The Effects of Nazi Dogma on the Main Children Characters Development in Taika Waititi's Jojo Rabbit
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THE EFFECTS OF NAZI DOGMA ON THE MAIN CHILDREN CHARACTERS DEVELOPMENT IN TAIKA WAITITI’S JOJO RABBIT
AN UNDERGRADUATE THESIS
Presented as Partial Fulfilment of the Requirements for the Degree of Sarjana Sastra in English Letters
RIZQI MA’RUF Student Number: 174214157
ENGLISH LETTERS DEPARTMENT FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2021
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE EFFECTS OF NAZI DOGMA ON THE MAIN CHILDREN CHARACTERS DEVELOPMENT IN TAIKA WAITITI’S JOJO RABBIT
AN UNDERGRADUATE THESIS
Presented as Partial Fulfilment of the Requirements for the Degree of Sarjana Sastra in English Letters
RIZQI MA’RUF Student Number: 174214157
ENGLISH LETTERS DEPARTMENT FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2021
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Let everything happen to you Beauty and terror Just keep going No feeling is final - Rainer Maria Rilke
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For My Family and Future Me
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ACKNOWLEDGEMENTS
I would like to express my deepest gratitude to my thesis advisor,
Drs.Hirmawan Wijanarka M.Hum and co-advisor, Dr. Gabriel Fajar Sasmita Aji S.S.,
M.Hum for the patience, knowledge, time and guidance during the process of researching my undergraduate thesis. I would also address my gratitude to all lecturers and staff of English Letters Department of Sanata Dharma for good service and useful knowledge.
Rizqi Ma’ruf
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TABLE OF CONTENTS
TITLE PAGE ...... ii APPROVAL PAGE ...... iii ACCEPTANCE PAGE ...... iv STATEMENT OF ORIGINALITY ...... v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH .. vi UNTUK KEPENTINGAN AKADEMIS ...... vi MOTTO PAGE ...... vii DEDICATION PAGE ...... viii ACKNOWLEDGEMENTS ...... ix TABLE OF CONTENTS ...... x LIST OF FIGURES ...... xi ABSTRACT ...... xii ABSTRAK ...... xiii CHAPTER I: INTRODUCTION ...... 1 A. Background of Study ...... 1 B. Problem Formulation ...... 3 C. Objectives of the Study ...... 3 D. Definition of Terms ...... 3 CHAPTER II: REVIEW OF LITERATURE ...... 5 A. Review of Related Studies ...... 5 B. Review of Related Theories ...... 15 1. Theory of Characterization ...... 15 2. Theory of Personality Development ...... 18 3. Theory of Dogmatism ...... 21 C. Theoretical Framework ...... 25 CHAPTER III: METHODOLOGY ...... 27 A. Object of the Study...... 27 B. Approach of the Study ...... 28 C. Method of the study ...... 29 CHAPTER IV: ANALYSIS ...... 31 A. The Portrayal of Main Children Characters ...... 31 B. Nazi Dogmas Revealed in the Movie...... 42 C. The Effects of Nazi Dogma on the Main Children Characters Development .. 46 CHAPTER V: CONCLUSION ...... 62 REFERENCES ...... 65 APPENDIX ...... 67
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LIST OF FIGURES
Figure 1. Jojo’s appearance ...... 31 Figure 2. Jojo and imaginary Hitler’s relationship ...... 34 Figure 3. Jojo and his mother watch the rebels hanged ...... 37 Figure 4. Rosie Betzler ties Jojo’s shoelaces ...... 38 Figure 5. Elsa’s appearance ...... 39 Figure 6. Elsa threatens Jojo with a knife ...... 41 Figure 7. Jojo tries threatens Elsa ...... 48 Figure 8. Rosie Betzler educates Jojo ...... 51 Figure 9. Elsa takes Jojo’s knife ...... 59
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ABSTRACT
MA’RUF, RIZQI (2021). The Effects of Nazi Dogma on the Main Children Characters Development in Taika Waititi’s Jojo Rabbit. Yogyakarta: Department of English Letters, Faculty of Letters. Universitas Sanata Dharma. The nature of ideology is affecting people within its surrounding. It can be a factor that changes personality. In Jojo Rabbit, the main children characters develop because of the influence of Nazi dogma. In this thesis, there are three objectives. The first aim of this study is to identify how are the main children characters portrayed in the story. The second aim is to explain the dogmas revealed in the story. The third aim is to discover the effects of the dogmas on the main children characters development. This study applies psychological approach to discuss and analyse the characteristics and personality of the main children characters. There are three main theories used to analyse the problem formulation. The theories are Boggs & Petrie’s theory of characterization to identify characters’ personality, Elizabeth Hurlock’s theory of personality development to find the factors of personality development, and Milton Rokeach’s theory of dogmatism to analyse Nazi dogma. This is a library research and the data required are taken from books and internet. The primary data consists of video of the movie and its script, while the secondary data consists of journals, dictionary, and theses. The results of the study are first, Jojo Betzler characteristics are compassionate, immature, inquisitive, fanatic and dogmatic, while Elsa Korr’s characteristics are intelligent, brave, and pessimistic. Second, during the reign of Adolf Hitler, Nazi dogma exist, they are glorifying the elite, superiority, hating and killing the Jews. It becomes the factors which influence the main children characters development. Third, influenced by Nazi dogma, Jojo’s personalitiy change into violent, impolite, inquisitive, mature, not fanatic, and not dogmatic. In the other hand, Elsa’s personality changes into brave, intelligent, caring, trusting, optimistic. Keywords: Jojo Rabbit, effects, Nazi dogma, characters development
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ABSTRAK
MA’RUF, RIZQI (2021). The Effects of Nazi Dogma on the Main Children Characters Development in Taika Waititi’s Jojo Rabbit. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra. Universitas Sanata Dharma. Sifat alamiah sebuah ideologi adalah mempengaruhi orang-orang di sekitarnya. Ideologi tersebut dapat menjadi faktor yang merubah keperibadian. Pada film Jojo Rabbit, karakter anak-anak utama berkembang karena pengaruh dogma Nazi. Pada skripsi ini, ada tiga tujuan penelitian. Tujuan pertama yaitu mengidentifikasi bagaima penggambaran karakter anak-anak utama. Tujuan kedua yaitu untuk menjelaskan dogma-dogma yang diungkap dalam cerita. Tujuan ketiga yaitu untuk menemukan efek-efek Nazi dogma pada perkembangan karakter anak-anak utama. Penelitian in memakai pendekatan psikologi untuk membahas dan menganalisis karakteristik dan kepribadian karakter anak-anak utama. Terdapat tiga teori yang digunakan untuk menganalisi rumusan masalah. Teori tersebut adalah teori karakterisasi oleh Boggs & Petrie untuk mengidentifikasi kepribadian karakter, teori pengembangan kepribadian oleh Elizabeth Hurlock untuk mencari faktor dari perkembangan kepribadian, teori dogmatism oleh Milton Rokeach untuk menganalisi dogma Nazi. Ini merupakan penelitian kepustakaan, dimana data yang dibutuhkan diambil dari buku dan internet. Data primer terdiri dari video film dan scrip film tersebut, sementara data sekunder terduri dari jurnal, kamus dan tesis. Hasil dari studi ini adalah pertama, kepribadian Jojo Betzler adalah penyayang, tidak dewasa, tidak ingin tahu, fanatik dan dogmatik, sementara Elsa adalah cerdas, berani, dan pesimistik. Kedua, selama pemerintahan Adolf Hitler, terdapat dogma Nazi, diantaranya yaitu memuliakan kaum elite, kesuperioran, membenci dan membunuh orang Yahudi. Dogma tersebut menjadi faktor yang mempengaruhi perkembangan karakter anak-anak utama. Ketiga, dipengaruhi oleh dogma Nazi, kepribadian Jojo berubah menjadi kasar, tidak sopan, ingin tahu, dewasa, tidak fanatik dan tidak dogmatik. Di sisi lain, kepribadian Elsa berubah menjadi berani, cerdas, peduli, percaya, dan optimis. Kata kunci: Jojo Rabbit, effects, Nazi dogma, characters development
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CHAPTER I
INTRODUCTION
A. Background of Study
People often follow a figure which they do not know well, a figure whom decision is stereotypical and even misleading. This kind of figure has made people, mostly children as the main victim, suffer in a long time period. The great example is the dominance of Nazi Party during World War 2 in German led by a famous dictator named Adolf Hitler. It is the era where the cruelty of Hitler put Jewish people in an unpleasant condition. Therefore, the true dictation of Adolf Hitler was not realized by most of the Germans.
According to United States Holocaust Memorial Museum website, Nazis had killed more than six million European Jews, which more than one million of the victims were children. During Holocaust, Nazis targeted and killed children because of their perceived racial and biological inferiority. Because of that, Jewish and Romani children were especially vulnerable in the era of Holocaust (United States Holocaust Memorial
Museum, 2019). Not only affecting people during World War 2, but this event also has greater impact in the society which is generating the growth of literary works, such as script writing which is converted into films. One of the films is entitled Jojo Rabit by
Taika Waititi.
Taika Waititi’s Jojo Rabbit is a comedy movie about the life of Jewish and German people under Nazi Party authority. The setting is in German in the last year of World
War. Specifically, it talks about a boy named Jojo Betzler who sees war as the greatest
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thing in the world. In the other hand, his mother, Rosie Betzler, sees war as a stupid thing. Her ideas about war makes Ms. Betzler having a different view about Nazi.
Unlike her mother, Jojo Betzler sees Adolf Hitler as a hero and a great role model which he admires. Like other children which have blind fanaticism in that story, Jojo has an imaginary friend which is Adolf Hitler. On an interview, Taika Waititi said that only little children who like a certain symbol.
“If you look at all the little details, on their hats, there’s a skull and crossbones. On their belt buckles, there’s lightning bolts. They were all into this iconography and these weird symbols and things that only a 10-year-old would really think was cool” (Leon, 2019). Taika Waititi showed that the victim of Nazism could be anyone, whether they are supporters or opposers. In this movie, Jojo Rabbit and one other children’s character are influenced by Nazi. The ideology of Nazi has influenced the main children characters since the beginning of the movie. As the story progresses, the true identity of Nazi is revealed which makes its influences on the main children characters change.
In Jojo Rabbit, the existence of Nazi dogma influences children characters development. According to Matt Ricket, a professional copywriter, character development is the way in which characters change throughout a story (Matt Rickett,
2019). In the story, a boy named Jojo Betzler sees Adolf Hitler as a hero and a great role model which he admires. Unfortunately, the instability of Nazi party in the story causes his character and other children character to change.
In this study, the researcher identifies and analyses the main children characters who exposed by Nazism. The researcher analyses characters’ development using the
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theory of Personality Development by Hurloc. This study helps the readers to understand the effects Nazi dogma on children characters development. Not only stops on the literary context, but this research is also beneficial for human life. It is important that people understand the pain experienced by the Jews and Germans during Nazi era.
