Character archetypes in Kes PDF

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Looking at how characters are represented in the film 'Kes'...

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How does Kes (1969) portray the working class?

Kes is a film directed by Ken Loach in 1969 that addresses the issue of working class poverty and limited opportunities in South Yorkshire, where mining workers were among the lowest paid. According to Jones and Davies (2001), the reason for focusing on people in this area in such detail is because Loach ‘seeks a cinema which gives `working-class people their value and dignity’ (p145), as the working class are so under-represented in film. Kes depicts a time of ‘unresolved educational crisis, in which questions of education’s value and meaning were the subject of sharp ideological conflict’ (Jones & Davies, 2001, p141) because in a period of industrial economic growth, manual labour workers were required and education was not regarded as a necessity. Narratives arise and characters’ attitudes and behaviours are shaped from their landscapes. Kes begins in an old, small and confined bedroom which is shared by main character, Billy Casper and his brother, Jud. The room is dark, possibly symbolising the darkness of social hierarchy and being trapped in the working class system with limited future prospects. They fend for themselves as their parents are rarely, if ever seen in the film, perhaps because they’re working hard for a basic wage. When Billy is running through the streets, we can identify a separation of classes by looking at the terrace housing which is distanced from the more opulent ‘Firs Hill’ area. The concept of growing industrialism is evident in one scene which reinforces this ideology of the working class struggle. Billy’s future looks bleak and Jud asks ‘where you gonna work then?’, imposing the mines as the only option but Billy is given an opportunity after unfairly caging a kestrel. This could be a metaphor for his life struggles, and the bird could also convey a symbol of freedom and hope, giving Billy a sense of purpose. The film is Social Realist, defined by Hallam and Marshment (2000, p176) as one that shows ‘the effects of environmental factors on the development of character through depictions that emphasise the relationship between location and identity” which reinforces how the falconry talents of Billy are dismissed and because of where he lives, will struggle to gain an education and move past the working class system. That sense of purpose and possibility for Billy is lost when his brother cruelly kills Kes. In the Emperors Club, the children are encouraged, motivated and praised in school, undoubtedly because of their class. In Kes however, the teachers fail to support students like Billy because if they’re future is in the mines, what is the point helping them? Ken Loach discusses how "Kes is really about the colossal wastage of kids, whose lives and abilities are written off before they're even in their teens" which is evident in the points made prior and how the teachers respond to their pupils. The PE teacher doesn’t understand Billy’s situation and fails to give fair treatment and equality to all students, therefore not fulfilling his duties. The headmaster also tears down the boys and rather than giving them reason to try and progress, he says they are failures. He claims Billy has done wrong but makes no effort to teach him differently. In Kes, Mr Farthing is the only example of a great teacher for education in these times, showing patience and interest in Billy’s kestrel, which actually encourages him. Billy becomes more

motivated knowing he is teaching Mr Farthing something and progressing in life. So if more opportunities could become available, the class system could improve and adolescents could be given reason to grow and learn. Fisher, Harris and Jarvis (2008) argue that “these young people are victims not just of their peers but of a system which cannot protect them” (p106) so how will children accomplish more, stop being juvenile delinquents, stop being bullied and achieve more if the system can’t even support them?

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Fisher. R., Harris. A (1951) & Jarvis (1955). & Ebooks Corporation (2008). Education in Popular Culture – Telling Tales on Teachers and Learners. Routledge, New York. pp 4-207 Jones. K., Davies. H (2001) - Representing education 1969–80: notes on ‘Kes’ and ‘Grange Hill’, History of Education, 30:2. pp 141-151 Jones. D. M (2009) – Scotland: Global Cinema: Genres, Modes and Identities. pp 3-188 Lay. S (2002:9) - British Social Realism: From Documentary to Brit Grit...