Crisis of conformity: Bigger Than Life on DVD

Ed Avery must have come from somewhere other than the anonymous suburb where he now lives with his wife and young son and teaches grade school. He has that mid-Atlantic accent, untraceable yet distinctive. He once played football, but now wears bowties. He seems patient with his students and friendly with his colleagues, but might there be a subtle tone of condescension in his voice? There’s a curious tension between his emblematic middle-class Americaness and these hints at Otherness.

Ed moonlights as a taxi dispatcher, something he hasn’t yet told his family about. He’s overworked, and maybe that’s why the shooting pains he’s been suffering get worse until Ed finally collapses, is taken to hospital, and following a series of uncomfortable tests is told he has a rare inflammation of the arteries which kills those afflicted within a year. His only recourse is to take cortisone, a new ostensible wonderdrug still to be satisfactorily tested. The drug indeed makes Ed feel wonderful, charged, optimistic, ready to re-apply himself to his vocation and familial role. But this new life rapidly descends into nightmare. Ed becomes moody, flamboyantly arrogant and short-tempered, cruel to his wife and unreasonably demanding with his boy. The Avery home becomes a house under siege by its increasingly deranged patriarch. But here’s the thing about Bigger Than Life (1956): I never really believe that Ed’s behaviour is the fault of the cortisone. Helpless as he is to the threat of pain and death—that force that ultimately proves to be bigger than life—Ed’s peculiar rampage feels like the release of some long repressed attitude toward the rest of the world. Ed the eager-to-assimilate outsider, perhaps more than his indigenous peers, has bought fully into the American Dream, and it may have simply been a matter of time before it made him crazy.

Bigger Than Life, now available from the Criterion Collection, is among the finest achievements of director Nicholas Ray’s career. Coming quickly after Rebel Without a Cause (55), it represents the zenith of Ray’s explorations in the realms of both Technicolor and Cinemascope, resulting in expressionistic flourishes of red and orange against a generally muted palate and framing that gradually forces the walls of the Avery home to seemingly close in on its inhabitants. Based on a New Yorker article by Berton Roueché, to which the script, written by Cyril Hume and Richard Maibaum, with uncredited contributions by Clifford Odets, is surprisingly faithful, Bigger Than Life also represents the height of Ray’s profound interest in social problems, especially those that refused to be facilely dismissed by way of class or race. The critique of postwar consumerism threaded through this vivid and continuously unnerving film is fairly overt without being chastising: when Ed ’s workmate mentions she’s having car trouble, Ed immediately suggests she just get a new one; when Ed arrives home from work the first thing his son Richie does is ask if Ed brought him anything; when Ed leaves hospital, despite increasing worry over medical bills, the first thing he does is take his wife Lou out to a fancy dress shop where he bullies her into elaborate gowns they can neither afford nor have any practical use for. Spending money seems the only way for Ed to express his feelings of anguish and exhilaration. That is, until he re-directs his energies toward an oppressively disciplinarian, reactionary vision of pedagogy, which then builds to quasi-religious delusions of grandeur. During the film’s climax Lou tries to remind Ed of God’s fundamental forgiveness. “God was wrong,” Ed tells her.

Part of what makes Bigger Than Life so persuasive are its finely tuned performances. The inspired casting of James Mason, also the film’s producer, provides Ed with layers of neurosis that a more obviously “average joe” sort of actor would never yield. During parent-teacher night Ed holds court, declaring childhood “a congenital disease, and the purpose of education is to cure it.” Such audacious outbursts are delivered with a subtly bizarre mixture of conviction and childish provocation, with Mason looking at once oddly oblivious and surveying the room to gauge reactions, perhaps gleeful over the more outraged faces. At other times Mason’s pain and confusion seems chillingly acute, such as in the scene that finds him staring into a fractured mirror after having driven the previously obedient Lou to the point of exasperation. Barbara Rush provides Lou with a heart-rending, if frustrating, inner-conflict between whether to coddle or berate her husband. She’s often in a state of terror, desperately calculating under attempted placidity as to how to best pacify Ed. There’s also sturdy support from Walter Matthau as the bachelor phys-ed teacher whose relative youth and physical strength seem to threaten Ed. (In one of the disc’s best supplements, author Jonathan Lethem makes a case for Matthau’s character’s hidden homosexuality. Of course Lethem also goes on a very amusing tangent about the pompadour created by James Mason’s shadow.)

