I’m working on a small Coronation Street project at the moment, and thought I’d share a few statistics (based on a small sample – see below for more details), which I think are worth a minute of any television viewer’s time!
I’ve been feeling increasingly bad about neglecting this blog of late. My excuse is that I’ve had various other small writing projects on the go: 1. After seeing and enjoying What Maisie Knew at the cinema (thank you, Hull Screen!), I wrote two pieces about it for Alternate Takes, the first of which is up, the second of which is coming soon. 2. I’ve been trying to get a healthy amount of initial content onto another blog, the one I’ve launched for the Film Studies subject team at Hull, Thoughts on the Screen (complete with awesome Saul Bass-inspired design, courtesy of WordPress). 3. I’ve just finished a double book review that will (fingers crossed) appear in the next issue of Critical Studies in Television. 4. I’ve started work on a co-authored article about how time works in The Simpsons. So far my grappling with the fiendish time scheme of the programme has given me a deepened appreciation for what Fernand Braudel said about being an historian: ‘My great problem, the only problem I had to resolve, was to show that time moves at different speeds.’ 5. In my quest to revive for myself the lost art of letter-writing, I have marked sheets of paper with ink and sent them in stamped envelopes to members of my family!
Another thing that has disrupted my usual routine is that last week I attended the ‘Spaces of Television’ conference at the University of Reading. The event was chock-full both of great presentations and of lovely friendly people, some of whom I already knew and some I’m delighted to have met. I won’t attempt to summarise the things I heard, partly because there is already a great summary of much of what went on at the event on this discussion forum. I did want to write a few paragraphs about what was for me the most exciting and inspiring session.
The session was presented by Dr Andew Ireland of the University of Central Lancashire. Andrew was telling us about – and then showing us – what he did for his PhD research. He set himself the challenge of taking the script of a recent episode of Doctor Who, and then re-shooting the script under the conditions that would have existed had the episode been filmed at the BBC in 1963! This implies some significant restrictions with respect to both space and time. Andrew was able to use some footage shot on location – but that footage did not have any synchronised sound. Being able to cut away to this footage occasionally bought precious seconds, but for the most part, the action had to unfold so that it could be captured by the continually-rolling cameras within a relatively small studio space. This calls for huge amounts of ingenuity when moving from one scene to another (how do you make sure your actors are ready?), and also when lighting sets that, because of the small overall space available to work in, are often very close together (your ‘night-time alleyway’ might well need to be very close to your ‘daytime living room’: how are you going to manage that?!). And if you make mistakes, you had better recover from them fast and carry on, because recording won’t stop! When we were then shown the final product that Andrew and his collaborators had produced, I was amazed by how close to a 1960s product it looked (to my admittedly not optimally trained eye; I have seen a fair bit of television from these period, but not masses). The working practices implied, almost entailed, certain ways of doing things (for example, having lots of frontal staging, with characters huddled around and all facing the camera), and just like that, a past style was resurrected.
It was a great research project, but what it got me thinking about were pedagogical possibilities. Throughout his presentation, Andrew kept on emphasising that the important thing for him was not the product but the process, and he kept coming back to the idea of ‘embodiment’. I think he was absolutely on the money on both counts. If one asks students to reflect upon why certain stylistic elements are present in a television programme, or a film, the first kinds of answers one is likely to get, in my experience, are answers which think exclusively in terms of the experience of a viewer – and often, answers which treat style as a symbol-system (there are shadows on the character’s face to show that he is not to be trusted). Such observations can be valuable, and they certainly have their place. However, finding ways of getting students to think like practitioners, and thus to think in terms of restrictions, and problems and solutions (to invoke one of David Bordwell’s very productive schemas for approaching style, and stylistic change), and so on, greatly expands their perspective. Not only this: it helps them to move beyond seeing style as a punctuation marks or flourishes that occasionally rise to the surface, and to appreciate that style is a system, that nothing appears on screen without being put there, that every shot involves a huge range of choices, and that those choices are confined by the prevailing mode of production, which comprises technology, working practices, and much much more. That is, practical, studio-based work can help students to pull things together, and to become better and more reflexive theorists (and historians) of style.
When I first started teaching at Hull, a colleague and I experimented, in a final year television module, with getting students to try to recreate in our studio facilities a short passage from a particular episode. Whilst the process was interesting, I don’t feel that the students got as much out of it as they might have done. I now think that adding the ingredient of giving them a brief that tells them that they need to abide by a particular set of production conditions could provide exactly what is needed. That way, it will be clear to the students that they are not being asked to replicate but to adapt. The result (one would hope!) would perhaps be that instead of feeling disappointed about failing to measure up to the original, the students would instead be encouraged to think through (both in the sense of considering in a sustained fashion, and letting a system become one’s lens of the world, to use an appropriate metaphor), to internalise, one might almost say, different styles and modes of production, the different aesthetic effects they achieve, and the different but not necessarily unequal merits of these.
To the drawing board…!