SOCIOLOGY OF POPULAR CULTURE
Spring 2006
Mark Rubinfeld
Foster 308
Office phone:
832-2430; Home phone: 364-1228
E-mail: mrubinfeld@westminstercollege.edu
Website: www.people.westminstercollege.edu/faculty/mrubinfeld
Office Hours: Mon., Tues., Wed., and Thurs.
Course
Description:
This course explores
the social implications of popular culture. Focusing on film, television,
music, fashion, books, magazines, the Internet, and other forms of
entertainment, the course critically examines how popular culture is produced,
disseminated, consumed, interpreted, and experienced in the
Required Articles
(On
Reserve):
Berman, Marshall.
“Justice/Just Us: Rap and Social Justice in
Ehrenreich, Barbara.
“Playboy Joins the
Fiske, John. “The
Jeaning of
Fingeroth, Danny.
“Amazon Grace.”
Gitlin, Todd.
“Imagebusters: The Hollow Crusade against TV Violence.”
Inness, Sherrie A.
“Barbie Gets a Bum Rap: Barbie’s Place in the World of Dolls.”
Lasn, Kalle. “Autumn” and “Winter.”
Leblanc, Lauraine. “I’ll Slap on My Lipstick
and then Kick Their Ass: Constructing Femininity”.
Locke, John L. “The De-voicing of Society.”
Mantsios, Gregory. “Media Magic: Making Class
Invisible.”
Margolick, David. Strange Fruit: The Biography of a Song (selected excerpts).
Morley, Paul. Words and Music: A History of Pop in the
Shape of a City (selected excerpts).
Radway, Janice A.
“Reading the Romance: Women, Patriarchy, and Popular Literature.”
Ritzer, George. “The
McDonald’s System.”
Rubinfeld, Mark. Bound to Bond: Gender, Genre, and the
Rubinfeld, Mark.
“Two Approaches to Studying Popular Culture: A Comparison.”
Schwalbe, Michael. “Images, Representations,
and Accounts.”
Seabrook, John. “The Empire Wins.”
Sternheimer, Karen. “Fear of Media Violence: Four
Fallacies of Media-Violence Effects.”
Wilson, Cintra. “Mein Uberkampf.”
Course
Objectives:
·
To learn
about the cultural, economic, and political implications of popular culture.
·
To
understand the race, class, gender, and generational dimensions of popular
culture.
· To evaluate how—and how much—popular culture affects perceptions and behaviors.
·
To
discover how people use and manipulate popular culture to actively challenge
dominant social conventions and structures.
·
To
develop independent and cooperative problem-solving skills.
·
To
improve critical thinking, writing, and speaking skills.
Procedures and Course
Outline:
Utilizing a variety
of learning tools including readings, lectures, videotapes, class discussions,
field trips, group exercises, and oral presentations, this course examines
popular culture from three critical perspectives: production/producers,
products/texts, and audiences/consumers. Reading assignments, paper deadlines,
and exam dates appear on the attached course outline.
Assignments and Grading:
Final grades will be
based on the following: a mid-term (30% of the final grade), a final
examination (30% of the final grade), two papers (each worth 15% of the final
grade), and a group presentation (10% of the final grade). In addition, you
will be responsible for up to three short homework assignments during the
course. To pass the course, you must complete all of the course
assignments. Final grades will be based on the percentage of total points
earned: A (93-100), A- (90-92), B+
(87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76), C- (70-72), D+ (67-69),
D (63-66), D- (60-62), and F (below 60).
Mid-term
and Final Exam: Both the mid-term and the final exam will include multiple
choice, true-false, and essay questions covering information from the readings,
lectures, and class discussions.
Two papers: You will have at
least two weeks to complete the two papers, each four-to-six pages long (double
spaced), related to the readings. Late papers will be accepted up to one week
late with a ten-point penalty; after one week, no late papers will be accepted.
An absence on the day a paper is due is not a valid reason for missing a
deadline. It is your responsibility to find someone to deliver the paper for
you, or to e-mail a copy of the paper to me on the due date.
Group Presentation: You will be placed into
groups with each group giving a thirty minute presentation on the social
significance of a popular culture form.
Up to Three Short Homework
Assignments: These will be used to prepare, and facilitate, discussions on
the readings. They will require no outside research, just thinking, and
reaction, to the readings and will be graded as completed or not completed.
Class Participation and
Attendance:
Classroom
discussions are important; they help to clarify various issues that arise from
the readings and add diversity to the learning experience. I expect that all
students will participate in classroom discussions. As such, any student who
misses eight or more classes will not be able to get a grade higher than a “B”
for this class; any student who misses fifteen or more classes will not be able
to get a grade higher than a “C” for this class. Although there is no formal
attendance policy for students who miss seven or less classes, do know that a significant
number of questions on the midterm and final will focus on class lectures and
discussions. Furthermore, since I will be weighing class participation in
borderline grading situations, students who regularly attend class and
frequently participate in classroom discussions will have an “edge” in
achieving a higher, final grade. Finally, I reserve the option of giving
quizzes, assigning additional homework, or emending this syllabus as the need
arises.
