critique

A Response to Kyle Smith’s Review of mother!

The review that I’ll be responding to comes from the publication that called Get Out a “get-whitey movie”, so nobody should expect much from it. Nonetheless, I think Kyle Smith’s review of mother!, Darren Aronofksy’s latest film, is worth looking at, as it is one of the most flawed film critiques that I’ve read in quite some time. Spoilers for mother! follow.

“Ordinarily when a filmmaker goes trampling all over your senses with an eye toward maximizing disgust…”

Right off the bat, Smith provides us with a profoundly naive idea of what constitutes “maximum disgust” in cinema. There are only two, perhaps three sequences throughout the entire film that managed to turn my stomach, and each of them lasted only a few moments. Although I wouldn’t call myself squeamish I’m certainly not the most hardy filmgoer, so to call mother! a film that seeks to “[maximize] disgust” is to take its most visceral sequences and pretend that they make up the entire film, which is just plain wrong. Yes, there are times when the film can be tough to watch, but those moments are thematically significant and don’t linger long enough to become distasteful. Gratuitous films like Hostel seek to achieve maximum shock factor with constant brutal imagery; mother! uses it sparingly for emotional potency, just like a million other R-rated films made for serious audiences.

“It may be the most vile and contemptible motion picture ever released by one of the major Hollywood studios”

In 1975, Paramount released a movie called Mandingo. It’s pretty much a two hour racist fantasy about wealthy plantation owners in the antebellum south sexually abusing their slaves. Mother! doesn’t even come remotely close to being the most disgusting movie released by Paramount, let alone by any of the major studios. I’d even call The Jazz Singer, one of the art form’s most historically significant films, far more offensive than Aronofsky’s latest. Our reviewer certainly doesn’t shy away from bold statements, but anyone with five minutes and access to Wikipedia could easily find counterexamples to his claims.

“Mother…  stars the filmmaker’s girlfriend, Jennifer Lawrence, as a timid, frail housewife who wishes she could have a baby with her husband (Javier Bardem), an acclaimed writer. She is painstakingly restoring their house, a glorious country manse, which was previously destroyed in a fire, while her man grapples with writer’s block.”

Smith’s characterization of Lawrence’s character as “timid and frail” is not just untrue: he disproves it himself in the following sentence by telling his readers that she is “painstakingly restoring” her beautiful house. I’ve never heard of a “frail” person single-handedly restoring an entire mansion.

“In Mother, the Bible parallels emerge as sophomoric and sloppy — was the Virgin Mary actually present at the murder of Abel? I don’t think she was. But then again Aronofsky wrote, or spat out, the script in only five days.”

Mother! contains biblical parallels, yes, but the purpose of the movie is not to painstakingly adapt every last detail of stories from scripture. The point of literary and historical allusions is to comment upon an event or idea, not to just transport an old story into a different setting. That would make for an incredibly boring and derivative piece of art. Who cares if the film doesn’t reflect the murder of Abel with perfect accuracy? Aronofsky is telling a psychologically intense story with religious undertones, not teaching a theology class.

“Mother is the kind of film that makes you want to walk out, demand your money back, then file for a restraining order that would forbid the director from coming within 500 miles of any filmmaking equipment again. The following groups of people should take care to avoid Mother at all cost [sic]: pregnant women, those with nervous constitutions or heart conditions, and anyone who happens to be burdened with good taste.”

So a film should strive to avoid being challenging for anyone? Should Apocalypse Now not exist because veterans with PTSD could find it challenging to watch? Should Citizen Kane never have been made because the tragic arc of its protagonist might resonate too strongly for people with certain backgrounds? We should certainly work to ensure that viewers are aware of what difficult content they’ll be exposed to in a film, but it’s absurd to propose that challenging art just shouldn’t be made.

“Critics will no doubt enjoy calling the film, particularly its second half, ‘subversive,’ ‘brave,’ ‘transgressive,’ etc., as though any satirical impulse were less risky than mocking Christian dogma.”

Perhaps commenting upon, or inverting, or criticizing, but mocking? Family Guy and Saturday Night Live mock things; this psychological thriller does not.

I’ve yet to read a review from this publication that isn’t marred by inaccuracies and an absurd critical lens, but I suppose that’s all I should expect from it.

