In recent years, reality shows have created a new flavor to America’s prime-time television options. Arguably the most successful is the show American Idol, as “more people watched the 2003 finale...(40 million) than watched the second presidential debate in 2000 between George Bush and Al Gore (37 million)” (Horowitz, E.M., 2007). What is it about this show that makes it so successful?
The answer could the lie in skillful advertising; or, in the value of pure entertainment; or, possibly, the structure of public involvement. Perhaps, the success of American Idol involves a combination of all of these factors.
American Idol is a televised singing competition that began in 2002 with almost instant success. The main idea of the show is to “discover the best young singer in the country, through a series of nationwide auditions,” (Wikipedia, 2008) and then ultimately allowing the American public to decide the winner by voting by phone or text messaging.
There are several elements included in the structure of the show that, by design magnify the inherent advertising qualities and contribute to each season’s decision of who will get the coveted prize of a record contract and the title of ‘American Idol’? First, the show airs live two nights per week. In the first few weeks, the show holds a series of auditions which are held on-site in various cities nationwide. These on-site auditions rally various regions of the country to tune-in and root for their area’s semi-finalists that make it to Hollywood.
At this stage, Tuesday night of airing every week is dedicated to the singers competing with nationwide voting immediately following the broadcast. The very next night (Wednesday) viewers tune in again to gain their voting results. The performer with the least number of votes gets sent home. This approach is brilliant—in America’s ‘instant gratification’ society, if viewers were forced to wait until the next week for results, they would lose interest or forget when to tune-in. Also, Tuesday and Wednesday nights (mid-working week in America) are nights that people are more likely to watch prime-time television.
A few elements act as advertisers and entertainment benefits to the success of the show. One is the “it” factor of the host and panel of judges: Paula Abdul, Simon Cowell, and Randy Jackson. Each one brings a different perspective of expertise and fame to the table that collectively electrifies the entertainment value of the show.
Another area that contributes to these phenomena is the variety of musical themes that are presented. Each week (from the semi-finals on) holds a unique style of music, featuring guest appearances of a star from that genre. These include categories ranging from country music to hits of the 21st century, thus attracting a variety of ages to watch (2008, www.americanidol.com). Also appearing, are winners from previous seasons who usually sing one of their record ‘hits’, which by the way, is free advertising itself. Every time a song of an American Idol contestant is played on the radio, it is free advertising for the show. How amazing is that!
Another amazing aspect to the show is how its design has provided a sense of involvement to its viewers. Since Americans love competition, the creators of the show knew they would be quick to participate in the process by calling or texting their votes—especially our technologically savvy adolescent and young adults (who consequently hold the most music buying power in America). They also send a message of fear to the viewers of, “If you don’t vote, the good singers could get sent home!” If the U.S. government took advice from the creators of the show, they could persuade more people to vote.
I think the most successful attribute of the show is that viewers gain a sense of connection when they see “average” people become successful. It gives them hope that the American Dream is still real.
After reflecting on the master-minded design of the show, it is no wonder that American Idol is, “with the exception of the Super Bowl and the Academy Awards…the highest rated (viewed) program on U.S. national television” (Wikipedia, 2008) .
References:
About American Idol. Retrieved February 7, 2008, from http://www.americanidol.com/about/
Horowitz, E.M. (2007). Book Review. [Review of the book Tuned Out: Why Americans under 40 don’t follow the news.]. Journal of Communication 57(1), 175-176.
The Free Encyclopedia. Retrieved February 7, 2008, from http://en.wikipedia.org/wiki/American_Idol
Saturday, February 9, 2008
Monday, February 4, 2008
Journal Article Analysis
The journal article that I selected for this assignment is titled, Children’s Literature Goes to War: Dr. Seuss, P.D. Eastman, Monro Leaf, and the Private SNAFU Films (1943-46), (Nel, P., 2007). The article was originally intended for children educators or professionals in the field of children’s literature. This is evident by the following words:
-didactic
-satirizing
-protagonists
-approbation
-emancipatory
-fascism
-propaganda
The intended audience was also apparent as the article defines the methods used in the writings to teach children as well as the actual content (i.e. Teach by negative example). The author, Philip Nel, presents an in-depth analysis of three authors that collaborated in the making of the war-time Private SNAFU films (1943-46) and then compared and contrasted their post-war work to that of the SNAFU films and to each other (Nel, P, 2007).
