Update on Fair Use

Posted July 7, 2008 by harriss
Categories: Law

Tags: , , ,

I thought the readers of this blog might also be interested in this piece from the Center for Social Media.

I believe the contents of this article, particularly Point #5, pertain to my railing against the DMCA and NBC/Universal in the post below. Moreover, this article outlines the importance of limiting the power of copyright law while preserving the rights of the creators of these artworks. The fact of the matter is that the types of usage that I have engaged in and that other critics should  and do engage in generally enhance the market for the artworks we criticize. The blogosphere operates within the Law of Increasing Returns whereby the more frequently (potential) readers and viewers encounter an item the more familiar with that item these viewers become and this familiarity breeds acceptance. This is basically the business model the Grateful Dead used to become the most successful touring band of all time. In short, if free expression is not a good enough reason to open the gates a bit, then maybe recognizing the financial incentive for doing so will help.

The Chilling Effect of NBC, the DMCA, and YouTube

Posted April 19, 2008 by harriss
Categories: Audiences, Teaching, Television, Web

Tags: , , , , , , ,

Let me begin this post by saying that I’m a little aggravated this week. Every week throughout this semester students in my TV Criticism class have engaged in blog-based discussions. Basically, I have emulated the In Media Res aspect of MediaCommons’ website in my class concept. This process gives students opportunities outside of the classroom to discuss scenes of programs we have watched in the classroom. In order to do this, each week a different student is charged with choosing a segment from the assigned episode, then I upload that segment to YouTube and import it into the blog space. The students gain an opportunity to learn through discussion and by emulating their peers’ approaches to analysis.

This past week, we watched an episode of House, M.D. called “Occam’s Razor” as part of a discussion of TV genre. As I have argued in another post, I believe House is basically a cleverly disguised detective show. In any event, I uploaded the short segment that my student had chosen and received the following email within hours of the upload (based on the YouTube copyright designated at the bottom of the message who knows if I’ll be charged with a copyright violation for posting this message, but I’ll take the risk):

Dear YouTube Member:

NBC Universal has claimed some or all visual content in your video House, M.D. - Occam’s Razor. This claim was made as part of the YouTube Content Identification program.

Your video is no longer available because NBC Universal has chosen to block it.

Claim Details:
Copyright owner: NBC Universal
Content claimed: Some or all of the visual content
Policy: Block this content.

Applies to these locations:
Everywhere

NBC Universal claimed this content as a part of the YouTube Content Identification program. YouTube allows partners to review YouTube videos for content to which they own the rights. Partners may use our automated video / audio matching system to identify their content, or they may manually review videos.

If you believe that this claim was made in error, or that you are otherwise authorized to use the content at issue, you can dispute this claim with NBC Universal and view other options in the Video ID Matches section of your YouTube account. Please note that YouTube does not mediate copyright disputes between YouTube owners. Learn more about video identification disputes.

Sincerely,
The YouTube Content Identification Team
Copyright © 2008 YouTube, Inc.

The problem that I have with this claim made by NBC Universal involves the purpose for which this clip was used. According to Stanford University’s Copyright & Fair Use description the following constitutes Fair Use of copyrighted material:

“If you are commenting upon or critiquing a copyrighted work–for instance, writing a book review — fair use principles allow you to reproduce some of the work to achieve your purposes. Some examples of commentary and criticism include:

* quoting a few lines from a Bob Dylan song in a music review
* summarizing and quoting from a medical article on prostate cancer in a news report
* copying a few paragraphs from a news article for use by a teacher or student in a lesson, or
* copying a portion of a Sports Illustrated magazine article for use in a related court case.

The underlying rationale of this rule is that the public benefits from your review, which is enhanced by including some of the copyrighted material. Additional examples of commentary or criticism are provided in the examples of fair use cases.”

Whenever, I upload copyrighted material to YouTube, which I have done on a semi-frequent basis, I always include the following disclaimer:

“This clip is being used for an academic critique and should fall under the fair use provisions of copyright law. Feel free to read the blog entry that uses this clip at aucommstudies.wordpress.com”

In essence, I believe based on the short period of time that elapsed between the upload of the file and its subsequent removal that I was captured in the web of an automated bot that searches YouTube in order to protect NBC’s ownership of property. It is practices like this that infringe upon the “fair” and proper uses of copyrighted material. As a society, our freedoms to engage in comment and criticism are more frequently hindered than you may expect. I encourage readers of this blog to take an active stance in any negotiation regarding the Digital Millennium Copyright Act (DMCA) and to recognize the ways that members of corporate America are attempting to control both the culture that they help to construct and corresponding discussions and critiques of that culture.

As for me, I have filed a counter request against NBC Universal and hope that the decision comes in my favor soon. In the meantime, this component of my course has been canceled for this week and my students’ voices have been summarily silenced, at least when it comes to House, M.D.

