The Peace Gong Painting/Short Story/Poetry Competition
Project Gitanjali has been initiated by the Gurudev Rabindranath Tagore Foundation, New Delhi to inspire and motivate children across the country to volunteer for peace and environment. This is significant in light of the global celebrations to mark the completion of 10 Years of the International Year of Volunteers (IYV+10).
As part of Project Gitanjali, children will develop their own action plan on what they want to do to save their planet. The aim will also be to connect children from different parts of the country to come together to save the planet when environmental degradation and climate change are major source of concern worldwide.
One of the major initiatives as part of Project Gitanjali is the The Peace Gong Painting/Short Story/Poetry Competition on the theme, “Linking Environment to a Culture of Peace”. This nationwide competition is being organized by the Gurudev Rabindranath Tagore Foundation, New Delhi with the partnership of United Nations, Media Analysis&Research Center,.Koyilandy and Shanthinikethan Kala Academy, New Delhi to mark the 150th birth anniversary of Tagore.
The Competitions are as follows:
Theme: Linking Environment to a Culture of Peace
Age Group: 5- 8 years age – Painting Competition
Age Group: 9-11- Painting Competition
Age Group: 12 to 15– Painting/ Short Story/Poetry writing Competition
Age Group: 16 to 18 - Poster/ Painting Competitio
Age Group: 16 to 18 – Short Story/Poetry Writing Competition
Languages: Hindi, English, Bangla, Malayalam and Assamese only)
(The length of each story will be of a maximum 1500 words)
The last date of sending entries is July 20, 2011. A national jury is being constituted to select the best entries. Entries are expected from the states of Assam, Manipur, Madhya Pradesh, Delhi, Himachal Pradesh and Kerala. Short stories and poetries can be sent in English, Hindi, Malayalam, Assamese and Bengali.
The best of paintings are expected to be exhibited in different forums. Also the Foundation plans to publish the best short stories/poetry and paintings in a book form.
Contact:
Prof T K Thomas,Chairperson,Gurudev Rabindranath Tagore Foundation, New Delhi.
radioactive.thomas@gmail.com
rabindranathtagorefoundation@gmail.com or
Ratheesh Kaliyadan, Director, Media Analysis & Research Center, Koyilandy, Kozhikode, Kerala.
mediafolkmarc@gmail.com
Thursday, July 7, 2011
Saturday, June 11, 2011
advertisement
Advertising Standards
Council of India
upholds 34 ads in 4-month period
Dr. Anubhuti Yadav |
| Dr. Anubhuti Yadav |
The CCC, meanwhile, let go remaining 19 adverts as their claims were substantiated.
The majority of upheld ads were either removed or discontinued by the advertisers; the remaining were modified after the ASCI directive.
The complaints received against Pernod Ricard's Royal Stag advertisement was related to surrogate advertising of an alcohol product during a cricket match, which led to the discontinuation of the advertisement.
Similarly, Sab Miller India (Hayward & Hayward 5000) and United spirits (Mc Dowell's) both violated the Cable TV Network Rules and ASCI code on Surrogate Advertising, thereby resulting in the ads being withdrawn.
The complaints received on advertisements of HUL, Procter & Gamble, L'Oreal, Dabur, Dish TV, Kent RO Systems and Shree Maruti Herbal questioned the leadership comparisons or comparative benefits claimed by these brands in their advertisements with similar products available in the market.
Consequently, appropriate modifications were made in the advertisement or the advertisement itself was discontinued.
However, in a specific case of ITC's Vivel TVC, the portrayal and projection of women with dark skin brought it under CCC purview resulting in the discontinuation of the advertisement.
The American Tourister's usage of the tagline "Survive Istanbul, Survive the World" marred Turkey's reputation as a tourist destination, and hence clashed with ASCI's code under Chapter III.1 (b).
As Naaptol's Biomagnetic Titanium Bracelet didn't respond to CCC, it invoked chapters I.1 and I.5 of ASCI's code, which concludes that in the absence of comments from the advertisers, the claims made by the advertiser wouldn't be substantiated.
Suitable modifications were made in both these advertisements, post CCC's intervention.
Dainik Bhaskar's and Pudhari's advertisement came under the CCC scanner as a result of complaints made on its claims and the advertisements were withdrawn.
TVS Motors had to modify the TVC, in which some of the stunts were shown in normal traffic conditions depicting the power or capacity of the advertised vehicle product. The advertisement contravened Clause `C' of the ASCI Guidelines on Advertisements for Automotive Vehicles.
