This file was prepared for electronic distribution by the inforM staff. Questions or comments should be directed to inform-editor@umail.umd.edu. TEACHING ABOUT VIOLENCE AGAINST WOMEN AN INTERDISCIPLINARY RESOURCE GUIDE WS400: Issues in Feminist Theory and Method Tonia Trodahl Jennifer Sayles Jean Potuchek Jennifer McMahon Denise Maynard Lisa Kaugher Valerie Hoffman Christina Cammarata Katharine Burke Gettysburg College Gettysburg, Pennsylvania May, 1993 INCORPORATING THE ISSUE OF PORNOGRAPHY INTO AN INTRODUCTORY SOCIOLOGY COURSE Katharine F. Burke Course Overview Sociology is the study of people and the ways in which they are shaped by their society. The introductory course is designed to help the student understand how the social structure (such as norms, values and institutions) influences the individual's experiences, attitudes, personality, and behaviors. This course also places an emphasis on the influence of class, race and gender on the dispersion of "rewards" and "resources" in society (Gill, course syllabus, spring, 1993). One of the goals of Introductory Sociology is to relay an understanding of both the sociological viewpoint and the fundamental sociological ideas. Furthermore, this course aids students in the comprehension of relationships between personal and public issues as well as developing the student's awareness of social class, race and gender in regards to "resources," "life chances" and "personality." By the end of the course the students should be able to demonstrate how personality and self- image are shaped by society through the socialization process. Hopefully, it will also encourage them to realistically and imaginatively confront possibilities for social change (Gill, spring, 1993). Incorporating Material on Pornography Pornography is an issue that cannot be ignored in today's society. It affects or has an effect on just about everyone. Many believe that pornography contributes to the ways in which people are shaped and molded into society. Many also argue that pornography is a deviant form of behavior which can be attributed to socialization. Many also argue that pornography degrades women and denotes them as sexual objects who are exploited by men. These issues are important when discussing pornography and its relevance to sociology. Therefore, this topic is worthy of being examined from a sociological point of view. There are many areas within an introductory course on Sociology into which material on pornography can be incorporated. First of all, there have been many sociological studies conducted on this issue and these can be used to exemplify sociological theory and methods. The professor can choose which of these articles to assign to the students. The article by Donnerstein & Linz discusses how influential aggressive behavior is on men's attitudes towards women. (This article might also be useful to discuss within the gender inequality section). Jeanette Norris' article attempts to discover how much impact social influence had on sexual reactions to sexually explicit material involving violence in men and women. (This article might also be reflected on within the socialization section because of its relevance to social influences). These articles would be good sources to discuss methods and theory because they both show how researchers present their work in a format that includes the hypotheses, the sample used, the theories involved, the data and results obtained, the analysis of the results, and the conclusions stating whether or not the hypotheses were supported. Some suggestions for discussion might be to have the student take the article apart bit by bit and explain how method and theory were incorporated into the article. Because pornography is a somewhat deviant topic, it might be interesting for the students to do a sociological study in which they select a sample (perhaps including their peers from the college community) to whom they ask questions regarding the individual's background (socialization) and their view of pornography. They could collect and analyze the data in order to interpret and develop conclusions about their peers' views on their research/study. Pornography can also be used in the section concerning deviance, as suggested earlier. It is at this point in the curriculum where the movie "Not a Love Story" can be shown. This movie portrays pornography as a typical. It's a documentary that educates a pornographic dancer into the realization that pornography can be very faulty, harmful and immoral. This woman had originally believed that pornography was an acceptable form of behavior, it was just another way to make money. She had obviously been socialized into accepting pornography. The documentary changed her views on this. She now found pornography, in most cases, very degrading and deviant. The movie should not take up class time; rather the students should watch it in their own time. (The best way to handle this is to make it