Category Archives: Comics

Fantasy & Science Fiction Media, Spring 2014

FILM 4280/6280, Spring 2014

Tuesdays & Thursdays 1:00-2:15 PM, 401 Langdale

Screenings Tuesdays, 11:00 AM-12:50 PM, 406 Arts & Humanities

 

Ted Friedman

25 Park Place #1017

tedf@gsu.edu

http://twitter.com/tedfriedman

http://tedfriedman.com

 

 

Course Description

How do we dream our visions of the future? How do we explore our fantasies of the past?

 

Science fiction extrapolates the trends of the present to imagine possible future worlds, both utopian and (more often) dystopian. Fantasy looks back to imagine past worlds in which technology has not yet usurped nature. Both genres are rooted in mythic traditions that push beyond the boundaries of realism to reach for deeper truths.

 

This class will examine the genres of fantasy and science fiction across multiple media, including film, television, literature, comics and gaming. We’ll survey their history, while at the same time tracing the impact of each text forward into the present. We’ll look at how these works have reflected and influenced American society, as each new generation of creators has responded to changing social conditions by re-imagining the key tropes and themes of the genres. And we’ll try to understand why these visions continue to capture the world’s imagination.

 

Readings

Class readings will include books and a coursepack of articles. Here are the books you’ll need:

 

Maggie Hyde and Michael McGuinness, Introducing Jung

Salman Rushdie, The Wizard of Oz

Neal Gaiman, The Sandman: Season of Mists

Orson Scott Card, Ender’s Game

Karen Thompson Walker, The Age of Miracles

 

The course books can be ordered through online retailers such as amazon.com/student, bn.com, and powells.com. The coursepack is sold by Bestway Copy Center, 18 Decatur Street SE (on the first floor of One Park Place South).

 

Students in Film 6280 will read two additional books of their choice, one scholarly book and one work of fiction, and will present them in two separately scheduled meetings with the other graduate students.

 

Twitter Feed 

Relevant news and commentary will be shared with the class via the Twitter hashtag #fsfmedia. Feel free to respond to tweets or post your own.  Class Schedule

 

Unit I: Modern Myths

 

T 1/14 Understanding Fantasy and Science Fiction

 

Th 1/16 The Power of Myth

Ted Friedman, “Myth, the Numinous, and Cultural Studies”:

http://flowtv.org/?p=4161

Ted Friedman, “The Politics of Magic,”

http://www.scope.nottingham.ac.uk/article.php?issue=14&id=1138&section=article&q=rose

 

T 1/21 Star Wars

Joseph Campbell, excerpt from The Hero With a Thousand Faces (CP)

Christopher Vogler and Stuart Voytilla, excerpt from Myth and the Movies (CP)

 

Th 1/23 Archetypes and the Collective Unconscious

Hyde and McGuinness, Introducing Jung

Ted Friedman, “Jung and Lost”:

http://flowtv.org/?p=3865

Ursula K. LeGuin, “The Child and the Shadow” (CP)

 

T 1/28 The Lord of the Rings 

J.R.R. Tolkien, “Introduction to The Fellowship of the Ring” (CP)

J.R.R. Tolkien, “On Fairy Stories”:

http://bjorn.kiev.ua/librae/Tolkien/Tolkien_On_Fairy_Stories.htm

 

Th 1/30 Game of Thrones

 

 

Unit II: Folklore and Fantasy

 

T 2/4 The Wizard of Oz

Salman Rushdie, The Wizard of Oz

 

Th 2/6 Buffy the Vampire Slayer

Guillermo del Toro and Chuck Hogan, “Why Vampires Never Die”:

http://www.nytimes.com/2009/07/31/opinion/31deltoro.html?_r=1

Laura Miller, “Real Men Have Fangs”:

http://online.wsj.com/article_email/SB122540672952785957-lMyQjAxMDI4MjE1MTQxMDE2Wj.html

 

T 2/11 The Company of Wolves

Angela Carter, “The Company of Wolves” (CP)

Selections from Marjorie Tatar, ed., The Classic Fairy Tales (CP)

 

Th 2/13 Firefly

 

T 2/18 Where the Wild Things Are

Alison Lurie, “Something Wonderful Out of Almost Nothing”:

http://www.nybooks.com/articles/archives/2012/jul/12/something-wonderful-out-almost-nothing/

 

Th 2/20 Dollhouse

 

T 2/25 Spirited Away

Margaret Talbot, “The Auteur of Anime” (CP)

James W. Boyd and Tetsuya Nishimura, “Shinto Perspectives in Miyazaki’s Anime Film Spirited Away,” The Journal of Religion and Film 8.2 (October 2004):

http://www.unomaha.edu/jrf/Vol8No2/boydShinto.htm

Norkio T. Reider, “Spirited Away: Film of the Fantastic and Evolving Japanese Folk Symbols,” Film Criticism 29.3 (2005): 4-27:

http://www.corneredangel.com/amwess/papers/spirited_away.pdf

Aaron Sherwood, “Characterization, Narrative Structure and Mythopoeia in the Films of Hayao Miyazaki” (2006):

http://www.nausicaa.net/miyazaki/essay/files/AaronSherwood_Mythopoeia.pdf

 

Th 2/27 Lost

Jason Mittell, “Sites of Participation: Wiki Fandom and the Case of Lostpedia”:

http://journal.transformativeworks.org/index.php/twc/article/view/118/117

 

T 3/4 Pan’s Labyrinth and Sandman

Neil Gaiman, The Sandman: Season of Mists

 

Th 3/6 The Walking Dead

Take-home midterm due

 

Unit III: Science Fiction

 

T 3/11 Metropolis

J. P. Telotte, “The Seductive Text of Metropolis” (CP)

William Gibson, “The Gernsback Continuum” (CP)

Andrew Ross, “Getting Out of the Gernsback Continuum” (CP)

David Hartwell, excerpt from Age of Wonders (CP)

 

Th 3/13 The Twilight Zone

 

T 3/18 Spring Break – no class

 

Th 3/20 Spring Break – no class

 

T 3/25 Bride of Frankenstein

Gary Morris, “Sexual Subversion: The Bride of Frankenstein”:

http://www.brightlightsfilm.com/19/19_bride1.html

 

Th 3/27 Star Trek

Henry Jenkins, “Infinite Diversity in Infinite Combinations” (CP)

Ted Friedman, “Capitalism: The Final Frontier”:

http://www.tedfriedman.com/essays/2005/03/capitalism_the.html

 

T 4/1 Blade Runner

Donna Haraway, “A Manifesto for Cyborgs” (CP)

Fredric Jameson, “Postmodernism, or the Cultural Logic of Late Capitalism” (CP)

 

Th 4/3 The X-Files

Carl Jung, “Flying Saucers as Modern Myths” (CP)

 

T 4/8 Brazil and Ender’s Game

Orson Scott Card, Ender’s Game

 

Th 4/10 Battlestar Galactica

Spencer Ackerman, “Battlestar: Iraqtica,”

http://www.slate.com/id/2151425/nav/tap2/

 

T 4/15 The Matrix

David Weberman, “The Matrix: Simulation and the Postmodern Age” (CP)

Slavoj Zizek, “The Matrix, or the Two Sides of Perversion” (CP)

Aleksandar Hemon, “Beyond the Matrix”:

http://www.newyorker.com/reporting/2012/09/10/120910fa_fact_hemon

 

Th 4/17 World of Warcraft and The Guild

Download and play the free World of Warcraft trial:

http://www.worldofwarcraft.com

 

T 4/22 Children of Men and The Age of Miracles

Karen Thompson Walker, The Age of Miracles

 

Th 4/24 Futurama

 

 

Take-Home Final due via email to tedf@gsu.edu on Thursday, May 1 by 5 PM

 

 

 

Screening Schedule

 

You are responsible for viewing assigned films in time for class discussion. Screenings are held on Tuesdays at 11 AM in 406 Arts & Humanities.

 

1/14 No screening

1/21 Star Wars

1/28 The Lord of the Rings: The Fellowship of the Ring

2/4 The Wizard of Oz

2/11 The Company of Wolves

2/18 Where the Wild Things Are

2/25 Spirited Away

3/4 Pan’s Labyrinth

3/11 Metropolis

3/18 Spring Break – no class

3/25 Bride of Frankenstein

4/1 Blade Runner

4/8 Brazil

4/15 The Matrix

4/22 Children of Men

 

 

 

Assignments

 

The class assignments add up to total of 100 possible points. Your final grade for the class is determined by adding up your grades for each assignment, adjusting for attendance, then applying the final number to the following scale:

 

A+ 100-98 B+ 89-88 C+ 79-78 D 69-65

A 97-93 B 87-83 C 77-70 F 64-0

A- 92-90 B- 82-80

 

TV Presentation – 10 points (Film 4280 only)

As part of a 2-3 person team, you will give a presentation on an influential fantasy or science fiction television show. Your team has two presentation options:

 

Research Presentation: Each member of the team gives a 5-minute presentation on a different aspect of the show: 1) the creator/creators; 2) the economics of the production, including available budget and ratings information; 3) audience responses. Each member hands in a list of sources. A minimum of five separate sources is required for each member’s presentation. (Wikipedia can be consulted to find sources but does not itself count toward the five sources.) PowerPoint is not necessary, but short video clips (such as creator interviews, news stories, and fan films) should be incorporated into each presentation when available.

 

Creative Presentation: Alternately, the presentation team can choose to collectively produce a short film about the TV show. Options include an edited selection of clips with voice-over commentary, a series of interviews with viewers, or a fan film.

 

Book Presentations – 5 points each (Film 6280 only)

Graduate students will read two additional books of their choice, one scholarly book and one work of fiction, and will give short a presentation on each in two separately scheduled meetings with the other graduate students.

 

Take-Home Midterm – 45 points (Film 4280 and 6280)

The take-home midterm will require you to relate concepts from the readings and lectures to the assigned films, series, novels and comics. Undergraduate and graduate students will take the same exam, but graduate students will be expected to submit more detailed answers. Due March 7.

 

Take-Home Final – 45 points (Film 4280 and 6280)

The take-home final will be structured just like the midterm, covering the second half of the semester. Due April 30.

 

Attendance Adjustment

As Woody Allen put it, “80 percent of success is showing up.” It’s less than that in this formula, but the bottom line is that you can’t contribute to the class if you’re not there. You’re allowed one unexcused absence for the semester. After that, each unexcused absence subtracts one point from your grade total. Excused absences include medical and family emergencies. You will be expected to schedule any employment responsibilities around this class, or accept the consequences of missed classes for your grade. If you do need to miss a class, please contact me ahead of time, and make arrangements to catch up on missed material.

 

 

 

Policies

 

Office Hours

Office hours are by appointment. I’m usually available to meet before and after every class.

 

Late Papers

Late midterms are penalized at the rate of 1/2 point per day overdue. Late finals cannot be accepted without an extension.

