American Idol: Audience as Juror

I admit it – I’m a fan of American Idol. The popular talent competition is now in its 8th season on Fox, and I’ve watched almost every year (I missed 2004 when Fantasia won … perhaps not a coincidence that I started my PhD program that year). I actually don’t start watching the show until they select the Final 12 performers, because I believe that’s when it gets most interesting. Each week the contestants perform, the audience votes via phone or texting, and the person with the lowest number of votes has to leave. Although the judges critique each performance, it’s the viewing audience that holds the power to keep their favorite contestants in the running.

Whether or not you’re a fan of the show, you have to give American Idol credit for continuing to be one of the highest rated shows on television. Some people attribute this to the fact that the show is a true “family program,” and in essence people of all ages and across all demographic groups can watch it. But I believe its popularity has a lot to do with the interactivity of the show. The audience has power over the outcome – “America votes!” Whether America agrees with Simon Cowell’s sneers or Paula Abdul’s cheers is somewhat irrelevant. Sure, this year they implemented the “Judge’s save,” but ultimately it’s the audience who selects the next American Idol. Of course, not everyone who watches the show bothers to vote (I draw the line there myself). But millions of audience members do vote, and that’s pretty amazing. The audience is not merely spectators, but jurors as well.

On a somewhat related note, I often feel like an American Idol judge when I help students rehearse their class presentations. It’s our job as fellows to critique their “dress rehearsal” and provide feedback on how to improve their skills before the final presentation in class. Just like the American Idol judges, however, we don’t grade the students (i.e., vote them off) … the professor does that. So should I tell it to them straight like Simon Cowell? I know I should, but it’s important to be encouraging as well, so I also emphasize the positive things I see (a la Paula Abdul). Has anyone else had these thoughts while conducting rehearsals, or do I just watch too much TV?

Torture? culture? Torture-culture?

In an undergraduate class I teach on the social and cultural history of the US during times of war we always end the semester with a discussion of the contemporary conflicts we’re involved in now — “GWOT”, Iraq, Afghanistan — and attendant domestic issues like privacy, constitutional rights, legal jurisdiction over “unlawful enemy combatants”, balance of power between branches of government, political rhetoric, etc.

This semester we read and discussed the recently released Red Cross report on US treatment of terrorist detainees, treatment which was conclusively shown to be torture. Once we got the basic history stuff out of the way, I asked students to think through whether such treatment can ever be justified — a little dime-store ethical philosophy thrown in to the history classroom. There are usually some who think there’s no justifiable use of such harsh tactics as have been regular lately. Others insist that, if torture could be known to be likely to work, then we have to leave moral absolutism behind for a more utilitarian approach — i.e. it just might be OK to do some pretty rotten stuff to someone if it saves thousands, hundreds or scores of lives. This is always an interesting discussion, but it’s one that also makes clear how much the understanding of the torture question has been framed for my students by popular culture (“24″ (the worst culprit) and the many other movies and shows we all can probably remember).

This year however, in two separate classes, something new arose: Students, on their own started advocating torturing people not to in order get intelligence that would prevent 9/11 Pt. 2, but as punishment. Eye-for-an-eye sort of thinking — you get what you deserve, and there are no real limits to what you might deserve except how egregious your own crime was.

I found this truly unsettling. How did we get here? I think that the way we got here is a good old fashioned slippery slope. On TV, the bad guys get tortured and either give it up or not, die or not, feel terrible physical pain or not — but they’re the bad guys, so in the verbal and visual rhetoric of trashy (and extraordinarily popular) TV, it seems OK to many viewers. Torture becomes a regular adjunct to justice.

In addition, there are movies every year which prominently feature torture of human beings either in the same context or as “horror films” (really sadism films), in which the torturers are bad guys, the enemy. In the second case, torture seems despicable, so in one evening of viewing a person could be treated to a rather schizophrenic overall depiction of the issue – the cruel device of the worst fiends and the necessary tool of the righteous. But also in the second case, the problem is not that torture becomes linked with justice, but rather that it becomes entertainment; it’s a fun way (apparently) to get scared for an hour or two before making out with your girlfriend or checking on the sleeping kids.

