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Arts, Entertainment, and Recreation
Arts, Entertainment, and Recreation SCOPE The Arts, Entertainment, and Recreation sector (sector 71) includes a wide range of establish- ments that operate facilities or provide services to meet varied cultural, entertainment, and recre- ational interests of their patrons. This sector comprises (1) establishments that are involved in producing, promoting, or participating in live performances, events, or exhibits intended for pub- lic viewing; (2) establishments that preserve and exhibit objects and sites of historical, cultural, or educational interest; and (3) establishments that operate facilities or provide services that enable patrons to participate in recreational activities or pursue amusement, hobby, and leisure time interests. Some establishments that provide cultural, entertainment, or recreational facilities and services are classified in other sectors. Excluded from this sector are: (1) establishments that provide both accommodations and recreational facilities, such as hunting and fishing camps and resort and casino hotels are classified in Subsector 721, Accommodation; (2) restaurants and night clubs that provide live entertainment, in addition to the sale of food and beverages are classified in Subsec- tor 722, Food Services and Drinking Places; (3) motion picture theaters, libraries and archives, and publishers of newspapers, magazines, books, periodicals, and computer software are classified in Sector 51, Information; and (4) establishments using transportation equipment to provide recre- ational and entertainment services, such as those operating sightseeing buses, dinner cruises, or helicopter rides are classified in Subsector 487, Scenic and Sightseeing Transportation. Data for this sector are shown for establishments of firms subject to federal income tax, and sepa- rately, of firms that are exempt from federal income tax under provisions of the Internal Revenue Code. -
1 Douglas Kellner [
Douglas Kellner [http://www.gseis.ucla.edu/faculty/kellner/] T.W. Adorno and the Dialectics of Mass Culture While T.W. Adorno is a lively figure on the contemporary cultural scene, his thought in many ways cuts across the grain of emerging postmodern orthodoxies. Although Adorno anticipated many post-structuralist critiques of the subject, philosophy, and intellectual practice, his work clashes with the postmodern celebration of media culture, attacks on modernism as obsolete and elitist, and the more affirmative attitude toward contemporary culture and society found in many, but not all, postmodern circles. Adorno is thus a highly contradictory figure in the present constellation, anticipating some advanced tendencies of contemporary thought, while standing firming against other regnant intellectual attitudes and positions. In this article, I argue that Adorno's analyses of the functions of mass culture and communications in contemporary societies constitute valuable, albeit controversial, legacies. Adorno excelled both as a critic of so-called "high culture" and "mass culture," while producing many important texts in these areas. His work is distinguished by the close connection between social theory and cultural critique, and by his ability to contextualize culture within social developments, while providing sharp critical analysis. Accordingly, I discuss Adorno's analysis of the dialectics of mass culture, focusing on his critique of popular music, the culture industry, and consumer culture. I argue that Adorno's critique of mass culture is best read and understood in the context of his work with information superhighway. In conclusion, I offer alternative perspectives on mass communication and culture, and some criticisms of Adorno's position. -
Understanding the Value of Arts & Culture | the AHRC Cultural Value
