Film Festival

[Anonymous]

The movie "Hero" is quite different than I expected. While it does have some beautifully choreographed fight scenes, most of the movie is a mental journey, both for the characters and for the audience. The basic premise is that Jet Li's character, "Nameless", comes to th capital to tell the emperor of the new Qin empire how he has killed the emperor's three greatest enemies. Within that story, Nameless tells how he deceived these individuals to get close to them in order to destroy them.

However, the emperor sees another possibility for why Nameless has come to see him, and he tells the story from a different perspective, which includes very different motives for Nameless' actions. In each episode involving a different character or a different perspective, a different dominant color scheme is used for all the background objects, clothing, and surroundings. In this way, its clear that a different view is being presented, and the particular colors add to the particular emotions in that storyline. Interestingly, I've read that this coloring was not done digitally, but with dyeing and selection of actual objects that would fit each particular color.

The audience not only has to find their way to the truth amongst all these various perspectives, but also must follow the new way of seeing things that is developing in Nameless' mind. It becomes clear that Nameless actually had created a very clever plan with a motive very different from what he had originally said. However, in telling and listening to these stories he confuses and changes his mind rather than the emperor's.
Each of the other main characters adds to this thought process as they question Nameless and themselves, as well as ponder the larger questions in life.

Selections of this movie would be wonderful to show for students in 6th and 7th grade since it occurs during the time when China's first empire was created. The emperor who first united China, Shi Huangdi, is usually portayed as a ruthless, and ambitious tyrant. In this movie however, he gets the chance to justify his actions, and speak about the higher goals that motivated him--at least according to this movie. In doing this, the circumstances of that time are presented: the chaotic, violent wars between regional kings, the confusing mix of languages and writing styles, and the great influence of both philosophy and martial skills in producing a new China.

These probematic conditons, and a strong ruler who would strive to master them, would be repeated again after the fall of the Han, and the rise of the Sui Dynasty under empeor Wen. Of course, the lush images, the skillful direction, and the well acted performances, in addtion to a few very exciting fighting scenes that are exceptionally well integrated into the plot, will make this both effective and popular for students. The subplots (or perhaps the main themes?) about love, and revenge will certainly grab their interest as well.

[Anonymous]

On a previous occasion I posted a review of this film, and I was a bit concerned last Thursday when Clayton mentioned that it wasn't on. So here I go again.

"Spirited Away" is not your typical animated story. It reaches deep inside universal themes of love, longing, despair, and hope. It does it quite well, in a deceptively simple manner, at a very leisured pace, and it succeeds.

My students last year had the opportunity to watch this film over a period of 4 days, and they were very impressed by how different the animation style was. They also managed to understand some of the underlying themes: environment, tradition, etc. One of the scenes stood out during our viewings: the river ghost comes in for a bath, and as we witness his cleansing, we are able to understand, shockingly, how we have been making a mess of our lovely planet. It is an interesting metaphore, and it addresses the problem subtly and directly. My kids had no problem getting the message.

At first, they were a bit intimidated by the cultural references, and the differences in customs the animation portrayed. Later on, they established the connection between the family dynamics in the film and their own. Their identification with the story's heroine was effective, and they tagged along for a fantastic ride into a new and marvelous world. We didn't analyze in depth, but used its structure to study cultural differences between the West and the East, as well as going over the old reliable elements of plot. What they loved was the style, and the ability to see animation and imagination reaching a creative peak. "Spirited Away" is refreshing and enlighting, and it is comforting because it doesn't confront or antagonize its audience. It embraces the viewer with a different way to explore classic themes.

A+

[Anonymous]

Before I move on to review the film, I have to say this is one film I will probably never share with my middle schoolers. First of all, the subject matter is a bit controversial, and it is rated R. Nonetheless, it's one of my favorite movies of all time because it is so well executed and acted. Also its main themes are as relevant now as they were when the movie first came out (no pun intended). Overall, the film is refreshing, funny, and very touching. It explores sides of human nature that affect everyone regardless of their ethnic background or nationality. It bridges cultures with its comedy and sensitive approach.

The film deals with a couple of men who live together in New York in a very convenient, and apparently blissful arrangement. Their stability is disrupted when Chinese traditions kick in, and an unexpected visit from one of the partners' parents results in some very funny situations that have unexpected consequences for the main characters.

"The Wedding Banquet" is set in New York City, but half way through the film's Chinese themes and motiff take over, and suddenly we are transported to another world. The family members' interactions, with old-fashioned traditions clashing with the new world's surprises are wonderful. What helps all of this succeed is the sure hand by Ang Lee, a master director, the superb performances by a cast who do such a great job, you wonder if you're not witnessing a reality show. Be prepared to laugh as people must overcome immigration dilemmas, sexual identity crisis, generational gaps grow into chasms, and in the end, a bitter sweet finale keeps the audience grounded.

