M A in Television Studies_1 Syllabus Mumbai University by munotes
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Cover Page
Sr. No. Heading Particulars
1 Title of the
Course Master of Arts (Television Studies)
2 Eligibility for Admission Graduate from any stream
3 Passing
Marks
4 Ordinances / Regulations ( if
any) --
5 No. of Years / Semesters Two ye ars – 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 (TELEVISION STUDIES).
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 courses in the basket. Every I/C course shall be for six credits. A student
may opt for an I/C course offered by his/her parent department.
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(iv) Audit Courses: Students can audit a course from the parent department as well as from
other departments in addition to the core, elective and I/C courses that are mandatory, with
the prior permission of the head/s of the relevant department/s. Such a student will have to
apply in writing at most a week after the relevant course has commenced. For the audit
course, a 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
interdisciplinary/cross disciplinary courses (I/C courses) and one project based course.
2.4 Each department will offer at least one I/C course during semester 4. The learner can
choose any one course from this basket, including the course offered by his/her parent
department. The preamble to this course will clearly specify the prerequisites for this course.
2.5 A learner will have to apply to the relevant department in writing no later than two
weeks after the commencement of the fourth semester for taking the I/C course offered by that department.
2.6 A learner can relinquish an I/C course chosen by him/her no later than two weeks after
the commencement of the fourth semester by applying to the Head of the Department
whose I/C course the student wishes to opt 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 internal 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 discipli ne 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.
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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.
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 Po ints 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 tha t 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 b e considered final.
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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
cour se and will have the option of submitting within 2 months from the date of declaration
of the result. If a student fails this time too, he/she will not get any more chances and will be
ineligible to be awarded the MA degree.
3.18 The schedule for prelimina ry presentation, final presentation and dissertation
submission will be displayed in the first week of the fourth semester.
3.19 Ethical Standards regarding Dealing with Human Participants:
Students should refrain from acts which he or she knows, or under the circumstances has reason to know, spoil the academic integrity of the academic program. Violations of
academic integrity include, and not limited to: plagiarism; violation of the rights and welfare
of human participants in research and practice; chea ting, 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 Exam ination.
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 answer -sheets for internal examination shall be
masked before evaluation. The evaluated answer -sheets and marks shall be shown to the
students on the date announced in advance.
4.4 The existing rules for moderation of answer sheets will be followed in the case of
internal examinations in core courses.
4.5 Semester -End Examination: The semester end examination shall be for 60 marks.
4.6 If a student is absent from the internal or end semester examination in any course
including the dissertation course, he/she w ill 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
obtains a letter grade F in all the three attempts, he/ she will have to seek fresh admission to
the MA programme.
4.9 If a student obtains the letter grade F in any course in a given semester, the letter grade
F will continue to be shown in the grade card f or that semester even when the student
passes the course subsequently in another semester.
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4.10 If a student obtains minimum 40% marks in the internal assessment and fails to obtain
minimum 40% percent marks in the end -semester examination of any course in any of the
semester, the marks of the internal examination shall be carried forward.
4.11 The letter grade and the grade point for the course will be computed as per 3.13
4.12 In any semester, the students GPA will be calculated as follows:
where
= credits for that course offered in that
semester and
= grade point obtained in that course offered in that semester.
Cumulative Grade Point Average (CGPA m) at the end of semester m is calculated as follows:
, where,
is the credits for the ith course offered in semester j
and
is the grade point obtained in the ith course in semester j. There shall be no rounding
of GPA and CGPA.
4.13 The semester wise GPA and CGPA shall be printed on the grade card of the student along with table in 3.13
4.14 The final semester grade card shall also have the aggregate percentage marks scored by
the student in all th e 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 programmes 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
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(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
examination shall be masked before evaluation. The evaluated answer -sheets and marks
shall be shown to the students on the date announced in advance.
6.4 Internal Assessment for practical 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.
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 attempt. If a student obtains a letter grade F in all the three attempts,
he/ she will have to seek fresh admission to the MA programme.
6.10. If a student obtains the letter grade F in any course in a given semester including
practical/filed work component, 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:
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, 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.
7. SCHEME OF COURSES
Semester I
Course
Code Name of Course
A. Core Courses Term work
Teaching and
Extension Credits
Television Theory 6260 6
Media Economics 6260 6
Visual Communication and New Media 6260 6
Media Criticism 6260 6
Total 62240 24
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Course I
Television Theory
This course spans the technology, the codes, the meanings, the intertextuality of television
in the world and in India. It looks at how television is located in different cultures.
Week 1 Code s of television, realism, radicalism,
ideology Television culture, John
Fiske, Routledge
Television and cultural crisis:
an analysis of transnational
television in India, Mira
Desai and Binod Agrawal,
Concept Publishing
Company, 2009
Television Studies Rea der,
ed Robert Allen and Annette
Hill, Routledge, 2004 Week 2 Subjectivity and address, making meaning,
modes of reception, gossip and oral culture,
social determination of meanings, polysemy of
the television text
Week 3 Intertextuality, narrative, te levisual narrative,
character reading
Week 4 Gendered television
Week 5 Pleasure, leisure, play and social control, game
and ritual, festival and celebration
Week 6 News readings and news readers
Week 7 The global, the local and the public sphere o n
television, ‘sphericules’, a cultural approach to
television genre theory
Week 8 Live television, codes and conventions of
dramadoc and docudrama
Week 9 News as performance and the image as an
event
Week 10 Adworlds, making sense of soaps
Week 11 Television, representation and gender,
nationalism, democratainment
Week 12 Business of television in India
Week 13 Indian oral traditions on TV
Week 14 The Indian Popular culture
Week 15 Television and cultural crisis
Total 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 c omponent. The self -study
component will consist of academic tasks outside the classroom that will be assigned by the teacher. The 40 hour teaching component will include two tests conducted in the classroom.
These tests may be written, oral, in the form of presentations etc. Altogether these tests will
be for 25 marks.
The self -study component of 20 hours will include writing of critical essays, research
projects, and production of media content. These will be evaluated for 15 marks. The self -
study compon ent assigned in this manner will be related to or an extension of but not in lieu
of the prescribed syllabus.
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Course II
Media Economics (Core course)
This course teaches how economic theories and concepts apply to all aspects of media. The
digital revolution, convergence, globalised competition and international trade has reshaped
communication and media businesses and is, at the same time, presenting challenges to
policy -makers. This course equips the learner to understand how economic forces affect the
operation of media industry, explores innovation, digital multi -platform developments,
economics of networks, risk -spreading strategies, copyright, corporate expansion,
advertising whose resonance frequently extends beyond individual sectors and across th e
industry as a whole.
By the end of the course the learner must be able to apply economic theories and concepts
to the mass media and mass communication in India and the world.
The course shall comprise of the following units :
Week 1 What is media econo mics about,
macroeconomics and microeconomics,
the firm in economic theory, competitive
market structures, market structure and
behavior Understanding Media Economics,
Gillian Doyle, Sage, 2013
Media Economics: Theory and
Practice, edited by Alison Alexander,
James E. Owers, Rod Carveth, C. Ann
Hollifield, Albert N. Greco, Lawrence
Erlbaum, 2004
Handbook of Media Management
and Economics, edited by Alan B.
