M A in Public Relations_1 Syllabus Mumbai University by munotes
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Cover Page
Sr. No. Heading Particulars
1 Title of the
Course Master of Arts (Public Relations)
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 (PUBLIC RELATIONS).
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 giv en 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 that 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 evaluation 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 semes ters 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 l earner 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 sha ll be courses offered by the parent department that impart
instructions in specialized/advanced/supportive aspects of the relevant discipline. Each department
shall offer a pool of such courses from which a student can choose. Elective Courses shall be for six
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 Disciplinary 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
course s in the basket. Every I/C course shall be for six credits. A student may opt for an I/C course
offered by his/her parent department.
(iv) Audit Courses: Students can audit a course from the parent department as well as from other
departments in addition to the core, elective and I/C courses that are mandatory, with the prior
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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 student 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 cre dit 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) Project 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 course s 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 interdisci plinary/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 paren t 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 for. 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 int ernal
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 The 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 Head of the
Department (Chairperson) and two other tea chers from the department. The purpose of this
committee is to oversee the functioning of the dissertation component in the department.
3.5 All Masters Degree holders with NET/SET (in Communication/Journalism/Film Studies/ Public Relations/Electronic Media /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 t o guides in order of the average of marks
obtained in semesters 1 and 2.
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3.7 If it is felt necessary, the dissertation committee can assign a co -guide to a student, depending
upon specific disciplinary needs.
The student will make a preliminary presentation in the seventh week of the fourth semester. The
presentation will be attended by the guide and a committee consisting of two other teachers from
the department. The committee will make necessary suggestions to improve the dissertation.
3.8 The student w ill 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 o f 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 questions
3.9 The marks given by the three members of the evaluation committee will be averaged in each
head and the total marks decided by totaling the averages under the three heads.
3.10 The student will submit a bound hard copy of the dissertation to the Department by the end of the fourth semester, along w ith 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 grade point as per the following scheme:
Marks Grade P oints Letter Grade
0-9 0.5 F
10-19 1.5 F
20-29 2.5 F
30-39 3.5 F
40-44 4.2 C
45-54 5.0 B
55-59 5.7 B+
60-69 6.5 A
70-74 7.2 A+
75-100 8.7 O
3.14 A student who gets a letter grade F in the course will be deemed to have failed in the course.
3.15 A student who feels aggrieved by the grading received will have the option of applying to the
project committee for re -evaluation of the dissertation within a period of one week after the
declaration of the result. If the dissertation committee feels that the claim is justified, it shall appoint
a fresh examiner who will submit his/her evaluation in a week’s time. If the marks by the re-
evaluating examiner exceed the marks of the original examiner by a margin of 10% or more, the
latter set of marks will be considered final.
3.16 The student who has got a letter grade F in the dissertation will have the option of resubmitting
a revised version within 2 months from the date of declaration of the result. If a student fails this
time too, he/she will not get any more chances and will be ineligible to be awarded the MA degree.
3.17 If a student is unable to submit his/her dissertation in the stipulated time or fails to make the
presentations at the appointed time, he/she will be deemed to have failed the course and will have the option of submitting within 2 months from the date of declaration of the result. If a student fails
this time too, he/she will not get any more chances and will be ineligible to be awarded the MA
degree.
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3.18 The schedule for prelimin ary 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 und er the circumstances has reason to
know, spoil the academic integrity of the academic program. Violations of academic integrity
include, and not limited to: plagiarism; violation of the rights and welfare of human participants in
research and practice; che ating, 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 Exa mination.
4.2 The learner who obtains less than 40 % of the aggregate marks of the relevant examination in
that course either in the internal assessment or in the end – semester examination will be awarded
the letter grade F in that course. The Medium of 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 answ er-
sheets for internal examination shall be masked before evaluation. The evaluated answer -sheets and
marks shall be shown to the students on the date announced in advance.
4.4 The existing rules for moderation of answer sheets will be followed in the case of internal
examinations in core courses.
4.5 Semester -End Examination: The semester end examination shall be for 60 marks.
4.6 If a student is absent from the internal or end semester examination in any course including the
dissertation course, he/she will get a grade point of 0 and a letter grade of F.
4.7 If a student fails in the internal examination of a core or elective course, he/she will have to appear for the internal examination of the course when the course is offered again.
4.8 If a student 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 ob tains a letter grade F in
all the three attempts, he/ she will have to seek fresh admission to the MA programme.
4.9 If a student obtains the letter grade F in any course in a given semester, the letter grade F will continue to be shown in the grade card for that semester even when the student passes the course
subsequently in another semester.
4.10 If a student obtains minimum 40% marks in the internal assessment and fails to obtain
minimum 40% percent marks in the end-semester examination of any course i n 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 semest er m is calculated as follows:
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, where,
is the credits for the ith course offered in semester j and
is
the grade point obtained in the ith course in semester j. There shall be no rounding of GPA and CGPA.
4.13 The semester wise GPA and CGPA shall be printed on the grade card of the student along with table in 3.13
4.14 The final semester grade card shall also have the aggregate percentage marks scored by the
student in all t he courses in which the student has obtained the relevant credits.
4.15 The rules for gracing: the existing ordinance for gracing shall continue to be used.
4.16 The rules for ATKT will be as per University norms.
5. Rules for MA programes with practical 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 courses will be offered in
the third semester.
5.3. The fourth semester shall consist of one ability enhancement course (6 credits), one interdisciplinary/cross disciplinary course (6 credits) and one project based course (10 credits).
5.4. The semester having Practical Component / Field Work Component shall be given 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 Work Component per theory course (core/elective) in a semester one to three. The credits for practical and theory courses are obtained
separately.
5.6. There shall be 8 credits Practical Component/ Field Work Component in semester one and two.
There shall be 10 credits Practical Component/ Field Work Component in semest er 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 practical component /field work component for courses
having pra ctical/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 tha n 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 work or assignment or term
work. The answer -sheets for internal e xamination shall be masked before evaluation. The evaluated
answer -sheets and marks shall be shown to the students on the date announced in advance.
6.4 Internal Assessment for practical component/ field work component. The evaluated
practical/field work s ubmission material and marks shall be shown to the students on the date
announced in advance.
