Term Paper on "Evolution of Batman From the Character's Earliest"

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evolution of Batman from the character's earliest depictions on film and television through to the most recent adaptations by Christopher Nolan. The purpose of this paper is to illustrate the ways in which Nolan's Dark Knight has distinguished the Batman character from previous adaptations. It will also show how Nolan has elevated the superhero genre by depicting the fantastic world of the superhero in a realistic manner. Nolan also uses the film noir genre to introduce into the superhero mythology elements of doubt and ambiguity, which give rise to a number of questions pertaining to the role of the superhero. The synopsis of The Dark Knight, for example, is that the social order has broken down and vigilante justice appears to be necessary until the rule of law can be exercised by the proper authorities. The seriousness with which Nolan depicts his superhero in the "real world" of Gotham City serves as a means by which larger questions of morality and human nature may be explored. Nolan's cinematic exploration of the big questions concerning good and evil, and law and order, have helped transform the fantastical superhero genre into a respectable genre through which life may be observed artistically, realistically, and seriously.

The Evolution of Batman and the Elevation of the Superhero: an Analysis of Christopher Nolan's Dark Knight

Introduction

The evolution of Batman in particular and the superhero genre in general (from comic book to television to film and back again) has seen in the latest adaptation from Christopher Nolan's Batman revamp a veritable tilting point for the character once known as the World's Greatest Detective. (That name may now

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be applied -- or misapplied -- to Guy Ritchie's Sherlock Holmes, a sleuthing, bare knuckle fighting, martial artist whose literary exploits have been translated into terms beholden of the superhero genre). It originally, of course, belonged to DC Comics' Batman -- a superhero quite different from the one envisioned by Nolan and company. Noted for being a darker, grittier, and more realistic vision (in which the old-fashioned Caped Crusader goes by his much gloomier moniker the Dark Knight), Nolan's Batman is said to have elevated the superhero genre from its campy and comedic origins. Indeed, Batman has taken on mythological status and even ventured to step foot in the "real world" of Gotham City -- a modern day metropolis, where corruption riddles every known institution and where capital is god. This paper will assess the ways in which Nolan distinguishes Batman from his predecessors since the hero's television/cinematic debut in the 1960s, and show how the Batman of the new millennium has both rejuvenated and altered perception of the superhero film.

Methodology

As Justin Lucas writes, "the study of comic books and comic book films allows myriad research methods to deconstruct the meanings behind each panel and gutter, frame and edit" (13). In other words, there is no one way to assess the superhero film, whether it be fantasy, fable, realistic, or magical realism. Lucas continues, "Since the comic book film phenomenon is relatively new in its popularity, many researchers have yet to streamline their research styles into distinct avenues" (13). The study of the superhero has been, in a way, already performed by Joseph Campbell, whose Hero with a Thousand Faces attempts to be the definitive source of the hero myth. Yet, cultural studies theory and psychoanalysis both allow the researcher to view the superhero in a different way: The latter represents an assessment of the "inner workings of [the superhero's] mind…[while] researchers like James Iaccino and William Indick look at structural mythology not from a physical standpoint but as a reflection of society's psychological tendencies" (Lucas 19). This paper, however, will use genre studies as the framework for focusing on the evolution of Batman. Genre is "a framework of archetypes that helps readers connect with a storyline based on experience with similar (but not the same) materials" (Lucas 24). Because Batman as a superhero has undergone a number of transformations since his creation, the study of Batman from the standpoint of genre appears to be the most readily accessible vantage point.

Batman's Beginnings

Batman was created by Bob Kane and Bill Finger in 1939 for Detective Comics, and for more than two decades it depicted a hero defined by his mystery-solving techniques and cast of quirky characters against whom his braininess and eccentric costume could be balanced (along with his knack for solving crimes). By the 1960s, Batman found himself in the midst of social revolution; camp was the fad and Batman adapted to this fad by jumping from the page to the screen and enlarging the campy nature inherent in the Caped Crusader.