Understanding the value of arts & culture The AHRC Cultural Value Project Geoffrey Crossick & Patrycja Kaszynska 2 Understanding the value of arts & culture The AHRC Cultural Value Project Geoffrey Crossick & Patrycja Kaszynska THE AHRC CULTURAL VALUE PROJECT CONTENTS Foreword 3 4. The engaged citizen: civic agency 58 & civic engagement Executive summary 6 Preconditions for political engagement 59 Civic space and civic engagement: three case studies 61 Part 1 Introduction Creative challenge: cultural industries, digging 63 and climate change 1. Rethinking the terms of the cultural 12 Culture, conflict and post-conflict: 66 value debate a double-edged sword? The Cultural Value Project 12 Culture and art: a brief intellectual history 14 5. Communities, Regeneration and Space 71 Cultural policy and the many lives of cultural value 16 Place, identity and public art 71 Beyond dichotomies: the view from 19 Urban regeneration 74 Cultural Value Project awards Creative places, creative quarters 77 Prioritising experience and methodological diversity 21 Community arts 81 Coda: arts, culture and rural communities 83 2. Cross-cutting themes 25 Modes of cultural engagement 25 6. Economy: impact, innovation and ecology 86 Arts and culture in an unequal society 29 The economic benefits of what? 87 Digital transformations 34 Ways of counting 89 Wellbeing and capabilities 37 Agglomeration and attractiveness 91 The innovation economy 92 Part 2 Components of Cultural Value Ecologies of culture 95 3. The reflective individual 42 7. Health, ageing and wellbeing 100 Cultural engagement and the self 43 Therapeutic, clinical and environmental 101 Case study: arts, culture and the criminal 47 interventions justice system Community-based arts and health 104 Cultural engagement and the other 49 Longer-term health benefits and subjective 106 Case study: professional and informal carers 51 wellbeing Culture and international influence 54 Ageing and dementia 108 Two cultures? 110 8. -
Turkish German Muslims and Comedy Entertainment CURRENT ISSUES in ISLAM
Turkish German Muslims and Comedy Entertainment CURRENT ISSUES IN ISLAM Editiorial Board Baderin, Mashood, SOAS, University of London Fadil, Nadia, KU Leuven Goddeeris, Idesbald, KU Leuven Hashemi, Nader, University of Denver Leman, Johan, GCIS, emeritus, KU Leuven Nicaise, Ides, KU Leuven Pang, Ching Lin, University of Antwerp and KU Leuven Platti, Emilio, emeritus, KU Leuven Tayob, Abdulkader, University of Cape Town Stallaert, Christiane, University of Antwerp and KU Leuven Toğuşlu, Erkan, GCIS, KU Leuven Zemni, Sami, Universiteit Gent Turkish German Muslims and Comedy Entertainment Settling into Mainstream Culture in the 21st Century Benjamin Nickl Leuven University Press Published with the support of the Popular Culture Association of Australia and New Zealand University of Sydney and KU Leuven Fund for Fair Open Access Published in 2020 by Leuven University Press / Presses Universitaires de Louvain / Universitaire Pers Leuven. Minderbroedersstraat 4, B-3000 Leuven (Belgium). © Benjamin Nickl, 2020 This book is published under a Creative Commons Attribution Non-Commercial Non-Derivative 4.0 Licence. The licence allows you to share, copy, distribute and transmit the work for personal and non- commercial use providing author and publisher attribution is clearly stated. Attribution should include the following information: B. Nickl. 2019. Turkish German Muslims and Comedy Entertainment: Settling into Mainstream Culture in the 21st Century. Leuven, Leuven University Press. (CC BY-NC-ND 4.0) Further details about Creative Commons licences -
ENGL 864* Topics in Modernism IV: Modernism in Literature, Arts, and Entertainment
ENGL 864* Topics in Modernism IV: Modernism in Literature, Arts, and Entertainment This is a draft syllabus. While texts are unlikely to be added, I am still working on whittling down the readings to an optimum amount per week, so a couple here or there may be subtracted or designated optional. This course will take us on a whirlwind tour across the jagged landscapes of modernist innovation, both avant-garde and popular—taking in literary fiction, poetry, drama, pulp genres (crime, horror, science fiction), comic strips and books, visual arts and architecture, music and dance. Our starting point will be current debates about the scope and meaning of the term modernism, followed by an exploration of its diverse formal experiments and social and intellectual concerns in the first half of the twentieth century. Evaluation is based on weekly micro-analyses, a seminar presentation, a research prospectus (ungraded) and a research paper. Schedule 1. Introduction, Part 1: Music (What Is Modernism?) Criticism: Ross, The Rest is Noise 36-49, 60-66, 80-85, 130-170 Art: Listening to: Schoenberg, Stravinsky, Debussy Listening to: Jelly Roll Morton, Duke Ellington, Louis Armstrong, Bessie Smith, Billie Holiday 2. Introduction, Part II: Dance (What Is Modernism?) Criticism: Childs, Modernism Introduction and ch. 1 Friedman, “Definitional Excursions” Rohman, “Nude Vibrations” McBreen, “Gender Bending in Harlem” (on Nugent’s Salomé series) Art: Viewing: Graham, Heretic (4m); Baker, Siren of the Tropics (excerpt); Ellington, Symphony in Black (10m); Nazimova, Salomé (74m) Yeats, “Nineteen Hundred and Nineteen” 3. Fine Arts (What Is Modernism’s Object of Representation?) Criticism: Childs, Modernism ch. -
Module-9 Background Prose Readings COMEDY and TRAGEDY
Module-9 Background Prose Readings COMEDY AND TRAGEDY What is comedy? The word ‘Comedy’ has been derived the French word comdie, which in turn is taken from the Greeco-Latin word Comedia. The word comedia is made of two words komos, which means revel and aeidein means to sing. According to Oxford Advanced Learner’s Dictionary, comedy means a branch of drama, which deals with everyday life and humourous events. It also means a play of light and amusing type of theatre. Comedy may be defined as a play with a happy ending. Function of Comedy Though, there are many functions of comedy, yet the most important and visible function of comedy is to provide entertainment to the readers. The reader is forced to laugh at the follies of various characters in the comedy. Thus, he feels jubilant and forgets the humdrum life. George Meredith, in his Idea of Comedy, is of the view that comedy appeals to the intelligence unadulterated and unassuming, and targets our heads. In other words, comedy is an artificial play and its main function is to focus attention on what ails the world. Comedy is critical, but in its scourge of folly and vice. There is no contempt or anger in a comedy. He is also of the view that the laughter of a comedy is impersonal, polite and very near to a smile. Comedy exposes and ridicules stupidity and immorality, but without the wrath of the reformer. Kinds of Comedy 1. Classical Comedy Classical comedy is a kind of comedy, wherein the author follows the classical rules of ancient Greek and Roman writers. -
Art Expression; *Imagery; Myths, Symbols, Or Stereotypes. Symbols Have Been Used As Instruments Literature To
DOCUEENT RESUME ED 137 840 CS 501 619 AUTHOR. Busby, Linda J. -TITLE Myths, Symbols, Stereotypes: The ArtiSt end the Mass Media. PUB DATE Dec 76 NOTE 25p.; .Paper presented.at the Annual Meeting of the Speech Communication Association (62nd, San Francisco, December 1976) EDRS PRICE MF-$0.83 HC-$1,67 Plus Postage. DESCRIPTORS Art Apprecation; *Art Expression; *Imagery; literature; *Mass Media; *Mythology; Social Influences; *Stereotypes; *Symbolism; Television; Values IDENTIFIERS *Popular Art ABSTRACT Every form of communication involves the use Of . myths, symbols, or stereotypes. Symbols have been used as instruments to measure artistic works-, from film to painting, from high literature to television'programs. Stereotypes are communication short-Cuts which allow communication to engert*T images without.the use of full description by the atist. Myths oedur in communication as the synthesis of a cultural history conveyed in majoritv:valnes and beliefs. Both high art and popular art utilize these images, but the ways that popular art uses them are affected direCtly by structure, social worth, and social mobility. High culture is'less to be limited in its utilization of .these images than is mass . culture because high art functions with fewer social restraints. Physical restraints on artistic output become obvious'when comparing creative techniques used in various media. Content can be viewed in terms of the physical and Social structure oi the medium, but there is also an important structural consideration in a work of popular . art itself. Most observers of popular art define the inherent structure of that art as formulaic. By more carefully examining these images in popular art, we can learn more about values in sbciety and, - about the various audiences to:whom a particular kind of popular art appeals. -
The Culture Industry As Mass Deception Revisited
