, should be constructed to
mirror the possibility of an African philosophy, and African cinema as a tradition, is anchored on neo-Marxism,
neo-structuralism and modernism.
In my opinion, these theoretical and critical propositions do not adequately define the African film
tradition. What we should be looking at is a paradigmatic framework of continuity and adaptation, and, overall,
the quintessential elements—in both form and content—that set African cinema apart within the corpus of world
cinema, instead of “authenticity,” which is hard to construct, let alone identify.
3. Ghanaian Video-Movie and the Identity Crisis: Internal and External Influences
Contemporary Ghanaian film, in particular the Ghanaian video-film, has been shaped by influences from diverse
sources, both internal and external. These influences range from the orature, popular theatre, best known as
“Concert Party”, television, technology, Nollywood and Hollywood among others. Below is a discussion of
some of the major influences.
3.1 Popular Theatre: The Concert Party Tradition
There is only a thin line between the Concert Party (popular theatre) and cinema in Ghana; the evolution of
cinema is largely shaped by the artistic and aesthetic parameters of the Concert Party tradition. First of all, the
development of Ghanaian drama as a mirror of Ghanaian national identity and culture goes back many years.
Credit goes to Efua Sutherland, whose pioneering role in the National Theatre Movement cannot be overstated.
The National Theatre Movement constitutes the single most ambitious project aimed at indigenizing Ghanaian
theatre by giving it a distinctive national character; the kind of drama which derives its definition from popular
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theatre and folklore; a theatre which is close to the people wherever they are; a theatre dramatizing the Ghanaian
story using indigenous Ghanaian dramatic forms, motifs and infrastructure. The groundwork for such a project
had long been laid by the Concert Party tradition. According to Sutherland (quoted in Darkey 1991:14),
The theatre of the Concert Party is vintage theatre in Ghana. Its unbroken history of evolution
from the early 1930s makes it the forerunner of the New Theatre Movement…It is in touch
with the country, and the best of its art reflects that privilege.
The Concert Party has its origins in the Vaudevillian form of theatre and was introduced into the country in the
1920s. Operatic in form, its ingenious blend of music and speech elements of the theatre makes it a unique
experience of the Ghanaian performance tradition (Darkey 1991). Darkey also observes that:
An important aspect of the Concert Party form of drama is the “total theatre” nature of its
performance tradition. The theatre employs […] creative and aesthetic elements which appeal
to the auditory, visual, verbal and indeed all the human senses and are aimed at arousing
intense emotion in the audience (110).
It has to be noted that the Concert Party itself has been greatly influenced by aesthetic elements drawn
from indigenous theatre—from Ghanaian festivals, traditional dances and music, the different expressions of
poetic and prose traditions such as libations, panegyric, dirges, proverbs, riddles etc. which are all participatory
in nature.
Today, the Concert Party remains the most enduring art form in Ghana drawing large crowds of
sophisticated theatre-goers and ordinary people, young and old. Its form and enactment may have been tempered
by time and technology, yet it remains a very vibrant Ghanaian heritage. As popular theatre, it is today used to
raise awareness about many social issues including gender discrimination, violence against women, sexual
harassment, marriage, family planning, education for girls, HIV/AIDS and the destruction of certain myths in the
society. The establishment of Arts centres in Accra and Kumasi, christened Anansekrom (from Ananse folklore)
and Anokyekrom (from the legend of Okomfo Anokye) respectively, as well as the National Theatre in Accra (in
1990), has in a great measure defined an enduring institutional framework for propagating the Ghanaian heritage
through theatre.
It is from the above background that the contemporary Ghanaian video industry has, to a large extent,
evolved—a transposition and transformation of the old into new artistic forms and expressions through modern
technology. The influence of the Concert Party tradition manifests extensively in how Ghanaian video-film
producers and actors/actresses package and enact their stories. These influences are evident in many forms.
These include, among others, casting, scripting and language.
