M A in Electronic Media_1 Syllabus Mumbai University by munotes
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Cover Page
Sr. No. Heading Particulars
1 Title of the
Course Master of Arts (Electronic Media)
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 EXAMINATION,
MEDIUM OF INSTRUCTION FOR THE MASTER OF ARTS (ELECTRONIC MEDIA).
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)
Ability 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 s ix 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.
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(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
interdisciplinary/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 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 reading 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 T he student will submit a list of his/her three most preferred 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 He ad of the
Department (Chairperson) and two other teachers from the department. The purpose of this
committee is to oversee the functioning of the dissertation component in the department.
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3.5 All Masters Degree holders with NET/SET (in Communication/Journa lism/Film Studies/
Public Relations/Electronic Media/Television 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 n eeds.
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 sugges tions to
improve the dissertation.
3.8 The student will make a final presentation in the 10th 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.
ii) 10 marks for the rationale for the research
iii) 10 marks for quality of the review of literature.
iv) 10 marks for research design and its implementation
v) 10 marks for answers to quest ions
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 D epartment by the
end of the fourth semester, along with 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 dissertation will be evaluated out of 25 marks by the guide, 25 marks by any
other teacher 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 gr ade point as per the following scheme:
Marks Grade Points 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+
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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.
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 appoin ted 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 welfa re
of human participants in research and practice; cheating, 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 aw arded the letter grade F in that course. The Medium of Instruction
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 the internal assessment is announced 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 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 i n any course
including the dissertation course, he/she will get a grade point of 0 and a letter grade of F.
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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 cou rse when the course is offered again.
4.8 If a student fails 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
obtains 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 lett er 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% percen t marks in the end -semester examination of any course in any 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:
, 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 program mes with practical component/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 c ourses 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 four
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 Wor k Component per theory course
(core/elective) in a semester one to three. The credits for practical and theory courses are obtained separately.
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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
three. 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 pr actical component /field work component for
courses having practical/field work component.
6.1: The examinations shall be of two kinds:
(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 announced 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 w ork 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.
6.4 Internal Assessment for practical compo nent/ field work component. The evaluated
practical/field work submission 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 ex aminations 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 shall 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/filed-work component, he/ she will get a grade
point of 0 and a letter grade of F.
6.8: If a student fails in the internal examination of a core or elective course, or
practical/filed 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 -semester examination of a core or elective course or
practical/filed work component, he/she may reappear for the same examination when it is held again in the following semester. A student c an 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 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.
6.11. 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 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, the students GPA will be calculated as follows:
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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 point 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 the 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 c ase, 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
multipli ed by factor 0.8.
6.17: The rules for gracing: the existing ordinance for gracing shall continue to be used.
7. SCHEME OF COURSES
Semester I
Course
Code Name of Course
A. Core Courses Term work
Teaching and
Extension Credits
Communication Theory 5960 6
Media Economics 5960 6
Reporting and Editing 5960 6
Media Criticism 5960 6
Total 59240 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 theo rization of
communication. It will also look extensively look 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 cultur e phenomena.
The course shall comprise of the following units :
Week 1 What is communication, communication
theory, communication models Introduction to
Communication, John Fiske,
Routledge, 1990 Week 2 Communication, meaning and signs, codes,
significat ion
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 Communication 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, media 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 theory 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 Structuration 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. T he 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 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 assigne d 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 all 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 understand how economic forces affect the
operat ion of media industry, explores innovation, digital multi -platform developments,
economics of networks, risk -spreading strategies, copyright, corporate expansion,
advertising whose resonance frequently extends beyond individual sectors and across the
indus try 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 Erlbaum,
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 prin t, 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 print 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 written, oral, in the fo rm 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 c omponent 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 reporter 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 andragogical 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, bu ilding and using
background, finding, cultivating and
using sources
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
courts
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
The course will specifically deal with the following. Grammar, syntax, styles of writing,
figures of speech, passive and active voice, summarization and precise, paraphrasing,
foregrounding theory, translation skills, what makes news, news values, basics o f reporting
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and news writing, storytelling techniques, similarities and differences in newspaper and
magazine feature stories, digging for Information and initiating newsgathering, building and
using background information and finding sources, getting the most of Interviews, online
resources, the trend story, narrative writing, 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 t eaching- 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 academ ic 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. 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 and 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: Applie d
Perspectives, Peter B. Orlik, Routledge,
2009
Digital Media Criticism, Anandam P.