Article Summary
In 1943, Theodor Sues Geisel (Dr. Seuss) and Phillip D. Eastman were both members of “Fort Fox” of the U.S. Army Information and Education Division. Geisel and Eastman worked together on a new project with the created character named “Private SNAFU,” which was an acronym meaning, “Situation Normal All Fouled Up.” He was the star of his own show for 28 episodes that aired as the “biweekly newsreel show to the troops” (Nel, P., 2007). Private SNAFU’s role was to educate the troops by negative example about various subjects vital to army service.
Monro Leaf, an established children’s author, joined in on the project after he and Geisel found themselves in Washington and were given the task to find a solution to the malaria problem with the troops in the South Pacific. Once again, teaching by negative example, Geisel and Leaf created a comic book that could be distributed to the troops. The name of the pamphlet was “This is Ann” (1943) of which Leaf authored and Geisel illustrated. Ann was a cartoon mosquito portrayed as “the sexy whore of the insect world” (Nel, P., 2007). In the story, Ann gets Private SNAFU because he didn’t take appropriate preventions to keep her away. The booklet and the SNAFU films were characterized by simplicity of language paired “with good-humored moralizing” (Nel, P., 2007).
This was not a new practice for Leaf, as he was once quoted as saying, “I made a career out of turning twenty-five cent words into nickel words” (Nel, P., 2007). But, as for Geisel, the SNAFU cartoons marked the beginning of his limitations of words to tell a story. This is evident in his work of the Random Houses, Beginner Books Series. Many of the books in the series were a collaborative effort between Geisel and Eastman and there was some indication of editorial conflict and even some question of authorship in the series. We do know for sure, that Leaf did not write any of the Beginner books.
Next, the author compares the didactic aims of the authors’ work of the SNAFU cartoons and the Beginner Books. The ultimate aim in the SNAFU series is to teach the GI’s “how to behave as good soldiers” (Nel, P., 2007), whereas the Beginner Books explicitly allow children to experience how reading can be fun, while implicitly influencing their behaviors. Ultimately both series focus on the importance of respecting the wise guidance of those in charge over us—whether it is the military or our parents.
The author then analyzes the prejudices previewed in the SNAFU series that in light of their post-war work was deliberately used to gain the attention of their known audience—the soldiers. Their SNAFU writings included Japanese stereotyping, probably that was their war enemy, and, they presented “women as sex objects, traitors, or both” (Nel, P., 2007). Both of these areas demand consideration of the cultural influences of the time in question.
Finally, Nel analyzes each author’s post-war work, concluding that Eastman’s writings were the most conservative of the three, especially regarding gender roles. Leaf’s work sent mixed messages, but was more gender inclusive than the other two authors post-war work. Geisel was very bold in his post-war writings regarding some big issues: protecting minority’s rights; opposing tyranny; and, protecting the environment.
The main idea of this article is that in spite of some possible prejudices that these three authors portrayed in their writings, considering the time they were born and worked, they actually were modern thinkers and ultimately sought to promote a “lasting peace” (Nel, P., 2007) through their talents.
References:
Nel, P. (2007). Children’s Literature Goes to War: Dr. Seuss, P.D. Eastman, Monro Leaf, and the Private SNAFU Films (1943-46). The Journal of Popular Culture, 40(3), 468-487.
-didactic
-satirizing
-protagonists
-approbation
-emancipatory
-fascism
-propaganda
The intended audience was also apparent as the article defines the methods used in the writings to teach children as well as the actual content (i.e. Teach by negative example). The author, Philip Nel, presents an in-depth analysis of three authors that collaborated in the making of the war-time Private SNAFU films (1943-46) and then compared and contrasted their post-war work to that of the SNAFU films and to each other (Nel, P, 2007).
Article Summary
In 1943, Theodor Sues Geisel (Dr. Seuss) and Phillip D. Eastman were both members of “Fort Fox” of the U.S. Army Information and Education Division. Geisel and Eastman worked together on a new project with the created character named “Private SNAFU,” which was an acronym meaning, “Situation Normal All Fouled Up.” He was the star of his own show for 28 episodes that aired as the “biweekly newsreel show to the troops” (Nel, P., 2007). Private SNAFU’s role was to educate the troops by negative example about various subjects vital to army service.
