The YouTube clip above is from the modern remake (Oct 2011) of the 1980’s classic teen film, ‘Footloose’. Although when asked, writer Dean Pitchford (2011) maintains the message of the film is primarily concerned with what youths can learn from adults, and vice versa, it nevertheless also holds undeniable messages surrounding the logic of moral panics and their reasonability. In this case, since the original version release in 1984, the concept of public dancing as dangerous enough to escalate a moral panic to initiate law seems very quaint and unlikely.
Such is the case with many moral panics throughout history. Examples may be found reaching far back into human history – witch hunts, religious divides, shaking rock n’ roll hips and long hair hippies to name but a few. Only recently in the twentieth century have we begun to define the concept and measure the process and effect of moral panics as a study area within sociology. Moral panic implies that “public concern is in excess of what is appropriate if concern were directly proportional to objective harm” (Springhall, 1998). In other words, public ‘over- reaction’, particularly without substantial factual supportive evidence, to a change or perceived threat in the sociological structure or consciousness. They are also the darling of the media and newsrooms of the world. The ‘whipping up’ of moral panics it seems, is so very commonplace as a means of bringing everyday events to the attention of the public (McRobbie & Thornton, 1995). There is not a week that passes without some prime time current affair program attempting to provoke a moral panic about an imminent threat – repackaged or aged produce, additives in food, medical epidemics, violence on television, internet addiction etc.
Television and film, as depictions of life and fantasy, have been the victims of moral panic ever since their invention. Over the years this has prompted ratings systems for cinema and television program classifications and appropriate time slots in efforts to protect children and youths from viewing unsavoury content during prime time. Then came access to first, video and then DVD film and tv series, and this has raised concerns again about corruption of youth from this media and more stringent regulation of access and control. What is interesting about the medium of film and television, is the ability to recount and depict current, historical or fictitious moral panics in their storylines to an extremely wide audience.
Particularly loved by youth, film and TV can be used as educational tools to convey messages about moral panic causes, societal impacts, reactions and resulting real and possible consequences of this behaviour. From the witch hunt hysteria classic, ‘The Cruicible’ to the fictional whimsy of ‘Footloose’ the lessons concerning fact finding, cause and effect, group dynamics and understanding factual evidence can be substantial. Furthermore, the cinema, television, internet television, DVDs and Blue Ray are not going to disappear, no matter how much restrictive regulation on content or view- ability is proposed. The inclusion of a comprehensive Media Studies course in schools, which allows students to learn not only how film and television is made, but to enable them to properly critique content, would surely be a positive step to prepare our children. Rather this, that a world where children are ‘surrounded by panicking adults who foolishly believe they can keep young people from contamination from the modern world’ (Lydon & Sillavan, 993).
Interview with Dean Pitchford (2011). Retrieved October 6 , 2011, from Trailer Addict:
Footloose Trailer. (2011). Retrieved October 6, 2011, from YouTube:
Lydon, P. and Sillavan, J. (1993). Editorial - Moral panic: the sequel. Sight and Sound; 1993; 3, 4; International Index to Performing Arts.
McRobbie, A. and Thornton, S. (1995). Rethinking ‘moral panic’ for multi-mediated social worlds. The British Journal of Sociology, Vol. 46, No. 4 .
Springhall, J. (1998), Censoring Hollywood
Your post certainly raises some interesting issues about moral panics and the importance of including a media literacy program in the school curriculum. As you point out, moral panics have existed for a long time. Television is now as much the bearer of moral panics as it is a catalyst for moral panics. The popularity of television means that shows seemingly dedicated to creating media hysteria, such as A Current Affair and Today Tonight, have prime time placement and are viewed by parents and children alike. However, it is also shows like these, and movies like Footloose, that present educators with interesting and real-world opportunities for teaching media literacy skills to students.
ReplyDeleteQuite often, the issues underlying the moral panics are worth discussion. However, the shows that most often present these issues only discuss one side of the story. How can we, as a society, truly take action on these issues if we do not know the whole story? This is why teaching media literacy to students is so important. Media literacy education encourages students to become critical viewers of television and other media. With the skills developed through media literacy programs, children can learn to question what is being presented to them through television and other media, which, as you point out Lisa, is better than the ‘hysterical’ alternative.