1 Unit Guide AMU1277 Media studies Semester 1, 2017 Handbook link: http://www.monash.edu.au/pubs/2017handbooks/units/index-byfaculty-arts.html The information contained in this unit guide is correct at time of publication. The University has the right to change any of the elements contained in this document at any time. Last updated: 23 Feb 2017 Table of contents AMU1277 Media studies - Semester 1 (S1-01) - 2017 2 Table of contents Unit handbook information 6 Synopsis 6 Mode of delivery 6 Workload requirements 6 Additional workload requirements 6 Unit relationships 6 Prerequisites 6 Prohibitions 6 Co-requisites 6 Chief Examiner(s) 6 Unit Coordinator(s) 6 Lecturer(s) 7 Academic overview 7 Learning outcomes 7 Teaching and learning approach 7 Assessment summary 7 Hurdle requirements 8 Assessment, Exams and Results Policies and Procedures 8 Assessment requirements 8 Attendance and participation 8 Assessment tasks 9 Examination(s) 15 Submission requirements 15 Coversheets 15 Assignment submission 15 How to submit assignments for this unit 15 Extensions and penalties 16 16 Resubmission of assignments 16 Returning assignments 17 Feedback to you 17 Unit schedule 18 Resources 18 Learning resources 18 Required resources 19 AMU1277 Media studies - Semester 1 (S1-01) - 2017 3 Recommended resources 19 Technological requirements 19 Moodle 19 Field trips 20 Additional unit costs 20 Other information 20 Your feedback to us 20 Policies 20 Graduate Attributes Policy 21 Student Charter 21 Student Services 21 Monash University Library 21 Disability Support Services 21 Faculty Support Programs 21 Special Consideration in the Faculty of Arts 21 Arts Academic and Professional Writing Unit 22 Peer Ambassador Leaders (PAL Program) 22 First in the Family 22 Malaysia Campus Information 22 Extensions and Penalties 23 23 Student Services 23 23 Other unit information 23 Overview 23 Learning objectives 23 Directions for reading 24 Reading 1.1 24 Reading 1.2 24 Reading 1.3 24 Reading 1.4 25 Before you go on… 25 Topic 2: Text analysis - objectives and techniques 25 Overview 25 Learning objectives 26 Directions for reading 26 Reading 2.1 26 AMU1277 Media studies - Semester 1 (S1-01) - 2017 4 Reading 2.1 26 Reading 2.2 26 Reading 2.3 26 Reading 2.4 27 Reading 2.5 27 Reading 2.6 27 Reading 2.7 27 Reading 2.8 28 Topic 3: Political economy of media and the public 28 Overview 28 Learning objectives 28 Directions for reading 29 Reading 3.1 29 Reading 3.2 29 Recommended further reading 29 Topic 4: The liberal theory of the press 30 Overview 30 Learning objectives 30 Directions for reading 30 Reading 4.1 30 Reading 4.2 31 Recommended further reading 31 Topic 5: Case study: political economy and textual analysis of the news 31 Overview 31 Learning objectives 31 Directions for reading 32 Reading 5.1 32 Reading 5.2 32 Further recommended reading 32 Topic 6: Case study: Screen genres and audiences 33 Overview 33 Learning objectives 33 Directions for reading 33 Reading 6.1 33 Reading 6.2 33 Recommended further reading 34 Filmography 34 AMU1277 Media studies - Semester 1 (S1-01) - 2017 5 Topic 7: Case study: Participatory media and cultural difference 34 Overview 34 Learning objectives 35 Directions for reading 35 Reading 7.1 35 Reading 7.2 35 Activities 35 Further recommended reading 36 Topic 8: Case study: Media, sport and identities 36 Overview 36 Learning objectives 36 Directions for reading 37 Reading 8.1 37 Reading 8.2 37 Reading 8.3 37 Recommended further reading 37 AMU1277 Media studies - Semester 1 (S1-01) - 2017 6 Unit handbook information Synopsis This unit introduces the study of 'mass media' in terms of the relationships between industry, texts and audiences. Areas of study include news production, textual analysis, media ownership and diversity, film and sport. Mode of delivery Malaysia (Day) On campus Workload requirements Minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per semester typically comprising a mixture of scheduled learning activities and independent study. A unit requires on average three/four hours of scheduled activities per week. Scheduled activities may include a combination of teacher directed learning, peer directed learning and online engagement. Additional workload requirements 3 hours (1 x 2 hours lecture and 1 x 1 hour tutorial) Unit relationships Prerequisites None Prohibitions ATS1277 Co-requisites None Chief Examiner(s) Dr Yeoh Seng Guan Unit Coordinator(s) AMU1277 Media studies - Semester 1 (S1-01) - 2017 7 Name: Dr Sandra Ng Siow San Campus: Malaysia Phone: N/A Email: [email protected] Consultation hours: Wednesdays 2-4pm Lecturer(s) Name: Dr Sandra Ng Siow San Campus: Malaysia Phone: N/A Email: [email protected] Consultation hours: If no tutors are listed please refer to this unit's Moodle site. Academic overview Learning outcomes On successful completion of the unit, students should be able to: 1. Recognise and be able to apply available strategies for critically analysing media texts as tools for making meaning; 2. Demonstrate an understanding of the various economic, political and cultural forces which shape the practical work of media production; 3. Demonstrate an appreciation of the historical development of media industries; 4. Demonstrate an appreciation of the ways that available frameworks for making sense of media texts contribute to the production of dominant, or common sense, understandings of the world. Teaching and learning approach This teaching and learning approach provides facilitated learning, practical exploration and peer learning. This unit is comprised of lectures and tutorials. The lectures outline the broad ideas and theories of the discipline which serve as the foundation for the discussion groups and tutorials. The latter provide a forum for the examination of the lecture material.This teaching and learning approach provides facilitated learning, practical exploration and peer learning. Assessment summary Within semester assessment: 70% Exam: 30% AMU1277 Media studies - Semester 1 (S1-01) - 2017 8 Assessment task Value Due date Minor Essay 20% 24 March 2017, Friday, latest by 5pm (Week 4) Major Essay 30% 5 May 2017, Friday, latest by 5pm (Week 9) Attendance and participation 20% On-going End of semester examination 30% To be advised Hurdle requirements There are no hurdle requirements to this unit. Assessment, Exams and Results Policies and Procedures The assessment detailed here expands on the broad outline provided in the Handbook and students will be assessed according to the information in the Unit Guide for this semester and year. Students who have concerns or questions about the assessment regime should contact the Unit Coordinator. For all policies and procedures go to: http://artsonline.monash.edu/policy-bank/ Assessment requirements Attendance and participation The Faculty of Arts Teaching activity attendance procedures can be found at: http://artsonline.monash.edu.au/policy-bank/teaching-activity-attendance/ Tutorial attendance in this unit is compulsory for on-campus students and faculty policy states that you must attend 75% of the tutorials. If you are unable to attend a tutorial you should inform your tutor, and supply a medical certificate if you are absent due to illness. To complete this unit successfully, you will need to prepare for tutorials. This requires a reasonable attempt to read and make sense of the weekly readings and to think about the issues they raise. Regular preparation for classes will certainly pay off in terms of your preparation for assignments. The Faculty of Arts Tutorial Attendance Policy can be found at: http://www.arts.monash.edu.au/policy-bank/policies/tutorial-attendance.php Assessment tasks AMU1277 Media studies - Semester 1 (S1-01) - 2017 9 Assessment tasks Assessment task title: Minor Essay Due date: 24 March 2017, Friday, latest by 5pm (Week 4) Details of task: Analyse the following question: ‘Why is it important to study the media, rather than simply consume it?’ Guidelines: ● Before you start, read the study tips and notes on referencing, in this Unit Guide and raise any questions you have about the essay with your tutor or Unit Advisor in the tutorials and online forum. ● Make sure you complete readings from Topic 1 as well as Reading 2.1 before you commence writing. For this essay there is no need to conduct research beyond the specified readings. ● This essay assesses your ability to critically read and evaluate the question in the context of the set readings, which involves close analysis of the readings and the development of a clear argument as to how and why the media is studied. Criteria for Marking: In assessing written work we ask the following questions: ● Has the student understood and responded to the question? ● Has the student constructed a logical argument? ● Has the student read and understood essential readings? ● Does the student write clearly and concisely? ● Are key terms and concepts used accurately? ● Is the paper presented in the required format and of the required length? ● Has the student observed correct referencing practice? ● Has the student provided relevant examples where required? Release dates: At the beginning of semester Word limit: 1000 words (excluding References) AMU1277 Media studies - Semester 1 (S1-01) - 2017 10 Value: 20% Presentation requirements: Presentation requirement includes: ● Cover page ● Font size 12 ● 1.5 line spacing ● Pagination Note: Your name and student ID should be on every page of the essay. Estimated return date: 3 weeks from submission date Hurdle requirements: N/A Individual assessment in group tasks: N/A Criteria for marking: Assignments will be graded according to the current University scheme. A mark and grade will be allocated, recorded on the assessment cover sheet attached to the assignment. Grades are determined as follows: HD=High Distinction (80-100% of possible mark); D=Distinction (70-79%); C=Credit (60-69%); P=Pass (50-59%); N=Fail (0-49%) Referencing requirements: Most university assignment tasks require you to evaluate and refer to relevant reading material. Whenever you use someone else’s work as evidence for your argument or refer to ideas or arguments from the texts you must show the details of their work. This enables markers to identify and evaluate the credibility of the evidence you include in your work. This unit uses the Harvard in-text referencing style. Remember: All assignments must include a list of references, printed on a separate sheet. Consult your lecturer or tutor if you need further assistance. To build your skills in citing and referencing, and using different referencing styles, see the online tutorial Academic Integrity: Demystifying Citing and Referencing at http://www.lib.monash.edu/tutorials/citing/ Additional information: N/A AMU1277 Media studies - Semester 1 (S1-01) - 2017 11 Assessment task title: Major Essay Due date: 5 May 2017, Friday, latest by 5pm (Week 9) Details of task: Using the key terms and concepts from both Critical Political Economy (CPE) and textual analysis discuss the presentation of a particular news item from the last 3 months. Your analysis must compare the coverage of the item in two different formats (i.e.: commercial and public broadcasting; broadsheet and tabloid newspapers; television and print/online). Guidelines: ● Remember that the news item has to be chosen from 3 months prior to the assessment due date ● When choosing your news item try and pick an example that can illustrate the key terms of CPE and textual analysis. You need to think about how the example can contribute to a productive discussion using the terms and ideas discussed in this unit. Hence, some consideration is needed in choosing the item ● Similarly you need to think about how the news item is represented in two different formats. Pick an example that reveals differences in presentation between formats. This way you will have some useful points of comparison in your discussion. ● In this essay you must demonstrate an understanding of the different approaches that are used in the analysis of the media and this will form the basis of your evaluation. However, you are required to use examples to explain how the different approaches operate in particular contexts. ● Choose examples that best illustrate the key aspects of CPE and textual analysis and think about how these examples can contribute to a productive discussion using the terms and ideas discussed in this unit. ● Make sure you reference all primary and secondary sources and include a full list of references, on a separate sheet, at the end of your essay. Primary sources are the media texts you are discussing (e.g. news broadcasts or advertisements). Secondary sources are the academic texts (books, articles, unit materials) which you draw on to develop and support your ideas and arguments. (NB: for further advice on correctly acknowledging sources, see the section on Study Skills and Responsibilities in this Unit Guide). Where possible include copies of media texts used in your essay in an Appendix at the end of your paper, after the list of references. Criteria for Marking: In assessing written work we ask the following questions: ● Has the student understood and responded to the question? ● Has the student constructed a logical argument? AMU1277 Media studies - Semester 1 (S1-01) - 2017 12 ● Has the student constructed a logical argument? ● Has the student read and understood essential readings? ● Does the student write clearly and concisely? ● Are key terms and concepts used accurately? ● Is the paper presented in the required format and of the required length? ● Has the student observed correct referencing practice? ● Has the student provided relevant examples where required? Release dates: At the beginning of semester Word limit: 2000 words (excluding References) Value: 30% Presentation requirements: Presentation requirements include: ● Cover page ● Font size 12 ● 1.5 line spacing ● Pagination Note: Your name and student ID should be on every page of the essay. Estimated return date: 3 weeks from submission date Hurdle requirements: N/A Individual assessment in group tasks: N/A Criteria for marking: Assignments will be graded according to the current University scheme. A mark and grade will be allocated, recorded on the assessment cover sheet attached to the assignment. Grades are determined as follows: HD=High Distinction (80-100% of possible mark); D=Distinction (70-79%); C=Credit (60-69%); P=Pass (50-59%); N=Fail (0-49%) Referencing requirements: Most university assignment tasks require you to evaluate and refer to relevant reading material. Whenever AMU1277 Media studies - Semester 1 (S1-01) - 2017 13 Referencing requirements: Most university assignment tasks require you to evaluate and refer to relevant reading material. Whenever you use someone else’s work as evidence for your argument or refer to ideas or arguments from the texts you must show the details of their work. This enables markers to identify and evaluate the credibility of the evidence you include in your work. This unit uses the Harvard in-text referencing style. Remember: All assignments must include a list of references, printed on a separate sheet. Consult your lecturer or tutor if you need further assistance. To build your skills in citing and referencing, and using different referencing styles, see the online tutorial Academic Integrity: Demystifying Citing and Referencing at http://www.lib.monash.edu/tutorials/citing/ Additional information: N/A Assessment task title: Attendance and participation Due date: On-going Details of task: N/A Release dates: N/A Word limit: N/A Value: 20% Presentation requirements: N/A Estimated return date: N/A Hurdle requirements: N/A Individual assessment in group tasks: N/A Criteria for marking: Lecture and tutorial participation = 20% (10% for attendance and 10% for participation) In terms of attendance, the maximum marks earned are 10 marks and will be allocated on a sliding scale depending on the number of AMU1277 Media studies - Semester 1 (S1-01) - 2017 14 In terms of attendance, the maximum marks earned are 10 marks and will be allocated on a sliding scale depending on the number of lectures and tutorials that you attend. The scale is as follows: ● 8-10 marks for 16-20 lectures and tutorials attended ● 7 marks for 14-15 lectures and tutorials attended ● 6 marks for 12-13 lectures and tutorials attended ● 5 marks for 10-11 lectures and tutorials attended ● 4 marks for 8-9 lectures and tutorials attended ● 3 marks for 6-7 lectures and tutorials attended ● 2 marks for 4-5 lectures and tutorials attended ● 1 marks for 2-3 lectures and tutorials attended ● 0 marks for 0-1 lectures and tutorials attended In terms of participation, the maximum marks earned are 10 marks and will be accumulated through individual tutorial presentations and peer assessments. Referencing requirements: N/A To build your skills in citing and referencing, and using different referencing styles, see the online tutorial Academic Integrity: Demystifying Citing and Referencing at http://www.lib.monash.edu/tutorials/citing/ Additional information: N/A AMU1277 Media studies - Semester 1 (S1-01) - 2017 15 Examination(s) Title: End of semester examination Value: 30% Length in hours: 2 hours (approximately 1500 words) Type (open/closed book): Closed book Hurdle requirements: N/A Examination material or equipment: N/A Additional information: N/A Submission requirements Coversheets It is a University requirement (http://www.policy.monash.edu/policy-bank/academic/education /conduct/student-academic-integrity-managing-plagiarism-collusion-procedures.html) for students to submit an assignment coversheet for each assessment item. ● Assignments using Turnitin: logon to Moodle, navigate to the Moodle submission statement and tick the checkbox to signal that you have read and agreed with the statement. If you also need to submit a hardcopy for marking and feedback purposes, you will need to print a coversheet from your My Monash portal and attach it to your assignment. ● For all other online assignment submissions: The coversheet is accessible via the Monash portal page