M A in Communication and Journalism_1 Syllabus Mumbai University by munotes
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Cover Page
Sr. No. Heading Particulars
1 Title of the
Course Master of Arts (Communication and
Journalism)
2 Eligibility for Admission Graduate from any stream
3 Passing
Marks
4 Ordinances / Regulations ( if
any) --
5 No. of Years / Semesters Two years – four semesters
6 Level P.G.
7 Pattern Semester √
8 Status Revised √
9 To be implemented from
Academic Year From Academic Year __ 2016 -17. AC___________
Item No. ______
UNIVERSITY OF MUMBAI
Syllabus for Approval
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Date: 24/2/2017
Signature :
Name of BOS Chairperson / Sanjay Ranade
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REVISED SYLLABUS INCLUDING SCHEME OF COURSES, SCHEME OF EX AMINATION, MEDIUM OF
INSTRUCTION FOR THE MASTER OF ARTS (COMMUNICATION AND JOURNALISM).
FEE STRUCTURE:
Tuition Fees (per semester) - Rs 20,000
Examination Fees (per semester) – Rs 1,000
Project Examination Fees (to be paid in the second year only) – Rs 1, 000
Computer Lab Fees (per semester) – Rs 2,000
Library Fees (per semester) – Rs 1,000
PREAMBLE
1. Basic concepts
Credits: A course that is taught for 4 hours a week for a period of 15 weeks will carry six credits.
Course credits : To qualify in a given course, a student will have to acquire six credits in the course. Out
of these, four credits are central teaching component and two credits are for the self -study component.
The self -study component will consist of academic tasks outside the classroom th at will be assigned by
the teacher from time to time. The self -study component assigned in this manner will be related to or an
extension of but not in lieu of the prescribed syllabus. The self -study component will be given a
weightage of 33% in the evalua tion of the student. In case of courses with practical component/ field -
work components, four credits are for theory course and two credits shall be practical component/filed -
work component.
A student who acquires a minimum of 100 credits over four semeste rs will be declared eligible for the
award of the M.A. degree.
Courses : There shall be five types of courses: (i) Core Course; (ii) Elective Course; (iii)
Interdisciplinary/Cross -disciplinary Courses; (iv) Audit Courses; (v) Project -based Courses; (vi) Ab ility
Enhancement Courses
(i) Core Course: Core courses are courses that impart instruction in the basic non -specialized aspects of
a discipline that constitute the minimum basic competency in that discipline, regardless of any
specialization that the lea rner might choose in the future. Core-Courses shall be offered by the parent
department. Core courses shall be for six credits. Minimum 50% courses of the MA programme over
four semesters must be core courses.
(ii) Elective Courses: Elective courses shall be courses offered by the parent department that impart
instructions in specialized/advanced/supportive aspects of the relevant discipline. Each department
shall offer a pool of such courses from which a student can choose. Elective Courses shall be for six
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credits. The syllabus for each elective course will have a preamble clearly stating the course and the
learner objectives for the elective, along with the pre -requisites if any and a detailed list of references.
(iii) Interdisciplinary/Cross Disciplin ary Courses (I/C courses) : I/C courses shall be offered by parent
department and departments other that parent department. One ‘course basket’ shall be created for
the same. Each MA program has to offer a minimum of two courses and maximum of four courses in the
basket. Every I/C course shall be for six credits. A student may opt for an I/C course offered by his/her
parent department.
(iv) Audit Courses: Students can audit a course from the parent department as well as from other
departments in addition t o the core, elective and I/C courses that are mandatory, with the prior
permission of the head/s of the relevant department/s. Such a student will have to apply in writing at
most a week after the relevant course has commenced. For the audit course, a st udent shall attend
lectures of the audited course. The student cannot appear for the semester -end examination for the
audited course. However, the student shall appear for the internal examination/assessment. The audit course appears on the mark-sheet only when the student passes the internal assessment with minimum
50% marks, failing to which, the student cannot claim the audit for that course. The internal marks shall
not be displayed on final mark-sheet. The internal marks shall not be used for the credi t computation. A
student is permitted to audit maximum four courses in the MA program.
(v) Ability Enhancement Course: The ability enhancement courses are skills based course. The ability enhancement courses are to be offered at fourth semester.
(vi) Pr oject based courses : Project based courses shall consist of a dissertation. Each dissertation course
will carry 10 credits. Every learner shall choose one project based course.
2. Rules for programmes not having a practical component
2.1 Four core courses shall be offered in semesters 1 and 2 each.
2.2 Five elective courses shall be offered in the third semester. No other courses will be offered in the
third semester.
2.3 The fourth semester shall consist of one ability enhancement course, one interdiscipl inary/cross
disciplinary courses (I/C courses) and one project based course.
2.4 Each department will offer at least one I/C course during semester 4. The learner can choose any one course from this basket, including the course offered by his/her parent department. The preamble
to this course will clearly specify the prerequisites for this course.
2.5 A learner will have to apply to the relevant department in writing no later than two weeks after the
commencement of the fourth semester for taking the I/ C course offered by that department.
2.6 A learner can relinquish an I/C course chosen by him/her no later than two weeks after the
commencement of the fourth semester by applying to the Head of the Department whose I/C course
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the student wishes to opt fo r. The application will have to be endorsed by the head of the Department
whose I/C course the student has relinquished and the Head of the parent department.
2.7 The Head of the Department offering a specific I/C course will convey the marks of the inter nal
examination obtained by students taking the course to the Head of the parent department before the
commencement of the end semester examination of the parent department.
3. Dissertation courses
3.1 Dissertation based courses will be offered in the fourth semester. Every learner will have to choose
one dissertation course, which will be for twelve credits. The project based course will be in the form of
a dissertation based on a live project or a research assignment related to the specific discipline of the
parent department.
3.2 Every Teacher from every department will announce four to five broad topics at the beginning of the
second semester, reflecting degree of relevance and rigor suitable to a post graduate programme, along
with an indicative re ading list. These will be screened by the Board of Studies in the subject and a final
list of approved topics along with a reading list will be displayed in the first week of the third semester.
3.3 The student will submit a list of his/her three most pr eferred topics in the order of preference by the
fifth week of the third semester to the Head of the parent department.
3.4 Each Department will constitute a dissertation committee consisting of the Head of the Department
(Chairperson) and two other teach ers from the department. The purpose of this committee is to oversee
the functioning of the dissertation component in the department.
3.5 All Masters Degree holders with NET/SET (in Communication/Journalism/Film Studies/ Public Relations/Electronic Media/T elevision Studies) from University of Mumbai, all PhD scholars and
recognized post graduate teachers in the Department of Communication and Journalism will be guides
for the dissertation component.
3.6 The dissertation committee will allocate students to guides in order of the average of marks
obtained in semesters 1 and 2.
3.7 If it is felt necessary, the dissertation committee can assign a co -guide to a student, depending upon
specific disciplinary needs.
The student will make a preliminary presentation in the seventh week of the fourth semester. The
presentation will be attended by the guide and a committee consisting of two other teachers from the department. The committee will make necessary suggestions to improve the dissertation.
3.8 The student wil l make a final presentation in the 10
th to the 12th week of semester four. The
presentation will be evaluated by the same committee that evaluated the preliminary presentation. The criteria for evaluation will be as follows:
i) 10 marks for the quality of language.
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ii) 10 marks for the rationale for the research
iii) 1 0 marks for quality of the review of literature.
iv) 10 marks for research design and its implementation
v) 10 marks for answers to questions
3.9 The marks given by the three members of the evaluation committee will be averaged in each head
and the total marks decided by totaling the averages under the three heads.
3.10 The student will submit a bound hard copy of the dissertation to the Department by the end of the fourth semester, along wit h a soft copy on a CD/DVD.
3.11 The final dissertation will have a word limit of 8000 -10000 words and will be typed in one and a half
spacing on one side of the paper.
3.12 The final disserta tion will be evaluated out of 25 marks by the guide, 25 marks by any other t eacher
in the Department and 50 marks by an external examiner , which includes 25 marks for the written
submission and 25 marks by way of viva voce.
3.13 The dissertation will be given a grade point as per the following scheme:
Marks Grade Poin ts Letter Grade
0-9 0.5 F
10-19 1.5 F
20-29 2.5 F
30-39 3.5 F
40-44 4.2 C
45-54 5.0 B
55-59 5.7 B+
60-69 6.5 A
70-74 7.2 A+
75-100 8.7 O
3.14 A student who gets a letter grade F in the course will be deemed to have failed in the course.
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3.15 A student who feels aggrieved by the grading received will have the option of applying to the
project committee for re -evaluation of the dissertation within a period of one week after the declaration
of the result. If the dissertation committee feels that the claim is justified, it shall appoint a fresh
examiner who will submit his/her evaluation in a week’s time. If the marks by the re -evaluating
examiner exceed the marks of the original examiner by a margin of 10% or more, the latter set of marks
will be considered final.
3.16 The student who has got a letter grade F in the dissertation will have the option of resubmitting a
revised version within 2 months from the date of declaration of the result. If a student fails this time too,
he/she will not get any more chances and will be ineligible to be awarded the MA degree.
3.17 If a student is unable to submit his/her dissertation in the stipulated time or fails to make the
presentations at the appointed time, he/she will be deemed to have failed the course and will have the
option of submitting within 2 months from the date of declaration of the result. If a student fails this
time too, he/she will not get any more chances and will be ineligible to be awarded the MA degree.
3.18 The schedule for preliminary presentation, final presentation and dissertation submission will be
displayed in the first week of the fourth semester.
3.19 Ethical Standards regarding Dealing with Human Participants:
Students should refrain from acts which he or she knows, or under the circumstances has reason to know, spoil the academic integrity of the academic program. Violations of academic integrity include,
and not limited to: plagiarism; violation of the rights and welfare of human participants in research and
practice; cheati ng, knowingly furnishing false information; misconduct as a member of department or
college, and harm to self and others.
4. Evaluation of non-project courses
4.1 The examinations shall be of two kinds:
(i) Internal Assessment
(ii) Semester End Examination.
4.2 The learner who obtains less than 40 % of the aggregate marks of the relevant examination in that
course either in the internal assessment or in the end – semester examination will be awarded the letter
grade F in that course. The Medium of In struction will be English.
4.3 Internal Assessment: The internal assessment shall be for 40 marks. Two internal assessment examinations shall be scheduled for a course. The internal examination is to be conducted by the course teacher. The schedule for th e internal assessment is announced within two weeks of the
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commencement of the semester. Of the two exams one will be in the form of a written test involving
theory and the other will be in the form of extension work or assignment or term work. The answer -
sheets for internal examination shall be masked before evaluation. The evaluated answer -sheets and
marks shall be shown to the students on the date announced in advance.
4.4 The existing rules for moderation of answer sheets will be followed in the case of internal
examinations in core courses.
4.5 Semester -End Examination: The semester end examination shall be for 60 marks.
4.6 If a student is absent from the internal or end semester examination in any course including the
dissertation course, he/she wil l get a grade point of 0 and a letter grade of F.
4.7 If a student fails in the internal examination of a core or elective course, he/she will have to appear for the internal examination of the course when the course is offered again.
4.8 If a student fa ils in the end-semester examination of a core or elective course, he/she may reappear
for the same examination when it is held again in the following semester. A student can appear at the most three times, including the original attempt. If a student obtai ns a letter grade F in all the three
attempts, he/ she will have to seek fresh admission to the MA programme.
4.9 If a student obtains the letter grade F in any course in a given semester, the letter grade F will
continue to be shown in the grade card for that semester even when the student passes the course
subsequently in another semester.
4.10 If a student obtains minimum 40% marks in the internal assessment and fails to obtain minimum 40% percent marks in the end -semester examination of any course in a ny of the semester, the marks of
the internal examination shall be carried forward.
4.11 The letter grade and the grade point for the course will be computed as per 3.13
4.12 In any semester, the students GPA will be calculated as follows:
where
= credits for that course offered in that semester
and
= grade point obtained in that course offered in that semester.
Cumulative Grade Point Average (CGPA m) at the end of semester m is calculated as follows:
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, where,
is the credits for the ith course offered in semester j and
is the
grade point obtained in the ith course in semester j. There shall be no rounding of GPA and CGPA.
4.13 The semester wise GPA and CGPA shall be printed on the grade card of the student along with table
in 3.13
4.14 The final semester grade card shall also have the aggregate percentage marks scored by the
student in all the courses in which the student has obtained the relevant credits.
4.15 The rules for gracing: the existing ordinance for gracing shall continue to be used.
4.16 The rules for ATKT will be as per University norms.
5. Rules for MA programes with practical co mponent/field work components are as follows:
5.1 Four core courses shall be offered in semesters 1 and 2 each.
5.2. Five elective courses shall be offered in the third semester. No other courses will be offered in the
third semester.
5.3. The fourth semester shall consist of one ability enhancement course (6 credits), one
interdisciplinary/cross disciplinary course (6 credits) and one project based course (10 credits).
5.4. The semester having Practical Component / Field Work Component shall be given fo ur teaching
hours per week per theory (core/elective) course. Each core/elective course shall have 4 credits in such
semester.
5.5. There shall be 2 credits Practical Components/ Field Work Component per theory course (core/elective) in a semester one to three. The credits for practical and theory courses are obtained
separately.
5.6. There shall be 8 credits Practical Component/ Field Work Component in semester one and two.
There shall be 10 credits Practical Component/ Field Work Component in semester t hree. There shall be
no practical/field work component in semester four. The practical/field work component shall be
elective in semester three.
6. Evaluation of non-project courses and practical component /field work component for courses
having practical/field work component.
6.1: The examinations shall be of two kinds:
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(i) Internal Assessment = 40 marks comprising of a class test and practical/field/extension
component
(ii) Semester End Examination = 60 marks
6.2 The learner who obtains less than 40 % of the aggregate marks of the relevant examination (16/40
for Internal and 24/60 for Semester End) in that course either in the internal assessment or in the end –
semester examination will be awarded the letter grade F in that course.
6.3 Internal Assessment for theory courses: The internal assessment shall be for 40 marks. Two internal
assessment examinations shall be scheduled for a course. The internal examination is to be conducted
by the course teacher. The schedule for the internal assessment is a nnounced within two weeks of the
commencement of the semester. Of the two exams one will be in the form of a written test involving
theory and the other will be in the form of extension work or assignment or term work. The answer -
sheets for internal examin ation shall be masked before evaluation. The evaluated answer -sheets and
marks shall be shown to the students on the date announced in advance.
