Cuando se busca en tiempo atrás los orígenes de las bibliotecas de investigación, damos con una larga historia de académicos dedicados a recabar colecciones de acuerdo a su interés personal, construyendo en torno suyo ateneos de libros que documentaran sus muy particulares metas de investigación. Y muchas veces, cuando dicho académico proseguía su carrera –en otro trabajo o en otro contexto intelectual- la colección emprendida se marchitaba, sin la mente directriz inicial que siguiera contando su historia. Read more
Going back to the origins of research libraries, there is a long history of scholars building collections to suit personal interests, constructing around themselves an athenaeum of books that supported their individual research goals. And when that scholar moved on—to another job or another world—the collection sometimes withered, without a champion to continue telling its story. Read more
Emily Robinson is a rhetoric and writing and Plan I Honors senior in Dr. Elon Lang’s “Drama in the Archives” course. In the class, students used resources at the Harry Ransom Center to better understand plays, texts, dramatists, cultures from which they are drawn, and the archival process itself. Below, Robinson shares her experience in the class.
The smell of books intoxicates me. And the sight of messy handwriting scrawled in angry slashes or jubilant swirls in a journal excites me more than I should probably admit. There’s just something about seeing how different people think as they write that fascinates me.
That said, you can only imagine how delirious I was to sit in a room where a wealth of author’s journals, drafts of iconic literary works, and other manuscripts were a mere click of the “Request Item” button away from laying in front of me. For me to read. And study. To put it lightly, any time that I spent in the Ransom Center’s Reading Room this past semester went far too quickly and resulted in far too many conversations starting with the words, “You’ll never guess what I saw today.” Because of my participation in Elon Lang’s class “Drama in the Archives,” I discovered I love research, especially the kind that involves poring over a writer’s abandoned early drafts and never-completed projects.
For most of the semester, I worked with the David Mamet papers, searching out different drafts of his drama Oleanna. After reading Oleanna in class, I was struck by the jolting ending of the play—three acts of increasingly hostile conversations between John and Carol (an inappropriate professor and vindictive student, respectively, at a fictional university) concluding in an intense scene of John beating Carol. The play just ends after the violence. The audience gets almost nothing but curtains and the unsettling feeling of having to applaud after witnessing a scene of physical abuse. I found this ending intriguing and decided to investigate its previous iterations in hopes of better understanding how the scene functions within the play as a whole. This took me to the Ransom Center, where I began piecing together Mamet’s earlier plans for the ending of Oleanna by reading his drafts.
During my investigation, I discovered that Mamet didn’t, in fact, originally intend to end Oleanna on that note of unresolved violence. Many of his drafts actually contain a conversation between John and Carol after he beats her. Most of my research focused on three drafts created between April 1991 and May 1992. These three drafts contain a conversation that shows Carol being sensitive to John’s emotional trauma after hurting her. She also then uses that moment as an opportunity to teach John about his abusive and exploitative nature. Mamet’s “Next to Last” draft (from May 1992) actually ends with Carol offering to help John (see Box 155, Folder 7, page 51).
Knowledge of this alternate ending furthered my understanding of Oleanna because it forced me to wonder about the purpose of only portraying violence and not including a scene of conflict resolution in the play. I don’t have any definitive answers for that question yet, but reading over Mamet’s drafts and views on art gave me a step in the right direction.
Overall, my time at the Ransom Center was a rewarding and exciting experience. In the future, I intend to use the Ransom Center whenever I can—especially if it means reading through an author’s diaries and drafts.
Have you ever wondered how a play or film might have turned out differently? This was the guiding question in the new Humanities Honors course—titled “Drama in the Archives”—offered in fall 2014 by Dr. Elon Lang, lecturer and former part-time archivist at the Ransom Center. During the semester, Lang brought students from his class to the Ransom Center at least once per week to learn about the Center and to learn how to conduct original primary research in the Center’s theater and performing arts collections.
In the course, students studied several representative examples of modern and contemporary Anglophone drama, as well as Shakespeare and Shakespearean performance. These included Shakespeare’s King Lear, Tennessee Williams’s Streetcar Named Desire, Arthur Miller’s Death of a Salesman, Samuel Beckett’s Waiting for Godot, David Mamet’s Oleanna, and Tom Stoppard’s Arcadia. All of these are supported by strong collections in the Ransom Center. Students were asked to read, analyze, and discuss printed editions of these plays during regular class meetings and then to examine selections from Ransom Center archives that illustrated how those plays were shaped by their authors and publishers and how they have been altered by various performances and interpretations over time.
