J201 Mass Media& Society

Media & Society

School of Journalism & Communication - J201 - CRN 33063 Spring 2015

MW 12 1:20 a.m. 221 Allen

Instructor: Prof. Jennifer Schwartz

Office: 323 Allen

Office hours: Mondays 1:30 to 2:30 or by appointment

Email: jschwar1@uoregon.edu (please write J201 in the subject for a faster reply)

Teaching assistants:Younsong Lee younsong@uoregon.edu Jenny Dean dean2@uoregon.edu

TBA

TBACourse blackboard site: http://blackboard.uoregon.edu

Course description:

Welcome to Media & Society, a comprehensive introduction to the study of media within a historical, economic and cultural context. In this course, we will explore the historical development and context of media, major media innovations, the roles and influences (for good and bad) of media in society, and media economics and industry practices. You will gain a broad perspective of your media environment and a critical (thoughtful and active) understanding of your role in the media process. Throughout this term, we will cover many interesting topics related to the interplay between media and society, including development, roles, media effects of books, newspapers, magazines, radio, television, movies, the Internet, advertising and public relations.

Required text: Campbell, R., Martin, C.R., and Fabos, B. (2013). Media Essentials: A Brief Introduction, Second Edition [ISBN-978-1-4576-0108-8]. Available at the bookstore.

Other material for this course will be provided in the form of class lectures, additional reading assignments on Blackboard, and media examples, such as photographs, videos and print material. Lectures are designed to enhance your understanding of the text and its major themes. I may not cover all material in the required reading, but you will be responsible for all assigned reading material.

By the end of this course, students should be able to:

Develop a critical understanding of different media industries and messages (news, public information, opinion or persuasion)

Explain media theories and evaluate media effects (good and bad) in society, culture and individuals

Understand the role of media within shifting political, social and cultural dynamics

Describe historical transformations of media and media milestones

Acquire a basic understanding of the first amendment and media law

Understand how economic factors shape media decisions

Interview and write a typographically free and clear historical and journalistic essay

Design, apply theory and write a well-structured, thoughtful research study of individual-level media effects

These goals will be accomplished primarily through assigned readings, lectures, class discussions, and written assignments. These goals will be tested through exams, writing an oral history essay, and writing a media effects research paper based on original research. Your work in this class will draw on your understanding of media and society, as learned through lectures, readings and discussions, as well as your skills as researchers and writers gained in previous classes and reinforced in this one.

Classroom conduct:

Students are expected to assist in maintaining a classroom environment that encourages learning. In order to assure that all students have the opportunity to gain from time spent in class, students are prohibited from using cells phones, listening to music, excessive tardiness, leaving the lecture early, making offensive remarks, and reading non-classroom material.

Student responsibilities:

Classroom attendance is a necessary part of this course because classroom participation is part of your final grade. You are responsible for all material, including assigned reading, class lectures, and media examples shown in class. Exams cover all assigned reading material and all lecture material. You will write two papers to demonstrate your ability to research, think critically, and write clearly and correctly. In the event of an illness or an emergency, contact me in advance of the class. In order to grant make-ups on any assignment, I will expect proper paperwork documenting the circumstances of your absence. If you are absent, you will be responsible for the material you missed. You may obtain notes from a classmate.

Grading and evaluation:

Your letter grade will be determined at the end of the quarter by your overall performance in the class. Assignments will be weighted based on the following grade breakdown. For example, each exam is worth 25 percent of your final grade. Your final grade for the course is calculated according to the percentage score scale listed below. There are no curves and no extra credit other than opportunities announced in class for all students.

Exam 1

25%

Exam 2

25%

Exam 3

25%

Exam 4

(lowest exam score of four exams dropped)

Media Effects Project

10%

Oral History Essay

10%

Participation

5%

______________________________________________

100%

A+ 970 and over

C+ 770-799

A940-969

C740-769

A-900 939

C-700-739

B+ 870-899

D+670-699

B 840-869

D640-669

B-800-839

D-600-639

F below 600

Note: 899 is a B and is not rounded to 900 (same is the case with 799, 699 and 599).

