Sample Outline of Ideas – Ethnography First Draft
I. Preface
Admit no experience with this subculture – cheerleader in h.s. but that
was way different back then
Remembering looking at group photos of little girl dance teams when
Katie was about 2 years old. D vowing his daughter would never do that
(make-up, eyelashes, hair, costume).
As we got older, close friends very involved
K = daughter eventually majored in dance @ UNLV (all stereotypes
of Vegas dancers enter our heads)
A = built studio in basement of their house so daughter could
practice (this was more ―club‖ dance than dance team)
J = older daughter cut from dance team senior year (devastated).
younger daughter capt. of EP dance team (mom took one
year leave from work to help fulfill this role).
Dave strikes a deal with this family to watch a dance competition if
they come to one of R’s soccer games.
II. Background/History/Outside Research on Subculture
EPHS website – info on how this fits into high school activities
subculture
EP dance team website – info on auditions, history, contacts, ―about
us‖, schedule, etc. Most beneficial = 15-page handbook with
everything, including parent letter, cost estimates, audition forms,
schedule, rules and regulations, excused absence form, and ―terms‖
(ex: French/hinge kick; relaxed jazz hands)
MSHSL website – info on requirements, inclusion as high school sport,
tournaments
NOTE: Some of this info may be woven into the observations if it
helps to analyze/understand/explain the subculture better at
that point.
III. Observational Data
The Approach – Wayzata High School
describe the ―grounds‖ driving up = corporate headquarters/Bellagio
trying to find a parking space, arriving in middle of competition –
sections
Sign on door about earliest you will be allowed to enter to claim seats
Inside = building not as impressive as I thought (outside more
impressive than inside analogy?)
Setting
Inside
ticket takers – like any hs event
concessions – busy!
loud music blasting thru wall
competitors mixing with friends and family, easily identifiable by
costume
nervous parents, some bored—reading, waiting, eating
schedule and program
Inside Competition Area
break rules by going in wrong door, standing in wrong place, getting
yelled at, ushered toward door, don’t go out that way.
finally enter right door, take seat on side bleachers with other
―outsiders‖ who show up late.
parents in top rows of center bleachers facing floor, saved seats
brokers see us, wave, talk on cell between dances, won’t invite us to
sit by them or come to sit by us—can’t give up seats
student fans sit bottom rows of bleachers in their own section
judges on floor in chairs, scoring tables
dance team on gym floor, another ―on deck‖ waiting in wings by side
bleachers.
Ritual of Competition
team announced, cheering
team marches in military fashion along periphery of floor to center
court, acknowledged judges, music begins
include description of different costumes, make-up here?
include rules, what judges are looking for?
explain different divisions – school size, different categories of dance?
watch reaction of crowd, competitors – any roles visible here? best
dancer is apparent and spotlighted
even as a novice, I could tell who was going to get good ―marks‖
ending ritual, break before next team begins—rush to bathrooms,
concessions, stretch
reaction of parents, competitors when results are announced –
emotions!
compare/contrast to other competitions with which I am familiar
Interview and/or Follow-up Info
Captain – when she began with dance, her history and background, her
role as leader, her goals for group, any negatives?
Other team members – same types of questions, watch practice or
“behind-the-scenes” to analyze each specific role, any outsiders?
Parents – their role, commitment in time and money, what they want
daughter to get out of it
Outsiders – impressions of the sport, competition
Second observation – different setting? How do roles change? Any rituals
specific to this group as smaller subculture? Need to see a PRACTICE.
IV. Conclusion
Value of this subculture to its members – what they get out of it, why
they keep coming back
Value of this subculture to the larger culture
high school, sports, young women
Value of this experience to me – what I learned about my assumptions,
bias, and myself through this process.