Read And Answer Rhythm 0 Abramovicid Like You Want To Think

Read And Answer Rhythm 0 Abramovicid Like You To Think About The P

Read, and answer, Rhythm 0: Abramovic I'd like you to think about the power of statuses and roles. Every day in our lives, we move in and out of a variety of social statuses and roles. Maybe in any given day you're a student, employee (or boss), son, mother, friend, and so on. Right this very moment, you are being a role. Your status/role of 'student' is having a significant impact on your behavior.

You're sitting at the screen, reading these words, concentrating and focusing on what you need to learn in sociology. These behaviors certainly aren't your 'personality' or the 'real you.' These behaviors reflect the expectations of the student role; students are SUPPOSED to do the readings and study. That's why you're doing these things now. The student role (which you didn't create, but society did) tells you that you need to do these things. And so you do them.

Maybe earlier today, while at work, you acted a certain way in front of your co-workers or customers because your job EXPECTS that kind of behavior from you. I remember working in retail and wanting to completely curse out an annoying customer or yell at my boss for being a jerk. I didn't do these things, though, even when I really wanted to. I acted a way that was not reflective of me, my thoughts, or my desires. All of us do this, probably much more often than we consciously realize.

I think about my role as 'mother' and how sometimes I act differently in front of my child than what my personality tells me. Just a few months ago, my three-year-old daughter was chugging a glass of orange juice. After she drank the whole cup, she emphatically placed it on the table and passionately declared, "That orange juice was fucking awesome!" My husband and I couldn't believe our ears. My first inclination, and you may be shocked to hear this, was to laugh. She didn't mean anything bad by it - she just meant that the orange juice was really, really good.

She didn't use the word in a mean or cruel way. She used it in the perfect context. But in the role of 'mother,' I knew that I probably shouldn't laugh because my laughter might encourage her to say it all the time (and before you know it, she'd be running around preschool dropping f-bombs!). So I wanted to laugh, but I didn't. The role (or social expectations) of 'mother' kind of overrode my personal reaction.

Other times, I notice that the social role of 'female' can profoundly shape how I behave - how I cross my legs when I sit, hide my burps from others, smile more often at strangers, and so on. Statuses and roles profoundly impact us all. Sometimes (or maybe a lot of times) people do things as a result of their statuses or roles that they wouldn't otherwise do, and sometimes this can have tragic results. Researchers think that perhaps gang rapes are an example of this. The seminar reading for this week is probably another an example of such a thing; it's about a group of American soldiers who committed atrocities and massacres during the Vietnam War, in part because of their status/roles and group membership.

The Stanford Prison Experiment also looks at the power of a status or role to shape our behavior. So this leads us to ask...if we are many different statuses and roles throughout any given day, are we living our lives being 'ourselves' or are we just being our statuses and roles? Do our roles define who we are, or are we more than our roles? I'd like you to click on the link below, and watch the video provided for you there. It's about a piece of performance art that was done in Italy in 1974.

The artist is Marina Abramovic and the piece is called "Rhythm 0." While you watch this piece, please think about the statuses and roles that are at play here. How are the statuses and roles of the people in this clip shaping their behavior? How is the social context of the situation enabling people to do things that they might not otherwise do? It is a powerful piece. You have the option of doing an extra credit assignment about this video, so look for that in the module. (And, by the way, the artist is referring to semen near the end of the clip when she talks about her hair.) Were you surprised by the Abramovic "Rhythm 0" piece?

Why/why not? If this performance art were performed in modern day America, what do you think would happen? Consider the statuses and roles that are at play in "Rhythm 0." How are the statuses and roles of the people in the clip shaping their behavior? How is the social situation enabling people to do things that they might not otherwise do? Explain.

Can you think of any other social situations in which people might do things (even "bad" things) that they wouldn't have otherwise done? What does this teach us about the power of social groups and the pressure to conform? What have you learned about society this week? What have you learned about yourself?

Paper For Above instruction

The performance art piece "Rhythm 0" by Marina Abramovic, created in 1974, serves as a profound exploration of the influence of social roles and statuses on human behavior. This provocative work challenges viewers to reflect on how situational contexts and assigned roles can drastically alter individuals' actions, often revealing darker aspects of human nature when societal constraints are minimized or absent. Analyzing this piece through the lens of sociology uncovers meaningful insights into the power of roles, societal expectations, and group dynamics, as well as their implications in real-world situations.

Introduction

"Rhythm 0" is a performance art piece that places the artist in a passive role, where she offers her entire body as a canvas for others to act upon using various objects placed nearby. The audience is told they can do anything to her, with the exception of causing her serious harm. This setup creates a unique social environment that examines the boundaries of human behavior when social rules and moral constraints are ostensibly lifted. The work forces both participants and viewers to confront the extent to which social roles and perceived statuses influence conduct, revealing how context and expectations shape our actions.

