Auteur Theory

What does Auteur Mean?
- The term auteur originates from france and translates as author (which means that a directirs film reflects their creative vision).
- This can also be the case for music videos.
- An auteur is a film-maker whose style and practice is distinctive and creates a signature auteur status for themselves (a signature style as-well as creative control over his work). 


Auteur theory focuses on:
1. Individual stylistic features. 
2. How texts are determined by artists creativity. 
3. How texts emerge as part of an artists body of work. 


Areas of recognisable signature include:
- Colour
- Transitions
- Use or absence of narrative
- Location
- Actors

Laura Mulvey

Mulvey is best known for her essay, "Visual Pleasure and Narrative Cinema", written in 1973 and published in 1975 in the influential British film theory journal Screen. It later appeared in a collection of her essays entitled Visual and Other Pleasures, and numerous other anthologies. Her article was one of the first major essays that helped shift the orientation of film theory towards a psychoanalytic framework, influenced by the theories of Sigmund Freud and Jacques Lacan. Prior to Mulvey, film theorists such as Jean-Louis Baudry and Christian Metz had attempted to use psychoanalytic ideas in their theoretical accounts of the cinema, but Mulvey's contribution was to inaugurate the intersection of film theory, psychoanalysis, and feminism.

She instead stated that she intended to use Freud and Lacan's concepts as a "political weapon." She then used some of their concepts to argue that the cinematic apparatus of classical Hollywood cinema inevitably put the spectator in a masculine subject position, with the figure of the woman on screen as the object of desire. In the era of classical Hollywood cinema, viewers were encouraged to identify with the protagonist of the film, who tended to be a man. Meanwhile, Hollywood female characters of the 1950s and 60s were, according to Mulvey, coded with "to-be-looked-at-ness." Mulvey suggests that there were two distinct modes of the male gaze of this era: "voyeuristic" (i.e. seeing women as 'whores') and "fetishistic" (i.e. seeing women as 'madonnas').

Mulvey argued that the only way to annihilate the "patriarchal" Hollywood system was to radically challenge and re-shape the filmic strategies of classical Hollywood with alternative feminist methods. She called for a new feminist avant-garde filmmaking that would rupture the magic and pleasure of classical Hollywood filmmaking. She wrote, "It is said that analysing pleasure or beauty annihilates it. That is the intention of this article."

"Visual Pleasure and Narrative Cinema" was the subject of much interdisciplinary discussion among film theorists that continued into the mid 1980s. Critics of the article objected to the fact that her argument implied the impossibility of genuine 'feminine' enjoyment of the classical Hollywood cinema, and to the fact that her argument did not seem to take into account spectatorships that were not organised along the normative lines of gender. For example, a metaphoric 'transvestism' might be possible when viewing a film – a male viewer might enjoy a 'feminine' point-of-view provided by a film, or vice versa; gay, lesbian and bisexual spectatorships might also be different. Her article also did not take into account the findings of the later wave of media audience studies on the complex nature of fan cultures and their interaction with stars. Gay male film theorists such as Richard Dyer have used Mulvey's work as a starting point to explore the complex projections that many gay men fix onto certain female stars (e.g. Liza Minnelli, Greta Garbo, Judy Garland).

Feminist critic Gaylyn Studlar wrote extensively to contradict Mulvey's central thesis that the spectator is male and derives visual pleasure from a dominant, sadistic perspective. Studlar suggested rather that visual pleasure for all audiences is derived from a passive, masochistic perspective, where the audience seeks to be powerless and overwhelmed by the cinematic image.

Mulvey later wrote that her article was meant to be a provocation or a manifesto, rather than a reasoned academic article that took all objections into account. She addressed many of her critics, and changed some of her opinions, in a follow-up article, "Afterthoughts on 'Visual Pleasure and Narrative Cinema'" (which also appears in the Visual and Other Pleasurescollection).

Carol Vernallis

Andrew Goodwin's 6 Point Analysis

Andrew Goodwin identifies six features of music videos, these being:
1. Music videos demonstrate genre characteristics (e.g. stage performances in rock band videos, or dance routines in girl pop bands.)

2. There is a relationship between lyrics and visuals.

3. There is a relationship between music and visuals.

4. The demands of the record label will include the need for lots of close-ups of the artist and the artist may develop a visual style that recur across their work.

