DOCSLIB.ORG

Viral Video As a Curriculum of People

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Viral Video As a Curriculum of People Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Summer 2012 Moments When the Weak Gained Ground: Viral Video as a Curriculum of People Michael J. Ryan Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, and the Instructional Media Design Commons Recommended Citation Ryan, Michael J., "Moments When the Weak Gained Ground: Viral Video as a Curriculum of People" (2012). Electronic Theses and Dissertations. 1016. https://digitalcommons.georgiasouthern.edu/etd/1016 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. MOMENTS WHEN THE WEAK GAINED GROUND: VIRAL VIDEO AS A CURRICULUM OF PEOPLE by MICHAEL J. RYAN (Under the Direction of Daniel Chapman) ABSTRACT The public school curriculum has devolved into merely being a political football for the forces of the dominant culture, no longer even attempting to serve the People of the community or the students that the school ostensibly should serve. In the absence of a curriculum that is meaningful to People, another curriculum has spontaneously appeared outside of school via shared online media between social networks. This new curriculum, identified by a relatively wide viewership and its challenge to social injustice, oppressive conventions or hegemonic forces, is a curriculum of viral videos shared because of their meaning and cogence in the moment. This inquiry examines a number of these videos through a modified method of Critical Discourse Analysis that utilizes aesthetic analysis as its primary lens to attempt to determine meaning. INDEX WORDS: Aesthetics, Critical Utopianism, Cultural Studies, Curriculum, Curriculum Theory, Media, Shared Media, People, Viral Video 1 MOMENTS WHEN THE WEAK GAINED GROUND: VIRAL VIDEO AS A CURRICULUM OF PEOPLE by MICHAEL RYAN Bachelor of Music, State University of New York at Potsdam, 1982 Master of Music Education, University of Georgia, 1986 A Dissertation Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION STATESBORO, GEORGIA 2012 2 © 2012 MICHAEL RYAN All Rights Reserved 3 MOMENTS WHEN THE WEAK GAINED GROUND: VIRAL VIDEO AS A CURRICULUM OF PEOPLE by MICHAEL RYAN Major Professor: Daniel Chapman Committee: Ming Fang He Henry Jenkins John Weaver Electronic Version Approved: July, 2012 4 DEDICATION For Susan 5 ACKNOWLEDGMENTS First, I offer my thanks to Evelyn and Shelby (one who gave me life, and the other who gave me the love of my life): I wish you both were here to celebrate this achievement with me. I am forever indebted to my incredible family for their encouragement, support and tolerance. Susan, I am so grateful for all the times you proofread, acted as a sounding board, made comments, and refrained from making comments when you knew my ego could not handle it. Camille, I find it amazing that I was teaching you how to drive when I started this degree and by the end I was calling you for clarification on the subtleties of Foucault. To Coleman, who has had a parent in “Doctor College” ever since he can remember: we can now turn supper table conversation to the important stuff: baseball, Legos, video games and stories about how you made your friends at school laugh. To my committee, thank you for making me feel special and worthy of your attention. Every time one of you said, “You are a good writer”, it provided a much needed shot in the arm. To Dan Chapman, thank you for your gentle direction, steadiness, miserly dispensing of compliments and too many other things to mention. I wish to thank Ming Fang He for her humor, eccentric brilliance and nurturing my love of writing narrative. To John Weaver, thank your for sharing your superhuman intellectualism and wit. To Henry Jenkins – I hope you don’t regret responding to the fan email I wrote that began our correspondence. Your encouragement has been astonishing. You provided invaluable commentary about my writing, gently challenged me on my 6 scholarship and nudged me in the direction of scores of valuable ideas and academics that I otherwise would have missed. Perhaps most importantly, you taught me – by example – the meaning of the term “intellectual generosity.” Duane Kline, thank you for all the support and interest you showed in my work. Finally, I give my thanks to Gary Kittrell for saying, “Yes, you have ADD, and yes, we can do something about it.” 7 TABLE OF CONTENTS ACKNOWLEDGMENTS ...................................................................................................6 CHAPTER 1 WHILE WE WERE JUST TRYING TO DO GREAT THINGS .............................10 Refining Our Mechanics .....................................................................................10 Mission Accomplished ........................................................................................19 An Era of "School Improvement" ......................................................................................24 Accomplices to Our Own Demise .....................................................................................31 The Absence of Relevance .................................................................................................38 Convergence ......................................................................................................................40 A New Curriculum .............................................................................................................47 2 A BANDANA, A ZIPPER PULL AND A BROKEN SKI POLE ...........................53 A Lesson From Angus ........................................................................................53 Viral Video Defined ............................................................................................56 Viral Videos Are Curriculum ..............................................................................72 Viral Videos Are Art ...........................................................................................77 Viral Videos Are Media ......................................................................................90 Discourse .............................................................................................................99 Critical Discourse Analysis ...............................................................................101 3 NOT EXACTLY A METHODOLOGY ...............................................................106 High School Initiation .......................................................................................106 TextualSocioHistoricalAestheCriticalDiscourse Analysis ...............................112 Define, Delineate and Defend (Theoretical Framework) .................................116 8 4 MOMENTS WHEN THE WEAK GAINED GROUND ......................................123 A Hell of a Trumpet Player ...............................................................................123 A Celebration of Globalism: Where the Hell is Matt: .....................................130 The Best Revenge: It Gets Better .....................................................................138 Trixter Meets Auto Tune: Bed Intruder ...........................................................148 Witnessing Her Last Breath: Her Name was Neda ..........................................155 Our Education Over Here in the U.S. Should Help the U.S.: Miss South Carolina .............................................................................................................164 Is Anyone Watching This? Don't Tase Me, Bro ..............................................170 Boys Don't Like Pink Stuff: Riley on Marketing ............................................178 Boys Shouldn't Play with Pink Stuff: Transgendered Woman Beaten in a McDonalds Restaurant ......................................................................................183 No - I'm a Modern Woman: A Non-Partisan Message from Governor Sarah Palin and Senator Hillary Clinton .....................................................................194 5 IMPLICATIONS AND SUGGESTIONS FOR FURTHER STUDY ..................207 Implications: Letting the Jazz Band in to Practice ...........................................207 Suggestions for Further Study ..........................................................................223 REFERENCES ................................................................................................................229 9 CHAPTER 1 WHILE WE WERE JUST TRYING TO TEACH CHILDREN GREAT THINGS To the reader: This dissertation has been simultaneously published as an interactive e- book on the Apple iTunes website. The reader’s experience with the e-book will likely be a more enhanced, immediate experience. An iPad with iBooks 2 is required to read it. The book is a free download from the Apple iTunes website or from http://itunes.apple.com/us/book/moments-when-weak-gained-ground/id525592190?ls=1. Refining Our Mechanics Everyone stood. Attendees from one school system – all dressed in electric powder-blue, polo-style shirts – led a conga line
Load more

Recommended publications
  • Joe Rosochacki - Poems
    Poetry Series Joe Rosochacki - poems - Publication Date: 2015 Publisher: Poemhunter.com - The World's Poetry Archive Joe Rosochacki(April 8,1954) Although I am a musician, (BM in guitar performance & MA in Music Theory- literature, Eastern Michigan University) guitarist-composer- teacher, I often dabbled with lyrics and continued with my observations that I had written before in the mid-eighties My Observations are mostly prose with poetic lilt. Observations include historical facts, conjecture, objective and subjective views and things that perplex me in life. The Observations that I write are more or less Op. Ed. in format. Although I grew up in Hamtramck, Michigan in the US my current residence is now in Cumby, Texas and I am happily married to my wife, Judy. I invite to listen to my guitar works www.PoemHunter.com - The World's Poetry Archive 1 A Dead Hand You got to know when to hold ‘em, know when to fold ‘em, Know when to walk away and know when to run. You never count your money when you're sittin at the table. There'll be time enough for countin' when the dealins' done. David Reese too young to fold, David Reese a popular jack of all trades when it came to poker, The bluffing, the betting, the skill that he played poker, - was his ace of his sleeve. He played poker without deuces wild, not needing Jokers. To bad his lungs were not flushed out for him to breathe, Was is the casino smoke? Or was it his lifestyle in general? But whatever the circumstance was, he cashed out to soon, he had gone to see his maker, He was relatively young far from being too old.
