Dear Students –

This letter is to introduce you both to me and to the course. I am a Professor of Psychology at Indiana State University (ISU) in Terre Haute, IN. I got my undergraduate degree in psychology at Indiana University (IU) in Bloomington and my Ph.D. in clinical psychology at the University of Missouri in Columbia, MO. I did my clinical psychology internship at the IU Medical School Internship Consortium in Indianapolis, IN. I case you haven’t guessed by now, I grew up in Indiana (Warren Central High School class of ’79). Although I had hoped to end up living somewhere with mountains, my family and I have been in Terre Haute since 1993 and do enjoy living here (although my daughter hopes to end up in the UK at some point).

As a clinical psychologist I have worked in hospital, community mental health, and correctional settings. Thus, I have been able to work with a diverse array of clients with a wide variety of presenting concerns. My research has focused primarily on social influences on substance use and abuse, including studies about drinking games in college students, the role of religion and spirituality in influencing substance use and problems, and substance use in the Electronic Dance Music (EDM) scene. Some of that work has been funded by the National Institute on Alcohol Abuse and Alcoholism. I have also collaborated on various research projects on the psychology of religion, as well as studies of the effects of exposure to violent media on commission of extreme violence. At ISU I teach courses in Cognitive Behavioral Therapy, Theories of Addiction, Positive Psychology, Psychology of Music, Positive and Negative Effects of Music, and History of Psychology. I have also been a musician since I was in the 5th grade, starting out on trumpet and later picking up keyboards, guitar, and even trying my hand at tin whistle. I have played in various rock and groups and studied music at IU, at the University of Wisconsin, and here at ISU. I think of myself primarily as a composer/songwriter and I continue to write jazz, choral works, and chamber music. I have also written book, music, and lyrics for two full length musicals, which were performed in Terre Haute in 2011 and 2016.

This course thus combines a number of my interests (psychology, addictive behaviors) and passions (music, history, and all things British). In my academic life, I have been fortunate to be able to do interdisciplinary work, collaborating with individuals from medicine, philosophy, theology, sociology, history, and other disciplines. This course is intended to be interdisciplinary in nature. We will be drawing primarily on the scholarship of psychologists, sociologists, and musicologists, but also work by life scientists, anthropologists, historians, and people who would identify themselves as scholars in the area of cultural studies, subcultural studies, and/or postsubcultural studies. (You will learn more about those terms in the course.) Part of our task will be to examine certain phenomena (specific ) through the various lenses that different disciplines provide.

Finally, although this is only my fifth trip to UK, I have been a committed Anglophile for as long as I can remember. (If you don’t know what that means, look it up, and don’t worry, it is nothing that would get me arrested.) I love Celtic and British history, music, and literature, so I am very excited to be able to offer this course in London, one of history’s truly great cities! Tom Johnson, Ph.D., HSPP SEX, DRUGS, AND ROCK & ROLL: MUSIC AND DRUG SUBCULTURES IN THE UK Syllabus & Schedule June 2017 Draft Instructor: Thomas J. Johnson, Ph.D. [email protected]

Dr. Johnson’s course will examine some different ideas about why and how specific subcultures have become associated with specific types of drug use, types of music, and political and ideological views, including attitudes towards gender and sexuality. The course is interdisciplinary in nature drawing primarily from psychology, sociology, and musicology, but also drawing on material from history and biology.

Being located in London gives us an excellent opportunity to compare British and US culture and subcultures. We will begin with early British subcultures and focus extensively on the psychedelic scene of the late and early 1970s. We will also cover a variety of other scenes and styles of music, including punk, goth, Hip-Hop, and Rave or Electronic Dance Music (EDM). We will also listen to and learn about , glam, heavy metal, new romantics, emo and subcultures related to these genres. When we listen to some of the music associated with these different subcultures we will aim to identify aspects of performance and musical style unique to each. We will use a variety of “lenses” (i.e., academic disciplines) to try and understand how and why individuals are drawn to these specific subcultures and the music, substances, and lifestyles that characterize each.

