I watched a heartbreakingly beautiful film by Margarethe von Trotta called Rosenstrasse. It takes place during World War II and goes in depth about how Aryan women stood up to the Nazi party in hopes to save their loved ones. It encompasses the drastically effected lives of individuals such as Lena Fischer, who was played by Katja Riemann and Doris Schade as well as Ruth Weinstein who was played by Jutta Lampe and Svea Lohde. (1) I already had a great appreciation for the film because of the focal point it had on the Holocaust, and how it ventured out to a more unknown topic like the women’s act for justice. My appreciation grew even when I read that it was inspired by true events (Martin Tsai). That makes the film even more real to the audience, and allows one’s connection with it to increase to a whole new level. My appreciation also grew when I read that Margarethe von Trotta was a former actress (Ruthe Stein). I thought that was a very engrossing fact. It almost makes me wonder why she did not place …show more content…
Although I loved a great deal of the film, I think it could have done with a little less. Rob Vaux believes, “Rosenstrasse might have soared had it stuck unwaveringly to the topic,” which in a way I believe that to be true. Added details are beneficial like mentioned previously, but one must not overdo it. At times, I felt as if it was overdone because the director would sometimes shift away from the focal point of the film. For example, Klara taking off work because she was “sick,” and then getting caught in the lie later. The film could have done without that irrelevant detail. Due to some of these added details, the movie was considered to be “overly long and episodic (Ruthe Stein).” I sadly do have to agree with such a critical statement. It was enjoyable to watch, but I feel as if it could have been trimmed under two hours. It was very drawn out, and had numerous sections that could have been
By 1945 over 6 million Jews were killed as a result of the genocide launched by Nazi Germany. The Holocaust has been documented and depicted by various visual images revealing the atrocities of this tragic period. The film posters of Roberto Benigni’s Life is Beautiful produced in 1997 and Steven Spielberg’s Schindler’s List produced in 1993 utilize various rhetorical appeals to present starkly different visual arguments about the Holocaust. For the purpose of this rhetorical analysis, viewing these images from the standpoint of a viewer who is exposed to these posters for the first time, with the acute knowledge that these posters are related to the holocaust is necessary. From this standpoint, it is clear to see how images that depict that
There was a time of history where the entire world was watching an unthinkable tragedy take place, the Holocaust. The film industry exploded with the creation of Holocaust films. From Germany to America, before, during, and after WWII, films portraying the Holocaust took center stage. Interestingly enough, America was not directly effected by the events taking place in Europe. There are accusations towards America asking why did we not help? "How is it possible for a influential country to just sit back and watch a genocide take place?"(CITE) How is it possible for a country who was not directly affected by the Holocaust create many influential films depicted the Holocaust, such as The Diary of Anne Frank (1959), Schindler 's List (1993), and The Boy in the Striped Pajamas (2008)? This is where the Americanization of the Holocaust begins. These films are recognized in Europe as being highly influential as well. This welcomes the question as to whether Americanization in film leads to misinterpretations of the true historical account of the Holocaust. Film professor, Ilan Avisar
Brother and Sister Hans and Sophie Scholl are forever recognized for their gallantry, witnessed by their community, recorded in official court documents, and reestablished in a dramatic film directed by Macr Rothemund and written by Fred Breinersdorfer (IMDb). In their film, Sophie Scholl: The Final Days, the audience is introduced to “The White Rose”; a Nazi resistance group constructed in 1992 by a group of young Germans. Out of respect for human life, this group used powerful altercation reflected in the distribution of 6 leaflets (An Honorable Defeat). The film concentrates on The Scholl’s siblings final attempt to distribute copies of these leaflets, their arrest, and interrogation leading up to their execution.
In Schindler’s List, as the Jews in Kraków are forced into the ghetto, a little girl on the street cries out, “Good-bye, Jews,” over and over again. She represents the open hostility often shown the Jews by their countrymen. After all, the little girl did not contain this hatred naturally—she learned it. Through her, Spielberg sends the message that the evil of the “final solution” infected entire communities.
Reading, Anna. "Young People's Viewing Of Holocaust Films In Different Cultural Contexts." Holocaust And The Moving Image (2005): 210-216. RAMBI. Web. 10 Oct. 2013.
The author demonstrates Willenberg as an educator of the Holocaust. Willenberg educates young or old men and women about his experience in The Treblinka Concentration Camp with public speakings, books, sculpting, and youth mission trips. Public speakings and books fill your mind with new thoughts and sometimes influences you to do better in the
When judging a movie, it is important to consider the characters and how well or unwell they are portrayed. It takes real talent to appropriately capture the true personality of characters. In “Hidden in Silence”, Kellie Martin plays the heroine, Fusia Podgorska, and she did an excellent job obtaining the charisma of this young woman. Fusia’s little sister, Helena, is acted by Gemma Coughlan (“Hidden in Silence”). This young actress gave a great example of the innocence of a child in the midsts of the Holocaust. Isaac Diamant, Max Diamant, and Lubic were three boys who were romantically involved with Fusia at some point throughout the story. Max, acted by Tom Radcliffe, becomes the main man involved with Fusia in the movie (“Hidden in Silence”).