6.5 The existing rules for moderation of answer sheets will be followed in the case of internal
examinations in core courses excluding practical component/ field work component.
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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 compon ent 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: I f 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 en d-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 can appear at the most three times, including the original attemp t. 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, th e 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 semes ter, 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 semest er.
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 grad e 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 h ave 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 case, if it is required to scale the internal assessment marks and end -semester examination
marks to 400 marks per semester and 1600 marks for entire MA course, then internal assessment
marks, end -semester examination marks and total marks shall be multiplied by factor 0.8.
6.17: The rules for gracing: the existing ordinance fo r gracing shall continue to be used.
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7. SCHEME OF COURSES AND DETAILED SYLLABUS
Semester I
Course
Code Name of Course
A. Core Courses Term work
Teaching and
Extension Credits
Public Relations Theory and Practice 5660 6
Media Relations and Media Writi ng 5660 6
Introduction to Organizational
Behaviour and HR policies 5660 6
Research in Public Relations -I 5660 6
Total 56240 24
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Course I
Public Relations Theory and Practice
Definition of PR, Its nature, process and Public, Origin and growth of PR in the world and India,
Propaganda, Public Opinion & Publicity, Public Relations: catalyst, persuasion and motivation,
Communication theories & Models in Public Relations , Reputation, perception and relationship
management, The PR process, Research and Planning and Evaluation , PR ethics.
The course shall comprise of the following units :
Week 1 What are publics, what are
relationships, social exchange theory Managing Public Relations, James
Grunig and Todd Hunt, Holt,
Rinehart and Winston, 1984
Handbook of Publ ic Relations,
Robert L. Heath, Sage, 2001
Indian News Media: From Observer
to Participant, Usha M. Rodrigues,
Maya Ranganathan, Sage, 2015 Week 2 Group dynamics definition and
theory
Week 3 Mass society, mass culture, mass
media
Week 4 Definition of PR, Grunig’s four
models. Events and pseudo -events
Week 5 Origin and growth of PR in the world
and India
Week 6 Propaganda, Public Opinion &
Publicity
Week 7 Public Relations: catalyst, persuasion
and motivation
Week 8 Communication theories wit h special
reference to persuasion theory,
cultivation theory and uses and
gratifications theory
Week 9 Communication models with
emphasis on social learning theory
(Bandura), Carl Hovland,
Gatekeeping, framing, agenda
setting
Week 10 Reputation managem ent
Week 11 Relationship management with
specific reference to Ballinger's
(1991) Relational Model of Public --
Organizational Relationships
Week 12 Organisational behaviour
Week 13 Understanding evolution of mass
media and mass communication
with specific reference to India
Week 14 Print media in India
Week 15 Electronic media and digital media in
India
Total
Hours 60 Hours
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Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15
weeks. Of the total 60 teaching -learning hours, 40 will comprise the central teaching component
while 20 hours will comprise the self -study component. The self -study component will consist of
academic tasks outside the classroom that will be assigne d by the teacher. The 40 hour teaching
component will include two tests conducted in the classroom. These tests may be written, oral or
presentation. Altogether these tests will be for 25 marks. The self -study component of 20 hours will
include film analys is that will be evaluated for 15 marks. The self -study component assigned in this
manner will be related to or an extension of but not in lieu of the prescribed syllabus.
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Course II
Media Relations and Media Writing
Media and its types, nature and proc ess and tools, media relations theories, print m edia and its
functions, broadcast media and its functions, o nline media and its function s, nature, scope and
dynamics of media relations, media relations in India and media analysis and evaluation , different
types of writing for m edia - writing speeches, authored articles on behalf of senior spokespeople of
companies, press release f or different sectors such as financial, entertainment, pharma ceuticals,
telecom, TV channels, preparing invitations for press con ferences and for various events, writing
descriptions of a photograph/ sketch, briefing documents , pitch notes, official emails to clients, to
media , to others, synopsis writing o f articles, basic translations headlines, writing content for
brochures, answ ers on behalf of clients, backgrounders, profiles for clients , ghost writing speeches,
making brochures /newsletters.
The course shall comprise of the following units :
Week 1 Media relations in the Indian context Media Relations: Issues and
strategies, Jane Johnston, Allen and
Unwin, 2013
Public Relations Writing: Principles in
Practice, Donald Treadwell, Jill B.
Treadwell, Sage, 2005
Media Organization and Production,
edited by Simon Cottle, Sage, 2003 Week 2 Understanding the media
environment in India, what makes
news with specific reference to the
news values debate
Week 3 Theorising media relations
Week 4 The media organisation
Week 5 Working with the news media - print
Week 6 Working with the news media -
television
Week 7 Working with the news media –
digital media
Week 8 The media relations campaign –
pitching your story
Week 9 Preparing a media docket
Week 10 Getting on TV and staying there
Week 11 Writing the press release
Week 12 Writing the backgrounder
Week 13 Ghost writing
Week 14 Writing for the social media
Week 15 Case Study
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
compo nent will include five 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 preparing a media docket for a variety of clients that will be evaluated for 15 marks. The self -
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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
Introduction to Organizational Behaviour and HR policies
The course covers sc ope of organizational behavior, organizational structures, learning and
personality theories in psychology, perception, motivation, satisfaction and performance theories,
leadership management, job design and human resource management principles.
The cour se shall comprise of the following units :
Week 1 The scope of organizational
behaviour Organisational Behaviour: Theory
and Practice, G. A. Cole, Thomson,
1995
Business Psychology and
Organisational Behaviour: A
Student's Handbook, Eugene F.
McKenna, Psy chology Press, 2000
Theories of Personality, Duane P.