Kavoori, Peter Lang 2010
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 Business 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 comprise the self -study component. T he 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. Altogethe r 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. 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 II
Course
Code Name of Course
A. Core Courses Term work
Teaching and
Extension Credits
Writing Skills 5960 6
Introduction to Film Studies 5960 6
Visual Communication 5960 6
Ethics, Constitution and Media Laws 5960 6
Total 59240 5924
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Course I
Writing Skills (Core Course)
The course takes a hands -on approach to writing for the mass media. It will train learners to
read, listen, speak and then write. It explores the therapeutic uses of storytelling as well as
its performative and entertainment values.
The course shall comprise of the following units :
Week 1 Introduction to Indian writers in
Indian languages and English How to Read a Poem
By Terry Eagleton, Blackwell
Publishing, 2007
Therapeutic Storytelling for
Adolescents and Young Adults
By Johanna Slivinske, Lee Slivinske,
OUP 2014
A Rasa Reader: Classical Indian
Aesthetics, Columbia University
Press, 2016
Intertextuality: Theories and
Practices
edited by Michael Worton, Judith
Still, Manchester University Press,
1990
Week 2 Reading story
Week 3 Reading poetry
Week 4 Reading dialogue
Week 5 Reading news
Week 6 Precise and Editing , Summary
writing
Week 7 Figures of speech
Week 8 Characterisation
Week 9 Mise -en-scene – sound and scene
Week 10 Plotting
Week 11 Story and conflict
Week 12 Reading a screenplay
Week 13 Rasa aesthetics
Week 14 Translation and intertextuality
Week 15 Translation and intertextuality
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 comprise the central teaching
component while 20 hours will comprise the self -study component. T he 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 several t ests conducted in the
classroom. These tests may be written, oral or presentation. Altogether these tests will be
for 40 marks. The self -study component assigned in this manner will be related to or an
extension of but not in lieu of the prescribed syllabu s.
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Course II
Introduction to Film Studies (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, film 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 Aesthe tics, Music and choreography in Indian 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 comprise the central teaching
component while 20 hours will comprise the self -study component. T he 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. Altogethe r these tests will be for 25 marks.
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The self -study component of 20 hours will include film analysis 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 III
Visual Communication
Course Description:
This course introduces students to the nature of images and the critical role that “looking” and “seeing” have f
our society. Areas of inquiry include Popular culture, Indigenous imagery, Advertising, fashion, Cinem
Photography, Print Media, Internet, events such as ritual, spectacle or performance within their own famil
environment.
This Course develops a deeper understanding of aesthetic aspects. In addition to finding solutions
communication needs, Students can also generate methodologies for solving communication problems. T
students are given opportunities to learn new skills and to advance their level of understanding.
Objectives The student will be able to
1. Understand what Visual Communication is.
2. Understand the design concepts.
3. Understand the Colour Theory.
4. Understand the design concepts related to creating and using graphics.
5. Understand the design concepts related to creating and using animation, audio and video for med
production.
Pre-Requisite :
1. Basic knowledge of computer operation
2. Knowledge of Basic Communication Theory
3. Basic artistic and aesthetic sense.
4. Basic knowledge of Internet
5. 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 visual communication & Theory
• study of Visual Language
• critical study of visual
• Elements, features and principles.
1. Handbook of Visu
Communication; Theo
Methods and Media By K
Smith, Sandra Moriart
Gretchen Barbatsis, Kei
Kenney; Lawrence Erlbau
Associates, Publishers Lond
2005
2. Visual Communication:
Integrating Media, Art, and
Science (Routledge
Communic ation Series)
by Rick Williams , Julianne
Newton Routledge (31 Augus
2007) ISBN-10: 080585066X
ISBN-13: 978- 0805850666
3. Visual Language for Designers
Principles for Creating Graphi
that People Understand
Paperback
by Connie Malamed Rockpor
Publishe rs; Reprint edition (1
October 2011) ISBN-13: 978-
1592537419
4. The Visual Communications
Book: Using Words, Drawings
and Whiteboards to Sell Big
Ideas by Mark Edwards ID
Publishing (24 June 2015) ISB
13: 978-1907794940
5. Visual Communication
(Handbooks of Communicatio Week 2 AESTHETICS
• Aesthetics Theory
•Etymology
•Aesthetics and the philosophy of art
•History before the 20th century
Western aesthetics
Indian aesthetics
• recent aesthetics
• Aesthetics and science
• Applied aesthetics
• Aesthetic ethics
• Aesthetic judgment
• What is "art"?
• The value of art
• Aesthetic universals
• Philosophic Perspective
• Artistic Perspective
• Scientific Perspective
• Interdisciplinary Perspective
• Perception of Aesthetic Relationships
• The Logic of Visual Aesthetic
Week 3 PERCEPTION
• Perception Theory
• Visual system
• Early studies
• Unconscious inference
• Gestalt theory
• Analysis of eye movement
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• Evolution and the Mechanics of Vision
• Technology and the Implications for Visual
Communication.