located at http://my.monash.edu.au under the My Units banner. A link to an assignment coversheet will appear under the heading Learning and Teaching Tools. For online submission, copy and paste the coversheet as the first page the assignment and complete the details; you should type your name at the signature prompt. Alternatively, if your Unit Coordinator has enabled the Moodle submission statement, you can tick the checkbox to signal that you have read and agreed with the statement. ● For hardcopy submission: The coversheet is accessible via the Monash portal page located at http://my.monash.edu.au under the My Units banner. A link to an assignment coversheet will appear under the heading Learning and Teaching Tools. Print, complete all the details, sign and staple the coversheet to the front of the assignment. ● For Honours thesis submission: Download and complete the thesis assessment coversheet from the Arts Policy Bank - Honours procedures page at http://artsonline.monash.edu.au /policy-bank/honours-procedures/. Lodge this with your thesis as per the instructions below. Note: do not bind it into your thesis. ● For Graduate Coursework research thesis and research project submission: Download and complete the thesis assessment coversheet from the Arts Policy Bank – Graduate coursework degrees procedures page at http://artsonline.monash.edu.au/policy-bank /research-in-graduate-coursework-degrees-procedures/. Lodge this with your thesis as per the instructions below. Note: do not bind it into your thesis. Assignment submission How to submit assignments for this unit AMU1277 Media studies - Semester 1 (S1-01) - 2017 16 How to submit assignments for this unit Online submission with hardcopy for marking/assessment purposes For this unit you must submit both an electronic copy and a hard copy for each assignment. ● For electronic copies: Submit your assignment via Moodle by the due date and time. Do not submit files attached to email. Once you submit an assignment you are taken back to the assignment page where the page shows, in the 'Submission' box, what you have submitted. It is a good idea to save a screenshot for your records. ● For hardcopies: any hardcopy of an assignment must be received within one working day of the due date and time. All students should submit their assignments online to Moodle. An exact hardcopy version should be submitted within the same day to my pigeonhole situated next to the lifts at the School of Arts & Social Sciences precinct, Level 6 of Building 2. Note: You should keep a copy of your completed assessment tasks. Extensions and penalties It is important to note that an assessment item, other than time-sensitive assessment, that is submitted after the due date and without an agreed extension, will attract a penalty of 5 per cent of the maximum possible mark for the assessment item, per calendar day overdue. No assessment item can be accepted if it is more than ten calendar days overdue, except in exceptional circumstances and in consultation with the unit coordinator. To understand what constitutes a time-sensitive assessment and see further information about this procedure, please review the Faculty of Arts Assessment extension and late assessment submission procedures at: http://artsonline.monash.edu.au/policy-bank/extension-and-lateassessment- submission-procedures/ Resubmission of assignments The Faculty of Arts policy governing review and remarking of assessment can be found at http://artsonline.monash.edu.au/policy-bank/assessment-review-and-remarking-procedures/. Please note that as per that policy, certain assessment items, including honours and graduate coursework theses and projects are not eligible for review or remark. There is no Faculty or University policy which requires unit coordinators to allow students to rewrite an assignment which has failed. The School policy is that resubmissions should only be allowed at first year level, in exceptional circumstances, and at the discretion of the unit coordinator (by invitation). Resubmitted assignments will be marked on a Pass/Fail basis only (i.e., the maximum AMU1277 Media studies - Semester 1 (S1-01) - 2017 17 invitation). Resubmitted assignments will be marked on a Pass/Fail basis only (i.e., the maximum mark which can be awarded is 59%). An opportunity to revise and resubmit is not a guarantee that the assignment will pass. In determining whether a student will be allowed to rewrite a failed assignment, the unit coordinator will take into account the principle of equity and fairness to other students. The Faculty of Arts Review and Remarking Policy can be found at: http://www.arts.monash.edu.au/policy-bank/policies/review-remarking-policy.php Returning assignments Assignments returned in consultation hours The marked hardcopy version will be returned during consultation hours at my office. Feedback to you ● Graded assignments with comments ● Informal feedback on progress in labs/tutes AMU1277 Media studies - Semester 1 (S1-01) - 2017 18 Unit schedule Week Activities Assessment 0 General Overview No formal assessment or activities are undertaken in week 0 1 Introduction There are no tutorials for this week 2 Topic 1: Why study media? Tutorial 3 Topic 2: Textual analysis: objectives and techniques (3 weeks) Tutorial presentations (Topic 1) 4 Topic 2: Textual analysis: objectives and techniques (cont'd) Tutorial presentations (Topic 2) Minor essay (24 March 2017, Friday, 5pm) 5 Topic 2: Textual analysis: objectives and techniques (cont'd) Tutorial presentations (Topic 2) 6 Topic 3: Political economy of media and the public sphere Tutorial presentations (Topic 2) 7 Topic 4: The liberal theory of the press Tutorial presentations (Topic 3) 8 Topic 5: Case study: political economy and textual analysis of the news Tutorial presentations (Topic 4) 9 Topic 6: Case study: Screen genres and audiences Tutorial presentations (Topic 5) Major essay (5 May 2017, Friday, 5pm) Topic 7: Case study: Participatory media Tutorial presentations (Topic 6) 11 Topic 8: Case study: Media, sport & power Tutorial presentations (Topic 7) 12 Revision Tutorial presentations (Topic 8) SWOT VAC No formal assessment is undertaken SWOT VAC Examination period LINK to Assessment Policy:http://policy. monash.edu.au/policy-bank/ academic/education/assessment/ assessment-in-coursework-policy.html Resources Learning resources Monash Library Unit Reading List (if applicable to the unit): AMU1277 Media studies - Semester 1 (S1-01) - 2017 19 Monash Library Unit Reading List (if applicable to the unit): http://readinglists.lib.monash.edu/index.html All required readings are contained in the Unit Reader. Required resources Students generally must be able to complete the requirements of their course without the imposition of fees that are additional to the student contribution amount or tuition fees. However, students may be charged certain incidental fees or be expected to make certain purchases to support their study. For more information about this, refer to the Higher Education Administrative Information for Providers, Chapter 18, Incidental Fees at http://education.gov.au/help-resourcesproviders Recommended resources These are useful resources for additional study available the Library and Learning Commons: Briggs, A. & Cobley, P. (1998) The Media: An Introduction. Edinburgh Gate: Longman. Cunningham, S. & Turner, G. (eds) (2010) The Media & Communications in Australia. Crows Nest, Sydney: Allen & Unwin. O’Sullivan, T. et al. (1994) Key Concepts in Communication and Cultural Studies. (Revised Edition). London: Routledge. Schirato, T. & Yell, S. (2000) Communication and Cultural Literacy: An Introduction. St Leonards: Allen & Unwin. Thwaites, T., Davis, L. & Mules, W. (2002) Introducing Cultural and Media Studies: A Semiotic Approach. London: Palgrave. Watson, J. (1998) Media Communication: An Introduction to Theory and Process. London: Macmillan. Watson, J. & Hill, A. (1997) A Dictionary of Communication and Media Studies. (Fourth Edition). London: Arnold. Yeoh, Seng-Guan (ed) (2010) Media, Culture and Society in Malaysia, London & New York: Routledge. Technological requirements Students should regularly check Moodle for lecture notes, announcements and other relevent materials pertaining to the unit. Students are allowed to bring to class their laptops and other word processing devices. Moodle AMU1277 Media studies - Semester 1 (S1-01) - 2017 20 All unit and lecture materials, plus other information of importance to students, are available through the Moodle site. You can access Moodle via the My.Monash Portal: http://my.monash.edu Information on how to use Moodle can be obtained from the following site http://guides.lib.monash. edu/moodle For assistance, you can contact the eSolutions Desk by: Service Desk Online: http://servicedeskonline.monash.edu Phone: (+61 3) 990 32777 Field trips There are no field trips for this unit. Additional unit costs There are no additional subject costs for this unit. Other information Your feedback to us One of the formal ways students have to provide