SOSC 111: Studies in Popular Culture

SOSC 111: Studies in Popular Culture

Spring 2013

5

Instructor: Anna McMurray

Email:

Office: SOS 109

Phone: 338-1761

5

Class hours: Mon,Wed 15:30-16:45, SOS Z27 Office Hours: By appointment

"We now have a whole culture based on the assumption that people know nothing and so anything can be said to them."-- Stephen Vizinczey

"Popular culture is the new Babylon, into which so much art and intellect now flow. It is our imperial sex theater, supreme temple of the western eye. We live in the age of idols. The pagan past, never dead, flames again in our mystic hierarchies of stardom."--Camille Paglia

Popular art is the dream of society; it does not examine itself.—Margaret Atwood

Course Description

This course is an introduction to a scholarly study of popular culture, with the overall objective of illustrating how pop culture influences our attitudes and worldviews. The course will dissect a variety of pop culture “texts” such as cartoons, tv commercials, youtube videos, comedy sketches, advertisements, websites, music videos, television shows, film and news broadcasts. The focus will be on icons and imagery which address a global dimension of pop culture. Through the study of these pop culture “texts,” as well as relevant readings and writing/homework assignments, students will learn to analyze different aspects of pop culture through a variety of more specific critical lenses (such as gender, class, race and ethnicity, sexuality, beauty, etc). Specific goals include learning how to:

·  Improve analytical thinking skills by reading about, writing about and discussing popular culture

·  Closely analyze visual texts

·  Reveal how pop culture reflects specific cultural values and sociological concepts

·  Read pop culture as a complex language of symbols and ideologies

Required Course Materials

Course materials will either be handed out every week, or they will be made available through a coursepack.

Assignments

Online discussion: 25%

Presentation: 15%

Final project: 25%

Reading quizzes: 20%

Participation: 15%

Online discussion: Every week, I will assign a list of potential discussion questions/topics which correspond to that week’s specific topic/focus . These questions will serve as prompts for short, informal written responses in the form of an online discussion. You will be required to participate in 7 of the 11 online discussions, and your responses should be at least 200 words long. You may choose which topics you want to respond to. Online discussions will take place on www.turnitin.com, and there will be a specific deadline for submitting responses. If the deadline has passed, you will no longer be able to participate in that particular discussion. Although these online discussions are more informal in nature, there are certain guidelines you will want to keep in mind. Successful responses will:

1.  Demonstrate original thought, not just state the obvious.

2.  Not merely repeat what someone else has said about the topic.

3.  Have a clear main point.

4.  Answer the specific question at hand, not bring up new and irrelevant topics.

5.  Go beyond class discussion by elaborating on or extending key points or questions.

6.  Be thoughtful, respectful, and organized.

7.  Provide specific examples to support main points when necessary.

8.  Provide creative, academic analysis, not simple summary.

9.  Not just give examples, but show the significance of those examples.

Presentation: Each week will begin with a two-part, 15-20 minute student presentation meant to introduce that week’s central topic/text. Students will be assigned to a partner and will be equally responsible for all aspects of the presentation. You will sign up for a presentation date/topic of your choice during the first few weeks of class. Specific directions are forthcoming, but the major goal of each part of the presentation is as follows:

·  Part I, 7-10 mins (2 students): Familiarize the class with key concepts, terms, and arguments.

·  Part II, 7-10 mins (2 students): Present and discuss at least one visual which illustrates one or more main points of the text.

Final project: The final project is a creative one and will ask you to either re-interpret a pop culture artifact (via a creative medium of your choice), or to create an original pop culture artifact, based on a specific prompt/task. For example, you might choose to critically re-interpret a specific music video by creating a short music video of your own. Or you might create an original Youtube video, website, podcast, or some other medium of communication that comments on some aspect of pop culture. The project will be accompanied by a 1-2 page written commentary/analysis. Both options will require you to use the theory, tools and methods introduced over the course of the semester, and both options will be evaluated based on how you apply what you have learned. Specific guidelines and instructions are forthcoming.

Quizzes: Quizzes on weekly reading/viewing material will be short and will usually take place at the very beginning of class (therefore, it is to your advantage to show up on time). These quizzes may not be made up, but I will drop your lowest two quiz scores at the end of the semester. They are designed to keep you on track, motivated, and prepared for discussion.

