Th. 3e cycle--Esp.--Toulouse 2, 1987.

Literaturangaben

Cette recherche naît de l’interaction entre deux idées d’Eisenstein : en 1934 il affirma qu’un film est plus résistant que le granit, mais l’année d’après il soutint qu’il n’y aucune réalité physique dans les films, que de reflets et des ombres grises. La question de ce travail est donc : un réalisateur peut il toucher son film ? Un film n’est pas un objet. La contradiction entre les deux idées d’Eisenstein peut être dépassée si les films commencent à être étudiés au-delà de l’analogie “ombre-granit”, sans des mots qui chosifient les images. Si chaque image peut être étudiée en tant que partie intégrante d’un film, si chaque film peut être considéré comme un corps visuel suggérant des questions et devenant une matière de la pensée visuelle, alors les idées d’Eisenstein ne peuvent pas seulement exprimer la force physique d’un film, mais aussi un outil qu’un réalisateur peut développer pour modeler son œuvre : les ombres et les éclairages. La question peut être redéfinie : comment un réalisateur pourrait-il toucher son film ? Comment un film pourrait-il proposer des questions à propos de sa forme visuelle et de son interaction avec les forces physiques qui essaient de le modeler ?Cette étude n’impose pas de définition dogmatique sur le modelage, mais elle essaie d’approfondir trois chemins : la création par le biais des éclairages et des obstacles visuels dans les films de Bergman avec l’actrice Harriet Andersson ; le modelage et le problème de la pesanteur des corps dans certaines œuvres de Ford et Hitchcock ; les parcours du modelage pour exprimer la durée des corps humains (les yeux de Vera Miles) ou extrahumains (la désagrégation des coings à cause de la lumière). / This research is brought about by the interaction between two ideas Eisenstein wrote : in 1934 hestated that a film is stronger than granite, but the next year he maintained there is no physical reality in films, only reflections and grey shadows. So, the question of this work is : can a film director touch his film? A movie is not an object. Contradiction between the two Eisenstein ideas isapparent and can be overcome if films begin to be studied beyond “shadow-granite” analogy,without any words that compel an image to be a thing.On the contrary, if every image can be studied as an integrating part of a film, if each movie can be considered as a visual body which suggests some questions and which becomes a material of visualthought, then Eisenstein ideas can express not only the physical force of a film, but also oneinstrument a director can develop to touch and to model his film: shadows and lights.Consequently, the question can be redefined : how could a director touch his film? How could afilm propose some questions about its visual form and about its interaction with physical forces that try to model it ?This study does not impose a dogmatic definition about film modelling, it tries to examine threemodelling paths thoroughly : film creation by lights and visual obstacles in Bergman movies withthe actress Harriet Andersson ; film modelling and the problem of force of gravity on the bodies insome works by Ford and Hitchcock ; finally the ways to model movies by expressing duration ofhuman (the modelling of the eyes of Vera Miles) or extra-human bodies (Victor Erice film creationand disintegration of the fruits of a quince-tree because of the light)

