Active Outline

General Information

Course ID (CB01A and CB01B)
HUMID006.
Course Title (CB02)
Popular Culture
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This course utilizes the methods of the humanities in a critical analysis of popular culture. This inquiry is framed in multicultural, historical and political contexts and will evaluate how popular culture is created and sustained by mass media and techniques of mass production, marketing, and distribution. Students examine how social meaning is constructed by the "texts" of popular culture in a constantly changing era of globalization of information and economies.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course meets a general education requirement for °®¶¹´«Ã½, CSUGE and IGETC and is included in the Arts and Letters emphasis in the °®¶¹´«Ã½ Liberal Arts Associate Degree. It is UC and CSU transferable. This course is an option for students working towards the Humanities Certificate of Achievement. This course trains students to evaluate how popular culture is created within multicultural, historical and political contexts and is constructed by the "texts" of popular culture in a constantly changing era of globalization of information and economies.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
°®¶¹´«Ã½ GEArea(s)StatusDetails
2GC2°®¶¹´«Ã½ GE Area C2 - HumanitiesApproved
CSU GEArea(s)StatusDetails
CGC2CSU GE Area C2 - HumanitiesApproved
IGETCArea(s)StatusDetails
IG3BIGETC Area 3B - HumanitiesApproved

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

In-class essays

In-class exploration of Internet sites

Homework and extended projects

Field observation and field trips

Guest speakers

Collaborative learning and small group exercises

Collaborative projects

Assignments

  1. Reading
    1. Reading assignments from a minimum of one college-level, book length text.
    2. Reading assignments from reserve, in-class, online, and student identified "texts" of varied length and number, with the intended purpose of providing student access to primary documentation from which they can develop their own conclusions
  2. Viewing
    1. Viewing assignments of videos shown in-class or in media lab. Each viewing assignment is accompanied with specific questions to assess and summarize
    2. Suggested supplemental films and video tapes
  3. Listening
    1. Listening assignments of audio recordings of popular music in class, in media lab and/or at student discretion with specific criteria to assess and synthesize
    2. Listening assignments of radio/internet broadcasts in class, in media lab and/or at student discretion with specific criteria to assess and synthesize
  4. Participation (depending on extent of writing assigned in E below)
    1. Assigned contemporary musical, dance and theatrical performances
    2. Assigned contemporary exhibits and exhibitions
    3. Suggested supplemental performances, exhibits, and exhibitions
  5. Writing
    1. Short weekly written response papers/journal entries on issues of popular culture as introduced through class readings and discussions, followed by collaborative analysis and discussion in class.
    2. A substantial research monograph with visual components (with assigned outlines and rough drafts) and/or a series of experiential projects will be assigned. Students, employing selected disciplines and values of the humanities, examine, describe, analyze and evaluate a topic of their choice that refers and relates to the class and subjects that are covered. Students will present research findings and/or will share discoveries/outcomes from projects to the class for collaborative feedback and discussion.
  6. Visual Projects: Scrapbook of Popular Culture, Culture Jams, or like project/s
    1. Developmental artistic composition in which the students reflect on their personal relationship with popular culture and how it affects their lives. This composition is to be presented and collaboratively discussed in class.
    2. Visual collage or mosaic of the influences from magazines, television, movies, Internet, shopping, news, etc. that reflects the students' vision of themselves through popular culture. This collage or mosaic is to be presented and collaboratively discussed in class.

