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Volume 17, Number 1 (1993) reprinted by permission Legal Studies Forum VISUAL LITERACY AND THE LEGAL CULTURE: READING FILM AS TEXT IN THE LAW SCHOOL SETTING PHILIP N. MEYER Vermont Law School* I have found that students better understand this new "lan-During the 1990 and 1991 academic years I taught a course in popular storytelling at the University of Connecticut School of Law. The underlying premise for the course was simple: Our popular culture is predominantly, perhaps exclusively, a narrative culture, a technologically based oral and visual story culture, a culture of "secondary orality."' 2 Understandings" are imagistic and story-centered. Law students and law professors are, of course, products of this culture. More important, perhaps, lawyers operate in a predominantly fact-based "narrative" legal culture - an increasingly visual (imagistic) and aural story culture - discrete from the "paradigmatic" text-bound analytic culture of the law school.3 Films provide a unique mechanism for structured critical reflection on the dynamics of legal cultural storytelling. By avocation, I am a long-time film junkie and closet-screenwriter. By vocation, I have worked with "criminals" in the prisoners' rights office of a public defender and taught creative writing at a state psychiatric facility for criminals. I have always been fascinated by the stories of criminals. Conse- quently, I selected films with the theme of the outsiders' perspectives on law and society.4 I hoped that my work experiences would provide experiential references for meaningful discussions of the films. I also hoped the discussions might be therapeutic, for the instructor as well as for the class. I am employed currently as a teacher of legal writing and director of a legal writing program. I teach law students how to "write like lawyers." My job is to acculturate students: I help them internalize the highly structured analytical form necessary to succeed in law school and transfer this abstract paradigm into articulate lawyer-like prose. Law students must effectively identify legal issues and correctly synthe- size and articulate the legal rules necessary to resolve these issues. Students must learn to systematically apply these rules ("the law") to "the legally signifi- cant facts." Unfortunately, the legally significant facts embodied in law school hypotheticals, legal writing problems and examination fact patterns are simpli- fied, desiccated and decontextualized; they are merely excuses for students to state and apply legal rules. The appellate opinions studied in law school are based on re-examinations of law; they accept the facts of the case as fixed at trial. After graduation, however, most lawyers operate as storytellers, subjec- tive and passionate voices advocating client stories in a predominantly narrative oral culture. Trial lawyers, for example, are "imagistic" storytellers operating in a factually indeterminate and interpretivist world far removed from the legally indeterminate world of the appellate court and the law school classroom. I hoped participants in the seminar would rediscover and develop subjective storytelling voices in their analysis of imagistic cinematic texts. I hoped that participants could develop vocabularies for reflecting upon a com- plex experiential world through analysis of films. I hoped that the course might liberate the imaginations of law students exhausted after three years spent in the stultifying and exclusive study of appellate cases. In this essay, I expand on the brief journal excerpts cited in previous articles,5 and share the deep thoughtfulness of several seminar participants. I present significant excerpts from four representative journals, abetted by my commentary, to identify and describe certain systematic and representative features of this new literacy. In the first journal excerpt, illustrative of the new aural and visual literacy, one student presents a theoretical deconstruction of the stylistic ele- ments in Orson Welles' "Touch of Evil." In the second illustrative excerpt, another seminar participant applies his visual literacy to Roman Polanski's "Chinatown" and Errol Morris' "The Thin Blue Line" and contrasts conflicting popular images of the lawyer as detective and truthfinder with the lawyer as postmodern trickster storyteller. In the third and fourth excerpts, one of which comes from my journal, participants are sensitive to mythic sub-texts and discover gender identities in Terrence Mallick's "Badlands" and James Foley's "At Close Range." These excerpts reflect discrete class discussion themes, and they also manifest a stunning new visual literacy. In my commentary I discuss the significance of this new literacy for legal cultural storytellers. from the fixed perspective of an omniscient narrator or protagonist with whom the viewer identifies. The story hooks the