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1. "The Daily Show with Jon Stewart": Part 1 (EJ784683)
Author(s):
Trier, James
Source:
Journal of Adolescent & Adult Literacy, v51 n5 p424-427 Feb 2008
Pub Date:
2008-02-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Media Literacy; Television; Web Sites; News Media; Comedy; Satire; Journalism; Technology Uses in Education; Context Effect; Mass Media Use
Abstract: Comedy Central's popular program "The Daily Show With Jon Stewart" is the best critical media literacy program on television, and it can be used in valuable ways in the classroom as part of a media literacy pedagogy. This Media Literacy column provides an overview of the show and its accompanying website and considers ways it might be used in the classroom.
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2. "Summer Schedule" and "The Fishin' Season": Cartoons by Clifford Berryman (EJ784391)
Blackerby, Christine
Social Education, v72 n1 p14-17 Jan-Feb 2008
2008-00-00
Descriptors: Elections; Cartoons; Political Campaigns; United States History; Satire; Current Events; Social Studies
Abstract: For 53 years, Clifford K. Berryman was a political cartoonist for "The Washington Post" and "The Washington Evening Star". He drew thousands of cartoons commenting on the congressional and presidential candidates, campaigns, issues, and elections of the first half of the twentieth century. Berryman was a Washington institution, and his decades of daily front-page drawings were internationally renowned. Throughout his extraordinary career, he drew hundreds of members of Congress and every presidential administration from Grover Cleveland to Harry Truman. Unlike many political cartoonists, Berryman aimed his satire and criticism at policies and processes rather than at individuals. He never exaggerated the physical features of his subjects; instead, he created drawings of individuals that were faithful likenesses. The resulting goodwill from his subjects earned him friendships and influence. Berryman's exceptional work earned him the Pulitzer Prize for Editorial Cartooning in 1944. Many of Berryman's cartoons reflected his view of the repeating cycle of campaigns and elections that he witnessed as a Washingtonian and keen observer of the national political scene. His work captured the seemingly timeless features of the election and campaign process in national politics. Because members of the House of Representatives are elected every two years, and presidents every four years, Berryman regularly observed and illustrated candidates and campaigns at every point in the election cycle. Some of the details of campaigning have changed since Berryman's political cartoons were published in the daily newspaper, but the process of campaigns and elections has remained remarkably the same. Two Berryman cartoons, featured in this article, illustrate facets of this process--how a candidate gauges and gathers support and the selection of campaign issues. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Jon Stewart Comes to Class: The Learning Effects of "America (The Book)" in Introduction to American Government Courses (EJ810895)
Baumgartner, Jody C.; Morris, Jonathan S.
Journal of Political Science Education, v4 n2 p169-186 Apr 2008
2008-04-00
Journal Articles; Reports - Research
Descriptors: Humor; Teaching Methods; Political Issues; College Instruction; Learner Engagement; Instructional Effectiveness; Instructional Materials; United States Government (Course); Instructional Material Evaluation; Political Science; Television; Student Evaluation; Satire
Abstract: This project posits that incorporating political humor into the classroom can have a positive effect on learning in higher education. Specifically, we present preliminary findings from a quasi-experiment in which a humorous, "mock" textbook titled America (The Book) (Stewart, Karlin, and Javerbaum 2004) was incorporated into Introduction to American Government curricula in conjunction with a standard textbook. Our hypothesis argues that humorous presentations of politics and government can enhance the learning process and increase test scores by way of Matthew Baum's (2003a) "gateway" or "incidental by-product" effects. Our empirical findings show no such learning effect. Our qualitative evidence, however, suggests that humor-based teaching is clearly more engaging and interesting for the students. (Contains 4 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. The Daily Show with Jon Stewart: Part 2 (EJ817081)
Journal of Adolescent & Adult Literacy, v51 n7 p600-605 Apr 2008
Journal Articles; Opinion Papers; Reports - Descriptive
Descriptors: Media Literacy; Television; Comedy; Satire; News Media; Mass Media Use; Journalism; Television Viewing; Discussion (Teaching Technique); Comparative Analysis; Class Activities
Abstract: "The Daily Show With Jon Stewart" is one of the best critical literacy programs on television, and in this Media Literacy column the author suggests ways that teachers can use video clips from the show in their classrooms. (For Part 1, see EJ784683.)
5. Two Is the Beginning of the End: "Peter Pan" and the Doctrine of Reminiscence (EJ746995)
Hudson, Glenda A.