What separates us, ideally from the Taliban, among other things, is our idea that justice and vengeance are different things. What renders us humane instead of merely human is, among other things, the idea that there are some acts which are simply morally unacceptable. What separates adults from children, among other things, is that adults see the real social utility as well as the moral truth of the old saw that two wrongs don’t make a right.

As a culture, we’re letting go of these things by the way we accept depictions of torture, as both titilating and just. To have a torture culture is not just to accept depictions of torture without clear disapprobation; it is, as the term “culture” implies, to grow, to nourish torture. And so, I think, when you have a culture rife with torture perhaps you end up seeing the fruits of that tortuculture blossoming in your nice calm classroom one April day.

Uncultured Oafs?

A recent NYT Op-Ed piece addresses a curious issue of what it means to be perceived and self-perceived as an intellectual, and the expectations and anxieties associated with it. The author, Calvin Trillin, a graduate of a prestigious university, is concerned about “whether or not [he is] an uncultured oaf.” He has found a good way to evaluate his intellectual and cultural inclinations: by comparing his likes and dislikes to those of his highly respected intellectual friend James. He was particularly glad to learn that James shared his admiration for a recent dance performance. BUT the reviewer of the performance “implied, without using these precise words, that the program had been designed to make modern dance palatable to, well, uncultured oafs.” He concludes the article, pondering, “What did that say about me? What, for that matter did it say about James? Is it possible that I’m such an uncultured oaf that the person I’d always considered the most cultured person I know is also an uncultured oaf?”

Surely, once we receive a particular degree or become a part of a particular profession, we immediately set expectations and become anxiously self-conscious about fulfilling them. In various ways, academic settings tend to enhance our sensitivity to whether we come across to our audiences – and to ourselves – as uncultured oafs. The article brought back memories of my first year in graduate school when I felt like a total impostor in a circle of aspiring young scholars. I was also reminded of the eagerness with which beginning graduate students sometimes imitate the convoluted and often incomprehensible academic prose they read.

Trillin wants to do away with the very label of uncultured oafs, it seems to me, as most of us want to do away with the bifurcation of high and popular culture, or academic and real worlds. Have we all been successful?

Missing Connections

Continuing with my subway theme and in light of our next Symposium topic, I found myself feeling very self-conscious of my eavesdropping on a conversation on the F train last night. What never fails to grab my attention in public places is Russian speech.   So there they were – a couple, in their thirties, discussing … and this is where I get tongue-tied because I couldn’t quite get the context of their conversation. I heard, “She goes to all the popular places in Moscow. … Why they’re together is a mystery to his parents, and to hers as well!” And then, oh how I hoped the guy would repeat the subject of “was the biggest mistake of my life. It was, really was the biggest mistake.” My curiosity about what my comrades residing in the parallel universe of Russian Federation consider their biggest mistakes in life wasn’t fulfilled. But, I was reminded of a wonderful passage from Rachel Cohen’s essay “Lost Cities”:

Walking in cities is an accumulation of small fragments of loss. A woman you want to keep looking at turns a corner; two people pass and you hear only, “It cannot be because of the child”; you look through a window at a drawing that looks like a print you have seen somewhere before, and it’s obscured when someone pulls a curtain across the window; a woman turns ferociously on the man standing next to her, but by the time you reach home you can no longer remember her face. – “Lost Cities”

Craigslist, of course, has attempted to assemble those fragments of loss in its “missed connections” section. Do you ever read that stuff? Doesn’t it make for a fascinating research topic?

Here’s Lookin At You, Kid…or Not.

[youtube]http://www.youtube.com/watch?v=WRAcZ2rTGPg&feature=related[/youtube]

I love this quirky little how-to clip, mostly because the audio doesn’t match up to the video, making poor Leila look like she needs her own mandated visit to the house of corrections. But I can relate to Leila and her message, and I’m willing to admit that I stumbled upon this video in a moment of desperation, when I was brainstorming different approaches to this question of encouraging solid eye contact in oral communicating.