The 1960s television series (and film) Batman starred Adam West and Burt Ward as the Caped Crusader and his sidekick Robin respectively. The duo takes part in a number of campy and unrealistic battles with villains ranging from the Riddler to the Penguin. Both the series and the film that followed the first season in 1966 were cartoonish live-action; Batman was a kind of academic Robin Hood for the 20th century -- a superhero whose brains were more powerful than his brawn. His costume was nothing more than a leotard with a mask and a cape -- a far cry from the rigorous, metallic, Kevlar body armor sported by Nolan's Batman in 2005 and 2008. Adam West's 1966 Batman was a scientist complete with laboratory and learning: he was a combination of scientific know-how and daring acrobatics, accompanied by a moral compass epitomized by the classic scene from the 1966 film in which Batman attempts to get rid of a bomb only to be thwarted at every turn by a marching band, a couple of nuns, an eatery, a pair of lovers, and a group of ducks. Not willing to disturb any of them with an explosion, he makes a comedic dash to the end of the pier and is almost blown to bits himself. To compare, Nolan's Batman opens The Dark Knight (the sequel to Nolan's Batman Begins re-boot) by pulverizing a parking garage with the hi-tech, militarized Batmobile. In other words, Batman in the 21st century is less sensitive to his surroundings. Or maybe the public simply appreciates greater spectacle, more carnage, and a higher scale of destruction. In either case, Nolan's Batman is no Adam West. He is a playboy by day and a crusader by knight.

And, yet, as hard as it tries, Nolan's Batman cannot rise above the ridiculousness of its subject. On the one hand, it is an attempt to tap the film noir roots of the Batman story (Ebert) -- the conflict between good and evil, law and disorder. On the other hand, it is an attempt to make sense of a fantastic world in which a man disguised as a bat, with seemingly unlimited technology at his hands, acts as a kind of hammer of Justice. The fact is that Batman is better read as a myth -- one in which the mystery is neither probed nor slighted, but accepted with proper respect for the fantastic. Tim Burton's 1989 Batman adhered to this principle particularly well, blending the fantasy of the subject with the darker forces inherent in the material -- neither dismissing the darkness of the narrative nor diminishing the childlike lens through which it is viewed. In this manner, Burton revived the entire Batman myth, as well as the superhero genre, by playing to its strengths and accepting its conditions on its own terms. Burton's Batman was fantastical. Nolan's Batman is literal. In other words, Nolan's Batman steps out of the realm of fantasy to probe the underlying themes that have brought him and his arch-nemesis The Joker into existence. The Dark Knight is a meditation on two things: human nature and transcendence. Where Batman fits into that puzzle is a question posed through a series of precarious events involving a fantastic bank heist, a fantastic underworld, and a fantastic villain (who undermines his own philosophical position -- subversion of the totalitarian state through anarchy -- by turning into a totalitarian himself). Thus, Nolan undermines his own effort by presenting a villain that is inconsistent and a film that does not know if it is real or fantastic. It is only The Joker's tragic-comic mask and classic tag, "Why so serious?" that saves the film from sinking under the weight of its own premise -- which is, essentially, what are we to think of Batman?

Batman: Coming of Age

That question was, of coursed, posed earlier by Frank Miller in his classic The Dark Knight Returns, which appeared in print three years before Burton's Batman reboot helped return Batman and the comic book heroes to the big screen with its story of a brooding superhero emerging into the spotlight like a butterfly from its cocoon. In Miller's graphic novel, Batman is an aged veteran who trains an underground school of young vigilantes after having a final showdown with the representative of… READ MORE

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Quoted Instructions for "Evolution of Batman From the Character's Earliest" Assignment:

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As the question says, the essays has to show how The Dark Knight was different from other Batman films and how its changed the perception of superhero films.

I want the essay to include comparisons to Batman films by other directors and to the 1960s TV series Batman. Lastly it must compare the Dark Knight to other superhero films like the dark knight.

Title page

Abstract

Contents page

Introduction

Body (development/methods/results) Conclusion

References and bibliography Appendices

The rubric to follow...

A. Research Question

This criterion assesses the extent to which the purpose of the essay is specified. In many subjects, the aim of the essay will normally be expressed as a question and, therefore, this criterion is called the *****research question.***** However, certain disciplines may permit or encourage different ways of formulating the research task.

To meet this criterion, a sharply focused research question defining the purpose of the essay must be stated clearly within the introduction. It is not sufficient simply to include it on the title page or in the abstract. To make *****effective treatment possible*****, first, it must not be too broad, which will lead to superficial treatment. Second, it must allow for critical argument, and not simply require a descriptive or narrative treatment. For example, *****To what extent is X like Y?***** allows for argument, whereas *****What is X like?***** only invites simple description.

