Mike Leigh

Tony Whitehead

• Publisher: Manchester University Press
• Year: 2013
• Print ISBN: 9780719072376
• eBook ISBN: 9781847796387
• Edition: 1
• Topic: History
• Subtopic: World History
• Index: History

Mike Leigh may well be Britain's greatest living film director; his worldview has permeated our national consciousness. Written with the co-operation of Leigh himself, this book gives detailed readings of the nine feature films he has made for the cinema, as well as an overview of his work for television.

1 ‘Really wants to direct’: formative years

It comes as something of a surprise to discover that Leigh, a famously proud Salfordian, was actually born in Welwyn, Hertfordshire – because, as the old joke goes, his mother was there at the time. Phyllis Leigh was in fact staying with her parents in 1943 while his father, Abe, was serving abroad with the Royal Army Medical Corps. A matter of days after the birth, however, Phyllis returned with her new baby to Salford, where Abe had worked before the war, at Salford Royal Hospital. When Abe returned to Salford after the war, the family lived above his surgery in the working-class area of Higher Broughton.

The family was part of Manchester’s Jewish community:¹ Abe’s parents had both emigrated from Russia, while Phyllis’s mother and father had come to London from, respectively, Germany and Lithuania. As a child, Leigh was a keen cinemagoer, experiencing a traditional diet of British and Hollywood features, newsreels, cartoons, serials and slapstick shorts. His more formal education took place at North Grecian Street County Primary and then Salford Grammar School. It was shortly after he started at the latter that the family moved to Cavendish Road, ‘a more suburban middle-class area’.² Leigh describes himself as ‘pretty badly unmotivated at secondary school’,³ and, no doubt like many a natural rebel, now regrets convincing himself that he did not need to know about subjects, like geography, which now interest him passionately. Drama seems to have been his salvation, however. Salford Grammar had a good track record in school plays: Albert Finney had only just left the school, and Leigh appeared in The Government Inspector and Androcles and the Lion, as well as producing a play called God’s Jailer, which he apparently came across in the school library. At the same time he was writing, directing and performing in revues for Habonim, the Zionist socialist youth movement, which provided him with most of his social life. He was also developing his skills as a cartoonist; an interesting talent in the light of his later reputation as a caricaturist.

Staying on, without much enthusiasm, for A levels in Art, History and English, he was unsure what to do next, but the advertisements in Plays and Players turned his thoughts to drama school. The new drama department at Manchester University might have been an option, but Leigh’s eye was on London. It is tempting to speculate that this was because his real ambition was to work in films rather than in the theatre (a career in theatre being a more viable proposition in the regions than one in filmmaking) but Leigh does not think that his plans were quite so well worked out at this stage. The desire to leave Manchester was his prime motivation; he was keen to leave home, as he felt stifled and repressed by family life. Making films was certainly an ambition, but he was not particularly aware at this time of what the role of a film director actually was: ‘Sure, I wanted to make movies, but in my fantasies. I didn’t know what it meant actually. I knew about films a bit, not much, because you watched them, but I’d never seen a foreign film – i.e. a film not in English’.⁴ In the event, he won a scholarship to RADA, which he has described as both a ‘fluke’⁵ and ‘the most wonderful and also the most mystifying thing that had ever happened to me’,⁶ and arrived in London in 1960.

Rather like Norman in Bleak Moments, who says that ‘it’s easy enough to know what it is you don’t want to do … it’s not so easy to know what it is you really do want to do’, Leigh seems to have found the experiences of his early career most useful in helping him define ways in which he preferred not to work in the future. However, he seems also to have taken something away from most of them that helped to shape his working methods. In those days, he considers that what was taught at RADA was ‘not much beyond the territory of elocution lessons’,⁷ though he qualifies that by pointing out that the grounding in stage technique was nonetheless useful – and he is also at pains to say that RADA has since then changed greatly and become a much more forward-looking place. In the early 1960s, however, he found that the new wave of dramatists like Beckett, Osborne and Wesker were little valued there; Pinter was dismissed as ‘rubbish’ by a senior teacher when Leigh directed a student production of The Caretaker in his second year. One of the few memorable and useful classes, however, was one in which Peter Barkworth put two students together to improvise a scene, having first briefed them separately with contradictory information. Suddenly Leigh began to appreciate how an authenticity of performance could be achieved through a natural, organic exploration of character through improvisation. He was also intrigued by the exercises derived by director James Roose-Evans from Lee Strasberg’s Actors Studio in New York.

During the year he subsequently spent on a foundation course at Camberwell Art School, Leigh experienced a further revelation with the realisation, in life class, that real life, all around him, was the true raw material of art:

I realised that what I was experiencing as an art student – and what I definitely hadn’t experienced as an actor – was that working from source and looking at something that actually existed and excited you was the key to making a piece of art. What that gave me as a film-maker, playmaker, storyteller, and as an artist generally, was a sense of freedom. Everything is up for grabs if you see it three-dimensionally, and from all possible perspectives, and are motivated by some kind of feeling about it.⁸

Other inspirations included one of the first films he saw after getting to London, John Cassavetes’s semi-improvised Shadows (1959), and the innovative improvisatory techniques used by Peter Brook in developing his 1964 production of Peter Weiss’s Marat/Sade.

His appetite for cinema was fed further by his joining the London School of Film Technique (now the London Film School), where he made the most of the chance to meet visitors like Jean Renoir, Fritz Lang, John Huston, Alfred Hitchcock and François Truffaut.

