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Q & A with scholar Jonathan Bate

By Isabel Dunn

Ted Hughes’s will stipulates that there be no official biography of his life. Scholar Jonathan Bate worked with the Hughes’s estate for four years to create an account of a “literary life.” The result is Ted Hughes: The Unauthorised Life (Harper, October 2015). When the estate suddenly revoked its permission to quote freely from the archives, Bate challenged himself to find a way to continue his project. Read more

Notes from the Undergrad: Archive, cultural consciousness, and a semester in the reading room

By Colin McLaughlin

Colin McLaughlin is a radio-television-film, 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, McLaughlin shares his experience in the class.


You become accustomed to certain things after your tenth visit to the Ransom Center. The processes required for entry—presenting your ID card, dropping your backpack off in the locker, opening your computer —become automatic. What never becomes mundane is the experience of opening the folder, not knowing what you may discover inside.


I spent a lot of time with the Norman Bel Geddes concept pieces for the 1917 New York production of King Lear, both through class meetings and in my own time at the Ransom Center. These pieces represent some of Bel Geddes’s earliest work and are remarkable both because Bel Geddes was only 23 years old at the time and because the works have survived, despite the fact that the production they were commissioned for was never staged.


The almost abstract nature of the piece evokes the idea of a cultural subconscious and how—after centuries of productions and adaptations ranging from classic and minimal to bizarre (see the “King Lear: Godard Film” materials in Box 5 of the Thomas Fiske collection)—King Lear has transcended what can be normally preserved in photographs and film evidence.


I compared these pieces to the materials the Ransom Center holds on the Elia Kazan film adaptation of Tennessee Williams’s A Streetcar Named Desire for my final presentation in the “Drama in the Archives” class. I wanted to compare the photographic vs. non-photographic evidence in the archive. I was motivated by Matthew Reason’s words in Documentation, Disappearance, and the Representation of Life Performance: “performance only exists in the moment of its creation, and its only valid afterlife is in the memory of those who were there.”


Comparing the abstract Bel Geddes work on Lear to the more concrete publicity kits and script revisions for the Streetcar film led me to argue that, because of photographic documentation and the prevalence of the Kazan film and its iconic performances, modern texts like A Streetcar Named Desire are more solidified in the cultural consciousness, and thus performances of these texts are more concerned with preserving those original visions. Meanwhile, because no photographic evidence exists for the original productions of Lear, the text is freer to be interpreted and adapted in bold, artistic ways.



My final argument, the culmination of a semester studying drama in the archives, ended up being much simpler than I had originally intended. This surprised me. After weeks of coming to the archive, I learned that the answers we find in the boxes and folders of the archive, while extensive and often enlightening, may not always be as complicated as we expect them to appear.


Related content:

Drama in the Archives: Fall 2014 humanities class fosters undergraduate research



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Drama in the Archives: Humanities class fosters undergraduate research

By Harry Ransom Center

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.


Several students from this class will present their research and experiences in upcoming posts in the “Notes from the Undergrad” series on this blog.


Related content:

Notes from the Undergrad: An undergraduate’s introduction to Anne Sexton

Notes from the Undergrad: Signature Course delves into works, life of Russell Banks

Signature Courses offer freshmen opportunity to experience primary materials and archival research

Signature Courses at the Ransom Center



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Shakespeare scholar explores the Bard’s role in American culture

By Gabrielle Inhofe

James Shapiro, Larry Miller Professor of English and Comparative Literature at Columbia University, discusses Shakespeare in America at 7 p.m. this Thursday, May 1, at the Harry Ransom Center. A reception and book signing follow, and books will be available for sale.


Shapiro’s newest work, Shakespeare in America: An Anthology from the Revolution to Now, explores Shakespeare’s role in American culture.  The anthology, published by the Library of America in celebration of the 450th anniversary of Shakespeare’s birthday, comprises 71 pieces from American poets, politicians, essayists, novelists, and more.  It includes works by Edgar Allan Poe, Woody Allen, Cole Porter, Isaac Asimov, and James Agee.


The anthology aims to show that, although America declared its independence from Great Britain, Americans have adapted Shakespeare for use in cultural expression.   In a recent interview, Shapiro said, “American history tends to be represented in a kind of clear-cut, steady march. What became clear to me through this book is the uses—disturbing and exhilarating in equal measure—to which Shakespeare has been put. People have used Shakespeare as a means to make arguments that are not easily made or expressed in this country about race, gender, war, social justice, identity.”  The full interview may be viewed in the above video.


The Ransom Center holds three copies of the Shakespeare First Folio and several quarto editions of the plays, along with prompt books, costume designs, and many other materials relating to productions of the plays from the eighteenth century to the modern era.


Related content:

James Shapiro “unravels” Shakespeare’s life

Photo Friday

By Kelsey McKinney

Each Friday, the Ransom Center shares photos from throughout the week that highlight a range of activities and collection holdings. We hope you enjoy these photos that reveal some of the everyday happenings at the Center.

Undergraduate intern Michelle Bennight updates the inventory of paintings in the Ransom Center’s art collection, which included documenting works and confirming measurements and other information. Photo by Jennifer Tisdale.
Undergraduate intern Michelle Bennight updates the inventory of paintings in the Ransom Center’s art collection, which included documenting works and confirming measurements and other information. Photo by Jennifer Tisdale.
While visiting the Ransom Center on Tuesday, author T. C. Boyle signed the Center’s authors’ door. Photo by Pete Smith.
While visiting the Ransom Center on Tuesday, author T. C. Boyle signed the Center’s authors’ door. Photo by Pete Smith.
Visiting speaker, Shakespeare scholar, and Columbia University Professor James Shapiro views materials from the Ransom Center’s performing arts collection with Associate Curator for Performing Arts Helen Baer. Photo by Alicia Dietrich.
Visiting speaker, Shakespeare scholar, and Columbia University Professor James Shapiro views materials from the Ransom Center’s performing arts collection with Associate Curator for Performing Arts Helen Baer. Photo by Alicia Dietrich.