Biological explanations for drug use (and sexuality) have tended to focus on the pleasure circuits of the brain. Activity in these same pathways also occurs in response to music. Brain circuits involved in inhibition of behavior have also been implicated as connected to various kinds of risky behavior, including drug use and risky sexual activity. While there are numerous psychological theories related to drug use, music preferences, and sexuality, we will focus on models that have considered the role of identity, personality, affect regulation, and incentive motivation (reinforcement, etc.). Many sociocultural theories have focused on political and economic factors that influence the development of subcultures. Additional sociological models have considered how drug use or particular forms of music are related to group identity, rejection of middle class values, and/or sanctioning time out from typical social obligations. More recently, sociologists have viewed subcultures and youth movements as filling a number of positive functions in the lives of members. We will discuss and evaluate how these different theories help us understand subcultures, considering both the strengths and limitations of various ways of viewing such subcultures.

We will have two formal half day class meetings and one full day field trip each week of the course. An additional meeting is scheduled during the last week of classes for the mandatory final exam (required in all courses in the London program). Grading for the course is addressed below.

Readings:

Required Book – Purchase through Amazon or some other on-line source. As of May 2017 it is selling for $14.54 new on Amazon; used for $13.00 and $10.00 for a Kindle version. Baddeley, G. (2015). Street Culture: 50 Years of Style. London: Plexus. Readings Provided: The remainder of the required readings will be provided by your instructor. I will e- mail every student PDF copies of these readings before we leave for the UK.

Before you leave – It is common for instructors of courses in the London program to have assignments to be completed before leaving for London. For this class, I have already sent you PDFs of article on Post World War II youth culture, subcultures, and British culture in general to read before we leave for London (or at least on the plane). Some students like to “pre-read” course materials so that they have more time in London, so you are welcome to read all the assigned material before the trip. However, if you do this, you’ll still probably need to remind yourself of the contents prior to each class meeting.

You are expected to come to class each day having read, and /or listened to, the material assigned for that day. In addition to the readings for each class, there are also links to musical performances or videos related to the genre or topic for the day. While we will listen to and discuss music in class, I also expect you to listen to some material outside of class as well. Each set of readings and listening assignments has a corresponding set of questions you will be asked to address in the journal you will keep for the course (see the section on grading below). These questions will help prepare you for class discussion and the quiz that will start each day of class, as well as get you thinking about important issues for the course. MAKE SURE YOU KEEP UP WITH THE READINGS! If you do read much of the material before we leave, at the very least you will want to review these before each class so that you are ready for quizzes and discussion.

CLASS POLICIES 1) Attendance - Students are expected to attend all scheduled classes and field trips. As in any summer class, the short amount of time available means that we have to pack a lot into each class meeting. If you miss a class or fieldtrip without a VERY good and documentable excuse (i.e., being in the hospital would count, but being hungover would NOT) I will deduct one letter grade from your final grade in the class for each unexcused absence. 2) Academic Integrity - We will follow Standard Student Honor Code practices for this course. You will be expected to turn in your own original work for papers and journal assignments and to perform honestly on all quizzes and exams. Violations of these practices can result in penalties that vary with the severity of the infraction, but an instance of serious cheating or plagiarism (or multiple less serious infractions) could result in your failing the course. CCSA will report violations of academic integrity to your home university. Thus, what happens in London will NOT stay in London, and you can assume that whatever policies regarding academic dishonesty or academic integrity your home university has will apply while you are in London. 3) Learning disabilities and special accommodations – If you receive special accommodations at your home university (extra time on tests or quizzes, taking tests outside of regular class time, etc.) due to a learning disability, you will need to inform me and CCSA by June 21 so that we can make any necessary arrangements for such accommodations. We will certainly make every effort to work with you on this, but we do not have as much control over facilities and resources in London as is possible on your home campus. You will need to provide documentation from your home university, but that can provided as late as June 28. Feel free to ask or e-mail if you have any questions regarding this policy.

FIELD TRIPS AND MONEY We will be visiting museums, taking a guided tour, experiencing “afternoon tea”, and seeing some of the sites of London. It looks like most of the expenses for our field trips will be covered out of CCSA funds. However, you will need to cover your own meals on field trip days. One thing you should note is that you will need to reserve one day on your Brit Rail pass for our trip to Liverpool. Also, before you can use your Brit Rail pass, you generally need to have it stamped or verified in some way. I’ll find out more about this so that we can all have it done before our first field trip (which is to Liverpool).