imagination of the audience and propels the imagination forward with a "hard" plot-line. Since the audience can not "back-loop"6 over the text, the sub-units of the film must simultaneously reaffirm and express the central thematic concern or vision of the story while the plot-line moves the story forward ineluctably. Consequently, sub-units may be "read" independently and used to decode and comprehend the story's the- matic content. This concept of underlying "story theme" is akin to the law- yer's notion of "theory of the case" in the trial storytelling process. In class discussion, I used freeze-frame analysis on a four-headed tape machine to deconstruct thematic content. Participants were remarkably adept at "stop action" analysis of images and deconstruction of smaller cinematic units. Many "read" visual text and "subtext" fluidly, with great sophistication, and were conversant with cinematic story-structure although none had taken a film course or studied film theory. Nevertheless, participants readily under- stood that images reflected deeper structures and resonated with specific mean- ings. Participants, sophisticated cultural consumers of stories and images, reflected systematically on these visual stories. The journal of Alex G. illustrates this heightened visual and aural literacy in a critique and deconstruction of the multiple layers of Orson Welles' "Touch of Evil." The plot of this movie is a prototypical and simple detective story: a good Mexican cop Vargas, portrayed by Charlton Heston (plastered with curious make-up to express apparently Mexican ethnicity) and his pretty American wife (the extremely blonde Janet Leigh) witness a murder on the American side of the border. Vargas and Hank Quinlan (the bad American cop portrayed by the corpulent Welles) attempt to investigate and solve the crime. Their respective methodologies for achieving justice differ drastically. Quinlan attempts to frame an innocent Mexican youth, while Vargas adheres to "the rules" and correct investigative procedures. Eventually, Vargas perceives Quin- lan's corruption and confronts him. Meanwhile, a gang of Mexican bad guys kidnaps Vargas' wife. There are progressive complications: drugs, more mur- ders. Quinlan, in cahoots with members of the gang, attempts to frame Vargas for the murder of the gang leader. In the end, of course, good triumphs over evil: Vargas exposes Quinlan's corruption and criminality, leaving Quinlan destroyed. Like other seminar participants, Alex thinks imagistically. His analysis imaginatively reinvents the story. He literally sees ideas embedded in cinematic images; he sees far more in individual shots than I do. For example, Alex begins his journal with the description of frames frozen on the screen: Struggling to lift his hulking frame Hank Quinlan (OrsonAlex perceives depth in the "cinematic style" that belie "Touch of Evil's" gangster cliches. While the text is the "classic confrontation between good (Vargas) and evil (Quinlan)," the story is "much richer" than merely the downfall of a crooked cop acting outside the law. The film is multi-layered, allegorical. Specifically, the allegory is about characters searching through a maze: Hank Quinlan searches through the maze for a murderer; Vargas search- es for "the truth"; and "on a deeper level" Quinlan searches to retrieve his past, and Vargas "in a Homeresque way" searches for home and for his wife Suzie. Alex identifies story themes, developmental narrative structure and specific architectural "turning points" in the narrative that mark the ends of three acts that build towards "the final hallucinatory scene" where "Quinlan reveals and confronts his dark past .... Like two parallel lines meeting at the horizon, Vargas's search for truth and Quinlan's search for his lost past converge in the climax." Alex is sensitive to visual images and reads these images with great confidence. For example, he describes Hank Quinlan as " .. . . . the corrupt Texas cop. His fat equals only the excesses of his job and his maculate face his stained career . . . fat not from the candy bars but from the excesses of his abuses." Alex observes that the characters do not tell this story, rather the camera does: Through light and shadow, the use of sound and space, the char- reference. Thus, as Quinlan acts farther outside his jurisdiction andIn the way that many students and academics of my generation respond to and interpret written texts, participants were sensitive to and responded to visual and oral texts with intellectual excitement and speculation. Alex, for example, is viscerally in tune with imagistic storytelling and observes that he did not so much "watch" the film as "experience" it. He describes how Welles uses light and shadow, space and sound, to shake the viewer's "sense of normal- cy, equilibrium and faith in a 'linear progression,' just as Quinlan and the maze of Los Robles shakes their sense of