Creating Unforgettable Characters Read online

  A number of years ago, I was called in by a television producer who was confronting a character problem in one of her scripts. A well-known, respected actor was already cast in the role, but the part was limited in its scope. During the consulting session, we brainstormed further emotional layering, other dimensions to his character, and potential transformations. Later, the actor was nominated for an Emmy for his performance.

  Some months later, I was asked to consult with some producers of a series that was in trouble. Ratings were low, the network was threatening to cancel. Although the acting was excellent, and the broad strokes of the characters were well drawn, there was little character expansion. In an evening seminar, we brainstormed potential conflicts, story issues that could expand character dimensionality, dynamic relationships that were already part of the series but had been unexplored, and reasons why audiences might want to be involved with these characters week after week. The producers were enthused, and set about to turn the show around. But it was too late. The network had already decided to cancel. Since then, the multitalented and popular star has not yet found another series, in spite of a number of successes in the past.

  In both these situations, character was the key to a workable story. Great characters are essential if you want to create great fiction. If the characters don't work, the story and theme will not be enough to involve audiences and readers. Think of the memorable characters in the novels of Gone With the Wind, To Kill a Mockingbird, Jane Eyre, Tom Jones; or from the plays Amadeus, Les Liaisons Dangereuses, The Glass Menagerie; the films Casablanca, Annie Hall, Citizen Kane; the television series "I Love Lucy," "All in the Family," "The Honey-mooners." Even action-adventure films such as 48 HRS., Lethal Weapon, and Die Hard, and horror films such as Nightmare on Elm Street credit their success to strong, well-drawn characters.

  Creating unforgettable characters is a process. Although some writers say that it can't be taught, as a script consultant I've learned that there are processes and concepts that can effectively improve characters. By talking to many critically acclaimed writers, I've learned techniques and methods that great writers use to create great characters.

  I also know that the problems that writers confront are confronted as well by producers, directors, executives, and actors. These are the people who must define the character problem, ask the right questions, and point the way to workable solutions.

  The concepts within this book relate to the creation of all fiction characters and are based on the principles I've discovered as a drama professor, a theatre director, and, for the last ten years, a script consultant. For this book, I've interviewed over thirty writers who have articulated and affirmed these concepts; these include novelists and writers for film, television, plays, and advertising. Since my business focuses on screenplays, most of the examples are from film and television. Most of the literary examples come from novels and plays that have been made into films, since either the film or the novel will probably be known to most readers. During my conversations with novelists, they affirmed that all the character concepts I've discussed in relation to film and television are also applicable to the novel.

  Since my previous book, Making a Good Script Great, deals with character in relation to story and structure, I have chosen not to repeat that information. Instead I will concentrate on the process of creating well-rounded individual characters, and characters in relationship. If you are a new writer, understanding these processes can help you know where to turn when inspiration seems to fail. If you're an experienced writer, you may have occasionally found that one of your characters just doesn't work. Reviewing these processes can help you understand what you do instinctively.

  Character is created through a combination of knowledge and imagination. This book is designed to stimulate your creative process, and to take you through a process that will culminate in strong, dimensional, unforgettable characters.

  Some time ago, one of my writing clients came to me with a terrific concept for a script. She had worked and reworked the script for over a year. Her agent was excited and eagerly awaiting this new story.

  Although she had been told that some of her scripts weren't strong enough for the American commercial market, this one was exciting and tough. It was the kind of story that many producers called "high concept"—with a strong hook and unique approach to the story, a clear conflict and identifiable characters.

  Her first film had just been completed, and she was counting on this script to break new ground. She had to finish quickly—but the characters weren't working. She was absolutely stuck.

  When I analyzed the script, I realized that she didn't know enough about the context—about the world of the characters. A number of scenes took place in a center for the homeless. Although she had spent some time serving soup at the center, and talking to the homeless, she had never experienced sleeping there or being on the streets. As a result, details and emotions were missing. It was clear that there was only one way that she could break through the character problems—she had to return to research.

  The first step in the creation of any character is research. Since most writing is a personal exploration into new territory, it demands some research to make sure that the character and context make sense and ring true.

  Many writers love the research process. They describe it as an adventure, an exploration, an opportunity to learn about different worlds and different people. They love seeing characters come to life after spending several days learning more about their world. When their research proves something they intuitively knew, they're overjoyed. Every new insight gained through research makes them feel they have made giant strides in creating an exciting character.

  Others find research intimidating, and the most difficult part of the job. Many writers resist it, and resent spending hours making phone calls or foraging for information in the library. Research can be frustrating and time-consuming. You can go down a great many blind alleys before you accomplish a thing. You may not know how to begin to research a specific character point. But research is the first step in the process of creating a character.

  The depth of a character has been compared to an iceberg. The audience or reader only sees the tip of the writer's work— perhaps only 10 percent of everything the writer knows about the character. The writer needs to trust that all this work deepens the character, even if much of this information never appears directly in the script.