Exams

Examinations test course material and conceptual understanding of lectures and text. The purpose of your exams is to allow you to demonstrate your knowledge of media industries, messages, media theories, media effects, media roles in society, historical developments of media industries, media law, and media economics. To do well on the examsstudy assigned readings and lecture notes. Exams typically consist of multiple choice, true/false questions, fill-in-the-blank, and short answer questions. Exams will require you to show an understanding of material and ability to apply it to practical and conceptual situations. Exams must be taken at the scheduled time unless a change is approved for special circumstances at least a week in advance.

Media effects project

Each student will choose one media effects study to conduct from a list of possible experiments. You will provide a complete definition of the media effects theory that guides your study, design and conduct an experiment, gather detailed notes, evaluate the information, and clearly and correctly summarize your study and results. The purpose of the media effects paper is to give you a chance to gain a deeper understanding of media effects theory through summarizing a theory and applying it. This project will give you practice conducting independent, critical and creative research (similar to the type of research conducted within media studies) and writing correctly and clearly. You will be graded on content (design, notes and analysis), theory, coherence, clarity, formatting, grammar and spelling. A full grading rubric is posted on Blackboard. See attached project guidelines.

Oral history essay

Each student will interview a person 60 or older about their early experience, childhood through early 20s, with one medium. Your interview and paper will be informed by the themes and concepts discussed in class and your textbook. Your paper will include your and your subjects perspective of this medium. The purpose of this project is to give you second-hand experience in how a medium has changed over time and to gain an understanding of how a medium and society has evolved from two perspectives. You will gain experience interviewing and using a journalistic style of writing that is clear, grammatically correct, and thorough. You will be graded on content (interview), connections to course themes, coherence, formatting, clarity, grammar and spelling. A full grading rubric is posted on Blackboard. See attached essay guidelines.

Mandatory attendance:

All journalism courses are covered by the universitys mandatory attendance policy: "Academic departments may require students to attend the first and/or second meetings of designated classes. These classes are identified in theclass schedule. Students who do not attend the first two sessions of these classes may be directed by the academic department to drop the course so that the seat may be given to another student. Students are responsible for dropping the class; there is no automatic drop. The university refund schedule applies."

Diversity:

Open inquiry, freedom of expression, and respect for difference are fundamental to a comprehensive and dynamic education. This course is committed to upholding these ideals by encouraging the exploration, engagement, and expression of divergent perspectives and diverse identities.

Accessibility:

The University of Oregon is working to create inclusive learning environments. If there are aspects of the instruction or design of this course that result in barriers to your participation, please notify me as soon as possible. You are also welcome to contact Disability Services in 164 Oregon Hall at 346-1155 or disabsrv@uoregon.edu. If you are not a student with a documented disability through Disability Services, but you would like for me to know about class issues that will impact your ability to learn, I encourage you to come visit with me during my office hours so that we can strategize how you can get the most out of this course.Academic misconduct code: University Student Conduct Code (available at conduct.uoregon.edu) defines academic misconduct. Students are prohibited from committing or attempting to commit any act that constitutes academic misconduct. By way of example, students should not give or receive (or attempt to give or receive) unauthorized help on assignments or examinations without express permission from the instructor. Students should properly acknowledge and document all sources of information (e.g. quotations, paraphrases, ideas) and use only the sources and resources authorized by the instructor. If there is any question about whether an act constitutes academic misconduct, it is the students obligation to clarify the question with the instructor before committing or attempting to commit the act. Additional information about a common form of academic misconduct, plagiarism, is available at www.libweb.uoregon.edu/guides/plagiarism/students. Premajor grades and admission GPA: A students GPA is a major factor in the admissions decision. Students with a GPA of 3.25 or higher are guaranteed admission to the major. Applicants with grade point averages between 2.9 and 3.24 are evaluated and judged competitively by an admissions committee as applications are received. The admissions committee considers the requirements listed above and:

Completed 24 or more graded credits of course work at the University of Oregon,earning a cumulative GPA of at least 2.9

Completed WR121 and WR122 or WR123 with grades of P or C or better

Completed the schools premajor core curriculum (J100, J101, and J201) with grades of C or better

Admission to the SOJC is competitive. Students with a GPA below 2.9 may petition the committee for admission. The committee has the option of waiving any of the requirements listed above if evidence of a candidates high potential for success in the major is presented and approvedCourse Schedule

Schedule subject to change if necessary. You will be notified of any changes as quickly as possible. Please complete readings by the assigned date.

