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The presence of early modern Spanish history in Spanish film has received only limited scholarly attention. The entire group of Spanish films dealing with the Spanish early modern era has never been placed under study by any overarching research. This dissertation reframes the evolution of the cinematographic representation of the Spanish past as it studies the mechanisms employed by Spanish films in representing an essential part of Spanish past: early modernity. Studied are 19 period films that group themselves around some of most representative subjects in early modernity: the Monarchy and Nobility, and the Spanish Inquisition. Studied also is the most expensive Spanish period film, Alatriste (2006). Through the analysis of artistic, industrial, historiographical, and political elements, and the deconstruction of the historical message of each film, as well as the analysis of their reception, it is clear that Spanish period films set in early modernity tell us as much about the time of their making and the shaping of the historical consciousness of Spain as they do about the era that they represent on screen.

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This thesis analyses how ways of thinking about and meanings of family are (re)negotiated and (re)presented in six films that, to varying degrees, are categorised as cine social. The group of films consists of Familia (León de Aranoa, 1996), Solas (Zambrano, 1999), Flores de otro mundo (Bollaín, 1999), Poniente (Gutiérrez, 2002), Te doy mis ojos (Bollaín, 2003) and Cachorro (Albaladejo, 2004). Despite the growing body of critical work on the wide-ranging social themes they deal with, little sustained attention has been given to their representations of family. Scholars tend to mention it only in passing, or refer back to the allegorical/mediating function that family has often played in Spanish cinema. The objective of this thesis is to place the emphasis, as the films do themselves, on the family per se. Insights into family from a range of academic fields including philosophy, sociology, feminist and queer theories and cultural, race and gender studies are combined with close textual readings and a consideration of the modes of representation and address employed in the films to analyse how they function as sites of ideological struggle. The thesis begins by sketching out historically and culturally situated definitions of family and providing an overview of some of its most iconic representations in Spanish cinema. Establishing many of the aspects developed in the main body of the thesis the first chapter concentrates on Familia, which denaturalises the hegemonic family by presenting it as a self-conscious performance. The subsequent four chapters focus on family forms, roles, practices, commitment, power dynamics and domestic space. They explore how the films’ affective and informed modes of address position the spectator in relation to criticisms of the traditional family and evaluations of emerging family ideologies, finally proposing that they could usefully be viewed as a cycle of postmodern family melodramas.

Spain underwent drastic social and political changes in the last decades of the twentieth century which also affected the nation’s patterns of emigration. Contemporary Spanish literature and film that portray these decades reflect the country’s fluctuating characteristics of migration. ¡Vente a Alemania, Pepe! (1971) by Pedro Lazaga, Coto vedado (1985) by Juan Goytisolo, El hijo del acordeonista (2003) by Bernardo Atxaga, and Yoyes (2000) by Helena Taberna demonstrate Spain’s migration trends during the last years of Franco’s dictatorship and the transition to democracy. The nation’s highly increased socioeconomic development in the 1970s and 1980s which eventually led to a first-world status also affected emigration, which can be seen in Carlota Fainberg (1999) by Antonio Muñoz Molina, Kasbah (2000) by Mariano Barroso, Restos de carmine (1999) by Juan Madrid, and Map of the Sounds of Tokyo (2009) by Isabel Coixet.

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El cinema comercial independent de baix pressupost elaborat amb els elements industrials i artístics del sector cinematogràfic del propi país és viable, sostenible i exportable. Aquest ha sigut el cas d’El Lute, Crimen en familia i altres pel•lícules que Cunillés ha produït. Estudiar els mecanismes de finançament, fabricació i venda d’aquest tipus de producció ens permetrà extrapolar-ho, generalitzar-ho i explicar-ho als actuals i futurs decisors audiovisuals. En el cas de Cunillés, el trobem gestionant sales cinematogràfiques, distribuint o coproduint pel•lícules, o implicant-se en operacions corporatives per millorar les condicions del sector. Ha calgut introduir el context històric, sota l’etiqueta de “cinema de transició”, estudiar la persona i els orígens temàtics per acabar construint un mètode que el propi productor ha abandonat per dedicar-se únicament a l’explotació dels seus drets audiovisuals. Altres productors continuen emprant aquest model amb èxit, però els paràmetres han canviat i Cunillés no vol tornar a navegar. / Commercial, independent low-budget filmmaking produced with industrial and artistic elements of the film sector in one’s own country is viable, sustainable and exportable. It’s the case of El Lute, Crimen en familia and other films that Cunillés has produced. Studying the financing, manufacturing and sales of this kind of production will allow us to extrapolate, generalize and explain it to current and future film decision-makers. Cunillés can be found managing cinemas, distributing or producing films, or getting involved in corporative operations to improve the sector’s conditions. It’s been necessary to introduce the historical context under the label “transition filmmaking”, and study the person and his thematic origins in order to devise a method that the producer himself has abandoned to work solely on the exploitation of film rights. Other producers still use this method successfully, but the parameters have changed and Cunillés doesn’t want to navigate again.

Indiana University-Purdue University Indianapolis (IUPUI) / El uso del cine en el aula provee a los estudiantes oportunidades visuales en combinación con las auditivas de oír la lengua meta con las sutilezas y los matices de los hispanohablantes. Es decir, el cine les proporciona la inmersión en la lengua auténtica. Las imágenes les permiten a los estudiantes sentirse parte del país, involucrados con las personas, las situaciones y las circunstancias de la vida cotidiana.