Monro Leaf, an established children’s author, joined in on the project after he and Geisel found themselves in Washington and were given the task to find a solution to the malaria problem with the troops in the South Pacific. Once again, teaching by negative example, Geisel and Leaf created a comic book that could be distributed to the troops. The name of the pamphlet was “This is Ann” (1943) of which Leaf authored and Geisel illustrated. Ann was a cartoon mosquito portrayed as “the sexy whore of the insect world” (Nel, P., 2007). In the story, Ann gets Private SNAFU because he didn’t take appropriate preventions to keep her away. The booklet and the SNAFU films were characterized by simplicity of language paired “with good-humored moralizing” (Nel, P., 2007).
This was not a new practice for Leaf, as he was once quoted as saying, “I made a career out of turning twenty-five cent words into nickel words” (Nel, P., 2007). But, as for Geisel, the SNAFU cartoons marked the beginning of his limitations of words to tell a story. This is evident in his work of the Random Houses, Beginner Books Series. Many of the books in the series were a collaborative effort between Geisel and Eastman and there was some indication of editorial conflict and even some question of authorship in the series. We do know for sure, that Leaf did not write any of the Beginner books.
Next, the author compares the didactic aims of the authors’ work of the SNAFU cartoons and the Beginner Books. The ultimate aim in the SNAFU series is to teach the GI’s “how to behave as good soldiers” (Nel, P., 2007), whereas the Beginner Books explicitly allow children to experience how reading can be fun, while implicitly influencing their behaviors. Ultimately both series focus on the importance of respecting the wise guidance of those in charge over us—whether it is the military or our parents.
The author then analyzes the prejudices previewed in the SNAFU series that in light of their post-war work was deliberately used to gain the attention of their known audience—the soldiers. Their SNAFU writings included Japanese stereotyping, probably that was their war enemy, and, they presented “women as sex objects, traitors, or both” (Nel, P., 2007). Both of these areas demand consideration of the cultural influences of the time in question.
Finally, Nel analyzes each author’s post-war work, concluding that Eastman’s writings were the most conservative of the three, especially regarding gender roles. Leaf’s work sent mixed messages, but was more gender inclusive than the other two authors post-war work. Geisel was very bold in his post-war writings regarding some big issues: protecting minority’s rights; opposing tyranny; and, protecting the environment.
The main idea of this article is that in spite of some possible prejudices that these three authors portrayed in their writings, considering the time they were born and worked, they actually were modern thinkers and ultimately sought to promote a “lasting peace” (Nel, P., 2007) through their talents.
References:
Nel, P. (2007). Children’s Literature Goes to War: Dr. Seuss, P.D. Eastman, Monro Leaf, and the Private SNAFU Films (1943-46). The Journal of Popular Culture, 40(3), 468-487.
Sunday, February 3, 2008
THE STEREOTYPICAL HACKER
Computer hackers are many times mistakenly stereotyped as geeky teenagers with pocket-protectors and glasses. However, the modern day computer hacker is far more advanced in today’s world.
They utilize sophisticated software to identify system security weaknesses and in some cases are capable of attacking thousands of computers at a time. There were “79 million records reported compromised in the United States” last year (Jewell, 2008).
Some hackers act as system engineers in attempt to gain access to passwords, account numbers and other sensitive information. There are now some “thirty-seven states, plus Washington D.C.” (Jewell, 2008) that now require businesses to publicly disclose when security breaches occur.
The internet provides the road for the majority of hackers to drive their vehicle of destruction down as they travel a path of deceit, corruption, and sometimes actual terrorism.
They utilize sophisticated software to identify system security weaknesses and in some cases are capable of attacking thousands of computers at a time. There were “79 million records reported compromised in the United States” last year (Jewell, 2008).
Some hackers act as system engineers in attempt to gain access to passwords, account numbers and other sensitive information. There are now some “thirty-seven states, plus Washington D.C.” (Jewell, 2008) that now require businesses to publicly disclose when security breaches occur.
The internet provides the road for the majority of hackers to drive their vehicle of destruction down as they travel a path of deceit, corruption, and sometimes actual terrorism.
