John Alderman

Paul is live

An interactive drama about a dead rock star makes a long-delayed debut.

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Paul is Dead has finally come to life.

Like a mastodon frozen in ice, the interactive drama built for the Web has arrived from the time of The Spot — demanding that users click page after page to uncover its mysteries, reveal its plot and characters and become a part of its community. If “Paul is Dead” looks and feels like a product of 1996, that’s because it is one.

A mystery exploring the (fictional) life and uncertain death of Paul Lomo, a trendsetting post-punk rock singer, “Paul is Dead” has the sad burden of trying, yet again, to prove the medium that gives it life. The site is clearly still in the experimental stage of storytelling on the Web, trying out the new tricks that interactivity has to offer. There are links to other Web sites, which work like footnotes spreading the story with tangents to follow and clues to hide. The songs of Lomo’s band Miasma are provided in streaming audio, and a “chatbot” offers artificial intelligence-driven dialogue with a snide, paranoid side character. While the series is a Gesamtkunstwerk of Wagnerian ambition, and the effort that must have gone into it is certainly impressive, the characters and the story only live up to the level of an after-school special.

John Sanborn and Michael Kaplan, together known as LaFong, began the work in 1996 — a year when all the Net seemed to be in a scramble for content and bets were on as to where it was going. The team had previously created “Psychic Detective,” a CD-ROM published by Electronic Arts that wowed critics and advanced the state of the interactive art. While they seem to have had no trouble finding backers to produce “Paul is Dead,” one corporate sponsor after another signed on only to drop by the wayside. MGM Interactive, the Microsoft Network and Berkeley Systems each picked up the pieces and split in turn. Many corporate logos from these deadbeat sugar daddies hang like trophies on the “Paul is Dead” home page.

The good news is that as an exercise in developing content for the Web, “Paul is Dead” is surprisingly successful. Although it may have been proven before, this site shows once again that, yes, you can sustain a narrative, add elements of interactivity and use the effects the Web itself offers to tell a story and involve an audience.

The bad news is that what LaFong has created still doesn’t work for someone on a modem, even at 56K. Sound files stutter along as the home user waits for the pictures to load, and some bugs even crash browsers. Maybe now that it’s 1998, everyone’s supposed to have a fast T1 line — but it’s not very punk rock of LaFong to assume so.

As the name of the story suggests, Paul Lomo’s dead, and it’s left to a star-struck fan turned music journalist turned intrepid detective to piece together his death, from (can you guess?) clues left on the last album, among other things — like a voice between songs that cries, “My hands, my hands, look at my goddamn hands!” Any rock fan above a certain age will flash back to the “I got blisters on my fingers” line from the Beatles’ White Album.

There are, of course, plenty of references to the legends surrounding the corpses that piqued the prurient curiosities that rock built. Jim Morrison, Kurt Cobain, Jimi Hendrix, the Beatles, as well as their entourages and legends, are all reflected here — sometimes with a straight face, sometimes not. It’s when the face is straight that the story flops.

“Paul Is Dead’s” vast exercise in creating a past and fabricating objects to support it — the posters, the songs, the lurid backstage photos — only ends up proving how impossible it is to construct believable pop stars. God knows an army of industry drones is at work in Los Angeles at this very moment attempting to do the same thing with living people.

Maybe that’s why there are so few successful books or movies about fictional rockers. The bizarre combinations of Zeitgeist and affectation that produce rock stars are so improbable that any fictional copy immediately sounds made up, just as invented fashion trends also sound absurd. Who would have believed the Spice Girls, Milli Vanilli, Culture Club, Devo or the Germs?

The music in “Paul Is Dead,” certainly, reflects the reality of most rock ‘n’ roll: predictable lyrics, strained emotional appeal and flat, tuneless delivery. It may be unfair to criticize something that’s offered not as a work of art but as clue and artifact; but when everyone in the story is going gaga over music that’s really not so great, it does test one’s ability to suspend disbelief. As for the singing, it’s reminiscent of the numbers that Cheech and Chong used to do.

In fact, “Paul is Dead” works best as parody — like Cheech and Chong or “This Is Spinal Tap.” Details on a Web site offering rock collectibles for sale are cutting and bleakly funny — a syringe is “rumored to have been used by both Paul Lomo and Seneca.” There are plenty of well-observed, cutting takes on the stereotypes of rock and the obsessive behavior of fans: Bass player Seneca is said to have joined her first band by jumping onstage and pushing the old bass player off. And Miasma member Teko boasts of holding the world’s record for longest drum solo — at 11 hours, 43 minutes.

Sadly, the story too often becomes a parody of a Web entertainment itself. Using interviews with Thomas Dolby and Todd Rundgren as evidence that protagonist Elly Clyde has hit rock journalism’s big time is a telltale sign that the “Paul Is Dead” team may have spent too much time in Multimedia Gulch and not enough out in current rock clubs.

What’s amazing is that LaFong has managed to pull through all of the troubles — all of the times the project was molded, dropped and then picked up and reshaped to someone else’s desires — and still convey an enjoyable, coherent story. While Sanborn has been quoted recently as having his doubts about continuing to work in interactive media, “Paul is Dead” shows that the form — technical problems and all — can work. That, certainly, is something. Where the Lafong duo take the form in the future should prove even more interesting.