BEFORE YOU LEAVE THE U.S. If even you wait to read the “before you leave” reading assignment on the flight to London, it may be helpful to at least skim through the Baddeley book and the PDFs I will send you to get a preview of what is to come and estimate how much time you’ll need in London to read the material. This will help you write your journal entries more quickly while in London, thus allowing you more time for sightseeing and other cultural experiences.

OTHER THINGS TO BRING 1) Some dress clothes - For afternoon tea, we will be dressing up a bit to get in the proper culture mode. While such attire is not strictly required where we will be going (although it is at some places that serve afternoon tea), it is part of the upper class ambiance (and as we will see, was also part of certain historical working class subcultures) to wear a tie and or sport coat or a dress. While you do NOT need a Tux or Prom gown, men should bring dress slacks (or at least Khakis), and if possible a suit coat or sport coat (and maybe even a tie if you own one), while women should bring along a dress or skirt or some other outfit that is a bit more than summer casual. Again, part of the point of “going to tea” is seeing at least a touristy version of a British Upper Class tradition, so we need to at least semi look the part. 2) Something to write your journal in. The biggest chunk of you grade for the course will be from the entries in your journal (see below). I recommend getting something that will last, because the journal may become a souvenir of you trip. You could splurge and get a leather or hardbound blank book at most any national bookstore (or on-line). You can find all kinds of covers on these, from psychedelic to something that looks medieval. I prefer ones with lined pages, which makes it easier for me to write legibly. At the very least, get a cardboard bound composition book with sewn pages. These usually have 80 to 100 pages and they are a step-up from a spiral bound notebook. The size of the pages is not absolutely critical, but if you get something smaller than 9.75” by 7.5” (the standard composition book size), you may want to get two of them to make sure you have enough space. NOTE – You CAN type up/word process your journal, but computer access (and more importantly access to a printer) is limited on the campus where we will be staying, so the London program has a policy that instructors have to allow handwritten assignments. WEEK ONE 1) Introduction –Culture and Subculture – Monday July 10 Today we will focus on defining “culture” and related terms (“subculture”, “”, “worldview,” etc.), as well as drawing some broad comparisons between cultures and worldviews in the US and the UK. We will also meet some examples of past British youth subcultures, including, “Teddy Boys,” “Mods,” and “Rockers.” a. Readings: i. From Required Book: Baddeley. G (2015). Read pages 4-39 (Introduction, Teddy Boys, Rockers, & Mods) ii. Material you should have read before leaving for London: 1. Haenfler (2014) What is a subculture? From Subcultures: The Basics. London: Routledge. 2. Bennett – Bennett, A. (2001). Introduction & Chapter 1: “Post-War Youth and Rock ‘n’ Roll” From Cultures of popular music. Buckingham, UK: Open University Press. b. Listening i. Jerusalem 1. This one has pictures of the British countryside and the lyrics https://www.youtube.com/watch?v=MKRHWT6xdEU 2. This version is from the Proms 2012 (Proms is NOT a dance for high school students) and also includes God Save the Queen (an orgy of Britishness) https://www.youtube.com/watch?v=041nXAAn714 ii. Pre-Beatles British pop - Lonnie Donegan: Rock Island Line https://www.youtube.com/watch?v=wI4nRD-DRpk c. Journal Questions – What is the image or concept of Britain that you get from these videos? In what ways does the idea of the U.K. you get from these songs seem different from (or similar to) the U.S.? What does it say about British Music of the era that Lonnie Donegan (who is Scottish) is singing a song set in the United States?

2) Musical Subcultures Part 1 – The Psychedelic Era and 60s Counterculture – Wednesday July 12 Today we’ll hop on the magic bus and travel back in time to San Francisco and London between 1966 or so and the end of the “sixties” (which some historians place in the early 70’s), taking in the on the way. (1) Readings (It looks like a lot, but three of these are very short): (a) From Required Book: Baddeley – Read “: All You Need is Love” (b) Reading Provided: Bennett – Bennett, A. (2001). Chapter 1: “Post-War Youth and Rock ‘n’ Roll” & Chapter 2 “Sixties rock, politics, and the counter-culture”. From Cultures of popular music. Buckingham, UK: Open University Press National Institute on Drug Abuse Research Report Series: (c) Reading Provided: Hallucinogens and Dissociative Drugs: Including LSD, PCP, Ketamine, Dextromethorphan (NIDA Publication # 01-4209) (d) Reading Provided: Stone, S. (2000). “Sex, Love, & Hippies” from Hippies from A to Z: Their sex, drugs, music and impact on society from the sixties to the present. Silver City, NM: Hip, Inc. (2) Listening: (a) Roller Coaster by The 13th Floor Elevators (see if you can guess what makes the odd noise in the background through most of the track): https://www.youtube.com/watch?v=thNClVJh6gw (b) Part 1 (British Documentary, you can watch the rest of it if you want, but this bit introduces some sounds and concepts): https://www.youtube.com/watch?v=0INjcI-A3EM (3) Journaling Question – Imagine that you were the same age as you are now, but that you were living in the U.K. during the psychedelic era. In what ways do you imagine your life would be different? What parts of this era and subculture do you find attractive? What parts do you find disturbing, or at least less attractive?

