Monday, July 30, 2012

Notes Regarding the "Transgressively Industrial" in a Post-Industrial World: How Fifty Shades of Grey Blurs the Line Between Appropriation and Autonomous Creation

Were I to place myself on the spectrum of people who have any kind of opinion about Fifty Shades of Grey (my opinion based on principle alone rather than on any exposure to the books themselves)I would say that I agree with Katie Roiphe from Newsweek who, in a review of E.L. James' bestselling trilogy, wrote that what is “most alarming about the Fifty Shades of Grey phenomena, what it gives it its true edge of desperation, and end-of-the-world ambiance, is that millions of otherwise intelligent women are willing to tolerate prose on this level.”  Usually I refuse to pass judgment on books until I've at least sampled them myself.  In this case, however, I trust what I've heard:  the writing is trite. The themes are cliched and even antithetical to the rights modern women proclaim they deserve. I can't think of any redeeming study of the trilogy besides maybe a horrified investigation into what, exactly, in our culture makes these books so appealing.


No matter how much I dislike the series itself, however, it turns out that the nature of its origin has some surprising connections to what we've been discussing in class re the post-industrial web (this is the only reason, I think, James' name would ever appear on my blog). I stumbled across this article from The New York Review of Books (the lead to the post having appeared on my Twitter feed) about the connection between the multimillion-dollar-grossing series and fan fiction, which illuminates the ways in which James' profit transgresses the unspoken social mores of the fan fiction community.


Perhaps I shouldn't be surprised that the first incarnation of Fifty Shades of Grey appeared as a fan fiction story on a Twilight forum, a series I similarly loathe on principle alone. But I suppose I am:  no matter how poor the prose, I guess I'm still used to the author/reader binary. Self-publication via services such as Lulu is becoming the industry norm; more and more frequently, publishers of popular fiction will offer contracts to books only after they've gained a substantial readership independently. This practice at once removes the red-tape involved in publishing (knowing a guy who knows a guy from your MFA program) and maintains its essence, which is networking (knowing a guy who knows a guy who has stumbled across your writing in the vast literary desert of the web and thinks it's quality stuff). While the latter depends heavily on chance, it may be more egalitarian. Web 2.0, if nothing else, is all about egalitarianism (at least initially):  Facebook brags that "anyone" can create a profile.  "Anyone" can sign up for Twitter. Then, as internet users, we trust in the democracy of the web:  more popular figures on Twitter gain followers because they post uniquely funny or informative tweets, not simply what they've had for breakfast.  More innovative or interesting websites, such as Postsecret, rack up hits; others without quite as innovative or interesting a premise fade away.  


Sometimes this democracy of the web works phenomenally.  At others, it results in Fifty Shades of Grey, the popularity of which (over ten million copies sold) most critics ascribe to praise of the most democratic nature:  word-of-mouth. Whatever the quality of the outcome of the democratic process of the web, however, it's hard to deny that the critic/reader relationship is changing in a way that subsumes the traditional cultural authority of the critic to the authority of the reader. As Emily Eakin writes in her article, "It’s tempting to argue that the Fifty Shades trilogy marks the apotheosis of a new industry paradigm, in which power has shifted from high-status cultural arbiters—agents, publishers, and professional reviewers—to anonymous readers and fans" (Eakin).  Is this resurgence of mass culture (versus "high" culture) for the better, or is it, culturally, for the worse?*


But I'm getting off track.  What Eakin argues in her article, and what I'd like to complicate using chapter 3 of Lankshear and Knobel as well as our most recent reading from Jenkins, is that there is a problematic divide between the collaborative, "resolutely anti-commercial" nature of fan fiction and the attainment of commercial success in the publishing industry.


In a definition of fan fiction that could just as easily have appeared in Jenkins, Eakin writes that "Fan fiction [...] exists in a state of dependency, borrowing not only a source work’s fans, who provide a ready-made community of readers, but its characters (and frequently its settings and basic plot) in order to tell the story in a new way" (Eakin).  In other words, fan fiction relies on appropriation. A fan fiction story is a work which takes already-extant characters from books like Harry Potter or movies like Star Wars and places them in new stories, rewrites of a particular scene, or uses them to create alternate endings to the "official" book.  In Twilight fan fiction, Eakin specifies, "Edward [...] is variously reconceived as a surgeon, a high-school principal, and a cat, and his teenage human love interest, Bella, as a wedding planner, a divorcee, a US Army sergeant, and an assistant pastry chef. There are children and car accidents, creepy government experiments, divorces, disappearances" (Eakin).^ Because it so explicitly borrows from published works, using the characters, worlds, and situations "property" of the works' authors, fan fiction supposedly cannot be sold; to protect themselves from intellectual property lawsuits, fan fiction authors place disclaimers at the beginnings of their stories in which they acknowledge appropriation of intellectual "property" from the original author.