B. Problem Formulation
In order to analyse the topic of the thesis, the researcher formulates two questions as follow:
1. How are the main children characters portrayed in the story?
2. What are Nazi dogmas revealed in the movie?
3. What are the effects of Nazi dogmas on the main children characters’
development?
C. Objectives of the Study
Based on the problem formulation above, this study has three objectives. The first aim of this study is to identify how are the main children characters portrayed in the story. The second aim is to explain the dogmas revealed in the story. The third aim is to discover the effects of the dogmas on the main children character’s development.
D. Definition of Terms
To provide clear understanding of some terminologies used in this research, these following terms are defined.
The first term is Nazism. Encyclopaedia Britannica describes Nazism as a totalitarian movement led by Adolf Hitler as head of the Nazi Party in Germany. It was
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an anti-intellectual and atheoretical movement, emphasizing the will of the charismatic dictator as the sole source of inspiration of a people and a nation, as well as a vision of annihilation of all enemies of the Aryan Volk as the one and only goal of Nazi policy(United States Holocaust Museum, 2017)
The second term is dogma. Dogma is a Greek word that means individual believe or idea. Individuals with open mind in acceptance of new ideas are without dogmatism and individuals with close mind present as dogmatism (Brown, 2012 pp.1031-1032).
Dogmatism is defined by Rokeach as a relatively closed cognitive organization of beliefs about reality focused around a central set of beliefs about absolute authority which, in turn, provides a framework for patterns of intolerance and qualified tolerance toward others (Rokeach, 1954, p. 195). Therefore, Nazi dogma can be defined as a belief of Nazism that must be accepted and cannot be denied.
The third term is character development. According to Matt Ricket, a professional copywriter, character development is the way in which characters change throughout a story (Matt Rickett, 2019).
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CHAPTER II
REVIEW OF LITERATURE
A. Review of Related Studies
This study provides four related studies. It consists of three undergraduate thesis and a book. The three theses are conducted by Albertus Revo Prammudya,
Diwangkara, and Ramadhan Febri Iswara, while the book is written by Marion A.
Kaplan. These studies help the researcher in conducting this research.
In 2019, Albertus Revo Pramudya conducted a research entitled The Impact of Don
Shirley’s Influence Towards Tony Lip’s Personality Development in Farrelly’s Green
Book Script. He discussed about Tony Lip and Don Shirley’s characters and how the impacts of Don Shirley’s influence towards Tony Lip’s personality development. In analysing the problem discussed, Revo used the theory of character and characterization from M. Boggs and W. Petrie, and the theory of personality development by Elisabeth Hurlock. He used library research to find the theories and data required. His primary data consists of the script of the movie and the video of the movie. His secondary data consists of books, essays, journals, dictionaries, and theses.
Revo found that first, Tony Lip’s characteristics are money oriented. The study says, “Tony Lip do most of his works because he knows that he the work will get him to money. Money is not only influencing his motivation to work, but also his motivation to act” (Pramudya, 2019, p.23). In his analysis, Revo used the th eory of money act
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as an incentive by Lea & Webley to understand Tony Lip’s motivation in doing the hardest job he never imagines.
Tony Lip’s other personality that Revo found are racist and uncultured. Revo concluded that Tony Lip is a racist from his action and dialogue. Revo found that Tony
Lip likes to stereotype and discriminate African American people. The example is when the study says, “He (Tony Lip) thinks just because the singer is an African-
American, Dr. Shirley should know the song and the singer, it’s all because the singers is also African American” (Pramudya, 2019, p.31) Revo added the reason behind Tony
Lip’s racist and uncultured personality. Revo said that Tony Lip is less educated than
Don Shirley, an African American man whom he works with (Pramudya, 2019, p.31).
Second, Revo found that Don Shirley’s characteristics are cultured, patient and courageous. To understand what cultured means, Revo used the definition of cultured by Tylor in Spencer-Oatey (2012). Being cultured means well educated and able to understand and enjoy art, literature, etc. Revo implemented that definition and stated that Don Shirley is described as a man who grasp the better understanding of culture.
Thus, making him a cultured man (Pramudya, 2019, p.39).
The other Don Shirley’s personality is patient. Revo analysed the personality using the theory of characterization by Boggs & Petrie (2008) and the definition of patient by Schnitker (2012). One of his finding says,
“After Tony Lip gives a stereotype comments on African American people and fried chicken, Don Shirley decides to stay calm and ignore the comment. The patience is shown by the behavioural act which he expresses” (Pramudya, 2019, p.49)
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Don Shirley’s other personality is courageous. Using the theory of courageous act by Kilman O’Hara and Strauss in Rate, Clarke, Lindsay, & Sternberg (2007), Revo found that Don Shirley is courageous.
“First, He (Don Shirley) has a free choice, nobody forced him to travel down the south, but he chooses to do it. Second, he experiences the risk of traveling down south, which is racial discrimination almost in every corner. Third, he assesses the risk is reasonable, because people in the south is way more racist than the people in the north. Fifth, he proceeds despite the fear and risk.” Revo’s third finding is Tony Lip’s personality change by the impacts of Don
Shirley’s influence. The main factor which stimulates Tony Lip’s personality development is Don Shirley. The study says,
“The change in roles happened because the new relationship that Tony has with Don Shirley. Previously, he believes his role in society is better or higher than African American. That changes after he works for Don Shirley. He admits that his role is below Don Shirley. Furthermore, he experiences a new role of being less than African American. These new role affects his self-concept, and he begins to treat Don Shirley as an equal” (Pramudya, 2019, pp.54-55). From the analysis above, it can be said that the existence of Don Shirley affects the other aspect of Tony Lip’s life such as significant people, roles, and environment. The change in those aspects develop Tony Lip’s personality into tolerant, cultured, and sincere.
In 2019, Diwangkara also discussed about character’s personality which is influenced by other. The difference between Diwangkara’s research and Revo’s research is the thing that influenced a character. In Diwangkara’s research, the one which influences the character is war. He conducted a study entitled Influences of War
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Toward Paul’s Personality Development in Erich Maria Remarque’s All Quiet on the
Western Front.
He conducted the research to analyse the influences of war toward personality from character of Paul Baumer in the novel All Quiet on the Western Front by Erich
Remarque. He discussed about the characteristics of Paul Baumer, before and during the war and how war contributes to Paul’s personality change as the main character.
The approach used in this research is psychological, conducted with library research method. Diwangkara uses the theory of character, theory of characterization, theory of personality development, theory of violence during the war toward someone’s personality and the effect of the environment caused by war toward personality.
Diwangkara found that war influences Paul’s personality. Paul undergoes personality development before the war and during the war from his characcteristics such as enthusiast, affectionate, obedient, immature, and rebellious when he was a university student. Diwangkara found Paul’s enthusiastic personality by seeing his hobby of reading. The writer stated that Paul takes a high seriousness in his hobby, which can be seen when he bought a collection of books he loves using his own earings.
He is also specific about the book he bought (Diwangkara, 2019, p.23).
Diwangkara also found that Paul’s personality before he graduates is affectionate.
The affection of kindness is showed by Paul when he voluntarily gives anything he has to his family at home, for him also has nothing else to spare for them other than foods he has because his family is significant for him (Diwangkara, 2019, pp.23-24). The next Paul’s personality is obedient. Diwangkara took an example from Paul’s action
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when he chooses to steel himself from harsh treatment rather than severe punishment from disobedience (Diwangkara, 2019, p. 24).
Other than that, Diwangkara also found that Paul is immature. It is proven by Paul’s feeling of detachment from the moment he decided to enlist for the German army.
(Diwangkara, 2019, pp. 24-25). Diwangkara concluded that Paul is also rebellious.
Diwangkara provided a proof from Paul’s act towards his senior. Paul does a rebellious act because he disagrees of senior’s command (Diwangkara, 2019, p. 25). The study says that the act of Paul is considered as a rebellious act. Therefore, Paul is rebellious.
Diwangkara found that during war, Paul develops into realist, sympathetic, selfish, adaptive, courageous, and deviant. Diwangkara analysed that if the situation in the war becomes much worse, Paul realizes that good humor or joke never save them in battle
(Diwangkara, 2019, p. 29). Diwangkara added that Paul’s sympathy grows when he realizes that he only kills his fellow human beings all this time. That makes Paul begins to question himself when he forced to kill a person directly in hand to hand combat.
“Comrade, I did not want to kill you. However, you were only an idea to me before, an abstraction that lived in my mind and called forth its appropriate response. It was that abstraction I stabbed. However, now, for the first time, I see you are a man like me (Remarque, 1929, p.101). From that dialogue, Diwangkara concluded that Paul develops from a cold-blooded killer to a man with sympathy.
Diwangkara then analysed that the effect of war especially from the harsh environment and exposure to violence can cause a symptom which alters Paul’s
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perception. Although the character is unable to survive the war, Paul become a tough soldier, mentally and physically.
The third study is similar to the first and second study, but identical with the first study. In this study, the influencer is a person, not a war like in the second study. This study is conducted by Ramadhan Febri Iswara, entitled The influences of Wardaddy’s
Figure on Norman’s Personality Development in David Ayer’s Fury. The study is about the development of Norman and Wardaddy’s personality and how Wardaddy’s figure influences Norman’s personality development. Iswara applies the theory of characterization in film and theory of personality development. He uses psychological approach. Iswara uses library research method to conduct the research. The data used are movie script, books, essays, online articles, journals, dictionaries and theses.
Iswara found that first, Norman’s personality develops from a coward to a brave man. The young man who cried for the cruelty of the war has become a man who stands bravely in front of other soldiers (Iswara, 2019, p.22). Another Norman’s personality development is from a merciful to merciless soldier. It is proven by Norma’s action.
Norman refuses to follow Wardaddy’s order to shoot this poor father because he thinks that it is wrong to kill a surrender enemy.
Second, Wardaddy’s figure is an authoritarian. Wardaddy shows himself as an authoritarian figure that expects and wants Norman to do what he says (Iswara, 2019, p.29). Wardaddy’s figure is also thoughtful which proven by his action toward Norman.
He sees Norman has problem in killing enemy, so he helps Norman with any necessary lessons that will help him overcome his problem (Iswara, 2019, p. 30). The third
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Wardaddy’s personality is merciless. Iswara argued that Wardaddy is merciless because he is not hesitated to kill enemy. The last Wardaddy’s personality that Iswara found is fearless. One of the proofs is Wardaddy’s action in battles. Wardaddy faces some battles, and he does not panic when he confronts the enemy (Iswara, 2019, p.36).
Third, Norman faces changes in his significant people, roles, social pressure, and self-concept. The Wardaddy’s figure gives influences on the changes that happen to
Norman. When Norman has adapted to changes, he develops into a brave man and a merciless soldier.
