Sunday, February 6, 2022

Belfast and The Tender Bar: Memoir can hit home differently when it is grounded in love.

Movie Belfast; Movie Tender Bar; Psychology; Psychoanalysis; Memoir; Kenneth Branagh





We watched The Tender Bar, a film directed by George Clooney, a week ago and then watched Belfast, a film written and directed by Kenneth Branagh, this week.  I was struck by the similarities between them: both are films based in memoir; each includes terribly well-acted experiences that occur around and within a boy in the late 1960s/early 1970s (JR (Daniel Ranieri) on Long Island and Buddy (Jude Hill) in Belfast); each boy grows up to be an artist; both boys have a longing for an absent father that is capably filled by family members – a grandfather and, to a lesser extent, a grandmother in each, and JR’s uncle in The Tender Bar; and they are both well-crafted movies following a well-trod path eerily echoing each other.

While both were satisfying movie watching experiences, Belfast had an emotional impact that was seismically more profound than that of The Tender Bar; I was taken aback by the unexpected power of the film, even as I was watching it.  Why, I wondered, is this film affecting me in this way?  Especially because I found myself being critical of it in advance of seeing it and also as it unfolded, how could I be so moved by it?


Both movies are disorienting.  You don’t quite know who is who in the beginning of each.  The voiceover in the Tender Bar introduces the characters and their relationships, but something about the chaotic nature of them – and I think also that Ben Affleck, playing the part of Uncle Charlie Maguire, seemed too clean cut to be as seedy as the character seemed to need to be – and that his performance was such a close reprise of his role in Good Will Hunting that The Tender Bar felt more like a variation on a theme or perhaps déjà vu with prodigious language skills as a substitute for math skills, that it left me a bit disoriented.

Belfast; however – a film about which I only knew that it was a memoir of Kenneth Branagh’s childhood – took my breath away in the opening scene and never quite gave it back.  I came into the film expecting to learn how a great light of the English Stage and Screen learned his craft.  I left with that, but not at all in the way I expected to receive it.

I have always secretly hated Branagh.  I think mostly out of envy.  Why does he have all this talent?  How come he gets to strut and preen on the stage and screen?  It’s ugly of me, I know, but there’s the truth.  Especially when I saw him in the remake of The Orient Express, a film he directed and starred in; the grandiosity of his character seemed to reflect the personal grandiosity that I had sensed emanating from him in perhaps all of his films including his uncut Hamlet (though I won’t rule out the possibility that I projected it onto him).  This is also tinged by my entirely naïve fear that he imagined himself too pretty for Emma Thompson (and I will state that this is completely a projection on my part).

So, I was well prepared to dislike this film, and dislike it I did at the git go.  Naïve not just to Branaugh, I was naïve to Belfast as a historical place.  When the camera jumped the wall from present day Belfast – a small port city with shipbuilding capacity, a modest but clearly modern skyline, with a certain gritty but likeable exterior to the Belfast of the late 1960s, portrayed in black and white, with streets so clean they had to be a movie set and an idyllic neighborhood where everyone knew each other and was looking out for each other, I thought, “Here we go, this feels like we’re in the cleaned up New York of the original West Side Story and Officer Krupke is just around the corner…”

What was just around the corner, of course, was harrowing.  The Troubles emerge and spoil the idyll.  And the tension in the film revolves around the ways in which the family is torn by its attachment to the Belfast they have grown up in – articulated most clearly by the boy’s mother Ma (Caitríona Balfe) and by Buddy himself – and by the wish to get the hell out – articulated by the boy’s father, Pa (Jamie Dornan)  who works in England and comes home only every other weekend and us – the audience – who fear for Buddy’s (and everybody else’s) life.

One of the differences between the two films is the personality of the boy at the center of it all.  Each boy has a close relationship with his mother – and, in the absence of the father (the boy in The Tender Bar’s father is The Voice on your AM dial, calling out the hits on various New York Radio Stations which JR listens to on his radio at roughly the same time that Buddy is in Belfast listening to orders from police through megaphones), each boy gets wisdom, including and especially about women, from a relative. 

It is not clear what JR does with the wisdom he gleans.  Unlike in Belfast, we get to see him operate as young man (played by Tye Sheridan).  Here he can take the weary worldly wise attitude of uncle Charlie and direct it at the parents of the girlfriend who has just jilted him in her family home – and he dismisses her parents as cruelly as she has just dismissed him.  But he, like his uncle, can’t seem to take his own advice and stays stuck in adoring an inconstant lover – a lover as inconstant as his father has been.  His task – the coming of age that he must achieve – is to harness the powers of observation that his younger self used to create stories and pursue his art (writing), rather than to pursue a career (writing) that will impress his lover.

Let me explain the last sentence in the last paragraph.  One of my dear friends from childhood, the drummer in the band that I played with in High School, is a professional musician.  When he and I met recently for lunch, we talked and I was impressed with his success (trust me, it is remarkable).  He was lamenting, though, being a professional musician.  He writes and performs music to meet other’s needs and he is handsomely paid for doing that.  But he is also not free.  He envies the busker who opens his guitar case, plays his songs for whatever people will pay, and plays whatever he chooses.  What he told me was that guy – the busker – declares himself an artist.  He said, “I, on the other hand, write and play what people tell me too.”

