Hitchcock on the Art of Suspense

In 1939, Alfred Hitch­cock gave a lec­ture at Radio City Music Hall orga­nized by The Muse­um of Mod­ern Art and Colum­bia Uni­ver­si­ty. The talk (read the full tran­script here) takes you inside the cre­ative evo­lu­tion of Hitchcock’s film­mak­ing. First comes the bare bones plot, then a fuller treat­ment, com­plete with the dia­logue and a sus­pense­ful sto­ry that dri­ves the movie along for two hours. Hitch­cock was the mas­ter of cre­at­ing sus­pense – of giv­ing the audi­ence the “dope,” as he oth­er­wise calls it – that strings view­ers along. And, just what was in that “dope”? He describes it below:

That is the one thing that dis­turbs me a lit­tle. You see mod­ern nov­els, psy­cho­log­i­cal nov­els, with frank char­ac­ter­i­za­tions and very good psy­chol­o­gy, but there has been a ten­den­cy, with the nov­el and with a lot of stage plays, to aban­don sto­ry. They don’t tell enough sto­ry or plot. For a motion pic­ture, we do need quite an amount of sto­ry.

Now the rea­son we need a lot of sto­ry is this: a film takes an hour and twen­ty min­utes to play, and an audi­ence can stand about an hour. After an hour, it starts to get tired, so it needs the injec­tion of some dope. One might also say there should be a slo­gan, “Keep them awake at the movies!”

That dope, as one might call it, is action, move­ment, and excite­ment; but more than that, keep­ing the audi­ence occu­pied men­tal­ly. Peo­ple think, for exam­ple, that pace is fast action, quick cut­ting, peo­ple run­ning around, or what­ev­er you will, and it is not real­ly that at all. I think that pace in a film is made entire­ly by keep­ing the mind of the spec­ta­tor occu­pied. You don’t need to have quick cut­ting, you don’t need to have quick play­ing, but you do need a very full sto­ry and the chang­ing of one sit­u­a­tion to anoth­er. You need the chang­ing of one inci­dent to anoth­er, so that all the time the audience’s mind is occu­pied.

Now so long as you can sus­tain that and not let up, then you have pace. That is why sus­pense is such a valu­able thing, because it keeps the mind of the audi­ence going. Lat­er on I will tell you how I think the audi­ence should par­tic­i­pate in those things.

The rest of the lec­ture con­tin­ues here. And be sure to find many Hitch­cock films in our col­lec­tion of Free Movies Online.

Sundown in Southwestern France

Two weeks in South­west­ern France. All footage was shot by Jon Bryant sim­ply using a Canon 7D. You can also watch the video direct­ly on Vimeo here.

Via @brainpicker.

NASA Lauches Photo Archive on Flickr

This week, NASA rolled a big archive of his­tor­i­cal images into Flickr Com­mons, giv­ing users access to more than a half cen­tu­ry of NASA’s pho­to­graph­ic his­to­ry. The images are divid­ed into three neat sets – “Launch and Take­off,” “Build­ing NASA” and “Cen­ter Name­sakes” – and they’re all copy­right-free, mean­ing that you can share and use these images how­ev­er you like. You can jump into the archive here and watch it grow over time. Thanks for the heads up @eugenephoto! They’re always appre­ci­at­ed…

Animated Noir: Key Lime Pie

Put sim­ply, you’ll prob­a­bly nev­er see a noir film quite like this. Key Lime Pie was direct­ed by Trevor Jimenez in 2007, and rec­om­mend­ed on Twit­ter by Joaquin Bald­win, a tal­ent­ed young ani­ma­tor fea­tured on Open Cul­ture some months ago. It runs a quick 3 and a half min­utes.

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What Makes Us Human?

Some of the most basic ques­tions about human exis­tence (how did we devel­op lan­guage? why do we love music and art but kill in war? how did we devel­op cer­tain eat­ing habits? etc.) come back to a more sin­gu­lar ques­tion: how are we dif­fer­ent from chim­panzees? This ques­tion is slow­ly get­ting answered by some of today’s lead­ing pri­ma­tol­o­gists and evo­lu­tion­ary biol­o­gists, includ­ing Robert Sapol­sky, Daniel Lieber­man, Richard Wrang­ham, Jane Goodall, Steven Pinker, all fea­tured above.

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Syllabus & Book List for Sci-Fi Newbies

Always want­ed to read sci­ence fic­tion? But nev­er knew where to start? io9, a blog ded­i­cat­ed to futur­ism and sci-fi, has you cov­ered. Today, they pub­lished a handy sci-fi syllabus/reading list “intend­ed to intro­duce the novice stu­dent … to the major themes in the genre, as well as books and authors who are rep­re­sen­ta­tive of dif­fer­ent eras in SF lit (includ­ing the present day).” The io9 read­ing list breaks down a vast body of sci-fi lit­er­a­ture into six use­ful cat­e­gories – 1) Foun­da­tion­al Works/Classics, 2) Utopias and Dystopias, 3) Robots, 4) Aliens, 5) Space Trav­el, and 6)  Sci­ence Fic­tion as Polit­i­cal Phi­los­o­phy. Wells, Love­craft, Hux­ley, Orwell, Dick, Asi­mov, Gib­son, Hein­lein, LeGuin – they’re all on the list.

