Showing posts with label america. Show all posts
Showing posts with label america. Show all posts

Tuesday, 28 April 2015

Don Delillo: White Noise


I was attracted to read White Noise because of the central protagonist Jack Gladney's academic profession. I am writing my next chapter on academic fiction and representations of humanities scholarship in media and therefore found "Hitler Studies" a most entertaining addition to my repertoire of English Professors (Morris Zapp included), Medieval Historians (Jim Dixon, of course) and Rembrant specialists (Howard Belsey, perfectly so). 

The novel however, achieves more than the status of most "campus novels" - it is a far wider net of critique that Delillo casts. The university is not the subject or central focus of the novel at all (frustratingly for my personal interest) but is a chilling and hilarious satire of american culture. Paranoia and consumption are the orders of the day in this book, and the university is seen as a place of escape and security away from the madness of modern life. 

Jack Gladney: ''Everything seemed to be in season, sprayed, burnished, bright. . . the jangle and skid of carts, the loudspeaker and the coffee-making machines, the cries of children. And over it all . . . a dull and unlocatable roar, as of some form of swarming life just outside the range of human apprehension.''




The New York Times are right in their assertion that Gladney's voice is


"one of the most ironic, intelligent, grimly funny voices yet to comment on life in present-day America"

In a "campus novel" reading list that has consisted mainly of two types of narrator, it is refreshing to spend time in Gladney's world. He is not an observer of an insular departmental scandal, he is a participant in a national disaster. He is not a young, disillusioned young man - he does not doubt his professional choices and suffers from relatable mid-life crises. Gladney is an everyman. But he is clever. It is rare to find a representation of a scholar in the humanities who is not at a remove from life. Perhaps it is the context of Delillo's story, of a society of alienation that allows Gladney to appeal to the reader. Perhaps scholars aren't so unlike everyone else after all. 


Thursday, 13 June 2013

Gatsby, What Gatsby?


Slightly off topic from my usual blog posts, the below anti-film-review review comes from a recent visit to the Exeter Picturehouse. The University of Exeter has a great collaboration with this arty cinema in town, and runs a series of lectures for students, staff and members of the public before certain screenings. 
The film I was asked to critique for the blog was Luhrmann's recent adaptation of The Great Gatsby. The process of adaptation was a key element in Dr SinĂ©ad Moynihan’s introduction to the film, and a big debating point afterward. My post looks a different perspective to the film – the reaction of a Screen Talks audience member who had not read the book. 
You should check out the Screen Talk Blog (where this post originates from) here.

Gatsby, What Gatsby?



