FOLK CULTURE V. POPULAR CULTURE

LEARNING TARGETS

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KEY ISSUE 1

Students can define culture

Students can distinguish between custom and habits

Students can compare the origin , diffusion, and distribution of folk & popular culture.

Students can compare the characteristics of folk & popular music.

Students can describe how sports have been transformed from folk to popular culture

FOLK CULTURE V. POPULAR CULTURE

FOLK CULTURE V. POPULAR CULTURE

Write down 5 things that define your culture!

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FOLK CULTURE V. POPULAR CULTURE

What is CULTURE?

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FOLK CULTURE V. POPULAR CULTURE

The body of customary beliefs, social norms and material traits that together make-up a group’s distinct traditions.

What are some beliefs, social norms and material traits that make-up your life?

FOLK CULTURE V. POPULAR CULTURE

CHAPTER 4 FOCUSES ON THE MATERIAL TRAITS-ELEMENTS GROUPS LEAVE BEHINDFOR THE FUTURE!

CHAPTER 5- VALUES AND BELIEFS- RELIGION & LANGUAGE

CHAPTER 6, 7, 8-SOCIAL FORMS-ETHNICITY & POLITICS THAT MAINTAIN VALUES & ARTIFACTS

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PARTS OF CULTURE

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MATERIAL CULTURE NON-MATERIAL CULTURE

ART VALUES

CLOTHING BELIEFS

HOUSES NORMS

FOOD CUSTOMS

DANCE MYTHS

FOLK CULTURE V. POPULAR CULTURE

WHAT IS THE CULTURAL LANDSCAPE?

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ANOTHER DEFINITION OF CULTURE LISTING 5 SPECIFIC PARTS:

1.Material Culture: the tools, technical skills, and economic systems of a people

2. Social Organizations: Includes the government and social institutions of a people

3. Attitudes Toward the Unknown: includes religion, science, and magic

4. Art: includes graphic art, folklore, and music

5. Language: the most important because it is the cement of culture

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THE CULTURAL LANDSCAPE INCLUDES THE BLENDING OF ALL THE ABOVE PLUS THE PHYSICAL CHARACTERISTICS OF A PLACE.

IT IS THE EFFECT CULTURE HAS ON THE LAND!

DISCUSS THE CULTURAL LANDSCAPE OF WHEATON, LOS ANGELES

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POPULAR CULTURE - TAKE A LOOK

POPULAR CU

POP CULTURE AROUND THE WORLD

POP CULTURE AROUND THE WORLD

WHY DOES,CANADIAN GEOGRAPHER, EDWARD RALPH SAY POP CULTURE IS PLACELESS?

Which is Rome?

Which is Chicago?

HOW DOES CULTURE INFLUENCE BEHAVIOR?

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HOW

EACH CULTURAL GROUP LIVES DIFFERENTLY-WHY?

HABITS AND CUSTOMS INFLUENCE BEHAVIOR!

TALK IN YOUR POD-

LIST 5 HABITS LIST 5 CUSTOMS

WHAT IS THE DIFFERENCE BETWEEN THE TWO?

HOW DOES CULTURE INFLUENCE BEHAVIOR?

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HABIT- A REPETITIVE ACT BY AN INDIVIDUAL, NOT ADOPTED BY A GROUP

CUSTOM- REPETITIVE ACT OF A GROUP - CAN BECOME CHARACTERISTIC OF A GROUP

CULTURE- A GROUP’S ENTIRE COLLECTION OF CUSTOMS- DEFINES A PEOPLE AND/OR A

REGION.

CHARACTERISTICS OF FOLK & POPULAR CULTURE

EACH SOCIAL CUSTOM HAS A UNIQUE DISTRIBUTION & MORE SO FOR POPULAR CULTURE THAN FOLK.

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2 FACTORS EXPLAIN THE SPATIAL DISTRIBUTIONS OF FOLK & POPULAR CULTURE: ORIGIN AND DIFFUSION!!

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ORIGIN: STARTS AT A HEARTH

FOLK- ANONYMOUS POPULAR- PRODUCT OF MDCs

DIFFUSION- FOLK- SLOWLY & SMALLER SCALE

POPULAR-QUICKLY & LARGE SCALE

DISTRIBUTION: FOLK- LOCAL & PHYSICAL FACTORS INFLUENCE,

POPULAR-ACROSS CONTINENTS /PHYSICAL

FACTORS NOT AN ISSUE.