5. There is frequently reference to the notion of looking and particularly voyeuristic treatment of the female body.

6. There is often intertextual reference (e.g. films, TV programs, other music videos etc)

Richard Dyer's Star Theory

Richard W. Dyer is an English academic specialising in cinema. Since 2006 he is a Professor of Film Studies at King's College London. Previously he was at the University of Warwick. His work is describes as "emphasising the aesthetic and historical specificity of cultural texts."


Stars' was Dyer's first full book. In it he developed the idea that the viewers' perception of a film is heavily influenced by the perception of its stars, and that publicity materials and reviews determine the way that audiences experience the film. 


His theory suggests a 'star's' construction takes several forms:


The Star is a Construction:

The image of the star has been developed by the star themselves and/or the management team across a wide range of media (advertising etc). It helps if the star has a USP (unique selling point) for example, Lady Gaga's range of headpieces, Madonna's Leotards etc, this construction brings with it connotations of the artist i.e. Lady's Gaga's hats suggest she is eccentric and wants to stand out from the crowd, whereas Madonna's leotards show she wants to be a voyeuristic icon who relates best to the 70/80's style of dress as this was her best era for music.


The Star is a Commodity:

A record company will listen very closely to audience demands and will construct stars that will appeal to the likes and tastes of various different audiences. Stars are constructed to meet audience demand, for example, Girls Aloud were constructed to appeal to a female audience who would most likely try and copy the band's fashion and dance moves. Whereas the Kings of Leon were constructed to appeal to more grungy and down to earth audiences of both males and females.


The Star is an Ideology:


The star represents a set of values and attitudes that reflect audiences own values. For example, Miley Cyrus gained lots of media attention after claiming she is a virgin and wouldn't have sex till she is married - young girl audiences might follow her lead and this could be beneficial to society and its problem of underage sex etc.
Stars are very often connected to religious and/or moral beliefs which connect them to their audiences, an example being Eminem's raps about his life.

The Auteur Theory

Auteur simply means "author" in French. In film criticism, auteur theory holds that a director's film reflects the director's personal creative vision, as if they were the primary "auteur." In film criticism, the 1950s-era auteur theory holds that a director's film reflects the director's personal creative vision. Auteur theory has influenced film criticism since 1954, when it was advocated by film director and critic 'François Truffaut'. "Auteurism" is the use of auteur theory to analyze films or to understand the characteristics that identify the director as auteur.
Auteur Theory suggests that the best films will bear their maker’s ‘signature’. This may manifest itself as the stamp of his or her individual personality or perhaps even focus on recurring themes within the body of work. Alfred Hitchcock plays this idea up in most of his movies where he makes sure that he appears on screen in a brief cameo spot. Supporters of the auteur theory further contend that the most cinematically successful films will bear the unmistakable personal stamp of the director.

Characteristics of a music video

Characteristics of Music Video

Ultimately we will advocate using cultural models for the rhetorical analysis of music video. To fully understand how a cultural model facilitates rhetorical criticism of music video, it is first necessary to explore the unique features of the genre. Music, particularly rock, has always had a visual element. The album cover, the "look" a band strived for in performance, concert staging, and promotional publicity have all helped create a visual imagery for rock (Goodwin, 1992). The use of video to stimulate album sales and the birth of MTV as a continuous outlet for viewing simply served to enhance the visual potential present in rock.

Viewers typically do not regard the music video as a commercial for an album or act.Aufderheide (1986) describes the connection of viewer to video."With nary a reference to cash or commodities, music videos cross the consumer's gaze as a series of mood states. They trigger nostalgia, regret, anxiety, confusion, dread, envy, admiration, pity, titillation--attitudes at one remove from the primal expression such as passion, ecstasy, and rage. The moods often express a lack, an incompletion, an instability, a searching for location. In music videos, those feelings are carried on flights of whimsy, extended journeys into the arbitrary." (p. 63)

That music videos present compelling mood states that may claim the attention of the viewer is not a matter of happenstance.
Abt (1987) states that "directors of videos strive to make their products as exciting as the music. In the struggle to establish and maintain a following, artists utilize any number of techniques in order to appear exotic, powerful, tough, sexy, cool, unique" (p. 103). Further, Abt indicates a video must compete with other videos.

"They must gain and hold the viewer's attention amidst other videos; help establish, visualize, or maintain the artist's image; sell that image and the products associated with it; and perhaps, carry one or several direct or indirect messages . . ." (p. 97).

