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Communication 45091
Counter Culture Communication:
Hippies, Yippies, Zippies, Yuppies, Beatniks, Punks, and Raves
Professor Lisa Waite * Main Hall 410 * [email protected] * 330-244-3410
“Your success; I take it personally”–Prof. Waite
Office Hours: Days_______________ / Times________________ and by appointment.
Course Description: Through a myriad of communication strategies, many
countercultures were motivated to challenge a system, correct the wrongs, reveal the
hypocrisies and bring freedom and equality to the planet, while others fought against
anguish, injustice and intolerance.
This course reviews the circumstances that led to counterculture movements, the major
communication influences supported by countercultures, outcomes of counterculture
communication, activities and causes.
Note: This course presents communication strategies, controversial topics and
rhetoric of countercultures throughout history and is intended for mature
students.
Purpose of the Course: The purpose of the course is to develop an understanding of
counterculture communication as instrumental in establishing lifestyles and values
opposed to those of the established culture and through deliberate communication
strategies, examine how groups within a society use communication principles and
discourse to intentionally adopt behaviors, beliefs, or practices that are at odds with
mainstream of society. Through examination of historical and contemporary illustrations,
students are introduced to significant issues that affected society and use critical
methods to assess the meaning and value of counterculture communication strategies.
They will prepare written, oral and multimedia assignments of counterculture
communication for evaluation in this course.
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Course Objectives: Upon completion of the course, each student should acquire knowledge,
attitudes, and skills that enable:
• Knowing the purposes, process, and methods of counterculture communication.
• Understanding the role and value of communication in the development of countercultures
and their attempts to resolve historic & contemporary issues.
• Analyzing communication and rhetorical problems faced by counterculture activists and the
resources available for responses to those problems.
• Evaluating counterculture communication by applying criteria to judge effects, ethics, truth,
and effect, both short term and long term.
• Communicating critical insights about counterculture events.
REQUIRED TEXT (yes, we really use it!)
Goffman, K. and Joy, D. (2004) Counter culture through the ages: From Abraham to acid house.
Evaluation
The final course grade is based on demonstrating your understanding and application of
communication theory as it applies to counter cultures and significant communication
practices thereof. Students must complete all assignments to receive a passing grade in
the course. If missed presentations are not made up, “F” is the earned course grade. I
reserve the right to award points for extraordinary course performance and scholarship.
Consider this as you would a bonus in the workplace.
Written Exams
This course includes two exams. Material for the exams originates from the text, lecture
and discussion. Students are responsible for all assigned materials, whether or not
those materials have been ‘covered’ in lecture or discussed in class.
Communication Studies Writing Policy
Because APA is the standard writing manual in communication professions and scholarship,
please adhere to 6th edition APA style in your written assignments. Consider purchasing a copy of
the APA manual or using a reputable source, such as https://owl.english.purdue.edu/owl/
resource/560/01/ to format your papers. You can also seek free assistance from the Writing
Center, located on the second floor of Main Hall.
All written assignments must be typed and double-spaced, using 12-point Times New Roman
font and 1” margins on all sides. Staple all printed papers in the upper left corner. Include a title
page, running head, and full reference page. See https://owl.english.purdue.edu/owl/resource/
560/01/ for details on formatting your paper to APA standards. Evaluation of your work includes
content and form; therefore, always proofread for style, grammar, punctuation, spelling, and
format.
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ATTENDANCE-BE HERE! I expect you in class and prepared to participate just as
your boss will expect of you at work.
Your attendance is essential and this includes presentation days as well. Lecture days
will provide theoretical information which will appear on the midterm exam and prove
beneficial to one's performance on various exercises and presentations. Absence or
delayed arrival on presentation days will result in a grade of zero (0). Missed
performances due to excused absences may be made up at Professor Waite’s
discretion, generally depending on available class time.
Exams may only be made up with an excused absence (medical, legal and other
documentation is required. This maintains course integrity to those who
complete assignments on time)
TARDINESS: Any arrival after five minutes is not attending a full class, thus don’t sign
the attendance sheet in this instance.
LATE ASSIGNMENTS: I don’t accept them, nor will your boss.
In fairness to those who submit work on time, five points (5) will be deducted
each day for late assignments. If you read the syllabus carefully, you may plan for the
entire semester. Every student is entitled to two absences. After that, two points are
deducted for every unexcused absence.
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Professor’s Pet Peeves:
Please do not enter the class room when a speech is in progress as classmates are
being evaluated and this may impact their performance.
Side discussions. They are rude, extremely distracting to me and to those near you.
