Syllabus

Kate Hoyt - Department of Communication

COMA 301 - Media and Cultural Criticism

MWF 11:15-12:20

Office Hours: TBD

“Today we live in a society in which spurious realities are manufactured by the media, by governments, by big corporations, by religious groups, political groups... So I ask, in my writing, What is real? Because unceasingly we are bombarded with pseudo-realities manufactured by very sophisticated people using very sophisticated electronic mechanisms. I do not distrust their motives; I distrust their power. They have a lot of it. And it is an astonishing power: that of creating whole universes, universes of the mind. I ought to know. I do the same thing.”

― Philip K. Dick, award-winning science fiction writer

Course Description: This course examines the role of media in producing systems of meanings and artifacts that shape popular culture and ideology. Students learn to use critical perspectives as lenses for studying texts of popular culture and for writing cultural criticism for popular and specialized audiences

Course Objectives:

1.) Awareness and deeper understanding of the critical issues presented by media and popular culture.

2.) Critical thinking about the use of one’s own voice within the networked public sphere.

3.) An understanding of and commitment to media literacy.

Class Schedule, Resources and Site

Class schedule is subject to change; although I will email with any pressing changes, you are responsible for regularly checking the class site for updates, supplemental readings and blog-response assignments. Real-time updates on class schedule and other resources and information can be found on the class blog: http://coma301.blogspot.com/   

Required Texts

NONE - all will be provided digitally.

Student Advisory - What You Should Know Before Taking This Class

Please read the following disclaimers to determine if this class is right for you. If you decide that this class isn’t for you, there will be absolutely no hard feelings!

-Please be aware that multiple projects for this class will be creative in nature, using digital media tools. We will have 2-3 media workshops where students will have the chance to learn how to use these tools and to test-drive them under the guidance of a media technology expert. Additionally, I am happy to meet with any students needing more help. You do not need to be an artist to take this course, but it will help to have a willingness to learn new tools and express your creativity.

-The third section of this course, Critical Approaches and the Politics of Identity, will cover controversial issues such as race, gender, class, and sexuality. These are often politically-charged topics. As we study various topics of identity and culture you will soon find that even the most seemingly banal aspects of life have a political history behind them. I challenge my students not to push a political agenda, but to promote critical thinking. If you are uncomfortable with the idea of politics entering the classroom, I urge you to talk to me about it so I can advise you on whether this class is right for you. If there is anything that upsets you or makes you uncomfortable throughout the quarter, my door is always open, and I am open to feedback.

-In the Critical Approaches section, we will discuss problematic or harmful elements of media representation regarding marginalized communities. Sometimes, problems or criticisms are raised without there being a clear-cut solution or answer. If you are not comfortable with ambiguity, if you like for there to be a clear-cut answer to all questions asked in a class, then this class might be challenging for you. Often this class will raise critical thinking by voicing problems or critiquing the status quo; although I will pose possible ideas for resolutions to these problems, you must be comfortable with not having a clear-cut answer.

-We will also be critically analyzing popular culture and media that you may have enjoyed or wish to enjoy outside of class; some students may become frustrated because it appears as if, by pointing out problematic elements about various pieces of popular culture, I am telling you that you cannot enjoy these things in your off time or that I am saying you are a bad person for enjoying these things. The premise of this class is that we are all heavily influenced by media, which often has problematic or simplified representations of class, race, gender, sexuality, etc., BUT (!) we can enjoy these things while also thinking critically about them.

-We critique structures, not people. For example, I acknowledge that the cultural significance of wedding/engagement rings can have problematic implications from a feminist and consumerist perspective (i.e., the idea of a ring signifying that a woman is a man’s property, the problems surrounding the social status that surrounds diamonds despite the inhumane conditions of the diamond mining industry), but I still wear a ring. I welcome any critical perspectives regarding many of the media and cultural practices I engage in without assuming that those criticisms attack me personally. I strive to separate the structures of media and cultural influence from the people who are affected by them, and I encourage you to do the same.

-Finally, if any of these disclaimers have dissuaded you from taking the class, please just let me know via email so I can let anyone on the waitlist know that a spot is available for them. Again, there will be absolutely no hard feelings!

Dropping and Adding

You are responsible for understanding the policies and procedures about add/drops, academic renewal, and similar topics found at https://www.plu.edu/registrar/curriculum-management/

Students not in attendance on the first day of class will be dropped from the course to make room for those on the waitlist.

Attendance, Participation and Late Work Policy

Media and Cultural Criticism is a participation-intensive class. Your willingness remain open to in-class exercises and to take risks will enhance your mastery of the course learning objectives outlined above. Additionally, a large percentage of your grade will be determined by the frequency, quality and thoughtfulness of your participation in this class. You will be allowed two (2) absences in this class which will not affect your grade, with the exception of additional personal and health emergencies (must have doctor’s note); unexcused absences beyond your two freebies will result in 5% drop in participation points and a 5% drop in the attendance grade. Three late arrivals (10 minutes late or more) will count as one absence. Six or more absences will result in automatic failure of the course. If you miss class on a day in which you are expected to give a presentation, you will not be able to make up that opportunity unless it is a genuine emergency and you contact me beforehand.