Music videos may be further characterized by three broad typologies: performance, narrative, and conceptual (Firth, 1988).
These types describe the form and content selected by the director or artist to attract viewers and to convey a direct or indirect message.

Performance videos, the most common type (Firth 1988) feature the star or group singing in concert to wildly enthusiastic fans. The goal is to convey a sense of the in-concert experience. Gow (1992) suggests "the predominance of performance as a formal system in the popular clips indicates that music video defines itself chiefly by communicating images of artists singing and playing songs" (pp. 48-49). Performance videos, especially those that display the star or group in the studio, remind the viewer that the soundtrack is still important. "Performance oriented visuals cue viewers that, indeed, the recording of the music is the most significant element" (Gow, 1992, p. 45).

A narrative video presents a sequence of events. A video may tell any kind of story in linear, cause-effect sequencing. Love stories, however, are the most common narrative mode in music video. The narrative pattern is one of boy meets girl, boy loses girl, boy gets girl back. Action in the story is dominated by males who do things and females who passively react or wait for something to happen (Schwichtenberg, 1992).Conceptual videos rely on poetic form, primarily metaphor (Firth, 1988). The conceptual video can be metaphysical poetry articulated through visual and verbal elements. "These videos make significant use of the visual element, presenting to the eye as well as the ear, and in doing so, conveying truths inexpressible discursively" (Lorch, 1988, p. 143). Conceptual videos do not tell a story in linear fashion, but rather create a mood, a feeling to be evoked in the experience of viewing (Firth, 1988).

Conceptual videos contain the possibility for multiple meanings as the metaphor or metaphoric sequence is interpreted by the viewer.
"Thus the metaphorical relations between images structured according to musical and visual rhymes and rhythms play a suggestive role in soliciting multiple meanings from us, the viewers/listeners, that resonate with our experience--something we can feel and describe" (Schwichtenberg, 1992 p. 124).

A given music video may actually have elements of more than one category. Goodwin (1992), in describing Madonna's videos, suggests that the essential narrative component of a music video is found in its ability to frame the star, "star-in-text," as all Madonna's videos seem to do. A story exists solely for its ability to create, or in Madonna's case recreate, the star's persona. This blending of elements can also enable a type of music such as rap to have cross-over appeal to a wider audience.Although we may profitably interpret the message potential of music video using these three categories as a basis for content analysis, certain limitations exist if we remain on that path. "Analysts of music video narrative have been all too eager to freeze the moment and study videos shot by shot, but here the problem is that this generates not too much but too little knowledge, because the individual narrative is highly intertextual" (Goodwin, 1992 p. 90).

As a blend of video technique and imagery from film and television, music video offers us a new perceptual agenda by providing allusions to and incorporations of old iconic imagery from film, allowing us to reconstitute the pieces of the 20th century information explosion (Turner, 1986). The brevity of the music video has created a new grammar of video technique particular to this miniscule video form.

"Visual techniques commonly employed in music videos exaggerate . . . Interest and excitement is stimulated by rapid cutting, intercutting, dissolves, superimpositions, and other special effects, that taken together with different scenes and characters, make music videos visually and thematically dynamic." (Abt, 1987 pp. 97-98)

Born of an amalgam of commercialism, television, and film, for the purpose of selling rock albums, music videos frequently employ well-established verbal and visual symbols in telling a story or making a point. If no such symbols exist, music videos coin their own which, given the ubiquity of the medium, quickly find their way into the vernacular.How then to best understand the rhetorical properties that such a media form has for the audience? Schwichtenberg (1992) suggests that what critics should consider "is how music videos are woven into a complex cultural context that includes performers, industries, and diverse audiences who attribute a wide variety of meanings to the music and visuals" (p. 117).

These characteristics suggest that the most methodologically appropriate approach to understanding how music videos might function as rhetoric is to view them as cultural acts, intertextually located in the viewer's own experience. We define culture, with a little help from Bruce Gronbeck (1983), as a complex of collectively determined sets of rules, values, ideologies, and habits that constrain rhetors and their acts. This complex leads a society to generate meaning through various message forms to establish a series of societal truths. The extent to which any form of communication such as a music video plays a part in the process of truth-making is what the rhetorical critic attempts to discover through criticism.