Technology policy: Your boss will not tolerate checking texts, emails or
facebook during a meeting, nor do I. Anyone using phones, tablets or laptops
for social communication will be asked to leave the classroom.
Class Participation
Participation is important -- talk to me! Substantive discussions are among the primary
learning tools for this course, which enable you to gain the most from this learning
experience.
Presentation Aids
Good presentation aids nearly always enhance a speech, but they should be legal and
appropriate. No illegal or dangerous items (alcohol, drugs, drug paraphernalia, firearms,
weapons) may be used. If you are uncertain about the appropriateness of a
presentation aid, check with me. An LCD projector and a computer in the classroom are
equipped to handle presentation slide shows. Be certain before your presentation that
this equipment can manage your files and formats. Students are not permitted to load
their own software into university equipment.
Accessibility
In accordance with university policy, if you have a documented disability, you may
request accommodations to obtain equal access and to promote your learning in this
class. Please contact the disability coordinator on campus in Student Accessibility
Services, located in the Student Success Center, lower level of the Campus Center,
phone (330) 244-5047 or visit http://stark.kent.edu/student/resources/accessibility.cfm
for more information on registration procedures).. After your eligibility for
accommodations is determined, you will be given a letter, which when presented to
instructors, will help us know best how to assist you. Contact Professor Waite within the
first week of classes to arrange for necessary classroom adjustments. If you take
exams in the test center, notify me ONE WEEK in advance, so I can file the
appropriate accommodation for you.
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Cheating and Plagiarism
The University Digest of Rules and Regulations defines “cheat” as “intentionally
misrepresenting the source, nature, or other conditions of academic work.” A student
who cheats or plagiarizes will receive a zero for that assignment and/or a failing grade
for the course. Probation, suspension and/or dismissal from the university are also
possible. Plagiarism, the unacknowledged use of another’s words or ideas, violates
academic honesty. Not only is plagiarism illegal and unethical, it is a downright naughty
thing to do---Just cite it!
Classes Canceled – Campus Closings:
Announcements of class cancellations and/or campus closings will be made on the
campus home page at www.stark.kent.edu for information. While information may be
broadcast by radio (Mix 94.1 WHBC) and television (WKYC TV 3), this should be
confirmed by the home page.
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Writing Assignment I / COUNTERCULTURE PAPER 100 pts.
In your written critique of 4-5 pages, your purpose is to study and evaluate a
counterculture. Your argument will need to include a definition (an argument that this
contemporary group is a counterculture) and an evaluation. Here, you formulate criteria
for both your definition and evaluation (e.g., what makes a “good” counterculture?).
The intent of your paper is to identify and analyze a minimum of three principle
communication strategies used rhetorically in advancing their cause. For example,
consider strategies such as evidence, argument, organization, tone, language or style.
Clearly state why these strategies were effective or ineffective.
Begin by defining the context of societal situations that frustrated disgruntled citizens.
What did they perceive as unfair or unjust? To whom by whom? What, if anything, is
your group rejecting from mainstream society? What were the core attitudes, values or
beliefs of both groups? Their lifestyle? What acts, evidence or arguments were put forth
to create change? (consider obstacles they faced in trying to achieve their purpose with
the specific audience). How were they used? In what forum (e.g. public protest,
demonstration, sit in, via television, radio, print advertising?) Were they successful?
Why? Why Not? What issues were resolved? Was the outcome an immediate, short
term or long term success?
One approach to this paper would be to study in greater detail one of the episodes that
we are already looking at in class (e.g., The Beanfield Massacre, Goth culture &
Columbine, Kool Aid Acid Test, etc.). Another approach would be to examine one of the
representative 'images' of youth rebellion that we will be considering (e.g., the flapper,
the hippie, the slacker). Finally, you might examine some broader theme that touches
on the issue of youth culture (e.g., youth rebellion in film, representations of youth in the
mass media, juvenile justice). These are just broad suggestions; the scope of your
research is limited only by your imagination (within the parameters given above).
Format:
! 12 point font, Times New Roman
type
1” margins Double-spaced
A complete bibliography of 3
research sources (APA)
! In-text citations
Number pages
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Avoid a ‘laundry list’ approach.
Present an engaging and
interesting piece of writing that
demonstrates your thoughtful
application of course principles.
Plan, prepare, organize.
Remember these definitions as you progress:
A subculture can be defined as a set of cultural characteristics shared among a
group within society that 1) are distinct in some ways from the larger culture
within which the group exists, but 2) also have some features in common with the
larger culture. Such as: Hip-Hop, Computer Geeks, Dead Heads, Bikers,
Skaters, Gothics, the Amish.
