1 Cineliteracy: Movie Culture, Cinematic Knowledge

My new project deals with the complex but intriguing issue of cineliteracy, how to define it? how to promote it?

What is the optimal age at which we should begin installing basic knowledge of movies, and instructing young viewers about the various ways to appreciate, evaluate, and enjoy pictures.

How to take advantage of the unique properties of movies, the fluency, the ease, and the free-flowing pleasures of experiencing movies?

I am concerned with the ways and methods of using the educational system to disseminate cinematic knowledge and appreciation of film in a more widely democratic and more efficiently way.

In terms of pleasure, meaning, and relevance, mass culture as reflected in popular movies, is more significant to more people than high culture as reflected in art films. I am intrigued by the peculiar distillation of cultural history in old movies, the universality of movies as touchstones of time and place.

In writing this, I am reminded of what the great critic Robert Warshow wrote in 1955: “The impulse which leads me to a Humphrey Bogart movie has little in common with the impulse which leads me to the novels of Henry James or the poetry of T. S. Eliot.”

In other words, our affectionate regard and deep loves for popular (even trashy) movies is no less interesting and no less significant than our more profound and cerebral response to high culture.

Movie, from the most expendable to the most durable, are still our richest and most engaging source of popular mythology. I deliberately include movies that flashed across our culture in a matter of weeks or months, exploiting along the way whatever was current.  Perceived at the time as ephemeral, some of those movies went on to become crucial elements of more durable movie cycles, which survived rather longer and in more subtle and complex ways than given credit to.

Various scholars have studied the literacy by using notion of the Great Tradition. They have typically constructed a list of canonical works (classic and modern books) that inform and instruct individuals about what they need to know.

What should an educated person know by way of movies as art works, and cinema as a global institution?

What should be the balance (0r rather imbalance) between artistically significant films in the broader history of cinema and more fugitive, ephemeral, and disposable movies of a particular era.  Where should movie knowledge and movie culture begin and end?

To put it bluntly, for those interested in female movie stars as sex goddesses in the sound era, should we begin with Jean Harlow and end with Marilyn Monroe and Jane Russell, or should we also include Jayne Mansfield and Mamie Van Doren?

Among several goals, I wish to give some popular and commercial movies the same status, attention, consideration, and evaluation, which thus far have been reserved for classic features, such as art films, independents, and documentaries.