The fourth related study is a book entitled Between Dignity and Despair: Jewish
Life in Nazi Germany. It is a book written by Marion A. Kaplan in 1998. As what is stated in the title, this book mainly discusses about the Jewish life in Nazi Germany. It is the history of Nazi and the Jews. The history of Jewish daily life shows how the Nazi government through indoctrination, bribery, and coercion turned antisemitic prejudices into a mass movement. In writing this book, the author gathered information from other historians and the testimony of German Jews.
The studies reveal the life of Jewish people in Nazi Germany, from the very basic to the most complex. First, the study states that, in public, the Jews are turned into
Pariahs.
From the outset, the Nazi government used legislation, administrative decrees, and propaganda to defame and ostracize Jews and to lower their social, economic, and legal standing. The April boycott of 1933 attempted to expose German Jews to public opprobrium and to destroy Jewish businesses, and the laws of that month limited Jewish participation in the economy. In September 1935, the Nuremberg Laws formally deprived Jews of their rights as citizens and established racial segregation. It took less than two years to destroy the foundations upon which
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Jewish life had existed in Germany since the country's unification in 1871 (Kaplan, 1998, p.17). The study suggests that the life of Jewish people in Nazi Germany becomes complicated in just a short time period.
Second, the study reveals the daily lives if Jewish women and families in private.
The study finds that Jewish women in Nazi Germany have a certain role in their families.
Jewish women and families faced new and mounting social, economic, and psychological hardships. The family became a refuge even as the Nazis challenged its basic security. To salvage peace of mind and accommodate to a dire situation, women took on traditional as well as novel roles. They remained the ones to calm the family, to keep up the normal rhythms of life. Yet gender roles were dramatically reversed when women, rather than men, interceded for their families with state officials and when women, rather than men, pushed their families to flee Germany (Kaplan, 1998, p.50). The changes caused by Nazi make women to be the one who have clear minds. It is said that they salvage peace of mind and accommodate to a dire situation.
Third, the study discusses about Jewish “mixed” families. It explains about Jewish people’ marital options. The study states that the Jews limits their marital options and try to destroy their relationships with all non-Jews.
The regime intruded in the daily lives not only of Jews but also of non-Jews married to Jews, their children and grandchildren. Mixed couples, those with a Jewish and a non-Jewish partner, saw their extramarital relationships criminalized, their prospective marriages prohibited, and their old marriages stigmatized. In already existing mixed marriages (Mischehen), gender played a crucial role. Nazi sexism privileged those couples with "Aryan" men over those with Jewish men. (Kaplan, 1998, p.74).
Fourth, the study discusses about the daily lives of Jewish children and youth in the “third reich”.
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Compared with their elders, whose loss of jobs and businesses proceeded erratically, the younger generation faced a more drastic deterioration in conditions at public schools and among non-Jewish friends, often finding then- first safe haven in a Jewish school. They also experienced a drastic reduction in their aspirations and lived in tense homes with families on edge (Kaplan, 1998, p.94).
Similar to adults, Jewish children also had horrible experience. They had to make unprecedented adjustments in their lives while facing unrelenting assaults on their self- esteem.
Fifth, the study discusses about the November Pogrom and its aftermath.
According to Oxford Dictionary, Pogrom is an organized massacre of a particular ethnic group, in particular that of Jews in Russia or eastern Europe. The event of
November Pogrom had shattered the life of Jewish people.
Jewish men, often humiliated and beaten, were now forced into concentration camps. Jewish women remained behind, trying frantically to free their men, repair their homes, and help their families flee for their lives (Kaplan, 1998, p.119).
The study shows that Jewish people life was not the same after November Pogrom. The widespread of violence was never expected by all Jews.
Sixth, the study discusses about war and the worsening situation of Jews. Though before the outbreak of World War II, Jews had endured warlike conditions, they experienced worst condition after Nazi accelerated their economic and social persecution. However, the Jews kept maintaining their daily life.
On a daily level, women remained responsible for shopping, making meals stretch, repairing clothing worn to shreds, organizing their children's schooling and free 'time, and, even in ghetto housing, providing a home life and community for their families (Kaplan, 1998, p.145).
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It was difficult for Jewish people since the government confiscated Jewish business and personal property and limited food and clothing purchases. It herded Jews together, tagging them and compelling them to do forced labor, and it banned Jewish emigration.
Jewish women and men shared increasing deprivations. They also faced frightful bombings and even more dreadful news of concentration camps.
Seventh, the study discusses about forced labor and deportation. Another hard reality faced by the Jews was forced labor. They were forced to work in an inhumane way. They were transported to other place and separated with their family.
Parents longed for children who had emigrated even as they were deeply grateful that the children were safe. Most horrifying were the trains that awaited them for their "evacuation'' or "departure" (Kaplan, 1998, p.173).
Jews suffered exhaustion from forced labor, hunger, and deprivation and, perhaps even worse, overwhelming sadness and fear. They missed their Mends, their lively communities, the lives they had once known.
Eighth, the study discusses about Jewish people’s underground life. It is known that the Jews lived in fear of the Nazis. Therefore, they had to hide from them. The study finds that the Jews were helped by certain German citizens.
They lived in dread, fearful for their own safety and that of the people who hid them. Since "the prospect that Europe's Jews saw before them was not one of simply holding out until a preordained liberation date set for May 1945 at the latest,"1 they showed enormous courage in defying the fate the Nazis had prepared for them. The Germans who hid them showed compassion and daring, revealing the possibility of resistance to genocide (Kaplan, 1998, p.201).
It is understood that the fear is not only felt by the Jews, but also the good German people who helped the Jews.
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In short, the author concluded that despite policies that succeeded in expelling
Jews from their surrounding society socially, morally, and physically, Jews made every effort to maintain a semblance of their previous daily lives. The book by Marion A.
Kaplan helps the researcher to see the reality faced by one of the main children characters, Elsa. It also gives clearer history background that helps the researcher to understand the event.
B. Review of Related Theories
1. Theory of Characterization
Boggs & Petrie provides eight ways on how the author presents the character of a movie. a. Characterization through Appearance
The first thing the audience can do to differ characters in film is seeing their appearance. That happens because film actors project certain qualities of characters the minute they appear on screen. Therefore, a major aspect of film characterization is revealed visually and instantaneously. The example of characterization through appearance is the audience who makes assumption about the actors because of their facial features, dress, physical build, and mannerism, and the way they move (Boggs
& Petrie, 2018, p.51) b. Characterization through Dialogue
Characters in film also reveals their identity through what they say. Their identity can also be seen from the way they talk. Their true thoughts, attitudes, and emotions can be suggested in subtle ways through words choice and through the stress, pitch,
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pause, patterns of their speech. Actors’ use of grammar, sentence structure, vocabulary, and particular dialects (if any) reveals a great deal about their characters’ social and economic level, educational background, and mental processes (Boggs & Petrie, 2018, p.51). c. Characterization through External Action
A character’s action can be considered as the best reflections of the character. The reason is the actions made by characters grows naturally out of the character’s personality. If the motivation for a character’s action is clearly established, the character and the plot become so closely interwoven that they are impossible to separate, and every action that the character takes in some way reflects the quality of his or her particular personality (Boggs & Petrie, 2018, p.53). d. Characterization through Internal Action
Inner action occurs within characters’ minds and emotions and consists of secret, unspoken thoughts, daydreams, aspirations, memories, fears, and fantasies. People’s revealed hopes, dreams, and aspirations in films can be used to understand their character. The most obvious way in which the filmmaker reveals inner reality is by taking us visually or aurally into the character’s mind so that we see or hear the things that the character imagines, remembers, or thinks about (Boggs & Petrie, 2018, p.53). e. Characterization through Reactions of Other Characters
The way to understand certain characters can be also done by seeing at other characters’ reaction. The way other characters view a person often serves as an
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excellent means of characterization. The example is an opening scene of Hud. In this sequence, A complex and intriguing characterization is provided through the conversations of other characters about Rick (Humphrey Bogart) in Casablanca before the character is ever seen on the screen (Boggs & Petrie, 2018, p.54). f. Characterization through Contrasts: Dramatic Foils
One of the most effective techniques of characterization is the use of foils. It is contrasting characters whose behavior, attitudes, opinions, lifestyle, physical appearance, and so on are the opposite of those of the main characters (Boggs & Petrie,
2018, p.54). g. Characterization through Caricature and Leitmotif
In order to etch a character quickly and deeply in our minds and memories, actors often exaggerate or distort one or more dominant features or personality traits. This device is called caricature (from the technique used in cartooning). A similar means of characterization, leitmotif, is the repetition of a single action, phrase, or idea by a character until it becomes almost a trademark or theme song for that character. Because it essentially exaggerates and emphasizes (through repetition), such a device acts very much like caricature (Boggs & Petrie, 2018, p.54). h. Characterization through Choice of Name
One important method of characterization is the use of names possessing appropriate qualities of sound, meaning, or connotation. This technique is known as name typing. A screenwriter usually thinks out his characters’ names very carefully, as
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Paul Schrader’s choice of name for the Robert De Niro character in Taxi Driver illustrates:
It has to be euphonious, because you want people to repeat the name. . . . And Travis Bickle was successful in that way. . . . Beyond that, you want to have at least one component which is evocative and/or symbolic. Travis is evocative rather than symbolic, Travis/travel. . . . Then Bickle. Travis is romantic, evocative, and soft—and Bickle is hard, an unpleasant name. And it fits the character Because a great deal of thought goes into the choice of names, they should not be taken for granted but should be carefully examined for the connotations they communicate
(Boggs & Petrie, 2018, p.56).
2. Theory of Personality Development
The term “personality” is derived from the Latin word Persona, which means “mask”. Among the Greeks, actors used a mask to hide their identity on stage. This dramatic technique was later adopted by the Romans to whom Persona denoted ‘as one appears to the others,” not as one actually is (Hurlock, 1974, p.6). According to Elizabeth B. Hurlock in Personality Development, changes in personality does not occur of their own accord. Usually, they are the result of multiple revision in the thoughts and feelings related to the person’s concept of self. In normal person, there are usually several cases of personality changes. These causes are may or may not interrelated of many conditions which responsible for personality changes.
Hurlock (1974) suggests that there are eight factors which categorized as the most important factors that can affect a personality change in a person.
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a. Physical Changes
Physical changes may come from maturation and decline or from illness, organic and glandular disturbances, injuries, or some other condition resulting from the person’s life pattern but unrelated to the normal changes in the body structure. Marked physical changes, especially if they occur rapidly, do not give the person time to adjust smoothly; and, as a result, they have greater influence on his self-concept than slow or minor changes (Hurlock, 1974, p.124). b. Changes in Environment
Changes in either the physical or social environment may produce changes in the person’s self-concept and, in turn, in his characteristics behavior. A change in environment will not guarantee an improvement in personality. In fact, the change may and often does have the opposite effect. Just moving to a new environment, for example, where the socioeconomic status of the people is superior to that of the people of the old environment will not automatically improve the child’s, the adolescents, or the adult’s personality. Whether it does so or not will depend largely on how well the person is accepted in the new environment and how well the new environment meets his needs (Hurlock, 1974, p.125). c. Changes in Significant People
When the significant people in an individual’s life change, and when he tries to adapt his pattern of behavior and his attitudes, beliefs, values, and aspirations to theirs, changes in his personality pattern are inevitable. These changes may not be marked, nor are they always permanent (Hurlock, 1974, p.126).
