Triumph of the Will: A memorial in film

Daniel Maddock
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Abstract

Despite Hitler’s efforts to transform Berlin into Germania, the capital of the new world he envisioned and which he believed would bear comparison with Ancient Egypt, Babylon, and Rome, there is little in the way of monumental architecture to bear witness to that ambition. Though there is only limited public evidence of Hitler’s architectural hubris present either in stone or steel, the same cannot be said of film. Leni Riefenstahl’s masterpiece Triumph of the Will (1935) (German: Triumph des Willens) is the most famous propaganda film of all time and a staple of university film schools and secondary schools across the world. At the time of its creation, celluloid motion picture film was a relatively new technology and the documentary format a nascent art form. Nevertheless, it was lauded almost immediately as a visually stunning imagining of the new regime and its leader. Though the film maker was subsequently reviled for her Nazi associations, as an art work her film has retained an almost miasmic aura that justifies continued re-assessment of its standing as a monument to the Nazi regime and the horrors perpetrated in its name.
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意志的胜利:电影中的纪念
尽管希特勒努力将柏林改造成日耳曼尼亚,他设想的新世界的首都,他相信这将与古埃及、巴比伦和罗马相提并论,但几乎没有纪念性建筑可以见证这一雄心。尽管只有有限的公开证据表明希特勒的建筑傲慢存在于石头或钢铁中,但电影却并非如此。勒尼·里芬斯塔尔的代表作《意志的胜利》(1935)(德语:Triumph des Willens)是有史以来最著名的宣传电影,也是世界各地大学电影学院和中学的主要作品。在它诞生的时候,赛璐珞电影是一种相对较新的技术,纪录片是一种新生的艺术形式。尽管如此,它几乎立即被誉为对新政权及其领导人的视觉震撼想象。尽管这位电影制作人随后因其与纳粹的联系而遭到谩骂,但作为一部艺术作品,她的电影保留了一种近乎平庸的氛围,这证明了继续重新评估其作为纳粹政权纪念碑的地位以及以其名义犯下的恐怖行为是合理的。
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来源期刊
CiteScore
0.80
自引率
33.30%
发文量
18
审稿时长
10 weeks
期刊介绍: Historical Encounters is a blind peer-reviewed, open access, interdsiciplinary journal dedicated to the empirical and theoretical study of: historical consciousness (how we experience the past as something alien to the present; how we understand and relate, both cognitively and affectively, to the past; and how our historically-constituted consciousness shapes our understanding and interpretation of historical representations in the present and influences how we orient ourselves to possible futures); historical cultures (the effective and affective relationship that a human group has with its own past; the agents who create and transform it; the oral, print, visual, dramatic, and interactive media representations by which it is disseminated; the personal, social, economic, and political uses to which it is put; and the processes of reception that shape encounters with it); history education (how we know, teach, and learn history through: schools, universities, museums, public commemorations, tourist venues, heritage sites, local history societies, and other formal and informal settings). Submissions from across the fields of public history, history didactics, curriculum & pedagogy studies, cultural studies, narrative theory, and historical theory fields are all welcome.
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