XULAneXUS Volume 9 | Issue 1 Article 8 12-1-2011 The rF ankfurt School and the Problem with Popular Culture: The ulturC e Industry as Mass Deception Revisited Nelantha K. Riley Follow this and additional works at: https://digitalcommons.xula.edu/xulanexus Recommended Citation Riley, Nelantha K. (2011) "The rF ankfurt School and the Problem with Popular Culture: The ulturC e Industry as Mass Deception Revisited," XULAneXUS: Vol. 9 : Iss. 1 , Article 8. Available at: https://digitalcommons.xula.edu/xulanexus/vol9/iss1/8 This Article is brought to you for free and open access by XULA Digital Commons. It has been accepted for inclusion in XULAneXUS by an authorized editor of XULA Digital Commons. For more information, please contact [email protected]. Riley: The Frankfurt School and the Problem with Popular Culture: The Cu ! Volume 9, Issue 1, December 2011. Scholarly Note. 9-18. ! <http://xulanexus.xula.edu/textpattern/index.php?id=121> ! The Frankfurt School and the Problem with Popular Culture: The Culture Industry as Mass Deception Revisited Nelanhta K. Riley, Psychology Faculty Mentor: Dr. Christopher Faircloth, Sociology Abstract The turn to the 21st century and the technological advances that came with it have made the culture industry a force to be reckoned with, but at the same time changing the dynamics of the marketing Nelanhta Riley is a Psychology arena. Now more than ever, the Internet has become a marketing major with a minor in Sociology entity in its own right. The varying industries of culture are no from New Orleans, LA. Upon longer the gatekeepers of public opinion and product critique. -
PRE-MAJOR: ART, STUDIO/FINE ART 2005-06 Associate in Arts Degree
THINK CAREER PRE-MAJOR: ART, STUDIO/FINE ART 2005-06 Associate in Arts Degree INTERMEDIATE COURSES Credit This Pre-Major is designed for the student who plans to transfer Course Title Hours Code +* ENC 1102 Freshman Composition II (GR) 3 ENC2, COMM, to a Florida public university as a junior to complete a four-year GREG +* Mathematics (GR) 3 GRMT, GRQN bachelor’s degree in Art. Students who plan to transfer to a Science (See A.A. Gen Ed Requirement) 3 AASC limited access program are responsible for completing the Social Science (See A.A. Gen Ed Requirement) 3 AASS +* ART 1203C Design II 3 specific requirements of the institution to which they will +* ART 1301C Drawing II 3 +* ART 2XXXC 1 An Introductory Media Course 3 transfer as completion of this Pre-Major does not guarantee Total Hours 21 admission to an upper division limited access program. ADVANCED COURSES Credit Although this Pre-Major is the best preparation for transfer in Course Title Hours Code +* ARH 2051 Introduction to Art History II (GR) 3 GRHM this major, students may be able to earn Valencia’s Associate in Science (See AAGeneral Education Arts Degree: General Studies and still be prepared for transfer Requirement) 3 AASC +* Humanities HUM Prefix (GR) 3 HUMH, GRHM in this major. + ART 2XXXC 1 An Introductory Media Course 3 + ART 2XXXC 1 An Introductory Media Course 3 Elective(s) 3 Students in Pre-Majors must complete all required college- Total Hours 18 preparatory courses, prerequisites for the listed course Total Hours Required 60 requirements, and Valencia’s foreign language proficiency NOTES: 1 Choose from the following introductory media courses: requirement. -
Foundational Skills for Arts, Entertainment, & Recreation Careers
ACT Industry Readiness Profile: Foundational Skills for Arts, Entertainment, & Recreation Careers Arts, Entertainment, and Recreation Careers The arts, entertainment, and recreation industry is comprised of businesses engaged in operating facilities or providing services to meet varied cultural, entertainment, and recreational interests of their patrons. Median Median Median Mean SOC 2018 Applied Graphic Workplace Annual Code Occupation Title Employment Math Literacy Documents Wages 39-3091 Amusement and recreation attendants 241,300 3 3 4 $23,460 39-9031 Fitness trainers and aerobics instructors 213,500 4 4 4 $44,580 37-3011 Landscaping and groundskeeping workers 101,900 3 4 3 $30,940 35-3031 Waiters and waitresses 93,300 3 3 3 $25,830 27-2022 Coaches and scouts 61,500 4 4 4 $43,870 37-2011 Janitors and cleaners 57,700 3 3 3 $28,950 41-2011 Cashiers 57,500 3 3 3 $23,240 11-1021 General