A great film.

[Anonymous]

I viewed Millennium Mambo, a Chinese film made by Hou Hsiao-hsien, partially because the photos on the box drew me in but also because it had won several awards. Sadly I must admit that I might need a second viewing, I don’t feel that I really comprehend the film, followed it yes, really go it, no. It’s a story of a young woman growing up into her own, torn between two men, neither of which is good for her. It is set in modern Taipei. The younger man is a speed freak and has a Chinese name whereas the older one is some type of gangster whose name is Jack. The ending was very abrupt and I’m afraid that I probably missed a lot of subtleties that were in the movie; a lot of questions were left unanswered.
There were several nice components to the film that differ from most commercial films made in the U.S. This film had very little dialogue in comparison to a film in English. Perhaps this is because the language (at least written) characters have their own meanings and make other meanings together. The actors’ expressions and movements told a lot of the story. Additionally the cinematography was really rich, the colors especially. There were many art shots (always a plus), overlays of different colors in scenes, and really good techno pop type music.
There were a couple of instances where Vicky is dealing with people in Japan or on the phone to Japan and she breaks out in broken English, which I found interesting. But again the languages are very different. Also, often the characters sweatshirts or t-shirts were of American things. Vicky (main character) wore an Army sweatshirt; the back of a patron leaving a bar was wearing a Navy Seal shirt. Jack was in a Las Vegas shirt with a tiger on it, and a background person I noticed was in Polo. What does it all means?
I did enjoy the movie and would recommend it. The film itself on an aesthetic level is very beautiful without having any scenic panorama shots. However this is not a film I would show to students in a classroom setting.

[Anonymous]

Disney films have always proven to be quite entertaining, but people have sometimes questioned the liberties taken with both fictional and non-fictional characters portrayed in them. When I saw "Mulan" the first, I was charmed by the portrayal of a female heroine who strong and fought the cultural restraints to help her country. I understood it was based on a real-life person. There were details in the film; however, that I found a bit confusing and believed slowed down the storytelling. After sittiing in the seminar, I can't help but look at those scenes in a different light.

There are direct references to the power of "ancestors" in the film, and although the portrayal of such figures is a bit comical in the film, it still carries its powerful message across. In fact the film itself, is full of cultural references to the country of China, and I want to buld a lesson around some of those aspects in the future. I am not sure whether this is factual, but Mulan's archrivals in the film appear to be somehow related to the Mongols or the Manchus. The film is not clear about the references, or maybe I should give it a second look.

I am definitely going back to give it a second look and see how it reflects or adapts some of the ideas and themes our seminar explores. Whatever happens, I might never be able to look at the same artwork and production the same way again.

[Anonymous]

Shower is a movie based on two brothers and their father. The eldest brother is DaMing he is educated and very much in the corporate world "enjoying" all the benefits of modern technology (Trophy wife, cell phones, computers, etc...). DaMing misinterprets a drawing/letter from his mentally retarded brother, believing that his father has died DaMing reluctantly returns to his home to a tried part of Bejing to put family business in order.

DaMing is embarassed by his father because he runs a bathhouse and of his brother because he is mentally challenged. He feels superior to his family because he escaped the backward town that represents his father's world, and because of his own hard won material "success."

The true beauty of this movie is that DaMing begins to see his father through a different lens. His father, Mr. Liu, is not just a bathhouse owner, he is a marriage counscellor, a sage and a valuable leader in the community. The father dies at the end of the movie. DaMing, in the end, realizes that with all his education and gifts he is really caught up in a meaningless rat race and that his father was the real sucess. He sees his father as a very important man, who labored in love. The community seems as though it cannot exsist without Mr. Liu. With big shoes to fill DaMing sheds the material world/modernity to take care of his brother, the bathouse and the community. He takes on his fathers role as the community pillar. This movie is a must see. I don't know how to use this movie in my curriculum--but I might just find a way!

Frank

[Anonymous]

A quick note on the "Last Samurai." i found that the climatic battle scene (once permission is secured) is actually quite useful in depicting the imbalance of power between Europe and the rest of the world during the periods of colonialism and imperialism. I know that this shoows Japanese shooting Japanes (mostly) and the period is a bit late, but it gives a good show of firearms versus hand weapons. It really gets the point across.

David D

[Anonymous]

Not having visited the actual Japanese landscape, I can't validate or disagree with some of the opinions of our seminar's participants. However, I still find some very commendable aspects in this film about Japanese history. There are several elements, especially in the middle section of the film where the audience is allowed to observe the village's social structure. Elements in the art decoration showing the architecture and set designs of the homes and costume design can be teaching tools to show our students how societies have changed throughout history.

