Showing posts with label Star Wars. Show all posts
Showing posts with label Star Wars. Show all posts

Tuesday, January 26, 2016

Teens, Mazes, and Power- A Tribute to David Bowie



“Every thing I’ve done, I’ve done for you. I move the stars for no one.”
– Jareth The Goblin King


As the Spring 2016 semester approached, drawing winter break to its end, the world was hit with sad news about the death of David Bowie. So as many of us who grew up watching Jim Hansen’s Labyrinth probably did, the NCSCL sat down to watch this children’s classic honoring fond memories of Bowie in tight pants surround by some cool puppets. But while many might find moments of blissful nostalgia rewatching this movie, one children’s lit scholar started thinking about subtle idiosyncrasies that resonate within popular YA literature movies released this winter season also contain.

To begin, the Labyrinth was originally written by director Jim Henson with assistance from a Canadian children’s poet and writer, Dennis Lee. Jim Henson is know commonly to have worked with George Lucas, and of course, the newest Star Wars movie finally came to the big screen after ten whole years. Coincidentally, Labyrinth became a novel by A. C. H.Smith that came from the movie adaptation in 1987, but Lucas’s A New Hope had already fed curious fans with its earlier novelization in 1976.  Therefore, movies about epic and fantastical adventure must go hand in hand.

Sarah: Once upon a time, there was a beautiful young girl whose stepmother always made her stay home with the baby. And the baby was a spoiled child, and wanted everything to himself, and the young girl was practically a slave. But what no one knew is that the king of the goblins had fallen in love with the the girl, and he had given her certain powers. So one night, when the baby had been particularly cruel to her, she called on the goblins for help!
Goblin: [inside the closet] Listen!
Sarah: "Say your right words," the goblins said, "and we'll take the baby to the castle, and you will be free!" But the girl knew, that the Goblin King would keep the baby in his castle forever and ever and ever, and turn it into a goblin! And so the girl suffered in silence. Until one day, when she was tired from a day of housework, and she was hurt by the harsh words of her stepmother, and she could no longer stand it...


Now, of course, David Bowie never played in Star Wars, but there is surely a connection between these movies that go further than the directors who had worked closely with one another for many years. Labyrinth begins with the tale of a bored teen-age girl, who the audience is introduced to as a complainer and whiner about her current living situation. She thinks to stories she has read about the mystical goblin king and wishes to be saved—then poof, her brother is stolen and the adventure begins. This sounds similar to Luke Skywalker, who is originally introduced as bored young man on a desert farm looking for adventure, but like Sarah when she gets her wish, Luke discredits his call to adventure when it comes his way. The moral of these stories work together, proving that bored teens want adventure, but the adventure is a fantasy and when hard work comes as a price that must be paid to participate in the adventure, it always begins with more complaining until responsibility is accepted.

Sarah: That's not fair!
Jareth: You say that so often, I wonder what your basis for comparison is?


Next it would seem that the labyrinth structure is one that is also familiar within current YA literature. More obviously, The Maze Runner Series introduces a main teen protagonist who maybe was bored, but we will never know because he is thrust into an adventure from the start—a place where a bunch of (bored) unsupervised teens are stuck living on their own, waiting for new members to join monthly sent by an unknown entity, until the main character Thomas no longer wants to be contained and micromanaged and so escapes through a deadly maze. Like this maze, The Hunger Games series also introduces a maze element to the mix with the arena structure that the Hunger Games takes place in. This area is set up with a number of booby-traps that work against the individuals stuck inside—like Bowie’s labyrinth, it works to keep anyone from making it back to the center where something needed awaits. For Katniss, it was medical supplies and more weapons, and for Sarah, it was her baby brother—both things to help them return home. And while both The Hunger Games series and The Maze Runner series perpetuate a contemporary dystopian storyline, it displays teens working through a maze, focused on their own survival, and ultimately finding that physically escaping the labyrinth might be real but it’s true escape is a fantasy. The maze-esque qualities found in the Goblin King’s fortress demonstrate that there is no escaping the maze and that there will always be parts of the labyrinth that follow those who tread through its walls.

Hoggle: This is an oubliette, labyrinth's full of 'em.
Sarah: Really. I didn't know that.
Hoggle: Oh don't act so smart. You don't even know what an oubliette is.
Sarah: Do you?
Hoggle: Yes. It's a place you put people... to forget about 'em!


So then we get to power as the essence of what these young adults are constantly fighting against—this ultimate structure forces a combat between the character and unperceivable situations that always provide valuable lessons—a force of sorts that holds a moralistic uplifting value at the end. Within the attempts to resist these power structures or dark forces that contain the young adult, a fantasy prevails within each of their minds that adventure begets a state of freedom, and yet both freedom and adventure at the end usually come with a very negative twist. Once Jared the Goblin King is defeated by Sarah, he returns in an owl state to perch outside her window, watching her as the movie ends. Katniss is still in a world governed by people and power structures, haunted by the memories of the death of so many she loved, just like Luke is haunted by the responsibility of restoring balance and his inability to save his father. Call it interpellation, panopticon structures, or the spectacle’s evolution, but these stories demonstrate a presence of freedom within the young adult’s imagination that begins with battling overpowering and dominating social forces in a labyrinth but one that is only hosted by the mind because it is a fantasy—one that we can only continue to learn from.

