The educational incorporation of contemporary mass media represents something other than the simple consumption of images, but is also part of the widening-out process. She also mentioned that people’s usage of and experience of the media increases not just because there is more of it, but because it crops up in different places. Almost all the new disciplines in the arts and social sciences make use of pop imagery, be it in adult education, degree courses or on project work with unemployed young people. The author argues that it is not necessary that these new forms of pop culture are and have been of a homogeneously high standard, and that it is much more important that the work itself is considered both in terms of where it comes from and who made it, and of what groups have, in turn, taken it up. If media forms are so inescapable, ‘if unreality is now within everyone’s grasp’, then there is no reason to assume that the consumption of pastiche, parody, or high camp is without subversive or critical …show more content…
‘Art for art’s sake’ a doctrine born of distaste for industrialization, had proved to be an insuperable obstacle to the production of music that satisfied widespread social needs. The author then talks about how the amount of ‘crossover’ between ‘serious’ and ‘popular’ culture has been increasing and that the widening influences of pop can be heard in the soundtracks of films. The author says it’s as if the arguments from poststructuralism, deconstruction and postmodernism have fallen on deaf ears. It is erroneous to believe that an ‘adventurous’ style requires greater compositional skill than a ‘simple and direct’ style. As a criterion of musical value, the important thing is the relationship of style and