Week 1

March 30

Introduction to the course (Preview Chapter 1); pp. 3-19

Mass Communication: A Critical Approach (Chapter 1); pp. 20-30

Week 2

April 6

Social Scientific and Cultural Approaches to Media Research (Chapter

16); pp. 477-500

Video: Cultivation theory (30 min.)

Media effects project discussion

Books and the Power of Print (Chapter 2); pp. 33-47; pp. 52-58

Week 3

April 13

Newspapers: The Rise and Decline of Modern Journalism (Chapter 3); pp.

61-92.

Video: Newspaper industry in the digital age (30 min.)

Week 4

April 20

Magazines in the Age of Specialization (Chapter 4); pp. 95-114; pp. 119-

124.

Monday EXAM 1

Week 5

April 27

Sound Recording and Popular Music (Chapter 5); pp. 127-149; pp. 155-

158.

Video: Roots of American music (30 min.)

Oral history essay discussion

Wednesday - MEDIA EFFECTS PROJECT DUE

Week 6May 4

Popular Radio and the Origins of Broadcasting (Chapter 6); pp.161-190.

Monday EXAM 2

Week 7

May 11

Movies and the Impact of Images (Chapter 7); pp. 193-213; pp. 218-222.

Video: The Warner Bros. studio (30 min.)

Week 8

May 18

Television, Cable, and Specialization in Visual Culture (Chapter 8); pp.

225-260.

Video: Ted Turner and cable (20 min.)

Monday EXAM 3

Week 9

May 25

The Internet and New Technologies: The Media Converge (Chapter 9);

pp. 263-288.

Extra credit: 1 page summary of How Luther Went Viral

http://www.economist.com/node/21541719

Advertising (Chapter 11); pp. 321-352.

Wednesday - ORAL HISTORY ESSAY DUE

Week 10 June 1

Public Relations and Framing the Message (Chapter 12); pp. 355-380.

Video: Ivy Lee (30 min.)

Legal Controls and the Freedom of Expression (Chapter 14); pp. 415-444.

Week 11

Tuesday, June 9 in Allen 221 EXAM 4 (10:15 a.m. 11:45 a.m.)

Have a great term!

Media effects project guidelines:

Option 1) Observe an individual (someone you know) who is engaged in playing an aggressive, high action (or violent) video game for at least 1 hour (you must not be a participant; simply an outside observer). Make notes on how the game influences his or her behavior and answer the following questions: Which video game did they play? Where did they play it? Did they play alone or with others? How did his or her demeanor change during the course of the hour? What is their normal demeanor? How was their behavior different while playing than under normal circumstances (did they say things or acts in ways that are not typical)? After making the observations, interview the individual to assess his or her observations of how he or she may have been physically or emotional affected. Ask them under what circumstances do they feel the same emotions? Ask them if there are other non-physical activities when they feel the same way? Why do they think they reacted the way they did? Why do you think they reacted the way they did? Was there an effect?

Media effects theory: Social Learning Theory

Option 2) For 45 minutes, observe a child (under the age of 12) as he or she watches television. Answer the following questions: What show did they watch? Was this a kids show or not? How did the child actually interact with the television? In other words, how would you describe the actual process of watching and the impact it had on the child? How absorbed did they appear to be? How active or inactive are they as they watch? How did they respond to the commercials? What were the commercials? Who were the commercials targeting? How much of the storyline did they understand? What was most compelling for them? Why did you arrive at these conclusions? Explain. Interview the child about what they watched (ask them to explain what the program was about). How close is their understanding about the storyline to your understanding about the storyline? Did they remember any of the commercials? If so, which commercials and why?