 

Rewrites

Rewrites of any midterm question are welcome. The final grade on the question will be the average of the original grade and the rewritten version’s grade. Rewrites of the final are unavailable, but rough drafts of the final can be submitted for feedback through April 23.

 

Incompletes

Incompletes may be given only in special hardship cases. Incompletes will not be used merely for extending the time for completion of course requirements.

 

Assessment

Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation.

 

Disability

Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services. Students may only be accommodated upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought.

 

Changes to the Syllabus

This syllabus provides a general plan for the course. Deviations may be necessary.

Senior Seminar: Convergence Culture, Spring 2014

Film 4910, Spring 2014

4910-010: Tuesdays & Thursdays 2:30-3:45, Classroom South 325

4910-015: Tuesdays & Thursdays 5:30-6:45, Classroom South 506

 

Ted Friedman

Office: 25 Park Place #1017

Email: ted@tedfriedman.com

Twitter: http://twitter.com/tedfriedman

Website: https://tedfriedman.com/teaching

 

Course Description

Media today are converging, as the boundaries that divide movies, TV, games, computers and phones blur. Likewise, the familiar categories of producer and consumer intermingle in Web 2.0 practices such as blogging, vidding, modding and tweeting. This senior seminar will examine the shifting roles of creators and audiences across a range of media practices, culminating in a capstone project that represents your own engagement with the changing media landscape.

 

Readings

Two books are required for the class. Both are available for free online:

Marcus Boon, In Praise of Copying (Harvard UP, 2010).

Laurence Lessig, Remix  (Bloomsbury Press, 2008)

 

In Praise of Copying can be downloaded at http://www.hup.harvard.edu/features/boon/. Spreadable Media can be downloaded at http://www.scribd.com/doc/47089238/Remix . Other assigned readings are available online at the URLs listed below. Supplementary links to media news and criticism will be distributed via the class Twitter hashtag #sensem.

 

Capstone Project

This seminar is structured to support the creation of an individual project (research or creative) addressing some aspect of authorship, audiences, and/or convergence.  This project may either be a research paper (10-15 pages), a website (15-20 pages), a fiction/nonfiction video (5-10 minutes), a comic book (24 pages), or a game (a board game with cards and rules, or a computer game), depending on your preference and previous technical experience. (Students will not receive technical training in the details of video production or multimedia development as part of this class. Support is available through the GSU Digital Aquarium, http://www.gsu.edu/aquarium/.)  The final submitted project will be the culmination of a series of assignments, as described below.

 

 

 

Critical Thinking through Writing

This course is a designated Critical Thinking through Writing (CTW) course. In film, “critical thinking” is defined as identifying, analyzing, and evaluating arguments and truth claims; and formulating and presenting convincing reasons in support of conclusions.

“Writing” refers to the skill of writing clear, well-organized, and grammatically correct English prose.

 

 

Schedule

 

Introducing Convergence Culture

 

1/14 Introduction

In-class screening: Star Wars fan films

 

1/16 Read Henry Jenkins, “Quentin Tarantino’s Star Wars? Digital Cinema,

Media Convergence, and Participatory Culture,” Convergence Culture (NYU Press, 2006): http://web.mit.edu/cms/People/henry3/starwars.html

Read Chris Anderson, “The Long Tail,” Wired, December 2004:

http://www.wired.com/wired/archive/12.10/tail.html

In-class screening: Barbie Nation

 

The Culture of the Copy

 

1/21 Read Marcus Boon, In Praise of Copying, Introduction, Chapters 1-2

http://www.hup.harvard.edu/features/boon/

In-class screening: Rip! A Remix Manifesto 

 

1/23 Read Boon, Chapters 3-5

 

1/28 Read Boon, Chapters 6-7, Conclusion

In-class screening: Exit through the Gift Shop

Project Proposal due

 

1/30 Read Ted Friedman, “Ideologies of Information Processing: From Analog to Digital.” From Electric Dreams. New York: NYU Press, 2005. https://tedfriedman.com/ electric-dreams-chapter-two/

 

Remix Culture

 

2/4 Read Lessig, Remix, Introduction

http://www.scribd.com/doc/47089238/Remix

In-class screening: Copyright Criminals

 

2/6 Read L essig, Part 1

In-class screening: Everything Is a Remix

 

2/11 Read Lessig, Part 2

Project Structure draft due

 

2/13 Read Lessig, Part 3

 

Source/Influence Presentations

 

2/18 Source/Influence Presentations

 

2/20 Source/Influence Presentations

 

2/25 Source/Influence Presentations

Project Structure final draft due

 

2/27 Source/Influence Presentations

 

3/4 Source/Influence Presentations

 

3/6 Source/Influence Presentations

 

Proposal Workshops

 

3/11 Proposal Workshops

 

3/13 Proposal Workshops

 

3/18 Spring Break – no class

 

3/20 Spring Break – no class

 

3/25 Proposal Workshops

 

3/27 Proposal Workshops

 

4/1 Proposal Workshops

 

4/3 Proposal Workshops

 

 

New Media Today

 

4/8 Read Sasha Frere-Jones, “Cash on the Pinhead,” newyorker.com, August 12, 2013:

http://www.newyorker.com/online/blogs/sashafrerejones/2013/08/how-will- musicians-survive-in-the-spotify-era.html?mobify=0

Read Damon Krukowski, “Free Music,” Pitchfork, July 26, 2013:

http://pitchfork.com/features/oped/9178-free-music/

Read Tim Quirk, “My Hilarious Warner Bros. Royalty Statement,” toomuchjoy.com, December 2009:

http://www.toomuchjoy.com/index.php/2009/12/my-hilarious-warner-bros-royalty-statement/

 

4/10 Read Joe Karaganis, “Rethinking Piracy,” Media Piracy in Emerging Economies. New

York: Social Science Research Council, 2011.

http://piracy.americanassembly.org/wp-content/uploads/2011/08/MPEE-PDF-1- Rethinking-Piracy.pdf

Read Richard Barbrook, “The High Tech Gift Economy,” First Monday, December 5, 2005. http://firstmonday.org/ojs/index.php/fm/article/view/1517/1432

 

Final Project Presentations

 

4/15 Final Project Presentations

 

4/17 Final Project Presentations

 

4/22 Final Project Presentations

 

4/24 Final Project Presentations

 

Final project due May 1

 

 

Assignments

 

The class assignments add up to total of 100 possible points. Your final grade for the class is determined by adding up your grades for each assignment, adjusting for attendance, then applying the final number to the following scale:

 

A 100-93 B+ 89-88 C+ 79-78 D 70-65

A- 92-90 B 87-83 C 77-73 F 64-0

B- 82-80 C- 72-70

 

 

Project Proposal – 10 points

Write a 2-3 page proposal.  Students creating research papers, nonfiction videos, or websites will detail the questions to be investigated and the sources they will use (including bibliography).  Those creating fiction videos will present a story synopsis and a statement of their project’s intended meaning/purpose. The proposal is due in class on January 28.

 

Source/Influence Presentation – 10 points

Pick one or more texts that you expect to engage in your project. These may be sources you plan to write about, clips you plan to sample, or models for your own creative work. Present to the class (10-15 minutes) the background and context for the sources or influences, discussing how you plan to engage them in your own project. Presentations will be scheduled from February 18 to March 6.

 

Project Structure – 30 points

Write a 6-10 page document including the following segments:

 

I. Outline or script: 3-5 pages, form depending on project. An essay project should include an expanded outline. A nonfiction video project should include a detailed segmentation breaking down scenes. A fiction video project or comic book should include a full script. A website project should include a site map.

 

Plan: 3-5 pages. You will answer a series of questions to flesh out your goals and strategies for the project. (More information to follow on a separate handout.)

A rough draft of the Project Structure is due in class on February 11. After meetings to discuss revisions, the final version is due in class February 25.

 

Proposal Workshop – 10 points

Present your work in progress to the class. Workshops will be scheduled from March 11 to April 3.

 

Final Project Presentation – 10 points

After incorporating the class’s feedback from the Proposal Workshop, you will present a final version to the class at the end of the semester, April 15-24.

 

Final Project – 30 points

After incorporating further class feedback and polishing any rough edges, the final version of the capstone project is due on May 1.

 

Attendance Adjustment

As Woody Allen put it, “80 percent of success is showing up.” It’s less than that in this formula, but the bottom line is that you can’t contribute to the class if you’re not there. You’re allowed one unexcused absence for the semester. After that, each unexcused absence subtracts one point from your grade total. Excused absences include medical and family emergencies. You will be expected to schedule any employment responsibilities around this class, or accept the consequences of missed classes on your grade. If you do need to miss a class, please contact me ahead of time, and make arrangements to catch up on missed material.

 

 

Policies

 

Late Assignments

Late assignments will be marked off by ½ point for every day overdue unless an extension is agreed upon before the due date. No work can be accepted after the deadline for the final project. Any unsubmitted work will receive a 0.

 

Withdrawals

Students withdrawing on or before the midsemester point will receive a W provided they are passing the course. Students who withdraw after the midsemester point will not be eligible for a W except in cases of hardship. If you withdraw after the midsemester point, you will be assigned a WF, except in those cases in which (1) hardship status is determined by the Office of the Dean of Students because of emergency, employment, or health reasons, and (2) you are passing the course.

 

Incompletes

Incompletes may be given only in special hardship cases. Incompletes will not be used merely for extending the time for completion of course requirements.

 

Changes to the Syllabus

This syllabus provides a general plan for the course. Deviations may be necessary.

 

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Fantasy and Science Fiction Media, Spring 2013

FILM 4280/6280, Spring 2013
Tuesdays & Thursdays 1:00-2:15 PM, 331 General Classroom Building
Screenings Tuesdays, 11:00 AM-12:50 PM, 406 Arts & Humanities

Ted Friedman
25 Park Place #1017
tedf@gsu.edu
http://twitter.com/tedfriedman
http://tedfriedman.com

Course Description
How do we dream our visions of the future? How do we explore our fantasies of the past?

Science fiction extrapolates the trends of the present to imagine possible future worlds, both utopian and (more often) dystopian. Fantasy looks back to imagine past worlds in which technology has not yet usurped nature. Both genres are rooted in mythic traditions that push beyond the boundaries of realism to reach for deeper truths.

This class will examine the genres of fantasy and science fiction across multiple media, including film, television, literature, comics and gaming. We’ll survey their history, while at the same time tracing the impact of each text forward into the present. We’ll look at how these works have reflected and influenced American society, as each new generation of creators has responded to changing social conditions by re-imagining the key tropes and themes of the genres. And we’ll try to understand why these visions continue to capture the world’s imagination.