In 1965, Leigh formed a theatre company with David Halliwell, a fellow RADA student who had found the place similarly constricting. The purpose of the company was to get Halliwell’s first play, Little Malcolm and His Struggle Against the Eunuchs, staged; Leigh had agreed to direct it, an experience that left him convinced he should only direct his own work in future. He got his chance to do so when he was invited to work at the Midlands Arts Centre (MAC) in Birmingham by the director John English. ‘There was going to be a company of actors doing plays … I was going to be the assistant director of this company of actors’, he recalls. ‘I arrived there in the September of 1965 and there was no company. They still hadn’t got it together basically, they were still getting the place finished and getting more money. There was this arts club for teenagers and young people, people fifteen to twenty-five, so instead, my brief was to do experimental drama in this studio theatre’.⁹ These somewhat chaotic working conditions aside, Leigh found the atmosphere at MAC ‘extremely bourgeois’¹⁰ and overall rather negative, but he was able to put some of his ideas into practice, directing one of his favourite plays, Beckett’s Endgame, as well as creating work of his own, starting with The Box Play (1965), which Leigh devised with a group of young adults. In this project he was able for the first time to develop his ideas about improvisation, the crucial difference from the method he would later evolve being that he gave the actors their roles rather than, as would later become his practice, inviting them to discuss real people they had known as a basis for characterisation. The Box Play was followed by two more pieces developed in collaboration with young actors at MAC, which bore the rather splendid titles My Parents Have Gone to Carlisle and The Last Crusade of the Five Little Nuns (both 1966).

Leigh subsequently spent a year at the Royal Shakespeare Company (RSC): ‘I’d written to Peter Hall at the same time I wrote to John English, and at some point they said, well, there’s a job going if you want it, assistant director at Stratford’.¹¹ Leigh had previously auditioned for the RSC, and received a dismissive account of his efforts from the casting director, whose judgement was: ‘Very wooden. Does not really think what he is saying when acting. Really wants to direct. Told him that’s what he should do’.¹² And, rather aptly in view of that last comment, it was during his time with the RSC that Leigh, among other projects, at last worked on an improvised play with professional actors, as opposed to the keen and talented amateurs at MAC. It was at this point that he experienced one further liberating revelation that would inform his working methods in the future: ‘I saw that we must start off with a collection of totally unrelated characters (each one the specific creation of its actor), and then go through a process in which I must cause them to meet each other, and build a network of real relationships; the play would be drawn from the results’.¹³ Apart from the resulting play, NENAA (1967), however, he regarded his time with the RSC, true to form, as invaluable for teaching him how not to do things; eventually he fell out with the management and his contract was terminated.

Back in London, his work included an improvised play, Individual Fruit Pies (1968), for E15 Acting School, where he first met Alison Steadman, whom he would marry in 1973. After a brief return to Manchester, where he devised and directed Epilogue (1969) for the joint drama department of Sedgley Park College and De La Salle College, and Big Basil and Glum Victoria and the Lad with Specs (both 1969) for the Manchester Youth Theatre, he returned to London once more, still anxious to break into films. The break came after one final, disastrous attempt at directing someone else’s work, a troubled production of Brecht’s Galileo, in Bermuda, to which Leigh had been co-opted by actor Earl Cameron. ‘I decided this was it’, he has said. ‘I was never, ever, going to direct anything again except my own work’.¹⁴ He teamed up with Les Blair, a friend from Salford Grammar whom he had re-encountered at MAC, and together they formed a production company with the aim of filming a play of Leigh’s which had opened in 1970, just before the Galileo fiasco, at the Open Space Theatre in London. An agent had put Leigh in touch with Charles Marowitz, who ran the venue, and Marowitz gave him a late-night slot in which to develop a play. The result was Bleak Moments, and, says Leigh, ‘we sensed straight away that we could really take these characters and expand it into a film’.¹⁵

By the time of Bleak Moments in both its stage and film versions, Leigh had arrived at a very sure understanding of the way he wanted to work, and he has continued to follow this practice ever since, often in the teeth of as much scepticism and misunderstanding as appreciation and acclaim. Quite properly, out of respect for the integrity of himself and of his actors, he has always refused to discuss his working methods in detail, and this book does not concern itself with them; I believe in any case that it is much more valuable to look in detail at the end results – to concentrate on the product, not the process. However, it does seem to me that some brief encapsulation of the principles by which Leigh’s films are conceived and developed is vital to a genuine understanding of them, and I trust that I am not misrepresenting those principles in the following account.

A Mike Leigh film begins when he recruits a group of actors, who agree to work with him not knowing what character they will be playing or what the film will be about. Leigh, who at this point will himself have many ideas as to possible themes he could explore, then works with each key actor individually to invent a character. As this process goes on, the actors can improvise in character with a...

Table of contents

• Cover Page
• Title Page
• Copyright Page
• Dedication
• Contents
• List of Plates
• Series Editors’ Foreword
• Acknowledgements
• Introduction: ‘You’ve gotta laugh’
• 1 ‘Really wants to direct’: formative years
• 2 ‘A kind of language’: Bleak Moments
• 3 ‘A long time in the womb’: the TV films
• 4 ‘A different world’: High Hopes
• 5 ‘So long as you’re happy’: Life Is Sweet
• 6 ‘The future is now’: Naked
• 7 ‘Welcome to the family’: Secrets and Lies
• 8 ‘All these memories’: Career Girls
• 9 ‘Laughter – tears – curtain’: Topsy-Turvy
• 10 ‘Life’s too short’: All or Nothing
• 11 ‘Out of the kindness of her heart’: Vera Drake
• Conclusion: ‘The journey continues’
• Filmography
• Select Bibliography
• Index