The problem that I have is a fundamental one because I firmly believe that knowledge should be freely and openly shared. To say that education must take place in private environments without the opportunity for external involvement seriously hinders the development of locales of collective intelligence and shared knowledge. We have become so litigious and so involved in attempting to control ideas and access to them that we are inadvertently hampering the development of new, and potentially important, ideas–even if they are about what some consider to be seemingly mundane topics. And, I find this a real shame. As Lawrence Lessig notes in his wonderful book Free Culture, we are quickly becoming a permission culture rather than a free culture and when we are compelled to ask permission to participate this hurts everyone. With this in mind Lessig writes, “The transaction costs buried within a permission culture are enough to bury a wide range of creativity” (193). Beyond creativity comes an even more disturbing result of the heavy-handed enforcement of copyright laws and that is the chilling effect that these laws are bringing to what should be free and open discussions, and in my case the ability to compel my students to participate within the blooming online media environment. I can argue my case for fair use, but this does not protect me or anyone else that big business deems a violator because as Lessig notes, “Fair use in America simply means the right to hire a lawyer to defend your write to create” (187). You see, copyright law is not a criminal, but is instead a civil law, which means that monetary damages could be sought and defending yourself in the face of these cases can be quite expensive. In essence, those with the cash understand the rules of the game and they are willing to spend us into submission. The system is broken and its flaws deserve close scrutiny. More importantly, awareness needs to be raised and we, as a society, must not allow these demands to go unchallenged.

Negotiating Laughter: Two and a Half Men and the Negotiation of Masculinity

Posted March 22, 2008 by harriss
Categories: Discourse, Feminist Theory, Formalism, Gender, Narrative, Television, Web

Tags: , , , , , , ,

As the show’s title and theme song state explicitly, Two and a Half Men (T&HM) is primarily about men and masculinity. T&HM negotiates masculinity against several, and sometimes conflicting, backdrops. These backdrops include the show’s largely conventional style, the spectrum of masculinity created by the two lead characters and the actors who portray them, the oppositions created between the male and female characters, and the simultaneous acceptance of and rejection of homosexuality. Like any television program, T&HM plays this negotiation out against the larger backdrop that is American culture and, in my humble opinion, this culture is one that has undergone several dramatic shifts in recent years. Through this program we can recognize America’s discursive past, present, and future, which on the surface might appear to be nothing more than another male dominated sitcom. After all, this show does bare a striking resemblance to the 1970s sitcom success The Odd Couple. However, The Odd Couple was forced to perform some levels of its negotiation within the confines of a metaphorical closet whereas T&HM is able to centralize many its questions. Before undertaking a close analysis of the program’s key questions it seems prudent to first identify the televisual landscape in which these questions are negotiated.

T&HM appears, on the surface, to be nothing more than a conventional domestic sitcom. After all, the program is shot in multi-camera mode and incorporates the ever-present laugh track for a conventional sound styling. These stylistic choices occur at a time when the sitcom genre has shifted toward a preference for a more flexible, and arguably complex, style based on the single-camera mode of production. For example, shows like My Name is Earl, Malcolm in the Middle, The Office, and Scrubs have all violated generic convention by choosing not to use laugh tracks and choosing to rely on videographic techniques that exemplify the single-camera mode of production; T&HM is not one of this new breed of sitcoms.

In addition to T&HM sounding and appearing like sitcoms of the past, the show also relies on viewers’ acceptances of the discursive norms presented throughout the history of the genre (i.e. the male-dominated family unit). Despite the use of conventional style and the program’s reliance on seemingly dominant discourses, the show still raises some serious questions for viewers. In much the same way that Will & Grace asked viewers to question what it meant to be a gay, middle-aged, white man in America, T&HM begs viewers to question what it means to be a heterosexual one. In short, the program asks viewers to draw distinctions within the social class that historically has embodied the group recognized as the dominant class in American culture. As such, this class and its singular definition of acceptability have often been viewed through a lens of normalcy. The adoption of a conventional style reaffirms this sense of normalcy; if it looks and sounds normal, then it must be normal, right? However, T&HM recognizes that even the white, heterosexual male is a nuanced cultural construction. With this in mind, the program asks viewers to question the acceptance and construction of this norm. The program begs this question primarily through its construction of the show’s five familial characters (Charlie, Alan, Jake, Judith, and Evelyn).

T&HM aired its pilot episode in September of 2003. In the pilot, viewers are introduced to the primary characters and their backstories. The show opens with Charlie about engage in intercourse with a beautiful and scantily clad young woman. The phone rings and interrupts his sexual progress. The call is answered by his machine and we hear a woman ranting about Charlie’s piggish behavior. This call tells viewers from the beginning that Charlie is a womanizer. This notion is reinforced further by the viewers’ foreknowledge of the actor, Charlie Sheen, who has experienced very public bouts with both substances and women. The lines between the historical (real) and televisual (fictionalized) worlds are further blurred by the character and actor sharing a first name. After Charlie explains away the first phone call, the phone rings a second time. This time it is Charlie’s brother, Alan. Alan tells Charlie that he and his wife have separated and he needs a place to stay. Charlie agrees to provide Alan with a room. The sibling relationship of these two characters prompts viewers to assume that some similarities will exist between the two characters; however, no assumption could be more inaccurate.

