Wednesday, 31 October 2012

Daniel Tosh Moves Drunken Crowd Members: a Micro-sociological Analysis




Micro-sociology has long preferred to focus on the examination of naturally occurring data at the individual and personal level, by looking at face-to-face and small group interactions in order to find patterns which help to tell us what is going on during these everyday interactions rather than examining how institutions shape these smaller interactions (Wonser n.d.). The current analysis will focus on the interaction presented in the above video. In order to analyse this unique piece of data a number of theoretical tools will be used, these will include the theories of social and moral codes and presentation of self, the idea of cooling the mark out and finally the metaphor of dramaturgy will be utilized. Furthering the examination the micro-element of tone will be will also be examined.

Before beginning to analyse this piece of data the way in which the video is interpreted should be put forward. The first few seconds of the video (0:00-0:17) offer some context as to the rest of the video, it appears as if the men who Daniel is addressing have disrupted the show at at least one point before the video begins, when the men continue to disrupt his act Daniel asks the men politely to “try not to talk” (0:15). The video then skips ahead to a later point in the show where it appears the men are continuing to disrupt Tosh’s act at which point he takes the pairs drink (0:45) and walks off the stage. Upon returning Daniel, assisted by an usher, then makes the pair swap seats with a couple who are seated a number of rows back and off to the side (1:15) before continuing his show.

It was two particular aspects of this clip which drew my attention to it as an interesting form of interaction to be analysed. Firstly the section of the video during which Daniel goes on a rant while removing the men’s drink (0:49-1:10) and secondly the fact that neither the two men, nor the people they seem to be sitting with, appear to argue against Tosh or resist being moved to worse seats than those they paid for.

There are a number of issues with this clip and the reasons for its selection for analysis despite these which require discussion. While the clip is edited (0:37) it can be viewed as one interaction, this is because of the nature of the video. The clip is edited to be removed from a larger video, Tosh’s TV/DVD special, because it is not related to the rest of the show. Given this fact we can assume that what occurs between the two sections of the clip is simply stand-up comedy which does not relate to the two sections being analysed here. Furthermore the nature of the performance as a heavily rehearsed stand-up act carried out by a professional comedian should not be thought of as bringing into doubt how natural this data is. This is because of the same reason cited above; having been removed from the larger section of footage it seems safe to assume that this portion of video is in no way planned or meant to be part of the act, the footage which we have is Daniel’s natural unscripted reaction to annoying audience members.

Social and moral codes govern just about every interaction which we find ourselves in, this idea is supported in this clip by the reaction received when one of these codes is broken. Wieder’s (1974) theory of social and moral codes posits that all interaction occur within certain rules, the breaking of which causes negative consequences for the individual breaking them. While these codes aren’t necessarily verbalized the people who are affected by them still carry out their interactions within the boundaries set by them. In this clip we can see that the two men have broken the social codes governing how we are expected to act during a performance, namely that you respect the performer and other audience members, the two drunk men have broken these rules by disrupting Tosh’s performance on a number of occasions (prior to 0:00 and 0:42) though it is hard to hear exactly how they have done so in this clip it is clear from Daniel’s reactions to the pair that they are in fact distracting him. In this clip the pair receives punishment for breaking this particular code by firstly being mocked by the comedian (0:26 – 0:32 and 0:43 – 1:07) and then being forced to move to a worse seat than they were originally seated in (1:23 – 1:45). It is through this punishment for failing to abide by social codes that this clip aids in showing us that they do indeed seem to exist.

While the above is an obvious way that social codes can be seen during this clip a less obvious way can be seen by examining whether Daniel is breaking any social or moral codes by reacting the way he does to the two men. Outside of his role as a comedian it would more than likely be agreed that Tosh’s behaviour, swearing directly at and insulting members of his audience (0:26 – 0:32 and 0:43 – 1:07), was unacceptable, even for any other type of performer, but the role of comedian in the setting of a comedy show means that audience members, particularly those who are familiar with Daniel’s style of comedy, are expecting social and moral codes to be broken. In this way we see a contrast against the typical theory of social and moral codes, in this setting Tosh’s breaking of codes is accepted and rather than being punished he is rewarded by the positive reaction of his audience.