• Emotional and Cognitive Systems
• Artificial visual perception
Science [HOCS]) by David
Machin,De Gruyter Mouton (
March 2014) ISBN-13: 978-
3110255485
6. Visual Communication by Aru
Bhatia, Hard Cover 2005, ISBN
13: 978-8178801902
7. Introductory Lectures on
Aesthetics, by Georg Hegel,
Penguin (27 May 1993), ISBN -
13: 978-0140433357
8. Marie , Anne; Barry seward;
Visual Intelligence: Perception
Image, and Manipulation in
Visual Communication,
Publisher: state university of
New york Press, 1997
9. On Perception, V.M.
Ananthanarayanan, Adi
Sankara Advaita Re search
Centre; First, 2013 edition,
ASIN: B00L47SZVY
10. film as Art, university by
Arnheim, rudolph;California
Press, 2006
11. Visual Rhetoric and the
Eloquence of Design, by Leslie
Atzmon, Parlor Press (4 April
2011), ISBN-13: 978-
1602351929
12. Writing the Visu al: A Practical
Guide for Teachers of
Composition and
Communication (Visual
Rhetoric) by Carol David Week 4 REPRESENTATION
• Representation Theory
• Transparency Theory
• Recognition Theory
• Resemblance Theory (Perception Based)
• Convention Theory
• Mental Construction Theory
Week 5 VISUAL RHETORIC
• Theory of Visual Rhetoric
• History
• Areas of focus
• Semiotics
• Art history
• Science
• Composition
• Classical rhetoric :
Arrangement
Emphasis
Clarity
Conciseness
Tone
Ethos
• Visual Rhetoric As A Communication
Artefact
Symbolic Action, Human Intervention,
Presence of Audience
• Visual Rhetoric As A Perspective
Nature of The Image, Function of The
Image, Evolution of the Image
• Deductive Applications of the
Rhetorical to the Visual
• Inductive Exploration of the
Visual to Generate The
Rhetorical
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(Editor), Anne R Richards
(Editor), Parlor Press (9
February 2008), ISBN- 13: 978
1602350472
13. Editing the Image: Strategies
the Production and Reception
of the Visual (Conference on
Editorial Problems) by Mark
Cheetham ,Elizabeth Legge
University of Toronto Press (2
November 2008) ASIN:
B00551IPRY
14. Hitchcock and the Cinema of
Sensations: Embodied Film
Theory and Cinematic
Reception (International
Library of Visual Culture) by
Paul Elliott, Tauris Academic
Studies (30 August 2011), ISB
13: 978-184885587
15. Cinematically Speaking: The
Morality -Literacy Paradigm fo
Visual Narrative by Sheila J
Nayar, SAGE Vistaar; Latest
Edition edition (23 June 2014
ISBN-13: 978- 8132117902
16. On Narrative (Critical Inquiry
Book) by Mitchell, University
Chicago Press; 2nd edition (1
November 1981) ISBN- 13: 978
0226532172
17. Ways of Seeing: Based on the
BBC Television Series by John
Berger, Penguin Books; TV tieWeek 6
COGNITION
• Cognitive Theory
• Understanding Cognition as Intuitive and
Rational
• Mechanism of Right and Left Brain
• Cognition and Intelligence in Contemporary
Science
• Visual Cognition, the Unconscious Mind, and
Behaviour
• A Visual Theory Of Cognitive Balance
Week 7
SEMIOTICS
• Visual Semiotics Theory
• Terminology
• History
• Formulations
• Current applications
• Branches :
o Pictorial semiotics
o Semiotics and globalization
• Sign/signifier/Signified
• Sign Relationship
• Theory of Signification
• Systems of Signs
• The Boundaries of Visual Communication
Week 8 RECEPTION
• Reception Theory
• Introductory Terms
• Phenomenology
• Asymmetrical Contingency :Mediated
Transformation
• Visual Text As A Discourse
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Week 9 NARRATIVE
• Narrative Theory
• Types of narrators and their modes
• Aesthetics approach
• Psychological approach
• Social sciences approaches
• In music
• In cultural storytelling
• Historiography
• Storytelling rights
• Narrative Logic
• Narrative and Pictorial Logic
• Narrative Structure
• Visual Narrative : Descriptive and Literal
Structure
• Visual Narrative : Discursive Structure
• Narrating EYE
• Pictorial Point of Vi ew
• Pictorial Narrative Syntax
• Narrative Analysis
in ed e dition (1 December
1990) ISBN-13: 978-
0140135152
18. Aesthetics of Film (Texas Film
Media Studies Series) by
Jacques Aumont ,Alain Bergal
Michel Marie, Marc Vernet;
University of Texas Press;
Revised edition (1 June 1992)
ISBN-13: 978- 0292704374
19. Media La w and Ethics by
Neelamalar K; Prentice Hall
India Learning Private Limited
2 edition (2009), ISBN- 13: 978
8120339743
20. Media Ethics by Paranjoy Guh
Thakurta; Oxford University
Press; Second edition (28
November 2011), ISBN- 13: 97
0198070870
21. The Ethics o f Emerging Media
By Bruce E. Drushel , Kathleen
German; Bloomsbury
Publishing India Private Limite
(1 August 2014) ISBN- 13: 978
9384052850
22. Media Ethics: Precepts and
Practices By Dr Umesh C
Pathak; ISBN -13: 978-
9386229199
23. Media Law: Its Ethics and Eth
By Devesh Kishore/g. S. Gard;
Haranand Publications Pvt Ltd
(1 January 2016) ISBN-10:
8124115435
24. Ethics and Visual Research
Methods: Theory,
Methodology, and Practice by Week 10 MEDIA AESTHETICS
• Aesthetics Theory
• Applied Media Aesthetics
• Lighting : the Aesthetic Field
• Colour: The Extended Field
• Two And Three Dimensional Space
• Time Motion: Forth Dimensional Field
(Electronic Cinema, Live Television& film,
Recorded Television, Computer Display etc.)