In the automobile sector, Hyundai Motors and Ceat were also brought under the discretion of the CCC. Ceat's TVC has been modified due to the dangerous practices displayed in its TVC. As for Hyundai, the TVC has been withdrawn altogether.
In the education sector, two complaints were made against T.I.M.E. -MBA-CET 2010 advertisement. The advertiser substantiated one of the claims while appropriate changes were made with regards to the second complaint, since the claim could not be substantiated.
As for Noesis Education, the claim of the success ratio of 1 out of 8, the Best in India sent to IIM's was not substantiated. The institute had to instantly modify its advertisement after receiving the complaint from ASCI.
The council also upheld advertisements of New Look Skincare, Lavanya Ayurvedic Cancer Hospital, Reebok India, Indiatimes Shopping and Lokmat newspaper on the basis of tall claims not substantiated or claims that were misleading the consumer.
The complaints not upheld were related to advertisements by brands such as Artsana India, Cadbury, Reckitt Benckiser, RR Industries, Tata Sky, Perfetti Van Melle, Akzo Nobel India, TVS Motor, Multiscreen media, Tata Motors, Pantaloon Retail and Axis Bank.
source :Indiantelevision.com
( Dr. Anubhuti Yadav is an assistant professor in National Council for Educational Research and Training, New Delhi. She is in charge of media studies and school media clubs)
Sunday, June 5, 2011
Environment Day
REPOSITORY OF
LOCAL ENVIRONMENTAL INITIATIVES AND HISTORICAL SKETCHES
Media Analysis & Research Center is a non-profit platform of mediamates and communication experts.Registered under Indian Trust Act 1882 on March 25, 2008. RegNo.45/2008/BK IV. Part of NGO partnership program of Planning board, Govt. of India. Member, Indian Chamber of Non-Government Organizations (ICNGO), New Delhi.
The research organization focuses on academic activities, documentation and activists supporting initiatives. Our thrust areas are:
Media matters
Environment
Education
Folklore
Media Analysis & Research Center is trying to construct a Repository of Local Environmental Initiatives and Historical Sketches to enrich data base of MARC’s research resources. It is a journey to hear and measure the voices of the voiceless and make a place in history.
There were varieties of initiatives and movements in connection with environment movements and related issues. Some of them found success where as others a failure. Unfortunately such movements or initiatives were not recorded systematically. MARC plans to record such unrecorded activities and voices.
This is a golden opportunity to the interested hearts and minds to enquire and expertise in our own environment and it’s past. Recording any movement becomes an unavoidable part in environmental and historical research. It is project to enquire objectively, record systematically and make reports.
Any interested person can be part of the venture by documenting environmental initiatives, related issues and life sketch of the activists.
You should collect supporting documents also. Interview, survey, group discussions etc. could be used for data collection. Prepare questionnaire as a tool for data collection.
Collect both oral and written information. If you insist, we will buy published works for the research.
Unpublished manuscripts and documents will be accepted as donation. Do contact us; therefore we can help you on the course of such involvement.
You should mention name, address, telephone number and E-mail ID of all sources whom you approach for the study as reference in your report.
The method, style and content can be selected yourself.
You as a donor will have a place in our library and research resource center. A donor’s contribution will be placed as her/his property in our research resource center. All future research references regarding your subject will acknowledge your generous gesture.
If MARC’s publication division finds your contribution to be an outstanding one, you stand a chance for special recognition. You may send your contribution by post.
We would be thankful if you could pass on this information to persons or institutions that may be willing to strengthen the right effort to preserve by documenting our environment and it’s past.
Contact us: Koyilandy.P.O,Kozhikode,Kerala,India 673305
E-mail: mediafolkmarc@gmail.com , mediafolk@rediffmail.com Phone: +919946445970
Friday, May 27, 2011
Media Studies in Kitchen
LEARN MEDIA STUDIES THROUGH MAKING FOOD IN YOUR KITCHEN
Ratheesh Kaliyadan
Can you believe it? Learn journalism by making varieties of food in your kitchen! This is an interesting question that I faced while I suggested to gather information about traditional food items in Thalassery. Journalism students of Govt. Girls Higher Secondary School, Thalassery begin their enquiry.
What is the relationship between eating and media studies? If you have a proven think about your aim, there is a link. That link is the strength of our new project to gather information about indigenous know-hows on traditional food items of Thalassery.