Albarran, Sylvia M. Chan -Olmsted,
Michael O. Wirth, Lawrence Erlbaum,
2006
Week 2 What is so spec ial about economics of
the media, key economic characteristics
of the media
Week 3 Economies of scale, of scope and
changing technology
Week 4 Convergence, what are multi -media
platforms, the vertical supply chain
Week 5 Changing market structures an d
boundaries, digital convergence
Week 6 Technological change, innovation,
creative destruction, multi -platform
Week 7 Media response to digitization,
managerial theories, horizontal
expansion, vertical expansion,
transnational growth
Week 8 Economic s of networks, broadcasting
networks, online content distribution,
social networks and microblogging
Week 9 Mass to niche, user empowerment,
segmentation and branding, audience
flow management, public service
content provision
Week 10 The economics of print, film, television
and radio
Week 11 Globalising of content, advertising
industry, internet advertising, advertising
as barrier to market entry
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Week 12 Media economics and public policy
Week 13 The Indian print and digital media
business The Ind ian Media Business, Vanita
Kohli-Khandekar, Response, 2010
Week 14 The India electronic media business
Week 15 The Indian film business
Total
Hours 4 hours per week = 60 hours
The course will specifically cover the following areas. Introduction to m edia economics
theory and practice, economics and media regulation, economics of international media,
economics of the daily newspaper, television, radio, internet, cable industry, films,
advertising, online media and public relations.
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period
of 15 weeks. Of the total 60 teaching -learning hours, 40 will comprise the central teaching
component while 20 hours will comprise the self -study component. Th e self -study
component will consist of academic tasks outside the classroom that will be assigned by the teacher. The 40 hour teaching component will include two tests conducted in the classroom.
These tests may be written, oral, in the form of presentatio ns etc. Altogether these tests will
be for 25 marks.
The self -study component of 20 hours will include writing of critical essays, research
projects, and production of media content. These will be evaluated for 15 marks. The self -
study component assigned in this manner will be related to or an extension of but not in lieu
of the prescribed syllabus.
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Course III
Visual Communication and New Media (Core Course)
Course Description:
This course introduces students to the nature of images and the criti cal role that “looking” and “seeing” have f
our society. Areas of inquiry include Popular culture, Indigenous imagery, Advertising, fashion, Cinem
Photography, Print Media, Internet, events such as ritual, spectacle or performance within their own fam il
environment.
This Course develops a deeper understanding of aesthetic aspects. In addition to finding solutions
communication needs, Students can also generate methodologies for solving communication problems. T
students are given opportunities to learn new skills and to advance their level of understanding.
Objectives The student will be able to
1. Understand what Visual Communication is.
2. Understand the design concepts.
3. Understand the Colour Theory.
4. Understand the design concepts related to creating and using graphics.
5. Understand the design concepts related to creating and using animation, audio and video for med
production.
Pre-Requisite :
1. Basic knowledge of computer operation
2. Knowledge of Basic Communication Theory
3. Basic artistic and aesthetic sense.
4. Basic knowledge of Internet
5. Basic theoretical knowledge and interest in photography and Videography.
The course shall comprise of the following units:
WEEK TOPIC REFRENCE BOOKS/ JOURNALS/ Main
Reading
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Week 1 Introduction to visual communication & Theory
• study of Visual Language
• critical study of visual
• Elements, features and principles.
1. Handbook of Visu
Communication; Theo
Methods and Media By K
Smith, Sandra Moriart
Gretchen Barbatsis, Kei
Kenney; Lawrence Erlbau
Associates, Publishers Lond
2005
2. Visual Communication:
Integrating Media, Art, and
Science (Routledge
Communication Series)
by Rick Williams , Julianne
Newton Routledge (31 August
2007) ISBN-10: 080585066X
ISBN-13: 978- 0805850666
3. Visual Language for Designers
Principles for Creating Graphic
that People Understand
Paperback
by Connie Malamed Rockport
Publishers; Reprint edition (1
October 2011) ISBN-13: 978-
1592537419
4. The Visual Communications
Book: Using Words, Drawings
and Whit eboards to Sell Big
Ideas by Mark Edwards ID
Publishing (24 June 2015) ISBN
13: 978-1907794940
5. Visual Communication Week 2 AESTHETICS
• Aesthetics T heory
•Etymology
•Aesthetics and the philosophy of art
•History before the 20th century
Western aesthetics
Indian aesthetics
• recent aesthetics
• Aesthetics and science
• Applied aesthetics
• Aesthetic ethics
• Aesthetic judgment
• What is "art"?
• The value of art
• Aesthetic universals
• Philosophic Perspective
• Artistic Perspective
• Scientific Perspective
• Interdisciplinary Perspective
• Perception of Aesthetic Relationships
• The Logic of Visual Aesthetic
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Week 3 PERCEPTION
• Perception Theory
• Visual system
• Early studies
• Unconscious inference
• Gestalt theory
• Analysis of eye movement
• Evolution and the Mechanics of Vision
• Technology and the Implications for Visual
Communication.