For example, regarding King Lear, students compared the Ransom Center’s copy of the 1619 Second Quarto edition of the play to its three copies of the 1623 First Folio edition—noticing intriguing differences in key speeches that altered their perception of the characters. They then also viewed artistic representations of Lear’s throne room from the Ransom Center’s Boydell Shakespeare print collection (neo-classical style including architecture with Grecian columns, emphatic facial expressions and rippling musculature) and the Norman Bel Geddes collection (expressionist style with intense colors, outlines of figures, and primitive architecture resembling Stonehenge). Students compared all these variations to recent productions and films of the play and wrote extensively about how the archival context helped them understand the history and impact of choices made by directors and producers.
Lang came up with the idea for the class after describing some of his archival work on the Ransom Center’s Pforzheimer manuscript collection to his humanities students. Despite their interest in what Lang suggested could be learned from archival materials, very few students had actually visited the Ransom Center, and even fewer had contemplated doing research there.
“This struck me as a terrible shame,” Lang said, “but also a remarkable opportunity.”
As Haley Williams, a third-year student in the class and president of Liberal Arts Honors Student Council, wrote: “In my first two years of undergrad, I often passed the ‘big glass buildings with the pretty pictures’ on my way to and from class. I had even visited the exhibits on occasion and meandered over to listen to a lecture from time to time. However, in my mind, the Harry Ransom Center was for graduate students and professors, a place off limits to undergraduate students such as me. Thankfully, this semester I was proven wrong.”
Lang decided that it should be his mission to design a course that would show how the Ransom Center could serve as a valuable and approachable research tool for all interested users—especially the University of Texas at Austin’s undergraduates—and to show how much students could gain from working with archival materials. He chose important plays as the subject matter for the class partly because of the Ransom Center’s impressive collections and partly because the consequences of creative choices that can be revealed in an archive become clear very quickly when analyzing dramatic texts.
“When you imagine a text being performed by actors, you are already engaged in a process of analyzing unstated elements of movement, intonation, emphasis—and these interpretations can change drastically when you see how the words in a speech or the sequence of actions in stage directions transform over time,” Lang said.
For A Streetcar Named Desire, students analyzed the numerous original drafts of the play in the Tennessee Williams collection (one of which includes an ending where Blanche DuBois does not go crazy). They then considered how the changes in the text correlated with Williams’s correspondence with his agent, Audrey Wood, about how to edit and then cast the play—and finally how to handle his objections to the famous 1951 screenplay starring Marlon Brando and Vivien Leigh. For a final exercise, students attended a production of the play being staged on campus and had in-depth discussions with the director (Jess Hutchinson, M.F.A. candidate in directing in the College of Fine Arts at The University of Texas at Austin) about how she used the Ransom Center’s collections to inform her production process.
Viewing rare and valuable materials in the Ransom Center reading room offered students a chance not only to develop a critical eye but also to realize a new and sometimes spiritual appreciation for humanistic inquiry.
“The pages spoke like the hinges of a haunted house, [both] daunting and enticing,” wrote Abraham Kinney about the Shakespeare First Folio. A senior English major and long-time Austin resident, Kinney describes how, in the class, “we were able to see the meticulous care that goes into the preservation of the vast archives compiled at the Ransom Center… In this place of intellectual agency, my focus shifted from merely researching in the dull categoric [sic] way, talking, writing, getting a grade, and moving on, to digging deep within the traces that our cultural heritage has left us, in a way that sparked a serious level of critical thought about who we are and how we are bound in the ways we think.”
After several weeks of guided readings and archival work, Lang had students develop their own research projects that involved close attention to an item in the Ransom Center’s collections and its historical and critical contexts. Students presented their research to an audience of Ransom Center staff and Liberal Arts faculty. Paul Sullivan, a lecturer in Plan II and the English Department who also volunteers at the Ransom Center, wrote, “Clearly, encounters with the archives made a big difference in how these bright young people will now read texts, and the world!”
Lang hopes to offer this course again in spring 2016, and in the meantime he is working to develop a summer workshop for high school English teachers through UTEACH to adapt some of his archive-oriented teaching methods for secondary education.
Ethan de Seife is an independent scholar and the author of the book Tashlinesque: The Hollywood Comedies of Frank Tashlin. He is currently an arts writer for the Burlington, Vermont, alternative weekly newspaper Seven Days. His research was supported by a Ransom Center travel grant. The Ransom Center is celebrating the 25th anniversary of its fellowship program in 2014–2015.
The best-known cinematic collaboration between actor Robert De Niro and director Brian De Palma is surely the 1987 film The Untouchables, in which De Niro memorably portrays a bloated, vengeful Al Capone. But the two artists have a shared history that goes back to 1968, when De Niro was a raffish young actor in New York’s off-off-off-Broadway theater scene, and De Palma, fresh from Sarah Lawrence’s ambitious film program, was a director whose head was filled with visions of the French New Wave, Alfred Hitchcock, and avant-garde weirdness.
To my mind, De Palma is the most talented of the directors of the so-called “Film School Generation.” He’s also the most misunderstood: critical writing on his work has been stuck in the same ruts (Hitchcock, violence, misogyny) since the 1970s. It’s getting boring. A filmmaker as gifted as he is deserves better.