Alan, unlike Charlie, has been a devoted husband and is the father to one son, Jake. In short, Alan is a family man. Alan is also nerdy (he is a chiropractor after all), hen-pecked, effeminate, emotional, hardworking, penny-pinching, anal-retentive, and played by the diminutive actor Jon Cryer. Ultimately, the characters these actors portray represent opposite ends of the masculinity continuum. Charlie is the alpha male and Alan is the Hansian and Franzian “girly man” (see 1990s SNL). The center of this continuum is where Jake, Alan’s son, is situated. In the pilot episode, viewers learn that Jake will spend considerable time in Charlie’s house with his father and uncle. In this house, Jake will see his father struggle to cope with his life’s failures or perceived shortcomings, but he will also see his father consistently and positively reinforce the importance of some characteristics that many Americans would consider to be feminine, like family devotion. In this house, Jake will also see his uncle treat everything around him as if it were placed there simply for his pleasure. In addition to being a womanizer, the character of Charlie is a gambler, drinker, partier, composer of knock-off ad jingles, and ultimately the pure embodiment of the privileged, white male. Everything comes too easily and too readily for Charlie (including the hangovers). Jake is the impressionable boy. He is Alan’s only child. Jake is not academically-gifted, but he is far more aware than his father gives him credit for being. Viewers are positioned by the pilot to observe which lessons Jake learns from each of his male role models. Whether or not Jake will become a man is not one of this program’s overarching questions, because undoubtedly the boy will grow into a man. Instead, the question that should be asked about this program is: What kind of man will Jake become?

Feminist criticism has taught us that there is a distinction to be made between sex and gender. Sex is physiological; it is largely defined by what does or does not hang between your legs. In contrast, gender is understood as a cultural construction. Gender begs questions like: How should a man behave? Are “girly men” real men? To reference Seinfeld, can a man be neat and single and not gay? Questions of sex are largely uninteresting, but questions of gender require cultural awareness, personal reflection and inspection, and an understanding that nothing is ever truly “normal.” In other words, some things are so common in our worlds that they appear normal, but in fact this normalcy is illusory. T&HM centralizes questions concerning the normalcy of manliness.

It would be remiss to undertake this discussion without acknowledging at least two of T&HM’s female characters in more detail: Judith and Evelyn. In the pilot, Judith has left Alan to explore her sexual identity. Judith’s questioning of her sexuality tells viewers that the creators of this program are fully aware of the ideological negotiation that they are undertaking through this program. Judith’s introspective question of sexual identity should be read as a cue for viewers to ask the same question of the other characters in the show. And in various episodes, this question is explicitly asked of almost every character, with Jake a as notable exception. The creators of this male dominated sitcom do not shy away from questions of sexual orientation and this topic becomes part of the negotiation of masculinity and femininity, although there is no indication that sexual preference is necessarily a defining characteristic of a masculine man or a feminine woman. In this respect, homosexuality is normalized within T&HM even though viewers are asked to question the normalization of gendered identities.

One of the ways that the program asks viewers to understand masculinity is to develop a keen awareness of non-stereotypical woman. In this respect, Judith’s character is constructed with several stereotypically masculine traits. She is characterized as dominating, demanding, overbearing, vocal, and generally inflexible; she is the boss of her household and has obviously displaced Alan from that stereotypically male familial position. In order to re-emphasize these traits, Judith eventually returns to her heterosexual roots and becomes engaged to another man, which illustrates for viewers that Judith’s dominance is not relegated only to her relationship with Alan since she also occupies the alpha position in this new relationship. This domination is exemplified in a fourth season episode entitled “Don’t Worry, Speed Racer.” In this episode, Jake endures the unfortunate problem of overhearing his mother and her fiancé having sex. Apparently, Jake has been unable to sleep due to the volume at which Judith provides her lover step-by-step instructions to help maximize her pleasure. For viewers, this characterization reinforces the ideas that Jake has witnessed his father’s emasculation and domination by his mother during his most formative years. So unlike Charlie’s overt conquests of women, Alan has been ruled by the opposite sex. Arguably, Alan is the most stereotypically feminine character in the show. This characterization is further reinforced by the presence of Evelyn, Charlie and Alan’s mother.

