As consumers of cultural products we seem to take for granted that texts are, somehow, automatically saved for survival and that any new generation has access to all of them. This is, of course, naïve, misguided and plain wrong. In the case of popular texts (and I mean here generally of all kinds beyond the printed page), we seem to assume that transmission is practically automatic and immediately guaranteed, in some cases, by the big cults around some of these texts. Even so, there are specific practices, companies and persons involved in the process of keeping a text alive. Just think of the constant renewal of interest in J.R.R. Tolkien’s The Lord of the Rings. Do you, my reader, know exactly how Tolkien’s classic has managed to survive since the day of its publication back in 1954-55? Could this rich trilogy ever disappear? Surely, this catastrophe is unthinkable for its many fans but it seems to me that at this odd jointure in the history of culture its future is impossible to predict.
As one of the children lucky to attend a cinema screening of the first Star Wars movie, back in 1977, the one now known as Episode IV: A New Hope, I find myself often thinking about how exactly texts are passed on. (By the way, I’ll take the chance here to make the happy announcement of a forthcoming conference on Star Wars and Ideology at the Universidad Complutense for April 2018. Finally!!). You might think that something as gigantic as George Lucas’s brainchild, now a Disney brand, has a life of its own. Actually, this is not the case at all. To begin with, when the first film was released, the producers and the director were absolutely sceptical about its success. So was the manufacturer in charge of selling the corresponding toys, to the point that many children who loved the film received that Christmas 1977 not an actual doll (soon sold out) but a sort of i.o.u., promising their future delivery. Today it seems as if everyone knew about how the merchandising would keep the saga alive but this is just an illusion.
I visited a few months ago an exhibition of Star Wars toys at Barcelona’s Illa Diagonal (the shopping centre) and I paid close attention to the children. Some were very young, around six, and already familiar with most of the characters there represented. Their parents, clearly, had placed them before the TV screen as soon as possible to share the corresponding DVDs of the saga with them; most likely, they had also shared with them their own merchandising products and bought new items. This type of generational transmission, from parent to child, must be the most habitual one. The children I saw seemed eager, none was dragging their feet after an embarrassingly enthusiastic parent, all were smiling and wide-eyed, and so were the adults. I assume that many parents fail to transmit their love of Star Wars (or any other beloved text) to their children but, then, the failed cases were not attending the exhibition. I’m sure that the frustration must be terrible in those cases…
I wondered, however, what happens to children whose parents are not keen at all on Star Wars (or that do not have a special favourite text to enthuse about). I know very well that elder siblings, cousins (either older or not), and aunts and uncles (rather than grandparents) play major roles in this generational transmission, still totally under-researched. At least, my impression is that Reception Studies tends to focus on the interaction between consumer and text, not caring too much about how consumers actually access texts. Anyway: there are five children in my family (four girls, one boy) and we, my husband and I, have failed miserably to instil in them a love of Star Wars. They’re just not interested and find our own interest a bit peculiar (“the problem with being a nerd,” one of my nieces sentenced, “is that you feel under the obligation of being a nerd and doing nerdish things”–this was when she declined seeing Star Wars – Episode VII: The Force Awakens despite our insistence…). Intent on enticing at least our youngest niece, and seeing how useful the new girl hero in this film, Rey, could be, we launched a relentless campaign… To no avail. Then, suddenly, one day she announced that she was ready to see the saga and, so, we started with Episode IV. It has not worked (or not yet) because she herself has decided that she is too young (she’s 8) to make sense of the plot.
We still have hopes that she’ll turn to the light side of the Force but in the meantime I have decided to learn from her how little kids get acquainted with famous texts, such as, well, Star Wars, in the event of there being no adult pointing the way to them. I hear you groan: playground talk, it’s all it takes. Yes and no. Obviously, basing any conclusions on the experience of one single child is bad research but at least I have learned a few new things (to share with you). Here they are:
1) If my niece regards herself as too young to understand the saga, this means that many parents ‘force’ their children to consume texts for which they are not quite ready. It is not normal for an 8-year-old to claim, as one of my niece’s classmates told her, that Rogue One (the prequel) is her favourite film. This is an excellent adventure film but also quite a dark story of heroic sacrifice, and if this little girl saw it this is because an adult disregarded how she would react to the bleak plot. Yes, I’m a bit scandalized… children are sensitive and impressionable…
2) The transmission of the text values among children is done through direct comment and, indeed, through the toys. On the school bus, in the school playground, at the home of other kids. The toy or any other items connected with the text in question (stationery, bags, clothing…) elicit curiosity, which leads to questions: what is this?, who are they? At this very early age, children’s comments on the films are limited in criticism (the films are just ‘cool’) and include, rather, plot summary or scene descriptions. Often of shocking moments.
3) In this regard, I was surprised to find out that our focus on Rey was a bit misguided. My husband and I assumed that, just as little boys could identify with Luke Skywalker and hence enter into the spirit of the saga, Rey would have the same function for my little niece. She loved the ‘idea’ of Rey but was terrified by her confrontation with Kylo Ren using laser sabres (this is the clip we showed to her). The idea of a laser sabre toy is very attractive to her, but, paradoxically, not the terrible potential of this weapon in the films. In contrast, she explained that she had asked us to see the first film because she is very curious about Darth Vader’s death and his connection with Luke. Yes: we believe that spoilers are always negative but it turns out that sometimes they are the greatest enticement. A classmate told her about Luke’s fearful father… and she is puzzled about Vader’s person. My hope is that her curiosity keeps her interest alive and will eventually result in her seeing the three first films. At least.
4) A major lesson to learn is that children can make extremely clear judgements from a very early age about what they like. Not so much about why, logically. I keep on asking my nieces about their preferences and this is always a wonderful lesson for me. They, however, find explaining themselves quite a difficult exercise: they’re flattered about my interest, but also concerned that I may find their answers too basic (poor things!). Another obvious lesson is that textual transmission works much, much better if you (the adult) avoid forcing the text on the child. “I’m going to take you to see a film you will love” doesn’t work as well as “I’m going to see this amazing film, would you like to come with me?” In the first case, the child can even get a bit suspicious (“um… why do you want me to see this movie in particular?”), whereas in the second case, a better kind of complicity is built around the text. Sometimes it works the other way round: in the last year, my office has got a new set of tsum-tsum Disney characters, and some Trolls dolls… And my husband can’t stop watching Gumball…
So, yes, basically you need the patience of an advanced Jedi knight/dame to bring a child to the light side of the Force but, here’s the lesson, you’re not alone. Other persons, particularly in the child’s own circle, are also participating in the constant renewal of the saga. If nothing works, then, this is it: you gain no padawan. But then, you can still enjoy the company of many other Star Wars fans all over the world. Some comfort!
Although at the time I was not aware that this would be a crucial memory in my life as a film spectator, I thank now George Lucas for the unforgettable sight of the Imperial cruiser crossing the screen at the beginning of Episode IV, 40 years ago. I was 11, remember? The Harry Potter generation also enjoyed 20 years ago (how time flies!) that ‘wow’ moment that defines a whole cohort when Harry got that letter from Hogwarts, also aged 11. But, what about the children of 2017? I sometimes worry that they’re trapped in the stories meant for other generations, as the machinery of cultural production stagnates. It’s wonderful to see how our own texts last but, surely, today’s children also deserve their own moment of wonder. And, then, we’ll learn from them.
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