A Festival of Guerrilla Filmmaking

Blogpost, Film education

I run a module at my university called Guerrilla Filmmaking. It is a final year module, in which students are asked to make a series of films (a minimum of three, a maximum of five – they submit a portfolio of three at the end).

The rationale behind the module is to encourage students to make films at short notice – to prepare them for the short deadlines that they might face in later life, and to get them to think creatively about how to get around obstacles in their path.

Furthermore, the module is designed to get them to think about how to make films in spite of logistical and technical constraints.

Indeed, the module actively engages with technical constraints. Taking as our starting point Jørgen Leth and Lars von Trier’s Five Obstructions (Denmark/Switzerland/Belgium/France, 2003), and being inspired by Fernando Birri’s assignment to film students in Argentina to make a film without a film camera, the students have to make films that respond to the following challenges:

1.     Make a film that does not feature moving images and which responds to the question: what is the meaning of Europe?

2.     Make a film that does not feature any synchronisation between image and sound, which does not feature any music, and which documents an issue of concern local to you.

3.     Make an experimental, animated or found footage film that deals with recent political events, be those global or local.

4.     Make a film about a human rights issue using only a mobile phone and/or other telecommunications technology (i.e. do not use a dedicated camera).

5.     Make a silent film that consists only of one take, and which is about multiculturalism.

The fourth is intended to coincide with the Roehampton Human Rights Film Festival, to which students are encouraged to submit a film (and at which Guerrilla Filmmakers won all of the prizes this year – as they did last year, too).

Students can play a bit fast and loose with these challenges – and they do, as will be seen below.

Beyond The Five Obstructions, the module also involves watching a series of films that correspond in different ways to what guerrilla filmmaking is or might be.

The ‘guerrilla’ aspects of the films that we watch can be thematic or technical. In short, the films we watch and the texts that we read correspond to what we might term ‘minor’ cinema in various different ways. And they hopefully challenge any traditional hierarchy (particularly technical/technological hierarchies) concerning what constitutes a good or bad film. And of course to watch films from all over the globe.

Here is a list of the films we watch and the key readings that I ask students to look at (although I am not sure that many of the students do the reading):

Week 1 “Thou shalt be ready to do this module”

Screening: The Five Obstructions (Jørgen Leth/Lars von Trier, Denmark et al, 2003)

Key Reading: Mette Hjort, ‘Dogme 95: The Globalization of Denmark’s Response to Hollywood,’ Small Nation, Global Cinema: The New Danish Cinema, Minneapolis: University of Minnesota Press, 2005, pp. 34-65. 

Week 2 “Thou shalt embrace thy limitations”

Screening: Año Uña/Year of the Nail (Jonás Cuarón, Mexico, 2007)

Key Reading: Fernando Birri, ‘Cinema and Underdevelopment,’ in Michael Martin (ed.), New Latin American Cinema, Detroit: Wayne State University Press, 1997, pp. 86-94.

Julio García Espinosa, ‘Toward an Imperfect Cinema,’ Jump Cut, 20 (1979), pp. 24-26. http://www.ejumpcut.org/archive/onlinessays/JC20folder/ImperfectCinema.html.

Glauber Rocha, ‘An Esthetic of Hunger’ (trans. Randal Johnson and Burnes Hollyman), in Michael Martin (ed.), New Latin American Cinema, Detroit: Wayne State University Press, 1997, pp. 59-61.

Week 3 “Thou shalt make a virtue of poverty”

Screening: En Attendant Godard (William Brown, UK, 2009)

Key Reading: Mike Figgis, ‘Choosing Your Weapon, Learning to Love It,’ Digital Filmmaking, London: faber and faber, 2007, pp. 5-14.

Week 4 “Thou shalt keep it simple”

Screening: Lao ma ti hua/Disturbing the Peace (Ai Weiwei, China, 2009) [You can watch the whole film here.]

Key Reading: Valerie Jaffee, ‘Bringing the World to the Nation: Jia Zhangke and the Legitimation of Chinese Underground Film,’ Senses of Cinema, 32. http://www.sensesofcinema.com/2004/feature-articles/chinese_underground_film/.

Jia Zhangke, ‘The Age of Amateur Cinema Will Return’ (trans. Yuqian Yan), http://dgeneratefilms.com/academia/jia-zhangke-the-age-of-amateur-cinema-will-return/.