3.1.1 Casting
Many of the actors and actresses, especially in the Akan-based movies, are drawn from the Concert Party
tradition, a fact affirmed by Haynes (4). These have retained their Concert Party stage-names or nicknames. The
most popular among them are Kofi Adu (Agya Koo) Grace Omaboe (Maame Dokunu), Akua Ataa (Kyeiwaa)
and Asonaba Kweku Darko (Super O.D.). These actors and actresses, well known for their roles as jokers in
Concert Party performances, have, wittingly or unwittingly, carried these characteristics into movies. They are
usually assigned such roles. However, they have often reduced every role to a jocular one, which is a hallmark of
the Concert Party tradition. These actors and actresses also carry with them the crudity and penchant for playing
to the gallery, which often characterizes Concert Party performances.
3.1.2 Scripting
Film script writing is one of the most complicated and challenging types of creative writing. This is no problem,
however, for the Concert Parties. There is ample room for improvisation and extemporaneity; the plots evolve
from sketches and flimsy synopses, and once roles are assigned, the actors and actresses fill in the rest. From my
research, it is evident that this has been carried over into Ghanaian movies. Film producers do not engage the
services of professional script writers—if they exist at all. Thus, once a story is conceptualized, the film-makers/
producers devise synopses and plots and depend entirely on the memory and ingenuity of individual
actors and actresses. The only difference is that, whereas in the Concert Party tradition, the same story could take
on different artistic complexions during performances, film is frozen in time and place.
3.2 Indigenous Language Videos and the Rise of Kumawood
In recent times, due to the dwindling popularity of the Concert Party, a subset of Ghallywood has emerged,
termed “Kumawood” (derived from Kumasi, where Akan language films are mostly produced; indeed, churned
out by the hundreds monthly by anybody with access to a video camera, a lighting man and cast comprising
friends, neighbours, family members, market women, school children—virtually any one in sight). Kumawood
has effectively supplanted the Concert Party, and, as earlier indicated, its main medium is Twi, an Akan dialect.
The influence of Akan as the dominant Ghanaian language in Kumawood video-movies, especially those
dominated by actors and actresses with a close link to the Concert Party tradition, also has its origins in the
Concert Party. According to Darkey (1991:121),
The Concert Party theatre was introduced in the country with English as the main language of
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performance. Master Yalley’s shows were in English as his audiences comprised the educated
Africans and Europeans…Akan gradually replaced English as the theatre became more
popular with the mass of the African population.
Before the emergence of Kumawood, a large percentage of the Ghanaian video-films, running side-by-side
with the English-medium ones, were in Akan—they came in Akan titles; dialogues were either entirely in
Akan or interspersed with code-switching, code-mixing and pidgin. Initially, no attempts were made to reach out
to a wider viewership outside the Akan linguistic circle. Later, sub-titling had been employed to bridge that gap.
Unfortunately, the sub-titles did very little for the benefit of viewers who are not competent in Akan due to the
terribly bad grammar, malapropism and transliterations which had become the hallmark of the translations. Often,
the sub-titles rather inadvertently functioned as comic reliefs and side-tracked viewers from the episodes they
purported to illuminate, as viewers struggled to come to terms with the bad English translations or interpretations.
The dominance of Akan is a direct carry-over from the Concert Party tradition where Akan is more or
less the lingua franca, to the extent that even non-Akan actors and actresses are forced to function in the Akan
medium. Indeed, in most productions, there is a long-standing tradition of poking fun at Ewes and Northerners
who are projected as incompetent users of the Akan language. Thus, whereas in Nigeria there are many
productions in Igbo, Yoruba and Hausa (Larkin 1997; Adamu 2004), in Ghana, with the emergence of
Kumawood, Akan is the main or only medium used in indigenous productions.
