Final Reflection

Scot Bishop
5/7/2012

English 105, Dustin Marquis

Final Reflection         

At the beginning of the semester, I chose to write a blog post titled “Evaluative Summary.” This post was an exercise designed to practice evaluating, analyzing, and qualifying an author’s work through the means of a summary. Using the work “Vulnerable Teens, Vulnerable Times: How Sensation Seeking, Alienation, and Victimization Moderate the Violent Content-Aggressiveness Relation” by Michael et al., I summarized what they said within their work, while at the same time, backing the work itself with opinions on things like how strong their argument was, their examples used, if there was any bias, etc. For this particular assignment, my audience was the parents and friends of teens that feel like outcasts. Through this assignment, I was able to bring a level of understanding to my audience, and also give them direction on how to help their teen friends that need assistance in life.  My thesis statement for this particular assignment was “The authors cover their ground well, and create an environment where their argument is taken in with open arms,” however, this thesis is only argumentative within the context of the work that I am analyzing.  I would not consider this thesis statement to be well-defined. The vague term “covered their ground well” has no definitive meaning, however, the final part of the theses “... create an environment where their argument is taken in with open arms” is very specific, and accurately describes the stance which I take on this particular scholarly work. My thesis statement has all three parts described in the text that we have utilized throughout this semester: context – the scholarly work itself; subject – the quality of the argument of the authors; claim – that their argument creates an environment where their views are taken in with open arms. My ability to analyze is displayed in the second paragraph of the essay. I have analytically determined the purpose behind what the authors have done in their work, and make evident its relevance to the reader. This particular assignment received an A+, so It is logical to assume that I worked with the authors’ work well to satisfy the requirements of the assignment.

At the end of the semester, I took all my prior knowledge and applied it to one large project, the research paper. My paper is entitled “Marching Band vs. Sport: Is there really any Difference?” In this paper, I dive into the world of public school athletics, and describe how “marching band is a sport, and therefore should be considered part of public school athletics programs, and gain the social and financial benefits associated with being a part of that organization.”  This assignment serves the purpose of being an overall evaluation of the skills that I have perfected while taking this course, also to show my maturity both as a writer and as an analyst. My audience in this assignment was just the general public. Ultimately, since the public school system tailors to the needs of the public, they are the ones who make the decision whether or not my thesis statement becomes reality. The thesis statement, as noted above, is very concise, and gives good direction to the rest of the work. It has all three parts of a well crafted thesis statement. One example of my ability to analyze in this work is taking the concepts highlighted by my authors’ works, and taking them to the next level. It is one thing to just list off information, but if one can’t apply what they know to the context of their argument, then their work is null and void. This is the basis of how I worked with my sources and integrated them into my overall thesis. I strongly believe that this paper was an adequate demonstration of my ability as a writer and analyst.

In the beginning of the semester, I did not have a secure grasp on the concept of writing direction. This is why doing a summary was easier than doing a structured original research essay. When doing an evaluative summary, the pathway is mostly laid out in the work you are working with, and all you have to do is follow that in order to do a good job. This is not true in the context of the research paper. I had to plan out each of the individual steps that I had to guide my reader through in order to arrive at the conclusion at the end of the work. In the evaluative summary, in each paragraph, I follow the same general “format” when giving the reader information. The author’s viewpoint is stated, then described, then applied to my argument. In the research paper, there is no repetitive format for how information is presented. It all depends on the cited information, and how it works within the context of my argument. A specific example of both of these points is paragraph three in the evaluative summary, and in paragraph eight in the research essay. Both accurately display the evolution of my writing from past to present.

Research Essay

Marching Band vs. Sport: Is there really any Difference?

A Research Essay

Scot Bishop

Northern Illinois University

Author Note

This essay was prepared for English 105, taught by Dustin Marquis.

Marching Band vs. Sport: Is there really any Difference?

A Research Essay

Objective

In the context of high school athletics, there is always one organization that always gets the short end of the stick. Different districts and communities may have different sports that claim the top spot for the funding and attention of athletics programs, weather that be soccer, football, track, etc. However, there is one organization that has received little to no recognition at all in terms of being a part of the athletic programs of public schools. This is marching band. Marching band shares many similarities with different sports organizations that are present in the present day public school system. In fact, marching band is a sport, and therefore should be considered part of public school athletics programs, and gain the social and financial benefits associated with being a part of that organization.

