Whats Eating Gilbert Grape Film Review Film Studies Essay

Whats take gibibyte pipeline Film Review Film Studies EssaySocietys ideological constructs and attitudes towards minority groups argon created and reinforced through media imagery. Although prejudicial associations that maintain inequities with regard to race, gender and homophobia (Conner Bejoian, 2006) subscribe been nearlywhat relieved, baulk is still immersed in harmful con nonations that restrict and curtail the life of battalion with disabilities in our society.Disability has appe ard frequently in upstart icons (Byrd Elliot, 1988), a reflection of societys interest in the subject. These hits a great deal misrepresent deterioration using stamps. These stereotypes reinforce proscribe and incorrect social perceptions of, and attitudes towards, modify citizenry (Safran, 2000). By call foring these films we can begin to reshape the wrong and negative accepted ideas of disability in society. Film abstract can ground students how the medium manipulates images which continue stereotypes and cause stigma (Livingstone, 2004). Film can be used to confront students with their prejudices (Chellew, 2000, p.26), challenging them to accept new ways of persuasion realising that disability is a result of the social attitudes and expectations placed on plastered people by society (Ellis, 2003 Meekosha, 2003).Whats take in gibibyte Grape is a film by director Lasse Hallstrm near a upstart man flavour after his developmentally disabled brother and his dysfunctional family in a small American town. This paper will vitally examine this movie using Richard Dyers four spirits of representation, as cited in Harnett (2000), as a framework. With a counsel on the disabled consultation Arnie, the analysis will identify and discuss the ways the film reinforces limiting stereotypes ab step up disability. Finally, the implications of the analysis for use in an educational setting to raise sensory faculty of the representations identified will be disc ussed.Re-presentation, as the first sense of representation, refers to how television receiver or other visual media re-present our society back to us (Dyer cited in Harnett, 2000). Through the use of artistic expression and technical elements neither real reality nor an entirely false account is portrayed. Dyer states that reality is always more than extensive and complicated than any system of representation can espouse (Titchkosky, 2003, p. 134). In societys media, the world is generally simplified or typically presented in a way that is most beneficial for the medium.The presence of disability in a film is often used for storytelling (Raynor and Hayward, 2009). In Whats Eating gilbert Grape, Arnies disability is constructed as an emphasis of the film. The film relies greatly on the striking power of the disability alone (p. 23) to move the narrative forward. The selection and focus of particular aspects of Arnies life and his disability are used to explain his actions and energize responses from the hearing. For example, when his fear of jumping in the water is overcome, it creates a feel-good factor. Also, the focus on his inability to cope, generates a sense of pity from the audience such as in one particular scene when Gilbert leaves Arnie to get out of the bath by himself, merely to discover him still in the bath, dust-covered and shivering, in the morning.Dyers second sense of representation refers to the application of common stereotypes that fool been recognised for characters with disabilities in film. These stereotypes create one dimensional characters with limited emotions, where the disability comes first and the person second, justifying differential treatment and segregation (Black, 2004). Some of the negative representations identified by Safran (2000) as stereotypical for disabled characters will at present be applied to the character of Arnie.As mentioned above, the portrayal of Arnies character demands a feeling of pity from the audience. This stereotype communicates disability as a line of social, forcible and emotional confinement (Hayes Black, 2003, p.114). In Whats Eating Gilbert Grape, Arnie has no friends and is restricted to the confines of the porch of his family home. Whenever he tries to escape (usually to the water tower), he is ultimately returned back to this position of subordination under the care of others, which is typical of this stereotype (Hayes Black, 2003).A most common stereotype depicted of disabled characters is that of a super-man (Safran, 2000) or supercrip (Harnett, 2000), where a disabled character overcomes massive odds to squelch or succeed in defeating their disability to become normal. The character is often seen as a hero to have made such progress. Although Arnie does not reflect a hero status, his character is beating his disability by the very fact that he is still alive. In the opening scenes of the movie, Gilberts level lets the audience know that doctors s aid wed be lucky if Arnie lived to be ten, well ten came and went (Matalon, Ohlsson, Teper Hallstrm, 1993), implying Arnies triumph over tragedy. He defies death that would be otherwise be brought about by his disability.Although not a thematic stereotype reinforced throughout this whole film, it is typical of a disabled character to be represented as a victim or object of violence (Safran, 2000). At the climax of the film, Gilberts overwhelming frustration and displeasure of his life authority overflows into a violent episode directed at Arnie. On occasions throughout the film, Arnie is portrayed as an innocent a victim or object of violence from his younger sister and, in this rare case mentioned