Tis The Season 1: Gender & Pop Culure's Toy Shopping Fieldwork

Little Heroes

My little cousin’s birthday is coming up soon, so I wanted to get him a toy that he would enjoy. Like most 5 year olds I know, Jason is obsessed with superheroes: his favorite is Superman. As I started to peruse the toy offerings that Amazon.com had to offer, I started to notice a pattern.

Toy Story

...The Toys 'R Us song is very straightforward:"I don't want to grow up/I'm a Toys 'R Us kid/There's a MILLION toys at Toys 'R Us that I can play with!/MORE bikes, MORE trains, MORE video games/It's the BIGGEST toy store there is!"Consumerism is not the only issue at play here (pun intended); because toys and gadgets are introduced at such an early...

Blue Jeans and Coca-Cola - Nov 13, 2008 (4 days ago)

We R Toys - Children Learn Gender through Toys

...person is shopping for toys for a child, what is one of the dichotomist classifications? Any website or catalog will more than likely ask you to choose between either “for a boy” or “for a girl.” In each of these classifications and sections, you will find a gendered-biased selection of hegemonic normative toys for the different sexes; everyon...

Rebel with a Culture Blog - Jul 25, 2008 12:44 AM

The Journey through Target

...prompt the toys we play with as a child, shaping the child’s role in society. Target was my first stop when I started shopping for my friend’s nephew, a boy named Charles, 9 years old. He’s smart, wide eyed and comes from an interracial one parent house hold. I want to appease him because he is staying with her and her family all summer and I d...

Stef's Gender & Pop Culture Blog - Jul 25, 2008 1:02 PM

What Teaches Girls To Be Made of "Sugar and Spice" vs. Boys To Be Made of "Snails and Puppy Tails"?

...stereotypes their toys are already feeding their infant minds. Among all their toys, a few stood out to me: the Leapfrog LittleTouch LeapPad (in pink), the Evenflo Exersaucer Mega – Tea for 1-2-3, the Fisher-Price Dreamland Soother (also in pink), Infantino’s Mallory the Monkey, and the Fisher-Price Musical Fairyland Gym. After looking up the to...

Maria's Gender & Pop Culture Blog - Jul 25, 2008 12:42 AM

Gendered Toy Consumerism

...a childhood toy, we can find difference based on gender between the toy preferences of boys and girls. We will never see a male child playing with Barbie Ballerina or a female child engaging in play with a Power Wheel Ford F-150 in any televised commercial or advertising display. Toy products marketed for children as young as newborns suggest ge...

Aneka's Gender and Pop Culture Blog - Jul 24, 2008 11:56 PM

Consumerism and the Female Youth

...stereotypes through toys. In addition to learning ‘appropriate’ gender rules, today’s popular toys (such as board games and computer games) socialize girls to be consumers. Deciding to test this gender-consumption theory, I asked a nine-year-old girl to make a wish list of three different toys, which I analyze below:Toy #1: Webkinz stuffed anima...

Down with Prince Charming! - Jul 31, 2008 9:50 PM

Toy Shopping Field Work

...I went shopping at the nearest Walmart to find clothes and toys for my 7-year old goddaughter Joy. I wanted to get her a couple of light shirts and skirts, seeing as how the weather has been getting pretty hot lately. I also wanted to get her a couple of learning toys since the school year is about to start up again. Upon my arrival, I immediate...

Linda's World of Gender & Pop. Culture (My Blog) - Jul 24, 2008 11:09 PM

Emma's Wish List

...getting new toys, candy or whatever floats her boat at the moment. However, when I have her, tantrums don’t bother me and she knows that. I will only buy her certain toys that I approve of. I tend to stay with educational toys such as books, puzzles, or games but there have been times where I will by her the princess toys she craves. Her fav...

First one ever - Jul 24, 2008 9:27 PM

Family Guy and Identities

...takes her shopping, which did not work out too well. With a play of luck Meg receives a makeover which transformed her from an average looking high school girl into this sexy, blonde, pop icon. As Meg is receiving her makeover Peter decides to form a rock band. This, however, fails. Meg’s new sexy looks saved Peter’s band from failing comple...

Missy Mood Input - Jul 18, 2008 1:52 PM

Barbies, Homemakers, and Gender Inequality as the “New” Black

...just a toy. Before getting a new toy may have been difficult because parents were working or doing other tasks. So taking time out to go to the toy store was out of the question after an exhausting day. But in 2008 the world of online shopping has become a great source. Online shopping is really easy, especially if an individual is looking for t...