In this subject, it can be quite acceptable to formulate the research question as a clearly stated hypothesis. This may be particularly appropriate, for example, in experimental investigations. A hypothesis, as the starting point of an experimental investigation, will always lead to the implicit critical argument concerning the extent to which the results support or refute it.

Below Standard

0 Adequate

1 Excellent

2

*****¢ Not stated in the introduction

*****¢ Does not lend itself to a systematic investigation in an extended essay in the subject in which it is registered *****¢ Stated in the introduction

*****¢ Not clearly expressed

*****¢ Too broad in scope to be treated effectively within the word limit *****¢ Clearly stated in the introduction

*****¢ Sharply focused

*****¢ Makes effective treatment possible within word limit

B. Introduction

This criterion assesses the extent to which the introduction makes clear how the research question relates to existing knowledge on the topic and explains how the topic chosen is significant and worthy of investigation.

The introduction should set the research question or hypothesis in context. For example, it might outline necessary theoretical principles on which the topic depends, summarize other related research conclusions, or give a brief history or geographical location of the issue under discussion. The introduction should also indicate the significance of the question being researched*****Why is it important to answer it? What value might it have to others? What implications could the findings have?

It is also important that the introduction does not become too long. Material should only be included where it is directly required in order to follow the overall argument of the essay.

Below Standard

0 Adequate

1 Excellent

2

*****¢ Little or no attempt is made to set the research question into context

*****¢ Little or no attempt to explain the significance of the topic *****¢ Some attempt is made to establish the research question in context

*****¢ Some attempt to explain the significance of the topic and why it is worthy of investigation *****¢ Context of the research question is clearly demonstrated

*****¢ Introduction clearly explains the significance of the topic and why it is worthy of investigation

C. Investigation

This criterion assesses the extent to which the investigation is planned and an appropriate range of sources has been consulted, or data has been gathered, that is relevant to the research question.

Where the study involves experimentation or practical fieldwork, a detailed description of the procedures used, possibly with diagrams or photographs, should be given, such that an independent worker could effectively repeat the study. Careful attention should be given to the design of experiments to include use of, for example, quantification, controls, replication and random sampling, where appropriate. The selection of techniques should be explained and justified, and any assumptions upon which they depend should be clearly stated.

If the study is based on the research of secondary data, students need to ensure that the selection of sources is sufficiently wide and reliable. Where Internet-based sources are used, for example, students should be particularly aware of their potential unreliability. Their process of selecting sources and data should be described and justified, and, in cases where there is a variety of relevant perspectives held, the selection of sources should reflect this. Where appropriate, there should be an indication of the methods by which the secondary data has been generated or the evidence upon which it is founded.

*****¢ *Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this criterion is 2. Below Standard

0 Marginal

1 Adequate

2 Good

3 Excellent

4

*****¢ Little to no evidence that sources have been consulted or data gathered

*****¢ Little to no evidence of planning in the investigation

*****¢ A range of inappropriate sources has been consulted or inappropriate data has been gathered

*****¢ There is little evidence that the investigation has been planned *****¢ A limited range of appropriate sources has been consulted or data has been gathered

*****¢ Some relevant material has been selected

*****¢ There is evidence of some planning in the investigation *****¢ A sufficient range of appropriate sources has been consulted or data has been gathered

*****¢ Relevant material has been selected

*****¢ The investigation has been satisfactorily planned *****¢ An imaginative range of appropriate sources has been consulted or data has been gathered

*****¢ Relevant material has been carefully chosen

*****¢ The investigation has been well planned

First Draft Comments:

D: Knowledge and Understanding of Topic

*****Academic context*****, as used in this guide, can be defined as the current state of the field of study under investigation. However, this is to be understood in relation to what can reasonably be expected of a pre-university student. For example, to obtain a level 4, it would be sufficient to relate the investigation to the principal lines of inquiry in the relevant field; detailed, comprehensive knowledge is not required.

Students are expected to have a sound knowledge and understanding of environmental systems and societies, as detailed in the current Environmental systems and societies guide. For many topics, this knowledge will need to be supplemented through independent study. Ultimately, the student should possess sufficient knowledge of the topic to handle the issues and arguments effectively. To score highly on this criterion, a student would also need to show clear and perceptive links between their own study and the body of theoretical knowledge associated with this subject.

