Lecture Notes on Representation and Emotion in Popular Culture

Introduction

• This week's focus is on representation and its profound function in shaping our perspectives, utilizing popular culture as a crucial lens to understand how we feel, think, and interact with the world around us.

• Cultural products, including films, music, and literature, are not merely sources of entertainment but also embody complex ideas and ideologies that subtly teach us about emotion, influencing our emotional responses and understanding.

• Engaging with culture often elicits a wide range of emotional reactions, from feelings of comfort and familiarity to moments of shock, confusion, or inspiration, reflecting the diverse ways in which culture impacts our emotional states.

• Culture plays a significant role in shaping how we feel about ourselves, influencing our self-perception, identity formation, and emotional connections with others within our communities and societies.

• This week, we will delve into an in-depth examination of pop songs by Charlie XCX and Taylor Swift, analyzing their lyrical content and musical compositions to uncover deeper meanings related to representation and emotion. Additionally, we will engage in writing exercises focused on exploring harmful and healing narratives, allowing us to critically reflect on the impact of different representations on our emotional well-being.

Acknowledgment of Country

• Acknowledgment of the Wurundjeri people of the Kulin nation, recognizing their traditional custodianship of the land and their ongoing connection to its rich cultural heritage.

Representations Matter

• Representations are not neutral reflections of reality but rather serve as a dynamic site of political struggle, where diverse ideologies compete for dominance (hegemony) in shaping societal norms, values, and beliefs.

• Within the realm of representation, both residual (older) and emerging ideologies coexist, reflecting the evolving nature of cultural attitudes and the ongoing negotiation of power dynamics within society.

• Different groups within society hold varying ideologies about the world, reflecting their distinct perspectives, values, and experiences, which shape their interpretations of representations and their engagement with cultural products.

• Example: Contrast between Manosphere ideologies, which often promote traditional views of masculinity and male dominance, and feminist ideologies of masculinity, which advocate for gender equality, inclusivity, and the deconstruction of harmful gender stereotypes.

• Representation manifests in both nonfictional contexts, such as social media platforms, journalistic reporting, and documentary filmmaking, as well as fictional contexts, including popular culture mediums like film, television, music, and literature, demonstrating the pervasive influence of representation across various domains of social life.

• Conservative dismissal of popular culture often stems from a desire to control the field of representation, aiming to preserve traditional values, maintain existing power structures, and suppress dissenting voices or alternative perspectives.

• Representation must reflect the diversity of the human race, encompassing a wide range of identities, experiences, and perspectives, to promote inclusivity, challenge stereotypes, and foster a more equitable and representative society.

• LGBT representation in shows like Heartstopper faces backlash from those who resist LGBTQ+ visibility and acceptance, highlighting the ongoing struggle for representation and the prevalence of prejudice and discrimination.

• Heartstopper has been banned in US libraries and contested in the UK, indicating transphobia extends beyond the confines of the American right wing, underscoring the global nature of anti-LGBTQ+ sentiment and the importance of continued advocacy for LGBTQ+ rights and representation.

Narratives as Emotional Teachers

• Narratives serve as powerful emotional teachers, shaping our understanding of emotions, influencing our emotional responses, and guiding our actions in various social contexts.

• Sara Ahmed discusses how being emotional becomes a characteristic unfairly attributed to some individuals or groups while being denied to others, perpetuating stereotypes, reinforcing social hierarchies, and marginalizing certain voices and experiences.

"Girls So Confusing" by Charlie XCX and Lorde

• The song is a poignant response to prevailing perceptions of conflict between the artists, addressing its impact on their personal lives, artistic careers, and emotional well-being.

• Focus is placed on their emotional relationship with themselves, exploring themes of self-discovery, identity formation, and personal growth, as well as their relationship with each other, navigating friendship dynamics, collaboration, and mutual support, and their relationship with broader culture, engaging with societal expectations, industry pressures, and cultural norms.

• Emotion is often disciplined and controlled for them, reflecting the pressures faced by female artists to conform to certain standards of behavior, appearance, and emotional expression within the music industry and broader society.