Wu Wenguang, ‘DV: Individual Filmmaking,’ Cinema Journal, 46:1 (2006), pp. 136-140.

Week 5“Thou shalt not flee but walk towards reality”

Screening: Kid Icarus (Carl Bird McLaughlin and Mike Ott, USA, 2008) [You can watch the whole film here.]

Key Reading: Ana Kronschnabl, ‘Plugin Manifesto,’ 2004. Available online at: http://manifestoindex.blogspot.com/2011/04/plugin-manifesto-by-ana-kronschnabl-web.html.

Rosa Menkman, ‘Glitch Studies Manifesto,’ 2010. http://rosa-menkman.blogspot.com/2010/02/glitch-studies-manifesto.html.

Neocinema, ‘Dogma 2001: New Rules for Internet Cinema,’ 2001. http://www.neocinema.com/.

Week 6 “Thou shalt find ingenious methods of production”

Screenings: Decasia (Bill Morrison, USA, 2002) and Superstar: The Karen Carpenter Story (Todd Haynes, USA, 1988)

Key Reading: Henry Jenkins, ‘Quentin Tarantino’s Star Wars? Grassroots Creativity Meets the Media Industry,’ Convergence Culture: Where Old and New Media Collide, New York: New York University Press, 2006, pp. 131-168.

Week 7 “Thou shalt have a week off” 

Week 8 “Thou shalt embrace that which is considered minor”

Screening:Go Fish (Rose Troche, USA, 1994)

Key Reading: Gilles Deleuze, Cinema 2: The Time-Image (trans. Hugh Tomlinson and Robert Galeta), London: Continuum 2005, pp. 207-215.

Patricia White, ‘Lesbian minor cinema,’ Screen, 49:4 (2008), pp. 410-425.

Week 9“Thou shalt dare to make unconventional films”

Screening: Afterimages (William Brown, UK, 2010)

Key Reading: Jacques Rancière, The Politics of Aesthetics: The Distribution of the Sensible (trans. Gabriel Rockhill), London: Continuum.

Week 10“Thou shalt learn to develop and work in a team”

Screening: Ang pagdadalaga ni Maximo Oliveros/The Blossoming of Maximo Oliveros (Auraeus Solito, Philippines, 2005)

Key Reading: Khoo Gaik Cheng, ‘Just-Do-It-(Yourself): independent filmmaking in Malaysia,’ Inter-Asia Cultural Studies, 8:2 (June 2007), pp. 227-247.

Alexis Tioseco, ‘Shifting Agendas: the Decay of the Mainstream and the Rise of the Independents in the Context of Philippine Cinema,’ Inter-Asia Cultural Studies, 8:2 (June 2007), pp. 298-303.

Week 11“Thou shalt meet the deadline”

Screenings: SMS Sugarman (Aryan Kaganof, South Africa, 2008) [you can watch the film here] and Trash Humpers (Harmony Korine, USA/UK/France, 2009)

Key Reading: Ryan Shand, ‘Theorizing Amateur Cinema: Limitatons and Possibilities,’ The Moving Image, 8:2 (Fall 2008), pp. 37-60.

Week 12 “Thou shalt think about and reflect upon thy work”

Screening: In film nist/This is Not a Film (Jafar Panahi and Mojatba Mirtahmasb, Iran, 2011)

Key Reading: Godfrey Cheshire, ‘Iran’s Cinematic Spring,’ Dissent, 59:2 (2012), pp. 76-80.

Shiva Rahbaran, ‘An Interview with Jafar Panahi,’ Wasafiri, 27:3 (2012), pp. 5-11.

So, overall, the rationale is also to get my students to un-learn what they believe ‘good’ filmmaking to be, and to realise that most constraints can also be considered opportunities for creative expression. It is also to get them to engage with the politics of filmmaking – and to try to understand how the methods used to make a film inform what the film can say and how it says it.

Some 60 or so short films were made this term by 18 students – most done single-handedly, but with some collaborations along the way (if students join up as a team – I only saw pairs this term – then they can only make one film with the same team).

So, with the above in mind, I’d like to use this blog as a means to ‘curate’ a mini, online festival of the most distinctive films that were made this term – with apologies and all due respect to those students who participated but who do not have more than one film in this festival (though at least one film by each student is present).

