The Resource Glee and new directions for social change, edited by Brian C. Johnson, Daniel K. Faill

Glee and new directions for social change, edited by Brian C. Johnson, Daniel K. Faill

Label
Glee and new directions for social change
Title
Glee and new directions for social change
Statement of responsibility
edited by Brian C. Johnson, Daniel K. Faill
Contributor
Editor
Subject
Genre
Language
eng
Summary
In the fall of 2009, the Fox network took a bold step in their primetime television lineup. Borrowing from the success of reality music performance shows like its own American Idol, the network introduced us to the students at McKinley High School, a fictional high school in Lima, OH, and home to the glee club known as the New Directions. The group is made up of freaks and geeks who feel the wrath of being ĺldifferent.ĺl The cool kids are hell bent on making life difficult for the students in glee club. Yet, because of the determination of Mr. Will Schuester, the clubĺls advisor, along with a few great songs, Glee has brought a new tone of inclusion to modern television and direct parallels can be seen between the experiences of the show choir members and what is happening in contemporary society. Glee has shown the importance of examining the intersections of pop culture and social issues; this text will encourage thinking on how effective the show has been beyond the screen. Essays provide critical analyses of the show, its characters, and its overall usefulness as a commentary on social issues. The showĺls content often deals with subject matter that would lend easily to critique around such social issues as sexuality, bullying, interpersonal communication, conflict resolution, and family relationships. This text invites readers to examine the intersections between media, society, and the individual
Member of
Cataloging source
GW5XE
Dewey number
791.45/72
Index
no index present
Language note
English
LC call number
PN1992.6
LC item number
.G54 2015eb
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
http://library.link/vocab/relatedWorkOrContributorDate
1972-
http://library.link/vocab/relatedWorkOrContributorName
  • Johnson, Brian C.
  • Faill, Daniel K.
Series statement
Youth, Media, & Culture Series
Series volume
volume 3
http://library.link/vocab/subjectName
  • Social change
  • PERFORMING ARTS
  • Social change
  • Education
  • Social Sciences
  • Education - General
Label
Glee and new directions for social change, edited by Brian C. Johnson, Daniel K. Faill
Link
https://ezproxy.lib.ou.edu/login?url=http://link.springer.com/10.1007/978-94-6209-905-0
Instantiates
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references at the end of each chapters