Without doubt, films in Akan are far more popular than those in English simply because they are a
carry-over from popular theatre, targeted at that massive constituency of patrons which includes peasants, market
women, semi-literates and children for whom an indigenous language in any narrative context is closer to them
linguistically. Like popular theatre, they want to be part of the stories; they see themselves in the stories; they
‘own’ the stories. Secondly, the actors and actresses, mainly semi-literates, are more comfortable and able to
articulate themselves better in Akan than English, which is seen as a handicap.
Kumawood, with its local language medium, may be popular, since it draws extensively on popular
culture, occultism and fantasy (Meyer 2003), close to Anansesem (Ananse folktales), but not everyone is
enthused about its content and quality. Kumawood has come to represent what is mediocre, crude, obscene and
vulgar, with its most popular actor, Kojo Nkansah (whose screen name is Lil Wayne), regarded by many as an
illiterate ‘fool’ (in Shakespearean terms). Consequently, Kumawood productions are frowned upon by film
critics and middle-class and elite viewers as embarrassing and amateurish. They are also ignored in the annual
Ghana Movie Awards, which itself has been mired in controversy over the years for lack of direction and
professionalism.
3.3 Television
Television has functioned as the bridge between popular theatre and cinema. From the mid-1970s all the way to
the 1990s, Ghana Television had succeeded in transmitting and projecting drama onto the screen. The Osofo
Dadzie group set the pace, followed by the Obra and Daakye groups, all of which were Akan drama troupes
drawing on the traveling theatre or folk drama tradition. To give these productions a national character and to
widen patronage, shows in Ewe (Showcase in Ewe, featuring such groups as the Gomido Theatre Group, also
known as ‘Agbedefu’, and Tsitsige), Ga (Showcase in Ga, featuring the Adabraka Drama Troupe) and Dagbani
(Showcase in Dagbani) were added. It must be emphasized that, like the Concert Party drama of old, these
modern-day dramatic forms had succeeded in holding the mirror to national consciousness in terms of
contemporary discourses. Again, like the Concert Party, they functioned as folk satires designed to make
Ghanaians laugh at themselves and to inform, educate and entertain. They were especially designed for people in
the countryside but had nonetheless enjoyed wide patronage across the social spectrum. For the educated elite,
Thursday Theatre, aired on Thursday nights, was highly patronized due to its high quality in terms of production
and acting. It was produced by Wallace Bampoe-Addo and featured the cream of Ghanaian actors and actresses
including David Dontoh, Abbey Okai, William Addo, Efo Kojo Mawugbe, Fred Amugi, McJordan Amartey,
Abi Adatsi, Mawuli Semevo, Edinam Atatsi, Dzifa Glikpoe, Akorfa Edzeani-Asiedu and Dzifa Gomashie.
Television projected these groups of performers, expanded the frontiers of their visibility and
sharpened their performing skills. Television transformed the performance culture by easing and taking away
much of the encumbrances and hazards of the traveling theatre, without necessarily cutting the performers away
from their constituencies. Thus, like the traveling theatre, the television screens brought the drama to the
doorsteps of many patrons.
However, with the advent of video, the indigenous drama troupes, particularly the Akan-based ones,
and the Thursday Theatre groups, made a quick transition to the big screen. Once they embarked on that path,
TV became more or less irrelevant as a platform for projecting dramatic performances. For the indigenous drama
troupes, old productions were quickly rehashed and extended into full-length movies with a wider cast and
setting. The Thursday Theatre actors and actresses, on the other hand, quickly metamorphosed into local movie
stars, in their own small ways, almost rivaling the Hollywood icons. With the exception of a segment of the
youth who were not convinced and still stuck to Western film stars such as Denzel Washington, Eddie Murphy,
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Wesley Snipes, Morgan Freeman, Will Smith, Forrest Whitaker, Chris Rock, Chris Tucker, Arnold
Schwarzenegger, Sylvester Stallone, Jackie Chan etc., the greater majority of viewers began to identify with
home-grown stars like David Dontoh, William Addo, Fred Amugi and Akofa Edzeani-Asiedu, Mawuli Semevo,
and later, new identities like Jackie Appiah, Yvonne Nelson, Pascaline Edwards, Kofi Adjorlolo, Grace Nortey,
Nadia Buari, Emmanuel Armah, Ekow Smith-Asante, Majid Michel, John Dumelo, Van Vicker, Chris Attoh and
others.