Evelyn shows viewers that both of her sons had experienced female domination in their lives. It seems logical to assume that Charlie in the mirror image of his mother, while it is likely that Alan depicts his deceased father’s role in life. Charlie has become his mother, while Alan simply married her image. Despite their apparent similarities, or maybe because of them, Charlie and Evelyn often express an open disdain and lack of respect for one another. In many respects, Charlie and Evelyn are constantly battling to control the alpha position in the show; a battle Evelyn generally wins. In contrast to Charlie’s relationship with his mother, Alan represents the more dutiful son. He is always, although begrudgingly, there when his mother calls, which is rare. Yet, Evelyn seems to respect Charlie and considers Alan weak. Of course, this is another set of relationships that Jake is in prime position to witness. Moreover, this is another set of relationships that viewers are in a prime position to witness. Developing an awareness of the negotiation that is occurring before them will likely add another level of viewing enjoyment to the program.

In the end, T&HM provides no clear definition of a real man. More importantly, the program should not provide this definition because a proper definition does not exist. The pleasure of this program involves the negotiation itself and the questions are far more interesting than the answers. The negotiation of the white, heterosexual man in T&HM shows viewers that these men are prone to stereotypes and overgeneralizations, but because this group has occupied a privileged position in American society for so long a singular understanding of masculinity seems normal. T&HM provides an open window into the world of men by recognizing that trying to determine whom the “manly men” are is not a simple question with a singular answer. More importantly, our understandings of men are directly influenced by our understandings of women. In an age of ass kicking women on television (e.g. Battlestar Galactica’s Starbuck or Bionic Woman’s Jamie Sommers among others), T&HM recognizes that more and more frequently men are learning to become men by observing and interacting with women. In this respect, this program has as much to do with developing a recognition and acceptance of powerful women as it does with determining and defining the characteristics of “Men, Men, Men, Men, Manly Men, Men, Men.”

Blogging This Semester

Posted January 25, 2008 by harriss
Categories: Uncategorized

This blog is likely to be relatively slow this semester. I’m working on a few projects and trying to put together a dossier for my tenure forecast. In addition, I’ve created another blog for my TV Crit class this semester.

This other blog is meant to emulate the In Media Res section of MediaCommons.org. In short, I’ll be posting a variety of clips for my students and I to use as prompts for topical discussions. These discussions will be oriented around the topics that we’ll discuss in the classroom and will be based on the various chapters from Jeremy Butler’s book, Television: Critical Methods and Applications. Feel free to mosey on over to that site and participate in these discussions; it’s always nice to have additional input. Hopefully this blog can also serve as a repository of moving image samples that other folks might be able to use in their own classrooms.

In any event, I will try to return to this site from time to time and I hope that no one is terribly disappointed with the lack of activity here. Happy reading!

A CSI State

Posted November 8, 2007 by harriss
Categories: Discourse, Genre, Narrative, Procedural, Television

Tags: , , , , , , , , , ,

Note: This post originally was made available on this site in April 2007, but as part of an upcoming presentation I have overhauled the original post based largely on my discussions this summer as part of the In Media Res project hosted by MediaCommons (there is a link to the discussion that I curated for IMR in the body of this essay). On that note, I’d like to thank the other scholars who participated in that event for their insights and observations. Webspaces, like MediaCommons, show us how scholarship can be an immediate, ongoing and dynamic process in contrast to the slower and more static processes preferred by the printed word. More importantly, for critics of moving images this publishing environment provides the opportunity to include actual moving images–who’d a thunk it! And now on with the show…

For all practical purposes, CSI is a very formulaic TV program. Sure, the creators dabble in a bit of serialization here and there and the special effects are kinda cool, but ultimately the narrative structure relies on a tried and true syntactic formula–the procedural.This formula looks something like this (Note: The narrative divisions were adapted from the work of David Bordwell in his book Narration and the Fiction Film and were used to test the findings of my own research)…

Commission of the Crime
1. Victim is involved in some mysterious occurrence.

Discovery of the Crime
2. Victim is discovered.

Beginning of the Investigation
3. Investigators are made aware of the case and are provided background information.
4. Investigators relocate and begin investigating.

Phases of the Investigation
5. Investigators discover partial answers or snares by physically searching and/or by questioning informers/misinformers/experts.
6. Informers/misinformers/experts provide partial answers and/or snares.
7. Investigators/Experts reveal/recount the discovery of partial answers or snares.
8. Investigators identify a perpetrator/false perpetrator.
9. Investigators apprehend and question the perpetrator/false perpetrator.
10. Perpetrator/False perpetrator provides partial answers and snares.

Elucidation of the Case & Identification of the Perpetrator
11. Investigators elucidate the case identifying the perpetrator as true or false.

    If the accused is determined to be falsely accused, then the case is not fully elucidated and the narrative typically returns to the phases of the investigation.

Consequences of the Identification
12. Perpetrator is removed from society.