6.4 Internal Assessment for practical component/ field work component. The evaluated practical/field
work submis sion material and marks shall be shown to the students on the date announced in advance.
6.5 The existing rules for moderation of answer sheets will be followed in the case of internal
examinations in core courses excluding practical component/ field work component.
6.6: Semester -End Examination: The semester end examination shall be for 60 marks for theory courses
(core /elective) and for practical component/field work component. The semester –end examination for
practical component/ filed work component s hall be conducted separately.
6.7: If a student is absent from the internal or end semester examination in any course including the project course and practical/field-work component, he/she will get a grade point of 0 and a letter grade
of F.
6.8: If a s tudent fails in the internal examination of a core or elective course, or practical/field work
component, he/she will have to appear for the internal examination of the course if and when the
course is offered again.
6.9: If a student fails in the end -sem ester examination of a core or elective course or practical/ field work
component, he/she may reappear for the same examination when it is held again in the following semester. A student can appear at the most three times, including the original attempt. If a student
obtains a letter grade F in all the three attempts, he/ she will have to seek fresh admission to the MA programme.
6.10. If a student obtains the letter grade F in any course in a given semester including practical/filed work component, the let ter grade F will continue to be shown in the grade card for that semester even
when the student passes the course subsequently in another semester.
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6.11. If a student obtains minimum 40% marks in the internal assessment and fails to obtain minimum
40% perc ent marks in the end -semester examination of any course in any of the semester, the marks of
the internal examination shall be carried forward.
6.12: The letter grade and the grade point for the course will be computed as in 3.13.
6.13: In any semester, t he students GPA will be calculated as follows:
where
= credits for that course offered in that semester
and
= grade point obtained in that course offered in that semester.
Cumulative Grade Point Average (CGPA m) at the ned of semester m is calculated as follows:
, where,
is the credits for the ith course offered in semester j and
is the
grade poin t obtained in the ith course in semester j. There shall be no rounding of GPA and CGPA.
6.14. The semester wise GPA and CGPA shall be printed on the grade card of the student along with
table 3.13
6.15. The final semester grade card shall also have th e aggregate percentage marks scored by the
student in all the courses including practical/filed work component in which the student has obtained
the relevant credits.
6.16. In case, if it is required to scale the internal assessment marks and end -semester examination
marks to 400 marks per semester and 1600 marks for entire MA course, then internal assessment marks, end -semester examination marks and total marks shall be multiplied by factor 0.8.
6.17: The rules for gracing: the existing ordinance for grac ing shall continue to be used.
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SCHEME OF COURSES AND DETAILED SYLLABUS
Semester I
Course
Code Name of Course
A. Core Courses Term work
Teaching and
Extension Credits
Communication Theory 5860 6
Media Economics 5860 6
Reporting and Editing 5860 6
Media Criticism 5860 6
Total 58240 24
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Course –I
Communication Theory (Core Course)
This course will establish the connection between the theory and the practice of mass communication
and mass media. It will cover vast ground beginning with the first models of communication that were
suggested in the Euro -American world to the latest theorization of communication. It will also look
extensively at trends in de -westernizing communication and media studies with special focus on Indian
approaches to communication and media. Each of the units in the syllabus would require approximately
an hour of teaching.
By the end of the course students should be able to apply the communication theory in order to analyse
their own communication universe, their media sphere, their social, political and economic
environment, public opinion and mass culture phenomena.
The course shall comprise of the following units :
Week 1 What is communication, communication theory,
communication models Introduction to Communi cation,
John Fiske, Routledge, 1990
Week 2 Communication, meaning and signs, codes,
signification
Week 3 Semiotic methods and applications, Structuralist theory
and applications
Week 4 Empirical methods, ideology and meanings
Week 5 Theory of Media and Society, New Media – New
Theory? McQuail's Mass Communication
Theory, Denis McQuail, Sage,
2010
De-Westernizing Media Studies,
edited by James Curran, Myung-
Jin Park, Routledge, 2005
Empire and Information:
Intelligence Gathering and Social
Communica tion in India 1780 -
1879, Christopher Alan Bayly, C.
A. Bayly, Cambridge University
Press, 1999
Indian Literary Criticism: Theory
and Interpretation, G. N. Devy ,
Orient Longman, 2004 Week 6 Media structure and performance: principles and
accountability, m edia economics and governance,
global mass communication
Week 7 The media organization: pressures and demands, the
production of media culture
Week 8 Media content issues, concepts and methods of
analysis, media genres and texts
Week 9 Audience theor y and research traditions, audience
formation and experience
Week 10 Processes and models of media effects, socio -cultural
effects
Week 11 News, public opinion and political communication.
Week 12 De-westernising media and communication theory
Week 13 The Indian communication and media universe –
ancient India, colonized India, pre-Independence, post -
independence, the 21st century.
Week 14 Indian communication and its design
Week 15 The future of mass communication
Total
Hours 4 hours per week = 60 hours
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The course will specifically cover the following theories of communication and media - Argumentation
theory, Cognitive Dissonance theory, Model of Text Comprehension, Semiotics, Speech Act, Uncertainty
Reduction Theory, Adaptive Structuratio n theory, Attraction -Selection-Attrition Framework, Agenda
Setting theory, Cultivation theory, Reception theories, Hypodermic Needle theory, Medium theory,
Priming, Framing, Spiral of Silence, Two Step Flow theory, Uses and Gratifications, Theory of Rasa, Four
theories of the Press.
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
the classroom that will be assigned by the teacher. The 40 hour teaching component will include two
tests conducted in the classroom. These tests may be written, oral, in the form of presentations etc.
Altogether these tests will be for 2 5 marks.
The self -study component of 20 hours will include writing of critical essays, research projects, and
production of media content. These will be evaluated for 15 marks. The self -study component assigned
in this manner will be related to or an extension of but not in lieu of the prescribed syllabus.
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Course –II
Media Economics (Core course)
This course teaches how economic theories and concepts apply to a ll aspects of media. The digital
revolution, convergence, globalised competition and international trade has reshaped communication
and media businesses and is, at the same time, presenting challenges to policy -makers. This course
equips the learner to und erstand how economic forces affect the operation of media industry, explores
innovation, digital multi -platform developments, economics of networks, risk-spreading strategies,
copyright, corporate expansion, advertising whose resonance frequently extends b eyond individual
sectors and across the industry as a whole.
By the end of the course the learner must be able to apply economic theories and concepts to the mass
media and mass communication in India and the world.
The course shall comprise of the following units :
Week 1 What is media economics about,
macroeconomics and microeconomics, the
firm in economic theory, competitive market
structures, market structure and behavior Understanding Media Economics, Gillian
Doyle, Sage, 2013
Media Economics: Theory and Practice,
edited by Alison Alexander, James E.
Owers, Rod Carveth, C. Ann Hollifield,
Albert N. Greco, Lawrence Erlbaum, 2004
Handbook of Media Management and
Economics, edited by Alan B. Albarran,
Sylvia M. Chan-Olmsted, Michael O. Wirth,
Lawrence E rlbaum, 2006
Week 2 What is so special about economics of the
media, key economic characteristics of the
media
Week 3 Economies of scale, of scope and changing
technology
Week 4 Convergence, what are multi -media platforms,
the vertical supply chain
Week 5 Changing market structures and boundaries,
digital convergence
Week 6 Technological change, innovation, creative
destruction, multi -platform
Week 7 Media response to digitization, managerial
theories, horizontal expansion, vertical
expansion, transnational growth
Week 8 Economics of networks, broadcasting
networks, online content distribution, social
networks and microblogging
Week 9 Mass to niche, user empowerment,
segmentation and branding, audience flow
management, public service content provision
Week 10 The economics of print, film, television and
radio
Week 11 Globalising of content, advertising industry,
internet advertising, advertising as barrier to
market entry
Week 12 Media economics and public policy
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Week 13 The Indian pr int and digital media business The Indian Media Business, Vanita Kohli -
Khandekar, Response, 2010 Week 14 The India electronic media business
Week 15 The Indian film business
Total
Hours 4 hours per week = 60 hours
The course will specifically cover the following areas. Introduction to media economics theory and
practice, economics and media regulation, economics of international media, economics of the daily
newspaper, television, radio, internet, cable industry, films, advertising, online media and public
relations.
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
the classroom that will be assigned by the teacher. The 40 hour teaching component will include two tests conducted in the classroom. These tests may be wr itten, oral, in the form of presentations etc.
Altogether these tests will be for 25 marks.
The self -study component of 20 hours will include writing of critical essays, research projects, and
production of media content. These will be evaluated for 15 marks. The self -study component assigned
in this manner will be related to or an extension of but not in lieu of the prescribed syllabus.
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Course –III
Reporting and Editing (Core Course)
This course teaches the learner the writing and editing skills required for reporting across media
platforms. It deals with the purpose, process and technique of writing for the mass news media. It also
deals with translation skills required for news.
The course shall comprise of the following units :
Week 1 The r eporter on the job, what makes news,
how to read a newspaper, how to follow
news Melvin Mencher’s News Reporting and
Writing, McGraw-Hill Education, 2010.
Modern News Editing, Mark Ludwig, Gene
Gilmore, Wiley, 2005
News Reporting and Editing, K M
Shrivastava, Sterling Publishers, 2008
Translation in Global News, Esperanca
Bielsa, Susan Bassnett, Routledge, 2009
Political Discourse, Media and Translation,
edited by Christina Schaeffner and Susan
Bassnett, Cambridge Scholars Publishing,
2010
The Associated Press Stylebook 2016
By The Associated Press Week 2 Components of a news story, the lead, the
story structure, what are features, long
stories, series.
Week 3 Multimodal and multivalent narrative
structures, newspaper as a pedagogical and
an andragogic al tool.
Week 4 Translating for the mass news media
Week 5 Writing news releases, Broadcast news
writing
Week 6 Reporting principles, getting information,
making sound observations, building and
using background, finding, cultivating and
using source s
Week 7 Interviewing principles and practices,
speeches, meetings and news conferences,
how to follow hunches, feelings and
stereotypes
Week 8 Reporting accidents and disasters, writing
obituaries
Week 9 Writing a crime story, reporting on the court s
Week 10 Writing sports and business stories
Week 11 What is investigative journalism, principles
and practices?
Week 12 Reporting in Indian newspapers and
magazines, reporting for television in India,
writing for digital media
Week 13 Modern news editing, layout and design
Week 14 Style books, grammar, syntax of news
Week 15 News agency writing
Total
Hours 4 hours per week = 60 hours
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The course will specifically deal with the following. Grammar, syntax, styles of writing, figures of speec h,
passive and active voice, summarizat ion and precise, paraphrasing, foregrounding theory, t ranslation
skills, what makes news, news values, basics of reporting and news writing, storytelling techniques,
similarities and differences in newspaper and magaz ine feature stories, digging for Information and
initiating newsgathering, building and using background information and finding sources, getting the
most of Interviews, online resourc es, the trend story, narrative w riting, in- depth stories, principles of
editing, editing symbols, headline writing, w riting the editorial, writing reviews.
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 4 0 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
the classroom that will be assigned by the teacher. The 40 hour teaching component will in clude two
tests conducted in the classroom. These tests may be written. Altogether these tests will be for 25 marks.
The self -study component of 20 hours will include writing/translating various media content for varied
media platforms. These will be evaluated for 15 marks. The self -study component assigned in this
manner will be related to or an extension of but not in lieu of the prescribed syllabus.
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Course –IV
Media Criticism ( Core Course)
The course equips the learner with historical context a nd analytical tools to transform from passive
consumers of media to active and critical thinkers and evaluators of mass communication and mass
media. The course examines the social, political, commercial roles, cultural effects, philosophical underpinnings , corporate influences and ideological agendas of the media drawing upon a vast range of
theories and theorists of communication and mass media. There is an emphasis on developing a critique of the mass media and mass communication universe in India.
The course shall comprise of the following units :
Week 1 Concepts and keywords in Journalism, media
and communication Electronic Media Criticism: Applied
Perspectives, Peter B. Orlik, Routledge, 2009
Digital Media Criticism, Anandam P. Kavoori,
Peter Lang 2 010
A Rasa Reader: Classical Indian Aesthetics,
Translated and Edited by Sheldon Pollock,
Columbia University Press, 2016
Indian Literary Criticism: Theory and
Interpretation, G. N. Devy, Orient Longman,
2004
Indian Narratology, Ayyappa P Panikkar,
Indira Gandhi National Centre for the Arts
and Sterling Publishers, 2003 Week 2 What is criticism, the essence of criticism,
why critique the mass media
Week 3 Critical functions, aesthetics and ethics of
mass media
Week 4 Criticism and the Communication Process
Week 5 Criticism and the Communication Process
Week 6 Knowledge Processing function of mass
media
Week 7 Tonal and Talent Ingredients, Stage -Molding
Ingredients
Week 8 Tonal and Talent Ingredients, Stage -Molding
Ingredients
Week 9 Busines s Gratifications, Audience
Gratifications
Week 10 Reality Programming
Week 11 Depiction Analysis
Week 12 Structural Analysis
Week 13 Probing Ethics and Values
Week 14 Aesthetics and Art
Week 15 Composite Criticism
Total
Hours 4 hours per week = 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will co mprise the self -study component. The self -study component will consist of academic tasks outside
the classroom that will be assigned by the teacher. The 40 hour teaching component will include two
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tests conducted in the classroom. These tests may be writte n, oral or presentation. Altogether these
tests will be for 25 marks.
The self -study component of 20 hours will include developing a critique of various media content and
presenting it in a form mutually agreeable between the teacher and the learner. Thes e will be evaluated
for 15 marks. The self-study component assigned in this manner will be related to or an extension of but
not in lieu of the prescribed syllabus.
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Semester II
Course
Code Name of Course
A. Core Courses Term work
Teaching and
Exte nsion Credits
Introduction to Television Studies 5860 6
Introduction to Film Studies 5860 6
Introduction to Media Research 5860 6
Ethics, Constitution and Media Laws 5860 6
Total 58240 5824
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Course I
Introduction to Television Studies (Core Course)
The co urse provides the learner into insights into television as a medium. It covers the technology, the
content, the production and more importantly looks closely at the way audiences and their relation with
television is undergoing change. It looks at the power of television in society and over society.