Before watching Luhrmann’s film, I knew nothing about The Great Gatsby. Despite the fact it is regarded as one of the strongest contenders for the “Great American Novel”, regardless of its status as being a frequent choice for curricular Literature Studies and adapted into four films prior to this most recent attempt – I have not read a page nor harboured any facts about the novel at all. Actually, that statement is not wholly correct. In all honesty, I knew it was an American novel (this I had deducted from the fact it was written by Fitzgerald) and I had presumed at some point of the story (probably of relative importance to the plot) there would be a character called Gatsby, who may or may not turn out to be great. These are the skills of deduction that a BA in English Literature provide you with when faced with the situation of predicting information about a text that you have not read.
When I encountered the trailer for Baz Luhrmann’s latest film for the first time, unsuspecting of the extreme sensory invasion, I was compelled to shut my eyes and ears off from the spectacle playing before me at the words “Gatsby, What Gatsby?”. Only thirty seconds into the extensive trailer, it was actress Cary Mulligan’s dainty inquiry that confirmed what I had already begun to guess: there’s a book adaptation movie coming.
My BA in English was prefaced by a childhood spent reading extensively; I have a comprehensive (albeit surface-level in places) understanding of most ultra-famous literary works. I have loved, and will continue to love reading “The Classics” of the literary canon. The feeling of sitting down with a book which has been valorised by generations of readers provides you with a sense of contentedness – a guarantee that the pages before you are set to be worthwhile and profound. This is a feeling, from my experience, that I have not found to be replicated in filmic adaptation of such texts. While Luhrmann’s adaptation of Romeo and Juliet may be a success in the realm of cinema, it is unfaithful in conveying the original sentiments of Shakespeare’s tragedy. Certainly both book and film end with the star-crossed suicides of the titular characters, however, the route to this climax and the style in which is portrayed is entirely different. Shakespeare’s original cites parental pressures, the close knit Verona communities and the ignorance of an old apothecary while Luhrmann’s adaptation utilizes police helicopters, lad culture and Para-Ordnance P-13 pistols. I argue that the film adaptation is a different product entirely, and therefore my review of The Great Gatsby will not seek to draw comparisons to the text (which I have not and will not be reading in the near future). Instead I ask whether the film is good enough as a film.
I would like to clarify in reference to Romeo and Juliet above that I prefer a film adaptation that seeks to do something radical with a literary text than to tip-toe around trying to re-invent the same wheel. Isn’t it better to initiate something new, than imitate something already brilliant? For this reason I greatly admire Baz Luhrmann’s efforts in adaptation. His unique style accentuates what is of interest to his directorial tastes. In the trailer to the movie Luhrmann’s name is emblazoned in an Art Deco gilded gold frame. His authorial status is celebrated and is a major draw for the film. His name precedes the celebrity cast of actors. The fact that the film is adapted from a popular story is perhaps less significant than the gravitas of Luhrmann’s method of storytelling.
To briefly contextualize, it remains an undisputable fact that the majority of people like to watch literary adaptations. Since the Academy Awards began in 1927-8, ‘more than three fourths of the awards for “best picture” have gone to adaptations . . . [and that] the all-time box-office successes favour novels even more’ . Over the past year, some of the highest grossing box office sales in the United Kingdom were Les Miserables (January 2013), The Hobbit (December 2012 – January 2013) and Oz the Great and Powerful (March 2013) all adapted from novels. Since literary adaptations began there have been discussions of fidelity. Such conversations can be a little tiresome and repetitive – especially when you haven’t read the original, or think that the film version is less boring for the non-specialist reader (wading through 1500 pages of French-English translation of the 1862 writing of Victor Hugo is definitely a most arduous activity than the recent sing-a-long with Hugh Jackman and Amanda Seyfried). Wouldn’t it be fun to accept that the differences of medium limit the fidelity to the original text, but also offer new potentialities of storytelling?
Michael Klein and Gillian Parker posit an interesting suggestion that there are three kinds of adaptation:
“First, ‘fidelity to the main thrust of the narrative’; second, the approach which ‘retains the core of the structure of the narrative while significantly reinterpreting or, in some cases, deconstructing the source text’; and, third, regarding ‘the source merely as raw material, as simply the occasion for an original work’
I personally prefer the third option –the closer a director sticks to a text, the more frustrating the tiniest of neglects and nuanced differences become. Previously, I have not taken well to the cherished classics that I have read being adapted into blockbuster movies. I left the cinema halfway through the 2009 attempt at A Picture of Dorian Gray appalled at the sub-standard CGI and the weird temporal leap to WW1 in a story set in the Victorian era. As appealing as Colin Firth is in that white shirt, I still prefer Pride and Prejudice as Jane Austen penned it. So maybe, as Klein and Parker suggest, the classics are better off if they are allowed to become mere “raw materials” for the creative talent of the filmmaker. If you want to see a version utterly faithful to the original – why don’t you just read the book again?
The Great Gatsby (2013) was a visual treat. The actors and actresses looked superb in their 20s couture, and I will not be lead to believe that a written description of a lavish party could top Luhrmann’s filmic spectacle. Never have I seen a party more decadent on the big screen, nor could I imagine how it could be exceeded. The atmosphere of sheer extravagance and the imagination of Luhrmann is a match to the expectations of Gatsby in terms of brilliance. Luhrmann thrives on these energetic scenes, and whilst the dialogue and romances may appear a little unbelievable (and at times pathetic) throughout the film, there is little doubt in the authentic wonder of the lucky party-goers.
Luhrmann’s sense of speed and activity is successfully contrasted with the deaths of Gatsby (Leonardo DiCaprio) and the car-crash victim Myrtle Wilson (Isla Fisher) whose deaths are among the most striking moments of the film. Taking a breath right at the moment when life is extinguished, the two characters that die in the novel (Gatsby and car-crash victim Myrtle Wilson) both meet their end in slow motion. Death, like the vibrancy of a party is equally difficult to capture within the literary text. To confirm my suspicions that it is easier to die on screen than in a novel, I skimmed through the end of novel to compare the death scenes: for Myrtle Wilson only: “the business was over” is recorded and for Gatsby: “the chauffeur heard the shots”. For both Myrtle and Gatsby there is no written record of the moment of death. In the film, there is a blow-by-blow detailing of the event. Talking to a friend who has read the book, after having seen the film, she commented that in the book the deaths don’t really seem to carry much significance – the true betrayal and tragedy of the story occurs before the death of Gatsby. However, in Luhrmann’s film it is certainly the finale. What interests me is not the comparing the film to the book, but to analyze Luhrmann’s persistent drive and obsession with the death of the star throughout his filmic career. Romeo and Juliet is perhaps a bad example, as from page one of the play and the opening of the film alike, you know that the stars are destined to “take their life”. However, in Moulin Rouge Satine’s (Nicole Kidman) death is unexpected in the carnivalesque madhouse that the rest of the film consists of. Her death comes at the final curtain and much like Gatsby is dramatic and cinematically stunning.
I want to emphasize that I am not naturally morbid – the death-scenes are just one example of why I enjoyed watching this film. But I have chosen them as my example as they are something that I expected Luhrmann to do well as Luhrmann, in no relation to whatever the original was like. I suppose I would prefer it is we compared like with like, a good film with a bad film (or another good film), a good directorial style and a bad one (or a bad director in a moment of brilliance). Judging a film by a book seems to me to be unfair and unproductive in the process of creative storytelling.