optional, since it is fairly graphic, and to hold it on reserve in the library to make it easily accessible). Discussion might involve how individuals regard the norms and values of pornographic images. For instance, are some forms of pornography more acceptable than others? Is pornography a deviant form of behavior? If so, then why? Questions relevant for discussion in regard to deviance might ask how and/or why pornography is deviant. Are views on pornography brought about through the socialization process? Is it immoral to partake in pornography? What makes it deviant? Some may argue it is not deviant. This question will hopefully start a small debate. Students may feel that there is no difference between pornography and erotica; the question of whether or not there is a difference between the two may also trigger a debate. Deviant behavior ranges from one extreme to the next. Discussion on Gloria Steinem's article on distinguishing pornography from erotica is also an excellent source for the student to read because it sees pornography from two angles; that it is deviant, and that is not bad at all. Gender inequality is yet another section in the syllabus for which pornography holds significant relevance. In the Henslin anthology, Scully and Marolla's article, "Convicted Rapists Describe the Rewards of Rape" discusses pornography briefly. It is important for the students to learn about the different types of violence against women. This article talks about both pornography and rape as violence against women. Excerpts from For Adult Users Only would be a good source for the professor to read in regard to gender inequality. This source defines pornography in a number of ways which helps determine its relationship to violence against women. Furthermore Andrea Dworkin's Pornography: Men Possessing Women, pp. 199- 202 defines pornography in relation to men and women. The professor might want to read more than what is assigned to the students. For instance, the two excerpts from John Stoltenberg's Refusing to be a Man are good sources. Each of these articles will give the professor an idea of the gender inequality that exists within the pornography industry. Discussion questions regarding gender inequality in pornography could revolve around the issue of how men maintain power over women. Do all men benefit from pornography? Do women benefit from pornography? The professor might bring in a "Playboy" and a "Playgirl" for the students to compare. How are women portrayed in pornography compared to men? This might create problems of sexual harassment for women in the class so it would be best to handle this diplomatically as well as objectively. It's important to point out to the students that this discussion is not a debate; it is merely a comparison of the two publications. Instead of a discussion on it, it might be better for the students to do a small writing assignment describing the differences and/or similarities between the two different magazines. The relevance this has to sociology is that it is important to see how men and women are either portrayed similarly or differently in today's society. If they are portrayed differently we want to know why. The differences and similarities exist from both the personal and public perspectives. How is the self-image shaped for men and women through pornography? At some point in discussion during the section on socialization, the professor might want to emphasize pornography and the early ages at which one starts viewing pornographic magazines and how this might attribute to certain levels of aggression. In the Henslin anthology "Sexuality and Gender in Children's Daily Worlds," by Thorne and Luria, touches on this. There are two other good sources for the student to read. The first is from Take Back the Night; it's an article entitled "Child Pornography." This will tie in nicely with what has already been assigned. The second source is the Hevener research article on attitudes towards censorship. A good question regarding socialization and pornography may include whether or not children start at a young age and are conditioned to accept pornography from the beginning. Can one be socialized into and/or out of accepting pornography and what it stands for? Furthermore, is pornography more prevalent in certain classes? Also, does personality play a role in the individual's perception and/or involvement in or with pornography? Finally, there has been a lot of material published on this issue of pornography concerning what, if anything, should be done about it. The student should read Susan Brownmiller's "Excerpt from Against Our Will: Men, Women and Rape." She discusses social movements and what actions feminists and liberals feel should be taken against pornography. Discussion involving social movements may include whether or not Brownmiller's suggestions on taking action are reasonable or not. And if so, how does this affect the individual in society? It's