• Sound : Five Dimensional Field
Week 11 ETHICS
• Visual Ethics Theory
• Ethics of visual production
• Ethics of visual reception
• Ethics and visual arts
Week 12 VISUAL LITERACY
• Visual literacy Theory
• Visual Literacy Background
• Cognitive Enrichment / Thinking in Picture
• Idea - Concept -Synopsis -Sequence-Scene - Shot
Division
• Editing and Spatial Intelligence
• Analogical Thinking
• Visual Literacy and Critical Viewing
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26
Deborah Warr, Marilys
Guillemin, Susan Cox,Jenny
Waycott Palgrave Macmillan;
1st ed. 2016 edition (27
December 2016) ASIN:
B01N9LY7NU
25. The Visual Imperative: Creatin
a Visual Culture of Data
Discovery By Lindy Ryan
Morgan Kaufmann; 1 edition
(14 March 2016) ASIN:
B01D3VNVLW
26. visual Literacy: A Spectrum of
Visual Learning by David M.
Moore Francis M. Dwyer;
Educational Technology Pubn
(1 January 1994) ISBN-10:
0877782644
27. Teaching, Learning, and Visua
Literacy: The Dual Role of
Visual Representation by Billie
Eilam; Cambridge University
Press (27 August 2012) ISBN-
10: 0521119820
28. Visual Literacy by James Elkin
Routledge (11 October 2007)
ISBN-10: 0415958113
29. Visual Literacy: A Conceptual
Approach to Graphic Problem
Solving by Judith Wilde Richar
Wilde Watson-Guptill; New
edition edition (1 April 2000)
ISBN-10: 0823056201
30. Visual Lit eracy: Image, Mind
and Reality by Paul Messaris
Westview Press Inc (5 January
1994) ISBN-10: 081331937
Week 13 MEDIA LITRACY, AESTHETICS AND CULTURE
• Visual Literacy Within a Cultural Context/
Decoding and Encoding Process
• TV Aesthetics Across Cultures
• Aesthetics And Indian Soap
Operas/Advertises/ Films
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Week 14 CULTURAL STUDIES
• Cultural Studies Theory
• Culture and cultural Studies
• Characteristics
• History
• Cultural studies in the late- 1970s and beyond
• Issues, concepts and approaches
• Visualism
• Relationship with other areas of study
• Difference from image studies
• Indian Cultural Study
• Image and Power
• Polysemy and Articulation
• Production(Reality, Representation, Ideology,
Pleasure)
31. Visual Culture by Richa
Howells , Joaquim Negreiro
Polity Press; 2nd Revis
edition edition (13 Decemb
2011) ISBN-10: 0745650716
32. Visual Culture: An Introductio
by John Walker; Manchest
University Press (30 Octob
1997) ISBN-10: 0719050200
33. Art and Visual Culture in Ind
1857-2007 by Gayatri Sinh
Marg Pubns; 01 edition (
April 2009) ISBN- 1
8185026920
34. Cultural Studies: Theory a
Practice y Chris Barker, Emm
A. Jane SAGE Publications Lt
5 edition (30 May 2016) ISB
10: 1473919452
35. The SAGE Dictionary of Cultu
Studies by Chris Barker; SAG
Publications Ltd; 1 edition
May 2004) ISBN- 1
0761973419
ISBN-13: 978- 0761973416
Week 15 PROFESSIONAL PERFORMANCE
• Photography/ Film/ Video/ Internet/Mass
Media/ Advertising/ PR
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 t
total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours will comprise t
self-study component. The self -study component will consist of academic tasks outside the classroom that will
assigned by the teacher. The 40 hour teaching component will include two tests conducted in the classroom. The
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
literature, conducting surveys or interviews. These will be evaluated for 15 marks. The self -study compone
assigned in this manner will be related to or an extension of bu t not in lieu of the prescribed syllabus.
