Day: October 29, 2009
This week in Introduction to Film was musical week — my favorite week. I adore musicals because they are designed to be loved. As Jane Feuer has argued, musicals, particularly the backstage musicals released by MGM’s Freed Unit, function to affirm the necessity of the musical genre in the lives of its audience (458). Forever striving to recreate the sense of liveness lost when the musical left the Broadway stage and became a mass-produced product, classical Hollywood musicals wish to break down the barriers between the performer on screen and the audience sitting in the theater. These films want to merge the dream world of song and dance with the mundane real world where we trip over our feet. Musicals achieve this goal by making song and dance appear natural, effortless and integrated into every day life.
My Intro to Film students are generally put off by musicals, finding their song and dance numbers to be “awkward” or “cheesy” (their words, not mine). And so I usually devote lecture time to explaining how many musicals attempt to integrate song and dance naturally into the diegesis — to ease this transition for the viewer. We look, for example, at one of my all time favorite musical numbers, “Someone At Last” from A Star is Born (1954).
Aside from the crude ethnic stereotyping, I find this number to be completely enchanting every time I watch it. I point out Garland’s skillful use of bricolage, that is the way she “happens” to find certain props around her living room — a smoking cigarette, a tiger skin rug, a table resembling a harp — at just the moment that she needs them. The “mundane world” of the living room becomes, through the joy of performance, a Hollywood set (which, in reality, it is). Bricolage creates a feeling of spontaneity, which is central to the appeal of the musical. As Feuer argues “The musical, technically the most complex type of film produced in Hollywood, paradoxically has always been the genre that attempts to give the greatest illusion of spontaneity and effortlessness” (463). The more natural a performance appears, the more we enjoy it. As we watch this routine we momentarily forget that Vicki Lester/Judy Garland is the most famous female musical star and (both within and outside A Star is Born) and is instead a devoted wife who loves to sing and dance for her husband (James Mason) and for us.
When I show this scene I usually have to put on quite a show myself, explaining to my students exactly why this performance is so satisfying, so joyous. But this week when I showed this clip I heard my students giggling (appropriately) at Judy’s jokes and expressing amusement at her clever use of props. They were enjoying it. The same thing happened when I showed them another one of my favorites, the iconic title number from Singin’ in the Rain (1952). In this scene, Don Lockwood (Gene Kelly) has just shared a kiss with Kathy Selden (Debbie Reynolds), and is consequently filled with joie de vivre. It is pouring rain outside but he dismisses the car that waits to drive him home. Don wants to walk and luxuriate in this moment of romantic bliss. Then, he just can’t help himself. His steps down the sidewalk turn almost involuntarily into dance and his dreamy, romantic thoughts become song. Here dancing and singing truly emerge out of a “joyous and responsive attitude toward life” (459).
As this scene played on the big screen I turned to look at my 100 students and was delighted to see the enchanted looks on their faces. They were enthralled, as I am every time I watch this number. They were enjoying themselves. At last!
But why? Why now? The answer is Glee. When I began my lecture on the musical earlier this week I told my students that by the end of the week I was hoping to have some musical converts in the class. “If you are watching the show Glee right now” I said, “the convention of breaking into song and dance shouldn’t be that foreign to you.” A large portion of the class nodded their heads in reponse to this. As it turned out, more than half of the students in my class are watching the show. And I think this has made all the difference.
Though I have not always been happy with the politics of Glee, I have always been satisfied with their adoption of the conventions of the backstage musical. Characters sing when they are in love (“I Could Have Danced All Night”) or lust (“Sweet Caroline”) and they sing when their hearts are breaking (“Bust The Windows”). And the most successful (i.e., the most passionate) group performances in the series arise, as they do in the classical Hollywood musical, when the show’s characters are working together and cooperating (“Don’t Stop Believin’,”Keep Holding On”). Resolution in the narrative equals resolution on the stage. The classical Hollywood musical incarnate.
So while Glee may not be breaking any new ground in its use and depiction of homosexual characters or ethnic minorities, it has, to my delight, given my students license to love the musical and to revel in its joy. And that’s something to be gleeful about.
Feuer, Jane. “The Self Reflexive Musical and the Myth of Entertainment.” Film Genre Reader III. Ed. Barry Keith Grant. Austin: University of Texas Press, 2003. 457-471.