The course shall comprise of the following units :
Week 1 What is Television Studies, why
study television? Television: Technology and Cultural
Form , Raymond Williams, Ederyn
Williams, Routledge, 1990
An Intr oduction to Television
Studies, Jonathan Bignell, Routledge,
2013
The Television Studies Reader,
Robert Clyde Allen, Annette Hill,
Routledge, 2004 Week 2 Bringing Television Home: Domestic
Space and “New” Technologies.
Social learning theories
Week 3 Rethinking the Cultural Industries
Week 4 Cultural Production in the Network
Era, The ‘flow’ theory
Week 5 What makes news on TV, The Power
of Television, , Difference between
TV News and Print News Gathering
Week 6 How television news teams work
toge ther – Team, Responsibilities,
planning your story for your
audience, how do you get the best
possible shots & audio for your news
story
Week 7 Television and society with special
reference to India
Week 8 The language of television,
connotations and codes, narrative
structures, narrative functions with
special reference to India
Week 9 Segmentation, fragmentation and
prioritization with special reference
to India
Week 10 Television genre
Week 11 Who is the author of television
content?
Week 12 Realism, ideology and television
Week 13 The television audience
Week 14 The television audience in India
Week 15 Beyond television
Total
Hours 60 hours
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Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
the clas sroom that will be assigned by the teacher. The 40 hour teaching component will include two
tests conducted in the classroom. These tests may be written, oral or presentation. Altogether these tests will be for 25 marks. The self -study component of 20 hour s will include television analysis,
audience study that will be evaluated for 15 marks. The self -study component assigned in this manner
will be related to or an extension of but not in lieu of the prescribed syllabus.
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Course II
Introduction to Film S tudies (Core Course)
The course is about studying cinema and film. It is about understanding and critiquing the cinematic
experience and engagement. It covers the form and function of film, f ilm analysis, History of World
Cinema, History of Indian Cinema, History of Marathi Cinema, The Hindi film industry, Hollywood
Cinema, German expressionism, Soviet Montage, Italian neo realism, French new wave cinema,
Japanese Cinema, New Iranian Cinema, Korean Cinema, Digital Aesthetics, Music and choreography in
India n Cinema and Indian and global cinema in the context of globalization .
The course shall comprise of the following units :
Week 1 What is cinema, why theorise
cinema, the subject and the method
of theorizing cinema The Major Film Theories: An
Introduction, J. Dudley Andrew,
OUP, 1975
Film Studies: An Introduction, Ed
Sikov, Columbia University Press,
2010 Week 2 Theorising the medium of film,
realism, structuralism,
deconstruction, semiotics.
Week 3 The formative tradition – Hugo
Munsterberg
Week 4 Rudolf Arnheim, Sergei Eisenstein
Week 5 Bela Balazs and the tradition of form
Week 6 Realist film theory – Siegfried
Kracauer
Week 7 Andre Bazin
Week 8 Jean Mitry, Christian Metz and the
semiology of the cinema
Week 9 Representation and reality
Week 10 Mise -en-scene – within the image,
camera movement, cinematography
Week 11 Editing and sound
Week 12 Narrative from scene to scene, from
screenplay to film
Week 13 Who is the author of cinema? Auteur
theory, role of the producer
Week 14 What is genre?
Week 15 Contributions of Laura Mulvey
Total
Hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will compris e the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
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the classroom that will be assigned by the teacher. The 40 hour teaching component will include two
tests conducted in the classroom. These tests may be written, oral or presentation. Altogether these
tests will be for 25 marks. The self -study component of 20 hours will include film analysis that will be
evaluated for 15 marks. The self -study component assig ned in this manner will be related to or an
extension of but not in lieu of the prescribed syllabus.
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Course III
Introduction to Media Research (Core Course)
This is an introduction to media effects research. The learner will be introduced to specific ca ses,
research on media effects, findings, and methods. There will be an emphasis on the use of research in
media work. This course lays the ground work and is a prerequisite for an advanced course in Semester
IV. The course will encourage learners to write their own research papers, review research literature and
even conduct research in the field of communication and media.
The performance of the learner in term work/internal assessment during the teaching- learning of the
course will be considered during the evaluation of the research dissertation in Semester IV.
The course shall comprise of the following units :
Week 1 Scientific approach to the study of
media effects, ways of knowing , the
nature of science, what is theory Media Effects Research: A Bas ic
Overview, Glenn G. Sparks, Cengage
Learning, 2014
Mass Media Research: An
Introduction, Roger D. Wimmer,
Joseph R. Dominick, Cengage
Learning, 2010
The Handbook of Global Media
Research, edited by Ingrid Volkmer,
Wiley -Blackwell, 2012 Week 2 Brief h istory of media effects
research, types of media effects,
analysing media content, search for
causal relationships
Week 3 Propaganda and publicity with
reference to the World Wars, effects
of media violence, sexual content in
the media, media that stir e motions
Week 4 Effects of media stereotypes,
influence of Marshall McLuhan,
persuasive effects of media
Week 5 Effects of news and political content,
impact of new media technologies
Week 6 Nature, scope and limitations of
statistics, parametric and non-
parametric tests, descriptive and
inferential statistics.
Week 7 Mean, median, mode, variance,
standard deviation, covariance,
correlation and regression,
Week 8 Steps for hypothesis testing, null
hypothesis, alternate hypothesis,
kinds of variabl es.
Week 9 Type I error and Type II error,
Spearman’s rank correlation
coefficient, chi -square test, Kendall
Rank correlation, ANOVA
Week 10 Techniques of public relations,
special interests groups, political
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communication. Ethics of research,
research skills and techniques for
journalists
Week 11 Graphs and diagrams - How to read
data .
Week 12 Communication and Media research
in India
Week 13 Critiquing any one theory of
communication/media
Week 14 Critiquing any one theory of
communication/medi a
Week 15 Case Studies
Total
Hours 60 Hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teac hing component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
the classroom that will be assigned by the teacher. The 40 hour teaching component will include two
tests conducted in the classroom. These tests may be written, oral or presentation. Altogether these
tests will be for 25 marks. The course will lays special emphasis on studying cases.
The self -study component of 20 hours will include application of research methods and produc ing case
studies under the supervision of the teacher. These will be evaluated for 15 marks. The self -study
component assigned in this manner will be related to or an extension of but not in lieu of the prescribed syllabus.
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Course IV
Ethics , Constituti on and Media Laws (Core Course)
The course shall provide the learner with a sense of history, philosophy and ethics. It will encourage the
learner to engage with ethical issues in the environment, debate upon the issues and arrive at an
understanding of h ow ethics and ethical conflicts are dealt with. The course explores ethics around the
world through an understanding of the important religions practiced in the world. The interconnection
between ethics, law and the Constitution will be understood. There w ill be a special emphasis on ethics
of the communication and media professions.
The course shall comprise of the following units :
Week 1 What are ethics, types of ethics,
Euro -American ethics, ethics in other
parts of the world, historical
influences What is History, Edward Carr, Penguin, 2008
History of Western Philosophy , Bertrand Russell,
Simon and Schuster, 1972
History of Indian Philosophy, Surendranath
Dasgupta, Motilal Benarsidass, 1997
Working a Democratic Constitution: A history of the
Indian experience, Granville Austin, OUP, 2003
Introduction to the Constitution of India, Durga Das Basu
Media Ethics, Paranjoy Guha Thakurta, OUP, 2011
Ethics and the Media: An Introduction, Stephen J. A.
Ward, Cambridge University Press, 2011
Media at Work in C hina and India: Media at Work in
China and India: Discovering and Dissecting , edited
by Robin Jeffrey, Ronojoy Sen
Ethics in Public Relations: A Guide to Best Practice,
Patricia J Parsons, Patricia Parson,. 2008
Ethics in Public Relations: Responsible Advocacy ,
edited by Kathy Fitzpatrick, C arolyn Bronstein, Sage,
2006
The Human Rights Reader: Major Political Essays,
Speeches, and Documents from ancient times to the
present, Micheline Ishay, Routledge, 2007 Week 2 Ethics in India – principles and
practi ce
Week 3 What the religions of the world say
about ethics, what is the nature of
truth
Week 4 Democracy, liberty, freedom,
secularism, socialism, federalism,
sovereignty, equality
Week 5 Ethics in the Constitution of India
Week 6 Fundamental Right s, Duties and
Obligations
Week 7 India’s criminal justice system
Week 8 Crime, punishment, reform and the
IPC
Week 9 Global journalism ethics
Week 10 Journalism ethics in India
Week 11 Laws regulating the mass media and
mass communication in Ind ia
Week 12 Social responsibility of the media,
intellectual property rights and
copyright in India
Week 13 Human Rights, animal rights
Week 14 Ethics of Public Relations
Week 15 Ethics of Advertising
Total
Hours 60 hours
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Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
the classroom that will be assigned by the teacher. The 40 hour teaching component will include two tests conducted in the classroom. These tests may be written, oral or presentation. Altogether t hese
tests will be for 25 marks.
The self -study component of 20 hours will include conducting seminars, writing a research project, a
review of literature, conducting surveys or interviews. These will be evaluated for 15 marks. The self -
study component as signed in this manner will be related to or an extension of but not in lieu of the
prescribed syllabus.
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Semester –III
An elective course will be offered only if there are a minimum of ten students opting for it.
Course
Code Name of Course
Elective Courses Term work
Teaching and
Extension Credits
Public Relations in the Private and
Public Sector 5860 6
Media Management 60 6
Media Advocacy 60 6
Conflict Communication 60 6
Culture studies and Media 60 6
Political Communication 60 6
Video Games and Media 60 6
Sports Journalism 60 6
Concepts Of Storyboarding 60 6
Audio -Visual Production and Post -
Production 60 6
Documentary film making 60 6
Multimedia Production 60 6
Storytelling for children 60 6
Interpersonal commun ication 60 6
Family Communication 60 6
Religion, culture and communication 60 6
Digital Media Marketing 60 6
Basic Course for Indian Sign Language
Communication 60 6
Media and Disability Communication 60 6
Intercultural Communication 60 6
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Public Relations in the Private and Public Sector (Elective Course)
This course covers the following areas - History and evolution of the public and private sector in India,
Government Public Relations, Corporate communication - defining corporate communicat ion, defining
internal communication, understanding the process and evaluation of internal communication, defining
external communication, understanding the process and evaluation of external communication,
corporate social responsibility, crisis communica tion, international public relations, agency public
relations - account management, client servicing, setting up an agency, evaluating PR, Indian culture at
the workplace.
The course demands a basic understanding of how news media works, the principles and theory of Public Relations and practice.
The course shall comprise of the following units :
Week 1 History and evolution of the public
and private sector in India Public Relations in India: New Tasks
and Responsibilities, J. V. Vilanilam,
Sage, 2011
Theorizing Crisis Communication,
Timothy L. Sellnow, Matthew W.
Seeger, Wiley -Blackwell, 2013
Evaluating Public Relations: A Best
Practice Guide to Public Relations,
Tom Watson, Paul Noble, Kogan
Page, 2007
Gower Handbook of Internal
Communication, edited by Marc
Wright, Gower Publishing, 2009
The Oxford Handbook of Corporate
Social Responsibility, Andrew Crane, Week 2 Public Relations of the Government
of India, PRB, Introduction to the
Information and Broadcasting
Ministry
Week 3 Corporate communication - defining
corporate communication
Week 4 Defining internal communication,
understanding the process and
evaluation of internal
commu nication
Week 5 Defining external communication,
understanding the process and
evaluation of external
communication
Week 6 Creating value with Public Relations,
Corporate social responsibility
Week 7 Crisis communication
Week 8 Agency public relati ons- account
management, client servicing
Week 9 Setting up a PR agency, role of
finance in PR
Week 10 Interpersonal communication
Week 11 Introduction to Indian organizations
and their cultures
Week 12 Getting on TV, getting into print
media
Wee k 13 Use of Digital media for PR
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Week 14 Conducting a Press Conference OUP, 2008
Indian Culture and Work
Organisations in Transition, ed ited
by Ashish Malik, Vijay Pereira,
Routledge, 2016 Week 15 Evaluating a PR exercise
Total
hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
the classroom that will be assigned b y the teacher. The 40 hour teaching component will include
preparing a PR plan for a specific client and presenting it. The assignment will be for 25 marks.
The self -study component of 20 hours will include conducting a PR exercise such as a press conferen ce.
This will be evaluated for 15 marks. The self -study component assigned in this manner will be related to
or an extension of but not in lieu of the prescribed syllabus.
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Media Management (Elective Course)
Mechanics of Media buying and selling: Role and structures, Media Basics, Media Strategy, Target
Groups definition, Market Prioritization, Media Weights, Media Mix decisions, Scheduling, Building a Plan, Evaluating Media Buys, The buying process, Plan Implementation, Budget Setting, Solutions
Approa ch, Media Economics: The Economic theory applied to analysis of mass media industries,
structure and performance of mass media. Reading industry reports like those by FICCI or McKinsey.
The course shall comprise of the following units :
Week 1 Mass soc iety, mass culture and mass
media and the ‘fifth estate’ The Indian Media Business, Vanita
Kohli-Khandekar, Response, 2010
India's Newspaper Revolution:
Capitalism, Politics and the Indian-
language Press, Robin Jeffrey, Hurst
and Company, 2000
Indian Med ia in a Globalised World,
Maya Ranganathan, Usha M
Rodrigues, Sage, 2010
Handbook of Media Management
and Economics, Alan B. Albarran,
Sylvia M. Chan-Olmsted, Michael O.
Wirth, Lawrence Erlbaum Associates,
2006
The New Media Monopoly, Ben H.
