Final Thoughts On My Project

This project was so much fun to research.  Not only do I have a better understanding of how animated cartoons are critically analyzed by media scholars, but I also learned how cartoon producers can and do interact with these analyses.  I will definitely never look at cartoons the same way, that's for sure!  My research led me in many different interesting directions, but many of them were too off-topic to include in my paper... which brings me to my next point.

One of the most important lessons learned over the course of sculpting this paper is how to keep a writing focused on the topic of discussion.  I believe this is an important skill which should prove useful in my future writing efforts.  I hope to write further on the topic of queer representations in cinema and television, because I thoroughly enjoyed analyzing how such representations may be used to present the LGBTQ community more truthfully while other representations may fall back onto gender stereotypes (despite the good intentions of some producers to create greater visibility for the LGBTQ community).

I also learned that by engaging in a conversation with others about my project, I was able to narrow the scope of my research and develop a more focused thesis.  My desire to combine the fields of Gender Studies and Cinema/Television led me down many different paths, but I wanted to address a currently relevant social issue.  By vocalizing these interests aloud in a workshop setting, I was able to develop a more focused and specific thesis for my paper.  The ongoing problem of violence and bullying in schools of those who identify with the LGBTQ community seemed to be a natural fit for exploring the possible use of queer cartoons as an educational tool.

My research quickly revealed the nonthreatening power of cartoons to influence children and adults on topics that may be viewed as objectionable if presented in other forms.  I received some excellent comments on my blog and I heard many favorite queer cartoon suggestions from several classmates! Thanks so much to all who made suggestions!  While I tried to incorporate most of the comments and suggestions into my paper, I regret not being able to incorporate a discussion of queer representations in South Park or Family Guy into my paper.  Ultimately, I had to make sacrifices in order to maintain the focus of my paper by selecting examples that aided my particular thesis.

South Park addresses homosexuality as a fashion fad in one episode wherein the boys (and indeed all the men in the town) proudly proclaim themselves metrosexuals, much to the dismay of the town's actual gay character Mr. Garrison 

Thank you all for a great learning experience! Fight On!

~Ryan

Other Recent Methods of Queering Education

For this project I've identified a social problem - the need to teach children about queer identities - and proposed a solution - using cartoons as a tool for introducing these topics.  However, I wanted to take some time to investigate other methods that have previously been used in schools to teach children about queer identities and queer issues.

The notable children's book Heather Has Two Mommies by Leslea Newman has been used to normalize  the idea of same-sex parents since it was published in 1989. The book was number eleven on the American Library Association "100 Most Challenged Books of 1990- 2000.  Much controversy has surrounded the book so I was not surprised to learn that The Simpsons actually did a parody episode entitled "Bart Has Two Mommies".

Besides Heather Has Two Mommies, I stumbled upon a children's book about two homosexual penguins in New York's Central Park Zoo. The book is called And Tango Makes Three. Check out this cute story in these two short Youtube videos ....

Not surprisingly, this adorable story has also been banned in many places.... even though it's based off a true incident that really happened at Central Park Zoo! This ban demonstrates the extensive censorship of queer identities in childrens' media. Hopefully cartoons will be harder to ban! Perhaps The Simpsons producers are on to something....although the book has been extensively banned, the cartoon episode has not to date experienced censorship. 

Leave me your thoughts! 

~Ryan 

This Cartoon is Required Viewing

The day when cartoons could be used as an educational tool in California public schools just got closer with the passage of the FAIR Education Act earlier this month.  As reported in my last post, Governor Brown signed the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act (SB 48) into law on July 14, 2011.  The law amends the California Education Code to require the “instruction of social studies to include the role and contributions of lesbian, gay, bisexual, and transgender Americans . . . with particular emphasis on portraying the role of these groups in contemporary society.”  Sponsors of the legislation cite to studies that have linked the inclusion of LGBT people in instructional materials to greater safety and lower rates of bullying.  While California is the first state to pass a law that requires public schools to include LGBT topics in the classroom, the issue of LGBT youth being bullied at school is a national issue. Here’s a link to a recent message from President Obama discussing violence against LGBTQ youth:    

Although I thought there would be great support for the new law, there is already a campaign underway to repeal SB 48 as seen in this week’s article on LA Weekly’s blog:

http://blogs.laweekly.com/informer/2011/07/stop_sb_48_gay_history.php

After reading the law, I noticed it didn’t provide any direction to the state or local boards of education about how to incorporate the new LGBT issues into the social studies curriculum.  This is where the findings in my paper will suggest lesson plans incorporating these issues could benefit from including cartoons!!  

