Psychology in Film class notes
4.9.
11 seminars on different psychological topics
1h lecture, movie clips, movie analysis
Attendance: 70% mandatory attendance to pass
Active participation is expected
Before each seminar please watch the TED talk that is in the course program for that lesson. It is reccomended to watch the listed movie before each seminar to successfully participate in the discussion and get everything out of it.
Exam 08.1.26 10:15 (probably in class)
3 types of questions: how you would apply this psychology in your creative work, analyse a short clip by using information from class,
Materials found in Ois, there is a link to the slides
Teachers email: annika.vaumail@gmail.com (no tlu email)
11.9. Emotions and Eliciting Emotions in the Viewer (Inside out)
18.9. Relationships and Conflicts in Films (Marriage Story)
25.9. Mental Health Disorders and their Depiction in Film (A Beautiful Mind)
— more in the file in Ois
Last lecture 20.11.
Think: What film has had a significant impact on you?
The Piano Teacher
Impact: felt like a successful depiction of codependence and trauma being perpetrated by the main character back onto themselves through selfharm and social inaptitudes
Psychoanalysis
Sigmund Freud, Jung etc
Psychoanalysis in Film:
Directors use psychoanalytic concepts like repression, the oedipal complex, and drem symbolism to add psychological depth to characters. Films like inception (ecploration of dreams and unconscious) or Black Swan (repression and inner conflict) are rich with psychoanalytic ideas
Interpretive but helpful in explain symbolism, deep emotions and inner motivations in films, and implying
Jungianism: the system of psychology founded by Carl Gustav Jung, based on the concepts of the collective unconscious and the complex
Structure of Personality — Mandala model
Science based approaches
Empirical, research-based methods (behavioural/cognitive psychology, neuroscience)
Science-based approaches in Film: These are often reflected in films that depict psychological realism based on measurable behaviors or mental disorders.
TED talk: myths on psychology
Short: The Present (puppy and kid)
11.9.
Theory of the emotional brain (emovere)
Emotional regions can be traced back to the oldest structures in the human brain (Joseph LeDoux)
subcortical cortex regions that are most important to survival
Discussion on Inside Out
Western attitude of reason vs emotion
Primary emotions vs Secondary emotions
Immediate response to stimuli (survival) = primary, ie joy, sadness, fear, anger, disgust, surprise
Secondary emtions are more complex, can arise from combination of primary or from reflection
Appraisal theory of emotion
Core concept: this theory emphasizes that emotions result from an individuals evaluation (or appraisal) of a situation
1. Trigger: stimulus from environment/body
2. Appraisal: rapid assessment of stimulus involving limbic system of brain, indicating warning of a potential danger or threat
3. Arousal: physiological activation, preparing to respond
4. Reappraisal: re-evaluation of initial assessment of stimuli involving more cognitive process
5. Action tendency: behavioural response to stimuli
Empathy and the mirror neuron system
When viewers see characters express emotions, their own mirror neurons fire as if they were experiencing the same emotions. This allows the audience to feel what the characters feel
Impact of music on emotions
Music in films elicits emotions through a process called emotional contagion. Viewer catch the emotional tone conveyed by music which can induce feelings ranging from tension to joy, often independent of the visual content.
2.10.
Childhood (film: Boyhood by Linklater)
Keypoints:
Importance of secure attachment for emotional and social development
Effects of family structure changes (e.g. Divorce, remarriages) for children
Resielience: 1. Temprerament of child 2. Good relationship with at least one parent 3.
Key theories: Eriksons Psychological stages, Piagets Cognitive development stages, Attachment theory
Eriksons:
Infancy 0-1 - trust vs mistrust (virtue: hope)
Early childhood 1-3 - autonomy vs shame/doubt (virtue: will)
Playage 3-6 - initiative vs guilt (virtue: purpose)
School age 7-11 - industry vs inferiority (virtue: competence)
Adolescence 12-18 - identity vs confusion (fidelity)
Early adulthood 19-29 - intimacy vs isolation (love)
Middle age 30-64 - generavity vs stagnation (care)
Old age 65 onward - integrity vsdespair (wisdom)