Bagdikian, Beacon Press, 2004
Media Management in the Age of Week 2 The Media Business and Commerce
with specific reference to the media
in India
Week 3 Mechanics of Media buying and
selling: Role and structures, Media
Basics
Week 4 Prioritisation, Segmentation and
Fragmentation of content and
audience
Week 5 Preparing a Media Strategy,
Defining the target audience, market
prioritisation
Week 6 Media Weights, Media Mix
decisions, Scheduling
Week 7 Building a Plan, Evaluating Media
Buys
Week 8 The buying process, Plan
Implementation
Week 9 Budget Setting, Solutions Approach
Week 10 An introduction to media economics
Week 11 The print media in India
Week 12 The electronic media in India
Week 13 The business of cinema in India
Week 14 The business of theatre in India
Week 15 The digital media
Total
hours 60 Hours
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Giants: Business Dynamics of
Journalism, Dennis F. Herrick,
University of New Mexico Press,
2012
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outs ide
the classroom that will be assigned by the teacher. The 40 hour teaching component will include
preparing a media plan for a specific client and presenting it. The assignment will be for 25 marks.
The self -study component of 20 hours will include condu cting a media survey for a client. This will be
evaluated for 15 marks. The self -study component assigned in this manner will be related to or an
extension of but not in lieu of the prescribed syllabus.
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Media Advocacy (Elective Course)
Defining Public Interest, Definition of Public Opinion, Formation and change of Public Opinion,
Introduction to Propaganda, Introduction to Social marketing, Public Opinion and Democracy, Public
Opinion and thinkers - Aristotle, Plato, Michel de Montaigne , Ferdinand Tönni es, Jeremy Bentham,
Adam Smith, Jürgen Habermas, Herbert Blumer, Jean Jacques Rousseau, James Bryce, A. Lawrence
Lowell, Walter Lippmann, Lance Bennett. Public Opinion models -The Random Diffusion model of Mass
Public Opinion, The Receive -Accept -sample mod el of public opinion , Models of public opinion influence
on leaders, Five Models of Representations . Public Opinion and Political Communication -Goals of
strategic political communication, Elite Influence on Public Opinion, Interest Groups and Democratic
Representation, The Political Media. The Public Opinion Process, Public Opinion and Social Control,
Public Opinion and the Middle class, Media and Public Opinion -Influence of Media on Public opinion,
Opinion Polls, Media -led campaigns in the World, Media -led campaigns in India.
The course shall comprise of the following units :
Week 1 Democracy, the informed citizen and
the media Communication for Development in
the Third World, Srinivas R Melkote,
H Leslie Steeves, Sage 2001
An Introduction to Politica l
Communication, Brian McNair,
Routledge, 1995
Public Communication Campaigns,
Ronald E. Rice, Charles K. Atkin,
Sage, 2001
Constructing Public Opinion, Justin
Lewis, Columbia University Press,
2011
News: The Politics of Illusion, W Week 2 Public interest, public opinion and
the media
Week 3 Political communication
Week 4 Manufacturing consent, the
sociology of news
Week 5 News: the politics of illusion
Week 6 Public Relations, Publicity and
Propaganda and development
Week 7 Media advocacy and public health –
case studies
Week 8 Media advocacy and gender – case
studies
Week 9 Media adv ocacy and disability – case
studies
Week 10 Media advocacy and child rights
Week 11 Media advocacy, race and caste –
case studies
Week 12 Media advocacy and minorities –
case studies
Week 13 Media advocacy and citizens’ rights –
case studies
Week 14 Planning a media advocacy
campaign
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Week 15 Executing a media advocacy
campaign Lance Bennett, Longma n, 2012
Sociology of News, Michael
Schudson, W W Norton, 2011
Cultural Meanings of News: A Text -
Reader, Daniel A. Berkowitz, Sage,
2011
News Narratives and News Framing:
Constructing Political Reality
By Karen S. Johnson -Cartee,
Rowman and Littlefield, 20 05
The Handbook of Development
Communication and Social Change,
Karin Gwinn Wilkins, Thomas Tufte,
Rafael Obregon, Wiley Blackwell,
2014 Total
hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 6 0 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
the classroom that will be assigned by the teacher. The 40 hou r teaching component will include two
written tests. The assignment will be for 25 marks.
The self -study component of 20 hours will include conducting seminars on media advocacy. These will
be evaluated for 15 marks. The self -study component assigned in th is manner will be related to or an
extension of but not in lieu of the prescribed syllabus.
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Conflict Communication (Elective Course)
The course shall provide the learner with an opportunity to understand the conflict from its theoretical
as well as pr actical perspectives and the significance of communication in the situation of conflict. It will
encourage the learner to engage with issues of conflict, debate upon its social, economical, political and
cultural implications. Understanding the role of med ia in the situations of conflict, both from theoretical
and practical perspectives and the manner in which various political and social organizations
communicate their respective beliefs, ideologies, agendas to the crowds or the tools they use to
mobilize crowds in favor or against the state would be on focus. It will also help the learner to
understand the challenges that the state has to face while communicating with the people living in
conflict zones. Moreover there will be a special emphasis on unders tanding the conflict in terms of its
political and economical aspects. The learners will also get an opportunity to study conflict and
communications from a conflict -hit victim’s point of view to arrive at an understanding where he/she
would be able to lea rn the best ways to communicate with people in such situations. What role does
media play and what are the challenges that media (as a mediator or as somebody’s mouth piece) face
in the situations of conflict, would also be on special priority.
The course shall comprise of the following units :
Week 1 What is a conflict? Types of conflicts.
Non -political and political. Classical Theories: Miller and Steinberg
Karl Marx & Friedrich Engels The Communist
Manifesto 1848 Robert A. Baron, Michael Nicholson
Karl Marx A Contribution to the Critique of Political
Economy 1859, De Bono, 1985. Positive Negative
effects Filley, 1975. Ludwig Gumplowicz Grundriss
der Soziologie (Outlines of Sociology, 1884) (1838–
1909) , laissez -faire philosophy) Herbert Spencer .
Ward 's Dynamic Sociology (1883)
Eidelson, Roy, J; Eidelson, Judy I (2003). "Dangerous
ideas: Five beliefs that propel groups toward
conflict". American Psychologist. Identity, Region,
Caste etc Inter -State disputes on water, location of
central projects, Relig ion or region based
polarization. Jaat Andholan, Maratha Andholan,
Gujjar community crisis, North East crisis and Week 2 Conflict and politics. Class and
identity conflict. Understanding Civil
resistance, Youth and Conflict
Week 3 Motivations for people involved in
conflict and its propagation. Beliefs
that propel groups toward conflict.
Role of emotion in inter -group
relations and conflicts.
Week 4 Significance of modern
communication tools in terms of
conflict.
Week 5 Significance of Information
Communication Technology (ICT) in
terms of conflict. Effects on political
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conflict (Collective Action,
Censorships, Intelligence, Audience
Effect) Kashmir crisis etc.
Youth and conflict (World youth report 2003)
Durkheim (1858– 1917) Mikhail Bakunin, Forsyth,
2006
Nils B Weidmann (Communic ation technology and
political conflict)
Availability of information on social media fosters
mobilization of people, and gives existing forces
better means for coordination -- Arab Spring 2011
(Pierskalla & Hollenbach, 2013 , Poster Boy Burhans
killing in Kashmir 2016
Dictator parties implement censors on media
Friedrich & Brzezinski, 1965) Media censors in JnK
during 2008, 2010, 2016 uprisings.
Intelligence gathering --The case of China’s Great
Firewall (MacKinnon, 2011 ), Intelligence gathering
by cell pho nes Shapiro & Weidmann
(2015)
Conflicting parties need to be aware of the
repercussions certain actions can have elsewhere.
Robinson, 1999)
State can trace rebel activities and members of
opposition trough ICT( Zeitzoff, 2011)
Traditional approach (Crabtree, Darmofal & Kern
(2015), Weidmann (2015), Cairncross,
2001, Warren (2015
Modern approach Shapiro & Siegel (2015) , Bailard
(2015), Rød &Weidmann (2015), Morozov, 2011,
Gohdes (2015).
Comparative approach: Zeitzoff, Kelly & Lotan
(2015), Baum & Zhukov (2015) Week 6 How does ICT benefit the state in
situations of political conflict?
Week 7 Major approaches to study the
effect of communication technology
on political conflict.
Role of traditional communication
tools on conflict
Effects of modern communication
technology on conflict
Studying the conflict in terms of
both, old and new communication
technology perspectives.
Week 8 What is conflict management in
terms of non -political conflicts?
Week 9 Conflict management in terms of
political conflicts
Week 10 Significance of mediation in non
political conflicts and communicating
with the victims of political conflict.
Week 11 Signification of communication and
the role of media in political
conflicts.
Week 12 Important components of conflict
management (Both non -political and
political conflicts)
Week 13 Role of effective co mmunication in
resolving non -political conflicts
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Week 14 Role of effective communication in
resolving political conflicts. Conflict management models: Blake and Mouton
(1964), Thomas (1976) and Pruitt (1983), Khun and
Poole's model, DeChurch and Marks's meta -
taxonomy, Rahim's meta -model. Theory of conflict
management Kirchoff and Adams, 1982 , Response
styles: Turner and Weed (1983). Conflict resolution:
De Bono, 1985. Etc. Political conflict in practice.
Ceasefire, peacekeeping, Strategic Foresight Group,
global peace system. Role of NGO’s. Conflict
Resolution as a Political System John Media and
political conflict Gadi Wol fsfield
Transforming Conflict: Communication and
Ethnopolitical Conflict ( Donald G. Ellis) W. Burton.
Political Conflict Management Revaz Jorbenadze
2001.Role of mediation in conflict resolution (
Joanne Law), MEDIATION - The Preferred Alternative
for Conflict Resolution George Amoh, Accra, Ghana..
The healing function in political conflict resolution
(Joseph V. Montville)
Effective communication skills for conflict resolution
Naomi Brower, Jana Darrington 2012/ CHRISTINE
SWITZER. Role of Communication in c onflict -
Management study guide MSG
Why dialogue matters for conflict prevention and
peacebuilding Democratic Republic of Congo/Roger
LeMoyne.
Week 15 Importance of dialogue and creative
peacebuilding in political conflicts.
Total
Hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
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the classroom that will be assigned by the teacher. The 40 hour teaching component will include two
tests conducted in the classroom. These tests may be written, oral or presentation or case study based.
Altogether these tests will be for 25 marks.
The self -study component of 20 hours will include conducting seminars, writing a research project, a
review of literature, conducting surveys or interviews. These will be evaluated for 15 marks. The self -
study component assigned in this manner will be related to or an extension of but not in lieu of the
prescribed syllabus.
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Political Communication (Elective Course)
This course explores different aspects of political communication. It will explor e the role of media, the
public, the State with specific reference to the Indian scenario.
The course shall comprise of the following units :
Week
1 Introduction to Political Communications.
Era of the partisan press and yellow
journalism
Contemporary politics and political
communication
Parallels helping us to understand politics
in the future?
Davis, Richard. 2001. The Press and American
Politics, 3rd Edition. New Jersey: Prentice
Hall. Chs. 2 -3, pp. 25 -86.
Prior, Markus. 2003. “Any Good News in So ft
News? The Impact of Soft News Preference
on Political Knowledge.” Political
Communication 20(April/June): 149 -171. -
Baum, Matthew A.
“Soft News and Political Knowledge: Evidence of Absence or Absence of Evidence?” 2003. Political Communication 20 (Apr il/June): 173 -
190.
Norris, Pippa. 2000. A Virtuous Circle: Political Communications in Postindustrialist Societies. Cambridge, UK: Cambridge University Press. Week
2 Political communication paradigm
Is news a “public good” or a commodity, whose
content is driven by market consider ations?
Can it be both?
How should news be treated by society? Can
public be induced to consume more, and more
serious, political news?
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Week
3 COMMUNICATION AND CIVIC ENGAGEMENT
Mutz, Diana C. 2006. Hearing the Other Side:
Deliberative versus Participatory Democracy. Cambr idge: Cambridge University Press.
Varshney, Ashutosh. 2001. “Ethnic Conflict
and Civil Society: India and Beyond.” World
Politics 53(3): 362-398.
Davis, Richard. 2001. The Press and American
Politics, 3rd Edition. New Jersey: Prentice Hall.
Chs. 12 -13, p p. 202-252. - Hallin, Daniel C.
1991.
“Whose Campaign is it, Anyway?” Columbia
Journalism Review (January/February). - Patterson, Thomas. 1996.
“Bad News, Period.” PS: Political Science and
Politics 29 (March): 17 -20.
Huckfeldt, Robert and John Sprague. 1995.
Citizens, Politics, and Social Communication: Information and Influence in an Election
Campaign. Cambridge: Cambridge University
Press.
Lazarsfeld, Paul F., Bernard Berelson and Hazel Gaudet. 1944. The People’s Choice:
How the Voter Makes up his M ind in a
Presidential Campaign. 2nd ed. New York:
Columbia University Press.
Iyengar, Shanto and Donald R. Kinder. 1987.
News That Matters: Television and American Week
4 INTERGROUP COMMUNICATION AND ITS
EFFECTS
What is intergroup communication in political
communication?
What is the effect of intergroup
communications?
Week
5 Political Communication Theory
What is Political Communication Theory?
Week
6
How the Media Cover Politics
How should politics and elections be covere d?
How well do the media measure up to this
standard?
What would you anticipate would be the practical beneficial effect political coverage
along the lines you suggest?
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Week
7
THE TRANSMISSION OF POLITICAL
INFORMATION WITHIN SOCIAL NETWORKS
The trans mission of political information.
The transmission of political information in
social media.
Public Opinion. Chicago: University of
Chicago.
Krosnick, Jon A. and Donald R. Kinder. 199 0.
“Altering the Foundations of Support for the
President Through Priming.” APSR 84: 497 -
513
Gamson, William A. 1992. Talking Politics.
New York: Cambridge. Lakoff, George. 2002.
Moral Politics, 2nd ed. Chicago: University of Chicago Press. Chaps 1 -2, 7 -9.
Groeling, Tim and Samuel Kernell. 1998. “Is
Network News Coverage of the President
Biased?” Journal of Politics 60 (November):
1064-1086.
Baum, Matthew A. and Phil Gussin. 2008. “In
the Eye of the Beholder: How Information
Shortcuts Shape Individual Per ceptions of
Bias in the Media.” Quarterly Journal of
Political Science 3:1: 1 -31.
Just, Marion R., Ann N. Crigler, Dean E. Alger, Timothy E. Cook, Montague Kern and Darrell
M. West. 1996. Crosstalk: Citizens,
Candidates, and the Media in a Presidential
Cam paign. Chicago: University of Chicago
Press.