What we will do is a simple exercise. Visit grandmas and grandpas. After melting the ice burg, open up minds and share what they ate and eat. Assembling the first hand information, we will prepare pieces of How to do it articles.
The how to do it articles will help us to go further. The next step is preparation of features on special dishes and personalities. Through these exercises, the learners will be introduced the world of feature writing. Theoretical and technical aspects of features and how to do articles are discussed in detail. Also we will prepare certain hard stories regarding food court, exhibition, bakeries etc. inverted pyramid and related theories are familiarized.
The major tool used for the stories is interview. Interview technics, kinds of interviews, role of homework for interviews and other aspects will be covered here.
On the analytical part, we will try to analyses the food tradition on the background of cultural differences. Also the learners get a chance to compare the present food system and the traditional ones. We feel that food cult is a reflection of the cult of the community. Also we hope food can be an indicator of historical research. The politics of food is an interesting thing for analytical journalists. Alas! We are here in the kitchen to learn media studies.
Ratheesh Kaliyadan
Can you believe it? Learn journalism by making varieties of food in your kitchen! This is an interesting question that I faced while I suggested to gather information about traditional food items in Thalassery. Journalism students of Govt. Girls Higher Secondary School, Thalassery begin their enquiry.
What is the relationship between eating and media studies? If you have a proven think about your aim, there is a link. That link is the strength of our new project to gather information about indigenous know-hows on traditional food items of Thalassery.
What we will do is a simple exercise. Visit grandmas and grandpas. After melting the ice burg, open up minds and share what they ate and eat. Assembling the first hand information, we will prepare pieces of How to do it articles.
The how to do it articles will help us to go further. The next step is preparation of features on special dishes and personalities. Through these exercises, the learners will be introduced the world of feature writing. Theoretical and technical aspects of features and how to do articles are discussed in detail. Also we will prepare certain hard stories regarding food court, exhibition, bakeries etc. inverted pyramid and related theories are familiarized.
The major tool used for the stories is interview. Interview technics, kinds of interviews, role of homework for interviews and other aspects will be covered here.
On the analytical part, we will try to analyses the food tradition on the background of cultural differences. Also the learners get a chance to compare the present food system and the traditional ones. We feel that food cult is a reflection of the cult of the community. Also we hope food can be an indicator of historical research. The politics of food is an interesting thing for analytical journalists. Alas! We are here in the kitchen to learn media studies.
Wednesday, May 11, 2011
AUTHOR SUPPORT SCHEME
AUTHOR SUPPORT SCHEME
Media Analysis Research Center is a non-profit platform of mediamates and communication experts. Registered under Indian Trust Act 1882 on March 25, 2008. Reg No. 45/2008/BK IV. Part of NGO partnership program of Planning board, Govt. of India. Member, Indian Chamber of Non-Government Organizations, Delhi.
Being a research organization, we focus on academic activities, documentation and activists supporting initiatives.
Media Analysis & Research Center's Author Support Scheme is a unique scheme to support new writers and new creations. Novel ideas are promoted through this programme. The programme is an author-MARC participatory venture to publish innovative books. Being an academic community, we concentrate on publication of authentic books. On the sale of the books, an author/ distributor will get 40% and 10% of the MRP as commission and royalty respectively. Also the author will get a special royalty decided by the MARC team.
• Any author of an authentic book can send a hard copy and a soft copy of the book to the director. The MARC selection committee of will scrutinize the work.
• After the completion of the scrutiny, the author will be informed whether the book is accepted for publication or not.
• If the book is accepted, author will be informed the same. The author can expect the book within three months.
• The author should advance the actual production cost. It would be reimbursed after 60% of the copies are sold out.
• Copy right of the book is solemnly vested to MARC forever. All rights regarding the book will be reserved. No part of the material may be reproduced in any form without special permission from the copy right owner.
• The author will get a special royalty for reserving the copy right. The amount will be decided by the MARC team.
• The author will get 10 copies of the published work at free of cost as author’s copy. MARC will use 100 copies at free of cost for review/introduction and file purposes.
• Sale/distribution of the book will be a mutual responsibility of the author and the MARC. Both should make initiatives to sell the copies.
• The author is awarded 10% of the total sale as royalty in each edition.
• If the author initiates for distribution, 40% is deducted on the MRP as commission.
• For book sellers/agents/distributors will get up to 50% as commission for bulk sale. The rate of commission will be fixed time to time considering the volume of books use to distribute.
• If 40% and more copies are pending for sale after one year of publication, the author is responsible for the dead stock. Such stocks should be cleared by paying 50% of the MRP.
