Sunday 30 October 2011

Media and Memory as Tools in Interpreting history.



History as a narrative

History is a narrative which is an interpretation of the time-space in a certain perspective. In general a prevalent or powerful group in the society may have sentiments associated to this narrative. The narrative gains currency and is passed over generations through its amalgamation into everyday activities in forms of music, arts, literature, rituals, myths etc. Such histories are tend to erase the cultural symbols which may represent another cultural strain which might have co-existed during the development. 

Need for re-reading, re-creation and deconstruction of History

The predominant historic narrative after a period may be challenged by a group who come up to the power position. As in case of the colonised world this phenomenon occurred when the natives came into power overthrowing the coloniser. This power shift also began the urge to re-interpret the history of these nations. Nazi regimes which controlled Germany too had faced a defeat leading to such mass re-interpretations of written history. The re-interpreted version of history was immediately locked down as new historic narrative through literatures, arts and creation of cultural symbols which soon began to emerge.
In the case of Nazi regime which was overthrown by The Allies' Potsdam Conference in August 1945, it had created arrangements for the Allied occupation and denazification of the country, as well as war reparations involving the removal of war-related factories. This included capturing of former Nazi soldiers, people who were employed under them and put in front of the newly encoded legal system. In South Africa the colonial powers had taken immense interest in destroying indigenous cultures so an emergency was seen under the new government to create a historic space where there divisions of tribal cultures could be easily accommodated. 

Reconciliation as a mode of healing the past

In the case of both South Africa and Germany the range of destruction was extensive and physical.  From the very earliest speeches and writings of Hitler it was clear that the Jewish community in Germany were an object of hatred, together with gypsies, the mentally disadvantaged or the handicapped. The Nazi ideology laid down strict rules about who was or was not a 'pure German' and actions were set into motion to 'purify' the 'German race' soon after the Nazi takeover. This regime after its abolishment was confronted with hatred and the newly formed government decided to channel this through the legal system they had established. Rage was the after-effect of South African independence too. With Apartheid abolished and equality restored the former persecutors were physically confronted in streets. The Truth and Reconciliation Commission (TRC) was the choice of South Africa to deal with the rage. Witnesses who were identified as victims of gross human rights violations were invited to give statements about their experiences, and some were selected for public hearings. Perpetrators of violence could also give testimony and request amnesty from both civil and criminal prosecution.
In both the cases the urge for the human beings to establish a new historic narrative and erase the symbols of the previous one is well visible. Also rage had to be controlled through amnesty or punishment. Germany took the path of punishment while South Africa included  a clause of amnesty. 

History as an attempt to achieve ‘Liveness’
Writing of history itself is an attempt to attain liveness. As memory is non-standardised and dynamic, written histories which resembled stories or narratives soon took up the position of authorised historical accounts. This was mainly due to the technological handicap of the times and as photography came into existence, pictures had a hand in historic narrations. Soon it was found, a picture can tell a hundred stories not one. Audio recorder came into existence and transcription was considered an authentic capture of history. Now with all the same limitations the previous mediums shared filming is also a part of historical narration.
Once the history is created then it is open for further interpretations Thus the urge for liveness expands from ‘Ubu and the Truth Commission’ in 1997 interpreting the attempt of reconciliation in South Africa to ‘The Reader’ in 2008 about the lawsuits on Nazi soldiers.
Media and Memory in Interpretation of History
Media and Memory are two interpreters of Historic accounts which are considered as acceptable versions. Memory plays a major role in the new born histories of South Africa as the victims and others gave first-hand accounts of the incidents, which was recorded or transcribed mechanically. But Germany uses a legal system which has pre-defined notions of wrong and right to generate history. As we are taking into account the representation of the historic accounts through Ubu and the Truth Commission by Jane Taylor who used the transcripts as a major source. The transcripts or the audio recordings were the first-hand accounts of the incidents which occurred. Memory is thus the source for jane Taylor. Bernhard Schlink who wrote the book ‘The Reader’ is a german but born only a year before the end of Nazi rule familiarized with the oppressions through Media representations. Thus media driven interpretation of history becomes the basis for the film “The Reader”.
Reconciliation or revenge
Both Ubu and Reader shows the sad ending of real persecutors escaping the law or achieving amnesty through unfair means. 

TEXT

Thesis statement: An attempt to understand sub-titles as  a relevant cultural text which operates inside the context of another text but transcends as an aid for the audience to create individual texts in own their living contexts.