As most of us have probably discovered by now, when we’re providing feedback on speeches, merely repeating “you need to make more eye contact” doesn’t do the trick. (And really, why should it?) Most of the speakers we work with know full well that eye contact is something they should shoot for—they’ve seen this on speech evaluation forms and read about it dutifully in their Intro to Public Speaking class way back when. But if they commit this same “offense” in every presentation they make—staring at the PP screen, or at the floor, or at their hands, or note cards—when does the practice actually come in?

And, just as importantly, how do we invigorate our own approach to this thorny delivery snag? Some days, “make more eye contact” becomes the easy go-to, that dull phrase you know you’ll probably say before the student even begins. But isn’t commenting on eye contact just another way of saying that they didn’t make a connection with their audience? If we wanted to get all Eckhart Tolle on this post, we could extend it into the idea of being fully present (which has plenty of resonances in actor training). We all know how magical it can be when someone gives really great eye—that mixture of confidence, care, and connection– but how is it best learned?

I’ve tried a few new things in my recent quest to investigate the power of the Connecting Eyes. In the classroom, I’ve become more emboldened to push away the chairs and try out some of the better eye contact exercises that I know of, forcing people to get used to going eyeball-to-eyeball. Some of these exercises transform the room into a sort of communications gym class, which is a little hard to get used to, but not a bad thing at all. Does this have more successful outcomes in student performance? Hard to tell, exactly. But it certainly increases comfort and community among the students.

And during my BPL sessions with student groups, I’ve changed my approach. Instead of allowing the students to run through their entire presentations before I provide my feedback, I now occasionally stop them mid-stream, prompting them to re-do an entire section, this time focusing on, say, sustained eye contact. I know some of you out there have run your practice sessions like this for quite a while, but I’m just now catching on to its real benefits. I had been skeptical of the logic of isolating one element and potentially distracting the speaker with it, but I’m now thinking of these sessions as true rehearsals; if they can’t “run through” their work multiple times, what are the chances that a pattern of poor delivery will be broken?

Reading and creating ‘the air’: a fun clip

A couple of you who shared the table discussion session with me at last year’s symposium might remember me talking about how Japanese people appreciate the skills to actually ‘read’ what’s not spoken, referring to this as ‘read the air’ (we do also have that well-known expression ‘read between the lines’ for written communication, so reading ‘the air’ is more about oral communication).

Even though some of my table-mates seemed really fascinated with this notion, it is obviously not something that you only experience in Japan. Good air-reading skills can definitely help us be good audience (the theme for the upcoming symposium).

Without making today’s post too serious, I would like to introduce this funny clip from Clint Eastwood’s latest installment ‘Gran Torino’, definitely one of my recent favorites. Clint Eastwood’s character is trying to ‘man up’ this Asian boy so that he can get a job in construction. Check out and enjoy how the boy learns to ‘read’ and ‘create’ the air that he never breathed in before.

The Semester In Review

We (Hillary and Melis) were new to BPL 5100 during the Fall 2008 semester, and both felt that there was a lot to process once it had ended. After a semester of working with BPL student groups to prepare them for their capstone presentations, we wanted to find a way to use the blog to share our experiences. We came up with the idea of recording a videochat, thinking that it would be an experiment in having a public dialogue that would hopefully invite others to join the post-semester wrap-up.

We chose to focus on the theme of the ‘audience’ because we thought this was an important aspect of how students prepare for their presentations, and because it’s also the topic of the Spring symposium. We discussed the different ideas of the ‘audience’ that we found while rehearsing BPL presentations, as well as different aspects of what audience means for us as Communication Fellows, for our students, professors, and in the business environment.

Video chat is something we had often used for personal purposes but its usefulness for sharing ideas and communicating in the work environment is something we hadn’t fully explored. We’re including a short clip from our chat below, which will give you a glimpse into our conversation. We are looking for your comments and hope that this will help to generate new ideas about the role of the audience in student oral presentations as well as the potential use of video chat in increasing communication.

