Provisionally Approved for Fall 2002 6/18/02
EXPLORING CULTURE
Level I
RATIONALE: The word "culture" derives from the
ancient Greek word meaning "to cultivate." Over the centuries since
then, "culture" has been used as an important concept in several
distinct intellectual disciplines and, sometimes, in different and incompatible
ways. In the
The
second basic concept of culture, culture as a way of life, is obvious in statements
like, "My grandmother never gave up her Irish culture," or, "This
opera incorporates some of the basic traditions of German culture."
This is the concept employed by sociologists and anthropologists and others
who converse about large groupings of people in social contexts. They may
talk about gay culture, middle-class culture, youth culture, or male culture,
as well as Native American, African-American, Irish or German culture. People
in the
To participate in a given culture as a way of life we must share with others common experiences, a common language, and particular values. Cultural meanings are not “wired” into our brains. They are learned, and they are dynamic. They are learned in social contexts that change as we develop, from the family/ies that we are part of, the community/ies we grow in, the social groups we share our lives with, and the national, cultural, and ethnic groups we belong to. But whether used to denote a standard of excellence or to denote a way of life, culture involves a struggle about which values are dominant in society. To say that "this opera won't appeal to people who lack culture" or that "traditional opera represents high culture" is to say not only that opera is superior to bluegrass, but that opera-goers are superior to bluegrass-listeners. Looking critically at male culture not only brings to light its dominance over female and gay cultures; it also reveals that many characteristics of female and gay culture develop because of their subordinate and oppositional relationship to male culture. African-American culture carries not only some West African traditions but traditions that trace their origin to plantation slavery, to the Civil Rights Movement and to the continuing struggle against white dominance.
Given the complexity of a multicultural society, it is important to explore the ways in which concepts of culture can be utilized in understanding everyday experiences. This competency addresses the most important definitions and concepts of culture. It looks for an understanding of how cultural differences are framed by historical differences as well as by differences in gender, class, sexuality, and other social identities.
COMPETENCY: Can demonstrate an understanding of concepts of culture as
they are embedded in one’s own life experiences and in the broader society
in which one lives.
CRITERIA:
1. Demonstrate familiarity with concepts of culture.
2. Identify and describe various cultural values, customs, beliefs, etc. associated with the concepts identified for Criterion 1.
3. Choose a concept of culture and explain how it can be used in understanding your own experiences.
4. Reflect on how examining the various concepts of culture, as well as their products, practices, and values, has helped you to better understand the world of which you are a part, including everyday experiences in that world.
STANDARDS:
1. For Criterion 1, from a list of approved readings, select at least three that will help you to identify and describe mass culture, popular culture, and high culture, as well as culture as a way of life. Using those readings:
a. Identify and describe three specific examples—values, customs, or belief systems, for example—of culture as a way of life
b. Identify and describe at least one particular product or practice associated with high culture, with mass culture, and with popular culture, respectively.
2. The cultural practices of Criterion 2 may be ones you know about through first-hand experience, through observation, through study of written sources, or through other sources, including interviews. Where appropriate, discuss the ways in which cultural products and practices are socially stratified by class, language, race, ethnicity, gender, etc.
3. For Criterion 3, in your explanation of your own experiences:
a. Identify and describe your connection with particular values, customs, beliefs, etc., and with particular products and practices.
4. For criterion 4, in articulating your reflections:
a. Describe how you see culture(s) shaping your own life as well as the lives of people you know and/or observe.
b. Describe how you see culture(s) shaping the society we live in, particularly with respect to how class, language, race, ethnicity, gender, sexual orientation, age, etc. play a role in determining what is dominant or mainstream culture and what is marginal or subordinate.
EXAMPLES OF DEMONSTRATION:
1. Prior Learning: A professional jazz saxophonist uses a taped compilation of spirituals, blues, rap, and sophisticated jazz to illustrate what she has learned over the years about how the values of African-American culture, particularly as they grow out of reaction to the dominant culture, are reflected in different musical modes with such consistency that the lines between high, pop, and mass culture often blur.
2. Independent Study: A group of students independently explores the cultural practices of their own cultural group, for example, working-class Italian-American. In a series of presentations, they compare their understanding of these practices and their personal reactions to each. They also compare these practices to practices representing concepts of culture other than culture as a way of life.
3. Course. A student takes a class on US Latino Literature. From the array of works presented in the course, the student chooses to focus on Nuyorican Poets. He studies a number of the works of different artists and writes up his findings and reflections in papers that demonstrate the criteria and standards.