Participation and Attendance: Because this is a discussion-driven, not a lecture-driven course, you will be expected to participate by coming to class on time, and being attentive and prepared to take part in class discussion. This means coming to class having read and thought about the weekly reading, and being prepared to “read” weekly “texts” (even if the text is a tv commercial) with an analytical eye. Your contribution to the course includes being open-minded and willing to pose questions and/or interact with questions or comments posed by other classmates. It also includes, of course, coming to class. After your third unexcused absence, additional absences will lower your overall participation score. Concerning lateness, everyone is allowed two with no penalty. Every third lateness (more than 5 minutes) will count as an absence. Consult with your instructor if you believe there are extenuating circumstances which are preventing you from attending class.

Video Screenings and Audience Etiquette

Many of the “texts” we analyze in class will be artifacts from popular culture and will therefore be visual texts, including things like short video clips and film. Most of these texts will be viewed and discussed in class and should be treated with the same attentiveness and academic attention given to other types of texts. Because this course will teach you how to actively read visual cues, you will be expected to concentrate on what you see and hear, and to take mental and written notes to help you with class discussion or writing a response paper. Anyone seen talking, reading, texting, sleeping, working on other class assignments, playing with cell phones, or otherwise disrupting the class may be asked to leave and/or given an absence (this would also affect your participation grade). Remember that participation also includes being a good audience member. If you are absent, you will be expected to study the relevant material before the following class discussion.

Policy on Late Work: Late work will be accepted, but will be penalized with a 5% reduction in score for each day late.

Grading Scale

A = 100 – 90% B+ = 86 – 83 % C+ = 76 – 73 % D+ = 66 – 63 %

A- = 89 – 87% B = 82 – 80 % C = 72 – 70% D = 62 – 60 %

B- = 79 – 77% C- = 69 – 67% F = 59 – 0%

Additional Course Guidelines and Expectations

·  Keep up with work and expectations. It is your responsibility to read the syllabus carefully and completely and to keep track of assignments and deadlines. “I was absent,” or “I did not read the syllabus” are not acceptable excuses for not meeting course responsibilities.

·  Behave respectfully toward the instructor and your fellow students. Come to class on time. Please turn off your mobile phones before entering the classroom and keep them out of sight during class. Keep the classroom clean. If you behave disrespectfully by conversing with those around you, having side conversations while others are speaking, sleeping, using cell phones, or otherwise disrupting the class, you may be asked to leave and given an absence. This can be avoided by using a common understanding of politeness and respect for both your instructor and your classmates.

·  Communicate professionally and politely with your instructor. Feel free to email me when you have questions, but please make sure that I have not already addressed these questions in the syllabus, handouts, or class lectures. When you do email me, please remember to include your full name and course you are enrolled in.

·  Submit neat and professional work. Please do not forget to label all work with your full name, date, and reference to specific assignment. Make sure that you carefully edit and proofread all material before handing it in. Emailed assignments will not be accepted. If handing in hard copies of an assignment, please bind all work with a staple, folder, or paperclip. Late work will be accepted, but with a 5% reduction in score for each day late.

Plagiarism Policy

Plagiarism is presenting someone else's words or ideas as your own, without proper reference. You are graded on your own individual work, not another's masquerading as your own. Any student found plagiarizing on or colluding in writing assignments may fail the assignment, fail the course, and/or be referredto the university's disciplinary council. This may result in suspension from the university. You commit plagiarism when:

·  You copy someone else's writing and do not put it in quotation marks and identify the source.

·  You take someone else's writing, change some of the words, and do not identify the source.

·  You take someone else's ideas or sequence of ideas, put them into your own words, and do not identify the source.

·  Someone else writes your assignments or changes your writing and thus creates a false impression of your abilities.

·  You engage in collusion by receiving unauthorized help with your writing by paying or otherwise inducing another person to do the writing for you.

If at any point you are unsure whether or not your writing would be considered plagiarism or collusion, please do not hesitate to ask. Remember that receiving a low score for your own writing is always better than turning in plagiarized work at the risk of failing the entire course, or worse—being reported to the university’s disciplinary council.

