video

*~* “Teach with TSP” Contest Winner, 2018 *~*

One of the ways that The Society Pages can be really useful for teaching is for finding ways to connect recent events in the news to larger sociological conversations in the classroom. Today’s suggestion shows one way to use “There’s Research on That!” to do just that: without necessarily assigning any of the readings to the students, the instructor can find a topic of relevance and use the academic resources included in the TROTs post to quickly catch themselves up to speed on the recent sociological literature in order to facilitate a stronger class discussion. This is a great way to keep classes relevant and to keep ourselves current in the field.

Recently a Texas court ruled the Indian Child Welfare Act (ICWA) unconstitutional. This topic would be of interest in a variety of sociology courses: Family, Law and Society, Race and Ethnicity, Social Problems, and Intro to Sociology units on institutions.

Materials:

You bring:

• Projector/internet/resources to show a streaming film in class
• Link to the documentary
• Read the TROTs resources ahead of time
• Prepare and print copies of a worksheet with some questions (suggestions below) connecting the ICWA with contemporary and historical experiences on Native people in the United States
• Paper copies of a news article about the Texas court decision striking down the ICWA (unless you want to assign it in advance or have students read together in class)

Students bring:

• Any reading you want to assign in advance

Instructions:

1. Ask students to read a news article about the Texas court ruling that the ICWA is unconstitutional. You can either have everyone do this together at the start of class or assign this to be read in advance, but in all cases ask students to take written notes on anything they don’t understand or have further questions about.
2. Ask students if they have any immediate comprehension questions about the news article. For example: if they didn’t understand a word or basic concept, then those questions should be answered. Otherwise, tell students to keep their questions in mind during the documentary. The questions should help the students connect the contemporary to the historical.
3. Show the first 40 minutes of the PBS Documentary “Unspoken: America’s Native American Boarding Schools.” The documentary streams for free online. Its full length is 56 minutes but I don’t recommend the last 16 minutes for this activity as it is not focused on boarding schools and will probably distract class discussion. Ask the students to complete the worksheet while they watch the documentary, which will again help make broader sociological connections between the historical experience of boarding schools and contemporary foster care systems and schooling. Actively using the worksheet also teaches students to be more active watchers of content.
4. Use the answers on the worksheet AND the questions students wrote on the news article to launch a discussion. A good prompt for starting a discussion after an emotional video like this one can sometimes be to first let students just react to the content (ex: “how did it make you feel?” or “what did you think?”) before trying to get them to think too analytically.

Worksheet Question Suggestions

• Did the documentary answer any of the questions you wrote beforehand?
• What is the Dawes Act?
• List 3 dates you heard and what happened on those dates. (You as the instructor can use these to have students construct a timeline later for a more extensive activity if you want. These can be a really useful for active learning and to really have students visualize how long certain periods lasted in relation to how little time has passed since then.)
• How long did American Indian boarding schools run? When were they closed?
• Give one example of resilience from the documentary.
• What surprised you?
• What does assimilation mean? How does it relate to American Indian boarding schools? To the Indian Child Welfare Act?
• There are more ideas for discussion on the PBS website of the documentary.

Additional Resources

• The Standing Rock Syllabus is an invaluable teaching resource
• Additional TSP TROT post on Settler Colonialism and Minnesota’s “Wall of Forgotten Natives”

 A special thank you to Bret Evered for her invaluable pedagogical knowledge and assistance with this activity.

Dr. Meghan Krausch studies race, gender, disability, and other forms of marginalization throughout the Americas and in particular how grassroots communities have developed ways to resist their own marginalization. Read more of Meg’s writing at The Rebel Professor or get in touch directly at meghan.krausch@gmail.com.

In our volume Crime and the Punished, we featured our interview with sociologist-filmmakers Shadd Maruna and Fergus McNeill. This activity builds from their film:

How and why people stop committing crime is an important question. “Discovering Desistance,” by Sarah Lageson and Sarah Shannon describes how two social scientists “co-created” “The Road from Crime,” a film about desistance from the perspective of former prisoners and the practitioners who work with them. Watch the 50-minute film as you consider these discussion questions:

1. In what ways might the criminal justice system promote reoffending?
2. According to the filmmakers, desistance is both an “internal” and an “external” process. Where do you see internal and external processes in the film.
3. What punishment policies might be changed, added, or abandoned to better promote desistance?
4. Most people who work in the criminal justice system have never been convicted of serious crimes. How might the system be different if it incorporated more input from people who had been punished under it?