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Course IV
Ethics , Constitution 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 how ethics and ethical conflicts a re 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 will be a special emphasis on ethi cs 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 China 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 Relatio ns: Responsible
Advocacy, edited by Kathy Fitzpatrick,
Carolyn Bronstein, Sage, 2006
Week 2 Ethics in India – principles and
practice
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 Rights, 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
India
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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The Human Rights Reader: Major Political
Essays, Speeches, and Documents from
ancient times to the present, Micheline Ishay,
Routledge, 2007
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. T he 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. Altogethe r 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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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 5960 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 communication 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
comm unication, 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 com munication, 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,
OUP, 2008
Indian Culture and Work
Organisations in Transition, ed ited
by Ashish Malik, Vijay Pereira,
Routledge, 2016 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
communication
Week 5 Defining external communication,
understanding the process and
evaluation of external
communication
Week 6 Creating value with Public Relation s,
Corporate social responsibility
Week 7 Crisis communication
Week 8 Agency public relations - 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
Week 13 Use of Digital media for PR
Week 14 Conducting a Press Conference
Week 15 Evaluating a PR exercise
Total
hours 60 hours
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32
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 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
conference. 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.
32
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33
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 Approach, Media Economics: The Economic
theory applied to analysis of mass media industries, structure and performance of mass
media. Reading industry reports like t hose by FICCI or McKinsey.
The course shall comprise of the following units :
Week 1 Mass society, 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 Media 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
Giants: Business Dynamics of
Journalism, Dennis F. Herrick,
University of New Mexico Press,
2012 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
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
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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 conducting 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, Intro duction to Social marketing, Public Opinion and
Democracy, Public Opinion and thinkers - Aristotle, Plato, Michel de Montaigne , Ferdinand
Tönnies, 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 model 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, Pub lic 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 in formed citizen and
the media Communication for Development in
the Third World, Srinivas R Melkote,
H Leslie Steeves, Sage 2001
An Introduction to Political
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
Lance Bennett, Longman, 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, 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 advocacy 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
Week 15 Executing a media advocacy
campaign
Total
hours 60 hours
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Rowman and Littlefield, 2005
The Handbook of Development
Communication and Social Change,
Karin Gwinn Wilkins, Thomas Tuf te,
Rafael Obregon, Wiley Blackwell,
2014
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 hou rs 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 written tests. The assignment will
be for 25 mark s.
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 this manner will
be related to or an extension of but not in lieu of the prescribed sylla bus.
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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 practical 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
media in the situations of conflict, both from theoretical and practical perspecti ves 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 understanding the conflict in terms of
its political and economical aspects. The lear ners 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 learn 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).
"Dang erous ideas: Five beliefs that propel
groups toward conflict". American
Psychologist. Identity, Region, Caste etc Inter -
State disputes on water, location of central
projects, Religion or region based
polarization. Jaat Andholan, Maratha
Andholan, Gujjar community crisis, North East
crisis and Kashmir crisis etc.
Youth and conflict (World youth report 2003)
Durkheim (1858– 1917) Mikhail Bakunin,
Forsyth, 2006
Nils B Weidmann (Communication technology
and political co nflict)
Availability of information on social media
fosters mobilization of people, and gives
existing forces better means for coordination
-- Arab Spring 2011 ( Pierskalla & Hollenbach, 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 conflict (Collective
Action, Censorships,
Intelligence, Audience Effect)
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
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communication tools on conflict
Effects of modern
communication technology on
conflict
Studying the conflict in terms of
both, old and new
communication technology
perspectives. 2013 , Poster Boy Burhans killing in Kashmir
2016
Dictator parties imp lement 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 phones 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)
Conflict management mode ls: 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
Wolfsfield
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 Res olution
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 conflict -Management
study guide MSG
Why dialogue matters for conflict prevention
and peacebuilding Democratic Republic of 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 communication
in resolving non -political
conflicts
Week 14 Role of effective communication
in resolving political conflicts.
Week 15 Importance of dialogue and
creative peacebuilding in
political conflicts.
Total
Hours 60 hours
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Congo/Roger LeMoyne.
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 se lf-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 pr esentation 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 evaluate d 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.