Schultz, Sydney Ellen Schultz,
Cengage Learning, 2013
Contemporary Theories of Learning:
Learning Theorists ... In Their Own
Words, edited by Knud Illeris,
Routledge, 2009
Understanding Organizationa l
Culture, Mats Alvesson, Sage, 2012
Organizational Culture and
Leadership, Edgar H. Schein, Wiley,
2017
A Handbook of Human Resource
Management Practice, Michael
Armstrong, Kogan Page, 2007
Human Resource Management: Key
Concepts and Skills, P B Beaumon t,
Sage, 1993 Week 2 Organisational structures – basic
issues and classical responses
Week 3 Organisation structuring – the
human aspects
Week 4 Personality theories
Week 5 Perception, values and attitudes
Week 6 Motivation, satisfaction and
perfo rmance
Week 7 Theories of learning
Week 8 Groups and group behavior, decision
making and communication in
groups
Week 9 Leadership – Chanakya to the
modern times
Week 10 Organisational culture, stress and
conflict
Week 11 Organisational change an d
development
Week 12 Designing work and jobs
Week 13 Organisational behavior and
strategic management
Week 14 Developing and managing the
human resource
Week 15 Case studies of organizational
behaviour
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
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component will include two tests conducted in the classroom. These tests may be written, oral or
presentation. Altoget her these tests will be for 25 marks. The self -study component of 20 hours will
include pr eparing an organisational chart of a media organisation and a case study of organisational
culture of a media organisation that will be evaluated for 15 marks. The se lf-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
Research in Public Relations -I
This is an introduction to media effects research. The learner will be introduced t o specific cases,
research on media effects, findings, and methods. There will be an emphasis on the use of research
in media work. This course lays the ground work and is a prerequisite for an advanced course in
Semester IV. The course will encourage lear ners to write their own research papers, review research
literature and even conduct research in the field of communication and media.
The performance of the learner in term work/internal assessment during the teaching- learning of
the course will be consi dered during the evaluation of the research dissertation in Semester IV.
The course shall comprise of the following units :
Week 1 Scientific approach to the study of
media effects, ways of knowing, the
nature of science, what is theory Media Effects Re search: A Basic
Overview, Glenn G. Sparks, Cengage
Learning, 2014
Mass Media Research: An
Introduction, Roger D. Wimmer,
Joseph R. Dominick, Cengage
Learning, 2010
The Handbook of Global Media
Research, edited by Ingrid Volkmer,
Wiley -Blackwell, 2012 Week 2 Brief history of media effects
research, types of media effects,
analysing media content, search for
causal relationships
Week 3 Propaganda and publicity with
reference to the World Wars, effects of media violence, sexual content in
the media, medi a that stir emotions
Week 4 Effects of media stereotypes,
influence of Marshall McLuhan,
persuasive effects of media
Week 5 Effects of news and political content,
impact of new media technologies
Week 6 Nature, scope and limitations of
statistics, parametric and non -
parametric tests, descriptive and
inferential statistics.
Week 7 Mean, median, mode, variance,
standard deviation, covariance,
correlation and regression,
Week 8 Steps for hypothesis testing, null
hypothesis, alternate hypothesis,
kinds of variables.
Week 9 Type I error and Type II error,
Spearman’s rank correlation
coefficient, chi -square test, Kendall
Rank correlation, ANOVA
Week 10 Techniques of public relations,
special interests groups, political
communication. Ethics of resea rch,
research skills and techniques for
journalists
Week 11 Graphs and diagrams - How to read
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data .
Week 12 Communication and Media research
in India
Week 13 Critiquing any one theory of
communication/media
Week 14 Critiquing any one theory of
commu nication/media
Week 15 Case Studies
Total
Hours 60 Hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15
weeks. Of the total 60 teaching -learning hours, 40 will comprise the central 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 course will lays special emphasis on
studying cases.
The self -study component of 20 hours will include application of research metho ds and producing
case studies under the supervision of the teacher. These will be evaluated for 15 marks. The self -
study component assigned in this manner will be related to or an extension of but not in lieu of the
prescribed syllabus.
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Semester II
Cour se
Code Name of Course
A. Core Courses Term work
Teaching and
Extension Credits
Public Relations Campaigns 5660 6
Research in Public Relations - II 5660 6
New Media and Technologies in Public
Relations 5660 6
Ethics, Constitution and Media Laws 5660 6
Total 56240 5624
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Course I
Public Relations Campaigns (Core Course)
The course prepares the learner for preparing and executing a Public Relations campaign. The
learner deals with organizational structures, the media organizational structures, public opini on and
then moves up to taking a brief from a client to delivering a feasible PR strategy and tactic.
The course shall comprise of the following units :
Week 1 What is the point of planning? Planning and Managing Public
Relations Campaigns: A Strategic
Approach, Anne Gregory, Kogan
Page Limited 2015
EFFECTIVE PUBLIC RELATIONS AND
MEDIA STRATEGY, C.V. NARASIMHA
REDDI, PHI Learning Pvt Ltd, 2014
Week 2 The role of PR in organisations and
for individuals
Week 3 Public Relations contexts
Week 4 What i s public opinion?
Week 5 Making a PR policy, why planning is
important
Week 6 Stages of planning – from taking the
brief to preparing the plan
Week 7 Research and analysis – analyzing
the environment, the organization,
the stakeholder
Week 8 What is communication, setting aims
and objectives
Week 9 Who shall we talk to, what shall we
say, when, in what medium and to
what effect?
Week 10 Media relations
Week 11 How to prioritise publics?
Week 12 Constructing the content, crafting
the messag e
Week 13 Strategy and tactic – different
strokes for different folks
Week 14 What is risk in PR?
Week 15 Evaluation techniques
Total
Hours 60 Hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hour s a week for a period of 15
weeks. Of the total 60 teaching -learning hours, 40 will comprise the central teaching component
while 20 hours will comprise the self -study component. The self -study component will consist of
academic tasks outside 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 fo r 25 marks. The course will lay special emphasis on
studying cases.
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20
The self -study component of 20 hours will include application of research methods and producing a
PR strategy under the supervision of the teacher. These will be evaluated for 15 marks. The self -
study component assigned in this manner will be related to or an extension of but not in lieu of the
prescribed syllabus.
20
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21
Course II
Research in Public Relations – II (Core Course)
This course develops from the Research in Public Relations – I course in semester I. The learner
prepares a research pro posal with a sound bibliography, a review of literature and chapterisation.
Several research methods are also dealt with in this course.