After watching the film, imagine that you are a social worker in a community to which many ex-prisoners return. What resources do you think you’d need to address community needs and help former inmates desist from crime? What community leaders or organizations would you need to enlist for support? Discuss your thoughts in a group and draw up a list of the “stakeholders” whose voices are critical for designing your policy.

“Hooking up” on college campuses has been the focus of a number of debates, both in the media and in sociology, over the past several years. Some argue that casual sexual encounters are detrimental to women’s self-esteem but that hookup culture “hurts boys too.” Others assert that hooking up, which has supposedly replaced dating on college campuses, is leaving both men and women “unhappy, sexually unfulfilled, and confused about intimacy.” Many sociologists, including Paula England and Lisa Wade, have been in the midst of these cultural debates about hooking up and its effects on young adults.

As hookup culture on college campuses seems relevant (or at least an interesting topic of discussion) to students in my classes, I spend a class during the weeks on gender and sexuality addressing the sociological debates about hooking up and casual sex. There is no shortage of readings that could be assigned on this topic, including many popular media articles. One of the readings that I always assign, “Is hooking up bad for young women?” from Contexts a few years ago by Elizabeth Armstrong, Laura Hamilton, and Paula England, does a great job of outlining the debates about hookup culture that continue to be relevant. (This article was also the focus of another Teaching TSP post several years ago). I also have them read Hanna Rosin’s article from The Atlantic and Lisa Wade’s response from Soc Images.

One of the points of discussion, the sexual double standard, is repeatedly brought up with frustration by female students in my classes. Why are women who have casual sex considered sluts while men are practically given a medal for hooking up? As I initially struggled to navigate these discussions, I turned to an unlikely place for guidance, the classic musical Grease. Who hasn’t belted out “Summer Lovin’” on the dance floor with friends?

As Sandra Dee (Olivia Newton John ) and Danny Zuko (John Travolta) trade off singing about their summer romance, they seem to be describing two different relationships. Sandra Dee tells her friends, “He was sweet, just turned eighteen,” as Danny dishes, “She was good, you know what I mean?” This song, it turns out, is a perfect illustration of different gender norms when it comes to sexuality.

For the class activity, I have students divide a sheet of paper into two columns with one side for Sandra Dee and the other for Danny Zuko. As they watch the Summer Lovin’ footage from Grease, I ask them to take notes in each column of quotes or themes from the song that reflect gender norms and the sexual double standard.  Afterwards, we make a list on the board of the stark differences in gender norms around sexuality.

I use this activity as a jumping off point from which to discuss the roots of the sexual double standard and some of the issues with hookup culture. Some questions that we consider in class discussion include:

1)     How could hooking up be considered bad for men or women or both? What could you argue are the benefits to hooking up?

2)     How do gender norms operate within hookup culture (Lisa Wade’s article does a particularly good job of outlining this issue)?

3)     Does hookup culture have the potential to disrupt the sexual double standard or to change gender norms?

The following is a collection of films, both fiction and non-fiction, that have been recommended for use in a Sport and Society course.
We encourage you to recommend additional films, readings to be used alongside the films, or tell us about your experience.

*Special thanks to the NASSS community for providing so many suggestions.

Sport Films (Non-fiction):