" PoP CuLtUrE aNd WhY iT PoPs" - Jun 30, 2008 4:49 PM

Children in a Toys World

...to the toy store to buy my birthday presents, I am giving you a wish-list! All of these presents are from www.toysrus.com, where Grandma helped me search (and write this letter) for the presents that I want.Imaginarium Glitter Suite Dollhouse (so my Barbie’s have a house to live in)Barbie Fashion Fever Raquelle Doll (so I can dress her up!!)8 ft...

Sarah Lauren - Jun 30, 2008 8:29 AM

Gendered Consumers/ Engendering Consumerism - Toy Shopping

...Toys are cultural products that are marketed to innocent children in order to gender them. People are brought up on consumerism; it is all around each one of us and it is almost impossible to escape. If we are born biologically as males and females, then American toy companies make it their business to construct the “boy” and “girl” genders. Chi...

Juliana's Pop Culture Blog - Jun 29, 2008 2:33 PM

Blog Post #1 - Children's Toys' Effect on Gender Identity

...in the toys and games we play with as children. This belief is widely shared among many societies. So you can believe me when I say I was very surprised to see that on the homepage of the Toys R Us website there is no search that you can do by gender. There is a “SHOP BY AGE”, “SHOP BY CATEGORY”, and “SHOP BY BRAND”, but nowhere on the homepage ...

Erin's Gender & Pop Culture Blog - Jun 30, 2008 9:57 PM

Blog Post #1

...s toys wrongfully back up these stereotypes further facilitating the understanding of normative gender roles. Several years removed from the Easy-Bake Oven crisis, I phoned Connor to inquire about four or five toys currently on his “must have” list. Without hesitation he replied the video game Call of Duty 4, Lego Airplane Set, Guitar Hero, and ...

Pop Culture Blog - May 27, 2008 5:11 PM

Blue & Pink: The Socialized Gender Roles of Children's Toys

...s toys. Products and toys marketed for children partake in methods of gendered socialization, because these gender-specific (gender bias) toys have become socially normalized.On one popular children’s toy website, toys are categorized into several different groups, each displaying a picture and a short description generalizing which toys it cont...

Whatev is Whatev - Jun 30, 2008 5:34 AM

Toy Shopping- Selling Gender Identity to Youth

...s toys, it was expected to find that “girl” toys would be feminine and domesticated, and that “boy” toys would be masculine and nature oriented. The first place to look in my mind was Babies “R” Us and its partner Toys “R” Us. In searching these websites, I was hoping to find what toys were clearly aimed for girls and what was aimed for boys a...

Gender in the Media - May 27, 2008 5:11 PM

Gendered Consumers/Engendering Consumerism

...that big toy companies are sending with their products are encoded with all kinds of philosophies, values, and ideals about today’s society. In particular, nearly every product on the market is advertised towards a specific gender. Take Transformers and Barbie Dolls, for example. The very use of the words “action figure” and “doll” are cues towa...

Danny Boy's Blog - Jun 30, 2008 9:54 PM

Blog Post #1

...affected by toys, teaching behaviors, and advertising. Before I observed the classrooms, I expected boys and girls to learn their behaviors from engendered toys and different types of media. While I found no evidence to support my theory from the center, this does not mean that the internalization of gender roles does not take place through thes...

Dawn's Gender and Pop Culture Blog - Jun 28, 2008 11:06 PM

Toy Shopping- Selling Gender Identity to Youth

...s toys, it was expected to find that “girl” toys would be feminine and domesticated, and that “boy” toys would be masculine and nature oriented. The first place to look in my mind was Babies “R” Us and its partner Toys “R” Us. In searching these websites, I was hoping to find what toys were clearly aimed for girls and what was aimed for boys a...

Gender in the Media - May 19, 2008 8:35 PM

Sugar N' Spice and Everything Nice, That's What Girls are Made of... Right?

...s toy market provides a large and seemingly disturbing variety of gadgets and accessories that, according to society, should define the lives of female youth. Items such as vanities and makeup kits provide little girls with weapons that allow them to mark and mess themselves and not knowingly, reconsider her appearance. The famous “Pretty, Pre...

Nat's Blog - Jun 28, 2008 7:32 PM

Toys and Normalized Gender

...and toys, just to name a few. Toys make for an interesting case study on the gender cues they provide to children. First, it is important to determine whether or not toys are actually gender specific. Next, we seek to identify examples of these toys in large, accessible, and frequently used market places, specifically those designed for girls...

