You can watch the whole film via Clickview (linked on the subject cover page in Seqta).

Ross uses a range of Intertextual techniques in the film to help tell his story and add emphasis to the themes he wants to communicate.  These themes include (but are not limited to):

• Political Oppression – control of others

• Personal Repression – control of one’s own choices

• Fear or acceptance of change – social, cultural, individual

• The world is not perfect

• Blaming others

• Segregation

The main 2 we'll look at are Control and Change.

Change

Individual Change

Consider 2 characters as case studies here: Jennifer/Mary-Sue (David/Bud's sister) and Bill Johnson (the Soda Shop owner).

• What causes these characters to change?

• In what ways do they change?

Social and Cultural Change

Compare the town of Pleasantville at the start and at the end.

• What has changed (aside from everything being in colour)?

• Who or what has brought about that change (consider social groups)? Why?

• Why is the change seen as threatening by those in charge?

Consider your responses and post your thoughts on the quiz below.

To Kill a Mockingbird

Ross alludes to several texts in the film to help explore and develop his ideas on the themes above. One of the major references he makes is to To Kill a Mockingbird - both the 1960 novel by Harper Lee and the 1962 film directed by Robert Mulligan.

As a first example, consider the two images below:

Notice the similarities?

• The impressive, stately building

• The separate tiers

• The segregation  -  the 'coloured' people (except those being interrogated) all required to sit upstairs, away from the 'white' people

And this isn't the only similarity with To Kill a Mockingbird. Both feature:

• A meal incident with the overindulgence of maple syrup – Scout shocked when Walter Cunningham pours it all over his meal; Jennifer shocked when her ‘mother’ pours it all over her breakfast;

• Misunderstandings at school – Scout has trouble at school, as does Jennifer; both find solace in reading.

• Public risings against a member of a minority group.

Ross deliberately refers to To Kill a Mockingbird and its strong anti-racist message to help his own film explore notions of equality and acceptance.

The Wizard of Oz (1939 film)

If you're not familiar with this film, then have a look at the trailer below, and then think about what it seems to have in common with Pleasantville.

Consider elements such as:

• Plot elements (including travel to an alternate world)

• Use of colour vs black and white

• Messages about family, authority and self-confidence.

1950s & 1960s American Family Sitcoms

Within the film the TV show 'Pleasantville' is a pastiche of American family-based sitcoms of the 1950s and early 1960s such as Father Knows Best and Leave It To Beaver. Have a look at the clips of their opening titles below:

Think about these in relation to the features stressed in the features of the show 'Pleasantville' mentioned in the film:

• perfect gardens

• twin beds (why not a double for the parents?)

• huge amounts of homemade food (what is the purpose of showing this?)

• warm greeting

Now consider:

• What values are being promoted?

• What gender roles are evident?

• How do the children treat their parents? (and note how many parents, and what gender mix)

• Pleasantville exaggerates the fact that in these shows toilets were never shown. What's that all about?

Side Note: the prize for the 'Pleasantville' marathon is a trip to ‘the Pleasantville of your choice’  - a reference to The Simpsons and Springfield (deliberately chosen as the Simpsons' home as it is the most common town name in America - there are 52 across the USA). Note the bus’ destination at the end of the film.

Biblical  &/or Mythological References

Several references occur to events in the Bible, particularly the Book of Genesis.

Consider which events from the Bible (particularly the Book of Genesis) that are being referred to (look them up if you need to). Think about how these might relate to the points Ross is trying to make about Control and /or Change.

Historical References

What historical events are alluded to in the film (a couple of examples are hinted at below)?

What point (or points) is Ross trying to make by alluding to these events?

Artworks

Numerous works of art feature in the film (see below). Choose one to look at and consider:

• Who was the artist and why did they matter?

• What features of the painting make it suitable to use in the film?

• How is it being used to add to Ross' message(s) about Control and/or Change?

Literary Allusions

Several writers and literary works are alluded to in the film. Three significant ones are:

• The Adventures of Huckleberry Finn by Mark Twain

• Lady Chatterley’s Lover by DH Lawrence

• The Catcher In The Rye by JD Salinger 

If you are unfamiliar with the stories and /or their writers, do some research about one and consider:

• What is the book's subject matter (ie what's it about?)

• What controversies have surrounded the book and/or author?

• How might this make the work relevant to Ross' message(s) about Control and/or Change?

Music

A number of popular songs are used on the film's soundtrack. Since these songs have been specifically chosen, we can assume Ross is using them to comment on events in the film. 

Choose one of the songs listed below and consider:

• what is happening in the scene where the song is used (a brief description is provided, but review the scene on Clickview to get more detail)?

• what are the lyrics to the song (if it has lyrics)? You may need to look them up.

• what stands out about the music (you may want to look do some research here eg 'Take Five' has some unusual features)? What tone or mood does it set?

• what can you find out about the artist (consider gender, race, any controversies in their lives etc)? How are they relevant to the film (aside from being appropriate to the 1950s/1960s)?

• How is Ross using the song to comment on ideas of Control and/or Change?

The songs to choose from are:

• “Mr Blue” – Pat Boone (when When Jennifer/Mary Sue and Skip are at Lover's Lane)

• "Be-Bop-A-Lula" - Gene Vincent  (over a montage: Lover's Lane, David flipping channels, basketball game, David looking at the back of the TV, a double bed in the furniture store, Doctor looking at a pink tongue)

• "Lawdy Miss Clawdy" - Larry Williams (David/Bud walks into the soda shop. Music playing, kids are combing their hair, kissing, Jennifer/Mary Sue asks David/Bud For cheeseburgers and cherry cokes, David/Bud talks with Bill)

• "Take Five" - The Dave Brubeck Quartet (David/Bud goes into the soda shop, kids start asking questions about the books)

• "So What" - Miles Davis (Follows on from 'Take Five' when David/Bud begins explaining the books)

• "(Let Me Be Your) Teddy Bear" - Elvis Presley (when David asked Margaret out on a date. He’s jumping for joy on the way home.)

• "At Last" - Etta James (when David/Bud and Margaret are driving to Lover's Lane. Betty goes into the soda shop; she and Bill talk.)

• "Rave On!" - Buddy Holly and the Crickets (when David/Bud just finishes reading the new rules to the group of outcasts sitting in the destroyed soda shop.)

You can listen through to most of the songs here or here.