• Go Tigers! (2001)
• Jump! (2007) – Awesome jump rope documentary
• Rocks with Wings (2002) (dir: Rick Derby)
• 100% Woman:  the Michelle Dumaresq Story (2004)
• Golden Gloves (or the Real Million Dollar Babies) (2007)
• A League of Their Own (the documentary film) (1993)
• Training Rules (2009) – It concerns the scandal around former Penn State Women’s Basketball Coach, Rene Portland. Maybe available on Hulu.
• When We Were Kings (1996)
• Playing Unfair (2002)
• Chasing October
• Football Under Cover
• Pink Ribbons, Inc. (2011) – Samantha King
• A Hero for Daisy (1999) – a documentary about Title IX and rowing
• PBS series “American Experience” has an episode on Jesse Owens – you can screen it online.
  Ahead of the Majority – It covers Patsy Mink’s political career and includes a section on her involvement in the politics of Title IX.
• Bigger, Stronger, Faster (2008) – examples of hegemonic masculinity and how the media influences males’ self-images (not just females, as is so commonly discussed).
• Hoop Dreams (1994) – [can be combined with the chapter by C.L. Cole and Samantha King, “The New Politics of Urban Consumption: Hoop Dreams, Clockers, and America,” in Ralph C. Wilcox, ed., Sporting Dystopias: The Making and Meaning of Urban Sport Cultures, pp. 14, 221-246.]
• Viva Baseball
• Unforgivable Blackness: The Rise and Fall of Jack Johnson (2004)
• In Whose Honor
• Not Just A Game (2010) – Dave Zirin provides a sociological analysis of how sport influences our society, particularly the parallels between the institution of sport and the military.
• Pursuing the Perfect 10 – This was a CNN documentary that is available on YouTube in several parts. I used it as a review after lessons on youth sports and deviance in sports
  Link: http://www.youtube.com/watch?v=AvMpy6kEOZM
• An Enforcer’s Story – This is a documentary style video available in conjunction with a piece that ran in the NY Times about hockey enforcer Derek Boogaard’s death.
  Link: http://www.nytimes.com/2011/12/04/sports/hockey/derek-boogaard-a-boy-learns-to-brawl.html )
• Murderball (2005) – documentary film about tetraplegic athletes who play wheelchair rugby. It centers on the rivalry between the Canadian and U.S. teams leading up to the 2004 Paralympic Games.
• Junior –documentary that follows a Canadian Hockey League team from the Quebec Major Junior Hockey League called Baie-Comeau Drakker
  http://www.nfb.ca/film/Junior_en
• Head Games (2012) – related to concussion and sport.
• More Than a Game – Documents the early career of the heralded LeBron James’ high school experiences.
• FIT: Episodes in the History of he Body (1991). This focuses on the history of the how we understand a ‘fit’ body, including analysis related to race, social class, gender, disability and age.
• The Journey of the African American Athlete” (Parts 1 and 2)
• Blood on the Flat Track – documentary on the rat city roller girls
• Sonicsgate: Requiem for a Team
• Joe Louis – America’s Hero Betrayed
• Two Days In April – follows four NFL prospects through the process of preparing for and participating in the 2006 NFL Draft
• 4^th and Goal – Tale of six men trying to make it to the NFL
• Undefeated – Oscar-winning 2011 documentary directed by Daniel Lindsay and T.J. Martin. The film documents the struggles of a high school football team, the Manassas Tigers of Memphis, as they attempt a winning season after years of losses.
• Born and Bred – documentary following young latino boxers in LA
• The Morgan Lacrosse Story (pbs) – This film tells the story of the nation’s first and only college lacrosse team at a historically black institution.
• Gridiron & Steel – Western Pennsylvania and football
• On the Shoulders of Giants – Story of the Harlem Rens
• Bra Boys (2007) – A movie about a particularly hyper-masculine group of male surfers (the Bra Boys) in Sydney, Australia. A good example of a fratriarchal sporting group, and all the problematic aspects associated with such groupings. Can be used in conjunction with the critique from Clifton Evers in the Sydney Morning Herald: http://www.smh.com.au/news/opinion/false-prophets-of-surfing-bastardise-our-beaches/2007/03/12/1173548110229.html
• Dogtown and Z Boys (2001) – The development of skateboarding in Southern California, great for revealing subcultural dynamics.
• First Descent (2005) – A history of snowboarding and insight into the gender and age dynamics within core action sport groups.
• This Ain’t California (2012) – In German with English subtitles, but offers a fascinating perspective on the development of skateboarding (and youth counter cultures) in East Berlin during the 1980s.
• STRONG! – an awesome new documentary on Cheryl Hayworth, Olympic weightlifter. It deals well with questions of athleticism, gender, and normativity. http://strongthefilm.com/
• Offside (2006) – from Iran. Interesting to look at cross-cultural understandings and expressions of gender. It looks at how gender is used to define spaces of sport: specifically the soccer stadium.
• Fearless (2012)  – about Sarah Burke and top athletes who risk their life for high performance sport
• The Legacy of Brendan Burke (2010) – about Brendan Burke, homosexuality, hockey.
• The Code (2010) – about hockey’s unwritten law of fighting and the men who live by it.
• The Rise and Fall of Theo Flury – (Part 1, 2008) (Part 2, 2010), about sexual abuse, homosexuality, masculinity in Junior A hockey (and professional hockey)
• The Other Final – Made by two Dutch filmmakers who were dismayed that the Dutch national team did not make the 2002 World Cup, they arranged to have the then two bottom-ranked (by FIFA), Bhutan and Montserrat,  to play a match.
• A State of Mind (2004) – on the mass games in N. Korea.
• Sumo East and West
• The Game of Their Lives (2002) – by Daniel Gordon on the N. Korean 1966 World Cup Team.
• Kokoyakyu: High School Baseball – On high school teams competing in Japan’s famous national “Koshien” tournament.
• Tokyo Olympiad parts – great for considering how Japan sought to represent itself during the 1964 Games.
• A Normal Life: Chronicle of a Sumo Wrestler (2009)
• Gaea Girls (2000) – on female wrestlers in Japan.
• Brighton Bandits (2007) – first ever in-depth documentary about a gay soccer team
  trailer: http://www.youtube.com/watch?v=kvKN3X_RCxY
• Justin (2008) — about gay footballer Justin Fashanu and a campaign against homophobia
  trailer: http://www.youtube.com/watch?v=3_o1IEhRuiE&list=UUoLTOkSW0_Taj3iL9KTi44w&index=7
• Algorithm (2012) – gorgeous film about blind chess players in India
  trailer: http://www.youtube.com/watch?v=pHVZD2yrb7k&list=UUoLTOkSW0_Taj3iL9KTi44w&index=5
  