Resolution
13. Investigators assess the case. Read the rest of this post »

Extreme TV Makeover

Posted October 29, 2007 by harriss
Categories: Audiences, Teaching, Television, Web

Tags: , , ,

In my Technology & Communication class this semester, the topic of product placement has seemed relatively popular. In the spirit of that class, I thought I’d bring one of my classroom examples to the web. While subtle and well-concealed product placement seems to be of more interest to my students, I prefer in-your-face examples because sometimes the overt appearance hides the underlying and competing messages more completely> In this light, there may be no better example than Extreme Home Makeover (a show I seem to settle into while waiting for Desperate Housewives to begin–I just can’t seem to leave serials once I start them, but that’s another problem that I’ll probably need to speak with my Psychology colleagues about.)

Anyway, for folks who have not seen the program, EHM is reality show where Ty Pennington (a carpenter formerly on Trading Spaces) heads a team of builders, designers etc. who travel around the country “helping” people who have fallen on hard times for one tragic and heart-wrenching reason or another. Now don’t get me wrong, I do feel for the plights of these people; however, I also think that it’s important to recognize that these folks and their stories are co-opted for promotional purposes.

Take a jump over to this page on ABC’s webspace for the show and check out the banner ad, then hop over to this page that’s linked directly to the Sears homepage. Notice how Sears is fully integrated into the web image for the show and how the show is integrated into the web image for Sears. The TV program is no different than the webspaces since the integration of brands is just as seamless. Ty and his team use products from Sears and shop at Sears all while Sears and its store brands (Kenmore and Craftsman) interrupt the show with additional ads. In some respects, this show has taken a hint from NASCAR (it does target much of the same blue-collar audience after all) and has created a TV program that is essentially a long-form ad interrupted by more ads. More importantly, this program creates a wholesome, charitable, patriotic image for Sears. After all, as the Sears website says, “Sears is proud to be part of the [EHM] team.” This statement and the message of the show tell viewers that Sears cares about its customers, not just as customers, but also as people. Furthermore, this team of corporations (Disney, who owns ABC, and Sears) work together to save the day for those who have been dealt a losing hand. Moreover, by positioning the family as victims who benefit from the efforts of this corporate team we, as viewers, are compelled to accept the EHM/Sears team in this way. By framing the cooperative arrangement as teamwork, then they deemphasize the corporate element and shift the emphasis to American ideals that we bestow upon our culture. Americans tend to hold a dominant view of our culture that says we help those in need and we do so by collectively providing the basic tools for individual success.

The Statue of Liberty that meets immigrants and presumably less privileged people who hope to live the American dream says, “Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!” In short, America is a land of opportunity and we’ll work together, as a team, to provide opportunities and foundations for success. In EHM, the foundations become translated literally as foundations are created before our eyes. Everyone deserves an opportunity and the EHM/Sears team provides these opportunities to succeed. There is promotional power in tugging at our heartstrings, wrapping ourselves in patriotic messages, and the EHM/Sears message IS a powerful and persuasive one. Isn’t providing a hand-up to those in need exactly what EHM and Sears are doing in each episode or do they have a speparate agenda also at work?

In the end, this is cooperative arrangement and promotional effort that uses normal, everyday folks who have encountered some form of tragedy to build a brand identity. The EHM/Sears team is cast as the hero that swoops in to help save the day. The everyday people (victims) become de facto spokespeople and further cement this image in the viewers’ minds. This leaves us, as viewers, to question whether EHM and Sears are heroes or manipulators? The answer seems to be a resounding BOTH, but one message exists to deter us from investigating and criticizing the other.

My point is not to say that these efforts to help these victims is wholly bad (I’m not that cynical), but instead I am simply revealing the alternative purpose, and arguably the primary purpose of airing this program. The charitable efforts of Sears do not exist in a vacuum. Sears unquestionably hopes that by publicizing its charitable efforts that its good deeds will be rewarded through the creation of loyal and dedicated consumers. In short, the underlying message is that Disney and Sears are good for America, but I suggest that these charitable motives are in some ways limited by the manner of presentation. ABC gets a cheap show with pre-existing financial support and Sears receives valuable time in a preferred timeslot, and, of course, the victims receive new houses and fresh starts. Overall, it seems like a win-win-win for everyone except the viewers at home who are being asked to ignore the presence of competing messages that exist within this program as they beckoned to see EHM and Sears as heroic entities who help the downtrodden with no mode of repayment for their generosity. The only problem is that an avenue of repayment does exist and was unquestionably considered in the early stages of this program’s pitch and plan.

Wristcutters: A Road Trip Through Purgatory

Posted October 20, 2007 by harriss
Categories: Audiences, Film, Genre

Tags: , , , , ,

I’m attending the College Music Journal’s (CMJ) annual conference this week. One of the perks of this trip is the opportunity to preview films. On Thursday, I saw Wristcutters: A Love Story and thoroughly enjoyed the experience. I was especially lucky to hear the director of the film, Goran Dukic, discuss his work in a post-screening Q & A session. This session revealed some things that casual viewers might overlook, like the fact that most of the non-diegetic music was chosen from artists or bands that had experienced suicide (e.g. Gram Parsons, Christian Death etc.) or that the continual presence of chewing gum is simply to make the actors feel a bit more natural and relaxed (sorry folks, but Dukic says there’s nothing metaphoric here).