honesty, decency and faith in the law." Alex also understands how the confrontation between Quinlan and Vargas is framed and emphasized visually: from the first time Quinlan is seen against a dark background, stepping out of a black car" it is "apparent" that he is "a doomed man." He is, however, blinded by light,."always squinting during the day and in his confrontations with Vargas." Whenever Quinlan appears, "either darkness or shadows pervade the scene It is almost as if Quinlan is a tumor spreading through the department and infecting 'the good.'" The conflict between Vargas and Quinlan is emphasized by "Quinlan's cancerous shadow" that stalks Vargas throughout the film. "Moreover, in every scene involving Quinlan and his henchmen, Quinlan's shadow covers their faces it or interrupts the vision of the scene in some way." Similarly, Alex responds to how Welles uses space and sound to "draw the viewer out of passivity and force him into the maze." In the first scene the camera snakes its way through the streets of Los Robles ... beginning with a closeup of the bomb being placed in the car, then panning back to cover the city block, then closing in on Vargas and Suzie following them through the border until the car explodes." Alex observes how this technique "subverts the viewer's sense of linear progression and denies [the viewer] the sense of direc- tion, depth perception." Alex documents the use of space and sound through- out the film: Welles further creates a feeling of imbalance through spatial manipu- remaining in deep focus. By stripping the "normal" film constructs,Alex describes how "the optical moral hysteria of the maze is reinforced by the use of the distorted camera angles." He meticulously documents how the director visually composes the scenes to "manipulate and disorient the viewer's powers of concentration, visual perception and spatial organization. While Vargas and Quinlan's worlds are being turned upside down by their own driving pursuits, so is the viewer's world by Welles' direction." In one excerpt, he describes and illustrates how sound dislocates the viewer's perceptive world": ... Sound defines space .... In "Touch of Evil" the aurals and visualsAlex proves his case by systematically compiling the cinematic evidence. As for time sequence he observes that although the narrative is "consolidated" and the movie takes place in only a day and a half, "the viewer has no conception of this." The distortion of time and space is not accomplished through manipu- lation of narrative structure, "but rather by the fragmentati6n of the viewer's perceptions and the manipulation of his senses." It is through the stylistic elements of "Touch of Evil" that Welles "not only visualizes the conflict be- tween good and evil, but imposes it upon the viewer." Initially, like other seminar participants, Alex enjoyed the class' covert analytical enterprise but questioned the utility of this work in the context of law school or doing lawyer-work. Perhaps the class was simply a pleasant way to spend Thursday evenings and avoid another three-credit "overdose" of appellate cases before having to face the pressure of graduation, loan-debt, jobs and the rigor of the bar exam. By the end of the semester, however, the class took on deeper significance for many seminar participants. The meaning for each participant was different. For Alex, the class affirmed the importance of his intuitive responses and aesthetic sensibility to his prospective work as a legal cultural storyteller. Furthermore, in classroom discussion and in his paper, he imbedded his creative analysis in a tightly organized, passionate, yet lawyer-like presentation and proof. In doing so, he reaffirmed my sense that filmic text can provide a laboratory for sensitizing students to, and for the analysis of, oral and visual storytelling techniques in a legal culture that is, in significant part, a subset of larger popular storytelling culture. several films: Do trials ever reveal the "truth" of the past? Is this their primary function? Or are lawyers merely narrativist tricksters? Is it, as one seminar participant observed, only "God who really knows what happened?" Does the trial serve primarily other functions, such as resolving the controversy, releasing emotions, providing a sense of coherence - not necessarily be- tween the event and the outcome, but between the outcome and what hap- pened at the trial itself[?]7 Alternatively, as the cognitive theorist Jerome Bruner has argued persua- sively,8 is the storytelling (narrative) mode discrete from the empirical (paradig- matic) mode of proof? Are stories formed by clever and devious aesthetic arrangements connected by the aesthetic tissue of verisimilitude? Although events may "happen", are the causes (the hows and whys of events) ever "know- able"? Can we, for example, ever look inside someone's mind to determine "intent" or "state of mind"? Do