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CHARACTERISTICS OF FOLK AND POPULAR CULTURE

FOLK CULTURE POPULAR CULTURE

1.Small 1.Large / wide-spread

2.Homogeneous 2.Heterogeneous

3.Cohesive 3.Rapid diffusion

4.Little change over time 4.Connected to movement of people, ideas,

5.Distinguished from other cultures 5.What is the latest trend?

6.Resists diffusion 6. Rapid diffusion( hierarchical)

7.Vary over locations, not time 7.Vary over time, not location

8.order maintained through sanctions 8.independent, free thinking

9.goods handmade 9. manufactured goods

10.originates anonymously 10. originates in developed countries

1999 TV Comes to Bhutan ( 10 min)

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http://landreth-planet.wikispaces.com/Unit+2.2+-+Migration

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FOLK CULTURE- TAKE A LOOK!

folk culture

WATCH THIS CLIP OF AMISH LIFE AND IDENTIFY THE FOLK CULTURE IDEAS. WRITE THE EXAMPLES ON YOUR PAPER WATCH 5 TO 6 MIN.

TROUBLE IN AMISH PARADISE

WATCH THIS CLIP OF A PARODY OF AMISH LIFE JUST FOR FUN!

TROUBLE IN AMISH PARADISE PARODY

WATCH THIS FOLK CUSTOMS AROUND THE WORLD- WRITE DOWN 3 EXAMPLES OF FOLK CULTURE AROUND THE WORLD. FOLK CUSTOMS AROUND THE WORLD

WATCH THIS ABOUT BRIDE STEALING KYRGYZSTAN BRIDE STEALING

WATCH THIS ABOUT REMOTEST TRIBES BEFORE THEY PASS! REMOTE TRIBES

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FOLK MUSIC V. POPULAR MUSIC

FOLK MUSIC-

1.ORIGINATES ANONYMOUSLY-JUST LIKE FOLK CULTURE-ITS HEARTH- COUNTRY OF

ORIGIN.

2.TRANSMITTED OR DIFFUSED BY ORAL TRADITION

3.TELL A STORY OR CONVEYS INFORMATION LIFE-DEATH CYCLES/ ENVIRONMENTAL

FEATURES

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LET’S LISTEN TO SOME MUSIC:

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AMERICAN FOLK MUSIC BOB DYLAN

PETER PAUL & MARY & JOAN BAEZ

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GERMAN FOLK MUSIC

ITALIAN FOLK MUSIC

SOUTH AFRICAN FOLK MUSIC

SOUTH AFRICAN FOLK MUSIC II

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FOLK MUSIC V. POPULAR MUSIC

POPULAR MUSIC:

1.WRITTEN BY SPECIFIC INDIVIDUALS FOR THE PURPOSE

OF BEING SOLD OR PERFORMED IN FRONT OF LARGE AUDIENCES.

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2. USES HIGH LEVELS OF TECHNOLOGY TO PRODUCE IT.

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3. HAS MANY HEARTHS OF ORIGIN & DIFFUSES HIERARCHICALLY ( EX:HIP-HOP FROM URBAN

AREAS)- CAN START BY CONTAGIOUS DIFFUSION - SUCH AS COLLEGE BANDS, OR BANDS

HEARD IN BARS.

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EVOLUTION OF WESTERN DANCE MUSIC

BEATLES INVASION 1964

ABBA ( 80s rock group ) Momma Mia( US musical play used all their music )

Sing-a-long Version!

HIP HOP IN CAMBODIA

Pop Music 2016

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FOLK SPORTS V. POPULAR SPORTS

FOLK SPORTS -

SOCCER

1.SOCCER ORIGINATED IN 11TH CENTURY ENGLAND -” KICK THE DANE’S HEAD”

2. DIFFUSION( HIERARCHICAL) OF SOCCER AS A POPULAR SPORT -1800S FROM GREAT

BRITAIN.

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3. RESULT OF TECHNOLOGY ALLOWING MORE LEISURE TIME FOR PEOPLE

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4. SPREAD ALL OVER EUROPE AND THEN THE WORLD -WORLD CUP EVERY 4 YEARS

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5. WENT FROM FOLK TO POPULAR

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RUGBY

1. WENT FROM FOLK ( 1823) TO POPULAR AND PLAYED WORLD WIDE

2. WATCH THIS NEW ZEALAND TRADITION BEFORE THE START OF RUGBY GAME HAKA

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1. KHO KHO- TRADITIONAL INDIAN GAME KHO KHO

2, CRICKET- SURVIVING FOLK SPORT CRICKET MATCH

POPULAR SPORTS

BASEBALL

Cubs defeat Dodgers on to World Series

BASEBALL IN JAPAN (& Japanese Baseball Fans/Chants (skip to 3:00 mark))

AMERICAN FOOTBALL

MICHIGAN STATE BEATS MICHIGAN LAST SECONDS 10/7 /2015

Super Bowl Shuffle Bears 1986 1985 CHICAGO BEARS

OLYMPIC SPORTS

MUST BE PRACTICED IN 75 COUNTRIES AND 4 CONTINENTS

FOLK & POPULAR CULTURE

LEARNING TARGETS

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KEY ISSUE 2

Students can compare reasons for distribution of clothing styles in folk and popular culture.