Media effects theory: Social Learning Theory

Option 3) View 1 hour of childrens TV programming (e.g., Saturday morning network or cable programs, not PBS or educational or Disney) and pay special attention to the advertisements. Answer the following questions: List and describe the show you watched and all of the products advertised. What was the length of the show? How many ads were shown? What were the products advertised? How many were specifically directed to children? How many of these advertisements involved food (drinks, candy, general food, etc.)? Describe these food products and the persuasive strategies used to sell the product. What is your assessment of the potential health effects of these products on children? What is assessment of the effects of these ads on children? In Europe, many countries prohibit or severely restrict advertising directly to children, particularly for food-related products. Do you think this is a good idea? Why or why not?

Media effects theory: Social Learning Theory

Option 4) View 1 hour of childrens TV programming on the Disney channel and pay special attention to the advertisements. Answer the following questions: List and describe the show you watched and all of the products advertised. How many are specifically directed to children? How many of these advertisements involve Disney-related products (other programs, movies, toys, etc.)? Describe these products and the persuasive strategies used to sell the product. Do you think these advertisements are persuasive? What is your assessment of the potential effects of these products? In Europe, many countries prohibit or severely restrict advertising directly to children,

particularly for food-related products. Do you think this is a good idea? Why or why not?

Media effects theory: Elaboration Likelihood Model

Option 5) Select a health or fitness magazine (if you are male select magazine directed to men; if you are a female, select a magazine that targets women). Spend some time reading and viewing the magazine. Immediately after reading the magazine, reflect (and write about) how you feel about your own physical appearance. At this moment, are you more likely pleased or displeased with your physical self and your health? Do you feel more or less motivated than normal to exercise, diet, or engage in physical activities? Do you feel happy or sad? In other words, how is your mood relative to how you felt before reading the magazine? How might this magazine have influenced your definition of what a typical man or woman should look like? Cut out and include ten photos that may have influenced your mood. For each photograph, explain in a couple sentences why. Media effects theory: Social Learning Theory

Option 6) Pick a current (or recent) newsworthy topic. Compare how that topic is covered/treated (i.e. framed) by five different media outlets. Analyze how the topic is primarily portrayed. If the topic lends itself to this analysis, ask the coverage from the five media outlets the following three questions. What is the problem? What is the cause of the problem? What is the solution to the problem? Here is another way to think about this study. In the wake of a huge snowfall, the media could concentrate on winter recreation and the fun the children in the area have playing with snowballs and sledding. On the other hand, the media could focus on how slowly snow removal is progressing and attempt to track down local government officials to comment on the problem. Depending on which way the snowstorm is framed, consumers may have different thoughts as a result of reading the news. What message are these media sources sending implicitly as a result of these frames?

Media effects theory: Framing

Option 7) Among a number of narratives that recur over and over again in our culture, one has the potential effect of preparing a population to be more willing to accept violence as the default problem solver and, more specifically, to accept war as a means of resolving international disputes. In brief, this recurring narrative unfolds as follows: (1) a simplistic dichotomy is established between good and evil; (2) evil does something that cries out for a response; and (3) the only satisfactory response is found to be violence (There are many possible variations on these three basic features). Examples of this narrative in blockbuster films include Batman, Star Wars, Spiderman, Lord of the Rings, The Lion King, Iron Man, Harry Potter, Independence Day, Indiana Jones, The Bourne Identity, James Bond, Mission Impossible, Superman, 300, Die Hard, Alien, Terminator, and Gladiator. Similar narratives are also found in news media. Identify a recurring narrative in the media, provide at least 10 examples of the narrative, and explain its potential effect on peoples attitudes. The potential effect on peoples attitudes in the example above is preparing a population to be more willing to accept violence as the default problem solver and, more specifically, to accept war as a means of resolving international disputes. Make sure the 10 examples you cite make a compelling case for the potential effect you argue.