Sunday, January 27, 2008
"Class Struggle"
Recently, I watched an episode of “King of Queens” on television. It is a sit-com of a middle-class couple living in Queens, New York. The show presents a comical relief version of a day in the life of the average American family and the struggles they face. In this particular episode, Carrie (the wife) made the decision to return to college after some lawyer co-workers humiliate her for being just a secretary. It was interesting how the group immediately stereotyped her by making it seem that the highlight of Carrie’s life revolved around Secretary's Week.
Her husband, Doug, initially is jealous of the time she spends on her studies. But, he quickly changes his tune when he realizes that he should redirect his fears of her leaving him behind to efforts of support and encouragement for Carrie (Litt, D., & Wernick, I., 2000).
I can relate very much to the character, Carrie, in the struggle to fit in and be accepted in the workplace. As a relatively new employee at Johnson Space Center, I feel very intimidated by the vision of “PhD.” on almost every office door! My education has emerged through the ranks of mostly the clinical world, where technical “certifications” are more common than PhD’s. It’s ironic that even though I have three technical certifications in addition to my Applied Associates Degree in Science, it is still easy to be embarrassed by my “lack” of credentialing at my new job.
What is even more interesting is that with a single change in work environment I went from what some would consider “overqualified” to the “bottom of the food chain”. So, here I am, middle aged, and returning to school again to complete my Bachelor’s degree. This venture to my clinical friends seems to be the act of an “overachiever,” but to my new NASA co-workers is an effort of gaining “acceptance” as a peer.
REFERENCES:
Litt, D. & Wernick, I. (Writers). (2000). Class Struggle [Television Series Episode]. In M.J. Weithorn, T. Sheehan, & J. Sussman (Producers), King of Queens. Los Angeles: Sony Pictures Television and CBS Productions.
Picture Reference:
Monday, January 21, 2008
Teenage Privacy
Recently, I watched an episode of “Grounded for Life” a TV sitcom about an average American family. This episode titled “In my room” (Copeland, 2001), presents the struggle of modern day parents seek the invisible line of privacy vs. protection with their teens.
Sean (the dad), finds a fake ID in his teenage daughter’s (Lily) room while looking for a stamp to use. Just the fact that she has it, sends the parents’ minds racing to imagine all that she might have used it for (i.e. buy beer and condoms, see rated R movies). Their fears are worsened by the fact that they themselves had fake ID’s at that age and DID us them to buy beer. They are faced with how to confront their daughter in light of the fact that they have invaded her private space.
It was interesting to see the contrast between the generations in the approach--The grandpa’s definition of “privacy” compared to the parents. Grandpa defined “privacy” as “hiding something bad” (Copeland, 2001), and gives his opinion that there is no dilemma at all…”just shove it in her face!”(Copeland, 2001). The parents, however, consider the ID as “tainted evidence” (Copeland, 2001)--in light of the fact that it was obtained under such circumstances--and therefore is not admissible as evidence.
I think this episode does show some light on a topic that based on individual opinions and circumstances may have differing responses. Our modern culture may have supported the teen possibly 100%. However, I myself tend to side with the law in recognizing that teens are not yet adults and that until they are, parents are ultimately responsible for them. Thus, parents should treat teens as persons “entering” adulthood (meaning not yet arrived). Teens are still learning what is acceptable behavior and this includes building trust one area at a time. When trust is broken or there is good evidence that trust should be questioned (in this case a fake ID), then for the protection of the teen, the parents need to investigate the matter.
I recently heard of a mother selling her sons car after finding beer in it. The classified ad read as follows, “OLDS 1999 Intrigue. Totally uncool parents who obviously don't love teenage son, selling his car. Only driven for three weeks before snoopy mom who needs to get a life found booze under front seat. $3,700/offer. Call meanest mom on the planet" (Aly, 2008). This mom realized that by having tough love in this situation, she was being the best friend he could have…hopefully someday he will realize that and be thankful. In my opinion this is a good example where protection trumps over privacy.
References:
Aly, R. (2008, January 17). ‘Meanest mom’ ad draws support from many. Palm Desert Sun. Retrieved January 20, 2008, from http://www.mydesert.com/apps/pbcs.dll/article?
