American Adolescents and Music Videos: Why Do They Watch?

Brown, John Russell; Campbell, Kenneth L.; Fischer, Lynn

doi:10.1177/001654928603700104

Cited by 33 publications

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“…An earlier study by Lyle and Hoffman (1972) reported that half of their male adolescent participants listened to music for three hours per day and that half of their female adolescents listened for four hours per day. More recently, Brown, Campbell, and Fischer (1986) and Sun and Lull (1986) reported similar figures regarding the consumption of music television.…”

mentioning

confidence: 71%

The importance of music to adolescents

North

Hargreaves

O’Neill

2000

Brit J of Edu Psychol

536

445

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confidence: 71%

The importance of music to adolescents

North

Hargreaves

O’Neill

2000

Brit J of Edu Psychol

536

445

View full text Add to dashboard Cite

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“…Popular culture scholars have only just begun to analyze the cultural content and impact of music television. Research has found MTV to be, like other areas of the popular culture, decidedly sexist in orientation (Brown, Campbell and Fischer 1986;Sherman and Dominick 1986;Vincent, Davis and Boruszkowski 1987). In a study of MTV content, Vincent et al (1987) found that 74 percent of 300 sampled videos portrayed women in traditional, stereotypical roles.…”

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confidence: 99%

Dilemmas of Femininity: Gender and the Social Construction of Sexual Imagery

Kalof

1993

The Sociological Quarterly

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This work builds on an interactive, interpretive approach to the study of cultural texts in an investigation of how images of gender and sexuality in music television (MTV) are read by the audience. After viewing a music video by Michael Jackson, 80 respondents described the video's portrayal of feminine and masculine images. A content analysis of the respondents' open-ended descriptions of the images indicate that there are significant gender differences in how young women and men socially construct the meaning of femininity in the video, particularly concerning the intersection of gender, sexuality and power. There are no major gender differences in the interpretations of the masculine image. The findings show that MTV texts have multiple meanings for the audience, and the interpretations of sexual imagery reflect traditional gender ideology about gender and sexuality. This is a study of how young people interpret the images of gender and sexuality as portrayed in the "texts" of music television (MTV), one of the most widely consumed forms of popular culture among adolescents. The research builds on the assumption that gender and sexuality are social constructions, or "interactional accomplishments," situated in and shaped by patriarchal cultural myths as articulated in the popular culture (Denzin 1992). The ideological "codes" for gender and sexuality are learned early in the socialization process, entrenched during adolescence and transmitted in large part by the popular culture. An exploration of how the audience interacts with and interprets MTV imagery advances our understanding of how "ideological meaning is coded into the takenfor-granted meanings that circulate in everyday life" (p. 34). It demonstrates how contemporary ideology can be revealed in text which is read as a "fact" but is only a myth (Barthes 1972).While MTV has historically reproduced and maintained a gender ideology of male power and dominance of men over women (Lewis 1990), little is known about how viewers actually interpret these messages. Texts have multiple meanings because readers create texts as they interpret and interact with them (Denzin 1992). This research explores how the reading of an MTV text differs among young viewers according to their interpretation of the ways in which gender, sex and power are intertwined. I argue that gender Direct all correswndence to: Linda Kalof. Deuartmrnt of Sociolo~v. State Universitv of New York. Plattsbureh. NY 12901.

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“…For many of us, music is an important part of our daily lives. People listen to music for a variety of different reasons: to manage and regulate their mood (Lonsdale & North, 2011; North, Hargreaves & O’Neill, 2000; Schäfer & Sedlmeier, 2009; Schäfer, Sedlmeier, Städtler, & Huron, 2013); to construct, maintain or express their identity (Lonsdale & North, 2011; North et al, 2000; Schafer & Sedlmeier, 2009); to manipulate their state of arousal (Lonsdale & North, 2011); to interact and relate with others (Tarrant, North, & Hargreaves, 2000); to reminisce about the past (Lonsdale & North, 2011); to serve as a distraction (Brown, Campbell, & Fischer, 1986; Sun & Lull, 1986); or simply as a source of enjoyment (Laukka, 2007; Lonsdale & North, 2011). These reasons are also known to differ according to an individual’s age, personality, cognitive ability, and mood (e.g., Chamorro-Premuzic, Fagan, & Furnham, 2010; Chamorro-Premuzic & Furnham, 2007; Chamorro-Premuzic, Gomà-i-Freixanet, Furnham, & Muro, 2009; Chamorro-Premuzic, Swami, & Cermakova, 2012; Chamorro-Premuzic, Swami, Furnham, & Maakip, 2009; Lonsdale & North, 2011; Vella & Mills, 2017; Wilhelm, Gillis, Schubert, & Whittle, 2013).…”

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confidence: 99%

Emotional intelligence, alexithymia, stress, and people’s reasons for listening to music

Lonsdale

2018

Psychology of Music

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Emotional intelligence, alexithymia, stress and peoples' reasons for listening to musicWord count: 5,395 excluding tables and references Emotional intelligence & music 2 AbstractThe present study investigated the relationship between people's reasons for listening to music, trait emotional intelligence and alexithymia whilst also controlling for the effect of participants' gender, age and perceived stress levels. In keeping with previous research, initial findings indicated that emotionally intelligent individuals were less likely to use music to relieve and alleviate negative moods, whilst those who had high scores on a measure of alexithymia were more likely to use music for the same reasons. However, when the effects of gender, age and perceived stress were controlled for these relationships were no longer significant and previously non-significant relationships between trait emotional intelligence and using music to manipulate arousal and to reminisce about the past were found to be significant. Together these findings suggest that emotional intelligence is related to the reasons why people listen to music but not in the way that previous research had suggested, and the apparent links between emotional intelligence and mood management might be might be better explained by the stress experienced by participants at the time of questioning.

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American Adolescents and Music Videos: Why Do They Watch?

Cited by 33 publications

References 0 publications

The importance of music to adolescents

The importance of music to adolescents

Dilemmas of Femininity: Gender and the Social Construction of Sexual Imagery

Emotional intelligence, alexithymia, stress, and people’s reasons for listening to music

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