Now, don’t get me wrong.  The author of the book from which the movie was made (JR Moehringer) has to create stories that his agent and his editor believe will sell (and, I just discovered, he has earned a Pullitzer for his reporting – so the wish to be an artist rather than a professional is apparently an unachieved dream).  And my friend plays – and plays with – and creates – music.  He is an artist.  But the freedom of coming of age – the sense of owning one’s own destiny (rather than being constantly in debt to bookies, as Uncle Charlie is, and forever in love with an unloving paramour, as JR appears to escape from) is the hoped for experience of this movie.

The theme of Belfast, though, is sad rather than hopeful.  While Buddy’s Pa tries to lure Ma to take the family to Nova Scotia or Perth, Buddy overhears them and processes what he hears with his grandfather.  Unlike Uncle Charlie’s scattershot advice about managing women, Buddy’s grandpa has an endearingly romantic notion of what it means to be in love, and he enacts this with his wife (played fetchingly by Dame Judith Dench), Pa enacts it with Ma, and Protestant Buddy enacts it in his achingly earnest courtship of Catherine, the Catholic girl for whom he tries to master maths so as to be able to earn the seat across from her.  To achieve freedom, but more importantly safety, Buddy (and Pa and Ma and his older brother) must leave behind much that they love.  

The relationships in Belfast are built on more solid foundations than those depicted in The Tender Bar.  The protagonists in each movie make use of what they are given as a launching pad that propels them far.  Each takes their own character (Buddy, unlike JR, is not primarily an observer – he acts – meaning that he emulates his father’s drive to more actively chart the arc of his life (including by getting caught up in the troubles in his own 9 year old way) and we know this will take him far and to a place that is consonant with who they are as people.

Perhaps in my harsh judgement of Branagh, I am emulating JR.  Invited into Branagh’s home and feeling jilted by my envy of his talent and opportunities, I have chosen to devalue them as JR devalued his girlfriend’s home.  Perhaps Branagh’s skill and opportunity rests on a solid foundation that, no matter how idealized it may be in the rosy hues of hindsight, provides him with the pluck of the truly joyful kid whose life has been tempered by learning, all too early, how dear and fragile that joy is and how dependent it is on loving the people in your life.  His action, sharing that love with actors on screen - and therefore with those of us who connect with him (when we aren't feeling too much envy), connects us to something essential about who it is that he is - something that all the ugliness of The Troubles and the complications of the roles he has played on stage and screen, and also in life, cannot shake out of him.    


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Friday, February 4, 2022

COVID Chronicles XXV: What, No Snow Days?

 COVID, Selye Stress Response Syndrome, Psychology, Psychoanalysis, Strain in the University





It is February of 2022, roughly the second anniversary of our discovery of the COVID-19 virus (and two years since a go round that I had with a very serious cold that knocked me out for the better part of a month – could it have been COVID?).  We are still trudging forward – the omicron strain has been infectious enough that it doesn’t seem to have anyone new to infect.  We continue to mask on campus, though we are all required to be vaccinated and the students do not mask at the basketball games.  Many of them have also quit making use of the on campus health facility because if they are found to have COVID, they are put in quarantine and not allowed to go to class.  To their credit, many of them are self-quarantining until they believe themselves to be safe…

Last weekend I was talking to a colleague from Vienna, and he reports that it is against the law in Austria not to be vaccinated.  To this point, they have not been enforcing the law, but in a month or two they will levy a fine of 600 Euros on anyone who is not vaccinated, perhaps on a monthly basis.  He predicts that, if this occurs, there will be violent rioting in the streets, and I don’t doubt it.  Denmark, meanwhile, has lifted all restrictions.  These two wildly different positions clarify that we simply don’t know whether the pandemic has become an endemic or whether we are creating exactly the right conditions for the virus to become really virulent.  Time will tell.

In the meantime, I am quarantined at home by a blanket of snow.  The University is closed, but classes are being held – sort of.  The mandate from the administration is that classes must be asynchronous.  That means that we are not allowed to hold classes by zoom at the appointed time.  Now you may have had to read that last sentence twice.  It is senseless.  We have been holding zoom classes as a means of surviving the pandemic.  We are not able to get to school, so what are we to do?  In the old days, class would be cancelled, we would adjust the material to be covered and announce the changes at the next class.  But we no longer live in those times.  Nature cannot prevent us from meeting now, we have technology.

So why can’t we use zoom?  The logic here is twisted, so I will try to explain it as best I am able, but I’m not sure I’ve got it.  In an attempt to be responsive to students and faculty who may have other things going on when a snow day occurs (such as caring for children – or going sledding, perhaps, in the case of our undergrads), synchronous classes will not be held.  Instead, on a day when lots of other things may be going on, we are to come up with a new assignment, tape a lecture which can be viewed at anytime, and create a meaningful activity for our students to do.  We should not hold zoom classes because for those students who can’t go to zoom classes because their professors are unable to provide them, they may feel they are not getting what their peers are getting.