Media effects theory: Social Learning Theory Paper guidelines:

Fully define the media effects theory associated with the study you choose. Who developed the theory? How does it work? How does it relate to your study? Please reference your textbook and one academic article from the UO library Articles by Subject database (select Journalism/Mass Media database). Search for the theory under subject or keyword, e.i., social learning theory or framing. Your discussion of the media effects theory should be thorough and clear. Choose one of the listed media effects studies to conduct your research. Keep detailed notes of your study and attach them to the end of your paper. Your research notes may be hand written and are in addition to the four-page paper. Answer every question listed in the study you have chosen. If you are required to interview a subject, make sure it is a thorough and thoughtful interview.

Formatting your paper:

Your finished paper must be at least four pages long, double spaced. It may be longer based on the option you choose. It must be formatted using Times New Roman, 12-point font, double spacing, and 1-inch margins. I expect your paper to be thoughtful, organized and grammatically correct, so please revise and proofread carefully before submitting your paper. Use the accompanying grammar and style sheet when you edit.

Submitting your paper:

Bring a printed and stapled hard copy of your paper to class the day it is due. Failure to follow these instructions will result in a 5-point reduction from your overall paper grade.

A FEW STYLE SUGGESTIONS:

NOTE: This guide is provided in order to limit the number of errors that tend to recur in student papers.

Titles

Class assignments are not written in AP style (news writing style); therefore, the names of newspapers, books, magazines, radio and television shows should be in italics (i.e., USA Today, The New York Times).

Commas

Use a comma to separate two independent clauses (complete sentences) connected by a coordinating conjunction (and, but, for, or, yet, while, nor, etc.).

Ruth wanted to buy an Elvis record, but her parents forbid her from listening to Elvis.

(subject #1 = Ruth) (verb #1 = wanted) (subject #2 = parents) (verb #2 = forbid)

Do not add a comma to a compound predicate (two or more verbs that serve the same subject).

Ruth loved movies and went to the theater every weekend.

(subject #1 = Ruth) (verb #1 = loved) (verb #2 = went)

Colloquialisms

This paper is based off of my interest in music.

The correct grammatical construction would be:

This paper is based on my interest in music.

Other common colloquialisms include being as or seeing as instead of because.Being as it was in the publics best interest, I decided to do it.

The correct form would be:

Because it was in the publics best interest, I decided to do it.

Another option:

Since it was in the publics best interest, I decided to do it.

Another common colloquialism is using anyways instead of anyway.

The decision turned out to be in everyones best interest anyways.

Anyways is not a word. Anyway is the correct usage.

Use of quotation marks

Periods and commas always go inside quotation marks.

My teacher said, Always put periods and commas inside quotation marks when you quote someone in print.

If a question is in quotation marks, the question mark should be placed inside the quotation marks.

He asked, Will you go to the gym with me?

If the sentence itself is the question (not the quote) place the question mark outside the quotation mark.

Do you agree with the saying, A penny saved is a penny earned?

Use single quotation marks for quotes within quotes. Note that the period goes inside all quotation marks.

She said, Elizabeth said, I am tired of quotation marks.

I said, I agree.

Oral History Essay guidelines:

Interview a person 60 or older. Friends or family members are great resources. Find someone who likes to talk. Ask them questions about their early media experiences. Focus on their childhood through their mid-20s. Use the questions below as a starting point. Write your paper using a journalistic style of writing.

a. Sound recording:

What records did you listen to?

What kind of record player did you have? Where was it in your home?

Was there any kind of music you werent supposed to listen to? If so, why?

How much did a record cost?

Where did you buy your records?

How did you find out about new artists?

What did your parents think about records and record players?

How important was recorded music to you for entertainment?

How important was recorded music to you for socialization (influencing your behavior and attitudes)?

b. Radio:

What do you remember about your experiences with radio?

What kind of radio did you have? Where was it in your home?

Do you remember anything about early radio commercials?

What kind of programs did you listen to? Did you listen alone or with others?