feedback on teaching and their learning experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback is anonymous and provides the Faculty with evidence of aspects that students are satisfied with and areas for improvement. Previous student evaluations of this unit In response to previous SETU results of this unit, the following changes have been made: ● Student feedback has highlighted the following strength(s) in this unit: fun, enlightening, and intellectually challenging. Student feedback has also informed improvements to this unit, including: the incorporation of more multi-media materials and examples. If you wish to view how previous students rated this unit, please go to: https://emuapps.monash.edu/unitevaluations/index.jsp Policies AMU1277 Media studies - Semester 1 (S1-01) - 2017 21 Monash has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and to provide advice on how they might uphold them. You can find Monash’s Education Policies at: http://www.policy.monash.edu/policy-bank/academic/education/index.html Graduate Attributes Policy http://www.policy.monash.edu/policy-bank/academic/education/management/monash-graduateattributes- policy.html Student Charter http://www.monash.edu/students/policies/student-charter.html Student Services The University provides many different kinds of services to help you gain the most from your studies.Contact your tutor if you need advice and see the range of services available at: http://www.monash.edu/students Monash University Library The Monash University Library provides a range of services, resources and programs that enable you to save time and be more effective in your learning and research. Go to http://www.monash.edu/library or the library tab in http://my.monash.edu portal for more information. Disability Support Services Students who have a disability, ongoing medical or mental health condition are welcome to contact Disability Support Services. Disability Support Services also support students who are carers of a person who is aged and frail or has a disability, medical condition or mental health condition. Disability Advisers visit all Victorian campuses on a regular basis. ● Website: monash.edu/disability ● Telephone: 03 9905 5704 to book an appointment with an Adviser ● Email: [email protected] ● Drop In: Level 1, Western Annexe, 21 Chancellors Walk (Campus Centre) Clayton Campus Faculty Support Programs Special Consideration in the Faculty of Arts AMU1277 Media studies - Semester 1 (S1-01) - 2017 22 If your work during the teaching period has been affected by acute illness or other exceptional causes beyond your control, or you are unable to complete your examination due to acute illness or other exceptional causes beyond your control, you may be eligible to apply for Special Consideration. If approved, Special Consideration allows you to receive an extension on your assignment or the rescheduling of a test/exam. To apply for Special Consideration, ● For assignments or class tests - submit the application and supporting documentation online at http://intranet.monash.edu.au/students/special-consideration/ or lodge a hardcopy application at the Arts Student Services counter on your home campus: http://monash.edu /arts/contact ● For examinations - submit the application and supporting documentation online at https://special-consideration.monash.edu.au/ Applications must be submitted within 2 working days of the due date/scheduled date of the assessment/test/examination. For further information about Special Consideration, visit: http://www.monash.edu.au/exams/special-consideration.html Arts Academic and Professional Writing Unit The Arts Academic and Professional Writing Unit coordinates and teaches a number of elective units designed to develop students’ academic and professional capacities in English, writing and independent learning. These units include first year level units, as well as second and third year units (all 6 points) and are open to any student who can take an Arts elective. We also offer information about other support for your development of Academic Writing, English and study. See our website for full details and contacts: http://artsonline.monash.edu.au/apw/ Peer Ambassador Leaders (PAL Program) The PAL Program is a Faculty initiative which provides first year Arts students the opportunity to be peer mentored. Second, third and fourth year Arts students join as Ambassadors or Leaders, and mentor transitioning students into university life or life in the Arts Faculty. PAL aims to connect students more widely with the university community in ways that will benefit themselves and others through social and development opportunities. Inspirational and engaging, the program offers professional training in peer support, teamwork and leadership. You’ll learn new skills and discover how they can be applied to everyday situations, why employers value them and how they can be used to make a difference. For further information and contact details see our website http://artsonline.monash.edu.au/transition/ First in the Family This program offers social and academic networking opportunities for students who are in the first generation of their family to attend university. Participants are matched with both a student and academic mentor, and are invited to social and academic events. See our website for full details and contacts: http://artsonline.monash.edu.au/transition/ AMU1277 Media studies - Semester 1 (S1-01) - 2017 23 Malaysia Campus Information Extensions and Penalties Faculty of Arts policies can be found at: http://artsonline.monash.edu.au/policy-bank/extension-andlate- assessment-submission-procedures/ If you require an extension, you must send an email to the lecturer before the due date. In exceptional circumstances two day extensions may be granted at the discretion of the lecturer. Three days or more requires a Special Consideration form to be submitted (available here: http://www.monash.edu/exams/changes/special-consideration). Please lodge the application form to the Course Management Office (Arts) located at Building 2, Level 6, Room 2647 within 2 working days of the due date of the assessment/examination. Student Services ● The University provides many different kinds of services to help you gain the most from your studies. See the range of services available at http://www.monash.edu.my/Student-services/ ● The Monash University Library provides a range of services and resources that enable you to save time and be more effective in your learning and research. Go to http://www.lib. monash.edu.my/ or the library tab in my.monash portal: http://my.monash.edu.au/ for more information. ● Learning Skills offers academic language and learning support for all students of Monash University Malaysia. These are aimed at helping students develop their academic literacy skills, improve their academic language proficiency, acquire independent learning abilities, develop some key graduate attributes and enhance their learning experience. Go to http://www.monash.edu.my/ceo/education/learning-skills/program for more information. ● All unit and lecture materials are available via the Moodle site. This can be accessed via the my.monash portal: http://my.monash.edu. Help for students using Moodle is available here: http://www.vle.monash.edu/moodlesupportforstudents.html ● Students who have a disability or medical condition are welcome to contact the Student Wellbeing and Activities office to get advice on the support services that are available on campus. Go to http://www.monash.edu.my/Student-services/homepage/current-students /wellbeing-and-activities/disability-support for more information. Other unit information Topic 1: Why and how should we study media? Overview This topic introduces essential themes and key concepts you will encounter throughout subsequent topics. Both readings present a summary overview of key issues in media studies. Cary Bazalgette, among other things, explains the difference between English (or literary) studies and media studies. John Sinclair describes the development of key Western theoretical perspectives on media and communication, from European and American origins. As you read Sinclair’s discussion take particular note of the basic differences between ‘critical political’ and ‘empirical’ approaches. Sinclair explains this by way of a distinction between those approaches which seek to analyse media in relation to the history of social order as opposed to those which seek to observe and measure content and/or audience behaviour without being expressly aligned to a particular political viewpoint. AMU1277 Media studies - Semester 1 (S1-01) - 2017 24 Learning objectives By the end of this topic you should be able to: · distinguish basic elements of media institutions - industries, texts, audiences; · identify and discuss major differences between the theoretical paradigms introduced by Sinclair, in Reading 1.2; · identify and discuss the objectives of media studies as an academic discipline; and · consider media studies in relation to other