Interpreting the Meaning of Ancient Stories in Contemporary Popular Media

PsycCRITIQUES ◽  
2007 ◽  
Vol 52 (51) ◽  
Author(s):  
Louis Hoffman ◽  
Christine Buck
Keyword(s):  
Popular Media

Screen Presence

2016 ◽  
Author(s):  
Stephen Monteiro
Keyword(s):  
Contemporary Art ◽  
Social Contexts ◽  
Popular Media ◽  
Andy Warhol ◽  
Film Culture ◽  
Artistic Practice ◽  
Popular Film ◽  
Robert Rauschenberg ◽  
Mona Hatoum ◽  
Source Materials

Cinema plays a major role in contemporary art, yet the deeper influence of its diverse historical forms on artistic practice has received little attention. Working from a media and cultural studies perspective, Screen Presence explores the intersections of film, popular media, and art since the 1950s through the examples of four pivotal figures – Andy Warhol, Robert Rauschenberg, Mona Hatoum and Douglas Gordon. While their film-related works may appear primarily as challenges to conventional cinema, these artists draw on overlooked forms of popular film culture that have been commonplace, and even dominant, in specific social contexts. Through analysis of a range of examples and source materials, Stephen Monteiro demonstrates the dependence of contemporary artists on cinema’s shifting applications and interpretations, offering a fresh understanding of the enduring impact of everyday media on how we make and view art.

Food Network’s food-career frenzy? An examination of students’ motivations to attend culinary school

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Ryan Whibbs ◽  
Mark Holmes
Keyword(s):  
Social Media ◽  
Career Aspirations ◽  
Popular Media ◽  
Food Network ◽  
Intention To Persist ◽  
Culinary School ◽  
Media Discourses

This research presents the findings of a year long study, undertaken between 2016 and 2017, seeking to understand the degree to which students are influenced to attend culinary school by food medias, social media, and the Food Network. The notion that food medias draw the majority of new cooks to the industry is often present in popular media discourses, although no data exists seeking to understand this relationship. This study reveals that food medias play a secondary or tertiary role in influencing students to register at culinary school, while also showing previously unknown patterns related to culinary students’ intention to persist with culinary careers. Nearly 40 percent of this sample do not intend to remain cooking professionally for greater than five years, and about 30 percent are “keeping other doors open” upon entry into culinary school. Although food celebrity certainly plays a role in awareness about culinary careers, intrinsic career aspirations are the most frequently reported motivation.

Preschool children’s play and alignments in a bracketed framing of a music-technological breakdown

2018 ◽  
Vol 2 (1) ◽  
pp. 120-142
Author(s):  
Pernilla Lagerlöf ◽  
Louise Peterson
Keyword(s):  
Social Interaction ◽  
Everyday Life ◽  
Detailed Analysis ◽  
Music Technology ◽  
Popular Media ◽  
Media Culture ◽  
Children's Play ◽  
Experimental Activity ◽  
Children’S Play

Music technologies are becoming important in children's play in everyday life, but research on children's communication and interaction in such activities is still scarce. This study examines three children's social interaction in an 'experimental' activity in preschool, when the music technology breaks down. Detailed analysis is carried out by using a Goffmanian approach. The findings illustrate the children's interpretive framings of the adult's introduction and their orientation to the technological material in order to perform different alignments and how they change footings. The children's social interaction is organised according to the playful framing of the bracketed activity. This suggests the significance to pay attention to children's definitions of situations and to consider children's experiences of participation in popular media culture.

Challenging the Link Between Early Childhood Television Exposure and Later Attention Problems: A Multiverse Approach

2019 ◽  
Author(s):  
Matthew McBee ◽  
Rebecca Brand ◽  
Wallace E. Dixon
Keyword(s):  
Early Childhood ◽  
Logistic Regression ◽  
Propensity Score Analysis ◽  
Harmful Effect ◽  
Attention Problems ◽  
Popular Media ◽  
Compelling Evidence ◽  
Score Analysis ◽  
Television Exposure ◽  
Influential Paper

In 2004, Christakis and colleagues published an influential paper claiming that early childhood television exposure causes later attention problems (Christakis, Zimmerman, DiGiuseppe, & McCarty, 2004), which continues to be frequently promoted by the popular media. Using the same NLSY-79 dataset (n = 2,108), we conducted two multiverse analyses to examine whether the finding reported by Christakis et al. was robust to different analytic choices. We evaluated 848 models, including logistic regression as per the original paper, plus linear regression and two forms of propensity score analysis. Only 166 models (19.6%) yielded a statistically significant relationship between early TV exposure and later attention problems, with most of these employing problematic analytic choices. We conclude that these data do not provide compelling evidence of a harmful effect of TV on attention. All material necessary to reproduce our analysis is available online via Github (https://github.com/mcbeem/TVAttention) and as a Docker container (https://hub.docker.com/repository/docker/mmcbee/rstudio_tvattention)

Oxytocin-Based Health Information Priming Does Not Impact Categorization of Others into Social Groups

2017 ◽  
Author(s):  
Miranda Lynn Groft ◽  
Nathan Pistory ◽  
Rachel Hardy ◽  
Peter Joseph McLaughlin
Keyword(s):  
Social Behavior ◽  
Pupil Dilation ◽  
Popular Media ◽  
Eye Tracker ◽  
News Stories ◽  
Written Information ◽  
Race Politics ◽  
Politics And Religion ◽  
The Relationship ◽  
Lay Public