*****¢ *Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this criterion is 2. Below Standard

0 Marginal

1 Adequate

2 Good

3 Excellent

4

*****¢ Essay demonstrates no real knowledge or understanding of the topic *****¢ Essay demonstrates some knowledge but little understanding of the topic

*****¢ Essay shows little awareness of an academic context for the investigation *****¢ Essay demonstrates an adequate knowledge and some understanding of the topic

*****¢ Essay shows some awareness of an academic context for the investigation

*****¢ Essay demonstrates good knowledge and understanding of the topic

*****¢ Where appropriate, the essay successfully outlines an academic context for the investigation *****¢ Essay demonstrates a very good knowledge and understanding of the topic

*****¢ Where appropriate, the essay clearly and precisely locates the investigation in an academic context

E. Reasoned Argument

This criterion assesses the extent to which the essay uses the material collected to present ideas in a logical and coherent manner, and develops a reasoned argument in relation to the research question.

There should be a clear step-by-step logical argument linking the raw data to the final conclusions. Each step or proposition on the way should be defended against any plausible alternatives and potential criticisms with clear evidence. Personal opinions are acceptable, but again should be convincingly substantiated by the available evidence. The argument must directly answer the research question in the precise way that it has been formulated.

Below Standard

0 Marginal

1 Adequate

2 Good

3 Excellent

4

*Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this criterion is 2. *****¢ No attempt to develop a reasoned argument in relation to the research question *****¢ Limited or superficial attempt to present ideas in a logical and coherent manner

*****¢ Limited or superficial attempt to develop a reasoned argument in relation to the research question *****¢ Some attempt to present ideas in a logical and coherent manner

*****¢ Some attempt to develop a reasoned argument in relation to the research question, but this is only partially successful *****¢ Ideas are presented in a logical and coherent manner

*****¢ A reasoned argument is developed in relation to the research question, but with some weaknesses

*****¢ Ideas are presented clearly and in a logical and coherent manner

*****¢ Essay succeeds in developing a reasoned and convincing argument in relation to the research question

F. Application of Analytical and Evaluative Skills Appropriate to the Subject

Analytical skills can be demonstrated in the selection, manipulation and presentation of quantitative or qualitative data gathered from either primary or secondary sources. They will be most obviously apparent in the employment of such things as graphical representations, mathematical manipulations or flow diagrams. Analytical skills may also be evident in the student*****s ability to select specific data from sources, identifying their relevance and relationships to one another, and reorganizing them into an effective verbal argument.

Evaluative skills will be apparent in the students***** reflections on the reliability and validity of the data gathered, and their subsequent interpretations. For essays concerned largely with collecting primary data, this will involve discussing inadequacies in the experimental design, the validity of assumptions made, limitations of the investigation, and any systematic errors and how they might have been avoided. For essays concerned largely with collecting secondary data, similar considerations should be applied to the sources that were accessed.

Below Standard

0 Marginal

1 Adequate

2 Good

3 Excellent

4

*****¢ Essay shows no application of appropriate analytical and evaluative skills *****¢ Essays shows little application of appropriate analytical and evaluative skills *****¢ Essay shows some application of appropriate analytical and evaluative skills *****¢ Essay shows sound application of appropriate analytical and evaluative skills *****¢ Essay shows effective and sophisticated application of appropriate analytical and evaluative skills

G: Use of Language Appropriate to the Subject

Students are expected to use appropriate scientific and systems terminology, as employed in the current

Environmental systems and societies guide.

Below Standard

0 Marginal

1 Adequate

2 Good

3 Excellent

4

*****¢ Language used is inaccurate and unclear

*****¢ No effective use of terminology appropriate to the subject *****¢ Language used sometimes communicates clearly but does not do so consistently

*****¢ Use of terminology appropriate to the subject is only partially accurate *****¢ Language used for the most part communicates clearly

*****¢ Use of terminology appropriate to the subject is usually accurate *****¢ Language used communicates clearly

*****¢ Use of terminology appropriate to the subject is accurate, although there may be occasional lapses *****¢ Language used communicates clearly and precisely

*****¢ Terminology appropriate to the subject is used accurately, with skill and understanding

H: Conclusion

This criterion assesses the extent to which the essay incorporates a conclusion that is relevant to the research question and is consistent with the evidence presented in the essay.