P.Mooney - Jun 29, 2008 8:01 PM

Blogging in College: The Gender & Pop Culture Blog Project!: Final Project Option for Summer Session B (in lieu of a written 3rd blog post assignment)

Blogging in College: The Gender & Pop Culture Blog Project!: Final Project Option for Summer Session B (in lieu of a written 3rd blog post assignment)

Mixed Media: Gender & Consumer Capitalism Collages - Summer Session B 2008

Blogging in College: The Gender & Pop Culture Blog Project!

Blogging in College: The Gender & Pop Culture Blog Project: Summer Session Bloggers

• Shadrac C- Shadrac's Gender and pop Culture Blog
• Bob D- Bob's Gender and Pop Culture Blog
• Linda E- Linda's World of Gender & Pop. Culture (My Blog)
• Brian H- Brian's Gender & Pop Culture Blog
• Maria H - Maria's Gender & Pop Culture Blog
• Colin J - Colin's Gender & Pop Culture Blog
• MaKaila K- Gender & Pop Culture Blogs
• Rebekah L.- Down with Prince Charming!
• Misbah M - missy mood info
• Ratika M - Ratika's Gender & Pop Culture Blog
• Ruthy T- Blue Jeans and Coca-Cola
• Ryan T. - Ryan's Gender and Pop Culture Blog
• Aneka W. - Aneka's Gender and Pop Culture Blog
• Barbara Z - Rebel with a Culture Blog

Whats Cheaper, Women or Beer?

Name of author- Lisa

Nice job on:

1. Your collage looks great. It really illustrated the point you were trying to get across about women using their bodies to sell products.
2. You did a nice job with your thesis. It was very concise and corresponded with the paragraphs that followed.

Areas for potential improvement:
1. The second and third paragraphs could use some improvement as far as the flow of the blog goes.
2. The post was overall great but the transition for paragraphs felt a bit forced.

Brianna B.
briannabrenn.blogspot.com

The Real Hegemonies of New York City

Name of author- Sarah

Nice job on:
1. Your analysis of Bethenny. As a fan of the show, I found your depiction of her to be dead on and very interesting. By noting that the underlying factor to Bethenny’s happiness is her boyfriend Jason, you did a nice job portraying the conflicting messages being sent.
2. Your thesis is well written. Through out your post you stay on topic and continue to back up your thesis in your conclusion as well. The body paragraphs flow well from one to another rather than just ending abruptly.

Areas for potential improvement:

1. There are some videos on BravoTV’s website that are hilarious and allow the viewer to get a taste of these five women. I would have like to see a video or more pictures included in your blog to further grab my attention.
2. The paragraphs are not separated from one another so at times it was hard to follow. Perhaps by spacing paragraphs by a line, the blog would be easier to read.

Brianna B.
briannabrenn.blogspot.com

“Women for Sale in the Media Meat Market”

Juliana
Nice job on:
1. Your pictures do a good job of standing in for the body of the paper.
2. I like the way you focused your paper on the comparison of the media to a "meat market".

Areas for improvement:
1. I might have drawn the reader's attention to specific pictures in the collage to reiterate how they reflect your thesis.
2. You may have been able to use more of your own words than Jhally's in paragraph 2, because most of this paragraph is solely centered around his beliefs with minimal input of your own.

"Flavor of Love 3 (WHAT A WASTE!!)"

Lisa
Nice job on:
1. Good use of specific examples from the show to drive home your analysis.
2. I liked the quote by Whitehead you chose to end your paper with and it was effective in summing up your argument.

Areas for improvement:
1. A clearer thesis may have strengthened your introduction.
2. An outline of what would be included in the body of the paragraphs would have let the reader know what to expect from the rest of the paper.

Amendment

in regards to my comments about melissa's blog #2, i mention her 'first' and 'second' paragraphs. i am referring to her first and second body paragraphs, that is, not including her intro paragraph. so when i say first paragraph, i actually mean the 2nd paragraph overall. sorry bout this.

-danny boy
karbown2.blogspot.com

Reality TV: The Undercover GOP

Positive Critiques:

The author has a good introduction, she gets right to the point as to what the problems are and uses sources to introduce her ideas.

2. The author has a strong closing and addresses exactly what she thinks corporate conglomerates or out to do, and/ or who it is directly affecting.

Other Critiques

I don’t think that the author has a narrow enough thesis. She begins right off the back talking about the issues, but I never see where she states what she is going to address through out the blog. It is however implied but not addressed.

2. Another idea that I think that this author could work on is the over utilization of sources. Some of the sources where good, but I see that she had several in one paragraph. I’m not sure if this was to make the paragraph appear overtly supported by other authors that could identify with her ideals or not. In the end the blog should be based on your opinions, and then maybe a quote or two to justify all through out the blog or writing. Overall, the blog was very insightful, and I enjoyed reading it.

