Within Kazuo Ishiguro’s archive are some of his notes on great writers as well as thoughts about films. Some are handwritten while others are typed. Ishiguro has been, in his own words, “putting random, impromptu thoughts of books read (sometimes films seen with particular emphasis on useful lessons, etc, for my own writing.” Read more
Charles Drazin is a senior lecturer in film studies at Queen Mary University of London. He visited the Harry Ransom Center to research filmmakers Michael Powell and Emeric Pressburger for his book, The Films of Powell and Pressburger. Read more
Acclaimed novelist and poet Michael Ondaatje converses with writer Geoff Dyer in a Harry Ransom Lecture on Tuesday, March 31, at 7 p.m. The event takes place in the Jessen Auditorium, in Homer Rainey Hall, across the plaza from the Ransom Center.
Although he is best known as a novelist, Ondaatje’s work also encompasses poetry, memoir, and film. His Booker Prize–winning novel The English Patient was adapted into an Academy Award–winning film. His other works include his memoir Running in the Family, four collections of poetry, the non-fiction book The Conversations: Walter Murch and the Art of Editing Film, and his novels In the Skin of a Lion, Anil’s Ghost, Divisadero, and The Cat’s Table.
Ondaatje discusses his novels and poetry and his book on film editing, as well as research, editing, adapting books to film, and film as an art itself.
Audience members will be able to ask questions, and a reception and book signing follow at the Ransom Center.
The event is free and open to the public. Priority entry is available to Ransom Center members (one seat per membership card) who arrive by 6:20 p.m. Members arriving after 6:30 p.m. will join the general queue. Complimentary parking for Ransom Center members is available at the University Co-op garage at 23rd and San Antonio streets.
This program is presented by the University Co-op.
Attendees may enter to win Michael Ondaatje’s novel In the Skin of a Lion, as well as a copy of his book of poetry, Handwriting.
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James Buhler is an Associate Professor in Music Theory and the Director of the Center for American Music at The University of Texas at Austin. Below, he writes about using materials from the Ransom Center’s David O. Selznick collection to teach students in his Signature Course “Introduction to Music and Film Sound” about the business of being a music composer in Hollywood.
One of the innovative elements of Signature Courses at The University of Texas at Austin is that they require a visit by the class to one of the research centers, libraries, performing arts venues, or museums on campus. The idea is for the course to introduce students to one of the numerous Gems of the University. In my case, I selected the Harry Ransom Center because its David O. Selznick collection has extensive archival material on the music production for all the films made by Selznick International Pictures (SIP). (For an overview of the music holdings in this collection, see Nathan Platte’s blog post.)
My Signature Course is reasonably large (120 students), and it is not feasible to base a big project around our visit to the Ransom Center. And with students having only 50 minutes to examine materials, I cannot expect that students will be able to get anything more than a general impression of what’s available in the collection. Nevertheless, through careful selection of documents, I can use the collection to reinforce points made in lecture: films require coordinating the labor of a large number of people, much of it unacknowledged in the screen credits, and even the creative talent credited in the film in practice retained few rights over the products of their labor. Students are continually surprised to discover that Hollywood composers had few rights over their music.
Most of the material I have the students look at comes from the production Rebecca (1940). Directed by Alfred Hitchcock and with a score by Franz Waxman, Rebecca is artistically one of Selznick’s more successful films. We look at many documents, including these:
a contract between SIP and MGM for the right to use Waxman who was under contract at the time with MGM
various contracts between SIP and MGM for the right to use music Waxman wrote while working at MGM
contracts between SIP and various composers and orchestrators for work on Rebecca
time sheets documenting the orchestral players and pay rates at various recording sessions
a copyright registration under Selznick’s (not Waxman’s) name for the title music to Rebecca
a contract between SIP and Irving Berlin Music to manage the musical rights of Rebecca
and a letter from Waxman to Selznick asking for permission to play a suite from Rebecca on a radio show.
These documents all serve to emphasize the basic economic conditions of soundtrack production. Music is not something that just appears on a film’s soundtrack: it is made by people and at considerable time and expense. Moreover, the music and its production costs are carefully tracked throughout the process of production. The studio claimed complete ownership of the music, and composers did not even enjoy the right to play excerpts of their music at a concert or on the radio. (This situation would change only in the 1970s.)