I shall embed the films from YouTube (you can watch all of the films on the Guerrilla Filmmaking channel). And I shall divide them up according to the five different challenges to which they respond.

1.     Make a film that does not feature moving images and which responds to the question: what is the meaning of Europe?

What is the Meaning of Europe? by Charli Adamson and Alex Crowe

What is the Meaning of Europe? by Metin Bülent and Daniel Pakbonyan

My Europe by James Holliday

Europa by Alex Taylor

2.     Make a film that does not feature any synchronisation between image and sound, which does not feature any music, and which documents an issue of concern local to you.

Local Concern by Jordan Steel

Sound Sync/Local Concern by Charli Adamson

Local Concern by Sam Taylor

– 30 + 30 = 0 by Oz Courtney

Silence of Night by Paulo Fernando de Sá Vieira

Alzheimer’s by Katie Willis

Oyster Users by Alex Crowe

Better than Sex by Danny Riches

3.     Make an experimental, animated or found footage film that deals with recent political events, be those global or local.

Vote Romney by Millad Khonsorkh

Found Footage Film by Kine Tvedt

Pinheirinho by Paulo Fernando de Sá Vieira (Second Place, Roehampton Human Rights Film Festival)

ALL HAIL THE KING OF THE WEST! by Danny Riches

War on Women by Katie Willis

From An Outsider by Oz Courtney

4.     Make a film about a human rights issue using only a mobile phone and/or other telecommunications technology (i.e. do not use a dedicated camera).

What are my Human Rights? by Eman Seidi

Bless Dale Cooper (Free Tibet) by Millad Khonsorkh

The Perfect Human’s Rights by Louise Dias di Benedetto and Sam Taylor (Winner, Roehampton Human Rights Film Festival)

Poverty at Your Doorstep by Cristiana Turcu (Third Place, Roehampton Human Rights Film Festival)

The Death Penalty by Charli Adamson (Third Place, Roehampton Human Rights Film Festival)

Arms Sales and Human Rights Don’t Mix by Dan T. Ngoy

5.     Make a silent film that consists only of one take, and which is about multiculturalism.

Underground by Sam Taylor

Multiculturalism by Daniel Pakbonyan

Multiculturalism by Charli Adamson

Multiculturalism by Kine Tvedt

I hope you enjoy them. Most show wit, some are easier to watch than others, but all show ingenuity in getting around the challenges set…

Notes from the LFF: Neds (Peter Mullan, UK/France/Italy, 2010)

Blogpost, British cinema, Film reviews, London Film Festival 2010

For those who do not know, NED stands for Non-Educated Delinquent, although it typically is a term bandied about north of Hadrian’s Wall by the bourgeoisie when it wishes to describe people whom those south of the border would call chavs (or Kevs, depending on your generation).

Despite the fact that the term refers to what one class calls another, however, Peter Mullan’s latest film, Neds, does not really deal too much with class difference. John McGill (Conor McCarron) is a bright young thing from a working class family who makes friends with a posh kid, Julian (Martin Bell), at one point, and after Julian’s mother tells John that she does not want him around her house anymore, John comes back and throws some fireworks through their window, shouting: “If you want a Ned, I’ll give you a Ned.”

Aside from this (and a brief moment in which John sees Julian on a bus some time later, before having to flee from the police), the issue of class difference does not surface too much. Instead, the film spends most of its time showing how John, like another John (Reece Dinsdale) from British cinema, becomes seduced by and ends up embracing more than any of his peers, the world of (in Neds, 1970s Glasgow) gang violence.

When John does tell Julian’s family that he’ll give them a Ned if that’s what they want, however, there is of course a sense of ‘Neddishness’ as a performance. Given that John has been rejected by the upper middle class, he decides fully, it seems, to become that which that self-same class loathes and fears: a violent Weegie who’ll chib ya for looking at him the wrong way.

It is not that the rejection of Julian’s mother is the sole factor that turns John from class swot destined for university to the Ned that he becomes. His family is a broken one, with his father (Peter Mullan) habitually beating/raping his mother, while his brother is also the hard man about town. What is more, when he makes friends with the rest of Car-D, the gang that he joins, he seems genuinely to make friends. Why not hang around with these guys if Julian is going to be so two-faced?