372). Dramatizing the atrocity that was Holocaust doesn’t come without issues arising in representing the Jewish culture and brutal events respectfully and tastefully which has implicated multiple decisions in staging and performing this piece. Falling between that of stereotypical clichés and proper representation when given the direction to overact holds difficult choices in how to perform my character, and having historical events as the basis of the play leaves us creating theatrical decisions such as symbolic movements from the selection scene to emphasize rather than
His real experience of the situation fueled the interest in creating this film adaption of Bohumil Hrabal’s novel of the same name, adding accuracy to the character motivations and world appearance. The class textbook, The Art of Watching Films, mentions that in movies like this, “the action and characters have a significance beyond the context of the film itself” (Boggs 22). Although the film comes across as somewhat whimsical, the meaning behind it is very serious; it touches on the categories of Moral Implications with greed and lust and Social Problems by satirizing the Nazis and their impact on Czechoslovakia. This movie is a good representation as to why foreign films are important for students to watch, as it touches on a national event (WWII) with an angle that would be incredibly tough to recreated in America. This film lampoons a dark part of Czech history with its wit, brightness, and aptly-placed
As the movie progresses, Traudl Junge, a 22-year-old girl from Munich played by Alexandra Maria Lara, along with Margarethe Lorenz, Ursula Puttkammer, Hannah Potrovsky and Hedwig Brandt are awaiting their interview to become Hitler’s secretary. He interrogates all the women asking for their name, last name and where they are from. He questions there being a “Munich girl”. Hitler specifically choses to meet with her first where after giving her multiple tasks, gave her the job.
Most people know something about the Holocaust. Whether it was something they learned in school, heard someone talk about, or watched on tv or in a movie. You probably know about the concentration camps and how evil the Nazi’s where during this period of war time. You have heard numbers such as six million jews killed and the years 1942 and 1943, the time where the majority of jews captured were killed. What the general public is less informed about though, is the events surrounding the killings and the true nature of the people involved. The the film medium many people have tried to convey the information they know or learned about the Holocaust. I think what people really need to learn about the Holocaust is the events surrounding the killings,
When I was younger, I always knew that my mom took her job very seriously, but I was never able to fully comprehend what she did as a teacher. Once I started getting older, I understood that in order to teach certain topics to students, she had to understand a lot about history. One of the topics she studied in order to teach her students was the history of the Holocaust, which indeed is very serious. Then I began hearing that word, “Holocaust,” in school and made the connection. That’s when the seriousness of her job started to resonate with me as a student as well as her daughter. One could probably say that this topic is interesting to virtually everyone who comes across it. However, for the reasons I indicated, it sparks a little bit more of an interest in me than the average person.
These movies allowed female characters to embody all the contradictions that could make them a woman. They were portrayed as the “femme fatale” and also “mother,” the “seductress” and at the same time the “saint,” (Newsom, 2011). Female characters were multi-faceted during this time and had much more complexity and interesting qualities than in the movies we watch today. Today, only 16% of protagonists in movies are female, and the portrayal of these women is one of sexualization and dependence rather than complexity (Newsom, 2011).
When examining gender and the holocaust, one must keep in mind the phrase “different horrors, same hell”. This is the very fitting title of a collection of essays examining gender and the holocaust. It is a very simple way of describing the gender differences during the holocaust. Although men and women were treated differently, one sex was not treated better than the other. It is important to view the Holocaust through both lenses, male and female. History is often told through the male perspective. The liberators became heroes and the women were ‘saved’. Women were mothers. Women were wives. Women in the holocaust played important roles and Ringelheim expanded on their specific difficulties having to deal with sexual advances, and being the bearers of the poisoned race. As Ringelheim says, “Consequently, without some focus on gender, it is impossible to understand the victimization of women in its many forms” (Ringelheim 344). The retelling of the Holocaust through a female perspective will reveal greater horrors than previously imagined because they are being told through a new perspective, the sense of hell is being seen through a different light. The female experience during the Holocaust differs from the male in many ways(do i need more specificity? sexual victimization, pregnancy and the burdens associated with it, intimate shaving), and it is essential to the greater understanding of the Holocaust to examine at it through women’s perspectives.
The movie is relaxing to watch thanks to the scenery, but it’s slow and a bit boring. The film is over two hours long (2:20 or so) and it takes a while to get anywhere. This is disturbing because the plot didn’t seem to have as much importance as the camera angles, framing shots or dialogue. These aesthetics had more importance than in most other movies. It also had an unusual way of telling the story - done mainly by showing images to transfer the main message.