McGraw, Kathleen M. 2002. “Manipulating
Public Opinion.” In Norrander, Barbara and
Clyde Wilcox, editors, Understanding Public
Opinion. Washington D.C.: Congressional
Quarterly Press, pp. 265-280.
Mermin, Jonathan. 1999. Debating War and
Peace. Princeton: Princeton University Press.
Chapter 6, pp. 120 -142
Sharkey, Jacqueline. 1993. "When Pictures
Drive Foreign Policy," American Journalism
Week
8
THE EFFECT OF MASS MEDIA ON POLITICAL
ATTITUDES
What is the effect of mass media on political
attitudes?
Week
9 Constitutional Framing
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Review 15, No. 10 (December).
Mutz, D. C., & Martin, P. S. (2001). Facili tating
communication across lines of political
difference: The role of mass media. American
Political Science Review, 95, 97 –114.
Week
10 Political process and Governance
• Political Process in India
• Electoral Process in India
• India's Foreign Policy
• Public Policy & Good Governance
• Management Approach towards
Political Issues
Week
11 Media Bias
Is media biased? Is this “good ” or “bad” for
politics and democracy?
What are the implications for political discourse of citizen perceptions of bias in the media?
Week
12
Campaign Advertising & Political Participation
Role of political communication in political
campaigning and advertising.
Political participations in media campaigns
Week 13 Gauging Public Opinion
How can we improve the use of public opinion
polls in the news media in order to
(a) Help political leaders better understand
what the public thinks and wants
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(b) Help the public
Understanding the polls and public attitudes
Week
14 Public Opinion and Public Policy
Influence of public opinion on public policy
Week
15 Polarization and contentious politics
What is Political Polarization?
What are the causes of Political Polarization?
Case study of Political Polarization
Total
Hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hour s, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
the classroom that will be assigned by the teacher. The 40 hour teaching component wil l include two
tests conducted in the classroom. These tests may be written, oral or presentation or case study based.
Altogether these tests will be for 25 marks.
The self -study component of 20 hours will include conducting seminars, writing a research pro ject, a
review of literature, conducting surveys or interviews. These will be evaluated for 15 marks. The self -
study component assigned in this manner will be related to or an extension of but not in lieu of the
prescribed syllabus.
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Video Games and Media (Elective Course)
This course introduces the students to the fundamentals of understanding video games from not just
the perspectives of consoles or history but it tries to tackle some of the elements that are crucial to
understanding the very basic elem ents that form the game such as the characters and the storylines
which are as crucial as the script of a movie. This subject also tries to understand the violence, the rating
system used as well as the marketing and business side of gaming along with the rise of new age
mediums used like mobile spaces being used by traditional platforms like Nintendo to market their
popular mascot ‘Mario’ in December 2016. Overall this subject covers the need to understand video
games not just in the context of entertainme nt but as a serious study to understand the various cultures
associated within.
The course shall comprise of the following units :
Week 1 Introduction to video games What is video game culture? Cultural studies and
game studies - Adrienne Shaw (2010)
Glued to games: How video games draw us in
and leave us spellbound - Scott Rigby and Richard
Ryan (2011)
Gaming history: Computer and video games as
historical scholarship- Dawn Spring (2015)
Home video games platform: Robin S Lee (March
2011)
What defines video game genre? Thinking about
genre study after the great divide- David A
Clearwater (Loading… Vol. 5, issue 8)
Week 2 Who plays gam es?
Week 3 History of video games: from the
console to the cloud
Week 4 Genres in video games
Week 5 The narrative used in video games
Week 6 The art of game design
Week 7 Characters in video games
Week 8 Video games and ‘citizenship’
Week 9 Literacy and video games
Week 10 Video games and violence
Week 11 Understanding virtual reality in
video games
Week 12 Gender representation and video
games
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Week 13 Advertising video games Exploring the boundaries of the narrative. Video
games in the English classroom - Jonathan
Ostenson (July 2013)
Beyond programming: The p ower of making
games - Lisa Castenda, Manrita Siddhu (2015)
Video game characters - Felix Schroter and Jan -
Nol Tham (2013)
Video games and Citizenship: Jeroen Bourgonjon
and Ronald Soetaert
How video games are reaching out to reluctant
readers - Kristie J olley (2013)
Video games in education: Why should they be
used and how are they being used - Leonard
Annelta (2008)
Video games as learning environment for
students with learning disabilities - Elizabeth
Simpson (2009)
Video games and violence; Public policy
implications - Joel e Collier, Pearson Liddel Jr. and
Gloria J Liddel (2008)
The culture study: effect of online violent video Week 14 New media and gaming
Week 15 The business of gaming
Total
Hours 60 hours
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games on the levels of aggression - J. Hollingdale
(2014)
The potential societal impact of virtual reality-
Mark Ekolto Rive ria
Gender and racial stereotypes in popular video
games - Yi Mou, Wei Peng (2009)
Women and video games: Pigeonholing the past -
Allison Perry (2012)
Advertising video games: Kelly Anders. Journal of
public policy and marketing. (Volume 18 no. 2)
Effect iveness of social media as a tool for
communication and it's potential for tech
enabled connections: A micro level study - Trisha
Dowerah Baruah (May 2012)
The relationship between addictive use of social
media and video games and symptoms of
psychiatric d isorders: A large scale cross sectional
study - Schou Andreassen C (2016)
Value creation in video game industry: Industry
economics, consumer benefits and research
opportunities - Andre Marchand and Thorsten
Henning Thurau (July 2013)
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Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component wh ile 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks
outside the classroom that will be assigned by the teacher. The 40 hour teaching component will include
two tests conducted in the classroom. These tests may be written, oral or presentation. Altogether
these tests will be for 25 marks.
The self -study component of 20 hours will include conducting seminars, writing a research project, a
review of literature, conducting surveys or interviews. These wil l be evaluated for 15 marks. The self -
study component assigned in this manner will be related to or an extension of but not in lieu of the
prescribed syllabus.
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Sports Journalism (Elective Course)
The program in sports journalism is pl anned to improve the writing and reporting skills and knowledge
in sports journalism. The goal of the program is to go beyond reporting of competition and column
writing. It will include ethics and the impact of sports on society. Likewise, it will strive to assist
participants in making significant improvement in communicating about sports through word and image.
The course shall comprise of the following units :
Week 1
Introduction to course: What is sports
journalism [historical perspective]? And
wha t is sports
news? Sports Journalism Kevin D.
Robbins
William Zinsser’s “On Writing Well,”
Week 2
What qualifies as sports? How is sports
journalism different from other journalism? Sports Journalism Kevin D.
Robbins
Week 3
Sports as news
Sports as e ntertainment
Reporting sports in context and perspective Sports Journalism Kevin D.
Robbins
Week 4
Sports journalism in print media
Sports journalism in TV
Sports journalism in radio
Online sports journalism Sports Journalism Kevin D.
Robbins
Week 5
Sports journalism as craft
Searching for ideas
Planning the interview and reporting
process Sports Journalism - An
Introduction to Reporting and
Writing
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Interviewing Skills
Asking the right questions
Week 6 Modes of Sports Writing
Hard News
Soft News Row e, David
Modes of Sports Writing
Week 7
Feature Stories
Leads
Nut Graph
Story Structure
Columns Sports Journalism - An
Introduction to Reporting and
Writing
Week 8
AP Style
Headlines
Captions Sports Journalism - An
Introduction to Reporting and Writing
Week 9
Women, gender equality and sport
Inequalities and discrimination: constraining women in sport
Policy/normative frameworks on women,
gender equality and sport
http://w ww.un.org/womenwa
tch/daw/public/Women%20a
nd%20Sport.pdf
Week 10
Sports News Values
Sports journalism ethics
Olympics Values
Libel and other Legalities Sports Journalism - An
Introduction to Reporting and Writing
Olympic values and sports
journalism eth ics The
international press coverage
of the 2012 Olympics Xavier
Ramon
Sports Journalism - An
Introduction to Reporting and
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Writing
Sports Journalism: A Practical
Introduction
By Phil Andrews
Week 11
Sports Photography
Role of Sports Photographer Sports Journalism: A Practical
Introduction
By Phil Andrews
Week 12
Sports Journalism Sources and Tool Kit
Journalistic Copyright Sports Journalism: A Practical
Introduction
By Phil Andrews
Week 13 The Sports Desk
The Sports editor’s desk
Forward Planning
Prospects
Processing Copy Sports Journalism: A Practical
Introduction
By Phil Andrews
Week 14
Broadcast Media
Demands of Broadcast Journalism
Language of broadcasters
Radio and Television Sports Department
Story Structure
Writing and performing scripts
Broadcast interview
Commentary Sports Journalism: A Practical
Introduction
By Phil Andrews
Week 15 Tackling the Digital Future Of http://ww w.arts.canterbury.a
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Sports Journalism
Newspapers to New Media
Broadcast to Broadband
Social Networking: Its Place in Sports
Journalism c.nz/journalism/documents/ro
bert_bell_report_april11.pdf
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 wi ll comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
the classroom that will be assigned by the teacher. The 40 hour teaching component will includ e two
tests conducted in the classroom. These tests may be written, oral or presentation. Altogether these
tests will be for 20 marks. The self -study component of 20 hours will include preparing a 30 min Sports
News for television, a print news article and a 15 min Radio Program . These will be evaluated for 20
marks. The self -study component assigned in this manner will be related to or an extension of but not in
lieu of the prescribed syllabus.
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Concepts Of Storyboarding (Elective Course)
The course shall provide the learner storyboarding as a strong pre-production tool in film making. It will
provide learner an comprehensive understanding of storyboarding concepts, its benefits and application
in film making. The course specifically expl ores the storyboarding practices in film and animation.
Learner will have complete idea how storyboarding can be powerful tool in pre-production stage along
with its uses throughout the production stage, and should be able to actively practice it.
The co urse shall comprise of the following units :
Week 1 What is storyboarding? Introduction, origin and overview.
Week 2 General drawing techniques. Introduction and basics. Using graded pencils.
Week 3 Drawings techniques according to the shooting styl e, framing, camera movements.
Week 4 Drawing techniques practice.
Perspective drawing. Space, depth, form.
Week 5 Implementing drawing techniques to storyboarding the sequences.
Week 6 Attempting realistic storyboards.
Week 7 Continuity. 180 de gree rule, screen direction, cutaways cut ins.
Week 8 Storyboarding for animation and special effects.
Week 9 Storyboarding for advertisements.
Week 10 Storyboarding in India. Practices and scope. (maybe a surprise test)
Week 11 Imagine the story a nd telling it with storyboards.
Week 12 Storyboard presentation techniques.
Week 13 Digital storyboarding. Requirements.
Week 14 Surprise test. Idea, story, storyboard in one session.
Week 15 Revision, remarks, suggestions over the progress of this storyboard course.
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Total
Hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
There will 4 consecutive lectures taken in a day in a week. 1 or 2 of them will comprise of theory and
rest will practical. There will class work each day and students will be marked according to their daily
classroom practicals.
Documentary Film Making (Elective Course)
Course Description:
This is a gateway course for a ll students majoring in Documentary Studies and those seeking an
understanding of its myriad forms. It is also an excellent opportunity for all students to obtain a general
introduction to the theoretical and practical approaches to documentary work in rad io/audio,
video/film, hypermedia/multimedia, photography, and long -form nonfiction writing. The course will
cover both the history and rudimentary skills involved in the production of each documentary mode,
placing a strong emphasis on linking the research methods of the social sciences and the humanistic
concerns of the arts. Documentary photography and cinematography combine science and art,
reality and deception. In this segment of the course students will first be introduced to how
photography has been used to observe and comment on various aspects of the human and natural
world.
How do we define documentary? Draw the lines between documentary, fiction, and entertainment?
In this class, we will examine these questions, thinking about the special expectations we have for
documentary film: to tell us the truth. We will trace the origins of these expectations (in photography
and ethnography) and the development of various techniques and modes of film -making that have been
defined as “documentary.” We will explore the social and historical contexts and origins of these
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different modes. You will learn to identify these different modes and analyze how each uses images,
words, and narrative to construct arguments about the world. Throughout, we will be co nscious of the
way that documentaries deal with questions of what is truth/the real and the ethical issues involved in
filming real people
Objectives - The student will be able to
1. The techniques of script formation from a concept.
2. Understand the tec hniques of script writing.
4. Understand the basics of screen technique.
5. The necessity of editing.
6. The principles of editing.
7. Understand the documentary film making style.
8. Understand the types of documentary
9. Understand the deference between fiction and nonfiction.
10. Understand the anatomy of motion picture camera.
12. understand the concept of the basic principles of motion picture photography
13. understand the concept and technique of cinematographic properties
14. Understand the basic principles video and audio recording
15. Understand the basic principle of light & sound.
Pre-Requisite :
1. Basic concept of Film Making.
2. Basic knowledge of computer operation
3. Basic knowledge of editing.
4. Basic artistic and aesthetic sense.
5. Basic knowledge of camera operation.
6. Interest in cinematography
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7. Interest in motion picture photography.
8. Basic theoretical knowledge in Videography.
9. Knowledge of basic camera hardware & software is also necessary.
The course shall comprise of th e following units :
WEEK TOPIC REFRENCE
BOOKS/JOURNALS/IMPORTANT READING
Week
1 Introduction / Defining Documentary
What is Documentary? 1. Grimshaw, “The Modernist
Moment” and “The Innocent Eye:
Flaherty, Malinowski, and the
Romantic Quest” In The
Ethnog rapher’s Eye: Ways of
Seeing in Anthropology Cambridge,
UK: Cambridge University Press
(2001): 15-31, 44-55. (C)
2. Oksiloff, “The Body as Artifact”
in Picturing the Primitive: Visual
Culture, Ethnography, and Early
German Cinema , New York:
Palgrave (2001) ( C)
3. Keil, “American Documentary Finds
its Voice” In Documenting the
Documentary Nichols, “What Kind
of Documentaries Are There?,” pp.