However, if Neddishness is something of a performance, then what lies beneath? Well, John the swot remains; even though by the end of the film John has been placed in a class for kids who cannot/will not perform academically, he continues to be a bookworm – and one gets a sense that he will ‘rehabilitate’ himself/that the clever and timid boy we saw at the beginning of the film is still there.

While this may be so, John remains someone who in the course of the film is responsible for holding up a bus at knife point (and the driver remembers him, hence John’s need to flee from the police when he encounters Julian on the bus later on in the film), for giving a kid permanent brain damage by dropping a gravestone on his head, and for knifing a rival from another local gang. It is not that we end up disliking John for these things (personally, I did, but many viewers may not); it is more that all of this must catch up with him one day – not least because the driver and rival gang members recognise him.

In other words, if being a Ned is a ‘performance,’ it is a performance that John takes so far that it becomes hard, if not impossible, for him to turn back to the ‘real’ John at the end of the film, even though to an extent this is what we are led to believe.

The film ends with John leading the boy whom he has given brain damage across a safari park. The moment is surreal, in that John and the boy (whose name escapes me – and IMDb has minimal information, so my apologies) hold hands and walk past a (digitally inserted) pride of lions. It is not clear what this moment ‘means,’ but it does suggest that John will be haunted forever by the crimes that he has committed, and also that the animal/lion in him is never going to go away. But it also suggests that somehow he has come to terms with himself after all of the experiences that he has had – and that, therefore, he is somewhat at peace (the lions do not attack the boys). This is fair enough, but how John will escape revenge from the other gang, or arrest when randomly the bus driver spots him again, or why indeed he does not hand himself in for all of the above, is unclear. Or rather: it is not unclear so much as troubling. We should bear in mind that Peter Mullan’s film does not have to avoid being troubling, but I did feel resistance to the forgiveness that it seemed to want me to give John.

Perhaps this means that Neds exposes my bourgeois values: I cannot get my head round someone who does not make real the ‘moral’ lesson that they have learned by facing up to what they have done. I feel this because I am a victim of luxury, a hypocritical sense of my own innocence, and, most likely, a lingering sense of morality bestowed upon me by my Christian upbringing (chapel every day at school, etc).

John, meanwhile, has been betrayed by Julian, the film’s bourgeois representative; he has experienced the thrill of gang violence that I am too cowardly to face (though I like the idea of it); and he has – in a dream/hallucination sequence that takes place when John is high from sniffing glue – literally been knifed by Jesus. So why would John care for my moral values and want to act in a way that I feel is appropriate to him? In some respects, he may ‘want’ to do this; but then again, he’s a Ned, so why not behave like a Ned and not do what I want him to do?

That John ends up in a safari park is perhaps significant. There is a scene in La Haine (Mathieu Kassovitz, France, 1995), in which the main characters (Vincent Cassel, Saïd Taghmaoui, Hubert Koundé) tell a news reporter investigating the banlieues to go forth and multiply, explaining that ‘this is not Thoiry.’ Thoiry is a safari park near Paris – the implication being that the media should not wander into housing estates with their cameras and look curiously at and record for amusement the lives of others that they thus in part consider to be animals put out for show. (Oh, the problems of shanty town and favela tourism – or poorism as sometimes I think of it.)

One wonders whether Peter Mullan is making a similar point with regard to Neds. We cannot make of the working classes (or the past, since Neds is set in the 1970s) a theme or safari park through which we wander, flirting with ‘danger’ and ‘excitement’ without ever experiencing either. Neds therefore self-consciously raises the issue of whether the film itself is not an exoticisation of working class Glasgow life. Whether the film itself is not something of a performance of Neddishness, beneath which is… a creative spirit as bourgeois as those with which the film otherwise denies kinship?

In some of the great British New Wave films, such as The Loneliness of the Long Distance Runner (Tony Richardson, UK, 1962) and Billy Liar (John Schlesinger, UK, 1963), there is a real sense in which the anti-hero, in these films respectively Colin and Billy, who are both played by Tom Courtenay, refuses at the last to take the opportunity to escape from his ‘depressing’ and working class life. Colin refuses to win the race that might help him to improve his lot in borstal, while Billy refuses to get on the train that might lead him to a different and supposedly ‘better’ life. The failure of performance becomes here a performance of failure, which in turn hides something of a success. Why should Colin run just to please other people? Why should Billy get on the train in order to find a ‘kind of living/loving‘ that is not necessarily his own? One may want more money, more freedom to move, and so on – but the Mephistophelian contract of class mobility demands that if you want wealth and, most of all, to be ‘accepted’ by those people that have brandished you as chavs or Neds, then you have to turn your back on and give up everything that you have ever known.