C.T http://popcultureandwhyitpops.blogspot.com/

"What not to Wear? Or What to aspire to be?

Sima’s Blog

Positive Critiques
1. The author’s introduction to some of the initial issues was very well presented and transitioned well all throughout the blog. Creating an analysis of the network, and the various shows on the network really allowed me to understand why the author decided to write about this particular topic. An example would be where the author introduces the idea that some reality television shows examine the structure of femininity and success. She explains how what not to wear is a show that judges, as well as creates an identity for contestants.

2. The author does all this through great usage of text sources. She gives a great analysis as to what the problem is through text support from Hay, Ouellette, Ponzar. The author seems to be very informed as to what the issues are, and often contrast between societal expectations and realtiy television regulations

Other Critiques

Overall, I believe the blog was excellent so I really don’t have any critiques. I do however think that the author ending could have been a little more concise.

The blog gave several ideas for the reader to think about, but I believe that the author was too critical of all the negative things that reality televison or shows like “What Not to Wear” provide. I think it s important to realize that every agenda has an ultimate goal. These ideals are constructed as a conformitory ideal, but in many ways has helped bring structure through

C.T http://popcultureandwhyitpops.blogspot.com/

Sex Sells: Femininity Depictions in Advertising

Name of Author - Melissa

Nice job on:
1. Strong and relevant thesis statement. Your second paragraph did an especially good job of backing up the latter part of your thesis. Also very nice collage.
2. Very nice in-text citations and works cited list. Good job on citing the images, although why did you cite only 5 when there are 9 images?

Areas for potential improvement:
1. Watch your quote length, a paper this short should not contain a quote more than 3 lines.
2. Be careful with the cohesiveness of your paragraphs. For instance in your first paragraph, you transistion from arguing how sex is used to sell products to arguing that soceity's view of the ideal body is depicted in the ads.

Daniel K.
karbown2.blogspot.com

May 31, 2008 1:23 AM

Blog Post #2-- What's Cheaper? WOMEN OR BEER?!?

Name of author - Lisa

Nice job on:
1. The collage is great. The pictures work really well in supporting your thesis.
2. Your analysis on cologne advertisements and the degradation of women is very well written and evaluated.

Areas for potential improvement:
1. The quotes you used are very good but I think if you use only one quote in each paragraph it will help to focus your arguments a little better.
2. There are one or two minor grammatical errors but they do not take away from the comprehension of the writing or analysis.

Erin J
http://erinjgpcblog.blogspot.com/

The Real Girls Next Door

Name of author - Jillian

Nice job on:
1. Your arguments, especially in the second and third paragraphs, support your thesis very well. The specific examples from the show and the pictures really help stress your point.
2. You used a lot of quotes from the readings that further develop your analysis.

Areas for potential improvement:
1. I thought the paragraphs on Hugh Hefner and masculine behavior and norms was very interesting but it kind of strays away from your thesis.
2. If you add a little more to the conclusion, restating and thus reinforcing the points you made previously, it would help to sum everything up nicely.

Erin J
http://erinjgpcblog.blogspot.com/

America's Next Top Patriarchy

Name of Author - Mike

Nice job on:
1. Your thesis was very relevant, strong, and, i felt, rather ambitious. Also the flow of your argument more than adequately backed up your thesis.
2. The sources you employed were very relevant and strongly helped in proving your points. They are also nicely cited in-text.

Ares for potential improvement:
1. Be careful not to include personal opinion in your analytical argument. In your second paragraph, don't presume to know what they audience sees based on what you see; this can lead to inaccurate generalizations.
2. Try not to start so many parapgrahs off with quotes. This can lead to you arguing for and backing up what has already been said rather than vice versa.

Daniel K.
karbown2.blogspot.com

May 31, 2008 12:47 AM

Sex sells

Name of author- Rob (blog post 2)

Nice job on:
1. I thought that the thesis coincided with the rest of your blog. In the 2nd paragraph, you noted the point that the magazines depict a image of what “girls look up to.” I thought this was a true, effective statement!
2. The collage was also effective, and I think you chose great pictures to demonstrate “sex selling.”
Areas for potential improvement:
1. Possibly the 3rd paragraph. I think it would have been more effective with less description of the picture and more of an analysis.
2. Also, a conclusion would have wrapped up the collage post nicely.

LB
http://lisabxoxo.blogspot.com

Scott Baio is 46 ... and a mess.

Name of author-Ashley

Nice job on:
1. The pictures definitely added to the post. It really helps identify the characters and get a better idea of their appearance.
2. The analysis in the 4th paragraph where you used the Newman quote discussing the stereotypical lifestyle of a celebrity was highly effective with Scott Baio!

