Northern Getaway: Film, Tourism, and the Canadian Vacation by Dominique Brégent-Heald (review)
Notice bibliographique
Résumé
Reviewed by: Northern Getaway: Film, Tourism, and the Canadian Vacation by Dominique Brégent-Heald Ronald Stagg Brégent-Heald, Dominique, – Northern Getaway: Film, Tourism, and the Canadian Vacation. Montréal and Kingston: McGill-Queen's University Press, 2022. 356 p. One has to be of a certain age to remember going to a local Legion hall, a Boy Scouts gathering, a classroom, or some other public venue to watch short films about Canada. It is equally many years ago that movie audiences would be treated to a cartoon, a newsreel, often containing Canadian content, the feature film, and perhaps a short film about Canada. These experiences, once an integral part of Canadian life, are now unknown to many in younger generations. In a very detailed account, Dominique Brégent-Heald reminds us of this aspect of Canadian history. She has chronicled the period from the early days of film to the advent of television, during which Canada produced a large volume of films to lure tourists, principally American, to Canada. In the 1890s and early 1900s, American or British companies made films in Canada, and often featured Niagara Falls or the Canadian Rockies. To give a sense of movement, these films often were shot from moving trains, an exciting technique for audiences unused to moving pictures. The Canadian Pacific Railway (CPR), which wanted settlers for its western lands, and tourists to bring in revenue, was happy to cooperate. This type of film quickly expanded to other parts of Canada, and featured accounts of hunting and fishing expeditions, as well as train travel. Before long, the companies began producing short, story films, using storylines from Longfellow poems, but featuring lots of local scenery. Again, the CPR was a major sponsor of both types of films, working with the American Edison Company. While Indigenous actors were part of these films, Brégent-Heald points out on several occasions that most tourist films portrayed a Canada devoid of Indigenous inhabitants, or used them as local colour, rather than portraying their lives. Increasingly, storylines were used to display the beauty of the Canadian countryside, or later, the modernity of its cities. Following the First World War, the Canadian government realized that film was an excellent medium to promote travel to Canada. In 1918, the government created the Exhibit and Publicity Bureau, renamed the Canadian Government Motion Picture Bureau (CGMPB) in 1923, to promote tourism and to publicize Canada's industry and manufacturing success. This remained the major promoter of Canada until the National Film Board absorbed it in 1941. However, it was joined by other agencies, one of the most active being the Parks Branch, as well as provincial agencies. These provincial agencies appear and disappear throughout the narrative. This is one area where the author could have been more precise regarding their continuing role, though that is perhaps asking too much of a book that already contains a mass of information. [End Page 169] After unsuccessful attempts to create a Canadian film industry, the agencies wisely decided that they could not compete with Hollywood, and, using 16mm film, directed their efforts to non-theatrical distribution. While films were circulated in other countries, the main target was the potential American tourist, from schoolchildren to sportsmen, businessmen to teachers. A sophisticated distribution network was established in the United States, and every year, hundreds of thousands of Americans, or more, were exposed to free films produced in Canada, and devoted to promoting travel, or educating people about Canada. From Union Halls to schools, business conventions to family gatherings, a constant flow of films originating in Canada drove home the allure of the country to the north. As the book explains, after the First World War, in which propaganda was used, the tourist film was produced as an educational tool, as well as to advertise and propagandize tourism. The use of the non-theatrical distribution did not mean that Hollywood was ignored. Despite resentment that American feature films prevented a Canadian feature film industry from developing, the CGMPB recognized the power of Hollywood to affect viewers. There were repeated attempts to lure Hollywood companies to create Canadian feature films and to film in Canada...
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».