JMS 450
Using Media to Understand Cultures
Spring
2014
Professor:
Mei Zhong (Ph.D.)
Office Hours: Thursday, 12:30-2:00, and by appointments.
Office:
PSFA 231
Phone:
(619)594-4633
Email:
mzhong@mail.sdsu.edu
________________________________________________________________________
PURPOSE AND OBJECTIVES OF THE COURSE:
JMS 450 fosters an understanding of cultural phenomena through media products
including films, television programs, and print media. The goal is to help students
develop an appreciation of various cultures and practices through the analysis of media
products.
As the course progresses, students should be able to
a. learn about culture and its elements;
b. understand cultures and their value systems;
c. learn about different cultures and their communication patterns;
d. identify such cultural values and behavioral patterns in media products; and
e. analyze the meaning of such patterns and roles in communication.
REQUIRED TEXTS:
Mooij, M. (2010). Global marketing and advertising: Understanding cultural paradoxes
(3rd ed.). Los Angeles, CA: Sage.
Additional readings will be posted on Blackboard.
COURSE POLICIES:
Regular and prompt attendance is expected. Attendance is taken at the beginning of each
class. In case you arrived late, please make sure to report to me at the end of that session
to ensure your credit. Otherwise, I shall only count by my record. Severe tardiness, i.e.,
arriving 30 minutes after class has begun, will be counted as an absence. Simply being in
class, however, does not automatically ensure your full attendance credit. You are
expected to participate in discussions and activities, and not to engage in distractive
behaviors including chatting with classmates, reading unrelated materials to the class,
sleeping, talking on the phone, listening to music, etc. Perpetual lateness will result in a
lower attendance score. Participation is evaluated by my impression of your effort to
create a positive atmosphere for learning in the class. You are responsible for checking
the Blackboard for updates prior to coming to each class.
Cell phones are not to be used in class for text messaging or calls. Computers are to
be used for note-taking only, not web surfing. Such misuse is distracting to other
students and disrespectful to me. Repeat offenders will lose their general
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participation points, and find their own group presentation grades reduced
substantially.
All assignments are due on the dates indicated unless announced otherwise. Late
assignments will receive lowered letter grades. In case of excused absences or extreme
cases, make-up assignments must be arranged and completed immediately after your
return from the absence, normally within one week, or it may result in lowered grades.
EXAMS:
There will be a midterm and a final exam. Each of the exams will carry the same weight
at 20% of your final grade. Exam materials will come from the text, plus additional
reading material posted on the Blackboard site, as well as in-class
lectures/discussions/activities. You are responsible for reading and understanding ALL
assigned readings. A study guide will be provided prior to each exam. Answer sheets will
be provided along with the exam.
All graded exams will be retained by the instructor after you’ve had a chance to review
them in class. It is your responsibility to return them in class or it will result in no grade
for that exam.
OTHER ASSIGNMENTS:
In addition to learning course materials, there will be several written assignments and a
presentation of the team research project at the end of the semester. Please see detailed
instructions on these assignments (pp. 6-8). Written assignments must be double-spaced,
typed, and comply with the American Psychological Association Publication Manual (6th
ed.). Specifically, you should use 1-inch margins on all sides, font #12, Times New
Roman style, and appropriate APA styles for citations in the text and references.
GRADING:
We use a 1000 point scale for grading. For your convenience, please use the chart below
to keep a record of your progress during the semester:
Category
Your score / Full points
Your total points
grade
1000-930
A
Midterm Exam
AFinal Exam
B+
_____/200
929-900
_____/200
899-870
Final
JMS 450
Fall 2010
Media Industry Interview
_____/100
B
Pop Culture Inventory Report_____/100
BTeam Research Paper
_____/200
C+
Presentation
_____/50
C
Attendance &
CParticipation
_____/150
D+
Total
_____/1000
D
3
869-830
829-800
799-770
769-730
729-700
699-670
669-630
629-600
D599-0
F
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* University policy regarding students with disabilities: If you are a student with a
disability and believe you will need accommodations for this class, it is your
responsibility to contact Student Disability Services at (619) 594-6473. To avoid any
delay in the receipt of your accommodations, you should contact Student Disability
Services as soon as possible. Please note that accommodations are not retroactive, and
that I cannot provide accommodations based upon disability until I have received an
accommodation letter from Student Disability Services. Your cooperation is appreciated.