• River of Life –about the breast cancer survivor voyageur canoe team  “Paddlers Abreast” competing in the Yukon River Quest wilderness canoe race – 740 kms/460 miles in three days. Available for purchase (about $20 or so) through the NFB of Canada and free here:  http://www.nfb.ca/film/river_of_life/

30 for 30 (ESPN series) – many documentaries that could be useful for teaching. 

Sport Films (Fiction):

• Friday Night Lights
• North Dallas Forty
• Girlfight
• Eight Men Out
• The Fighter
• Invictus
• Sugar – You can use this to talk about sports migrants, race, and ethnicity
• Bingo Long Traveling All Stars and Motor Kings
• Varsity Blues
• Coach Carter
• Hurricane Season
• Bend it Like Beckham
• Chariots of Fire – discuss sport and early 20th century nationalism

We recommend this great documentary, The Road From Crime, about desistance from crime to show in any crim or intro class. The documentary follows Allan Weaver, a Scottish ex-offender turned probation officer as he explores how individuals like himself get caught up in the criminal justice system, and how some are eventually able to leave a life of crime behind. He discovers that “the system” actually leads to more re-offending, because it encourages labeling and stigmatization of ex-offenders.

The film references the research of American criminologists John Laub and Robert J. Sampson and interviews John Laub and Faye Taxman. Overall, it is a compelling and passionate discussion about what offenders need to become ex-offenders.

Make sure to show the one with English subtitles! The accents are hard to understand with American English ears :)

To listen to an interview with two criminologists who worked on the film (and its parent project, Discovering Desistance), please visit our Office Hours section.

We just wanted to call attention to a great teaching tool posted yesterday on Soc Images.  As Gwen Sharp noted, a reader sent in a video about informal etiquette in men’s restrooms.  This video, found here, would be great to show in any discussion of informal norms.  Though, as Gwen notes, be sure to stop it by 4:40.

I ran across this wonderful resource written by Jon Smajda a number of years ago.  Some of it is a little dated, but it’s a great compilation of resources for media in the classroom.  

In the 7th grade, I had this really terrible teacher who would show movies about once or twice a week. He’d sit in the back of class and read the newspaper and my friends and I would pass notes, draw caricatures of the teacher, or simply make plans for after school: anything but actually watch the movie.

Unfortunately, this is (more or less) the image most people have in their heads of showing movies in class: a day off for both the teacher and the students. Of course, many of us show hour-long films in our classes and our students manage to avoid spitball fights and get a lot out of the film. This is one advantage of teaching college students and not 7th graders.

However, there are other options for using videos in class. For instance, short film clips can be a great way to illustrate a concept or to start discussion. Back in the old days when we had to haul around the A/V cart to show a video in class, it wasn’t necessarily worth the effort just to show a two minute clip. However, now that all our classrooms are hopefully equipped with projectors, DVD players and laptop adapters, it may be time to rethink the ways we can utilize video in teaching.