rules of procedure and evidence unduly cir- curnscribe and artificially constrain trial narratives? Are lawyers an ethnocen- tric sub-culture of popular storytellers particularly subject to the professional self-delusion that cognitive theorists have termed "the original attribution error."9 In exploring this constellation of discussion questions and themes, thoughtful participants reveal in their journals additional features of visual literacy. Doug C. titles his exploration of the storytelling role of the lawyer "Truth in and Out of Chinatown." The journal compares "Chinatown" and Errol Morris' "The Thin Blue Line" as presenting visual metaphors for the law- yer's role in the storytelling process. "Chinatown" is the title of Roman Polanski's movie; it is also Doug's elliptical reference and response to conflict- ing images of the lawyer's storytelling role. Initially, Doug's introduction states, somewhat apologetically, that his paper reflects a "familiar" seminar discussion theme: ... [C]an the truth of a past event be known? Is an "objective" realityDoug discusses this theme with a certain detachment and indignation, reflective of the attitudes of many bright seminar participants. That is, Doug's answer to this question is, implicitly, obvious. Stories, especially aural and visual stories, can not and do not reveal truth. We live in an imagistic, frag- mentary and subjective world and our "stories" are intrinsically imaginative reconstructions. ... since there is no recount[ing] of events that we can accept"Truth" is literally dependent upon the placement and angle of the camera: A popular example: last spring Tate George propelled the in the game. However, anything short of such a divine vision willDoug's observations reflect a knowing cynicism that he shares with many seminar participants about the nature of their chosen profession and the limited possibilities of such a narrative-based system's providing "justice" that is ultimately any more than narrative resolution or denouement: As a general rule, the justice system seems to favor the "knowable"Doug states his belief that - "leaving aside examples where it is so clear that an account of an event is 'true' or at least so clear that no one wants to bother arguing about it" - "the truth" is "unknowable." "Since there is no way 'truth' can be definitively proven, the role of the lawyer is not to aid in the search for truth, which according to him is an oxymoronic phrase anyway, but to arrange any and all facts available to produce the story that best suits his client's needs." Errol Morris's "The Thin Blue Line" is a "persuasive illustra- tion" of how easily stories are manipulated and how readily we succumb to the call of our own stories: ... In the movie, truth is not static or fixed, but is malleable enoughDetective mysteries, particularly cinematic detective stories, provide an effective visual metaphor for a contrasting idealization of how the "justice" system (a "truth-substitute" system) supposedly works. How do detectives fit into this scheme? ... Each is faced with aDetectives can be "roughly categorized into two groups; those that primarily ponder on the past and those that act within the present." In the first "genre" - akin to the way truth is uncovered in the judicial system - passive truth-finders "parse through all available information and establish not the best but the only explanation": . . . an event leaves behind facts that are indelible and unique as aA second type of truth finder is an "active participant" in the process. Jake Gittes in Polanski's "Chinatown" is an example of a detective in this genre: Gittes is quick-witted and bright but not of [Sherlock] Holmes-Errol Morris's "The Thin Blue Line" presents a contrasting metaphor about the "natureof truth" although, Doug observes, the movie's ending is "at odds with the overall message": Morris sets out to show that all stories are hopelessly subjective,Other participants, like Doug, revealed similar attitudes about stories, particularly visual and aural stories. Participants were deeply skeptical about the possibilities of such stories' revealing "truth" especially when these stories were embedded in the formulaic procedural maze and evidentiary constraints of the judicial process. This cynicism is, perhaps, partially a product of three years of immersion in the exclusively paradigmatic culture of law school that devalues and deemphasizes narratives. Simultaneously, participants - subjected to a continual barrage of visual and aural stories in a popular culture filled with advertising, television, radio, politics, sound-byte news - often felt deceived by stories and popular storytellers. Although extremely thoughtful and perceptive, they were sensitive to manipulation and tended to disbelieve their eyes and ears. The heightened awareness and critical acuity of many students was often accom- panied by a hardened detachment, cynicism