There are also opportunities in this part of the film that depict some of the social norms of this village. They present the western perspective and its eastern counterpart. Ken Watanabe's performance as a multi-layered leader in his community teaches us elements of the philosophy behind those were expected to be role models for a community, with their strength and integrity.

In this part of the film there is also a beautiful montage, accompanied by Cruise's character narrative that shows the village's different inhabitant throughout the transition of time and a foreigner's perspective (could be our own's). What I find commendable about this film is that it is willing to go beyond the military conflict and presents a more comprehensive view of a society different from ours, which might not exist anymore.

[Anonymous]

Since I teach a unit in poetry to 8th graders, most people can understand that this is a very difficult task, without the appropriate visual and audio support. Sometimes, our students are unable to connect with the motiff and imagery presented by the suthor. Everyone knows that metaphors are not exactly plain English.

There is a sense of spirituality and inner beautify underlying in "The Last Samurai", particularly in the middle of the film, as Nathan Algren (Tom Cruises) comes to understand the differences between the West and East. There is one particular moment when Nathan has an epiphany as Katsumoto poetically refers to the vulnerabilty of humans and people should live every moment as if it were their last. This is presented in a poetic manner as Katsumoto uses the cherry blossoms to illustrate the point. At this moment I couldn't help but go back to our meeting on poetry, its emphasis on transitory moments, and how its design is linked inextricably between nature and our human make up.

One last point about the film's teachable moments. Historically, one can make reference to the styles of fighting, with their weapons, strategies, as well, as the religious identification of Japanese and Buddhism, with its tenets to foster equality and respect among human beings. One of the most important points in the story is how someone is able to adapt himself to another culture, understand its difference (for the most part), and realize there might be more than just his own point of view.

[Anonymous]

"To Live" is truly one of the best movies I have ever seen. It is about 3 hours long, but seems like three days because one is exhausted at the end of the movie. The film is set in China suring the 1940 thru 1960s. It relates to the "Red Guard" and "Cultural Revolution." I don't care to show entire movies in my classroom but for this movie I will break my own rule. This movie can be used in U.S. and World History "Cold War" era units. I might use it as a suppliment to Mao in my Gov. class.

After viewing this movie I will have my students answer an essay question.

Q: After viewing "To Live," what might Fugui have done differently in his lifetime to make his life easier?

A: Nothing

Frank

[Anonymous]

Like Hero, this film is not just an action movie, but shows life during a tumultuous period in the Tang Dynasty. While the Tang is usually described as a golden age in China with magnificent achievements in art and literature, this film shows that not everyone enjoyed these benefits, and there were many willing to revolt against the high living elites that ruled the empire. While this is of course a fictionalized story, it is based on revolts and plots against the government that did actually occur. The limited amount of people who actually benefitted from the great art, literature, and overall prosperity throughout history is a point I often try to make. It is important in understanding one of the key reasons that empires fell, the development of a corrupt, pleasure seeking, and neglectful ruling class, whether in Rome, Baghdad, Kyoto, or Changan. This film shows the absolute power of the imperial court, and how it used many methods to bring down those who opposed them. It also is unique in showing some of the cultural attributes of the time, in particular, the wonderful dance that Zhang Ziyi does in the first part of the movie. The costuming is terrific also, and its variety, along with the different locales and perspectives from the characters, shows China as a very complex and richly nuanced society, with a great deal of intrigue and passion
involved in all the events of the time. I think that is one of the things that films add to the rather dry descriptions of textbooks. They allow us to see the strong emotions and the effects on people's lives that were associated with the events so matter of factly presented in textbooks.

[Anonymous]

The House of Flying Daggers is a beautiful movie that combines a love story, martial arts, strong women, and magical action. Like Crouching Tiger, Hidden Dragon, there is a strong woman and incredible scenes where the fighters are battling in the tops of bamboo, etc.

I saw little that I would use in a classroom, however. If you taught cinematography or film, this movie would be a good one to include. The scenery is gorgeous, the action interesting, perspectives unusual, etc.

There is too little to gain in showing it in an English or history class. The setting and plot seem like they could be of value in school: the story takes place in China in 859 (apx), when the Tang Dynasty has become corrupt and hidden fighters are rebelling. But the story doesn't seem realistic or historically accurate. Some possible scenes that could be used:
* There is a short segment when an officer describes how he will torture a prisoner and shows the torturing machine.
* The young woman who is the main character says she is fighting to revenge her father's death (filial piety)
* There are beautiful photos of the Chinese landscape: vistas showing fall trees, bamboo forests, fields of flowers. However, the action of the people in these scenes would distract students from paying much attention to the scenery. (fighting, chasing, kissing, etc.)

In sum, it is an entertaining movie for private viewership, but I see little that could be used in a classroom.