academic disciplines. Directions for reading Reading 1.1 Bazalgette, C. (2000) “Why Media Studies is Worthwhile”, in Dan Fleming (ed.) Formations: A 21st Century Media Studies Text Book. Manchester: Manchester University Press, pp. 5-14. Bazalgette provides a very basic introduction to some of the reasons we do media studies, and the kinds of theoretical principles that guide research and writing in this field. She indicates, for example, how important is the relationship between technology and theory: the development of digital media, for example, means we have to consider new ways of thinking about the relationship between ‘production’ and ‘meaning’, between the actual practical work of making media texts, and the cultural work of making sense of them. Use this reading to gain a basic overview of the field of media studies, to organise your thinking during the rest of the semester about what this unit, and more generally this discipline, offers. Reading 1.2 Sinclair, J. (2002) “Media and Communications: Theoretical Traditions”, in Stuart Cunningham and Graeme Turner (eds) The Media & Communications in Australia. Sydney: Allen & Unwin, pp. 23- 34. This reading provides a very useful overview of the various questions flowing through past and present media studies research and writing in the Australian context. Sinclair briefly summarises key elements of critical approaches developed out of European literary and linguistic foundations, and contrasts them with empirical approaches that developed out of American social science disciplines. The summary that Sinclair provides here is an important starting point for your later work in the minor essay, and indeed for the rest of the unit. Sinclair hints at some of the central question that media studies scholars deal with, namely: · To what extent are media industries able to exert direct or indirect control over the thoughts and actions of audiences? · How should governments regulate the structures of ownership and control of media industries, or the distribution and consumption of media products? · What role do media industries have in the maintenance or dilution of democratic institutions? AMU1277 Media studies - Semester 1 (S1-01) - 2017 25 Reading 1.3 Thompson, J. (1995) “Self and Experience in a Mediated World” (excerpt), The Media and Modernity: A Social Theory of the Media. Stanford: Stanford University Press, pp. 209-219. In this short excerpt Thompson explores the idea that our sense of identity, and our capacities for making sense of the world around us, are the outcome of a ‘symbolic project’. In other words, selfidentity is seen here as the result of “a project that the individual constructs out of the symbolic materials which are available to him or her, material which the individual weaves into a coherent account of who he or she is” (210). Thompson emphasises the fundamental importance of mass communications media to this ‘project’. Whether or not we agree with the veracity, or ‘truth’, of his claim about how self-identity is made up, the reading provides a useful introduction to the debates about what role media plays in constructing our personal and collective views of the world. Reading 1.4 O’Shaughnessy, M. and Stadler, J. (2008) “New Media and Technological Development”, Media and Society. South Melbourne: Oxford University Press, pp. 111-130. This reading explores some basic features of new media and explores the impact of new media on culture, politics and democracy. Terms such as “technological determinism” and “the digital divide” are introduced and discussed. When reading this section you should think about the differences between new and old media but also recognise that there are many continues in form and content in the development of media technologies. Before you go on… Make sure you get into the habit of taking notes from your reading. Keep them in a file for further reference. Take time out now to decide what’s involved in the minor essay task, and make a list of any questions you have. Make sure you contact your unit coordinator or speak to your tutor. Topic 2: Text analysis - objectives and techniques Overview This topic introduces key approaches for analysing the content of media texts, and for identifying factors affecting audience interpretation. One of the key tasks for you here is to learn how to analyse media texts in terms of wider cultural, economic, social and ideological structures for producing meaning. Readings provide an overview of some of the techniques used in semiotic analysis and content analysis. You will be directed to consider various structural elements of media texts – including register, narrative and argument. The concept of ‘genre’ – which means ‘type’ or ‘kind’ – is presented as a tool for categorising structural similarities and differences between media texts, AMU1277 Media studies - Semester 1 (S1-01) - 2017 26 presented as a tool for categorising structural similarities and differences between media texts, and ultimately for understanding different contexts of production, distribution and interpretation. Learning objectives By the end of this topic you should be able to: · identify the verbal/written, visual and aural parts of different kinds of media texts; · apply the techniques of both content analysis and semiotic analysis, and discuss the strengths and weaknesses of each method of analysis; · discuss media texts in terms of available generic conventions; · discuss examples of intertextuality in media texts; · discuss the concept of hybridity in media texts; · discuss and analyse elements of texts which function to open up or close down the meanings available to audiences; and · understand and give examples of the media’s role in reproducing common sense ‘frameworks’ or ‘ideologies’. Directions for reading Reading 2.1 McKee, A. (2001) “A Beginner’s Guide to Textual Analysis”, Metro Magazine, 127/128: 138-149. McKee provides a straightforward introduction to key terms and concepts used in text analysis. He emphasises one of the key assumptions of media studies, that there is no single ‘correct’ analysis of any given text. It is not possible to claim that a text accurately ‘reflects’ a reality that somehow exists independently of the knowledge and techniques used to interpret reality. What is possible, on the other hand, is an attempt to understand the elements of language and culture, of form and context, that shape the meanings available to us. Reading 2.2 Rayner, P., Wall, P. and Kruger, S. (2004) “Image Analysis” in Media Studies: The Essential Resource. London & New York: Routledge, pp. 9‑27. Rayner, Wall & Kruger explore the key elements of “semiotics”, which is often called the ‘science of signs’, and the uses we can make of it in analysing media texts. They focus in particular on the way in which ads work to secure a ‘preferred’ meaning in the mind of the reader/consumer. They define semiotics as a systematic attempt to understand how signs are read, or interpreted, through the use of ‘codes’. In other words, semiotics is an analysis of the rules or conventions for combining signs to make meaning. The authors point out here that meaning is dependent on various contextual elements, including our own personal knowledge and experience. Reading 2.3 AMU1277 Media studies - Semester 1 (S1-01) - 2017 27 Turner, G. (1997) “Media Analysis: Competing Traditions” (excerpt), in S. Cunningham and G. Turner (eds), The Media in Australia: Industries, Texts, Audiences. St Leonards: Allen & Unwin, pp. 297-314. This reading comes from a chapter on competing traditions in media and communication studies, and in that sense refers to ongoing debates about what we might call ‘the production of meaning’, signalled by John Sinclair in Reading 1.2. This excerpt focuses primarily on “content analysis”, which is a way of categorising the content of media texts, and measuring it across time. Try to follow the example provided by Turner, which indicates how elements of news texts can be broken down into categories, measured for their recurrence, and then incorporated into arguments about a particular social issue (e.g. about ‘violence in the media’). At the end of the excerpt you will find a brief definition of key semiotic terms, which allows a basic comparison of the two methods in terms of relationships between reader, text and context. Check back to the definition of the ‘process model of communication’ in Reading 2.2. How can we use this to define the differences between semiotics and content analysis, and to discuss their respective strengths and weaknesses? Reading 2.4 Tolson, A. (1996) “Structures”, Mediations: Text and Discourse in Media Studies. London: Arnold, pp. 28-43. This chapter is designed to build on a basic familiarity with semiotic concepts, by surveying a range of ways in which a text’s use of signs can be organised into a larger structure or framework. The structures introduced here are “anchorage”, “argument”, “montage” and “narrative”. Reading 2.5 Montgomery, M. et al. (2000) “Language and Context: Register”, Ways of Reading: Advanced Reading Skills for Students of English Literature (Second Edition). London & New York: Routledge, pp.67-76. This reading emphasises again the role of “context” in shaping the meaning of texts. While the focus here is on literature, it is helpful for considering how other kinds of media texts also “register” the effect of context. And as the authors note, ‘context’ includes a range of elements: differences between medium, tone, vocabulary, syntax, and so on. Try the activity at the end of the reading, and consider how you might use this exercise with two different kinds of advertisements – perhaps a community service bulletin, and a fashion photograph. How can we use the concept of “register” to explore the different uses of verbal and visual signs in media other than literature? Reading 2.6 Montgomery, M. et al. (2000) “Narration in Film and Prose Fiction”, Ways of Reading: Advanced Reading Skills for Students of English Literature (Second Edition). London & New York: Routledge, pp. 244-257. This reading highlights some of the key differences between literary and filmic narratives. The authors discuss these differences in terms of particular distinctions between words and images. In each medium there are established rules for constructing meanings. In other words, each medium is governed by “codes” – a concept we encounter throughout this topic – at the point of production as well as reception (i.e. reading, listening, watching, etc.). Try to use this reading to explore how these codes work in different ways, in the respective media. Reading 2.7 AMU1277 Media studies - Semester 1 (S1-01) - 2017 28 Reading 2.7 Schirato, T. & Yell, S. (2000) “Framing Contexts”, Communication and Cultural Literacy: An Introduction. St Leonards: Allen & Unwin, pp. 52-71. This reading introduces the concept of “intertextuality”, and discusses the various intertextual resources for shaping texts, including narratives/myths, genres and discourses. It includes a case study demonstrating how media texts produce social meanings around gender and ethnicity, using these intertextual resources to address the audience in a particular way. Reading 2.8 Tolson, A. (1996) “Genre”, Mediations: Text and Discourse in Media Studies. London: Arnold, pp. 111-119. This section of a chapter is a case study which applies the concept of “genre” to photography. It focuses specifically on fashion photography and demonstrates how genre theory can be applied to any mass medium, as a framework for identifying and analysing the themes, values and construction of texts within a genre. Topic 3: Political economy of media and the public Overview This topic introduces an approach to studying media which deals with the structures of economic and political control. The term ‘political economy’ is borrowed from Marxist studies of the relations between capital and labour, or between structures of ownership and the workforce. It also describes how political and cultural formations arise out of particular economic conditions, often as a means of masking inequity. A ‘critical political economy’ of media industries, audiences and texts will typically study relations of ownership and control in media industries, and the patterns of audience consumption and ‘sense making’. In this approach the task is to understand how patterns of cultural production affect patterns of cultural consumption, and vice versa. Questions are asked about the increased concentration of ownership, the shape and size of publicly owned and controlled media, the diversity of available viewpoints, and the commodification of cultural content. Learning objectives By the end of this topic you should be able to: · summarise debates about patterns of ownership and control in media industries; · identify and discuss the importance of the concept of ‘the public sphere’ to debates regarding media, politics and society; · summarise and discuss elements of a liberal view of press freedom; and · discuss the relationship between news media and the ‘public interest’. AMU1277 Media studies - Semester 1 (S1-01) - 2017 29 · discuss the relationship between news media and the ‘public interest’. Directions for reading Reading 3.1 Golding, P. & Murdock, G. (1991) “Culture, Communications, and Political Economy” in J. Curran & M. Gurevitch (eds.) Mass Media and Society. London: Edward Arnold, pp. 15-32. Golding & Murdock summarise and explain key terms and concepts used in what they call a “critical political economy” of media and communications industries. These include the importance attached to understanding relations between economics, politics and culture, and the imperative of studying social relations historically. In their introduction they note their concern with media as “cultural industries”: what distinguishes them from other industries is the way in which their products play a key role in “organising the images and discourses through which people make sense of the world” (p.15). Take note of their summary of differences between political economy and textual analysis. Their point here is that studies of audience response to textual content are only one part of the “picture” of media studies: we also need to consider responses in terms the position that audience members occupy within larger political and economic systems. Reading 3.2 McKee, A. ‘Introduction’ (2005) The Public Sphere: An Introduction. Melbourne: Cambridge University Press, pp.1-31. McKee provides a useful and comprehensive overview of a key concept of critical political economy; “the public sphere”. In doing so, he clarifies the “overlap” between discussions of the public sphere in academic disciplines such as media studies and debates about “the media” in general society: both areas of discussion are concerned with the political and social question of how large democratic communities “circulate ideas, discuss possible responses, and come to some kind of agreement on them” (p.6). The emergence of the public sphere is part of the broader historical development of modernity which began in the seventeenth century, a key component of which is the belief that individuals are equal and therefore possess the right to ‘have an equal say’ in the running of their society. The importance of a distinction between state and individual leaders, and between ‘public’ and ‘private’ areas of individual’s lives are also central to understanding the limits of the public sphere and the specific role it plays in the organisation of social and political life. Recommended further reading [* - highly recommended] Garnham, N. (1992) “The Media and the Public Sphere” in C. Calhoun (ed.), Habermas and the Public Sphere. Cambridge: MIT Press, pp. 359-365. *Mustafar K Anuar (2010), “Packaging the PM: The Art and Ideology of Political Advertising”, in Yeoh, Seng-Guan (ed.) Media, Culture & Society in Malaysia, London & New York: Routledge, pp. 46-63. Thompson, J. B. (1995) “The Theory of the Public Sphere”, in The Media and Modernity: A Social Theory of the Media. Cambridge: Polity Press, pp. 69-75. Wang, Lay-Kim (2010) “Consumers, Citizens and Copycat Television in Malaysia”, in Yeoh AMU1277 Media studies - Semester 1 (S1-01) - 2017 30 Wang, Lay-Kim (2010) “Consumers, Citizens and Copycat Television in Malaysia”, in Yeoh Seng-Guan (ed.) Media, culture and society in Malaysia. London & New York: Routledge, pp. 21-45. Topic 4: The liberal theory of the press Overview This topic introduces some of the key ideas and assumptions underpinning the liberal theory of the press. Liberal media theory is as an approach to studying media that shares some of the same interests and concerns as the critical political economy approach. However, as you will see, there are some key differences between the two. Liberal media theory draws on the political philosophy of “liberalism” that argues for individual autonomy and control against government control. Liberal media theory considers that press freedom in an unregulated market ensures the widest representation of the opinions and interests of people in society, and thus operates in the public interest. Liberal theory contends that by approaching or treating the media as a commodity within a market its success can be judged by audience appeal; so the media must serve the public if it is to be successful. In this way, it is subject to close public scrutiny. According to this theory, the media functions to inform the public, stage public debate and represent public opinion. Also, if the media operates free from government regulation and intervention, then it is in a position to scrutinise government and in so doing further serve the public interest. There are, however, a number of factors that challenge the ideal functioning of liberal theory. These are explored by Curran in reading 4.1 and include such issues as the impact of increased concentration of ownership on the diversity of available viewpoints, the shape and size of publicly owned and controlled media, and the commodification of cultural content. Learning objectives By the end of this topic you should be