Methods of Evaluation

  1. One or two objective/subjective one-hour midterm examination/s and one two-hour comprehensive objective/subjective final examination, all of which are composed of concept-based questions which will require the student to demonstrate the ability to integrate and summarize ideas and theories from lecture, reading, viewing, listening, and participatory assignments and translate them into fundamental units of knowledge which will be evaluated based on extent of mastery of the course objectives
  2. Short written response papers/journal entries which will require the student to demonstrate the ability to integrate and summarize ideas and theories from lecture, reading, viewing, listening, and participatory assignments and translate them into fundamental units of knowledge which will be evaluated based on extent of mastery of the course objectives. These formulated responses will provide the foundation for in-class collaborative discussion about student experiences, perspectives, and emerging understanding.
  3. Research project writing assignment with visual components (with a preliminary outline and rough draft) and/or a series of experiential projects, a completed set of response paragraphs, and completed visual project/s; all the above demonstrate the student's growth in interpreting and synthesizing the data contained in the artifacts of popular culture as well as in evaluating these artifacts using the disciplines and values traditionally ascribed to the Humanities. Students will present research findings with visual images and/or will share discoveries/outcomes from projects to the class for collaborative feedback and discussion.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Crothers, Lane. "Globalization and American Popular Culture - 4th Edition." Maryland: Rowman and Littlefield Publishers, 2017.
*Grazian, David. "Mix It Up: Popular Culture, Mass Media, and Society - 2nd Edition." New York: W. W. Norton & Company, 2017.
Miller, James S. "Acting Out Culture - 4th Edition." New York: Bedford St. Martin's, 2017.
*Ousborne, Jeff. "Reading Popular Culture - 2nd Edition." New York: Bedford/St. Martin's, 2015
Sturken, Marita and Lisa Cartwright. "Practices of Looking: An Introduction to Visual Culture - 3rd Edition." New York: Oxford University Press, 2017.

Examples of Supporting Texts and References

AuthorTitlePublisher
Abidin, Crystal. "Internet Celebrity: Understanding Fame Online." Bingley, UK: Emerald Publishing Limited, 2018.
Alberti, John. "Text Messaging: Reading and Writing about Popular Culture." New York: Houghton Mifflin Harcourt, 2009.
Bauerlein, Mark. "The Dumbest Generaton: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future." New York: Penguin, 2009.
Bergesen, Albert J. "The Depth of Shallow Culture: The High Art of Shoes, Movies, Novels, Monsters, and Toys." Boulder: Paradigm, 2006.
Brottman, M. "High Theory/ Low Culture." New York: Palgrave Macmillian, 2005.
Croteau, David R. and Hoynes, William D. "Media/Society: Technology, Industries, Content, and Users - 6th Edition." Thousand Oaks, CA: SAGE Publications, 2018.
Danesi, Marcel. "Popular Culture: Introducing Perspectives - 4th Edition." New York: Rowman and Littlefield, 2018.
Hall, Stuart and Evans, Jessica and Nixon, Sean. "Representation: Cultural Representations and Signifying Practices - 2nd Edition." Thousand Oaks, CA: SAGE Publications, 2013.
Holtzman, Linda and Sharpe, Leon. "Media Messages: What Film, Television, and Popular Music Teach Us About Race, Class, Gender, and Sexual Orientation - 2nd Edition." New York: Routledge, 2014.
Johnson, Steven. "Everything Bad is Good For You." New York: Riverhead Books, 2006.
Kidd, Dustin. "Pop Culture Freaks: Identity, Mass Media, and Society - 2nd Edition." New York: Routledge, 2018.
Klein, Naomi. "No Logo." New York: Picador, 2009.
Lasn, Kalle. "Culture Jam: How to Reverse America's Suicidal Consumer Binge - And Why We Must." New York: Harper Collins, 1999.
Maasik, S. "Signs of Life in the USA: Readings of Pop culture - 9th Edition." New York: Bedford St. Martin's, 2017.
Marshall, Elizabeth and Sensoy, Ozlem Editors. "Rethinking Popular Culture and Media - 2nd edition." Milwaukee: Rethinking Schools, 2016.
O'Shaughnessy, Michael and Stadler, Jane and Casey, Sarah. "Media and Society - 6th Edition. New York: Oxford, 2016.
Paterson, Mark. "Consumption and Everyday Life - 2nd Edition." New York: Routledge, 2017.
Rose, Tricia. "The Hip-Hop Wars: What We Talk About When We Talk Hip-Hop... and Why It Matters." New York: Basic Civitas, 2008.
Schlosser, E. "Fast Food Nation: the Dark Side of the All-American Meal." New York: Perennial, 2002.
Szeman, Imre and O'Brien, Susie. "Popular Culture: A User's Guide - International Edition." Hoboken, NJ: Wiley-Blackwell, 2017.
Storey, John. "Cultural Theory and Popular Culture - 7th Edition." New York: Routledge, 2015.
Tapscott, Don and Williams, Anthony D. "Wikinomics: How Mass Collaboration Changes Everything." New York: Portfolio, 2008.
Tildenberg, Katrin. "Selfies: Why We Love (And Hate) Them." Bingley, UK: Emerald Publishing Limited, 2018.
Trier-Bieniek, Adrienne and Leavy, Patricia. "Gender and Popular Culture: A Text-Reader." Boston: Sense Publishers, 2014.
Varnedoe, K. and Gopnick, A. "High and Low: Modern Art and Popular Culture." New York: Museum of Modern Art, 1990.

