POP CULTURE AND POLITICS: ENGAGING STUDENTS IN AMERICAN GOVERNMENT THROUGH ART, MUSIC, AND FILM

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dc.contributor.authorWilson, Laura Merrifield
dc.date.accessioned2022-06-30T09:38:41Z
dc.date.available2022-06-30T09:38:41Z
dc.date.issued2020
dc.description.abstractStrategically and thoughtfully employing popular culture in teaching political science can enable students to better understand, analyze, and relate to the material. In a discipline that can be viewed by students as too boring, too distant, and too polarizing, the use of relevant music, TV/film clips, toys, memes, and other popular culture artifacts can engage otherwise unengaged students in a meaningful way. This paper argues that using popular culture in teaching political science can demonstrate relevance, serve as a generational translator, expose the bias of experience, and enable an expression of self. In demonstrating relevance, popular culture makes material fresh and applicable for students; by operating as a generational translator, the material transcends the time in which it originated; biased experiences are exposed through popular culture mediums through which students are comfortable projecting new and different ideas that challenge what they already know and believe; finally, students can learn to express themselves in relationship to the material by using these mediums with which they are already familiar but in a new and intentional way. Watching clips from the hit TV show “Parks and Recreation” (2009) can illuminate the complexities of the bureaucracy and the role of regulation in everyday life; likewise, listening to the award-winning Broadway musical “Hamilton” (2015) with clever lyrics regaling the debates of federalism demonstrate the passion and ideas behind such constitutional conflicts. This paper first provides an overview that establishes the value of applying popular culture specifically to political science pedagogy before reviewing the relevant literature. It then charts the four ways in which popular culture can be beneficial to teaching and learning political science, concluding with a larger analysis of the advantages and potential for such approaches. Keywords: political science, politics; government, TV/Film, music, memes, cartoons, popular cultureen_US
dc.identifier.citationWilson, L. (2020). Pop Culture and Politics: Teaching American Government through Art, Film, and Music. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 7(3).http://journaldialogue.org/issues/v7-issue-3/pop-culture-and-politics-engaging-students-in-american-government-through-art-music-and-film/en_US
dc.identifier.issn2378-2331
dc.identifier.urihttp://journaldialogue.org/issues/v7-issue-3/pop-culture-and-politics-engaging-students-in-american-government-through-art-music-and-film/
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/6303
dc.language.isoenen_US
dc.publisherDialogue, 7(3)en_US
dc.relation.ispartofseriesDialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy;Volume 7, Issue 3 — (Un)conscious Representation: Race, Gender, Ideology
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectType of access: Open Accessen_US
dc.titlePOP CULTURE AND POLITICS: ENGAGING STUDENTS IN AMERICAN GOVERNMENT THROUGH ART, MUSIC, AND FILMen_US
dc.typeArticleen_US
workflow.import.sourcescience

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