In the recent film Percy Jackson and the Olympians, a teenage boy in present-day New York City discovers that the Greek gods are more than just a myth: he is actually the son of Poseidon, and finds himself at the center of a godly dispute of apocalyptic proportions. The film did not receive much critical acclaim, but still presents an interesting case study for some of the principles of The Virtual Space Theory. The following film trailer shows most of what I find important in this film in 1:30 minutes:
What seems to have bothered many film critics is this film’s similarity with the Harry Potter films, and indeed, they do have much in common. Both are about a teenage boy who thinks of himself as a loser in the present-day world, discovers that a fascinating mythical world somehow exists in parallel to it, and that in that world he was actually born to be a hero. In both cases, the young boy then joins a school that prepares him for his newly found role, makes friends, finds magical artifacts, defies authority, and saves the day.
And yet, a key difference between the Harry Potter and Percy Jackson films is in their contextography – a core principle of The Virtual Space Theory which was introduced in an older post. Following this proposed principle, the revealed mythical worlds of these respective films have different contexts through which they relate to our physical present-day world as it exists outside of these films.
In the Harry Potter films, the magical world that is revealed is presented as if it were a part of the physical world which we were simply unaware of. Their premise is that the magical world of centuries past is not lost, but simply gone into hiding. The films present a ‘Ministry of Magic’ that is located underneath central London, and a special wizard-training school called Hogwarts, located somewhere in the far north of England – as well as many other magical places hidden within our everyday environment. From a contextographical point of view, then, these virtual places are presented in the context of a documentation of the present-day physical world. Even more specifically, their context is that of a ‘fabricated documentation’: places that are not part of our everyday world, yet presented as if they were.
In contrast, in the Percy Jackson film, the physical world, as we know it, is left mostly unaltered: yes, there are mythological creatures in it, but not so many places in it which we were previously unaware of. In fact, it rather uses well-known ordinary places such as Las Vegas and the Parthenon in Nashville, Tennessee as the settings for some of its events. The major exceptions are the visits to the underworld and Olympus, yet even these places are not presented as a part of the physical world.
When Percy Jackson visits Olympus, he does not go to the physical Mount Olympus in Greece – he goes to the metaphysical residence of the mythological gods. His access to it, as seen in the clip above, may be through the Empire State Building in New York, but the final destination of its elevator is not in the physical world. The context of the virtual place of Olympus in this film, then, is rather that of an invention of a place that exists beyond the physical world. More specifically, its context is that of a ‘physical-like invention’: a metaphysical place that is made to appear like a physical place yet which has no location in the physical world.
These differences in context between Hogwarts and Olympus may be a bit difficult to grasp at first, yet they can still make intuitive sense. Of course both are seen in films, and as far as we are concerned, neither is part of our everyday world. But whereas you could take a map of England and wonder where exactly to go to if you wanted to try and find Hogwarts, you could not do the same with the metaphysical Olympian residence. The detailed discussion of contextography in the book, then, provides a systematic approach to the study of such differences between virtual places.
