A State of Mind

My name is Matthew Williams. This past fall (2015) I watched Daniel Gordon’s A State of Mind for my NCTA seminar class at the University of Pittsburgh. Before I get into my review I should provide a little background about me so that the perspective from which I am reviewing this documentary is fully apparent - I am a ninth-grade World History I teacher at an all-girls Catholic high school in western Pennsylvania. At my school, World History I covers the contributions of global mankind from the Stone Age to approximately 1000 CE, with a major focus on the original river valley civilizations and some of the civilizations that sprang up near these origins, including Greece and Japan. Teaching at a single-ed private institution, I am fully aware my review and my ideas for how to utilize this material are somewhat different from many other educators. That said, hopefully my recommendations are still useful.
Gordon’s A State of Mind is a British documentary following two elite teenage gymnastic dancers as they prepare to perform in the Mass Games – North Korea’s state-sponsored celebration of socialist ideals and veneration of the deceased Kim Il Sun and his son, leader of North Korea at the time of filming, Kim Jong Il. Both the subjects are female; one is eleven years old and the other thirteen. Most of the action is set in the girls’ homes and schools in Pyongyang, the capital city of North Korea.
Ultimately, the documentary strives to introduce ‘Westerners’ to the North Korean people and the hybrid communist/Asian values of the state. This is attempted primarily though interview with the girls and scenes of them interacting at home and at school, but also by cutting away from the girls to delve into Korea’s history since the Korean War and provide some imagery and explanation of past Mass Games. A State of Mind does a great job of explaining the North Korean communist philosophy. Its presentation of the people of North Korea and their daily lives, however, is highly limited and deceiving. In all, A State of Mind is a middle of the road and slightly outdated film that could be useful in the classroom if shown with care.
A State of Mind’s best asset is that it is a relevant and engaging source for introducing ideas like totalitarianism, communism, or, to a lesser degree, Asian philosophies to middle school or high school students – the characters are highly relatable, especially to females, since they are seen balancing school work with extracurriculars, arguing with parents, and generally experiencing the angst of growing up. It is also an excellent, challenging opportunity for students to discuss bias and perspective in film, since it is full of such issues. I strongly believe this is a discussion that must take place regardless of why you show the film or how much you choose to show.
What Gordon’s documentary benefits from most - its outwardly neutral coverage of North Korea and its people - is also one of its biggest detractors. At no point in the film does Gordon or any of his subjects make any negative statements or value judgments about North Korea. And, while this lack of criticism is admirable at first glance, one must keep a few things in mind. First, that Gordon’s film won two awards at the 2004 Pyongyang International Film Festival. And second, the focus of the film is two girls in an elite dance company living in relatively privileged sections of the capital city of an otherwise agrarian and impoverished nation. Consequently, a very biased, very unrepresentative picture of North Korea is being presented and this must be addressed in the classroom.
One final issue I had with the documentary, and this is more stylistic but still related to the films educative impact, is the closing sequence. The narrative of A State of Mind builds towards the ultimate performance by the two girls at the Mass Games. Once the games have arrived, however, Gordon decides to show only brief 3-4 second cut scenes of the girls instead of even one brief contiguous portion. What is more, the Korean music the girls are actually dancing to has been overdubbed for the film by very dated English techno/electronic music. The result is almost comical and greatly diminishes the possible effect of the film’s climax.

This BBC documentary takes students across the border and into the lives of two North Korean teenagers who are training for the annual Mass Games performance. As a primary source, this film is exceptional in its verbal and visual descriptions of daily life in North Korea as it helps Americans to better understand the ideology and practices of a Communist government within a historical context of Western relations with North Korea. It also brings up a number of important questions, leading to a great amount of critical thinking and analysis along with the possibility for an abundance of discussion.
The story opens with an introduction of the two main characters followed by an explanation of the purpose of the Mass Games production. More elaborate than an Olympics opening ceremony, these performances serve as both a source of national pride and as a tool of political propaganda. The story continues with visits to the homes of the two girls, video clips from lessons at school, scenes from intense Mass Games practice sessions, and time off on holidays. A better understanding of the world of North Korea is revealed through a variety of scenes—touring a Korean War museum, watching a lesson on the North Korean’s view of US involvement in Iraq, visiting a farming commune, listening to government radio and television, shopping for groceries and more—each providing their own unique perspective on life in a Communist country. By following the day-to-day routines of these two teens, viewers will learn how and why the North Korean government puts on such an elaborate display of the arts and why these two young ladies are so draw to dedicating so much of their time to training and performing in such a massive production.
Whether you have just five minutes in class to show the introduction of this film or a clip from YouTube to peak student interest, a few more minutes to show a segment and pose some questions, or several class periods to present the entire film and discuss, A State of Mind is an exceptional tool for teaching many themes connected to East Asia, the Korean War, the Cold War, Communism, or even current events. As a middle school teacher, I have used this film in a variety of ways for grades 6, 7 and 8. For some classes I have shown parts of this film without any introduction to my students, while other times I have spent a class period or two presenting information on the end of World War II and the start of the Cold War, the Korean War, and the fall of Communism in order for my students to have a basis of understanding for the film. Both methods have worked well. I have discovered that younger students do better with a short intro and a few scenes from the movie while older students are so intrigued that they want to watch the entire film—and they are so intrigued that they actually DO watch it! This is one film that my students went home and talked about with their families; it has also brought about a great deal of discussion beyond the class periods I originally planned on using it. Attached is an outline map of themes, quotes, and questions presented in the film for you to use as you wish to guide class discussion. I know that you will enjoy watching this film as much as your students will, and I hope that the ideas presented in A State of Mind will promote additional discussion and be shared outside of your classroom as well.