The underlying plot structure is really nothing new; it’s a quest plot presented as a darkly comedic road trip. The film opens with the lead character’s (Zia) suicide, but death is not the end of the story it’s simply the beginning because suicide does not lead to eternal rest. Instead, suicide takes its victims to a purgatory where they continue to exist. This existence is not a happy one because suicide victims enter a world without smiles. Dukic effectively uses the elements of mise-en-scene (e.g. filtered lighting and set designs, or set destructions as Dukic put it) to set purgatory apart from the living world.

In his life after death, Zia befriends Eugene who helps him understand the intricacies of his current existence. More importantly for plot progression though, Eugene has a car and boy what a car it is. Dukic says that he wanted his sets and props to be things that no one would desire to possess and this car is no different. If I’m not mistaken, then the car is a beaten up mid-1980s Toyota Cressida station wagon that just happens to have a black hole under the passenger seat where anything dropped becomes irretrievable. The car becomes important once Zia learns that the reason for his suicide, his one-time girlfriend Desiree, has also killed herself. Zia, with Eugene’s help, sets out to find her and this quest drives the rest of the film as the two men have various strange and often humorous encounters.

According to Dukic, there have been several negative reactions to the film from organizations associated with suicide prevention. Of course, these social critics have not yet seen the film; it was released nationally just yesterday. A poster on imdb (susani8-1) who saw the film at the Sundance Film Festival writes, “The only concern my friend, who went with me, had was about the love story. She’s a middle school teacher and thought that the love story aspect would glamorize suicide as a way to find your true love.” However, I believe that the decrepit mise-en-scene and the presentation of a world without smiles would override this fear; the afterlife for suicide victims is anything but glamorous (see Zia’s post-death job at Kamikaze Pizza or his roommate’s strange demands regarding urination for examples). Furthermore, the dark humor in the film makes the presentation of such a serious and sad topic bearable and enjoyable for viewers. The only way this film glamorizes suicide is if the viewers do not think about what they are shown and this mindset seems untenable. Viewers of mediated products are not passive vessels simply waiting to be filled with surface level content; believe it or not we do actually think sometimes.

Once we get beyond blending the suicide element with humor and love, which is arguably the change that makes this story seem new and unfamiliar, we can begin to see that the real story involves the human interactions presented to us. Road films are often about the encounters along the way, and this film is no different. During Zia’s quest to find Desiree, he learns that he was blind while he was alive and only begins to see when it no longer matters. Or as Kneller (Tom Waits) tells us, miracles only occur when you stop trying to create them. The underlying message in this film is that when everything seems bleak you need to open your eyes and take a closer look. This is not a pro-suicide film; in fact, it’s the opposite.

In the end, Dukic has effectively adapted Etgar Keret’s short story, “Kneller’s Happy Campers”, to the big screen. What we have is a road trip through purgatory that parallels the “real” world by showing us that our mundane existences are not so mundane and that whom we choose to surround ourselves with makes all the difference. To paraphrase Kneller, it helps to have friends in important places. Furthermore, sometimes we fail to recognize who the important people are and it might just take dying to do so.

Meet the Cos…

Posted October 14, 2007 by harriss
Categories: Audiences, Discourse, Teaching

Tags: , , , ,

As I am prone to do, I watched Meet the Press this morning. Today’s featured guests were Bill Cosby and Dr. Alvin Poussaint, a professor of psychology at Harvard. Cosby and Poussaint have co-authored a book, Come On People, about the problems facing African-Americans in contemporary American culture.This morning, their conversation ranged from delivering statistics that define the problems to delivering interpretations of these problems causes. Of course, rap music and popular culture were demonized in the process and were generally labeled one of the causes of these societal problems.

Let me begin by saying that I too believe that there are disparities between races and these problems do need to be addressed. However, I do not see popular culture as a cause of these problems as much as I believe that what we see produced in music, film, and TV as another effect of the problem. In other words, these are complex problems with complex causes and complex effects. This complexity means that some “causes” should also be recognized as “effects” and studied as such and vice versa. Simply identifying rap music as a cause does little to shine the light onto the potential to examine it as an effect.

In essence, we can, as Cosby and Poussaint did, argue that rap musicians should stop saying the things they say but this fails to address the core issues regarding why they say these things. More importantly, banning this sort of expression simply closes off an avenue for scholars, thinkers, and students to pursue. This morning these men wrapped their discussions of rap music with discussions of crime rates and punishments, single parent households, gender inequality, and the dominant views of African-Americans in general; rap unquestionably was presented as a source of these problems and inequalities.