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • TABLE OF CONTENTS; INTRODUCTION: Changing the World through a TV Series (Dan's Story); The Journey; "Loser Like Me"; "Don't Stop Believin'"; ESSAYS IN THIS BOOK; SECTION 1: THE FRAMEWORK; 1. USING THE "NEW DIRECTIONS" TO MOVE MEDIA VIEWERS IN THE RIGHT DIRECTIONS: Examining the Effects of Glee Narratives on Attitudes and Behavioral Intentions towards Stigmatized Groups; THE EFFECTS OF ELEVATION AND MUSIC ON ATTITUDES AND BEHAVIORAL INTENTIONS; METHOD; Study Design and Participants; Experimental Conditions; Stimulus Material; RESULTS; GENERAL DISCUSSION; STUDY LIMITATIONS
  • IMPLICATIONS AND CONCLUSIONREFERENCES; SECTION 2: BULLYING; 2. A GLEEK PERSPECTIVE ON SLUSHIE FACIALS: Fan Forum Posts about Portrayals of Bullying on Glee; ISSUES IN THE LITERATURE; FANDOM IN THE DIGITAL AGE; STUDIES OF ONLINE FANDOM; Trends across Fan Communities; STUDIES OF TEEN ONLINE FANDOM; FAN POSTS AS INSTANCES OF OVERFLOW AND RECEPTION; A TEXTUAL ANALYSIS OF GLEE FORUM POSTS; GLEEK RESPONSES TO BULLYING PORTRAYALS; THE CONTEXT OF BULLYING; Is Bullying Ever Justified?; Bullying Is No Joke; No Free Passes; Implications of Gleeks' References to the Context of Bullying
  • LEARNING HOW TO RESPOND TO BULLYINGWhen to Step In; When to Back Down; Implications of Gleeks' Acknowledgment of Characters as Role Models; CATEGORIZING BULLYING; Types and Forms of Bullying; Anti-gay Bullying vs. "Regular" Bullying; Implications of Gleeks' Categorization of Bullying; FEELINGS TOWARD BULLY AND VICTIM CHARACTERS; Favoritism Affecting Reactions to Bullying; Implications of Gleeks' Feelings toward Characters; DISCUSSION: GLEE'S ROLE IN PROMOTING SOCIAL CHANGE; NOTES; REFERENCES; APPENDIX; Summary of Major Bullying Plots in Glee Episodes
  • 3. I'LL STAND BY YOU: Glee Characters' Multiple Identities and Bystander Intervention on BullyingDEFINING BULLYING; SOCIAL IDENTITIES & BULLYING; Sexuality; SUICIDE AND BULLYING; Adults Behaving Badly; Social Identity and Bystander Intervention; CONCLUSION; REFERENCES; SECTION 3: LGBTQ (MIS)REPRESENTATIONS; 4. GLEE GOES GAGA: Queering Concepts of High School Identity Formation; REFERENCES; 5. SOMETHING OLD & BORROWED: Homonormativity and Marriage in Glee; NORMAL NARRATIVES; TYPICAL TEENS; LOVE IS ALL YOU NEED; CONCLUSION; NOTES; REFERENCES; 6. KURT AND BLAINE: New Sexual Scripts for Gay Youth
  • SEXUALITY AS A SOCIAL CONSTRUCTIONMEDIA PORTRAYALS; GLEE FOLLOWS THIS NEW SEXUAL SCRIPT; GLEE AS AN EXAMPLE OF SOCIAL CHANGE; THE FUTURE OF GLEE; NOTES; REFERENCES; 7. SUE SYLVESTER, COACH BEISTE, SANTANA LOPEZ, AND UNIQUE ADAMS: Exploring Queer Representations of Femininity on Glee; QUEER THEORY; GENDER, FEMINIST THEORY, AND FEMININITY; SUE SYLVESTER; COACH BIESTE; SANTANA LOPEZ; WADE/UNIQUE ADAMS; IMPLICATIONS; CONCLUSIONS; REFERENCES; SECTION 4: IDENTITY POLITICS; 8. GLEE AND "BORN THIS WAY": Therapeutic and Postracial Rhetoric; POSTIDENTITY AND POSTRACE DISCOURSES; THERAPEUTIC RHETORIC
Dimensions
unknown
Extent
1 online resource (xvi, 232 pages).