Readings
Class readings will include books and a coursepack of articles. Here are the books you’ll need:

Maggie Hyde and Michael McGuinness, Introducing Jung
Salman Rushdie, The Wizard of Oz
Neal Gaiman, The Sandman: Season of Mists
Orson Scott Card, Ender’s Game
Karen Thompson Walker, The Age of Miracles

The course books can be ordered through online retailers such as amazon.com/student, bn.com, and powells.com. The coursepack is sold by Bestway Copy Center, 18 Decatur Street SE (on the first floor of One Park Place South).

Students in Film 6280 will read two additional books of their choice, one scholarly book and one work of fiction, and will present them in two separately scheduled meetings with the other graduate students.

Twitter Feed
Relevant news and commentary will be shared with the class via the Twitter hashtag #fsfmedia. Feel free to respond to tweets or post your own. Class Schedule

Unit I: Modern Myths

T 1/15 Understanding Fantasy and Science Fiction

Th 1/17 The Power of Myth
Ted Friedman, “Myth, the Numinous, and Cultural Studies”:
http://flowtv.org/?p=4161
Ted Friedman, “The Politics of Magic,”
http://www.scope.nottingham.ac.uk/article.php?issue=14&id=1138&section=article&q=rose

T 1/22 Star Wars
Joseph Campbell, excerpt from The Hero With a Thousand Faces (CP)
Christopher Vogler and Stuart Voytilla, excerpt from Myth and the Movies (CP)

Th 1/24 Archetypes and the Collective Unconscious
Hyde and McGuinness, Introducing Jung
Ted Friedman, “Jung and Lost”:
http://flowtv.org/?p=3865
Ursula K. LeGuin, “The Child and the Shadow” (CP)

T 1/29 The Lord of the Rings
J.R.R. Tolkien, “Introduction to The Fellowship of the Ring” (CP)
J.R.R. Tolkien, “On Fairy Stories”:
http://bjorn.kiev.ua/librae/Tolkien/Tolkien_On_Fairy_Stories.htm

Th 1/31 Game of Thrones

Unit II: Folklore and Fantasy

T 2/5 The Wizard of Oz
Salman Rushdie, The Wizard of Oz

Th 2/7 Buffy the Vampire Slayer
Guillermo del Toro and Chuck Hogan, “Why Vampires Never Die”:
http://www.nytimes.com/2009/07/31/opinion/31deltoro.html?_r=1
Laura Miller, “Real Men Have Fangs”:
http://online.wsj.com/article_email/SB122540672952785957-lMyQjAxMDI4MjE1MTQxMDE2Wj.html

T 2/12 The Company of Wolves
Angela Carter, “The Company of Wolves” (CP)
Selections from Marjorie Tatar, ed., The Classic Fairy Tales (CP)

Th 2/14 Firefly

T 2/19 Where the Wild Things Are
Alison Lurie, “Something Wonderful Out of Almost Nothing”:
http://www.nybooks.com/articles/archives/2012/jul/12/something-wonderful-out-almost-nothing/

Th 2/21 Dollhouse

T 2/26 Spirited Away
Margaret Talbot, “The Auteur of Anime” (CP)
James W. Boyd and Tetsuya Nishimura, “Shinto Perspectives in Miyazaki’s Anime Film Spirited Away,” The Journal of Religion and Film 8.2 (October 2004):
http://www.unomaha.edu/jrf/Vol8No2/boydShinto.htm
Norkio T. Reider, “Spirited Away: Film of the Fantastic and Evolving Japanese Folk Symbols,” Film Criticism 29.3 (2005): 4-27:

Click to access spirited_away.pdf

Aaron Sherwood, “Characterization, Narrative Structure and Mythopoeia in the Films of Hayao Miyazaki” (2006):

Click to access AaronSherwood_Mythopoeia.pdf

Th 2/28 Lost
Jason Mittell, “Sites of Participation: Wiki Fandom and the Case of Lostpedia”:
http://journal.transformativeworks.org/index.php/twc/article/view/118/117

T 3/5 Pan’s Labyrinth and Sandman
Neil Gaiman, The Sandman: Season of Mists

Th 3/7 The Walking Dead
Take-home midterm due

Unit III: Science Fiction

T 3/12 Metropolis
J. P. Telotte, “The Seductive Text of Metropolis” (CP)
William Gibson, “The Gernsback Continuum” (CP)
Andrew Ross, “Getting Out of the Gernsback Continuum” (CP)
David Hartwell, excerpt from Age of Wonders (CP)

Th 3/14 The Twilight Zone

T 3/19 Spring Break – no class

Th 3/21 Spring Break – no class

T 3/26 Bride of Frankenstein
Gary Morris, “Sexual Subversion: The Bride of Frankenstein”:
http://www.brightlightsfilm.com/19/19_bride1.html

Th 3/28 Star Trek
Henry Jenkins, “Infinite Diversity in Infinite Combinations” (CP)
Ted Friedman, “Capitalism: The Final Frontier”:
http://www.tedfriedman.com/essays/2005/03/capitalism_the.html

T 4/2 Blade Runner
Donna Haraway, “A Manifesto for Cyborgs” (CP)
Fredric Jameson, “Postmodernism, or the Cultural Logic of Late Capitalism” (CP)

Th 4/4 The X-Files
Carl Jung, “Flying Saucers as Modern Myths” (CP)

T 4/9 Brazil and Ender’s Game
Orson Scott Card, Ender’s Game

Th 4/11 Battlestar Galactica
Spencer Ackerman, “Battlestar: Iraqtica,”
http://www.slate.com/id/2151425/nav/tap2/

T 4/16 The Matrix
David Weberman, “The Matrix: Simulation and the Postmodern Age” (CP)
Slavoj Zizek, “The Matrix, or the Two Sides of Perversion” (CP)
Aleksandar Hemon, “Beyond the Matrix”:
http://www.newyorker.com/reporting/2012/09/10/120910fa_fact_hemon

Th 4/18 World of Warcraft and The Guild
Download and play the free World of Warcraft trial:
http://www.worldofwarcraft.com

T 4/23 Children of Men and The Age of Miracles
Karen Thompson Walker, The Age of Miracles

Th 4/25 Futurama

Take-Home Final due via email to tedf@gsu.edu on Tuesday, April 30 by 5 PM

Screening Schedule

You are responsible for viewing assigned films in time for class discussion. Screenings are held on Thursdays at 4:30 PM in 406 Arts & Humanities.

1/15 No screening
1/22 Star Wars
1/29 The Lord of the Rings: The Fellowship of the Ring
2/5 The Wizard of Oz
2/12 The Company of Wolves
2/19 Where the Wild Things Are
2/26 Spirited Away
3/5 Pan’s Labyrinth
3/12 Metropolis
3/19 Spring Break – no class
3/26 Bride of Frankenstein
4/2 Blade Runner
4/9 Brazil
4/16 The Matrix
4/23 Children of Men

Assignments

The class assignments add up to total of 100 possible points. Your final grade for the class is determined by adding up your grades for each assignment, adjusting for attendance, then applying the final number to the following scale:

A+ 100-98 B+ 89-88 C+ 79-78 D 69-65
A 97-93 B 87-83 C 77-70 F 64-0
A- 92-90 B- 82-80

TV Presentation – 10 points (Film 4280 only)
As part of a 2-3 person team, you will give a presentation on an influential fantasy or science fiction television show. Your team has two presentation options:

Research Presentation: Each member of the team gives a 5-minute presentation on a different aspect of the show: 1) the creator/creators; 2) the economics of the production, including available budget and ratings information; 3) audience responses. Each member hands in a list of sources. A minimum of five separate sources is required for each member’s presentation. (Wikipedia can be consulted to find sources but does not itself count toward the five sources.) PowerPoint is not necessary, but short video clips (such as creator interviews, news stories, and fan films) should be incorporated into each presentation when available.

Creative Presentation: Alternately, the presentation team can choose to collectively produce a short film about the TV show. Options include an edited selection of clips with voice-over commentary, a series of interviews with viewers, or a fan film.

Book Presentations – 5 points each (Film 6280 only)
Graduate students will read two additional books of their choice, one scholarly book and one work of fiction, and will give short a presentation on each in two separately scheduled meetings with the other graduate students.

Take-Home Midterm – 45 points (Film 4280 and 6280)
The take-home midterm will require you to relate concepts from the readings and lectures to the assigned films, series, novels and comics. Undergraduate and graduate students will take the same exam, but graduate students will be expected to submit more detailed answers. Due March 7.

Take-Home Final – 45 points (Film 4280 and 6280)
The take-home final will be structured just like the midterm, covering the second half of the semester. Due April 30.

Attendance Adjustment
As Woody Allen put it, “80 percent of success is showing up.” It’s less than that in this formula, but the bottom line is that you can’t contribute to the class if you’re not there. You’re allowed one unexcused absence for the semester. After that, each unexcused absence subtracts one point from your grade total. Excused absences include medical and family emergencies. You will be expected to schedule any employment responsibilities around this class, or accept the consequences of missed classes for your grade. If you do need to miss a class, please contact me ahead of time, and make arrangements to catch up on missed material.

Policies

Office Hours
Office hours are by appointment. I’m usually available to meet before and after every class.

Late Papers
Late midterms are penalized at the rate of 1/2 point per day overdue. Late finals cannot be accepted without an extension.

Rewrites
Rewrites of any midterm question are welcome. The final grade on the question will be the average of the original grade and the rewritten version’s grade. Rewrites of the final are unavailable, but rough drafts of the final can be submitted for feedback through April 23.

Incompletes
Incompletes may be given only in special hardship cases. Incompletes will not be used merely for extending the time for completion of course requirements.

Assessment
Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation.

Disability
Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services. Students may only be accommodated upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought.

Changes to the Syllabus
This syllabus provides a general plan for the course. Deviations may be necessary.

Ted’s Top Comics for 2012

  1. Guy Delisle, Jerusalem: Chronicles from the Holy City
  2. Anthony Bourdain et al, Get Jiro!
  3. Jeff Lemire, Sweet Tooth, Lost DogsThe Underwater Welder
  4. Brian K. Vaughan & Fiona Staples, Saga
  5. Ellen Forney, Marbles
  6. Alison Bechdel, Are You My Mother?
  7. Harvey Pekar & JT Waldman, Not the Israel My Parents Promised Me
  8. Brian Michael Bendis et al, PowersAvengers, New Avengers, Ultimate Spiderman, Takio & Scarlet
  9. Robert Kirkman & Charlie Adlard, The Walking Dead
  10. Bill Willingham et al, Fables

For a Jungian Turn in Comics Studies

Here’s a short “position paper” I wrote for a panel on comics at the Flow media studies conference in Austin:

For a Jungian Turn in Comics Studies

The rise of the new field of comics studies offers the opportunity to reconsider theoretical choices made by earlier forms of media studies. When, in an earlier generation, film studies began looking for models of subjectivity, it turned to the Freudian/Lacanian tradition. Left behind, for the most part, was the very different psychoanalytic perspective developed by Freud’s onetime protégé Carl Jung. While parsing the obsessions of exemplary filmmakers such as Alfred Hitchcock seemed to require the Oedipal framework of Freud, the work of comparable comic book auteurs such as Alan Moore and Neal Gaiman is in a very different, much more Jungian register. Their model for the psyche begins not with the family romance, but with a multiplicity of intense affects and impulses represented by godlike figures of outsized powers and desires. As these creators recognize, comic books’ heroes are archetypal, their stories mythic, their metaphysics mystical. Turning to Jung gives comics studies access to an invaluable trove of insight into the mythic dimensions of popular culture. In turn, recentering media studies around comics studies offers a chance to reintegrate models of archetype and the numinous into contemporary cultural studies.