Areas for potential improvement:
1. Make sure that all media used (the videos) work. When I went on the site, the videos said that it was “no longer available”
2. It helps to have a quote from one of the readers per paragraph to reinforce the topics

LB
http://lisabxoxo.blogspot.com

Maymester 2008 Extra Credit Instructions

Here are the instructions for the extra credit if you wish to do some extra credit work.
Choose a student's blog without comments for the 3rd blog post (unless the comments are from me).
Read the entire post before doing the commenting described below.

Click on the "# Comments" link at the bottom of the post that you're commenting on. The comment form will pop up (feel free to paste the evaluation/commenting feedback criteria below to help you out while commenting) and respond to the following areas by using the criteria below.

Make sure you list at least 2 specific examples of where the author did well and at least 2 examples where the author needs some constructive advice for improvement.

Criteria:

• Thesis

Clarity, relevance, and ambition of thesis in relation to the assignment (or choice of trajectory for the assignment)

• Analysis

Analytical ambition demonstrated throughout assignment

• Sources Used

Relevant use of 2 readings cited in (multiple) in-text citations (in relation to your thesis and points made to support your thesis, as well as the original point made by the author)

• Clarity

Clarity of writing/format of assignment makes a cohesive and well-supported argument from the introduction through the conclusion (includes necessary length)

• Works Cited

Works Cited List at end with in-text citations (parenthetical or footnoted) formatted appropriately (MLA style)

Final Steps:
Based on the above, you're feedback will look something like:

Name of author-

Nice job on:
1.
2.
Areas for potential improvement:
1.
2.

Your Name as the commenter (First name with the last initial please)
Your Blog's URL

Final steps to receive extra credit:

Submit your comment ("post comment") after you're finished commenting to the student whose blog you're commenting on.

You will need to copy the comment that you left the author and paste it into the create new post field on the "Class Notes Blog." Make sure you choose the right blog (not your blog, but the Class Notes one...that you accepted the invite to become an author for)

Copy the original post's title into the "title" of the "new blog post" you're creating on the class notes blog.

Copy the URL of the blog that you commented on in the "link field" at the top of the screen below the title.

Make sure you add the labels (you can copy and paste the list below):
Maymester 2008, extra credit, blogging, gender, pop culture, women's studies
(the "labels for this post:" field is between where you'd type a new post and "publish post" and "save as draft")

Then click "publish post" and click "view blog" at the top of the screen, or check http://gpcnotes.blogspot.com to see that your comment made it to the blog as a post! As long as you see it there, you'll receive your extra credit.

If you wish to do a second extra credit assignment, choose a different student and do the same as you did the first time, but instead comment on post 1 or 2 and follow all the instructions above a second time.

Course Calendar with Reading & Assignment Due Dates

The Professor-Page- Blogging In College: The Gender & Pop Culture Blog Project:

Course Calendar with Reading & Assignment Due Dates

*Indicates reading is posted on SOCS Resources (G) indicates reading in Dines, GRCM Reader Chapters from Ouellette & Hay have no special mark

Class 1 May 12	Introduction to concepts, theories, and key terms/approaches to studying popular culture through the lens of gender	Introduction to the course Discussion of goals, concepts, and assignments for the semester Mission to find a computer lab! Blog Creation / Topic Brainstorming/Link Hunt
Class 2 May 13	Approaches to studying gender & popular culture	2. Kellner, "Cultural Studies, Multiculturalism, & Media Culture," 9-20 (G) 3. Croteau & Hoynes, “The New Media Giants: Change Industry Structure,” 21-39 (G) 4. Lipsitz, “The Meaning of Memory: Family, Class, and Ethnicity in Early Network Television,” 40-47 (G) Sign Up for Presentations today & Discussion about presentations
Class 3 May 14	“Hegemony, patriarchy, & ideologies, oh my!”	5. Newman, Chapter 2, “Manufacturing Difference: The Social Construction of Race, Class, Gender, and Sexuality”* 6. Lull, "Hegemony," 61-66 (G) 7. Johnson, “Patriarchy, the System: An It, Not a He, a Them or an Us,” 91-98 * 8. Hall, “By the Whites of Their Eyes: Racist Ideologies and the Media,” 89-93 (G) Watch episode "Don't Make Me Over" from Family Guy & Daily Show clips on racism and immigration
Class 4 May 15	Interpreting the media’s constructs of the ‘ideal’ & ‘pathological’ subjects	9. Newman, Chapter 3, “Portraying Difference: Race, Class, Gender, and Sexuality in Language and the Media” * 10. Pozner, “The Unreal World” * 11. Rogers, “Hetero Barbie?” 94-97 (G) 12. Raymond, “Popular Culture & Queer Representation: A Critical Perspective,” 98-110 (G) Watch Further Off The Straight & Narrow
Class 5 May 19	Edutainment: (Gendered) Consumers R Us	Student Presentation #1: Edutainment 13. Newman, Chapter 4 “Learning difference: Families, schools, and socialization” 14. Giroux, “Kids for Sale: Corporate Culture & the Challenge of Public Schooling,” 171-175 (G) 15. Messner, “Boyhood, Organized Sports, and the construction of Masculinities” * 16. Ijeoma A. “Because You’re a Girl” * 17. “girls, sexulity, & popular culture” *
Class 6 May 20	The evolving discursive/material constructs of women and beauty in the media industry	18. Ouelette, “Reinventing the Cosmo Girl: Class Identity and Girl-Style American Dreams,” 116-128 (G) 19. Steinem, “Sex, Lies, & Advertising,” (223-229) 20. Breazeale, “In Spite of Women: Esquire Magazine and the Construction of the Male Consumer,” (230-243) 21. Wolf, Excerpt From The Beauty Myth * Watch Killing Us Softly 3 in Class Blog Post #1 Due (by 9pm): Engendering Consumers/Gendered Consumption