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d. Changes in social pressures
Since everyone normally has a strong desire to be accepted by those who are significant to him, he tries to change any personality trait that will militate against his being accepted. Strong social pressures to conform to a socially approved personality pattern thus encourage changes likely to lead to social rejection, such as shyness, bossiness, aggressiveness and greed, are the more subject to change than those which are usually admired such as affection, ambition, cooperativeness and generosity
(Hurlock, 1974, p.126). e. Changes in Roles
Role changes result in status changes within the group. One’s role may change because of a change in age. A child changes from being a dependant to being an economically independent person when he is old enough to become a wage earner. A change in one’s role may also come from changes in economic conditions. A person who has been a generous sponsor of community projects may have to withdraw from his role when retirement or business reverses force him to count every penny he spends.
Or a change in roles may be due to affiliation with a new group. A leader in one group may be a follower or even a neglectee in another (Hurlock, 1974, p.127). f. Strong Motivation
When the motivation to improve the personality pattern is strong enough, changes can be affected. Ordinarily people are most strongly motivated to change those traits which they believe will improve their social acceptance. Even then, the changes are
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mainly quantitative; existing socially approved traits are strengthened, and socially disapproved traits are weakened (Hurlock, 1974, p.127). g. Changes in the Self-concept
Since the self-concept is the core of the personality pattern and as such determines the kind of adjustment the person will make, a change in the self-concept will bring about a change in the entire personality pattern (Hurlock, 1974, p.128).
3. Theory of Dogmatism
In an article entitled The Nature & Meaning of Dogmatism, Milton Rokeach defines Dogmatism as a relatively closed cognitive organization of beliefs and disbeliefs about reality, organized around a central set of beliefs about absolute authority which, in turn, provides a framework for patterns of intolerance and qualified tolerance toward others (Rokeach, 1954, p.4)
Rokeach proposed two postulates involving the cognitive system in dogmatism: a. Authoritarianism
At the center of the belief-disbelief system, to the extent it is closed, is assumed a set of absolute beliefs about positive and negative authority and other closely related beliefs representing attempts by such authority to reinforce and perpetuate itself
(Rokeach, 1954, p.16).
1. Positive and negative authority.
With an increase in dogmatism there will be not only increasing admiration or glorification of those perceived in positions of positive authority but also increasing
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fear, hatred, and vilification of those perceived in positions of authority opposed to positive authority (Rokeach, 1954, p.16).
2. The Cause
With an increase in dogmatism there will be an increasing strength of belief in a single cause and concomitantly a decreasing tendency to admit the legitimacy of other causes. Manifestations of strength of belief in a single cause might be making verbal references to "the cause," expressing oneself as "feeling sorry" for those who do not believe as one does, believing that one should not compromise with one's ideological enemies, perceiving compromise as synonymous with appeasement, believing that one must be constantly on guard against subversion from within or without, and believing that it is better to die fighting than to submit (Rokeach, 1954, pp.16-17).
3. The elite.
With an increase in dogmatism there will be an increase in strength of belief in an elite (political, hereditary, religious, or intellectual) (Rokeach, 1954, p.16). b. Intolerance
Beliefs in positive and negative authority, the elite, and the cause all have to do with authority as such. Coordinated with such beliefs are others representing organizations of people in general according to the authorities they line up with. In this connection there may be conceived to emerge, with increasing dogmatism, increasingly polarized cognitive distinctions between the faithful and unfaithful, orthodoxy and heresy, loyalty and subversion, Americanism and un-Americanism, and friend and enemy. Those who disagree are to be rejected since they are enemies of God, country,
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man, the working class, science, or art. Those who agree are to be accepted but only as long as and on condition that they continue to do so. This sort of qualified tolerance is, to our mind, only another form of intolerance. That it can turn quickly into a frank intolerance is often seen in the especially harsh attitude taken toward the renegade from the cause.
It is in this way that the problem of acceptance and rejection of people can become linked not only with authoritarianism but also with the acceptance and rejection of ideas. Perhaps the most clear-cut single behavioral manifestation of this linkage is the employment of opinionated language in communicating beliefs and disbeliefs to others.
Opinionation is a double-barrelled sort of variable which refers to verbal communications involving acceptance or rejection of beliefs in an absolute manner and, at the same time, acceptance or rejection of others according to whether they agree or disagree with one's beliefs (Rokeach, 1954, pp.16-17).
1. Opinionated rejection.
This refers to verbal statements which imply absolute rejection of a belief and at the same time rejection of persons who accept it. The following examples illustrate this:
"Only a simple-minded fool would think that . . . ," "A person must be pretty stupid to think . . . ," "The idea that . . . is pure hogwash (or poppycock, nonsense, silly, preposterous, absurd, crazy, insane, ridiculous, piddling, etc.)." The preceding considerations lead us to postulate that opinionated rejection will vary directly with dogmatism (Rokeach, 1954, p.17).
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2. Opinionated acceptance.
This refers to an absolute acceptance of a belief and along with this a qualified acceptance of those who agree with it. Some examples are: "Any intelligent person knows that . . . ," "Plain common sense tells you that . . . ."
Opinionated acceptance will also vary directly with dogmatism (Rokeach, 1954, pp.18-19).
Milton Rokeach’s theory of dogmatism can be used to define Nazi dogma. Before defining Nazi dogma, the definition of Nazi must be understood. Nazi is a political party and a movement in German. It gained its political power in 1933 when Adolf
Hitler, the leader of the National Socialist German Workers (Nazi) was appointed as
Chancellor. During his rule, Adolf Hitler worked hard to strengthen his party. His power increased drastically when the Chancellorship and the Presidency were combined on 1 August 1934, following the death of President Hindenburg (Lee, S.J,
1998, pp. 14-17).
After understanding Nazi, the theory of dogmatism by Milton Rokeach can be applied. Nazi dogma means a system of beliefs and disbeliefs about Nazi movement or party, organized around a central set of beliefs about Adolf Hitler’s absolute authority which provides a framework for patterns of intolerance and qualified tolerance towards others. The example of Nazi dogma can be found in the Nazi revolution. The Nazi revolution included the element of the mass movement which was entirely incompatible with the principle of legality. The examples of their actions were the SA,
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Nazi Party’s paramilitary wing, purged local governments, and boycotted Jewish shops from 1 April 1933.
C. Theoretical Framework
In this research, the researcher uses two theories to answers each problem formulated. The theories are theory of characterization, and theory of personality development. Those theories are applied to discuss about the development of the main children characters in the movie, Jojo and Elsa. The development of those characters is influenced by the presence of Nazi dogma. In order to do the analysis, the researcher identifies the personality of Jojo and Elsa using theory of character and characterization. The theory of personality development is applied to examine the influence of Nazi dogma on the main children characters’ development. The researcher also provides the discovery of the main children characters’ development in the movie.
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CHAPTER III
METHODOLOGY
A. Object of the Study
The object of the study of this research was movie script and a movie entitled Jojo
Rabbit, directed by Taika Waititi. The film was first aired on 18 October 2019 in the
United States.
Jojo Rabbit was a success and won many awards. It won the top prize, the Grolsch
People’s Choice Award at the 44th Toronto International Film Festival (Hammond,
2019). The film also won Best Adapted Screenplay at the 92nd Academy Award
(Schaffstall, 2020). Its great quality also made The National Board of Review and The
American Institute chose Jojo Rabbit as one of the ten films of the year (Rome Sentinel,
2019). Those achievements of Jojo Rabbit make it an interesting work to analyse.
Jojo Rabbit is a comedy-drama movie which written by Taika Waititi in 2011. The movie is an adaptation of Christine Leunens’ 2004 novel Caging Skies. Though Jojo
Rabbit is a satire movie, some people argued that it is a history movie. They thought that the director, Taika Waititi, sympathizing with Nazis. The director stated, “I’m half-
Jewish. I wasn’t, like, gonna fuck up my relationship with my family by doing that”
(Leon, Melissa. 2019).
The main story of Jojo Rabbit is the journey of a little German boy and a Jewish girl struggling with their beliefs and life. Those children are Jojo and Elsa. As a Jewish,
Elsa has to hide from Nazis to survive. In the other hand, 10-year-old Jojo claims
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himself to be a Nazi. In the story, Nazism is shown as a belief that is strongly idolized by children. There are schools organized by German soldiers to teach children about war, such as throwing grenade and physical exercise. Children are also taught to hate on Jews by showing a disgusting picture of them as a lesson. As a result, they become brainwashed children.
B. Approach of the Study
This study applies psychological approach to discuss and analyse the characteristics and personality of the main children characters, Jojo and Elsa in Jojo
Rabbit. Psychological approach is chosen to examine how the main children characters in the movie develop. Psychological approach reflects the effect that modern psychology has upon both on literature and literary criticism.
The aim of psychological study folds in three natures. Foremost, the objective of understanding behavior, that is by defining factors that combine the development and expression of behavior. Secondly, the psychologist striving to develop procedure for the accurate prediction of behavior. Thirdly, psychology aims at developing techniques that will permit the control of behavior that is, way of “shaping” or course of psychological development through manipulating those basic factors to the growth and the expression of behavior (Dwinastiti, 2013).
By using this approach, the researcher finds out how children suffer from the misleading teaching of Nazism. The researcher also able to analyse the struggle of children to find the truth about Nazism and its leader. Thus, psychological approach
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helps the researcher to find the effect of Nazism on the main children characters development.
C. Method of the study
This research was a library research. The primary source of this study was a movie entitled Jojo Rabbit and its movie script. Meanwhile, the secondary source was books and selected non printed sources on the internet, like Hurlock’s Personality
Development, Boggs & Petrie’s The Art of Watching Films book and United States
Holocaust Memorial Museum website. The data was gathered to be analysed and written into a thesis.
There were some steps in conducting the research. The first step was watching Jojo
Rabbit to get the picture of children’s life in the story. The researcher found an interesting development of the main children characters. It came to know that the characters develop throughout the story. Then, the researcher formulated three research questions based on it. Psychological approach was applied to analyse person’s characteristics and personality. The researcher also used the theories of characterization and personality development.
The second step was analysing the first research question, how the characters were portrayed in the story using the theory characterization. Then, the researcher moved on to the next research question. The researcher analysed Nazi dogmas presented. The last research question discussed about how Nazi dogma affects the main children characters.