99-109. (ID)
4. Optional: Hogenkamp, “The
Radical Tradition in Documentary
Filmmaking, 1920 -1950” (DFB)
Nichols, “How can we d ifferentiate
among documentaries?" (chapter
6) (ID)
5. Nichols, "How can we describe..."
(chapter 7), pp. 172 -179
6. Hall, "Realism as a Style in Cinema
Verite: A Critical Analysis
of Primary " Cinema Journal 30(4):
24-50
7. Grant, “Ethnography in the First
Person. ” In Documenting the
Documentary (ed Barry Keith Grant
and Jeanette Sloniowski) Detroit,
MI: Wayne State University Press Week
2 Origins of Documentary:
Photography and Evidence Photography and the
real
Documentary Genres and Hi story
• Film formats, types of films, genres,
• Introduction to documentary films
Week
3 Origins of Documentary:
Photography and Anthropology Photographic
Apparatus, Realism and Ethnology,
Representation, Indexicality,
• RESEARCH
• WRITING
• PREPRODUCTION
Week
4 Early Documentary
A Developing Form
Definitions, Ethics, and Voice
• Story, script and its importance,
scripting
• Screenplay, shot break up
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Week
5 Expository Documentary
Social Documentary, Authority and Truth Claims
Analyzing Documentary Rhetoric
Visualizing Directing and interviewing
techniques
• Logistics, budgeting, finance, pitching
for funds, format for fund raising
• Talent, techies, camera person, subjects
- people who you document
• Location, travelling, permissions, props
(1998): 238 -253. (C)
8. Anderson and Benson, "The Myth
of Informed Consent: The Case of
Titicut Follies," In Image Ethics: The
Moral Rig hts of Subjects in
Photographs, Film, and
Television (ed. Larry Gross, John
Stuart Katz, and Jay Ruby) New
York: Oxford UP (1988): 58-90. (C)
9. Pryluck, “Ultimately, We Are All
Outsiders” from New Challenges
for Documentary (ed. Alan
Rosenthal) Manchester:
Manchester University Press
(2005)
10. Winston, “The Tradition of the
Victim in Griersonian
Documentary” In Image Ethics: The
Moral Rights of Subjects in
Photographs, Film, and
Television (ed. Larry Gross, John
Stuart Katz, and Jay Ruby) New
York: Oxford UP (1988): 34-57.
11. Ruby “Speaking for, Speaking
about, Speaking with, or Speaking
alongside” In Picturing Culture:
12. Explorations of Film and
Anthropology Chicago: University of
Chicago Press (2000): 195- 220.
13. Nichols, "How can we
describe...? (chapter 7), p p 179-
194
14. Minh -ha, “The Quest for Totalizing
Meaning” In When the Moon
Waxes Red New York: Routledge
(1991): 29-52. (C)
15. Ruby, “The Image Mirrored:
Reflexivity in Documentary Film”
In New Challenges for
Documentary, first
16. Nichols, “The Fact of Fiction and
the Fiction of Objectivity”
In Representing
Reality Bloomington, IN: Indiana
University Press (1991): 165-200.
(C)
17. Williams, “Mirrors Without
Memories: Truth, History, and the Week
6 Poetic Doc umentary
Beyond Argument: The Poetic Mode
Direct Cinema/Observational Cinema.
• Cameras, lights
• Questionnaire, art of interviewing, how
to be one of them
Week
7 Observational Cinema: Authenticity and Ethics
Observational Cinema and the Ideology of the
Apparatus
Ethical Issues in Observational Cinema
• Camera handling, importance of TCR,
Assistant directors job
• Lighting techniques
• Angles, light, mikes and sound
• Crowds, controlling the onlookers,
cables and batteries
• Shooting
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• OVERVIEW/REVIEW OF BASIC FIELD
PRODUCTION TECHNIQUES (Camera
Sound Lighting)
New Documentary” Film Quarterl y
46 (3): 9-21
18. Arthur, “Jargons of Authenticity”
In Theorizing Documentary (ed.
Michael Renov) New York:
Routledge (1993): 108-134. (C)
19. Fischer, “Documentary Film and
the Discourse of
Hysterical/Historical Narrative.”
In Documenting the
Documentary (ed Barry Keith Grant
and Jeanette Sloniowski) Detroit,
MI: Wayne State University Press
(1998): 333-343. (C)
20. Renov, “New Subjectivities:
Documentary and Representation
in the Post -Verite Age” In The
Subject of
Documentary Minneapolis, MN:
University of Minnesota Press
(2004): 171-181. (C)
21. Nichols, “How can we
describe...,”(chapter 7) pp 199 -211
and “How Have Documentaries
Addressed Social and Political
Issues?” (ID)
22. Plantinga, “Gender, Power, and a
Cucumber: Satirizing Masculinity
in This is Spinal Tap ”
In Documenting the
Documentary (ed Barry Keith Grant
and J eanette Sloniowski) Detroit,
MI: Wayne State University Press
(1998): 318-332. (C)
23. Murray, "I Think We Need a New
Name for It": The Meeting of
Documentary and Reality TV
In Reality TV: Remaking Television
Culture (ed. Susan Murray and
Laurie Ouellette) Ne w York: New
York University Press (2004) (C)
1. Introduction to Documentary, 2nd Week
8 Ethical Challenges
Ethical Issues in Documentary Film
Civilisation and the Documentary Episteme
• POST PRODUCTION
• System, software, Fire wire, Connecting
the cam, capturing, capturing for mats
Week
9 Epistemological Challenges: Reflexivity
The Question of Authority
The Debates over Reflexivity
• Managing large files, Editing
suites/software’s
Week
10 Reflexivity and Political Film/ REFLEXIVE
DOCUMENTARIES
Philosophical Challenges to Objec tivity
Experiments in Objectivity: Re- Enactments
• Principles & basics of editing software,
Timelines and transitions
• Laying the sound tracks, Mixing sound,
Sound editing, sound formats
• Special effects
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Edition by Bill Nichols (Indiana UP, 2001)
2. Documentary Film: A Very Short
Introduction by Patricia Aufderheide
(Oxford UP, 2007)
3. The Shut Up and Shoot Documentary
Guide by Anthony Q. Artis (Focal, 2007)
4. Camera Lucida: Reflections on
Photography by Roland Barthes (Hill and
Wang, 1981)
5. Night Mail by Scott Anthony (BFI Film
Classics, 2007)
6. Civilisation by Jonathan Conlin (BFI TV
Classics, 2009)
7. Shoah by Sue Vice (BFI Film Classics,
2011)
8. The Film Essay: From Montaigne, After
Marker by Timothy Corrigan (Oxford UP,
2011)
9. Film Making: Create a Feature Film on a
Limited Budget by Nancy Thomas, 17 oct
2016 ASIN: B01MF9APBG Week
11 Different Takes on Authority
Subjectivit y, Authority and Truth Claims
Subjectivity and Documentary
Interview, Travel, Diary
Week
12 Subjectivity and Performativity
Documentary performance
Events and Refractive Cinema
Week
13 Documentary Experiments
Experimental Film, Performance, and
Docum entary
Mockumentary
Reality TV
Week
14 Contemporary Approaches to Documentary
Evidence
Documentary, Testimony, and Memory
Digital Docs
• Output formats, Mpegl and Mpeg2
• DVDs and VCDs
• Flvs and wmvs
• Frame rates, NTSC and PAL, Encoding
and Decoding
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Week
15 The Future of Documentary
Reality TV and New Formats
• Making a VCD and DVD
10. On Directing Film by David Mamet,
Penguin USA, 1 Jan 1992
11. Documentary: A History of the Non -
Fiction Film by Eric Barnouw, OPU USA, 23
sep 1993
12. Introduction to Documentary by Bill
Nichols, Indiana University Press, 25 Nov
2010.
13. A New History of Documentary Film by
Jack C. Ellis and Besty McLane, Continuum
International Publishing Group LTD. 1 Aug
2005
14. Docufictions: Essays on the Intersection
of Documentary and Fictional Filmmaking
by Gary D. Rhodes and John Parris
Springer, MC Farland and Co In, 1 Apr 2005
15. Dying to Film: Creating a Documentary
on Near Deth Experiences by Monica
Hagen,15 jan 2013.
16 . Anthropological Filmmaking : by J.R.
Rollwagen, Routledge Ltd. 1988
17. A Complete Guide to Documentary
Filmmaking by Mark Roberts, 2016
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18. M aking Documentaries Films and
Videos: A Practical Guide to Planning,
Filming, and Editing Documentaries by
Barry Hampe, Holt Paperbacks ,2007.
Total
Hours 60 hours
Important Documentaries :
1.Short Films, Lumiere Brothers, 1896 -1897 (France)
2. Rain, Joris Ivens, 1929 (Belgium)
3. The Fog of War, Errol Morris, 2003 (USA)
4. Nanook of the North, Robert Flaherty, 1922 (USA)
5. Man with a Movie Camera, Dziga Vertov, 1929 (USSR)
6. Waltz with Bashir, Ari Folman, 2008 (Israel)
7. Triumph of the Will, Leni Riefenstahl, 1935 (Germany)
8. Grizzly Man, Werner Herzo g, 2005 (USA)
9. Lonely Boy, Wolf Koenig & Roman Kroitor, 1962 (Canada)
10.Harlan County USA, Barbara Kopple, 1976 (USA)
11. Night Mail, Harry Watt and Basil Wright, 1935 (UK)
12.Listen to Britain, Humphrey Jennings, 1942 (UK)
13.The Up Series, Mic hael Apted, 1964-2005 (UK)
14. Civilisation, Kenneth Clark, BBC, 1969 (UK)
15.The Ascent of Man, Jacob Bronowski, BBC, 1972 (UK)
16.Connections, James Burke, BBC, 1976 (UK)
17. Night and Fog, Alain Resnais, 1955 (France)
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18.Shoah, Claude Lanzmann, 19 85 (France)
19.A Film Unifinished, Yael Hersonski, 2011 (Israel)
20.Sans Soleil, Chris Marker, 1984 (France)
21.The Gleaners and I, Agnes Varda, 2000 (France)
22.Forest of Bliss, Robert Gardner, 1985 (USA)
23.I Love $, Johan van der Keuken, 1986 (Hollan d)
24. Tribulation 99: Alien Anomalies under America, Craig Baldwin, 1991 (USA)
25.Dial H -I-S-T-O-R-Y, Johan Grimonprez, 1997 (Belgium)
26.Bus 174, José Padilha & Felipe Lacerda, 2002 (Brazil)
27. Bumming in Beijing – The Last Dreamers, Wu Wenguang, 1 990 (China)
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will co mprise the self -study component. The self -study component will consist of academic tasks outside
the classroom that will be assigned by the teacher. The 40 hour teaching component will include two
tests conducted in the classroom. These tests may be writte n, oral or presentation. Altogether these
tests will be for 25 marks.
The self -study component of 20 hours will include conducting seminars, writing a research project, a
review of literature, conducting surveys or interviews. These will be evaluated for 15 marks. The self -
study component assigned in this manner will be related to or an extension of but not in lieu of the
prescribed syllabus.
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Multimedia Production (Elective Course)
Course Description:
This course is meant to serve as an introduction to several types of media used in business
practices today. This can include text, audio, visual, animation, graphics, etc. This course develop the
understanding of the most essential skills in handling multimedia tools and designing multimed ia
production in a development environment and key concepts in current multimedia technology.
Objectives: The student will be able to
1. Plan and organize a multimedia Production.
2. Understand the design concepts for creating a multimedia Production.
3. Use a web authoring tool to create a multimedia Production.
4. Understand the design concepts related to creating and using graphics for the web.
5. Use graphics software to create and edit images for various media production.
6. Understand the design concepts relat ed to creating and using animation, audio and video for
media production.
7. Use animation software to create and edit animations.
8. Use software tools to publish and maintain a multimedia web site
• Pre-Requisite :
1. Basic knowledge of computer operation
2. Knowledge of basic Computer hardware & software is necessary.
3. Basic knowledge of editing.
4. Basic artistic and aesthetic sense.
5. Basic knowledge of camera operation.
6. Basic knowledge of Internet
7. Basic theoretical knowledge and interest in photography and Videography.
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The course shall comprise of the following units :
WEEK TOPIC REFRENCE BOOKS/ JOURNALS/ Main
Reading
Week 1 Introduction to multimedia
• Briefly define what multimedia is
• List the uses of Multimedia
• Describe some of the skills required for
Multimedia projects
• Uses of multimedia
1. Tay Vaughan, “Multimedia:
Making it work” 7th edition,
Tata McGraw -Hill, 2008
2. Ze-Nian Li and Mark S. Drew,
“Fundamentals of Multimedia” (Low Price Edition),Pearson
Education, 2004
3. Introduction to Media
Production, Fourth Edition - The
Path to Digital Media
Production - By Gorham Kindem
and Robert B. Musburger, PhD
4. Multimedia Production,
Planning and Delivery - John
Villamil-Casanova, Louis Molina
5. Adobe Flash CS4 Professional
Classroom in a Boo k - Adobe
Creative Team (Author)
6. Macromedia Director 8.5
Shockwave Studio: Training Week 2 • Introduction to Power point
presentation
• embedding sound and video in Power
point
• Introduction to Corel Draw
• Exporting graphics from Corel Draw
• Introduction to Flash
• creating stand -alone flash app lications
• Introduction to 2D, 3D, cell animation
Week 3 Multimedia Production team
• Project manager
• Multimedia designer
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• Interface designer
• Writer
• Video specialist
• Audio specialist
• Multimedia programmer
• Web site producer
From The Source
7. Adobe® Photoshop 7.0
Classroom in a Book - Adobe
Creative Team
8. Multimedia Production, Planning and Delivery, John
Villamil- Casanova and Louis
Molina, P rentice Hall 18 feb
1997, ISBN -10 1575766256
Week 4 Typography
• Typefaces
• Serif and Sans Serif
• Type styles
• Kerning
• Line spacing and orientation
• Anti-alias, special effects
• Bitmap fonts
• Vector fonts
Week 5 The Process of Production Management
• Conceptualisation
• Development
• Preproduction
• Production
• Postproduction
• Documentation
Week 6
Working with images
• Describe the basics of colour science and
2D graphics
• Explain the different file formats and
image compression techniques
• Describe the basics in photography
• Summarize the basic image processing
techniques
• List the basic features of Photoshop
• Perform simple vector and raster Image Processing operations
• 2D Graphics, image compression and file
formats
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Week 7
Colour Science
• Colour
• Colour models
• Colour palettes
• Color theory
• Color Symbology
Week 8 Photography
Photography basics
Types of Cameras / DSLR Camera
Week 9 Lens parameters
• Focal length
• Lens angle
• Wide angle lens
• Telephoto lens
• Aperture size
• Shutter speed
• F-stop
• Functional parameters
• Over exposure
• Under exposure
• Depth of field and factors affecting it
Week 10 • Shootin g moving objects
• Rule of third
• Digital cameras Vs conventional cameras
• How a digital camera works, Resolution
• Storage systems
• Digital shutter, digital zoom Vs optical
zoom
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Week 11 • Basic image processing
• Use of image editing software
• White balance correct ion with
Photoshop
• Dynamic range correction with
Photoshop
• Gamma correction with Photoshop
• Photo retouching with Photoshop
Week 12 • Enhancing your production with audio
• Outline the basics of audio
• Compare the difference between MIDI
and digital audio
• Explain the audio file formats and
compression
• Outline the process of adding sound to a
multimedia project
• Add sound to a multimedia project
Week 13 • Creating video
• Outline video and animation basics
• Outline the basic features of Adobe Premier
• Explain video f ile formats and
compression
• Outline the process of shooting and
editing a video
• Do the basic editing and exporting of a
small sound editing clip
Week 14
• Video basics
• How video works
• Broadcast video standards
• Analog video
• Digital video
Week 15
• Video recording and tape formats
• Shooting and editing video
• Capturing a video from camera to
computer
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• Editing videos with Adobe Premier CS
• Video compression and file formats
• Various MPEG video standards
Total
Hours 60 hours
Class methodology
This i s a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The sel f-study component will consist of academic tasks outside
the classroom that will be assigned by the teacher. The 40 hour teaching component will include two
tests conducted in the classroom. These tests may be written, oral or presentation. Altogether thes e
tests will be for 25 marks.