important to keep in mind that obviously not everything that has been discussed can be included in an Introductory Sociology. These are merely suggestions on how to incorporate this topic into this class. Suggested Readings for Students Brownmiller, Susan. "Excerpt on Pornography from Against Our Will: Men, Women and Rape. In Laura Lederer (Ed.), Take Back the Night, New York: William Morrow and Couglne, 1975. This excerpt discusses what both feminists and liberals feel should be done about pornography. She discusses pornography as an issue relevant to gender inequality. Pornography affects individuals in society and these feminists feel that something should be done about it. Donnerstein, Edward and Daniel Linz. "Mass-Media Sexual Violence and Male Viewers." In Michael S. Kimmel (Ed.), Changing Men: New Directions in Research on Men and Masculinity, Newbury Park, California: Sage Publications, 1987, pp. 198-215. This theory and research article showed evidence of how influential aggressive pornography in mass media is on men's attitudes and behaviors toward women. It is a good example to discuss methods and theory because the article shows how the researchers present their work. It has a format that includes their hypotheses, the sample used, the theories involved, the data and results obtained, the analysis of the results, and the conclusions stating whether or not the hypotheses were supported. Dworkin, Andrea. Pornography: Men Possessing Women. New York: G.P. Putnum's Sons, 1971, pp. 13-47. Dworkin discusses men and their powers to produce and consume women through pornography. Pornography is not seen as the symbolic reality of the photograph in which there is a relationship between two women; it is the symbolic reality expressed in which women are exposed purposefully to excite a male viewer. By reading this the students can see pornography from a public perspective and whether or not self-image is shaped by society (norms and values). 68. Resource Guide Dworkin, Andrea. Pornography: Men Possessing Women. New York: G.P. Putnam's Sons, 1971, pp. 199-202. This chapter entitled "Pornography" defines pornography in a literal sense. This can be used for general knowledge on the subject and the students can relate the definition to individuals (both in a personal sense and a public sense). Is pornography defined in relation to the social sphere? Henslin, James M. (ed.) Down to Earth Sociology. New York: Free Press, 1993. This is an introductory anthology used in Dr. Sandra Gill's spring semester, 1993, Introductory Sociology class. The chapter on deviance is especially relevant. The two relevant articles include "Convicted Rapists Describe the Rewards of Rape" by Diana Scully and Joseph Marolla, pp. 46 61; and "Sexuality and Gender in Children's Daily Worlds" by Barrie Thorne and Zella Luria, pp. 133-144. Hevener, Fillmer, "College Students' Attitudes Toward Censorship of Sexual Explicitness," College Student Journal, June, 1990, pp. 167-172. This research article discusses how much freedom an individual should have in choosing what he/she reads and views in terms of sexual explicitness. This is also another good example that could be used in explaining methods and theories through sociological journal articles. Klein, Bonnie Sherr. "Not a Love Story." New York: National Film Board of Canada, 1983. This is a documentary film on pornography. It is explicit in its meaning and uses theories in discussing pornography. Norris, Jeanette, "Social Influence Effects on Responses to Sexually Explicit Material Containing Violence," Journal of Sex Research, Feb., 1991, pp. 67-76. This sociological study was conducted in order to discover how much impact social influence had on sexual and affective reactions to sexually explicit material involving violence in men and women. Rush, Florence. "Child Pornography." In Laura Lederer (Ed.), Take Back the Night, New York: William Morrow and Couglne, 1979. This article discusses children's involvement with pornography. Children are placed in the same category as women; they are objects to be degraded. She also discusses why children have been a target for the pornography issue. Steinem, Gloria. "Erotica and Pornography: A Clear and Present Difference." In Laura Lederer (Ed.), Take Back the Night, New York: William Morrow and Couglne, 1979. This article, originally published in Ms. magazine, discusses how to distinguish pornography from erotica. This article can be used in discussion of deviance because it discusses pornography as deviant. Society makes it that way unless you see it from a different angle; one that is a form of erotica. It is all in the eye of the beholder. And the individual's eye is shaped by society. So why are some people shaped to think these images are erotic while others are shaped to think that these images are deviant (pornographic)? Stoltenberg, John. Refusing to be a Man. Portland, Oregon: Breitenbush Books Inc., 1989, pp. 123-136. This