Close Reading- Death Note

A brief synopsis-

Deathnote is the story of what happens when a genius level high school student finds a demonic book called a ‘Deathnote’ which has the power to kill anyone whose name is written in it.  The ‘Deathnote’ is not all powerful, however.  The first warning given to Light, the student who finds the book, by the shinigami (god of death) is that whoever writes a name in the notebook will not be able to go to heaven or hell.  This god of death, named Ryuk, will follow whoever claims ownership of the notebook, neither aiding nor hindering them, while waiting for them to die.  He is only visible to a person who owns a ‘Deathnote’ or is currently holding one.  In addition to explaining the danger of using the notebook to Light, Ryuk also shows him the rules and limitations of it, which are integral to the story.  The first 5, which are the most important are:

1. The human whose name is written in this note shall die.

2. This note will not take effect unless the writer has the person’s face in their mind when writing his/her name.  Therefore, people sharing the same name will not be affected.  

3. If the cause of death is written within the next 40 seconds of writing the name, it will happen.

4. If the cause of death is not specified, the person will simply die of a heart attack.

5. After writing the cause of death, details of the death should be written in the next 6 minutes and 40 seconds.  

Working around these rules, Light attempts to use the notebook to punish criminals and create a better world.  It isn't long before the trend of criminals dying of heart attacks is noticed by the local police, and a detective known only as L begins investigating the deaths.  Here the story becomes a battle of minds as Light and L attempt to discover one anothers identity without exposing themselves to the other.  

(L on the left, Light on the right, both speaking)

What are the theme(s)?-

Light, in direct opposition to his name, is a perfect example of an anti-hero.  He is arrogant, and somewhat sociopathic, and yet is unarguably intelligent and capable beyond nearly anyone else around him with the one exception being L.  He chose to use the notebook as a means to deliver justice to those he felt should be punished, as he considered the world to be rotten and in need of a rebirth through the cleansing of evil people.  Once the public decided to give the name ‘Kira’ to the person who was killing criminals, with some even praising his actions, Light quickly develops a god-complex.  He is certain that no one but him could handle the responsibility of using the notebook to improve the world.  If his character and motivations were not enough to show his nature, than his explicit statement: “I am justice!  I am the God of the new world, saving it from evil and ridding it of fear.  Those who betray God are the evil ones.”  That one statement confirms both readings of his character.  Referencing himself as the embodiment of justice and God speak for themselves well enough, and while his intentions may seem like that of a typical hero, his methods and mental state mark him as a clear anti-hero.  It gets to the point in the story where ‘Kira’ is accepted and praised by the majority of the population, only fueling Light’s arrogance and God-like self image.  

Another theme worth examining is the underlying reaction of the population during the series.  At first there is a large police response to catching Light, with some sects of the public agree with his actions, while others just view him as a murderer.  As the series goes on, and his power and intelligence prove to be too great a risk for most, only a small task force is left investigating him while more and more people become outright supporters of Kira.  It gets to the point where people who have been wronged begin to worship Kira as a kind of god for dispatching justice to evil.  

Again, there are a lot more characters and themes that could be looked at here, but I’ll move on with just these two examples.

Where it can be used in Education-

While I already talked about character development a great deal in my Persona 4 Close Reading, Death Note offers other character related topics worth examining.  In any unit where anti-heroes are being examined, Light would no doubt be a perfect example to reference.  All of his thoughts and actions, while supposedly done for the good of the world, come and a large price and through selfish intent.  His god-complex is a great contributor to that theme, as well as a worthwhile example of the corruption of power.  Death Note as a whole could be looked upon as what happens when one bored genius gets hold of the power to kill just by writing a person’s name and thinking of their face.  Going even broader, we can attempt to answer the question of what is just treatment of criminals?  Should there be a death penalty?  These questions are very difficult, and students will have very different ideas on the matter, especially those who have personal experience with these issues.  Without getting directly at that same point, the reaction of the general public in the show could be used as a analysis of security vs justice.  The people know Kira, aka Light, is murdering people, but because they are criminals they support him.  As long as they are safe, they are glad to let Kira continue his murderous rampage.  

Death Note offers a broad stroke of themes and ideas that could be utilized across many types of English classrooms.  We have analysis of character (focusing on hero vs anti-hero, god-complex, morals, corruption of power), population and their reaction, and how this story relates to real issues of justice and punishment in our own world.  In terms of creative writing, it is an amazing example of building rules and showing how characters work around, as well as take advantage, of them to try and outsmart the other.  

As with every interpretation of a text, this is just my own.  I would love to hear your interpretations if you’ve had the chance to watch this show (or read the manga), or your thoughts on it having just heard the little bit I described.  Is there a way you would utilize this game that I overlooked, or a flaw in my examples?  Do you have any suggestions for what you’d like to see written about next?  As always, respond however you like.
-J. Lennox

Some common core standards that Death Note can be used on its own, or as a companion text, to satisfy at a 11-12th grade levels of reading literature and writing:

CCSS.ELA-Literacy.W.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-Literacy.W.11-12.2a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-Literacy.W.11-12.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Close Reading- Persona 4