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In the next step, the researcher observed the movie script and the movie closely to find out the answers to the problem formulations. The researcher found the main children characters changed throughout the story. The researcher also found that the two main children characters are influenced differently. Lastly, the researcher made a conclusion based on the analysis.
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CHAPTER IV
ANALYSIS In the analysis part, there are three parts of discussion to answer research questions formulated. The first part discusses the portrayal of main children characters by exploring their background and personalities. The second part discusses Nazi dogma revealed in the story. The third part discusses the effects of Nazi dogma on Jojo Betzler and Elsa Korr.
A. The Portrayal of Main Children Characters
Jojo Rabbit is a movie which tells about people’s struggle during World War 2 in
German. The struggle presented is primarily experienced by children. Children are forced to deal with ideology and symbols they do not understand. It causes them to experience suffering whether they realize it or not. These are the main children characters who encounter the ideology of Nazi.
1. Johannes “Jojo Rabbit” Betzler
Figure 1
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Jojo Betzler is a protagonist in the movie. He is a 10-year-old boy, the son of Rosie
Betzler. He lives only with his mother. It is known that his father has not come home from war, while her older sister dies from sickness.
In the film, Jojo Betzler is also called as Jojo Rabbit. Boggs & Petrie suggest that a character’s name possesses appropriate qualities of sound, meaning or connotation
(Boggs & Petrie, 2018, p.56). This theory is proven correct by seeing the origin of
Jojo’s nickname which quite sad. At first, Jojo gets bullied when he participates in scout camp. Bullying happens when Jojo is unable to do what his instructors ordered him to do. The instructors and other kids name him Jojo Rabbit because he is scared as a rabbit.
HANS. He’s scared and so are you. You’re as scared as a rabbit. He kicks Jojo to the ground. Hans places a boot on his neck. CHRISTOPH. Scared little rabbit. Maybe we should snap your neck too. The rest of the kids taunt Jojo. He stands and` runs into the woods, trying to escape the laughter. Hans encourages them to chant “Jojo Rabbit” as he runs. (Waititi. 2019, p. 12) Although the name has a bad connotation, Jojo interprets it differently after consulting with imaginary Hitler. Jojo has an idea that the nickname has a good connotation where the rabbit is strong as what the imaginary Hitler says.
JOJO. But now they call me a scared rabbit. ADOLF. Well, you want to know something? (off Jojo’s nod) Just because they’re small and delightfully cute doesn’t mean rabbits are cowards. The rabbit faces a dangerous world every day, hunting carrots for his family... for his country. Forget those boys. They have their place and so do you. My empire will be made up of all animals, eagles, lions, elephants and even the mighty rabbit. ADOLF. Can I give you some really good advice? Be the rabbit. The humble bunny can outwit all his enemies and that is why he is a hero. Be. The. Rabbit.
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(Waititi. 2019, p. 13) Hitler points out that even though rabbits are small and categorized as a weak animal, they are, in fact, strong.
Despite his meaningful nickname, Jojo has a strong character. His personality can be identified as: a. Compassionate
As stated in Boogs & Petrie’s theory of characterization, the reflection of one’s character can be seen through the external action (Boggs & Petrie, 2018, p.53). Looking at Jojo’s external action, it is known that he is compassionate. Compassionate means sympathetic consciousness of others’ distresses together with a desire to alleviate it.
This personality is shown when he is trained in a scout camp. It is when Jojo’s instructors see weakness in Jojo, they conclude that Jojo does not meet the expectations of an ideal soldier. Therefore, the instructors give Jojo a test to kill a rabbit by wringing its neck. Facing the pressure of his instructors, Jojo becomes confused not knowing what to do. Unable to hold his feeling towards an innocent animal, Jojo put the rabbit down and tries to make it run. Jojo has no power to kill an innocent little rabbit, hence he decides to make it free. b. Incurious
In the beginning of the movie, Jojo’s character is incurious. It is in the context of his curiosity to the Jews. This can also be seen through his external action. As a Nazi,
Jojo is inspired to be a strong soldier in order to be Hitler’s personal guard. Therefore,
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the focus of Jojo is more on the physical activity as Captain K states in the scout camp opening:
KLENZENDORF. This is your first step towards being men. Today you boys will be involved in such activities as marching, bayonet drills, grenade throwing, trench digging, map reading, gas defense, camouflage, trap setting, ambush techniques, war games, firing guns and blowing stuff up. (Waititi, 2019, p. 6)
Unfortunately, the process of physical training does not go well. A hand grenade accident causes Jojo’s face, hands, and legs injured which later becomes the factor of
Jojo’s curiosity in Jews. c. Fanatic and Dogmatic
Figure 2 In his everyday life, Jojo is accompanied by imaginary Hitler. This imaginary friend shows up every time Jojo needs emotional support. Unfortunately, Jojo’s relationship with imaginary Hitler seems to be in the form of blind fanaticism.
According to Merriam Webster Online Dictionary, a fanatic is a person who is extremely enthusiastic about and devoted to some interest or activity. In the beginning of the film, Jojo vows his loyalty to Adolf Hitler.
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JOJO. Jojo Betzler. Ten years old. And today you join the ranks of the Jungvolk in a very special training weekend. It’s going to be intense. But today you become a man. I swear to devote all my energies and my strength to the savior of our country, Adolf Hitler. I am willing and ready to give up my life for him, so help me God. (Waititi, 2019, p. 1) According to Boggs & Petrie, characters in film reveals their identity through what they say (Boggs & Petrie, 2018, p.51). Not only in Jojo’s diaologue with Hitler, Jojo’s fanaticism is also showed in his other dialogue with his best friend, Yorkie. He says that he dreams to be Hitler’s personal guard and best friend. Therefore, he works hard in the scout camp to prove his worthiness.
The director, Taika Waititi, also presents Jojo as a 10 years-old Nazi-fanatic boy through other character’s dialogue. This is in line with Boggs & Petrie’ theory that says the way to understand certain characters can be done by seeing at other characters’ reaction (Boggs & Petrie, 2018, p.54). While talking to a Jewish girl named Elsa, Ms.
Betzler said, “He (Jojo) is a fanatic. It took him three weeks to get over the fact that his grandfather was not blonde”.
Ms. Betzler’s statement is supported by Captain Herman Deertz of Falkenheim
Gestapo’s statement. He tells Jojo that he wishes more of young boys had Jojo’s blind fanaticism. Captain Herman Deertz suggests that Jojo has blind fanaticism which can be easily seen. Captain Herman Deertz opinion comes from the fact that Jojo is willing to volunteer at the Hitlerjugend office. Other than that, Jojo’s room has Nazi decoration such as swastikas and Hitler pictures.
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Jojo’s fanaticism can also be seen through his external action and dialogue. First,
Jojo participates as a member of Hitler’s youth camp and learns about Nazism. His action shows his willingness to devote his energies and strength to Adolf Hitler. Then, his action is supported by his dialogue.
JOJO. Imagine catching one and giving it to Hitler. That’d be a sure-fire way to get into his personal guard. YORKI. He’d be so impressed. JOJO. Then we would become best friends. (Waititi, 2019, p. 9) In that conversation, Jojo suggests that he is motivated to be Hitler’s personal guard which prove his fanaticism to Hitler.
Not only fanatic, Jojo is also a dogmatic person, meaning insisting that someone or institution is true without any proof. In the story, Jojo is unique because he has a very strong belief in Nazism. He loves everything related to Nazism and its teaching.
In his dialogue, he says, “I’m massively into swastikas, so, I think, that’s a pretty good sign that I am a Nazi”.
In an interview, Dr. William Womack, a child psychiatrist, said that about the age of 9 or 10, children grasp the idea that people have to have rules, so that they can get along and avoid chaos. The more they function in the world outside the family, the more they have a need to learn structure and rules to deal with this outside world (Carey
Quan Gelernter, 1994). From Womack’s explanation, it is understood that Jojo is still in his early year to understand rules to obtain peace. Therefore, he has not been able to understand the ideology of Nazi which enforce wickedness.
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Figure 3 Jojo’s dogmatic personality can also be seen in his reaction towards his surroundings. According to theory of Dogmatism by Milton Rokeach, an increase in dogmatism will make people to act intolerant, like opinionated rejection. This refers to verbal statements which imply absolute rejection of a belief (Rokeach, 1954, pp.16-
17). This behavior is shown by Jojo when he sees some German citizen who rebels against Nazi hanged in public, Jojo says, “Yuck!” and looks away as seen in figure 3.
His action suggest that he feels disgusted at people who betrays Nazi. d. Immature
Jojo’s obvious personality is immaturity. According to Merriam Webster Online
Dictionary, immature means lacking complete growth, differentiation, or development.
Jojo’s immaturity can be seen through his actions and dialogue. The easiest immature behavior that is often shown in the story is Jojo’s incapability in doing shoelaces.
Therefore, Jojo always needs someone else to do it for him.
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Figure 4 She also tells Jojo that he must learn how to do it. Rosie says, “Oh, your laces, you really must learn.” In another scene, Rosie Betzler even tells Jojo how to do it.
ROSIE. A few more months and you’ll get it. You grab the rabbit by the tail, wrap it around his ear, tie it all up and then stuff him back (on) down the hole. Now, we better get on our way. Getting out of the house will do wonders for your recuperation. (Waititi, 2019, p. 17)
In Rosie Betzler’s statement, it is known that Jojo cannot prepare by himself.
Not only not knowing how to do the laces, Jojo’s immature behavior can be seen when he calls Elsa a ghost. When first encounter Elsa, Jojo thinks that Elsa is his dead sister or a ghost of his sister. Therefore, Jojo runs when he sees Elsa.
JOJO. What do you want? Are you a ghost? ELSA. (smiling spookily) Sure. A ghost. JOJO. Get out of my house! (Waititi, 2019, p. 23) Jojo’s question whether Elsa a ghost or not is a sign of immaturity. One of the characteristics of immaturity is acting irrationally. Instead of asking whether Elsa a
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criminal who breaks into his house, Jojo concerns more about a ghost wandering in his house in the daytime.
2. Elsa Korr
Figure 5 Elsa is a Jewish girl. She was a friend of Jojo’s late sister, Inga. She is invited by
Rosie Betzler to stay in her attic because of the current situation which put all Jews in dangerous position. In Rosie Betzler’s house, Elsa meets with Jojo. This meeting is very unfortunate since they both are like water and oil which cannot be put together.
Nevertheless, Elsa can handle the situation perfectly. She shows her true character while handling anti-Jews, Jojo Betzler. Elsa’s personality are: a. Intelligent
Elsa’s intelligent personality is shown when she encounters Jojo the first time. Her intelligence can be seen in her external actions. First, Elsa finds a way to control the situation by manipulating Jojo. According to Cambridge online dictionary, intelligent means able to learn and understand things easily. In her first appearance, Elsa is faced with an anti-Jew, Jojo Betzler. As a Jew, facing an anti-Jew is very difficult. Moreover,
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if the anti-Jew has the idea that all Jews are vermin that must be deleted. Nevertheless,
Elsa finds a good way to survive the situation. She shows the worst possibility if Jojo reports her to the authorized institution. She also takes advantages from Jojo’s stereotypes towards Jews.