excerpt confronts and combines pornography with a variety of other aspects including freedom, male supremacy, homophobia, men as well as freedom and equality. Stoltenberg is not in agreement with pornography and all the violence that goes with it. Stoltenberg, John. Refusing to be a Man. Portland, Oregon: Breitenbush Books Inc., 1989, pp. 146-159. This excerpt discusses the four causes of action that can be taken if an individual were to have a complaint regarding violation in pornography. It describes the instances when the ordinances will allow a person to obtain access to the local human-rights commission. This just gives a quick overview as to how people assess pornography. Society defines pornography in a certain manner and therefore it can claim what is and what can not be pornography. All individuals in society are considered including race and class, etc. Resources for Faculty Baird, Robert M. and Stuart E. Rosenbaum (editors). Pornography: Private Right or Public Menace. Buffalo, New York: Prometheus Books, 1975. This book covers the spectrum of controversy about Pornography: conflicting commission reports; feminist concerns about pornography; concerns of those opposed to censorship and/or committed to freedom of speech; religious perspectives. They all tie nicely together and with a little knowledge from each section, a well-rounded idea will be provided about the issue of pornography. Davis, Murray. Smut, Erotic Reality/Obscene Ideology. Chicago: University of Chicago Press, 1983. This is a book on the study of sexual behavior in relation to sexual experience. Pornography is used as the remain objective resource for the study. He examines "soft core" pornography using the sexual "experience" rather than "hard core" pornography which focuses on the sexual "behavior." Gubar, Susan and Joan Hoff (editors). For Adult Users Only: The Dilemma of Violent Pornography. Indianapolis: Indiana University Press, 1989. This defines pornography in a number of ways to determine its relationship to violence against women. The first half of the book focuses on pornography in contemporary society while the second half focuses on resolving some of these divisions. Hawkins, Gordon and F.E. Zimring. Pornography in a Free Society. Cambridge: Cambridge University Press, 1988. This book examines the relationship of pornography and the public law in Western democracy. lt also provides perspectives on problems that have taken on meaning since the increased availability of sexually explicit material in the 1960's and 70's such as pornography and status of women; policies towards children; and on social control of pornography without the use of censorship. Kimmel, Michael S. (editor). Men Confront Pornography. New York: Crown Publishers, Inc., 1990. This book views pornography from a male's perspective. It confronts the issue of pornography in men's lives. It delves further into men's perception about their sexuality, women's sexuality, and about relations between men and women. Williams, Linda. Hard Core, Power, Pleasure and the "Frenzy of the Visible." Berkeley: University of California Press, 1989, pp. 184- 228. The chapter entitled "Power, Pleasure and Perversion" expands on certain movies that target the woman or women as the victim(s) of either men or other women. It focuses on violent pornography such as S/M. Lesson Plans Sociological Theory and Methods Donnerstein and Linz, "Mass-Media Sexual Violence and Male Viewers," pp. 198-215. (or) Norris, "Social Influence Effects on Responses to Sexually Explicit Material Containing Violence," pp. 67-76. Deviance Nein, "Not a Love Story" (movie optional). Steinem, "Erotica and Pornography: A Clear and Present Difference." Gender Inequality Scully and Marolla, "Convicted Rapists Describe the Rewards of Rape," pp. 44- 61 (Henslin anthology). Dworkin, Pornography: Men Possessing Women, pp. 199-202. Socialization Thorne and Luria, "Sexuality and Gender in Children's Daily Worlds," pp. 133-144 (Henslin anthology). Rush, "Child Pornography." Hevener, "College Students' Attitudes Towards Censorship of Sexual Explicitness," pp. 167-172. Social Movements Brownmiller, "Excerpt from Against Our Will: Men, Women and Rape." INCORPORATING THE ISSUE OF PORNOGRAPHY INTO A SOCIOLOGY COURSE ON MASS MEDIA AND POPULAR CULTURE Jennifer C. Sayles Course Overview "Sociology of Mass Media and Popular Culture" is a sociology course in which the primary goal is to improve students' "understanding of and ability to analyze popular culture and mass media of communications" (Spring 1993 course outline, Emmons, p. 2). Students are also urged to consider their own use of media, how they may be influenced by popular culture, how they position themselves on the social issues involved, and what they might do about these issues, both individually and collectively. Additional objectives include helping students further their understanding of and ability to utilize sociological theories, methods, and