To Live

Average Rating:
4
5 Reviews
TitleTo Live
Publication TypeFilm
Year Released2003
DirectorYimou, Zhang
Running Time133 min
StudioMGM (Video & DVD)
Synopsis

"One of the best films of 1994, To Live is a bold, energetic masterpiece from Zhang Yimou, the foremost director from China's influential "fifth generation" of filmmakers. Continuing his brilliant collaboration with China's best-known actress Gong Li (their previous films include Ju Dou and Raise the Red Lantern), Zhang weaves an ambitious tapestry of personal and political events, following the struggles of an impoverished husband and wife (Ge You, Gong Li) from their heyday in the 1940s to the hardships that accompanied the Cultural Revolution in the 1960s. They raise two children amidst a Communist regime, surviving numerous setbacks and yet managing, somehow, to live. Both intimate and epic, Zhang's film encompasses the simplest and most profound realities of Chinese life during this controversial period, and for their honesty, Zhang and Gong Li faced a two-year ban on future collaborations. To Live is a testament to their art, transcending politics to celebrate the tenacity of ordinary people in the wake of turbulent history." (text taken from Amazon)

URLhttp://www.amazon.com/Live-Gong-Li/dp/B00005JM6H/
Cast

Li, GongBen, NiuFei, DengYou, GeTao, GuoYimou, Zhang

Supplemental Contributions

Members of the community have contributed the following materials as supplements to To Live.

Title Attached Files Contributed By Contributed On Link

To Live : Overview & Culture Notes

A PDF file containing an overview of the film and some culture notes.

1 NCTA Work Projects 12/9/10

More >

Average Rating:
4
5 Reviews

Reviews for To Live

4

Posted By: Luke Tyson

Posted On: October 22, 2019

To Live is a film, banned in China, that examines the ramifications of the transitions in Chinese policy throughout the periods between the Communist requisition of land and the Great Cultural Revolution under Mao Zedong. It follows the story of the Xu family, the progeny of Fugui and Jiazhen, as they adapt to ongoing changes across the country, accounting policy-born tragedy at (nearly) every step of the way.

We first encounter the Xus at the peak of Fugui’s gambling problem, when he bets his property and everything he owns –– and loses –– to a man by the name of Long’er. The adjustment to peasant life does not come easy. Fugui joins a theater troupe and then enlists in the Chinese army. It is unclear whether he joins out of genuine loyalty or that idea that, to succeed, one must check the boxes of participation. As his troop is captured by the Communists, he changes sides and fights on behalf of the Communist for the final epoch of the war, a “decision” that will prove incredibly beneficial in eras to come. Things start to improve for Fugui: his wife and child come back to him when he is once again able to stand on his own two feet. Yet his family is in for another round of challenges at the turn of the Great Cultural Revolution.

First, adding to the irony of the story: Long’er is executed for being a land-owning anti-Communist, a fate that likely would have befallen Fugui had he been “luckier” in his wager. Luckily for his family, his participation in the Communist military gives the Xus a near blank-check in the unquestionability of their allegiance to the State. However, tragedy after tragedy befalls Fugui, his wife, and his children, evoking a sort of covert dissatisfaction that does not truly manifest until the very end of the film.

As To Live concludes, we meet a scene between Fugui (now a grandfather) and Mantou, the son of Fugui’s daughter who died in childbirth due to a Communist-enacted lack of trained medical personnel. Fugui tells a tale similar to the one he told his own son* at the beginning of the film, with a simple yet puissant twist. A tale of transformation that was once spun to corroborate the longevity of the Communist regime now insinuates a future in which China returns to capitalism.
*also now dead

To Live is not only heart-wrenching, but excellent in its ability to illustrate the connections between top-down policies and their ramifications in the lives of real people. It also shows how, in a society racked by a cult of personality that taboo-ified any deviation from complete piety to Mao Zedong, how failure after failure of the regime gave way to hidden, yet ever-present resistance, often in the smallest of ways. The historical context of the banning of the film only deepens the experience of its viewership and gets watchers thinking about the phenomenon of rampant censorship that continues in the region through modern-day.