3.4 Hollywood and Independent European / Neorealist Cinema
Wilson (1994:225) notes that, “So widely seen is classical Hollywood cinema that it has influenced virtually all
narrative films.” To this, one must add independent European / Neorealist Cinema. The films which can be
described as neorealist have frequently been categorized as a ‘film movement’. The critic Andre Bazin has
claimed that the development of the use of deep-focus photography in neorealism allowed a greater democracy
for the eye by being closer to ‘reality’. One major way in which these influences are felt is the gradual seepage
of explicit eroticism and nudity into Ghanaian movies.
Over the ages, erotic art has featured in many cultures, including African culture. Especially in the
Western world, the theme of illicit, carnal, erotic love provided inspiration for artistic expression. Some of the
images were unabashedly vulgar and lurid in their portrayal of licentiousness. However, as Wolk-Simon (2000)
asserts, most of these drawings, paintings and objects were made for private rather than public consumption. In
recent times, the spread of technology and cultural permissiveness means there are now larger spaces and
mediums for the consumption of these images.
The critical literature on eroticism in art has adopted different approaches. From the feminist aesthetic
perspective especially, critics argue that the erotic in art is mostly about the power and supremacy [of men] over
women. For instance, Duncan (1991:59) asserts that, “Time and again, the male confronts the female as an
adversary whose independent existence as a physical or spiritual being must be assimilated to male needs,
converted for abstractions, enfeebled, or destroyed.”
The experimentation with eroticism and nudity in recent Ghanaian productions has stoked much fury
and condemnation from the Ghanaian viewing public which sees it as nothing more than profane soft
pornography. It is seen as culturally and artistically inappropriate and alien since in the Ghanaian performance
tradition, as in oral narratives, sex is artistically masked or couched in euphemistic and symbolist language. One
could hazard a guess that independent European or Neorealist cinema, rather than Hollywood, has influenced
Ghallywood in the expression of sex and sexuality. This influence comes from the many Mexican and
Venezuelan romantic soap operas that now dominate Ghanaian TV screens. Some of these are: Esmeralda,
Acapulco Bay, Second Chance, Hidden Passions, Storm Over Paradise, The Shadow, Until My Last Breath, The
Promise, Long Wait, Stand Up for Love, La Supadora, Maria de Los Angeles, Woman of my Life, Sweet Fat
Valentina, Juana la Virgen, The Quilt, Don’t Mess with an Angel and Shades of Sin.
These soap operas which invariably depict extended explicit erotic scenes including nudity and love-making,
and showcase beautiful young women and flamboyant young men, have become attractive as motifs and
blindly mimicked and experimented with in Ghanaian movies. Actors/actresses like Michel Majid, Van Vicker,
Jackie Appiah and Nadia Buari have come dangerously close to offending conservative Ghanaian cultural
sensibilities in films such as Sinking Sands, Love and Sex, Love and Politics, Heart of Men, 4Play etc.
For actors/actresses and producers alike, there appears to be nothing wrong with such erotic scenes.
While the actors/actresses claim that they are merely acting out roles in which they have been cast, the producers
strongly debunk assertions that these scenes are alien to Ghanaian performing arts. More to the point, they harp
on the commercial viability of films with steamy erotic and sexual scenes which, they argue, inure to box-office
successes. One popular producer, Leila Djansi, expresses her candid views in the following interview by
Deborah Ameyaw: [3]
Deborah Ameyaw (D.A): What does nudity and sex mean to you in terms of being used as an art form?
Leila Djansi (L.D): Nudity is a form of expression. It is a storytelling tool. It’s also an aesthetic.
