Idea Transcript
Santa Monica College Course Outline For MEDIA STUDIES 10, Media, Gender, and Race Course Title: Media, Gender, and Race Total Instructional Hours (usually 18 per unit): 54 Hours per week (full semester equivalent) in 3.00 Lecture: Date Submitted: Date Updated: Transferability: IGETC Area:
Units: 3.00 In-Class Lab: 0
Arranged:
May 2011 April 2012 Transfers to CSU Transfers to UC (pending review) • IGETC Area 4: Social and Behavioral Sciences o 4G: Interdisciplinary, Social & Behavioral Sciences
CSU GE Area:
•
CSU GE Area D: Social, Political, and Economic Institutions and Behavior, Historical o D7 - Interdisciplinary Social and Behavioral Science
SMC GE Area:
•
GENERAL EDUCATION PATTERN (SMC GE) o Area II-B: Social Science (Group B) o Area V: Global Citizenship
Degree Applicability: Prerequisite(s): Pre/Corequisite(s): Corequisite(s): Skills Advisory(s): I.
II.
Credit - Degree Applicable None None None None
Catalog Description This multimedia course is an overview of print and broadcast journalism in the United States from World War I to the present. Using readings from selected texts, old newsreels, clips from movies, radio and television broadcasts as well as period literature, students will analyze and debate the changes in journalists and journalism with particular focus on social class, gender and ethnicity. Critical thinking will be stressed in this course. Examples of Appropriate Text or Other Required Reading: (include all publication dates; for transferable courses at least one text should have been published within the last five years) 1. Gender, Race, and Class in Media: A Critical Reader, 3, Dines, G. (Editor),
Humez, J. M. (Editor), Sage Publications © 2010, ISBN: 1412974410 2. Race/Gender/Class/Media, 3, Lind, R.A., Pearson © 2012, ISBN: 0205006108 3. Horwitz, J. (Editor). Course Reader: Period News Stories and Readings, Imcc, 01-01-2000 III.
Course Objectives Upon completion of this course, the student will be able to: 1. Explain how popular culture has shaped our perceptions of traditional journalists and journalism. 2. Explain how news gathering and reporting was limited by the cultural perceptions of a mainstream press primarily dominated by Caucasian males. 3. Examine the history and importance of ethnic neighborhood newspapers, how they were (and often still are) the only outlets for news affecting their particular readerships. Compare coverage of events with mainstream press. 4. Compare and contrast how females, African Americans, Asians and Latinos broke into the mainstream press and the cultural perceptions they brought with them. 5. Investigate prejudice and ethnic slurs in print and broadcast journalism from Father Coughlin to Rush Limbaugh. 6. Analyze the historical changes in coverage of wars, civil disturbances, social events, sports and column writing. 7. Analyze the influence of the '60s on our views of journalists and journalism, with emphasis on cultural symbols and social and political upheaval. 8. Analyze and debate the pros and cons of political correctness in contemporary journalism. 9. Discuss the challenges of reporting the contemporary news.
IV.
V.
Methods of Presentation: Group Work , Field Experience , Lecture and Discussion , Observation and Demonstration , Service Learning , Visiting Lecturers , Other (Specify) Other Methods: Films, videotapes and other electronic reproductions Course Content % of course
Topic
6%
Introduction, Reporting on the Great Depression
6%
Power of the Press Lords: William Randoph Hearst to AOL/Time Warner
6%
Columnists from the ?20s, ?30s and ?40s;
6%
Prejudice and ethnic slurs in journalism
6%
Women journalists in the ?20s, ?30s and ?40s
6%
Coverage of Asian Americans, particularly during World War II
6%
Coverage of African Americans before 1960
6%
Coverage of Latinos
6%
A watershed in the ?60s
6%
History and influence of the ethnic press
6%
The role of the reporter
6%
Coverage of lesbians and gays in the media
6%
Coverage by and about women: print
6%
Coverage by and about women: broadcast
6%
Political correctness and the news
6%
Coverage of contemporary civil disturbances; Watts riots, 1965, and Rodney King, 1992
100%
VI.
Total
Methods of Evaluation: (Actual point distribution will vary from instructor to instructor but approximate values are shown.) Percentage Evaluation Method 25 %
Exams/Tests - Three exams
25 %
Quizzes - Four Quizzes
50 %
Projects - Media Projects
100 %
Total
Additional Assessment Information: Four short quizzes, three exams and media projects.
VII.
Sample Assignments: Diversity Media Log: A 5-day Diversity Media Log will give the student the opportunity to observe the media for a week’s time and analyze its representation of race, gender and/or sexuality and/or other issues related to diversity and the media. Students will be
required to watch, read, or listen to ONE media type. These media types may include one of the following: magazines, newspapers, television, film, or radio. There will be no “right” or “wrong” answers in this log, but it will be graded for its level of critical thought, analysis and effort. The finished product should be 3 pages in length doublespaced. Sample Assignment 2 Media Artifact Presentation: In the semester the student and a partner will be responsible to present on a media artifact of their choice. A media artifact is an object one has collected, recorded, saved from our media. The media artifact can come from any of the following media: television, film, radio, books, magazines, advertisements, newspapers, Internet. The assignment is to record or bring a clip from the media artifact of their choosing and in a 6-7minute presentation critically analyze how race, gender, class and/or sexuality is signified. That is, in a class presentation they will have to “read” their media artifact both denotatively and connotatively by describing, analyzing, interpreting, evaluating, and ultimately engaging the messages and meanings generated around race, gender, class and/or sexuality. The bulk of the presentation is to critically analyze the media artifact; therefore, the clip should not exceed 2 minutes and presentation should not merely point out stereotypes. VIII.
Student Learning Outcomes 1. Analyze and debate the changes in media with particular focus on social class, gender, and race. 2. Analyze and debate the changes in media with particular focus on social class, gender, and race. As assessed by: exams, participation in class analysis and discussion, media projects, and/or analytical essays. 3. Analyze the historical changes in coverage of wars, civil disturbances, social events, sports and column writing in both the mainstream and ethnic presses. 4. Analyze the historical changes in coverage of wars, civil disturbances, social events, sports and column writing in both the mainstream and ethnic presses. As assessed by: exams, participation in class analysis and discussion, media projects, and/or analytical essays.