It is highly recommended that this aspect of the essay is given a separate section with its own heading. It should contain a brief, concise statement of the conclusion that is in direct response to the research question or hypothesis. This should not involve new information or arguments, but should be a summary of what can be concluded from, and is supported by, the evidence and argument already presented.

In addition to the concluding statement, students should identify outstanding gaps in their research or

new questions that have emerged and deserve further attention.

Below Standard

0 Adequate

1 Excellent

2

*****¢ Little or no attempt is made to provide a conclusion that is relevant to the research question *****¢ A conclusion is attempted that is relevant to the research question but may not be consistent with the evidence presented in the essay *****¢ An effective conclusion is clearly stated

*****¢ Conclusion is relevant to the research question and consistent with the evidence presented in the essay

*****¢ Where appropriate to the subject concerned, the conclusion includes unresolved questions

I: Formal Presentation

This criterion assesses the extent to which the layout, organization, appearance and formal elements of the essay consistently follow a standard format. The formal elements are: title page, table of contents, page numbers, illustrative material, quotations, documentation (including references, citations and bibliography) and appendices (if used).

This criterion relates to the extent to which the essay conforms to academic standards about the way in which research papers should be presented. The presentation of essays that omit a bibliography or that do not give references for quotations is deemed unacceptable (level 0). Essays that omit one of the required elements*****title page, table of contents, page numbers*****are deemed no better than satisfactory (maximum level 2), while essays that omit two of them are deemed poor at best (maximum level 1).

Particular attention should be paid to the use of graphs, diagrams, illustrations and tables of data. These should all be appropriately labelled with a figure or table number, a title, a citation where appropriate, and be located in the body of the essay, as close as possible to their first reference. Any downloaded or photocopied material included should be clearly legible.

Below Standard

0 Marginal

1 Adequate

2 Good

3 Excellent

4

*****¢ Formal presentation is unacceptable

*****¢ Essay exceeds 4000 words *****¢ Formal presentation is poor

*****¢ Is within the word limit *****¢ Formal presentation is satisfactory

*****¢ Is within the word limit *****¢ Formal presentation is good

*****¢ Is within the word limit *****¢ Formal presentation is excellent

*****¢ Is within the word limit

J: Abstract

The requirements for the abstract are for it to state clearly the research question that was investigated, how the investigation was undertaken and the conclusion(s) of the essay.

The abstract is judged on the clarity with which it presents an overview of the research and the essay, not on the quality of the research question itself, nor on the quality of the argument or the conclusions.

Below Standard

0 Adequate

1 Excellent

2

*****¢ Does not state the research question

*****¢ Does not state how the investigation was undertaken

*****¢ Does not state the conclusions of the essay

*****¢ Exceeds 300 words *****¢ States the research question that was investigated

*****¢ States how the investigation was undertaken

*****¢ States the conclusions of the essay

*****¢ Is within the word limit *****¢ Clearly states the research question that was investigated

*****¢ Clearly states how the investigation was undertaken

*****¢ Clearly states the conclusions of the essay

*****¢ Is within the word limit

K: Holistic Judgment

The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as intellectual initiative, depth of understanding and insight. While these qualities will be clearly present in the best work, less successful essays may also show some evidence of them and should be rewarded under this criterion.

This criterion invariably favours those students who have some direct involvement or personal contact with the environmental issue under study, and this should be encouraged wherever possible. It is more challenging for a student to clearly demonstrate personal engagement, initiative and insight in a topic with which their sole contact has been through the Internet or library bookshelves.

*****Intellectual initiative***** may be apparent in the formulation of a novel and penetrating research question, or in the design or inventive modification of an experimental procedure, or in a creative identification and selection of secondary source material, for example. A major theme of this subject is the interrelatedness of systems and components within them, and many common principles can be applied to a wide variety of systems. An essay that overtly recognizes these underlying principles and the interrelatedness of components will most clearly demonstrate an element of the *****insight and depth of understanding***** referred to in this criterion.

Below Standard

0 Marginal

1 Adequate

2 Good

3 Excellent

4

*****¢ Essay shows no evidence of intellectual initiative, depth of understanding and insight *****¢ Essay shows little evidence of intellectual initiative, depth of understanding and insight *****¢ Essay shows some evidence of intellectual initiative, depth of understanding and insight *****¢ Essay shows clear evidence of intellectual initiative, depth of understanding and insight *****¢ Essay shows considerable intellectual initiative, depth of understanding and insight

*****

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