Film Analysis: Wuthering Heights - Movie Review Example

? Film Analysis: Wuthering Heights (1939) of Introduction Performance arts form important means of passing information to different people efficiently. Types of performance work used to relay a message effectively include drama, poems, novels, short stories as well as plays. Using appropriate stylistic devices, performance artists quickly draw attention of their audience or readers. Content and relevance of a drama, for instance, depends on how author of a play explains his/her themes. In addition, effectiveness of a drama, as a means of communication, depends on flow of play episodes and how characters in a drama contribute to plot development and explaining drama themes. According to Buhler, et al (2009), full understanding of a drama or a movie calls for analysis of different aspect of the movie. Important analytical areas include a story set-up, use of different literature devices, character and characterization, and symbolic meaning of a story among others. This paper, in effect, analyzes the Wuthering Heights (1939) Film. Background Information Wuthering Heights is a film that reveals how individual’s choices and characters determine various happenings in a person’s life. The film is directed by William Wyler and produced by Samuel Goldwyn. The movie is romantic play that presents two confronting personalities, which are love and hatred. The film is based on an Emily Bronte’s novel, Wuthering Heights, which is also a romantic literature. It, however, depicts only 16 chapters out of 34 chapters of the novel. The romantic play revolves around two main characters, Catherine Earnshaw (Sarita Wooten) and Heathcliff (Laurence Oliver), whose love and affection for one another gradually increases since childhood (Hardy et al, scene 2 2009). The two characters, however, have a staggering relationship because of differences in their social status. Cathy is born in a wealthy family, whereas Heathcliff is a poor stable boy who is pessimistic about his acceptance in a society. Plot Summary and Storytelling The film unfolds in a flashback. The story is narrated by a housekeeper, Ellen Dean, to a stranger Lockwood (Miles Mander) (Sharma, 2010). The house-lady recounts the story to Mr. Lockwood, who takes a shelter at the Wuthering Heights estates. The curtains open by showing a comfortable life Mr. Earnshaw (Cecil Kellaway), a farmer, has with his children, Hindley (Douglas Scott) and Cathy a friendly farmer. The film producer portrays Mr. Earnshaw as a friendly farmer who interacts freely with his family and other people. Being a generous and congenial gentleman, the farmer rescues a street child, Heathcliff. The kid is loved by all members of the Earnshaw’s family except Hindley. The street boy and Cathy soon become intimate friends, a behavior that does not please Hindley. After the demise of Mr. Earnshaw, Hindley expresses his cruel enmity towards Heathcliff and stops him from marrying his sister. Heathcliff gets angry and leaves his “family.” When the street boy comes back, he finds that Cathy is married to Edgar Linton (David Niven), a rich neighbor (Sharma, 2010). Acting The drama involves many characters, each of whom contributes to plot development and theme illustration. Individual contributions, however, vary from one character to another depending on roles played in the film. According to Bloom (2000), characters in the movie are categorized as active and passive actors. Active actors, whom the story revolves around, are Heathcliff and Cathy. Heathcliff is portrayed as an important actor who, despite his poor background, significantly assists in plot development. By incorporating the street boy in the Earnshaw’s family the theme of love and selfishness is revealed. The street kid also reveals how certain individual’s have good characters despite being in a society rotten with evil things. The actor, moreover, discloses the theme of revenge and several stylistic devices such as irony. Even though he has a low societal status, he is able to cause problems in Hindley’s mind. The director uses the character to imply that each member of a society has a role to play in enhancing wholeness of a society. Heathcliff’s personalities also confirm that the protagonist is an astounding character. After being accepted in a rich family, Heathcliff is not fully driven by pride, he still recalls his background. Even after realizing that Hindley hates him, he does not resort to immediate violence. Instead, he humbles himself while in the family and he later chooses disappear. Active actors in the play show how being obsessed in love is disastrous. Other characters similarly contribute significantly to both plot development and theme expounding (Sharma, 2010). In spite of effective use of characters in the story, there were, however, problems in selection of actors (Bronte, 2009). There was no agreement between Oliver and Goldwin in selection of the main actress. Heathcliff preferred to have his fiancee, Vivian Leigh, to play the part of Cathy. The producer, on the other hand, saw Vivian as an unpopular character in America. By considering her roles in the previous movie “Gone with the Wind,” Goldwin argued that Vivian had not become an international star. The choice of the actress made the acting relationship between Oliver and Wooten imperfect than it would have been if Vivian would have played Cathy’s part. Participation of the two characters in the play was, therefore, tampered with by the choice of the actress. Cinematography Wuthering Heights is a representation of an acme of 1930s Hollywood romanticism. Romance in the play is evident through the film making process. Goldwin uses a cinematographer Gregg Toland, who applies distinct techniques to ensure that motion of pictures and background set-ups are consistent in conveying a similar message to an audience. During production time, Toland uses a new Mitchell BNC camera to improve quality of the movie. According to Hawthorne et al (2009), Wuthering Heights is the first drama to apply the