NCERT Book Class 12 English Non Fiction Film Making

Film-making

During the shooting of The Virgin Spring, we were up in the northern province of Dalarna in May and it was early in the morning, about half past seven. The landscape there is rugged, and our company was working by a little lake in the forest. It was very cold, about 30 degrees, and from time to time a few snowflakes fell through the grey, raindimmed sky. The company was dressed in a strange variety of clothing—raincoats, oil slickers, Icelandic sweater jackets, old blankets, coachmen’s coats, medieval robes. Our men had laid some ninety feet of rusty, buckling rail over the difficult terrain, to dolly the camera on. We were all helping with the equipment—actors, electricians, makeup men, script girl, sound crew—mainly to keep warm. Suddenly someone shouted and pointed toward the sky. Then we saw a crane floating high above the fir trees, and then another, and then several cranes floating majestically in a circle above us. We all dropped what we were doing and ran to the top of a nearby hill to see the cranes better. We stood there for a long time, until they turned westward and disappeared over the forest. And suddenly I thought: this is what it means to make a movie in Sweden. This is what can happen, this is how we work together with our old equipment and little money, and this is how we can suddenly drop everything for the love of four cranes floating above the tree tops.

Childhood Foretells Future

My association with film goes back to the world of childhood. My grandmother had a very large old apartment in Uppsala. I used to sit under the dining-room table there, ‘listening’ to the sunshine which came in through the gigantic windows. The cathedral bells went ding-dong, and the sunlight moved about and ‘sounded’ in a special way. One day, when winter was giving way to spring and I was five years old, a piano was being played in the next apartment. It played waltzes, nothing but waltzes. On the wall hung a large picture of Venice. As the sunlight moved across the picture the water in the canal began to flow, the pigeons flew up from the square, people talked and gesticulated. Bells sounded, not those of Uppsala Cathedral but from the picture itself. And the piano music also came from that remarkable picture of Venice.

A child who is born and brought up in a vicarage acquires an early familiarity with life and death behind the scenes. Father performed funerals, marriages, baptisms, gave advice and prepared sermons. The devil was an early acquaintance, and in the child’s mind there was a need to personify him. This is where my magic lantern came in. It consisted of a small metal box with a carbide lamp—I can still remember the smell of the hot metal—and coloured glass slides: Red Riding Hood and the Wolf, and all the others. And the wolf was the Devil, without horns but with a tail and a gaping red mouth, strangely real yet incomprehensible, a picture of wickedness and temptation on the flowered wall of the nursery.

When I was ten years old I received my first, rattling film projector, with its chimney and lamp. I found it both mystifying and fascinating. The first film I had was nine feet long and brown in colour. It showed a girl lying asleep in a meadow, who woke up and stretched out her arms, then disappeared to the right. That was all there was to it. The film was a great success and was projected every night until it broke and could not be mended any more.

This little rickety machine was my first conjuring set. And even today I remind myself with childish excitement that I am really a conjurer, since cinematography is based on deception of the human eye. I have worked it out that if I see a film which has a running time of one hour, I sit through twenty-seven minutes of complete darkness—the blankness between frames. When I show a film I am guilty of deceit. I use an apparatus which is constructed to take advantage of a certain human weakness, an apparatus with which I can sway my audience in a highly emotional manner—make them laugh, scream with fright, smile, believe in fairy stories, become indignant, feel shocked, charmed, deeply moved or perhaps yawn with boredom. Thus I am either an impostor or, when the audience is willing to be taken in, a conjurer. I perform conjuring tricks with apparatus so expensive and so wonderful that any entertainer in history would have given anything to have it.

Split Second Impressions

A film for me begins with something very vague—a chance remark or a bit of conversation, a hazy but agreeable event unrelated to any particular situation. It can be a few bars of music, a shaft of light across the street. Sometimes in my work at the theatre I have envisioned actors made up for yet unplayed roles. These are split second impressions that disappear as quickly as they come, yet leave behind a mood—like pleasant dreams. It is a mental state, not an actual story, but one abounding in fertile associations and images. Most of all, it is a brightly coloured thread sticking out of the dark sack of the unconscious. If I begin to wind up this thread, and do it carefully, a complete film will emerge. This primitive nucleus strives to achieve definite form, moving in a way that may be lazy and half asleep at first. Its stirring is accompanied by vibrations and rhythms which are very special and unique to each film. The picture sequences then assume a pattern in accordance with these rhythms, obeying laws born out of and conditioned by my original stimulus.

Understanding the Text

1. Pick out examples from the text that show Bergman’s sensitivity to sensory impressions which have made him a great filmmaker.

2. What do you understand of the complexity of the little invisible steps that go into the making of a good film?

3. What are some of the risks that film-making involves?

4. What misgivings does Bergman have about the contemporary film industry?

5. Compare Bergman’s views about making films out of books with that of Umberto Eco’s.

Talking about the Text

1. According to the author, split-second impressions form a ‘mental state, not an actual story, but one abounding in fertile associations and images’. Compare this with Virginia Woolf’s experiment with the stream of consciousness technique in ‘The Mark on the Wall’.

2. Bergman talks about the various influences in his life including his parents and his religious upbringing. To what extent are an individual’s achievements dependent on the kind of influences he or she has had in life?

Appreciation

1. Autobiographical accounts make interesting reading when the author selects episodes that are connected to the pursuit of excellence. How does this apply to Ingmar Bergman’s narration of the details of film-making?

2. Comment on the conversational tone of the narration. Compare this with the very informal style adopted by Umberto Eco in the interview.

Please refer to attached file for NCERT Class 12 English Non-Fiction Film-Making