Relat­ed FYIs: you can find many of HP Love­craft’s writ­ings online here. Thanks Julie for the recent heads up.

Also, you can down­load an audio ver­sion of Hux­ley nar­rat­ing A Brave New World here.

Seven Ages of the Body

This new video from Cam­bridge Uni­ver­si­ty, fea­tur­ing archae­ol­o­gist John Robb, gives you a quick and visu­al­ly appeal­ing intro­duc­tion to how humans have under­stood some­thing we take for grant­ed – our own bod­ies. Cov­er­ing 10,000 years in six min­utes, Robb takes us from the “Ani­mal Body” and “Sex­u­al­ized Body” of the Mesolith­ic and Neolith­ic Ages, to the “Politi­cized Body” of the Clas­si­cal Age, “God’s Body” of the Mid­dle Ages, and final­ly “The Body as Machine,” the metaphor we have been liv­ing with since 1500. And we wrap up with the “Body Dig­i­tal,” the body of the future, and “Mul­ti­ple Bod­ies.” This video comes from the Cam­bridge Ideas series avail­able on Cam­bridge’s YouTube chan­nel.

Philip Roth’s Creative Surge & the Death of the Novel

Philip Roth, now 77 years old, keeps pub­lish­ing with a cer­tain urgency. Every­man in 2006, Exit Ghost in 2007, Indig­na­tion 2008, The Hum­bling last year, and next comes Neme­sis, due to be released in ear­ly Octo­ber. After The Hum­bling hit the shelves, mag­a­zine edi­tor Tina Brown con­duct­ed a rare video inter­view with Roth, and they cov­ered a fair amount of ground in 14 min­utes: his cre­ative surge, how he approach­es writ­ing sex scenes, Oba­ma’s lit­er­ary tal­ents, the com­ing extinc­tion of the nov­el and whether the Kin­dle can make any bit of dif­fer­ence, etc. You can watch the video above, or read a tran­script here.

Now a lit­tle free­bie. A nice copy of Indig­na­tion goes to the first read­er who sends along a com­pelling piece of open/intelligent media that we choose to post on the site. (If you’re look­ing for more guid­ance on what we have in mind, please read the tips on this page.) You can sub­mit your media picks here. Cheers…

The Power of Music

The video says it all. CNN has more on Cap­tain Jack…

via Alec Couros aka @courosa

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Richard Feynman: Fun to Imagine

Back in 1983, the BBC aired Fun to Imag­ine, a tele­vi­sion series host­ed by Richard Feyn­man that used physics to explain how the every­day world works – “why rub­ber bands are stretchy, why ten­nis balls can’t bounce for­ev­er, and what you’re real­ly see­ing when you look in the mir­ror.” In case you’re not famil­iar with him, Feyn­man was a Nobel prize-win­ning physi­cist who had a gift for many things, includ­ing pop­u­lar­iz­ing sci­ence and par­tic­u­lar­ly physics. The clip above comes from Fun to Imag­ine, and thanks to this YouTube video, you can now watch all six videos in the series, each run­ning about 12 min­utes.  If you’re look­ing for more Feyn­man videos, let me give you this: The Plea­sure of Find­ing Things Out, an hour-long BBC/PBS pro­gram from 1981, and Feyn­man’s leg­endary lec­tures on physics taped in 1964, now post­ed online cour­tesy of Bill Gates. And, oh yes, don’t for­get Feyn­man play­ing the bon­gos too…

Want to study some physics? Get Free Physics cours­es here. And Free Physics Text­books here.

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Journalism for Our Century

As jour­nal­ists try to find their foot­ing in the new dig­i­tal envi­ron­ment, News21, a Carnegie and Knight ini­tia­tive, has start­ed “incu­bat­ing” eight jour­nal­ism schools across the coun­try and help­ing stu­dents devel­op new forms of inves­tiga­tive report­ing in mul­ti­me­dia for­mats. Above, we have Spilling Over, a piece of dig­i­tal report­ing that lays bare the emo­tion­al toll the BP Oil spill has tak­en on a Louisiana com­mu­ni­ty. The eight minute video report was assem­bled by a News21 team at the Uni­ver­si­ty of North Car­oli­na. NPR has more on the News21 project, and the News21 web­site fea­tures oth­er stu­dent projects. H/T to Mike S. for anoth­er superb find…


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