Learning Outcomes and Objectives

Course Objectives

  • Recognize the Humanities as an inquiry into human identity and as an endeavor to find order in the "texts" of humankind, with a focus on the artifacts of the 20th and 21st century's Popular Culture.
  • Define Popular Culture and differentiate it from other categories of culture such as high or elite and folk or tribal culture.
  • Evaluate established critical theory and formulate personal criteria by which to interpret and assess the values and meaning inherent in the texts of Popular Art and Culture.
  • Examine, analyze, compare and contrast the historical, philosophical, and societal values of the symbols, images and personae of Popular Culture.
  • Discuss contemporary and historical processes of marginalization and appropriation within the context of Popular Culture. Within this discussion, highlight shifting attitudes towards the diverse and multicultural voices unique to American Culture using a variety of examples relevant to the students enrolled in the course.
  • Identify key events in the history of popular culture and summarize their cultural significance giving particular attention to those that illustrate the diverse contributions and multicultural and global perspectives of American Popular Culture.
  • Examine the process of globalization and contextualize shifts in the trade of goods and information and their economic consequences.
  • Analyze, evaluate, and empower the role students play in popular culture.

CSLOs

  • Synthesize critical thinking, imaginative, cooperative, and empathetic abilities as whole persons in order to contextualize knowledge, interpret and communicate meaning, and cultivate their capacity for personal, as well as social change.

  • Analyze and interpret the value and meaning of the "texts" of popular culture in order to characterize the functions of pop culture media as not only entertainment but political and social commentary and artifacts of historical context.

