Teaching Adaptations
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Copyrighted matrial – 978–1–137–31115–3 Selection, introduction and editorial matter © Deborah Cartmell and Imelda Whelehan 2014 Individual chapters © Contributors 2014 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6–10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2014 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan in the US is a division of St Martin’s Press LLC, 175 Fifth Avenue, New York, NY 10010. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN 978–1–137–31112–2 hardback ISBN 978–1–137–31115–3 paperback This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. A catalogue record for this book is available from the British Library. Library of Congress Cataloging-in-Publication Data Teaching Adaptations / [edited by] Deborah Cartmell, Reader in English, De Montfort University, UK; Imelda Whelehan, Professor of English, University of Tasmania, Australia. p. cm. – (Teaching the New English) Summary: “This volume looks at the ways in which adaptations can and have been taught by leading academics in the field of Adaptation Studies from all over the world. While aware that Shakespeare and canonical literature remain the mainstay of adaptation study in English, Teaching Adaptations addresses the challenges and appeal of teaching popular fiction and culture, video games and new media content, which serve to enrich the curriculum, as well as exploit the changing methods by which English students read and consume literary and screen texts. The volume is structured to appeal to both those who are considering teaching adaptations for the first time as well as those who are familiar with key perspectives in adaptation criticism”– Provided by publisher. Includes bibliographical references and index. ISBN 978–1–137–31112–2 (hardback) 1. Literature—Adaptations—Study and teaching. I. Cartmell, Deborah, editor. II. Whelehan, Imelda, 1960– editor. PN171. A33T43 2014 809—dc23 2014026130 Typeset by MPS Limited, Chennai, India. Copyrighted matrial – 978–1–137–31115–3 Copyrighted matrial – 978–1–137–31115–3 Contents Series Editor’s Preface vii Notes on Contributors ix 1 A Short History of Adaptation Studies in the Classroom 1 Deborah Cartmell and Imelda Whelehan 2 Canons, Critical Approaches, and Contexts 11 Shelley Cobb 3 The Paragogy of Adaptation in an EFL Context 26 Laurence Raw 4 Avoiding ‘Compare and Contrast’: Applied Theory as a Way to Circumvent the ‘Fidelity Issue’ 41 Ariane Hudelet 5 Learning to Share: Adaptation Studies and Open Education Resources 56 Imelda Whelehan and David Sadler 6 Doing Adaptation: The Adaptation as Critic 71 Kamilla Elliott 7 Teaching Adapting Screenwriters: Adaptation Theory through Creative Practice 87 Jamie Sherry 8 Out of the Literary Comfort Zone: Adaptation, Embodiment, and Assimilation 106 Alessandra Raengo 9 ‘Adapting’ from School to University: Adaptations in the Transition 120 Natalie Hayton 10 Coming soon … Teaching the Contemporaneous Adaptation 135 Rachel Carroll v Copyrighted matrial – 978–1–137–31115–3 Copyrighted matrial – 978–1–137–31115–3 vi Contents 11 Teaching Adaptations through Marketing: Adaptations and the Language of Advertising in the 1930s 157 Deborah Cartmell Appendix A: Instructions for the Creative-Critical Project 171 Appendix B: Marking Descriptors for the Creative-Critical Project 173 Chronology of Key Publications and Events 181 Select Bibliography 184 Index 190 Copyrighted matrial – 978–1–137–31115–3 Copyrighted matrial – 978–1–137–31115–3 1 A Short History of Adaptation Studies in the Classroom Deborah Cartmell and Imelda Whelehan Adaptation studies is a growth area in the Arts and Humanities and has brought numerous multidisciplinary perspectives to what used to be more commonly known as ‘novel to film’ or ‘literature and film’ studies. The impact of adaptation studies on English has been indis- putably significant, and it could be argued that the study of adapta- tions has changed the way we teach the subject for good; at the very least it is now common to see English modules delivered with varying degrees of adaptation content across the globe, even if, as Thomas Leitch asserts, ‘English studies has continued