Hollywood vs. America: Popular Culture and the War on Traditional Values

Berman, Ronald; Medved, Michael

doi:10.2307/3333547

Cited by 13 publications

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“…In Hollywood v. America , Medved (1992) argued, "If nothing else, repeated exposure to media images serves to alter our perceptions of the society in which we live and to gradually shape what we acceptand expect-from our fellow citizens" (p. xxiii). I agree.…”

Section: Creation and Reinforcement Of Expectationsmentioning

confidence: 99%

How the Media Teach

Cortes

2005

Teachers College Record: The Voice of Scholarship in Education

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How the Media Teach carlos e. cortésThe mass media teach whether or not mediamakers intend to or realize it. And users learn from the media whether or not they try or are even aware of it. This means all of the media, including newspapers, magazines, movies, television, radio, and the new cyberspace media. Such media serve as informal yet omnipresent nonschool textbooks.This raises an unavoidable challenge for schools. As part of their mission to help prepare young people to become better informed and more astute analytical thinkers, educators should seriously consider making media literacy an essential part of schooling-at minimum, enhancing students' capacity to use media more critically (Leahey, 2004). In particular, students need to develop an understanding of the ways in which the media deal with the theme of diversity.A necessary step in fostering media literacy is helping students identify the various ways in which the media, as informal educators, teach. In my book, The Children Are Watching: How the Media Teach about Diversity (Cortés, 2000), I posit five distinct but interrelated ways through which the media teach:1. Media present information. 2. Media organize ideas. 3. Media disseminate values. 4. Media create and reinforce expectations. 5. Media provide models for behavior. Presentation of InformationThe mass media deluge readers, viewers, and listeners with information. In his book Information Anxiety Wurman (1989) argued that the

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Section: Creation and Reinforcement Of Expectationsmentioning

confidence: 99%

How the Media Teach

Cortes

2005

Teachers College Record: The Voice of Scholarship in Education

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The first institution of democracy. Tocqueville on religion: What faith adds to reason

Novák

2007

European View

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Sex doesn't sell—nor impress! Content, box office, critics, and awards in mainstream cinema.

Cerridwen¹,

Simonton²

2009

Psychology of Aesthetics, Creativity, and the Arts

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Although it is commonly assumed that "sex sells" in mainstream cinema, recent research indicates a far more ambiguous relation between strong sexual content and financial performance. Moreover, such content may not be justified by either critical evaluations or movie awards. The literature even suggests that cinematic sex may reflect long-term gender biases in the film industry. The current study investigates these issues by addressing two questions. First, what is the impact of sex and other graphic content on the central criteria of cinematic success? Second, to what extent is such content contingent on the proportion of women engaged in filmmaking, whether as producers, directors, writers, or actors? Analyses of 914 films released between 2001 and 2005 indicated that sex and nudity do not, on the average, boost box office performance, earn critical acclaim, or win major awards. Although female involvement does influence a film's content, the only impact on the presence of sex and nudity is the proportion of women who make up the cast. Notwithstanding statistical complications, the best conclusion is that graphic sex neither sells nor impresses.

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Hollywood vs. America: Popular Culture and the War on Traditional Values

Cited by 13 publications

References 0 publications

How the Media Teach

How the Media Teach

The first institution of democracy. Tocqueville on religion: What faith adds to reason

Sex doesn't sell—nor impress! Content, box office, critics, and awards in mainstream cinema.

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