    [Show full text]
  • Source Material Everywhere a Remix
    Source Material Everywhere a remix PDF generated using the open source mwlib toolkit. See http://code.pediapress.com/ for more information. PDF generated at: Tue, 17 May 2011 20:36:34 UTC Contents Articles Source 1 Source 1 Material 4 Material 4 Everywhere 5 Everywhere 5 Road Trip Adventure 6 Glee (Bran Van 3000 album) 9 Everywhere (Michelle Branch song) 11 Everywhere (Tim McGraw song) 15 Everywhere I Go 16 Everywhere That I'm Not: A Retrospective 17 Everywhere You Go (World Cup song) 18 Everywhere and Nowhere 22 Everywhere and His Nasty Parlour Tricks 24 Everywhere but Home 26 The Inquirer 29 Everywhere (Fleetwood Mac song) 34 Everywhere (Roswell Rudd album) 36 Everywhere I Go (Amy Grant song) 38 List of villains in The Batman 39 Everywhere We Go 68 Full House 71 Everywhere, and Right Here 82 Nowhere continuous function 83 Miss South Carolina Teen USA 84 Dense set 87 Everywhere (Maaya Sakamoto album) 89 Everywhere (Tim McGraw album) 91 Swan Songs (Hollywood Undead album) 94 Everywhere That I'm Not 99 Everywhere You Go 100 Everywhere at Once 102 References Article Sources and Contributors 104 Image Sources, Licenses and Contributors 107 Article Licenses License 108 1 Source Source A source is the start, beginning, or origin of something. Source may refer to: Research • Source text, in research (especially in the humanities), a source of information referred to by citation • Primary source, firsthand written evidence of history made at the time of the event by someone who was present • Secondary source, written accounts of history based
    [Show full text]
  • The Amazing Race Contestants Kevjumba Rob Mariano Amber Mariano Rebecca Cardon Reichen Lehmkuhl Caitlin Upton B J Averell Mel White
    THE AMAZING RACE CONTESTANTS KEVJUMBA ROB MARIANO AMBER MARIANO REBECCA CARDON REICHEN LEHMKUHL CAITLIN UPTON B J AVERELL MEL WHITE PDF-33TARCKRMAMRCRLCUBJAMW17 | Page: 134 File Size 5,955 KB | 11 Oct, 2020 PDF File: The Amazing Race Contestants Kevjumba Rob Mariano Amber Mariano Rebecca Cardon 1/3 Reichen Lehmkuhl Caitlin Upton B J Averell Mel White - PDF-33TARCKRMAMRCRLCUBJAMW17 TABLE OF CONTENT Introduction Brief Description Main Topic Technical Note Appendix Glossary PDF File: The Amazing Race Contestants Kevjumba Rob Mariano Amber Mariano Rebecca Cardon 2/3 Reichen Lehmkuhl Caitlin Upton B J Averell Mel White - PDF-33TARCKRMAMRCRLCUBJAMW17 The Amazing Race Contestants Kevjumba Rob Mariano Amber Mariano Rebecca Cardon Reichen Lehmkuhl Caitlin Upton B J Averell Mel White e-Book Name : The Amazing Race Contestants Kevjumba Rob Mariano Amber Mariano Rebecca Cardon Reichen Lehmkuhl Caitlin Upton B J Averell Mel White - Read The Amazing Race Contestants Kevjumba Rob Mariano Amber Mariano Rebecca Cardon Reichen Lehmkuhl Caitlin Upton B J Averell Mel White PDF on your Android, iPhone, iPad or PC directly, the following PDF file is submitted in 11 Oct, 2020, Ebook ID PDF-33TARCKRMAMRCRLCUBJAMW17. Download full version PDF for The Amazing Race Contestants Kevjumba Rob Mariano Amber Mariano Rebecca Cardon Reichen Lehmkuhl Caitlin Upton B J Averell Mel White using the link below: Download: THE AMAZING RACE CONTESTANTS KEVJUMBA ROB MARIANO AMBER MARIANO REBECCA CARDON REICHEN LEHMKUHL CAITLIN UPTON B J AVERELL MEL WHITE PDF The writers of The Amazing Race Contestants Kevjumba Rob Mariano Amber Mariano Rebecca Cardon Reichen Lehmkuhl Caitlin Upton B J Averell Mel White have made all reasonable attempts to offer latest and precise information and facts for the readers of this publication.