Fans and scholars rightly insist that comics are more than just superheroes. But this claim for diversity also includes a hint of disavowal: there’s good reason why superpowered characters have featured so prominently not only in the medium’s most popular works, but also in many of its most powerful and influential ones. Produced by just ink and paper, comics are not indexically bound as photography and film are, and so easily transcend the limits of verisimilitude, making them the ideal visual medium for fantasy. Only now are other media, using CGI technology, able to approach the vastness of this canvas. Even Joss Whedon’s film version of The Avengers, working with a budget north of $100 million, was compelled to save money and effort by setting much of its second act in the stagey confines of the S.H.I.E.L.D. helicarrier. The locations of a comic book, on the other hand, are limited only by the artists’ imaginations.

Comics, then, are ideally suited for representing larger-than-life characteristics in settings far beyond the everyday. In Jungian terms, superheroes are archetypes: representations of primal psychic forces. In Jungian interpretations of myths and fairy tales, individual characters represent archetypal aspects of a single psyche: the Hero, the Mother, the Shadow, and so on. Likewise, stories of superheroes and super villains speak to us today because their characters represent archetypal elements within each of our psyches. Within The Avengers, for example, one might argue that Thor is an image of power, Captain America of duty, Iron Man intellect, and the Bruce Banner/The Hulk the dialectic of repression and aggression. Each of us contains within us the multitudes of the superheroic mythos.

Critics of Jungian interpretation have argued that it is essentialist—that is presumes all cultural texts represent unchanging psychological truths. But contemporary “post-Jungian” critics have pointed to the distinction that Jung draws between “archetype” and “archetypal image.” An archetype is an unrepresentable pattern of energy, stored, for Jung, in the collective unconscious. An archetypal image is the specific embodiment of an archetype in a distinct cultural and historical moment. The archetypal image is where archetype meets ideology. Bringing Jung together with the ideas of Antonio Gramsci, we can see every specific archetypal image as an intervention in the struggle to define the hegemonic meanings attached to an underlying archetype. The representation of Captain America, for instance, has been a space to struggle over the meanings of patriotism—from Jack Kirby’s Avenger slugging Hitler, to Alan Moore’s curdled parody the Comedian, to Whedon’s man out of time. Pairing post-Marxist ideology criticism with post-Jungian analytical theory gives comics studies the tools not just to explain its own medium, but also to map the fantasies and fears at the heart of contemporary popular culture.

Media and Cultural Studies, Spring 2012

COMM 6160/8690, Spring 2012
Thursdays 4:30-7:00 PM, Sparks 321

Ted Friedman
Office: 738 One Park Place South
ted@tedfriedman.com
http://twitter.com/tedfriedman
http://tedfriedman.com

Course Description
What are the political dimensions of popular culture? How does culture reflect, influence, and embody structures of power? Where does hegemony end and resistance begin? This class will engage the interdisciplinary field of Cultural Studies, which attempts to understand the relationship between culture and politics. We’ll be reading both founding theoretical texts and cutting-edge scholarship. We’ll address a range of media, from film and television to music, computer games and romance novels. We’ll look at multiple, intersecting structures of power, including class, nation, gender, and race.

Readings
Class readings will include books and a coursepack of articles. Here are the books you’ll need:

Graeme Turner, British Cultural Studies: An Introduction
Janice Radway, Reading the Romance
One romance novel of your choice
Susan Douglas, The Rise of Enlightened Sexism
Jodi Dean, Democracy and Other Neoliberal Fantasies
Stephen Duncombe, Dream: Re-Imagining Progressive Politics in an Age of Fantasy
Jane McGonigal, Reality Is Broken
Bruno Latour, On the Modern Cult of the Factish Gods
Janice Hocker Rushing and Thomas Frentz, Projecting the Shadow
Jeffrey Kripal, Mutants and Mystics

Most course books should be available at the GSU bookstores. They can also be ordered through online retailers such as amazon.com/student, bn.com, and powells.com. The coursepack is sold by Bestway Copy Center, 18 Decatur Street SE (on the first floor of One Park Place South).

Podcasts, Screenings and Activities
In addition to readings, some weeks’ assignments will include listening to podcasts, screening films and TV shows, and visiting locations around Atlanta.

Twitter Feed
Relevant news and commentary will be shared with the class via the Twitter hashtag #cultstud. Feel free to respond to tweets or post your own.
Schedule

1/12    The Politics of Culture
In-class screening: Barbie Nation

1/19    Culture and Power
Graeme Tuner, British Cultural Studies: An Introduction: Introduction, Chapter 1
Karl Marx, excerpts from The German Ideology
http://www.marxists.org/archive/marx/works/1845/german-ideology/ch01a.htm;
http://www.marxists.org/archive/marx/works/1845/german-ideology/ch01b.htm
Theodor Adorno and Max Horkheimer, “The Culture Industry: Enlightenment
as Mass Deception”
http://www.icce.rug.nl/~soundscapes/DATABASES/SWA/Some_writings_of_Adorno.shtml
Walter Benjamin, “On the Concept of History”
http://www.sfu.ca/~andrewf/CONCEPT2.html
Watch or listen to Reading Marx’s Capital with David Harvey, Class 1: “Introduction”
http://davidharvey.org/2008/06/marxs-capital-class-01/
Watch or listen to Paul Fry’s Literary Theory, Class 17: “The Frankfurt School of
Critical Theory”
http://itunes.apple.com/us/podcast/17-the-frankfurt-school-critical/id341652579?i=63753382

1/26    Hegemony and Resistance
Turner, Chapters 2-7, Conclusion
Louis Althusser, “Ideology and Ideological State Apparatuses”
http://www.marxists.org/reference/archive/althusser/1970/ideology.htm
Antonio Gramsci, “Hegemony, Intellectuals and the State” (CP)
Stuart Hall, “Encoding/Decoding” (CP)

2/2    Cynicism and Utopia
Slavoj Zizek, excerpt from The Sublime Object of Ideology (CP)
Fredric Jameson, “Reification and Utopia in Mass Culture,” (CP)
Thomas Frank, “New Consensus for Old” (CP)
Richard Dyer, “Entertainment and Utopia” (CP)
Ted Friedman, “Introduction,” Electric Dreams
http://www.tedfriedman.com/electricdreams/2005/02/introduction.php
Michael Berube, “What’s the Matter with Cultural Studies,”
http://chronicle.com/article/Whats-the-Matter-With/48334/
Watch or listen to Paul Fry’s Literary Theory, Class 18: “The Political Unconscious”
http://itunes.apple.com/us/podcast/18-the-political-unconscious/id341652579?i=63753375

2/9    Audience and Gender
Janice Radway, Reading the Romance
Go to a bookstore, buy a romance novel, and read it.

2/16    Postfeminisms
Susan Douglas, The Rise of Enlighted Sexism

2/23    Communicative Capitalism
Jodi Dean, Democracy and Other Neoliberal Fantasies

3/1    No class – spring break

3/8    Fantasy
Stephen Duncombe, Dream: Re-imagining Progressive Politics in an Age of Fantasy

3/15    Play
Jane McGonigal, Reality Is Broken: Why Games Make Us Better and How They
Can Change the World

3/22    Science
Bruno Latour, On the Modern Cult of the Factish Gods

3/29    Myth
Janice Hocker Rushing & Thomas S. Frentz, Projecting the Shadow: The Cyborg Hero
in American Film
Watch Blade Runner

4/5    Mysticism
Jeffrey Kripal, Mutants and Mystics: Science Fiction, Superhero Comics,
and the Paranormal

4/12    Research Presentations
No reading

4/19    Research Presentations/Party
No reading

Assignments

The class assignments add up to total of 100 possible points. Your final grade for the class is determined by adding up your grades for each assignment, adjusting for attendance, then applying the final number to the following scale:

A+    100-98        B+    89-88        C+    79-78        D    69-65
A     97-93        B    87-83        C    77-70        F    64-0
A-    92-90        B-    82-80

I. Theorist Discussion – Comm 6160: 15% of final grade; Comm 8690: 10% of final grade
You will lead, with a group, a 30-45 minute discussion of one of the theorists covered in the opening weeks of class. One group member should present a brief (5 minute) biographical introduction, incorporating video clips of the author if available. Each other member should introduce a contemporary media example and suggest how the author’s ideas could be applied to the text. Note: it is not necessary to summarize the reading beyond a brief 1-2 sentence statement of its key arguments. Further exegesis will be developed in lecture and class discussion. The choice of theorists includes: Adorno, Benjamin, Althusser, Gramsci, Hall, Zizek, Jameson and Frank.

II. Book Discussion – 6160: 25% of final grade; 8690: 20% of final grade
You will lead, with a group, discussion of one assigned book. To prepare for the discussion of the reading, research these questions to put the reading in a broader context:

What is the author’s background? What discipline is the author trained in? What else has s/he written? In which journals has s/he published?

What was the reception of the book? How was the book reviewed? What criticisms have been made of the author’s work? How has the author responded? Whom has the author influenced?

Then, meet with your group to prepare for a class discussion. Don’t bother summarizing the work. Rather, concentrate on how the work relates to the key questions we’ll be asking all semester. In addition to the research topics, other subjects for discussion should include:

Methodology: What research methods does the author use? (Possibilities include textual analysis, ethnography, historical research, quantitative social science, etc.) How does the author approach and justify this methodology? What are the advantages and limitations of this methodology?

Theoretical debates: In what theoretical debates does the work intervene? Where does the author stand? Whom does the author criticize? How does this work move the debate forward?

Example of Analysis: Pick one media example that’s either directly addressed by the author, or that can be illuminated by applying the author’s ideas. Show a representative sample from the text (any clip should be no more than 5 minutes). Discuss how the author would (or does) interpret the example. What are the strengths and limitations of this interpretation? What alternate interpretations are possible?

(You don’t need to organize your discussion in the order listed above. It may help to present the example up front, to ground your discussion of methodology and theory. It’s often also a good icebreaker to begin discussion by going around the room, asking everybody to answer a specific question related to their response to the book.)

III. Outside reading presentation – 8690 only: 10% of grade
Doctoral students will read one additional book and give a short (10-15 minute) presentation on the work to the class, summarizing the book’s key arguments, the critical response to the book, and how its ideas relate to the themes of the course. A list of suggested readings will be distributed separately.