39
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40
Political Communication (Elective Course)
This course explores different aspects of political communication. It will explore 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 yel low
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 Soft 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
Evidenc e?” 2003. Political
Communication 20 (April/June): 173 -
190.
Norris, Pippa. 2000. A Virtuous Circle:
Political Communications in
Postindustrialist Societies. Cambridge,
UK: Cambridge University Press.
Mutz, Diana C. 2006. Hearing the Other
Side: Deliberat ive versus Participatory
Democracy. Cambridge: 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, pp.
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. Week
2 Political communication paradigm
Is news a “public good” or a commodity,
whose content is driven by market
considerations? Can it be both?
How should news be treated by society?
Can public be induced to consume more,
and more serious, political news?
Week
3 COMMUNICATION AND CIVIC
ENGAGEMENT
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?
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Week
6 How the Media Cover Politics
How should politics and elections be
covered?
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?
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 Peop le’s
Choice: How the Voter Makes up his
Mind in a Presidential Campaign. 2nd
ed. New York: Columbia University
Press.
Iyengar, Shanto and Donald R. Kinder.
1987. News That Matters: Television
and American Public Opinion. Chicago:
University of Chicago.
Krosnick, Jon A. and Donald R. Kinder.
1990. “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
Perceptions 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, Cand idates, and the Media in a
Presidential Campaign. 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 Week
7
THE TRANSMISSION OF POLITICAL INFORMATION WITHIN SOCIAL
NETWORKS
The transmission of political information.
The transmission of political information
in social media.
Week
8
THE EFFECT OF MASS MEDIA ON
POLITICAL ATTITUDES
What is the effect of mass media on
political attitudes?
Week
9 Constitutional Framing
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
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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?
and Peace. Princeton: Princeton
University Press. Chapter 6, pp. 120 -142
Sharkey, Jacqueline. 1993. "When
Pictures Drive Foreign Policy," American
Journalism Review 15, No. 10
(December).
Mutz, D. C., & Martin, P. S. (2001).
Facilitating communication across lines of political difference: The role of mass
media. American Political Science
Review, 95, 97 –114.
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
(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
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43
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 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 evalua ted 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.
43
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44
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 elements 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 plat forms 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 entertainment 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)
Exploring the boundaries of the narrative. Video games in the English classroom -
Jonathan Ostenson (July 2013)
Beyond programming: The power 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 Jolley (2013)
Video games in education: Why should they
be used and how are they being used - Week 2 Who plays games?
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
Week
13 Advertising video games
Week
14 New media and gaming
Week
15 The business of gaming
Total
Hours 60 hours
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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 games on the levels of aggression- J.
Hollingdale (2014)
The potential societal impact of virtual
reality - Mark Ekolto Riveria
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)
Effectiveness of social media as a tool for
communication and it's poten tial 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 disorders: 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)
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
45
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46
teacher. The 40 hour teaching component will include two tests conducted in the classroom.
These tests may be written, oral or presentation. Altogether these t ests 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.
46
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47
Sports Journalism (Elective Course)
The program in sports journalism is planned 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
com municating 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 what 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 entertainment
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 t he interview and reporting
process
Interviewing Skills
Asking the right questions Sports Journalism - An
Introduction to Reporting and Writing
Week 6 Modes of Sports Writing
Hard News
Soft News Rowe, 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://www.un.org/womenwa
tch/daw/public/Women%20a
nd%20Sport.pd f
Week 10
Sports News Values
Sports journalism ethics Sports Journalism - An
Introduction to Reporting and
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Olympics Values
Libel and other Legalities Writing
Olympic values and sports
journalism ethics The
international press coverage
of the 2012 Olympics Xavier
Ramon
Sports Journalism - An
Introduction to Reporting and
Writing
Sports Journalism: A Practical
Introduction
By Phil Andrews
Week 11
Sports Photography
Role of Sports Photographer Sports Journalism: A Practical
Introduction
By Phil And rews
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
Sports Journalism
Newspapers to New Media
Broadcast to Broadband
Social Networking: Its Place in Sports
Journalism http://www.arts.canterbury.a
c.nz/journalism/documents/robert_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 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 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
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49
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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50
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 explores 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 prac tice it.
The course 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 style, 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 degree 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 and 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.
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.
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Documentary Film Making (Elective Course)
Course Description:
This is a gateway course for all 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 radio/audio, video/film, hypermedia/multimedia, photography, and lon g-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 th e 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 t he 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 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 conscious of the way that
documentaries deal with questions of what is truth/the r eal 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 techniques 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 ligh t & 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
7. Interest in motion picture photography.
8. Basic theoretical knowledge in Videography.
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9. Knowledge of basic camera hardware & software is also necessary.