The self -study component of 20 hours will include conducting seminars, writing a research project, a
review of literature, conducting surveys or interviews. These will be evaluated for 15 marks. The self -
study component assigned in this manner will be related to or an extension of but not in lieu of the
prescribed syllabus.
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Storytelling for Children (Elective Course)
The course aims at training the learner to produce children’s stories using digital devices such as a
mob ile phone. It is the requirement of the course that the learner must have audio -visual production
media such as a camera, a laptop with strong memory, software for editing and recording of sound and
visual.
The course shall comprise of the following unit s:
Week 1 What is a story, a plot, what are
children’s stories. This session will
involve a reading and narrating of
children’s stories. Telling Children's Stories: Narrative
Theory and Children's Literature,
Michael Cadden
Week 2 Working with rhymes f or children
Week 3 Child psychology and development Child Psychology and Development
For Dummies, Laura L. Smith,
Charles H. Elliott
Week 4 Children, morality and society Children, Morality and Society, S.
Frankel
Week 5 Children’s stories from Europe
Week 6 Children’s stories from Russia
Week 7 Children’s stories from China and
Japan
Week 8 Children’s stories from India
Week 9 Children and mythology
Week 10 Therapeutic storytelling
Week 11 Producing a children’s story
Week 12 Producing a children’s story
Week 13 Producing a children’s story
Week 14 Producing a children’s story
Week 15 Producing a children’s story
Total
Hours 60 Hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hou rs a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component where learners will produce stories using digital devices that
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students must have. The self -study component will consist of academic tasks outside the classroom that
will be assigned by the teacher. The 40 hour teaching component will include two tests conducted in the
classroom. These tests may be written, oral or presentation. Al together these tests will be for 25 marks.
The self -study component of 20 hours will include producing a children’s story that will be evaluated for
15 marks. The self -study component assigned in this manner will be related to or an extension of but not
in lieu of the prescribed syllabus.
Interpersonal Communication (Elective Course)
This course explores what is interpersonal communication, its relationship to culture, identity,
perception, language, emotions and nonverbal communication. It also deals w ith developing and ending
relationships, intimacy, communication within families and conflict.
The course shall comprise of the following units :
Week 1 What is interpersonal
communication Interpersonal Communication:
Putting Theory Into Practice
By Denise Solomon, Jennifer Theiss,
Routledge, 2013 Week 2 Culture and interpersonal
communication
Week 3 Identity and interpersonal
communication
Week 4 Perception and interpersonal
communication
Week 5 Language and interpersonal
communication
Week 6 Nonverbal communication
Week 7 Emotions and communication
Week 8 Listening
Week 9 Developing and ending relationships
Week 10 Intimacy and interpersonal
communication
Week 11 Communication in families
Week 12 Interpersonal influence
Week 1 3 Interpersonal conflict
Week 14 Communication support and
comfort
Week 15 Evaluating interpersonal
communication
Total 60 hours
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hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week fo r a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
the classroom that will be assigned by the teacher. The 40 hour teaching component will include
preparing a PR plan for a specific client and presenting it. The assignment will be for 25 marks. The self -study component of 20 hours will include conducting an exercise such as an in terview. This will
be evaluated for 15 marks. The self -study component assigned in this manner will be related to or an
extension of but not in lieu of the prescribed syllabus.
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Family Communication (Elective Course)
This course explores what is interper sonal communication, its relationship to culture, identity,
perception, language, emotions and nonverbal communication. It also deals with developing and ending
relationships, intimacy, communication within families and conflict.
The course shall comprise of the following units :
Week 1 Perspectives on studying family
communication The Routledge Handbook of Family
Communication
edited by Anita L. Vangelisti,
Routledge Week 2 The Indian family system
Week 3 A communication perspective on
cohabitation
Week 4 Marital communication
Week 5 On becoming parents
Week 6 Communication in intact families
Week 7 Divorced and single -parent families –
risk, resilience and role of
communication
Week 8 Stepfamily communication
Week 9 Support communication in culturally
diverse families
Week 10 Relational communication of family
members
Week 11 Communication in families
Week 12 How families manage private
information, communication of
emotion in families
Week 13 Conflict within families, family
stories and storytelling
Week 14 Media and family communication
Week 15 Digital technology and families,
families of the future
Total
hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hour s a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
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the classroom that will be assigned by the teacher. The 40 hour teaching component will include
preparing a PR plan for a specific client and presenting it. The assignment will be for 25 marks.
The self -study component of 20 hours will include conducting an exercise su ch as an interview or survey.
This will be evaluated for 15 marks. The self -study component assigned in this manner will be related to
or an extension of but not in lieu of the prescribed syllabus.
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Religion, Culture and Communication (Elective Course)
This course explores the influence of communication in how individuals and communities understand,
conceptualize, and pass on religious and cultural beliefs and practices that are integral to understanding
exactly what religion and culture are. It is through exploring the relationships among religion, culture,
and communication that we can best understand how they shape the world in which we live and have
shaped the communication discipline itself. Furthermore, as we grapple with these relationships and
terms , we can look to the future and realize that the study of religion, culture, and communication is
vast and open to expansion.
The course shall comprise of the following units :
Week 1 Defining religion – approaches by
Karl Marx, Max Weber, Emile
Durkheim and Georg Simmel Rethinking Media, Religion, and
Culture
edited by Stewart M. Hoover, Knut
Lundby, Sage, 1997
Mediating Religion: Studies in
Media, Religion, and Culture
edited by Jolyon P. Mitchell, Sophia
Marriage, T&T Clark, 2003
Media, Religion and C ulture: An
Introduction
By Jeffrey H. Mahan, Routledge,
2014
Roots of Acceptance: The
Intercultural Communication of
Religious Meanings
By William E. Biernatzki, Roma, 1991 Week 2 Defining religion – approaches by
Karl Marx, Max Weber, Emile
Durkheim and Georg Simmel
Week 3 Culture studies - ideology and class
structures
Week 4 Culture studies – national
formations, ethnicity
Week 5 Culture studies – sexual orientation
Week 6 Cultural studies – hegemony, agency
Week 7 Cultural studies – the conce pt of
‘text’
Week 8 Community studies
Week 9 Community studies
Week 10 Religion as part of culture in
communication studies
Week 11 Religion as part of culture in
communication studies
Week 12 Religious communication – Hindu
practices
Week 13 Religious communication – Islamic
practices
Week 14 Religious communication – Sikh
practices
Week 15 Religious communication – Christian
practices
Total
hours 60 hours
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Class methodology
This is a six credit course. It will involve teaching -lear ning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks out side
the classroom that will be assigned by the teacher. The 40 hour teaching component will include
preparing a PR plan for a specific client and presenting it. The assignment will be for 25 marks.
The self -study component of 20 hours will include conduct ing a survey or interviews. This will be
evaluated for 15 marks. The self -study component assigned in this manner will be related to or an
extension of but not in lieu of the prescribed syllabus.
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Digital Media Marketing (Elective Course)
The course s hall educate the learner about the history and evolution of digital communications.
Touching upon some of the new media theories, it will also help the learner understand how traditional
media theories play out on digital media. Exploring latest trends in digital marketing, the course will
offer some of the best practices for crafting and disseminating marketing messages for digital platforms.
The course shall comprise of the following units:
Week 1 Fundamentals of
communication, introducing
communica tion theories Media Literacy Edition 5, W. James Potter,
SAGE Publication
Ogilvy on Advertising, RHUS, 1st Vintage
Books ed edition (1985)
The Indian Media Business, Vanita Kohli -
Khandekar, SAGE Publication
FICCI -KPMG Media and Entertainment
Industry R eport
The Longer Long Tail, Chris Anderson,
Hyperion Books, 2006
Digital Marketing, Vandana Ahuja, Oxford
University Press, 2015
Online Marketing: A Customer -led Approach,
Richard Gay, Alan Charlesworth, and Rita Wee k 2 What is new media, what
differentiates ‘new’ from
‘traditional’
Week 3 New media theorists
Week 4 New media and technology
Week 5 Introducing digital and social
media, role of user -generated
content on digital media
Week 6 The digital market an d its
economics
Week 7 The Long Tail phenomenon
Week 8 Algorithm, analytics, e -
commerce
Week 9 Fundamentals of marketing,
marketing for the digital medium
Week 10 Digital marketing tools – SEO,
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SEM, SMO Esen, Oxford University Press, 2007
Week 11 Staying in touch – e-mail
marketing and newsletters
Week 12 Social media marketing –
Facebook, Twitter, Instagram,
YouTube
Week 13 Content marketing – creating
and disseminating
communication for and on digital
media
Week 14 Making digital noise – influencer
marketing
Week 15 Crisis management on digital
media – The Maggi Controversy
Total
Hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
the classroom that will be assigned by the teacher. The 40 hour teaching component will inc lude two
tests conducted in the classroom. These tests may be written, oral or presentation. Altogether these
tests will be for 25 marks.
The self -study component of 20 hours will include conducting seminars, writing a research project, a
review of literat ure, conducting surveys or interviews. These will be evaluated for 15 marks. The self -
study component assigned in this manner will be related to or an extension of but not in lieu of the
prescribed syllabus.
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Basic Course for Indian Sign Language Communica tion (Elective Course)
The course shall provide the learner with a basic knowledge of what is Indian Sign Language?,
understanding the nature of sign language, basic communicative competence in Indian sign language,
Basic Indian Sign Language vocabulary o f about 400+ words, Ability to interpret a basic level and
communicate with a persons who are Deaf with confidence in communication. It will encourage the learner to engage with language used by culturally Deaf persons and will be able to understand their
culture better while communicating with them. The Course will train the learner insight into the non -
verbal form of communication by human beings. The course will also provide basic training in Indian
Sign Language usage and skills in using various softwar e for captioning of sign language and its usage in
various appropriate multimedia. Universal Design in Digital Media application in providing information,
education, entertainment, will be given special emphasis with practical assignments for application in
the selected area of interest of the learner. Disability rights enshrined in RPWD act 2016 and UNCRPD
will be guiding principle, in the usage of ICT enabling accessibility in digital media will also provide application to this basic course for Indian Sign Language Communication.
The course shall comprise of the following units :
Week 1 Unit 1: The Nature of sign language
2.5 hours
1.1 Sign language is NOT the same all over the world.
1.2 Sign language does NOT lack
grammar.
1.3 Sign language is NOT dependent on
spoken language.
1.4 Sign language is NOT a “language
of the hands” only.
1.5 Sign language has not been
invented by hearing people to help Deaf Persons.
1.6 No sign language are better than
any other sign language.
1.7 Sign codes for spoken langu ages
(Signed English, Signed Hindi Signed 1. Indian Sign Language Training
Module- Level A- Developed by
AYJNISHD (D) -Mumbai in 2001
CD format and as depicted in
the syllabus of RCI -New Delhi.
2. Captionin g and Subtitling-
Published by National Institute for Captioning, USA
3. C-Print –NTID -Rochester,
Newyork, USA.
4. CART -UK
5. Media Style Guide -RCI -
2005.New Delhi.
6. W3C guidelines & Markup
Validators available on the
Web.
7. Software for captioning/Subtitling- Media -
Subtitler,
8. Software for inclusion of ISL without chrome - Pinnacle
studio, Adobe premier pro/fcp
9. Usage of Teleprompter for
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Marathi etc.) are
NOT better than Indian Sign Language. recording of ISL -signs
Week 2 Unit 2: Perspectives on sign language
usage 2.5 hours
2.1 Effective communication with deaf
people: Becoming a good signer
2.2 Deafness and society: Using sign
language for inclusion in society
2.3 Understanding deaf culture:
Aspects of deaf people, culture and
communication
2.4 History of deafness and sign language in India
2.5 Characteristics of good interpreters
Week 3 PRACTICAL: Basic sign language skills.
Unit 1: 2.5 hours.
Grammar Topics
Special statements Greetings
Describing people, media equipments
and professionals and objects
(Adjectival predicates) Pronouns
Week 4 Unit 1: 2.5 hours.
Gramm ar Topics
Special statements Greetings
Describing people, media equipments
and professionals and objects (Adjectival predicates) Pronouns
Week 5 Unit 2: Grammar Topics 5 hours
Simple with question words Family
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and relations Common objects
(clothing, hous ehold, etc) Plants
Week 6 Unit 3 : 5 hours
Grammar Topics
Questions with question words
Interrogatives, Places
People and professions, Actions
Week 7 Unit 4:5 hours
Grammar Topics
Revision talking about the time
Communicative expressions
Week 8 Unit 5: 5 hours
Grammar Topics
Negative sentences Food (vegetables,
fruits, beverages, etc.)