Week 1 Field Trip – Liverpool - Thursday July 13 1) IMPORTANT – We will be traveling to Liverpool via the National Rail System, so you will need to use one day of your Brit Rail pass to get to Liverpool and back. Otherwise, you’ll be paying out of pocket, which is pricy. 2) Locations – a. The Beatles Story (museum) – the history of the Beatles from their childhood days until the band broke up http://www.beatlesstory.com/visitor-information b. John & Paul’s Childhood homes – tour of the houses in which John and Paul grew up http://www.nationaltrust.org.uk/beatles-childhood-homes/?p=1356310078297 c. The British Music Experience (museum) – The BME was formerly located in London and this class visited it there in 2010 and 2012. It reopened in Liverpool in February 2017. The original version contained exhibits on the history of British music after WW II, including instruments, costumes, memorabilia. It also had and exhibit teaching you the dances popular in various periods and a room full of guitars and keyboards that you could play (and listen to via headphones). http://www.britishmusicexperience.com/

3) Times – WE WILL LEAVE EARLY – exact time TBA, but we may be getting on a train as early as 6:00 AM. DO NOT BE LATE OR YOU WILL BE LEFT BEHIND AND IT WILL COST YOU A LETTER GRADE. It takes between 2 and 3 hours to get to Liverpool, depending on what train we take.

WEEK TWO 3) Monday July 17 - The 70’s: Punk, Glam, & Reggae The 1970s saw a decline in economic conditions in Britain and issues of race, class, and poverty were frequently in the news. Glam rock of the early 70’s favored flash and androgyny, make stars of artists such as David Bowie. Depending on whom you ask, punk was either a reaction to the lack of future for Britain’s youth or a cynical attempt to market a new trend in fashion. Reggae music had its origins in Jamaica, while Rastafarianism, a faith made well known by reggae star Bob Marley, grew out of several social movements in the US, Jamaica, and Africa. While Reggae music and Rastafarianism have been criticized (primarily for cannabis use and believing that Ethiopian Emperor Haile Selassie was god), reggae style and music have been attractive to various disadvantaged groups around the world.

One of the early sociological explanations for subcultures was that subcultures were forms of resistance against a dominant culture. Some subcultures have focused primarily on criticizing mainstream culture in the US or UK, while others have articulated, and sometimes tried to live out, proposals for an improved society. England has produced authors who created works about both Utopias – perfected societies (including Sir Thomas Moore, who invented the term) and Dystopias – nightmare utopias gone wrong (including Eric Blair, better known as George Orwell, author of Animal Farm and 1984). 1) Readings: a) From required book: Baddeley: Glam Rockers: Get it On (pp. 62-69); Punks: Anarchy in the UK (pp. 82-95); Hardcore punks: American Waste (pp. 130-137) b) Reading Provided: Haenfler (2016). Punk Rock, Hardcore, and Striaght Edge—Status and Hierarchy in Subcultures. Goths, Gamers, & Grrrls: Deviance and Youth Subcultures. New York: Oxford University Press. 2) Listening: a) Bob Marley – Get Up Stand Up https://www.youtube.com/watch?v=BiPwCMlghhQ b) The Sex Pistols – God Save the Queen https://www.youtube.com/watch?v=NQbfTAWe3no c) David Bowie – Ziggy Stardust (Live) https://www.youtube.com/watch?v=Fq8gG3pzMrU d) Dead Kennedy’s – Kill the Poor https://www.youtube.com/watch?v=jAcpUc3skAg 3) Journaling Questions - What similarities and differences can you identify between punk and reggae? (You can think in terms of the topics of songs, who performed the songs, issues of class, the musical style, or whatever.) What do you think punks probably thought and felt about glam and why do you think they would have had that reaction? Where in music or culture today can you see impacts of punk, glam, and/or reggae?