You will receive points for your participation grade (out of 30 points) after every section of this course (5 sections total). The rubric for participation grades is as follows:

• 30 - Superior thought and effort in participation, consistent evidence of preparedness, unique perspectives offered and respect shown to fellow students/instructor as well as respect for differing ideas and perspectives
• 25 - Adequate thought and effort in participation, generally reliable evidence of preparedness, respect shown to fellow students/instructor, generally open to differing ideas and perspectives
• 20 - Student was present and alert but did not verbally participate; respect shown to fellow students/instructor; acknowledgement of differing idea and perspectives
• 15 - Student actively avoided/rejected opportunities to participate (i.e. did not speak during their group’s presentations or exercises), showed consistent lack of preparedness, or expressed intolerance of differing ideas and perspectives
• 0 - Student disrupted the class, was disrespectful to fellow students/instructor or affected the class negatively

[-9 points for every unexcused absence beyond the two freebies]

Please note that your participation grade is based on quality, not quantity. Your contributions to class discussions must be respectful, thoughtful and deliberative. These qualities not only pertain to verbal comments, but also to nonverbal decorum. This means that you should not appear to be napping, texting, or surfing online during class. Further, please afford your fellow students and myself the courtesy of eye contact when someone is talking. Respectful disagreement is not only allowed, but encouraged; however, please know that I will not tolerate eye rolling, whispering, personal attacks, or disrespectful language in response to someone’s contribution. If I feel that your decorum during a discussion has adversely affected the classroom environment, you will receive a 0 for participation on that particular day (-9 points for the section). In extreme cases, I have the right to ask you to leave the classroom or drop the class.

Please be aware that I will only accept late work in cases of extreme personal emergency; furthermore, such work may be subject to a fifty percent grade penalty and/or additional, elaborative assignments. You should be aware of the importance of backing up your work and frequent saving, as technological failure is not an acceptable excuse for late work.

Electronic Devices

All cellphones must be silenced or turned off before the start of class. Laptops may be used during class discussions for note-taking and looking up references pertaining to class only. All laptops must remain closed during presentations given by students; inappropriate usage of laptops/smartphones will result in a reduction of your total participation grade. *Note - if it is the first time you are using a mobile device or computer out of turn, or if multiple students in the class are doing this, I will issue a warning; after that I will simply deduct 9 points for that section’s participation grade. I will be especially strict about this policy on days on which your peers are giving presentations.

Email Protocol

Although I typically receive and read your emails in a timely manner, please do not expect an immediate response during nights/weekends. I welcome thoughtful and pressing inquiries about how to take your work further; however if you are truly stuck on an assignment, please come see me during office hours, as face-to-face communication is more ideal in talking through your ideas about your work. Furthermore, your ability to find answers to your questions about assignments/readings on the website or in this syllabus will factor into the priority your email takes. Please do contact me regarding emergencies, as these emails will take priority and I have an open-door policy about these matters.

Assignments*:

*Please note that all word count specifications are meant as a ballpark figure. I do not count words but do expect all requirements to be fulfilled (i.e. if you are significantly under the word count, I will not deduct points for that, but it is likely that there is required substance missing from your paper). Please also note that I only accept assignments digitally; I don’t care if you email them to me or submit them through Sakai, but please do not turn in a paper copy, as I will probably end up losing it.

• Supplemental Material Presentation (100 pts): Throughout the quarter, there will be opportunities for the presentation of supplemental material pertaining to that day’s lesson. These readings will typically be denser, more advanced, and require a much closer reading than the reading assigned to the general class. You will sign up ahead of time to familiarize yourself with the supplemental material and conduct a 10-15 minute presentation, lead the class in a brief exercise that embodies the lesson of the material, and then debrief with a class discussion. Presentations should include an overview of the general topic, how it connects to previous concepts from class, and any key terms from the material. You will then lead the class through a brief exercise of your own design (you are allowed to find other instructors’ class exercise and tailor it to your particular topic). Discussions should be facilitated through 2-3 thoughtful, probing questions (no yes/no questions) posed to the class. Please start preparing early for this, as I am available to help you with interpretation of the reading as well as planning the class exercise, if you arrange an appointment with me ahead of time.

• Topic Proposal (50 pts): Your final project will be the production of an activist media product (see final project description for details). Please turn in a 500-word proposal covering the topic of your proposed project, why it is relevant or interesting to you, any additional background information that you have obtained on the topic, and possible visions for a final project surrounding this topic.

• Culture Jam Project (200 pts): This group project (groups of 2-3) entails digitally altering the logo or branding of a corporation, company, organization or public agency to make a social statement about it. We will go over what culture jamming is, look at successful examples, come up with a best practices list, and do a Digital Tools Workshop before you are expected to complete it.