to treat film adaptation not so much with hostility as with benign neglect’.1 While fictional texts and their feature film adaptations remain at the subject’s core,2 the study of adaptations has broadened to embrace ‘literature’ and the ‘screen’ in the broadest senses of each word. With a new theoretical richness and interdisciplinary confidence, adaptation studies has facilitated fresh approaches to issues of interpretation, rewriting, and refunctioning, enabling purposeful reflection on our contemporary obsession with reworking culture to suit our own needs. In order to demonstrate how adaptation studies has changed, we take the case of the use of films based on Austen’s fictions within literary studies. Like Shakespeare, Jane Austen is firmly embedded in the field of adaptation studies as an author who has repeatedly had the ‘adaptation treatment’, beginning with a chapter on Robert Z. Leonard’s 1940 adaptation of Pride and Prejudice (starring Greer Garson and Laurence Olivier) in the first full-length study of lit- erature and film, George Bluestone’s Novel into Film (1957). By 2009, Austen and film had become a major critical preoccupation, 1 Copyrighted matrial – 978–1–137–31115–3 Copyrighted matrial – 978–1–137–31115–3 2 Deborah Cartmell and Imelda Whelehan as Pamela Church Gibson’s summary of work on Austen and film demonstrates,3 with a list that includes Sue Parrill’s Jane Austen on Film and Television: A Critical Study of the Adaptation (2002), Linda Troost and Sayre Greenfield’s Jane Austen in Hollywood (1998; 2nd edn 2001), Suzanne R. Pucci and James Thompson’s Jane Austen and Co. (2003), Gina MacDonald and Andrew F. MacDonald’s Jane Austen on Screen (2003), and David Monaghan, Ariane Hudelet and John Wiltshire’s The Cinematic Jane Austen: Essays on the Filmic Sensibility of the Novels (2009). Claire Harmon’s Jane’s Fame (2009) and the online journal Persuasions, which frequently delivers articles on Austen films, demonstrate a modern tendency to move away from an absorp- tion in the novels themselves to the fictions’ afterlives. It now seems obligatory to include at least one chapter on ‘Austen films’ or ‘Austen offshoots’ in collected essays on her work, because studies of Austen are no longer complete until they show consideration of how her work provides inspiration for other trends in contemporary culture, from chick lit to dating manuals, to testing the ability of contem- porary bestselling writers like Joanna Trollope and Val McDermid to ‘reimagine Austen’ all over again.4 Given the number of films of Austen’s novels, it has been hard to ignore them in the classroom, and for many years much teaching has relied on them to explicate the text for a new cohort of students. Since the availability of videos in the 1970s, teaching often involved showing a short clip ‘illustrating’ a part of a novel or play as a means to open up discussion, but always as a path back to consideration of the book. While it is easy to appreciate the relevance of film clips within Shakespeare classes (given that the plays are performance pieces), showing novel adaptations was a practice harder to justify in the early days of video. Such a practice was, more often than not, scorned rather than applauded, a legacy of the chequered history of literature and film, when critics, in the first half of the twentieth century, blushed when suggesting that an author’s work might be influenced by cinema.5 Showing film clips, however, could be defended as a means of inspiring discussion that would often take the form of reflecting on what was wrong with the film adaptation, how it misunderstood the literary text, thereby empowering the students (as ‘ENGLISH students’) to feel a sense of superiority over those involved in the making of such films. In the not-so-distant past (certainly in our memories), the showing of films in literature classes Copyrighted matrial – 978–1–137–31115–3 Copyrighted matrial – 978–1–137–31115–3 A Short History of Adaptation Studies 3 was often stigmatized by academics and teachers, who believed such practice as lazy and, even more unforgivably, a devaluing of literature that unwittingly encouraged pupils to watch movies rather than read books. As Timothy