Week 2 Field Trip – Tuesday July 18 – British (Mainstream) Culture (Confirmed) 1) Locations (The first time is the time the tour leaves from a designated spot. We will have to get there by 9:00, so the actual leaving time will be announced once I figure out how long it will take us to get there from our residences) a) 9:00 am Sex, Drugs, & Rock & Roll Tour of London (in a minibus) http://www.londonrocktour.com/ b) (After the bus tour) The Museum of London http://www.museumoflondon.org.uk/london- wall/ c) 3:00 - Afternoon Tea (i.e. proper attire required) at Bea’s of Bloomsbury http://www.beasofbloomsbury.com/ d) 5:00 - Evensong at St Paul’s Cathedral. This is the budget way to see St. Paul’s. You also get to hear some of the type of music that some British rock stars (including John Lennon) sang when they were kids. http://www.stpauls.co.uk/

4) Wednesday July 19 – Tough Guys: and Metalheads As noted above, the 1970s saw tough economic times in the US and the UK and the optimism of the 60s seemed at times to be in full retreat. In the mainstream press, Skinheads in Britain were associated with racism and violence, but many were involved in the Rock Against Racism movement. Heavy Metal has traded on darker and more aggressive themes than 60s optimism or socially conscious Reggae and even punk. Punk, Punk, Heavy Metal, and Skinheads were all associated with working class or underprivileged groups that felt they were denied access to the prosperity that some in the US and the UK experienced as we moved into the “greed is good” decade of the 1980s. Both skinheads and metalheads were demonized by the mainstream media.

1) Readings: a) From Required Book: Baddeley: Skinheads: Boots and Braces (pp. 70-81); Metalheads: Denim and Leather (pp. 96-109); b) Reading Provided: Haenfler (2016). “Skinheads: The symbolism of style and ritual” and “Heavy Metal – Moral Panics, Satanic Scares and Moral Entrepeneurs”. From Goths, Gamers, & Grrrls: Deviance and Youth Subcultures. New York: Oxford University Press. 2) Listening a) Sham 69 – I Don’t Wanna https://www.youtube.com/watch?v=gSFW74Ae-Bk b) Black Sabbath – After Forever https://www.youtube.com/watch?v=HzsPudrWBhQ c) Immortal – All Shall Fall https://www.youtube.com/watch?v=sOOebk_dKFo 3) Journaling Questions - What is your reaction to extreme forms of heavy metal? Do you believe that heavy metal music could have a negative impact on youth? If it could be proven that music does have negative effects on people’s behavior (such as objectifying women or increasing violence), what should be done about it? Whose responsibility would it be to do something (bands, record labels, government, parents, etc.)?

WEEK THREE 5) Monday July 24 - Dressing up the 80’s: New Romantics, Goth, & Emo Are subcultures a means of rebelling against one’s parents, a bold statement of personal identity, a reaction to stigma, prejudice and marginalization, or a purely hedonistic attempt to have as much fun as possible? All of these and more have been proposed, and we’ll consider a variety of possibilities, using examples from these three style conscious subcultures. (By the way, “New Romantics” has nothing to do with the Taylor Swift song.) 1. Readings: a. From Required Book: Baddeley: New Romantics: Prince Charming (pp. 110-117); Goths: Black Planet (p. 118-129); Emo: The Black Parade b. Reading Provided: Haenfler (2014). “How do subcultures emerge and why do people participate?” From Subcultures: The Basics. London: Routledge. c. Reading Provided: Haenfler (2016). “Goth-Stigma and Stigma Management”, From Goths, Gamers, & Grrrls: Deviance and Youth Subcultures. New York: Oxford University Press. 2. Listening a. Adam and the Ants - Prince charming https://www.youtube.com/watch?v=9p b. Adam and the Ants - Stand and deliver https://www.youtube.com/watch?v=4B2a6l6wM2k c. Spandau Ballet – To Cut a Long Story Short https://www.youtube.com/watch?v=JE2sCISQmpE d. How to Dance Goth (Parody) https://www.youtube.com/watch?v=INe0ouJ8a88 e. Bauhaus – Bela Lugosi’s Dead (Not the original version, but a remake for the Bowie vampire movie “The Hunger”) https://www.youtube.com/watch?v=zq7xyjU-jsU f. My Chemical Romance – Welcome to the Black Parade https://www.youtube.com/watch?v=kDWgsQhbaqU 3. Journaling Questions a. What do you think attracts people to goth or emo subcultures? b. As Haenfler notes; goth subculture advocates for sexual expression for women, but has not traditionally addressed other women’s rights issues, such as equal pay. How do you respond to his question: “Is the freedom to dress sexy really freedom?” c. Who sets the “rules” about which groups are stigmatized? Who benefits by stigmatizing a group?