I used "supposedly" purposefully in the previous sentence.  E.L. James' work is apparently an exception; so, too, are books like Pride and Prejudice with Zombies (seen but not yet sampled) and many other Pride and Prejudice cult favorites--published!--that follow Mr. Darcy and his new wife to Pemberley. But if we consider the examples Jenkins gives of the cultural history of appropriation, in which Homer "remixed" different Greek myths and tragedies to produce his works and Shakespeare similarly "borrowed" plot threads and themes from his contemporaries, what is the limit?  Where is the line demarcating "autonomous authorship" and "creative collaboration"?


In the examples from Twilight fan fiction Eakin lists above, the situations and alternate personas for the characters in the series seem almost too fundamentally different from the author's original creation to belong to his or her original conception of them. At some point, then, autonomous authorship springs from creative collaboration.  Fifty Shades of Grey morphs itself out of Master of the Universe (James' original Twilight fan fiction) which derives itself from Stephanie Meyer's popular series. Key in the legitimization of Fifty Shades, if not the noncommerical aspect of fan fiction (which obviously becomes irrelevant as soon as any volume is published) is autonomous authorship:  Eakin notes that "Fan-fiction writers and legal scholars have argued persuasively that the genre meets the legal criteria for fair use, because it is [...] “transformative” (it adds novel insights or meanings to the source work)" (Eakin).  In other words, Fifty Shades is a work of fiction in its own right (technically, if not aesthetically) because it has taken Edward and Bella from vampire-land and made them so unrecognizable that they can masquerade as Christian and Ana in your typical corporate America.  But it had to start with Edward and Bella.


I think what fan fiction is forcing us to confront is that the line between appropriation and "autonomous creation" (term Jenkins') is often much messier than we often believe.  And, in this, I find a historical study of appropriation in general is a valid practice in the classroom.  Students may often feel inhibited when writing because they're not the "experts"; when they look at Shakespeare, they see a man who sat down in an day or two and wrote Othello while sitting alone at a desk.  In fact, collaboration and "borrowing" are essential for most writers (Proust is the only one I really know of who managed to write truly excellent books while sitting alone in a cork-lined room). But students don't usually see how many books most writers read in order to become good writers, nor how most of writing is the act of participating in a conversation that is already taking place by using allusions and generic forms common to the conversation to scaffold original thought.  Writing, like most other practices, is less about invention and more about innovation. And that reminder, if nothing else (in this case, there really is nothing else), is why Fifty Shades of Grey might ultimately be valuable in some capacity.


*It's worth noting that this high culture/low culture divide is not a new concern.  The Beat poets caused such consternation way back in the '50s; now nearly every college survey of contemporary poetry includes a study of "Howl."  
^I hope, in at least one story, Edward as cat gets together with Bella as assistant pastry chef.  And that they're in a spaceship.

4 comments:

  1. This is the only convincing argument for a conceivable locus of value in Shades of Grey that I've encountered. It adds a further layer to my perplexity to see that the novel everyone is reading is valuable solely from a social science perspective. I'm forced to ponder, as I have been with increasing frequency in this brave new world, "What would Nietzsche think?"

    Also, I've seen a few snippets of the "prose" in these books, and I'm fairly certain Ms. James might be prosecutable under the Geneva Convention for subjecting anybody to that rot. I just need a lawyer willing to take this to the ICC...

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  2. Has anyone else found it necessary to write notes on paper to prepare comments that honor the complexity of our classmates' posts?

    Merit,

    Bad Art: I'm not at all familiar with 50 Shades of Grey. So, first, thanks for bringing me up to speed with the discussions surrounding it. I've only seen comments on forums (from men), claiming that 50 Shades is "porn for women," whatever that means. So at least now I understand that this started as fan-fiction from the Twilight series. I have to say that it doesn't bother me at all that this book (is it being published as a "book," printed on paper?) has sold 10 million copies. I don't know if that makes me apathetic. I'm not surprised anymore that current best-selling music is sub-par. I probably sound really superior. It's just that I've identified how to find art that is meaningful to me, even when it may not get massive exposure ("This band is great. You've probably never heard of them.") And I'm not going to make the claim that I've heard English teachers making about the public: "Well, at least they're reading." (This has an entirely different meaning in the context of motivating struggling or beginning readers.) I think everyone has her or his guilty pleasures and distractions. What's currently popular is often easy to consume. And I think that's fine. I think the teacher's role is to avoid judging their students for what they like (and I am not at all suggesting you would, or that your post implies this), and challenge them to engage with "difficult" art, art that makes them examine their own lives, whatever media.