Television in the classroom

Television series are a standard that highlight both contemporary and historical social trends in an organized and narrative fashion, making them ideal for use within the classroom. Whereas other types of filmed media (such as feature length films and documentaries) are often too long to show during a single classroom period, episodes or segments from a television series are usually short enough to be played in their entirety, thus preserving the director’s intended messages while still leaving time for lecture and classroom discussion. Additionally, each episode or segment often represents a completely new theme or issue, allowing for instructors to return to television series that students are familiar with and were also successful in promoting student engagement in the past.

Video Sources

In addition to simply bringing in DVDs and showing short clips that illustrate sociological concepts or could serve as a springboard for further discussions or debate, here are some other sources to try out:

iTunes Podcasts – If you download iTunes and go to the iTunes Store, there’s a “Podcasting” section and within that there’s a section for Video Podcasts. A lot of news organizations and other semi-serious outlets are producing free video podcasts of their content.

Hulu – Hulu.com is an effort by NBC & Fox to make their TV shows available for free online & there’s a lot there: from new TV shows to an archive of lots of old TV shows and many full-length movies. You cannot download the movies, which is a shame, but you can embed the clips into your own website and there’s a cool feature where you can set which portion of the clip plays in your embedded instance of the clip, which is very cool if you wanted to, say, embed a clip on your class website and only want your students to focus on one part of the clip.

Network TV – Hulu is good for NBC & Fox shows, but an increasing number of shows on CBS (CBS.com) and ABC (ABC.com) are freely available for online viewing.

PBS Frontline – http://www.pbs.org/wgbh/pages/frontline/view/ – Dozens of episodes of Frontline available for free viewing online.

Joost – http://joost.com – Kind of like Hulu, but not as cool or as user-friendly.

YouTube – Obviously, there’s YouTube. Google video tends to have more serious/professional stuff, whereas youtube has more homemade videos.

video.google.com – A growing collection of videos online by google. Search for anything – see what you can find. (You can download most clips to your hard drive as well.)

TED Talks – http://www.ted.com/talks – About TED: “TED stands for Technology, Entertainment, Design. It started out (in 1984) as a conference bringing together people from those three worlds. Since then its scope has become ever broader. The annual conference now brings together the world’s most fascinating thinkers and doers, who are challenged to give the talk of their lives (in 18 minutes). This site makes the best talks and performances from TED available to the public, for free. Almost 150 talks from our archive are now available, with more added each week. These videos are released under a Creative Commons license, so they can be freely shared and reposted.”

Miro – http://www.getmiro.com/ – Miro is a free, open source video application that is integrated with thousands of free video feeds from all over the internet. It’s sort of like iTunes and the iTunes store, only everything is free.

http://freedocumentaries.org – You guessed it, free documentaries online.

Archive.org – This site is a massive collection of free online video, audio and text. Within the video section, there are some subcollections that may be of interest to some of you:

“The Beat Within” – http://www.archive.org/details/beatwithin – video diaries of young people inside the California prison system.

“Shaping San Francisco” – http://www.archive.org/details/shaping_sf – A “participatory social history of San Francisco.” Short films covering many aspects of the city and its history.

“Cinemocracy” – http://www.archive.org/details/cinemocracy – a collection of 1940s pro-war propaganda films, by some of the best directors of the time and commissioned by the US government directly.

“Mosaic Middle East News” – http://www.archive.org/details/mosaic – collection of television news clips from throughout the Middle East, translated into English.

“Media Burn” – http://www.archive.org/details/media_burn – “over 3000 hours of material reflecting historical, political and social reality as seen by independent producers from 1972 to 2002, almost entirely without a narrator or news announcer. It is a major dose of American studies, media history and electronic literacy.”

Movie Trailers – http://www.apple.com/trailers – Movie trailers provide short, but information-packed, previews of movies that can be fascinating when put under a sociological microscope. Whether you’re interested in representations of race, gender or class or in consumerism and marketing, movie trailers often offer quick, fun examples.

Old TV Commercials – http://x-entertainment.com/downloads/ – A collection of old commercials from the 1980s, with an especially large collection of advertising directed at children.