3

Posted By: Maura D'Alo

Posted On: January 1, 2016

Maura D'Alo
10th grade World Cultures
Mt. Lebanon

The film To Live has already been given a synopsis so I will jump straight to how I would use it in my classrroom. After having read the novel To Live and then watching the movie I think they compliment each other nicely. The novel has a much more detailed story line and is more in depth about the horrific effects of the cultural revolution, however the movie is able to do this nicely as well. There are several reasons why I would like to use this in my classroom:
- the film was produced, directed and acted by an all chinese cast. I feel that this is an authentic production that effectively showcases how Chinese feel about the cultural revolution.
- the film is entirely in Mandarin. This is great because the subtitles are easy and quick to read and it allows students to hear Mandarin in a setting that they are familiar with (through a movie).
- the film has multiple multidisciplinary activities that could by applied.

The following are examples of how I might use this film in my classroom:
- to teach the differing social structure of China throughout time. The span of Fengui's life showcases the many changes that happen over the course of his life. From the beginning where he is a rich land owner to his down fall as a beggar because of gambling. This section of the movie could be used to present information about the social stratification that China had and the reasons so many Chinese had to want to join the communist party. There is also the social aspect of familial values and the traditional roles of women. This all changes as the cultural revolution takes place.
-to teach the drastic effects of the cultural revolution. The most poignant scene that I would showcase to to enable discussion about the cultural revolution is the part of Fengui's daughter's birth of her son. In this section the filmmakers very dramatically portray the destruction of the 'olds' by not having any doctors around to help her give birth and she dies after delivery.
- to teach different themes of heroism, struggle, survival, and hope. In language arts class or writing for subject matter there are many themes that can be explored. How is that Fengui is able 'to live'? How would you react if you had to face all of the adversities? How would Fengui's course of life been different if he hadn't gambled away his family's fortune?

Overall, I really enjoyed the movie and think that it would be a great comparison piece with the novel. It has many useful applications for high school level students in literature, east Asian studies, world history and world cultures or human geography courses.

4

Posted By: Katherine Hoffer

Posted On: July 16, 2013

Synopsis
Setting: spans 1940’s China to Cultural Revolution in the 1960’s

Plot: When Fengui uses his family’s home as payment for his gambling debt, it begins a series of dramatic changes he has to deal with throughout the course of his life: the sudden death of his father, the leaving of his pregnant wife and his young daughter (who return after the birth of their son), the death of his son, the death of his daughter, and the eventual death of his wife. All this happens as China goes though a dramatic changes as well.

After losing his family home and living in destitute, Fengui earns money by putting on puppet shows at the local gambling establishment. When the communists take him away to be a part of their military (without his wife’s knowing what has happened to him), Fengui, again finds a way to survive all the hardships of this kind of life (the bitter cold, lose of comrades). When he eventually returns home, he finds his daughter has lost her ability to speak due to an illness; hardships prevail with his wife and daughter trying to make ends meet by delivering water to other families. As the communists prevail, his son needs to be a “good communist” and help smelt iron. He dies in an accident when a car backs into a wall which falls on him. Fengui’s daughter, though an arranged marriage, dies shortly after childbirth (due to the lack of doctors in the a hospital…communists have arrested educated). Eventuall, Fengui’s wife dies.

How to use “to Live in the classroom

The movie, “To Live,” is appropriate for high school students. The subtitles are easy enough to read, with only a sentence or two displayed on the screen at a time. Students studying modern China will see first hand the emergence of communism in China, the changes, hardships, and ultimate acceptance by the citizens. It is recommended that if this era isn’t specifically studied, that the teacher provide background knowledge to make the content /scenes more understandable. It would also be a good movie to view with students needing work on their reading fluency skills as the subtitles are not overwhelming in their sentence structure and vocabulary.

The novel, To Live, is slightly different from the movie. Using the novel, as a companion piece, would be a good addition to the viewing of the movie. Comparing/contrasting the movie with the novel would be a skill to utilize with students.

