Beeban Kidron: The shared wonder of film

50,059 views ・ 2012-06-13

TED


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Translator: Timothy Covell Reviewer: Morton Bast
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Evidence suggests that humans in all ages and from all cultures
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create their identity in some kind of narrative form.
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From mother to daughter, preacher to congregant,
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teacher to pupil, storyteller to audience.
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Whether in cave paintings
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or the latest uses of the Internet,
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human beings have always told their histories and truths
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through parable and fable.
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We are inveterate storytellers.
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But where, in our increasingly secular and fragmented world,
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do we offer communality of experience,
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unmediated by our own furious consumerism?
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And what narrative, what history,
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what identity, what moral code
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are we imparting to our young?
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Cinema is arguably
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the 20th century's most influential art form.
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Its artists told stories
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across national boundaries,
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in as many languages, genres and philosophies
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as one can imagine.
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Indeed, it is hard to find a subject
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that film has yet to tackle.
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During the last decade
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we've seen a vast integration of global media,
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now dominated by a culture of the Hollywood blockbuster.
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We are increasingly offered a diet
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in which sensation, not story, is king.
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What was common to us all 40 years ago --
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the telling of stories between generations --
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is now rarified.
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As a filmmaker, it worried me.
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As a human being, it puts the fear of God in me.
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What future could the young build
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with so little grasp
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of where they've come from
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and so few narratives of what's possible?
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The irony is palpable;
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technical access has never been greater,
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cultural access never weaker.
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And so in 2006 we set up FILMCLUB,
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an organization that ran weekly film screenings in schools
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followed by discussions.
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If we could raid the annals of 100 years of film,
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maybe we could build a narrative
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that would deliver meaning
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to the fragmented and restless world of the young.
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Given the access to technology,
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even a school in a tiny rural hamlet
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could project a DVD onto a white board.
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In the first nine months
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we ran 25 clubs across the U.K.,
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with kids in age groups between five and 18
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watching a film uninterrupted for 90 minutes.
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The films were curated and contextualized.
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But the choice was theirs,
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and our audience quickly grew
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to choose the richest and most varied diet that we could provide.
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The outcome, immediate.
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It was an education of the most profound and transformative kind.
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In groups as large as 150 and as small as three,
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these young people discovered new places,
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new thoughts, new perspectives.
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By the time the pilot had finished,
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we had the names of a thousand schools
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that wished to join.
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The film that changed my life
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is a 1951 film by Vittorio De Sica, "Miracle in Milan."
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It's a remarkable comment
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on slums, poverty and aspiration.
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I had seen the film on the occasion of my father's 50th birthday.
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Technology then meant we had to hire a viewing cinema,
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find and pay for the print and the projectionist.
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But for my father,
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the emotional and artistic importance of De Sica's vision was so great
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that he chose to celebrate his half-century
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with his three teenage children and 30 of their friends,
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"In order," he said,
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"to pass the baton of concern and hope
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on to the next generation."
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In the last shot of "Miracle in Milan,"
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slum-dwellers float skyward on flying brooms.
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Sixty years after the film was made
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and 30 years after I first saw it,
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I see young faces tilt up in awe,
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their incredulity matching mine.
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And the speed with which they associate it
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with "Slumdog Millionaire" or the favelas in Rio
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speaks to the enduring nature.
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In a FILMCLUB season about democracy and government,
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we screened "Mr. Smith Goes to Washington."
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Made in 1939, the film is older than most of our members' grandparents.
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Frank Capra's classic values independence and propriety.
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It shows how to do right,
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how to be heroically awkward.
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It is also an expression of faith
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in the political machine as a force of honor.
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Shortly after "Mr. Smith" became a FILMCLUB classic,
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there was a week of all-night filibustering in the House of Lords.
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And it was with great delight
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that we found young people up and down the country
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explaining with authority
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what filibustering was
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and why the Lords might defy their bedtime on a point of principle.
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After all, Jimmy Stewart filibustered for two entire reels.
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In choosing "Hotel Rwanda,"
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they explored genocide of the most brutal kind.
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It provoked tears as well as incisive questions
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about unarmed peace-keeping forces
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and the double-dealing of a Western society
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that picks its moral fights with commodities in mind.
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And when "Schindler's List" demanded that they never forget,
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one child, full of the pain of consciousness, remarked,
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"We already forgot,
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otherwise how did 'Hotel Rwanda' happen?"
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As they watch more films their lives got palpably richer.
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"Pickpocket" started a debate about criminality disenfranchisement.
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"To Sir, with Love" ignited its teen audience.
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They celebrated a change in attitude
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towards non-white Britons,
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but railed against our restless school system
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that does not value collective identity,
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unlike that offered by Sidney Poitier's careful tutelage.
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By now, these thoughtful, opinionated, curious young people
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thought nothing of tackling films of all forms --
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black and white, subtitled,
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documentary, non-narrative, fantasy --
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and thought nothing of writing detailed reviews
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that competed to favor one film over another
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in passionate and increasingly sophisticated prose.
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Six thousand reviews each school week
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vying for the honor of being review of the week.
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From 25 clubs, we became hundreds, then thousands,
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until we were nearly a quarter of a million kids
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in 7,000 clubs right across the country.
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And although the numbers were, and continue to be, extraordinary,
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what became more extraordinary
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was how the experience of critical and curious questioning
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translated into life.
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Some of our kids started talking with their parents,
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others with their teachers,
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or with their friends.
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And those without friends
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started making them.
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The films provided communality across all manner of divide.
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And the stories they held provided a shared experience.
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"Persepolis" brought a daughter closer to her Iranian mother,
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and "Jaws" became the way in which one young boy
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was able to articulate the fear he'd experienced
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in flight from violence
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that killed first his father then his mother,
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the latter thrown overboard on a boat journey.
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Who was right, who wrong?
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What would they do under the same conditions?
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Was the tale told well?
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Was there a hidden message?
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How has the world changed? How could it be different?
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A tsunami of questions flew out of the mouths of children
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who the world didn't think were interested.
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And they themselves had not known they cared.
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And as they wrote and debated,
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rather than seeing the films as artifacts,
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they began to see themselves.
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I have an aunt who is a wonderful storyteller.
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In a moment she can invoke images
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of running barefoot on Table Mountain and playing cops and robbers.
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Quite recently she told me
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that in 1948, two of her sisters and my father
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traveled on a boat to Israel without my grandparents.
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When the sailors mutinied at sea in a demand for humane conditions,
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it was these teenagers that fed the crew.
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I was past 40 when my father died.
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He never mentioned that journey.
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My mother's mother left Europe in a hurry
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without her husband, but with her three-year-old daughter
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and diamonds sewn into the hem of her skirt.
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After two years in hiding,
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my grandfather appeared in London.
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He was never right again.
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And his story was hushed as he assimilated.
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My story started in England
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with a clean slate and the silence of immigrant parents.
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I had "Anne Frank," "The Great Escape,"
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"Shoah," "Triumph of the Will."
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It was Leni Riefenstahl
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in her elegant Nazi propaganda
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who gave context to what the family had to endure.
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These films held what was too hurtful to say out loud,
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and they became more useful to me
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than the whispers of survivors
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and the occasional glimpse of a tattoo
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on a maiden aunt's wrist.
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Purists may feel that fiction dissipates
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the quest of real human understanding,
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that film is too crude
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to tell a complex and detailed history,
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or that filmmakers always serve drama over truth.
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But within the reels lie purpose and meaning.
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As one 12-year-old said after watching "Wizard of Oz,"
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"Every person should watch this,
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because unless you do
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you may not know that you too have a heart."
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We honor reading, why not honor watching with the same passion?
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Consider "Citizen Kane" as valuable as Jane Austen.
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Agree that "Boyz n the Hood," like Tennyson,
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offers an emotional landscape and a heightened understanding
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that work together.
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Each a piece of memorable art,
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each a brick in the wall of who we are.
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And it's okay if we remember Tom Hanks
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better than astronaut Jim Lovell
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or have Ben Kingsley's face superimposed onto that of Gandhi's.
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And though not real, Eve Harrington, Howard Beale, Mildred Pierce
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are an opportunity to discover
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what it is to be human,
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and no less helpful to understanding our life and times
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as Shakespeare is in illuminating the world of Elizabethan England.
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We guessed that film,
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whose stories are a meeting place
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of drama, music, literature and human experience,
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would engage and inspire the young people participating in FILMCLUB.
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What we could not have foreseen
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was the measurable improvements
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in behavior, confidence and academic achievement.
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Once-reluctant students now race to school, talk to their teachers,
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fight, not on the playground,
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but to choose next week's film --
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young people who have found self-definition, ambition
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and an appetite for education and social engagement
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from the stories they have witnessed.
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Our members defy the binary description
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of how we so often describe our young.
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They are neither feral nor myopically self-absorbed.
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They are, like other young people,
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negotiating a world with infinite choice,
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but little culture of how to find meaningful experience.
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We appeared surprised at the behaviors
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of those who define themselves
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by the size of the tick on their shoes,
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yet acquisition has been the narrative we have offered.
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If we want different values
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we have to tell a different story,
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a story that understands that an individual narrative
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is an essential component of a person's identity,
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that a collective narrative
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is an essential component of a cultural identity,
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and without it it is impossible to imagine yourself
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as part of a group.
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Because when these people get home
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after a screening of "Rear Window"
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and raise their gaze to the building next door,
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they have the tools to wonder who, apart from them,
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is out there
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and what is their story.
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Thank you.
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(Applause)
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