The Creativity of the Auteur v. The Creativity of the Innovator: Rebuild of Evangelion

In my last article (Anno as Auteur: Researching Anime Research), I positioned Hideaki Anno (director of Neon Genesis Evangelion, Kare Kano, etc.) as an auteur. That is, a director whose creative power exceeds the studio system (ie., multiple creative artists laboring on the same work) to form a unified vision that provides the director with a particular style.

Some of my current academic work revolves around analyzing the Evangelion works as a transmedia franchise, particularly in how fans approach consumption and understand of the entire, vast narrative. I question in particular the reception of the four new Evangelion movies. Since they are not remakes of the Evangelion television series and instead are new visualizations of the Evangelion story, these films appeal to two sorts of fans: the viewers that grew up watching the television series, and a new set of fans that are understanding the Evangelion narrative for the first time. The interrelationship between these two sets of fans — particularly because they are divided by generation on top of consumptive experience — poses loads of new questions and problems about how audiences consume transmedia*.

* For example, one set of related comments voiced by fans after having watched the first film focus on how the film is “a remake of the first six episodes of the television series.” This, however, is untrue, as the film disregards most of Shinji’s emotional trauma. But I’ll break down my thoughts on this topic soon in another article…

If you have yet to see the films, I suggest watching these trailers to start:


Evangelion 1.0: You Are [Not] Alone, trailer


Evangelion 2.0: You Can [Not] Advance, trailer

These four films, two of which of course have already been released in Japan, are also a good chance to analyze the idea of auteurism in particular application to Japanese animation. As I said in my last article, a number of visual elements and styles present in Anno’s Kare Kano resemble those of Evangelion. For example, take a look at the following clip from the 22nd episode of Evangelion, in which an angel “literally” rapes Asuka’s mind.


Neon Genesis Evangelion, episode 22
Watch from 6:09, or click here for a direct link to that time. Watch it until about 7:00.

The quick cuts and flashing words are typical in Evangelion, particularly in times of emotional stress. The style of this scene is even implied in the opening credits sequence to the television series:


Watch it in full, or skip to 1:06.

Similar to the clip of Asuka above, at these points of visual characterization of emotion, comparable visual elements appear in Kare Kano:


Kare Kano, episode 4
Watch from 1:35, or click here for a direct link to that time. Watch it until 2:50.

A similar thematic element is Anno’s placement of locative and geographical frames over dialogue. For example, check out this short clip:


Kare Kano, episode 4
Watch from 3:46, or click here for a direct link to that time. Watch it until 3:58.

From this clip, as well as the previous ones with words, the visual elements are meant to cue metaphoric connections in the viewer’s mind. It’s really that simple: the clip above shows an “under construction sign” when Yukino (the female character) questions her budding relationship with Souichirou, and then it follows with a stop sign (止まれ), signaling that she should slow down and not get ahead of herself).

We could even present a similar comparison to (auteurist director) Akiyuki Shinbou, who frequently utilizes seemingly arbitrary frames that features places and locations in his animations.

However, after watching the first two Evangelion movies, it appears that the production staff has stripped these emotional elements out of the new narrative entirely. But this should come as no surprise, as the Executive Producer, Toshimichi Outsuki has already commented on the changing face of the Evangelion project. In a NEWTYPE magazine interview (translated for Newtype USA and reproduced here), Outsuki states, “I want everyone — from hardcore fans of the original work to people who only know it because of the licensed stuff — to look at it as a standalone film series.” However, these new innovative changes come at the expense of Anno’s auteurism. The article reads, “Otsuki adds that they’re removing much of the deliberate obfuscation that made Eva infamous: “Filling works with difficult workds [sic] and concepts in order to create confusion among viewers was a good technique 12 years ago, but not anymore, and one of our primary goals for this project is to turn everyone’s expectations upside down.”

This comment is actually pretty interesting in and of itself, because I believe it says much about how Japanese viewers, and particularly otaku in the 1990s, consumed television. That techniques of “confusion” were successful might actually inform our understanding of the construction of anime narratives coming into the 2000s. For example, how does this play into the otaku fervor around The Melancholy of Haruhi Suzumiya, which was the next mega-success in the anime industry after Evangelion, but which premiered in 2006.