The course shall comprise of the following units :
Week 1 Why conduct PR research? Primer of Public Relations Research ,
Third Edition, Don W. Stacks, The
Guilford Press, 2017
A Practitioner's Guide to Public
Relations Research, Measurement
and Evaluation, Don Stacks, Business
Expert Press, 2010
Week 2 PR best practices
Week 3 What makes news – a study of news
values
Week 4 Description versus inference
Week 5 Conducting a content analysis
Week 6 Conducting a content analysis
Week 7 Reviewing and summarizing
literature
Week 8 Conducting a case study
Week 9 Conducting a case study
Week 10 Making questi onnaires and In -Depth
interviews
Week 11 Conducting focus group discussions
Week 12 Participant observation
Week 13 Sampling techniques and strategies
– what is the random
Week 14 Experimental design, control and
public relations
Week 15 Writing a research report
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 co mponent
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 classr oom. These tests may be written, oral or
presentation. Altogether these tests will be for 25 marks. The course will lay special emphasis on
studying cases.
The self -study component of 20 hours will include application of research methods and producing a
research project proposal under the supervision of the teacher. These will be evaluated for 15
marks. The self -study component assigned in this manner will be related to or an extension of but
not in lieu of the prescribed syllabus.
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Course III
New Media and Emerging technologies in PR (Core Course)
This course deals with the changing culture in the pattern of mass media as well as its simultaneous
effects on the PR industry. The course tries to study the popularity of New media as well as the new
challenges that this form presents in the post modern world of media. The course also deals with the
strategies and the trends to look in the near future
The course shall comprise of the following units :
Week 1 Introduction to Digital media New Media (Volume 4). Social Institutions ,
structures, arrangements. Edited by Leah A.
Livevrouw and Sonia Livingston. Sage
Publications. ISBN: 978 -1-4129-4710-7(set of four
volumes)
India Connected: Mapping the impact of New
Media. Sage Publications. ISBN: 978 -93-859-
8502-7 (HB)
Upshaw, Lynn B.
Building Brand Identity: A strategy for success in
the hostile marketplace/ by Lynn B. Upshaw
ISBN 0471-04220-X
The Handbook of Strategic Public Relations and
Integrated Marketing Communications – Clarke
Caywood
“Jab, Jab, Jab , R ight Hook” - Gary Veynerchuk
Audience: Marketing in the age of subscribers,
Fans and Followers - Jeffery Rohrs
The Power of Visual Storytelling - Ekaterina
Walter and Jessica Gioglio
Optimize- Lee Odden
Influence: The Psychology of Persuasion - Robert
Cialdini
Youtility: Why smart marketing is about help and
not hype- Jay Baer
Social Media ROI: Managing and Measuring
Social Media Efforts in your Organisation- Olivier
Blanchard
Week 2 Social Media
Week 3 Platforms on Social Media
Week 4 SEO
Week 5 SMO
Week 6 Understanding New media and
customer service
Week 7 CSR and New Media
Week 8 Crisis Management
Week 9 Campaign strategy
Week 10 Visual Marketing
Week 11 Viral and Guerrilla Marketing
Week 12 Spin Marketing
Week 13 Understanding Social Media and
Business
Week 14 Emerging trends in PR on global
platforms
Week 15 Future trends
Total
Hours 60 hour s
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The Art of Social Selling: Finding and Engaging
Customers on Twitter, Facebook, LinkedIn, and
Other Social Networks - Shannon Belew
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 t he 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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Course IV
Ethics , Constitution and Media Laws (Core Course)
The course shall provide the learner wit h 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 are dealt with. The course explores ethic s 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 ethics of the communication and media profes sions.
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 o f 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 Dissect ing,
edited by Robin Jeffrey, Ronojoy Sen
Ethics in Public Relations: A Guide to Best Practice,
Patricia J Parsons, Patricia Parson,. 2008
Ethics in Public Relations: Responsible Advocacy,
edited by Kathy Fitzpatrick, Carolyn Bronstein,
Sage, 2006
The H uman Rights Reader: Major Political Essays,
Speeches, and Documents from ancient times to
the present, Micheline Ishay, Routledge, 2007 Week 2 Ethics in India – principles and
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
Wee k 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 ri ghts 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
Class methodology
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25
This is a six credit course. It will involve teaching -learning for four hour s a week for a period of 15
weeks. Of the total 60 teaching -learning hours, 40 will comprise the central teaching component
while 20 hours will comprise the self -study component. The self -study component will consist of
academic tasks outside 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 wi ll 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 li eu of the
prescribed syllabus.
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26
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 Relati ons in the Private and
Public Sector 5660 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 Story boarding 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 communi cation 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 c ourse covers the following areas - History and evolution of the public and private sector in
India, Government Public Relations, Corporate communication - defining corporate communication,
defining internal communication, understanding the process and evalu ation of internal
communication, defining external communication, understanding the process and evaluation of
external communication, corporate social responsibility, crisis communication, international public relations, agency public relations - account ma nagement, 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 Broadc asting
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 proc ess and
evaluation of external
communication
Week 6 Creating value with Public Relations,
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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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.
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29
Media Management (Elective Course)
Mechanics of Media buying and selling: Role and structures, Media Basics, Media Strategy, Target
Groups definition, M arket 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 medi a industries,
structure and performance of mass media. Reading industry reports like those by FICCI or McKinsey.
The course shall comprise of the following units :
Week 1 Mass 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 Dynam ics 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 Medi a
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 teach ing-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 teach ing
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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. T he self -study component assigned in this manner will be related to or an
extension of but not in lieu of the prescribed syllabus.
30
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Media Advocacy (Elective Course)
Defining Public Interest, Definition of Public Opinion, Formation and change of Public Op inion,
Introduction to Propaganda, Introduction 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 Jac ques 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 Opi nion and
Social Control, Public Opinion and the Middle class, Media and Public Opinion -Influence of Media on
Public opinion, Opinion Polls, Media -led campaigns in the World, Media -led campaigns in India.
The course shall comprise of the following units :
Week 1 Democracy, the informed citizen and
the media Communication for Development in
the Third World, Srinivas R Melkote,
H Leslie Steeves, Sage 2001
An Introduction to Political
Communication, Brian McNair,
Routledge, 1995
Public Communication Camp aigns,
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 Me anings of News: A Text -
Reader, Daniel A. Berkowitz, Sage,
2011
News Narratives and News Framing:
Constructing Political Reality
By Karen S. Johnson -Cartee,
Rowman and Littlefield, 2005
The Handbook of Development 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 ri ghts
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 advoca cy
campaign
Total
hours 60 hours
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Communication and Social Change,
Karin Gw inn Wilkins, Thomas Tufte,
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 componen t
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 written tests. The assignment will be for 25 marks.