and refusal to suspend disbelief. Many participants, like Doug, are truly suspicious of all visual narratives includ- ing "actual" video shots of such events as the Tate George shot or the Rodney King beating. These images, often edited into fragments and sound bytes that are deceptive and decontextualized from the events themselves, are perceived as "truth substitutes" that do not capture or reflect externalities or totalities. Many upper-level law students no longer trust narrative explanations; they are frozen into narrative disbelief. The filmic texts provided an opportunity to reflect systematically on this deep skepticism. Passivity, detachment, cynicism and, I fear, resentment and anger, are also deeply ingrained features of the new visual literacy. Several thoughtful film-makers have, often self-consciously, transmuted myth into film. These are explicitly Americanized "Hollywood" versions of classical imaginal landscapes. The characters are archetypes; the plots provide con- temporary spins on classical thematic patterns. These filmic texts provided a mechanism for systematic and self-reflective analysis of architectonic story structures. Some readers of this article might, initially, question the relevance of this observation for prospective lawyers. Trial storytelling, however, is a deeply mythic enterprise: "stock" trial lawyer stories are obvious compilations and transliterations of popular mythology. Fact-finders identify with and re- spond to these collective aural story-structures as the mechanisms for organizing complex stories into coherent meanings.10 Professors Anthony G. Amsterdam and Randy Herz have documented brilliantly the mythic story-structures underlying closing arguments presented at a criminal trial.11 The authors' tex- tual "micro-analysis" of a transcript from a representative successful closing argument in a murder case, for example, revealed the structure of a deeply mythic subtext imbedded in the literal text. The audience, the jury, was en- gaged imaginatively in the heroic myth of the search for the grail of justice. The sources of this infra-structure were, in the authors' estimation, classical.12 The imagery and structural sub-text was, however, a "Hollywood" version of classical themes, part of a "popularized" mythology. Professors Amsterdam and Herz subsequently used three segments from Hollywood movies13 to identify and illustrate three discrete lawyers' roles as dramatis personae within different versions of a standardized popular mythology. I sought to explore further this popular mythology. I selected two pictures - Terrence Mallick's "Badlands" and James Foley's "At Close Range" - that I believe reflect intentionally mythic internal landscapes through cine- matic imaginings. Both "Badlands" and "At Close Range" are based on "actual" stories. Both pictures possess a heightened visuality, often stunning, yet differ- ent from the psychoanalytic internalities of film noir14 or Orson Welles's paro- dy/exaggeration of noir elements in "Touch of Evil." The visual statements in "Badlands" and "At Close Range" often overshadow plot. The imagery calls the viewer's attention away from the plot to the director's self-conscious effort to create a deeper resonance for referential images. "Badlands" is a beautiful yet curious movie about a Charles Stark- weather-like couple (Kit played by a youthful Martin Sheen and Holly by an equally youthful Sissy Spacek). Kit murders Holly's father, and burns Holly's home to cover up the crime. Holly joins Kit and the two outlaws embark on a romp of murder and mayhem across the plains. Holly's internal monologue is lyrical and romantic, filled with stock excerpts from the pulp magazines, romantic songs, and adolescent fantasies of the day - she is a travelling sidekick on the journey through an imaginal landscape. The imagery is verdant and the photography exquisite. Holly's monologue, an aural montage, provides coun- terpoint to the imagery. Holly's romantic musings and justifications of Kit's activities are, however, different from the audience's reactions. These characters are not Hollywood's usual sympathetic variety. The audience is distanced further from the story as Holly's self-reflective and self-consciously romanti- cized thoughts and the events of the plot are subsumed by the intensity of the film's cinematic beauty. (For example, Mallick presents the fire that Kit ignites to burn down Holly's house to conceal the murder of Holly's father as epipha- ny scored to classical music.) In referring to the "exquisite beauty" of the images in another Terrence Mallick film, "Days of Heaven," Stanley Cavell notes that Mallick, a former professor of philosophy at MIT before going Hollywood, translated Heidegger's work including The Essence of Reasons.15 Cavell cites Heidegger compellingly in his aesthetic contemplation of the startling beauty of the imagery on the screen (" ...the face