[EN] ABSTRACT «Antonio López in El sol del membrillo : a lesson in architecture» is the title of these reflections, and sums up the intentions that animate the work: on the occasion of the 1992 Víctor Erice's film shows the Manchego artist while confronting the task of painting in the fall a quince tree planted by him in the back garden of his own house, the essay ponders the possibility of a parallel reading between the painter's thinking and way of doing, matching the way of looking of the Basque film director, and the profession of architecture. The discussion is unfolded in three common areas to the arts of painting, cinema and architecture: memory, integrity and reality. For this purpose, there are used fifteen architecture works which are contemplated under those categories. This travel on revelation, on stripping, in which spheres and works are finally mixed, constitutes after all a hopscotch game. Keywords: Antonio López; El sol del membrillo; Víctor Erice; architecture and memory; architecture and integrity; architecture and reality; architecture and shadow; architecture and time. / [ES] RESUMEN «Antonio López en El sol del membrillo : una lección de arquitectura» es el título de estas reflexiones, y resume bien los propósitos que animan el trabajo: con motivo de la película de Víctor Erice de 1992, que muestra al artista manchego enfrentado a la tarea de pintar en otoño un membrillero plantado por él tiempo atrás en el jardín de su casa, el ensayo sopesa la posibilidad de una lectura paralela entre el pensamiento y la manera de hacer del pintor, coincidentes con la mirada cinematográfica del director vasco, y el oficio de la arquitectura. La discusión se desenvuelve en tres ámbitos comunes a las artes de la pintura, el cine y la arquitectura: la memoria, la entereza y la realidad. Y para ello se esgrimen un total de quince obras de arquitectura contempladas bajo tales categorías. Este viaje de revelación, de despojamiento, donde los ámbitos y las obras acaban entreverados, conforma después de todo una rayuela. Palabras clave: Antonio López; El sol del membrillo; Víctor Erice; arquitectura y memoria; arquitectura y entereza; arquitectura y realidad; arquitectura y sombra; arquitectura y tiempo. / [CA] RESUM «Antonio López en El sol del membrillo : una lliçó d'arquitectura» és el títol d'aquestes reflexions, i resumeix bé els propòsits que animen aquest treball: amb motiu de la pel·lícula de Víctor Erice de 1992, que mostra a l'artista manxec enfrontat a la tasca de pintar a la tardor un codonyer plantat per ell mateix temps endarrere al jardí de la seua casa, l'assaig sospesa la possibilitat d'una lectura paral·lela entre el pensament i la manera de fer del pintor, coincidents amb la mirada cinematogràfica del director basc, i l'ofici de l'arquitectura. La discussió es desenrotlla en tres àmbits comuns a les arts de la pintura, el cinema i l'arquitectura: la memòria, l'enteresa i la realitat. I amb aquesta finalitat s'esgrimeixen un total de quinze obres d'arquitectura contemplades sota aquelles categories. Aquest viatge de revelació, de despullament, on els àmbits i les obres acaben entremesclats, conforma després de tot un joc de xarranca. Paraules clau: Antonio López; El sol del membrillo; Víctor Erice; arquitectura i memòria; arquitectura i enteresa; arquitectura i realitat; arquitectura i ombra; arquitectura i temps. / Nieto Edo, FJ. (2016). Antonio López en "El sol del membrillo": una lección de arquitectura [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/61483

This dissertation investigates the literary and cinematic use of the child’s perspective to present the Mexican Revolution and the Spanish Civil War and their aftermath in several Mexican, Spanish, and international (Mexican-Spanish collaborative) narratives of the 20th and early 21st Centuries written by adult authors and filmmakers, and targeted for adult audiences. The Mexican narratives are Cartucho and Las manos de mamá by Nellie Campobello, Balún Canán by Rosario Castellanos, and Bandidos, a film by Luis Estrada; selected Spanish works are El espíritu de la colmena by Víctor Erice, Cría cuervos by Carlos Saura, and El sur by Adelaida García Morales; and both international works are films by Guillermo del Toro, El espinazo del diablo and El laberinto del fauno. I attempt to determine the textual or cinematic function of the child as first person (homodiegetic) narrative viewer in these works, and I study the different ways in which this child’s point of view is constructed in order to depict the overwhelming tragedy of war. I note patterns and diversities in subject matter presented by the narrative voice, and observe the characteristics of the child narrative viewer’s world and priorities (as presented by the authors and filmmakers), paying careful attention to how each perceives and understands his or her country’s violent upheaval and its aftermath. The theoretical framework of this investigation draws mainly from trauma theory, Gothic studies, and the tradition of the fairy tale. I illustrate how within the war narrative in addition to the author’s/filmmaker’s desire to recreate the sentiment that a child would evoke in adult readers and viewers, the child narrative viewer is employed for three main reasons: to play upon or against preexisting notions of the child’s innocence; to represent (possibly subversively) the nation; and as therapeutic means of returning to a paradise lost or creating a paradise never experienced. / text