6) Wednesday July 26 – Hip-Hop: Revolution or Regression? One of the early sociological explanations for subcultures was that subcultures were forms of resistance against a dominant culture. Some subcultures have focused primarily on criticizing mainstream culture in the US or UK, while others have articulated, and sometimes tried to live out, proposals for an improved society. England has produced authors who created works about both Utopias – perfected societies (including Sir Thomas Moore, who invented the term) and Dystopias – nightmare utopias gone wrong (including Eric Blair, better known as George Orwell, author of Animal Farm and 1984). Hip-Hop has been celebrated for giving a voice to black America and adopted by stigmatized groups around the world. At the same time, it has been criticized for an emphasis on “bling”, violence, and treating women as sex objects. 1) Readings a. From Required Book: Baddeley: Hip Hop: Fight the Power b. Reading Provided: Haenfler (2016) Hip Hop – “Doing” Gender and Race in Subcultures. From Goths, Gamers, & Grrrls: Deviance and Youth Subcultures. New York: Oxford University Press. 2) Listening a. Grand Master Flash - The Message https://www.youtube.com/watch?v=O4o8TeqKhgY b. NWA – F--k tha’ Police (Obviously, this song includes curse words) https://www.youtube.com/watch?v=WiX7GTelTPM 3) Journaling Question – These first two rap songs on your listening list were released in the 1980’s. How, if at all, have the social conditions in the US that inspired these songs changed in the 21st Century? Do you think rap and other genres of music can have a positive or negative influence on listeners? What evidence do you have to back this up? Do you think rap and hip- hop could help change society? Explain why you said yes, no, (or whatever your conclusion was).

Week three field trip – Thursday July 27 Noon - Sigmund Freud’s House – You can’t take a course in London with “Sex” in the title without visiting Freud’s home. He fled to London from Vienna with his books, art objects, and his famous couch. Sometimes the house has special exhibits on specific topics. http://www.freud.org.uk/

3:00 pm (confirmed) – Highgate cemetery tour – This cemetery has been included in numerous movies over the years and has a great gothic ambiance. https://highgatecemetery.org/ https://highgatecemetery.org/visit/cemetery/east

Rock & Roll Camden Tour (Confirmed - starts at 6:00 pm) – walking tour of rock and punk and other counter culture sites around Camden area.

WEEK FOUR 7) Monday July 31 - Back to the Sixties: Rave and EDM from the 80’s to the New Millennium Peace out and step into the second summer of love to examine a subculture that advocated social views that sound like they could be straight out of the sixties, but music that might (or might not) seem the complete opposite of 60’s psychedelia. In contrast to some subcultures, which have been criticized as maintaining racist and sexist stereotypes within the dominant culture, some authors argue that EDM and some other subcultures offer “free zones”, where people can explore alternative forms of sexuality, Gender, or other aspects of identity. In addition, EDM has been associated with alternative spiritualties and utopian ideals not seen since the heyday of the Hippies. 1) Readings: a. From Required Book: Baddeley: Ravers: What Time is Love? b. Reading Provided: Sylvan (2005).“A Brief history of the Rave Scene” from Trance Formation: The Spiritual and Religious Dimensions of Global Rave Culture (pp. 17-30). London: Routledge. c. Reading Provided: National Institute on Drug Abuse Research Report: MDMA (Ecstacy) Abuse (NIDA Publication # 06-4278) 2) Listening a. BBC Special The Summer of Rave 1989 (This is a full hour, but it is a great portrayal of how the Rave scene and EDM got started) https://www.youtube.com/watch?v=A- XrlMpwEuM b. The KLF – Doctorin’ the Tardis (From Top of the Pops, the KLF were apparently huge in the UK, but never quite made it in the U.S.) https://www.youtube.com/watch?v=zKQhB9Z5Jxg&list=RDzKQhB9Z5Jxg#t=0 c. The Shamen – Ebeneezer Goode https://www.youtube.com/watch?v=aR-kFIQh_h 3) Journaling Question – How do you think Rave or Club culture or ANY of the other subcultures we have studied have impacted mainstream culture or popular culture? Have they led to social changes? What are some examples of these changes? Describe why you think these changes are positive, negative, or neutral.