• Media Analysis (100 pts): For this project, you will explore, in depth, the media coverage and treatment of your proposed topic. Please find at least two examples of news media coverage (blog, article, newscast, etc.) and at least two examples of social media commentary (tweet, FB post, article or blog comment), ideally expressing differing views or opinions; one of your four examples may also be a piece of entertainment media (TV show, sketch, web short, commercial, movie, music video, etc.), if your topic has been covered by it. Prepare a 1200 word analysis on: 1.) the background and context of the media artifacts (where it appeared, what the “rules” of this particular media platform are, how these “rules” have shaped a particular media culture); 2.) summary of each media artifact’s argument/perspective; 3.) how the different rules and cultures of each media platform have contributed to the way your topic was treated on these different platforms; and 4.) what your personal view is in response to the arguments/perspectives put forth by the media artifacts you analyzed.

• Final Project Proposal (50 pts): Please turn in a 1000-word proposal outlining: 1.) your topic of choice (please explain if it has changed or evolved since the topic proposal); 2.) a description of the final project that you propose; 3.) project goals and objectives; 4.) background/literature review for your topic, including how this topic has been covered in the media (both news and social media); 5.) methodologies/media techniques, including what media skills the project requires (so I can be sure to include this in the second Media Workshop), where you will get the content for your project and a proposed timeline of your work; and 6.) your personal views on/connection to your topic. Please include citations, in APA format.

• FINAL Activist Media Product (300 pts): For this project, you will produce an activist media artifact that takes a stance on a pressing social/political/cultural issue pertaining to contemporary media studies. This project must show your unique opinion on this issue, which involves taking a stance. Your opinion does not have to be formed when you begin research for this project, but must be formed and reflected in the final product. You may choose the medium that best suits your creative impulses, skills and vision for your project. Time-based media (videos, sound files, etc.) should be no less than 1 minute and no more than 6 minutes. Grading will occur on the following basis: 1.) CITED 250-word artist statement; 2.) Clarity of argument; 3.) Incorporation of at least three (3) concepts from class (which should be clear from either the media piece and/or the artist statement); 4.) Aesthetic/Creative decision-making (reflecting competence with media tools, clear artistic vision and originality/risk-taking); 5.) Quality of citations within artist statement; and 6.) Quality of 5-minute presentation.

• Section Quizzes (100 pts): At the end of every 3-week section, there will be a quiz that will briefly touch upon the readings assigned during that section. Each quiz will be worth 25 points.

• Participation (200 pts): In addition to contributing to class discussions, factors also include attendance, handing in signed and initialed copies of the syllabus, reading response prompts, participating in Supplemental Material Presentation in-class discussions, responding to lecture prompt questions, and participation in group and solo exercises.

Grades

Doing adequate work where you have followed directions and incorporated necessary items into your assignments constitutes “C” work. Going above and beyond the baseline of expectations requires taking ownership of your work, risk-taking and pushing yourself out of your comfort zone. As a class based in emerging media literacy, the above three qualities are imperative for both finishing the course with the necessary skill set to advance within the Communication Studies program and to receive a competitive grade.

Grades will be entered in a timely manner; for in-depth assignments, please click into the details of the grade you have received to read feedback, as I comment on both the successes and areas for improvement on all students’ in-depth assignments.

I have a 24/7 grade dispute policy: this means that, should you disagree with a grade that you receive, you must wait at least 24 hours before contacting me about it, and you have 7 days from when you received the grade to dispute it. Please email me or talk to me in class if you would like to discuss a grade that you received.

Grading Rubric

Participation	200
Section Quizzes	100
Supplemental Material Presentation	200
Remix Defense Assignment	50
Debate Brief: Networked Journalism	50
Meme Lineage Report	100
Final Topic Proposal	100
MIDTERM Culture Jam Project	200
Media Analysis Paper	200
Final Project Proposal	100
FINAL Activist Media Project + Presentation	300
Total	1500

Grading Breakdown

• A = This grade is reserved for work that goes above and beyond the expectations, demonstrates conceptual expertise and conveys mastery of application. It is work that you could show outside the walls of the classroom. A-level work also requires risk-taking, demonstration of personal/intellectual growth outside of one’s comfort zone and respect shown for audiences, fellow students and instructor. *Please note that the University does not allow the assignment of an A+ grade.
• A (1388 - 1500)
• A- (1343 - 1387)
• B = This grade is for above-average work. B-level work indicates that the student met and in some cases exceeded expectations, demonstrates competence with concepts and application, and has shown potential for intellectual/personal growth beyond the class.
• B+ (1313 - 1342)
• B (1238 - 1312)
• B- (1193 - 1237)
• C = Indicates average work. Student met all requirements and expectations, followed directions, and correctly applied the lessons from class. Risk-taking and intellectual/personal growth were not demonstrated in the completion of assignments.
• C+ (1163 - 1236)
• C (1088 - 1162)
• C- (1043 - 1087)
• D = Indicates below average work. Not all requirements and expectations were met, directions were not followed and concepts from class may have been incorrectly applied. In some cases, a D grade may indicate that the work did not show respect for others.
• D+ (1013 - 1042)
• D (938 - 1012)
• D- (893 - 937)
• F = Indicates a failing grade for the class, meaning that the majority of requirements and expectations were not met, concepts were incorrectly applied or were absent and/or a general disrespect was shown within the work.
• F (0 - 892)