Tentative Course Schedule

Dates / Topics / Readings / Homework / Visual Texts / Assignments /Activities
Week One:
Feb 4-8 / Introduction to course
Week Two:
Feb 11-15 / Feminism: The New “F” Word
Key Terms/Concepts: Feminism, “Straw” Feminism / Read Susan J. Douglas, “Girls Gone Anti-Feminist” / PowerPuff Girls, “Equal Fights” / “The Straw Feminist,” feministfrequency / Interview with Lady Gaga / Presentation #1
Week Three:
Feb 18-22 / Hunger as Ideology in Advertising
Key Terms/Concepts:
The ideal female figure and women’s relationship to food in advertising / Read Susan Bordo, “Hunger as Ideology” (excerpt) / View various food advertisements: Lays, Magnum (Josh Holloway), Dove “Only Human,” Axe / Presentation #2
Week Four:
Feb 25-
March 1 / Gender Socialization: Sex, Gender and Performativity
Key Terms/Concepts:
The social construction of gender, gender performativity / View documentary on Judith Butler: Judith Butler: Philosophical Encounters of the Third Kind (available on YouTube) / Film clips: Summer Magic, Bye Bye Birdie / Music video: Jesse J., “Do It Like a Dude” / South Park clip / Huggies ad / Presentation #3
Week Five:
March 4-8 / Gender Identity and The Policing of Masculinity
Key Terms/Concepts: Hegemonic masculinity, hypermasculinity / Read Michael S. Kimmel’s “Masculinity as Homophobia” from Reconstructing Gender: A Multicultural Anthology / Film clip: Tough Guise by Jason Katz / CBS News clip: Controversy over a J.Crew ad / abc news video: “Princess Boy Loves to Wear Dresses” / Presentation #4
Week Six:
March 11-15 / Television and Social Class
Key Terms/Concepts:
Bourdieu and cultural capital / Read Guven, “Social Class and Family On Screen: Do Prime-Time Television Series ‘Create’ Images of Family in Turkey?” (excerpt) / Film: Class Dismissed: How TV Frames the Working Class, Loretta Alper (2005)
Clips: MTV’s Cribs and My Super Sweet 16, Family Guy, The Simpsons / Presentation #5
Week Seven: March 18-22 / Reality TV and Identity
Key Terms/Concepts:
Plato’s allegory of the cave, the social construction of reality / Read Aslama and Pantti’s “Flagging Finnishness: Reproducing National Identity in Reality Television” (excerpt) / Short claymation film: “Plato’s Allegory of the Cave” / Wife Swap clip / Presentation #6
Week Eight:
March 25-29 / Consumerism, Commercialism and Graffiti / View film: Exit Through the Gift Shop, Banksy, 2010
Week Nine:
April 1-5 / Popular Cinema: Gender Roles and Romantic Comedies
Key Terms/Concepts:
Cultural tropes, romantic comedy, “screwball” comedy and gender roles / Read David Denby’s “A Fine Romance” / Various film clips / Presentation #7
Week Ten:
April 8-12 / Spring Break! No classes!
Week Eleven: April 15-19 / Representing the Other
Key Terms/Concepts: The “Magical Negro” role, Noble Savage, Other/Othering / View film: Reel Bad Arabs: How Hollywood Vilifies a People by Jeremy Earp and Sut Jhally, 2006 (available on YouTube) / YouTube videos: “Planet of the Arabs” and “Avatar Remix and Representations of the Other”
Comedy skits: Jeff Dunham’s “Achmed the Dead Terrorist” and Dave Chappelle on racism / Presentation #8
Week Twelve: April 22-26 / The Media and Social Activism
Key Terms/Concepts:
Mark Granovetter and the theory of “weak ties” / Read Malcolm Gladwell’s “Small Change: Why the Revolution Will Not Be Tweeted,” from The New Yorker / “Chow Down at Chick-Fil-A” video clip / The It Gets Better project / Music video: Macklemore and Ryan Lewis, “Same Love” / Presentation #9
April 23, Tues: Holiday
Week Thirteen: April 29-May 3 / Commodity, Consumerism and Culture Jamming
Key Terms/Concepts: Culture jamming, “subvertising,” media hoaxing, billboard banditry / Watch documentary: Culture Jamming by Arte Creative (available online) / Adbusters.org / YouTube clip: “Culture Jam“ / Presentation #10
May 1, Wed: Holiday
Week Fourteen: May 6-10 / Commodity, Consumerism and Culture Jamming, cont.
(Wrap-up week) / None
Week Fifteen: May 13-17 / Final Project Presentations

*The contents of this syllabus and course schedule are subject to change, so please stay informed.

5