Celebrity Culture:

This weekend (16-18^th Aug 2013) I went Newcastle, and experienced the local culture. The area is known for its thriving nightlife and tourist appeal, as well as for the program Geordie Shore. Whilst engaging in the northern culture, it was clear that despite the program ‘Geordie Shore’ having a negative presence within the North-East (due to the false representation of the program compared to reality), citizens still however, represented the programs culture/identity. For example, boys and girls in fake tan, fakeness, make-up, tight clothes, etc. This got me thinking about similar celeb subcultures around the globe. Similar programs include:

• The only way is Essex
• Made in Chelsea
• The Valleys
• Jersey Shore

The Only way is Essex

 Geordie Shore Australia 

Geordie Shore Cancun

Made in Chelsea

You are probably thinking, how does this relate to Geography? Well…..

These programs are watched by most 11-23 year olds and ‘represent’ a geographical area of the UK and its young diverse subcultures. Not only has these problems educated the UK/globe on localities in the UK, but they have also highlighted a new contemporary culture(s) of the western world.

The programs listed above, all show (sometimes for show) a culture of fame, fashion, identity, all of which the youth of today try and copy. My time in Newcastle shown that despite the negative vibe Geordie Shore has on locals, locals still copied the ‘gaz’ look; dressing to impress and wanting to pull ‘birds.’ I called this ‘Geodieshorification’ – the process of changing ones identity to copy a Geordie Shore persona.  This post could go off on a tangent about celebrity subcultures, but I want to try and keep it geographical.

These two pictures are of Gaz, from Geordie Shore. Young boys all over the UK try and copy this look. 

Basically, what I am trying to say is, the above programs have, despite being seen as negative, even though are watched regular by the population have:

• Educated people (many youths) about localities in the UK.
• Educated people about global cultures/landscapes in certain geographical areas. For example, Geordie Shore in Cancun and Australia.
• Highlighted alternative western cultures, away from the norm e.g. religion, sexuality, etc.

It must be emphasised that these programs do not fully represent all people, and participants in the shows listed should not be seen as ‘role models.’

I feel that these kinds of TV programs should (to an extent) be incorporated into lessons, as they could stimulate pupils learning and encourage pupils to engage more in certain topics. This is because the majority of 11-18 year olds watch these kinds of TV shows in their leisure time, suggesting that these materials should be used as pupils will able to relate more to certain work, using knowledge/experience from alternative means familiar to them in there leisure time. Pupils might not find class work so boring when leisure is bought back into school, or when non assessed work is given at home, without pupils even knowing it e.g. watching TV shows in a geographical way. Using materials like this allows pupils to think about the bigger picture, and encurages them to think about geography in a day-to-day context. A perfect example would be.... mentioning or taking clips from the Valleys program to illustrate the decline in industry and the collapse of coal mining in Wales. This will act as evidence, as well as will enthuse and inspire all pupils to learn in an alternative way, as pupils will see the bigger picture as to why the youth of Wales want to move to city locations like Cardiff. See the clip below.  Hope this make sense!