Director Zhang Yimou also directed: HERO, JU DOU, RAISE THE RED LANTERN.

[Anonymous]

Synopsis
THE LAST EMPEROR is the true story of Pu Yi, the last monarch of a China that changed drastically during his lifetime. Though he comes to power at the age of three and is waited on hand and foot by an army of servants and consorts, Pu Yi is politically powerless. His life becomes a tortuous struggle with this reality, as he is used as a puppet by the Japanese and later reeducated by the communists. Bernardo Bertolucci's award-winning film is epic, lavish, and poignant.

My review:
While this movie was released in 1999, I had it listed on my "to watch" list until recently. This movie is interesting, yet difficult to sit through (very long). It gets tiring and a bit confusing in the latter part. However, I believe it has segments that could be used in the classroom.

Because it attempts to be historically accurate (I will have to trust that it is), there are some beautiful sections that show what the Chinese emperor's life was like in the early part of the 20th century. Pu Yi comes to the Forbidden City as a child, and it is impressive to see the interior of the Forbidden City, how Emperors are treated, and the number of staff required to serve him.

Prior to seeing this movie, I had difficulty imagining what life was like for an Emperor, how isolated his life was from the Chinese people, how little interest he had in their affairs. This isolationism was probably a fact of life through much of Chinese history, and this movie could help to show why Chinese leaders had to use military strength to maintain their positions because they were so separate from the people they served.

The entire first 2/3 of the movie takes place in the Forbidden City -- a huge collection of buildings dedicated to the Emperor and those who take care of him. While the country's leadership changed periodically, Pu Yi was kept only as a figurehead, and the space over which he could move within the complex was reduced. There were conflicts among the staff and problems as his staff was reduced. Perhaps this section could be shown as a look at the daily life of an under-age, powerless leader who is pacified with daily actiivties (tennis, tutoring, etc.) while the country undergoes political strife all around his cocoon.

The latter third of the movie deals with Pu Yi's life after he is forced out of the Forbidden City. His ego, naivete and powerlessness result in his working with the Japanese, which causes the death of many of his countrymen. The Chinese then hate him, his wife hates him, and the Communisits put him in a re-education camp. This section is rather dark, the action is unclear, and I think it would be difficult to show in a classroom. It would, perhaps, be useful in showing a "re-education camp" situation, but I don't know how realistic that portrayal was. It seemed rather tame from what I imagined; the prisoners worked and were educated and tested for many years.

In all, this movie offers glimpses of imperial life and the Forbidden City during the 20th Century and insight into the life of a puppet emperor who seems happy to enjoy the life of luxury and has little interest in the people over which he is supposed to rule.

[Anonymous]

I was reading through the recommended books and movies in this forum and saw a notation on the movie Women of the Dunes. It is very old (I saw it about 30 years ago) and in black & white.

Did I enjoy watching it? Not really. It is rather depressing. However, it is one of those movies that sticks with you. I think of it often; its images and the situation are haunting. I think about the choices the characters made and the author's message and how it reflects the Japanese philosophy. It would be an interesting movie to show in a film class, but probably would not be useful in a regular school program.

The story is: a women lives alone at the bottom of a sand pit, and her job is to fill up buckets of sand which are sent by pulley to the top. If she stops filling buckets, her house will be buried, and she can't escape. The story is about what happens when a visitor comes, they begin to work together on the task, and she has a choice of leaving the situation.

The symbolism is interesting; here is a woman who is making no progress, who is simply keeping herself from being buried, much as I think housewives may feel on a daily basis. Her life is bleak, joyless, mundane...and yet she keeps plugging away. When a visitor comes to break the monotony, the two of them have to decide how to change the routine, whether to try to escape, etc. A relationship changes the entire dynamics of her life.

Like many Japanese movies, there is no good guy or bad guy, no right path or wrong path, just a look at a situation and options. Life is not wonderful, it is mundane and frustrating, but there is hope that some light may brighten the road, however transitory.

So, if you're in the mood for a movie that makes you think, this one would fit the bill. In the classroom? I don't see an application...but there's no right or wrong answer to that question... : -)

[Anonymous]

I was making a list of films recommended in our seminar and thought it might be useful to post them for others to consider.

Japanese Inn: the story of Japan for three centuries as seen through one inn (Tokugawa era)

The Ballad of Naryama: 1980's

To Live: 3-hour epic with subtitles, 50 years, history of Japan (reviewed in film section)

Gonza the Spear Man: uncle is training boy to be Samuri, mother teaches gentler arts; what is required of Samuri

Small Happiness: birth of girl in Chinese family, 50 minutes

Happy Times (highly recommended)

JuDou

JSA (Joint Secruity Area) - about Korean DMZ

Gung Ho

Roshaman - 4 perspectives of same situation

[Author]

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