Was it a local station? Did it focus on your community? Do you remember the Deejay?

Did you listen to AM or FM radio?

How important was radio to you for entertainment?

How important was radio to you for socialization (influencing your behavior and attitudes)?

c. Television:

When did you first start watching TV? What kind of TV programs?

What was the viewing experience like? Alone or social?

What kind of TV set did you have and what factors figured into its purchase?

What was reception like?

How did your family use TV?

What do you remember about TV commercials?

How does the television from your youth compare with television today?

What were your favorite TV programs when you were young? Why?

How important was TV to you for entertainment?

How important was TV to you for socialization (influencing your behavior and attitudes)?

d. Movies:

What were your early movie going experiences like and how are they different from

today?

Who did you go to the movies with? How many times did you go each month?

What were some of your favorite films growing up? Why?

Where there films you were not allowed to see? Why?

Are there any films from your childhood that stand out? Why?

What were movie theaters like when you were a child? How are they different from

today?

How important were movies to you for entertainment?

How important were movies to you for socialization (influencing your behavior and attitudes)?

Write your name, the participants name, age, phone number, and your relationship at the top of the paper. Write a section for each category or focus your interview on one or two topics, i.e. just TV and movies. Paraphrase your interview, unless you have a great quote. Include at least 10 detailsprogram names, film titles, actors, musicians, TV brands, theater names, city names, etc. Bold three responses that were interesting or poignant to you. Discuss three trends, issues or themes from your textbook or that weve discussed in class that relate to your interview. If you interview someone about a medium we have not covered yet, you will have to read ahead in your textbook.

Formatting your paper:

Your finished paper must be at least three pages long, double spaced. It may be longer based on the option you choose. It must be formatted using Times New Roman, 12-point font, double spacing, and 1-inch margins. I expect your paper to be thoughtful, organized and grammatically correct, so please revise and proofread carefully before submitting your paper. Use the accompanying grammar and style sheet when you edit.

Submitting your paper:

Bring a printed and stapled hard copy of your paper to class the day it is due. Failure to follow these instructions will result in a 5-point reduction from your overall paper grade.

A FEW STYLE SUGGESTIONS:

NOTE: This guide is provided in order to limit the number of errors that tend to recur in student papers.

Titles

Class assignments are not written in AP style (news writing style); therefore, the names of newspapers, books, magazines, radio and television shows should be in italics (i.e., USA Today, The New York Times).

Commas

Use a comma to separate two independent clauses (complete sentences) connected by a coordinating conjunction (and, but, for, or, yet, while, nor, etc.).

Ruth wanted to buy an Elvis record, but her parents forbid her from listening to Elvis.

(subject #1 = Ruth) (verb #1 = wanted) (subject #2 = parents) (verb #2 = forbid)

Do not add a comma to a compound predicate (two or more verbs that serve the same subject).

Ruth loved movies and went to the theater every weekend.

(subject #1 = Ruth) (verb #1 = loved) (verb #2 = went)

Colloquialisms

This paper is based off of my interest in music.

The correct grammatical construction would be:

This paper is based on my interest in music.

Other common colloquialisms include being as or seeing as instead of because.Being as it was in the publics best interest, I decided to do it.

The correct form would be:

Because it was in the publics best interest, I decided to do it.

Another option:

Since it was in the publics best interest, I decided to do it.

Another common colloquialism is using anyways instead of anyway.

The decision turned out to be in everyones best interest anyways.

Anyways is not a word. Anyway is the correct usage.

Use of quotation marks

Periods and commas always go inside quotation marks.

My teacher said, Always put periods and commas inside quotation marks when you quote someone in print.

If a question is in quotation marks, the question mark should be placed inside the quotation marks.

He asked,Will you go to the gym with me?

If the sentence itself is the question (not the quote) place the question mark outside the quotation mark.

Do you agree with the saying, A penny saved is a penny earned?

Use single quotation marks for quotes within quotes. Note that the period goes inside all quotation marks.

She said, Elizabeth said, I am tired of quotation marks.

I said, I agree.