There are all kinds of problems with this logic.  The most problematic aspect is that the administration should know what kind of pedagogical engagement should be used for our students at a particular, unpredictable moment in the semester – to know that it is anything but zoom (though implicitly, because others would be jealous, it is likely to be zoom) – and we should be able to create that exact needed asynchronous learning opportunity with no notice while managing the other fallout from a snow day. 

It’s exhausting to complain about this.  How much tone deafness can a faculty that is already beleaguered tolerate?  The irony is that this is the first salvo from a new administration, one that we thought would be friendlier and more supportive than the last (and, at least in their imagination, they appear to be attempting to be just that).  The problem with both administrations is the assumption that college professors need to be told how to teach their classes – that they can’t be trusted to create the best possible experience for their students at a given moment based on the circumstances.  Or, from a more paranoid position, that we won’t object to working on a day that nature has told us to take off because we are so angry about how we are being told to work…

I must admit that I feel some sympathy for people who are trying to exert control after having been out of control for two years.  How did I exert control?  I held two classes by zoom, recorded them, and told the students who did not attend that their assignment was to watch the recording.  I provided both synchronous and asynchronous learning opportunities.  Most importantly, I provided the best possible means of delivering what was needed by those students at this point in the semester in each class. The material in each class was dependent on interactions between the teacher and the students.  Those who couldn’t attend can watch that interaction take place – not as good as being there, but better to see their peers engaging than to be lectured at about something that requires participation.

 Perhaps they will fire me for it.  A peer provided me with the link to a video of a professor’s “welcoming” his students to class where he clarified that he experienced the students he was being forced into the classroom to teach as “virus vectors” and encouraged them to stay home and watch him teach.  After the video went viral, his school fired him – and he had tenure!  Perhaps they will fire those of us who don’t join the great resignation, and they can have all the control, and teaching responsibilities, themselves.


Near the beginning of the pandemic, I referenced Hans Selye’s stress response curve, not as a means of understanding our response to infection by the virus, but as a means of understanding our response to the social consequences of the virus.  I obviously think that is a potentially useful application of that curve, but I am also aware that it is a means of understanding acute stress – the kind of stress that a virus puts on an individual’s system.  Especially as the pandemic has extended, the strain has become chronic, and the effects of that are both more subtle, but I think also, perhaps, more pernicious.  I was talking with a friend about this and wondering if we know what the social consequences will be and he rightly stated that we don’t even know what the impact of this has been on each of us.

In a recent meeting of the faculty as a whole, it was clear that there was great dissatisfaction with the position that we are in.  The administration (as in this post) became a lightning rod for that dissatisfaction.  Members of the benefits committee noted that they had requested that the administration provide N95 masks for faculty to wear in addition to the two fabric masks they provided at the beginning of the pandemic.  The incommensurability of the level of dissatisfaction and the laughably small, but likely unobtainable remediation was a poignantly visible marker of how much work we have to do to recover from the chronic strain of, for instance, managing the fear that we will die by entering the classroom - something that we have then distanced ourselves from, as if that fear wasn't very real - because we did not, in fact, die.

If I were to think catastrophically about this (and one of my nicknames within the family is captain catastrophe), I think that climate change is nature’s desperate attempt to regain equilibrium.  The intense storms that we are seeing are a way of releasing the excess heat that has built up in reaction to the greenhouse effect.  The virus (as if it were a sentient being, and not a barely alive and so small as to be invisible agent) might be trying to rid the planet of the perpetrators of this overheating and habitat destroying monster. 

Even if this is not the case, I do wonder whether it is wise to ignore nature’s call to slow down – take a day off – and go sledding with the kids.  Our continuing to become more and more isolated from the natural world – to stay in our rooms and study harder – promotes further isolation from an awareness of the ways in which we are products and citizens of the environment.  More than that, we have been entrusted to be stewards, and when we emulate university administrators and attempt to exert too much control over that environment rather than recognizing that it has its own rules and methods of managing situations, it appears likely we will pay a very heavy price for our hubris.


  To access a narrative description of other posts on this site, link here.  For a subject based index, link here. 

To subscribe to posts (which occur 2-3 times per month), please try using the service at the top of the page.  I have had difficulty with these and am looking for something better, but these are what I have at this moment. 

For other posts on COVID:
I:       Apocalypse Now  my first posting on COVID-19.
II:      Midnight in Paris  is a jumping off point for more thinking about COVID.  (Also in Movies).
III:    Hans Selye and the Stress Response Syndrome.  COVID becomes more normal... for now.
VI:    Get back in that classroom  Paranoid ruminations.
VII:   Why Shutting Classes Makes Fiscal Sense A weak argument
XIII: Ennui
XIV. Where, Oh Where have my in-person students gone?  Split zoom classes in the age of COVID.
XVIII.    I miss my mask?
IXX.      Bo Burnham's Inside Commentary on the commenter.