Course Syllabus
Guilty Pleasures of Pop Culture |
 |
| Semester & Location: |
Fall 2024 - DIS Copenhagen |
| Type & Credits: |
Elective Course - 3 credits |
| Major Disciplines: |
Communication, Film Studies, Literature |
| Prerequisite(s): |
None |
| Faculty Members: |
Morten Lykkegaard |
| Time & Place: |
Tuesdays and Fridays 13:15-14:35 in Fi6-Metro 104 |
Faculty: Morten Lykkegaard
Cand.mag. (History of Literature, Modern Culture and Philosophy, University of Aarhus, 2003). Former editor of Lettre Internationale. With DIS since 2013 and also teaches Future Is Now: Science Fiction in Film, Literature and Video Games and The Concept of Evil in Contemporary Culture.
(current students please use the Canvas Inbox)
Description of Course
What is popular culture, and how has it affected the cultural interaction between Europe and America? This is one of the main questions this course will elaborate upon. Most of us experience popular culture in our everyday life, often in the form of television, films, comics and various digital media, and often we associate it with a ‘guilty pleasure’ reserved for the more ‘lazy’ aspects of our aesthetic taste. In this course, however, we will examine popular culture as a valid form of cultural expression, which is not only closely linked to our contemporary view of the world but also coincides with the rising of modern life styles in the 20th century, and complex philosophical questions of our time. Examined more closely we will discover that popular culture is not purely a modern (American) phenomenon which was later imported by Europe but has permeated European culture for at least a couple of centuries. This is not a course about namedropping pop stars but a course that demands reflection and academic rigor.
Learning Objectives
By discussing and analyzing a great selection of these seminal works, the students will attain a basic understanding of pop culture and its historical development. They will also attain a more reflected, critical view on the values that qualify an aesthetic work of popular culture. This critical reflection will enable them to question the traditional difference between so-called high and low culture. Furthermore, the students will gain a new, more nuanced perspective on the relationship between popular culture in Europe and America, and how aesthetic movements from either side still influence one another.
The Course is Divided into Three Main Modules
1. The Early History of Popular Culture before World War II
We will examine and analyze early works of popular culture at the threshold between the 19th and 20th century. We will present a more nuanced reflection upon the relation between popular culture in America and Europe, and demonstrate how popular culture manifested itself in Europe at a very early stage. We will look at the horror stories of the brothers Grimm in the early 19th century, the innovative first comic books by Rodolphe Töpffer, and the magic and wonder of early photography and silent movies.
2. The Expansion of Popular Culture after World War II
By the end of World War II the old world order was brought to its knees and a new, younger generation entered the scene embracing cultural forms that had previously been frowned upon, such as science fiction, punk music, comics etc. In what ways do these new aesthetic works differ from classical works of the past? Do they still qualify as works of Art, or are we witnessing the upcoming of something radically new and different? Again we will strive for as diversified a selection of works as possible, drawing from literature, music (punk etc.), comics (graphic novels) etc. We will also look at the transformation and modernization of classic pop cultural icons such as Sherlock Holmes.
3. Popular Culture in the 21st Century
Here we will look at the cultural landscape today and analyze the dramatic changes manifested in the aftermath of the grand expansion of popular culture in the 20th century. Changes that also seem to have dissolved the border between European and American pop culture. We will look at new modes of cultural expression and reflect upon whether it is still possible to distinguish between so-called valid forms of expression and simple ‘trash.’ When looking at today’s selection of reality TV, computer games, sports, Instagram etc., are we then still susceptible to prejudices similar to those that made people dismiss movies and comics as shallow, mindless and subversive entertainment merely half a century ago? In this third part we will strive to keep a very open-minded, yet critical view on modern works when analyzing and discussing them.