Lights, camera, point, click, action!

Some subjects -- like filmmaking -- were made for educational multimedia

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Using multimedia for self-education is an admirable notion that’s been around at least since the Apple II was welcomed into schools across the country roughly two decades ago. Implicit in most accounts of why the “digital revolution” is such a great thing is the notion that users might be able to learn languages, history, technology and more — using only their computers to connect with the world of information waiting to pounce across the circuits and into their brain.

But most education software, when it came down to it, relied far too much on the novelty of using a computer as the chief selling point– or else used the computer to shoulder the burden of the dry repetition involved with, say, learning to conjugate foreign verbs. “How to Make Your Movie — an Interactive Film School,” a course on three CD-ROMs (for Windows 95 or Macintosh), was devised because its creator, filmmaker and teacher Rajko Grlic felt that film school textbooks were simply not demonstrative enough for a craft in which movement was so vital. An electronic solution, in a CD-ROM format familiar to most computer users by now, was a good response.

Students using “How to Make Your Movie” get a point-and-click introduction to basic filmmaking: Camera shots, the cinematographer’s tools, the scriptwriting process, the history of films, legal and production fundamentals all receive at least a cursory introduction, sometimes much more.

The format for most topics is the “lecture,” usually a room with a few objects lying around and a bulletin board or file cabinet with notes, plus a brief video introduction. Most of the subjects are taught by other working film scholars recruited by Grlic to cover their specialty. The lecturers are mostly likable — though we usually only get a very short clip, and are then left to read notes. It’s unsurprising that the coverage of each subject is a little brief (the film history lecture is called “the Speedy Gonzales History of Film”); but the basic information is there, and it all seems solid, at least to this amateur.

A sense of discovery is embedded in the course; scattered throughout are bits and pieces of a short film that students uncover as they go along. We first see parts of the film via illustrations of camera positioning; fragments of ideas about the film develop into a treatment and then a script as the screenwriting lectures move forward. Finally, on the top floor of the school’s imaginary building, the student may watch the final production of the short. Great art it’s not — but it manages within its brief span to provide a nice overview of film technique.

Mostly, “How to Make Your Movie” makes good use of its multimedia format. When illustrating types of shots, the program deploys coordinated video, text and sketches of the camera and actors’ locations. Users can click on a camera in a diagram, drawn much like a football play, to see the view through its lens, or watch a diagram moving in action as a shot is made, and its camera and actors execute precise motions. All the while a video of the scene may continue on the side of the screen.

When the design is less successful, it’s usually the result of adopting clichis from the CD-ROM medium’s early days. The program’s interface, for instance, is a building housing a film school, and each room corresponds to a given topic, holding the relevant lecture. 3-D space as a way of organizing data is an old idea within the multimedia universe, but it’s a questionable one for most purposes. Spreading information out architecturally means moving around to get to it, which is not so handy. The novelty of inhabiting an imaginary place loses its charm on the second trudge down the hall to check a forgotten fact. Thankfully, there are shortcuts — but a flat two-dimensional index would have been convenient.

Some of the bells and whistles could also have been left out. In the film history room, for instance, a slide projector rests next to the bulletin board containing the subject’s lecture. While the “Speedy Gonzales” film history provides a whirlwind tour of the cinematic past, the projector beams images of great directors, some of whom are not even mentioned in the lecture. The space taken up by the slide show could have been usefully given over to descriptions of these additional luminaries: How would someone know to genuflect in front of the image of John Cassavetes if they don’t know who he is?

“How to Make Your Movie” ought to be of considerable value even if you have no plans to enter your first feature at Sundance. Learning about the ideas behind making films — and at least a little of the nuts and bolts involved — will benefit anyone who wants a film experience beyond amazement and spectacle. From childhood, we learn about literature by writing as well as reading, creating as well as consuming; but with film it’s a different story. When readers understand the elements of design, typography, layout and grammar as well as the history of writing, they’re in a better position to appreciate the accomplishment of a good book. It’s natural that viewers of film who expect to get the most out of the experience would want at least a minimal grounding in the processes of celluloid creation.

There are, naturally, many things in the work that would be of little interest to someone out just to pick up some film vocabulary. The creators fully intended this to be a solid introduction for new filmmakers. Hence, there are binders full of information on industry-standard cameras and their relative merits, as well as film, sound and lighting tools. Sticky notes from the instructor giving personal insights and anecdotes are posted over the straightforward technical information. It’s not exactly like having a teacher around — but the suggestion of an informal student/teacher relationship provides at least some of the desired benefits.

For those who want to go further, “How to Make Your Movie” contains a syllabus for teaching a one-year class using the program as a coursebook. Ohio University, where Grlic has been a professor since 1993, has taken a further step into the experimental academic future by announcing a year-long Internet-based class to begin this October. The students will use the CD-ROMs, shoot their own films and meet with teachers and classmates, mostly online.

Even if you can’t make it to film school, “How to Make Your Movie” will give you a cheap, solid introduction to the craft and provide good direction for future study, from Aristotle’s “Poetics” to informative Web sites. When you’re ready to start shooting, there’s a worldwide list of camera renters; for the would-be auteur with a finished film, there’s a directory of film festivals to enter. Multimedia education may have a spotty record, but filmmaking may be just the right discipline to show off its promise.

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