and operations managers 53,700 5 5 5 $123,880 43-4171 Receptionists and information clerks 53,100 3 4 4 $30,350 33-9092 Lifeguards, ski patrol, and other protective service workers 50,000 3 4 4 $24,420 39-3031 Ushers, lobby attendants, and ticket takers 48,200 3 3 3 $23,610 49-9071 Maintenance and repair workers, general 45,600 4 4 4 $41,020 33-9032 Security guards 45,100 3 4 4 $32,050 41-2031 Retail salespersons 43,300 3 4 4 $28,310 39-9032 Recreation workers 43,200 3 4 4 $28,310 39-9011 Childcare workers 40,700 3 3 4 $24,610 43-4051 Customer service representatives 40,600 4 4 4 $36,470 35-3011 Bartenders 38,900 4 4 3 $26,780 39-1021 First-line supervisors -
Nietzsche and the European Sport Model
Nietzsche and the European Sport Model - Managing the Passion for Competition Gustavo Silva, Pires, Portugal, [email protected] Carlos Colaço, Colaço, Portugal José Pinto, Correia, Portugal Keywords: Managing, Competition, Europe, Nietzsche, Public policies Abstract Introduction The idea of "agôn" conceptualized as fair and noble competition has a central place in the Friedrich Nietzsche (1884-1900) thinking. He wrote about the nature of human existence, beginning with the struggle for survival, and envisioning the building of success and excellence, which the Greeks named "arête". In the present paper we will undertake a close reading of Nietzsche work, exploring the nature of strife, how this strife channels itself into cultural forms, and how these forms according with Nietzsche’s thinking should organize a new paradigm for the "European Sport Model (ESM)". Methods Nietzsche started the development of a research method which he named "genealogical". Its application was done later by means of what the philosopher called "transvaluation of all values in the sense of humankind overcoming", and conceptualized by the binomial good/evil. From a hermeneutic point of view an action can only assume a corresponding meaning if it is considered in relation to other meaningful events (Gadamer, 2005). These interrelated meanings are analogous to language, since we understand the meaning of a word in contrast to other words within a field of contrasts. The significance of the word "sport", in a "genealogical" point of view, is much richer than the simple designation of the corresponding activity. Insofar, the "ESM" to have any precise and adequate meaning must comprehend the field of the practice of sport from its interior, consisting rather in an understanding of the phenomena than in an explanation of it. -
T. W. Adorno: Cinema in Spite of Itself—But Cinema All the Same
t.w. adorno cinema in spite of itself—but cinema all the same NICOLE BRENEZ Translated by Olivier Delers and Ross Chambers The logic of the principle of expression implies the moment of its negation, a negative form of truth that changes love into an inflexible power of protest. Adorno1 Few theorists have been as critical of cinema as T.W. Adorno. Critical in this context implies all of the following: methodical, negative and subtle. The Frankfurt School took as its object of critique the processes whereby phenomena become reified; in the symbolic field the school concentrated therefore on the workings of industrialisation and ‘the transformation of culture into a system of regimentation’.2 T.W. Adorno developed a basic critique of two of the cultural fields that entail recording: music and cinema. For him, cinema and popular or popularised music (music recorded, broadcast, its forms contaminated by their use as social wallpaper, music in short viewed as an emanation pure and simple of the world of industry) were emblematic of how works of art had become commodified cultural products. A cultural ‘commodity’ represents simultaneously the means of a confiscation, a mode of corruption, a simulacrum, and a sort of formal joke. Music, though, lays claim of course to its own immense past, as well as to the demands it was contemporaneously making (demands embodied in the person of Schönberg). As a consequence it continues to exist as an art even in its ‘lighter’ form. But cinema, which arose out of techniques of recording and whose primary goal is reproduction organised into an industry, appears from the start as a powerful instru- ment of domination, propaganda and falsification.