The self -study component of 20 hours will include conducting seminars on media advocacy. These
will be evaluated for 15 marks. The self -study component assigned in this manner will be related to
or an extension of but not in lieu of the pr escribed syllabus.
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Conflict Communication (Elective Course)
The course shall provide the learner with an opportunity to understand the conflict from its
theoretical as well as 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 per spectives 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 learners will also get an opportunity to
study conflict and communications from a conflict -hit victim’s point of view to arrive at an
understanding where he/she would be able to 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? Typ es 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 Bon o, 1985. Positive Negative
effects Filley, 1975. Ludwig Gumplowicz Grundriss
der Soziologie (Outlines of Sociology , 1884) (1838–
1909) , laissez -faire philosophy) Herbert Spencer .
Ward's Dynamic Sociology (1883)
Eidelson, Roy, J; Eidelson, Judy I (2003).
"Dangerous ideas: Five beliefs that propel groups
toward conflict". American Psychologist. Identity,
Region, Caste etc Inter -State disputes on water,
location of central projects, 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 conflict)
Availability of information on s ocial media fosters
mobilization of people, and gives existing forces
better means for coordination -- Arab Spring 2011
(Pierskalla & Hollenbach, 2013 , Poster Boy
Burhans killing in Kashmir 2016
Dictator parties implement censors on media
Friedrich & Brze zinski, 1965) Media censors in JnK
during 2008, 2010, 2016 uprisings.
Intelligence gathering --The case of China’s Great 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 communication
tools on conflict
Effects of modern communication
technology on conflict
Studying the conflict in terms of
both, old and new communication
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technology perspectives. 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 models: Blake and Mouton
(1964), Thomas (1976) and Pruitt (1983), Khun and
Poole's model, DeChurch and Marks's meta -
taxonomy, Rahim's meta -model. Theory of conflict
management Kirchoff and Adams, 1982, Response
styles: Turner and Weed (1983). Conflict
resolution: De Bono, 1985. Etc. Political conflict in
practice. Ceasefire, peacekeeping, Strategic
Foresight Group, global peace system. Role of
NGO’s. Conflict Resolution as a Political System
John Media and political conflict Gadi 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 Resolution George Amoh,
Accra, Ghana.. The healing function in polit ical
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 pre vention and
peacebuilding Democratic Republic of
Congo/Roger LeMoyne.
Week 8 What is conflict manageme nt 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 commun ication 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 effec tive communication in
resolving political conflicts.
Week 15 Importance of dialogue and
creative peacebuilding in political
conflicts.
Total
Hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15
weeks. Of the total 60 teaching -learning hours, 40 will comprise the central teaching component
while 20 hours will comprise the self -study component. The self -study component will consist of
34
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35
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 c omponent 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 ext ension of but not in lieu of the
prescribed syllabus.
35
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36
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 yellow journalism
Contemporary politics and political
communication
Parallels helping us to understand politics in the future?
Davis, Richard. 2001. The Press and
American Politics, 3rd Edition. New Jersey:
Prentice Hall. Chs. 2 -3, pp. 25 -86.
Prior, Markus. 2003. “Any Good News in
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 Evidence?” 2003. Political Communication
20 (April/June): 173-190.
Norris, Pippa. 2000. A Virtuous Circle:
Political Com munications in
Postindustrialist Societies. Cambridge, UK:
Cambridge University Press.
Mutz, Diana C. 2006. Hearing the Other
Side: Deliberative versus Participatory
Democracy. Cambridge: Cambridge
University Press.
Varshney, Ashutosh. 2001. “Ethnic Conf lict
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. 1995. Citizens, Politics, and Social
Communication: Information and Inf luence 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
publi c 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 ant icipate would be the
practical beneficial effect political coverage
along the lines you suggest?
in an Election Campaign. Cambridge:
Cambridge University Press.
Lazarsfeld, Paul F., Bernard Berelson and Hazel Gaudet. 1944. The People’s Choice:
How the Voter Makes up his 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 th e 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,
Candidates, and the Media in a Presidential
Campaign. Chicago: University of Chicago
Press.
McGraw, Kathleen M. 2002. “M anipulating
Public Opinion.” In Norrander, Barbara and Clyde Wilcox, editors, Understanding Public
Opinion. Washington D.C.: Congressional
Quarterly Press, pp. 265-280.
Mermin, Jonathan. 1999. Debating War
and Peace. Princeton: Princeton University
Press. Chapter 6, pp. 120 -142
Sharkey, Jacqueline. 1993. "When Pictures
Drive Foreign Policy," American Journalism Week
7
THE TRANSMISSION OF POLITICAL
INFORMATION WITHIN SOCIAL NETWORKS
The transmission of political information.
The transmission of political informati on 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 poli tical
discourse of citizen perceptions of bias in the
media?
Review 15, No. 10 (December).
Mutz, D. C., & Martin, P. S. (2001).
Facilitating communication across lines of political difference: The role of ma ss 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 Gaug ing 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
Hour s 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period of 15
weeks. Of the total 60 teaching -learning hours, 40 will comprise the central teaching component
while 20 hours will co mprise the self -study component. The self -study component will consist of
academic tasks outside the classroom that will be assigned by the teacher. The 40 hour teaching
component will include two tests conducted in the classroom. These tests may be writte n, oral or
presentation or case study based. Altogether these tests will be for 25 marks.
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The self -study component of 20 hours will include conducting seminars, writing a research project, a
review of literature, conducting surveys 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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40
Video Games and Media (Elective Course)
This course introduces the students to the fundamental s 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 a re as crucial as the script of a movie. This subject also tries to understand the
violence, the rating system used as well as the marketing and business side of gaming along with the
rise of new age mediums used like mobile spaces being used by traditional platforms like Nintendo
to market their popular mascot ‘Mario’ in December 2016. Overall this subject covers the need to
understand video games not just in the context of entertainment but as a serious study to
understand the various cultures associated w ithin.