whereby a given something shows its form, looks at us, and thus appears . . ."). Initially, it was not apparent to me what the "face on the screen" revealed or even why I had intuitively chosen Mallick's movie. My confusion abated, however, when I read the participants' journals. I realized that "Badlands" was a shared imaginal landscape rather than a literal representa- tion of the plains of Nebraska. James Foley's "At Close Range" is an idiosyncratic film with an exag- gerated visuality that makes the viewer aware that this story is intended to be about much more than merely small-time, small-town hoods in rural Pennsyl- vania. Brad Whitewood, Sr., operates a gang of professional Pennsylvania thieves. (Brad Sr. is portrayed by a silent, sinister and archetypal Christopher Walken who is literally evil beyond words - so evil that he is afflicted by a "Pennsylvania" accent that twists and distorts his speech and often prevents the viewer from understanding what he is saying.) Whitewood's son, Brad Jr. falls in love with sixteen-year-old Terry. (Sean Penn portrays the emotionally seething and confused Brad Jr., who - like his father - operates in an imaginal landscape beyond language, trapped by his father's spirit and a slow-cooked Oedipal rage.) Brad Jr. desperately seeks his father's love and escape from the nothing- ness of life with his mother and an abusive stepfather. He wants to join his father's gang and live with the alabaster-skinned Terry (a child-like yet strong willed tomboy portrayed by Mary Stuart Masterson). Brad Jr. forms a chil- dren's gang of outlaws Whitewood Sr. names them the "kiddee" gang - to emulate his father's gang. Brad Jr. proves his manhood to his father in a robbery and moves up to Whitewood Sr.'s gang. There is a plot reversal, however, when Brad Jr. realizes that his father is evil, after he witnesses his father murder an informant. He wants to escape his father's grip. But it is too late. When Brad Jr. commits a crime to get money to escape with Terry, he is arrested and jailed. His father rapes Terry as a warning to his son about the consequences of what happens to squealers. When Brad Jr. learns of the rape, he comes clean to the authorities in exchange for his release from custody. Brad Sr. systematically slaughters the members of the kiddees' gang, including Brad Jr.'s half-brother. Finally, Brad Sr. orders the gang to murder his son. Brad Sr. salaciously watches a stripper at a netherworld bar while the Whitewood gang carries out the order. Terry is murdered and Brad Jr. is badly wounded. Scored to Ma- donna and synthesizers, Brad Jr. rises from the dead and cleanses the blood off his body with water from a garden hose. He then confronts Brad Sr. In reviews, critics were ambivalent towards Foley's aestheticizing of violence, gesture and imagery, cinematically employed release the mythic ele- ments in the story. For example, Richard Corliss observed that, "Every over- wrought gesture, every pregnant banality, every brutal killing is elongated to impress upon us the moment's importance and sick beauty. This fetishized attention to detail . . . makes 'At Close Range' a sort of Atrocity Olympics captured in Super Slo Mo.""16 Nevertheless, "At Close Range" and "Badlands" encouraged a type of analysis that seemed prevalent in the course journals. In these journals, includ- ing my own, the images of the characters were clearly identified as representa- tive of archetypes drawn from stock "mythic" stories. journals attempted to trace the structure of these stories. In one representative journal, Christine S. uses these two films as a mechanism for exploring a male director's exploration of (and exploitation of) archetypes drawn from a purportedly female psyche, or at least the director's version of this mythology, and her subjective responses to this vision. Like Alex (and like other visually literate students) Christine herself uses the hook of an image to capture the imagination of the reader. It is as if participants are writing movies; they are thinking imagistically and describing images as embodying ideas. What they see is what they think. Christine's "hook" is taken from personal experience, rather than the film's cinematic text: I went to school with a murderer. Two weeks before gradua- victed and sentenced to Niantic prison for Women, from whenceLike other participants, reminiscent of Hemingway's focus on sentences as the relevant analytical sub-unit for analysis of fiction, Christine interprets shots as emblematic of story structure, theme and character. She decodes readily the meanings of these shots in "Badlands": An innocent high school baton twirler in the opening shot,Excerpts from the journal illustrate Christine's analysis: ... As their odyssey continues, Holly becomes increasingly less given to finding symbols in people, she becomes Kit's muse of evil,Christine compares Terry and Holly. Although Terry's role