"...in these times of compassion when conformity's in fashion..."

I read with great interest the outline of American fashion styles from the end of the First World War to the present day. As clothing is yet another component of popular culture, there is a lot of common ground for teacher and student here. Clothing may tell us much about the I start with a reflection of my clothing choices about 10-15 years ago (when I was in high school); also discussed is the application of fashion to the classroom.

My time in high school coincided with the rise and fall of the "grunge" fashion style. Among other trends, we emulated key figures of the '90s Seattle Sound with baggy jeans, flannel shirts, and Doc Martens shoes. To us, in part these clothes reflected comfort and warmth. Yet the subtext of this style was one of non-conformity to the stiffness and blandness of the decade previous. Many of us viewed fashion styles of the '80s as the quintessential "preppy" motif. While the '80s saw tight jeans pinned at the cuff, white sneakers, and big sweaters, we rejected those in favor of comfort. At the same time, it was almost as if we lost ourselves in, and hid behind, layers upon layers. Yet, as with most of the styles discussed in the article, the anti-fashion may soon ironically become the preference for the mainstream.

Such is the power of fashion styles to both portray and betray perceptions of popular culture.

As a teacher of United States history, I feel that study of the fashion component of popular culture may give unique insight into social trends in each era. An early example of the importance of fashion as a reflection of a unique American ideal can be seen even in the most trying times of the Revolution. I make sure to remind students that as Benjamin Franklin was dispatched to the French capital to gain diplomatic, financial, and/or military support, the Parisian aristocracy was fascinated by the American style he projected with his clothing choices. The nobles appeared outdated and priggish relative to Franklin’s fur hat and plain suit. Here was one of the wealthiest and celebrated Americans; and to the French his intellect betrayed his common dress. Now, whether his fashion style truly reflected his sentiments is still debated among many. In any event, some argue that Franklin's persona and his clothes as part, helped persuade many in France to formally recognize American independence and offer their full support.

So, what does this mean for the teacher? The above anecdote is one of many ways to get students to understand how important messages can be projected just by one's style of fashion. Whole lessons can be built around how the narrative of history and fashion overlap one another. Do those in history have any parallels with us when it comes to how fashion either drives or reflects trends in clothing styles? What do these choices tell us about social folkways; as in what it may take to conform to expectations? How do our choices compare with those in other cultures? Do clothing choices interfere or enhance a student's experience at school? The opportunities to connect the classroom with the student's outer world are many and varied here.

Toys in the Classroom?

The compilation of 80’s toys commercials stirred great memories. I do recall many of those ads, and the days of playing with GI Joe, He-Man, and the like. Those types of toys gave way to virtual worlds with the arrival of home video games. While I consider the "cultural meaning" of my experience with toys, I do remember how these two distinct phases have relevance to expectations for middle-class white youth. Moreover, toys, like any element of popular culture, have seemingly endless possibilities for educator and student to engage.

My most vivid memories as a child and his toys have a recurring theme. From green Army men fixed in various poses and Old West style cap guns to GI Joe's sophisticated U.S.S. Flagg, most of my toys related to guns, violence, or other things that allowed me to engage in masculine play. In fact, anything with a hint of feminine qualities or at odds with these traditional assumptions was met with disdain. The greatest example of failed marketing was a product named My Buddy that, to my friends and I, was nothing more than a doll. Between Lego castles and fake guns, my toy experience revolved around reinforcing gender roles. Even at school, these impulses manifested themselves in drawings of war scenes and weapons. As I grew older, toys such as action figures gave way to video games. Still, the theme of my favorite games were the same as the toys I enjoyed in my early childhood. As video games became increasingly popular, there was a change in the amount of time spent with friends. In one sense, the games would bring friends together. Yet, overall "play" became a more independent venture.

As a teacher looking to integrate more elements of popular culture into his classroom, I found that a reflection of my own toy experience has some potential applications. As we continue to explore how popular culture reflects our collective values as a society, an appropriate learning exercise could give students an arena to assess current and past trends. For example, I would first ask students to reflect upon their own experience with toys by brainstorming a list of their favorites. Then, they would discuss reasons why they were driven to those particular toys. A recurring theme is leading students to consider the accuracy and fairness of issues such as race, class, and gender. The possibilities are many as the students may consider a variety of questions. What do the toys that you played with tell you about yourself? Did they reinforce or challenge traditional assumptions about “normal” behavior in children? Were toys that you were attracted to the same as those you received as gifts? Are toy choices an accurate reflection of our collective interests? Are there enough opportunities for minority groups? A discussion of issues related to play and toys can unlock more commonalities between student and teacher.

I'm Lovin' it?

Chapter 14 discusses the evolution and implications of modern food on our society. If we are to believe the authors' assertion, interesting is the development of food from a social and familial shared experience toward a taxing chore.

What is striking are the actual numbers that support the prevailing belief that there is an unhealthy relationships between women and their food. While "health" has different definitions over a variety of eras, it certainly appears that contemporary American women in particular have some questionable standards to live up to. Moreover, our vision of "health" is so skewed that women will engage in unhealthy, and even life-threatening, behavior in order to appear "healthy"! Most frustrating is that these standards appear to be set by fashion designers, corporations, and others who are otherwise out-of-touch with what stands for human health and beauty. The authors cite statistics about average model heights and weights--and this reader's reaction was one of frustration. I defy those who put models of above average hight and below average weight to poll your typical adult male. How can the populous take back "popular" culture and demand that the standards for health and beauty return to more of an accurate reflection of our interests?

Another interesting topic outlined in the chapter was the relationship between "big food" and weight loss programs. Often times, these two seemingly polarized entities actually are intertwined. The authors insinuate that some food corporations may benefit on either end of our society's tendency towards "yo-yo" dieting. This conspiracy, whether orchestrated by the same corporate machine or not, may have some truth. Some food interests have Americans salivating for the newest pizza technology that crams in more cheese--and the next commercial makes us feel terrible about our body image. While "big food" continually delivers more taste, "big diet" drives us to regret giving in to our desire for that latest and greatest in taste.

The implications for schools are far-reaching. For one, schools currently have to balance the cash cow of vending machines with the responsibility to teach students how to care for themselves. If students will drink soda and eat candy bars anyway, is it right for schools to provide these in the era of budget crises? If food had traditionally been a social experience, it may behoove schools to use nutrition to teach good choices and build relationships. Secondly, how can teachers use media messages about food as learning opportunities for their students? Lessons may involve researching primary sources in television, movies, and the internet and discussing the standards set forth. Who decides heath? Who decides beauty? What about other controversies surrounding race, class, and gender?