Where Cemetery Junction (Ricky Gervais and Stephen Merchant, UK, 2010) sees Freddie (Christian Cooke) successfully run away by train in the end (albeit an hour late), the British New Wave films’ characters do not want to turn their back on everything they have known in order to have a ‘better’ life. Perhaps this is because, at the last, they are prey to the very ideological beliefs that imprison people – psychologically as much as physically – in economic penury. John in Neds cannot at the last kill his father, in spite of his father’s wish for him to do so, and in spite of the vicious beating that John gives to him with a saucepan or frying pan earlier in the film. While this shows that John finally loves his roots, no matter how ‘terrible,’ violent or traumatic they are both for him and for we audience members who judge it, as is expressed by his tearful embrace of his father, it might also be one set of beliefs that John cannot throw off – namely that you love your family through thick and thin.

Let us think about this: if we (or I, certainly) feel cold towards John at the end for not, say, handing himself in, it is because I am trying to impose upon him a set of moral values that are middle class but which present themselves as being natural and universal. I similarly feel saddened that John has not embraced/realised his academic potential and gotten out of Glasgow as he ‘should’ do. However, if getting out of Glasgow and the working class means turning one’s back on everything that one is or from which one comes, then in some respects, John would have figuratively if not literally to kill his father in order to achieve this/to do so. And yet, John does not kill his father when he has the opportunity to do so. My hypocrisy resides here: I in fact think John should have killed his father, or done the equivalent thereof by leaving Glasgow and never returning (something that John’s brother apparently does by moving to Spain, though this is also to avoid the heat that he has coming, too), but at the same time I frown upon John for all of the other acts of violence that he has perpetrated. I want John to believe in something, while at the same time asking him to believe in nothing. John may be a ‘fool’ of sorts at the end for not realising his potential, but in other respects, by keeping his potential as, precisely, unrealised potential, John may frustrate my expectations of him, but he also remains somehow pure potential, a member of a coming community or a people to come.

(In this sense, Neds does fit the model of cinema that has already been applied to Peter Mullan’s previous Orphans (UK, 1997) – as has been discussed here.)

John walking through the safari park, then, perhaps signals that John, unlike his brother, will not run away; instead of traveling to Spain or to Africa, the journeys he will make will be inner journeys, perhaps imaginary ones – and if he is caught for previous crimes committed, then he will face up to them, as opposed to going to Spain to escape them like his brother. In other words, John finally does show profound moral responsibility for what he has done – even if he is not in a hurry to hand himself in. Furthermore, he fails to perform/performs failure, and does not turn his back on his family life – which gives him a sense of integrity greater than that of the audience members/me who are egging John on to realise his academic potential, to go to university, and… what? Get a humdrum job like everyone else, watch TV every night over dinner, and congratulate himself on the fact that he feels nothing, believes in nothing, and has no trouble with anything…?

Upon first leaving the cinema after watching Neds at the London Film Festival, I felt somewhat disappointed in the film, as did my two Scottish companions who watched the film with me. Maybe the film felt like a bit of ‘poorism,’ without the overt community values that would have turned the film from Neds into This is Scotland. It was a performance of Neddishness, underneath which lies, as per Shane Meadows’ film, a sweet heart that wants the love of the middle classes that it so happily titillates throughout its duration.

Furthermore, the film was a performance of ‘shite Scotland’ that so pleases English and other communities: a ‘you’re only happy when you’ve escaped Glasgow’ kind of narrative that allows the English to feel safe in their condescending sense of superiority over their neighbours.

In these ways, Neds was disappointing – but that John chooses not to leave Glasgow also made the film interestingly troubling: we don’t like narratives that falsify how shite Glasgow/Scotland is, but we are perplexed that John does not want to escape it. We want to eat our cake and have it. But such reactions also perhaps do not give the film credit for what it is, since they try to judge it against an imaginary film that Neds is not – although if that film did exist, it might be a mix of Small Faces (Gillies Mackinnon, UK, 1996) and