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    August 16

    人性的天马行空与禁锢——《钢琴教师》的启思与写实

         来自母亲的无垠的压抑奠定了影片的基调。故事开始,女主人公行走于灰蒙的世界尚未窒息却也未能聚集到足够爆发的冲力。湿闷但尚可透气。节奏缓慢舒然却处处令人作恶。直到男主人公的出现故事开始升温。女主人公直白的性虐要求看似蓄势待发,准备冲破屏障。但含蓄地以文字表达的要求却又使爆破的冲力趋于平缓。蓄谋已久而天马行空的性幻想开始出现。男主人公对待性虐要求的起始态度将故事引入矛盾的开端。第一次未遂。始作俑者的时候道歉让一度搁浅的性虐在跳票的瞬间得到了蔓延的机会。口交时的呕吐是天马行空的人性与无处不在的人性壁垒的第一次碰撞。病毒式幻想开始扩散,男主人公被感染。窗下的手淫和客厅内的施虐将幻想带入实施阶段。但随后始作俑者开始碰壁。受虐这肆意膨胀的性幻想第一次在受惊中迅速收缩到现实状态,而男主人公却得到了前所未有的彻底发泄。角色的转换和干净利落的施虐让观众痛快地得到了期待依旧的惊喜,但惊喜过后的回落却猝不及防。至此影片在情绪回落的同时慢慢揭开了现实的帷幕。尾声中女主人中公挥刀自捅描绘了始终冲不破现实屏障的人性爆发。
         影片基调上的似是而非让观众始终徘徊于天马行空的幻想与坚不可摧的现实中。见缝插针的矛盾使不温不火的故事主线淹没在朦胧的火花中。
         影片中的钢琴看似更像一个龙套元素,个人认为旨在平复故事主旨的尖锐。
         影片结尾是明显的法式结尾,隐晦得令人发指而又看不出像个结尾。
         长时间的拍摄某一特定物品并夹杂部分人物身体的镜头模式虽较有特色,但在其他作品中也不少见。
         同是描写人性阴暗面,此片与《索多玛120天》之流的区别和精彩之处就在于在承认阴暗面的同时突出现实的不可忽视不可动摇的禁锢作用和屏障地位,将情感压抑与性发泄相互关联,独具学术价值。

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