Have been having a bit of fun looking around YouTube,
finding memes and stuff.
If a meme finds its way online or even
begins life on the web, it usually ends up moving into other types of space and
maybe back again.
here is some of the work from the clan du neon … campaigning to save the environment by
turning off display lights in shops … it looks fun!
So the meme exists partly online as
part of the whole clan du neon process involves filming the process of switching
off lights and to make the video available through YouTube.
Rosa told me about some other memes and we had fun looking up all
sorts of things … such as the WonderWoman copycats. Jen Gray is Grrrreat:
I dunno where she learned those
moves. But wow.
There are more related videos here.
So what else?
There is the Pedro dance. It all began with the film Napolon Dynamite with this dance here.
It has all become a bit of an Internet occupation to mimic the dance and to put on’es own spin on it. See for example here:
But I like the ones which jam together several ideas like the ipod version:
There is this other stuff going on too .. around the controversial ‘don’t tase me bro’ news story set in the University of Florida. Basically a university student was marched away from the floor when he was trying to ask Senator John Kerry some embarrassing questions. It has become quite a well watched incident on YouTube since the whole dreadful event was videoed.
There have been copycat uses of the line ‘don’t tase me bro’ which tend to be used as a way of signifying the USA as a police state. Sometimes to comic effect (depending on your viewpoint)
I wonder what you think of the ethics of films like this.
This time have a look on a different video sharing site. Here we can take a look at Britney Spears using ‘don’t tase me bro’ as a line in a song. Nice.
So, a lot of mixing and jamming here. Interesting in terms of literacy, shared and distributed authorship.
What of its significance to learning –
that the Internet promotes the sharing of ideas and the dispersal of information. That we can use and re-use and reformulate. That the power of texts can be increased and weakened through duplication.
Points of discussion:
1. Where do we draw the line in terms of ethical use of video material for parody?
2. Are political messages strengthened or weakened through their proliferation and adoption by online groups?
I like the idea of applying questions to texts such as:
What is the main message or content of this text?
What is the purpose/function of the text?
What media are used to convey the text?
Are these the most appropriate modes and media for the conveyance of the
Who benefits from this text? (e.g does anyone make money?)
What messages are prioritised and which information is undermined or
Does anyone suffer as the result of this text?
we can apply these questions to any text and we can teach kids to ask them. And for some texts we can also ask:
Why is this text so popular/unpopular?
Why do people want to mimic this text?
How do the original meanings and beneficiaries (etc) change as a
result of this text becoming a meme?
But …. Why would you want to do all this?
The answer is simple. Because in order to become literate,we need to understand social implications of texts as they are part of the whole meaning.