There a few similarities between sports and marching band that one can think of almost immediately. Both groups have a significant number of members, each wear matching jerseys or uniforms, they both have catchy and sometimes intimidating names, the list could go on and on. However, this essay goes deeper than just the surface level of analysis. When analyzing and determining how marching band is a sport, different points of consideration must be observed. These are similarities based upon the physical, mental, social, and financial characteristics of a marching band and a sports team. Each is equally important, and each makes a clear statement that both proves that marching band is a sport, and that is supportive of marching band being a part of public school athletics programs.

Definitions

 For the sake of constancy throughout this essay, the following definitions will be associated with the two key items that this essay analyzes. Marching band can be defined as “A band that marches (as in a parade) and plays music at the same time” (The Free Dictionary Online, n.d.). (This is the only source where a distinct definition can be found that is accepted by the general populous, thus making this recourse a vital piece of information for this essay.) Sport will be defined as “Physical contests pursued for the goals and challenges they entail” (Encyclopedia Britannica Online, n.d.). These definitions will provide the basis on which all comparisons will be made.

Physical

Marching band and other sports contain the same fundamental principle. You must be fit to do well in them. Marching band requires the individual musician to be fit both cardiovascularly and muscularly. One study conducted by Brad Strand and Christa Sommer (2005) concludes that marching band members do not meet the surgeon general’s recommended time in the target heart rate zone, therefore marching band is not a fitness activity like many other sports are. When analyzed, this argument may be true, but it fails to take into account the cardiovascular fitness level needed to pull off a half time show. Most of these band members that were studied were not in their target heart rate because they have been well trained to march with less effort. However, if they analyzed marching band rehearsal, complete with fundamental drills, and lower body and core workout, they would find different results that would flip their conclusion upside down. It is known, much to the performer that “marching and playing simultaneously is a highly aerobic activity” (Wozniac 2008). Just as the athlete must exert himself on the field, in the same way the marching musician exerts himself. Both organizations are pointing toward a goal of top performance standards, and this can only be accomplished through extreme physical conditions. As the football player is in the down position at the line of scrimmage, so is the marching musician at his first chart waiting for the drum major to commence the show.  With hearts pounding and muscles tense, the players are ready to begin the challenge of perfecting their arts. The similarity also stands at the middle to end of both groups’ performances. The marching trumpet player is struggling to pull high notes out of his trumpet as his lips are gasping for just a split second of rest, the percussionists hands are aching, the same with the soccer player whose leg muscles are screaming for replenishment because they are so sore from working toward the goal of a perfect performance. This kind of physical exertion is what makes a marching band athletic. This is an overwhelmingly appropriate reason for it to be part of public school athletics.

Going deeper into the physical aspects of marching band, a similarity between marching band and sports is also present in the realm of injuries. When marching, it is very easy to injure one’s self. Also, in the setting of just playing an instrument itself, there are even injuries related to gravity pulling down on the limbs of the body as they musician is holding their instrument (Herman, 1993). Almost any injury in the sports world, from torn ligaments to sprained ankles, it can all happen out on the field. In the article “Injuries and Injury Risk Factors among Members of the United States Army Band,” (Knapik et al., 2007) the author describes the injuries and medical conditions associated with both playing a specific instrument when marching on the field. This study and analysis proves helpful when determining the qualifications of marching band to receive the benefits of being in included in athletics programs. By using their bodies to perform, much like athletes, marching performers are putting themselves at physical risk. The same is true in terms of dehydration. Marching band students spend most of their time practicing outdoors and little time taking a break to drink water or hydrate themselves during rehearsals leading to injuries (Vepraskas, 2002). With the sun beating down upon both athletes and marching musicians during multiple hours of practice, staying properly hydrated is a very serious issue in both spheres. Marching bands need the support of trainers that other sports teams have. If there is a medical issue out on the field during a performance, there needs to be someone there to assist any injured musician, just as would be the case in a sports setting. Since there are many of the same injuries and other medical issues between sports and marching band because they are both competition oriented programs ( Robinson, 2004), they should be given the same medical support as any other organization that is part of a public school athletics program.