in the triangle between Brad Jr. and Brad Sr. is somewhat different, their mythic roles are analogous. Again, Christine analyzes thoughtfully the opening shot of "At Close Range" as it captures and explicates the underlying mythic implications of the filmic text: Terry first appears offering herself for appraisal on the townI saw the same movies as Christine. And yet, when I review my journal, it reveals an entirely different mythology. In fact, when I recall and describe these movies, I describe entirely different films that fit with my interi- or stories, I literally see a different story. For example, like Christine, I begin my analysis of "At Close Range" with the hook of an image. My journal, however, recalls specifically a different "opening" image that evokes a different mythology shot on a different interpretive landscape: The opening shot of "At Close Range" is Gatsby-esque, a deeplyThese are, of course, the themes of my story - not necessarily the one that James Foley's tells - just as Christine tells her story when she describes the film in her journal. When we replay filmic text on the screen of our imagination, we imaginatively reinvent the text, grafting the images onto inter- nalized story-structures that make the story our own on subsequent interior viewing. In my journal I develop several themes. The first compares the stylistic perspective of the storytellers in "At Close Range" and "Badlands." In "At Close Range" the filmmaker's technique closely intercon-The second develops the mythic themes of the search (specifically, the quest for the departed father) and the dangerous "heroic" journey. These are the themes that I uncovered in the movie. These are, of course, themes from a traditional male mythology reflected in male journals, regardless of the cinematic "text." For example, Alex specifically perceives and analyzes this theme in his visual analysis of a different movie, "Touch of Evil." Similar- ly, Doug - despite his skepticism - specifically identifies the heroic "search" for truth as the core story in his analysis of "Chinatown." Doug identifies a twisted anti-theme version of this search as the core story in "The Thin Blue Line." Likewise, Amsterdam and Herz deconstruct the macro-structure and the micro-text of a male defense attorney's closing argument in a murder case to reveal the identical "heroic" mythological infra-structure.17 The characters in these mythological stories are invariably archetypal.18 Participant journals simultaneously reveal personal psychobiography interwoven with these deeper patterns. For example, my journal and the interpretation of "At Close Range" reveals my psychobiography: it captures my autobiographical stories about the early death of my father and my search for (as Doug might say) "father-substitutes" rather than "truth substitutes." And, as I explained in a previous article,19 many of the course journals were deeply personal. Generally, journals cross-referenced other popular aural and visual stories: popular music, television programs, news and sports events. There was a new visual textual field of sources and references. For example, my journal compares "At Close Range" to the most popular intentionally "mythic" movies of the day, "The Star Wars Trilogy": Like Luke Skywalker, Brad Whitewood Jr. embarks on a dan-Later I note the plot point of the major dramatic reversal after Brad Jr. witnesses the murder of Lester the informant. "Brad Sr. puts his fingers to his lips and signals to his son, signifying silence and complicity .... at that mo- ment Brad Jr. realizes that his father is evil." Brad Jr. tries to extricate himself from his father's grip. It is too late, however. Like Luke Skywalker's inevitable confrontation with Darth kiddee gang, his half-brother, and his lover Terry. He demands toClassroom discussion of these conflicting mythologies, sources and cross-references underlying our interpretations and understandings of cinematic text was fascinating. Conversation was tinged with elements of personal confes- sion. Nevertheless, participants imaginatively incorporated a collective or shared repertoire of popular images, events and symbols. Although we recog- nized the subjectivity of our interpretations, we shared the discovery that we imaginatively reinvented the visual texts of the story along several common axis. We noted the sexual bases to the interpretive mythologies that underlay and organized our biased viewings of filmic texts. For example, Alex, Doug and I interpreted and organized three different movies along the same psychic axis of the heroic search. Christine and other women in the class, however, organized stories along a different shared axis that charted discrete and different psychic terrain. We literally saw different movies. "Badlands" and "At Close Range" provided imagistic keys to unlock and unpack competing mythologies. These discussions have profound implications