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Film Adaptation and Its Discontents
This page intentionally left blank
Film Adaptation
and Its Discontents
From Gone with the Wind to
The Passion of the Christ
Thomas Leitch
Leitch, Thomas M.
Film adaptation and its discontents : from Gone with the Wind
to The Passion of the Christ / Thomas Leitch.
p. cm.
Includes bibliographical references and index.
isbn-13: 978-0-8018-8565-5 (hardcover : alk. paper)
isbn-10: 0-8018-8565-5 (hardcover : alk. paper)
1. Film adaptations—History and criticism. I. Title.
pn1997.85.l35 2007
791.43′6—dc22 2006037744
A catalog record for this book is available from the British Library.
To Barbara T. Gates and James M. Welsh
mentors • colleagues • friends
This page intentionally left blank
Contents
Acknowledgments ix
4 Entry-Level Dickens 67
Notes 305
Bibliography 325
Index 339
This page intentionally left blank
Acknowledgments
dictable outrage. Patrick Leary, disputing Nair’s suggestion that “she has some-
how rescued Thackeray’s original, frustrated intention” as “pure fantasy,” in-
sisted that “the ever-compliant Bradbury & Evans never once in all their long
association with Thackeray had anything in particular to say about the content
of the fiction he published with them. Nor would Thackeray have paid them
any attention if they had.” Sheldon Goldfarb agreed that Vanity Fair was seri-
alized not in a “tabloid” but in its monthly parts, adding, “The ending in the
novel reflects the tension that builds up in its latter stages: a tension between
the desire to get into high society (the social climbing impulse) and the fear of
getting into it (the fear of then being set upon by all the high society ladies etc.).
This is a very interesting tension in the novel (I think reflecting a tension in
Thackeray himself), and it is much better expressed by the novel’s ending than
the film’s.” Micael Clarke, however, defended Nair’s film as “follow[ing] the
novel in important ways”: its “surface sumptuousness,” its critique of society,
its sympathy for women. Sarah Brown added that “the Natasha Little version
of a few years back [written by Andrew Davies and directed by Marc Munden
(1998)] was conspicuously good—sophisticatedly alert to Thackeray’s irony—
and it had a real sense of narrative drive and momentum which I don’t think
is consistently true of the novel.” Tamara S. Wagner added: “Talking about
videos and dvds, I have just been given a catalogue by my university’s AV de-
partment: a list of ‘Highly Acclaimed Video Programs from Professor Elliot En-
gel (They’re Light & Enlightening),’ featuring such titles as ‘The Brilliant and
Bizarre Brontës’ and ‘A Dickens of a Christmas.’ Has anyone ever seen (or used)
any of those? (Otherwise, we’ll rather go on and order movies like Wild Wild
West or Round the World in 80 Days [sic] starring Jackie Chan—light and en-
tertaining enough, I suppose, if one wanted to be entertaining of course.)”3
Despite their differences of opinion, all these statements, including Nair’s,
ignore fifty years of adaptation theory in their uncritical adoption of the au-
thor’s intention as a criterion for the success of both the novel and any possi-
ble film adaptation. Only Brown suggests that the film might actually improve
on the novel. Even she shares the habit, articulated most openly by Wagner, of
ranking films that are based on canonical literary sources above merely “enter-
taining” films and incidentally in preferring evaluation to analysis in consider-
ing films in general and adaptations in particular. Although it is unlikely that
these commentators or their colleagues would defend these positions as theo-
retical principles, they do not hesitate to adopt them in practice.
One reason that adaptation theory has had so little effect on studies of spe-
Literature versus Literacy 3
cific adaptations is that, until quite recently, adaptation study has stood apart
from the main currents in film theory. The field traces its descent more directly
from literary studies. Studies of Shakespeare on film, for example, use Shake-
speare as a locus around which to organize their analysis of film adaptation. As
the center around which individual adaptations orbit or the root from which
the adaptations all grow, Shakespeare or Thackeray provides not only an orga-
nizing principle for the study of specific adaptations but an implicit standard
of value for them all. Kamilla Elliott observes that “theories of the novel and of
the film within their separate disciplines appear to have been significantly in-
fluenced by interdisciplinary rivalries.”4 More specifically, studies of adapta-
tion tend to privilege literature over film in two ways. By organizing themselves
around canonical authors, they establish a presumptive criterion for each new
adaptation. And by arranging adaptations as spokes around the hub of such a
strong authorial figure, they establish literature as a proximate cause of adap-
tation that makes fidelity to the source text central to the field.