Mental

In addition to the physical similarities, when observed and understood, the mental setting and mechanics of a marching band member are the same as an athlete when they are either at practice or out on the field performing. Andrew J. Martin (2008) proves that both the musical and athletic spheres have the same amount of engagement for the individual athlete or musician. This conclusion is most accurately reflected in the examples of the performance setting of each sphere. Both systems of music and sport are designed to reach a goal of perfection. When an athlete is training, they are constantly pushing themselves to the next level. They repeat, improve, and perfect their skills so that they can put on a performance that is as near to perfection as possible come game day. Much in the same way, all musicians in a marching band are putting themselves through the fire of strict drilling, enormous amounts of mental focus and building mental stamina in order to produce a performance worthy of first place. In sports, this focus can sometimes be broken, and you must adapt to your surroundings. For example, if a basketball player is going in for a lay-up, and the defense attempts to steal the ball away, the player must then switch his mental process in order to accommodate for the obstacle. In the context of a marching band performance setting, there is no room for this kind of obstacle to even be accepted. In a marching band competition, there are judges that run around on the field to individually judge performers. If one gets in the way, the musician must at all costs keep focus on the performance and the amount of perfection required to make an acceptable show. If that includes running the judge over, so be it. The marching musician must put every effort forward to keep their mental focus at maximum intensity, and specificity. There is no room to work with obstacles. Given the similarity of mental performance between both athletes and marching musicians, it is yet another reason that marching band is a sport should be included in the athletic programs of public schools.

Social

            When the individual mindset of the performer, weather it is on the marching field or the baseball diamond, is put together with other mindsets of the same orientation, the product is the social mechanics of both sports teams and marching bands alike. The social characteristics of both sports teams and marching bands are the glue that hold the bodies together, and make them one cohesive unit. First, the social structure of each must be examined. In a marching band, there are a few key roles that must be filled in order for both the chain of command, and the operation mechanics to be established. One of these key roles is the drum major. The drum major can be compared to the quarterback of a football team. The drum major directs the band in tempo (speed), dynamics (intensity) and articulation (expression). These three aspects of a marching show determine the overall quality of the performance. The drum major is above everyone else but, at the same time, is still an equally essential part of the band as any other performer. The quarterback shows these same qualities out on the field by providing a sense of guidance for each play, directing the course of the offensive game. The overall quality of the performance is affected by how well the quarterback leads. This is the same in the case of the drum major. These kinds of leadership roles are present in all kinds of sports and in marching bands. Again, this is only one example of a way in which each group is socially similar. Being a part of the athletics program already, sports teams have a leg up by being not only in a social context that includes just leadership roles from other teams that are alike, but roles that extend far into the reaches of a variety of sports activities. What is lacking in that area is an exposure to these leadership roles in a musical performing context. Marching band should be allowed access to the athletics program benefits of broadening the scope of leadership roles not just for the sake of the band, but also for athletes.

            Traveling a bit farther into the context of the social similarities between marching band and sports, it is important to look past leadership roles themselves and observe how both organizations work together, in their own contexts, to function as one cohesive unit. The article “An Exploration of Flow Among Collegiate Marching Band Participants” by Carolyn L. Steckel analyzes this concept in the context of the marching band by using the term “flow,” which she defines as “the state in which the skill of the individual is congruent to the challenge being presented and the individual is so involved in the activity that nothing else seems to matter” (2006). This idea of flow helps to clearly see how the individual social unification of a group of performers or athletes is similar, if not exactly alike. This kind of universal internal “syncing” of the unit of performers is the way that it works together to achieve its goals. All members of a sports team and marching band demonstrated this kind of “flow” according to Steckel’s observations (2006). Everyone on the team has to be on the same page the entire time. If one person makes a mistake, the whole unit suffers. For both spheres, it is known that each body has many members, each serving different functions, but ultimately coming together to form one ultimate entity. In a sports context, there are many different players playing different positions. There are the offensive players, defensive players, pitchers, forwards, the list can go on forever. In the same way, a marching band has many different parts. Percussionists, low brass, brass, woodwinds, and auxiliary are only the broad terms for each section of musician. With such variety, there is much need for a source of cohesion. This is where “flow (Steckel, 2006)” comes in. It is what holds both the band and sports team together as they go about performing their tasks. Interestingly, it was found that a marching band actually exhibits a more heavily involved sense of “flow” due to music being involved. In Steckel’s article (2006), she describes how music activates a part of the brain that cannot be activated by anything else. This brings a whole other dimension into the inter-social cohesion of a marching band. Marching musicians are not only unified by the physical activity itself, much like a sports team, but the music that goes along with it. This undoubtedly exemplifies the qualification of the marching band to not only be a part of athletics programs, but also to be deemed a sport.

            If that already is not enough, there is one more level of social characteristics to be examined. This social characteristic exists outside of the individual team or marching band itself, and has to do with others such as supporters or community members. In the article “The Influence of Personal Values and Goals on Cognitive and Behavioral Involvement in Sport” (Lee et al., 2011), the authors measure the amount of involvement that consumers and community members have in sports when it is available to them. Weather it be at a community level, like the high school baseball team, or the professional level, like the Chicago Bears, these organizations allow for a social structure to be established in the community that is based upon these sports teams. The same can be true of marching bands if they are given the same opportunity. Sports teams and marching bands do not only attract fans just by the games that they play in or the competitions in which they participate. By being involved in the community, having internet presence, having merchandise availability, and being televised, both organizations create a massive movement of social interest (Lee et al., 2011). This social interest, when at the public school level of activity, causes the social interest of the community to shift, and the level of involvement in school athletics activity to rise (Lee et al., 2011). It is common that whenever the marching band comes on the field during halftime at a football event, that most fans leave to go do their own thing rather than enjoy the entertainment offered. According to the conclusion reached in this particular article by Lee et al. (2011), this is because of a lack of the involvement of the community and their interest in the goals and values of the marching band. There is a truly amazing opportunity for an explosion of involvement offered through admission into the public schools’ athletics programs. This creates publicity for marching bands by offering the opportunity for them to be recognized by the community as part of something bigger than just the marching band itself. Because marching band is a sport, and needs to be treated as such, it has a need for community involvement, and it is all available through public school athletics programs.

Financial

            The final aspect of why marching band should be considered a sport and part of public school athletics programs is based upon a need for finances. According to the “Illinois State Board of Education Fiscal Year 2012 Proposed Budget” (Chico et al., 2012), the fine arts sections of school budgets are dwindling fast. Since marching band comes under the umbrella of that category, they are also suffering. Also, Sean C. Hunter writes that “relevant peer-reviewed literature on the state of funding for athletic band programs across the country is lacking” (2011). Marching bands have as much expenses, if not more, as do sports teams. Equipment and instruments are not cheap. According to Wozniac (2002), it costs approximately $272 out of pocket per student to just purchase the equipment necessary to participate in a marching band. This does not include the hundreds of dollars it costs for a performance quality instrument. Thankfully for sports teams, the athletic departments of public schools have all of their equipment budgeted out and on rotation so the costs out of pocket for each athlete are very minimal.  In some, not all, instances, marching bands do have a booster club that does help to alleviate the burden of the cost of equipment, but in the grand scheme of things, they do little damage when it comes to paying out of pocket for marching band. Marching band becoming a part of the school athletics program could potentially wipe out the need for the individual musician to pay out of pocket for participating. This is an attractive reason, for many lower income families, why marching band should be part of athletics programs, and receive the benefit of funding.

            Now that finances that the individual participant must obtain to participate in the activity has be covered, now the opposite must be considered. What can these sports do financially for the participant? Many, if not all of public school sports have future college scholarships associated with them. One final idea to consider, and thus taking this theory to another level, is the question that if marching band was considered a sport at the high school level, does that mean that the same will be true for the college level? For the sake of analysis, the answer will be assumed to be yes. This new avenue for high school students will open up new scholarship opportunities for them down the road when they enter college. Now, instead of scouts coming out to watch the baseball or volleyball team, they will come to scout out the marching band, and see who they would like to add to their organization to make it the best it can be. Scholarships provide a motivation for the athlete, especially at the high school level, to perform their best and therefore set themselves up for success in college (Medic, 2007). Sports scholarships can make a huge dent in tuition payments, sometimes even fifty percent or more (O’Shaughnessy, 2010). Through the prospect that marching band is considered a sport, is part of the public school athletics program, and receives benefits as such, doors will open wide for marching musicians to set themselves up for collegiate success through marching band not only at their present high school level, but their future college level marching experience.

Final Thoughts

            After adequate analysis of all four of these areas of observation, one can conclude that marching band and sports have very many similarities. However, they are obviously not completely the same. Each has their own distinct characteristics that can not be compared such as the individual abilities required to play each sport, or specific musical talent required to play each instrument. Those items are unrelated to this particular topic itself. That being said, through the conclusions drawn that marching band is similar to sports in key ways, marching band should be considered a sport by the public school system and also be allowed to enter their athletics programs as equal holders of the social and financial privileges associated with that standing. Then, marching band will be able to more actively benefit everyone by enriching both the communities and individual schools which they are a part of in ways they never could before. Sports have been able to benefit from being part of athletics programs for years, and have been able to turn those benefits right around to be put right back into the community. These exist in things like school pride, a sense of a close community, and an overall better life for the members of society. Now, it is time for marching bands across the country to have that same opportunity to bless the members of their communities in the same way that sports have.