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 a re they being used - Leonard
Annelta (2008)
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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41
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 Pe ng (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 potential fo r 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 credi t 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 compo nent 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
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self-study component assigned in this ma nner will be related to or an extension of but not in lieu of
the prescribed syllabus.
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43
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 communicating about sports through
word and image.
The course shall comprise of the following units :
Week 1
Introduction to course: What is sports
journalism [historical perspective]? And what is sports
news? Sports Journalism Kevin D.
Robbins
William Zinsser’s “O n 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 Journalis m Kevin D.
Robbins
Week 4
Sports journalism in print media
Sports journalism in TV
Sports journalism in radio
Online sports journalism Sports Journalism Kevin D.
Robbins
Week 5
Sports journalism as craft
Searching for ideas
Planning the interview and reporting
process
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 discriminat ion: 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.pdf
Week 10
Spor ts 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 Andrews
Week 12
Sports Journalism Sources and Tool Kit
Journalistic Copyright Sports Journalism: A Practical
Introduction
By Phil Andrews
Week 13 The Sports Desk
The Sports editor’s desk
Forward Planning
Prospects
Processing Copy Sports Journalism: A Practical
Introduction
By Phil Andrews
Week 14
Broadcast Media
Demands of Broadcast Journalism
Language of broadcasters
Radio and Television Sports Department
Story Structure
Writing and performing scripts
Broadcast interview
Commentary Sports Journalism: A Practical
Introductio n
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
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Program . These will be evaluated for 20 marks. The self -study component assigned in this manner
will be related to or an extension of but not in lieu of the prescribed syllabus.
45
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46
Concepts Of Storyboarding (Elective Course)
The course shall provide the learner storyboarding as a strong pre-pro duction 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 hav e complete idea how storyboarding can be powerful tool in pre -
production stage along with its uses throughout the production stage, and should be able to actively
practice it.
The course shall comprise of the following units :
Week 1 What is storyboar ding? 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 fo r 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 techni ques.
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.
Documentary Film Making (Elective Course)
Course Description:
This is a gateway course for all students majoring in Documentary Studies and those seeking an
underst anding 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
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radio/audio, video/film, hypermedia/multimedia, photography, and long -form nonfiction writing.
The course will cover both the history and rudimentary skills involved in the production of each
documentary mode, placing a strong emphasis on linking the research methods of the social
sciences and the humanistic concerns of the arts. Documentary photography and cinematography
combine science and art, reality and deception. In this segment of the course students will first be
introduced to how photography has been used to observe and comment on various aspects of the
human and natural world.
How do we define documentary? Draw the lines between documentary, fiction, and
entertainment? In this class, we will examine these questions, thinking about the special
expectations we have for documentary film: to tell us the truth. We will trace the origins of these
expectations (in photography and ethnography) and the development of various techniques and
modes of film -making that have been defined as “documentary.” We will explore the social and
historical contexts and origins of these di fferent 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 tru th/the real and the ethical issues involved in filming real people
Objectives - The student will be able to
1. The techniques of script formation from a concept.
2. Understand the 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 c amera.
12. understand the concept of the basic principles of motion picture photography
13. understand the concept and technique of cinematographic properties
14. Understand the basic principles video and audio recording
15. Understand the basic principle of light & sound.
Pre-Requisite :
1. Basic concept of Film Making.
2. Basic knowledge of computer operation
3. Basic knowledge of editing.
4. Basic artistic and aesthetic sense.
5. Basic knowledge of camera operation.
6. Interest in cinematography
7. Interest in motion picture photography.
8. Basic theoretical knowledge in Videography.
9. Knowledge of basic camera hardware & software is also necessary.
The course shall comprise of the following units :
WEEK TOPIC REFRENCE
BOOKS/JOURNALS/IMPORTANT READIN G
Week
1 Introduction / Defining Documentary
What is Documentary? 1. Grimshaw, “The Modernist
Moment” and “The Innocent Eye:
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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 Flaherty, Malinowski, and the
Romantic Quest” In The
Ethnographer’s Eye: Ways of
Seeing in
Anthropology Cambridge, UK:
Cambridge Un iversity Press
(2001): 15-31, 44-55. (C)
2. Oksiloff, “The Body as Artifact”
in Picturing the Primitive: Visual
Culture, Ethnography, and Early
German Cinema , New York:
Palgrave (2001) (C)
3. Keil, “American Documentary
Finds its Voice” In Documenting
the Docum entary 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 Slon iowski)
Detroit, MI: Wayne State
University Press (1998): 238-253.
(C)
8. Anderson and Benson, "The Myth
of Informed Consent: The Case of
Titicut Follies," In Image Ethics:
The Moral Rights of Subjects in
Photographs, Film, and
Television (ed. Larry Gross, J ohn
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) 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 Voic e
• 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, budgetin g, finance, pitching
for funds, format for fund raising
• Talent, techies, camera person,
subjects - people who you document
• Location, travelling, permissions,
props
Week
6 Poetic Documentary
Beyond Argument: The Poetic Mode
Direct Cinema/Observational Ci nema.
• Cameras, lights
• Questionnaire, art of interviewing,
how to be one of them
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Week
7 Observational Cinema: Authenticity and Ethics
Observational Cinema and the Ideology of the
Apparatus
Ethical Issues in Observational Cinema
• Camera handling, importa nce 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)
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
Reality Bloomington, IN: Ind iana
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. 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
Week
9 Epistemological Challenges: Reflexivity
The Question of Au thority
The Debates over Reflexivity
• Managing large files, Editing
suites/software’s
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 effects
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Week
11 Different Takes on Authority
Subjectivity, Authority and Truth Claims
Subjectivity and Documentary
Interview, Tr avel, Diary (C)
20. Renov, “New Subjec tivities:
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 Addresse d 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): 3 18-332.
(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 (2004) (C)
1. Introduction to Documen tary, 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 o n
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) 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 Doc umentary
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
Reality TV and New Formats
• Making a VCD and DVD
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7. Shoah by Sue Vice (BFI Film Classics,
2011)
8. The Film Essay: From Montaign e, 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 Publish ing
Group LTD. 1 Aug 2005
14. Docufictions: Essays on the
Intersection of Documentary and
Fictional Filmmaking by Gary D. Rhodes
and John Parris Springer, MC Farland and
Co In, 1 Apr 2005
15. Dying to Film: Creating a
Documentary on Near Deth Experienc es
by Monica Hagen,15 jan 2013.