Required Readings
Essays on Popular Culture (excerpts will be used as background material)
Holt N. Parker, “Toward a definition of pop culture” (2011)
Walter Benjamin, “The work of art in the age of its technological reproducibility” (1936)
Roland Barthes, Camera lucida (excerpts, 1980)
Kay Stone, “Three Transformations of Snow White” (1988)
Theodor W. Adorno & Max Horkheimer, “Culture industry” (1944)
Susan Sontag, “Notes on camp” (1964)
Henry Jenkins, “Layers of meaning: Fan music video and the poetics of poaching” (1992)
Simon Reynolds, “Total Recall” (2011)
Miguel Sicart, “Players as moral beings”, IN The Ethics of Computer Games (2009)
Literature
Brothers Grimm, Snow White (1812/1857)
Movies/TV Series/Commercials (excerpts to be analyzed)
Leni Riefenstahl, Triumph des Willens (1935)
Walt Disney, Snow White and the Seven Dwarfs (1937)
Approach to Teaching
Each lecture with begin with a presentation of a given subject, either by me or a student. This presentation will typically lead into a class discussion. Group work and various exercises where students can elaborate upon their views and arguments based on the lecture and/or discussion in class will also form a vital element in this class. Given the variety of the subjects, lectures will include the presentation of many different forms of cultural expression, including film, visual aids, digital media, etc.
Oral Presentation
The students will be asked to deliver an oral presentation on a given subject related to the content of the course. The oral presentation will be supplemented by a written page presenting the content and objective of the oral presentation. This page will be given to me on the day of the presentation. The oral presentation should not take more than 10-15 minutes. Students may very well include power points, visual aids, and film excerpts etc. that are relevant for the presentation. Please refrain from too general a presentation of the topic and focus instead on your specific perspective/analysis. What do you find interesting and compelling about the topic you are presenting? What is your critical take on this topic?
Engaged Participation
The course is not a lecture class, but relies heavily on class discussion, informed by an in-depth, critical reading of the assigned texts. It is crucial to be able to analyze and criticize the argument put forth in the reading. Sharing a merely intuitive and personal opinion can be a useful starting-point, but is not sufficient. Students must be able to relate their points of view to an academic and research-based argument. Overall grades will depend on engaged, informed and highly active participation in class discussion. I strongly encourage you to be critical in discussions and please do not be afraid to contradict what I am saying or present a different perspective on the topic we are discussing / analyzing.
Participation Grade Policy
- Active class participation throughout the semester: A / A-
- Occasional participation: B
- Little or no participation: C
Expectations of the Students
I expect students to have done the reading in order to participate in an open and engaged discussion about the given subjects. Students are also encouraged to discuss works presented in class that they have not necessarily been prepared for in advance. I also expect students to draw upon personal aesthetic experiences and discuss these in a reflective, analytical and critical manner. And remember, you don’t necessarily have to agree with what your teacher is saying. It will not affect your grade negatively to contradict your teacher as long as your arguments are solid and well-reflected.
Grading
| Assignment |
Percent |
| Engaged participation |
40% |
|
Oral presentation |
30% |
|
Term paper |
30% |
Research Paper
Each student will produce a research project in the form of a topic paper that reflects the theme of the course from one of a range of disciplines: history, sociology, literature, philosophy or cultural studies. Throughout the semester, the students’ reflection process will become increasingly individualized as they find texts that fit into the research project that will be completed at the end of the semester as their topic paper. The paper is expected to be research-based, amount to max. 1500 words, and rely on a clear thesis relating to the world of pop culture.
As the first preparatory stage for this paper, you are required to present your topic and a thesis in class. To find a good thesis, it often helps to ask yourself: Why is this thesis interesting for me and important for others? A thesis is often based on an ”academic problem”, for example: a lack of knowledge, an unexplained observation, something not yet analyzed (from this perspective), something contrary to common perception, a contradiction, something worth arguing for (or against). Please do not hesitate to make use of the DIS library for this portion of the paper.
All assignments must be handed in on the due date. Not meeting the requirements regarding word count, or handing in assignments late could affect the grade substantially.
Classroom Etiquette
The use of distracting devices (smartphones, iPads, laptops, etc.) is strictly prohibited during class. Failure to comply will adversely affect participation grades. Use of laptops for the purpose of note-taking requires prior consultation with the professor. Students should refrain from all other computer activities, as they prove distracting to themselves and fellow students. Mobile phones and other electronic devices should of course be turned off and stored away. In some lessons based on exercises etc. laptops may be allowed.
Academic Regulations
Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:
DIS - Study Abroad in Scandinavia - www.DISabroad.org
Course Summary:
| Date | Details | Due |
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