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A counterculture exists when a subculture adopts values and beliefs that are in
opposition to those of larger society. Some include: the KKK, Aryan Nation, Hells’
Angels, Neo Nazi Skin Heads, organized crime families, Anarchists, and of
course Hippies, Yippies, Zippies, Yuppies, Beatniks, Punks, and Ravers.
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Assignment II. / MULTIMEDIA PROJECT 100 pts.
DESCRIPTION
This is a multimedia project (15 minuteS maximum) evaluating counterculture inspired
music. In this media assignment, (YouTube, PowerPoint, imovie (mac), Keynote (mac),
etc.) combine your spoken argument with music demonstrating how music has been
used to effect positive political or social change. You may choose to focus on one
song, musician or band that provides particularly strong support for your argument.
State the potential for political or social change. You will need to provide a copy
of the lyrics for each class member, or you can upload these to show on the
projector screen.
First, pick any of the counterculture groups we have studied in class. You are welcome
to pick one that we have not covered, but see me to verify that it meets counter culture
description. NO DUPLICATES…I will post a sign-up sheet outside my office.
Second, begin with background research on the counterculture group / individual. Due
to time limits, include only those elements relevant to the song choice you are analyzing.
It is helpful to tell us a little about the artist, the record label, year written, year released if
different or a reprisal, etc.
Third, identify the issue (s) that prompted the artist (s) to write the song. Was the song in
support of or against this issue? Who was being supported or persecuted? What change
/ outcome do you believe resulted? How was this received by society, the media (radio,
television, video, newspaper, and magazine)?
Fourth, think critically to consider issues represented that reflect the artist(s) values
(environment money, success, love and acceptance, tolerance, injustice, etc.) Is this
song anti establishment, anti government, etc. Is the message informative? Persuasive?
What attitudes are revealed? How about the song legacy (is it embraced by other
generations? music industry success? Anthem for other purposes?)
‘Wow’ us! You will be evaluated on your argument, your choice of media as support for
your argument, and your skill in combining the two (that is, your skill in composing the
work). The East Wing Computer Center (Main Hall, first floor) has the equipment you will
need to complete this assignment, and most of you probably have computers that will
also suffice. See me if you need technical assistance.
WHAT TO TURN IN ON PRESENTATION DAY:
An APA outline (cover page please) of your main points and a reference page that
includes a minimum of two credible research sources (be SURE to cite these in your
delivery). Dig in and substantiate your work. Don’t over look non-traditional sources such
as Rolling Stone Magazine, Underground Press such as Play Power, OZ magazine.
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Diversity Assignment / 100 pts.
Often younger generations tend to glorify the Sixties era, such as the Woodstock
festival, because of stories or legends. This assignment encourages you to
consider sources of such information critically, and to weigh the behaviors and
actions of members of counter-culture groups against the consequences of their
actions. It is important for you to reach beyond the text and include valid
research. Consider text references, scholarly journals, newspapers, magazines.
To this end, your objective is to select an artifact that connects to a course topic.
This can be a selection of music, literature, film, poetry, protest, or speech. In a
10-minute presentation, discuss any 5 of the following. Prior to your
presentation submit a brief, APA style outline identifying the 5 questions you will
answer and a reference page.
1. Define the culture, any indication of assimilation, acculturation, and cultural
differences
2. Identify demographics of the performers and (intended) target audience.
3. Explore challenges and benefits of diversity in this artifact. (What’s the
message? What is the author trying to overcome? What outcome is
sought?)
4. Perceive the problem of stereotyping, ethnocentrism, prejudice, bias, and
discrimination in this artifact.
5. Discover the significance of communication in diversity.
6. Analyze counterculture communication issues.
7. What does this artifact teach about others and how to deal with counterculture
differences?
8. Distinguish the boundary between culture and personality in this artifact?
9. Explain the impacts of this (famous quotes, speech, literature) on diversity.
10. How does this teach us to live and work with people from all cultures?
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Additional considerations to guide your research -- consider:
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Multiculturalism, assimilation, and acculturation.
Major categories of diversity in countercultures: class, geo-diversity,
challenges: race, gender, color, ethnicity, religion, sexual orientation
Awareness, understanding, application of diversity issues in
countercultures
Counterculture conflict and conflict resolution
Characteristics of counterculture, territoriality and comparing cultural
norms
Characteristics and systems of counterculture.
