Objective 1. Student will be able to analyze the communication process, discuss feedback, problems with communication (three types of noise) where they occur in the process. Further, students will understand how context and culture affect communication. Rationale: By understanding how to analyze, evaluate and correct problems in communication, students will become better communicators. The process of communication and the communication model will be referred to during the course. Example: Students will discuss encoding and decoding of messages imbedded in the film Casablanca from the contextual framework. Casablanca came out in 1941 and students will have to have a contextual framework concerning the prevailing attitude in the U.S. prior to our involvement in WWII to correctly assign meaning to the film. Key words: encode, decode, sender, receiver, message, channel, feedback, context, culture, psychological noise, physiological noise, physical noise, selective attention, selective retention, genre Instructional method: lecture and student lead lecture Assessment method: Quiz—M/C, TF, Fill in Blank Sample question: Genre is a classification based on a. artistic form, b. producer, c. distributor, d. actor, e. none of the above 2. Students will be able to understand history of Mass Communication. • Students will need to know the key inventions and inventors. • Students should be able to identify trends in the mass communication industry. • Students will know the major governmental regulations to the communication industry. Rationale: The importance of studying and analyzing history is to better understand the present and future of communication. Key words, concepts, governmental regulation and people: Marconi, Sarnoff, Armstrong, Edison, Talbot, Morse, Gutenberg, Bell, Radio Act of 1912, Radio Act of 1927, Communication Act 0f 1934, Telecommunication Act of 1996, VChip, TV Ratings System, HDTV, telephone, telegraph, radio, film, photography, movable type printing press Instructional method: lecture with Powerpoint presentation, demonstration of historical icons of mass media, illustration of how related to today’s technology Assessment method: Quiz—M/C, TF Sample question: NBC was founded by a. RCA, b. Lee DeForest, c. Thomas Edison, d. Edward R. Murrow, e. ABC 3. Use a tool to critically analyze a text. • Students will use the Media Literacy Paradigm to analyze a text. Text is defined as any creative work: TV program/episode, animation, cartoon, photograph, film, music recording, etc. Rationale: Students will become critically analyze textual information to assign meaning. This will develop their higher order thinking skills. Key words: deconstructuralism, paradigm, paradigm effect Instructional method: lecture, class analysis of several sample texts, class discussion of analysis findings Assessment method: Quiz—M/C, TF, Fill in Blank 4. Analysis of comics and animation as a communication medium. Rationale: Much of the basis for film, television and visual texts fall within the realm of comics and animation. By analyzing the textural properties of the mediums, one has a deeper understanding of mass media as a communication medium. Key terms: fps, plot & story development, character development, classic, early TV, computer, Late TV, direct address, Instructional method: lecture with Powerpoint presentation, view sample texts, discuss historical and context of samples Assessment method quiz, analysis of various texts in class as group Sample question: Animated cartoons often a. animate real people or characters in cartoons; b. use celebrity voices in cartoons; c. make references visually, audibly, named and unnamed to other programs or movies; d. use music; e. all of the above 5. Compare and contrast Early animation, Classic animation, Early TV animation, Late TV Animation and Computer animation. Rationale: Key terms repeating backgrounds, full rich colors, lots of detail, great shading and blending of colors, great character development, weak character development, rich and deep backgrounds, developed story and plots Instructional method: lecture over concepts, group analysis of sample texts, class discussion of analysis findings Assessment method work in groups to develop a list of traits and characteristics of each; Quiz—M/C, TF Sample question: Classic animation has the following traits_____________________. 6. Analysis of films, contextually, and technique of film Rationale: Key terms: Instructional method: Assessment method Quiz—M/C, TF; analyze a film, write paper, create powerpoint presentation. 7. Understand the language of film Rationale: students need to know the language of film as a basis for analysis and creation of texts Key terms: Long shot, medium shot, close up, high angle, low angle, subjective shot, film style, TV style, tracking, pan, tilt, zoom, dolly, truck, POV, panoramic Instructional method: analysis of shots in films, demonstrated with camera Assessment method Quiz—M/C, TF 8. Understand the oral communication process in a formalized presentation using a presentation software. Rationale: Students need to learn how to give presentation successfully employing and using current technology. Key terms: Instructional method: demonstration, show samples of previous works Assessment method Quiz—M/C, TF; design of presentation • Students will use Powerpoint to create a presentation to give to class concerning a film that they viewed on their own time. They will present their analysis to the class. This relates to and is an evaluation tool for student mastery in Objective 1— communication process, Objective 3—analysis of a text; Objective 6—analsyis of a film contextually and the technique of film and Objective 7 the language of film. 9. Analyze radio productions, discuss techniques in audio production, create radio production using the appropriate techniques. Rationale: Audio is often overlooked production value in television production. Key terms: Diegetic and non-diegetic audio, natural sound, use of music and SFX in productions, set mood, intensify action, set locale, set time, build suspense, bridge, traveling, background Instructional method: demonstration and listen to samples of previous student work as well as classic radio productions (Fibber McGee and Molly; Dial M for Murder Assessment method Quiz—M/C, TF, creation of radio production 10. Recognize the changing business model of the music industry and how the dynamics can be applied to other communication mediums. Rationale: Key Terms Instructional method: Assessment method Quiz—M/C, TF 11. Recognize the changing dynamics of television broadcasting such as declining audiences, ownership, consolidation and how that leads to more control by fewer corporations and a reduction in viewing options. Rationale: Key Terms vertical integration, Instructional method: lecture and Powerpoint Assessment method Quiz—M/C, TF 12. Examine the limits of free press as it relates to what is acceptable, legal and moral to broadcast. Rationale: Students need to develop an internal code of ethics to guide them in making decisions that will affect themselves and others. Key Terms libel, slander, censorship, ethics, First Amendment, right to privacy, hidden cameras Instructional method: lecture, show various samples of ethical situations and also share of ethical cases in the Peoria media Assessment method Quiz—M/C, TF, Essay