References

Chico, G. J., & Kock, C. A., (2012, February) Illinois State Board of Education Fiscal Year 2012 Proposed Budget.    Retrieved from http://www.isbe.net/budget/default.htm

Harman, S. E. (1993, December). Medical Problems of Marching Musicians. Medical Problems of Performing Artists, 132-135. Retrieved from http://www.sciandmed.com/mppa/journalviewer.aspx?issue=1122&article=1256&action=1

Hunter, S. C. (2011). A Comparative Study of Funding and Budgeting Profiles of Collegiate Athletic Bands, with an Emphasis on Alumni Relations (Master’s thesis, Oregon State University). Retrieved from http://scholarsarchive.library.oregonstate.edu/xmlui/bitstream/handle/1957/25157/Final_Copy%20Hunter.pdf?sequence=1

Knapik, J. J., Jones, S. B., Darakjy, S., Hauret, K. G., Nevin, R., Grier, T., & Jones, B. H. (2007, November 2). Injuries and Injury Risk Factors among Members of the United States Army Band. American Journal of Industrial Medicine, 50(12), 951-961. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/ajim.20532/pdf

Lee, D., & Trail, G. (2011). The Influence of Personal Values and Goals on Cognitive and Behavioral Involvement in Sport. Journal Of Sport Management, 25(6), 593-605

Marching Band. (n.d.). In The Free Dictionary online. Retrieved from http://www.thefreedictionary.com/marching+band

Martin, A. J. (2008). Motivation and Engagement in Music and Sport: Testing a Multidimensional Framework in Diverse Performance Settings. Journal Of Personality, 76(1), 135-170. doi:10.1111/j.1467-6494.2007.00482.x

Medic, N. (2007). The Effects of Athletic Scholarships on Motivation in Sport. Journal of Sport Behavior, 292-306.

O’Shaughnessy, L., (2010, June 22). 7 Things You Need to Know About Sports Scholarships. Retrieved from http://www.usnews.com/education/blogs/the-college-solution/2010/06/22/7-things-you-need-to-know-about-sports-scholarships

Sports, (n.d.). In Encyclopedia Britannica online. Retrieved from http://www.britannica.com/EBchecked/topic/561041/sports

Steckel, C. L. (2006, May). An Exploration of Flow Among Collegiate Marching Band Participants. Retrieved from okstate.edu: http://digital.library.okstate.edu/etd/umi-okstate-1776.pdf

Strand, B., & Sommer, C. (2005). Should Marching Band be Allowed to Replace Physical Education Credits: An Analysis. Physical Educator, 62(3), 164-168.

Robson, B. E. (2004, December). Competition in Sport, Music, and Dance. Medical Problems of Performing Artists, 160-166. Retrieved from http://www.sciandmed.com/mppa/journalviewer.aspx?issue=1159&article=1562&action=1

Vepraskas, C. (2002). Beat the Heat: Managing Heat and Hydration in Marching Band. The Journal of School Nursing, 237-243.

Wozniak, M. (2008). Feasibility Study on Implementing Small Amount Scholarships, Additional Course Credits, a Gym Credit, and a Free Gym Membership For Blue Band Members. Blue Band Rewards Not Given. Retrieved from http://test.scripts.psu.edu/users/m/v/mvw5033/classes/engl202c/assignment4_recommendation_report.pdf

Short Analysis, Part 2

      The fact that there is a reality beyond what we see is scary. Each and every teen is carrying around with them a “viewing glass” that allows the outsider to grasp but a glimpse of this. These gateways into their world can range across many different types of mediums. Three articles present a picture of some examples of different utilities teens use to allow their world to be viewed and understood by others. In, “Film as Identity Exploration: A Multimodal Analysis of Youth-Produced Films”, Erica Rosenfeld Halverson describes the use of film in the lives of teens. In "Adolescents' Expressed Meanings of Music in and out of School.”, the authors describe the affects of music on teen expression, and identity development. Also, in “Shifting selves: the struggle for identity and spirituality in the work of three young women artists”, the authors observe and describe how visual artwork can be used to portray the inner teen world. These three articles work together to show that if the general populous actually took the time to look at and understand these teen worlds, then they could influence teen lives in a positive way and even deter them from making life threatening decisions. 

            Each of these articles explores the concept of media expression, whether it is through the use of “film to address complex issues of identity, particularly the construction of a social identity” (Halverson), or the art of music to “construct, negotiate, and modify aspects of… personal and group identities” (Campbell et al.), or ­­­­­­­­­­­­­­­­­images that are used to “[make] sense/meaning out of everyday life.”

            In Halverson’s article she emphasizes the different ways in which teens used different aspects of the video making process to represent different kinds of emotional aspects of themselves. From transitions, to camera angles, to lighting, all these aspects of a single piece of work contribute to the big picture of the inside of a teen’s world. Various things are portrayed through these different aspects of film. Happiness, hurt, pain, joy, confusion, hatred, the list goes on and on. All of these things make up the stewing caldron of the teen emotional being. Sometimes, if this cauldron is not monitored, it can spill over in destruction, damaging the lives of both the teen, and others around them.

