Saturday, March 26, 2011
Arguments: Hip-Hop and the Corporate Function of Colonization
Posted by Amanda at 2:18 PM 3 comments
Tuesday, March 22, 2011
Connections: Glee to Grinner and Raby Pieces
While the television show, Glee, claims to be raising awareness on issues teenagers face and changing the way we view teenagers as a society, it is still stuck in stereotypical depictions of its characters and dominant ideologies in its themes. The show does bring light to some issues and does try to offer advice or a solution to the problems teens are facing. But it also is laden with stereotypical depictions of so many of its characters. There are the jocks and cheerleaders who are mean, stupid, and only concerned with being popular and having sex. (“How is it that we date the only two girls in high school that don’t put out”-Finn, Never Been Kissed) Kurt, the one gay character, speaks in an overly feminine voice, wears really extravagant clothing, and prefers to hang out with the girl members of the club. (This is exemplified in Never Been Kissed when he has to be told yet again that he is on the boy’s side for battle of the sexes) Then there is the one handicapped character who is treated like a community service project by the equally stereotypical bad boy character. It seems as though Glee takes one step forward but two steps back with these characters.
Leslie Grinner’s SCWAAMP framework can easily be applied to this TV show. Almost every character, except one, is straight and both Never Been Kissed and Furt exemplify this. For the most part, all of the kids in the club are paired off into heterosexual couples. In Never Been Kissed, Coach Beiste is tortured from her high school years and the fact that she has never been kissed nor had the picture perfect relationship with a man. In Furt, the focus of the episode is the heterosexual wedding of Finn’s mom and Kurt’s dad. Sam also gives Quinn a promise ring in this episode, symbolizing yet another heterosexual tradition.
In terms of Christian ideology, this was also present in the episodes. Some of the girls seem to be saving themselves for marriage and are shown wearing cross necklaces. Also, the wedding between Kurt’s dad and Finn’s mom is officiated by some sort of a priest. Whiteness as the norm is also present in this show. While there are a few non-White characters, one black girl and two Asian people, the cast is predominantly White. Even though there are characters with different ethnicities they are not really the main characters or the focus of the stories. All of the characters are able-bodied except for one. He is shown as a community service project in Never Been Kissed. I do have to applaud Glee though because, for the most part, Artie is a part of the dance numbers and is perfectly capable of keeping up with the rest of his peers.
All of the characters in the three episodes were American and there was really no depiction of anything non-American. Male dominance is definitely represented on this show. The girls’ entire status and being are dependent on their boyfriends. In order to become popular, the girls find the most popular guy (the football players mostly) and start dating him. In Never Been Kissed, the girls dumb themselves down in order for Puck to like them. The only aspect of the SCWAAMP framework that cannot really be applied is property holding. None of the students really have property besides Puck and Artie when they collect money for singing.
Elements of Raby’s discourses are also present on Glee. The “Storm”, “Becoming”, and “At Risk” are depicted because the teenagers on the show are shown as being experimental, risk taking, and uncertain of who they are. The boys and girls are experimenting with sex in the Never Been Kissed episode and I’m sure they experiment with drugs and/or alcohol in other episodes (I do not watch the show on a regular basis so I can only assume). These also tie in with the risk taking factor. Tina and Mike take this riskiness to a different level when they do into a classroom to fool around. In the episode, Furt, the boys take a risk when they stand up to the school bully and end up in a violent altercation. Quinn is shown as uncertain of what she wants in terms of a boyfriend, Kurt is uncertain of his place in the school and with his identity, and the school bully is uncertain of his sexuality (shown when he kisses Kurt in the locker room).
This article further emphasizes the stereotypes in the show.
Points to Share: I wonder what the other members of the class think about these obvious stereotypes. I also wonder if they think Glee has the potential to ever accomplish it's goals of being more open and honest about teenagers or if these depictions have set them too far back. Also, I question whether or not people are really bothered by these stereotypical characters or if they simply take them at face value as characters on an entertaining show.
Posted by Amanda at 10:55 AM 4 comments
Monday, March 21, 2011
GLEE Response
Hi all!