Might I humbly suggest that if rap music is primarily a cause of these problems, then this also has something to do with educational failures? Our children are inundated with media messages and we are not simply going to wish them away. Instead, our kids need to learn to dissect, comprehend, and criticize them and our schools are seriously lacking in when it comes to teaching media literacy and criticism. It’s fine to teach students about great works of literature, but they spend a disproportionate amount of time with other, more popular, mediated messages.

I teach a Mass Media and American Life course each semester. It’s a basic introductory course that provides a broad overview of the history, industries, and roles of mass media. Each semester I ask my students how many of them took a media literacy or criticism course in high school and how many of them attended high schools where these courses were even offered. Each semester a precious few raise their hands; this semester not a single hand was in the air.

The point that I am endeavoring to make is that one way to shift a culture is to educate the members of that culture. If students learn to actively engage with their media in the proper ways, then these students may cease to embrace mediated messages that demean or degrade them. More importantly, students may also recognize more of themselves in these messages and begin the slow process to combat those things they recognize but dislike. In other words, demonizing media messages and popular culture is simply unproductive and usually creates wider divides. Furthermore, bringing popular culture into our schools on a more regular basis may energize students by allowing them to examine themselves more directly.

In the end, if we, as educators, embrace those things that our students are already enjoying and use those artifacts as educational tools then we increase our chances of reaching these students and engaging them in their own educational processes. The “bad” stuff in pop culture serves a purpose and simply trying to replace the “bad” with “good” will not solve the problems it will merely force the problems underground hiding them from plain view.

Cosby’s own popular sitcom from the 1980s presented a picture of the African-American nuclear family that was, put simply, a fantasy that glossed over the struggles that most families faced. Come on Bill, in what world can two parents work white collar jobs with one working from home so he can effectively raise the kids in the right way? Cosby’s show embraced many of American culture’s dominant values whereas rap often opposes them. Like rap music, Cosby’s television program can be used to illustrate to students of media how culture is constructed through a process of negotiation. The teacher’s goal should be to teach students how to participate in these negotiations, where the “good” and the “bad” are both necessary.

Teachers need to learn to participate in the lives of their students rather than simply placing themselves in authoritative positions. We learn more when we learn together and we learn more when we are already interested in things that we are learning about.

Wicked Women & Asskickin’ Chicks

Posted October 11, 2007 by harriss
Categories: Discourse, Feminist Theory, Television

I’ve been watching Bionic Woman for three weeks now and am enjoying it more each week. Like me, I’m sure other viewers have tuned in to see if David Eick can reproduce something similar to what he and Ronald Moore were able to construct with Battlestar Galactica. The short answer is not really, but to be fair reimagining this show is a bit different than BSG. For example, the original BSG really focused on the lives of a number of characters whereas the BW story is primarily filtered through two characters (Jamie & Sarah).

In BSG, Moore and Eick were able to offer a drastic change simply by changing the gender of Starbuck. Obviously, BW was originally constructed around a female hero. Having said that, both shows center on asskickin’ women thereby participating directly within a gendered discourse.

Both programs originally aired in the 1970s as debates about the Equal Rights Amendment were commonplace. By reimagining shows from this era, Eick is able to demonstrate just how much things have and have not changed in the past 30 years. For example in “The Last Gleaming” episode of BSG, Apollo becomes aware that Starbuck has spent the night with Vice President Baltar, Apollo confronts her and she acknowledges that the sex was noncommittal and meant nothing. Apollo criticizes Starbuck for her past that involved drinking and freewheeling sexual activity. He concludes the conversation by calling her a “pilot who can’t keep her pants on.”

Even if the viewer considers the subtext suggesting that these two are attracted to one another, this scene still implies that she has casual sexual encounters with men because she is either psychologically disturbed or unable to control herself. It would appear that carefree sex is a line that cannot be crossed by a woman. The female Starbuck is never presented as the light-hearted player. She drinks, gambles, engages in sport, but is not allowed to sleep with men for pure no-strings-attached enjoyment.

If we contrast the reimagined Starbuck with the original, then we see fairly quickly that the male Starbuck is able to engage in activities considered taboo for the female Starbuck. In the 1970s version of the program, the male Starbuck is constantly juggling women and the other characters rarely bat a disapproving eyelid, but the reading of these two shows and their depictions of women is not this simple.

In both programs, the female leads are accepted as soldiers and fighters by their male peers. Jamie is more frequently dictating the parameters of her relationships with her male counterparts. The early episodes of BW leave Jamie at the mercy of the males that have”constructed” her, these males are her official teachers. Jamie is unaware of some of her powers or some of the ways that the male characters exhibit control over her, like the video camera implanted in her bionic eye. Sarah acts as her unofficial teacher. Sarah teaches Jamie to control her powers and how to override those systems that may be undesirable. For example, in the third episode of the program she clues Jamie into the fact that the video camera can be used to watch her shower. In a sense, this bit of information could be read as connected to Laura Mulvey’s notions regarding the male gaze, but here the men gaze upon the woman through her own eyes thereby indicating a shift in power and control. After all, with Sarah’s help Jamie learns to disable the camera.