With the proliferation of neuroscience-related messages in popular media, it is more important than ever to understand their impact on the lay public. Previous research has found that people believed news stories more when irrelevant neuroscientific explanations were added. We sought to reveal whether such information could cause a change in social behavior. Specifically, based on publicized findings of the relationship between social behavior and the neurotransmitter oxytocin, we proposed that participants would accept more strangers into their in-group, or alternatively decrease in-group size, if told that there were oxytocin-based (relative to psychological construct-based) health benefits for doing so. In two tasks, participants were shown faces and written information about stimuli that could match their race, politics, and religion to varying degrees. In spite of evidence that participants processed the primes, and were sensitive to their level of similarity with stimuli, oxytocin-based priming did not alter categorization, or pupil dilation. It did not alter cross-race viewing behavior, as measured by an eye tracker, in consistent ways. Unexpectedly, pupil dilation increased when viewing stimuli of the same religion, an effect entirely related to White liberal Christians viewing other Christians. Overall, these results suggest that neuroscience information may impact some judgments, but lay people will not alter their likelihood of acceptance of strangers simply because they were primed with a neuroscience- (or more specifically, neurotransmitter-) based reason for doing so.

Populäre Medienkulturen. Programmatische Positionen : Popular media cultures. Programmatic positions

SPIEL ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 147-185
Author(s):  
Marcus S. Kleiner
Keyword(s):  
Cultural Studies ◽  
Everyday Life ◽  
Media Literacy ◽  
Focus Of Attention ◽  
Popular Media ◽  
Media Education ◽  
Cultural Formations ◽  
The Relationship

The article discusses the relationship between popular cultures, pop cultures and popular media cultures as transformative educational cultures. For this purpose, these three cultural formations are related to the themes of culture, everyday life, society, education, narration, experience and present. Apart from a few exceptions, such as in youth sociological works on cinema and education, in the context of media literacy discussions or in dealing with media education, educational dimensions of popular cultures and pop cultures have generally not been the focus of attention in media and cultural studies.

Epilogue

2018 ◽  
Author(s):  
Cassandra L. Yacovazzi
Keyword(s):  
Nineteenth Century ◽  
Popular Culture ◽  
Civil War ◽  
Popular Media ◽  
The Public ◽  
Monastic Life ◽  
The Common ◽  
Public Imagination ◽  
Maria Monk ◽  
People Today

Nuns in popular media today are a staple of kitsch culture, evident in the common appearance of bobble-head nuns, nun costumes, and nun caricatures on TV, movies, and the stage. Nun stereotypes include the sexy vixen, the naïve innocent, and the scary nun. These types were forged in nineteenth-century convent narratives. While people today may not recognize the name “Maria Monk,” her legacy lives on in the public imagination. There may be no demands to search convents, but nuns and monastic life are nevertheless generally not taken seriously. This epilogue traces opposition to nuns from the Civil War to the present, analyzing the various images of nuns in popular culture as they relate to the antebellum campaign against convents. It argues that the source of the misunderstanding about nuns is rooted in the inability to categorize these women either as traditional wives and mothers or as secular, career-driven singles.

Taking Children’s Human Rights Seriously

2020 ◽  
pp. 48-69
Author(s):  
Michael Freeman
Keyword(s):  
Human Rights ◽  
Children's Rights ◽  
Popular Media ◽  
Children’S Rights ◽  
Ronald Dworkin ◽  
Philosophical Discussion ◽  
Persuasive Argument ◽  
The Law ◽  
Deficit View

Despite the development of the children’s rights movement, human rights scholarship continues to overlook the rights of children. Even those like Ronald Dworkin, who proclaim the need to take rights seriously, are curiously silent, even ambivalent, when it comes to children. This inattention often forces advocates of children’s rights to the margins of human rights scholarship. In the few places where serious philosophical discussion of children’s rights does take place, the analysis intends to diminish the value of rights for children. These critics are not malevolent, and typically want what is best for children, but they do not think it can be accomplished through a children’s rights agenda. This chapter lays out a persuasive argument for a children’s rights agenda, or, for taking children’s rights seriously. Drawing from philosophy, history, literature, popular media, and of course the law, this chapter argues against the conventional deficit view underlying most arguments against the recognition of children’s rights and makes a case for the importance of children’s rights where rights are the currency in use.

Teaching the Bible and Popular Media as Part of Contemporary Rape Culture

2020 ◽  
pp. 423-439
Author(s):  
Beatrice J. W. Lawrence
Keyword(s):  
Popular Culture ◽  
Sexual Assault ◽  
Biblical Studies ◽  
Popular Media ◽  
Rape Culture ◽  
Pedagogical Strategies ◽  
The Bible ◽  
Cultural Myths ◽  
Biblical Texts

This essay explores pedagogical strategies for addressing rape culture in biblical studies courses, employing Genesis 34 and Judges 19–21 as primary texts. The first section discusses the nature of popular culture and its impact on gender. The following four sections highlight cultural myths about sexual assault by focusing on significant biblical texts and incorporating aspects of popular media to facilitate conversations about rape culture. The conclusion summarizes the main points and encourage further studies that combine the study of popular media and biblical texts. Overall, the essay contributes to the reading and teaching of the Bible within contemporary rape culture so that students become critical interpreters of biblical texts, as they become resistant readers of past and present rape culture.

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