    Industrial Model: It does seem that its success has egalitarian origins, but the results don't seem all that different from older industrial models of book selling. This book has a publisher, right? So, instead of a publishing executives finding an easy to market product, marketing this book heavily, and reaping massive rewards, publishing firms are now able to skip the middle: the fans will market for themselves. And the fans still buy a book that has a single author, though as you point out, its origins are collaborative.

    History of borrowing in class: Love this idea. I think the concept of the "rugged individual," the lone pioneer, solely responsible for everything he or she makes, is a lie. (I wonder if this has ties to the Industrial mindset.) I think it could be really exciting or motivating to temper some of the mystical aura surrounding the gods of the English canon. They were human. They didn't work alone. They didn't make their masterpieces without struggling for many years. Merit, you may have just written an amazing theme-based unit. Well-known classics are read, not solely because they're "essential" in English class, but to examine the context and process of making the book. Students go on to examine the context of writing today, and use new tools to collaborate and document their processes, and publish a text!

    Fan-fiction definition: It seems frustrating that something so new, at least as it's being defined within its development on the web, is already changing. How are we supposed to keep up with all of this? I guess we can't, really, unless we are actively participating in that particular "affinity space." I think this also relates to the difficulty we've found in pinning down a definition for 'new' literacies. I think if any of these terms are going to have meaning in a "post-industrial age," we have to accept some flexibility. I guess we also have to be historians in a way, because 50 Shades made no sense at all to me, until at least I understood what fan-fiction used to mean.

    Thanks for such a thought-provoking post. I felt like I could see a lot of our class theory in context.

    Apologies for the essay in comment. I think I'll take this up on my blog before it gets out of hand.
    -Eric

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    1. Eric, I'm so flattered to have helped to spark a blog entry! Thanks for your extensive comments; I find myself understanding more of what I wrote (and more of Jenkins) by reading them. Segmented responses:

      Bad Art: I never know where to stand on this! I think it's more than okay for people to read books for entertainment; in fact, I think kids absolutely need to learn to read for the pleasures of escapism before they read for the joys of analysis (which seems to me a very collegiate idea anyway). But what do you do with a book like Twilight, which actually contains some very dangerous ideas: promotion of sexual repression, maintenance of gender stereotypes and unattainable ideals, etc. and so forth? Are we obligated (morally?) to qualify our permission to read with some kind of warning label ("challenge" students)? What kind of further polarization of school and life does that cause?

      Industrial model: thank you for clarifying my thoughts! You're right; the P-I model for publishing isn't much different than the I model. The middleman's merely been eliminated. I'd thought that this elimination of the middle man might end up privileging what we've come to see as "low" or "popular" culture in mainstream culture...but it turns out that this middleman, corporation-driven as he is, advocates for "popular" culture anyway (see: Ke$ha on the local station and Jose Gonzalez nowhere to be found).

      History of borrowing in class: I'm most intrigued by your last point, because I hadn't thought that far ahead. What kind of text would students publish? Would it be creative or analytical in nature? Print or multimodal? I think the workshopping Jen was talking about today would go a long way towards teaching students the importance of collaboration in their own lives; to see that mirrored in the practice of a "real" writer might drive the point home even further. When I tried giving a mini-lesson on workshopping and the importance of revision, I passed around the newest edition of Plath's Ariel, which shows all of the words she strikes out and adds in the process of writing that fantastic volume. It would be cool to show students letters writers exchange, trading ideas, as a way to further illustrate the real-world practice of collaboration (it exists!).

      Thanks for your thought-provoking replies. I can't wait to see how the project turns out (and also can't wait to steal all of your good ideas for the classroom!).

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    2. Merit,

      Bad Art: I think your concerns over the dangerous themes in Twilight are totally valid. And it seems that when people complain about this series, it has more to do with the themes than bad writing. Personally, I consume a lot of "bad art." Music and movies I can't imagine discussing with my students. If anyone told me I couldn't listen or watch, it would only strengthen my resolve. Actually, my mother tried to do that. (And censors do that still). She took a CD of mine she found offensive, and it was offensive, and I think ended up owning 3 different copies before I left for college.

      I think the assumption might be, if students (especially young women) read Twilight, they'll be inclined to let a man make all her choices for her.

      I think the dangerous themes you mention could be found or discussed with most classic literature. If you see dangerous patterns surfacing in pop-culture, discuss those themes in contexts less personal for the students.

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