IV. Final Project – 50% of final grade
Option 1: Write a paper on a subject relating to the politics of popular culture. 6160: 12-15 pages. 8690: 18-25 pages. Doctoral work will be expected to meet a higher standard of theoretical sophistication.

Option 2: Produce a creative work which engages some of the ideas of the class. The project can be a short film, a screenplay, or a new media work. Along with the project, include a short paper relating your work to ideas from the class. 6160: 3-5 pages; 8690: 8-10 pages. Doctoral work will be expected to meet a higher standard of theoretical sophistication.

For either option, the deadlines are the same:
A one-page prospectus is due February 23. I will schedule individual meetings with you to discuss the prospectus.
You will give a short (10 minute) presentation of your research project on either April 12 or April 19.
The final project is due April 26.

V. Attendance Adjustment
As Woody Allen put it, “80 percent of success is showing up.” It’s less than that in this formula, but the bottom line is that you can’t contribute to the class if you’re not there. You’re allowed one unexcused absence for the semester. After that, each unexcused absence subtracts one point from your grade total. Excused absences include medical and family emergencies. You will be expected to schedule any employment responsibilities around this class, or accept the consequences of missed classes for your grade. If you do need to miss a class, please contact me ahead of time, and make arrangements to catch up on missed material.

Policies

Office Hours
Office hours are by appointment. I’m usually available to meet before and after every class.

Incompletes
Incompletes may be given only in special hardship cases. Incompletes will not be used merely for extending the time for completion of course requirements.

Assessment
Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation.

Disability
Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services. Students may only be accommodated upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought.

Changes to the Syllabus
This syllabus provides a general plan for the course. Deviations may be necessary.

Marx, Jung & Yoda: The Dialectics of The Force

Here’s a talk about Star Wars and myth that I gave last month  at the Academy of Religious Studies conference in San Francisco. Feedback is welcome – I’m in the process of turning this into the introduction to my book, Centaur Manifesto.

I’m really thrilled to be here at the AAR conference. This is the first time I have been to a conference in religious studies, and I want to admit right off the bat that I’m not a trained scholar in religious studies. My own background is in cultural studies, new media, and critical theory. But I have found more and more that in trying to understand contemporary American culture, it’s impossible to ignore spiritual themes, and that the theoretical models of cultural studies really don’t offer a lot of space to think through questions of spirituality. There are some good and legitimate reasons for this. The Marxist and Freudian hermaneutics of suspicion have been incredibly valuable in uncovering the ideological underpinnings of religious discourses, along with all other discourses. But I’ve come to conclude that they’re not enough to tell the whole story.  I’ve come to this conference because I think a theological turn – or, in psychoanalytic terms, a Jungian turn – can help cultural studies develop a richer vocabulary to talk about the numinous. And at the same time, I do have some hope that some of the ideas that have come out of my own field might be of use to religious studies as well.

I’d like to begin by giving a little context for how I came to this topic. My first book, Electric Dreams, looked at the cultural history of personal computers, and what I argue is that cyberculture in the 1980s and 90s became what I call a utopian sphere: a space to imagine different visions of the future beyond the boundaries of late capitalist ideology. I was inspired by the work of Fredric Jameson, particularly his groundbreaking essay “Reification and Utopia in Mass Culture.” Jameson argues that for popular culture texts to capture the imaginations of large audiences, they must include at least glimpses of a better world. But capitalist ideology represses and recontains these utopian impulses, channelling them into consumerism, cynicism, and alienated individualism. For Jameson, the goal of the critic is to rescue and expand upon the utopian visions that have been buried within what he calls The Political Unconscious.

After finishing my first book a few years ago, I began to look more closely at the popular culture of this past decade, and was surprised by what I found. Electric Dreams argued that science fiction was the most influential genre of the 1980s and 1990s, helping to invent and make sense of the transmediated universe that we all live in now. But in this past decade, there’s been a cultural shift that has paralleled the growth of transmedia. These days, I’d argue that it’s the genre of fantasy that has been the most influential to our culture, producing the biggest blockbusters (Harry Potter and Lord of the Rings), the most popular gamespaces (World of Warcraft), and, to my mind, the most interesting genre authors

Fantasy works differently than science fiction. Science fiction speaks in the register of science and technology. But the central trope of fantasy is magic – a mystical force beyond the boundraries of Englightenment rationality. If science fiction celebrates logos, fantasy is the genre of mythos. As Arthur C. Clarke points out, any technology sufficiently advanced beyond our own is indistinguishable from magic. In this sense, all science fiction is part of the larger fantastical, mythological tradition. It’s just that the technological gloss of SF provides a cover of rationality over its magical, mystical core. Lately, that cover seems to be slipping. The rise of popular fantasy, I’d suggest, reflects what Christopher Partridge calls The Re-Enchantment of the West, in a play on Max Weber’s famous description of modernity as “The Dis-Enchantment of the World.” The desires underlying many fantasy texts, then, are not only the visions of a more just and egalitarian post-capitalist society that Jameson identifies, but also repressed visions of the spiritual – of mytical, gnostic experience.

Now, it may seem strange to describe spirituality as a repressed subtext in American popular culture. After all, the US remains one of the most religious societies in the world, an ongoing repudiation of the secularization thesis. But I’d suggest that the mystical, gnostic sensiblity of popular fantasy is not prominently represented in the American public sphere. This is the argument religious studies scholar Jeffrey Kripal makes in his fascinating new study of comic books, Mutants and Mystics. Furthermore, the core audience for these texts – the kinds of geeks and techies like myself who attend the San Diego Comic Con and play MMORPGs – are exactly those whose everyday worlds are most structured by the capitalist technocratic rationality of binary codes and spreadsheets. In this context, the mystical vision of fantasy represents what Jung would call a compensatory myth – not, as classical ideology theory would have it, because it mystifies and justifies capitalism, but rather because, like a recurring dream, it points to a psychological need that is not being met – a potential transformation of the self, and of society, that challenges the illusion of a stable, complete ego.

In other words, there is a spiritual impulse that is repressed in technocratic postmodern American culture. But that human need does not go away. The return of the repressed shows up in our shared fantasies. Jorge Louis Borges suggested that the theological is a part of the fantastical genre.  I’d like to suggest the converse: that we consider popular fantasy as a form of folk theology.

Another inspiriation for my work, and for much of transmedia studies in general, has been Donna Haraway’s hugely influential 1986 essay, “A Manifesto for Cyborgs.” Haraway turned to the figure of the cyborg to argue that it offered a way to reimagine the intersection between the human and the machine, between nature and technology. She saw the cyborg as a figure who could challenge the presumptions of many on the Left at the time who saw technology as the enemy. Instead, she suggested that films like Blade Runner offerred ways to imagine reappropriating technological tools to empower the disnenfranchised. Haraway’s ideas, controversial in their time, have become a kind of common sense today; I don’t think technophobia on the Left is nearly the problem it was when she was discussing it. Instead, just as science fiction was dismissed by most of Haraway’s peers in the 1980s as escapism, today it is fantasy that is often dismissed as reactionary nostalgia. In fact, both the Lord of the Rings and Harry Potter movies first came out in the fall of 2001, shortly after 9/11, and many critics  argued that these films were so popular at this moment because they offer a safe, reassuring retreat into a fantasy world. I don’t think that’s completely wrong, but I don’t think it tells nearly the whole story. If in the 1980s what was needed was a cyborg manifesto, today what’s needed is what I call a centaur manifesto, a similar embrace of a liminal figure. The centaur is on the boundary between human and animal, between nature and culture, and even on the boundary between reality and fantasy, between the scientific world of everyday life and the fantastical world of mythology. Just as Haraway saw the cyborg as an inspiring figure to imagine how we could rework science fiction in new, more empowered ways, I think the centaur similarly can be that type of fantasy figure.

To flesh out the implications of this centaur manifesto, I’ll be turning now to a specific text. The movie I want to talk about might be a little surprising because at first glance we might presume it’s science fiction: Star Wars. Star Wars is on the precipice of science fiction and fantasy. It has spaceships and light sabers, but it’s also a story of a knight who rescues a princess. It begins like a fairy tale: “Long ago in a galaxy far, far away.” And most of all, it’s a world in which magic overcomes technology, as Luke turns off his computer and destroys the Death Star by trusting instead in the Force.

The formative religious experience of my childhood was Star Wars – certainly more so, I have to admit, than Hebrew School or my Bar Mitzvah. When Obi-Wan Kenobi told Luke, “The Force . . . is an energy field created by all living things. It surrounds us and penetrates us. It binds the galaxy together,” I could feel The Force tingle in my own fingertips. More than once I attempted to move objects with only the power of my mind. They never moved, but I can’t say I was ever disappointed – I think something in me moved, as I recognized that my mind and the outside world in were in some ways part of an indivisible whole. Years later, I would rediscover the flavor of those experiences when I began meditating regularly.

The power of The Force, I think, has a lot to do with the endurance of the Star Wars mythos, over three decades past the release of the first film. Star Wars was one of the first transmedia blockbusters, spawning books, comics, videogames, lunchboxes, and most lucratively, toys. All of these spinoffs meant that watching the movie was only the beginning of the experience – kids like me could move on to tell our own stories, as we did for all the years between 198tk and 1999 when no new films were being made.

The Force is a fictional construction, but at the same time it is a very powerful model for thinking about the numinous in our lives. In fact, its very fictional nature may be part of what has made it so resonant and lasting. In Jungian terms, we could say that for Star Wars fans, The Force is an archetypal image rather than the archetype itself. While there are a few people who mark ‘Jedi’ under religion on their census forms, most people don’t explicitly believe in the theology of Star Wars. Rather, they find Star Wars a set of metaphors that can help them conceive of their own sense of the spiritual or the numinous without feeling constrained by the doctrines of traditional religions. In this sense, Star Wars is one example of what Paul Heelas and Linda Woodhead call The Spiritual Revolution, in which more and more Westerners define themselves as spiritual rather than religious.

So, how does cultural studies theorize texts like Star Wars? In Convergence Culture, Henry Jenkins’ agenda-setting work on transmedia, Jenkins recognizes the influence of Joseph Campbell’s ideas about myth not only on Star Wars, but on the many other screenplays that have been inspired by Campbell’s Hero With a Thousand Faces. But Jenkins characterizes Campbell’s ideas in a very distinctive way. He writes: “Audience familiarity with this basic plot structure allows scriptwriters to skip over transitional or expository sequences, throwing us directly in the action.” In other words, Jenkins finds Campbell important as a structuralist who codified the generic expectations that make these heroic narratives easier to parse. But Jenkins passes over exactly what’s most important about myth to Campbell: the mystical. As Campbell put it: “Without the mystical, myth is just ideology.” For Campbell, as a Jungian, the hero’s journey is fundamentally about the descent into the unconscious to engage the numinous – what he calls “the mystery which is the ground of our being.”