ELSA. Don’t make me run kid, I’m far too hungry and you know how much we love the taste of blood. Jojo checks his sheath for his DJ KNIFE but it’s empty. Elsa reveals the knife in her hand. ELSA. Lose something? (beat) I’m not a ghost Johannes, I’m something worse. But I think you already know that, don’t you? You know what I am. (Waititi, 2019, p. 24)
Not only when she manipulates Jojo, Elsa’s intelligence is shown in how she uses a language. Her intelligence makes her to be able to create sarcastic sentences. When asked about how the Jew looks like, Elsa responds, “We’re like you, but human”. In this conversation, Elsa basically says that the Jews look the same as Nazi, but the difference is their idea of humanity. In another word, Elsa says that the Jews are not cruel like Nazis.
In another scene, Elsa is asked to draw where the Jews live by Jojo. Without hesitance, Elsa accepts Jojo’s request and a moment later, she gives the drawing result to Jojo. Seeing the drawing, Jojo complains immediately because it turns out that Elsa draws his deformed face.
JOJO. I said to draw where Jews live. This is just a stupid picture of my head. She pushes her finger into his forehead. ELSA. That’s where we live. (Waititi, 2019, p. 47)
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The answer Elsa gives to Jojo’s complaint contains a clear message. It can be interpreted that basically Elsa says all bad labels of the Jews is just German’s people thoughts which are not proven. b. Brave
Basically, Elsa’s brave personality is also shown in her first appearance when she shows her intelligence. According to Merriam Webster Online Dictionary, brave means having or showing mental or moral strength to face danger, fear or difficulty. When she sees Jojo the first time, she does not run away or hide, but she chases Jojo who technically a reaper for her. Not only chasing a person who is potentially very dangerous to her, Elsa snatches Jojo’s DJ Knife and put it in his neck to threaten him.
In this scene, Elsa is brave enough even though she knows that it can cost her life.
Figure 6 c. Pesimistic
Though Elsa is a character that has strong personality, she still has weakness which is pessimistic towards the unwanted situation. Specifically, Elsa is pessimistic towards
Nazi’s oppression. This is shown in her dialogue with Rosie Betzler.
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ROSIE. Perhaps. You’ve lived more lifetimes than most. ELSA. I haven’t lived at all. And if this is living, this hole in the wall and all this darkness, then what will death be like? (Waititi, 2019, p. 33) In her conversation with Jojo’s mother, Elsa is told that she has lived more lifetimes than most. Unfortunately, Elsa does not seem to agree with Rosie. She thinks that hiding from Nazi is a very bad experience. Elsa even considers that hiding from the horror of Holocaust is not equal to be alive.
B. Nazi Dogmas Revealed in the Movie
Dogma is often related with religion, but it is not always about religion. A certain ideology can have dogma which dictates its follower, including Nazism. Milton
Rokeach defines dogmatism as a relatively closed cognitive organization of beliefs and disbeliefs about reality, organized around a central set of beliefs about absolute authority which, in turn, provides a framework for patterns of intolerance and qualified tolerance toward others (Rokeach, 1954, p.4)
Most of Nazi dogmas in Jojo Rabbit are revealed by Jojo Betzler’s imaginary friend, which is imaginary Hitler. This imaginary friend has strong relationship with
Jojo. Jojo always talks to his imaginary friend as if imaginary Hitler is real. He calls imaginary Hitler, “mein fuhrer” meaning my leader. Not only taught by imaginary
Hitler, but other Nazi dogmas are also taught by seniors and teachers in scout camp.
By applying Rokeach’s theory of Dogmatism, the researcher found three main
Nazi dogmas, they are:
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1. Glorifying the elite
The most obvious Nazi dogma shown in the movie is glorifying the elite. In the movie, German people always perform Hitler salute as a public greeting. In the beginning of the movie, Jojo Betzler is taught to hail imaginary Hitler correctly.
ADOLF. Ok, that’s the spirit! Now, Heil me man. JOJO. Heil Hitler. ADOLF. Come on, you can do better than that. Heil Hitler! In this scene, imaginary Hitler shows the first step to become a good Nazi which is hailing Hitler properly.
In some other scenes, it is shown that German people always greet other people with Hitler salute. Other people who receive the greeting must answer by greeting back.
This is proven when the Gestapo visit Jojo Betzler house to do an inspection. In Jojo’s house, the Gestapo which consists of five people meets Jojo, Elsa, Captain K and his assistant. Therefore, they have to spend much time in greeting each other.
Another thing the Nazi do to glorify the elite is spreading propaganda. This becomes a job for young Nazi, including Jojo Betzler. After the hand grenade accident,
Jojo cannot do hard physical activity in Hitler Youth anymore. Therefore, he helps to spread propaganda about Hitler and the government for their benefits.
2. Believing in Superiority
The same as what happened in the history, the idea of German race as the superior race comes from Adolf Hitler. He calls German race “Aryan”. In Jojo Rabbit, same thing happens. It is said by Nazis that Aryan is superior to any other race. In the movie,
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it is shown that this idea is taught by Hitler Youth instructor, Fraulein Rahm. She says,
“It has been scientifically proven that we Aryans are 1000 times more advanced and civilised than any other race” (Waititi, 2019, p. 7).
Not only taught by Hitler Youth instructor, this kind of dogma is also taught by imaginary Hitler. After watching Jojo’s failure in handling a Jew, imaginary Hitler gives Jojo some advices. Imaginary Hitler says, “Do not let her put you in a brain prison. That, dear Jojo, is one thing that cannot and must not ever happen to a German.
Do not let your German brain be bossed around!” This suggests that Aryan is the one who must take control to others.
The existence of this dogma is proven by its success sticking in children’s mind.
There is a scene when Jojo does not like what Elsa says. Jojo yells, “I am born of Aryan ancestry. My blood is the colour of a pure red rose and my eyes are blue like sapphires”
(Waititi, 2019, pp. 38-39).
This idea of superiority causes racist and discrimination action towards Jews because they are considered as an inferior race. Lots of awful things is used to describe them. This is also taught in Hitler Youth by the instructor. Fraulein Rahm says,
“Fantastisch! Excellent work children. You also forgot that the Jew is the offspring of
Satan and sucks the blood of Christian children for their mitzvah”.
In some other scene, awful description of Jews is presented. This condition makes children to believe the lies they learn in school and Hitler Youth. In Jojo’s interview with Jews, Jojo does not believe what Elsa claims about Jews. He then says that Jews love ugliness. He adds, “that’s another thing we learned in school.”
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Hitler’s idea about hierarchy of different races leads to another idea that the
Jews, as an inferior race, are destructive to German. Therefore, German people must report the present of the Jews to the party. This is shown when Jojo Betzler asks Captain
K about his action if he catches a Jew.
KLENZENDORF If you see a Jew then we tell the Gestapo and they tell the SS and then they go and kill the Jew. And anyone who helped the Jew. And, because these are very paranoid times, probably some other people just in case. It’s a pretty drawn-out process. From Captain K’s statement, it is known that Jews and everyone who help them will be executed. Because of that, reporting the Jews presence is an obligatory for German people.
3. Hating and Killing the Jews
In Hitler Youth training weekend, children are trained to be soldier. One of the activities taught to them is killing.
CHRISTOPH. There is no room in Hitler’s army for those who lack strength. We want hardened warriors who are prepared to kill at will. Can you do that? OTHER KIDS. Yes / Sure / Oh absolutely. (Waititi. 2019, p. 10) In this scene, the instructor is not specifically talk about killing the Jews, but enemies in general. Nevertheless, according to Nazi, the Jews are vermin that needs to be removed.
Killing the Jews is not recommended by the instructors but is recommended by imaginary Hitler. When there is a Jewish girl inside the house, Jojo is told by imaginary
Hitler to kill the Jew. Imaginary Hitler often creates a stereotype about Jews to motivate
Jojo. One of the examples is when imaginary Hitler says, “a Jew living in your wall is
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better than two Jews flying around with their bat wings, climbing down chimneys and eating innocent Nazis.”
When the imaginary friend felt disappointed at Jojo’s act toward a Jewish girl, he gave a speech;
ADOLF (CONT’D). I am beginning to question your loyalty to myself and the party. You say you are a patriot but where is the evidence? The German soldier was born out of necessity, Germany depends on the passion of these young men, passion and a readiness to fall for the fatherland. Their resurrection will be seen in the rise of the German folk, despite the futile efforts of Allied war profiteers who send their ill-prepared armies clumsily into the lair of the wolf. And only those zealous men who stand steadfast in the face of the enemy will be remembered, their names etched into German memory forever. But it is up to you to decide if you want to be remembered, or forgotten like a grain of sand, disappearing without trace into the desert of insignificance! (beat) To put it plainly - get your shit together and sort out your priorities. You’re ten, Jojo. Start acting like it. (Waititi, 2019, p. 75-76) In this scene, imaginary Hitler tells Jojo that he is not a little child anymore. Imaginary
Hitler wants Jojo to be loyal to him and the party by taking an action toward the Jewish girl.
C. The Effects of Nazi Dogma on the Main Children Characters Development
In the movie, as characters, Jojo and Elsa develop because of Nazi dogma. Nazi dogma can influence those characters because it matches the personality development factors as proposed by Elizabeth Hurlock. Those factors are physical changes, environment, significant people, social pressure, roles, strong motivation, self-concept, and psychotherapy (Hurlock, 1974, pp.124-128).
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1. Jojo’s Character Development
In this film, the author wanted to say that blind fanaticism is not good, especially for children. It always gives bad effects to children, like harming them physically and mentally. One of the proves is the scene when Jojo gets very motivated by imaginary
Hitler, Jojo steals a hand grenade from Captain K and throws it. Unfortunately, the grenade hit a tree and bounce back under his feet. Jojo gets injured very bad, he has scars on his face, and cannot not walk properly. The dogma that imaginary Hitler teaches has made physical changes to Jojo’s body. These physical changes change
Jojo’s character to be less energetic. He cannot train to be a soldier anymore, which means his dream to be Hitler’s personal guard is gone.
In the film, Nazi dogma gives significant changes to Jojo’s personality, they are: a. Causing children to be violent
At first Jojo is portrayed as a merciful kid who gives compassion to a little rabbit.
Even though Jojo says that he can kill a Jew without any problem before, he cannot prove his capability in the rabbit incident. He refuses killing a rabbit without any proper reason and tries to save rabbit’s life. As the story progresses, his merciful character changes. Jojo’s merciful character turns into violent. According to Cambridge online dictionary, violent means using force to hurt or attack. This change is shown in his dialogue and actions.