This is a new project I am undertaking where I will approach forms of media that are not generally respected or considered to have value outside of their fan bases or as simple entertainment, such as but not limited to videogames and anime, with an analytic eye towards the educational value they have.  The same level of close reading expected in school assignments will be applied here, although presented in a somewhat more casual and brief format.  Because I am coming at this from an English perspective, as well as to keep these posts as succinct as possible, I will mostly be leaving out aspects that might not apply to the theme being discussed such as game mechanics or art styles.   My aim is to broaden what is seen as valuable resources in the classroom.  Books have, and probably will continue, to dominate in that regard, but as has gone on other mediums have started to become integrated such as graphic novels and films.  I see no reason why a newer medium like videogames as a whole should be completely ignored by the educational system.  I don’t mean to say every game has value in every class, or in some cases any, but no medium does.  This will be my ongoing case to advocate all the positives these rejected mediums can offer.  My first topic for Close Reading with be:

A brief synopsis

Persona 4, which despite it’s title is a stand alone game and does not require you to have played the previous installments, centers on the main character, named whatever the player wishes, who goes to a small town to live with his uncle and younger cousin for a year.  He attends the town’s high school and begins making friends with some students.  Not long after he arrives, a bizarre murder is committed, and the victim happens to be the crush of one of his new friends.  They decide to investigate, discovering a mysterious world accessed by entering TV screens filled with monstrous shadows.  Through exploration of that world, it is uncovered that the killer throws his victims inside the TV as his method of murder.  The only way they can be saved is if the player and his friends enter the TV world and rescuing whoever was thrown inside.  In the process, though, each new character that you save who joins you on your journey must face their “shadow self,” a doppelganger that represents that character’s unique repressed or negative aspects they have of themselves.  As the year goes on the group of students grows as the mystery takes turns and unfolds as they try and discover the killer’s identity, as well as what the world inside the TV really is.

What are the theme(s)?

Persona 4 has many strong themes throughout its lengthy narrative.  This is one game, like others I plan on writing about later, that could be discussed at great length, but in the interest of keeping focus we will just look at one for now.  That’s not to say we won’t revisit this or any other topic to explore other themes in the future.  The one we will be looking at right now, however, is that of internal and external conflict.  This game utilizes this theme more effectively, and with greater effect, than many more widely popular texts I have read.  I believe it manages this, in part, due to the diverse nature of the fully fleshed out characters with relatable fears and doubts.  Within the group of main characters, anyone would be able to identify, or at the very least empathise, with the personal demons they must face.  While they are all high school students, and would therefore be easier for other students to identify with, I think the fear of feeling trapped on a set path in life, jealousy of a friend’s qualities, or not feeling comfortable in your own skin, can be applicable to anyone.  Let’s look at just one character for a slightly more in depth example.  

Kanji Tatsumi, a fan favorite, is the killer’s 4th attempted victim.  He is first shown to the player on a news broadcast as a violent delinquent who single handedly starts fights with a biker gang who keep his mother up at night.  He skips classes more than he attends them, and keeps up a tough, and self dependant demeanor at all times.  Once he is thrown into the TV world, however, his shadow reveals a lot about his character.  Here we get to see that the way Kanji presents himself, as an overly masculine street punk, is really just to hide his true interests in things that are more commonly associated as feminine.  The player learns that Kanji’s mother owns a textile shop, and as a result, Kanji himself got quite talented at sewing.  He was taunted and made fun of by other girls for doing something so “girly”, and over compensated in trying to act more masculine as a result.  Being masculine became very important to Kanji’s image of what a man was supposed to be and did whatever he could to prove he was a real man, even if that meant getting into trouble, which was constantly conflicting with his love of sewing and crafts.  His shadow is also represented as being homosexual, but it is left ambiguous whether or not Kanji himself is actually homosexual, or if that was just how his shadow was embodying what his own view of himself would be if he were to give up his act and accept his interests regardless of how people view them.  When Kanji’s shadow is defeated, he starts trying to give up his delinquent act and becomes more open about sharing his interests as time goes on, but is still defensive about it at times.  

A lot more could be said about Kanji and his internal conflicts.  The topic of his sexuality alone could be a strong topic for a persuasive essay, but I’ll leave it with that one brief example for now.

Where it can be used in Education

Understanding character, and character development, are key in achieving deep levels of comprehension.  In order to understand character, you need to know them inside and out.  Persona 4 gives you not only the surface level of a diverse cast of characters, but also a glimpse into their fears, and secret desires.  In other words, their internal struggles as people.  It would not be a stretch to think that Persona 4 could be used as a complementary text, for lack of a better term, when first introducing this topic.  The shadow versions of the main characters, the internal becoming external, could make the concept easier to grasp for some.  One content area of English that I suspect nearly every topic written about will be applicable to, is creative writing.  Character development and growth is an important aspect in that subject, and giving an exercise where students would have to write the shadow version of their main character could really help to flesh them out. Outside of the creative writing space, Persona 4 could be used for some literary analysis.  With the example of Kanji I used earlier, a strong case could be made that his experience with his sexuality could be contrasted against another fictional character’s.  The same could be said for all of the other characters as well.  

If allowed to be the sole, or primary, piece of text for an assignment, I think it would be a waste of time listing all the areas Persona 4 could satisfy.  It has just as much plot, strong characters and character development, and themes to put it at least on par with any young adult/ mystery novel.  

As with every interpretation of a text, this is just my own.  I would love to hear your interpretations if you’ve had the chance to play this game, or your thoughts on it having just heard the little bit I described.  Is there a way you would utilize this game that I overlooked, or a flaw in my examples?  Do you have any suggestions for what you’d like to see written about next, or a better way to organize how I present my writing?  I would really like to start a dialog down in the comments, so respond however you like.

-J. Lennox

Some common core standards that Persona 4 can be used on its own, or as a companion text, to satisfy at a 9-10th grade levels of reading literature and writing:

CCSS.ELA-Literacy.W.9-10.1 (10.1a-10.1c) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.