Continuing from that point, the article also reflects on Evangelion’s identity as a sign of the anime industry proper:

The new movies also reflect the staff’s feelings about the state of the anime industry. It’s even suggested that this project is a rejection of current anime production philosophy. “It’s true that Eva was a huge hit,” Otsuki says. “But its success spawned a great deal of confusion and misunderstanding in the in the industry, the end result being a bunch of mass-produced junk. That mindset has persisted for ten years, but now we’re in a position to prove it wrong. We’re determined to close the door on the post-Eva era for good.

I find it incessantly interesting that we can define an era of fan activity and industry production by the effects on one Japanese animation.

Notes from Luncheon with Walter Bender (Sugar Labs) @ the Berkman Center

I RSVP’d to the Berkman Center on a whim a couple of days ago, and I am glad that I went to this luncheon (the first of hopefully many for me). Sitting in a room of thirty people, with Walter sitting at the head of the mahogany table, talking calmly, solidly, professorly, I felt like part of a secluded university lecture. He’s an advocate for an education and he keeps faith in the three elements that I’ve always found necessary to education: learning from risks, learning from mistakes, and learning from experience. Notes are below.

OLPC: plan: have impact on learning
lack in opportunity: how do you give kids high quality education, opportunity to learn

school reform: impossible if done top-down; way it will change: generation of children who come to school w/ different skills/expectations: will change school
these laptops: will be part of manufacturing change

title: “Confessions of a Fundamentalist”
passionate about free/open source software
fundamentalist about: learning itself: what are the best ways to position/plant seeds of learning

constructionism: role for computation as thing to think with; something children should engage with
not just access to knowledge, but appropriation of knowledge
learn through doing; what’s a better tool for doing than a computer
want to engage people in things they’re passionate about

child-centric v. teacher-centric view of education/learning
everyone’s a learner, everyone’s a teacher
humans: expressive & social

proprietary v. free/open source
a = deals with delivery of knowledge
b = trying to move over the standard deviation: users: people who appropriate, rather than just access, knowledge
open source: culture of appropriation: cultural value

service-oriented stuff: not very good
phones: about service, not construction: service model: example: people don’t write programs or essays ON their phone
point: social nature of phones
optimal situation for learning: phones: lacking in other attributes (teaching, learning, expressive)

example: Dynabook, with background
building platform: skewing odds to ~ activity happening
1. build
2. critique/reflect
3. iterate (go back to step 1)

learning: wants to be free
culture around open source –> how do you decide about governance? difference between governance and engagement of community in critical discourse

engaging in collaboration, engaging in critique
tools to do this: lacking in education (maybe not university ed, but definitely in primary ed)

example:
Nigeria: English = official language, but spoken: probably 3rd largest
kids: built spelling dictionary for Igbo

Sugar: primary user experience on OLPC
at core of Sugar: notion of activity
before: run applications; turned “application” into “activity”: enhancement of application: 1) brings notion of sharing/sociability into the open: always present; presence of others is always with you; eg. ability to share document between users, whether online or offline; 2) journal: file system that automatically saves everything you do: never have to save/back up; creating a diary/portfolio of your work; place to watch your progress, have conversation with another about your progress: importance of progress, march through time: important feature of learning; 3) transparency: no ceiling; music: network with other laptops to play music, can compose music, make own instruments
Python: language that underlies Sugar: open

[why cell phones will never replace computers: memory capacity]

example: want to change metrics inside Sugar so that kids can measure in anything, any metric they imagine

David Hilbert: 23 problems of mathematics
23 problems facing people in technology & learning:
- how to make the network work?
- make code that is malleable yet won’t lead to malware
- better tools for localization & internationalization
- power: use a scarce resource better? even if you’re using calories to crank in power, better use them intelligently
- construction in scale
- economics: correlating economic development with learning: hypothesis or fact that learning leads to economic development
- governance
(will be blogged)


Q&A:

Q: definition of free
A: not as in beer
comes down to appropriation: example: learn to code by copying code, breaking it down & changing it

Q: small inexpensive laptops: ie. Asus EEE
ultimately: help cause of learning via computers by making hardware more available, or hurt it by losing sight of mission of learning
A: definitely help it; $200 for laptop, versus $10,000/year on education; in developing countries: maybe $200/year on education