Student-Student and
Student-Faculty Relationship:
All students must be
respectful of other students. This means no talking while other students are
talking or trying to listen. It also means showing up to class on time so as
not to disrupt the class with late arrivals. Once class begins, no chatting, no
reading outside materials, and no sleeping in class. If you must eat, make sure
it is a “quiet” food. Also, turn off your cell phones. In other words, act
appropriately for a college class—if your actions create a distraction, you
will be asked to leave. In accordance with college policies, any acts of
cheating or plagiarism will be penalized to the severest extent. My office
hours are listed at the beginning of this syllabus. At any time, feel free to
meet with me to discuss any matters relevant to this course. It is especially
important to see me early in the semester if you are having difficulties. Do
not wait till the end of the semester when there is little, if anything, I can
do to help. Finally, feel free to meet with me if you would like to learn more
about sociology, including pursuing it as a major or minor, or incorporating
its application into papers and assignments from your other classes.
Group
Presentations
Due to time
constraints, there are a number of popular culture forms that we will not be
able to cover in the course. In order to provide you with an overview of some
of these popular culture forms, we will use group presentations that will: 1)
allow us to cover more material than we could normally cover through lectures
and readings, 2) provide you with a greater variety of viewpoints, and 3)
afford you the opportunity to experience working on a group project that
includes public speaking.
Each group will be responsible for
reporting on the sociological significance of a popular culture form of
interest to the group and class. Each group will have 30 minutes (plus an
additional five minutes for questions and answers) to report on the popular
culture form. The group should not try to cover all aspects of the popular
culture form but focus, instead, on a few of the more pertinent points,
emphasizing what it thinks the students should learn about the social
significance of the form. Popular culture forms may include Disney (movies
and/or theme parks), particular TV genres (e.g., reality programming, soap
operas, daytime talk shows, sitcoms, children’s shows), particular film genres
(e.g., action, comedy, drama, sci-fi), particular musical genres (e.g., blues,
country, punk, techno), dance forms (e.g., ballroom, tango, salsa, rave),
theatrical productions, computer and/or video games, tattoos and/or body art—or
any other popular culture form of interest to the group.
In presenting their material, group
members will need to focus on the sociological significance of the
popular culture form they have chosen, as well as to tie their presentation to
one or more of the five approaches to studying, understanding, and criticizing
popular culture covered in the class. In so doing, they will need to comment
upon how the form they have chosen reinforces and/or challenges social
divisions and social hierarchies. One week prior to the presentation, each
group must submit an outline of its presentation and what specific topic each
individual member will be covering
Each member of the group must
participate in the oral presentation. All students in the group will receive
the same grade unless the group reports to me that one or more of its members
failed to participate, or work cooperatively, with the bulk of the group
members. It has been my experience that the best presentations are those that
involve the following:
Solid preparation: All group members should be equally
prepared for the presentation. This usually necessitates a clear delineation of
member roles in preparing for and conducting the presentation. Furthermore, it
will take some time to choose, edit, and organize the best video and/or audio
clips related to the presentations; don’t wait to the last minute. In addition,
many of the best presentations involve outside research or activity (e.g.,
interviewing band members, bringing in a guest speaker, attending a large
concert and videotaping crowds, conducting on-campus surveys about students’
popular culture likes and dislikes). The bottom line is that the format is up
to each group. There are only two limitations: that the presentation takes no
more than 30 minutes (plus 5 minutes for questions and answers), and that it
addresses the sociological significance of a popular culture form not already
covered in class.
Class activity
and/or handouts: Having the
class take an active role in at least part of the presentation (through
handouts, posters, transparencies, videos, or any other audio or visual aids
that the group deems useful) often results in better class attention and
discussions. In presenting your material, strive to be informative, engaging,
and creative. Try to think of different ways of involving the class into your
presentation so that your audience stays interested.
Introduction of
the panel members: You can
make the group presentation more personal by introducing yourselves at the
beginning of your presentation. This helps to lessen the “intimidation factor”,
and to create an atmosphere more conducive to audience participation.
Furthermore, try not to forget to establish eye contact with members of the
audience, and to smile from time to time. If you can, also try to avoid reading
from your notes or cue cards.
Careful time
budgeting: Use your time
wisely. Thirty minutes is not very long for a presentation. While you should be
prepared to use the entire time for your presentation, this does not mean that
you should try to cram as much information or activities as possible into your
presentation. It is better to cover two well-developed points about a topic
than to zip through ten confused and disjointed points.
Expectations
about audience participation:
Of course you will do the best you can to encourage participation and
discussion from the class. However, the burden of responsibility is not
entirely yours. The rest of the class is also responsible for ensuring that the
group presentations are an engaging and rewarding experience for everyone
involved. This entails: 1) listening attentively (showing respect for
speakers), 2) taking part in the discussion and/or activity, and 3) preparing
at least one question or comment to share with the class during the question
and answer period.