Outline

  1. Recognize the Humanities as an inquiry into human identity and as an endeavor to find order in the "texts" of humankind, with a focus on the artifacts of the 20th and 21st century's Popular Culture.
    1. The Humanities as an interdisciplinary inquiry into human identity
    2. The Humanities as a set of disciplines that transcend the empirical emphasis of western worldview and that are distinguished in content and method from the sciences, including language arts, history, philosophy, comparative religion, and criticism of the arts
    3. The Humanities as the endeavor to find order in the records or "texts" of humankind including the artifacts of contemporary popular culture
  2. Define Popular Culture and differentiate it from other categories of culture such as high or elite and folk or tribal culture.
    1. Popular Culture as different from high or elite culture in the western tradition
    2. Popular Culture as common
    3. Popular Culture as mass culture
    4. The economy of Popular Culture of the 20th and 21st centuries
    5. Commercial culture, commercialism, and consumer society
    6. The breakdown of categories in Contemporary Studies
  3. Evaluate established critical theory and formulate personal criteria by which to interpret and assess the values and meaning inherent in the texts of Popular Art and Culture.
    1. Evaluate and apply established criteria, including but not limited to: Hermeneutic, Formalist, Psychoanalytical, Socio-cultural, Theological, Feminist, Structuralist, Semiotic, and Postmodern
    2. Recognize and articulate patterns from established nomenclatures
    3. Utilize "texts" that support case studies as examples
    4. Synthesize these articulations into a personal system of values by which the student may render cohesive critical judgments pertaining to the quality of specific artifacts of popular culture
  4. Examine, analyze, compare and contrast the historical, philosophical, and societal values of the symbols, images and personae of Popular Culture.
    1. Evaluate popular iconography of symbols that evoke strong cultural significance - with examples such as: patriotism, power, glamour, success, sex, religion, family, and government
    2. Explore sources and contexts for images, including but not limited to: film, advertising, design, television, magazines, social media, and the internet
    3. Identify personae, with examples such as: heroes vs. villains, good vs. evil, aliens, government, the rebel, and other role models and stereotypes that reflect the changing nature of, and attitudes regarding, the sub-culture groups in our society
    4. Assess the cognitive and affective impact of the above upon specific individuals, groups, and society in general over the 20th and 21st centuries
  5. Discuss contemporary and historical processes of marginalization and appropriation within the context of Popular Culture. Within this discussion, highlight shifting attitudes towards the diverse and multicultural voices unique to American Culture using a variety of examples relevant to the students enrolled in the course.
    1. Consumerism and the commercialization of identity and difference
    2. Transracial culture: the appropriation of ethnicity in American Popular Culture - with examples such as: African-American musical tradition; syncretic religions; hip-hop culture; Latinx rhythm and border culture; Japanese-Asian technological and manga/anime culture; Native American religion, art, and practices
    3. Constructions of desire: gender and image in the context of commercialization
    4. Urban and street culture - with examples such as: graffiti; boarders, skaters and surfers; gangsta'; performance; spoken word arts
    5. Generational identity: baby boomers and the counter-culture, generation X and the slacker identity, and generation Y and online social media/networking
    6. Finding god in Pop Culture: "New Age" pop spiritualism in America - with examples such as: astrology (Mesopotamia and Egypt); yoga (India); taoism (China); zen (Japan); sufism (Middle East); eco-spiritualism (Native American); the tarot
    7. Elements of Feminism and girl culture
    8. Queer culture and theory
    9. Grassroots social and political movement through social media - with examples such as: Black Lives Matter; #metoo
  6. Identify key events in the history of popular culture and summarize their cultural significance giving particular attention to those that illustrate the diverse contributions and multicultural and global perspectives of American Popular Culture.
    1. Establish timelines of Popular Culture, in a variety of contexts, for example:
      1. Cultural Studies, Media Studies, Postcolonial Studies, Cultural Anthropology, and Sociology
      2. From indigenous and folk culture to the process of capitalist development and democratization of western society and finally to globalization and interdependence
      3. From cultural artifact to contemporary consumerism
    2. Include key events in the history of Popular Culture pertaining to the following areas of popular culture: arts, architecture, design, consumer goods, music, radio, film, television, news, political and labor movements, activism, magazines, comics and animation, social media, and the internet
    3. Critique the rise of American hegemony and place American Popular Culture in the context of globalization.
  7. Examine the process of globalization and contextualize shifts in the trade of goods and information and their economic consequences.
    1. Explore the history of the commons and the process of enclosure as a model for capitalist economic development
    2. Identify the historical precedents and contemporary implications of mass production and mass consumption
    3. Examine the role of advertising and the construction of brands
    4. Evaluate the process of media consolidation and consider its consequences
    5. Analyze the policies and impacts of free trade
    6. Identify and evaluate the social and environmental consequences of contemporary patterns of consumption
    7. Discuss and evaluate the international pro-democracy movements and their goal to recapture the commons and decentralize the flow of information and wealth
    8. Investigate the changing faces of journalism and propaganda in the age of "Fake News"
  8. Analyze, evaluate, and empower the role students play in popular culture.
    1. Consumption of information and goods
      1. Consider personal consequences
      2. Consider social consequences
      3. Consider ecological consequences
    2. Self-representation and self-production
      1. Consider implications of the internet and social networking
      2. What is authenticity?
    3. Reclaiming the popular
      1. Culture jamming
      2. Participation in the commons
      3. Understanding activism
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