So what would it mean to take the numinous more seriously in cultural studies? Is there a way to articulate spirituality within the set of ideas that have been so influential in cultural studies?

The circuit of culture is Paul du Gay’s very influential model of the five nodes through which every culural object passes. Where does the numinous fit in this model? Spirituality is certainly an aspect of personal identity. It’s also, as I’ve been arguing, a key theme of textual representation, even if remains as subtext. But I’d suggest the numinous – a vision of the transcendental – also informs the activities of production, consumption, and regulation. Another way to rework the circuit of culture is this:

[To come: image of a Mandala of Culture. Submissions welcome.]

Here is a Mandala of Culture, which transforms Du Gay’s two-dimentional circle into a three-dimensional sphere. It conceives of the numinous as the ground, the context in which all the circuit goes around. The numinous in itself is not directly accessible. In Jung’s terms, it is the realm of archetypes. It enters our world through the circuit of culture, where it becomes an object of representation, redefinition, and struggle. The circuit of culture is where archetype meets ideology.

I like Jung’s term “the numinous” because it locates the spiritual in the unconscious, the unrepresentable. We could also call this axis the sublime, or even Lacan’s Real – in some sense, I’d argue that all these terms are pointing to the same thing: that part of the humand experience beyond Enlightenment rationality.

[Note – this is the fuzziest, most speculative part of the talk. More to come in Centaur Manifesto.]

With this model in place, let’s turn back to Star Wars and ask how we might integrate the numinous into cultural studies. One place to start is to point out that Joseph Campbell was not George Lucas’s only guru. As I was doing research for this paper, I came across a series of fascinating talks by Alan Watts, who was a very influential popularizer of Zen Buddhism and Taoism in the 1950s, 60s, and 70s. During the period that George Lucas was writing Star Wars, Watts lived in the Bay area, speaking often at places like the Esalen Institute and on his weekly public radio show. The vocal, physical, and philosphical resemblance between Watts and Alec Guinness’s portrayal of Obi-Wan Kenobi is so unmistakeable that many fans have concluded that Watts was “the real Obi-Wan Kenobi.”

In this context, then, we can see the Force not only as a generalized religious metaphor, but also more specifically as an example of the popular transmission of Eastern spiritual ideas to the West in the second half of the Twentieth Century. But Lucas’s Force is not quite the same thing as the Tao. In Taoism, the model of yin and yang reflects the interdependence and interpenetration of all things. Dark and light depend on and need each other. One cannot exist without the other, just as any figure depends on the negative space of its background. In George Lucas’s version of the Force, while the language of dark and light remains, it’s reincorporated into a much more Western, Manichean vision of absolute good and evil. There is the light side of Obi-Wan and Luke, and there is the dark side of Darth Vader and The Emperor. So while on the one hand George Lucas brought a Taoist vision to the United States, on the other hand, in the process he robbed it of much of what makes it distinctive, complex and resonant. For this, it’s been justly criticized for validating Ronald Reagan’s attack on the Soviet Union as an “Evil Empire” in the 1980s, and George W. Bush’s similar demonization of an “Axis of Evil” two decades later.

Having said that, however, if we then begin to think about Star Wars as a transmediated text, what is significant not only its original texual representation, but also its reappropriation and reworking by its audiences. If we think of the cultural studies model of an active audience negotiating and resisting dominant codes, then we can see George Lucas’s original vision of the Force as only a first step towards a more complex, collectively produced theological vision.

I work in downtown Atlanta. Just up the block once a year is the Dragon Con annual convention where science fiction and fantasy fans come from all over the world to dress up as their favorite characters. The most popular characters, by far, are the Star Wars Storm Troopers. Every year the Storm Troopers parade down Peachtree Street. This may seem surprising: why, we may wonder, would so many fans want to dress up, not as heroes like Luke Skywalker or Obi-Wan Kenobi, but instead as part of the forces of darkness? The answer, I think, is that for Star Wars fans, the metaphysics of Star Wars are more complex than it is in Lucas’s original formulation. The dark side represents not simply evil, but the shadow side of our own personalities – the attraction towards violence, aggression, and power that we repress in our daily lives. The play space of the Dragon Con convention and the Star Wars transmedia universe provides a safe, delineated way to engage with that shadow side. And in the process, to create a more complex moral vision: to embrace and show sympathy for the devil.

What Star Wars fans are doing is what we could call vernacular theology: challenging Lucas’s dilution of Alan Watts’s Taoist vision, returning it to a more complex model that has kept the power of the Force alive after 35 years.

Media and Popular Culture Take-Home Final Exam

Media and Popular Culture, Spring 2011
Take-Home Final Exam

Instructions

Answer any 5 of the 10 questions below. Each answer should be at least one complete page long. The exam should be typed, double-spaced, in Times New Roman 12-point. The exam is due by 5 PM on Wednesday, May 2. You can either drop it off in my office mailbox (738 One Park Place South) or email it to me at tedf@gsu.edu.

Your response should demonstrate that you have carefully studied and understood class readings, lectures and discussion, and can apply ideas from the course to individual texts. When questions refer to specific authors, you should clearly address the ideas of those authors, demonstrating your understanding of their arguments.

Questions

1. Pick any contemporary media text. (You can choose a film, TV show, book, graphic novel, advertisement, game, website, or any other source.) Drawing on Omi and Winant’s Racial Formation in the United States, discuss the text as a “racial project.”

2. Pick any contemporary media text. (You can use the same text for multiple questions, or different texts if you prefer.) Drawing on Ariel Levy’s Female Chauvinist Pigs, discuss the representation of gender in the text. How does the text reflect the “postfeminist” era?

3. Pick any contemporary media text. Drawing on Alexander Doty’s “There’s Something Queer Here,” discuss queer readings of the text.

4. Pick any comic book or animated text. Drawing on Scott McCloud’s Understanding Comics, discuss the “pictorial vocabulary” of the artwork. Draw a triangle on the page and show where the art fits in relation the vertices of “reality,” “language,” and “the picture plane,” then explain why.

5. Pick any game. Drawing on Ralph Koster’s A Theory of Fun for Video Games, discuss what makes the game fun.

6. Pick any game. Drawing on McKenzie Wark’s GAM3R 7H3ORY, discuss the “gamespace” of the game and how it relates to the world outside the game.

7. Compare your own experience and that of your friends to the generational sensibility described in Emily Nussbaum’s “Say Everything.”

8. Pick any contemporary media text. Drawing on Benedict Anderson’s Imagined Communities, discuss how the text helps create a sense of national identity.

9. Pick any contemporary media text. Make a “culture-jammed” version of the text.

10. Visit a park, garden, or other nature space. Turn off all electronic devices. Sit quietly for at least 10 minutes observing the landscape and animals. Describe the experience, and compare it to your usual pace of life.

Grammy Night Reflections on Projection

From tweets the night of February 13, 2011.

In Jungian terms, technological determinism is projection: giving power to machines that really belongs to ourselves.

Projection is necessary & valuable – it’s what Robert Johnson calls “carrying your gold” when you’re not ready yet to carry it yourself.

But maturity & wisdom comes when we withdraw projections. See people & things for who & what they are in themselves.

Withdrawing projections means realizing the power was within you all along. Your anima pop godess. Your puer rock star. Your Buddha-nature.

In Electric Dreams I call this “the dialectic of technological determinism.” We project onto technology our utopian visions of the future.

————-

Electric Dreams Introduction on TedFriedman.com

Ted’s Movie Database

Film poster for Don't Tell Mom the Babysitter'...

The complete Ted’s Movie Database, featuring the Don’t Tell Mom the Babysitter’s Dead rating system, is now back online. It’s part of the new Lists section, which includes year-end Top 10s and decade-end Top 50s, syllabi, comprehensive exam reading lists, old Village Voice Pazz & Jop critics’ poll ballots, and now TMDB. Follow the links from the navigation bar, or click here to go directly to TMDB.

Ted’s Top Movies of 2010

My movie rankings have used the DTMTBD system ever since I first unveiled it in the  fanzine Nadine in 1992. I keep a complete database of every movie I’ve seen using Movie Collector by collectorz.com, sorted by year and DTMTBD rating. It’s proven an invaluable resource for syllabus ideas, zeitgeist reminders, and producing a feeling of accomplishment out of sitting through anything. (I had an online version of my database on the old website; look for it soon on the new TedFriedman.com.)

My premise is that the most typical, amiably professional Hollywood genre piece is a good milestone against which to compare other films’ successes and failures. Don’t Tell Mom the Babysitter’s Dead is my line in the sand: anything better is a treat, anything worse is time wasted. I wrote back in 1992 that going to see Don’t Tell Mom the Babysitter’s Dead itself still counted as a good time, since going to a movie theater and eating popcorn is an inherently fun activity. 18 years later, either I’ve raised my standards or the theaters have gotten worse. Today I’d certainly regret hauling to a theater just to see Don’t Tell Mom the Babysitter’s Dead, just as Date Night was a disappointment. (We actually drove out to see it on a Thursday night when NBC was all reruns. It was cute, but a definite cut below a lineup of Community, Parks & Recreation, The Office and 30 Rock. Not even close, actually.)

I admit I haven’t seen most of the big Oscar contenders, including The Fighter (no interest), The King’s Speech (mild interest), or The Social Network (Aaron Sorkin grew up in Scarsdale and I believe went to SHS even did Scarsdale Summer Music Theater, while Zuckerberg’s dad is an orthodontist in Westchester. It feels too much like a high school reunion). But here’s what I thought of what I saw.

The Best Movies of the Year

1. Scott Pilgrim Vs. the World

2. Please Give

3. Hot Tub Time Machine


Much Better Than Don’t Tell Mom the Babysitter’s Dead

4. How to Train Your Dragon

5. Easy A

6. Inception

7. Toy Story 3

Better Than Don’t Tell Mom the Babysitter’s Dead

8. Salt

9. Dinner for Schmucks

10. Greenberg

11. The Other Guys

12. Kick-Ass

13. The Expendables

About As Good As Don’t Tell Mom the Babysitter’s Dead

14. Date Night

15. Iron Man 2

Media and Popular Culture, Spring 2011

Media and Popular Culture
Film 4810, Spring 2011
Mondays & Wednesdays 1:30-2:45, Aderhold 303
Office: 738 One Park Place South
Email: ted3k@me.com    Twitter: http://twitter.com/tedfriedman
Website: https://tedfriedman.com/teaching

Popular culture is often described as “escapist” entertainment. But this dismissal evades some very serious questions. What are we escaping? Where are we escaping to? Does everybody go to the same place? How might the trip affect us, once we get back? This class looks at the social consequences and political implications of mass mediated entertainment. Its goal is to develop the theoretical tools and critical perspective to interrogate the TV shows, commercials, films, books, songs, videos, and web sites that saturate our lives.