Like Sarah before her, Jamie will become more and more independent. The larger question is whether she will lose her sense of humanity in the same way that Sarah did. The program defines humanity as the ability to love, which is something American culture tends to tie more directly to women than men. In this respect, as Sarah teaches Jamie to become independent, arguably a characteristic stereotypically associated with men, Jamie will remind Sarah of her “lost” femininity. As this occurs, viewers will be asked to negotiate just what a “proper” woman is. It will be interesting to see how this negotiation is confined by the program’s creators.

Plucking Daisies

Posted October 4, 2007 by harriss
Categories: Genre, Procedural, Television

Well I tuned into to Pushing Daisies last night and will tune in again. The storyworld is constructed around the actions of three primary characters (Ned, Chuck, and Emerson) and a couple of secondary ones (the Mermaid sisters). The show centers on Ned, a pie-maker, who happens have the superhuman power of returning the dead to life. There are a few little requirements to using this power, like if the revived lives longer than a minute then someone else in the vicinity dies, or, if Ned ever again touches a being that he’s revived in the past then they die permanently.

Emerson is a private detective that has discovered Ned’s ability. Determining whether Ned is Emerson’s sidekick or if Emerson is Ned’s is a bit difficult, but I think it’s safe to say that Ned is the show’s center. However, it is Emerson that suggests a partnership involving the two men investigating unexplained deaths by questioning the deceased. It is also important to note that these detectives are private, not police, so their investigations are driven by the desire to collect monetary rewards. In other words, the discourses surrounding these characters’ actions are a bit different than their police counterparts. These are just regular folks trying to make a buck; they are not saviors of humanity and as such we might approach the analysis of these characters more like Seinfeld rather than CSI.

The femme fatale (and I mean literally) in this show is Chuck. Her presence is a little more complicated, but for simplicity’s sake I’ll just say that she is Chuck’s first love, but today, touching one another is out of the question. Also, it is through Chuck that the Mermaid sisters join this cast of characters, since they are the aunt’s who raised Chuck after her father’s untimely death (and yes Ned played a roll in that unfortunate event). The Mermaid sisters are an agoraphobic pair of former swim show stars. One sister, Aunt Lily, lost her right eye in a kitty litter accident ending the sisters’ careers. Their reemergence into society at the end of the pilot likely indicates that these two will provide viewers with frequent diversions from the primary plot chains.

Anyway, without devolving into too much plot summary I’d like to discuss what I find most interesting about the program. Of course, the Tim Burtonesque mise-en-scene is what hits viewers right in their faces, but I found the ways that Bryan Fuller altered the core of the procedural structure (the characters and the presentation of their actions) more intriguing.

First, Fuller seems to found the program in the actions that are typical of characters in procedural dramas. Of course, when victims are allowed to reveal their killers this creates a variety of opportunities for what information is conveyed and how quickly. In the pilot, Fuller exposes and resolves one plot chain (the dog attack) in a matter of moments but in that same episode the plot chain involving Chuck’s murder extends the length of the episode and even then a few dangling causes remain (e.g. Was the travel agent the smuggling ringleader? or Will someone else seek the golden monkeys?).

By providing a voice to the murder victim, a character that is conventionally silent (unless the show involves an annoying actress portraying a character with psychic powers), Fuller has created varied opportunities to alter the narrative’s syntactic structure by reorganizing the order of appearance or sheer presence of the conventional character actions. In other words, because of this alteration Fuller can present the exposition and climax/resolution of a plot chain almost simultaneously, then shift to filling in the rising action as he chooses. In essence, he can plot the story outside in.

By bestowing superpowers upon his lead character, Fuller has conventionally embraced the extension of the detective’s actions. I have argued that CSI extends its lead characters by moving them into the sphere of the expert and Pushing Daisies is following that path by expanding its lead character through the provision of specialized skills, which is the expert’s marker. Pushing Daisies does have me rethinking my label a bit; maybe specialist would more accurately describe this character type or sphere of action.

In any event, Fuller is is experimenting with an identifiable narrative form and watching what he does should be fun. By providing the victim a voice, Fuller allows himself opportunities to alter the syntax. By extending the lead character’s abilities, Fuller has already defamiliarized the narrative semantically. Of course, the bright, cheery, fairytale-styled mise-en-scene alters the semantic axis even further thereby drawing a stark contrast between this procedural and others, like CSI, Homicide or The X-Files, that draw their inspirations from the darkness and shadows that are conventional of film noir, a genre known for its adoption of the procedural’s syntax. Pushing Daisies is at once new and novel yet strangely familiar; Fuller has invited us, as viewers, over to his sandbox to watch and help him build castles.