D.A: Nudity and sex are new to movies that are distributed in Ghana. Why do you think both are
new to movies in Ghana? What has taken Ghanaian filmmakers so long to incorporate them in
their films?
L.D: Just take Hollywood; it is a phase each industry has to pass through. Hollywood went through
it with the Catholic Church and other elements… Same way censorship boards in Ghana are
getting drastic and same way it was in the early years of the American film industry…The
constant thing is change. That strong Ghanaian culture is slowly growing lax with all the
globalization.
3.5 Nollywood
Nollywood’s resources, appeal and reach place it miles ahead of Ghallywood. The latter has benefited from the
former in what is now broadly referred to as Ghallywood-Nollywood collaboration. This collaboration seems to
be symbiotic, even if the partnership has been an uneasy one. Ghanaian actors and actresses, particularly Jackie
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Appiah, Nadia Buari, Nana Ama McBrown, Van Vicker, and Kofi Adjorlolo, now find lead roles in Nigerian
movies. Beyond that, Nigerian film producers bring in resources using a combination of Nigerian and Ghanaian
artistes to roll out titles in rapid succession. According to Kwaw Ansah, Nigerian filmmakers have altered the
landscape of video production in Ghana: “Where it would take Ghanaians six months to make a film, it takes
Nigerian producers in Ghana six weeks to complete a film. Thus, Ghanaian filmmakers abandoned film
production and started seeking roles in Nigerian film.” [4] However, beyond the box office, and attempts by
some Ghanaian actors/actresses to sometimes mimic Nigerian pidgin, the extent to which the influence and
success of Nollywood have impacted on the content and quality of Ghallywood remains unclear.
3.6 Technology
Most Ghanaian movies run on very low budgets so producers cannot afford to procure high quality equipment to
produce movies on 35mm and 70mm celluloid. The video format appears to be a convenient shortcut to doing
film business without being bogged down by financial constraints. Initially, low quality video equipment were
used, resulting in hazy and fuzzy picture and sound quality. This is becoming a thing of the past as the industry
improves.
With the benefit of multimedia technology, Ghanaian film-makers, far from mastering the
sophisticated and extraterrestrial stunts that distinguish Hollywood from other film cultures, nonetheless, have
been able to spice their productions with make-believe motion photography. They go in for the most
fundamental of video editing skills such as shape-shifting and metamorphosing human beings into pythons,
skeletons and vice versa, or enacting vanishing and levitation acts. Also, with the advent of computer graphic
interface, three-dimensional graphics and animation have been incorporated into Ghallywood productions in
their most rudimentary forms. These include mythical figures, beasts and monsters which are chiefly portrayed
in their most hideous anthropozoomorphic constructions. They are usually used to re-enact and reaffirm
Ghanaians’ belief in superstition and witchcraft. Computer softwares are also transforming and enriching
Ghallywood in other ways. They include Particle Illusion, Adobe After-Effects, Autodesk Maya, 3d Studio Max
and others. They are mainly used in the post-production stage by visual effects artists and video editors to create
such visual effects as explosions, thunderstorms, man-in-flight, blood spillage and display of mystical and
supernatural powers which ranges from heat vision to fireballs among others.
At the other end of the scale are sound effects and beat making softwares. Among them are Adobe
Sound Booth, Fruity Loops, Reason and Sound forge which enable sound effects artists and music score artists to
compose motion picture soundtracks to complement the films. Often, the viewer can grasp the entire storyline of
the film just by listening to the soundtrack which accompanies the film. Alternatively, popular Rnb, Hip-hop,
hip-life and classical songs are borrowed without permission or due acknowledgement.
It is worth mentioning that animated feature films are springing up at a rather slow pace as compared
to live action films. Recent animated feature films include Ananse Must Die and 28th February Crossroad
Shootings. The slow pace of cartoon animation is most likely due to the labour-intensive nature of animation,
inadequate professional animators, lack of expertise in animation and the high cost involved in producing
animated feature films. Nonetheless, there are quite a number of animated T.V commercials by some leading
animators like Zingaro and Akroma Productions.