• Emotional and Cognitive Systems
• Artificial visual perception
(Handbooks of Communicatio
Science [HOCS]) by David
Machin,De Gruyter Mouton (1
March 2014) ISBN-13: 978-
3110255485
6. Visual Communicati on by Aru
Bhatia, Hard Cover 2005, ISBN
13: 978-8178801902
7. Introductory Lectures on
Aesthetics, by Georg Hegel,
Penguin (27 May 1993), ISBN -
13: 978-0140433357
8. Marie , Anne; Barry seward;
Visual Intelligence: Perception
Image, and Manipulation in
Visua l Communication,
Publisher: state university of
New york Press, 1997
9. On Perception, V.M.
Ananthanarayanan, Adi
Sankara Advaita Research
Centre; First, 2013 edition,
ASIN: B00L47SZVY
10. film as Art, university by
Arnheim, rudolph;California
Press, 2006
Week 4 REPRESENTATION
• Representation Theory
• Transparency Theory
• Recognition Theory
• Resemblance Theory (Perception Based)
• Convention Theory
• Mental Construction Theory
Week 5 VISUAL RHETORIC
• Theory of Visual Rhetoric
• History
• Areas of focus
• Semiotics
• Art history
• Science
• Composition
• Classical rhetoric :
Arrangement
Emphasis
Clarity
Conciseness
Tone
Ethos
• Visual Rhetoric As A Communication
Artefact
Symbolic Action, Human
Intervention, Presence of Audience
• Visual Rhetoric As A Perspective
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Nature of The Image, Function of The
Image, Evolution of the Image
• Deductive Applications of the
Rhetorical to the Visual
• Inductive Exploration of the
Visual to Generate The
Rhetorical
11. Visual Rhetoric and the
Eloquence of Design, by Leslie
Atzmon, Parlor Press (4 April
2011), ISBN-13: 978-
1602351929
12. Writing the Visual: A Practical
Guide for Teachers of
Composition and
Communication (Visual
Rhetoric) by Carol David
(Editor), Anne R Richards
(Editor), Parlor Press (9
February 2008), ISBN-13: 978 -
1602350472
13. Editing the Image: Strategies i
the Production and Reception
of the Visual (Conference on
Editorial Problems) by Mark
Cheetham ,Elizabeth Legge
University of Toronto Press (2
November 2 008) ASIN:
B00551IPRY
14. Hitchcock and the Cinema of
Sensations: Embodied Film
Theory and Cinematic
Reception (International Libra
of Visual Culture) by Paul
Elliott, Tauris Academic Studie
(30 August 2011), ISBN- 13: 97
184885587
Week 6
COGNITION
• Cognitive Theory
• Understanding Cognition a s Intuitive and
Rational
• Mechanism of Right and Left Brain
• Cognition and Intelligence in Contemporary
Science
• Visual Cognition, the Unconscious Mind, and
Behaviour
• A Visual Theory Of Cognitive Balance
Week 7
SEMIOTICS
• Visual Semiotics Theory
• Terminology
• History
• Formulations
• Current applications
• Branches :
o Pictorial semiotics
o Semiotics and globalization
• Sign/signifier/Signified
• Sign Relationship
• Theory of Signification
• Systems of Signs
• The Boundaries of Visual Communication
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Week 8 RECEPTION
• Reception Theory
• Introductory Terms
• Phenomenology
• Asymmetrical Contingency :Mediated
Transformation
• Visual Text As A Discourse
15. Cinematically Speaking : The
Morality -Literacy Paradigm fo
Visual Narrative by Sheila J
Nayar, SAGE Vistaar; Latest
Edition edition (23 June 2014)
ISBN-13: 978- 8132117902
16. On Narrative (Critical Inquiry
Book) by Mitchell, University o
Chicago Press; 2nd edition (1
November 198 1) ISBN- 13: 978
0226532172
17. Ways of Seeing: Based on the
BBC Television Series by John
Berger, Penguin Books; TV tie
in ed edition (1 December
1990) ISBN-13: 978-
0140135152
18. Aesthetics of Film (Texas Film
Media Studies Series) by
Jacques Aumont ,Alain B ergal
Michel Marie, Marc Vernet;
University of Texas Press;
Revised edition (1 June 1992)
ISBN-13: 978- 0292704374
19. Media Law and Ethics by
Neelamalar K; Prentice Hall
India Learning Private Limited
2 edition (2009), ISBN- 13: 978
8120339743
Week 9 NARRATIVE
• Narrative Theory
• Types of narrators and their modes
• Aesthetics approach
• Psychologica l approach
• Social sciences approaches
• In music
• In cultural storytelling
• Historiography
• Storytelling rights
• Narrative Logic
• Narrative and Pictorial Logic
• Narrative Structure
• Visual Narrative : Descriptive and Literal
Structure
• Visual Narrative : Discursive Structure
• Narrating EYE
• Pictorial Point of View
• Pictorial Narrative Syntax
• Narrative Analysis
Week 10 MEDIA AESTHETICS
• Aesthetics Theory
• Applied Media Aesthetics
• Lighting : the Aesthetic Field
• Colour: The Extended Field
• Two And Three Dimensi onal Space
• Time Motion: Forth Dimensional Field
(Electronic Cinema, Live Television& film,
Recorded Television, Computer Display etc.)
• Sound : Five Dimensional Field
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Week 11 ETHICS
• Visual Ethics Theory
• Ethics of visual production
• Ethics of visua l reception
• Ethics and visual arts 20. Media Ethics by Paranjoy Guh
Thakurta; Oxford University
Press; Second edition (28
November 2011), ISBN- 13: 97
0198070870
21. The Ethics of Emerging Media
By Bruce E. Drushel , Kathleen
German; Bloomsbury
Publishing India Private Limite
(1 August 2014) ISBN-13: 978 -
9384052850
22. Media Ethics: Precepts and
Practices By Dr Umesh C
Pathak; ISBN -13: 978-
9386229199
23. Media Law: Its Ethics and Etho
By Devesh Kishore/g. S. Gard;
Haranand Publications Pvt Ltd
(1 January 2016) ISBN-10:
8124115435
24. Ethics and Visual Research
Metho ds: Theory,
Methodology, and Practice by
Deborah Warr, Marilys
Guillemin, Susan Cox,Jenny
Waycott Palgrave Macmillan;
1st ed. 2016 edition (27
December 2016) ASIN:
B01N9LY7NU
25. The Visual Imperative: Creatin
a Visual Culture of Data
Discovery By Lindy Ryan
Morgan Kaufmann; 1 edition Week 12 VISUAL LITERACY
• Visual literacy Theory
• Visual Literacy Background
• Cognitive Enrichment / Thinking in Picture
• Idea - Concept -Synopsis -Sequence-Scene -
Shot Division
• Editing and Spatial Intelligence
• Analogical Th inking
• Visual Literacy and Critical Viewing
Week 13 MEDIA LITRACY, AESTHETICS AND CULTURE
• Visual Literacy Within a Cultural Context/
Decoding and Encoding Process
• TV Aesthetics Across Cultures
• Aesthetics And Indian Soap
Operas/Advertises/ Fi lms
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(14 March 2016) ASIN:
B01D3VNVLW
26. visual Literacy: A Spectrum of
Visual Learning by David M.
Moore Francis M. Dwyer;
Educational Technology Pubn
(1 January 1994) ISBN-10:
0877782644
27. Teaching, Learning, and Visua
Literacy: The Dual Role of Visu
Representation by Billie Eilam
Cambridge University Press (2
August 2012) ISBN-10:
0521119820
28. Visual Literacy by James Elkins
Routledge (11 October 2007)
ISBN-10: 0415958113
29. Visual Literacy: A Conceptual
Approach to Graphic Problem
Solving by Judith Wilde Richar
Wilde Watson-Guptill; New
edition edition (1 April 2000)
ISBN-10: 0823056201
30. Visual Literacy: Image, Mind
and Reality by Paul Messaris
Westview Press Inc (5 January
1994) ISBN-10: 081331937
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Week 14 CULTURAL STUDIES
• Cultural Studies Theory
• Culture and cultural Studies
• Characteristics
• History
• Cultural studies in the late- 1970s and beyond
• Issues, concepts and approaches
• Visualism
• Relationship with other areas of study
• Difference from image studies
• Indian Cultural Study
• Image and Power
• Polysemy and Articulation
• Production(Reality, Representation, Ideology,
Pleasure)
31. Visual Culture by Richa
Howells , Joaquim Negreiro
Polity Press; 2nd Revis
edition edition (13 Decemb
2011) ISBN-10: 0745650716
32. Visual Culture: An Introductio
by John Walker; Manchest
University Press (30 Octob
1997) ISBN-10: 0719050200
33. Art and Visual Culture in Ind
1857-2007 by Gayatri Sinh
Marg Pubns; 01 edition (
April 2009) ISBN- 1
8185026920
34. Cultural Studies: Theory a
Practice y Chris Barker, Emm
A. Jane SAGE Publications Ltd
edition (30 May 2016) ISBN- 1
1473919452
35. The SAGE Dictionary of Cultu
Studies by Chris Barker; SAG
Publications Ltd; 1 edition
May 2004) ISBN- 1
0761973419
ISBN-13: 978- 0761973416
Week 15 PROFESSIONAL PERFORMANCE
• Photography/ Film/ Video/ Internet/Mass
Media/ Advertising/ PR
Total Hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four h ours a week for a period of 15 weeks. Of t
total 60 teaching -learning hours, 40 will comprise the central teaching component while 20 hours will comprise t
self-study component. The self -study component will consist of academic tasks outside the classr oom that will
assigned by the teacher. The 40 hour teaching component will include two tests conducted in the classroom. The
tests may be written, oral or presentation. Altogether these tests will be for 25 marks.
The self -study component of 20 hours will include conducting seminars, writing a research project, a review
literature, conducting surveys or interviews. These will be evaluated for 15 marks. The self -study compone
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assigned in this manner will be related to or an extension of but not in lieu of the prescribed syllabus.
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Course IV
Media Criticism ( Core Course)
The course equips the learner with historical context and analytical tools to transform from
passive consumers of media to active an d critical thinkers and evaluators of mass
communication and mass media. The course examines the social, political, commercial roles, cultural effects, philosophical underpinnings, corporate influences and ideological agendas
of the media drawing upon a va st range of theories and theorists of communication and
mass media. There is an emphasis on developing a critique of the mass media and mass
communication universe in India.
The course shall comprise of the following units :
Week 1 Concepts and keywor ds in Journalism,
media and communication Electronic Media Criticism: Applied
Perspectives, Peter B. Orlik, Routledge,
2009
Digital Media Criticism, Anandam P.
Kavoori, Peter Lang 2010
A Rasa Reader: Classical Indian
Aesthetics, Translated and Edited by
Sheldon Pollock, Columbia University
Press, 2016
Indian Literary Criticism: Theory and
Interpretation, G. N. Devy, Orient
Longman, 2004
Indian Narratology, Ayyappa P
Panikkar, Indira Gandhi National
Centre for the Arts and Sterling
Publishers, 2003 Week 2 What is criticism, the essence of
criticism, why critique the mass media
Week 3 Critical functions, aesthetics and ethics
of mass media
Week 4 Criticism and the Communication
Process
Week 5 Criticism and the Communication
Process
Week 6 Knowledg e Processing function of mass
media
Week 7 Tonal and Talent Ingredients, Stage -
Molding Ingredients
Week 8 Tonal and Talent Ingredients, Stage -
Molding Ingredients
Week 9 Business Gratifications, Audience
Gratifications
Week 10 Reality Programming
Week 11 Depiction Analysis
Week 12 Structural Analysis
Week 13 Probing Ethics and Values
Week 14 Aesthetics and Art
Week 15 Composite Criticism
Total
Hours 4 hours per week = 60 hours
Class methodology
This is a six credit course. It will inv olve 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.
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The self-study component of 20 hours will include developing a critique of various media
content and presenting it in a form mutually agreeable between the teacher and the learner.
These will be evaluated for 15 marks. The self -study component assigned in thi s manner will
be related to or an extension of but not in lieu of the prescribed syllabus.
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Semester II
Course
Code Name of Course
A. Core Courses Term work
Teaching and
Extension Credits
Television as Medium 6260 6
Television Genre – News and
Educa tion 6260 6
Introduction to Media Research 6260 6
Television Genre – Entertainment 6260 6
Total 62240 6224
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25
Course I
Television as Medium (Core Course)
This course explores the evolution of television and how it became a medium of choice for
the masses. It helps the learner locate media technology and especially television in society,
how technology and society affect each other. The learner is introduced to television’s
pedagogical possibilities as well as its ability to provide news, information and
entertainment.
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 fo r 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 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.
Week 1 Television technology and the society Television: Technology and cultural
form, Raymond Williams and Ederyn
Williams, Routledge, 1974
Television aesthetics: Perceptual,
Cognitive and Compositional Bases,
Nikos Metallinos, Routledge, 2009
Television after TV, Lynn Spigel, Jan Olssan, Duke University Press, 2004
Reading Television, John Fiske, John Hartley, Routledge, 1996 Week 2 The Institutions of television technology
Week 3 The forms of television
Week 4 Programming dis tribution and flow
Week 5 Pleasure, leisure, play and social control,
game and ritual, festival and celebration
Week 6 Effects of television technology and its
use
Week 7 Television aesthetics, visual perception,
auditory perception, vision in motion
Week 8 Cognition and television
Week 9 Applied rules for composition of
television pictures
Week 10 Television after TV
Week 11 Reading television
Week 12 Television as medium in India
Week 13 The pedagogical uses of television
Week 14 India n culture and TV
Week 15 Television news
Total 60 Hours
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Course II
Television Genre – News and Education (Core Course)
This course goes into the detail of information, education and entertainment that govern
public service broadcasting. It looks at how private and public television deals with these values. The course helps the l earner interrogate the goals of television as a public resource
for information and education.
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 ho urs will comprise the self -study component. The self -study
component will consist of academic tasks outside the classroom that will be assigned by the Week 1 What makes news on television? Frames and Fictions on Television:
The Politics of Identity Within Drama
edited by Bruce Carson, Margaret
Llewellyn- Jone s, Intellect Books,
2000
Television News
By Ivor Yorke, Focal Press, 2013
Narrating Media History
edited by Michael Bailey, Routledge,
2009
Public Service Broadcasting in the
Age of Globalization
edited by Indrajit Banerjee, Kalinga
Seneviratne, AMIC, 2006
Handbook of Public Pedagogy:
Education and Learning Beyond
Schooling
edited by Jennifer A. Sandlin, Brian
D. Schultz, Jake Burdick, Routledge,
2010
Making News in India: Star News
and Star Ananda
By Somnath Batabyal, Routledge,
2012
Week 2 Framin g and indexing
Week 3 Presidential debates and their effects
Week 4 Fact, fiction and identity on television
Week 5 Getting into television
Week 6 Who does what in news television
Week 7 News studio design
Week 8 The talk show and current affai rs
Week 9 Reithian values
Week 10 Public service broadcasting
Week 11 Public pedagogy and television
Week 12 Television as medium in India
Week 13 The pedagogical uses of television
Week 14 Television news in India
Week 15 Television news in India
Total 60 Hours
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27
teacher. The 40 -hour teaching component will include two tests conducted in the classroom.
These tests ma y be written, oral or presentation. Altogether these tests will be for 25 marks.
The self -study component of 20 hours will include analysing television content and
production. 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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28
Course III
Introduction to Media Research (Core Course)
This is an introduction to media effects research. The learner will be int roduced to 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 III. The course will enco urage learners to write their own
research papers, review research literature and even conduct research in the field of
communication and media.
The performance of the learner in term work/internal assessment during the teaching-
learning of the course will be considered during the evaluation of the research dissertation
in Semester IV.
The course shall comprise of the following units :
Week 1 Scientific approach to the study of
media effects, ways of knowing, the
nature of science, what is theory Media Effects Research: A 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 m edia, media 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 hypot hesis,
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. Ethic s of research,
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research skills and techniques for
journalists
Week 11 Graphs and diagrams - How to read
data .
Week 12 Communication and Media research
in India
Week 13 Critiquing any one theory of
communication/media
Week 14 Critiquing any one theor y of
communication/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 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 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.
The self -study component of 20 hours will include application of resea rch methods 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.
29
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30
Course IV
TV Genre: Entertainment (Core Course)
The leaner will learn to analyse entertainment television, identify different genre, study the
narrative structure and also look at the web series.
The course shall comprise of the following units :
Week 1 Drama and contemporary
fiction and non fiction Vanita Kohli Khandekar, The Indian Media
Business
Amrita Singh, Hype, Hypocrisy and
Television in Urban India
Lynn Spigel, The Making of a Television Elite
Michele Hilmes, Who are we, who are we
not: Bat tle of global paradigms
Charolette Brunsdon, What is the
‘Television’ of Television Studies?
Heidi Noel Nariman, Soap Operas for Social
change: Towards a Methoddology for
entertainment education Television
Albert Bandura, Social Learning Theory
Leah A Lievrouw & Sonia Livingstone, New
Media volume 3: Practices: Interaction,
Identity, Culture
Jonathan Gray, Television Entertainment
Johnathan Gray, Watching with the
Simpsons: Television, Parody and
Intertexuality
Dhandapani Alagiri, Indian Television
Industry: An introduction
Janet Wasko, A companion to television
Week 2 From cop shows to cartoons
Week 3 The contemporary television
series
Week 4 The soap
Week 5 Making sense of the soap
Week 6 Trend of season
Week 7 Epics
Week 8 Reality TV
Week 9 Diasporic television
Week
10 Theories
Week
11 The Narrative structure
Week
12 Web Series
Week
13 Docu Drama
Week
14 Digitisation
Week
15 Indian Entertainment and
Global comparisons
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
30
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31
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 the se 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 assig ned in this manner will be related to or an
extension of but not in lieu of the prescribed syllabus.
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32
Semester –III
An elective course will be offered only if there are a minimum of ten students opting for it.
Course
Code Name of Course
Elective Courses Term work
Teaching and
Extension Credits
Public Relations in the Private and
Public Sector 6260 6
Media Management 60 6
Media Advocacy 60 6
Conflict Communication 60 6
Culture studies and Media 60 6
Political Co mmunication 60 6
Video Games and Media 60 6
Sports Journalism 60 6
Concepts Of Storyboarding 60 6
Audio -Visual Production and Post -
Production 60 6
Documentary film making 60 6
Multimedia Production 60 6
Storytelling for children 60 6
Interpersonal communication 60 6
Family Communication 60 6
Religion, culture and communication 60 6
Digital Media Marketing 60 6
Basic Course for Indian Sign Language
Communication 60 6
Media and Disability Communication 60 6
Intercultural Commun ication 60 6
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Public Relations in the Private and Public Sector (Elective Course)
This course covers the following areas - History and evolution of the public and private
sector in India, Government Public Relations, Corporate communication - defining cor porate
communication, defining internal communication, understanding the process and evaluation of internal communication, defining external communication, understanding the process
and evaluation of external communication, corporate social responsibility, crisis
communication, international public relations, agency public relations - account
management, client servicing, setting up an agency, evaluating PR, Indian culture at the workplace.
The course demands a basic understanding of how news media works, th e 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. Vilanila m,
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
Commu nication, edited by Marc
Wright, Gower Publishing, 2009
The Oxford Handbook of Corporate
Social Responsibility, Andrew Crane,
OUP, 2008
Indian Culture and Work
Organisations in Transition, ed ited
by Ashish Malik, Vijay Pereira,
Routledge, 2016 Week 2 Public Relations of the Government
of India, PRB, Introduction to the
Information and Broadcasting
Ministry
Week 3 Corporate communication - defining
corporate communication
Week 4 Defining internal communication,
understanding the process and
evaluation of internal
communication
Week 5 Defining external communication,
understanding the process and
evaluation of external
communication
Week 6 Creating value with Public 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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34
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a wee k 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 w ill 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.
34
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35
Media Management (Elective Course)
Mechanics of Media buying a nd selling: Role and structures, Media Basics, Media Strategy,
Target Groups definition, Market Prioritization, Media Weights, Media Mix decisions,
Scheduling, Building a Plan, Evaluating Media Buys, The buying process, Plan
Implementation, Budget Setting, Solutions Approach, Media Economics: The Economic
theory applied to analysis of mass media industries, structure and performance of mass
media. Reading industry reports like 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 Dynamics of
Journalism, Dennis F. Herrick,
University of New Mexico Press,
2012 Week 2 The Media Business and Commerce
with specific reference to the media
in India
Week 3 Mechanics of Media buying and
selling: Role and structures, Media
Basics
Week 4 Prioritisation, Segmentation and
Fragmentation of content and
audience
Week 5 Preparing a Media Strategy,
Defining the target audience, market
prioritisation
Week 6 Media Weights, Media Mix
decisions, Scheduling
Week 7 Building a Plan, Evaluating Media
Buys
Week 8 The buying process, Plan
Implementation
Week 9 Budget Setting, Solutions Approach
Week 10 An introduction to media economics
Week 11 The print m edia 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 invol ve 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 ac ademic tasks outside the classroom that will be assigned by the
35
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36
teacher. The 40 hour teaching component will include preparing a media plan for a specific
client and presenting it. The assignment will be for 25 marks.
The self -study component of 20 hours w ill include conducting a media survey for a client.
This will be evaluated for 15 marks. The self -study component assigned in this manner will
be related to or an extension of but not in lieu of the prescribed syllabus.
36
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37
Media Advocacy (Elective Course)
Defining Public Interest, Definition of Public Opinion, Formation and change of Public
Opinion, Introduction to Propaganda, Introduction to Social marketing, Public Opinion and
Democracy, Public Opinion and thinkers - Aristotle, Plato, Michel de Montaigne , Ferdinand
Tönnies, Jeremy Bentham, Adam Smith, Jürgen Habermas, Herbert Blumer, Jean Jacques Rousseau, James Bryce, A. Lawrence Lowell, Walter Lippmann, Lance Bennett. Public Opinion models -The Random Diffusion model of Mass Public Opinion, The Receive -Accept-
sample model of public opinion , Models of public opinion influence on leaders, Five Models
of Representations . Public Opinion and Political Communication -Goals of strategic political
communication, Elite Influence on Public Opinion, Interest Groups and Democratic Representation, The Political Media. The Public Opinion Process, Public Opinion and Social Control, 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 Introdu ction to Political
Communication, Brian McNair,
Routledge, 1995
Public Communication Campaigns,
Ronald E. Rice, Charles K. Atkin,
Sage, 2001
Constructing Public Opinion, Justin
Lewis, Columbia University Press,
2011
News: The Politics of Illusion, W
Lanc e Bennett, Longman, 2012
Sociology of News, Michael
Schudson, W W Norton, 2011
Cultural Meanings of News: A Text -
Reader, Daniel A. Berkowitz, Sage,
2011
News Narratives and News Framing:
Constructing Political Reality
By Karen S. Johnson -Cartee, Week 2 Public interest, public opinion and
the media
Week 3 Political communication
Week 4 Manuf acturing consent, the
sociology of news
Week 5 News: the politics of illusion
Week 6 Public Relations, Publicity and
Propaganda and development
Week 7 Media advocacy and public health –
case studies
Week 8 Media advocacy and gender – case
studies
Week 9 Media advocacy and disability – case
studies
Week 10 Media advocacy and child rights
Week 11 Media advocacy, race and caste –
case studies
Week 12 Media advocacy and minorities –
case studies
Week 13 Media advocacy and citizens’ rights –
case studies
Week 14 Planning a media advocacy
campaign
Week 15 Executing a media advocacy
campaign
Total
hours 60 hours
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Rowman an d Littlefield, 2005
The Handbook of Development
Communication and Social Change,
Karin Gwinn 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 week s. 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 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 prescribed syllabus.