So, maybe someday kids will come home from school saying that they watched cartoons in social studies class . . .  hey, it was required!!!

Leave me your thoughts! 

~Ryan

 

Upcoming Changes in Education – Cartoons May Be Effective

As my research and writing continues on my paper, I have come to a better understanding how our current educational system is influenced by political and social forces that promote heteronormativity –the suite of practices that maintain normative assumptions of heterosexuality. Reading through articles written about the difficulties experienced by those educators who wish to diversify the dialogue of sexuality and expose students to concepts that support a wide variety of sexual identities, I am somewhat saddened by the apparent closed-mindedness of those who oppose the incorporation of LGBTQ issues into the classroom.  It’s not that I don’t understand the concerns expressed – such as the need to protect our children – but I have come to a belief that many of our “educators” are the ones in need of education.  My research has not identified any credible study which establishes a relationship between the teaching of queer theory and a modification of sexual identity.  To the contrary, my research has revealed that teaching queer theory at appropriate ages actually promotes a better understanding of human sexuality and a greater appreciation of all expressions of gender. I invite others to comment as to their views on this topic.

On a related note, I was glad to hear that Governor Brown signed a bill that requires public schools in California to include the contributions of people who are LGBTQ in social studies curriculum.  For my next post, I will review this legislation and report how schools intend to implement the new law to add lessons about the LGBTQ community into their class assignments and at what educational level.  I will also report on the reasons provided by those who voted against the bill, which went along party lines. In the meantime, take a look at this link to an Associated Press article dated July 14, 2011 that discusses the bill – known at Senate Bill (SB) 48:

http://www.washingtonpost.com/local/education/calif-governor-signs-landmark-law-adding-lessons-about-gay-history-to-social-studies-classes/2011/07/14/gIQAdJyXEI_story.html?wpisrc=emailtoafriend

I am now more encouraged than ever that there could be a real interest in using cartoons as a vehicle for teaching queer theory in schools, especially in California where the new law requires the incorporation of LGBTQ issues into the classroom.  Comments on this aspect of my paper or this legislation are welcome.

Here is something silly, just for fun ...

~Ryan

Are You Pondering What I'm Pondering?

One of the article's I've found to be the most useful to my project so far is Jeffery Dennis's "The Same Thing We Do Every Night," which appeared in the Journal of Popular Film & Television.  Dennis explores the history of same-sex desire in animated cartoons and cites Ruff and Reddy as the first instance wherein a queer reading could be applied since this was the first time that a cartoon duo was paired as friends instead of enemies (think Tom & Jerry or Bugs Bunny & Elmer Fudd).

Ruff and Reddy (created in 1957)

According to Dennis the increasing visibility of queer identities during the 1970s lead viewers to apply queer readings to animated texts more regularly.  In an effort to ward off these speculations, producers of animated texts began to create overtly heteronormative characters (example -Strawberry Shortcake, G.I. Joe)  or asexual, infantile characters (The Muppet Babies, A Pup Named Scooby Doo, Tiny Toon Adventures).  

The Scooby Gang becomes a-sexualized in 1988 with the series A Pup Named Scooby Doo

Dennis writes extensively on Pinky and the Brain, which he claims displays the first characters with overtly same-sex identities.  Dennis believes this to be a part of their relationship from the beginning and cites examples from dialogue and plot that support his argument.  When Brain is asked the question "Are you married during a job interview, take a look at his answer... (you can fast forward to 50 secs into the video)

Denis notes that Brain also introduces Pinky as his "umm... roommate" to his parents.  Pinky and the Brain even combine their DNA to create a son, Romy.  Dennis claims that the mice live together as men - not mocking a husband-wife relationship.  Dennis even believes the famous line "The same thing we do every night..." leaves room for speculation.  Examining the 75 "ponderings" (responses to the show's famous question "Are you pondering what I'm pondering?") 13 of Pinky's "I think so Brain but ...." responses have to do with transvestism or fetish costumes, and 12 evoke double entendres. Take a look at this video montage of some of Pinky's responses...

Dennis also contends that Spongebob SquarePants validates same-sex desire.  Dennis identifies 6 concepts for locating instances of same-sex desire ...