concepts. Finally, this course provides students with the opportunity to practice developing and expressing their thoughts and their use of language, both spoken and written (Spring 1993 course outline, Emmons, p. 2). The intent of this course is to explore the nature of both communications/mass media and popular culture. At Gettysburg College, "Sociology of Mass Media and Popular Culture" is taught from an "active" perspective, as opposed to a lecture format. This teaching method refers to the variety of ways in which the material is presented. Videos, guest speakers, music listening sessions, and class discussions are examples of the teaching devices utilized in this course. Issues concerning pornography can be effectively integrated into a course in which active participation is encouraged. For example, students may view sexually explicit materials and then analyze their content in a discussion. In this way, students can attain an understanding of pornography's role in mass media and popular culture. The topic of popular culture brings about discussions pertaining to advertising and the images which are portrayed in the advertisements. The implications of images in news broadcasts are also considered. The visual nature of pornography permits it to be easily connected with aspects of the course pertaining to media images. Students also listen to popular music (rap, punk, progressive, etc.) and contemplate how the different messages shape culture. The messages may be nostalgic, they may express concern for the environment, or they may be political messages. Finally, aspects of counterculture are also examined, such as popular music with a seemingly rebellious content. Popular music is applicable to pornography because many popular songs contain suggestive or explicit lyrics. Incorporating Material on Pornography The purpose of this resource guide is to promote teaching about violence against women. Violence against women is an issue of utmost importance, one that is necessary for both men and women to understand. Many people find pornography to be morally offensive. But is there any relationship between pornography and violence against women? If a relationship does exist, does pornography promote violence, or is it an actual form of violence? By connecting pornography with mass media and popular culture, this resource guide intends to increase students' awareness of the specific implications of pornography as it relates to women, as well as all forms of violence against women. The issue of pornography is directly related to this course, particularly to its mass media aspect, because the media display various forms of pornographic materials. There are several ways of integrating this issue into a course on mass media and popular culture. First, it is important to know how and to what extent different materials are distributed through the media. How do they become printed or aired? Pornography and other sexually explicit materials are also widely distributed. They are displayed through almost all media, whether it be through television, books, magazines, films, etc. This course also encourages students to ponder the question of who controls the media. According to Michael Real's theory of mass mediated culture, the elite control the media and use it as a tool to promote capitalism. Such is the case with pornography. Hugh Hefner is a wealthy and powerful man who makes millions of dollars by selling Playboy, a magazine filled with pictures of nude women. It is the people with large amounts of money and high status who have the power to manipulate and mold images of women as they wish. The rest of society ignorantly accepts the images with which it is provided. Censorship is another issue that is discussed in this course. Regarding pornographic materials, some believe that they should be restricted or even banned in certain places or for certain audiences (i.e., children). Others maintain that censoring pornography infringes upon a person's right to freedom of expression (for those who make it) as well as one's right to view pornographic materials. As pornography is largely an issue which affects women, there are many feminists who favor the censorship of pornography, as well as those who object to it. It is believed that the media have certain effects on how we perceive specific groups in society. For example, the media are often blamed for the corruption of youth. There is also the question of whether or not viewing pornography influences people's attitudes and behavior towards women. In other words, to what extent do media images influence individuals? There are several sociological theories which may be applied to viewing pornography, such as the modeling theory and the meaning theory. Under the "Images and Ideologies" section of the syllabus, a section titled "Erotica vs. Pornography" could be added. This has proven to be a great debate, as there are those who make the distinction between erotica