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Conflict Communication (Elective Course)
The course shall provide the learner with an opportunity to understand the conflict from its
theoreti cal 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. Understandin g the role of
media in the situations of conflict, both from theoretical and practical perspectives and the
manner in which various political and social organizations communicate their respective
beliefs, ideologies, agendas to the crowds or the tools they use to mobilize crowds in favor
or against the state would be on focus. It will also help the learner to understand the
challenges that the state has to face while communicating with the people living in conflict
zones. Moreover there will be a special e mphasis 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 wou ld 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 prio rity.
The course shall comprise of the following units :
Week 1 What is a conflict? Types of
conflicts. Non -political and
political. Classical Theories: Miller and Steinberg
Karl Marx & Friedrich Engels The Communist
Manifesto 1848 Robert A. Baron, Michael
Nicholson
Karl Marx A Contribution to the Critique of
Political Economy 1859, De Bono, 1985.
Positive Negative effects Filley, 1975. Ludwig
Gumplowicz Grundriss der
Soziologie (Outlines of Sociology , 1884)
(1838– 1909) , laissez -faire philosophy)
Herb ert 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 centra l
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 W eidmann (Communication technology
and political conflict)
Availability of information on social media
fosters mobilization of people, and gives
existing forces better means for coordination
-- Arab Spring 2011 ( Pierskalla & Hollenbach, Week 2 Conflict and politics. Class and
identity conflict. Understanding
Civil resistance, Y outh 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 polit ical conflict?
Week 7 Major approaches to study the
effect of communication
technology on political conflict.
Role of traditional
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40
communication tools on conflict
Effects of modern
communication technology on
conflict
Studying the conflict in terms of
both, old and new
communication technology
perspectives. 2013 , Poster Boy Bu rhans killing in Kashmir
2016
Dictator parties implement censors on media
Friedrich & Brzezinski, 1965) Media censors in
JnK during 2008, 2010, 2016 uprisings.
Intelligence gathering --The case of China’s
Great Firewall (MacKinnon, 2011 ), Intelligence
gath ering 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), B aum & 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 style s:
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 Alt ernative for Conflict Resolution
George Amoh, Accra, Ghana.. The healing
function in political conflict resolution ( Joseph
V. Montville)
Effective communication skills for conflict
resolution Naomi Brower, Jana Darrington
2012/ CHRISTINE SWITZER. Role of
Communication in conflict -Management
study guide MSG
Why dialogue matters for conflict prevention
and peacebuilding Democratic Republic of Week 8 What is conflict management in
terms of non -political conflicts?
Week 9 Conflict management in terms
of political conflicts
Week 10 Significance of mediation in non
political conflicts a nd
communicating with the victims
of political conflict.
Week 11 Signification of communication
and the role of media in political
conflicts.
Week 12 Important components of
conflict management (Both non -
political and political conflicts)
Week 13 Role of effective communication
in resolving non -political
conflicts
Week 14 Role of effective communication
in resolving political conflicts.
Week 15 Importance of dialogue and
creative peacebuilding in
political conflicts.
Total
Hours 60 hours
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41
Congo/Roger LeMoyne.
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period
of 15 weeks. Of the total 60 teaching -learning hours, 40 will comprise the central teaching
component while 20 hours will comprise the 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 prese ntation or case study based. Altogether these tests
will be for 25 marks.
The self -study component of 20 hours will include conducting seminars, writing a research
project, a review of literature, conducting surveys or interviews. These will be evaluated f or
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.
41
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42
Political Communication (Elective Course)
This course explores different aspects of political communicatio n. 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 journali sm
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. “An y 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 Communications 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
Conflict and Civil Society: India and Beyond.” World Politics 53(3): 362-398.
Davis, Richard. 2001. The Press and
American Politics, 3rd Edition. New
Jersey: Prentice Ha ll. Chs. 12 -13, pp.
202-252. - Hallin, Daniel C. 1991.
“Whose Campaign is it, Anyway?”
Columbia Journalism Review (January/February). - Patterson,
Thomas. 1996.
“Bad News, Period.” PS: Political Science and Politics 29 (March): 17 -20.
Huckfeldt, Robert and John Sprague. Week
2 Political communication paradigm
Is news a “public good” or a commodity, whose content is driven b y market
considerations? Can it be both?
How should news be treated by society? Can public be induced to consume more,
and more serious, political news?
Week
3 COMMUNICATION AND CIVIC
ENGAGEMENT
Week
4 INTERGROUP COMMUNICATION AND ITS
EFFECTS
What is intergroup communication in
political communication?
What is the effect of intergroup
communications?
Week
5 Political Communication Theory
What is Political Communication Theory?
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43
Week
6 How the Media Cover Politics
How should politics and elections be
covered?
How well do the media measure up to
this standard?
What would you anticipate would be the
practical beneficial effect political
coverage along the lines you suggest?
1995. Citizens, Politics, and Social
Communication: Information and Influence in an Election Campaign. Cambridge: Cambridge University Press.
Lazarsfeld, Paul F., Bernard Berelson and Hazel Gaudet. 1944. The People’s
Choice: How the Vot er 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 Dona ld 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 Pres s.
Chaps 1 -2, 7- 9.
Groeling, Tim and Samuel Kernell. 1998.
“Is Network News Coverage of the
President Biased?” Journal of Politics 60 (November): 1064-1086.
Baum, Matthew A. and Phil Gussin.
2008. “In the Eye of the Beholder: How
Information Shortcuts Sha pe 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.
“Manipulating Public Opinion.” In
Norrander, Barbara and Clyde Wilcox,
editors, Understanding Public Opinion.
Washington D.C.: Congressional
Quarterly Press, pp. 265-28 0.
Mermin, Jonathan. 1999. Debating War Week
7
THE TRANSMISSION OF POLITICAL INFORMATION WITHIN SOCIAL
NETWORKS
The transmission of political information.
The transmission of political information
in social media.
Week
8
THE EFFECT OF MASS MEDIA ON
POLITICAL ATTITUDES
What is the effect of mass media on
political attitudes?
Week
9 Constitu tional 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 bias ed? Is this “good” or “bad”
for politics and democracy?
What are the implications for political discourse of citizen perceptions of bias in the media?
and Peace. Princeton: Princeton
University Press. Chapter 6, pp. 120 -142
Sharkey, Jacqueline. 1993. "When
Pictures Drive Foreign Policy," American
Journalism Review 15, No. 10
(December).
Mutz, D. C., & Martin, P. S. (2001).
Facilitating communication across lines of political difference: The role of mass
media. American Political Science
Review, 95, 97 –114.
Week
12
Campaign Advertising & Political
Participation
Role of political communication in
political campaigning and advertising.
Political participations in media
campaigns
Week
13 Gauging Public Opinion
How can we improve the use of public opinion polls in the news media in order
to
(a) Help political leaders better
understand what the public thin ks 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 ar e the causes of Political
Polarization?
Case study of Political Polarization
Total
Hours 60 hours
Class methodology
44
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45
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 component will include two tests conducted in the classroom.