Sorry this week has been insane and continues to be that way. I have not had a chance to do my response to the GLEE episodes yet but I promise that they will be up shortly. Sorry for the delay!
Posted by Amanda at 1:09 PM 0 comments
Sunday, March 6, 2011
My Digital Life
Hi everyone,
So here is my digital life project. I tried to embed it but half of the screen was getting cut off so I am including the link instead. I hope you enjoy it!
Click for Youtube link
Posted by Amanda at 8:42 PM 4 comments
Sunday, February 27, 2011
Quotes: From Knowledgable to Knowledge-able
1) The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another).
In this quote, Wesch is talking about the problems of classrooms today and especially ones that claim to be “state of the art”. The points that he makes in this quote resonate throughout his entire piece. Wesch believes that most schools and professors do not embrace new forms of media and would rather just continue in their old fashioned ways. Classes are portrayed as the only place where you can get information on various subjects. They do not take into consideration how easy it is to pick up a book, do an online search, or ask somebody for information on a certain topic. Classes are framed as the” be all end all" and professors are shown as the only person capable of relaying this information.
Many classrooms are set up with the professor as the main focus. Whether it be a massive lecture hall or a relatively small classroom, the teacher is front and center. They control what material is taught, how it is taught, and what criteria will be used for grading. Interaction and discussion between students is not encouraged and in many cases highly frowned upon. Students are expected to simply absorb this information without question or comment and then regurgitate it on an exam.
2) Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.
This point emphasizes how massive and incredible digital media can be. Wesch emphasizes this point many times throughout this article and it is one of his main arguments. If you want to learn about something, there is no longer a need to go out and actively seek the information for a prolonged period of time. Gone are the days of sitting for hours and hours in a library researching a topic. Now, if you happen to be interested in a topic, you can look it up on Google and find thousands of websites on the subject ranging from overviews to in-depth analyses. You can also use websites, like the one mentioned in the article, that will send you links to pages that have to do with the particular subject you are curious about. All of this new digital media is making it extremely easy to have a very personalized experience. Even advertisements are becoming more personal, based on your interests and likes. With so many forms of media out there, Wesch points out that information is no longer hidden away somewhere but, with little effort, can be right in the palm of your hand.
3) Though many blame the technology, these activities are just new ways for students to tune out, part of the much bigger problem I have called “the crisis of significance,” the fact that many students are now struggling to find meaning and significance in their education.
Wesch comes up with this theory because he firmly believes that students are becoming bored with the things they are learning in school. Instead of the strict subject guidelines that were put into place so long ago, Wesch suggests teaching subjectivities. Within the discussion of subjects, he points out that many students feel that once they have “had” a subject they are done with it and never have to take it again. He also allows his students to have more of an input into what they learn and gives them more flexibility with how they learn it.
I have to agree with Wesch’s theory of “the crisis of significance”. Many of the general education courses that I had to take seemed completely irrelevant, meaningless, and just plain boring to me. I could not understand why they were significant to my education or when I would ever have to use any of the information that I learned. I felt that I should just focus my attention on my major and courses I was interested in. It is also frustrating when you are struggling in a course that the college is forcing you to take and you cannot see any worth in taking it. This caused me to experience exactly what Wesch was describing. Once I had passed a course in a subject that, I had issues (math or science for example) I was so glad it was over and vowed to never, ever take a class in that subject again. Rather than actually taking anything away from the class, I was just thrilled that it was over and never had to be taken again.
This article has some really astonishing media statistics that tie into Wesch’s discussion of just how massive the media environment is.
Talking Point:
It is obvious that teachers need to change their teaching methods and/or subject matter to accommodate this new media craze. I wonder what people will suggest that teachers do. I am especially interested in what the teachers in the room think and if they plan to do anything differently.
Posted by Amanda at 8:52 PM 2 comments
Wednesday, February 23, 2011
The Crucible
So it's time for me to promote the place where I work for a little bit. Trinity Repertory Company (right here in Providence) is playing The Crucible from now until the beginning of March. I figured this somewhat tied into the class because many of the main characters are teenagers (played by adults). It is a very good production and we offer student discounts with a valid student ID! I would really recommend it.
Posted by Amanda at 10:50 AM 0 comments