Sarah: Ow! It bit me!
Hoggle: What'd you expect fairies to do?
Sarah: I thought they did nice things, like... like granting wishes.
Hoggle: Shows what *you* know, don't it?

Bowie’s character Jareth the Goblin King is a reminder of our desires to free ourselves from displeasure and how, because things aren’t as they seem, the maze will always lead us right back to the beginning.

The Wiseman: Quite often, young lady, it seems like we're not getting anywhere, when in fact...
The Hat: We are!
The Wiseman: ...we are.



Monday, October 5, 2015

Ninjago: Commodity and the Fixation of “Goodness”


Unlike classical folktale structures and themes — behave or die, prince charming will rescue you, or stay away from adventures or die — the modern kid lit texts seems to have developed into its own beast.

It seems safe to assume that everyone has been exposed to the Star Wars stories, and the generation of children that followed the original three films, the 90’s kids, were exposed to TV shows like Power Rangers, Dragon Ball Z, and Batman: The Animated Series, all of which have a few things in common with Star Wars. Within these texts, there is a resounding presence of light vs. dark, good vs. evil, confronting inner demons, and being reintroduced into a sacred space with “kick-ass” powers, and of course, how can we forget, the special “chosen one.” So when exposed to the new hit TV show Ninjago: Masters of Spinjitzu recently, we must stop to think, what is it about these Star Wars themes that are taking over children’s texts lately?
 
Ninjago: Masters of Spinjitzu is an animated series that airs on Cartoon Network and is currently in its sixth season. This extremely popular TV program, created by the Lego Corporation, is about five, pubescent male characters who discover that they are the ones who must fight for good in their world and maintain the sanctified balance for everyone else. Of course, there is one who is the “true chosen one,” Lloyd, whose father Lord Garmadon (wait can you guess?) turned evil and is bringing evil into the world. Lloyd, along with his friends Jay, Cole, Zane, and Kai, train under Sensei Wu, Lord Garmadon’s brother, and learn about patience and how to fight the evil forces. Ok… so not only does this story follow a semi-Star-Wars-esque theme, but it also hones in to the 90’s popular TV shows, like Power Rangers, where each character contains their own unique power but when combined with their friends, will always create the most awesomely powerful weapon.
 
While this may sound like a show that is positively influencing the younger generation to continue the wise lessons Master Yoda embodies, the use of Legos for the animation holds an opposing connotation. Here, Sarah Banet-Weiser’s definition of “brand-culture” in American society can be explored through how it continuously maintains the illusion of childhood imagination and personification of “goodness,” but also how it simultaneously supports a capitalistic society. As in the 2014 Lego Movie’s implied didactic message arguably attempting to inspire children to express themselves in imaginative ways, it also promotes the belief of individuality through the concept of “special-ness,” like being chosen for “Ninjahood.” While The Lego Movie is very explicit in its anti-corporation message, the characters that prevail in both the movie and these TV shows are the ones that think outside the box and learn to work with others. Once labeled as one who will “bring balance to the universe,” it appears that “goodness” is used as a selling strategy. The movie itself tricks the audience into acquiring a false sense of empowerment through the exaggeration of paying for a $12 coffee or still loving the song that repeats on the radio every hour; yet, this paradox only hides the truth that branching away from this corporate control only introduces new methods of control. “Goodness” or being trained on the “good side” can be seen as a super power, which exposes the continuation of brand-culture because it is the corporation that ultimately contains this power. Through self-discovery, these characters encompass more that just perfect citizenship (“valuable ideology”), perhaps mirroring a story that may have intended to truly inspire “goodness” but instead perpetuates new children’s text with the theme that good will always prevail over evil.  

So in a world where the Disney Corporation owns the rights to Star Wars and Lego™ suggests childhood dreams should be built in blocks, the commodification of “goodness” is resoundingly present in the texts created for the current generation’s children.