camera model in a movie production. Because of quality created in the movie, the camera model has been applied in several other film productions. Toland also correctly uses contrast that best suits mood variations of the entire play. In other words, the cinematographer varies contrast according to mood created in a scene. A dull contrast is applied when actors are in a sad mood. In the play sad moments include when Mr. Earnshaw dies, incidences revealing hatred between Heathcliff and Hindley, and disappearance of Heathcliff from Cathy’s world. A bright contrast is, on the other hand, used during love moments Heathcliff shares with his lovebird. In addition, the film, through the cinematographer Gregg Toland, the director of the film William Wyler, and the arts designer James Basevi, practically and convincingly creates storm-tossed moors of Yorkshire (Bloom, 2000). Though symbolic in nature, shooting the play in a Conejo hills in California is an indication a natural attraction between the two main characters in the play. Incorporating nature in most parts of the film also reveals who the play focused on. The play targets tender and still-growing individuals in a society full of various evil practices. Though the element of “naturality” is evidently portrayed in the movie, extensive exterior work is done within studio walls. Editing According to Sharma (2010), the novel is established between late 18th and early 19th century. Medell, however, places the movie around mid 19th century. The novel was also published during mid 19th century. Hawthorne et al (2009) suggests that Goldwin intentionally allowed the edition because he thought regency fashions were less beautiful than “Civil war” fashions. Bronte & Bloom (2010) also think that the production was a strategy to cut down the overall filming process by recycling costumes used in a Civil War drama. Sharma (2010), on the other hand, claims that fitting the movie to the time of production of the novel was a way of promoting the movie. No one, after reading the novel, would go without watching a real play of the novel. To edit the movie to a modern play, the editor applies various artistic skills, ranging from incorporating as many stylistics devices as possible, proper characterization of actors, and ensuring a smooth sequence of events. The edition is considered to be of high quality because of it is a colored version of the novel. More editions have been done on the play and today, the play is popular in different operas and theaters. The editions further indicate the reality and practically of the entire drama. Love issues form integral component of today’s life. The film was and is still applicable in normal life situations. Wyler’s play is dramatized from a youthful point of view. As mentioned above, the film is a representation of Emily Bronte’s novel, Wuthering Heights. There is, however, partial representation of the entire novel. The play, through the editor Daniel Madell, depicts only 16 chapters out 34 chapters in the novel. In characterization, edition of the movie creates a contrast between the play and the novel. In the novel, there is mention of Cathy’s daughter and Heathcliff’s son. The two young individuals, according to Sharma (2010), play important roles in the lives of the two former lovebirds. Their roles are omitted in the film. The play does not mention anything to do with the succeeding generation. In this context, edition of the film has created conflicting issues. Sound in the Movie Both the director and the producer suitably accompany the play with appropriate music that serves several purposes. Music has been used in the movie to express emotions of the characters. Because the movie is a romantic play, music played in most scenes is a love song. Linked to emotional role of sound, music has also been used to establish a mood, which is common at the beginning of every episode or during transition from one scene to another. Quality of the movie has also been heightened by incorporating background sound. In overall, music has been used in the movie to reveal emotions, mood, expand about the main theme of love. It is, therefore, clear that music is used to improve quality of the play. The wonderful musical scores directly match various tones in the play that Wyler intended to reveal to his viewers. Styles and Directing To fully capture attention of the audience, both Goldwin and Wyler incorporates several artistic styles. Specific style is applied at specific places not only to make the story interesting and flowing, but also to indirectly inform audience about what is happening. Bronte & Bloom (2010), however, observe that the play is full of symbolism, allegory, and imagery. The oak-paneled bed, for instance, has significance both in the novel and in the film. Lockwood and Heathcliff view the bed in different ways. The stranger perceives the bed as a source security and protection. Nevertheless, after learning about Cathy and Heathcliff, he sees the bed as a retreat to the two lovebirds. Ironically, after discovering the story of Cathy and Heathcliff, nightmares disturb Lockwood. The nightmares symbolically reveal fury that spirits of the soul mates had after realizing that their love object and place has been violated by a stranger. Through Heathcliff, the bed is perceived as a supernatural object. Weather, nature, and the moors are used to reveal emotions and mood created in the play. The three elements of the play signify menace and threat present through actions and behaviors of actors towards one another. The features also reveal mysticism and mystery that surrounds the play. There are several other incidences where different stylistic devices are applied to suit context and message of a scene. In sum, by applying correct contrast, tonal variation, and a suitable texture appropriately, the film represents a well-nigh illustration of studio-system movie making. By properly using various artistic devices, the play is a definitive version of Bronte’s novel because it divulges an eternal and smoldering passion