• For authors from Lakshadweep, 50% of MRP of the total number of books published will be paid in advance and deliver the copies. We will try to arrange special representatives for distribution in islands. Commission for the represents, accommodation and other facilities are fixed on the basis of discussion.
Thursday, April 28, 2011
media club
LET’S HAVE A MEDIA CLUB
Ratheesh Kaliyadan
We are living in a media driven society. Nobody can stand apart from the magical skin of media today. Everything related to our socio-cultural life is decided by the media. Thus it influences our economic state also. Our taste, interest, needs, belief, demands, even thoughts are drastically influenced by media. What do you think and How do you act are molded in the kitchen of media gigantic.
Here is an example from our families. Three year old child in our homes now days never ask for a chocolate. But they ask for a particular brand. From where does this child get the name of the chocolate? Majority of us appreciate the child for its keen observation. Is this due to its serious observation? My answer is NO. The brand ambassadors become a great success in ‘catching them young.’ Negative values like consumerism haunt them. Socio-cultural behavior is seriously threatened. Traditional values and customs are torned away. These are some of the criticisms by the older generation against the new ones.
At this juncture what is the remedy to liberate our children from the black hands of mediations? This is the challenge we have to face in our surroundings. Parents and the general public believe we, the teachers, can do something. Can we? What we have to do is make aware our children that what we see, hear and read in media are not the real ones. Equip them to read media critically. Build up their efficiency in analysis and interpret. Nourish their ability in critical thinking.
Media clubs can help in these regards a lot. There are lists of activities we have to done. These activities will help them to make media criticism through fun. They can do serious things joyfully. One of the activities listed and practiced by most teachers in their class room is making newspaper. You can decide the form of publication. I may share one of my experiences. The last academic year, we divided the whole class in to ten groups. Each group gathered news from their surroundings. Brought it in classroom. Processed them there. Pasted on the walls in the form of a wall new paper. Remember it was the first form of news transaction. Acta Diurna is example. We simply followed those ancestors. It is not a novel idea or a great work.
After ten groups presented the newspapers, we conducted an exhibition. Invited local media persons. They made news on the exhibition. Also they got several news pegs from the news appeared in our wall newspaper. Out of the stories, one got special attention. It was about the life of a poor Muslim old lady who lived alone in a hut. The news had different impacts. Several organizations expressed their interest to rehabilitate the old lady. But she was not ready to leave her place on the ground of her sheep. At last the RDO visited her and issued a special ration card. The card supported her to buy rice from the ration shop without paying a penny. A mediavist is generated through this innovative experience.Citizen journalism became a tool for it.What we call this style of study is critical pedagogy.
My learners are much motivated by the work. We moved to another area. Our school is a government Girls higher secondary school. It is in Thalassery, Kerala. The place is famous for Circus, Cake and Cricket. We approached the circus artist. Collected a lot of information. Prepared features and profiles. Through the activities we learned how to gather news, how to write in different formats and how to edit them. The articles published as a book- CIRCUS, edited by me and published by Media Analysis & Research Center. By documenting the experiences of the artists, we made another step in journalism. This is a unique book in this subject in Malayalam.
Everybody have a deep instinct for self-expression. You can cater your club member’s interest in this regard through a blog. Creating and maintaining a blog is very easy. Almost all providers use a highly user friendly mode in creating new blogs. It makes you a media owner without investing singly rupee. A penny less effort to make you a media owner is really an interesting experience. You have all freedom to accept, edit or reject an article. Nobody has a control over you. You become the agenda setter of your blog! Try it. Provide your children an online global opportunity to express themselves. Moreover we can read you by sitting in Kerala. It is one of the easiest methods to share your activities also. The media club can do a lot through this medium.
If you have some money to invest, why can’t you try for an E-newspaper? The softwares are either cheap or free now. The URL registration cost is minimum. If you are interested you have it.these are possibilities. I shared what we practiced in our class room. If it is happened in our actual life situation, it is possible to you. If you have a will, you have a win. Remember production is not important in media club activities. It helps them to make their work funnier. Our concentration should be the other half that is the awareness part.
(Speech delivered at the planning meeting of media clubs on April 21, 2011 at Central Institute of Educational Technology-CIET, NCERT, New Delhi)
Ratheesh Kaliyadan
We are living in a media driven society. Nobody can stand apart from the magical skin of media today. Everything related to our socio-cultural life is decided by the media. Thus it influences our economic state also. Our taste, interest, needs, belief, demands, even thoughts are drastically influenced by media. What do you think and How do you act are molded in the kitchen of media gigantic.