* University policy regarding plagiarism: Plagiarism is simply the use of others’ words
and/or ideas without clearly acknowledging their source. As students, you are learning
about other people’s ideas in your course texts, your instructors’ lectures, in-class
discussions, and when doing your own work. When you incorporate those words and
ideas into your own work, it is of the utmost importance that you give credit where it is
due. Plagiarism, intentional or unintentional, is considered academic dishonesty and all
instances will be reported to SDSU’s Office of Judicial Procedures. To avoid plagiarism,
you must give the original author credit whenever you use another person’s ideas,
opinions, drawings, or theories as well as any facts or any other pieces of information
that are not common knowledge. Additionally quotations of another person’s actual
spoken or written words; or a close paraphrasing of another person’s spoken or written
words must also be referenced. Accurately citing all sources and putting direct
quotations – of even a few key words – in quotation marks are required. For further
information on plagiarism and the policies regarding academic dishonesty go to the
Course Catalog section on Standards for Student Conduct (41310). This and other
information regarding student conduct can also be accessed at
http://coursecat.sdsu.edu/catalog/UP.pdf
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5
* The University Policy File includes the following statement on Absence for Religious
Observances:


By the end of the second week of classes, students should notify the instructors of
affected courses of planned absences for religious observances.
Instructors shall reasonably accommodate students who notify them in advance of
planned absences for religious observances.
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TENTATIVE COURSE SCHEDULE
Week
Date
Topics
1
Jan.
23
Jan.
28
Jan.
30
Introduction to the class and each other
2
3
4
5
6
7
8
9
10
Introduction to the field: Cultural
elements and definitions
Chapter 2 (Martin & Nakayama)
Research methods
Feb. 4 Chapter 3 Values and Culture
Feb. 6 Chapter 4 Dimensions of culture
Feb.
11
Feb.
13
Feb.
18
Feb.
20
Feb.
25
Feb.
27
Mar.
4
Mar.
6
Mar.
11
Mar.
13
Mar.
18
Mar.
20
Mar.
25
Mar.
27
Notes
Assignment I: Media industry
interview paper
Research
groups formed
Chapters 3 & 4 continued
Discussion: Identifying culture and
cultural elements in the media
Chapter 7 Culture and Communication
Chapter 8 Culture and Media
Chapters 7 & 8 continued
Pop culture inventory assignment
Preliminary group topics selected /
Group project consultation
* Media industry
interview paper due;
discussion
Wrap up and review
* Exam I
Chapter 6 (Martin & Nakayama)
Language and culture
Chapter 7 (Martin & Nakayama)
Nonverbal codes in culture
Chapters 6 & 7 continued
Chapter 5 Culture and consumer
behavior
Chapter 9 (Martin & Nakayama) Folk
culture, popular culture and ICC
Chapter 9 Culture and Advertising
Appeals
* Pop culture inventory paper
due; discussion
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Spring recess; no class!
11
12
Apr. 8 Framing and being framed in the
Apr. media (Kitzinger, 2007; Ryan, 1991)
10
Framing and being framed in the
media (Kitzinger, 2007; Ryan, 1991)
13
Apr.
15
Apr.
17
Group project consultation
Discussion: Primetime television
advertisement
Exam II
14
Apr.
22
Apr.
24
Presentations (groups 1-2)
Presentations (groups 3-4)
15
Apr. Presentations (groups 5-6)
29
Presentations (groups 7-8)
May 1
16
May 6 Presentations (groups 9-10)
May 8 No class.
17
7
May
13
* draft presentation outline
due
* Research paper due for all
groups
Final exam day: 10:30-12:30
* This syllabus is subject to modification. You will be informed of any changes in class.
Please check with your classmates and on blackboard if you missed classes.
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ASSIGNMENT #1: Media Industry Interview
Media Industry Interview
Identify someone in the media industry, e.g., radio, news report, television, newspaper,
film production, new media industry involving cellphones, internet, etc., and conduct an
interview with him/her. Ask about their job description; what is the day-to-day operation
of the work; do they deal with people, at work or audience, of various cultures; what are
their thoughts on culture and people of various cultural backgrounds; what does this
mean at work; what are some examples to show any of their points; etc. You may also
ask and record any advices they could give for your future career in the media industry.
Write a summary of the interview results and discuss any thoughts and realizations you
have, or new understandings you gained about the media industry/business. Are there any
implications on the future jobs you hope to have? What does this motivate you to
do/learn in order to prepare for your desired future job in the media industry/business?
Please incorporate 1-2 external sources in your writing.
This paper should be 4-5 pages and you should be prepared to discuss it in class.
ASSIGNMENT #1I: Popular Culture Inventory
This is a two-part assignment Part 1: Compile an inventory of every artifact of popular culture that you are
exposed to, or consumed (e.g., music videos, fast food establishments, comic
books, internet surfing, advertisement, movies, etc.) over the course of three
separate days. Be specific. Type this list into a word document or excel
spreadsheet clearly showing the list for each separate day.
Part 2: After compiling this inventory, write up an essay of 3-4 pages that
includes:
a. A cover page with correct APA style;
b. A brief introduction about the project, with any background
information/knowledge (including publications, statistics, research results,
etc.), use at least two (2) external sources;
c. What patterns do you see in your inventory of popular culture artifacts?
Describe why you have these patterns. Describe which sorts of items are more
common than others, and identify which themes are prevalent. (For example,
do you eat a lot of fast food, popular beverages, watch a certain type of TV
show, listen to a certain type of music, get your news in a certain way, or shop
at a certain type of store?) Give personal insights.
d. Describe the values that are being communicated by the items listed in your
compiled inventory? Why do you have these values? Explain. Give personal
examples. (Consider the values of convenience, family, pleasure, health,
pursuit of wealth, and need the need to belong.)
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e. What have you learned about pop culture and your consumption of pop
culture based on these observations? Give specific examples and personal
experiences.
f. Determine the extent to which you feel the values of popular American culture
have directly impacted your personal decision-making. Do you consider
yourself very aware of the influence of popular culture on your decision
making? Alternatively, has the influence been more subconscious? Justify
your answer.
Be sure to reference your external sources you use in the text and record them in the
separate reference page after the essay. The log of your inventory should be attached to
the end of the paper, after the reference page.
Sample log:
Time
Media consumption activities
notes
...
ASSIGNMENT #1II: Group Research Project
The main written assignment is a team project. You will be working in small groups on a
selected topic which is about a cultural phenomenon or variable and a particular medium.
For example, gender role as represented in primetime television programs in Japan, or
conflicts in romantic relationships in Mexican films, etc.
The project will require that you:
1. select a well-thought-out research topic,
2. do a library research on existing publications relevant to the topic of choice,
3. write a literature review which gives you the foundation for the research project,
The review should include at least 10 official sources. Official sources are
defined for the purpose of this class as scholarly journal and book publications,
NOT casual magazines and random internet information. Electronic version of
actual professional journals is acceptable.
4. phrase a research question/hypothesis,
5. describe your method: how you collect your data (e.g., interview, observation,
critical study, etc.) and how you plan to analyze them,
6. examine artifacts of your choice (e.g., movies, magazine articles) or interview
information,
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7. summarize your findings/results,
8. analyze your findings by drawing connection to the literature and media theories.
9. write a conclusion section discussing your main findings and implications.
10. then, go back to write an introduction for the whole paper.
11. complete with a cover page with author and title information, and attach all
necessary appendices after the reference page.
* The complete paper should be 10-12 pages, in APA style, and with a separate
cover page and a reference page, plus necessary attachments: interview questions,
survey, coding sheets, etc.
Possible topics for the group assignment:
1. advertising commercials (e.g., target audience, cultural background)
2. political ads (e.g., negative campaign ads and their effects)
3. intercultural relationships (e.g., in films)
4. new media (e.g., online/video games, cellphones, internet, etc.)
5. tv – entertainment (e.g., reality shows, talk shows)
6. tv – daytime (e.g., soap opera, para-social interaction)
7. tv - news (e.g., cultural elements, values reflected, etc.)
8. cultural identity in the media (e.g., news characters, celebrities)
9. international journalism (those who have access to news in other languages?)
10. international politics/conflict/relations,
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Presentation of Research Project
Each team is to make a presentation to the class at the end of the term. All members must
take part in the presentation. You will be required to turn in a detailed outline (2-3 pages)
for the presentation on the first day of presentations. Each team is allowed about 30
minutes for the presentation including question and answer time.
This is a team project and you are required to work together. All members of the team
will receive the same grade on the written part and the presentation.
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Supplementary Readings:
Creedon, P., & Al-Khaja, M. (2005). Public relations and globalization: Building a case
for cultural competency in public relations education. Public relations review, 31, 344354.
Kitzinger, J. (2007). Framing and frame analysis. In E. Devereux (Ed.) Media studies:
Key issues and debates (pp. 134-157). Los Angeles: Sage.
Martin, J. N., & Nakayama, T. K. (2010). Intercultural communication in contexts (5th ed.)
Chapter 2 History of the study of intercultural communication. Mountain View, CA:
Mayfield.
Martin, J. N., & Nakayama, T. K. (2010). Intercultural communication in contexts (5th ed.)
Chapter 6 Language and culture in Intercultural communication in contexts. Mountain
View, CA:
Mayfield.
Martin, J. N., & Nakayama, T. K. (2010). Intercultural communication in contexts (5th ed.)
Chapter 7 Nonverbal code and culture in Intercultural communication in contexts.
Mountain View, CA: Mayfield.
Martin, J. N., & Nakayama, T. K. (2010). Intercultural communication in contexts (5th ed.)
Chapter 9 Folk culture and popular culture in Intercultural communication in contexts.
Mountain View,
CA: Mayfield.
Ryan, C. (1991). Prime time activism (Chapter 3: Getting framed: The media shape
reality) Boston, MA: South End Press.
*Martin & Nakayama chapters available on google.com
http://ymerleksi.wikispaces.com/file/view/Intercultural+Communication+in+Contex
ts.pdf
Tips for Presentations
Giving a presentation is never easy. Here are a few ideas that may help facilitate your
presentation for the class.
• Begin with a common experience: Call upon a shared experience all seminarians will
have had. Create an experience in the seminar through a demonstration, role-playing,
short video – even a skit. After such a presentation, it's easy to ask: "Why did ...?" Or
"How does this relate to ...?"
• Begin with a controversy: Disagreement can stimulate discussion. Research suggests
that a certain degree of surprise or uncertainty may arouse curiosity, a basic motive for
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learning. Pose a situation concerning the press that contains or prompts conflicting points
of view. Explore those. Seek resolution of those conflicts.
• Begin with a question: Posing a question is perhaps the most common opener of
discussion. It's also perhaps the most abused. Many student discussion leaders -- and
professors -- do not offer enough time for students to consider the question. Give them
time. Ask, perhaps, that they spend a few minutes’ free writing or jotting thoughts in their
notebooks. Don't be afraid of the silence.
Types of questions:
•
Application and interpretation questions: These ask: "How does the idea that
_____________ apply to ________ ?" Or: "What do think ____ means?"
•
Problem questions: Offer a hypothetical: "Suppose you wanted to ______ in
circumstances such as ____________ . How would you go about it?"
•
Cause-and-effect questions: "Such and such an event happened. Here are the details:
_______ . Why do you think this happened?"
•
Comparative questions: "How would you compare Theory X (or Event X) with
Theory Y (or Event Y)? What are their similarities? What are their differences?"
•
Critical questions: These explore the validity of an author's argument or discussion.
Being critical does not mean criticizing; it means analyzing, looking for strengths
and weaknesses in the argument. For example: "What evidence supports that
argument that ______ ?" or "What evidence rejects or refutes the argument that
_______ ?"
Thanks to Dr. Denny Wilkins, School of Journalism & Mass Communication at St. Bonaventure
University, for distilling tips for leading discussions from The New Professor's Handbook: A Guide to
Teaching and Research in Engineering and Science by Cliff I. Davidson and Susan A. Ambrose, and
tips for beginning discussions from Teaching Tips: Strategies, Research, and Theory for College and
University Teachers by W.J. McKeachie.
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