• Themes explored in the song include: the complex relationship between Charlie and Lorde, navigating personal connections and artistic collaboration, the pervasive confusion about being a girl in a patriarchal society, challenging gender stereotypes and societal expectations, moments of agency and empowerment, asserting autonomy, making independent choices, and taking control of one's narrative, and the ways in which social structures enable or constrain agency, highlighting the impact of societal norms, cultural values, and power dynamics on individual experiences.

• The first verse is sung by Charlie, offering her perspective and experiences, while the second verse is sung by Lorde, providing contrasting insights and reflections.

Analysis

• They both had different opinions on why they were distant, leading to misunderstandings and misinterpretations of each other's intentions and feelings.

• Lack of open communication and honest dialogue contributed to the escalation of conflict, hindering their ability to resolve differences and build stronger connections.

• Broader social pressures, such as industry expectations and competitive dynamics, pit them against each other, exacerbating tensions and fostering a sense of rivalry rather than collaboration.

• Dealing with misogyny, sexism, and gender-based discrimination further complicated their relationship, as they navigated the challenges of being women in a male-dominated industry and society.

• Lorde's lyrics: "I was so lost in my head and scared to be in your pictures because for the last couple of years, I've been at war with my body. I tried to starve myself dinner, then I gained all the weight back," revealing her struggles with self-esteem, body image, and societal pressures to conform to beauty standards.

• Lorde felt self-hatred and perceived Charlie's life as perfect, highlighting the unrealistic and often unattainable beauty norms perpetuated by media and culture, leading to feelings of inadequacy and insecurity.

• She was told at 10, "girl, you walk like a bitch," indicating the early internalization of societal expectations and the policing of female behavior, which can have long-lasting effects on self-perception and confidence.

• Lorde projected her insecurities onto Charlie, viewing her as a media icon rather than a person, demonstrating the dehumanizing impact of fame and the tendency to idolize or demonize individuals based on their public image.

• Beauty ideals and industry narratives prevent honest communication by fostering a culture of superficiality, competition, and self-doubt, hindering genuine connection and authentic self-expression.

"All Too Well" by Taylor Swift

• Originally an album track from Red (2010), rerecorded as Taylor's Version to gain control over her masters, asserting ownership of her artistic creations and challenging the exploitation of artists' work within the music industry.

• The extended ten-minute version with new lyrics reached number one in the US, demonstrating the song's enduring popularity, cultural significance, and resonance with audiences who connect with its themes of love, loss, and heartbreak.

• Rumored to be about Jake Gyllenhaal, who was older than Swift, sparking public interest and speculation about the song's autobiographical elements and the dynamics of their relationship.

Analysis of Short Film/Video

• Themes explored in the short film/video include gender dynamics, power imbalances, societal expectations surrounding sexuality, and the impact of age differences in romantic relationships.

• The young woman (played by Sadie Sink) dates an older man (played by Dylan O'Brien), portrayed initially as emotional and caring, creating an illusion of security and affection, but gradually revealing distant and controlling tendencies, undermining her autonomy and emotional well-being.

• Gender: Women are often taught to be sensitive, nurturing, and accommodating, while men are socialized to be strong, assertive, and emotionally restrained, perpetuating traditional gender roles and stereotypes.

• Age gap: Gives the man more power in the relationship due to his greater experience, resources, and social status, creating an unequal power dynamic and potentially enabling manipulation and control.

• Sexuality: More than physical attraction, involving emotional connection, intimacy, and identity exploration, shaping individuals' sense of self and their interactions with others.

• Society often presents idealized and romanticized notions of love, but real-life relationships can manifest in diverse and complex ways, challenging conventional expectations and norms.

• Sadie's character is passive, potentially because she internalizes societal expectations and believes that passivity is what her partner desires, suppressing her own needs and desires in an attempt to please him.

• He is stereotypically aggressive and assertive, conforming to traditional masculine ideals that prioritize dominance, control, and emotional detachment.

• She is seen as inferior due to her age and easily dispensable, reflecting societal biases that marginalize young women and devalue their contributions and perspectives.

• Dylan's character sees himself as older and more mature, exhibiting condescending behavior and dismissing her feelings as irrational or immature.

• Affection and intimacy exist only in private, suggesting a lack of genuine connection and a fear of public scrutiny or judgment, indicative of underlying issues within the relationship.