AID=/20080117/NEWS04/801170316/1010/news04Copeland, B. (Writer), & Lazarus, P. (Director). (2001). In My Room [Television series episode]. Grounded for Life. Los Angeles: Fox Broadcasting
Sean (the dad), finds a fake ID in his teenage daughter’s (Lily) room while looking for a stamp to use. Just the fact that she has it, sends the parents’ minds racing to imagine all that she might have used it for (i.e. buy beer and condoms, see rated R movies). Their fears are worsened by the fact that they themselves had fake ID’s at that age and DID us them to buy beer. They are faced with how to confront their daughter in light of the fact that they have invaded her private space.
It was interesting to see the contrast between the generations in the approach--The grandpa’s definition of “privacy” compared to the parents. Grandpa defined “privacy” as “hiding something bad” (Copeland, 2001), and gives his opinion that there is no dilemma at all…”just shove it in her face!”(Copeland, 2001). The parents, however, consider the ID as “tainted evidence” (Copeland, 2001)--in light of the fact that it was obtained under such circumstances--and therefore is not admissible as evidence.
I think this episode does show some light on a topic that based on individual opinions and circumstances may have differing responses. Our modern culture may have supported the teen possibly 100%. However, I myself tend to side with the law in recognizing that teens are not yet adults and that until they are, parents are ultimately responsible for them. Thus, parents should treat teens as persons “entering” adulthood (meaning not yet arrived). Teens are still learning what is acceptable behavior and this includes building trust one area at a time. When trust is broken or there is good evidence that trust should be questioned (in this case a fake ID), then for the protection of the teen, the parents need to investigate the matter.
I recently heard of a mother selling her sons car after finding beer in it. The classified ad read as follows, “OLDS 1999 Intrigue. Totally uncool parents who obviously don't love teenage son, selling his car. Only driven for three weeks before snoopy mom who needs to get a life found booze under front seat. $3,700/offer. Call meanest mom on the planet" (Aly, 2008). This mom realized that by having tough love in this situation, she was being the best friend he could have…hopefully someday he will realize that and be thankful. In my opinion this is a good example where protection trumps over privacy.
References:
Aly, R. (2008, January 17). ‘Meanest mom’ ad draws support from many. Palm Desert Sun. Retrieved January 20, 2008, from http://www.mydesert.com/apps/pbcs.dll/article?
AID=/20080117/NEWS04/801170316/1010/news04Copeland, B. (Writer), & Lazarus, P. (Director). (2001). In My Room [Television series episode]. Grounded for Life. Los Angeles: Fox Broadcasting
Saturday, January 19, 2008
ICON ANALYSIS
ICON ANALYSIS
America today gravitates towards Hollywood icons as sources of inspiration and hope for their physical appearance. Three examples of icons in this regard are Beyonce' Knowles, George Clooney, and Barbie, to name a few. I chose these three because they represent Hollywood’s response to America’s diverse population and its desire to define beautiful.
America today gravitates towards Hollywood icons as sources of inspiration and hope for their physical appearance. Three examples of icons in this regard are Beyonce' Knowles, George Clooney, and Barbie, to name a few. I chose these three because they represent Hollywood’s response to America’s diverse population and its desire to define beautiful.
First, Beyonce’ is beautiful in every way, rich and famous, and mega-talented. She holds the complete package and can be related to be persons of varying ethnicities. Second, George Clooney, though climbing in age, is a successful movie star who chooses to stay single. People Magazine marked him as “Sexiest Man Alive, 2006” (People, 2006). Women of all ages would love to be his co-star. Lastly, Barbie, an icon herself for many years, now stars in her own movies. This speaks to our newest generation of audiences—our youth.
I myself have mixed emotions regarding these types of icons. In some ways, I think it is healthy for us look to a select group of people as inspiration to be healthy and beautiful. There is no re-do in this life and we should take care of the body we have been blessed with. But mostly, I think this kind of icon can be obsessed to the point of being harmful. Some examples of what I am saying are as follows: Eating disorders in young children and adults; clinical depression; and, dumbing-down of our youth.
Reference:
People Magazine (2006). The Sexy Interview:George Clooney. Retrieved 01/16/2008, from http://www.people.com/people/package/article/0,,20154290_1559606,00.html
Pics from:
A1-4
COLLEGE STUDENT TIME CAPSULE OF 2008
Since my daughter is a freshman in college this year, I thought it might be interesting to ask her and her friends (R.M. King and friends, personal communication, January 12, 2008) as to what they would include in a time capsule that would mark their entrance into the college years. I asked them to list the 10 things that they feel best represented the life of a female college student in 2008 (since she and all her friends are female). The results were as follows (in no particular order).