able to: · summarise and discuss elements of a liberal view of press freedom; · identify and discuss issues that challenge the liberal theory of media (4.1); · discuss the relationship between media, technology and democracy (4.2). Directions for reading Reading 4.1 Curran, J. (1997) “The Liberal Theory of the Press”, in J. Curran and J. Seaton (eds.), Power without Responsibility. London: Routledge, pp. 287-301. In this reading Curran discusses the liberal theory of freedom of the press and challenges some of the assumptions and foundations of the liberal arguments. This is done by way of a comparison of three British Royal Commission reports on the press where the liberal rhetoric no longer AMU1277 Media studies - Semester 1 (S1-01) - 2017 31 three British Royal Commission reports on the press where the liberal rhetoric no longer corresponds to reality (298). Reading 4.2 Schultz, J. (1994) “Universal Suffrage? Technology and Democracy” in L. Green and R. Guinery (eds), Framing Technology: Society, Choice and Change. Sydney: Allen and Unwin, pp. 105-116. Schultz discusses the relationship between technology and democracy, noting that “technology has the capacity to influence the democratic fabric of society” (108). Schultz discusses the role of the media in a democracy, and how issues of media ownership and diversity of information impact on democratic processes and what is in the public interest. In particular, she considers the tension between the public service and commercial motivations of media corporations when, in a marketdriven economy, citizenship is equated with consumer choice. Recommended further reading [* - highly recommended] Curran, J. (2011) Media and Democracy. New York: Routledge. Gamble, A. (1981) “Liberalism”, An Introduction to Modern Social and Political Thought. London: Macmillan. *Tiffen, R. (1999) “Lapdog, Watchdog, Wolf: The Media’s Role in Scandals”, Scandals: Media, Politics and Corruption in Australia. Sydney: UNSW Press, pp. 206-239. Tracey, M. (1998) The Decline and Fall of Public Service Broadcasting. Oxford: Oxford University Press. Topic 5: Case study: political economy and textual analysis of the news Overview This topic provides tools for analysing “news” in three ways. First, news is considered as a commodity selected and marketed on the basis of established production values. Second, news is considered in relation to the concept of objective truth – something which media studies scholars have consistently sought to call into question. Third, news texts are discussed as sites for the reproduction of dominant (or common sense) ideologies – ways of making sense of the world around us. In this way, we begin the work of the second half of the Unit, which is to couple strategies of textual analysis with an understanding of the political and economic structures and routines of media production. In doing so, we can begin to fill out the picture of what role media play in organising our understanding of everyday life. AMU1277 Media studies - Semester 1 (S1-01) - 2017 32 Learning objectives By the end of this topic you should be able to: · identify and discuss news values as a relationship between established journalistic routines and audience expectations; · discuss the relationship between “news” and “objective reality”; · discuss the relationship between news and ideology; and · basic semiotic concepts to the analysis of news texts. Directions for reading Reading 5.1 Watson, James (1998) “The News: Gates, Agendas and Values”, Media Communication. London: Macmillan, pp.105-129. Watson discusses “news values”, outlining the features of events that are likely to make journalists and editors think of them as newsworthy. He points out that news is produced within specific cultural contexts and that it is not a mirror of reality but a construction made up of ritual formulations of the events being presented in the news. Reading 5.2 Hall, Stuart (1981) “The Determinations of News Photographs”, in S. Cohen & J. Young (eds), The Manufacture of News. London: Constable/Sage, pp. 226‑243. Hall’s chapter combines semiotic analysis with the analysis of news values to discuss newspaper photos as a media genre. This reading presents us with an analysis that attempts to see “news values” both as “production imperatives” that direct news workers in their selection of copy material and as a set of codes, or generic conventions, which audiences use to “decode” what they read, watch and/or listen. Further recommended reading [* - highly recommended] *George, Cherian (2014) “Why Singapore journalists don’t press for legal reform”, in A. T. Kenyon, , T. Marjoribanks and A. Whiting (eds.) Democracy, Media and Law in Malaysia and Singapore, London and New York: Routledge, pp. 45-59. *Mustafa K Anuar (2014) “Seeking democracy in Malaysia: New media, traditional media and the state”, in A. T. Kenyon, T. Marjoribanks and A. Whiting (eds.) Democracy, Media and Law in Malaysia and Singapore, London and New York: Routledge, pp. 83-104. Palmer, J. (2002) “News production”, in A. Briggs and P. Cobley (eds), The Media: An Introduction. AMU1277 Media studies - Semester 1 (S1-01) - 2017 33 Palmer, J. (2002) “News production”, in A. Briggs and P. Cobley (eds), The Media: An Introduction. New York: Addison Wesley Longman, pp. 427-443. Topic 6: Case study: Screen genres and audiences Overview This topic focuses on screen genres and film texts, providing an introduction to film analysis. The topic introduces the classical Hollywood cinema as an industry and as a source of film conventions relating to narrative, textual construction and genre. The film to be studied in this topic, The Truman Show (Peter Weir, 1998), is examined at this point for its relationship to the classical Hollywood narrative. Basic terms used to analyse films are also introduced. Learning objectives By the end of this topic you should be able to: · analyse aspects of the construction of a film text by identifying specific film sequences which contribute to the visual presentation of themes, values and conventions of genre; · identify examples in a film text of elements such as mise-en-scene, camera movement, camera angles, shot scale, sound, lighting, editing, spatio-temporal relations, and discuss the effects of some of these elements within the film as a whole; · discuss a film in terms of the social, cultural and/or historical aspects of a genre to which it can be considered to belong; · identify traditions and developments in the relationship between classical and contemporary film texts, taking into account production contexts; and · analyse contemporary screen texts in terms of textual strategies which are typical of today’s cinema, such as intertextuality, developments in genre, contemporary values and social factors, and the proliferation of media technologies. Directions for reading Reading 6.1 Bishop, R. (2000) “Good Afternoon, Good Evening and Goodnight: The Truman Show as media criticism’, Journal of Communication inquiry 24:1: 6-18. This reading explores the extent to which the Truman Show can be regarded as providing a critical insight into the media. Reading 6.2 AMU1277 Media studies - Semester 1 (S1-01) - 2017 34 O’Regan, T. (1992) “Too Popular by Far: On Hollywood’s International Popularity”, Continuum. 5 (2): 302-311, 321-324. These are excerpts from an article that sets out to account for Hollywood cinema’s international popularity, which cannot be explained in simple political terms as this popularity is based on interrelationships between various factors. O’Regan introduces some of the economic, industrial, cultural and textual features of Hollywood and its products. Recommended further reading [* - highly recommended] Boggs, J. M. and Petrie, D. W. (2008) The Art of Watching Films. Boston: McGraw-Hill. 7th edition. Bordwell, D., Staiger, J. and Thompson, K. (1985) The Classical Hollywood Cinema: Film Style and Mode of Production to 1960. London: Routledge. Bordwell, D. and Thompson, K. (2010) Film Art: An Introduction. New York: McGraw Hill, 9th edition. *Felperin, L. (1998) “How’s It Going To End?”, Sight and Sound. 8(10): 36-37. *Hayward, S. (1996) “Spectator/Spectator-Identification/Female Spectator”, Key Concepts in Cinema Studies. London: Routledge: 331-337. Neale, S. (2002) Genre and contemporary Hollywood. London: BFI. *Whitehouse, C. (1998) “Bubble Boy”, Sight and Sound. 