In the first of what I hope are several archival expeditions in preparation for a book-length re-evaluation of De Palma’s work, I visited the Ransom Center on a travel grant in January 2014 to comb through the Robert De Niro papers. The two men made three unusual and fascinating films together before “reuniting” for The Untouchables: Greetings (1968), The Wedding Party (1969), and Hi, Mom! (1970). These three titles represent the earliest feature films of both of these artists, each of whom would very soon go on to much greater fame.
It was a good first choice for this project, as the artists’ shared body of work is pretty small and is mostly confined to early in their careers. I’d hoped to find some information on De Palma’s working methods, though this was not really in evidence. (Memo to the Ransom Center: Please solicit and archive the papers of Brian De Palma.) A few handwritten script notes did offer tantalizing clues, though.
The film Hi, Mom! is a vicious satire of Vietnam-era politics and liberal empty-headedness; it remains one of the most subversive of all American films. Much of its deserved reputation for challenging satire rests on the infamous “Be Black, Baby” sequence, in which the members of a black radical group stage a work of participatory theater designed to allow white people to “experience” blackness. Patrons are subjected to all manner of abuse… and then rave about the show. It’s a deeply ambiguous and still pretty shocking scene.
De Niro’s own notes for this scene are, in total: “At ‘Be Black, Baby’ play where I play a cop and beat up the white liberals painted black.” The paucity of this description itself speaks to the importance of improvisation to both De Niro’s and De Palma’s art; this, in turn, reveals a great deal about the nature of the film’s production.
The most intriguing of my finds in the De Niro papers pertains to a De Palma film in which De Niro does not even appear. De Palma made Home Movies in 1980 in an unprecedented collaboration with film students at Sarah Lawrence. In the collection was a treatment (a kind of synopsis) of the script dated from 1970; apparently De Niro had been considered for a part in it. The treatment differs in significant ways from the film as it was made a decade later, and those differences themselves may also prove revelatory of De Palma’s evolution as an artist.
Once I’d exhausted the parts of the De Niro papers that pertain to De Palma, I moved on to two other Ransom Center collections that, coincidentally, also overlap with De Palma’s career: the papers of playwright and screenwriter David Mamet and that of screenwriter Paul Schrader. The former wrote The Untouchables and the latter wrote De Palma’s 1976 film Obsession.
The Mamet papers offered mostly old marked-up scripts, which would have been useful had the object of my quest been Mamet’s writing methods. The Schrader papers, though, yielded a few gems, including a usefully comprehensive compendium of reviews of the film, collated by the writer’s clipping service. A few financial documents also provided potentially valuable clues about the film’s budget and production methods.
A few snapshots of promotional ephemera from Greetings allowed me to put a fun capstone on my perusal of the De Niro papers, to which I returned when time allowed on the last day of my brief residency. Had I wanted to don the “fat suit” that Robert De Niro wore in The Untouchables, I think I might have been able to arrange it. Maybe on my next visit.
Please click on thumbnails below to view larger images.
John Steinbeck stamped his letters with a winged pig, Muhammad Ali’s letterhead alludes to his catchphrase “float like a butterfly, sting like a bee,” and Al Hirschfeld signed his letters with a spiral-eyed self-portrait. Read about what we can learn from these and other illustrated letters found across the Ransom Center’s collections.
David Mamet is one of America’s best-known and most celebrated playwrights and filmmakers. He has received numerous awards and honors for such plays as American Buffalo (1975), Glengarry Glen Ross (1984), Speed-the-Plow (1988), and Oleanna (1991), and films including The Verdict (1982), Homicide (1991), The Spanish Prisoner (1997), Wag the Dog (1997), and State and Main (2000). The Ransom Center acquired Mamet’s archive in 2007. Since then, Mamet has visited the Ransom Center several times to speak at public events, university classes, and student reading groups, and to lead a screenwriting workshop for students.
Mamet wrote and directed Homicide, which follows homicide detective Bobby Gold, who—while trying to solve a murder—discovers a secret Zionist organization operating in the city. A series of circumstances awaken in Gold a deeper connection with his Jewish upbringing and test his loyalty to the badge. The film stars Joe Mantegna and William H. Macy, actors who frequently collaborate with Mamet.
In this outline for Homicide, Mamet structures the plot of the film following the classic sequence of action that mythologist Joseph Campbell identified in his theory of the “hero’s journey” or “monomyth.” In his 1949 book The Hero with a Thousand Faces, Campbell theorized that a fundamental structure could be found in ancient myths from around the world. He identified a number of “steps” or actions that were common to many ancient myths, from the “call to adventure” to the “freedom to live.” Mamet lists these steps in the middle column at the top of the page and correlates them with the film’s action in the middle row of this chart.
This post was written by Ransom Center volunteer Emily Butts.