            Similarly, "Adolescents' Expressed Meanings of Music in and out of School.” Describes the role that music, both made and consumed, plays in the identity of teens. Using music as a “badge” (Campbell), teens use music to place themselves in certain groups or associate a personality with themselves. Some are stereotypical such as Emo kids listing to Screamo, and smart kids listening to Classical music. Stereotypical or not, all associations between the cultural definitions of music and personal definitions of music based upon both lyrics and basic musicality, influence the ways in which teens view themselves and others. The article goes on to describe both benefits and disadvantages of active musical presence in the lives of teens, giving the argument solid proof of validity.

            In “Shifting selves: the struggle for identity and spirituality in the work of three young women artists”, the authors explore the vast world behind the obvious of visual creations. There is depth and meaning behind something that a teen creates. They go on to say that these issues of this world connect with “questions and expressions of ultimate concern.” The big picture across all three of these articles is that there really is something behind the obvious! Every film, musical piece, artwork has so many underlying things that will tell its audience stories upon stories of the creators’ lives. So, the big question is, how does one tap into this spring of insight?

            The answer, clearly, is displayed in the very nature of these three articles. None of these works has an anonymous quality to them. In each, the authors roll up their sleeves and get right into the middle of the muck. Every piece of evidence was gathered via investment. See, the only way to actually impact the life of a teen is to invest in them. This is portrayed over and over again countless times in these works. This is the key to the success of understanding this world that is concealed to the outside view. There is only so much support that these articles could give as to the actual “evidence” that is presented, but there is so much more in terms of their methodology of finding this evidence. There is no other way but to stick one’s nose into someone else’s business and really start to figure out the pieces to the puzzle.

            Whatever the “viewing port”, art, video, audio, dance, poetry, literature, there are many ways to access information about one of the most important issues in today’s world. If one takes the time to invest in the life of a teenager, they can understand their “world” and make an impact that will not only affect the teen now, but long into the future.

Works Cited

Campbell, Patricia S., Claire Connell, and Amy Beegle. "Adolescents' Expressed Meanings of Music in and out of School." Journal of Research in Music Education, 2007. Web. 29 Feb. 2012.

Halverson, Erica R. "Film as Identity Exploration: A Multimodal Analysis of Youth-Produced Films." TCRecord: Article. Sept. 2010. Web. 24 Feb. 2012. <http://www.tcrecord.org/Content.asp?ContentID=15948>.

McPhillips, Kathleen, Peter Mudge, and Jay Johnston. "Shifting Selves: The Struggle for Identity and Spirituality in the Work of Three Young Women Artists." International Journal of Children's Spirituality 12.3 (2007): 233-47. Print.

#4

The situation of uncertainty comes into play many times throughout the journey of life. Where does one turn when this obstacle comes to block the path of hope? When one’s identity is in jeopardy, and it is covered by something, either emotional, physical, or relational hardship, they turn to other forms of concrete substance to make their true identity shine bright. Some turn to drugs and alcohol, some to sex, some even to gambling. Some teens, however, turn to film-making.

Many times, teens have no idea how to come to terms with the reality of their seemingly upside down lives. So much so that they must turn to the use of other mediums of expression. One of these is film making. For many teens, film making provides the sense making stability that they need in order to express their feelings about their lives. In the article “Film as Identity Exploration: A Multimodal Analysis of Youth-Produced Films”, Erica Rosenfeld Halverson makes it evident that this film making by teens creates a space that can allow them to show what exactly it is they see in their lives, and how that represents their personal reality.

            At the beginning of this particular article, Halverson begins with the concept of storytelling. Storytelling has been used for many generations as a way to make things that are not so concrete, graspable such as parents’ divorce, abuse, and financial hardship. She gives the reader descriptions, parallels, and examples that show that storytelling is not just a way to pass the time, but you can create whole other world within the realm of a story. If one can make something real when it was originally just imaginary, why couldn’t one be able to make something reality that already is?

            Halverson’s main goal throughout the article was to emphasize the different ways in which teens used different aspects of the video making process to represent different kinds of emotional aspects of themselves. From transitions, to camera angles, to lighting, all these aspects of a single piece of work contribute to the big picture of the inside of a teen’s world. This medium is but a window that allows others to see into the abstract world of a teenager. Halverson mentions the use of storytelling as a key player in this concept. To make this point hit home, multiple examples of teens’ screenplays were analyzed and described in very concise detail. This insured that the reader was made aware of the reason behind each of these stylistic film-making choices, and therefore could draw their own conclusions on how the directors of the pieces were putting the stories of their lives on the big screen.