Composers also had little control over the music in the film. Time constraints meant that composers nearly always used orchestrators, and as was the case with the score to Rebecca, frequently several composers beyond whoever was credited for it contributed additional music to the score. Moreover, cues could be replaced by other music without the composer’s permission. In at least one place in Rebecca, for instance, music by Max Steiner from an earlier SIP film replaced a portion of Waxman’s score. The insert is clearly visible in the working production score, which is another item I have the students examine. Because Selznick owned the rights to this music by Steiner, this change would not have cost the studio anything.
The students come away from their visit to the Ransom Center with a very concrete sense that music production costs a considerable sum of money, that numerous people are involved in it, and that composers, although well compensated, sacrificed most rights over their music during the studio era. These are points that I can and do make in lecture as well, but when students visit the Center and see the documents in person it seems to make a much larger impression.
Letters poured into producer David O. Selznick’s office on the proper use of Southern accents in Gone With The Wind. One woman wrote, “Come South and study our dialect. I don’t know your people as you do, but it cuts deep when we see our lovely old Southern life ‘hashed up.’”
Clark Gable employed a dialog coach, but two days before filming, Selznick learned that Gable was refusing to use an accent. Selznick then had Will Price, from the casting department, and Susan Myrick, a technical advisor, work on coaching the actors in the use of an appropriate accent.
Price and Myrick, in a memo to Selznick and director George Cukor, wrote, “we find that the script includes innumerable attempts at written southern accent for the white characters. Both Miss Myrick and I strongly agree that this is extremely dangerous as it prompts the actors immediately to attempt a phony southern accent comprised merely of dropping final ‘ings’ and consonants. A phony southern accent is harder to eradicate than a British or western accent.” They then advise that the script should be retyped, without the written southern accents.
Filming went on hiatus as Selznick replaced director George Cukor with Victor Fleming. Selznick wrote to studio manager Henry Ginsberg about his concerns over the accent during this period: “We know that Leslie Howard has made little or no attempts in the direction of accent and since he is on our payroll there is little excuse for this…. I am particularly worried about Vivien Leigh since she has been associating with English people and more likely than not has completely got away from what was gained up to the time we stopped.” Leigh was already under fire from the media and many Southerners for being British, so it would have been doubly ruinous for the film if she were unable to employ an accent.
Memos related to the actors’ accents are on view through January 4 in the Ransom Center’s current exhibition The Making of Gone With The Wind. A fully illustrated exhibition catalog of the same title is available. Co-published by the Harry Ransom Center and University of Texas Press, the catalog includes a foreword written by Turner Classic Movies (TCM) host and film historian Robert Osborne.
Gone With The Wind’s scriptwriter Sidney Howard had the difficult task of converting the 1,000-page novel into a film script that was not too long, without sacrificing key elements of the novel. One of producer David O. Selznick’s concerns was that all problems be caught before filming started, because cutting scenes out would be more expensive than having an appropriately long script written in the first place. To help Howard, Selznick and his story editor Val Lewton employed the skills of other scriptwriters and authors.
In October 1938, Selznick sent the script to two top MGM scriptwriters, Lawrence Stallings and Bradbury Foote, for help editing. The men, under confidentiality, had eight days to make their suggestions.
Foote’s editing gave the film a happy ending, destroying one of the novel’s most emotionally powerful scenes. In Foote’s rewrite, Rhett does indeed leave, but Mammy thrashes the famous “Tomorrow is another day!” speech, telling Scarlett, “Never you mind tomorrow, honey. This here is today! There goes your man!” The scene dissolves to a shot of a railroad station. Scarlett corners Rhett in the car of a train, entreating, “Oh, Rhett! Life is just beginning for us! Can’t you see it is? We’ve both been blind, stupid fools! But we’re still young! We can make up for those wasted years! Oh, Rhett—let me make them up to you! Please! Please!” He kisses her hands, and the scene fades out. Selznick considered this rewrite “awful.”
