Abstract
Whilst many of the most innovative and progressive texts on adaptation theory still emerge from Literary and Film Studies, the attraction of the subject for a variety of scholars from divergent academic disciplines has seen the field expand to incorporate new methodologies and approaches. Despite this, the teaching of adaptation is still principally located in departments of English and Film, and its pedagogical function remains focused on illuminating students’ understanding of literature, or to better understand cinema’s inherent qualities via its relationship with other media. Furthermore, examinations of adapted films focus primarily on the relationship between the literary source text and resultant film text, failing to adequately interrogate the complex industrial and creative processes that take place during adaptation. The lack of attention to the teaching of processes of adapting can be seen as a more general tendency to overlook the many useful theoretical and creative functions of adaptation studies methodologies beyond comparative case-study analysis. As Dennis Cutchins, Laurence Raw, and James M. Welsh argue in their introduction to The Pedagogy of Adaptation (2010) ‘we have not generally created useful theoretical models or participated in sufficient dialogue concerning how adaptations might be taught in different contexts’.1
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Notes
Dennis Cutchins, Laurence Raw, and James M. Welsh, ‘Introduction’, in The Pedagogy of Adaptation, eds. Dennis Cutchins, Laurence Raw, and James M. Welsh (Lanham, Toronto, Plymouth: The Scarecrow Press, 2010), p. xi.
Jack Boozer, ‘Introduction: The Screenplay and Authorship in Adaptation’, Authorship in Film Adaptation, ed. Jack Boozer (Austin: University of Texas Press, 2008), p. 24.
Robert Stam, ‘Introduction: The Theory and Practice of Adaptation’, in Literature and Film: A Guide to the Theory and Practice of Film Adaptation, eds. Robert Stam and Alessandra Raengo (Oxford: Blackwell, 2004), p. 45.
Thomas Leitch, ‘Twelve Fallacies in Contemporary Adaptation Theory’, Criticism 45.2, 2005, 150.
Jennifer M. Jeffers, ‘Life without a Primary Text: The Hydra in Adaptation Studies’, in The Pedagogy of Adaptation, eds. Dennis Cutchins, Laurence Raw, and James M. Welsh (Lanham, Toronto, Plymouth: The Scarecrow Press, 2010), p. 123.
Steven Price, Screenplay: Authorship, Theory and Criticism (Hampshire: Palgrave Macmillan, 2010), p. 42.
Steven Maras, Screenwriting: History, Theory and Practice (London and New York: Wallflower Press, 2009), p. 7.
Freddie Gaffney, On Screenwriting (Leighton Buzzard: Auteur, 2008), p. 7.
Kevin Alexander Boon, Script Culture and the American Screenplay (Detroit, MI: Wayne State University Press, 2008), p. 27.
Kenneth Portnoy, Screen Adaptation: A Scriptwriting Handbook (Boston and Oxford: Focal Press, 1998), p. xii.
Robert McKee, Story: Substance, Structure, Style and the Principles of Screenwriting (London: Methuen, 1999), p. 368.
Steve May, ‘Undergraduate Creative Writing Provision in the UK: Origins, Trends and Student Views’, in Teaching Creative Writing, Teaching the New English Series, ed. Heather Beck (Hampshire: Palgrave Macmillan, 2012), p. 65.
Thomas Leitch, ‘How to Teach Film Adaptations, and Why’, in The Pedagogy of Adaptation, eds. Dennis Cutchins, Laurence Raw, and James M. Welsh (Lanham, Toronto, Plymouth: The Scarecrow Press, 2010), p. 5.
Katy Macleod and Lin Holdridge, ‘Introduction’, in Thinking Through Art: Reflections on Art as Research, eds. Katy Macleod and Lin Holdridge (Oxon: Routledge, 2006), p. 4.
Charles Frayling, ‘Research in Art and Design’, in RCA Research Papers, 1.1 (London: Royal College of Art, 1993/4).
Patricia Leavy, Method Meets Art: Arts-Based Research Practice (New York & London: Guilford Press, 2009), p. 12.
Hazel Smith and Roger T. Dean, Practice-Led Research, Research-led Practice in the Creative Arts (Edinburgh: Edinburgh University Press, 2009), p. 2.
Helen L. Yeates, ‘Embedded Engagements: The Challenge of Creative Practice Research to the Humanities’, in The International Journal of the Humanities, 7.1 (The Humanities Collection, 2009), pp. 142–143.
Marilyn Hoder-Salmon, Kate Chopin’s ‘The Awakening’: Screenplay as Interpretation (Gainesville: University Press of Florida, 1992), p. ix.
Mary H. Snyder, Analyzing Literature-to-Film Adaptations: A Novelist’s Exploration and Guide (New York: Continuum, 2011), p. 225.
Ute Ritzenhofen, ‘The English Patients: Teaching the Novel, the Screenplay, and the Movie’, in Adaptation and American Studies: Perspectives on Research and Training (Heidelberg: Balestrini Universitatsverlag, 2011), pp. 141–142.
Nathaniel Kohn, ‘Disappearing Authors: A Postmodern Perspective on the Practice of Writing for the Screen’, Journal of Broadcasting & Electronic Media 43.3, Summer 1999, 443.
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© 2014 Jamie Sherry
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Sherry, J. (2014). Teaching Adapting Screenwriters: Adaptation Theory through Creative Practice. In: Cartmell, D., Whelehan, I. (eds) Teaching Adaptations. Teaching the New English. Palgrave Macmillan, London. https://doi.org/10.1057/9781137311139_7
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DOI: https://doi.org/10.1057/9781137311139_7
Publisher Name: Palgrave Macmillan, London
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