Class 7 May 21	Marketing Sexual Subjectivities: Masculinity & Femininity Commodified	Student Presentation #2: Advertising Masculinity and Femininity 22. Jhally, “Image-Based Culture: Advertising & Popular Culture,” 249-257 (G) 23. Higginbotham, “Teen Mags: How to Get a Guy, Drop 20 Pounds, and Lose Your Self-Esteem” * 24. Kilbourne, “The More You Subtract, the More You Add: Cutting Girls Down to Size,” 258-267 (G) 25. Kirkham & Weller, “Cosmetics: A Clinique Case Study,” 268-273 (G) 26. Katz, “Advertising and the Construction of Violent White Masculinity: From Eminem to Clinique for Men,” 349-358 (G)
Class 8 May 22	Body=Big $$$ The embodiment of ideals	Student Presentation #3: Body Businesses 27. Hesse-Biber, Chapter 1, “A Cult Grows In America” * 28. Hesse-Biber, Chapter 2, “Men and Women: Mind & Body” * 29. Hesse-Biber, Chapter 3, “Selling the Body Beautiful: Food, Dieting, & Recovery” * 30. Hesse-Biber, Chapter 4, “There’s No Business Like the Body Business: Fitness & Cosmetic Surgery” *
May 23	No Class—Memorial Day	No Class Friday Blog Post #2 Due (by 9pm): Collage Assignment
May 26	No Class—Memorial Day	No Class Monday
Class 9 May 27	Defining Identities & Audience Identity using the Music Industry	Student Presentation #4: Identity-Production in Rock, Rap, & Hip Hop 31. Coates, “Moms Don’t Rock: The Popular Demonization of Courtney Love”* 32. Perry, “Who(se) am I? The Identity and Image of Women in Hip Hop,” 136-148 (G) 33. Cole & Guy-Sheftall, “No Respect: Gender Politics and Hip Hop” * 34. Rose, “Hidden Politics: Discursive and Institutional Policing of Rap Music,” 396-405 (G)
Class 10 May 28	It’s everywhere… There may be a few reasons: Rereading “Reality TV”	Student Presentation #5: Reality TV’s Multidimensional Power 35. Ouellette & Hay “Introduction,” 1-31 36. Ouellette & Hay “TV Interventions: Personal Responsibility and Techniques of the Self,” 63-98 37. Ouellette & Hay “Makeover TV: Labors of Reinvention,” 99-133
Class 11 May 29	Defining the boundaries of inclusion and otherness	38. Ouellette & Hay “TV & the Self-Defensive Citizen,” 134-169(?) 39. Ouellette & Hay “TV’s Constitutions of Citizenship,” 170-202(?) Final Class Wrap-Up Blog Post #3 Due (by 9pm): Rereading Reality TV

Instructions for Technorati

Last names from A-K start with Technorati…

Last names from L-Z start with Collages

For Technorati:

Go to www.technorati.com

1. Click "Join" at the top of the screen
   
2. Create your technorati account…just like you'd create a profile if you were doing so for any other online service that makes you enter your info
   
3. When you've done that, click the option for the "quick claim" to claim your blog (click the link directly from the end of the account creation or click on the link that is next to your profile name now that you've created an account at the top of the screen that says "edit"
   if you do so and you see your username and the place where you'd change your password, click on the little tab that says "blogs" and then claim your blog
   
4. Make sure you have a second browser window open and go to your blog's url (whatever.blogspot.com)
   
5. Claim your blog by adding the code (yes, it's computer code, but just copy and paste) using the instructions to add the code to your blog in the "Layout" area of your blog's settings page.
   
