Philippe Falardeau Quotes

I needed to create some dramatic tension to sustain the interest of the audience. For instance, the boy in the film is not in the play, so this relationship that he had with the former teacher, and his guilt, this is not at all in the play. I thought it would be interesting to look at in the film, and I added stuff like that around the main character. For me, it was not more difficult or less difficult.

I'm writing a political comedy that takes place in Canada in Quebec. It's funny. Saying political comedy is a little redundant but it's a first. I've never done any comedy per se.

If you look at the end of the movie [Monsegnor Lahzar], I give a lot of space to what the spectator can also imagine of what's going to be Bachir's life afterwards. So, there's the restraint part, and there's the fact that the story is happening in the school which allowed me to tackle all these subjects without making it too didactic, because in the school everything happens.

I teach myself archaeology, I teach myself Spanish, and that's because it can be fun, it can be useful. So I keep studying. I read books because I still want to study. I don't want to stop.

We get through life and this is part of the education process also. In real life, we meet bad bosses and good bosses and good friends and bad friends. I think we should let the teachers do their work and not impose too much stuff on them.

If you look at the Oscars and look at the Best Foreign Language series, you see that the films are coming from everywhere - from Quebec, Israel, Poland, and Belgium. It's not the usual French, German, etc. This category is opening up to socially engaged and political films. I think we're going to see a cross over to the main categories also. It's part of this global environment now and I'm grateful that the Academy is having this window on world cinema.

Sometimes it's about the economic situation and sometimes it's about the fear of others. Sometimes it's about protecting the generally accepted values. If you look at history, history is just a succession of people meeting other people, either through commerce, voyages or wars.

In Canada, I've had success raising money. I think I was fortunate enough. But today, I would have to write a very, very bad script not to be financed for the next one. I'm assured at least of the next one, but you're always [only] as good as your last film. I think it's true for anyone.

In the private system and the private schools, the principal is pretty much a dictator. He or she can hire whoever s/he wants. Of course, in the movie, in the story, she makes a mistake by hiring him. But, if she doesn't, I have no story.

Once you're on the set and shooting, it's all just cinema. You have actors and cameras.

I work, play and do everything in French.

If you read Herodotus, the first Greek historian 2,500 years ago, he was talking about that - about people mixing with other people. Sometimes it produces great societies. Sometimes it triggers war. But, we're not going to change that. I don't think so. We're living in nations that are state nations and countries.

We also have this reflex of using specialists for everything, instead of having the person who is there every day with them, the teacher, talk about death and suicide. In the film, it's portrayed a little bit like a caricature, but it's the psychologist who comes in and Monsieur Lazhar does not think it's a good idea. He thinks he should be the one who should talk about that with the children.

It's the same challenge as with any other character, adults or not. You want to take time with the kids. You want to tell them in the audition that they have time to exchange ideas. I'm there. It's not someone else who does the audition, but I don't want to audition a thousand children.

The teacher will never be a parent. The parents are the parents. But they have to engage in some sort of active education beyond just teaching mathematics and French and English because the kids spend more time there than they do with their parents at that age. We have to accept that other adults will be part of our children's education and they will have bad teachers. That's going to happen.

I will see 100 or 200 and I will take my time with them and I audition them for the two main roles. If I like what I see, but they're not exactly right for the role, I'll think well I have this other role that might work for them. Sometimes I will write a role for them because I want to work with them because they're so good.

At the end, what I like is that it's the girl's decision to go back in the room. She needs a hug, she wants a hug, she asks for a hug and he gives it to her. For me, it's like an act of resistance to go there and to transgress the taboo and to do what started the whole thing in the beginning. It was supposedly a hug that started this whole drama between the character of Simon and the teacher.

What I know is that if I was asked to teach mathematics in French for a week to young kids, I would do my homework and I think I could do a decent job. I don't think a degree in education would make me a better teacher. I sometimes teach in college. I don't teach for long periods of time, but I give workshops and I think I can communicate stuff. So, it's about communicating.

Any place where you have to deal with many social actors like a school - you have the parents, the Ministry of Education, the school board, and the teachers - you need all kinds of sets and rules. You're trying to foresee anything that can happen and everything becomes really rigid. They don't want to talk about death because they don't want to overwhelm the children, but that has already happened, so you're not going to overwhelm them more.

The notion, the invention of a country, is fairly new in the history of mankind. We tend to forget that. We want to protect our country. The country is something that's fairly new. It's 250 years old, maybe 300 years old, so it's bound to change and evolve also. Migration is part of that.

Even if I knew that Separation would probably win, when they announced the film, I was thinking to myself "Oh! I want this! I want this!" And so, when we didn't win, I got depressed for about 20 minutes, and then I snapped out of it and enjoyed the rest of the evening.

In the province of Quebec where I come from, we speak French, and the only cosmopolitan city is Montreal. Every time we tackle the subject of immigration and racial tension, it's an issue that concerns Montreal.

When you're younger, and you do your first or second film, you want to show everyone what you can do.

It's a romantic view of Canada. It's like Michael Moore saying we don't lock our doors in Canada. I lock my door mainly because my girlfriend wants me to lock the door, but mind you we lock our doors. It is a little simplistic to say that we blend easily back home with other cultures. It's difficult, but I think it's mainly a big city phenomenon.

I think cinema is the memory and the imagination of the country. Take the memory and imagination out of an individual, and he stops being an individual. I think it's the same thing for a country.

I think it's the same thing for a country. We are lucky then that we can get some financing from the government, because it means when I get the money, when I get the grant to do the film, of course it's based on the script, but I have total artistic control and I can do personal stuff.

Now I realize that I have to let everyone take what they have to take from the film. No matter what I think about the film, it becomes a little irrelevant. I think I would say that the film is trying to show us that - and I spoke about that earlier - we have to let the teachers invest in their own classroom. There's no use in trying to control everything. Education is fundamental.

When I want to tackle a story or a subject, I always ask myself three questions: Is it important to talk about that? Will it interest other people than just me? Can I live with that for three or four years because that's how long it takes to do the project, to write the script, and to direct it, and then to do this.

My film is in French. It's not something folkloric. It's who we are. There's this tension about immigrants coming in. Will they learn French? Will they adapt? In this film, I'm on the reverse side because Monsieur Lazhar comes from a society where French is also the second language.

In Canada, we have so much land, so much space, and so few people.

I'm not too keen on jokes that are one-liners. I want the situation to be funny.