1) Sharing a Living Space
2) Engaging in Social Activities as a Couple
3) Receiving Social Acceptance as a Couple
4) Failing to Cultivate Valued Relationships with the Opposite Sex
5) Rejecting Romantic Advances from Others
6) Explicitly Conveying Desire Through Flirting of Sexual Banter

SpongeBob and Patrick often engage in social activities as a couple and are even accepted as a couple by others in their world (See- "Valentines Day",  Season 1, Episode 15).  Dennis also references Season 2, Episode 9 entitled "Dumped" in which SpongeBob and Patrick fight over Gary, SpongeBob's male snail, and the dialogue mimics a romantic love triangle ("Gary, I thought what we had was special!").  Ultimately the audience, Patrick, and SpongeBob learn that Gary was only clinging to Patrick because he wanted the cookie in Patrick's pocket and Patrick proclaims "He only liked me for my shorts!"

Please leave me your thoughts and suggestions!
~Ryan

Today in Class We're Watching The Simpsons?

Students all around the country could soon be joyfully asking this very question.
According to Gilad Padva's article "Educating The Simpsons: Teaching Queer Representations in Contemporary Visual Media" in the Journal of LGBT Youth, the hit animated TV series can be used in the classroom to open up dialogue about queer issues.  Padva focuses on one famous episode of The Simpsons entitled "Homer's Phobia" (Season 8, Episode 15) in which iconic filmmaker John Waters guest stars as a homosexual man who befriends the Simpson family.

In the episode, Homer acts friendly towards the character, John, until he finds out that the man is gay.  Homer then begins to suspect John is "turning" Bart gay and Homer embarks on a series of silly schemes to reassert his son's masculinity.  In the end, John gains Homer's respect after John saves Homer, his male friends, and Bart from a deer attack on a hunting trip gone awry.  Homer shows his respect by calling John "queer" as he believes this to be the desired term.

Padva argues that this episode brings up a lot of important queer issues including homophobia, naming the Other, Gay-Straight Alliance, stereotyping, family acceptance, etc. Padva lays out exactly which parts of the episode can be useful for discussing which topics; for example, the conversation nearing the end of the episode wherein Homer and wife Marge discuss whether Bart might be gay is an example of the "coming in" process parents and families go through wherein they come in to the reality of their child's sexuality.  Padva argues the friendship between John and Marge can be used to discuss Gay-Straight Alliance.  Additionally, Padva believes Homer's statement that he will call John "queer" can be used to discuss the issue of who gets to name the minority or Other and refers to self-identification and authoring.

Leave me your thoughts or cartoon recommendations for animated texts you think might be similarly useful!
~Ryan

Queer Toons

For my last project I'm examining the relationship between the fields of Gender and Queer Studies and mainstream, American Animation.  Recent years have seen a vast increase in the queer dialogue taking place in animated television shows and queer representations are increasingly showing up in the prime time lineups of the major television networks.  For my paper, I would like to research and evaluate the effects of these cartoon representations and I would like to argue that these animated texts can be useful tools to open up discussion about queer issues in the classroom.

As a voice-over actor, I spend a lot of time watching cartoons and I have been impressed by many of the messages producers of these shows are expressing.  As the LGBTQ community achieves greater visibility in media,  cartoon producers are daring to tackle some of the most controversial and complex topics through their satiric characters and situations.  Thus far, my studies in the USC School of Cinematic Arts have been focused on gender representations in media and I can't wait to take this next step in exploring some of my favorite cartoon programs and how they might come to be used to promote sexual tolerance and contest traditional views of gender.

Quagmire's dad has sex reassignment surgery in one of last year's memorable episodes of Family Guy

I think this is going to be a very fun project for me! :) Please feel free to leave your thoughts and suggestions! 

~Ryan

Tension Between Artist and Audience

For my next paper, I'm examining the 2010 Sundance hit Catfish.  In the documentary category at Sundance, the film chronicles a young man falling in love with an online friend.  Filmmakers Ariel Schulman and Henry Joost follow Nev Schulman as he travels to meet his love in person only to find the young woman does not exist and is the fabrication of a schizophrenic woman.  The film's authenticity was questioned from its first Sundance screening however the filmmakers still maintain the film is 100% authentic.  The film's producers chalk the skepticism up to the fact that the events of the film are so extraordinary that it's hard to believe.  The media attention given to the controversy surrounding the film's authenticity grew to an immense size, even garnering it a 2020 Special you can see here (there are short commercials breaking the video up about every ten minutes).


In my paper, I intend to explore the controversy surrounding the film, investigating the filmmakers' responses to the accusations about its authenticity and the audience's skepticism of and response to the film.  The tension between artists and audience in this situation works on several levels including the way in which the film came to be marketed and the message of the film - that we can never really know if what we see mediated through technology is the truth.

My First Post

Well... this is my first post for my new blog for Writing 340.

See ya soon!
~Ryan