Synopsis
The film begins with the birth of a child, doomed by the indigenous belief that a child born during an eclipse is cursed with extraordinary destructive powers. The only way to handle this situation, according to the belief, is to let the baby be trampled by a stampede of cattle. This is what the baby's father does, but the child is rescued by a young, sterile woman who raises him as her own child. She names him Kapila, "the lame one," because his foot was badly damaged in the stampede. Haunted by nightmares, Kapila grows up. Seeking explanation to his dreams, he learns vague truths of his birth. He embarks on a journey for answers, without his mother's blessing. Along the way he falls in love with another "other," a mixed-race girl named Fara; finds his father who, racked by guilt at "murdering" his child and losing his wife in the childbirth, becomes the village idiot called "Bird Man;" and encounters much opposition, as he tries to resolve the issue of his fate. The film is rife with African mysticism that will need to be addressed.27
Country Information
Madagascar, also known as "The Great Red Island," is officially known as the Malagasy Republic (pronounced mahl-GASH). It is the fourth largest island in the world and has a very diverse ecology, with six different micro-climates.28 The capital of Madagascar is Tananarive (Antananarivo), or Tana, for short. The first people of Madagascar came there from Indonesia and Malaysia. It is uncertain why they were traveling so far West (that's 4,000 miles, in canoes!) Then Arab traders in the 600s; Portugese sailors in the 1500s, and the French in the 1700s. The French ruled until 1960. People from Madagascar/Malagasy Republic are called the Malagasy. There are 18 different Malagasy ethnic groups. The Merina and Betsileo (both Malayo-Indonesian in descent) are the most prevalent; the coast is largely populated with ethnic groups of African and Arab descent. Despite the variety of ethnic groups, there is one Malagasy language, which is the official language. French is the country's second language, and it remains a language of the educated.
The film takes place in the central highlands, or high plateau region, and shows mostly Merinas. The traditional religions of this area focus on the relationship between the living and the dead; in the film we see Kapila's mother making death shrouds.
National products include mangoes, grapes, peaches, pears, pineapples, avocadoes, lichee nuts, orchids, violets, mimosas. Rice is a staple in the Malagasy diet. It is eaten at every meal, even at breakfast. Ranonapango is a beverage made by burning rice and adding water; it is an important part of the Malagasy meal.29 The class should sample some as a treat; if possible it should be made in class.
Topics and Possibilities
The Merina people of this film adhere to belief in destiny, or
vintana.
Many Americans view destiny as superstition; the point must be made that people have different beliefs, and that many differences rise out of those beliefs. Brainstorm examples in class.
The schoolhouse scene makes a beautiful statement on the difference between education and knowledge. During a lesson on the sea, the teacher figures out that the students have never seen the sea. Now, they
do
live inland, but for
none
of them to
ever
have seen it is striking. Foster discussion of this; take a poll of who has been to different places at varying distances from your school. Do we travel more or less? Why? How does geography affect our experiences?
In the film, freedom is embodied in the stars and the sea, and people are living somewhere in between the two. Ask students what embodies freedom for them? Where do they position themselves in relation to freedom? What is freedom, anyway?