Week 4 Field Trip – Tuesday August 1 10:00 am (confirmed) – The Victoria & Albert Museum – The Pink Floyd Exhibition: Their Mortal Remains. Afternoon – Visit Camden Markets & the Proud Gallery • Subcultural “Treasure Hunt” in Camden Markets – The Camden markets contain a huge number of shops and stores, including locations representing man of the subcultures we have visited. If you want EDM gear, or want to dress punk, goth, , or Hip-Hop, there is a shop somewhere in this vast complex that will have what you need. To add to the fun, you will be given a list of specific items, sites, and shops to locate. http://www.camdenlock.net/ • Proud Gallery (Free) – This located in one of the Camden markets. It is one of 3 Galleries exhibiting photographs related to popular music, , and other aspects of Popular culture. https://www.proudonline.co.uk/

7:00 pm (confirmed) – Jack the Ripper tour

8) Wednesday August 2 – Subcultures in the 21st Century Some sociologists and culture studies types argue that subcultures no longer exist in the pluralistic web- connected world of today. We will discuss whether you can identify distinct subcultures from your college or high school experiences or if groups today are more fluid, or defined by multiple virtual identities that provide alternatives to the “real” world. In addition, we will consider whether people “age out of subcultures” or remain “punks” or “deadheads” or whatever throughout their lives. 1) Readings: a. Required Book: Baddeley: Conclusion b. Readings Provided: • Haenfler (2016), Conclusions Goths, Gamers, & Grrrls: Deviance and Youth Subcultures. New York: Oxford University Press. • Haenfler (2014). “How do subcultures resist “mainstream” society and are they successful?” From Subcultures: The Basics. London: Routledge. 2) Journaling Question – TBA

Friday August 4 – Final Examination A final examination is required for all London program courses. For this course, we will have a final structured discussion summing up what we have learned about the psychological and sociological functions of subcultures. We will also have a written exam reviewing characteristics of the subcultures and music genres we have studied.

GRADING AND ASSIGNMENTS

Quizzes 20 % Each class (except the first day) will start with a short open book quiz over the reading material assigned for that day. This is to make sure you have read the material enough to be able to engage in meaningful classroom discussion, projects, and other experiences that require at least a minimal level of comprehension of basic concepts or pieces of information. You will receive a study sheet the previous class to help them focus on what the quiz will cover.

Weekly Journals 25 % Each of the listening assignments has a corresponding set of journal questions. To answer these questions, you will also need to have read the assigned readings for that class. You do not need to do the questions BEFORE you come to class, but we will spend some time in class discussing some of the issues raised in the journal questions. I usually have you turn in your journals at the end of the week, so I can return them to you in time to start making next week’s entries.

Class Discussion 20 % Discussion grades will be based on both unstructured discussion (for example, discussing reactions to pieces of music we listen to in class) and structured discussion (for example, sharing reflections from journals, discussing a specific problem or question specified beforehand). Discussion rules for the class will allow all students a chance to participate. Discussion grades will be based on the student being present and participating when offered the opportunity At the end of each week I will inform each student of their current participation grade, so that you will know if you need to step up your participation or are doing OK. .

Other (Field Trip Activities) 15 % Several of the field trips have journal questions that you be asked to answer after the trip. Several others have a “treasure hunt” or "information hunt" component. For these, you will be assigned specific pieces of information (or locations or something else) to locate during the specific field trip (City of London Museum, the “Beatle’s Experience” in Liverpool, and Camden Markets). Some of these are completed individually, while others will require you to work in teams.

Summative Component 20 % A final examination is required for all courses in the CCSA London program. This will be a combination of multiple choice, short answer, and short essay. It will be cumulative and include material from lectures and readings. I will provide a study guide to help you prepare for the exam.