Looking at different countercultures in the world, political and
socioeconomic systems
How understanding and awareness are important in countercultural
diversity (media, communities, organizations)
Identification, justification, resolution, hate crimes, gays and lesbians,
disability
Understanding diversity in counterculture: using legislation and literature,
discrimination, Affirmative Action, Universal Declaration of Human Rights
Countercultural differences in the future, learning from others, sustainable
learning and positive attitude as we grow
the differences, if any, between your preferences of this genre and the
preferences of your parents or guardians.
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Writing Assignment II / GOT PUNK? (This is your final exam) 100 pts.
Who is punk? What is punk?
The word “punk” can be a noun, and adjective, or a verb. As a noun, it represents
a person of the late 70s who is characterized by aggressive rock music,
confrontational attitudes, body piercing, and unconventional hairstyles, makeup
and clothing. As an adjective, it suggests an evaluation: is something good or
bad, inferior in quality or condition… for example, are you punk, or not?
punk ¦pəә ng k¦ noun
1 informal a worthless person (often used as a general term of abuse).
• a criminal or hoodlum.
• derogatory (in prison slang) a passive male homosexual.
• an inexperienced young person; a novice.
2 (also punk rock) a loud, fast-moving, and aggressive form of rock music, popular in the late
1970s and early 1980s. • (also punk rocker) an admirer or player of such music, typically
characterized by colored spiked hair
and clothing decorated with safety pins or zippers.
3 soft, crumbly wood that has been attacked by fungus, sometimes used as tinder.
adjective
1 informal in poor or bad condition : I felt too punk to eat.
2 of or relating to punk rock and its associated subculture : a punk band | a punk haircut.
DERIVATIVES
punkish adjective
punky adjective
ORIGIN late 17th cent. (sense 3) : perhaps, in some senses, related to archaic punk [prostitute,]
also to spunk .
In a 4-5 page paper + reference page, you will argue for applying the adjective
“punk” to something or someone unexpected: a 16th-century painting, for
example, or a brand of soda, a style of architecture, a politician, a celebrity,
etc. Argue for both your definition of punk (supported by our readings—and
outside research) and its application to this person, object, brand, etc. Don’t
derive your definition of “punk” by looking up a formal definition, such as a
dictionary or encyclopedia entry. Instead, build your definition from colloquial
examples of punks and punk attitudes. Think critically about how individuals and
society reacted to this artifact. What is its place in history (setting, time,
occasion?) Is it embraced by other cultures? Other generations? Locally,
nationally, or internationally? How so? To what degree? For what purpose?
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Examples of pervious punk topics:
Hot Topic Store
MTV
The Founding Fathers
Shakespeare
Former Presidents
Ulysses S. Grant
Sons of Anarchy
Taylor Swift
Beastie Boys (You gotta fight for the right to party)
Goth Culture
Johnny Weir (figure skater)
Religon
Osama BinLaden
Chick-fil-A
Dixie Chicks
Some useful Resources:
www.culturalsurvival.org
www.fair.org
www.africanhistory.about.com
www.convergingpaths.com
www.cultureorientation.net
www.diversityweb.org
www.geocities.com/cultures
www.fortunecity.com
www.equalitytoday.org
Reminder: APA format, 7TH edition (This includes a title page, running head,
and page numbers)
Homework Assignment
“Who the Heck Are They?”
In small groups, students will prepare a 15-20 minute presentation about one
contemporary protest group to further class understanding of anti-establishment
communication. (i.e. Ad Busters, PETA, Greenpeace, Anti-Globalization Groups,
Hackers) The central objective is to pay particular attention to communication
principles and strategies and explain how your counter culture selection
managed agendas effectively. Consider strengths and limitations to argument,
purpose, and outcome.
The presentations should be designed to introduce the class to these
organizations and must include the following:
1. Basic information about the organization’s history, philosophy, and mission.
2. Information about the group’s activities and membership
3. At least three news or Internet articles pertaining to the group.
4. A comparison of the organization’s philosophy and methods with those of the
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1960s counterculture movement.
Although it is not mandatory, you are welcome to use multi-media (YouTube,
PowerPoint, imovie, Keynote, etc.) to enhance your research.
Reflection:
After viewing all presentations, students can discuss and compare the groups.
Do you support the cause of any of these groups? Why?
Which group do you believe uses successful methods to share its message?
Why?
Which messages or methods make you uncomfortable? Why?
What one thing would you like to do to help advance the cause of one of the
groups?
Grading
Writing Assignment
Points
100
Multi-Media Assignment
Outline & Presentation
100
Diversity Assignment (music, literature, poetry, protest, speech, movie, etc.)