and pornography and those who do not (porn is porn). Those who argue that there is a distinction point out that erotica is compassionate, sensual love-making between two consenting individuals. Pornography, on the other hand, tends to be more aggressive and violent in nature. In addition, there is a definite relationship of power and authority, with one person taking on the superordinate role while the other assumes the subordinate role. Drawing the issue of pornography vs. erotica into popular culture, many claim that pornography is more closely related to popular culture than is erotica because pornography tends to lack sophistication. It is considered low brow and low status. Erotica, on the other hand, is regarded as expressive and arty, and because it is often found to be acceptable to people of higher status, it is less likely to be categorized under popular culture. It is important for students to consider the pornography vs. erotica debate and draw personal conclusions from it. Furthermore, the debate demonstrates how different people can interpret the same media image in various ways. The variety of interpretations of sexually explicit materials contributes to the way in which people shape their attitudes into being either supportive of pornography or against pornography. Finally, under the "Popular Music" section of the syllabus, one could give some consideration to the nature of music videos. A large portion of music videos contain various degrees of pornographic elements and/or sexually explicit materials. Some videos even show scenes which exhibit direct violence towards women. In order to achieve a better understanding of the relationship between pornography and music videos, you might ask the students: "Based on the content of music videos, what kinds of limits (in regards to the degree of sexual explicitness and violence) do you think that MTV has set up as guidelines in determining which videos will and will not be aired?" or "Can you think of any music videos that you have seen recently that seemed to be particularly sexually explicit or violent?" or "In videos that do seem to be particularly sexually explicit or violent, do the scenes fit in with the nature of the song, the singer/group, or the song's lyrics?" Suggested Readings for Students Berger, Fred R. "Pornography, Sex, and Censorship." pp. 83-104 in Pornography and Censorship. David Copp and Susan Wendell (eds.). Buffalo, NY: Prometheus Books, 1983. This essay discusses both sides of the censorship issue on pornography. Donnerstein, Edward and Daniel Linz. "Mass-Media Sexual Violence and Male Viewers." pp. 198-215 in Changing Men. Michael S. Kimmel (ed.). Newbury Park, CA: Sage Publications, 1987. An examination of the research on aggressive pornography, nonpornographic media images of violence against women, and nonviolent pornography. Based upon evidence from previous research, Donnerstein and Linz find no "harm"-related effects toward women in sexually explicit materials. However, the evidence may support harmful effects from aggressive materials. Gracyk, Theodore A. "Pornography as Representation: Aesthetic Considerations." pp. 117-134 in Pornography: Private Right or Public Menace? Roben M. Baird and Stuart E. Rosenbaum (eds.). Buffalo, NY: Prometheus Books, 1991. Gracyk looks at pornography from an aesthetic perspective. He suggests that those who feel that pornography is morally objectionable because it degrades women focus more on finding criteria for "the pornographic attitude" and less on the proper definition of "pornography." (Reference to the civil rights law written by Andrea Dworkin and Catharine MacKinnon which makes pornography actionable as sex discrimination.) MacKinnon, Catharine. Feminism Unmodified: Discourses on Life and Law. Cambridge, MA: Harvard University Press, 1987, pp. 198-205. MacKinnon expresses her opposition to pornography, maintaining that it degrades women. She also speaks about the civil rights law, which she wrote with Andrea Dworkin. Miller, Richard. "Violent Pornography: Mimetic Nihilism and the Eclipse of Differences." pp. 147-162 in For Adult Users Only: The Dilemma of Violent Pornography. Susan Gubar and Joan Hoff (eds.). Bloomington and Indianapolis: Indiana University Press, 1989. The implications of violent pornography as a form of entertainment and profit are discussed. National Coalition Against Censorship. Meese Commission Exposed. New York: National Coalition Against Censorship, 1986, pp. 42-44. Betty Friedan believes that censoring pornography is dangerous to the rights of men and women. Rather than eliminating pornography, which may or may not end violence against women and children, we should concentrate on eliminating violence itself. Winer, Lucy and Paula de Koenigsberg (dirs.). "Rate It X." New York: Interama, 1986. - videotape This video focuses on the creators of oppressive images, as well as the moral and financial support which they draw from consumers. Of