A week on and people are still stopping me when they see me to say they enjoyed my talk. I guess it must have gone well.
An interesting moment today in class: while discussing evaluative criteria and the difference between personal and more universal criteria, I had my students list their favourite movies and why they liked them. Then, I asked them to come up with candidates for the greatest movie of all time. Looking at the list, I was amazed at the time period it covered. For all you could tell from my students' lists, movies came into being somewhere around 1994. One student offered Back to the Future (1985) as his favourite movie, but that was the only movie older than Happy Gilmore (1996) and Pulp Fiction (1994) on either list until I put on my own favourite movie, The Shining (1980), and suggested that we consider some movies from before the 1990s on our greatest movie of all time list. We eventually added Star Wars (1977) and Rocky (1976), both franchises that had installments come out in the 1990s or 2000s, with Revenge of the Sith (2005) and Rocky Balboa (2006) respectively. With some prompting, I managed to get someone to suggest The Wizard of Oz (1939) and The Godfather (1972). Thinking back, I'm fairly certain the same thing happened last year when I did this activity--one student finally spoke up and said something about greatest movie of all time meaning "classics" like The Sound of Music, etc.
I'm tempted to chalk this up simply to their age--if my students turned 18 this year, they were born in 1993 (!!!). However, it seems like my peer group in school had a much broader sense of the past than this group. What they do seem to know--movies like Star Wars, Pulp Fiction, and Rocky, for example--are among the most frequent subjects of pastiche/parody in the culture (although a straight pastiche of any of those films would seem pretty dated at this point). Is that what makes them known for my students, I wonder? There is no embarrassment in discovering bits of culture this way--long before I'd ever seen Citizen Kane, I'd picked up the basics from the numerous parodies, homages, and appropriations of that film that showed up in the first few seasons of The Simpsons.
What strikes me as really odd, though, is the hard cut off somewhere in the 1980s for pop culture references that students make and/or appreciate in my experience (even the 1980s are pushing it--the number of students who have never seen Jurassic Park [1993] is mindblowing). Generally, my students seem to react to bits of culture that come from before the 1980s as being separate somehow, belonging to a group of cultural objects they neither consume nor judge, that have no impact on them at all, really (actually, anything from before their birth seems to flummox them--they are baffled by clips from early seasons of The Simpsons, in my experience). I'm not certain, but I'd bet that most of my students reject the idea of the greatest movie of all time coming from any period other than their own lifetime (some of their suggestions: Titanic [1997], Remember the Titans [2000], and Avatar [2009]). I wonder if it's just the result of living through a much more baby boomer saturated culture and a wave of 1970s revivalism that gives me that sense, though.
Is this some kind of response to postmodernism? Are my students--who have no knowledge of anything other than a postmodern culture (I'm not sure that I do, to be honest. I was born during high postmodernism and grew up with irony as the only appropriate response to any event)--unable to process cultural materials that are not themselves clearly postmodern? Do they require cultural materials that are not obviously postmodern to be (re)presented in pastiche in order to acknowledge them and to pass judgement on them?
These questions are probably just the result of extrapolating wildly from a very tiny dataset, but it would make sense in some ways. The endless return to the 1980s (and even the Back to the Future answer feels very "now" more than a recognition of the quality of a cultural object from the past--the kind of retro-future chic of that movie is a prominent [if not dominant] cultural discourse these days) doesn't appear to be slowing down even as the 1990s revivals ramp up to full speed. The time between emergence and revival of cultural materials is shrinking. Already my students seem to regard the time before widespread internet access (and high speed internet access, at that) as something of a fairy tale. How soon before they start to ignore it entirely?
This is not a plea for cultural conservatism or the preservation of the past or anything like that. I'm just curious about how my students actually perceive and experience the cultural landscape. If anything, I would be interested in my students focusing even more on the future and even less on the past--ideally, it would be the yet-to-come that grabs and fires their imagination. Maybe in such a situation, the past will become more available and the immediate past will become more forgettable. A new futuremania (futurama?) to cure retromania, and a futuremania free of irony, kitsch, and ultimately retro underpinnings. My students have a chance to write about just this topic for their next essay, so I will be anxiously awaiting their responses.
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