The performances help imbue Bigger Than Life with the balance of identification and strangeness, of urgency and ambiguity that Ray seemed to be nurturing on every level. The film is unrelenting in its disquiet, which may account for its being so unloved in its time. It wears the vestiges of a Douglas Sirk-style melodrama, yet it at times feels like pitch-black comedy, and with its noirish shadows and claustrophobic interiors, it comes to resemble a horror movie, complete with a finale in which the monster hasn’t died but rather seems to be sleeping, waiting. The desperation with which Ed clutches his family in those last moments is genuinely touching. I truly believe his need and his fear and even his love. It’s just that his clutching could so easily erupt into a stranglehold.

Department of youth: The Class under review

Laurent Cantet’s The Class (Entre les murs) follows a group of racially mixed adolescent students over the course of a school year. Much of it is set in the French class of a energetic young teacher. Other scenes capture students interacting in the courtyard, teachers meeting in staff rooms, where they sometimes vent their panic, and, in some of the film’s most entertaining and unnerving scenes, parent-teacher interviews. Tensions between kids and instructors rise and fall. Khoumba, who used to be congenial, suddenly refuses to cooperate in class; Wei, A Chinese student still working on his French, has a parent deported; Souleymane acts tough and chilled but lashes out when cornered; Esmeralda, who wants to be either a rapper or a cop, talks back relentlessly—and she does so with enjoyable brio.

The modus operandi is simple and clean. The narrative is subordinate to the natural order of events. The aesthetic, somewhat reflective of the filming process, resembles documentary. There’s a deceptive veneer of artlessness to The Class that contributes greatly to its arresting charm, but the elegant rhythms, un-telegraphed bursts of insight and resonant ambiguities represents a masterfully gauged collaboration between highly alert filmmakers and an unusually large and evenly represented ensemble. (The techniques of Robert Altman or Mike Leigh come to mind, though either would have made a very different movie.) The talk is at times sublimely spontaneous, and the editing by Robin Campillo, also one of the credited screenwriters, renders it lively and fluid. You ask me, the result is a genuine masterpiece.

The students are actual students from Françoise Dolto Junior High in Paris ’ 20th arrondissement. Their parents, with one exception, are the students’ actual parents. These facts alone don’t ensure verisimilitude—not to mention entertainment or intelligence—and its telling that while improvisation around set scenarios seems to have been the approach, few of the players are “playing themselves,” as though such a thing were strictly possible. Cantet facilitated weekly workshops with the students for eight months. A key participant in these workshops was François Bégaudeau, an actual teacher and the author of the book on which the movie’s based. Bégaudeau also plays “François,” a version of himself. He’s a charming, challenging ringleader, with a policy of open, respectful exchange, encouraging students to talk about their personal interests and insecurities to the point where we’re provoked into wondering whether privacy is finally a detriment to learning and the self-realization that ideally accompanies it.

Maybe what’s most fulfilling in this is the sheer power of performance as it occurs naturally in certain social contexts. The performances by Bégaudeau, whose laid-back theatricality is clearly a major component of his talent as a teacher, and the students are not virtuosic. They are the product of a natural inclination to discover some aspect of ourselves through interaction with others, pushing boundaries, thinking out loud. It’s an inclination that’s been cultivated here beautifully. The Class looks like it was as much fun to make as it is to watch and listen to. And when its over, when the rooms are empty and the chairs left askew, there’s something just a little sad about it’s passing, yet also something exhilarating in its promise of renewal.

Saved by the Bégaudeau: Laurent Cantet discusses The Class

The films of Laurent Cantet exude that rarest of things: a sincere interest in how people relate to their work. His films explore the role, meaning and residual effects of work, as well as the ways our institutions shape our sense of who we are as individuals. In Human Resources (1999), Franck assumes a white-collar position at the factory where his father’s been a welder for 23 years, his crossing over from one class to another ultimately symbolizing a betrayal of his roots. In Time Out (2001), Vincent is laid off by a prestigious consulting firm and cannot confess to his family that he’s unemployed, so he drives around France and Switzerland, naps a lot, reads the papers, and dabbles in crime. Work, or lack of it, defines these characters, however extraordinary their cases may be, in ways that ring alarmingly true.