Technology has not only transformed the presentation of Ghallywood films but has also crept into the
storylines themselves. Examples are films based on cyber-fraud, popularly known as 419, in which foreigners
are lured and deluded into fraudulent deals leaving them bankrupt. A recent influence of technology in
Ghallywood storylines is 2016, a quasi-futuristic science-fiction film themed on alien invasion, in which robotic
aliens from space invade Ghana in their quest to conquer and dominate the entire country.
On the whole, these technologically-induced images have enthralled and appealed to a large
percentage of unsophisticated patrons who now have concrete visual expressions of the occult and other
narrative tropes which exist in folklore and popular theatre but are confined to the imagination.
There are other ways in which technology has influenced not only the movie industry but also popular
culture. What the video revolution is doing to the cinema culture in Ghana is also a function of the advancement
of technology. Cinema houses, such as Opera, Rex, Orion, Palladium, Regal, Oxford and Plaza in Accra as well
as Casino and Vision 66 in Tema, which flourished in the country from the 1950s till the 90s, have been
converted by the many charismatic and Pentecostal churches into houses of worship. Thus, the mass appeal of
popular theatre, which was translated into the massive patronage of cinemas, is all but dead due to the portability
of films on compact discs (CDs) and other storage devices. GAMA’s Executive Theatre (TV3) and Global
Media Alliance’s Silver Bird Film Theatre (located in the Accra Mall) are striving hard to revive interest in the
big screen. However, across the country, even in the remotest areas where there is the luxury of electricity,
individual households prefer to screen movies in the comfort of their living rooms and compounds. The flooding
of the market with cheap DVD players has made all these possible. This is a clear indication that, indeed, the
future of the entertainment industry in Ghana belongs to the video-movie industry.
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4.0 State of the Art
The conclusions to be drawn from this study are self-evident. Contemporary Ghanaian performing arts is moving
from the stage to the screen. Although predicated on the aboriginal performance tradition, drawing extensively
on popular/traveling theatre, the new artistic products are filtering through a process of cross-fertilization, as it
were - the industry is still in its formative stages, and is being shaped by many influences, internal and external.
Compared to Nollywood, it is a small industry with a huge potential to blossom in terms of scope, artistry,
technique, infrastructure, identity and marketing. This will, of course, materialize through the injection of capital,
monitoring, regulation and training.
However, one must be quick to point out that the influences discussed above have not turned around
the Ghanaian video-movie industry by way of quality. About 95 percent of the productions are, to say the least,
substandard. Generally, the storylines are thin and flimsy and are laboriously sustained by boring dialogue
stretched over long periods. Lead roles are assigned to half-baked actors and actresses who are most times more
conscious of their presence on the screen than what they are doing. Above all, the propensity towards magic,
witchcraft and other forms of occultism has rendered Ghanaian films, particularly the Akan-based ones, nothing
more than a packaging of flimsy infantile fairy tales with little or no artistic value. They draw on the high degree
of Ghanaians’ belief in superstition and the occult, which in itself is not the problem, but rather the flippant
recourse to it as a shortcut to plot structure and development. According to veteran actress, Rama Brew, “It has
to do with the refusal to learn, lack of application of knowledge where it exists, passion for shortcuts and the
attitude of producers who are consumed by ego” [5]. A Daily Graphic columnist, Manasseh Azure Awuni, in a
scathing feature article, sums up the state of the Ghana movies in the following words:
Today, love seems to be the only theme available to our film makers. And one finds it difficult
to differentiate between Ghallywood’s love films and pornography. Love and romance are not
bad themes but our inability to domesticate the theme to suit our socio-cultural context makes
the films not only boring to those with literary eyes, but also very irrelevant [6].