8(8): 9-10. Filmography It’s a Wonderful Life (1946). Dir.: Frank Capra The Truman Show (1998). Dir.: Peter Weir. Visions of Light: The Art of Cinematography (1992). Dir. Arnold Glassman, Todd McCarthy and Stuart Samuels Topic 7: Case study: Participatory media and cultural difference Overview In this topic we return to the concept of the public sphere (introduced in Topic 3) and examine how the proliferation of online communications media has created new spaces for public participation in political and social debates. This has, in turn, altered the debate surrounding the function of the public sphere and the ideal conditions required for it to contribute to democratic society. AMU1277 Media studies - Semester 1 (S1-01) - 2017 35 Just what constitutes the public sphere, and how it can best be realised, are contentious issues in both general and academic discussion; whose voices and ways of speaking should be included in the public sphere? What is the likelihood that the public sphere will become fragmented, especially with the rise of the internet? Can, or should, the public sphere act as a space where different identity groups can discuss their differences, or should the public sphere split into ‘public spheres’ which serve different communities within a particular society? Learning objectives By the end of this topic you should be able to: · summarise the role of medial dissemination and dialogue in the concept of the public sphere; · identify and discuss the impact of online media on the debates regarding the role of ‘the public sphere’ in society; · identify the role public service broadcasting plays in the public sphere; · summarise the key points of contention in contemporary theories of the public sphere. Directions for reading Reading 7.1 Moe, H. (2008) “Dissemination and dialogue in the public sphere: a case for public service media online”, Media, Culture and Society, 33(3): 319-336. Moe outlines the concepts of dissemination and dialogue as fundamental elements of the public sphere and in doing so he addresses some assumptions about the “democratic” nature of online communication, and suggests that much of the use of the internet fits a broadcast (dissemination) model of media rather than a participatory (dialogue) one. Moe argues that we need to think beyond a boundary of “old” and “new” media, where one is assumed to be more democratic and participatory than the other, and consider concrete ways in which both media can contribute to the flourishing of the public sphere as a space where differences of opinion and experience can be communicated and discussed. Reading 7.2 McKee, Alan (2005) “Introduction”, The Public Sphere: An Introduction. Melbourne: Cambridge University Press, pp. 14-31. In this second half of his “Introduction”, (see reading 3.2), McKee outlines how “new social movements” threaten the traditional coherence of the public sphere. Outlining the theoretical differences between the modernist and post-modernist approaches to the public sphere, McKee argues that many of these new movements seek recognition of cultural difference and this brings into question the public sphere’s capacity to ensure the equality of all citizens. Activities · Return to Reading 3.1 (Golding and Murdock) and consider how the discussions presented by Moe and McKee in this Topic complicate this initial definition of the public sphere. This task can be completed by making a short list of the key elements of the public sphere outlined by Golding AMU1277 Media studies - Semester 1 (S1-01) - 2017 36 be completed by making a short list of the key elements of the public sphere outlined by Golding and Murdock, which can function as your “definition,” and then listing the complicating factors raised by McKee and Moe. · Consider how the problem of fragmentation of the public sphere (raised by McKee in Readings 3.2 and 7.2) relates to the proliferation of online media communication and the rise of what McKee calls “new social movements.” You should be able to isolate a couple of examples to which should be appended a short description of how they exemplify the problem of fragmentation. Further recommended reading [* - highly recommended] *Bohman, J (2004) “Expanding Dialogue: The Internet, the Public Sphere and Prospects for Transnational Democracy” in Crossley, N.and Roberts, J. M. (eds), After Habermas: New Perspectives on the Public Sphere. Oxford: Blackwell Publishing, pp.131-55. Dahlgren, P. (2006) “Doing Citizenship: The Cultural Origins of Civic Agency in the Public Sphere”, European Journal of Cultural Studies 9(3): 267-286. Stevenson, N. (2002) “Habermas, ‘Mass Culture and the Public Sphere” in Understanding Media Cultures. London: Sage, pp. 47-74. Topic 8: Case study: Media, sport and identities Overview In this topic you will read about media and sport, in order to appreciate further the different relationships that exist between media texts, industries and audiences. The role of sport in everyday life has changed rapidly during the course of the last fifty years, and continues to change as various forms of sporting activity are mediated through media such as radio, newspapers and magazines, TV and the Internet. Sport is not simply an activity for pleasure and entertainment, for participants and audiences alike, but a major focus for economic and cultural activity. We can study the coverage of sport’s events to help us expand our understanding of media texts as sites for making sense of the world, rather than simply as entertainment or as ideological ‘programs’. Similarly, we can study the forms of association between media industries and significant sporting events, such as the Olympic Games, to further understand the economic as well as the cultural significance of those industries. Learning objectives By the end of this topic you should be able to: · discuss how sport is historically produced, socially organised, culturally communicated and politically charged; AMU1277 Media studies - Semester 1 (S1-01) - 2017 37 · identify some of the discourses or frameworks that media presentations of sport circulate to audiences; · discuss the “lessons” that media sport offers audiences; · identify the techniques by which media presentations offer audiences sport as drama, and the significance of this; · discuss the role of sport in the economies of media organisations; · analyse media presentations of sport as helping to form and consolidate – rather than simply reflect – social relations of power between genders, between classes, between national and other groups; and · describe aspects of the role of communications technologies in the cultural formation of the nation state. Directions for reading Reading 8.1 Blain, N. and Boyle, R. (2002) “Sport as Real Life: Media Sport and Culture”, in A. Briggs & P. Cobley (eds), The Media: An Introduction. New York: Addison Wesley Longman Ltd., pp. 415-426. This reading provides a useful introduction to the significance of media sport as a major staple of print, broadcast and other media output. Note that the authors discuss the conventions of media sport as important features of its cultural significance. They also focus on the social or ideological significance of media sport as, on the whole, reproducing conservative views. Reading 8.2 Given, J. (1995) “Red, Black, Gold to Australia: Cathy Freeman & the Flags”, Media Information Australia, 75: 46-56. This reading describes the events at a series of Olympic and Commonwealth Games to make the point that sport and politics are inextricably linked. Given provides examples of how political activism – around “race” issues – has been able to use the operation of “big event” media sport as spectacle to try to secure progressive re-shapings of national identities. Reading 8.3 Ping Wu (2009) “From ‘Iron Girl’ to ‘Sexy Goddess’: An Analysis of the Chinese Media”, in Pirkko Markula (ed.) Olympic Women and the Media: International Perspectives, London: Palgrave, pp. 70-86. This reading examines the changing intersections between nationalism and gender in media reporting of women athletes in the People’s Republic of China. Using the Athens Olympics (2004) as a case study, Ping Wu shows how media reporting style on the sporting achievements of Chinese women athletes has shifted since the early 1990s in line with economic reforms and political change. Recommended further reading AMU1277 Media studies - Semester 1 (S1-01) - 2017 38 Recommended further reading [* - highly recommended] Barthes, R. (1972) “The World of Wrestling”, in Mythologies. Frogmore, St. Albans: Paladin. *Grainger, A., Newman, J. and Andrews, D. (2006) “Sport, the Media and the Construction of Race”, in Raney, A. A. and Bryant, J. (eds.) Handbook of Sports and Media, London: Lawrence Erlbaum Associates/Taylor and Francis, pp. 447-468. Hargreaves, J. (1984) “Women and the Olympic Phenomenon”, in A. Tomlinson and G. Whannel (eds), Five Ring Circus: Money, Power and Politics at the Olympic Games. London: Pluto Press. *Mean, L. J. (2011) “Sports, Identities, and Consumption: The construction of sport at ESPN.com””, in Billings, A. C. (ed.) Sports Media: Transfomation, Integration, Consumption. London & New York: Routledge, pp. 162-180. Rickard J. (1999) “The Spectacle of Excess: The Emergence of Modern Professional Wrestling in the United States and Australia”, Journal of Popular Culture, 33(1), Summer: 129-137. Rowe, D. (1999) Sport, Culture and the Media: The Unruly Trinity. Buckingham: Open University Press. Copyright © Monash University 2017. All rights reserved. Except as provided in the Copyright Act 1968, this work may not be reproduced in any form without the written permission of the host Faculty and School/Department. AMU1277 Media studies - Semester 1 (S1-01) - 2017