Given this investment in the links between work and self, and given that both his parents were teachers, it’s perhaps inevitable that Cantet would build a film around the institution that ostensibly does more to prepare us for work, nurture our social skills, and mould our identities more than any other. Cantet was already cooking up an idea for a film about a rebellious African student named Souleymane when he discovered Entre les murs, François Bégaudeau’s acclaimed roman à clef about his experiences teaching French at a Parisian inner city school. Cantet abandoned his idea, or rather dissolved into a loose adaptation of Bégaudeau’s book. “What I immediately liked about François is the fact that he is willing to take risks,” Cantet explains. “What some people consider as provocative in his attitude is for him a matter of putting the students on the same level as himself, a way of talking as peers.” The Class is an extraordinary chronicle of one scholastic year in the lives of François and his students. It won last year’s Palme d’Or, and is now an Oscar contender.

Among The Class’ more extraordinary elements are its performances, with Bégaudeau himself playing the role of the teacher François and unseasoned kids playing each of the students. Cantet used three cameras on set, one to follow François, one to follow the central characters with whom François interacts, and one to catch spontaneous activity occurring outside the confines of the roughly established scenes. What emerges is akin to documentary, yet through its modicum of artifice it gets at truths that cinéma vérité often fails to yield. I, along with two other writers, spoke with Cantet via translator in a Toronto hotel, where he was asked about how he managed to capture such tremendous performances from his young, non-professional actors.

“By working with the students a long time, getting to know them, and respecting who they are, they came to trust me,” Cantet explains. “But it was also through creating characters on the basis of what they themselves proposed. Take Wei. Originally in the script there was a Chinese character named Ming, and he was very shy. He wouldn’t speak for fear of making mistakes. Then we met Wei Huang and he was essentially the opposite. He loves to talk, loves a good argument. There was no point in asking Wei to shut up and become something he’s not. As it happens, Wei’s a lot more interesting than Ming would have been.”

Souleymane survived the project’s evolution and, in contrast to the Ming character’s adapting to fit more fluidly with Huang’s outgoing persona, Franck Keïta was asked to reverse his normally shy demeanor. Clothes, that crucial component of teenage identity, played an enormous role in Keïta’s ability to bring out a side of himself that could plausibly behave like a bully. And the tension between Keïta’s tendencies and those of the character make Souleymane compelling, and ultimately sympathetic. As Cantet puts it, “you can see that behind this tough look is a very vulnerable sort of fragility.”

With slight exceptions, The Class unfolds entirely within the confines of the school—within the walls, as the French title states. Thus whatever we learn about these characters is gleaned through the rituals of school life. But what we learn composes not only portraits of individuals but some semblance of contemporary France’s sometimes fraught multiculturalism.

“The idea was to show that the school was neither a sanctuary not a fortress,” says Cantet. “Therefore, everything that happens in the country has an effect on the school. It does happen that people get deported as illegal aliens. It does happen that kids who don’t do well in school get sent back to their home countries. Yet classes continue.”

Running parallel to situations stemming from contemporary cultural phenomena are others that are at least as old as the pedagogical tradition. A key scene where the mischievously charming Boubacar “outs” Souleymane’s curiosity about François’ sexual preferences reveals how closely questions about sex cling to young minds attempting to bring order to their surroundings.

“The part about François’ sexuality is actually in the book,” says Cantet. “Teachers have told him they’ve often encountered similar questions in the classroom, because at that age boys are very interested by anything sexual. Homosexuality is something that intrigues them, but they tend to respond with homophobia. Many teachers refuse to deal with a question like Souleymane’s, but François sees it as an opportunity to discuss, to widen horizons, to show them what’s problematic in their homophobia.”

I asked Cantet about François’ call for openness in his classroom, exemplified in the self-portraits he assigns. François’ policies prove precarious, yet there remains a bold polemic in his story about the importance of balancing privacy with a willingness to publicly share feelings. It gets François into some trouble when he steps out of bounds, yet it also allows some students to transcend the dominant rule of repression that keeps many in their shells.

“One of the things that François has been reproached for is using too much intimacy,” says Cantet. “But it’s so much more interesting when you deal with students on the basis of what is real, what a person’s real feelings are, where they stand, rather than glossing over things. François is an idealist. He tries to create a level playing field between himself and his class, and the system can work against him. Yet perhaps between these conflicting ideologies something valuable can emerge.”