            Due to the hardship teens face in their lives today, Halverson believes that the use of film for expression is “important for youth who feel marginalized in mainstream institutions and who do not have opportunities to explore a positive sense of self in traditional institutional contexts.” In short, teens do not have the opportunity to feel a positive sense of their identity in the basics of life. Family, school, church… the list goes on and on. The positive side to this is that teens are being encouraged to take hold of this effective “therapeutic” video making as it will help to “bring new literacy practices to youth who are most in need of alternative mechanisms for engaging in positive identity work.” Throughout this particular section of the article, Halverson uses logos and pathos to turn the reader into sympathizing with these teens who, realistically, have no where else to turn to in their time of need.

Towards the end of the work, Halverson wraps things up by applying a concept that allows this whole idea of a “looking glass” into a teen’s world to make sense. She states: “The function of this analytic framework is to understand how youth filmmakers use the medium of film to address complex issues of identity, particularly the construction of a viable social identity.” She then makes the tie to one teen’s work entitled “Rules of Engagement”. This one film was not just solely about a particular teen’s life, but opened up a gateway so people could see and understand not only what happened in the director’s life, but also the reality of what it is love to be in the Muslim American teenager social group. This is true not just of this work, but all of the other works of teen movie makers, Halverson explains.

Through this massive cry for help, teens are making a large “in your face” statement. Through this, this issue of identity crisis will be understood by all, and as time continues, and as people step up to the plate, there will be no more cries for help because none will be needed.

           

Sources:

Halverson, Erica R. "Film as Identity Exploration: A Multimodal Analysis of Youth-Produced Films." TCRecord: Article. Sept. 2010. Web. 24 Feb. 2012. <http://www.tcrecord.org/Content.asp?ContentID=15948>.

Evaluative Summary

             In the article "Vulnerable Teens, Vulnerable Times: How Sensation Seeking, Alienation, and Victimization Moderate the Violent Media Content--Aggressiueness Relation",  the authors claim that the relationship between teen use of violent media and being aggressive depends on personality and their life situation. This study explores the concept of how the culture and nature of teens impacts the way that they interpret violent media, and how they display that back into their social setting. This is done through a study that analyzed a teen’s Use of violent media content, aggressiveness, age, tendency to not consider consequences in decision making, and the moderators that would construe the results of the study. The authors cover their ground well, and create an environment where their argument is taken in with open arms.

            Throughout the first few sections of the article, he authors lay out the basis of their inquiries. Two sections are dedicated to two theories into which they dive into with great detail, acknowledging sources along the way. These sections describe how these theories relate to the topic of the study, and provide the essential background for the reader to understand what the issues are in teen life that would spark such an interest in the conducting of a study such as this one.

            In the second and third sections, specifically, entitled Dispositional Tendencies: Sensation Seeking and Social-Environmental Influences: Alienation and Victimization, the authors also put into place six sub-hypotheses in order to narrow the focus of the article. These hypotheses turn the information previously given to the reader into concrete ideas that the reader can easily follow into a much more murky section of the article that describes specific methods used, data collected, and so on. Via these hypotheses, the authors have created a road map for the reader to come out of the maze of information unharmed and sharp-witted, still being able to see how the authors’ argument is worth while, and strong.

            Yet another argument booster is the clear spelling out of the results of the study, and how those results relate back to the six hypotheses state earlier in the work. This does not directly deem the writers’ thesis to be strong and accurate, but does, however, supply the six hypotheses with the status of accurate and concise. This result, in turn, then allows for the main thesis to be validated, and then accepted.

            Throughout the study, the authors take the hand of the reader, and delicately guide them through the work by use of concise sources, direct hypothesis, and easy to understand yet powerful conclusions. The balanced combination of these elements ensures that proper authorization is given to the writers pertaining to their authority to write on such a topic, and furthermore, the author’s main thesis is accepted by the reader, and therefore considered valid. This tactic is essential for creating an environment that ensures the existence of a solid, persuasive, and effective argument.

Sources:

Slater, Michael D., Kimberly L. Henry, Randall C. Swaim, and Joe M. Cardador. "Vulnerable Teens, Vulnerable Times: How Sensation Seeking, Alienation, and Victimization Moderate the Violent Media Content--Aggressiueness Relation." Communication Research 31.6 (2004): 642-68. Print.

Objective Summary

           There are millions of blogs in the world today that range among many different topics. One such topic that has struck a chord with teens in today’s society is a fashion blog. In these blogs, teens (usually girls) attempt to show the world how they express themselves without any kind of real limitations. Because of this digital presence, teens can be someone online, and someone else offline. This allows for an open playground for both good and bad influences to be presented to teens. In “Digital Dressing Up: Modeling Female Teen Identity in the Discursive Spaces of the Fashion Blogosphere”, Tara Chittenden suggests that blogs are transforming the way teens express themselves and build their identity in the social world.

            Chittenden starts out her article with some sources of recent studies about teenagers having to do with the digital influence. She has also gathered some information herself by studying ten female fashion bloggers. These bloggers were given open ended questions to answer and, using this data along with the other data collected by other sources, Chittenden was able to make conclusions.

Continuing with the methodology of the performed study, Chittenden gives the reader information regarding specifics about the blogs and bloggers she had access to. All of the ten bloggers’ blogs were easily accessible, and it was not uncommon to see edited pictures of the blog owners portraying their fashion tastes. In some instances, to add a more powerful fashion effect, they would use editing software that edited their facial features or body image. Also, the author continues to outline the ways in which her research is credible and that she is doing her best to eliminate any sort of bias.

Chittenden then continues to give her conclusions based on her results, using her research and the data from external sources as evidence. She states that the blog provides a gateway to allow the teenager to rake in “social capital” or social gain. All in all, social networking and blogging behaviors are a product of an extreme want for social approval, which the teenager interprets as a social “credit” or gain. Things may seem more complicated than that, but this one truth is simply what it boils down to. When a teenager blogs, they are able to receive feedback on all areas of life besides fashion. They start to receive suggestions on how to become better in a sociological perspective. Because of the following and feedback received, the teen is then able to gain knowledge of self worth, and importance in society, which was the goal from the beginning. This can either be taken positively or negatively, which is an issue for many teens that decide to put their necks out into the digital social regulatory network.

            Blogs have created a large footprint in the ways that teens express themselves to the outside world. Also, this truth presents some major challenges on an individual basis. It is here where we need to make the decision whether or not this change is undermining or nurturing better social behaviors and values for the next generation.

Sources:

Chittenden, Tara. "Digital Dressing Up: Modeling Female Teen Identity in the Discursive Spaces of the Fashion Blogosphere." Journal of Youth Studies Vol. 13.Issue 4 (Aug2010): 505-20. Print.

Biography

            I am an outsider. An outsider to a world that is scary, confusing, and downright sickening. This is a call to arms. A call to arms for people who want to stand up and fight the lie. The lie that you are something you are not created to be.

            My name is Scot, and I am a spring 2012 high school graduate. Over the course of the last three and a half years, I have been in the middle of a cesspool of identity theft victims. Every boy and girl around me has been fighting an unending battle for their identity. Society and American Culture have been slowly stripping our teens of their sense of who they truly are and what they can become, and replacing it with ideas that they need to be sexy, strong, cool, smart, and acceptable in order to truly be someone of worth.

            You might be asking, “So, why this blog?” This purpose blog is to supply you, the general population with the evidence, motivation, and tools to be able to turn your teen into the person he or she is destined to become. It is only by your influence, as their friend or significant adult that they will be truly impacted by this message. This blog is the gateway into sight: a sight that lets you see things for what they truly are. You will be able to discern truth from darkness, make sense out of the chaos, and then share that with those you truly care about. Think of that one friend you have, whether they are your same age or not, that you see going down a path that will lead to destruction, hopelessness, isolation, and sometimes even death. Every day you see them buying the lie. Take this as a call, friends, to be the person of strength that they can cling to so they may find the joy they have been searching for!

More specifically, this blog will be covering the different effects of present American culture on teen self image. What are some areas of our culture that we take for granted and that are “pretty much okay” in our eyes? What underlying themes do these activities, concepts, or ideas have that effect the next generation of teenagers? You will find that some things that you find harmless and just normal actually impact the thought patterns and decisions of the teens that come in contact with them. They create a social “blinder” that gives the average teen only one option, when really the options are infinite.

So, please, take the information I give you, embrace it, and most importantly apply it. If you do not see the effect it has on the lives of others, then this whole entire blog is null and void. Please feel free to comment and give your opinions of what I post, and please share your experiences that you have when applying these concepts. It is important to remember that we are all in this together and we will make a greater impact as we build each other up. So please feel free to comment with your experiences so we may all learn.

This is something that is very near and dear to my heart. I hope it will be the same with you. Thank you for allowing me to share my passions with you as we work to build a better future.