Daniel Gordon’s A State of Mind (2006) chronicles the lives of two North Korean girls, Kim Song Yun (age 11) and Pak Hyon Sun (age 13) as they prepare for the 2003 Mass Games, an enormous synchronized performance of gymnastics, music, and national pride. According to the DVD’s back cover, the Mass Games is “the largest choreographed spectacle on earth.” Beginning in April 2003, the documentary follows these two typical North Korean girls as they go about their daily lives: attending school, singing karaoke at home, celebrating national holidays, watching television, and, of course, practicing gymnastics. And, it is through these mundane events that the mind-boggling complexities of North Korea’s culture and communist philosophy emerge. Gordon’s frank examination of the cultivation of the North Korean citizen is relevant, insightful, and compelling. His film would work well in a variety of secondary classroom contexts.
By the time students are finished with this film, they will have learned the history of the Korean conflict, the significance of a plethora of North Korean national holidays, the policies of the country’s military dictatorship, the ins and outs of daily life, and the tenants of civic duty. While a film laden with so much weighty information could easily become dry and cumbersome, Gordon’s expert pacing and balance of information, characterization, and visual attractions make the film riveting. Opening with stunning shots of the Mass Games, the documentary then transitions into regiments of young girls practicing flips and round offs on bare concrete, and then delves into the lives of the citizens of Pyongyang. A gymnastics practice scene ends with a girl leading an impromptu song of praise to Kim Jong Il. Hyon Sun interrupts her studying to watch a children’s television show in which traitors to the leader are loathsome villains; all the while the official government-sponsored radio station, which residents cannot turn off, plays in the background. “Damn American imperialists” are blamed for the not-too-uncommon blackout that occurs during family dinner time. While a third-person narrator occasionally provides necessary explanation and background, Gordon primarily allows the story of North Korea to tell itself.
I showed A State of Mind to my Grade 12 Rhetoric and Composition students during their last few days of class, pitching its content as “the ultimate form of rhetoric.” I previewed the film with a brief discussion on recent North Korea-related current events—conflicts over missile testing, the recent labor camp sentencing of American citizen Daniel Bae—and then played the DVD. My students had fallen prey to senioritis months ago, but I do not exaggerate when I say that every student’s eyes were fixed to the screen. Gordon’s film had generated so much interest that when we finished the documentary on the last day of class, my seniors asked if we could take some time to discuss their questions.
While the connections to a history or world cultures class are more obvious, Gordon’s material is so rich and versatile that it offers so much even to a secondary English classroom (non-fiction and persuasive writing based, albeit). In the future, when I integrate this resource earlier in the school year, I plan to supplement the documentary viewing with a little bit more background on the Korean conflict, analysis of the media’s treatment of this conflict and North Korea’s role in it, and, if possible, a closer study of North Korean propaganda.