6. Add a new little rectangle to the same area you added the logo picture (on the first day of class) by clicking "add page element" and then select the one for "HTML/Java" and paste the code from technorati in the box that appears.
7. Paste the code from technorati based on the icon you chose….it's simple Control and A to select all, then Control C to copy and then go to your blog where the little window popped up for the page element add, and Control V to paste the code into the box.
   
8. Click save changes, drag the rectangle to where you want it…anywhere below the picture for the logo is fine
   
9. Then click "save" in the main layout page on your blog
   
Go back to Technorati and make sure you configure your "widget" and hit "save settings" or "Release the spiders" whichever appears

10. On your blog's layout page click "view blog" next to the layout tab
    
11. Check that your blog is showing the image with the link count (or whatever you've added for the technorati icon) or if you see "view blog info" and "view profile info" you're good to go! Sometimes it takes technorati a while to add your blog and once it does the image will appear.
    

For the Collages:

Please disregard the assignment's inclusion of PowerPoint and see the email I sent for more info if you need help with creating a collage

You can also add individual images like you did for the first blog post assignment and create the collage in the "post new blog" area of blogger

Start finding images for your collage (or testing the image use if you've started the collage already)

Corporate Kids: Gendered Consumers/Engendering Consumerism

Corporate Kids: Gendered Consumers/Engendering Consumerism

Week 2, Class 5…

Student Presentation #1: Edutainment

Readings:

 

1. Newman, Chapter 4 "Learning difference: Families, schools, and socialization"
   
2. Giroux, "Kids for Sale: Corporate Culture & the Challenge of Public Schooling," 171-175 (G)
   
3. Messner, "Boyhood, Organized Sports, and the construction of Masculinities" *
   
4. Ijeoma A. "Because You're a Girl" *
   
5. "girls, sexulity, & popular culture" *
   

 

Corporate Kids! Gendered Consumers and Engendering Consumerism

Consumerism at School, Home, & Beyond:

Corporations, Media & Toys:

www.youtube.com/watch?v=byaMd_PNyIY

Giroux- Captive Audiences

www.youtube.com/watch?v=INJqXB_qFbo

Age:    Elementary School/Preschool

Fundraisers…Corporations profit even more when the salespeople are small…children gotta love them…their labor is free!

Chuck E Cheese
Top of FormBottom of Form

Promotions		Kids Reward Calendars 6 free printable reward calendars to help kids develop in areas that are some of the most common challenges of parenting.
		Tokens for Grades® Have your child bring in their most recent report card and they will receive FREE tokens for good grades.
	Teacher Resources Tools from Chuck E. Cheese's to help make learning more fun.	Cross Promotions Check out the newest kid friendly partners of Chuck E. Cheese's for extra savings and cool new products.

 

Wait!?!?! What exactly do teachers need from Chuck E. Cheese in relation to the stated "Teacher Resources"?

Learning? In the ball pit? Or, is that in the arcade?

Age:    Middle School & High School (in the school)

Channel One

Kids have to sit still when it's the law in most states to be in school between the ages of 7 and 16…

Advertising to "A Captive Audience" on Channel One! Your school may get free equipment…and your school may have no control over its use! Big Brother-Like On/Off without a remote (only in select, socioeconomically underprivileged locations…)

http://www.channelone.com/

NBC Owned…

News-ish programs, dwarfed by advertising! YAY!!!

Education for Tomorrow?

Consumers in Training!

Remember what W said… "[when terror strikes,] "Go shopping!"

Age: Middle School/High School

Dove Campaign For Real Beauty

"Empowering Young Girls"

http://www.campaignforrealbeauty.com/dsef07/t5.aspx?id=7373

Age: Target Marketing On College Campuses

Axe Website: Flash intro…while your "Mojo" is Loading!

 

http://www.theaxeeffect.com/flash.html

www.youtube.com/watch?v=FD0rHQu5yWE

The catch?!?!

Unilever Owns both Axe & Dove!

http://www.youtube.com/watch?v=SwDEF-w4rJk

My Spring 2008 Semester Section 4 class targeted this particular issue in Graffiti J

http://www.facebook.com/group.php?gid=12056936669

The Daily Show on: Hegemony, Ideologies, Racism & Patriarchy 2/4/08

From The Daily Show



Racist Like Me




John Oliver's Journey: Don't Stop Believing

Pat Kirkham and Alex Weller. Cosmetics: A Clinique Case Study.