Grading: As previously mentioned, each member in the
group receives the same grade. The final grade will be based on the following
criteria: 1) substance or content, 2) creativity and resourcefulness (use of
materials, exercises, activities, etc.), and 3) form and style (articulation,
length, organization, preparedness, etc.). If there are any problems with one
or more group members not contributing to group meetings or to the group work,
first try to approach the member(s) with your concerns and, if that fails,
notify me as soon as possible. If the group consensus is that one or more
members of the group are not participating to the satisfaction of the group,
the non-participating member or members will not get credit for the assignment,
and receive a zero for their group presentation grade. This ensures that the
group is not penalized for the lack of preparation of any of its members and
that no group member or members receive credit for the work that others are
doing.
Having fun: Education does not always have to be a
chore. In addition to learning new material, this is an opportunity to develop
public speaking skills, gain self-confidence, make new friends, and have some
fun. This is your time to teach and to reach. This is also an excellent
opportunity to be daring and creative. Go for it!
|
Week |
Topic |
Assignments |
|
1 |
Introduction to the
Sociology of Popular Culture |
No assignments. |
|
2 |
The High Culture-Low
Culture Approach” (Aesthetics, Values, and Effects of Popular Culture) –and– The Production of Culture Approach –and– The “Mass Culture” Approach |
Tuesday
January 17 (Academic Monday) “Imagebusters,”
Todd Gitlin (and) “Fear
of Media Violence,” Karen Sternheimer Wednesday January 18 “AUTUMN”
(Mood Disorders, The Ecology of Mind, The Manchurian Consume, Posthuman),
Kalle Lasn |
|
3 |
The Production of
Culture Approach –and– The “Mass Culture” Approach –and– The Structuralist-Textual
Analysis Approach (Images, Texts, and Representations) |
Monday January 23 WINTER (The Cult You’re In,
The End of the American Dream, The Unofficial History of America, Your
Corporate Connection),” Kalle Lasn Wednesday January 25 “The McDonald’s System,”
George Ritzer |
|
4 |
The
Structuralist-Textual Analysis Approach (Images, Texts, and Representations) |
Monday
January 30 “Images,
Representations, and Accounts” Michael Schwalbe (and) “Media
Magic: Making Class Invisible,” Gregory Mantsios Wednesday February 1
“The
Four |
|
5 |
The
Structuralist-Textual Analysis Approach –and–
The Historical Context Approach –and –
Midterm Exam Review |
Monday February 6
“Strange Fruit: The
Biography of a Song,” David Margolick Wednesday February 8 “Amazon Grace,” Danny
Fingeroth |
|
6 |
Midterm Exam –and– The Cultural Studies Approach (Reader Response and Social
Resistance) |
Monday February 13 ***MIDTERM EXAM*** Wednesday February 15 “Two Approaches to Studying
Popular Culture,” Mark Rubinfeld (and) “Playboy Joins the (and) Barbie Gets a Bum Rap,”
Sherrie A. Ennis |
|
7 |
The Cultural Studies
Approach (Reader Response and Social Resistance) |
Wednesday February 22 “Reading the Romance,”
Janice A. Radway (and) “I’ll Slap on My Lipstick and
then Kick Their Ass,” Lauraine Leblanc (and) Justice/Just Us,” Marshall
Berman Due: Wednesday February
22 ***FIRST PAPER ASSIGNMENT *** |
|
8 |
The Cultural Studies
Approach (Reader Response and Social Resistance) |
Wednesday
March 8 ***Top
Three Choices for Group Presentations*** |
|
9 |
The
Culture Studies Approach (Reader Response and Social Resistance) –and– Contemporary Issues in Popular
Culture –and– Celebrity Culture |
Monday
March 13 “The
Empire Wins,” John Seabrook |
|
10 |
Celebrity Culture |
Monday March 20 “Mein
Uberkampf,” Cintra Due: Wednesday March 22 ***SECOND
PAPER ASSIGNMENT*** |
|
11 |
Celebrity Culture –and– Postmodernism |
Monday
March 27 “Words and Music: The History of Pop in the Shape of
a City,” Paul Morley (and) “The De-voicing of Society” |
|
12 |
Postmodernism –and– Future of Popular Culture Studies
–and– Field Trip |
Monday
April 3 “The Jeaning of Wednesday April 5 ***FIELD TRIP*** |
|
13 |
Group Presentation Preparations
–and– Group Presentations |
Monday April 10
Group
Presentation Preparations Wednesday April 12
Group
Presentations |
|
14 |
Group Presentations |
Monday
April 17 Group
Presentations Wednesday April 19
Group
Presentations |
|
15 |
Last Class: Final Exam
Review and Class Wrap-up |
Monday April 24 Leftover Group Presentations,
Group Presentation Grades and Feedback, Final Exam Review, and Class Wrap-up ***FINAL EXAM*** is scheduled for Thursday April 27th from |