Here is an example from our families. Three year old child in our homes now days never ask for a chocolate. But they ask for a particular brand. From where does this child get the name of the chocolate? Majority of us appreciate the child for its keen observation. Is this due to its serious observation? My answer is NO. The brand ambassadors become a great success in ‘catching them young.’ Negative values like consumerism haunt them. Socio-cultural behavior is seriously threatened. Traditional values and customs are torned away. These are some of the criticisms by the older generation against the new ones.
At this juncture what is the remedy to liberate our children from the black hands of mediations? This is the challenge we have to face in our surroundings. Parents and the general public believe we, the teachers, can do something. Can we? What we have to do is make aware our children that what we see, hear and read in media are not the real ones. Equip them to read media critically. Build up their efficiency in analysis and interpret. Nourish their ability in critical thinking.
Media clubs can help in these regards a lot. There are lists of activities we have to done. These activities will help them to make media criticism through fun. They can do serious things joyfully. One of the activities listed and practiced by most teachers in their class room is making newspaper. You can decide the form of publication. I may share one of my experiences. The last academic year, we divided the whole class in to ten groups. Each group gathered news from their surroundings. Brought it in classroom. Processed them there. Pasted on the walls in the form of a wall new paper. Remember it was the first form of news transaction. Acta Diurna is example. We simply followed those ancestors. It is not a novel idea or a great work.
After ten groups presented the newspapers, we conducted an exhibition. Invited local media persons. They made news on the exhibition. Also they got several news pegs from the news appeared in our wall newspaper. Out of the stories, one got special attention. It was about the life of a poor Muslim old lady who lived alone in a hut. The news had different impacts. Several organizations expressed their interest to rehabilitate the old lady. But she was not ready to leave her place on the ground of her sheep. At last the RDO visited her and issued a special ration card. The card supported her to buy rice from the ration shop without paying a penny. A mediavist is generated through this innovative experience.Citizen journalism became a tool for it.What we call this style of study is critical pedagogy.
My learners are much motivated by the work. We moved to another area. Our school is a government Girls higher secondary school. It is in Thalassery, Kerala. The place is famous for Circus, Cake and Cricket. We approached the circus artist. Collected a lot of information. Prepared features and profiles. Through the activities we learned how to gather news, how to write in different formats and how to edit them. The articles published as a book- CIRCUS, edited by me and published by Media Analysis & Research Center. By documenting the experiences of the artists, we made another step in journalism. This is a unique book in this subject in Malayalam.
Everybody have a deep instinct for self-expression. You can cater your club member’s interest in this regard through a blog. Creating and maintaining a blog is very easy. Almost all providers use a highly user friendly mode in creating new blogs. It makes you a media owner without investing singly rupee. A penny less effort to make you a media owner is really an interesting experience. You have all freedom to accept, edit or reject an article. Nobody has a control over you. You become the agenda setter of your blog! Try it. Provide your children an online global opportunity to express themselves. Moreover we can read you by sitting in Kerala. It is one of the easiest methods to share your activities also. The media club can do a lot through this medium.
If you have some money to invest, why can’t you try for an E-newspaper? The softwares are either cheap or free now. The URL registration cost is minimum. If you are interested you have it.these are possibilities. I shared what we practiced in our class room. If it is happened in our actual life situation, it is possible to you. If you have a will, you have a win. Remember production is not important in media club activities. It helps them to make their work funnier. Our concentration should be the other half that is the awareness part.
(Speech delivered at the planning meeting of media clubs on April 21, 2011 at Central Institute of Educational Technology-CIET, NCERT, New Delhi)
Documentaries
DEFINING DOCUMENTARIES
Ratheesh Kaliyadan
History of films begins with non-fiction films. Grand Café in Paris marked the embryonic screening of the first film by the Lumiere brothers. The initiatives of the Lumiere brothers paved a strong corner stone to the milestones of movie movements. The ever first films exposed actual life situations in factories, railway stations etc. these films never considered to be as documentaries. Because these kinds of non-fiction films does not satisfy criteria of a documentary.
It was in 1920s crystalized documentary as a form of expression with the theorization of John Grierson. He was a Scots social scientist specialized in the psychology of propaganda. Reviewing Robert Flaherty’s Moana in 1926, John Grierson said it was “documentary” in intention. Actually Flaherty’s earlier work Nanook of the North (1922) is now acknowledged as the seminal work in this category. Robert Flaherty, an American engineer began shooting an ethnographic record of an Eskimo family in 1915. After several years tiresome works, the film Nanook of the North became a reality.
Grierson defined documentaries as the “creative treatment of actualities.” Actual life situations’ different patterns of treatments are the major characteristic of a documentary. Here common people get a space to share their expressions. Issues among the general public or alienated sections are treated in detail. Finds the roots of cause and effects equation in an issue could be seen in this kind of films. Intentionally insisting a criticism is one of the face values of documentaries. Thematic focus and purposeful social criticism are the hearts and minds of a documentary film.
Different ideologues used documentaries and non- fiction films to propagate their own ideological versions. During the First World War from 1914 to 1918, film became an important medium of government propaganda.
Documentaries developed in different ways during the 1917 Russian Revolution. First evidence of documentary spirit in Russia lies with Kino-Eye of Daziga Vertov and his group. Kino Pravda(film-truth) movement by Vertov exemplified the revolutionary version of film movement. He used camera powerfully to disseminate the reality against the bourgeois perspectives. Real life captured by the camera was the motto of film-truth movement. Vertov’s Man with the Movie Camera 1929 is a powerful record of the camera’s capability to move and capture hidden agendas through exposing life in the street. He used montage shots lavishly to prove the capacity of camera as the all-seeing tool.
Like communists, the Nazis also utilized the capacity of camera in propaganda. The potentialities of camera meaningfully utilized by AdolfHitler in Germany. Hitler reinforced the Aryan supremacy by carefully treating the medium and selection of actors and characters. Triumph of the Will, the advertisement film made for making advertisement of the Nazi Congress in Nuremberg in 1934. Hitler is treated as a mythological character and pictured him as the god of Germans in this film. The Nazi films are best examples of manipulation of cameras.
Ratheesh Kaliyadan
History of films begins with non-fiction films. Grand Café in Paris marked the embryonic screening of the first film by the Lumiere brothers. The initiatives of the Lumiere brothers paved a strong corner stone to the milestones of movie movements. The ever first films exposed actual life situations in factories, railway stations etc. these films never considered to be as documentaries. Because these kinds of non-fiction films does not satisfy criteria of a documentary.
It was in 1920s crystalized documentary as a form of expression with the theorization of John Grierson. He was a Scots social scientist specialized in the psychology of propaganda. Reviewing Robert Flaherty’s Moana in 1926, John Grierson said it was “documentary” in intention. Actually Flaherty’s earlier work Nanook of the North (1922) is now acknowledged as the seminal work in this category. Robert Flaherty, an American engineer began shooting an ethnographic record of an Eskimo family in 1915. After several years tiresome works, the film Nanook of the North became a reality.
Grierson defined documentaries as the “creative treatment of actualities.” Actual life situations’ different patterns of treatments are the major characteristic of a documentary. Here common people get a space to share their expressions. Issues among the general public or alienated sections are treated in detail. Finds the roots of cause and effects equation in an issue could be seen in this kind of films. Intentionally insisting a criticism is one of the face values of documentaries. Thematic focus and purposeful social criticism are the hearts and minds of a documentary film.
 |
| Grierson |
Different ideologues used documentaries and non- fiction films to propagate their own ideological versions. During the First World War from 1914 to 1918, film became an important medium of government propaganda.
Documentaries developed in different ways during the 1917 Russian Revolution. First evidence of documentary spirit in Russia lies with Kino-Eye of Daziga Vertov and his group. Kino Pravda(film-truth) movement by Vertov exemplified the revolutionary version of film movement. He used camera powerfully to disseminate the reality against the bourgeois perspectives. Real life captured by the camera was the motto of film-truth movement. Vertov’s Man with the Movie Camera 1929 is a powerful record of the camera’s capability to move and capture hidden agendas through exposing life in the street. He used montage shots lavishly to prove the capacity of camera as the all-seeing tool.
Like communists, the Nazis also utilized the capacity of camera in propaganda. The potentialities of camera meaningfully utilized by AdolfHitler in Germany. Hitler reinforced the Aryan supremacy by carefully treating the medium and selection of actors and characters. Triumph of the Will, the advertisement film made for making advertisement of the Nazi Congress in Nuremberg in 1934. Hitler is treated as a mythological character and pictured him as the god of Germans in this film. The Nazi films are best examples of manipulation of cameras.
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