File format
unknown
Form of item
online
Isbn
9789462099043
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Note
SpringerLink
Other control number
10.1007/978-94-6209-905-0
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
  • (OCoLC)904397330
  • (OCoLC)ocn904397330
Label
Glee and new directions for social change, edited by Brian C. Johnson, Daniel K. Faill
Link
https://ezproxy.lib.ou.edu/login?url=http://link.springer.com/10.1007/978-94-6209-905-0
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references at the end of each chapters
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • TABLE OF CONTENTS; INTRODUCTION: Changing the World through a TV Series (Dan's Story); The Journey; "Loser Like Me"; "Don't Stop Believin'"; ESSAYS IN THIS BOOK; SECTION 1: THE FRAMEWORK; 1. USING THE "NEW DIRECTIONS" TO MOVE MEDIA VIEWERS IN THE RIGHT DIRECTIONS: Examining the Effects of Glee Narratives on Attitudes and Behavioral Intentions towards Stigmatized Groups; THE EFFECTS OF ELEVATION AND MUSIC ON ATTITUDES AND BEHAVIORAL INTENTIONS; METHOD; Study Design and Participants; Experimental Conditions; Stimulus Material; RESULTS; GENERAL DISCUSSION; STUDY LIMITATIONS
  • IMPLICATIONS AND CONCLUSIONREFERENCES; SECTION 2: BULLYING; 2. A GLEEK PERSPECTIVE ON SLUSHIE FACIALS: Fan Forum Posts about Portrayals of Bullying on Glee; ISSUES IN THE LITERATURE; FANDOM IN THE DIGITAL AGE; STUDIES OF ONLINE FANDOM; Trends across Fan Communities; STUDIES OF TEEN ONLINE FANDOM; FAN POSTS AS INSTANCES OF OVERFLOW AND RECEPTION; A TEXTUAL ANALYSIS OF GLEE FORUM POSTS; GLEEK RESPONSES TO BULLYING PORTRAYALS; THE CONTEXT OF BULLYING; Is Bullying Ever Justified?; Bullying Is No Joke; No Free Passes; Implications of Gleeks' References to the Context of Bullying
  • LEARNING HOW TO RESPOND TO BULLYINGWhen to Step In; When to Back Down; Implications of Gleeks' Acknowledgment of Characters as Role Models; CATEGORIZING BULLYING; Types and Forms of Bullying; Anti-gay Bullying vs. "Regular" Bullying; Implications of Gleeks' Categorization of Bullying; FEELINGS TOWARD BULLY AND VICTIM CHARACTERS; Favoritism Affecting Reactions to Bullying; Implications of Gleeks' Feelings toward Characters; DISCUSSION: GLEE'S ROLE IN PROMOTING SOCIAL CHANGE; NOTES; REFERENCES; APPENDIX; Summary of Major Bullying Plots in Glee Episodes
  • 3. I'LL STAND BY YOU: Glee Characters' Multiple Identities and Bystander Intervention on BullyingDEFINING BULLYING; SOCIAL IDENTITIES & BULLYING; Sexuality; SUICIDE AND BULLYING; Adults Behaving Badly; Social Identity and Bystander Intervention; CONCLUSION; REFERENCES; SECTION 3: LGBTQ (MIS)REPRESENTATIONS; 4. GLEE GOES GAGA: Queering Concepts of High School Identity Formation; REFERENCES; 5. SOMETHING OLD & BORROWED: Homonormativity and Marriage in Glee; NORMAL NARRATIVES; TYPICAL TEENS; LOVE IS ALL YOU NEED; CONCLUSION; NOTES; REFERENCES; 6. KURT AND BLAINE: New Sexual Scripts for Gay Youth
  • SEXUALITY AS A SOCIAL CONSTRUCTIONMEDIA PORTRAYALS; GLEE FOLLOWS THIS NEW SEXUAL SCRIPT; GLEE AS AN EXAMPLE OF SOCIAL CHANGE; THE FUTURE OF GLEE; NOTES; REFERENCES; 7. SUE SYLVESTER, COACH BEISTE, SANTANA LOPEZ, AND UNIQUE ADAMS: Exploring Queer Representations of Femininity on Glee; QUEER THEORY; GENDER, FEMINIST THEORY, AND FEMININITY; SUE SYLVESTER; COACH BIESTE; SANTANA LOPEZ; WADE/UNIQUE ADAMS; IMPLICATIONS; CONCLUSIONS; REFERENCES; SECTION 4: IDENTITY POLITICS; 8. GLEE AND "BORN THIS WAY": Therapeutic and Postracial Rhetoric; POSTIDENTITY AND POSTRACE DISCOURSES; THERAPEUTIC RHETORIC
Dimensions
unknown
Extent
1 online resource (xvi, 232 pages).
File format
unknown
Form of item
online
Isbn
9789462099043
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Note
SpringerLink
Other control number
10.1007/978-94-6209-905-0
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
  • (OCoLC)904397330
  • (OCoLC)ocn904397330

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