Q: cultural implications behind OLPC
A: one item of 23: understand culture vs. construction; constructionism: about people, about how they learn: based on Piaget’s constructivism
teacher: having more fun

Q: resistance — proprietary companies: don’t like idea of open source; how does interaction of proprietary companies and developing nations play out?
A: big social/economic battles in next few decades; people that go with open source: will do better in the long run;

Q: concern: not if enough laptops will be available in 1 week, but how many available in 5 years
A: OLPC: trying to keep the pressure on: so that industry won’t slip back; 5 affordable laptops announced in the last week
if we replace chalkboards with laptops: loss of value

Q: modern edu: these principles aren’t being taught
A: part of education: should be dirt on hands experience
lots of children, but “laptop” is part of OLPC so don’t forget that

Q: what is it that drives discussion: people, community, tools? what assumptions drive the balance and what we can do about it?
A: open source projects: rely on developers but also multiple volunteers; don’t think many are in it for the glory, but think they can make a difference

Q: people seem more willing to work on things and jump into them if they’re not shiny/new; how does design seem to enable more interest in working inside the laptop?
A: thought about it in slightly different way; skins: can replace set with more inviting images; other issue: don’t want things to break, but want people to explore: how do you make environment where you can find that balance?; instead of make it hard to break, make it easy to repair, so that people are willing to take risks and make mistakes

Berkman@10: Age and the Future of the Internet

“The Future of the Internet,” or so Berkman@10 advertises. The welcoming address and first session in the morning attempted to establish how to approach the future of the Internet, but I think that a key issue must be brought forward before any discussion commences: who is the future of the Internet? I’m sitting amongst a mass of adults and my guess that the demographic ranges from thirty on. I’ve seen less than ten audience members that might be students around my age. So, who is the future of the Internet? Is it the adolescents that initially commenced the explosion that turned into digital social networking, with websites like MySpace and Facebook? Or is it the contemporary adults sitting around me in this auditorium?

Or, in this room, is the demographic of the adult audience limited? Is it a niche in the totality of adult digital users? A mix of industry guests and academic scholars and researchers, is the demographic more educated than the average digital adult?

Then I must ask: Should we be defining the future of the Internet by these adults’ terms?

If you look at my spotlight on Michael Wesch, re/view the three videos. He argues that humanity has defined computing and the Internet in archaic terms, but also by archaic methods. I’m not saying that adults aren’t everpresent online, but they certainly are not omnipresent. Neither are youth. I don’t want to approach the digital divide in this article, though. I do, however, want to say this:

I wish that more youth had registered for Berkman@10. There certainly exists a dichotomy between the adult and adolescent perspectives toward the Internet and contemporary technology. My generation possesses different values and approach digital ethics differently. I do not want to suggest that we are more right than adults. But if we, Berkman@10, are going to argue about the future of the Internet, then we need to hear more from the “younger” generation present in the audience.

There is a strong polarity between Berkman@10 and ROFLCon, and not simply a polarity of content. I admire ROFLCon because it encouraged an amalgamation of digital inhabitants (contributors and critics) and digital creators (the “industry”). The demographic of the “inhabitants” consisted mainly of adolescents. I believe that, because so many youth attended ROFLCon, the audience was much more involved and familiar with the practicality of the technology, rather than the theories and assumptions present in an approach to the technology. A good example is the Question Tool used by both conferences (the ROFLCon tool is down at the publication of this article), where the audience members can submit questions and then vote up or down “good” questions, later to be viewed and answered by the speaker(s). The implementation at ROFLCon simply worked, while at Berkman@10 the tool hasn’t reached its full potential, nor do I think it will. My guess is that the membership of ROFLCon simply was more interested in what everyone had to say, while here we just want to hear from the infamous panelists. The presence of technology at Berkman@10 trounces that at ROFLCon, however, and I find that a bit strange. More laptops… but that may be because of the more academic nature of this conference, and it’s definitely easier to transcribe notes on a keyboard.

Either way, I am almost twenty one years old. I am very involved in technology. I grew up on a Macintosh. There is a septuagenarian sitting across the aisle. Is he that much more involved? Will I be less involved digitally in 2025 than the contemporary youth at that period? Or will Web 3.0, or whatever we’re in for, enable a highly digital future? And will I be heralding in that age, or will it still be the adults of today?