Readings
The coursepack is sold by Bestway Copy Center, 18 Decatur Street SE (on the first floor of One Park Place South). Some readings are available online through the links provided. Links to additional optional readings will be distributed via the Twitter hashtag #popcult.

Schedule

Unit I: Introducing Cultural Studies

1/19    Introduction: What Is Culture?

1/24    Barbie Nation: Culture as Struggle and Negotiation
Ted Friedman, “Introduction,” Electric Dreams: Computers and American Culture:
https://tedfriedman.com/electric-dreams/electric-dreams-introduction/
Watch The Century of Self online:
http://video.google.com/videoplay?docid=6718420906413643126#

1/26    Culture as Sentimental Education
Clifford Geertz, “Deep Play: Notes on the Balinese Cockfight”:
http://webhome.idirect.com/~boweevil/BaliCockGeertz.html
In Media Res theme week, Sports & Media: Football/Futbol:
http://mediacommons.futureofthebook.org/imr/theme-week/2010/45/sports-media-footballfutbol-november-8-12-2010

1/31    Paris Is Burning: Subcultures and Mass Culture
Dick Hebdige, “The Function of Subculture”: http://www.kirkarts.com/wiki/images/a/af/Hebdige_subculture.pdf
Malcolm Gladwell, “The Coolhunt”: http://gladwell.com/1997/1997_03_17_a_cool.htm
Gladwell, “The Science of Shopping”: http://gladwell.com/1996/1996_11_04_a_shopping.htm

Unit II: The Circuit of Culture

2/2    Regulation and Production
Thomas Schatz, “New Hollywood, New Millennium,” from Film Theory and Contemporary New Media, ed. Warren Buckland (Routledge, 2009). (CP)
Chris Anderson, “The Long Tail”: http://www.wired.com/wired/archive/12.10/tail.html

2/7    Representation
Ellen Seiter, “Semiotics, Structuralism and Television,” from Channels of Discourse, Reassembled, ed. Robert Allen (UNC Press, 1992). (CP)
Roland Barthes, “Myth Today”: http://www.artsci.wustl.edu/~marton/myth.html

2/9    Audience, Identity and Meaning
Barbara Ehrenreich et al, “Beatlemania: Girls Just Want to Have Fun,” from The Adoring Audience: Fan Culture and Popular Media, ed. Lisa Lewis (Routledge, 1992). (CP)
Ted Friedman, “Myth, the Numious and Cultural Studies,” Flow 10.05, August 6, 2009:
http://flowtv.org/2009/08/myth-the-numinous-and-cultural-studies-ted-friedman-georgia-state-university-atlanta/
In Media Res theme week, “Science Fiction and Fandom,” September 6-10, 2010:
http://mediacommons.futureofthebook.org/imr/theme-week/2010/36/science-fiction-and-fandom-september-6-10-2010

Unit III: Culture and Power

2/14    Reading the Romance: Cultural Capital
Janice Radway, excerpts from Reading the Romance (UNC Press, 1984). (CP)
John Fiske, “The Cultural Economy of Fandom,” from The Adoring Audience. (CP)
Go to a bookstore. Browse for, buy, and read a romance novel.

2/16    Ideology, Hegemony and Resistance
James Kavanaugh, “Ideology,” from Critical Terms for Literary Study, ed. Frank Lentricchia and Thomas McLaughlin (U Chicago Press, 1995).
John Fiske, “British Cultural Studies and Television,” from Channels of Discourse, Reassembled.
Stuart Hall, “Encoding, Decoding,” from CCCS Stencilled Paper 7:

Click to access SH-Coding.pdf

2/21    Ultimate Fighting Champsionship
In Media Res theme week, “Professional Wrestling,” August 16-20, 2010:
http://mediacommons.futureofthebook.org/imr/theme-week/2010/32/wrestling-august-16-20-2010

2/23    Color Adjustment: Racial Formation
Omi and Winant, excerpt from Racial Formation in the United States (Routledge 1994). (CP)

2/28    Spring Break – No Class

3/2    Spring Break – No Class

3/7    Gender
Ariel Levy, “Raunch Culture” and “The Future that Never Happened,” from Female Chauvinist Pigs (Free Press, 2006). (CP)
Alexander Doty, “There’s Something Queer Here,” from Making Things Perfectly Queer (U Minnesota Press, 1993).

3/9    Mad Men
Midterms due

Unit IV: New Media Futures

3/14    Understanding Comics
Scott McCloud, excerpt from Understanding Comics (Kitchen Sink Press, 1993).
Warren Ellis and Paul Duffield, Freakangels: http://www.freakangels.com/?p=23
(read through at least Volume 1)

3/16    Adult Swim

3/21    Game Studies
Ralph Koster, excerpts from A Theory of Fun for Game Design (Paraglyph Press, 2004).
McKenzie Wark, GAM3R 7H3ORY: http://www.futureofthebook.org/gamertheory/ (read “Agony: on The Cave,” page cards 1-25)
Ted Friedman, “The Play Paradigm: What Media Studies Can Learn from Game Studies,” Flow 9.03 (December 1, 2008): http://flowtv.org/2008/12/the-play-paradigm-what-media-studies-can-learn-from-game-studies-ted-friedman-georgia-state-university/
Ted Friedman, “Strat-O-Matic and the Baseball Tarot: Sense and Synchronicity in Sports and Games,” Flow 9.07 (February 20, 2009): http://flowtv.org/2009/02/strat-o-matic-and-the-baseball-tarot-sense-and-synchronicity-in-sports-and-games-ted-friedman-georgia-state-university-atlanta/
In Media Res theme week, “Gaming,” December 6-10, 2010: http://mediacommons.futureofthebook.org/imr/theme-week/2010/49/gaming-december-6-10-2010
Play World of Warcraft, Farmville, or any other MMORPG or social game of your choice.
Free 10-day trial for WoW at http://www.worldofwarcraft.com.

3/23    Game Demos

3/28    Social Media
Emily Nussbam, “Say Everything,” New York, January 15, 2009:
http://nymag.com/news/features/27341/
Ted Friedman, “Tweeting the Dialectic of Technological Determinism,” Flow 10.02, June 27, 2009:
http://flowtv.org/2009/06/tweeting-the-dialectic-of-technological-determinism

3/30     New Media Demos

Unit V: The Politics of Culture

4/4    Globalization
Benedict Anderson, from Imagined Communities (CP)
Arjun Appadurai, from Modernity at Large (CP)

4/6    Global Formats

4/11    Activism
Watch Naomi Klein, “Addicted to Risk,” online:

Watch The Story of Stuff online: http://storyofstuff.com/

4/13    Late Night TV

4/18    Posthumanism
Donna Haraway, “Manifesto for Cyborgs” from Simians, Cyborgs and Women (Routledge 1990).CP

4/20    New Media Demos

4/25    Ecocultural Studies
David Abram, “The Ecology of Magic,” from The Spell of the Sensuous (Vintage, 1996):
http://www.primitivism.com/ecology-magic.htm
Scott London, “The Ecology of Magic: An Interview with David Abram”:
http://www.scottlondon.com/interviews/abram.html
Ted Friedman, “The Politics of Magic,” Scope 14 (June 2009):
http://www.scope.nottingham.ac.uk/article.php?issue=14&id=1138
Ted Friedman, “Vertigo,” Flow 10.08 (September 19, 2009):
http://flowtv.org/2009/09/vertigoted-friedman-georgia-state-university/
Take a walk in a park.

Take-Home Final Exam due 5/2

Assignments

The class assignments add up to total of 100 possible points. Your final grade for the class is determined by adding up your grades for each assignment, adjusting for attendance, then applying the final number to the following scale:

A     100-93        B+    89-88        C+    79-78        D    70-65
A-    92-90        B    87-83        C    77-73        F    64-0
B-    82-80        C-    72-70

Take-Home Midterm – 45 points
The take-home midterm will require you to relate concepts from the readings and lectures to the films screened for the first three class units. Due in class March 17.

Take-Home Final – 45 points
The take-home final will be structured just like the midterm, covering units 4-7. Due May 5.

Presentation – 10 points
You will sign up with two partners to research the creators, economics, and audience contexts of a television program or video game. You will then choose a sample episode or gameplay experience, present your research to the class, screen the episode/game for the class, then participate in the class discussion. More information will follow in a separate handout.

Attendance Adjustment
As Woody Allen put it, “80 percent of success is showing up.” It’s less than that in this formula, but the bottom line is that you can’t contribute to the class if you’re not there. You’re allowed one unexcused absence for the semester. After that, each unexcused absence subtracts one point from your grade total. Excused absences include medical and family emergencies. You will be expected to schedule any employment responsibilities around this class, or accept the consequences of missed classes for your grade. If you do need to miss a class, please contact me ahead of time, and make arrangements to catch up on missed material.

Policies

Re-Writes and Makeup Tests
Opportunities for revision and improvement will be available for the midterm and presentations. In addition, I will look at optional drafts of the final submitted on or before the deadline listed above.

Late and Unsubmitted Papers
Late papers will be marked off by ½ point for every day overdue unless an extension is agreed upon before the due date. No work can be accepted after the deadline for the take-home final. Any unsubmitted papers will receive a 0. Likewise, any unanswered exam questions will receive a 0. So, if you answer only 2 out of 3 required exam questions, you will get a 0 on the third question.

Withdrawals
Students withdrawing on or before the midsemester point will receive a W provided they are passing the course. Students who withdraw after the midsemester point will not be eligible for a W except in cases of hardship. If you withdraw after the midsemester point, you will be assigned a WF, except in those cases in which (1) hardship status is determined by the office of the dean of students because of emergency, employment, or health reasons, and (2) you are passing the course.

Incompletes
Incompletes may be given only in special hardship cases. Incompletes will not be used merely for extending the time for completion of course requirements.

Changes to the Syllabus
This syllabus provides a general plan for the course. Deviations may be necessary.

Ted’s Top Podcasts of 2010

1. Bill Simmons, The BS Report
2. Marc Maron, What the Fuck
3. Jeffrey Kripal, Impossible Talk
4. Masterworks Broadway Podcast Theatre
5. Terri Gross, Fresh Air
6. John Hodgman, Judge John Hodgman
7. Robert X. Cringely, I, Cringely
8. Dan Savage, Savage Love Podcast
9. Doug Benson, Doug Loves Movies
10. Doug Henwood, Behind the News
11. Alex Tsakiris, Skeptiko
12. Jon Suintres, Word Balloon
13. Tami Simon, Sounds True: Insights from the Edge
14. The Guardian, World Cup Daily & Football Weekly
15. Adam Carolla, The Adam Carolla Show

Ineligible but recommended:

Tedcast, my own podcast.

Expanding Mind with Erik Davis, who interviewed me in November.