The course shall comprise of the 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
Ethnographer’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 Voic e”
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 differentiate
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
(1998): 238-253. (C)
8. Anderson and Benson, "The
Myth of Informed Consent: Week
2 Origins of Documentary:
Photography and Evidence Photography
and the real
Documentary Genres and History
• 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
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
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document
• Location, travelling, permissions,
props
The Case of Titicut Follies,"
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):
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), pp
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 Week
6 Poetic Documentary
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
• OVERVIEW/REVIEW OF BASIC
FIELD PRODUCTION TECHNIQUES
(Camera Sound Lighting)
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 formats
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Week
9 Epistemological Challenges: Reflexivity
The Question of Authority
The Debates over Reflexivity
• Managing large files, Editing
suites/software’s Reality Bloomington, IN:
Indiana University Press
(1991): 165-200. (C)
17. Williams, “Mirrors Without
Memories: Truth, History, and
the 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 Jeanette
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) New York:
New York University Press Week
10 Reflexivity and Political Film/ REFLEXIVE
DOCUMENTARIES
Philosophical Challenges to Objectivity
Experiments in Objectivity: Re-
Enactments
• Principles & basics of editing
software, Timelines and
transitions
• Laying the sound tracks, Mixing
sound, Sound editing, sound
formats
• Special eff ects
Week
11 Different Takes on Authority
Subjectivity, 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
Documentary
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
Week
15 The Future of Documentary
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Reality TV and New Formats
• Making a VCD and DVD (2004) (C)
1. Introduction to Documentary, 2nd
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
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
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14. Docufictions: Essays on the
Intersection of Documentary and
Fictional Filmmaking by Gary D.
Rhodes and John Parris Sprin ger, 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
Filmmaki ng by Mark Roberts, 2016
18. Making 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 th e Will, Leni Riefenstahl, 1935 (Germany)
8. Grizzly Man, Werner Herzog, 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, Michael 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)
18.Shoah, Claude Lanzmann, 1985 (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 (Holland)
24. Tribulation 99: Alien Anomalies under America, Craig Baldwin, 1991 (USA)
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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, 1990 (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 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 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 multimedia production in a development environment and key concepts in
current multimedia technology.
Objectives: The student will be able to
6. Plan and organize a multimedia Production.
7. Understand the design concepts for creating a multimedia Production.
8. Use a web authoring tool to create a multimedia Production.
9. Understand the design concepts related to creating and using graphics for the web .
10. Use graphics software to create and edit images for various media production.
11. Understand the design concepts related to creating and using animation, audio and
video for media production.
12. Use animation software to create and edit animations.
13. Use so ftware 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.
The course shall comprise of the following units :
WEEK TOPIC REFRENCE BOOKS/ JOURNALS/
Main Reading
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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, Ph D
4. Multimedia Production,
Planning and Delivery -
John Villamil- Casanova,
Louis Molina
5. Adobe Flash CS4
Professional Classroom in a
Book - Adobe Creative
Team (Author)
6. Macromedia Director 8.5
Shockwave Studio: Training
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, Prentice Hall
18 feb 1997, ISBN -10
1575766256
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
applications
• Introduction to 2D, 3D, cell
animation
Week 3 Multimedia Production team
• Project manager
• Multimedia designer
• Interface designer
• Writer
• Video specialist
• Audio specialist
• Multimedia programmer
• Web site producer
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
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• 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
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 • Shooting moving objects
• Rule of third
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• Digital cameras Vs conventional
cameras
• How a digital camera works,
Resolution
• Storage systems
• Digital shutter, digital zoom Vs
optical zoom
Week 11 • Basic image processing
• Use of image editing software
• White balance correction 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 file 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
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Week 15
• Video recording and tape formats
• Shooting and editing video
• Capturing a video from camera to
computer
• Editing videos with Adobe Premier
CS
• Video compression and file formats
• Various MPEG video standards
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 a ssigned 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 cond ucting 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 presc ribed 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 mobile 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 units:
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 for children
Week 3 Child psychology and development Child Psychology and Developmen t
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 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 where learners will
produce stories using digital devices that students must have. The self -study component will
consist of academic tasks outside the class room 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 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.
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Interpersonal Communication (Elective Cour se)
This course explores what is interpersonal 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 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 13 Interpersonal conflict
Week 14 Communication support and
comfort
Week 15 Evaluating interpersonal
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 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
interview. 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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65
Family Communication (Elective Course)
This course explores what is interpersonal 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 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 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
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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66
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 gra pple 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 Culture: 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 concept 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
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
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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 -stud y component of 20 hours will include conducting 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 shall 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 Fundame ntals of
communication, introducing
communication 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 Report
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
Esen, Oxford University Press, 2007 Week 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 and 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,
SEM, SMO
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
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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 th e
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 seminar s, 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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Basic Course for Indian Sign Language Communication (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 of 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 software 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 emp hasis 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 languages (Signed English, Signed Hindi Signed
Marathi etc.) are
NOT better than Indian Sign Language. 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. Captioning 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
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.