course, it is difficult to distinguish those images that display oppression towards women from those which do not. For example, which is considered more of a vehicle for the objectification of women, a baker who specializes in bikini-clad female torso cakes or a video-maker who roams the streets of New York City accosting women and promising fame to those who will disrobe for him? The film also demonstrates that pornography and sexist imagery are created for the male spectator and concern male fantasies of control. The use of feminist intervention geared towards transforming certain cultural ideologies about women is also shown. Resources for Faculty Hawkins, Gordon and Franklin E. Kinuing. Pornography in a Free Society. New York: Cambridge University Press, 1988, pp. 20-73. A good overview. Chapter two compares the variations in the definitions of pornography, obscenity and erotica as determined by the Johnson Commission, the Williams Committee, and the Meese Commission. Chapter three summarizes and analyzes the market and industry of pornography, including how it is produced and distributed. This information was gathered from reports composed by the Johnson Commission and the Meese Commission. Kappela, Susanne. The Pornography of Representation. Minneapolis: University of Minnesota Press, 1986, pp. 35-48. A discussion of the concepts "pornography" and "erotica." Are these concepts interchangeable, or is there a distinct difference between them? Kappeler argues that the two concepts overlap substantially. Erotica is simply a moderate form of pornography. Linz, Daniel, Edward Donnerstein and Steven Penrod. "The Effects of Multiple Exposures to Filmed Violence against Women." Journal of Communication, 34, 3: 1984, pp. 130-147. In their study, Linz, Donnerstein, and Penrod found that male subjects perceived films to be less violent after the last day of five days of viewing as compared to the first day of viewing. They also found a tendency for the desensitization to the filmed violence against women to "spill over" into subjects' judgements of a female victim in another violent context. Matacin, Maia L. and Jerry M. Burger. "A Content Analysis of Sexual Themes in Playboy Cartoons." Sex Roles, 17, 3-4: 1987, pp. 179-186. A content analysis of the cartoons from all 1985 issues of Playboy found that women were more often the victims of sexual coercion, depicted as sexually naive and childlike, and shown with a more attractive body than were the men in the cartoons. Steinem, Gloria. "Erotica and Pornography: A Clear and Present Difference." pp. 51-55 in Pornography: Private Right or Public Menace? Robert M. Baird and Stuart E. Rosenbaum (eds.). Buffalo, NY: Prometheus Books, 1991. In this article originally published in Ms. magazine, November 1978, Steinem explains the differences between the concepts of "erotica" and "pornography." Williams, Linda. Hard Core: Power, Pleasure, and the "Frenzy of the Visible." Berkeley: University of California Press, 1989, pp. 120- 152. This chapter discusses hard core pornography, exploring the significance of its new, mainstream popularity and appeal to general audiences: Much emphasis is placed upon the iconography used in these films and their relation to narrative. Lesson Plans The following section of this resource guide provides some specific suggestions for incorporating issues on pornography into some of the course topics pertaining to mass media and popular culture. The appropriate readings are listed for students and faculty. A variety of both discussion questions and exercises for classroom use are also provided. Mass Media of Communications: From Understanding Mass Communication, DeFleur & Dennis (1991): 1) Chapter 4 - "Magazines" - reference to Playboy as "entertainment" at the bottom of page 127. Relevant Sources: Hawkins and Kimring (1988) - pp. 35-36 Matacin and Burger (1987) -As Matacin and Burger suggest, women are often depicted as childlike and sexually naive in Playboy cartoons. However, some people argue that the magazine contains some decent and informative articles. Have the students look through an issue of Playboy magazine.* Is the overall content of Playboy degrading or harmful to women? Why or why not? * WARNING: Under the Civil-Rights Antipornography Ordinance, any person who is forced to watch pornography at home, in a place of work or education, or in public is having their civil rights violated. -Have the class do a content analysis of various pornographic magazines.* Do the photographs in these magazines display any violence? Are they sexually explicit? Collect several pages (with photographs) from these magazines. Have several students individually arrange the pages in order from "most pornographic" to "least pornographic." Did students tend to arrange them in a similar order or differently? What does this indicate about pornography? * WARNING: Under the Civil-Rights Antipornography Ordinance, any person who is forced to watch pornography at home, in a place of work or education, or in public is having their civil rights violated. 