  When do you need to research? Consider for a moment: You're writing a novel. Everyone who has read it agrees that your protagonist, a thirty-seven-year-old white male, has a fascinating personality, but there are certain motivations they don't understand. You decide you need to learn more about the inner workings of your character. A friend suggests you read Seasons of a Man's Life by Daniel Levinson, about the male mid-life crisis. You also arrange to sit in on a group of men in analysis. Through this research, you hope to learn what happens to men in the mid-life transition, and how it motivates their behavior.

  Or, you've just finished your script, but the supporting character of the black lawyer doesn't seem as fleshed out as the others. You contact the NAACP to see if they know a black lawyer who might be willing to talk to you. You need to gain an insight into ways the ethnic background will affect this particular character in this particular occupation.

  Or, you've been assigned to write a film about Lewis and Clark. You're smart—you ask the studio for research money, transportation expenses, and eight months' time. You know you will need to understand the experience of the journey, and how the period will affect the characters and the dialogue.

  GENERAL VS. SPECIFIC RESEARCH

  Where to start? First, unders
tand that you're never starting from scratch. You have been doing research your whole life, so there is a great deal of material to draw upon.

  You are doing what's called general research all the time. It's the observation—the noticing—that becomes the basis of character. You're probably a natural people-watcher. You observe how people walk, what they do, what they wear, the rhythms of their speech, even their thought patterns.

  If you have another profession besides writing—perhaps medicine, or real estate, or teaching history—all the material you absorb within those jobs can be applied when you write a script for a doctor series, or a story about the real estate profession, or a novel or screenplay that takes place in medieval England.

  You're doing general research when you take classes in psychology, art, or science. Later, what you learned may give you the details you need for your next story.

  Many writing teachers say, "Write what you know about"— and for good reason. They recognize that this constant lifelong observation and general research yields many details that might take months or years to learn if you were writing about an area outside your experience.

  Carl Sautter, writer, former story editor of "Moonlighting," and author of How to Sell Your Screenplay, recounts the story of a writer who pitched a Fort Lauderdale story to him. "He wanted to do a film about four girls who go to Fort Lauderdale for spring break. It's an all-right idea, but I discovered that he had never been to Fort Lauderdale during spring break. We continued to talk and I discovered he came from a little farm in Kansas. And then he said, 'It's a shame I'm not there this week because this is pancake week.' This little town was having their annual pancake festival. And he starting describing all the things they do with pancakes, and all the details about the festival. And I said, Now there's a story. There's a wonderful setting for a movie.' And I said, 'Why take a story that two thousand people could write better than you can, about a situation you've never experienced? Write about something you know.'"

  The creation of character begins with what you already know. But general research may not yield enough information. You'll also need to do specific research to fill in character details that may not be part of your own observation and experience.

  Novelist Robin Cook (Coma, Mutation, Outbreak, etc.) is an M.D., but he still has to do specific research for his medical fiction books. "Most of the research is reading, " he says, "but I do talk to doctors who specialize in the subject of my novel. In fact, I normally will work in that particular field for a few weeks. When I wrote the book Brain, which deals with a neuroradiologist, I spent two or three weeks with a neuroradiologist. For Outbreak, which was about a modern-day plague, I talked to the people at the Center for Disease Control in Atlanta, and researched viruses. For Mutation, I researched the science of genetic engineering. The pace of change in that field is so rapid that most of what I had learned in medical school was no longer valid. I put out a book a year. I usually spend six months of research, two months of generating the outline, two months writing the book, and a couple of months doing other things such as publicity and working at the hospital."

  THE CONTEXT

  Characters don't exist in a vacuum. They're a product of their environment. A character from seventeenth-century France is different from one from Texas in 1980. A character who practices medicine in a small town in Illinois is different from someone who's the pathologist at Boston General Hospital. Someone who grows up poor on an Iowa farm will be different from one who grows up rich in Charleston, South Carolina. A black, or Hispanic, or Irish-American will be different from a Swede from St. Paul. Understanding a character begins with understanding the context that surrounds the character.

  What is context? Syd Field, in his book Screenplay, gives an excellent definition. He compares context to an empty coffee cup. The cup is the context. It's the space surrounding the character, which is then filled with the specifics of the story and characters.1 The contexts that most influence character include the culture, historical period, location, and occupation.

  CULTURAL INFLUENCES

  All characters have ethnic backgrounds. If you're a third-generation American of Swedish-German background (as I am), the influence of this background may be minimal. If you're a first-generation black Jamaican, the ethnic background could determine behavior, attitudes, emotional expressiveness, and philosophy.

  All characters have a social background. It makes a difference whether someone comes from a middle-class farming family in Iowa or an upper-class family in San Francisco.

  All characters have a religious background. Are they nominal Catholic, Orthodox Jew, followers of New Age philosophies, or agnostic?

  All characters have educational backgrounds. The number of years of schooling, as well as the specific field of study, will change a character's makeup.

  All of these cultural aspects will have wide-ranging influence upon the makeup of the characters, determining the way they think and talk, their values, concerns, and emotional life.

  John Patrick Shanley (Moonstruck) came from an Irish-American home, but observed his Italian neighbors across the street. He says, "I saw that they had better food. They were more connected to their bodies. When they spoke, they spoke with their whole selves. There were things about the Irish that I liked, too. They could, for example, outtalk the Italians. And they had a different brand of charm. So I took the best of both . . . for my writing and for my life."2

  William Kelley researched Witness for about seven years, studying the Amish culture and trying to find a way to get more information from people who were not interested in talking to the public. "The Amish were very distrustful of Hollywood so I really had a terrible time breaking through until I met Bishop Miller—a buggymaker—and happened to mention to him that we would need about fifteen buggies to do this movie. Miller built buggies and being a good businessman he immediately said Uh-huh' and I suddenly had an entree into viewing the Amish life."

  Bishop Miller became the prototype for Eli in Witness. Through this association, Kelley learned that the Amish were bawdy, that they were "a good judge of horseflesh," that they had a good sense of humor, and that the women could be coy and flirtatious.

  Culture determines speech rhythms, grammar, and vocabulary. Read out loud the dialogue that follows, to hear the voice of the characters.

  In Crossing Delancey, by Susan Sandler, the Upper West Side language contrasts with that of the Lower East Side. In this case, all of the characters (except the poet) have a Jewish context, and come from a particular location in New York. Both of these contexts influence their speech.

  Upper West Side Izzy describes her situation: "I met someone. It was an arranged meeting with a marriage broker. Grandmother set it up."

  Bubba, the grandmother, speaks with another rhythm: "You want to catch the wild monkey, you have to climb the tree. A dog should live alone, not people."

  Sam, the pickleman, from the Lower East Side, has a different style of speech: "I'm a pretty happy fella. I like to get up in the morning, hear the birds tweet tweet. I put on a clean shirt, walk to shul, make the morning prayers. Nine o'clock my doors open."

  And the poet says, "You do have an exquisite stillness, Izzy."

  Listen to the rhythms from the Irish play Riders to the Sea, by John Millington Synge: "They're all together this time, and the end is come. May the Almighty God have mercy on Bart-ley's soul, and on Michael's soul, and on the souls of Sheamus and Patch, and Stephen Shawn; and may He have mercy on my soul, Nora, and on the soul of everyone is left living in the world."

  Listen to the difference in language between Eli, the Amish man, and John Book, the Philadelphia policeman. These rhythms are very subtle, but if you read the dialogue out loud, you'll hear the difference between the slight lilt in Eli's speech and John's directness.

  ELI: You be careful out there among the English.

  JOHN BOOK: Samuel, I'm a police officer. My job is to

  investigate this murder.

  Many
times, your stories will have characters from several different cultures. For those from your own culture, you can turn to your own experience to find the rhythms and attitudes. For characters from other cultures, you may need extra research to make sure that their cultures ring true, and to be sure that you've created separate characters—not simply characters with different names who all sound and act the same.

  THE HISTORICAL PERIOD

  It is particularly difficult to set a story in another period. Generally the research is indirect. A writer can't get direct information from walking the streets of twentieth-century London when the story takes place in the sixteenth century. Listening to the speech of the modern Englishman sheds only a bit of light on the speech that existed four hundred years before. The vocabulary is different, the rhythms are different, and even the words are different since many words and meanings have become obsolete.

  Novelist Leonard Tourney, a history professor at the University of California in Santa Barbara, has written several books about sixteenth-century England, including Old Saxon Blood and The Players Boy Is Dead. His professional background provides him with a knowledge of the period, yet he still has to research specific details when writing his books.

  Leonard says, "I might need to know about the Inns of Court and its history and practices during the late sixteenth or early seventeenth century. One of my novels dealt with a witch trial. I had to learn whether a defendant would have been represented by counsel in the early seventeenth century. The answer was no—which makes the trial look strange. I had to learn how many judges sat on the panel, and whether there would have been a jury, and how many jury persons would have served. I had a kind of license based upon what I had learned that any kind of suspicious behavior at this time would have been adequate evidence to convict a suspect of witchcraft. I had to learn what punishment was meted out to witches."

  Recently I consulted on a project about the Mormon trek west to Salt Lake City in the mid-nineteenth century. Kieth Merrill, writer and director, supplied the research information about historical speeches and details of the journey. Writer Victoria Westermark, who has written a number of scripts set in the nineteenth century, did a rewrite and polish. She explains how she was able to build upon past experience when determining characteristics and period language for the script, Legacy.