Goffman’s (1967) presentation of self links well with Weider’s social and moral codes and there are various aspects of this which are shown rather well in this clip. One aspect of this theory is that that we all have obligations and expectations within an interaction, meaning that we are both expected to behave in a certain way and expect others to behave in a certain way. It is clear from the fact that the two men are consistently disrupting the show that the two men have different views on how they should be acting when compared to how Tosh and probably the rest of the audience expect them to act. This differing of expectation and obligations then causes damage to the two men’s face. Face is defined by Goffman (1972) as the positive social value which someone claims for themselves, this essentially means that it is the way that someone views themselves, typically in a positive light. By being insulted (0:26 – 0:32 and 0:43 – 1:07), forced to move (1:23 – 1:45) and having the rest of the audience take Tosh’s side in the interaction the men’s views of themselves is likely damaged.

Facework can also be seen on the other side of this interaction. At the beginning of the clip (0:05 – 0:10) Tosh states that he had asked to have the pair not seated where they are but that they, the ushers and his production crew, did not take him seriously. This issue then comes up again later in the clip (0:51) when Daniel states “god damn it, why would you fucking let them sit there, it’s so ridiculous”, with this line Daniel threatens the face of the venues ushers and his crew and action which may have repercussions for the venue, Daniel himself or his crew. This is because this loss of face may lead to others being less likely to perform at the venue or even for people to be less willing to work with Daniel knowing that he may publically address their faults, furthermore it may cause issues for his crew in the future as people may be less willing to work with them given that it is known they may not carry out the performers wishes.

Cooling the mark out is a term which originated with con men, however it can adapted to everyday situations (Goffman 1952). In everyday situations damage to an individual’s face, causing them to lose some level of social value, can be softened by cooling the mark out. In this clip it is possible that the audience’s laughter throughout the interaction is acting in this way. By laughing the audience is cooling off the situation, had the rest of the crowd been silent while Tosh ranted and moved the men it may have lead to a much tenser situation. This view is contestable though, with the fact that this interaction is occurring during a comedy show lending credence once again to the fact that actions which would be viewed as inappropriate outside of this setting are accepted inside of it.

The rant just after Daniel takes the pairs drink (0:53 – 1:10) presents perhaps the most interesting section of the clip to be analysed. The metaphor of life as a stage “And all the men and women merely players” with “one man in his time play[ing] many parts” (Shakespeare 1623) was expanded into a sociological theory Goffman in 1971. The theory contains a number of premises, the first being that all human interactions are part of a grand play, secondly people play a number of different roles, which they may or may not fully embrace, and finally that there are three stages where interaction occurs. Much of this interaction occurs on the front stage, an interaction which includes both the ‘performers’, those involved in the interaction, in this case Tosh and the two men, and an ‘audience’, in this case literally the audience. A front stage interaction involves ‘performers’ interacting under social rules which are appropriate to the ‘scene’ they are interacting in, in this case the comedy show. While this aspect of the dramaturgical metaphor is upheld in this clip, Tosh’s actions, as has been noted earlier, are acceptable given the ‘scene’, it is the off-stage section of interactions which is perhaps most interesting to examine in relation to this clip. Off-stage under Goffmans theory is when a ‘performer’ is alone, meaning they are only interacting with themselves free of social rules and obligations, Daniel’s rant after taking the two men’s drink (0:53 – 1:10) with lines like “luckily I don’t give a shit about even my special” seems more like it would fall into this category. Despite the fact that these statements seem more appropriate to the off-stage they are occurring in a very much front stage ‘scene’, this fact then seems to present issues for the theory. Once again though we are brought back to Tosh’s role in the situation and the ‘setting’ which it is occurring in, given his role as the comedian and the setting of a comedy show Daniel’s internal thoughts are allowed to be expressed in a front stage fashion, an allowance which is not present in most other ‘scenes’. By accounting for roles in a ‘scene’ and variations between ‘scenes’ then Goffman’s theory of dramaturgy is able to account for why it is that Daniel is allowed to express himself in a way which would typically be retained to self-talk for others.

A far more subtle aspect of the interaction which can be analysed is Tosh’s tone throughout the clip. From the opening seconds of the clip we can tell that Daniel is annoyed by what’s going on purely from his tone. Despite his attempts to remain humorous and entertain his audience with lines like “we’re going to edit you out, you know, like your parents wished they could” (0:28 – 0:32) and particularly in the rant later on (0:53 – 1:10) we can sense the annoyance and aggravation in his voice at having to deal with the two men himself. Tone is perhaps one of the most important non-verbal aspects of human interaction, as it allows us to portray a certain emotion or meaning without having to verbalise that emotion. This is clear in the clip, while Tosh does not really verbalize his annoyance we know exactly how he feels because of the tone he uses even when being polite (0:00 – 0:03).

Through this analysis one point consistently comes to the surface. The setting of a comedy show and Daniels role as a comedian in this setting allows for many social rules and expectations which would be present in a regular interaction to be broken without reprimand. This is because people have a range of different expectations depending on the interaction they are going into, had this interaction occurred and someone who was unfamiliar with Tosh’s style of comedy had witnessed it then they may have then recounted the interaction differently to the majority of the audience, this fact is true of all interaction, people will always have varied interpretations of interactions given their past knowledge of what should occur.

References:
·         Goffman, E. 1952, On Cooling the Mark Out: Some Aspects of Adaptation to Failure. url: http://www.tau.ac.il/~algazi/mat/Goffman--Cooling.htm.

·         Goffman, E. 1967, “The Nature of Deference and Demeanor”, pp. 47-96 in Interaction Ritual: Essays on Face-to-Face Behaviour, New York: Pantheon Books.

·         Goffman, E. 1971. “Performances.”  Pp. 28-82 in The Presentation of Self in Everyday Life, Harmondsworth: Penguin.

·         Goffman, E. 1972, “On Face-Work: An Analysis of Ritual Elements in Social Interaction”, pp.5-45 in Interaction Ritual: Essays in face-to-face behaviour. VIC: Penguin Books Australia Ltd. url: http://hplinguistics.pbworks.com/w/file/fetch/38289359/Goffman,%20Erving%20'On%20Face-work'.pdf

·         Shakespeare, W. 1623. As You Like It.

·         Wieder, D.L. 1974. “Telling the Code.” pp. 144-172 in Ethnomethodology, edited by Roy Turner. Harmondsworth: Penguin.

·         Wosner, R. n.d. Lesson 1: What is Sociology?, lecture, Introduction to Sociology, College of the Canyons, accessed: 31/10/2012, url: www.canyons.edu/faculty/wonserr/Intro%20to%20Soc/Lesson%201%20-%20What%20is%20Sociology.ppt

·         Zedunit, 2010. Daniel Tosh Kicks Out Drunks, accessed 1/11/12. url: http://www.youtube.com/watch?v=quoO6dgDzRU

Wednesday, 17 October 2012

Comments Galore!

Does two constitute a galore?

Anyways, heres comment number two (number one's in a post a couple weeks back), on Elanor's blog about swearing, it's fuckin' awesome if I don't say so my fucking self
http://eleanorhanson.blogspot.com.au/2012/10/another-fucking-blog.html?showComment=1350536326784#!/2012/10/another-fucking-blog.html

Aaaand, here's my other one. On the whole Institutional Talk thingo we did this week
http://tjcobb3.blogspot.com.au/2012/10/institutional-talk-in-123-words.html?showComment=1350537114340

The Final Post (I think): Institutional Speech

Before I get started, I commented on my previous blog in reply to someones comment, I dunno if that counts towards my three comments though...but anyway, I shall post links to my other comments in a seperate blog after this one.

Throughout my life I tend to try to avoid Discourse at all costs (Yes, discourse with a big D), by this I don't mean avoiding conversation in general, but discourse which is more institutional in nature. Discourse which is assymetrical, discourse with the 'higher ups'. This is because it's not something I'm comfortable with, I tend to be far too laid back and casual for these more demanding and strictly controlled types of interactions. But alas, I insist on being a uni student, so at times I don't have a choice.

This happened over the last few weeks, going through the process of changing courses and majors and what not, that parts a long story though, so I'll get to my point. I was freaking out about havnig to more than likely meets with the Dean or Sub-Dean, as far as university goes, it doesn't get much more Discoursey. Luckily though I was saved by a lovely lady at Arts Central, who got things sorted for me. But even speaking with them and the ladies at Student Central was too Discoursey (yeah, slightly smaller D) for me. This is because in these settings theres an obvious misbalance of knowledge...and far more rules governing the interaction than I prefer.

So, while I did have a few other things to add, I won't because I'm reaching my word limit, so here I want to talk about this idea of Institutional Talk in schools.

Teachers in schools use a very specific type of Discourse, known as Question-Answer sequences, while these are used in everyday life to gain information they are used slightly differently in interactions between a student and a teacher, as Pang (2003) says. The teacher firstly asks a question, recieves the answer, and then gives feedback. While this seems normal, it's not quiet everyday. Generally speaking when you get an answer from someone, you don't then go through and respond to or critique every thing they've just said, but given the position of the teacher relevant to the student this is accepted as the norm. This action too, helps to reaffirm the teachers role in the situation, and when a student queries or even corrects (as I did a couple of times throughout high school) a teacher, this balance is thrown off, with varying consequences. Consequences which I was going to mention, but I'm out of space :(

Pang, P (2003) Institutional talk : question-answer sequences in classroom interaction. University of Hong Kong. doi:http://dx.doi.org/10.5353/th_b2683956

Wednesday, 3 October 2012

It's On Time!: Mediated Identity and Interaction

So, this weeks post (I know, It's on time, I'm scared too) is all about interactions and identity via the internet. Interactions which are 'lifted from space and time' (Group who presented this week).

Essentially interactions like this:

(See, I knew I'd find a use for it)

Disembodied interactions like the one above don't really occur in real time and they don't exist in and sort of reality space (that sounds far too sci-fi for this blog). The biggest question, for me, which arises out of the screen shot though is; would these pepole react this way in person. I believe, for the most part, people feel more free to express themselves in this way, particularly with people they don't know and aren't likely to meet, during online interactions. In this way there is a disjuncture between their online identities and their real life identites.

Now I would like to talk a little about how social media has changedt he ways in which pepole can interact with each other. The idea came to me during the tute this morning. A few days ago a band I listen to made a fairly major announcement through Facebook.


In thinking about this I considered how that announcement would have been made years ago, before social media. Most likely it would have been done through some sort of interview, whether it be on a radio show or in a magazine. But with social media not only can speech reach a wide audience immediately, it allows others to weigh in and comment freely. In my opinion it is this which is the best aspect of online communication, the freedom and wide reach which it makes possible.

Finally, I'd like to say something briefly about the issue of online communication being either speech or text. In my opinion online speech is kind of like some hideous conglomeration of the two. Typically when communicating online we type in a similar fashion to the ways we speak, but in doing so we are putting that speech into text. This transfer can cause issues. As you may have noticed I tend to be fairly sarcastic, sarcasm tends to be hard to get across without tone and expression, things which are, obviously, missing from online communications. To deal with these issues we have other 'online specific phrases' (thats what I'm calling them), things such as "lol" and smileys. If after every joke you literally poked your tongue out...pepole would think your insane, but using smileys it's normal, and helps to show a lack of seriousness in the comment.
 
Thanks for reading
 

Words Constituting Identity

So, no funny post name...and I'm just gonna say it, I have no idea what this topic is all about. Damn uni net being down throwing everything out of wack and meaning we didn't get a decent tutorial on it. But I'll do my best.

So, just from that first paragraph, from the words I've used you get some sort of idea as to who I am as a person, a brief glimpse of me personality. So, how did I come off? Honest? Humerous? Is it obvious I'm not taking things too seriously? (As you might also get from my other blog posts).

This works on a larger scale as well though, the specific words and phrases that a particular social or cultural group use grow to identify that group. These types of jargon then become linked with that group to outsiders as well as those inside the group, so we are able to assign people to their social or cultural groups sight unseen by the types of words they use. Perhaps the best example of this is the stereotypical Surfey culture formed in the 80's, where words like radical, gnarly etc. were almost solely exclusive to that group.

In an essay on language use in courts Gibson (2004) briefly put forward an idea that through our language use we can create a variety of different identities for ourselves. From this point I started thinking, I speak differently around friends, family, at univeristy... and under each of those things I have a different identity, friend, son/brother, student. This then, helps to show just how strong the effect of words can be on identity.

Thanks for reading Katie...and any other insane pepole who for some reason felt the need to read this blog post


P.S.
I have views on my blog from Russia, and that makes me happy.

Gibson, K (2004). "English Only Court Cases Involving the U.S. Workplace: the Myths of Language Use and the Homogenization of Bilingual Workers' Identities". Second Language Studies, 22(2), pp. 1-60.

Monday, 24 September 2012

I'm Late, I'm Late, I'm Late, For a Very Important Blog Post: Social and Moral Codes

Soooo, having done the tutorial presentation on this topic, you wouldn't have thought I'd be so late with the actual post, but I guess the whole not doing the actual presentation till later threw me off a bit (lame excuse, but I'm sticking to it).

Social and Moral Codes are everywhere, literally, they exist all around us, whether we know about them or not. Every social interaction and situation in our lives is governed by these codes, whether it be in a tutorial class, having lunch with a friend or living on a tour bus (see, tutorial presentation reference right there...I'll post the link at the bottom).

The example from the reading, the convict code, might be hard to relate to for some of us, but that doesn't mean that it's not a valid one. This is because the codes we follow are all dependant upon the context they exist in, without that context most codes lose their meaning, so while the things in the convict code may seem socially and morally unacceptable or wrong to us they make sense for those that live under the code. On that note though, I'd like you to think about high school, particularly the later years of high school...
Thinking about it? No?...Just do it already!
Okay good, now then, how did you and the other people in your year act when someone had done something wrong?
Odds are most of you pled ignorance when a teacher asked about it...
So then, how is that any different to some of the aspects of the convict code? (rhetorical question for the win)

And now back to our featurue presentation, Social and Moral Codes:
As I was saying, these codes are Ceremonial in nature (I'm pretty sure I'm remebering the right term there), remove them from their given context, and they lose their meaning. Furthering my ability to link codes with past stuff, they are also, fairly obviously, Habitus, as I pointed out earlier in this incredibly in depth, mind blowing blog post, we act within them whether we know about it or not. Perhaps the strongest link for Social and Moral Codes though is with Rules of Conduct, the Codes that are around us are what shape our obligations and expectations. Breaking these obligations and expectation (I'm already sick of writing both of those, are you over reading them both?), meaning that you are going against the Code that your working within, can have damaging consequences for your Face (see a few blog posts ago for more on Face). To use an example from my part of the presentation, if you were to break the bathing rule of the Code of the Road, it's pretty easy to see how your reputation could be damaged.

And that's it from me

Presentation link:
http://prezi.com/bfh1v4kvnnuf/social-and-moral-order-in-talk/

Thursday, 6 September 2012

Post Numero...I'm over it: Ethnometh.

Yep, Ethnomethodology...what to say about Ethnomethodology...where to start. Incase you haven't guessed yet I'm a little vague on this weeks topic. But I'm gonna figure it out as I write this. On a not completely unrelated note I can't seem to find this weeks reading...that may be a problem, but I'll make do for now. Neverind, we're all working now.
Actually, this may work as an example of some of this stuff. Right now as I began this, I attempted to log in to sols and then elearning to access this weeks reading, much to my annoyance the elearning site, and then a moment later when trying again the sols one as well, wouldn't load, but every other site I have open at the moment is working perfectly. This prompted me to try and come up with reasons why this could be happening, obviously it wasn't something on my end (atleast that's my thinking) so then it must have been something on the universities end that was causing only those pages to mess up, I came to this conclusion because it was the only thing which made sense in the situation.
We as people do this with everything. Because we have certain pieces of knowledge into how things are supposed to work (Our Recipe Knowledge for those of you who are gonna want to see the actual terms used), when they don't we are forced to come up with explanations in order to make sense of whats going on around us no matter how insane or random those things seem. Examples of this phenomena going on can be seen in Garfinkel's Breaching Experiments. The aim of these experiments is to break the rules of social interactions in order to see what they are. For example, in today's tute we took part in a Breaching Experiment, in which the group I was assigned to aimed to simply annoy the hell out of the other's in the class. While some of the student's did actually notice, and get annoyed and frustrated, by what we were doing, none of them actually did anything about it. This is fairly typical of us as humans, particularly amongst people who we aren't completely familiar with. In order to avoid a possibly uncomfortable situation, and possibly as a face saving excersise (yeah see, linking this shit together), we ignore these things. Another possibility though is that we simply, as mentioned above, try to make sense out of these situations, "surely they aren't deliberately being annoying, there must be some other reason".
And now, just because I like the word, a quick definition of Haecceity, I intend to use more than the word thisness to do this. Haecceity dates back to medieval philosophy were it was first used by John Duns Scotus (I may or may not be spelling that wrong), despite its impossible-to-say-without-prior-knowledge-ness the idea behind Haecceity is actual rather simple, it relates to the specific aspects of a thing which make it that thing, so somethings Haecceity is it's 'thisness', what makes it it.

And that ladies and gents, is the end of my possibly nonsensical post about Ethnomethodology...
But you'll try and make sense of it


Edit: I commented on a post this week, dunno how relevant it is, I think I mostly ended up going on about Alice in Wonderland...but i quoted Einstein!
http://bea091.blogspot.com.au/2012/09/wk7-garfinkel-alice-in-wonderland.html?showComment=1346919120144

Monday, 3 September 2012

Anchor vs Reporter



Was considering this for my presentation, but it's too short, so I figure I'll just share it here instead

Well...That escalated quickly


Not planning on using this for my Data Discussion thing or anything, though I probably could've if I'd gotten the entire thing. Just FIgured I'd throw it up there as an example of interactions on line...and how amusing they can be

Believe it or not things actually escalated further than that, and they both ended up swearing and threatening and all that fun stuff that happens on comment boards all over the web. It ended with one saying they weren't going to comment any more because it was a waste of their time and the other person was stupid, or something similarly intilligent (this was after about 30 minutes, if not longer, I can't remember, of going back and forth by the way), to which the other replied saying they were bi-polar and I dunno, some other thing they self diagnosed themselves with, because apparantly everyone who gets into fights online is mentally ill in one way or another...or if you believe their self-diagnosis, six ways or another...

Just remember kiddies, arguing online is like...well you all know the joke so I won't finish it because it makes me feel bad how amusing I find it

Post Numero Dos: Dramaturgy

So, last weeks tute, and the week before thats lecture was on Dramaturgy (Yeah, I'm writing this one a bit late, but oh well). Essentially dramaturgy is the study of social interactions through the gaze of theatre (I'm not 100% sure gaze is the right word to use, but it's my blog and I'll do what I want). Taking this view all of human interactions are viewed as a 'Grand Play'. Perhaps the best way to sum up the theory is with the classic quote from Shakespears comedy As You Like It:
"All the world’s a stage, And all the men and women merely players;They have their exits and their entrances; And one man in his time plays many parts" (Shakespeare, 1623)
It seems possible to me, if not likely, that this quote may have been the core influence in the production of the theory of Dramaturgy, mostly because it was the first thing I thought of when I heard about the theory.

In line with this theory Goffman proposed three stages in which this 'Grand Play' takes place:
  • Front Stage: Which Consists of the Perfermors as well as an Audience.
    Interactions on the front stage are goeverned by social rules which are approrpriate to the 'scene'. Furthermore the performers maintain a 'Personal Front'. This 'Personal Front' consists of the performers appearance as well as the way they carry themselves in front of different audiences. An example of this front stage would be when you are in the presence of new people, or people who you may not be completely comfortable with
  • Back Stage: Which Consists of only the Performers
    The lack of audience in backstage scenes allows performers to step out of 'character'. Furthermore the backstage is less controlled by social rules, generally creating a more relaxed scene. An example of the Back stage would be simply hanging out with family or close friends.
  • Off Stage: Which consists of...no one...except yourself...I guess you count
    The off stage is purely interpersonal, consisting of self talk and all that fun stuff...I guess there could be other voices though...I mean, you never know...Good point, if your talking to a range of voices in your head, does it still count as Off Stage...or does it become more like Back Stage?
In my head, I link the whole stages thing and the personal front stuff with the idea of 'masks', I can't recall where the idea of masks comes from, but it relates to the need for us as humans to be able to control which aspects of our personality different peope are allowed to witness in order to maintain our lives. These masks are quite often seen in the differences in how we behave at work, with friends and with family.

Shakespeare   (1623).  As You Like It. Act 2, Scene 7

Wednesday, 22 August 2012

Post Numero Uno: Presentation of the Self

So, this weeks tute/last weeks lecture was on the presentation of self. In other words the self in a social context and how we present ourselves. In order to discuss this though, I should first describe the Social Scene, seeing as this is where the Social Interactions happen. Goffman (I think it was him, I'm working off my lecture notes) put forward these aspects of what makes a social scene:
  • Co-presence: Having more tha one preson in a scene (not alot of interacting if your on your own...unless you have dissociative identity disorder...then there might be, though I doubt it)
  • A single focus of attention: Everyone within a scene attending to the same thing, though he does allow for unfocused attention as well (I'm not too sure of this one, I feel like in the one 'scene' you could have people a bunch of different focuses going on, like, people sitting around having their own conversations, does that count as one scene, or a bunch of small scenes?)
  • A single definition of the scene/situation: everyone having the same understanding of the social and moral aspects of the scene (it also says psychological...but aside from us psych students and stuff does anyone consider the psychological goings on in a scene? I mean...I am a psych student and even I don't...)
(I just realised I'm over 250 words...so I'd better get on with it)

Perhaps one of the biggest aspects of the self is the Face (no not the thing on your head, though thats important too). Face can bee seen as our Social Dignity, it can be thought of as an image of the self which is created through social interactions (though I think Social Dignity explains it better than that). It should also be noted that Lin Yutang (1935) though stated that "Face cannot be translated or defined" (which I like, because it means I don't have to try).

Because I'm now way over the 250 words I'm going to finish up with a quick example of facework, or something which I think fits anyway...mostly because it was brought up in the tute. At a party the other week (I'm being deliberately vague) while talking with a friend they accidently spat on my face (by the way, I'm not ripping this off compltely from the tute, it actually happaned). Seeing as it was a friend, I made an exaggeration of wiping my face. Had it been a stranger, or some one of a higher social status than me though, the way to make sure they didn't lose face (dignity, see, I can interchange them) would have been to do so subtly rather than drawing attention to the fact and possibly embarass them.

So, 457 words later, that is the end of my 250 word blog post...which is now 473 words (according to the counting tool I'm using...woops, 482).

Lin Yutang. (1935). My Country and My People. Reynal & Hitchcock.

Saturday, 18 August 2012

First EVER blog post...

Just figuring out how the hell this thing works...
Will do my proper first post this week
Thanks