16 . Anthropological Filmmaking : by J.R.
Rollwagen, Routledge Ltd. 1988
17. A Complete Guide to Documentary
Filmmaking by Mark Roberts, 2016
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
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Important Documentaries :
1.Short Films, Lumiere Brothers, 1896 -1897 (France)
2. Rain, Joris Ivens, 1929 (Belgium)
3. The Fog of War, Errol Morris, 2003 (USA)
4. Nanook of the North, Robert Flaherty, 1922 (USA)
5. Man with a Movie Camera, Dziga Vertov, 1929 (USSR)
6. Waltz with Bashir, Ari Folman, 2008 (Israel)
7. Triumph of the Will, Leni Riefenstahl, 1935 (Germany)
8. Grizzly Man, Werner 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.Sa ns 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, 19 91 (USA)
25.Dial H -I-S-T-O-R-Y, Johan Grimonprez, 1997 (Belgium)
26.Bus 174, José Padilha & Felipe Lacerda, 2002 (Brazil)
27. Bumming in Beijing – The Last Dreamers, Wu Wenguang, 1990 (China)
Class methodology
This is a six credit course. It will i nvolve 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 o f
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 relat ed to or an extension of but not in lieu of the
prescribed syllabus.
Multimedia Production (Elective Course)
Course Description:
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This course is meant to serve as an introduction to several types of media used in business
practices today. T his 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 mult imedia technology.
Objectives: The student will be able to
1. Plan and organize a multimedia Production.
2. Understand the design concepts for creating a multimedia Production.
3. Use a web authoring tool to create a multimedia Production.
4. Understand the desi gn concepts related to creating and using graphics for the web.
5. Use graphics software to create and edit images for various media production.
6. Understand the design concepts related to creating and using animation, audio and video for
media production.
7. Use animation software to create and edit animations.
8. Use software tools to publish and maintain a multimedia web site
• Pre-Requisite :
1. Basic knowledge of computer operation
2. Knowledge of basic Computer hardware & software is necessary.
3. Basic knowledge of editing.
4. Basic artistic and aesthetic sense.
5. Basic knowledge of camera operation.
6. Basic knowledge of Internet
7. Basic theoretical knowledge and interest in photography and Videography.
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, PhD
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 Pow er 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 Prod uction 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
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• Preproduction
• Production
• Postproduction
• Documentation
Week 6
Working with images
• Describe the basics of colour science
and 2D gra phics
• 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
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Week 10 • Shooting moving objects
• Rule of third
• Digital cameras Vs conventional
cameras
• How a digital camera works,
Resolution
• Storage systems
• Digital shutter, digital zoom Vs optical
zoom
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 so und 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 v ideo
• 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 fro m 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 w eek 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 in clude conducting seminars, writing a research project, a
review of literature, conducting surveys or interviews. These will be evaluated for 15 marks. The self -
study component assigned in this manner will be related to or an extension of but not in lieu of the
prescribed syllabus.
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Storytelling for Children (Elective Course)
The course aims at training the learner to produce children’s stories using digital devices such as a
mobile phone. It is the requirement of the course that the learner must have a udio -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 ses sion 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 Development
For Dummies, Laura L. Smith,
Charles H. Elliott
Week 4 Children, morality and society Children, Morality and Society, S.
Frankel
Week 5 Children’s stories from Europe
Week 6 Children’s stories from Russia
Week 7 Children’s stories from C hina 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 Producin g 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 c lassroom 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 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 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 What is interpersonal
communication Interpersonal Communication:
Putting Theory Into Practice
By Denise Solomon, Jennifer Theiss,
Routledge, 2013 Week 2 Culture and interpe rsonal
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 co mprise 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 pre paring 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 assi gned in this manner will be related to
or an extension of but not in lieu of the prescribed syllabus.
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Family Communication (Elective Course)
This course explores what is interpersonal communication, its relationship to culture, identity,
perception, lan guage, 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
communic ation 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 Commun ication 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 famil y
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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Religion, Culture and Communication (Elective Course)
This course explores the influence of communication in how individuals and co mmunities
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 tha t we can best understand how they shape the world
in which we live and have shaped the communication discipline itself. Furthermore, as we grapple
with these relationships and terms, we can look to the future and realize that the study of religion,
culture, and communication is vast and open to expansion.
The course shall comprise of the following units :
Week 1 Defining religion – approaches by
Karl Marx, Max Weber, Emile
Durkheim and Georg Simmel Rethinking Media, Religion, and
Culture
edited by Stewart M. Hoover, Knut
Lundby, Sage, 1997
Mediating Religion: Studies in
Media, Religion, and Culture
edited by Jolyon P. Mitchell, Sophia
Marriage, T&T Clark, 2003
Media, Religion and Culture: An
Introduction
By Jeffrey H. Mahan, Routledge,
2014
Roots of Accep tance: 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
Wee k 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 1 0 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 communicatio n – 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 teachi ng-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
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academic tasks outside the classroom that will be assigned by the teacher. The 40 hour teachi ng
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 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 communi cations.
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 cra fting and disseminating marketing messages for
digital platforms.
The course shall comprise of the following units:
Week 1 Fundamentals 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, analy tics, 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, Inst agram,
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 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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Basic Course for Indian Sign Language Communication (Elective Course)
The course shall provide the learner with a basic k nowledge 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 lea rner
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 mult imedia. Universal Design in Digital Media
application in providing information, education, entertainment, will be given special emphasis with
practical assignments for application in the selected area of interest of the learner. Disability rights
enshrined in RPWD act 2016 and UNCRPD will be guiding principle, in the usage of ICT enabling
accessibility in digital media will also provide application to this basic course for Indian Sign Language
Communication.
The course shall comprise of the following units :
Week 1 Unit 1: The Nature of sign language 2.5
hours
1.1 Sign language is NOT the same all over the world.
1.2 Sign language does NOT lack grammar.
1.3 Sign language is NOT dependent on spoken language.
1.4 Sign language is NOT a “language of the hands ” only.
1.5 Sign language has not been
invented by hearing people to help
Deaf Persons.