2) Chapter 5 - "Films" - discussion of movie ratings and censorship on pp. 167 - 170. Relevant Sources: Donnerstein and Linz (1987) Hawkins and Kimring (1988) - pp. 32-35 Williams (1989) -What are some of the differences between films containing high levels of violence, films that are sexually explicit, and hard core pornographic films? How are they similar? -Discuss the common characteristics (music, props, types of characters, etc.) that are often found in hard core pornographic films. 3) Chapter 9 - "Economic Influences on the Media" - under "The Media as Businesses" (The Movies), p. 278: ...When T.V. was introduced, movie makers began to lose money. In order to try to make more money, they "turned to showing more violence and more explicit sex." Relevant Sources: Miller (1989) -To what degree is pornography a large money-making industry? -Do you think that pornography is produced more for profit or for entertainment? Why do you think this? 4) Chapter 10 - "Political Controls on the Media" - under "Moral Values: Obscenity and Pornography," pp. 301-303: Censorship. Relevant Sources: Berger (1983) Gracyk (1991) MacKinnon (1987) National Coalition Against Censorship (1986) Winer and de Koenigsberg (1986) - videotape -Censoring and restricting pornography takes away from some people's rights to freedom of expression (for those who produce and distribute pornography) and freedom of choice (for viewers of pornography). Are you or are you not in favor of censoring pornography? For what reasons? -What do you think about Dworkin's and MacKinnon's civil rights law? Would it work? Would you be interested in seeing it put into effect? Why or why not? -According to Betty Friedan (National Coalition Against Censorship), we should forget about eliminating pornography and concentrate on addressing more important issues. Do you or do you not agree with Friedan's view that pornography is not one of the bigger issues at this time? Should we concentrate on other issues instead? -View and discuss the video, "Rate It X." According to the film, how can we identify images of oppression towards women? Are these images fairly simple to identify, or are these images "hidden" in many places in society? Are women unconscious of or unaware of many of these images? Why is this the case, and what can be done to advise men and women of the oppressive images existing in society? 5) Chapter 17 - "Media Influences on Individuals: Limited Effects" Relevant Sources: Donnerstein and Linz (1987) -Do the results presented by Donnerstein and Linz fit into the Magic Bullet Theory (p. 524)? Why or why not? -Why might the army film studies (pp. 536-539) be a better comparison to Donnerstein's and Linz's research? 6) Chapter 18 - "Media Influences on Society and Culture: Powerful Effects" -Can the Modeling Theory (p. 568) and/or the Meaning Theory (p. 573) be applied to the use of pornographic materials? If so, how? Images and Ideologies - The Market, Culture, and Counterculture: 1) An analysis of the erotica/pornography controversy. Relevant Sources: Gracyk (1991) Kappler (1986) Steinem (1991) -After reading the articles, allow students to voice their opinions, ask questions, etc. -Have students try to come up with examples of both erotica and pornography (if they see a difference). -Are the differences in their examples found in the content of the material or in the ways in which the material is displayed? -Pop singer Madonna believes that erotica can be distinguished from pornography. In fact, she describes the photos in her recently published book "Sex" as erotic rather than pornographic. If it is possible for this book to be brought into class, let the students flip through the book and make their own judgment. You may wish to have the class compare the contents of this book with the contents of various other pornographic magazines. * -The class could also analyze sex scenes in various films, videos, primetime television programs, and soap operas. Which seem more erotic? Which seem more pornographic? Can you determine any difference at all? * * WARNING: Under the Civil-Rights Antipornography Ordinance, any person who is forced to watch pornography at home, in a place of work or education, or in public is having their civil rights violated. Popular Music: 1) "Gender Roles in Popular Music Videos: MTV's "Top 100 of All Time" - Joe Gow -You may want to lead a general and informal discussion of the content of music videos, perhaps asking the students about some of the previously mentioned questions. Or, you may decide to show some music videos in class to be analyzed by the students by using survey data to measure each video's degree of sexual explicitness and violence. You could, for example, show the same music videos as those used by Gow in his research. -What about explicit song lyrics? Does this topic relate to pornography? How?