Ted’s Top 50 Comics of the 2000s

Originally posted December 30, 2009

This was a mixed decade for comics. On the one hand, superhero comics rebounded from the “grim and gritty” cliches of the 1990s to newfound creative relevance, thanks largely to the savvy of Marvel Editor-in-Chief Joe Quesada, who recruited writers like Brian Michael Bendis, Mark Millar, Robert Kirkman and Warren Ellis from the indie world and let them run wild on the Marvel universe. Bendis proved to have the best ear for dialogue in the history of the word balloon, and Quesada oversaw a series of crossover events that actually managed to deepen rather than exploit the mythos.

At the same time, the indie bubble of the 1990s popped, as the entire American comics infrastructure shrank in response to overspeculation, insularity, and new competition from manga and the internet. A new generation of personal artists never emerged to follow pioneers like Peter Bagge, Daniel Clowes, the Hernandez Brothers, Chester Brown, Seth, and Joe Matt. Or if they did, they never made it to my comics shop – which these days is a website, since the three stores closest to me all closed down by the middle of the decade.

By the end of the decade, it appears the industry is finally responding to these transformations. Several of my favorite comics, including Freakangels, Bayou, and PVP, are available for free online (although I still prefer to read them in ink). The early attempt to turn Watchmen into a “motion comic” in advance of the movie was a disaster, but the adaptation of Spiderwoman is much more promising. And the widespread recognition for works like Fun House, Epileptic, and Persepolis suggests the space for sequential art outside the comics ghetto may be growing.

Not that there’s anything wrong with the margins. As science fiction began to gain critical respectability in the 1960s and 70s, some SF authors railed, “keep science fiction in the gutter where it belongs!” Similarly, there’s a legitimate danger that the recent superhero boom – capped by Disney’s purchase of Marvel – will dull the critical edge that Quesada, Bendis, and their cohort worked so hard to sharpen. But with great responsibility comes great power. Hopefully, the new creative opportunities opening up for comics artists will give them the room to explore even fresher visions. The recent explosion of work by the astonishing Warren Ellis for indie publisher Avatar demonstrates what can happen when a writer bursting with ideas wins full creative freedom, and finds the collaborators who can bring his visions to life.

Here’s my list of the top 50 comics of the decade. I’ve lumped together spinoffs like New Avengers, Mighty Avengers, and Dark Avengers, as long as they’re from the same writer. I’ve listed the primary artsists who worked with each writer, using front cover credits to decide whether to include inkers and colorists, and skipping fill-in artists. Foreign comics were considered if they were translated into English in this decade.

1 – Epileptic, David B.
2 – The Walking Dead, Robert Kirkman, Charlie Adlard and Cliff Rathburn
3 – Y the Last Man, Brian K. Vaughan and Pia Guerra
4 – Planetary, Warren Ellis and John Cassady
5 – Buddha, Osamu Tezuka
6 – Stray Bullets, David Lapham
7 – Alias/The Pulse, Brian Michael Bendis and Michael Gaydos
8 – Fun Home, Alison Bechdel
9 – Box Office Poison, Alex Robinson
10 – Wolverine: Old Man Logan, Mark Millar and Steve McNiven
11 – Freakangels, Warren Ellis and Paul Duffield
12 – Black Hole, Charles Burns
13 – Desolation Jones, Warren Ellis and JH Williams
14 – Promethea, Alan Moore and JH Williams
15 – Persepolis, Marjane Satrapi
16 – The Book of Genesis Illustrated, R. Crumb
17 – Daredevil, Brian Michael Bendis and Alex Maleev
18 – Dykes to Watch Out For, Alison Bechdel
19 – DC: The New Frontier, Darwyn Cooke
20 – Breakfast After Noon, Andi Watson
21 – Top 10, Alan Moore, Gene Ha, and Zander Cannon
22 – Powers, Brian Michael Bendis and Michael Avon Oeming
23 – New/Mighty/Dark Avengers, Brian Michael Bendis and various artists
24 – Fables, Bill Willingham, Mark Buckingham and Steve Leialoha
25 – Fell, Warren Ellis and Ben Templesmith
26 – Bayou, Jeremy Love and Patrick Morgan
27 – Hate/Hate Annual, Peter Bagge
28 – Pride of Baghdad, Brian K. Vaughan and Niko Henrichon
29 – Kick-Ass, Mark Millar and John Romita Jr.
30 – 50 Days of Night, Steve Niles and Ben Templesmith
31 – DMZ, Brian Wood and Ricardo Burchielli
32 – Northlanders, Brian Wood and various artists
33 – Parker: The Hunter, Darwyn Cooke and Richard Stark
34 – La Perdida, Jessica Abel
35 – Eightball, Daniel Clowes
36 – Even a Monkey Can Draw Manga, Koji Aihara and Kentaro Takekuma
37 – Doktor Sleepless, Warren Ellis and Ivan Rodriguez
38 – Reinventing Comics, Scott McCloud
39 – Pyongyang: A Journey in North Korea, Guy Delisle
40 – Conan, Kurt Busiek, Cary Nord and Robert E. Howard
41 – Marvel Zombies, Robert Kirkman and Sean Phillips
42 – Astonishing X-Men, Joss Wheedon and John Cassady
43 – PvP, Scott Kurz
44 – Local, Brian Wood and Ryan Kelly
45 – Mouse Guard, David Petersen
46 – Courtney Crumrin, Ted Naifeh
47 – 100 Bullets, Brian Azzarello and Eduardo Risso
48 – Bonndocks, Aaron McGruder
49 – Ultimate Marvel Team-Up, Brian Michael Bendis and various artists
50 – Dork Tower, John Kovalic


Ted’s Top 50 Books of the 2000s

Originally posted January 06, 2010

OK, here’s one more end-of-decade list, a few days belated. I wasn’t planning on covering books, because I wasn’t sure how to combine fiction, journalism, memoir, history, biography, sports, gardening, cooking, and everything else into one big category, and I hadn’t read 50 books in any subcategory. Plus, I’d already lumped graphic novels in with the comics list. But I did want a place to lay out the really satisfying reads (and audiobook listens) I had over the decade. I decided to skip the academic works; that stuff already has a home on this website, in my syllabi and footnotes. Everything else, fiction and nonfiction, is on the list below. As with the other lists, series are lumped together, but only the volumes published in this decade; for example, the Harry Potter ranking only covers books 4-7.

All of my lists are inherently scattershot, but this one is probably the most unreliable. I managed to catch up with most of the most buzzed-about American comics, TV shows, records, and movies. But it takes a long time to read a book, and I have finicky tastes. I tried and bailed on lots of critics’ darlings, and ignored many more. And there are probably hundreds of books I would have enjoyed, if I’d ever heard of them.

As you’ll see, I read a lot of fantasy this decade, after reading mostly SF in the 1990s. Many of my favorite “literary” novels engaged fantasy culture as well, including The Brief Wondrous Life of Oscar Wao and The Adventures of Kavalier and Clay. I think this has something to do with the zeitgeist, as I argue here, but obviously it has a lot to do with the vagaries of my tastes, as well.

1 – The Brief Wondrous Life of Oscar Wao, Junot Diaz
2 – The White Tiger, Aravind Adiga
3 – Absurdistan, Gary Shteyngart
4 – Game of Thrones series, George RR Martin
5 – The Curious Incident of the Dog in the Night-Time, Mark Haddon
6 – The Time Traveller’s Wife, Audrey Niffenberger
7 – 3 Bags Full, Leonie Swann
8 – Love Is a Mix Tape, Rob Sheffield
9 – Consider the Lobster and Other Essays, David Foster Wallace
10 – The Name of the Wind, Patrick Rothfuss
11 – Eat, Pray, Love, Elizabeth Gilbert
12 – His Dark Materials series, Philip Pullman
13 – Jonathan Strange and Mr. Norrell, Susannah Clarke
14 – Hunger Games series, Suzanne Collins
15 – Born Standing Up, Steve Martin
16 – The Book of Basketball, Bill Simmons
17 – The Graveyard Book, Neil Gaiman
18 – Samaritan, Richard Price
19 – The Book of Lost Things, John Connolly
20 – Have a Nice Day, Mick Foley
21 – Foreign Babes in Beijing, Rachel DeWoskin
22 – Harry Potter series, JK Rowling
23 – The Post-Birthday World, Lionel Shriver
24 – Moneyball, Michael Lewis
25 – The Neal Pollack Anthology of American Literature, Neal Pollack
26 – Old Man’s War series, John Scalzi
27 – The Partly Cloudy Patriot, Sarah Vowell
28 – The Wife, Meg Wolitzer
29 – Karl Marx: A Life, Francis Wheen
30 – The Ballad of the Whiskey Robber, Julian Rubinstein
31 – Second Nature: A Gardener’s Education, Michael Pollan
32 – Kitchen Confidential, Anthony Bourdain
33 – Gang Leader for a Day, Sudhir Vinkatesh
34 – Heat, Bill Buford
35 – The Geese of Beaver Bog, Bernd Heinrich
36 – Perdido Street Station, China Mieville
37 – The Magicians, Lev Grossman
38 – How I Became a Famous Novelist, Steve Hely
39 – The Areas of My Expertise, John Hodgman
40 – Little Children, Tom Perotta
41 – The Adventures of Kavalier and Clay, Michael Chabon
42 – The Columnist, Jeffrey Frank
43 – A&R, Bill Flanagan
44 – The End of Mr. Y, Scarlett Thomas
45 – Bangkok 8, John Burdett
46 – How to Lose Friends & Alienate People, Toby Young
47 – From the Ground Up: The Story of a First Garden, Amy Stewart
48 – Six Seconds or Less, Jack McCallum
49 – In Defense of Food, Michael Pollan
50 – Stardust, Neil Gaiman

Ted’s Top Comics for 2010

  1. Scarlet, Brian Michael Bendis & Alex Maleev
  2. Northlanders, Brian Wood & Riccardo Burchielli
  3. Mysterious, Jeff Parker & Tom Fowler
  4. Captain Swing, Warren Ellis & Raulo Caceres
  5. Underground, Jeff Parker & Steve Leiber
  6. Thunderbolts, Jeff Parker & Kev Walker
  7. Ultimate Avengers, Mark Millar & Steve Dillon
  8. Hulk, Jeff Parker & Gabriel Hardman
  9. Powers, Brian Michael Bendis & Michael Avon Oeming
  10. DMZ, Brian Wood & Riccardo Burchielli
  11. Walking Dead, Robert Kirkman & Charlie Adlard
  12. Demo, Brian Wood & Becky Cloonan
  13. Rasl, Jeff Smith
  14. New Avengers, Brian Michael Bendis & Stuart Immonen
  15. Atlas, Jeff Parker & Gabriel Hardman
  16. Avengers, Brian Michael Bendis & John Romita Jr.
  17. Batman: Streets of Gotham, Paul Dini & Dustin Nguyen
  18. Gotham City Sirens, Paul Dini & Guillem March
  19. Avengers Prime, Brian Michael Bendis & Alan Davis
  20. Ultimate Spiderman, Brian Michael Bendis & David LaFuente