Submitted by Renee Patrick of Winchester Thurston School on May 7, 2013
Categories: North Korea, 21st Century C.E., Foreign Policy & Defense, History, Society & Culture.
A State of Mind Film Review by Renee Patrick
Recommended subjects: Contemporary World History, World Cultures, Rhetoric
Recommended grade levels: Grades 9-12
Daniel Gordon’s A State of Mind (2004) chronicles the lives of two North Korean girls, Kim Song Yun (age 11) and Pak Hyon Sun (age 13) as they prepare for the 2003 Mass Games, an enormous synchronized performance of gymnastics, music, and national pride. According to the DVD’s back cover, the Mass Games is “the largest choreographed spectacle on earth.” Beginning in April 2003, the documentary follows these two typical North Korean girls as they go about their daily lives: attending school, singing karaoke at home, celebrating national holidays, watching television, and, of course, practicing gymnastics. And, it is through these mundane events that the mind-boggling complexities of North Korea’s culture and communist philosophy emerge. Gordon’s frank examination of the cultivation of the North Korean citizen is relevant, insightful, and compelling. His film would work well in a variety of secondary classroom contexts.
By the time students are finished with this film, they will have learned the history of the Korean conflict, the significance of a plethora of North Korean national holidays, the policies of the country’s military dictatorship, the ins and outs of daily life, and the tenants of civic duty. While a film laden with so much weighty information could easily become dry and cumbersome, Gordon’s expert pacing and balance of information, characterization, and visual attractions make the film riveting. Opening with stunning shots of the Mass Games, the documentary then transitions into regiments of young girls practicing flips and round offs on bare concrete, and then delves into the lives of the citizens of Pyongyang. A gymnastics practice scene ends with a girl leading an impromptu song of praise to Kim Jong Il. Hyon Sun interrupts her studying to watch a children’s television show in which traitors to the leader are loathsome villains; all the while the official government-sponsored radio station, which residents cannot turn off, plays in the background. “Damn American imperialists” are blamed for the not-too-uncommon blackout that occurs during family dinner time. While a third-person narrator occasionally provides necessary explanation and background, Gordon primarily allows the story of North Korea to tell itself.
I recently showed A State of Mind to my Grade 12 Rhetoric and Composition students during their last few days of class, pitching its content as “the ultimate form of rhetoric.” I previewed the film with a brief discussion on recent North Korea-related current events—conflicts over missile testing, the recent labor camp sentencing of American citizen Daniel Bae—and then played the DVD. My students had fallen prey to senioritis months ago, but I do not exaggerate when I say that every student’s eyes were fixed to the screen. Gordon’s film had generated so much interest that when we finished the documentary on the last day of class, my seniors asked if we could take some time to discuss their questions.
While the connections to a history or world cultures class are more obvious, Gordon’s material is so rich and versatile that it offers so much even to a secondary English classroom (non-fiction and persuasive writing based, albeit). In the future, when I integrate this resource earlier in the school year, I plan to supplement the documentary viewing with a little bit more background on the Korean conflict, analysis of the media’s treatment of this conflict and North Korea’s role in it, and, if possible, a closer study of North Korean propaganda.

A State of Mind explores family relationships in North Korea but also the relationships of families and schools to the government. Part of the effectiveness is that our students can identify with the two North Koreans who are training for the games, for instance, as they discuss their conflicted feelings during training—time that could be spent playing with friends, for instance. That identification hooks them in but then viewers will also realize the differences. This may lead some to evaluate why they would not want to live in the conditions presented but also to appreciate American society in ways they may not have considered before. They will also hear how other societies view America and why--which can lead to excellent discussions.

I was stunned by the ubiquitous propaganda in North Korea. I was equally shocked by the blind devotion of the North Koreans to their "Great Leader". As one family sits in the dark (due to a power outage) with little food to eat, they proclaim their allegiance and devotion to their generous and good leader. A closed society that knows nothing of the world except for the misinformation fed by the regime, North Korea can be seen for what it really is in this film. While highlighting the Mass Games and the preparation for that spectacle by two young girls, the film provides an insight to the abomination that is the North Korean regime.

This film is a great way to show students a look at K-12 kids in North Korea, but it also doesn't give a good context for understanding more about North Korean society and how to explain or answer some discussion topics that might arise after or while watching this film. Pair this with "North Korea: A Day in the Life" or another film to show more ordinary scenes, and consider discussing how much the views of North Korea shown in these films may be controlled by the national government trying to project a better picture of their country to outsiders, or when things "feel real" (as opposed to directed/scripted).

My tenth grade class was so quite that you could have easily heard a pin drop. The Mass Games were so intriguing to them, and now they want to know more and more. In addition, my students were in shock how people could live such sheltered lives completely dedicated to the "common good."
I am looking forward to adding this to my curriculum every year. I would recommend this film to any social studies teacher.

This documentary is a riveting inside view of the Mass Games in North Korea. The British filmmaker seems to have been given complete access to two young Korean girls who practice their parts for the Mass Games. American students and teachers can follow the daily lives including the living arrangements of these two girls. We get to see a multi-generational household, a pet dog, a sister going off into the military, many practices, visits to national shrines, and, of course, scenes from the amazing coordination among thousands of athletes and performers.