 

Ikiru and Inertia

Sort of on the cusp between middle-aged and elderly. Certainly not old enough to be in a nursing home, but certainly too old to get off the bench in a recreational basketball league. Out of place at both a rock concert and a bingo hall. That I-like-my-coffee-black sort of age, but likely too young to have one of those medicine trays with seven compartments, each labelled for a specific day of the week. A city councilman, or a planner, or a chairman, or some other variety of bureaucrat. Public Works department, yet he doesn’t seem to have completed any sort of Work for the Public in quite a long time. Stack of paper. Stamp. Place in bin. Brush aside needy citizens, who do they think I am, some kind of public servant or something?

Stomach cancer. Incurable. Six months, maybe? He realizes how he’s never realized how unfulfilling his life is. He tries indulging himself. Gambling, drinking, parties, etc. Doesn’t cut it. So he decides to do his job, see if he can make his community a better place. Turns a cesspool of sewage into a public park. The people love him. He dies.

Ikiru is, I think, among Kurosawa’s finest, samurai or otherwise. It’s certainly among his most personal. And yet some of its implications are a bit unnerving. Do we never fully realize our capacity for good, nor recognize the happiness it brings about, until we’re nearing the end of the time allotted to us? Why does it take so long? Perhaps it’s a desperate scramble to do something of substance, to justify our birth and the eighty-odd years we spend spending and eating and indulging and crying and laughing. Kind of like this review. I spent the first half rambling and now I’m realizing that I need to say something, that this needs to have a purpose, because otherwise why did I even bother to sit down and write this? We fear that our story will end without a theme, without having said something, and maybe it isn’t until the end approaches that we even recognize this fear.

Or maybe it’s more ego-driven. Perhaps our desire to be seen, to be noticed in some way lies dormant throughout life and only overcomes our inertia when it’s almost too late. Maybe his swan song is nothing more than a way to perpetuate himself, to make some sort of legacy that will outlast him. Is this why anybody does anything at all? Certainly frightening, but Ikiru leaves it open as a possibility.

Go watch it if you haven’t already. Above all else, I think it works best as a warning against the joyless drifting that we fall into all too often.

 

 

The Harkness Method and High School Film Classes

The typical high school level film class will, of course, be incorporated into the English department. While this is certainly the most suitable place for such a course, there are some points of drastic divergence as to how the class must be taught compared to the average English class.

The interesting thing about an introductory film course is that in some ways, it resembles a foreign language class more closely than a literature-based English class. In language courses, oftentimes the first two or three years are dedicated to learning the syntax, vocabulary, and structure of a language before having any actual discussions. In the typical high school level English class, knowledge of these concepts is assumed. Now, it would be silly to claim that a beginning film student must spend the first three years of their studies just learning the tropes and visual vocabulary of cinema, but nonetheless a strong foundation must be established before any high-level discourse is held to examine the technical elements of the medium.

So how does Harkness fit into this? My only experience with the method is with 9th grade English students so I can’t discuss all contexts in which it may be useful, but I can say that it isn’t a tool that I’ll be implementing at the outset of my course. The first few weeks will be spent building up a strong visual vocabulary, and the weeks following those will probably center around heavily guided discussion. I want to ensure that we build a strong understanding of the building blocks of cinema, and I fear that leaving students to their own devices will reinforce bad habits of film analysis. Perhaps later on, when I’m sure that students understand the purpose of cinematic analysis and the good habits that go along with it, I’ll give them more room to discuss in a more free flowing manner.

Yet I fear that by restricting free discussion early on I may set a negative tone for the discipline of film studies in general. While a great degree of film analysis involves the systematic deconstruction, there’s also an element of emotional connection to the medium that has to take place in order to analyze it in an original manner. Leaning too far towards the didactic teaching style would, I think, remove too much of this emotional connection. As I discussed in my last post, removing this instinctual link to some degree is crucial, but to do so completely is to destroy one’s ability to empathize with the thrust behind a piece. Perhaps my dilemma concerning Harkness demonstrates this pressure point, and my decisions about how to implement it effectively will turn out to be consequential for my semester-long plan for molding the analytical abilities of my students. If I can strike a productive balance between Harkness-style discussion and traditional classroom techniques, then I can also strike a balance between disconnected analysis and instinctual empathy. That, ultimately, is the reason to teach a film class in the first place.