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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.
Grammar 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 and relations Common objects
(clothing, household, 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 Colours
Finger spelling (use) Place names
Week 10 Unit 7: 5 hours
Grammar Topics
Numbers Measures, Talking about
money, Animals,
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
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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
card)
-solving admission and interpreter
issues.
--Usage o f 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 practical 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 with 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 N ews. 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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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 language in
addressing disability and related issues. The Course will train the learner in finding out the accessibility nature of various media and lear n 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 enviro nment 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 us age in various appropriate multimedia. Universal Design in Digital
Media application in providing information, 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 d isabilities
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 men tioned 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 I nstitute 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. Accessibi lity of Websites of
Organisations working for perons with
disabilities - Laplambert Publication
12. Mainstreaming disability in
development:
India country report -produced by the
Disability Policy Officer for the Policy Project of the Disability Knowledge
and R esearch (KaR) programme,
funded by the UK Department for 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 mentioned in RPWD act 2016. The
certification and rehabilitation
process, issues related to such
persons with disabilities and challenges faced by their
families/wards.
Week 4 The concept of Disability
Communication, and the Psychology of
persons with disabilities and their
needs in the digital space and cyber
psychology.
Week 5 Education of persons with disabilities
and the role of medi a. Preparation of
accessible learning materials in
accessible format as per the cognitive
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needs. International Development (DFID).
13. Mohapatra S, Mohanty 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
Mainstream Education of Disabled
Students in India. NCPEDP, Delhi, India
16. Asian Development Bank (2003).
Identifying Disability Issues Related t o
Poverty Reduction: India country
study . Available at: www.adb.org
17. Media Training Manual, 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. Vasisht a, M. (2006) Deaf in Delhi: A
Memoir. Washington DC: Gallaudet
University Press.
24. Alliance for Technology Access
(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. 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
communication
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 a nd its
usage to persons with disabilities for
mobility and communication.
Week 12 Social responsibility of the media
towards addressing issues of persons
with disabilities. Charity model,
Medical model, Social Model
approaches
Week 13 Socio -economic rehabilitation of PWDs
and their Rights, identification of jobs
and Reservation policies
Week 14 UNCRPD - the article 8,9, 21 and 30 on
awareness, access to information, accessible information, entertainment
& leisure at various domain areas in
society. C reation of Accessible
entertainment, sports, and leisure.
Week 15 Basics of Braille and its application and
usage in providing accessible
communication.
Total
Hours 60 hours
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28. Horton, Sarah. Access by Design: A
Guide to Universal Usability for Web
Designers . New Riders Publishing,
2005.
29. Paciello, Michael G. and Mike Paciello. Web Accessibility for People with
Disabilities . CMP Books, 2000.
30. Slatin, John M. and Sharron Rush.
Maxim um Accessibility: Making Your
Web Site More Usable for Everyone .
Addison Wesley Professional, 2002.
31. Thatcher, Jim et al. Constructing
Accessible Web Sites . Glasshaus, 2002.
32. W3C guidelines & Markup Validators available on the Web.
33. Zeldman, Jeffrey. Designin g with Web
Standards . New Riders Press, 2003.
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 acade mic 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 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 com munication
in the global community Intercultural Communication: A
Reader
By Larry A. Samovar, Richard
E. Porter, Edwin R.
McDaniel, Carolyn 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-cultures: 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 changing
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
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 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 clas sroom.
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 interview s. These will be evaluated for
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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 5960 6
Perspectives on Communication 5960 6
B. Dissertation 59100 5910
Total 59220 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, Content 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 software for data analysis, introduction to statistics an d statistical terms.
It is a mandatory requirement of the course that the learner must have successfully
completed an introduction to media research course at a post graduate level. The capacity of this course is 120 students on a first -come -first -served basis. Priority will be given to
students from the MACJ, MAPR, MATS, MAFS and MAEM programmes.
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. Wimmer,
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 Hypothesizing 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 prepare 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
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component will consist of academic tasks outside the classroom that will be assigned by the
teacher. The 40 hour teaching component will include two assign ments – writing a review of
literature and preparing a research 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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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. Shepherd,
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 embodiment
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 Communication 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 the classroom that will be assigned by the
teacher. The 40 hour teaching component will include t wo assignments related to research.
The assignment will be for 25 marks.
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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.
82