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CHILDREN AND ADOLESCENTS AND THE CINEMA
interest, speculations are made as to what actress can best portray her, and the subtlest details in her relationships are noticed. For instance, one girl writes about Scarlett's relationship with Ashley Wilkes: 'The story is how Scarlett falls in love with Ashley, who is to marry his cousin Melanie, as he is interested in arts and books, and Scarlett, whom he also loves, loves to have great balls and dances, and they would clash if they were to marry ... at the end of the film, when she had married Rhett, and he was leaving her, they showed you Scarlett thinking of her home Tara, and although her husband has left her, she still has Tara, the home she loves, to return to.5
Another girl, discussing Gone with the Wind, says that she liked the film because she did not come away 'feeling you were worlds apart from the actors'. The main criticism made by children and adolescents is usually that they could not understand the film. For a film to be understood and liked in these years, the child must be able partly or completely to identify himself with the actors — that is, the film must be in conformity with the adolescent's experience. This seems to be the first requisite for the popularity of a film: that it offers scope for self-identification. The difference between children and adolescents in this respect is that children, up to roughly nine or eleven, tend to identify themselves with individuals. This is especially noticeable among very young children, when in their games they assume the roles of 'mother' and 'father'; also, the great excitement during pursuit or battle scenes in which the hero is involved, points to a certain amount of identification. The adolescent's range of identification, however, is wider; it is concerned with filling an imaginary place in a social group. The child first accepts a role and a relationship offered by his immediate group, 'and gradually draws his own models from a wider range of possibilities. The fundamental task of growing up may be seen in terms of the need for defining a role for oneself which will give expression to one's own interests and capacities, and which will at the same time be acceptable to one's social group.' (Murphy and Newcomb: Experimental Social Psychology, p. 512.) From early adolescence onwards, the realisation of belonging to a larger group than home or school begins to be realised. The nation, the sense of citizenship, become important.
One girl, e.g., liked The Way Ahead 'not only for the story of the film, but also for the way that it paid tribute to our gallant soldiers, the orderliness and bravery of them, their thought for others, and how they made themselves used to the army discipline'. While
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