References:
Ruiz, M.I. (2006). Must-Have Gadgets for the Techno College Life. Retrieved January 12, 2008, from http://www.foxnews.com/story/0,2933,211381,00.html
COLLEGE STUDENT TIME CAPSULE OF 2008
Since my daughter is a freshman in college this year, I thought it might be interesting to ask her and her friends (R.M. King and friends, personal communication, January 12, 2008) as to what they would include in a time capsule that would mark their entrance into the college years. I asked them to list the 10 things that they feel best represented the life of a female college student in 2008 (since she and all her friends are female). The results were as follows (in no particular order).
- Notebook computer with printer (or even better ...a PSP!).
- Digital camera
- iPod
- A good variety of DVD's (including at least 1 full season of favorite TV series).
- USB Keys (thumb drive)
- Cell phone
- Water bottle
- Sweatpants
- Alarm clock
- Sandals (flip-flops).
References:
Ruiz, M.I. (2006). Must-Have Gadgets for the Techno College Life. Retrieved January 12, 2008, from http://www.foxnews.com/story/0,2933,211381,00.html
Sunday, January 13, 2008
Popular Culture and Business
For me, I realize that it is important for me to stay educated regarding electronic devices and the "bells and whistles" that they offer. Cell phones now can deliver your emails instantly to wherever you are. Personally, I prefer to not read my email that often, but in some jobs it is expected...especially when you are away from your desk much of the time. I see this at my current job and with some of my friends and am realizing some situations where it can be a real benefit. The more transit our society becomes, the more demand there is for smaller, more powerful, and portable communication devices.
Pop Culture Artifact
The cell phone is the artifact I have chosen to represent pop culture. It has come from being an item that only the elite use to a necessity to the popular culture of today. It's capabilities in enabling us to communicate in new and innovative ways continues to change daily.
What is Popular Culture?
Popular culture is the basis of how the majority of a culture believes, buys, and behaves according to the economics, education, exposure, and emotions (Franklin Univ., 2008). Who I am as a person and a professional was created greatly by influences of popular culture.
The environment in the home, growing up, formed much of my morality and religious beliefs. The education that I continue to gain has brought me professionally to my current job situation. My economical status much determines where I shop, what I buy (or don’t buy), and where I live and play.
For me, I realize it is important to become more observant as popular culture evolves in our country. As I become actively aware of the influential factors of around me, I can better recognize the importance in exercising conscious choice in such matters. These decisions could involve a determined rejection or limitation of the manipulation at hand, or to embrace it and allow it to inspire me—or a combination of the two.
For example, an artifact of popular culture is the cell phone. In my current workplace (Johnson Space Center), many employees are very mobile in their work and the cell phone becomes not only convenient, but in many instances necessary for them to carry out their duties. In this regard, I embrace the evolving communication advances available. On the other hand, when I search the web for cell phone etiquette information, I literally get hundreds of lists of “How not to act” when using them! When I worked in a hospital, countless Emergency Room patients didn’t seem to be able to hang up the phone even long enough to get their X-rays! In this case, my morals compel me to say, “I know what it is, and I don’t like it” (Browne, 2005).
The environment in the home, growing up, formed much of my morality and religious beliefs. The education that I continue to gain has brought me professionally to my current job situation. My economical status much determines where I shop, what I buy (or don’t buy), and where I live and play.
For me, I realize it is important to become more observant as popular culture evolves in our country. As I become actively aware of the influential factors of around me, I can better recognize the importance in exercising conscious choice in such matters. These decisions could involve a determined rejection or limitation of the manipulation at hand, or to embrace it and allow it to inspire me—or a combination of the two.
For example, an artifact of popular culture is the cell phone. In my current workplace (Johnson Space Center), many employees are very mobile in their work and the cell phone becomes not only convenient, but in many instances necessary for them to carry out their duties. In this regard, I embrace the evolving communication advances available. On the other hand, when I search the web for cell phone etiquette information, I literally get hundreds of lists of “How not to act” when using them! When I worked in a hospital, countless Emergency Room patients didn’t seem to be able to hang up the phone even long enough to get their X-rays! In this case, my morals compel me to say, “I know what it is, and I don’t like it” (Browne, 2005).
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