Possible discussion topics for students

Although “To Live” has much of sadness, it also has many lessons to be learned and questions to discuss to help students critically evaluate the movie:
• Explain how Fengui changes thoughout the course of the movie
• With all the disappointments Fengui faces, how is he able to “to live?”
• From the gambling and excessive lifestyle Fengui has at the beginning of the film and how much he lost thought his poor decision making, what did Fengui ultimately gain?
• How is foreshadowing a component of this movie? Recall the characters of Long’er (who was the recipient of the Fengui family home) and Chungseng (one of the comrades with Fenqui when he was in the military). How does their reappearance in the film change of course of events? What is the significance? Is this also an example of irony?
• Why is this movie called “To Live?” Does Fengui have anything to live for? What keeps him going? How do you think you would be able to cope with all the tragedies Fengui does?

5

Posted By: Yian Ming Rui

Posted On: May 29, 2013

The Movie Review: To Live
Y. Ming Rui
Chinese teacher for 6-12th grades
Winchester Thurston School
Appropriate for grade levels: 6 and up

To Live (Chinese: 活着 huó zhe) is a Chinese film directed by Zhang Yimou in 1994, which was produced by the Shanghai Film Studio and ERA International. It is based on the novel of the same name by Yu Hua (please see the book review). To Live was screened at the 1994 New York Film Festival before eventually receiving a limited release in the United States on November 18, 1994.

To Live is a film about the tumultuous time in China during 1940s transitioning from the Nationalist Party led by Chiang Kai-shek to the Communist Party going through different phases of movements led by Mao. Even though it is a fictional story instead of a historical one, the story does reflect the true reality of the times through two ordinary people’s life. As one of the Chinese who has lived through the later part of the period, it is a wonderful film that tells the story of Fugui and Jiazhen’s life in a slow and calm tone. Even though it may seem so unreal to the audience, it was a normal life for millions of the Chinese at that time with their own life variations.

Fugui was from one of the Chinese families who owned land. He devoted his earlier life to gambling and did not care for his wife, Jiazhen. Eventually, Fugui gambled all his family fortune to the owner of the gambling house, Long’er. Fugui ended up homeless. Jiazhen left Fugui with her first born daughter, Fengxia, after failed attempts to stop Fugui from gambling. She came back to him and finally started a family life, poor but endurable. Wanting to work and make a better life for them, Fugui went to Long’er to rent land; Instead, Fugui got his family shadow puppets from Long’er to make a living.

Fugui became very good at the shadow puppet show. Unfortunately, he was captured by the Nationalist army and sent to the war to fight against Japanese and the Communist Red army without being able to say goodbye or coming home for years. He finally was able to run away after a deadly battle and was sent home by the Red army. He couldn’t witness the execution of Long’er who took his family fortune. Long’er, a landlord, was in Fugui’s shoes when he was executed, if Fugui had not gambled his family fortune away. During the period, many landlords were executed or punished for the fact of owning land before their land was confiscated and distributed by the Communist party.

Fugui’s second child, Youqing, was struck by the car driven by Chunsheng. Fugui and Chunsheng met and became friends in the Nationalist army. After both of them ran away, Chunsheng became the rising star of the local authority of the Communist Party. Ironically, Chunsheng was demoted later on and committed suicide. It was a very unpredictable and normal phenomenon for many Chinese at that time; at one point that you were a darling of the communist party; at another time, you could be the enemy of the party.

The daughter Fengxia went deaf after a high fever as a child without proper and available medical care, married a local Red Guard leader, Erxi. She died of giving birth to her son due to hemorrhage. All the young Red Guard nurses armed with slogans of praising Mao did not know how to save her. At that time, most of the experienced doctors were punished for their expertise and knowledge. They were either sent to jail or countryside to get “reeducated” along with intellectuals of all fields and teachers of old and young. Many of them died during Mao’s era and their families fell apart with unbelievable suffering and humiliation. Even though Erxi smuggled out an experienced doctor from the local jail, the doctor was too weak to help. Fengxia died, leaving her husband and a newborn child, Mantou.

The film also showed one of the idiotic acts of the Communist Party such as collecting medals to produce cannons and guns to fight against “invaders”. These medals included pots and pans that they were the necessities of daily life. People had to use primitive method to produce iron medal, often with inflated numbers and quotas to meet unrealistic expectations and get recognition. Fugui’s shadow puppets did not have luck to survive the production of the medals. Fugui and Fengxia continued their struggle for life.

The film is a very good material for social studies, history and literature for middle school, high school and college students. It is especially a good summer reading material for those students who like to know more about China, its history and culture, and its people. For trying to understand the impact of the Culture revolution, students will learn more about how the Chinese people think and act today socially and politically.

