CARTOONS AND THE AUTOCRATIC CREEDS OF THE CULTURE INDUSTRY: VIOLENT AFFECTS AND EFFECTS IN CHILDREN’S ENTERTAINMENT

Jan Raen Carlo Mijaro Ledesma(1*), Aldrin Enciso Manalastas(2),

(1) University of Santo Tomas, España, Manila, Philippines
(2) University of Santo Tomas, España, Manila, Philippines
(*) Corresponding Author

Abstract


This paper asserts that operations and patterns of violence are present in Hanna-Barbera’s Tom and Jerry, Butch Hartman’s The Fairly Oddparents, Thomas Edward Warburton’s Codename: Kids Next Door, and John Kricfalusi’s Ren and Stimpy. Cartoons are meant to be enjoyed by children. However, the incorporation of violence in cartoons can leave imprints in the impressionable minds of the children. With the media and reception of the children's audience in the foreground, the notion of false happiness can be deduced as the comedic and entertaining modes of representation in the cartoons do not just make the audience laugh but can also possibly penetrate their attitudes and behaviors. The cartoons and their violent features can be a springboard to engage media effects which can include aggression, agenda-building, and cultivation. As a framework, the discourses on violence and false happiness are supported by the critical claims of Adorno and Horkheimer on the culture industry and offshoots of immersing oneself in television. The analysis of the cartoons presented a typology of violence affirming that organized entertainment becomes synonymous with the displays of organized violence. These include blatant and forceful physical violence, subtle familial violence, violence of structural differences and tensions, and the aestheticization of violence.


Keywords


culture industry; false happiness; media effects; television studies; violence in cartoons

Full Text:

PDF

References


Adorno, T. W. (1954). How to look at television. The Quarterly of Film Radio and Television, 8(3), 213-235. http://www.jstor.org/stable/1209731.

Adorno, T. W., & Horkheimer, M. (1944). The culture industry: Enlightenment as mass deception. Retrieved from https://www.marxists.org/reference/archive/adorno/1944/culture-industry.htm.

Akca, F., & Cilekciler, N.K. (2019). The cartoon characters with the greatest influence on preschool children and the digital dangers they can be exposed to while identifying with these characters. Addicta – the Turkish Journal on Addictions, 6(2), 424-433. https://doi.org/10.15805/addicta.2019.6.2.0053

Anderson, C. A. (2003). The influence of media violence on youth. Psychological Science in the Public Interest, 4(3), 81-110. https://doi.org/10.1111/j.1529-1006.2003.pspi_1433.x

Anderson, C. A., & Bushman B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and pro-social behavior: A meta-analytic review of the scientific literature. Psychological Science,12, 353–359.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.

Clara, J. M., & Marion, G. O. (1980). The impact of television cartoons on children's free play behavior. Paper presented at the Annual Meeting of the National Association for the Education of Young Children, Atlanta.

Cohen, J. (2001). Defining identification: A theoretical look at the identification of audiences with media characters. Mass Communication & Society, 4(3), 245–264. https://doi.org/10.1207/S15327825MCS0403_01.

Deleuze, G. (1992). Postscript on the societies of control. October, 59, 3–7. http://www.jstor.org/stable/778828.

Federal Communications Commission. (2021). Children’s educational television. Retrieved from https://www.fcc.gov/consumers/guides/childrens-educational-television

Hanson, E. R. (2011). Mass communication: Living in a media world (3rd ed.). Washington, D.C.: CQ Press.

Hassan, A. (2013). Cartoon network and its impact on the behavior of school-going children: A case study of Bahawalpur, Pakistan. International Journal of Management, Economics and Social Sciences, 2(1), 6–11

Huesmann, L. R. (2007). The impact of electronic media violence: scientific theory and research. Journal of Adolescence Health, 41(6 Suppl 1), 6-13.

Kirsh, S. J. (2006). Cartoon violence and aggression in youth. Aggression and Violent Behavior, 11(6), 547-557. http://dx.doi.org/10.1016/j.avb.2005.10.002

Laughey, D. (2007). Key themes in media theory. New York: McGraw Hill Open University Press.

Lester, C. (2023). Watership down: Perspectives on and beyond animated violence. London: Bloomsbury Academic.

Muhammad, M. (2019). Media violence content and its effect on the audience. Forum Komunikasi, 14(2), 40-63.

Odukomaiya, E. I. (2014). Cartoons influence violence and aggression in school-age children in Nigeria (Master’s thesis). Eastern Mediterranean University, Gazimağusa, North Cyprus.

Potter, W. J. (2012). Media effects. Thousand Oaks, CA: SAGE Publications Ltd.

Reccardi, C., & Kricfalusi, J. (n.d.). Happy happy, joy joy!. Ren and Stimpy Wiki. Retrieved from https://renandstimpy.fandom.com/wiki/Happy_Happy,_Joy_Joy!

Rocket to Nowhere. (2016). Ren and Stimpy: An aesthetic of violence. Retrieved from https://medium.com/@rocketintheface/ren-and-stimpy-an-aesthetic-of-violence-9f370a6af085

Sheehan, P. (2013). Modernism and the aesthetics of violence. Cambridge: Cambridge University Press.

Signorielli, N., Gerbner, G., & Morgan, M. (1995). Violence on television: The cultural indicators project. Journal of Broadcasting & Electronic Media, 39(2), 278–283. https://doi.org/10.1080/08838159509364304

Staben, J. L. (2018). The cartoon effect: Rethinking comic violence in the animated children’s cartoon (Master’s thesis). Ohio University, Athens, United States.

Wright, J. C., & Huston A. (1995). Effects of educational television viewing of lower income preschoolers on academic skills, school readiness, and school adjustment one to three years later: A report to children's television workshop. Lawrence: University of Kansas.




DOI: https://doi.org/10.24071/ijhs.v7i2.7897

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Jan Raen Carlo Mijaro Ledesma, Aldrin Enciso Manalastas

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Indexed and abstracted in:

 

         

 

IJHS Sinta 3 Certificate (S3 = Level 3)

International Journal of Humanity Studies (IJHShas been nationally accredited Sinta 3 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 4 No 1, 2020 till Vol 8 No 2, 2024

Creative Commons License

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License.

 

p-ISSN: 2597-470X (since 31 August 2017); e-ISSN: 2597-4718 (since 31 August 2017)

Flag Counter

Notice: The opinions expressed in this publication are those of the authors. They do not purport to reflect the opinions or views of the editorial team or publishers.

International Journal of Humanity Studies (IJHS) is a scientific journal in English published twice a year, namely in September and March, by Sanata Dharma University, Yogyakarta, Indonesia.

 

 

  • santuy4d
  • slot pulsa
  • mariatogel
  • garudaslot
  • slot thailand
  • depobos
  • slot gacor malam ini