Finger spelling (alphabet) Opposites
Week 9 Unit 6: 5 hours
Grammar Topics
Negative commands Calendar (week/month/year)
Negative responses to
offers/suggestions Colou rs
Finger spelling (use) Place names
Week 10 Unit 7: 5 hours
Grammar Topics
Numbers Measures, Talking about money, Animals,
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Week 11 Unit 8: 5 hours
Grammar Topics
Revision Body & Health, Use of space,
perspective and role play Deafness and Disability, Abstract concepts.
Week 12 Unit 9: 5 hours
Grammar Topics
Relations in actions Verbs,
Expressing movement, Talking about
language
Week 13 Unit 10: 5 hours
Grammar Topics
Possession Geometrical shapes
Talking about the workplace
Environment (earth and sky)
Week 14 PRACTICAL : Interpreting
Category :2.5 hours
- one-on-one interpreting
- consecutive interpreting
- informal settings
-Usage of multimedia technology for
captioning & ISL
Week 15 Sample settings to be practiced: 2.5
hours
- Interviewing Person who is Deaf.
- obtaining official documents (e.g.
audiometric test, handicapped identity, card, bus/railway pass, ration
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card)
-solving admission and interpreter
issues.
--Usage of multimedia technology
with addition of captioning & ISL in a
TVCA.
Total
Hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for prescribed hours a week for a period of 15
weeks. Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while
20 hours will comprise the self -study component. The self -study component will consist of academic
practical and theory tasks outside the classroom that will be assigned by the teacher. The 40 hour
teaching component will include two tests theory and prac tical conducted in the classroom. These tests
may be written, oral or signing presentation which will be recorded and evaluated. Altogether these
tests will be for 25 marks.
The self -study component of 20 hours will include visit to deaf clubs, meetings wi th deaf persons, sign
recording and screening project, a review of signs by the teacher, conducting surveys or interviews of Deaf persons with video recording with reference to News. These will be evaluated for 15 marks. The
self-study component assigned i n this manner will be related to or an extension of but not in lieu of the
prescribed syllabus.
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Media and Disability Communication (Elective Course)
The course shall provide the learner with a sense of what is disability, its identification, prevention,
cause, intervention and rehabilitation in terms of 21 disabilities, as prescribed by the RPWD Act. 2016. It
will encourage the learner to engage with language, image used in addressing various types of
disabilities in the media and adopt the acceptable la nguage in addressing disability and related issues.
The Course will train the learner in finding out the accessibility nature of various media and learn to
enable/increase accessibility to multimedia using audio description for the blind, captions and sign
language for the Deaf. The course will also provide insight into human and machine testing of
accessibility in physical environment and digital environment related to information, education and
communication. The course will also provide basic training in Indian Sign Language, Usage of Braille, Captioning, Audio description format, skills in using various software for captioning techniques and its
usage in various appropriate multimedia. Universal Design in Digital Media application in providing
informa tion, education, entertainment, accessibility audit will be given special emphasis with practical
assignments for application in the selected area of interest of the learner. Disability rights enshrined in
RPWD act 2016 and UNCRD will be guiding principle , in the usage of ICT enabling accessibility in digital
media.
The course shall comprise of the following units :
Week 1 What are various types of disabilities
mentioned in RPWD act 2016.
Defining, Understanding, scaling, certification of disabilities. The
concessions and facilities in terms of
disability rights and law protecting
these rights. 1. UNCRPD 2007 as ratified by India
2. RPWD Act 2016 as mentioned in the
Gazatte of India.
3. Disability Communication -Manual for
Media - compiled Published by
AYJNISHD (D) –Mumbai 2007
4. Indian Sign Language Training Module -
Level A- Developed by AYJNISHD(D) -
Mumbai 2001.
5. Captioning and Subtitling- Published
by National Institute for Captioning,
USA
6. C-Print –NTID -Rochester, Newyork,
USA.
7. CART -UK
8. Braille for beginners -NIVH -Dehradun,
9. Audio -description tips and techniques -
Clark, Canada.
10. List of Assistive devices and
technologies -Barrier Break
Technologies, Mumbai
11. Accessibility of Websites of Week 2 Language and Imagery in addressing
disability issues in reporting,
interviewing of PWDs, creating advertisements, comic strips, cinema
and digital space for awareness on
identification, prevention, intervention and rehabilitation.
Week 3 The Causes, identification, prevention,
intervention of 21 disabilities as mentio ned in RPWD act 2016. The
certification and rehabilitation
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process, issues related to such
persons with disabilities and
challenges faced by their
families/wards. Organisations working for perons with
disabilities - Laplambert Publication
12. Mainstream ing disability in
development:
India country report -produced by the
Disability Policy Officer for the Policy
Project of the Disability Knowledge
and Research (KaR) programme,
funded by the UK Department for International Development (DFID).
13. Mohapatra S, M ohanty M (2004).
Abuse and Activity Limitation: A study on domestic violence against disabled women in Orissa, India. Swabhiman,
Orissa.
14. NCPEDP (2004a). Disabled People in
India – The other side of the story.
NCPEDP, Delhi.
15. NCPEDP (2004b). Status of
Mainst ream Education of Disabled
Students in India. NCPEDP, Delhi, India
16. Asian Development Bank (2003).
Identifying Disability Issues Related to
Poverty Reduction: India country
study . Available at: www.adb.org
17. Media Training Man ual, Rehabilitation
Council of India, New Delhi: Dynamic Printer, 2005).
18. People with Disabilities in India:From
commitments to outcomes, Human
Development Unit, South Asia Region, Document of the World Bank (2007).
19. Media Style Guide -RCI -2005.New
Delhi.
20. Half world 4 frames -World Comics -
New Delhi.
21. Grass root Comics- World Comics -
New Delhi.
22. Comics for all -World Comics – New
Delhi.
23. Vasishta, M. (2006) Deaf in Delhi: A
Memoir. Washington DC: Gallaudet
University Press.
24. Alliance for Technology Access Week 4 The concept of Disability
Communication, and the Psychology of
persons with disabil ities and their
needs in the digital space and cyber
psychology.
Week 5 Education of persons with disabilities
and the role of media. Preparation of
accessible learning materials in
accessible format as per the cognitive
needs.
Week 6 Basics of Indian Sign Language and its
application in media for accessible
communication.
Week 7 Captioning and Subtitling, various
software, its use and application in
digital media
Week 8 Audio description and its application in
digital media for enabling
communica tion
Week 9 Creation of Accessible websites and
mobile applications for persons with
disabilities. Social Media and its role in
Disability communication.
Week 10 The concept of Universal design and
accessible environment for persons
with disabilities . Audit of accessible
environment and testing of accessible websites/digital applications.
Week 11 Assistive devices, technology and its
usage to persons with disabilities for
mobility and communication.
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Week 12 Social responsibility of the media
towar ds addressing issues of persons
with disabilities. Charity model,
Medical model, Social Model
approaches (foreword : Stephen Hawking).
Computer and Web Resources for
People with Disabilities: A Guide to Exploring Today's Assistive
Technology . 3rd ed. Hunter House,
2000.
25. Cederholm, Dan. Web Standards
Solutions . Friends of ED, 2004.
26. Clark, Joe. Building Accessible Websites (with CD -ROM). New Riders
Publishing, 2002.
27. Duckett, Jon. Accessible XHTML and CSS Web Sites Problem Design Solution. Wrox, 2005.
28. Horton, Sarah. Access by Design: A Guide to Universal Usability for Web
Designers . New Riders Publishing,
2005.
29. Paciello, M ichael G. and Mike Paciello.
Web Accessibility for People with
Disabilities . CMP Books, 2000.
30. Slatin, John M. and Sharron Rush. Maximum Accessibility: Making Your
Web Site More Usable for Everyone .
Addison Wesley Professional, 2002.
31. Thatcher, Jim et al. Co nstructing
Accessible Web Sites . Glasshaus, 2002.
32. W3C guidelines & Markup Validators
available on the Web.
33. Zeldman, Jeffrey. Designing with Web
Standards . New Riders Press, 2003.
Week 13 Socio -economic rehabilitation of PWDs
and their Rights, identification of jobs
and Reservation policies
Week 14 UNCRPD - the article 8,9, 2 1 and 30 on
awareness, access to information,
accessible information, entertainment & leisure at various domain areas in
society. Creation of Accessible
entertainment, sports, and leisure.
Week 15 Basics of Braille and its application and
usage in provid ing accessible
communication.
Total
Hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the centra l teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
the classroom that will be assigned by the teacher. The 40 hour teaching component will include two
tests conducted in the classroom. These tests may be written, oral or presentation. Altogether these
tests will be for 25 marks.
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The self -study component of 20 hours will include conducting seminars, writing a research project, a
review of literature, conducting surveys o r interviews. These will be evaluated for 15 marks. The self -
study component assigned in this manner will be related to or an extension of but not in lieu of the
prescribed syllabus.
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Intercultural Communication (Elective Course)
The course shall provide the learner with theoretical understanding as well as practical applications of
intercultural communication. The course is especially meant for those aspiring to work in intercultural environments like multinational corporate or government institutions or leadership programmes.
Week 1 Approaches to intercultural
communication – understanding and
applying intercultural communication
in the global community Intercultural Communication: A
Reader
By Larry A. Samovar, Richard
E. Porter, Edwin R.
McDaniel, C arolyn Sexton
Roy, Cengage Learning, 2015
Handbook of Intercultural
Communication
edited by Helga Kotthoff,
Helen Spencer -Oatey, 2007 Week 2 Cultural identity: issues of belonging
Week 3 International cultures: Understanding
diversity
Week 4 Co-cultu res: Living in a Multicultural
world
Week 5 Intercultural messages: Verbal and
nonverbal interaction
Week 6 Cultural contexts: the influence of the
setting
Week 7 Communicating interculturally:
becoming competent
Week 8 Ethical considerations and c hanging
behaviour
Week 9 New perspectives, prospects for the
future
Week 10 Humour across cultures
Week 11 Exploring music across cultures
Week 12 Ritual and style across cultures
Week 13 The cultural context of media
interpretation
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Week 14 Communicating identity in
intercultural communication
Week 15 Cross cultural communication in
intimate relationships
Total
Hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a pe riod of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
the classroom that will be ass igned by the teacher. The 40 hour teaching component will include two
tests conducted in the classroom. These tests may be written, oral or presentation. Altogether these
tests will be for 25 marks.
The self -study component of 20 hours will include conduct ing seminars, writing a research project, a
review of literature, conducting surveys or interviews. These will be evaluated for 15 marks. The self -
study component assigned in this manner will be related to or an extension of but not in lieu of the prescribed syllabus.
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SEMESTER –IV
A. Interdisciplinary/Cross
Disciplinary Courses (I/C
courses) Teaching and
Extension Credits
Social science research design 5860 6
Perspectives on Communication 5860 6
B. Dissertation 58100 5810
Total 58220 22
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Semester IV
Course I
Social science research design (Interdisciplinary )
The course covers the following areas - Research Approaches, Hypothesizing and theorizing, Writing a
Literature Review, Writing a research proposal, Research paradigms, Research methods and tools,
Conten t Analysis, Ethnography and observation studies, how to prepare a questionnaire, interview
techniques, writing the dissertation, annotation, citing, referencing, survey techniques, research writing
styles, data analysis, learning to use SPSS and Excel soft ware for data analysis, introduction to statistics
and statistical terms.
The course shall comprise of the following units :
Week 1 Research Approaches and Research
paradigms in social science research Mass Media Research: An
Introduction, Roger D. Wim mer,
Joseph R. Dominick, Wadsworth,
2010
Media Research Techniques, Arthur
Asa Berger, Sage, 1998
Media Research Methods:
Measuring Audiences, Reactions and
Impact, Barrie Gunter, Sage, 2000 Week 2 Some media hypotheses and
theories
Week 3 Hypothesizi ng and theorizing
Week 4 Writing a Literature Review
Week 5 Writing a research proposal
Week 6 Research methods and tools
Week 7 Research methods and tools
Week 8 Content Analysis
Week 9 Ethnography and observation
studies
Week 10 How to prep are a questionnaire
Week 11 Interview techniques
Week 12 Annotation, citing, referencing
Week 13 Survey techniques, using SPSS and
Excel software for data analysis
Week 14 Research writing styles
Week 15 Writing the dissertation
Total
hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
the classroom that will be assigned by the teacher. The 40 hour teaching component will include two
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assignments – writing a review of literature and preparing a rese arch proposal. The assignment will be
for 25 marks.
The self -study component of 20 hours will include conducting seminars. These will be evaluated for 15
marks. The self -study component assigned in this manner will be related to or an extension of but not in
lieu of the prescribed syllabus.
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94
Course II
Perspectives on Communication (Interdisciplinary )
The course covers the various interdisciplinary approaches and perspectives on communication theory. This includes relationality, ritual, transcendence, constructive approaches, embodiment,
contextualization, social identity, politicizing and the like.
The course shall comprise of the following units :
Week 1 Communication as Relationality Communication as ...: Perspectives
on Theory
edited by Gregory J. S hepherd,
Jeffrey St. John, Sage, 2006 Week 2 Communication as Ritual
Week 3 Communication as transcendence
and a practice
Week 4 Communication as construction
Week 5 Communication as a collective
memory and vision
Week 6 Communication as embodimen t
Week 7 Communication and race, social
identity
Week 8 Communication as craft
Week 9 Communication as dialogue
Week 10 Communication as
autoethnography, as storytelling
Week 11 Communication as complex
organizing, as structuring
Week 12 Commun ication as political
participation, as deliberation, as
diffusion
Week 13
Communication as social influence,
as rational argument, as a
counterpublic
Week 14 Communication as questioning
Week 15 Communication as translation
Total
hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15 weeks.
Of the total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours
will comprise the self -study component. The self -study component will consist of academic tasks outside
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the classroom that will be assigned by the teacher. The 40 hour teaching component will include two
assignments related to research. The assignment will be for 25 marks.
The self-study component of 20 hours will include conducting seminars. These will be evaluated for 15
marks. The self -study component assigned in this manner will be related to or an extension of but not in
lieu of the prescribed syllabus.
95