    [Show full text]
  • Education (Abee) Model: Co-Opting Behavioral Change Efficacy
    THE DEVELOPMENT OF AN ACADEMICALLY-BASED ENTERTAINMENT- EDUCATION (ABEE) MODEL: CO-OPTING BEHAVIORAL CHANGE EFFICACY OF ENTERTAINMENT-EDUCATION FOR ACADEMIC LEARNING TARGETING THE SOCIETAL LANDSCAPE OF U.S. GEOGRAPHIC ILLITERACY A Dissertation by MICHELLE LOUISE SIMMS Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2011 Major Subject: Curriculum and Instruction The Development of an Academically-based Entertainment-Education (ABEE) Model: Co-opting Behavioral Change Efficacy of Entertainment-Education for Academic Learning Targeting the Societal Landscape of U.S. Geographic Illiteracy Copyright 2011 Michelle Louise Simms THE DEVELOPMENT OF AN ACADEMICALLY-BASED ENTERTAINMENT- EDUCATION (ABEE) MODEL: CO-OPTING BEHAVIORAL CHANGE EFFICACY OF ENTERTAINMENT-EDUCATION FOR ACADEMIC LEARNING TARGETING THE SOCIETAL LANDSCAPE OF U.S. GEOGRAPHIC ILLITERACY A Dissertation by MICHELLE LOUISE SIMMS Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, B. Stephen Carpenter, II Committee Members, Carol LaFayette Tim McLaughlin Erin McTigue Head of Department, Dennie Smith May 2011 Major Subject: Curriculum and Instruction iii ABSTRACT The Development of an Academically-Based Entertainment-Education (ABEE) Model: Co-opting Behavioral Change Efficacy of Entertainment-Education for Academic Learning Targeting the Societal Landscape of U.S. Geographic Illiteracy. (May 2011) Michelle Louise Simms, B.S.; M.Ag.; M.S., Texas A&M University Chair of Advisory Committee: Dr. B. Stephen Carpenter, II Educators and scholars continue to lament United States citizens’ geographic illiteracy and are calling on Congress to address the crisis.
    [Show full text]
  • Mormons and Youtube
    Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 8-2017 Mormons and YouTube Ryan Reeder Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the American Studies Commons Recommended Citation Reeder, Ryan, "Mormons and YouTube" (2017). All Graduate Plan B and other Reports. 1096. https://digitalcommons.usu.edu/gradreports/1096 This Creative Project is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. MORMONS AND YOUTUBE by Ryan B. Reeder A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF ARTS in American Studies Approved: ____________________________ ____________________________ Philip L. Barlow, Ph.D. Lynne S. McNeill, Ph.D. Major Professor Committee Member ____________________________ Jared S. Colton, Ph.D. Committee Member UTAH STATE UNIVERSITY Logan, Utah 2017 ii Copyright © Ryan Reeder 2017 All Rights Reserved iii ABSTRACT MORMONS AND YOUTUBE by Ryan B. Reeder, Master of Arts Utah State University, 2017 Major Professor: Philip Barlow Department: American Studies As the internet’s second-most trafficked site, behind only Google in both the United States and globally, and with 600,000 hours of content uploaded and one billion hours viewed daily by more than one billion monthly users, YouTube’s reach and scope is vast. Growing out of a need to better facilitate the production and distribution of online video, YouTube was able to become dominant through a combination of factors including the implementation of innovative features, an ability to capitalize on popular videos hosted on its site, and good timing in managing to become a key component of the social media revolution.
    [Show full text]
  • Open Bricenofinaldissdraft 03Apr
    The Pennsylvania State University The Graduate School College of the Liberal Arts ENGENDERING THE PAGEANT: RHETORICAL CONSTRUCTIONS OF IDENTITY AND CITIZENSHIP THROUGH DRAMA AND CONTEST, 1900-PRESENT A Dissertation in Communication Arts and Sciences by Mia E. Briceño © 2012 Mia E. Briceño Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 2012 The dissertation of Mia E. Briceño was reviewed and approved* by the following: Rosa A. Eberly Associate Professor of Communication Arts and Sciences and English Dissertation Advisor Chair of Committee Thomas W. Benson Professor of Communication Arts and Sciences and Edwin Erle Sparks Professor of Rhetoric Stephen H. Browne Professor of Communication Arts and Sciences Susan M. Squier Julia Gregg Brill Professor of Women’s Studies, English, and STS (Science, Technology, and Society) Kirtley H. Wilson Associate Professor of Communication Arts and Sciences Graduate Officer for the Department of Communication Arts and Sciences *Signatures are on file in the Graduate School iii ABSTRACT This study explores the tradition of pageantry in the United States, focusing on the pageant as an explicitly gendered cultural practice and the rhetorical relationships between that practice and U.S. citizenship. In spite of its reputation as a feminized, low culture artifact, the pageant is a consistently maintained rhetorical practice that continues to be performed in and among diverse publics. Pageantry is thus implicated in political discourses of model democratic citizenship. I explore pageantry’s symbolic influence in U.S. culture and politics in five case studies. These cases are arranged somewhat chronologically, reflecting a kind of rhetorical history of the pageant in the United States.
    [Show full text]