Selznick employed a host of other writers to help find creative ways of combining scenes from the novel, and almost all of the writers who worked on the script did so after filming had commenced. Writers F. Scott Fitzgerald, Ben Hecht, John Van Druten, John Balderston, Ronald Brown, and Edwin Justus Mayer briefly worked on the script. In a memo from Fitzgerald to Selznick, Fitzgerald proposes that Scarlett’s miscarriage be cut. The death of Bonnie, Scarlett’s miscarriage, and Melanie’s death in childbirth, all in rapid succession, would be too much for the audience to endure. Fitzgerald mentions that the miscarriage seems less sorrowful in the book because Scarlett already had three children. He writes, “There is something about three gloomy things that is infinitely worse than two, and I do not believe that people are grateful for being harrowed in this way.”
Pages from various drafts of the screenplay are on view through January 4 in the Ransom Center’s current exhibition The Making of Gone With The Wind. A fully illustrated exhibition catalog of the same title is available. Co-published by the Harry Ransom Center and University of Texas Press, the catalog includes a foreword written by Turner Classic Movies (TCM) host and film historian Robert Osborne.
Meet the Staff is an occasional series on Cultural Compass that highlights the work, experience, and lives of staff at the Harry Ransom Center. Albert A. Palacios has been the Film Curatorial Assistant at the Ransom Center since January 2010 and is a doctoral student in Latin American history at The University of Texas at Austin. He holds a Master of Science in Information Studies and a Master of Arts in Latin American Studies from The University of Texas at Austin. He was recently awarded the 2014 prize for best graduate essay for Book History. The judges noted “Not only is his research breathtaking, he offers a whole new approach to the issue of Spanish colonial censorship, and beyond that, a new perspective on the mechanics of censorship in general.”
Typically I manage eight to 15 graduate volunteers working at the film department each semester. We work on a range of projects, from creating digital collections and preserving film media to processing archives. However, this past semester we had 24 graduate and undergraduate students helping develop content for the web exhibition Producing Gone With The Wind.
Tell us about your role in the exhibition The Making of Gone With The Wind?
I was the project coordinator for the Gone With The Wind fan mail database, which shares thousands of letters that Selznick International Pictures received between 1936 and 1939. I recruited and trained graduate volunteers on preparing letters for scanning, digitization, image cropping, database records, transcription, as well as writing feature stories about the different types of letters. I also reviewed for quality and approved each entry. To date, we have records for more than 3,000 letters and transcripts for more than 6,000 pages.
What’s the most rewarding part about your job?
I think working with the volunteers is the most rewarding. They help us accomplish many high-quality projects, and they are always so excited and engaged. I am particularly glad to see that the myriad experiences and skills we offer can support their professional development. They help us preserve and make our collections accessible, while we help them define their career aspirations.
Tell us about your academic background and interests.
I started as an undergraduate at UT, pursuing a dual degree in architecture and anthropology. I knew I didn’t want to be an architect or an archaeologist when I finished in 2009, but I still wanted to explore questions of design and cultural representation. I started looking at museum exhibition design while I was studying architecture in Italy. That was when I decided to combine my architecture and archaeology/anthropology majors within the context of museums and archives at the School of Information. I graduated with my master’s degree there and jumped over to Latin American studies, where I wrote my thesis on book censorship in sixteenth-century Mexico. After receiving my master’s degree, I began in the history Ph.D. program. Ultimately, I’m working toward becoming a curator of Latin American special collections.
Did you travel to research your thesis?
I have gone to Mexico City, Chicago, New York, and other U.S. cities the throughout past two years to hunt down Mexican “inculabula” and manuscript sources that elucidate publishing practice in sixteenth-century Mexico. I am analyzing the censorship process, printing privilege (akin to copyright) and the social networks that intellectually and economically favored New Spain’s authors. I’m happy to say that two papers from that research are being published this year—one will be a chapter in a book and another in an academic journal.
What’s your favorite movie?
Spellbound! I’m a big fan of psychological thrillers. At the Ransom Center, we have original storyboards, construction drawings, and props that were created for the movie’s dream sequence.