Students can understand reasons for folk food preferences and taboos.

Students can describe regional variations in popular food preferences.

Students can understand factors that influence patterns of folk housing.

Students can understand variations in time and space of housing in the United States

Key Issue 2: Students can compare reasons for distribution of clothing styles in folk and popular culture.

Folk and Popular Clothing

IN YOUR PODS DISCUSS:

• Functional: Why wooden shoes?
• Religious: That’s an interesting hat!
• Economic: Do you dress like that everyday (What do you think is the story behind this picture)?

Key Issue 2: Students can compare reasons for distribution of clothing styles in folk and popular culture.

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Folk and Popular Clothing

• Functional: Wet climate/land-- useful when dealing with flooding!
• Religious: Dervish (or Sufi)= Muslim religious order; must take oath of poverty & austerity
• Economic: Jino ethnic minority group in SW China- dressed to attract tourists!

Key Issue 2: Students can compare reasons for distribution of clothing styles in folk and popular culture.

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IN YOUR PODS DISCUSS:

What allows popular fashion to spread quickly?

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Why doesn’t “folk fashion” spread as much (if at all)?

Modern fashion in China: modern + traditional

African fashion today

Fashion in Brazil

Key Issue 2: Students can compare reasons for distribution of clothing styles in folk and popular culture.

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IN YOUR PODS DISCUSS:

What allows popular fashion to spread quickly?

• Increased travel
• Diffusion of media

Why doesn’t “folk fashion” spread as much (if at all)?

• Folk fashion can be seen as controversial

Why might this be seen as controversial clothing?

Key Issue 2: Students can understand reasons for folk food preferences and taboos.

Folk and Popular Food Preferences

IN YOUR PODS DISCUSS:

• How is what we eat connected to where we live (think in terms of either the US or Chicago/Midwest area)?
• Some “Appetizers” to get your discussion started:
• Do we eat more meat or veggies? Why?
• What are foods/dishes that are tied to this region?
• Why are they our local dishes?
• What are some foods you know of that are tied to a region/place OUTSIDE of our local area? Why are they tied to that particular place?

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Where are these dogs from?

Key Issue 2: Students can understand reasons for folk food preferences and taboos.

Folk and Popular Food Preferences

• How what we eat IS connected to where we live:
• TERROIR!
• What we eat is based on ACCESS, THE LOCAL ENVIRONMENT (what we can grow), WHAT WE BELIEVE IN (folk customs, religion), AND WHO WE ARE (ethnicity)!

Cross Country Classics

Breakfast

Chicago Style

NY Style

Cali Style

Southern BBQ Style

Key Issue 2: Students can understand reasons for folk food preferences and taboos.

Folk and Popular Food Preferences

• What we will NOT EAT because of a social custom, religious belief, or environmental concern=
• Food Taboos

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Predatory/bottom feeding fish in Brazil

Jamaica- kids who eat chicken before they learn to speak will never talk

Cows in India (gift from God due to all its uses- milk, etc.)

Icelandic Thorrablot festival: sheep’s head

Key Issue 2: Students can describe regional variations in popular food preferences.

Popular Food Preferences

• Influenced by cultural values rather than environmental features (McDonalds can exist/flourish anywhere!).
• Regional variations in popular food preferences exist
• pp. 120-121 have good examples of variations of food preferences in the US
• Write down some observations about popular food preferences based on the following maps:

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Key Issue 2: Students can understand factors that influence patterns of folk housing.

• The House:
• “a product of both cultural tradition and natural conditions.”
• “a good reflection of cultural heritage, current fashion, functional needs, and the impact of the environment.”
• FOLK HOUSING illustrates LOCAL ARCHITECTURE & TRADITIONS
• DISCUSS IN YOUR POD:
• What are some features/functions of where you live that are affected by/connected to the geography of where you live?
• Consider the geographic significance of:
• the pitch of your roof.
• the windows and which way your house faces.
• the type of building materials used
• pp. 122-123 have some examples

Key Issue 2: Students can understand factors that influence patterns of folk housing.

