theguardian.com
Labed's "Sisters": A Stylistic but Disconnected Adaptation
Ariane Labed's feature film debut, "Sisters," adapts Daisy Johnson's novel, blending Greek new wave influences and literary homages while following two sisters' intense bond amidst bullying and strange events in Ireland.
- How does the film's international coproduction and shifting locations affect the narrative consistency and viewer experience of "Sisters"?
- The film's international coproduction may have contributed to a disconnect between its various elements, including location and accents. The narrative, while featuring strong performances and a significant plot twist, feels somewhat contrived, prioritizing stylistic choices over emotional realism. The movie's self-aware nature might have hindered its ability to fully engage with the story's emotional depth.
- What are the potential long-term implications of Labed's self-aware approach to filmmaking on the reception and evolution of her future projects?
- Sisters'" unique blend of stylistic influences and narrative elements, while ambitious, results in a film that prioritizes its artistic expression over narrative coherence. The potential impact of this approach is a mixed reception, where strong performances are unable to overcome the sense of artificiality in the overall production. Future works by Labed may benefit from a more integrated approach to style and substance.
- What are the key narrative elements and stylistic choices in Ariane Labed's "Sisters," and how do these elements contribute to the film's overall impact and reception?
- Ariane Labed's directorial debut, "Sisters," adapts Daisy Johnson's novel, incorporating influences from Greek new wave cinema and referencing works by Shirley Jackson and Stephen King. The film follows two sisters, September and July, whose intense bond is tested by bullying and strange occurrences after relocating to Ireland.
Cognitive Concepts
Framing Bias
The review's framing emphasizes the film's flaws and shortcomings. While acknowledging the strong performances and interesting premise, the negative aspects (lack of coherence, feeling 'actorly') are given more prominence and weight, potentially shaping the reader's perception negatively. The headline, if there were one, would likely reinforce this negative framing.
Language Bias
Words like "awful lot," "strange," "weird," "brutally bullied," and "contorts" carry negative connotations and contribute to the overall critical tone of the review. More neutral alternatives could include: "many elements," "unusual," "eccentric," "faced bullying," and "strives for effect." The repeated use of words like "strong" to describe the performances is positive, but does not provide substantial supporting details.
Bias by Omission
The review focuses heavily on the film's style and production, mentioning the director's background and influences. However, it omits discussion of the film's plot points beyond broad strokes, and doesn't delve into the themes or messages conveyed. This omission prevents a full understanding of the film's success or failure in achieving its goals. The review also omits a discussion of the target audience and the film's potential impact on them.
False Dichotomy
The review presents a somewhat simplistic eitheor framing by contrasting the film's ambitious elements (strong performances, interesting premise) with its ultimate failure to cohere. It doesn't explore the possibility of a film being both stylistically interesting and narratively flawed simultaneously.
Gender Bias
The review describes the sisters' relationship using terms like "dominating" and "submissive," potentially reinforcing gender stereotypes. While not explicitly stated, these descriptors could subtly suggest that the sisterly dynamic is inherently unequal, influenced by traditional gender roles. More nuanced descriptions could help avoid these implications. The review does not focus unduly on the physical appearance of any characters.
Sustainable Development Goals
The film is partly set in the National College of Art and Design in Dublin, showcasing the importance of education and artistic expression. While not explicitly focusing on educational access or quality, the setting subtly highlights the role of educational institutions in fostering creativity and personal development.