ACTIVITY: Students completed the Magazine Content Analysis on p. 13 of the workbook. The analysis helped students determine the target audience of the magazines.
REMINDER: The Internet Search Project is due tonight at midnight at TurnItIn.com .
HOMEWORK: Read Chapter 6 - Movies. Complete workbook activities for Chapter 6.
BLOG: See previous post.
Thursday, January 27, 2011
Tuesday, January 25, 2011
Class 7- Magazines
- Elite stage -- Only the most wealthy, most educated have access
- Popular stage -- Most people have access, but choices are limited
- Specialized stage -- Everyone has access, but choices are fragmented
MAGAZINE COVERS: We viewed online the best magazine covers of '09, and Time magazine covers. We also viewed the Top 40 covers of 1965-2005, which includes some classics you might be familiar with.
The magazine quiz will be on Thursday. Also - Cookies!
Due Thursday at midnight: The Internet Search Project. Turn it in at TurnItIn.com.
BLOG 4 - Magazine Proposal - 25 points (due Sunday midnight)
Write a proposal for a new magazine (either a print magazine or an online magazine), as if you were going to submit it to a publisher. Your proposal should include:
· Name of magazine
· Concept – how is your magazine different from existing magazines?
· Readers – demographics and psychographics (may include age group, gender, ethnicity, income level, interests, self-image, self-identification, etc.)
· Other magazines serving this demographic (your competition) – your investors will want to know how your magazine is different or better?
· Five advertisers who you think would like to reach your readers
· Five articles you might include in your premier issue
· Describe the cover of your premier issue (photo, graphics, color, words, etc.)
· Draw (or create electronically) your proposed cover, including the name of the magazine and highlighting top articles, and post it on your blog and/or bring it to class. Stick figures are OK. Here's a template to create a cover electronically.
I will give prizes for the best magazine proposal (most original and feasible) and for the most artistic.
Thursday, January 20, 2011
Class 6 - Newspapers
ANNOUNCEMENTS: The Internet Search Project is due Thursday Jan. 27 by midnight at TurnItIn.com. I have enrolled everyone in TurnItIn. If you already have a TurnItIn account at the e-mail address I have, you should now be enrolled. If not, you will receive an e-mail at that address with instructions.
POWERPOINT: We looked at the history of newspapers, highlighting the development of:
- freedom of the press and the First Amendment in the United States
- The inverted pyramid style during the U.S. Civil War
- Yellow journalism during and before the Spanish-American war (resulting from a newspaper war between newspaper barons Pulitzer and Hearst)
- Tabloid newspapers such as the New York Post
DVD: We viewed a clip from The Paper, a 1994 movie about an ethical issue at a tabloid newspaper. Many journalists say that the newsroom scenes are the most realistic they've seen in movies.
HOMEWORK: Read Chapter 5 (Magazines), complete workbook activities.
You can also find how-to videos about how to add links and embeds in Blogger on YouTube.com.
POWERPOINT: We looked at the history of newspapers, highlighting the development of:
- freedom of the press and the First Amendment in the United States
- The inverted pyramid style during the U.S. Civil War
- Yellow journalism during and before the Spanish-American war (resulting from a newspaper war between newspaper barons Pulitzer and Hearst)
- Tabloid newspapers such as the New York Post
DVD: We viewed a clip from The Paper, a 1994 movie about an ethical issue at a tabloid newspaper. Many journalists say that the newsroom scenes are the most realistic they've seen in movies.
HOMEWORK: Read Chapter 5 (Magazines), complete workbook activities.
BLOG:
Name three books you have read that had the most influence on you. In 2-3 sentences, describe why each one was influential. (Write in more detail than saying, «It was good» or «it made me laugh.» Say why it was good or made you laugh and how it stayed with you after you read it.) Add friendly links to the books on Amazon.com or another online bookseller, or authors’ Websites.
Adding friendly links: Type in the words (e.g. title of a book), then select the words and click on the blue "Link" button at the top of the posting box. Copy and paste the link into the "Edit Link" dialog box.
Adding images to your blog: Save the image to your computer. Click on the picture button at the top of the posting box. Browse to find the image you want, then edit the position and size.
Class 5 - Books
DISCUSSION: Groups came up with lists of the six most influential books of all time. The lists included: The Bible, the Koran, the dictionary. More recent books included: Dr. Seuss and 1984. We compared the lists to Boston Public Library's list of most influential books of the last 100 years and Wikipedia's list of the 100 most influential books ever.
POWERPOINT: We examined the history of printing, the printing press and moveable type. We discussed banned and challenged books, electronic book readers such as the Sony Reader and Amazon's Kindle and copyright issues.
SHOW AND TELL: We looked at books including the Koran, Uncle Tom's Cabin, old textbooks, and Where's Waldo -- banned because of a topless woman in Waldo's beach scene.
HOMEWORK: Read Chapter 4 (Newspapers) and complete Workbook exercises.
POWERPOINT: We examined the history of printing, the printing press and moveable type. We discussed banned and challenged books, electronic book readers such as the Sony Reader and Amazon's Kindle and copyright issues.
SHOW AND TELL: We looked at books including the Koran, Uncle Tom's Cabin, old textbooks, and Where's Waldo -- banned because of a topless woman in Waldo's beach scene.
HOMEWORK: Read Chapter 4 (Newspapers) and complete Workbook exercises.
Thursday, January 13, 2011
Class 4 - Media Impact
POWERPOINT: We reviewed key concepts from the textbook:
* Research methodology to measure media impacts (some borrowed from scientific research)
* Social science perspectives
* Flow theories
* How new innovations move through society
Also videos about Dr. George Gerbner's research on TV and movie violence, and Dr. Frederic Wertham's flawed research on comic books.
QUIZ: Ch. 2 Media Impact
HOMEWORK: Read and complete workbook activities for Chapter 3 (Books). Note: We will discuss workbook responses for Chapter 3 in class on Tuesday.
BLOG: Media Impact (15)
After reading Chapter 2 on Media Impact, can you think of a different example (not in the book or the videos we watched) you have heard about when someone blamed media for real-life problems? Describe the situation and find a website or web video that explains it more fully. Embed or use a friendly link. Include your comments on the validity of the claim.
Thursday, January 6, 2011
Class 2 - Mass Comm Introduction
DISCUSSION: Definitions of communication, mass communication, mediated communication.
LECTURETTE: Ways to categorize communication:
* Intrapersonal, interpersonal, small group, organizational, public, mass
* Verbal and visual
* Mediated and non-mediated
POWERPOINT: Basic model of communication (sender, message, channel, receiver, feedback, gatekeeper, noise) with discussion on feedback loop and types of environmental and psychological noise. Traditional mass media, converged mass media.
VIDEO: The Simpsons "Itchy Scratchy & Marge"
DISCUSSION: Relevance of this video to our study of mass communication:
- Does violence in the media affect or cause violence in society?
- Marge catalogs violent actions in cartoon using "content analysis" -- a social sciences research method
- Parents don't always have control over children's TV habits (can go to neighbors' houses and watch)
- Talk show host does not provide equal time to both sides of the issue, despite having representation from both sides; TV news skims over important topics and doesn't go into depth; phony expert
- The mass communication feedback process does not function as smoothly as the interpersonal communications feedback process, but there are options for it: boycotting products, picketing, going on talk shows, writing letters to management
- First Amendment - freedom on speech - can you be for censorship of one type of freedom of speech, but not another?
- The model of communication
QUIZ: Practice quiz.
HOMEWORK: Read and complete worbook assignment for Chapter 1
BLOG ASSIGNMENT: Set up a blog in blogger.com and e-mail me the blog address. Post your first blog post.
BLOG 1: Media Autobiography (20)
Write your short media autobiography. This should be a short essay (about 200-400 words) about you and your relationship with the eight types of mass media we are studying in this class: Books, Newspapers, Magazines, Movies, Recordings, Radio, Television and the Internet. Bullet points are OK.
Talk about your background with each of these media, your experiences (use/habits) with them, your likes and dislikes of them, and which ones are important to you now and when you were growing up. Tell if you have, had or would like a job or career in the media. If you have lived in another country, talk about the media there. Mention your major, if it is related to the media, and the name of the university you want to transfer to, if appropriate.
Include links if relevant. Do not write about other aspects of your life, unless they relate to the media. E-mail me your blog address!
LECTURETTE: Ways to categorize communication:
* Intrapersonal, interpersonal, small group, organizational, public, mass
* Verbal and visual
* Mediated and non-mediated
POWERPOINT: Basic model of communication (sender, message, channel, receiver, feedback, gatekeeper, noise) with discussion on feedback loop and types of environmental and psychological noise. Traditional mass media, converged mass media.
VIDEO: The Simpsons "Itchy Scratchy & Marge"
DISCUSSION: Relevance of this video to our study of mass communication:
- Does violence in the media affect or cause violence in society?
- Marge catalogs violent actions in cartoon using "content analysis" -- a social sciences research method
- Parents don't always have control over children's TV habits (can go to neighbors' houses and watch)
- Talk show host does not provide equal time to both sides of the issue, despite having representation from both sides; TV news skims over important topics and doesn't go into depth; phony expert
- The mass communication feedback process does not function as smoothly as the interpersonal communications feedback process, but there are options for it: boycotting products, picketing, going on talk shows, writing letters to management
- First Amendment - freedom on speech - can you be for censorship of one type of freedom of speech, but not another?
- The model of communication
QUIZ: Practice quiz.
HOMEWORK: Read and complete worbook assignment for Chapter 1
BLOG ASSIGNMENT: Set up a blog in blogger.com and e-mail me the blog address. Post your first blog post.
BLOG 1: Media Autobiography (20)
Write your short media autobiography. This should be a short essay (about 200-400 words) about you and your relationship with the eight types of mass media we are studying in this class: Books, Newspapers, Magazines, Movies, Recordings, Radio, Television and the Internet. Bullet points are OK.
Talk about your background with each of these media, your experiences (use/habits) with them, your likes and dislikes of them, and which ones are important to you now and when you were growing up. Tell if you have, had or would like a job or career in the media. If you have lived in another country, talk about the media there. Mention your major, if it is related to the media, and the name of the university you want to transfer to, if appropriate.
Include links if relevant. Do not write about other aspects of your life, unless they relate to the media. E-mail me your blog address!
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