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• US Folk Housing
• Middle Atlantic
• 2 full stories
• 1 room deep, at least 2 rooms wide
• Ohio Valley & SW along Appalachian trails
• Also known as an “I-House” (commonly found in rural areas of states starting with “I”- Indiana, Illinois, Iowa).

Key Issue 2: Students can understand factors that influence patterns of folk housing.

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• US Folk Housing
• Lower Chesapeake/Tidewater
• One story
• Steep roof
• Chesapeake Bay/Tidewater, Virginia/SE Coast

Key Issue 2: Students can understand factors that influence patterns of folk housing.

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• US Folk Housing
• New England
• Box shaped, central hall
• Great Lakes region through to WI

Key Issue 2: Students can understand variations in time and space of housing in the United States

• Popular Housing
• Less differentiated by region
• Homes are mass-produced
• Architecture demonstrates what is popular
• DIY Network: 26 Popular Architectural Home Styles
• Which is closest to the homes near you?
• Does one fit where you live?

Folk and Popular Culture: Why is Access to Folk and Popular Culture Unequal?

KEY ISSUE 3 LEARNING TARGETS:

• I can describe the origin, diffusion, and distribution of TV around the world.
• I can compare the diffusion of the Internet & social media with the diffusion of TV.
• I understand external and internal threats to folk culture posed by electronic media.

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Key Issue 3: I can describe the origin, diffusion, and distribution of TV around the world.

PART 1: We will participate in a Kahoot!

• How do our results compare with what the text says about the rest of the world?
• Use pp. 126-127
• Data won’t match up completely so write what you find in the text in the appropriate circle as accurately as possible.
• Goal: to compare our APHUG classes vs. the textbook results. Work with your pod!

PART 2: Map

• Goal: Mark the locations & indicate dates that deal with television’s world-wide spread. Work with your pod!

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Key Issue 3: I can compare the diffusion of the Internet & social media with the diffusion of TV.

• Most viewed YouTube videos.. Can you guess what they are?
• #5
• #4
• #3
• #2
• #1
• Twitter accounts with the most followers.. Who made the list?
• #5
• #4
• #3
• #2
• #1

Key Issue 3: I can compare the diffusion of the Internet & social media with the diffusion of TV.

• Use the map sheet
• Working with your pod, outline how the Internet & social media have diffused throughout the world.
• Use pp. 128-129

Key Issue 3: I understand external and internal threats to folk culture posed by electronic media.

EXTERNAL THREATS:

• American programs promote American beliefs.
• Concern for folk culture:
• News media is dominated by developed nations.
• Concern for less developed nations:
• Media coverage by American news can be sensationalistic.
• Concern voiced by less developed nations:

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Key Issue 3: I understand external and internal threats to folk culture posed by electronic media.

INTERNAL THREATS:

• Governments can’t block the Internet and social media as easily as they could block TV
• Satellite TV is difficult to shut down
• smaller
• less expensive than in the past
• Internet Limits
• Political content (ideas in contrast w/government in power)
• Social content (offensive or illegal material)
• Security content (armed conflicts)
• Internet tools (email, searches)
• Social media= the most difficult thing for governments to block (15:00)
• Social media: Enemy of the State or Power to the People?

Folk and Popular Culture: Why Do Folk & Popular Culture Face Sustainability Challenges?

KEY ISSUE 4 LEARNING TARGETS:

• I can summarize challenges for folk culture from diffusion of popular culture.
• I can summarize the two principal ways that popular culture can adversely affect the environment.
• I can summarize major sources of waste and to the extent which each is recycled.

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Key Issue 4: I can summarize challenges for folk culture from diffusion of popular culture.

• As popular culture spreads, traditional values lose connection with people.
• As globalization becomes more powerful, folk culture struggles to survive.
• Growth of popular culture= growth of Western culture= growth of material culture= loss of folk culture
• Changes in traditional values causes instability.
• The type of instability depends on the situation.
• Examples: p. 133

Dowry Deaths in India

Key Issue 4: I can summarize the two principal ways that popular culture can adversely affect the environment.

• Landscape Pollution
• Landscape is modified with little/no concern for the environment.
• Uniform landscapes- name/brand recognition
• Golf courses
• Waste
• Resource Depletion
• Popular culture means demand for certain animals for food
• This demand may cause extinction/depletion of others
• Increased meat consumption= inefficient method of feeding humans
• It takes a lot of grain to feed animals. That grain could be used to feed people!

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Key Issue 4: I can summarize major sources of waste and to the extent which each is recycled.

• Developed countries consume large amounts of products
• Leads to a lot of waste
• Recycling must increase/improve!
• See p. 136-137 for recycling collection information...

Recycling in the US

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