Tuesday, June 22, 2010

Adaptations: A Grotesque Form?

I can't believe this is already the last week of class. Today we watched the Disney adaptation of A Wrinkle in Time, which turned out to be a little longer than I expected and cut into class discussion more than I'd hoped. As a result, I thought I'd post some thoughts I had on the theory of adaptation and how it applies to our course. After all, I know everyone's going to see the Never Let Me Go adaptation when it comes to theatres, so why not have some theoretical ideas to accompany the popcorn?

Linda Hutcheon notes in her text A Theory of Adaptation that everyone has a theory on adaptation. My theory changes with almost every adaptation, for I'm exposed to some sort of adaptation on a daily basis (books, film, television, art, music, blogs, etc). Sometimes it seems as though everything I encounter is an adaptation, or an adaptation of an adaptation. As Hutcheon argues, adaptation is a "process" rather than a "formal entity" (xv), which explains why mostly everything in art or the media these days seems like something I've seen before. Her focus on process reminds me of Bakhtin's concept of the grotesque body as "becoming," and I can't help but wonder if adaptations are a means by which we ensure that a text remains a living form, constantly recycled and revived. Yet I wouldn't consider adaptations the lower stratum of the body...

Are adaptations always inferior? No. As Hutcheon states, the criterion for judgement cannot be fidelity to the original text (6). Fidelity criticism is over and done with - we leave that to the journalists and their disparaging reviews of film adaptations and song remakes that so rarely come close to "the original" version. Hutcheon writes that the definition of "to adapt" is "to adjust, to alter, to make suitable" (7). Hence an adaptation isn't meant to be the same but to change the text - to alter the text; it requires both creation and reception, further emphasizing how adaptations are a process, rather than product, that requires both intent and interpretation.


While thinking about Hutcheon, I watched the trailer for Never Let Me Go for the fourteenth time, and I couldn't help but wonder if clones could be considered human adaptations - a means of ensuring the continuity of humanity (thus making the human body a grotesque figure constantly becoming). The obsession of the students to find their "possible" - and their anticipation that the "possible" will be exactly like them - reveals the problem with expecting an adaptation to mirror a text.  

Similarly, in A Wrinkle in Time, Meg states that "like and equal are not the same thing," a phrase that is repeated in the film version multiple times (almost as an apology for its failure as an adaptation). Trouble is, the failure of the film is exactly that - it assumes that like and equal are the same thing. The Disney version tries to remain faithful to the text, but imposes marketable changes on the narrative in order to make the movie accessible to a variety of viewers (removes the heavy Christian references, makes Meg more attractive, gives the parents first names, changes the period to the 21st century, includes visual minorities, the (fe)male Happy Medium, etc). The changes are minor, but they standout; yet not enough to subvert, to alter, to adjust, the original narrative. The adaptation can't seem to decide if it wants to be the text or be a text. 


On Thursday, we'll be discussing contemporary freaks and geeks, and all of them, in some way or another, are an adaptation - they are adjusted or altered versions of what constitutes freak and geek, for as we noted at the start of the course, a "freak" isn't a person, but a practice - not a product, but a process.

Monday, June 21, 2010

RIP: Michael Jackson

Friday this week will mark the one year anniversary of Michael Jackson's death. I remember finding out on the news from a hotel room in Mumbai. I was truly looking forward to his upcoming London show and couldn't believe my eyes when I watched the television footage regarding his death.

On Thursday, we'll be discussing Contemporary Freaks and Geeks. We'll begin with a discussion of how television shapes our cultural perception of "freaks" and then we'll discuss celebrity "freaks" in all their grotesque glory, including Michael Jackson. Although we'll watch a short clip from Thriller, I thought I'd embed the full length video, in case you've never seen it before. 

Voted the best music video of all time:





Friday, June 18, 2010

Never Let Me Go Adaptation

I've looked at this trailer several times now, and I can't wait to see the film. I'm hopeful, based on the trailer, that the film does the book justice.

Monday, May 31, 2010

Clowns, Consumption, and Controversy


Tuesday's Coming Attractions...


"And what am I without my Buffo's face? Why, nobody at all. Take away my make-up and underneath is merely not-Buffo. An absence. A vacancy" (Carter 142).


"It was a panopticon she forced them to build, a hollow circle of cells shaped like a doughnut, the inward-facing wall of which was composed of grids of steel and, in the middle of the roofed, central courtyard, there was a round room surrounded by windows" (Carter 247).

Some thoughts...

Teaching novels such as Geek Love and Nights at the Circus tests the limits of acceptability. I've been surprised by the multiple comments made on how offensive and disturbing the texts are - making readers uncomfortable with the characters and disassociated from the narrative. Why shouldn't literature offend? Television is full of despicable, discomforting, and even repulsive characters that garner praise from critics and adoring audiences (House, Samantha, Sylar, Spike, Chuck Bass, etc). Generally speaking, shows with only good looking, happy, and successful people performing good acts don't get very far - we aren't interested in dull perfection as viewers. The most popular characters are crass, selfish, and manipulative. Yes, often there's a little storyline to make them more "human" for certain viewers and to give more depth to their ways; however, the characters we love to hate are generally more popular than good little heroes (and even the good guys and dolls usually venture to the dark side at some point, even if just temporarily, in order to expand their roles beyond the boundaries of a boring box).

Authors such as Dunn and Carter challenge us as readers to question the limits of our comfort. The clowns and the images of the panopticon in Carter's novel serve as tools for Carter's reader challenge: clowns symbolize a (dis)comfort. I used to love clowns at birthday parties because I was both afraid and intrigued by them. Until I read IT and never wanted to find myself in the same room as a clown again. Clowns, intended to entertain, are portrayed by Carter as complicated figures locked behind a mask and battling despair. The clown, a symbol of the carnival, becomes a trope for the panopticons throughout the novel.

The actual panopticons in the novel (whorehouse, museum of women monsters, the prison, etc), fall to pieces - Carter subverts the patriarchal representation of the panopticon with these symbolic structures. But the clown, as a figurative panopticon, is confined to a masquerade under constant watch. Without the viewer, the clown ceases to exist: "As long as a child remembers..." (141).

Indeed, disturbing and discomforting. Given what graces our television screens and city streets, however, it takes someone theoretically complex like Carter to push our limits and think beyond the box - to confront our own discomforting and at times exploitative responses.

Thursday, May 20, 2010

Geek Love illustrations

Here's the link to the website with the interesting illustrations of Geek Love:

http://picturebookreport.com/category/geek-love/

Wednesday, May 19, 2010

Positive Classroom Environment Guidelines


Keep cells on vibrate
Food is fine
Be respectful of opinions and ideas
Inclusive and open-minded discussions
Discuss disability theories and how they intersect with sexuality/gender
No verbal arm wrestling
Encourage all students to participate in class
No side conversations (respect the speaker)
Vote before holding class outdoors
Offer positive reinforcement
Provide clear assignment expectations and guidelines
Provide helpful research resources
Employ consistent grading style (letter grades vs. percentages)
Marks to be returned quickly (within a week)