1. -Clinique products are marketed to men and women separately along the lines of
ideological gender differences, because of the fact that skin care products are
traditionally considered feminine. (269)
2. -Things like color are used to display seriousness in male advertising and
softness in female advertising. (269)
-Many different words and phrases are used to make the product appeal to men. (270)
-Women are made to identify with the product they want and images conjure ideas of
freshness, and also sloppy use of the product making it feel more personal. (271)
-The names and labels put on these products also aid to their being
gender-specific. (272)
-References to a third person in male advertising suggest that these products will
make good gifts, usually from a female who knows more about toiletries. (272)
-This difference in advertising is one way men deal with the anxiety of entering
the feminine sphere of toiletries. (273)
3. -By gaining an understanding of the tactics used by advertisers we see how
advertisements reinforce traditional ideas about gender. (Implied)
4. -Not stated.

Jackson Katz. Advertising and the Construction of Violent White Masculinity.

1. -Violence is a huge problem in this country, but most analyses of this problem do
not include a discussion of class or gender. (349)
2. -Masculinity, similar to whiteness, is considered the “norm” and thus rarely
analyzed. (350)
-Masculinities refer to male experience, social roles, and identities. (350)
-In the late 70s and early 80s men faced their anxieties about the breakdown of
their privilege by identifying with large violent heroes in movies. (351)
-Especially for the working class, where physical labor is a way of life, violence
seems to be a good way to cement manliness. (351)
-The need to separate masculine and feminine is seen in advertising and serves to
lend males a feeling of security and well-being in their masculinity. (352)
-Rock and rap music play into this stereotype with violently angry stars
“rebelling” against society. (352)
-Magazine covers and articles about many of these artists (especially Eminem) serve
as advertisements for his CDs or products he is pushing. (353)
-Young consumers are told by the media how “savvy” they are compared to their
parents, so kids will think its cool to buy certain products. (535)
-Advertisements will also use historical images of masculine violence, which help
promote ideologies by claiming a historical precedent for male violence. (354)
-It is usually either Greco-Roman warriors, cowboys, or Scandinavian pirates in
battle who are the center of these ads. (354)
-The military and sports are two key symbols of violent masculinity. (355)
-Muscles are often the focus of male dialogue, according to one researcher this is
a result of male insecurity. (356)
3. -The problem of violence needs to be addressed through a more thorough study of
the construction of masculinity. (357)
4. -Things like comic books and pro wrestling, in addition to the areas already
discussed, can be looked at as examples of men being represented as basically
violent people. (357)

Henry A. Giroux. Kids for Sale.

1. -Schools are allowing corporations to advertise and do market research of
students in exchange for money, ingraining the habit of consumerism compulsively,
and at a young age.
2. -The corporations that do this make a much greater profit than the small
financial gain experienced by the school due to the creation of new consumers. (72)
-The schools most susceptible to these practices are those without the resources to
truly monitor the impact of a commercial presence among children. (72)
-In addition to corporate sponsorship of curriculum, many schools sell parts of
their building as advertising space. (72)
-Some schools also allow their students to be used in market research, masking the
practice as “educational”. (73)
-This corporate influence serves to undermine democracy in that children are taught
early on that what you consume defines you, rather than who you are or the knowledge
you have. (73)
3. -Schools should eschew the small financial gains that these corporations bring
and realize that they are hurting, not helping the development of their students as
free-thinking individuals. (Implied)
4. -School curriculum should focus on values like trust and compassion and teach
children the importance of critical thinking and making your own decisions.

Espn Magazine Final Project

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Final Project- Magazine

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Greg B. Tricia Rose. "Hidden Politics: Discursive and Institutional Policing of Rap Music"

Greg Bull
November 30, 2007
Gender & Popular Culture
WGS 220-05

Tricia Rose. Hidden Politics: Discursive and Institutional Policing of Rap Music

Description: There is an attitude of hostility expressed by the authority towards rap music, black youths, and black people in general.

Analysis: "there was an almost palpable sense of hostility on behalf of the guards as well as the patrons" (397)

• Laughing and joking among men and women, which had been loud and buoyant… turned into virtual silence." (397)
• Black-in-black crime does not carry the same moral weight

Vision: A better understanding of rap by the general (white) public that realizes the true goal of rap music- the struggle over access to public space, community resources, and the interpretation of black expression.

Strategy: None stated.