These tests may be written, oral or presentation or case study based. Altogether these tests
will be for 25 marks.
The self -study component of 20 hours will include conducting seminars, writi ng 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.
45
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46
Vide o Games and Media (Elective Course)
This course introduces the students to the fundamentals of understanding video games from
not just the perspectives of consoles or history but it tries to tackle some of the elements
that are crucial to understanding th e very basic elements that form the game such as the
characters and the storylines which are as crucial as the script of a movie. This subject also
tries to understand the violence, the rating system used as well as the marketing and
business side of gamin g 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 conte xt of entertainment but as a serious study to understand the various cultures
associated within.
The course shall comprise of the following units :
Week 1 Introduction to video games What is video game culture? Cultural studies
and game studies - Adrienn e 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 20 11)
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 p rogramming: 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 r eaders - Kristie Jolley (2013)
Video games in education: Why should they Wee k 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 ‘citi zenship’
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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be used and how are they being used -
Leonard Annelta (2008)
Video games as learning environment for
students with learning disabilities - Elizabeth
Simpson (2009)
Video games and vio lence; Public policy
implications - Joel e Collier, Pearson Liddel Jr.
and Gloria J Liddel (2008)
The culture study: effect of online violent
video games on the levels of aggression- J.
Hollingdale (2014)
The potential societal impact of virtual
reality - Mark Ekolto Riveria
Gender and racial stereotypes in popular
video games - Yi Mou, Wei Peng (2009)
Women and video games: Pigeonholing the past - Allison Perry (2012)
Advertising video games: Kelly Anders.
Journal of public policy and marketing. (Volume 18 no. 2)
Effectiveness of social media as a tool for communication and it's potential for tech
enabled connections: A micro level study -
Trisha Dowerah Baruah (May 2012)
The relationship between addictive use of
social media and video games and
symptoms of psychiatric disorders: A large
scale cross sectional study - Schou
Andreassen C (2016)
Value creation in video game industry:
Industry economics, consumer benefits and research opportunities - Andre Marchand
and Thorsten Henning Thurau (July 2013)
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period
of 15 weeks. Of the total 60 teaching -learning hours, 40 will comprise the central teac hing
component while 20 hours will comprise the self -study component. The self -study
47
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48
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 inte rviews. 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.
48
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49
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 pers pective]? And
what is sports
news? Sports Journalism Kevin D.
Robbins
William Zinsser’s “On Writing Well,”
Week 2
What qualifies as sports? How is sports
journalism different from other journalism? Sports Journalism Kevin D.
Robbins
Week 3
Sports as news
Sports as entertainment
Reporting sports in context and perspective Sports Journalism Kevin D.
Robbins
Week 4
Sports journalism in print media
Sports journalism in TV
Sports journalism in radio
Online sports journalism Sports Journalism Kevin D.
Robbins
Week 5
Sports journalism as craft
Searching for ideas
Planning 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 Rep orting and
Writing
Week 9
Women, gender equality and sport
Inequalities and discrimination: constraining women in sport
Policy/normative frameworks on women,
gender equality and sport
http://www.un.org/womenwa
tch/daw/public/Women%20a
nd%20Sport.pdf
Week 10
Sports News Values
Sports journalism ethics Sports Journalism - An
Introduction to Reporting and
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Olympics Values
Libel and other Legalities Writing
Olympic values and spo rts
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 P hotographer 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 pe rforming scripts
Broadcast interview
Commentary Sports Journalism: A Practical
Introduction
By Phil Andrews
Week 15
Tackling the Digital Future Of
Sports Journalism
Newspapers to New Media
Broadcast to Broadband
Social Networking: Its Place in Sports
Journalism http://www.arts.canterbury.a
c.nz/journalism/documents/robert_bell_report_april11.pdf
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period
of 15 weeks. Of the total 60 teaching -learning hours, 40 will comprise the central teaching
component while 20 hours will comprise the self -study component. The self -study
component will consist of academic tasks outside the classroom that will be assigned by the
teacher. The 40 hour teaching com ponent 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 prin t news article and a 15 min Radio Program. These will be evaluated for 20
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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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52
Concepts Of Storyboarding (Elective Course)
The course shall provide the learner storyboarding as a strong pre-production tool in film
making. It will provide learner an comprehensive understanding of storyboarding concepts,
its benefits and application in film making. The course specifically explores the storyboarding
practices in film and animation. Learner will have complete idea how storyboarding can be
powerful tool in pre-production stage along with its uses throughout the production stage,
and should be able to actively pra ctice it.
The course shall comprise of the following units :
Week 1 What is storyboarding? Introduction, origin and overview.
Week 2 General drawing techniques. Introduction and basics. Using graded
pencils.
Week 3 Drawings techniques according to the shooting style, framing, camera
movements.
Week 4 Drawing techniques practice.
Perspective drawing. Space, depth, form.
Week 5 Implementing drawing techniques to storyboarding the sequences.
Week 6 Attempting realistic storyboards.
Week 7 Continuity. 180 degree rule, screen direction, cutaways cut ins.
Week 8 Storyboarding for animation and special effects.
Week 9 Storyboarding for advertisements.
Week
10 Storyboarding in India. Practices and scope. (maybe a surprise test)
Week
11 Imagine the story and telling it with storyboards.
Week
12 Storyboard presentation techniques.
Week
13 Digital storyboarding. Requirements.
Week
14 Surprise test. Idea, story, storyboard in one session.
Week
15 Revision, remarks, suggestions over th e progress of this storyboard
course.
Total
Hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period
of 15 weeks. There will 4 consecutive lectures taken in a day in a week. 1 or 2 of them will
comprise of theory and rest will practical. There will class work each day and students will be
marked according to their daily classroom practicals.
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Documentary Film Making (Elective Course)
Course Description:
This is a ga teway course for all students majoring in Documentary Studies and those seeking
an understanding of its myriad forms. It is also an excellent opportunity for all students to
obtain a general introduction to the theoretical and practical approaches to docum entary
work in 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 li nking 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 different modes. You will learn
to identify these different modes and analyze how each uses images, words, and narrative to
construct arguments about the world. Through out, we will be conscious of the way that
documentaries deal with questions of what is truth/the real and the ethical issues involved
in filming real people
Objectives - The student will be able to
1. The techniques of script formation from a concept.
2. Understand the techniques of script writing.
4. Understand the basics of screen technique.
5. The necessity of editing.
6. The principles of editing.
7. Understand the documentary film making style.
8. Understand the types of documentary
9. Understand the deference between fiction and nonfiction.
10. Understand the anatomy of motion picture camera.
12. understand the concept of the basic principles of motion picture photography
13. understand the concept and technique of cinematographic properties
14. Understand the basic principles video and audio recording
15. Understand the basic principle of 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 ae sthetic sense.
5. Basic knowledge of camera operation.
6. Interest in cinematography
7. Interest in motion picture photography.
8. Basic theoretical knowledge in Videography.
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9. Knowledge of basic camera hardware & software is also necessary.