Notes:
  • Banet-Weiser, Sarah. Authentic TM: The Politics and Ambivalence in a Brand Culture. New York, N.Y.: New York University Press, 2012.
  • Ninjago Information from Lego Wiki: http://lego.wikia.com/wiki/Ninjago

Thursday, February 5, 2015

Star Wars Across More Than Just Galaxies


Over the last few decades, millions all around the world have been captivated by the epic tale that spans out over 6 movies (so far) and 40 years. At the heart of the Star Wars story, the notion of childhood as a dark, difficult, and confusing time can be found initiating the battle between good an evil. Beginning with one child, Anakin, who leaves his mother to become a defender of the galaxy, the child perspective in this story reveals the sacrifices one might have to make in order to grow up and create a new and independent identity. Whether fans began in their own childhood with the first movies that popularized the story or whether fans are the children of these original fans, it can be said that even a third generation of Star Wars fanatics are being born.
The Star Wars world is captured beyond just the movies these days. When the second three part series of the movies were released in 1999, a large variety of children and young adult literature was published continuing the Star Wars story into a new generation. Well-known YA authors, Todd Strasser and Jude Watson, wrote for Scholastic’s Star Wars Journal series through which they were able to expose the story in a new light to younger readers. The Journal series enhanced the Star War story and main characters themselves by including short novels told from the perspective of the main character. Anakin Skywalker (Star Wars: Episode 1: Journal #1 published in 1999) was intended to touch on the childhood emotions of the young character. Anakin tells his perspective of what life was like as a slave and the reader gets to see into what he felt when choosing to leave his mother and home behind. The child tone narrating life before and after Qui-Gon, Jar Jar, and Padmé came into the picture grants a new sympathetic appeal to a man who becomes the galaxy's terrifying bad guy. Since children are often excused for wrong or rude behavior, the ability to see this bad guy character at an age identified with innocence gives a new spin to the whole story. The child perspective for Anakin's character appeals to young readers and fans because it is a scenario that is bound to one day happen; it shares the hardship and decision of leaving parents behind to become the adult they want to be.
Queen Amidala or Padmé was given another book from the Journal series that tells the story from a fourteen-year-old girl who is faced with the responsibility of caring for her home planet after its invasion. The feminine touch here adds an appeal to young girls because Padmé is a strong young woman who demonstrates agency in her position that can be more often associated with men. This grants authority, capability and desire for young teen girls trying to find their own voice. Her young character also demonstrates a more unisex political perspective that can broaden the scope of who can become a politician in the real world, while at the same time highlighting the sort of hardships and complications that may arise. Such an example would be the invasion of the Trade Federation and their assumption that Naboo would be an easy conquer solely because of her position as young teen queen. Her book from the Journal series captures her conflicting desires to stay strong and with her people, while at the same time the importance of her escape in order to save them ultimately showing the difficult decision she must use her own agency to make.  
These first person perspective books from some of the most famous child characters also exposed the beginning of the Empire's greatest love story. The first person narratives allow a close reading of their friendship blossoming while still needing to grow into their own adult identities. Also, the reactions of their first encounter together captures the hearts of young readers because it grants a look into the emotions these characters consciously work to understand. What is seen here then is how the story of Star Wars is one that begins as a child’s and young adult adventure to save worlds and bring peace to the galaxy. The child voice through this particular book series and others like it, expands upon child agency as the children are left to make their own choices and mistakes. Allowing childhood agency then to demonstrate a justification of why Darth Vader became who he is, makes the story about a man trying to save the women he loves, a once teenage queen who lived with him through the hardest decision of his life. The expression of fear and sadness Anakin faces leaving home to create his grown identity as a Jedi suggests that the child voice is something that was always crucial to the story and Darth Vader as a character.
Today the Star Wars story continues to be told in books meant for a younger audience. Author Jeffrey Brown created a series titled Jedi Academy also from Scholastic Inc., which follows the current children's book trend of graphic novel with a childish tone and silly images, a similar style to the popular Captain Underpants series. Chewbacca (known as Kitmum) is the P.E. instructor who offers advice to his student, but because he speaks in growls, his advice must be translated through the main character Roan Novachez. To convey the world of Star Wars, the child character Roan explains he wanted to be a pilot before being drafted into the Jedi Academy. Even though set in a science fiction world, the struggles he faces with teachers and friends as a child starting his journey into adulthood is still found. This series is told from Roan's perspective and still works to establish the familiar images of Star Wars but coming through a childish and captivating perspective. C-3P0 becomes T-P30 and R2-D2’s name is changed to RW-22 who still has to have his beeps translated by his faithful robot friend, bringing the classic Star Wars vibe back into the hearts of young readers.
Since Disney has announced the release of the first of the last three Star Wars movies later this year, it seems appropriate to stop and remember where it all started. Perhaps Star Wars captured so many hearts because of its childhood elements that construct the story it ultimately became. If this is the case, then it may prove that fantasy and sci-fi with a little child or young adult spark can increase its depth within our own memories of childhood. Or maybe what captures fans is that the evil that transforms Anakin from a sweet child into the ruthless leader might have not happened without the dysfunctional family he was miraculously born into or the one he creates. Regardless, this story’s journey from childhood in a futuristic world still captures the terrifying identity crisis of owning one’s agency in childhood and being left with the decisions made innocently that could be the cultivators of good or evil within the adult.

Notes: