by Helen Lee | Sep 20, 2012 | Entertainment, Feature |
POP CULTURE SENSATION: Korean pop star PSY performs his hit ‘Gangnam Style’ on NBC’s ‘Today Show’ at Rockefeller Plaza in New York. The video has surpassed 200 million views on YouTube. (Photo: Nancy Kaszerman/Newscom)
Perhaps you’ve been wondering what all the fuss is about “Gangnam Style,” the latest YouTube video-gone-viral with more than 220 million views to date. If you are one of the few remaining inhabitants of the planet who haven’t seen the video, then let me bring you up to speed:
• The rap/song features South Korean pop star Park Jae-Sang, who goes by the name “Psy” (short for “Psycho”), accompanied by a cast of South Korean celebrities who most of us will not recognize, all dancing to a driving, ear-catching techno beat.
• Unless you are fluent in Korean, you can expect to understand none of the words in the video except “sexy lady” (and of course, “Gangnam style”. By the way, “Gangnam” is pronounced Gahng-nahm — not “gang” rhyming with “bang” as I continue to hear many American media types pronounce it.) You can find a translation of the full song all over the Internet; here is one example.
• “Gangnam” refers to the wealthiest, most opulent district in Seoul, South Korea; it’s an area that is only 15 square miles but holds nearly as much of the nation’s GDP as New York state (that’s state, not city) does in the U.S. You can look at this infographic for some more details.)
• No horses were harmed in the making of the video, but they do inspire the dance move that is taking the world by storm.
So is “Gangnam Style” worth watching? I have seen it a few times now, and I admit the tune is catchy and the video visually arresting (albeit occasionally bizarre; Psy breaks down the song scene-by-scene here). I’ve now also seen countless clips of Psy’s appearances on the gamut of American television shows, from Ellen to SNL to the MTV Video Music Awards, each time with Psy doing his signature horse trotting from the song, each time with an exuberant audience laughing and loving every moment.
It’s fun.
Yet with each time I see the spectacle of Psy, I feel like my soul dies just a little bit.
Surely I must be overreacting! As Psy himself says, this is a historic moment for Koreans, who have never had the chance to see one of their own experience this level of pop-culture fame and acceptance here in the U.S. Shouldn’t I, a Korean-American, be thrilled for his success and full of ethnic pride for his popularity? Or at the very least, can’t I just enjoy the song alongside his hundreds of millions of fans and try to master his moves like Britney Spears?
The easy thing to do would be to watch the video, have a few laughs, share it like everyone else is doing, then move on with my life. What’s the harm? But I think about an exhortation that Professor Rosalie de Rosset gave to Moody Bible Institute students recently, and it stops me short:
“Having a philosophy of leisure means that, as a Christian, you have thought theologically and biblically about what you do with the time you call your own, with what you choose as entertainment, what you do when you relax or you may fall into the moral problem of drift, of a ‘group think’ mentality which merely follows a leaderless crowd, falling into triviality but even more the great emptiness that can haunt us as we drift along by chance or by circumstance.”
(From Dr. de Rosset’s chapel talk entitled “Mindful or Mindless: A Theology of Leisure and Technology,” September 12, 2012, Moody Bible Institute.)
I think that it’s the descent into “group think” that has bothered me most about the “Gangnam Style” phenomenon. Most people can only discern that Psy is singing about “sexy ladies” and managing to get a whole slew of them to dance like horses. Few have looked into the song enough to understand that it is actually poking fun at the lifestyle and excesses of über-upscale Gangnam.
I imagine my ambivalence about the video’s popularity might be akin to what I’ve heard some of my African American friends say about certain black rappers or shows on BET — that they are unintentionally propagating old stereotypes in the manner of a modern-day minstrel show. The sad irony is that the more popular “Gangnam Style” has become, the more its actual substance has gotten lost amidst the spectacle. What began as a song that contained an interesting social commentary has become a “minstrel show” for the majority masses.
Moreover, when music becomes popularized, it takes on a cultish quality: people become converted, they evangelize about the songs (made easy these days with all of our “liking” and “sharing” and “tweeting” of media), and the artist is turned into an idol. In his book Listen to This, music critic Alex Ross writes that “audiences have routinely adopted music as a sort of secular religion. … Musicians find themselves, in a strange way, both enshrined and enslaved.”
As I watch Psy move from talk show to talk show, repeating his now familiar shtick of “dress classy, dance cheesy,” as much as there is a part of me that is happy for him and his success (and I admit I feel some of that for him), there is an equal or larger part of me that feels sorry for him. He cannot go anywhere right now without doing the same show, over and over, because that is what the masses desire and require.
A MESSAGE BEHIND THE MADNESS: Those who understand Korean know that ‘Gangnam Style’ is actually poking fun at the lifestyle and excesses of an ultra-wealthy and exclusive district of Seoul, South Korea. But most viewers of the video are likely unaware of the song’s satirical intent.
The masses don’t care if the song has some deeper intent; they don’t want to know what all the foreign-sounding words even mean. They’re content with the novelty of it all (and with the horse dance). Likewise, the media doesn’t care about the opportunity the song gives to open a window — damning though it may be — into South Korean culture. They just use Psy to boost their ratings and then move on. Psy might be having the time of his life, but I wonder if there is any part of him that wishes he could just be free of all the madness.
So the popularity of “Gangnam Style” isn’t just a human-interest story of a K-pop (“Korean-pop”) star unexpectedly making it big. It also gives us clues about the world and culture in which we live. And we can either uncritically laugh alongside Psy’s legion of countless new fans, mimicking him with exuberance, or we can take a moment to ask ourselves if there is any downside to spending a few scant minutes of our lives watching the video, sharing it with our friends, and perpetuating the mass hysteria.
In that same chapel talk to the Moody students, Dr. de Rosset says, “What we do with our leisure can have more effect on us than what we do purposefully. What we do purely for pleasure may have the greatest and most insidious effect on us.” A YouTube video-gone-viral of a Korean pop star may just be a YouTube video-gone-viral of a Korean pop star. Or perhaps it is we who are infected, with an ailment that clouds our ability to even discern anymore what is worth watching and sharing, or what is not even worth watching at all.
by Matt Crye | Sep 18, 2012 | Feature, Headline News |
SCENES FROM THE CHICAGO STRIKE: For seven days, Chicago teachers went on strike for a fair contract as well as better learning conditions in the city’s most under-resourced schools. (Photo by Jen-Morales Crye)
When I moved to Chicago from Onalaska, Wisconsin, to begin my teaching career, I chose to move into the Westside neighborhood where I taught. I figured it just made sense to be part of the same community as my students. Soon I realized that being part of a community isn’t just a one-sided choice. I was humbled and blessed to see that the families of my students chose to welcome me into their community. With that acceptance came a new responsibility to learn about and represent our mutual needs.
As a math teacher and member of the Chicago Teachers Union for the past eight years, I’ve learned a lot from my neighbors about what they want from their schools. Consistently, parents wanted schools that provided quality learning opportunities, stable places for their children to grow, and challenging and supportive environments that prompted academic, social, and moral development. The community wanted and needed schools that encourage the ripening of all the potential stored inside each of their children.
Unfortunately, I saw a system of schools that focused on students and their teachers only as statistics. Priorities have focused more and more on raising test scores at the expense of the growth of our children. The system has ignored so many of the needs of our students and when we attempt to meet some of these needs, we are chastised for not focusing on academics. My colleagues and I feel isolated by this system. Imagine how our students and their families feel!
Standing Up to Authorities and Powers
Every day, I try to remember the source of my hope. In Colossians 1, Paul writes of Jesus Christ: “By him all things were created, in heaven and on earth, visible and invisible, whether thrones or dominions or rulers or authorities — all things were created through him and for him.” Later Paul writes that Jesus reconciles all things to himself “whether on earth or in heaven, making peace by the blood of his cross.”
TAKING IT TO THE STREET: Over the past week, Chicago teachers marched in support of the city’s first teachers’ strike in 25 years. (Photo by Matt Crye)
As a follower of Jesus, I know that he is the ultimate hope we have for the reconciliation of all things in heaven and on earth. Jesus Christ cares about systems like the Chicago Public Schools and wants to reconcile them back to himself — to bring them back into their proper role as systems that empower and improve our communities.
I now live with the responsibility to be an agent of reconciliation in my role as a public school teacher. In Chicago, I believe the public schools are a part of a system of power, run by the mayor and the school board, that is unjust. It hurts our kids and their families. When the rulers decide to give the taxes collected from our communities to corporations so they can remodel their bathrooms, something is wrong.
This system needs reconciliation back to the priorities of families and students. And now as a member of it, my duty is to stand up and fight on behalf of the voices of my community. My community wants their kids to be given the same resources and opportunities as those from wealthier zip codes.
Learning from My Students’ Lives
As I stood on the picket line joined by parents and students, I realized more and more that our fight for a fair contract really is about fighting for better schools for our students.
A few years ago, I had the unique opportunity to co-teach an enrichment class exploring hip-hop and social-emotional health as part of our school’s service learning initiative. Though I had many of the same students in my math class, I saw the students and they saw me in new ways.
My students shared many struggles, including harassment from police, anxieties about body image, fear of crossing into other neighborhoods for fear of encounters with gangs, and trying to develop their own identity as teenagers. I’ll never forget the day we studied research about the power of forgiving those who’ve hurt us. As everyone wrote letters of forgiveness to someone who had hurt them, some that couldn’t even be delivered, I sat with one student and we cried together as she struggled to forgive her absent father for just one layer of the harm he had done to her and her family. That letter became a poem that she now performs throughout Chicago with power and confidence. Seeing her bravery and pain, never again could I measure my success as a teacher simply by a student’s performance on a test. Schools must be so much more than that! For me, I see this struggle as part of Christ’s reconciliation of this system back to himself.
As teachers we want fair compensation for our work, but we also want working conditions that create good learning conditions for our students. I want class sizes that allow me to be effective and give each student the attention they deserve. I want wraparound services, like counselors and social workers, to serve the holistic needs of my students. I want equitable resources for all Chicago students so that all have the same opportunities to learn and become successful citizens. I want schools where parents and families have a say in what happens in their school — not just some politician Downtown, or in Springfield, or Washington.
Our students were created in the image of God and they deserve a lot better than what they’ve gotten from this broken system.
The Struggle Continues
Though the Union voted to end the strike today, our fight for better schools continues. As I write this, I look ahead to struggles at my own school. Even after we officially settle the details of the contract and head back to the classroom, we face the threat of a school takeover that began before the strike. Less than a week before our students came for their first day of class, the system removed our principal without warning and without offering a reason. Our new interim principal was introduced to us that same day, even while they changed the locks on all the office doors.
MORE THAN A MONEY MATTER: From the beginning, the Chicago Teachers Union has maintained that their work stoppage goes beyond matters of wages to include issues of job security, teacher evaluation, and school conditions. (Photo by Jen Morales-Crye)
On the first day of classes, students and teachers showed up to school to find three Advanced Placement (AP) classes had been canceled and that their schedules would be different from what they were originally told. Since then, office staff and our English department have been fired; teachers and students have been reassigned into remedial classes without curriculum; several classes have been taught by substitutes because of the holes created in the schedule; and we continue to fight the effects of this destabilization every day.
On the third day of classes, almost the entire student body participated in a sit-in demanding reinstatement of their AP classes. At a full community forum and several Local School Council meetings, parents have demanded answers for these actions, but have heard almost nothing. Now, a group of parents have written a petition and are collecting signatures demanding the reinstatement of our principal and a return to August 6th, the day before all the destabilization occurred.
But despite these obstacles, I know there is hope. As a result of pressure from students, parents, and the Union, our English teachers have been reinstated and the return of the AP classes has been promised. These victories embolden us to still push for the complete restoration of our school.
The battle for better schools, shaped by the voices of our community, continues. And I am honored to take part in this struggle alongside parents, students, and my fellow teachers.