*Outline & Presentation
100
Midterm Exam
100
Final Exam
100
500 Total
There is no provision for extra credit in this course. Grading will be through an
accumulation of points. Grades may be calculated at any time by adding up the total
number of points that you have earned, dividing by the total number of points available,
and dividing by 100. This will yield your percentage. (Example 625 pts. / 680 / 100 =
91%. or A-) Grades will be assigned using the following scale.
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Letter Grade
A
AB+
B
BC+
C
CD+
D
F
Percentage
93-100
90-92
88-89
83-87
80-82
78-79
73-77
70-72
68-69
60-67
0-59
Total Points
465 -500
450 -464
440 -449
415 -439
400 -414
390 -399
365 -389
350 -364
340 -349
300 -339
0 -299
Superior
Very Good
Average
Poor
Failure
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AUG 25 Syllabus
Ch. 1 Counterculture Beginnings: Abraham & the first drop
outs
Ch. 2 A Counterculture Perspective
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• Individuality
• Challenging Authority
• Personal & Social Change
• Universal Fears of Counter Cultures
• Personalities of Counter Cultures
• Drug Use
SEPT 1 LABOR DAY NO CLASS
3
8
10
15
17
Ch. 3 Politically Incorrect: Socrates & The Rowdy Greeks:
“Think for Yourself, Question Everything”
Ch 4. Taoism
Ch. 5 Zen Buddhism
Ch. 6 Love & Evolution: The Occult Sufis
Ch. 7 The Troubadours / Knights Templar
Ch. 8 Cultural & Political Revolution
• Enlightenment
• The Festive Court of King Louis
• The First Media Revolution
Papers Assigned Today…Due Oct. 29th
Ch. 9 American Transcendentalists
Ch. 10 Beatniks (Bohemian Paris comes to the U.S.)
• Communication of Art, Literature, Music, Fashion
• The Lost Generation
• Women & the Counter Culture
Ch. 11 Rebels without a Cause: The 1950s
• Ginsberg, Burroughs, Kerouac
• The Beat Generation / BoHO Culture
• Did someone say pot, opiates & amphetamines?
• Sex, Mad Magazine, & Rock’n Roll
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24
29
Ch. 12 The Youth Counter Culture: 1960s & 1970s
• The Age of Aquarius
• Tune in, Turn on, Drop out
• Timothy Leary, Alana Ginsberg
• Free Speech Movement
• SDS, Student Movement & Kent State May 4, 1970
• Building the Perfect Hippie 1964-1967: Flower Power
• Merry Pranksters
• Summer of Love
Ch. 13 Counter Revolution
• Abbie Hoffman, Jerry Rubin
• Yippies
• Hipsters
Ch 14: New Age Movement
• Zippies: 1970s
• Yuppies: 1980s
• Goth & Punks: 1990s
• Ravers: 2000
• Pick numbers for final projects
• Papers due today
OCT 1 Ch. 15 Global & Digital Counter Culture
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8
13
15
20
22
27
Geeks & Freaks
Hackers
Hip Hop
Corporate Hipsters
The New Left
“Who the heck are they?” Homework assignment -censorship
lecture will replace this next time course is offered. these are 20
minutes each—60 minutes—should be good!
• Preview of Presentations 1 & 2
• Workshop
• Midterm exam review
Homework presented Groups 1, 2 censorship presentations 1, 2,3
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Homework presented Groups 3,4,5 censorship presentations 4, 5, 6
ONLINE EXAM—make this in-class exam—katie messed it up last
time, just too complicated,
MULTI MEDIA Presentations #s 1-4
MULTI MEDIA Presentations #s 5-8
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MULTI MEDIA Presentations #s 9-12
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NOV 3 MULTI MEDIA Presentations #s 13-16
5
10
12
17
19
24
26
DEC 1
3
MULTI MEDIA Presentations #s 17-20
MULTI MEDIA Presentations #s 21-25…try to insert a day here for a
break —show woodstock film here.
DIVERSITY Final Projects #s 1-4 (you can easily get 5 speakers in—
they’re only 10 minutes each. change for next time.)
DIVERSITY Final Projects #s 5-8
NCA / workshop
DIVERSITY Final Projects #s 9-12
DIVERSITY Final Projects #s 13-16
DIVERSITY Final Projects #s 17-20
DIVERSITY Final Projects #s 21-25
(punk paper is ‘exam’ )
REVIEW FOR FINAL EXAM
Punk paper due at final Exam —Wednesday 1 pm