• Sadie's character seems physically smaller and is dismissed and gaslighted during arguments, highlighting the power imbalances and manipulative tactics employed by her partner to undermine her self-esteem and sense of reality.

• He always has the last word and keeps her coming back through mood swings, creating a cycle of emotional manipulation and dependence, trapping her in a toxic relationship dynamic.

• He grabs her from behind and looms over her, acting like the protector but avoiding responsibility for his actions, demonstrating manipulative behavior aimed at deflecting blame and maintaining control.

Additional Points

• "All Too Well" can be understood as an elegy for a relationship, mourning the loss of what once was and grappling with the pain of heartbreak and disillusionment.

• Lauren Berlant: "Women live for love, and love is the gift that keeps on taking," reflecting the societal pressure on women to prioritize romantic relationships and the potential for exploitation and suffering within those relationships.

• Conventional love plots help women make sense of the world, even in their failure, providing a framework for understanding their experiences and navigating the complexities of love and relationships.

• The song is about female suffering, both in and out of the relationship, highlighting the emotional toll of gender inequality, societal expectations, and toxic relationship dynamics.

• When the main character is crying, the implication is that he is calling her, attempting to reassert control and manipulate her emotions, perpetuating the cycle of abuse and dependence.

• Refusal to answer indicates she knows she must suffer to get better, recognizing the need to break free from the toxic relationship and prioritize her own healing and well-being.

• The conclusion: Taylor Swift (herself), has replaced Sadie, indicating a symbolic transition from youthful vulnerability to mature self-assuredness, reclaiming her narrative and embracing her personal growth.

• She has matured and come through grief, demonstrating resilience, strength, and the ability to overcome adversity, serving as an inspiration to others who have experienced similar challenges.

• She has her own house and a career, symbolizing independence, financial stability, and the fulfillment of personal and professional goals, empowering her to live life on her own terms.

• She has owned her own story by writing it as a book, asserting creative control over her narrative and challenging the tendency for others to define her experiences.

• Solidarity with her audience; other women can learn from her experiences, fostering a sense of community, empathy, and support among listeners who connect with her music and message.

• He is stuck in the past, still dating 20-year-olds, and has not matured, suggesting a pattern of behavior and a lack of personal growth, reinforcing the idea that he is unable to form healthy, meaningful relationships.

Writing Exercise: Harmful and Healing Representations

• Reflect on representations encountered in various forms of media (e.g., advertisements, movies, books, songs, social media content) that have had a detrimental impact on personal well-being or broader societal values, critically analyzing their underlying messages and effects.

• Identify the ideologies present within these representations, discerning how they contribute to harm by perpetuating stereotypes, reinforcing inequalities, or promoting harmful behaviors and attitudes.

• Shift focus to representations that have served as sources of inspiration, positivity, or transformation, exploring their capacity to uplift, empower, and promote healing on both individual and collective levels.

• Identify the ideologies present within these transformative representations, examining how they foster positive change by challenging oppressive norms, promoting inclusivity, or celebrating diversity and resilience.

Examples

• Harmful: Beauty trends on social media, particularly the normalization of cosmetic surgery, contribute to the creation of coercive beauty standards that pressure individuals to conform to unrealistic ideals, leading to body image issues, self-esteem deficits, and mental health challenges.

• Harmful: Mean Girls perpetuates harmful ideas about how girls should act, fostering competition for looks, popularity, and romantic attention, while portraying attractiveness and meanness as sources of power, reinforcing toxic social dynamics and undermining female solidarity.

• Healing: But I'm a Cheerleader stands out as one of the first queer movies that subverts traditional narratives by not ending in tragedy, offering a refreshing portrayal of queer joy and resilience. Through satire, it challenges the harmful practice of conversion therapy in a lighthearted and humorous manner, promoting acceptance and self-affirmation.

• Healing: The Hate U Give follows a main character's journey to overcome the need to hide her identity, showcasing the importance of authenticity, self-acceptance, and embracing one's cultural heritage. The narrative empowers viewers to embrace their true selves and resist societal pressures to conform.

Conclusion

• Next week: Q&A session about the final assignment, providing students