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?)
Inside
Setting 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.