Explaining 'Context'
It is generally understood that a ‘context’ is the circumstance in which an event occurs. The setting of an incident or the demonstration of a philosophy needs a context in place. All arts are representations or interpretations of contexts. Arts in itself can be called a text and in its context becomes a comprehensive entity.
The relationship between a text and a context is different in case of multiple arts and art forms. In the textual or literary tradition the contexts represented have to be rebuilt in the immediate imagination of the reader to understand and appreciate the work. This dynamic space of re-generation is controlled only by the textual inputs from the author which manipulates the reader to think and contextualise in the intended manner. In case of auditory arts the music, rhythm and stylised language helps the author define a context which the listener will interpret. All these notions of differential interpretations by the audience is based on Stanley Fish’s ideas which says text is interpreted differently in a class by each of its students. This notion budding from the Reader-response theory’s of 1980’s helps us understand text as already constrained or informed by situation or context.

Visual Arts in which technological reproduction is a part, has a curious text-context relationship. Films in its most advanced form as a text, has its contexts represented through text, audio, visual and feel. Though the dimension of feeling is manipulated through a combination of visual illusions the interpretation of the context is highly influenced by this ‘feel’. Thus the context of a film is a result of the human need for immediacy and thus the most exposed context in all arts. Exposed contexts give limited space for imagination and re-interpretation in real-time. This is because film and music uses mechanical aids for its exposition and the speed of reception by an audience is fully controlled by the author’s intentions. Also film engages most senses leaving no room for interpretative thinking. Thus film has the most pre-defined context in it that all other arts.

A curious part of films today is its subtitles which becomes another relevant text inside the context of a film text. 

Closed captioning or sub-titling
Closed-caption, subtitle are two names for the process of displaying text on a television, video screen, films or other visual display to provide additional or interpretive information to individuals who wish to access it. Closed captions typically show a transcription of the audio portion of a program as it occurs, sometimes including translations or non-speech elements.
This idea is an old one starting with what we now call intertitles which were texts, drawn or printed on paper, filmed or photographed and placed between sequences of the film. We recognise them from most old films including Chaplin and Faust. It was first seen in 1903 as descriptive titles in Edwin S. Porter's Uncle Tom's Cabin invented by cartoonist J. Stuart Blackton”(“A short technical history of subtitles in Europe” 1).
In 1909 the name sub-title began to be used in parallel to the newspaper subtitles. Earlest attempts to place text on moving images Porter's College Chums (1907), the French films Judex (1916) or Mireille (1922).
In fact, the very first “subtitles” in the modern sense saw the light of day already during the silent film era. It is recoded that 1909 M. N. Topp registered a patent for a “device for the rapid showing of titles for moving pictures other than those on the film strip. ” (“A short technical history of subtitles in Europe” 1).
Today sub-titling is a booming industry where it reigns over dubbing, to project foreign language films internationally. Also they have moved away from traditional translations to cultural translations which cater well for the multiple international audiences. It is of great interest of the academia regarding the dynamics in the reception of subtitles. Initially this interest was generated as a part of subtitles capabilities as a teaching tool in second language acquisition. “Close-captioned TV helps in learning a second language” is an article which was published in Journal of Reading, which discusses about a study conducted by National Captioning Institute (NCI) and funded by The Pew Charitable Trusts, Philadelphia which shows that by viewing closed-captioned television, students learning English as a second language (ESL) can "dramatically" improve their language skills.
Understanding this phenomenon is easy because the idea that a film provides the audience a text in a well defined context makes the audience relate the sub-titles easily to both the context and the text. Contexts which are visually revealed gives better association for the viewer with all the other texts inside including the words spoken, the emotions conveyed and even the situations. This possibility is also taken up by the cognitive researchers in audio-visual handicap areas too.
In countries like India where illiteracy is a big problem subtitling serves a different purpose of educating in the first language itself. Brij Kothari wrote in Economic and Political Weekly that “Same language subtitling (SLS) is a technique that holds enormous potential to create such a reading environment, far beyond what text already exists on television. Simply, it suggests subtitling motion media programmes in the same language as the audio”.
Closed captioning as a cultural text
It is a general assumption that an artistic representation blossoms into its fuller meaning within its original context intended. That may be the reason why many indigenous art forms need acute and lengthy translations for the foreign audience to understand. As an example, in the case of Kathakali an art form of Kerala when presented before a foreign audience needs great elaboration of the story, plot and context, prior to the performance and doubts are to be cleared after it. Films in all its technical complexities are enjoyed by many cultures. It is mainly due to the insertion of subtitles inside the frame of the movie. This is typically done for a foreign audience who might not know the language, culture, symbols, physical conditions and time-space nuances of what the film depicts. Thus the subtitle has to take up the role of a cultural translation.
Such translations have to take into consideration equivalences from the source culture to the target culture. Words like ‘pranayam’ or a love relationship being used in the case of Indian films often comes with platonic overtones while a western relationship is different culturally. The explanation of indigenous sounds heard like chanting of mantra also helps the target audience to relate to the culture.
There are many more areas including morality, symbolism, religion etc to be discussed under this.
In short sub-title is a relevant cultural text which operates inside the context of another text but transcends as an aid for the audience to create individual texts in own their living contexts.




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