The first proof can be found in Jojo’s conversation. During the night in the scout camp, Jojo and his best friend, Yorki lie awake in sleeping bags, discussing battles.
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JOJO. Imagine being in a battle, you’ve just run out of ammo, all you have is your DJ Knife. I would take down 20 of them before they got me. And I’d be laughing when they did. YORKI. I don’t like that situation. I don’t want to die at all. JOJO. Live Faithfully, Fight Bravely, and Die Laughing, Yorki, that’s the motto. (Waititi, 2019, p. 8)
Jojo claims that he will be very happy killing the enemies using his DJ Knife. As Boggs and Petrie state in their theory, an external action is the best reflection of a character because it grows naturally out of the character (Boggs & Petrie, 2018, p.53).
Figure 7 Jojo’s violent behavior can also be seen in his other action. When finding out that there is a Jew in his house, Jojo attempts to kill the Jewish girl. This action is motivated by imaginary Hitler. Hurlock suggests that personality change can be caused by changes in social pressure. It happens because normally people have a strong desire to be accepted by those who are significant to them (Hurlock, 1974, p.126).
When planning the way to deal with the Jew, imaginary Hitler recommends Jojo to use violence.
JOJO. Got it. I have to negotiate. ADOLF (CONT'D). Got it! You have to burn the house down and blame Winston Churchill. Ok. Try your idea first.
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(Waititi, 2019, p. 26)
After Jojo’s discussion with imaginary Hitler, he decides to negotiate with Elsa by carrying a knife as in in figure 7. His action of carrying a knife suggest that Jojo considers using violence as imaginary Hitler recommends before.
Other than that, the dogma influences Jojo’s perception of war. Jojo thinks that war is the greatest thing man can do. It can be seen in Jojo’s conversation with his mother on the banks of the river. Firstly, Jojo says that love is a stupid idea which makes his mother confronts him.
ROSIE. You’re stupid. Love is the strongest thing in the world. JOJO. I think you’ll find that metal is the strongest thing in the world, followed closely by dynamite and then muscles. (Waititi, 2019, p. 51)
Another proof of Jojo’s view of war is the scene when Ms. Betzler has a conversation with his son. Because of Jojo always talks about war, Ms. Betzler gives him some advice.
ROSIE. You’re growing up too fast. A ten-year-old shouldn’t be celebrating war or talking politics. You should be having fun, climbing trees, and then falling out of those trees. (Waititi, 2019, p. 52)
Ms. Betzler statement indicates her sadness because a 10-year-old boy is too young to talk about war. In this other character’s reaction, the evidence of Jojo’s violence personality is also corroborated.
Although Jojo keeps talking about the greatness of war, he does not seem to understand the real war looks like. He said, “I wouldn’t even know it if I saw it”, which
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means he does not know what he says. It happens because his thoughts about war does not come from Jojo himself, but someone else. In the end of the story, when the enemies of Nazi have arrived, Jojo hides because he is afraid of the chaos which at first, he claims to be beautiful. b. Increasing children’s impolite attitude
One of Jojo’s personality is impolite. In Merriam Webster Online Dictionary, impolite means rude which also means being in a rough or unfinished state. Jojo shows his impolite personality in his dialogue. Boggs and Petrie argue that a character’s true thoughts, attitudes, and emotions can be suggested in subtle ways through words choice and through the stress, pitch, pause, patterns of their speech. Jojo’s dialogue of his impoliteness is shown when Jojo has a dinner with his mother.
ROSIE. How was your day, Johannes? JOJO. Oh you know, just wandered around being a deformed kid with nothing to live for. ROSIE. You’re not deformed. JOJO. My face looks like a goddamn street map, woman. ROSIE. That’s not my fault, you did that to yourself. JOJO. I wouldn’t expect you to understand. If my father were here, he’d get it. ROSIE. Well. He’s. Not. JOJO. I. Know. And instead I’m stuck with you. ROSIE. You want your dad? Hmm? JOJO. Yeah, I do. (Waititi, 2019, p. 42)
In their conversation, though Rosie asks him very nicely, Jojo’s respond is very impolite. It is proven in his choice of words. Jojo uses a strong word “goddamn” when talking to his mother. He even purposively calls his mother “woman” which is very disrespectful. When Jojo says, “instead I’m stuck with you”, he suggests that he is not
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grateful living with his mother. Not only the choice of words, in this scene, Jojo also raises his voice.
Figure 8
Jojo’s impolite personality is also proven by his mother’s reaction. Responding
Jojo’s impolite behavior, Rosie Betzler plays her husband character to educate Jojo.
Rosie rubs some charcoal across her face to make a beard and wears her husband’s military jacket as seen in figure 8. Rosie puts on a deep voice and yells to Jojo, “Don’t ever talk to your goddamned mother like that!!!” The way Rosie reacts to Jojo proves very clear that Jojo is impolite to her.
Jojo’s behavior towards his mother is influenced by Nazi dogma. Nazi dogma tells
Germans to avoid Jews and even kill them. In that scene, Jojo is disappointed at the fact that his mother protects a Jew in the house which is the opposite of Nazi teachings.
Jojo’s personality change is caused by social pressure since imaginary Hitler urge him to question his mother. c. Increasing children’s inquisitiveness
Hurlock states that physical changes can be the factor of personality development.
Physical changes have greater influence on self-concept than slow or minor change
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(Hurlock, 1974, p.124). In the story, Jojo experience physical changes caused by Nazi dogma which influences his personality. The physical changes appear after a hand grenade explode near him after Jojo gets too motivated by imaginary Hitler. Since the hand grenade accident, Jojo’s curiosity towards the Jews arouse. It is very different from the time when he could still move freely and actively.
In the rehabilitation center, Jojo asks Captain K about Jews. He asks the best thing he should do if he met one.
JOJO. Can I ask you about Jews? KLENZENDORF. Oh God, why? JOJO. What should I do if I see one? (Waititi, 2019, p. 36) Captain K responds Jojo with an honest answer that Jojo should report the Jews to the authorized institution so that they can deal with them.
Jojo’s further curiosity is triggered by Captain K’s statement that someone should write more about the Jews to make it easier in recognizing them. This sparks an idea in
Jojo’s head. Jojo begins to write a book about Jews. Therefore, he asks Elsa to give him all information about Jews in trade of peace. d. Reducing children’s fanaticism and dogmatism
Jojo’s major personality are fanatic and dogmatic. Those traits are shown in his actions throughout the movie. Though this personality is quite strong, in the end of the story Jojo successfully escape from it. He finds Nazism as a wrong ideology.
Hurlock argues that changes in physical or social environment may produce changes in one person’s self-concept and characteristics behavior (Hurlock, 1974,
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p.125). As Jojo spends very much time with Elsa, he learns that Jews are no threat. Jojo expresses what he feels towards Elsa a moment after Gestapo inspection.
ADOLF. So that was pretty much a bust. I can’t believe they fell for her disguise. Mind explaining that? JOJO. She doesn’t seem like a bad person. (Waititi, 2019, p. 75)
In that conversation, Jojo starts questioning imaginary Hitler’s teaching about Jews. Watching Jojo’s respond, imaginary Hitler begins to talk about Jojo’s patriotism.
He turns very serious in delivering his impassioned speech.
ADOLF (CONT’D) I am beginning to question your loyalty to myself and the party. You say you are a patriot but where is the evidence? The German soldier was born out of necessity, Germany depends on the passion of these young men, passion and a readiness to fall for the fatherland. Their resurrection will be seen in the rise of the German folk, despite the futile efforts of Allied war profiteers who send their ill-prepared armies clumsily into the lair of the wolf. And only those zealous men who stand steadfast in the face of the enemy will be remembered, their names etched into German memory forever. But it is up to you to decide if you want to be remembered, or forgotten like a grain of sand, disappearing without trace into the desert of insignificance! To put it plainly - get your shit together and sort out your priorities. You’re ten, Jojo. Start acting like it. (Waititi, 2019, p. 52) This speech suggests that Jojo’s patriotism starts to fade away. It comes from imaginary
Hitler’s disappointment towards Jojo who starts acting good to Elsa.
Another changes in environment that influences Jojo is Jojo’s best friend’s opinion about Jews.
JOJO (CONT’D). Hey Yorki... I caught a Jew. A real one. YORKI. Wow, good for you! I saw some that they caught hiding in the forest last month. Personally, I didn’t see what all the fuss was about. They weren’t at all scary and seemed kind of normal. But don’t tell anyone I said that. (Waititi, 2019, p. 64)
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Yorkie’s statement supports Jojo’s opinion about Jews. Bit by bit, Jojo starts to realize that Nazi’s idea about Jews is wrong.
Hurlock states that a significant people can change an individual’s personality.
When the significant people in an individual’s life change, and when he tries to adapt his pattern of behavior and his attitudes, beliefs, values, and aspirations to theirs, changes in his personality pattern are inevitable (Hurlock, 1974, p.126). In the story,
Jojo learns from his best friend that Hitler, a figure who Jojo always praises, turns out hiding the truth from German people. Jojo finds out that everything he believes about
Hitler is wrong. Jojo’s finding about Hitler is obtained from his best friend’s statement.
YORKI. And now Hitler’s gone we’re really on our own. JOJO. What? YORKI. You didn’t hear? He’s dead. He gave up and blew his brains out. JOJO. No. That’s impossible! YORKI. Blew them out. His brains. Turns out he was hiding a lot of stuff from us. Doing some really bad things behind everyone’s backs. I’m not sure we chose the right side. (Waititi, 2019, p. 81)
When learning the truth about Hitler, Jojo is shocked. Since this conversation, Jojo’s perception about Hitler and Nazi completely changes. This change is influenced by
Nazi dogma itself. Its truth influences Jojo to move on. e. Triggering children’s maturity
Jojo mature personality is also triggered by changes in environment. It is first shown a moment after Elsa successfully trick Gestapo inspection. After that dangerous moment, Jojo check Elsa’s condition. They talk about what has happened.
JOJO. Elsa, you fooled them.
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ELSA. May 7. JOJO. What? ELSA. She was born May 7, not the first. JOJO. He was helping us. ELSA. They’ll be back. They’ll find out she’s dead. Then I’ll be dead. JOJO. Nobody really knows Inga died. You can be her Elsa. It’s okay, I’ll tell mama everything when she gets home. I’ll tell her I know you, that we’re friends. (Waititi, 2019, p. 74)
In their conversation, Elsa says that she is in danger because she has made a mistake.
In this moment, Jojo shows his mature personality. Jojo shows that there is still good possibility for Elsa. He even wants to inform his mother that they have good relationship
Another proof where Jojo shows his maturity is the moment after the war ends.
Jojo realizes that after German loses the war, Elsa will leave him because the condition has been much safer. Jojo immediately sees Elsa and lies that German has won the war.