Children's Literature in Education, v37 n4 p313-324 Dec 2006
2006-12-00
Journal Articles; Opinion Papers
Descriptors: Recall (Psychology); Victorian Literature; Poetry; Childrens Literature; Comparative Analysis; Satire; Ethics; Moral Development; Philosophy
Abstract: This article considers J.M. Barrie's satirical treatment of the Platonic doctrine of reminiscence in "Peter Pan," and how Barrie's work both honors and undercuts it. It will first analyze the Platonic notion of the doctrine of reminiscence in Wordsworth's "Ode: Intimations of Immortality from Recollections of Early Childhood" (1807). It will then show its influence on Victorian literature in the depiction of the exalted perception and moral purity of children, and how Barrie satirizes these ideals by underscoring the ignorance and savage qualities of the children in "Peter Pan." The essay will also explore the portrayal of the Eden of childhood in Wordsworth's poem (as influenced by Plato), and how Barrie subverts this utopia by presenting a dystopic world where Darwinian principles rule. Like Darwin, Barrie argues for a natural rather than a divine origin of species and demonstrates the struggle for existence in a profoundly disturbing way. Finally, the essay will contemplate the subject of immortality and how, far from being an idealized condition as in Wordsworth's poetry, it is a far more ambivalent state in "Peter Pan." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Simpsons: Public Choice in the Tradition of Swift and Orwell (EJ744758)
Considine, John
Journal of Economic Education, v37 n2 p217-228 Spr 2006
2006-00-00
Descriptors: Cartoons; Satire; Novels; Economics Education; Participative Decision Making; Politics
Abstract: The author disagrees with Homer Simpson who claims that "...cartoons don't have any deep meaning. They're just stupid drawings that give you a cheap laugh." He argues that The Simpsons have a deep meaning in the same way as the works of Jonathan Swift and George Orwell. The message in The Simpsons, Swift, and Orwell is that those in charge do not always undertake action with the public interest in mind--the basic premise of public choice. All three sources provide examples of other public choice themes, and they deliver their message through popular satire with layers of allusion. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Inescapable Bodies, Disquieting Perception: Why Adults Seek to Tame and Harness Swift's Excremental Satire in "Gulliver's Travels" (EJ732439)
Stallcup, Jackie E.
Children's Literature in Education, v35 n2 p87-111 Jun 2004
2004-06-00
Information Analyses; Journal Articles; Opinion Papers
Descriptors: Satire; Childrens Literature; Reading Materials; Revision (Written Composition); Literary Criticism; Teaching Methods; Adults
Abstract: Jonathan Swift's "Gulliver's Travels" is a complex, uninhibited, savage satire that concludes with the narrator's descent into madness--hardly a likely candidate for children's reading. In the nearly three hundred years since it was first published, however, "Gulliver's Travels" has become associated with children's literature, though it is usually abridged, bowdlerized, and/or totally transformed. This essay examines changes commonly made to the text and concludes that these changes reveal how adults wield the tools of revision and abridgement in order to maintain an adult-child dichotomy characterized by power differentials. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. What We Talk about when We Talk about Social Studies: A Reply to Schug and Western's Article on the Homeless Social Studies Teacher (EJ770190)
Liss, Neil J.
Social Studies, v94 n6 p245-250 Nov-Dec 2003
2003-00-00
Descriptors: Educational Theories; Progressive Education; Social Studies; Reader Response; Student Centered Curriculum; Integrated Curriculum; Satire; Logical Thinking; Teacher Role
Abstract: This is a reply to Mark C. Schug and Richard D. Western's article "The Homeless Social Studies Teacher: How Muzak Progressivism Has Harmed Social Studies Education." The Schug and Western article breaks down into three distinct sections: (1) a quasi-satirical analogy of teaching to tax accounting; (2) a description of the problems of progressive education as practiced in "student-centered teaching" and "curriculum integration"; and (3) a concluding set of remarks that ground Schug and Western's version of social studies education in "knowledge-based disciplines." In this response, the author discusses each of the sections, exposing some of the points that need attention, making relevant connections, and then concluding with a set of remarks that ground another version of education in active engagement, no matter the subject. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. The Rhetorical Limits of Satire: An Analysis of James Finn Garner's "Politically Correct Bedtime Stories" (EJ814711)
Gring-Pemble, Lisa; Watson, Martha Solomon
Quarterly Journal of Speech, v89 n2 p132-153 May 2003
2003-05-00
Descriptors: Political Attitudes; Humor; Satire; Fairy Tales; Rhetorical Criticism; Discourse Analysis
Abstract: By July 1994, "Politically Correct Bedtime Stories" had appeared for the third time on the "New York Times" bestseller list with sales exceeding 100,000 copies. One year later, there were almost 1.5 million copies of "Politically Correct Bedtime Stories" in print as it continued to excite public commentary. This popular book is an ideal case study for exploring the benefits and limits of satiric humor, the book's primary rhetorical strategy and the focus of this essay. We argue that because of its polyvalent nature, the use of ironic satire as a rhetorical strategy to debunk a position is unpredictable. In fact, as this essay demonstrates, some forms of humor may facilitate audience acceptance of the very ideas the satirist intends to disparage. In this case, Garner's use of satiric humor may have facilitated acceptance of moderate forms of political correctness. (Contains 55 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. "I Told You I Was Ill" (Spike's Preferred Epitaph): In Honour and in Memory of (Terence Alan) Spike Milligan, 1918-2002. (EJ660712)
De Rijke, Victoria
Children's Literature in Education, v33 n4 p227-45 Dec 2002
2002-00-00
N/A
Descriptors: Childrens Literature; Comedy; Elementary Secondary Education; Poetry; Satire; Writing (Composition)
Abstract: Presents a personal tribute in memory of the work of eccentric writer and performer Spike Milligan. Celebrates and examines Spike's absurdist poetry and sketches for children in the context of both British nonsense traditions and the poetry of American writer Ogden Nash and Dr. Seuss. (SG)
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