Few empirical studies of adaptation accept these assumptions uncritically.
In Novels into Film, widely regarded as the founding text in adaptation study,
George Bluestone notes that “changes are inevitable the moment one abandons
the linguistic for the visual medium,” and he concludes: “It is as fruitless to say
that film A is better or worse than novel B as it is to pronounce Wright’s John-
son’s Wax Building better or worse than Tchaikowsky’s Swan Lake.”5 Both
Sarah Cardwell’s study of television adaptations of four classic English novels
and most of the essays collected in Deborah Cartmell and Imelda Whelehan’s
recent anthology question the primacy of literature as a touchstone for cin-
ema.6 To the extent that adaptation study subordinates both specific adapta-
tions to their canonical source texts and cinema as a medium to literature as a
medium it serves either faithfully or not, however, adaptations are studied un-
der the sign of literature, which provides an evaluative touchstone for films in
general.
This approach has dominated a half century of adaptation studies for sev-
eral reasons. Few of the first generation of scholars who led the charge to in-
troduce film studies to the academy had received formal training in film stud-
ies themselves. Most of them came from English departments, where they had
been absorbed in the pedagogical habits of close reading and the aesthetic val-
ues of literature—what James Naremore calls “the submerged common sense
of the average English department . . . a mixture of Kantian aesthetics and
Arnoldian ideas about society.”7
4 Film Adaptation and Its Discontents
Although Naremore traces these Arnoldian ideas to Culture and Anarchy, the
program of comparative evaluation at the heart of Arnold’s own aesthetics
emerges even more clearly in “The Study of Poetry.” Having offered poetry, in
which “the idea is everything,” as a substitute for a religious tradition under-
mined by such heterodox facts as the discovery of ancient fossils and the the-
ory of evolution, Arnold urges:
We should conceive of poetry worthily, and more highly than it has been the cus-
tom to conceive of it. We should conceive of it as capable of higher uses, and
called to higher destinies, than those which in general men have assigned to it
hitherto. More and more mankind will discover that we have to turn to poetry
to interpret life for us, to console us, to sustain us. Without poetry, our science
will appear incomplete; and most of what now passes with us for religion and
philosophy will be replaced by poetry.8
If the burden Arnold places on poetry seems quaintly anachronistic, the pas-
sage may readily be freshened by replacing the term with literature or novels
or, indeed, cinema—though not, clearly, with popular culture, from whose
degrading influence Arnold assigns poetry, as successors like Tamara Wag-
ner would presumably assign canonical cinema, the specific function of rescu-
ing us.
The earliest films to come in for academic study under the Arnoldian dis-
pensation that still ruled in American universities in 1960 fell into two cate-
gories: adaptations of canonical classics that served as adjuncts to the literary
canon and classic works of cinema that could be studied as members of a sup-
plementary quasi-literary cinematic canon. The first approach generated myr-
iad courses in Shakespeare and film, the second courses in the masters of Eu-
ropean art cinema from Dreyer to Bergman, Antonioni, and Godard and, still
later, in quasi-canonical Hollywood masters like Chaplin, Welles, and Hitch-
cock. Under this dispensation many films were studied under the aegis of the
literary works that gave them currency. Courses in Shakespeare and film were
often courses in Shakespeare through film. Other courses were conducted un-
der the sign of literature, analyzing and evaluating the films at hand as if they
were literary works themselves, mining them for the ambiguity, complexity,
penetration, and personal expressiveness traditionally associated with litera-
ture. Even in Robert Stam’s recent Literature through Film (2005), specific lit-
erary works and literature in general continue to be stipulated as touchstones.
Elliott has traced in trenchant detail the conflict between categorical ap-
Literature versus Literacy 5
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