between two soul-mates. Societal Impact Wyler and Goldwin use the film to inform their audience that a society is full of various issues, which if not critically evaluated, are disastrous. Love and romance is an aspect of life that determines relationship among people in a society. In the entire film, the intimate relationship between Heathcliff and Cathy is repeatedly revealed through love promises the soul mates make to one another. The relationship does not, however, end well. The ending point, thus, implies that being obsessed with something or a behavior before analyzing possible repercussions is dangerous. The film also reveals how revenge and hatred are characters that ruin life of a person. Hatred is evident through Hindley who uses his self interest, as an excuse, to express his hatred to Heathcliff. Revenge is disclosed when Heathcliff realizes that, through hatred between him and Hindley, Cathy is married to another person. Cathy also promises to harm anyone who attempt to disrupt love between Heathcliff and her. The drama also educates about living a moral life, especially through Hindley. The actor, being an alcoholic, can neither have a stable marriage nor a good relationship with people. Genre Wuthering Heights is a romantic play (Hawthorne et al., 2009). A strong love exists between Cathy and Heathcliff; no one is able to separate the two even with death threats. Even though other marriages are included in the play, love between new couples is not as strong as that between the two main characters. The duo is attracted to one another by individual desire, lust, passion, ambition, and appetite. Wuthering Heights is also a gothic fiction movie (Sharma, 2010). Behaviors and characters of actors in the play are not consistent with gothic period. Responses, motives, and actions of protagonists and antagonists in the play surpass character of an average gothic villain. Also, there is emphasis on morality in the original novel than the action-driven novel. In addition, certain spooky gothic qualities are included in the drama, which are not present in the gothic time. Such frightening qualities include stormy weather, nightmares, extreme landscapes, madness, a supernatural presence, and melancholic figures among others. Approaches to Analysis and Interpretation While analyzing and interpreting the film, it is imperative to apply production, theoretical framework, context, and creation approaches. Production approach involves evaluating whether a film, in general, fits its time of production. Various film components to be considered include characters, plot, themes, and stylistic devices among others. In Wuthering Heights (1939), Samuel Goldwyn produces the movie as if it were acted at around 19th century, when the actual acting time is around mid 18th and 19th centuries. All theoretical frameworks applied in the play revolve around romance and love issues. By evaluating the entire plot of the play, this paper has analyzed the film from a social context. In other words, actions in the play have been presumed to be truly happening in our societies. Societal live has, in effect, been considered while creating the movie. In textual analysis, various components of the film have been used to explore various themes. Themes extensively explored include love and romance, revenge and hatred, marriage, and belief in spiritualism. Despite being perfectly produced, the movie has, nevertheless, received some criticisms. Criticism Despite the fact that the film is successful in educating about love, hatred, and revenge in a society, some of its contents have, however, been criticized. For instance, partial representation of Emily Bronte’s novel is one aspect of the play that critics focus on. The movie has also been criticized about omission of a new generation. Heathcliff’s son and Cathy’s daughter do not feature in the movie. Based on the two reasons, critics argue that the film is not an acted form of Bronte’s novel. In addition, there is introduction of new characters at the end of the movie. The final episode shows Cathy and Heathcliff walking joyously hand in hand. However, neither Oberon nor Oliver participated in the scene. That is, the main characters were replaced by other individuals who had not featured in the play, a scene that has created confusion among several viewers (Sharma, 2010). Conclusion In sum, Wuthering Heights (1939) is a romantic American classic movie representing a portion of Bronte’s novel. The director of the play incorporates various stylistic devices including symbolism, flashback, irony, and imagery among others to clearly reveal his themes. Using two young people, the director illustrates how social status of a person dictates how he/she relates with other people in a society. Wyler also illustrates how being obsessed with a specific thought or anything can be misleading. Plot of the film proves reality of the content of the play. By applying various artistic and cinematographic styles, Wyler satisfactorily presents his themes in a more illustrative manner. Various editions of the original film have not only made the play more applicable in modern societies, but have also enables easy understanding and interpretation of the play. References Bloom, H. (2000). Emily Bronte's Wuthering Heights (Bloom's Reviews). Chelsea House Publications. Bronte, E. (2009). Wuthering Heights (Penguin Classics). Eds. Pauline Nestor, Coralie Bickford-Smith, and Lucasta Miller. Waterstones Edition. Penguin Classics. Bronte, E., & Bloom, A. (2010).Wuthering Heights; the Wild and Wanton edition. Adams Media. Buhler, J., Neumeyer, D., & Deemer, R. (2009). Hearing the movies: Music and sound in film history. Oxford University Press: USA. Hardy, Tom et al (2009). Wuthering Heights. Prod. US: WGBH – Preorder. Hawthorne, N., Austen, J., & Bronte, C. (2009). 5 Classics bundle - The Scarlet Letter,Jane Eyre,Pride & Prejudice,Wuthering Heights,Sense and Sensibility - Easy Navigation. Norman Publishing. Sharma, R. (2010). Wuthering Heights-Complete Summary & Analysis. Rajasir Press. Read More