Tuesday, 21 May 2013

Nussbaum's remarks at Colgate University



Thanks to Andy Daddio for this brilliant photo. Truly the Daddio of Scholarly Photography!

When it comes to a defence of the liberal arts in Higher Education, Martha Nussbaum is a matriarch. While some have criticised her universalism, and tendency towards vague aspiration, she nonetheless retains a dominant position in the field of debate. Dr Nussbaum hold a BA from NYU, a PhD from Harvard, also teaching at Brown and Oxford. She has long defended the intrinsic rather than the instrumental value of the humanities. (see Cultivating Humanity or more recently Not for Profit)

I came across a great wordpress blog - GlobalHigherEd edited by Kris Olds (Professor, University of Wisconsin-Madison) and Susan Robertson (Professor, University of Bristol).

I was particularly taken with this post which featured an awesome word cloud of Nussbaum's Commencement speech at private liberal arts school Colgate in New York 2010

There is access to the entire speech here in the Colgate archive. The speech is similar to the argument in Not for Profit, but has some moving passages which articulate the current educational climate most effectively. I have chosen a few here.


The type of liberal education you have 
received, however, is under assault all over
the world in our time of economic anxiety, as
all nations compete to keep or increase their
share in the global market...
Critical argument gives people a way of being responsible: when politicians bring simplistic rhetoric their way, they won’t just accept it or reject it on the basis of a prior ideological commitment, they will investigate and argue, thinking for themselves, and learning to understand themselves. And when argument, not mere partisan feeling, takes the lead, people will also be able to interact with one another in a more reasonable way...
In twenty years, the world may remember the sort of education you have received as a distant memory. If that is the way the future unfolds, the world will be a scary place to live in. What will we have, if these trends continue? Nations of technically trained people who don’t know how to criticize authority, useful profit-makers with obtuse imaginations...
Education based mainly on profitability in the global market magnifies these deficiencies, producing a greedy obtuseness and a technically trained docility that threaten the very life of democracy itself, and that certainly impede the creation of a decent world culture. 

Fighting talk. 

 

Above is the Wordle graphics that the aforementioned Kris Olds has formulated from Nussbaums speech - I think it is a great visualisation of her rationalised and universal argument.