* Update January 19: A response from Agnieska:

agnieszka_video_comment

Continuously Communicating

Imagine a nanny texting her young ward in the next room to ask, “Juice or Milk?” Imagine a young girl awakened in the middle of the night by her father’s video-chat invitation from Mumbai. Imagine a young man so isolated that the idea of being in the same city as his girlfriend is considered too much commitment. Shocked yet?

Probably not. Still, these are some of the tidbits from our wacky wired world that take center stage in Continuous City, a recent multimedia piece at the Brooklyn Academy of Music created by the tech-savvy Builder’s Association. According to its marketing tagline, the play “explores our accelerated relationships in a sprawling multimedia world.” J.V. (Rizwan Mirza) is an internet entrepreneur trying to strike it big with a new social networking tool, XUBU, by tapping into markets in expanding cities around the globe. He has enlisted Mike (Harry Sinclair), an urban anthropologist, to trot from metropolis to metropolis, attempting to drum up financial and popular support for this revolutionary (and potentially lucrative) new tool. At home in the states, Mike’s daughter Sam (Olivia Timothee) grows distant and depressed while her nanny Deb (Moe Angelos) works on her new video-blog. Poor Mike begins unraveling as the stress of travel and distance from Sam begins to gnaw away at his faith in the power of the product. (Perhaps not surprisingly, the director’s note mentions both Italo Calvino’s “Invisible Cities” and Mike Davis’ “Slum Cities” as inspirations for the piece.) Here’s the trailer:

[youtube]http://www.youtube.com/watch?v=HISxK5Pr_ok[/youtube]

In theory, there seemed to be a lot in this performance that would be of interest to students of communication, which is why I brought my COM 1010 class to see it. And the play earnestly tries to raise questions about our faith in digital communication (particularly in connecting “global cities”) and its limits. There are two conventional stage spaces (depicting the Xubu office space as well as Sam’s bedroom), and, thanks to a dizzying array of video screens, we jump between cities with a pace that would probably wear out even Bill Clinton.

Within this media mess, some genuinely fun innovating goes down: J.V.’s videochats with his family are actually live and unrehearsed videochats with the actor’s family members, and the video blogging done by Deb changes with every city the show tours. Perhaps coolest of all, there’s a phony website for Xubu.cc where anyone can record a message that might be used in the show as an example of Xubu.

My students were unexcited by the prospect of recording their own Xubu video messages, and they claimed to be confused by the frenetic non-linearity of the performance. They seemed to be more attracted to the slickness of its screens than anything else, and at one point during the show I turned around to find two of them sharing i-pod buds; a strange confirmation that perhaps some of the themes of the play both resonated and didn’t.

It is true that, as my friend put it, some of the conceits behind Continuous City felt a tad cliché (“We can’t communicate! Or remember our daughter’s birthday!”), even while it would seem that this is a company on the cutting edge of exploring the uses of this technology in performance. All of the miscommunication seemed to fudge up the rhythm of the dialogue in a way that was more distracting than anything else— the frustration that motivates many of us to just hang up on someone when we have a really bad connection is the way I would explain the emotional response that the play elicited in me. As an audience member, watching other people unsuccessfully multitask or attempt to navigate the impossibilities of time zone coordination tended to alienate more often than engage.

Along with all of this, Continuous City also allowed me reflect a bit on my own relationship to video chatting, as I’ve very recently become acquainted with this weird plane. While it of course hasn’t been a perfect experience, it’s made a tough long-distance communication situation better, not worse. (I couldn’t help wondering if Mike would have been a crappy father even if he lived in the same city as the neglected Sam.) Trying to sustain a meaningful conversation over video chat can be strange and self-conscious; at one moment it feels like an invaluable alternative to the tinny-ness of cellphone, and at others it feels boring and fractured.

For all its benefits, my v-chat experiences have also made me dubious about people actually doing business over this thing, which was also exposed in J.V.’s frantic video-conferencing; video chatting seemed to reveal itself as a horrible way to try to be productive and/or efficient. It didn’t surprise me to see that the video chatting done by the characters in the play was most successful during the simple moments of visual playfulness—like when Mike puts his computer camera on the grass in a park and plays virtual hide-and-go-seek with Sam. In its current incarnation, it often feels like a blessedly unproductive medium somehow, maybe because it creates intimacy by forcing you to sit down and focus on someone (on a screen) in an engaged, patient way; there’s no masking of any other activities, and, most of all, you need to really work to catch the freaky rhythms of the conversation. All of which, of course, we don’t necessarily manage to do even when we happen to be sharing time zones.

Audience or Interlocutors?

A lot of what Bernard L. Schwartz said about audience awareness last week resonated with me. He mentioned the significance of both transmission and reception in the communication act, stressing the latter as being perhaps too often overlooked. Listening attentively is a skill; hearing what the speaker intends you to hear is also a skill.

As teachers, we’re usually concerned with both transmission and reception; we want to make our presentations clear, our questions thought-provoking, our assignments challenging, and our evaluation encouraging. In many ways, teaching is a performance, and to deliver it effectively we work on our presentation skills. In all this, of course, we conceive of our students as audience: we hope they would receive what we have transmitted or respond to what we have posed as a question. And, there is usually no delay in learning how our message got across. As soon as we hear, read, or simply see their responses, we know whether the message went through or got lost in translation.

As much as I enjoy the performative side of teaching, I think there is a difference between treating students as audience or interlocutors. The word ‘interlocutor’ has interesting etymology; it comes from Latin interloqui, which means “to speak between.” It implies active engagement in dialogue, but even more perhaps – the initiation of dialogue. When students write papers or give oral presentations, they still follow our prompts. They want to succeed, impress their teachers and fellow students, get a good grade, right? In all this, they are still living up to the expectations of others.

I wonder if by asking them to create their own expectations (not without good models, of course) – by preparing a sample assignment or facilitating a discussion on a topic of their choice—we can hope for a more dynamic learning environment. We’ll be creating a new context for learning critical thinking, mastery of the material, and presentation skills. In this sense, I think, blogging provides a great medium for experiencing interlocution. But we’ll also be asking them to assume responsibility that comes with authority. A cliché? I agree, but I am thinking of those times when students, sometimes unwittingly, make offensive comments. When we call their attention to that, they usually smile or blush and apologize (they can also try to justify their thinking and ignite an argument). What I see in this is an attempt to hide experience behind innocence. “I’m just a student. I can be excused,” they seem to be saying. Well, I wonder, can we offer them a role other than “just a student” and do so in a non-punitive way?

New Audience = Changed Message?

Fresh off of the Institutes’s conversation with Bernard L. Schwartz and planning for the next Annual Symposium on Communication and Communication Intensive Instruction, I have found myself to be highly attentive to issues of audience in communication.  I am fascinated by how these issues are playing out on the political scene during Barack Obama’s transition into his role as President Elect.  His audience has substantially changed from the democratic base and undecided voters to the nation.  However, I keep asking the question, has his message changed?

I think back to what usually happens in elections, when soon after winning and taking on a new audience, we often see drastic shifts, not only in politicians’ messages, but also in their personalities and communication styles.  It may be too soon to tell, but I am not noticing these often disheartening shifts with Obama and his underlying message surrounding his short-term and long-term visions for the country.

For those of you interested in empirically investigating this question, here are some pieces of data:

Obama’s interview with 60 minutes while on the campaign trail…

[youtube]http://www.youtube.com/watch?v=BHe8N5hL0Wo[/youtube]

A piece of his post-election interview with 60 minutes…

[youtube]http://www.youtube.com/watch?v=JTl6UmlaL2E[/youtube]

Also, you can take a look at the content of the postings on his Obama Blog.

Finally, consistency we can believe in.