above, from his brother Gilbert.Another stereotype of disability presented, albeit only slightly, however still present, is that of being laughable (Safran, 2000) or the disability creating an automatic teller of curiosity that is aroused by differentness. This stereotype is usually more everyday in comics, horror movies or science fiction films and related to physical impairments, which often portray disabled characters as freaks and exotic creatures (Smith, 1999). However, in Whats Eating Gilbert Grape, its Arnies unusual actions within the residential area that attracts attention. When he is perched broad(prenominal) up on the water tower ladder, it becomes a fascination to many onlookers, who collection below the tower to observe the spectacle with curiosity, as Smith (1999) puts it, his abnormal conduct is exploited as it would a carnival sideshow (p. 42).The most prevalent stereotype of a disabled character represented in Whats Eating Gilbert Grape is the stereotype of a burden. This representation is the major narrative unprompted force. In the opening scenes, referring to Arnie, Gilbert quotes some days you want him live, some days you dont (Matalon, Ohlsson, Teper Hallstrm, 1993), reflecting the huge burden that is placed on the Grape family, esp ecially Gilbert, to care for his disabled brother. The burden of Arnie is also extended to the community, where the local police force have to continuously retrieve Arnie from the ladder of the towns water tower.Dyers third sense of representation of refers to the representation of who is speaking for whom (Harnett, 2000). Whats Eating Gilbert Grape is scripted by an able-bodied writer, directed by an able-bodied director and has a disabled character acted by, Leonardo Di Caprio, an able-bodied actor. On a study into disabled actors, Raynor and Hayward (2007) discuss how disabled actors work is restricted to disabled character roles and suggest their struggle to find work is partly collectible to able-bodies actors being cast in those roles. Marks (1999) suggests the reason for not employing disabled people is that it is reassuring for the viewer to know that its only pretend (p. 160). In Whats Eating Gilbert Grape the audience knows Leonardo Di Caprio is not really disabled, he p resents as non-threatening and comforting, perhaps allowing the audience to relieve fears or ignore the reality of disability.Dyers stern sense of representation questions how the represented image is interpreted by the audience (Harnett, 2000). It refers to how the intended meaning by those who produce the film can be lost or skewed when observed from a different file of view. When Peter Hedges, the writer of Whats Eating Gilbert Grape comments on his wishes for the film he states I would hope that people might view their companion beings with more empathy, more compassion and a desire to understand (Malony, 2002, p.10). Although an back up and optimistic aspiration, the perspective of the film from people with disabilities would certainly be different. The news above demonstrates that the representations of disability in Whats Eating Gilbert Grape generates themes of incapability and total dependence on others to survive- Arnie cannot live without Gilbert, and Gilbert is stu ck caring for Arnie indefinitely.By analysing the representations of disability presented in Whats Eating Gilbert Grape we can clearly see the negative associations put forward. Livingstone (2004) suggests that as educators we can use such inaccuracies and stereotypical images as assets rather than liabilities (p.119). By studying the ways disabilities are represented in films students can develop awareness of specific disability imagery (Safran, 2000, p.46) and learn about what the causes the stigma and lack of inclusion that shop at the disabled community. Safran (2000) insists when using films in education, it must be done with focused, meditative viewing (p.46) which promotes critical engagement, helping students question the cultural ideals created by the paramount constructions offered in film (Arndt, 2010).An appropriate educational setting for the use of analysing Whats Eating Gilbert Grape would be in high school. Feldman states (cited in Arndt, 2010) that high school s tudents are able to think beyond the concrete, current situation to what might or could be. Specifically, an effective starting point of a critical analysis with students would involve the deconstruction (Safran, 1998) of Arnies character, identifying the stereotypes portrayed and exploring correct representations of developmental disability. The reaction of the community to Arnie and his disability would also be beneficial to examine. Students would explore how the community views Arnie and what attitudes would be more appropriate to promote acceptance and inclusion.Using films to ascertain are effective because they are a highly motivational (Brown, 2005 Chellew, 2000) due to their entertainment factor. Whats Eating Gilbert Grape is a popular film with popular actors, and would interest high school aged students. Despite its portrayal of recognised negative stereotypes of disability Safran (1998) admits, it can still be utile in the classroom. The acknowledgment of such stereoty pes and prejudices against people with disabilities will help students bury (Connor Bejoian, 2006, p. 59) the perceptions and attitudes which justify the differential treatment of a minority group. Through looking at our media, particularly film, it is essential for us to reshape pre-existing views (Chellew, 2000, p. 28) by breaking down the robust ideological attitudes of disability that continue to restrict, hold in and exclude.