1.6 No sign language are better than any other sign language.
1.7 Sign codes for spoken languages
(Signed English, Signed Hindi Signed
Marathi etc.) are
NOT better tha n 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 i nclusion in society
2.3 Understanding deaf culture:
Aspects of deaf people, culture and
communication
2.4 History of deafness and sign
language in India
2.5 Characteristics of good interpreters
Week 3 PRACTICAL: Basic sign language skills.
Unit 1: 2.5 ho urs.
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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, beve rages, 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 Top ics
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
Week 13 Unit 10: 5 hours
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Grammar Topics
Possession Geometrical shapes
Talking about the workplace
Environment (earth and sky)
Week 14 PRACTICAL : Interpreting
Category :2.5 hours
- one-on -one i nterpreting
- 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 of multimedia technology with
addition of captioning & ISL in a TVCA.
Total
Hours 60 hours
Class methodology
This is a six credit course. I t 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 signi ng 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 News. 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 pres cribed 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 t he learner in finding out the accessibility nature of various media and
learn to enable/increase accessibility to multimedia using audio description for the blind, captions
and sign language for the Deaf. The course will also provide insight into human and machine testing
of accessibility in physical environment and digital environment related to information, education
and communication. The course will also provide basic training in Indian Sign Language, Usage of
Braille, Captioning, Audio description for mat, skills in using various software for captioning
techniques and its usage 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 disabilities
mentioned in RPWD act 2016.
Defining, Understanding, scaling,
certification of disabilities. The
concessions and facilities in terms of
disability rights and law prot ecting
these rights. 1. UNCRPD 2007 as ratified by India
2. RPWD Act 2016 as mentioned in the
Gazatte of India.
3. Disability Communication -Manual for
Media - compiled Published by
AYJNISHD(D) –Mumbai 2007
4. Indian Sign Language Training Module -
Level A- Developed by AYJNISHD(D) -
Mumbai 2001.
5. Captioning and Subtitling- Published
by National Institute for Captioning,
USA
6. C-Print –NTID -Rochester, Newyork,
USA.
7. CART -UK
8. Braille for beginners -NIVH -Dehradun,
9. Audio -description tips and techniques -
Clark, Canada.
10. List of Ass istive devices and
technologies -Barrier Break
Technologies, Mumbai
11. Accessibility of Websites of
Organisations working for perons with disabilities - Laplambert Publication
12. Mainstreaming disability in
development:
India country report -produced by the
Disabi lity Policy Officer for the Policy
Project of the Disability Knowledge
and Research (KaR) programme,
funded by the UK Department for
International Development (DFID). Week 2 Language and Imagery in addressing
disability issues in reporting,
interviewing of PWDs, creating
advertisements, comic strips, cinema and di gital 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, issue s 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 media. Preparation of
accessible learning materials in
accessible format as per the cognitive
needs.
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Week 6 Basics of Indian Sign Language and its
application in media for accessible
communication. 13. Mohapatra S, Mohanty M (2004).
Abuse and Activity Limitation: A study
on domestic violenc e 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 De velopment Bank (2003).
Identifying Disability Issues Related to
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. Vasishta, 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 Disabilitie s: 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 XH TML and
CSS Web Sites Problem Design Solution. Wrox, 2005.
28. Horton, Sarah. Access by Design: A 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/digit al applications.
Week 11 Assistive devices, technology and 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, ente rtainment
& leisure at various domain areas in society. Creation of Accessible
entertainment, sports, and leisure.
Week 15 Basics of Braille and its application and
usage in providing accessible
communication.
Total
Hours 60 hours
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71
Guide to Universal Usability for Web
Designers . New Riders Publishing,
2005.
29. Paciello, Michael G. and Mike Paciello.
Web Accessibility for People with
Disabilitie s. CMP Books, 2000.
30. Slatin, John M. and Sharron Rush.
Maximum Accessibility: Making Your Web Site More Usable for Everyone .
Addison Wesley Professional, 2002.
31. Thatcher, Jim et al. Constructing
Accessible Web Sites . Glasshaus, 2002.
32. W3C guidelines & Markup Validators
available on the Web.
33. Zeldman, Jeffrey. Designing with Web
Standards . New Riders Press, 2003.
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. Altoge ther 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 applicatio ns
of intercultural communication. The course is especially meant for those aspiring to work in
intercultural environments like multinational corporate or government institutions or leadership
programmes.
Week 1 Approaches to intercultural
communication – understanding and
applying intercultural communication
in the global community Intercultural Communication: A
Reader
By Larry A. Samovar, Richard
E. Porter, Edwin R.
McDaniel, Carolyn Sexton
Roy, Cengage Learning, 2015
Handbook of Intercultural
Commu nication
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: Verb al 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 cultur al 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 compris e the central teaching component
while 20 hours will comprise the self -study component. The self -study component will consist of
academic tasks outside the classroom that will be assigned by the teacher. The 40 hour teaching component will include two test s 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 -
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study component assigned in this manner will be related to or an extension of but not in lieu of the
prescribed syllabus.
73
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74
SEMESTER –IV
A. Interdisciplinary/Cross
Disciplinary Courses (I/C
courses) Teaching and
Extension Credits
Social science research design 5660 6
Perspectives on Communication 5660 6
B. Dissertation 56100 5610
Total 56220 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 questionn aire, 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 and statistical terms.
The course shall comprise of the following units :
Week 1 Research Approaches and Research
paradigms in social science research Mass Media Research: An
Introduction, Roger D. 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 r esearch 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, ci ting, 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 te aching-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
academi c tasks outside the classroom that will be assigned by the teacher. The 40- hour teaching
component will include two assignments – writing a review of literature and preparing a research
proposal. The assignment will be for 25 marks.
75
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76
The self -study componen t 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.
76
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77
Course II
Perspectives on Communica tion (Interdisciplinary )
The course covers the various interdisciplinary approaches and perspectives on communication theory. This includes relationality, ritual, transcendence, constructive approaches, embodiment,
contextualization, social identity, polit icizing 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
Wee k 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 a s 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 two assignments related to research. The assignment will be for 25 marks.
77
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78
The self -study component of 20 hours will include conducti ng 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.
78