4

Posted By: Timothy Wayne Jekel

Posted On: June 29, 2012

Review by Tim Jekel
High School History
World History I & II, Western Civilization, AP US History, AP European History
West Shore Christian Academy

Few countries in the 20th century can match the convulsive suffering of the Chinese. Following the Japanese Invasion of the 1930’s to World War II , the Civil War, the ‘Great Leap Forward’, and the Cultural Revolution, the Chinese people have endured much.

Few films attempt to capture the breadth of history attempted by Zhang Yimou’s To Live. Zhang’s method of treating this series of hardships is to cast the events as the affect the life of one family. The family’s rise and fall depicts the fortunes of China in general. As the film opens, the central family of the film, the Xu family are wealthy and corrupt. Xu Fugui, the father of the family, wastes the family’s considerable inheritance drinking and gambling nights. This is not just the depiction of one corrupt individual, but justification for the revolutionary events that followed.

In Zhang’s telling, it is good fortune that Fugui squanders the family inheritance and home. While in the short run it leads to the death of his parents, in the long run it saves the next generation from the ravages of the revolutionary events to come. After losing his inheritance and home, Fugui loses [temporarily] his wife, and to cap it his father dies. Fugui tries to care for his mother by selling baubles in the city. He has hit bottom and lives like a beggar.

Fugui’s life turns for the better when he is given a set of theater puppets and he goes on the road with a troupe to make his fortune. While on the road, his troupe is captured by Guomindong [Chinese Nationalists] troops and forced to drag their artillery pieces. He is soon captured by the communists and not only drags their cannon, but entertains the troops with puppet shows. After he is released from service in the Red Army, he returns home to find that his mother has died and his daughter is deaf.

Once home again, Fugui helps with the family business, delivering hot water at dawn. The business is a difficult one as work begins long before dawn and this puts a strain on the children as well who must help. Their life is hard but stable when the Great Leap Forward strikes China. The family must adapt to the new situation. All available metal must be donated, family cooking is abandoned for communal canteens, and the community must learn to live with each other in new ways. The Government orders that all towns smelt iron for the good of the nation. The film only hints at the tragedy this policy is for China devastating the economy and the countryside in equal measure. Personal tragedy stands for national tragedy as Fugui’s young son dies in the frenetic attempt to produce their quota of steel.

Wounded but not broken, the Xu family carries on. The Cultural Revolution strikes and the Xu family is swept up once again on the wave of history. Their mute and deaf daughter Fengxia marries a crippled ironworker who nevertheless proves a worthy husband. Fate strikes another blow as Fengxia gives birth in the height of the Cultural Revolution. The hospital where she is admitted has arrested all of the experienced medical personnel and is being run by medical students. Unprepared for the complications of Fengxia’s delivery, the young students are unprepared and Fengxia dies in a bloody, jarring, and heart-wrenching scene. Indeed, I generally skip this scene even for high school students. The child survives, and with him, hope.

The final scene shows the Xu family about 6 years later. Fugui and his wife Jiazhen have soldiered on. Now childless, they are comforted by their grandson ‘Little Bun’ who represents hope for their future, and for China’s future. The crippled son-in-law proves his worth supporting the family and maintaining his optimism. The film ends with Fugui discussing China’s future with his young Grandson. As he recites a familiar poem about China’s bright future, the goal of communism has been replaced with the material riches of Deng Xiaoping’s reforms.

The film offers gentle criticism of the excesses of Mao’s China, but stops short of a frank evaluation of badly these reforms held China back. In some ways, like the film Forrest Gump for the United States, the film portrays the nostalgic highlights of a bygone era mixed with cameo hints at the dark underside of the same time period.

I think the film is very effective at drawing students into the emotional struggles of the Chinese people. I find it difficult for 9th grade students to grapple with the issues raised by the film even when I prepare them well with background information and viewing guides. I believe the film would be more effective for upper high school. I combine selections of the film with the reading of Red Scarf Girl and Son of the Revolution and these sources mesh well with this film.

I highly recommend the film but caution showing the birthing scene and recommend the film for upper high school rather than 9th or 10th grades.