Richard Beach’s Teaching Media site – http://www.tc.umn.edu/~rbeach/teachingmedia/ – Beach is a professor in the U’s Department of Curriculum and Instruction and he’s written a textbook on how to teach media literacy. This is his website for the book, and it’s full of links to video materials as well as ideas for how to integrate them into your classes. For example, Modules 4, 5 and 6 introduce critical approaches to interpreting media representations and advertising, while Module 7 discusses how to talk about the role of ideology in various film genres.

Comedy Central – www.comedycentral.com – Comedy Central puts a lot of video clips from their shows online. Many, of course, are probably useless in the classroom, but some of their shows frequently have some clever social commentary, such as The Daily Show, http://www.comedycentral.com/shows/the_daily_show/index.jhtml, and The Colbert Report –http://www.comedycentral.com/shows/the_colbert_report/index.jhtml.

Media Education Foundation – http://www.mediaed.org/videos/index_html – Contains short preview videos to most of their videos.

 

Yesterday in my Sociology of Gender class, we had a discussion on the Contexts article “Is Hooking Up Bad for Young Women?” by Elizabeth A. Armstrong, Laura Hamilton and Paula England (full text free on contexts.org). To get the discussion going, I showed clips of three journalists that the authors mention in the article–each with different perspectives on the sexual cultures of teen and young adult women.

As we watched, I had the students record the main arguments of the authors.

Then, after each video, I gave them 3-5 minutes to brainstorm about how the arguments relate to class material (especially the “Hooking Up” article, but anything from class) AND to brainstorm about personal observations (or “evidence”) that would either support or refute that argument.

VIDEO CLIPS:
1) Interview with Laura Sessions Stepp, author of Unhooked: How Young Women Pursue Sex, Delay Love, and Lose at Both (2007).

2) Trailer for Jessica Valenti’s film The Purity Myth (2011), inspired by her book of the same title (2010)

3) Interview with Ariel Levy, author of Female Chauvinist Pigs: Women and the Rise of Raunch Culture (2005)

After watching all three, I had them get into groups of 2 or 3 and share their observations with the group. Then, as group, they were instructed to decide on three arguments total that they feel their group has the strongest “evidence” to support or refute. (This worked really well and when I cut them off after 10 minutes, many groups were still discussing). Give them a handout like this to record their group’s decisions:

ARGUMENT #1

Author’s argument:

Evidence to support or refute:

(from class material AND personal observation)

In May, we cross-posted a special edition of Office Hours from the all new Contexts Podcast. In this interview, Jessica Streeter speaks with Henry H. Brownstein   and Timothy M. Mulcahy,  co-authors of the Winter 2012 Contexts feature,  Home Cooking: Marketing Meth.

This podcast or feature article (check if your university library has access to Contexts) would work well on its own in any criminal justice or deviance course. But what really struck me while listening to this podcast is how similar their findings are to the show Breaking Bad.

For those not familiar with the show, Breaking Bad tells the story of a square high school chemistry teacher who, when diagnosed with lung cancer,  turns to a life of crime and begins to cook and sell meth to ensure his family’s financial security after he dies.

The authors of Home Cooking: Marketing Meth set up an interesting sociological question of why meth markets are so different from other drug markets. You could show an episode of the Breaking Bad in class and have a discussion about the social worlds of meth users and sellers compared to other drug markets. Or have students watch it at home and do their own analysis for a course paper.

For a comparison, check out “The wire goes to college” from the Summer 2011 issue of Contexts, an exchange between graduate students on the Contexts board and four scholars about the HBO crime drama The Wire, which examined Baltimore’s drug trade.

Also check out Maria Kefalas‘ book review of the New York Times bestseller Methland: The Death and Life of an American Small Town, entitled “from the music man to methland.“

Doing some last minute planning for my Sociology of Gender course this summer, and happened upon a Toddlers and Tiaras episode (which I know is old news for most people!) but I had never actually watched it. Very interesting. And would be great for discussion in the classroom on the sexualization of children.

I started poking around Soc Images for some more resources and found so many helpful posts I had to share: on 7 years doing “All The Single Ladies”, girls modeling and sexualized toys, push-up swimsuits for young girls, and more sexualized modeling, , and a two year old in a Madonna cone bra.
 

Here’s a clip from Toddlers and Tiaras:

And a whole episode:

Here’s a clip many of you have probably seen of 7 year olds doing Beyonce’s “All the Single Ladies”

And another group of 7 year olds doing “My Boyfriend’s Back”

And, finally, here’s the cone bra: