COMM3100 Syllabus PDF

Preview

Summary

Download COMM3100 Syllabus PDF

Description

COMM3100

version: Sep 3, 2020

113SCHOOL OF JOURNALISM AND COMMUNICATION THE CHINESE UNIVERSITY OF HONG KONG 1ST TERM, 2020-2021 COMM3100 CRITICAL COMMUNICATION THEORIES Live Lecture: Mons 9:30 am – 11:15 pm, via Zoom Live Tutorial: Times (Mons or Weds; 45 mins), via Zoom

Teaching Team Prof. Sam Chan 陳力深教授 [email protected] | NAH 201 Student hours: Tues 10:00 am – 11:30 am (via Zoom) & by appointment Yang Hu 胡楊 [email protected] | NAH8 | Student hours: by appointment Qiyue Zhang 張琦悅 [email protected] | NAH8 | Student hours: by appointment Haibin Zhang, Ocean 張海彬 [email protected] | NAH8 | Student hours: by appointment Wingkin Fung 馮穎堅 [email protected] | NAH8 | Student hours: by appointment

COURSE OVERVIEW This is an introductory course to media and cultural studies. In this course, I introduce media and cultural theories associated with the critical tradition. The critical tradition of media and cultural research focuses on how power relations manifest in our everyday media and cultural phenomena. Apart from theories, I also cover several important qualitative research methods that media and cultural studies scholars often employ in their analyses.

COURSE OBJECTIVES 1. Understand the interplay between media, culture, and the reproduction of social order; 2. Identify possible tactics of resistance; 3. Practice utilizing concepts and theories from the critical tradition to analyze contemporary media and cultural phenomenon; 4. Familiarize with fundamental qualitative analytical techniques, including textual analysis, narrative analysis, and discourse analysis.

COURSE MATERIALS All lecture readings are available on the course’s Blackboard.

1|8

COMM3100

version: Sep 3, 2020

I highly recommend (1) Brook, P. (2003). A glossary of cultural theory (2nd ed). London, UK: Arnold; and (2) Ott, B. L., & Mack, R. L. (2014). Critical media studies: An introduction. Chichester, UK: Wiley. These two books are available as ebooks via the CUHK library system. This course requires APA formatting for the final paper. Therefore, you may also want to consult American Psychological Association. (2019). Publication Manual of the American Psychological Association (7th ed.). Washington, DC: American Psychological Association.

HOW TO GET AN “A” IN THIS COURSE • •

• • • • •

Have breakfast before the class—No one can engage in the class when they are hungry; Read. Pause. And think. Theoretical texts are intended to be dense. When you read theories, focus on what you understand the most and connect those parts with your observation of everyday life; Do not start doing your assignment the day before the deadline—This usually produces poor output; Make friends with your classmates—They can support you personally and academically; Ask questions. That’s why we have lectures and tutorials. Don’t wander off to social media while using your laptop—Staying focused in the class is directly related to your class performance grade (check out this study); For every hour of lecture, spare two hours to study at home.

COURSE FORMAT There are lectures and tutorials. Each week, two class periods are devoted to the lecture and one class period to the tutorial. My lecture is designed to be theoretical. Feel free to interrupt my lecture and ask questions. I hope we have fun, really— this is what you need to feel in order to learn. The small-group tutorials are for discussion and your presentations.

COURSE REQUIREMENTS 1. Tutorial presentation (15%). Each of you will present once. There are 10 topics (named “T1” to “T10” below) for you to choose from. You, as the presenter, will make use of the concepts introduced in the class and lecture readings and conduct research for your presentation. In your presentation, you will clarify concepts and analyze your case(s) (~20 mins); you will also lead a discussion (~20 mins). Prepare some slides for your presentation. 2. Tutorial participation (15%). For non-presenters, presentation research activities are optional. But to get the participation score, think about the tutorial topics beforehand and share your experiences and observations generously during the tutorial sessions. Respect your classmates, even though they may not agree with your opinions. 3. Quizzes (20%). There will 7 pop quizzes. You are required to take at least 5. If you take more than 5, I will count your top 5 scores. Each quiz lasts for 10 minutes. These quizzes are simple T/F, MC, short questions, or fill-in-the-blank questions. They cover only the lecture and readings of the previous week. I do not do tricky questions. Neither do I test for trivial facts such as “In which year was Mythologies published?”. I administer quizzes only between 9:30 am to 9:45 am at the beginning of class. You will not be able to take the quiz if you are late.

2|8

COMM3100

version: Sep 3, 2020

4. Final paper (50%). You will write a final paper (3,000–3,500 words in English or 6,000–7,000 words in Chinese, excluding references and notes) applying the theoretical concepts from this class in an analysis of any current social, cultural, or media phenomenon. Please help protect my eyes and your teaching assistants’ eyes: use a decent font, 12 points, doublespaced, and APA reference style. Submit your final paper to Blackboard. You must attach a signed Academic Honesty Declaration statement (available after submitting to VeriGuide) to your final paper, or I will not grade it. To protect students who engage in scholarly discussion of politically sensitive topics, a hard copy of the final paper can be submitted without going through VeriGuide. The deadline for submission is Dec 14 (Monday), 5:00 pm. Every single day of late submission will result in a deduction of one sub-grade (e.g., from B+ to B); an unfinished paper is better than an unsubmitted paper. The best final paper will receive the Clarks Award. 5. Extra credits. Throughout the semester, I may give out extra credits (1–3%) for your participation in research, talks, and seminars. Final grades are based on the following grade descriptors: A: Outstanding performance on all learning outcomes. A-: Generally outstanding performance on all (or almost all) learning outcomes. B+/B/B-: Substantial performance on all learning outcomes, or high performance on some learning outcomes which compensates for less satisfactory performance on others, resulting in overall substantial performance. C+/C/C-: Satisfactory performance on the majority of learning outcomes, possibly with a few weaknesses. D+/D: Barely satisfactory performance on a number of learning outcomes F: Unsatisfactory performance on a number of learning outcomes, or failure to meet specified assessment requirements.

CLASS POLICIES Academic Honesty I have zero tolerance for any academic dishonesty. If you violate this code, you will receive an F for the entire course. Details can be found at http://www.cuhk.edu.hk/policy/academichonesty/. Learning Support from Independent Learning Centre (ILC) If you find writing, reading, and presenting challenging, I recommend that you contact ILC. The ILC offers group workshops and one-on-one consultation to help you succeed at CUHK. The service is free. Visit https://www.ilc.cuhk.edu.hk/EN/ for details. Communication on Email My primary means of getting in touch with you outside of class is email. So, check your email regularly. Likewise, because I receive a lot of emails every day, please help me identify your email by using [COMM3100] as the subject line. Feel free to send me a follow-up email if you do not hear from me after 48 hours.

3|8

COMM3100

version: Sep 3, 2020

Wellness Support and Counselling Services CUHK provides psychological counseling, professional consultation, and development programs to everyone in need. It is free. For counseling services, your personal information is kept confidential. Details can be found at http://www2.osa.cuhk.edu.hk/wacc/en-GB/. Feedback for Evaluation Students are welcome to give comments and feedback at any time during the class. Stop by to talk to me or teaching assistants. You can also send us emails.

LECTURE SCHEDULE For the best learning outcome, spend 15 minutes before each lecture to skim through the assigned readings. After the lecture, re-read them. ** indicates original texts (read at the best time of your day!). Week Date W01 Sep 7

Topic Introduction Cultural approach to communication Read: Grossberg, L., Wartella, E., & Whitney, D. C. (1998). MediaMaking: Mass media in popular culture. Thousand Oaks, CA: Sage. Chapter 1. Briefing for tutorial arrangement

W02

Sep 14

Semiotics and myths Read: ** Barthes, R. (1972). Mythologies. New York, NY: The Noonday Press. Only pp. 110–127. Read: Fiske, J., & Hartley, J. (2003). Reading television (2nd edition). London, UK: Routledge. Chapter 3 (pp. 22–31).

W03

Sep 21

Media representation, stereotypes, and otherness Read: Dyer, R. (2002). The matter of images: Essays on representation (2nd Ed.). London, UK: Routledge. Chapter 3. Read: Bauman, Z. (1990). Thinking sociologically. Oxford, UK: Blackwell. Chapter 2 (Traditional Chinese version available too).

W04

Sep 28

Critique of capitalism Read: Smith, P. & Riley, A. (2009). Cultural theory: An introduction. Malden, MA: Blackwell. Only pp. 6–12 from Chapter 1. Read: ** Marx, K., & Engels, F. (2006). The Ruling Class and the Ruling Ideas. In M. G. Durham & D. M. Kellner (Eds.), Media and cultural studies: Keywords (Revised ed., pp. 9–12). Malden, MA: Blackwell. Read: ** Horkheimer, M., & Adorno, T. W. (2006). The culture industry: Enlightenment as mass deception. In M. G. Durham & D. M. Kellner (Eds.), Media and cultural studies: Keywords (pp. 41–72). Malden, MA: Blackwell. Only pp.41–48.

4|8

COMM3100

version: Sep 3, 2020

W05

Oct 5

Ideology and hegemony, Frankfurt School Read: Smith, P. & Riley, A. (2009). Cultural theory: An introduction. Malden, MA: Blackwell. Chapter 3 but skip pp. 43–46 about Jurgen Habermas. Read: ** Althusser, L. (2006). Ideology and Ideological State Apparatuses (Notes Towards an Investigation). In M. G. Durham & D. M. Kellner (Eds.), Media and cultural studies: Keywords (pp. 79-87). Malden, MA: Blackwell.

W06

Oct 12

Cultural capital and taste Read: Smith, P. & Riley, A. (2009). Cultural theory: An introduction. Malden, MA: Blackwell. Only pp. 128–136 from Chapter 8. Read: Ma, E. K. W. (2006). Realizing wedding imaginations in South China. Visual Anthropology, 19(1), 57–72. https://doi.org/10.1080/08949460500373975

W07

Oct 19

Power and discourse Read: ** Foucault, M. (1978). The history of sexuality. New York, NY: Pantheon Book. Only pp. 92–98. Read: ** Foucault, M. (1981/1970). The order of discourse. In R. Young (Ed.), Untying the text: A post-structuralist reader (pp.51–78). Boston, MA: Routledge & Kegan Paul. Only pp. 51–64.

W08

Oct 26

Holiday; No lecture and tutorials entire week

W09

Nov 2

Popular culture and British cultural studies Read: Smith, P. & Riley, A. (2009). Cultural theory: An introduction. Malden, MA: Blackwell. Chapter 9. Read: ** Hebdige, D. (2006). (i) From culture to hegemony; (ii) Subculture: The unnatural break. In M. G. Durham & D. M. Kellner (Eds.), Media and cultural studies: Keywords (pp. 144–162). Malden, MA: Blackwell. Only pp.152–162.

W10

Nov 9

Gender and sexuality Read: ** Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. New York, NY: Routledge. pp.163–180 (“Bodily inscriptions, performative subversions”). Read: McInroy, L. B., & Craig, S. L. (2015). Transgender representation in offline and online media: LGBTQ youth perspectives. Journal of Human Behavior in the Social Environment, 25(6), 606–617. https://doi.org/10.1080/10911359.2014.995392 Briefing for final paper

W11

Nov 16

Technology and social life Read: Baym, N. (2010). Personal connections in the digital age. New York, NY: Polity Press. pp. 22–49 (“Making new media make sense”). Read: Matassi, M., Boczkowski, P. J., & Mitchelstein, E. (2019). Domesticating WhatsApp: Family, friends, work, and study in everyday communication. New Media & Society, 21(10), 2183–2200. doi:10.1177/1461444819841890

5|8

COMM3100

version: Sep 3, 2020

W12

Nov 23

Space and everyday life Read: ** De Certeau, M. (1984). The practice of everyday life. Berkeley, CA: University of California Press. pp. XVIII-XX and pp. 34–39. Read: ** Lefebvre H. (1991). Production of space. Oxford, UK: Blackwell. Only pp. 31–46.

W13

Nov 30

Nation and media Wrap-up Read: Bauman, Z. (1990). Thinking sociologically. Oxford, UK: Blackwell. Chapter 9 (Traditional Chinese version available too). Dec 14 (Monday) Final paper due by 5 pm

TUTORIAL SCHEDULE Make use of the lecture readings for your tutorial exercise. Lecture readings provide you with concepts, so you can explain them and apply them to your cases. Some topics particularly require local knowledge and field study (indicated by †). Students who are not familiar with local cases or not residing in the city are encouraged to discuss with our teaching assistants and local classmates for an appropriate arrangement. Date Week of Sep 14 (W02)

Topic T0: Meet your teaching assistant and your classmates. Decide your topics for presentation. Overview of different academic/popular sources. How to cite properly. How to avoid plagiarism.

Week of Sep 21 (W03)

T1†: Whose hearts are connected? 多一線定係多一事? Activity: Watch the following three PSAs for the Guangzhou-ShenzhenHong Kong Express Rail Link (available online at www.isd.gov.hk): • Connecting Hearts 多一線 多相見 • Inspiring Generations 跨時代 跨里程 • Broadening Horizons 新探索 新體驗 Analyze these videos using semiotics. Identify the signs used in these PSAs. What are the iconic, indexical, and symbolic signs? What are the denotations and connotations of these signs?

Week of Sep 28 (W04)

T2: Who is the Earth’s savior? 拯救地球就靠…… Activity: Watch Frant Gwo’s The Wandering Earth 流浪地球 (2019; Part 1 & Part 2) and Roland Emmerich’s The Day After Tomorrow (2004; Part 1 & Part 2). How do these films position the United States and China in the world? What roles do actors/actresses of different ethnicities play in these two films? What roles do men and women play in these films? Apply concepts of representations and stereotypes. Make lots of screen-capture. Also, find out the global box offices of these two films. What do you observe? How is the economy of sign related to the economy of money?

6|8

COMM3100

Week of Oct 5 (W05)

version: Sep 3, 2020

T3: “Culture” and “industry” of the culture industry 文化工業係工業定 係文化? Activity: Do you have an idol singer? Share with your classmates your most beloved song and why you love it. Discuss if MIRROR and/or 블랙핑크 (or any popular bands) bad/good cultural products from the culture industry. Show examples (e.g., music videos, products, blog posts) of your beloved band or singer that demonstrate standardization or/and individuality. Review the critique of culture industry. Do you agree with this critique?

Week of Oct 12 (W06)

T4: ISA and social media Activity: What is an ISA? In what ways can Twitter and/or Weibo be considered as an ISA? If so, whose ISA? If not, why not?

Week of Oct 19 (W07)

T5†: Whose cup of tea? Activity: Enjoy a 5-star afternoon tea. Describe the atmosphere, decoration, music, and menu of the restaurant, and the manner of the staff. Take photos whenever appropriate. Observe other patrons. Do you think some of the patrons do not belong there? Is taste objective or subjective? Who defines “taste” is? Who care about “taste”?

Week of Oct 26 (W08)

No tutorials

Week of Nov 2 (W09)

T6†: What did the vice-chancellors actually say? 校長其實講乜 Activity: Familiarize yourself with Foucauldian discourse. Review the statements issued by the vice-chancellor of each of the eight universities after the confrontation in the legislative council on July 1st. Conduct a discursive analysis on these statements. That is, note what is included, what is assumed, whose voice is silenced, what is diluted (“rarefacted”), etc. Discuss what kind(s) of ideology these statements are perpetuating. The statements are attached at the end of the lecture’s reading.

Week of Nov 9 (W10)

T7: From otakus to world champions 電競選手是怎樣煉成的? Activity: Do/did you play LoL, WoW, or any computer games? Which computer/video/mobile games do/did you like the most? What were your parents’/teachers’ reactions when you played games? What were your responses to your parents’/teachers’ reactions? Was or is gaming culture a subculture? Find out the development of Esports in Hong Kong or your country. Watch the opening ceremonies of League of Legends, 2018 Final and 2019 Mid-Season. On YouTube, watch “Opening Ceremony Presented by Mastercard | Finals | 2018 World Championship” (15’49”) and “Opening Ceremony Presented by Mastercard | Finals | 2019 Mid-Season Invitational” (12’11’’). Make lots of screen-capture. Discuss how subculture can be incorporated into mainstream culture.

7|8

COMM3100

version: Sep 3, 2020

Week of Nov 16 (W11)

T8†: My mother/girlfriend is not a woman 我阿媽/女友唔係女人 Activity: Watch Yim Ho’s Kitchen 我愛廚房 (1997; Part 1 & Part 2) and Jun Li’s Tracey 翠絲 (2018; Part 1 & Part 2). Discuss how these movies portray transsexualism: why the characters decide to transit, what the challenges are. Make lots of screen-capture. Read “Gossip Boys and Girls” (Chinese version here; English version here) published by the Transgender Resource Center. Are the representations in the movies accurate? Use all relevant concepts you have learnt so far to make your argument.

Week of Nov 23 (W12)

T9: (Non)Use of WeChat 微信, 用定唔用? Activity: Why or why not people use WeChat? Interview current users, non-users, users-turned-non-users. Interview Hongkong, mainland Chinese, and non-local users. How did they domesticate WeChat into their life? Simply put, what role does WeChat play in their life? Avoid the language of technological determinism.

Week of Nov 30 (W13)

T10†: Urban regeneration of old Wanchai 當初的喜帖金箔印著那位他 Activity: Visit Lee Tung Avenue 利東街 and its surrounding area. Find out the urban regeneration story of this area. Listen to Kay Tse’s “囍 帖街.” Then, observe what people do at different times. Interviews a couple of them (old, young, local, tourists) to understand what Lee Tung Avenue means to them and how they feel about the urban regeneration project (if they know). Explain how space is produced. Take lots of pictures.

8|8...