He is equally critical of indigenous language productions which are haphazardly packaged and generally lacking
artistic merit:
Lately, the local language productions have come with their own myriad of flaws. While there
has been a significant improvement in the quality of productions of these local movies, the
story lines are not worthy of any good commentary…Some of these stories are just like the
“maame ne papa” kind of thing that children learning to come to terms with reality perform on
playgrounds. The theme is rather that of spirituality or litigation in which razor-sharp tongues
such as Agya Koo or Kyeiwa subject their victims to insults [7].
In Nigeria, for instance, in the wake of the growing concern that the Nigerian video films industry
requires significant improvement in technical standard and artistic qualities, Mainframe Film and Television
Productions (shortened to Mainframe), has responded to the challenges by addressing some of the immediate
problems (Adeoti 2010). Unfortunately, there is no such intervention in Ghana. The Ghana Film Censorship
Board has not done much to set standards and benchmarks to guide the industry. Until something similar to the
Nigerian Mainframe project happens in Ghana, shoddy video-movies will continue to flourish in Ghallywood,
notwithstanding the fact that the annual Ghana Movie Awards continue to recognize and reward ‘excellence’.
5.0 Conclusion
Like folklore and music, film is a cultural activity and an identity-marker. Carmela Garritano is right in pointing
out in the introduction to her African Video Movies and Global Desires (2013), titled ‘African Popular Videos as
Global Cultural Forms: A Ghanaian History’, that the emergence of popular video industries in Ghana and
Nigeria represents the most important and exciting development in African cultural production in recent history.
It is a phenomenon which is reversing the paradox of Africans viewing themselves from alien perspectives and,
as she notes,
Though the film medium has failed to take root in Africa, video has flourished. An inexpensive,
widely available, and easy to use technology for the production, duplication, and distribution
of movies and other media content, video has radically transformed the African cultural
landscape. In perhaps its most consequential manifestation, video has allowed videomakers in
Ghana and Nigeria, individuals who in most cases are detached from official cultural
institutions and working outside the purview of the state, to create a tremendously popular,
commercial cinema for audiences in Africa and abroad: featuring “films” made on video (1).
However, one must be quick to add that the industry must shed its large baggage of mimicry of
Western popular culture, Latin telenovellas, magic and withcraft and, generally, spurious, flimsy and
monotonous content and strive to achieve high artistic standards through training and capital injection. Ghanaian
popular culture, art, music, the state, its people and institutions and the various ways in which these are evolving
within the global environment, must crystalize positively and creatively through the corpus of the current boom
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of video-movies. It remains to be seen whether William Akuffo’s Ghallywood Village (a film training school
situated about 30 kilometres east of Accra) would turn the Ghanaian video-movie industry around and give it
some national character and identity.
Notes
1. ‘Cinema’, ‘film’, and ‘video-movie’ have been used liberally and interchangeably in this article.
2. Used here as a Black universal construct rather than Black American ‘blackness’.
3. Ameyaw, Deborah. ‘Leila Djansi Interview: Sex Sells, Even if the Subject Matter is Serious.’ The full
interview is available at: http://www..thenigerianvoice.com/nvnews/36866. Accessed February 6, 2011.
4. Kwaw Ansah made this remark in his key note address delivered at the Second Ife International Film
Festival held at the Obafemi Awolowo University, Ile-Ife, on 27th January 2009. Quoted in Adeoti, ‘Nigerian
Home Video Tradition and the Challenges of ‘Border-neutering’: The Mainframe Paradigms,”, p.5.
5. Personal communication with Rama Brew, E-tv Ghana, Accra, December 22, 2010.
6. ‘Agya Koo’s SUV and the Ghallywood Awards’, Daily Graphic, February 12, 2011.
7. Ibid.
8. The name ‘Ghallywood’ has been roundly criticized by many Ghanaians, including popular Actress
Anima Misa of Kwaw Ansah’s Love Brewed in the African Pot fame, who thinks that ‘Ghallywood’ is
unimaginative and a ludicrous mimicry of ‘Hollywood’, ‘Bollywood’ and ‘Nollywood’.
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