The Influence of Social Roles and Statuses

Sociologically, roles are expectations associated with particular statuses—positions in social hierarchies that come with specific behaviors and responsibilities. Abramovic's work epitomizes how these roles can amplify certain tendencies, such as dominance, submission, aggression, or kindness, based on the context. For example, in the performance, participants often shifted from gentle interactions to aggressive actions as their perceived social role changed, revealing the fluidity and power of societal expectations.

The participants' behavior was directly influenced by their perception of their role. Initially, many seemed hesitant or restrained, perhaps holding back their impulses out of respect or fear. However, as the performance progressed, some individuals assumed a more dominant role, manipulating the artist with objects, even to the point of threatening her physical safety. This demonstrates how social roles can override personal morality, leading individuals to act in ways they might not ordinarily consider outside that context.

The Power of Social Context

The social environment created during the performance enabled behaviors that would be unacceptable outside that setting. Abramovic’s instructions, coupled with the audience's presence, established a norm that participants could act aggressively without social repercussions. This aligns with the concept of deindividuation, where anonymity and group influence diminish personal accountability (Zimbardo, 1969). The power of the situation, amplified by the social role of performer and observer, encouraged participants to relinquish inhibitions and act according to the perceived opportunity rather than personal morals.

Comparison to Modern Society

If "Rhythm 0" were performed today, responses could vary based on cultural and societal shifts. In contemporary America, with a heightened awareness of personal boundaries and social justice issues, participants might be more hesitant or reluctant to engage in aggressive or harmful behaviors. Conversely, in certain contexts, social media's anonymity and diffusion of responsibility may foster similar disinhibition, leading to cyberbullying, harassment, or other forms of misconduct (Suler, 2004). The social roles of authority, anonymity, and group membership would likely influence behavior, though the specific outcomes might differ due to evolving social norms and legal frameworks.

Other Social Situations and Human Behavior

Instances like mob violence, war crimes, and peer pressure in school exemplify situations where individuals commit acts they might normally avoid. The Stanford Prison Experiment illustrates how situational factors and assigned roles—prisoner and guard—can lead individuals to abuse power and perpetrate cruelty (Zimbardo, 1973). Similarly, during wartime, soldiers may commit atrocities under the influence of group identity, perceived duty, or authority figures. These examples underscore how societal expectations and the power of group conformity can override personal morality.

Learning Outcomes

Through analysis of "Rhythm 0" and related sociological concepts, I have learned that human behavior is highly context-dependent. Social roles and statuses are not merely individual identities but powerful forces that influence actions significantly. Recognizing this aids in understanding human nature, social cohesion, and conflict. Personally, I realize that my own behavior can fluctuate based on situational cues and societal expectations, which highlights the importance of awareness and critical reflection about the roles I assume.

Conclusion

"Rhythm 0" exemplifies how social environments and roles can profoundly shape human conduct. It reveals that, under certain circumstances, individuals can relinquish individual morality and act in ways they might not normally consider. This performance prompts vital questions about the nature of free will, moral responsibility, and the influence of societal structures. Understanding these dynamics equips us to better comprehend both historical atrocities and everyday social interactions, emphasizing the importance of fostering a society where awareness of the power of roles helps mitigate harmful behaviors.

References

• Zimbardo, P. G. (1969). The human choice: Individuation, reasoning, and self-awareness. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 4, pp. 1-52). Academic Press.
• Zimbardo, P. G. (1973). The Stanford prison experiment: A simulation study of the psychology of imprisonment. Naval Research Review, 30(6), 4-17.
• Suler, J. (2004). The online disinhibition effect. CyberPsychology & Behavior, 7(3), 321-326.
• Abramovic, M. (2010). Rhythm 0. Retrieved from [URL of the performance]
• Goffman, E. (1959). The presentation of self in everyday life. Doubleday.
• Darley, J. M., & Batson, C. D. (1973). From Jerusalem to Jericho: A study of situational and dispositional variables in helping behavior. Journal of Personality and Social Psychology, 27(1), 100-108.
• Milgram, S. (1963). Behavioral study of obedience. Journal of Abnormal and Social Psychology, 67(4), 371-378.
• Reicher, S., Haslam, S. A., & Spears, R. (2010). The social identity approach: Past achievements, current challenges. European Review of Social Psychology, 21(1), 252-294.
• McLeod, S. (2018). Stanford prison experiment. Simply Psychology. https://www.simplypsychology.org/zimbardo.html
• Cialdini, R. B. (1993). Influence: The psychology of persuasion. HarperCollins.