for popular storytellers' trying to understand how we think today, and particularly for law students trying to systematically reflect on their roles as popular storytellers discovering how to use stories effectively as tools for communication and rhetorical persuasion in an aural and visual popular storytelling culture. These mythologies underlie and inform our understandings of lawyers' roles inside and outside of the court- room. simple idea: lawyers are popular storytellers who operate in an aural and visual storytelling culture. Lawyers tell imagistic narratives constructed upon aesthetic principles that are closely akin to the structural principles that control the for- mulation of plot-structure in commercial cinema. We tell stories with hard driving plot-lines and clear themes that are readily distilled. We shoot our films from the fixed perspective of protagonist-clients. We are simple realists who construct our stories to hook the sympathy and capture the imagination of audiences who think in pictures. We sequence shots on imaginal storyboards until we establish the patterns that ultimately suit our purposes. We speak and think filmically, We have much to learn from visual storytellers working the same popular cultural turf. The course was also deeply personal. I selected films about convicts, criminals, prisoners and outlaws - protagonists on the margins of society - as visual texts. Because of my own work experiences, I found these visual texts especially interesting. I also believed that my work experiences would provide experiential references for meaningful discussions of these films. Although I felt intuitively that the students would respond to films, I was unprepared for what transpired. The films about protagonists on the margins of society struck a deeply resonant chord in third-year law students. Participants revealed a heightened and stunning visual sophistication and acuity that I had not anticipated. journals were passionate and eloquent, more so than my often obscure pedagogic reasons for initially selecting the movies. Likewise, discussions often came to life with passion, humor and profound understanding. Many students perceived far more in the films than I did. These bright students were, apparently, versed in a new type of visual literacy. They were on the far side of a dramatic and seismic shift in our culture. * I am grateful to David R. Papke, Neal Feigenson, Richard Sherwin, Patrick Kennedy, Cam MacRae and the students in the Law & Popular Storytelling class. 1. John Denvir, "Introduction to Special Issue on 'Legal Reelism,'" 15 Legal Studies Forum 3 (1991). 2. Walter J. Ong, Orality & Literacy: The Technologizing of the Word 136 (1988) . 3. See generally Jerome Bruner, Actual Minds, Possible World 11-13 (1986). 4. The syllabus included the following movies: "In Cold Blood," "The Thin Blue Line," "Chinatown," "Straight Time," "Badlands," "The Grifters," "Touch of Evil," "The River's Edge," and "Twelve Angry Men." 5. Philip Meyer, "Convicts, Criminals, Prisoners & Outlaws," 42 Journal of Legal Education 129 (1992) and "Law Students Go to the Movies," 24 Connecticut Law Review 893 (1992). 6. See Ong, supra note 2 at 39-40. 7. Gary Bellow and Bea Moulton, The Lawyering Process: Preparing and Presenting the Case 198-199 (1981). 8. See Bruner, supra note 3. 9. The terminology is taken from lecture notes from J. Bruner, "Lawyering Theory Colloquium," New York University School of Law (Spring 1992). 10. See, for examples, Reid Hastie, Steven D. Penrod, Nancy Pennington, Inside the Jury (1983); W. Lance Bennett and Martha S. Feldman, Reconstructing Reality in the Courtroom: Justice and Judgment in American Culture (1984). 11. Professors Amsterdam and Herz presented this microanalysis of closing arguments in a murder trial in an untitled working paper and discussion at the 'Lawyering Theory Colloquium," New York University School of Law, April 7, 1992. A formal version of this paper is Visual Literacy and the Legal Culture 93, forthcoming in volume 37 of the New York Law Review. 12. The authors identify the "classic narrative theme" of "the quest of the hero" as "unmistakable" in the closing argument and cite sources including Propp, Morphology of the Folk Tale 92-96 (Scott, trans. 1968); Joseph Campbell, The Hero With A Thousand Faces (1968); Henderson, "Ancient Myths and Modern Man," in Carl Jung, ed., Man and His Symhols 10 1 - 119 (Laurel ed. 1968) to trace the origins of this oral narrative theme. See Amsterdam and Herz, note 11, supra. 13. "The Jagged Edge," "Anatomy of A Murder," and "True Believer." 14. See, generally, Frank Krutnik, In a Lonely Street: Film Noir, Genre, Masculinity (1991). 15. Stanley Cavell, The World Viewed: Reflections on the Ontology of Film xv (1971). 16. Richard Corliss, Time, April 28, 1986, 70. 17. See Amsterdam and Herz, supra note 11. 18. See sources, supra note 12. 19. See Meyer, supra note 5. |