After he lies, Jojo takes some time to reconsider his decision. He leads Elsa to go outside and tell the truth.
According to Hilary Levey Friedman, professor of American Studies at Brown
University, by recognizing where 10-year-old kids have strengths, and where they may need to focus more attention, kids can feel a sense of self-efficacy—and finding an area of strength can help develop self-esteem (Matt Huston, 2016). Based on this definition of 10-year-old maturity, Jojo Betzler has shown this stage of maturity. He has developed self-esteem when expressing his feeling that he loves Elsa as a family.
Jojo’s character also change when he realizes that what his imaginary friend talks about Jew are not true. Jojo even says it in front of imaginary Hitler, he says, “She
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doesn’t seem like a bad person.”. The nature of Jojo also makes him to always correct imaginary Hitler every time his friend calls the girl “a thing”. Furthermore, Jojo does not want to kill the Jew by giving an excuse that he does not want a dead body in his house.
In the end of the film, Jojo’s character completely changes. There is a scene where the imaginary friend comes to Jojo and tells him to put the swastika logo on, but Jojo refuses and throw the swastika and says, “fuck off, Hitler!” then kick imaginary Hitler out of the window. This shows that Jojo is capable of making his own decision and does not need imaginary Hitler who always tell him what to do.
2. Elsa’s Character Development
As a Jew, Elsa gets influenced by Nazi dogma differently. In the film, there is an event that is known as Holocaust. The same as in the human history, Jewish people are hunted by Nazi. In this event there are two sides, they are oppressor and oppressed. As a Jew, Elsa’s position is the oppressed one. Therefore, this character is influenced by
Nazi dogma because she is oppressed by the dogma. All these influences happen because of the change in environment as stated by Elizabeth Hurlock. Changes in either the physical or social environment may produce changes in the person’s self-concept and, in turn, in his characteristics behavior (Hurlock, 1974, p.125).
As one of the victims of Nazi dogma, Elsa’s character develops throughout the story. These are the effects of Nazi dogma on the development of Elsa’s character:
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a. Enforcing children to act bravely
Elsa has hide in Rosie Betzler’s attic for quite some time. She has to hide because if Nazis see her, her life will be in danger. Therefore, hiding is her best decision to make. One day, Elsa has to do a very brave action when a Nazi, Jojo Betzler, sees her.
Elsa realizes that the Nazi dogma Jojo learnt will kill her, so she chases Jojo to prevent that by dominating a little Nazi. In this situation, Nazi dogma influence her to be a brave girl.
Figure 9 Not only in front of Jojo Betzler, but Elsa’s courage is also shown in front of the second most dangerous institution for the Jews. When the Gestapo inspects Jojo’s house, Elsa shows up and pretends to be Jojo’s sister, Inga as seen in figure 9. It is done by Elsa to survive the inspection. The risk taken seems worth it since the Gestapo members do not find out Elsa’s disguise. b. Enforcing children to be intelligent
Although this personality has always been a part of Elsa, her intelligent is influenced by Nazi dogma. The brutality of Nazi dogma always forces Elsa to do
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anything without any limitation. When she gets caught by a Nazi, she uses a very smart move which is showing Jojo the worst scenario if he reports her to Gestapo. If Elsa did not do that, she would be reported to the Gestapo.
Because of that, Elsa thought that Nazi was inhuman. When Jojo asks her to describe what Jews looked like, Elsa responds, “we’re like you, but human”. That indicates that Elsa’s thought is influenced by Nazism because she has always been the victim of Nazism. When Ms. Betzler says that Elsa has lived most lifetime than most other Jews, Elsa responds that she has not lived at all.
Elsa’s opinion about German is also showed in her other dialogue. When talking to Jojo, Elsa says that she wants to go to Paris with her fiancé, Jojo asks, “You’d turn your back on Germany forever?” and Elsa responds it immediately, “It turned on me first.” In this scene, Elsa is presented as a Jewish girl who is disappointed at both
German and the presence of Nazi. c. Growing children’s caring personality
Similar to Elsa’s intelligent personality, Elsa has to be caring towards Jojo. This personality influenced indirectly by Nazi dogma. It starts when Jojo’s mother rebels against the government, she gets caught and executed afterwards. Not long after that incident, Jojo finds that his mother has been executed. He has no idea what to do without his mother and is lost. Knowing that Jojo, the son of a person who has saved her, losts his only family, Elsa takes care of him by comforting him.
One of the proofs that shows Elsa cares about Jojo is when she gives advice to Jojo about him being a Nazi. Elsa confronts Jojo that Jojo is not an actual Nazi.
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ELSA. You’re not a Nazi, Jojo. You’re a 10-year-old kid who ‘likes’ Swastikas and ‘likes’ dressing up in a funny uniform and wants to be part of a club. But you’re not one of them. Not you. Elsa realizes that this issue is not yet understood by Jojo because of his immaturity.
Therefore, Elsa tries to make Jojo understand the situation. d. Growing children’s trusting personality
The conflict between Nazis and Jews is shown since the beginning of the film.
Nazis hold the dogma that they must see Jews as a threat. Therefore, Nazis must report
Jews to the Gestapo, so that Gestapo will eliminate the Jews. This condition makes
Elsa to always be suspicious to Jojo who is a Nazi. Her suspiciousness is shown in her action when she takes Jojo’s knife. Elsa says, “I think I’ll hold onto this. It’s pretty”.
Figure 10 This incident does not only happen once, but twice. The second time Elsa takes
Jojo’s knife is when Jojo threat her to leave his house with a knife. These two scenes prove that Elsa does not trust Jojo. She knows that Jojo can be a threat if left alone with a knife. Nevertheless, Elsa’s thought about Jojo does not last forever. As the story progresses, Elsa’s trust of Jojo evokes.
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Elsa’s new feeling towards Jojo is influenced by Nazi dogma indirectly. In the story, Jojo’s mother organizes a movement against Nazi party. Rosie Betzler’s action causes her to be executed because it is against Nazi dogma. Because of that, Elsa’s trusting personality towards Jojo grows. It happens because the one who takes care of her is not around anymore. Therefore, Elsa has to trust Jojo to take care of her. e. Growing children’s optimism
There is a strong message that Rosie Betzler tells Elsa about the importance of
Elsa to stay alive. Rosie Betzler says, “You are being changed by Nazi because Nazi says Jews cannot live, if the Jews surrender, Nazi wins”. Unfortunately, Elsa’s response is sad and pessimistic. Elsa responds that Nazi has been winning so far. The response shows the horrors that she has been experiencing.
In the end of the story, there is a change in Elsa’s feeling. Elsa’s sadness turns into happiness. This change can be seen through Elsa’s action. When she hears that Nazi
German has lost the war, she begins to dance. Her action symbolises happiness of people who get freedom. She even dances with Jojo who is a German and a former
Nazi sympathizer. This can also be interpreted as Elsa’s faith to Germans has grown.
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CHAPTER V
CONCLUSION
Taika Waititi’s Jojo Rabbit is a movie about the struggle of German and Jewish children during Holocaust. They struggle to deal with Nazi dogmas. In the story, Nazi dogmas presented influence the main children characters development.
In this thesis, the researcher formulated three research questions. The first problem formulation is about the portrayal of main children characters in the story. The second problem formulation is about the dogma revealed in the story. The last problem formulation is about the effects of Nazi dogma on the main children characters development. There are three main theories used to analyse the problem formulation.
The theories are theory of characterization to identify characters’ personality, theory of personality development to find the factors of personality development, and theory of dogmatism to analyse Nazi dogma.
There are two main children characters that are influenced by Nazi dogmas. The first character is Jojo Betzler, a Nazi who has a dream to be Hitler’s personal guard.
The second character is Elsa, a Jewish girl who dreams to be free. Those two characters have different personality. In the story Jojo is portrayed as compassionate, incurious, immature, fanatic, and dogmatic. In the other hand, Elsa is portrayed as intelligent, brave, and pessimistic.
Implementing Milton Rokeach’s theory of dogmatism, the researcher found three main Nazi dogma in the story. The first and most obvious Nazi dogma is glorifying the elite. As stated in Milton Rokeach’s theory of Dogmatism, Dogmatism is a central set
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of beliefs about absolute authority. In the story, German people glorify Adolf Hitler as the political leader. They follow what is ordered by Hitler, such as greeting other people with the Hitler salute. The second dogma is about German race superiority. In the story,
Germans are taught that Aryan is far more superior than any other races. Therefore,
Nazi supporters uphold this dogma and discriminate other races. The third dogma is hating and killing the Jews. This dogma is taught by imaginary Hitler to Jojo Betzler.
In the story, imaginary Hitler motivates Jojo to eliminate a jewish girl.
The first kid who is highly affected is Jojo Betzler. At first, Jojo glorifies Nazism and its dogma. That makes him hates the Jews without logical reason. The effects of
Nazi dogma also make Jojo’s personality change. Those effects are causing children to be violent, increasing children’s impolite attitude, increasing children’s inquisitiveness, reducing children’s fanaticism and dogmatism, and triggering children’s maturity. Therefore, as a character Jojo develops into violent, impolite, inquisitive, less fanatic and less dogmatic.
In the other hand, Elsa is influenced by Nazi dogma in a different way. Elsa has to live in hiding to avoid the horror of Nazi. That makes her to think that Germans are evil. Therefore, when Elsa encounters Jojo Betzler who possesses Nazi dogma, Elsa develops several traits. Those traits are brave, intelligent, caring, trusting and optimistic. This happens because of the effect of Nazi dogma. Those effects are enforcing children to act bravely, enforcing children to be intelligent, growing children’s caring personality, growing children’s trusting personality and growing children’s optimism.
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The main children characters development occurs because of the factors suggested by Hurlock. The change is caused by physical changes, social pressure, changes in significant people and changes in environment. In this movie, Nazi dogma can affect characters development because it contains the factors suggested by Elizabeth Hurlock in her theory of personality development.
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APPENDIX
Summary of Taika Waititi’s Jojo Rabbit
Jojo Rabbit is a movie about a ten-year-old kid, Johannes Betzler, who commonly called Jojo. Jojo lives only with his mother, Rosie, because his father away fighting in Italy and his sister passed away from sickness. The setting of this movie is
1944 Germany. Therefore, German is ruled by Nazi under Adolf Hitler’s authority.
Jojo, who loves being a Nazi, participates a Nazi youth camp. He is motivated to be
Hitler’s personal guard. Jojo has a hatred towards the Jews, even though he does not know the reasons behind it. In his house, Jojo meets a Jewish girl, Elsa, who hides from
Nazis to survive. This unfortunate meeting causes Jojo to deal with Elsa by considering what has been taught to him by imaginary Hitler and teachers. It is either hating or killing the Jew. In the other hand, Elsa does everything she can to survive this unexpected circumstance. In the end, Jojo and Elsa become friends after they understand each other.