The course sh all comprise of the following units :
WEEK TOPIC REFRENCE
BOOKS/JOURNALS/IMPORTANT
READING
Week
1 Introduction / Defining Documentary
What is Documentary? 1. Grimshaw, “The Modernist
Moment” and “The Innocent
Eye: Flaherty, Malinowski, and
the Romantic Qu est” In The
Ethnographer’s Eye: Ways of
Seeing in
Anthropology Cambridge, UK:
Cambridge University Press
(2001): 15-31, 44-55. (C)
2. Oksiloff, “The Body as Artifact”
in Picturing the Primitive:
Visual Culture, Ethnography,
and Early German Cinema,
New York: Palgrave (2001) (C)
3. Keil, “American Documentary
Finds its Voice”
In Documenting the
Documentary Nichols, “What
Kind of Documentaries Are
There?,” pp. 99 -109. (ID)
4. Optional: Hogenkamp, “The
Radical Tradition in
Documentary Filmmaking,
1920-1950” (DFB) Nich ols,
“How can we differentiate
among documentaries?"
(chapter 6) (ID)
5. Nichols, "How can we
describe..." (chapter 7), pp.
172-179
6. Hall, "Realism as a Style in
Cinema Verite: A Critical
Analysis of Primary " Cinema
Journal 30(4): 24-50
7. Grant, “Ethnography in the
First Person.” In Documenting
the Documentary (ed Barry
Keith Grant and Jeanette
Sloniowski) Detroit, MI:
Wayne State University Press
(1998): 238-253. (C)
8. Anderson and Benson, "The
Myth of Informed Consent: Week
2 Origins of Documentary:
Photography and Evidence Photography
and the real
Documen tary Genres and History
• Film formats, types of films,
genres,
• Introduction to documentary
films
Week
3 Origins of Documentary:
Photography and Anthropology
Photographic Apparatus, Realism and
Ethnology, Representation, Indexicality,
• RESEARCH
• WRITING
• PREPRODUCTION
Week
4 Early Documentary
A Developing Form
Definitions, Ethics, and Voice
• Story, script and its importance,
scripting
• Screenplay, shot break up
Week
5 Expository Documentary
Social Documentary, Authority and Truth
Claims
Analyzing Docu mentary Rhetoric
Visualizing Directing and interviewing
techniques
• Logistics, budgeting, finance,
pitching for funds, format for
fund raising
• Talent, techies, camera person,
subjects - people who you
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document
• Location, travelling, permissions,
props
The Case of Titicut Follies,"
In Image Eth ics: The Moral
Rights of Subjects in
Photographs, Film, and
Television (ed. Larry Gross,
John Stuart Katz, and Jay Ruby)
New York: Oxford UP (1988):
58-90. (C)
9. Pryluck, “Ultimately, We Are
All Outsiders” from New
Challenges for
Documentary (ed. Alan
Rosen thal) Manchester:
Manchester University Press
(2005)
10. Winston, “The Tradition of the
Victim in Griersonian
Documentary” In Image Ethics:
The Moral Rights of Subjects in
Photographs, Film, and
Television (ed. Larry Gross,
John Stuart Katz, and Jay Ruby)
New York: Oxford UP (1988):
34-57.
11. Ruby “Speaking for, Speaking
about, Speaking with, or
Speaking alongside”
In Picturing Culture:
12. Explorations of Film and
Anthropology Chicago:
University of Chicago Press
(2000): 195-220.
13. Nichols, "How can we
describe...? (chapter 7), pp
179-194
14. Minh -ha, “The Quest for
Totalizing Meaning” In When
the Moon Waxes Red New
York: Routledge (1991): 29 -52.
(C)
15. Ruby, “The Image Mirrored:
Reflexivity in Documentary
Film” In New Challenges for
Documentary, first
16. Nichols, “The Fa ct of Fiction
and the Fiction of Objectivity”
In Representing Week
6 Poetic Documentary
Beyond Argument: The Poetic Mode
Direct Cinema/Observational Cinema.
• Cameras, lights
• Questionnaire, art of
interviewing, how to be one of
them
Week
7 Observational Cinema: Authenticity and
Ethics
Observational Cinema and the Ideology
of the Apparatus
Ethical Issues in Observational Cinema
• Camera handling, importance of
TCR, Assistant directors job
• Lighting techniques
• Angles, light, mikes and sound
• Crowds, controlling the
onlookers, cables and batteries
• Shooting
• OVERVIEW/REVIE W OF BASIC
FIELD PRODUCTION TECHNIQUES
(Camera Sound Lighting)
Week
8 Ethical Challenges
Ethical Issues in Documentary Film
Civilisation and the Documentary
Episteme
• POST PRODUCTION
• System, software, Fire wire,
Connecting the cam, captur ing,
capturing formats
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Week
9 Epistemological Challenges: Reflexivity
The Question of Authority
The Debates over Reflexivity
• Managing large files, Editing
suites/software’s Reality Bloomington, IN:
Indiana University Press
(1991): 165-200. (C)
17. Williams, “Mirrors Without
Memories: Truth, History, and
the New Documentary” Film
Quarterl y 46 (3): 9-21
18. Arthur, “Jargons of
Authenticity” In Theorizing
Documentary (ed. Michael
Renov) New York: Routledge
(1993): 108-134. (C)
19. Fischer, “Documentary Film
and the Discourse of
Hysterical/Historical
Narrative.” In Documenting
the Documentary (ed Barry
Keith Grant and Jeanette
Sloniowski) Detroit, MI:
Wayne State University Press
(1998): 333-343. (C)
20. Renov, “New Subjectivities:
Documentary and
Representation in the Post-
Verite Age” In The Subject of
Documentary Minneapolis,
MN: University of Minnesota
Press (2004): 171-181. (C)
21. Nichols, “How can we
describe...,”(chapter 7) pp
199-211 and “How Have
Documentaries Addressed
Social and Political Issues?”
(ID)
22. Plantinga, “Gender, Power,
and a Cucumber: Satirizing
Masculinity in This is Spinal
Tap” In Documenting the
Documentary (ed Barry Keith
Grant and Jeanette
Sloniowski) Detroit, MI:
Wayne State University Press
(1998): 318-332. (C)
23. Murray, "I Think We Need a
New Name for It": The
Meeting of Documentary and
Reality TV In Reality TV:
Remaking Television
Culture (ed. Susan Murray and
Laurie Ouellette) New York:
New York University Press Week
10 Reflexivity and Political Film/ REFLEXIVE
DOCUMENTARIES
Philosophical C hallenges 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
Week
11 Different Takes on Aut hority
Subjectivity, Authority and Truth Claims
Subjectivity and Documentary
Interview, Travel, Diary
Week
12 Subjectivity and Performativity
Documentary performance
Events and Refractive Cinema
Week
13 Documentary Experiments
Experimental Film, Perf ormance, and
Documentary
Mockumentary
Reality TV
Week
14 Contemporary Approaches to
Documentary Evidence
Documentary, Testimony, and Memory
Digital Docs
• Output formats, Mpegl and
Mpeg2
• DVDs and VCDs
• Flvs and wmvs
• Frame rates, NTSC and PAL,
Encoding and Decoding
Week
15 The Future of Documentary
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Reality TV and New Formats
• Making a VCD and DVD (2004) (C)
1. Introduction to Documentary, 2nd
Edition by Bill Nichols (Indiana UP,
2001)
2. Documentary Film: A Very Short
Introduction by Patricia Aufderheide
(Oxford UP, 2007)
3. The Shut Up and S hoot
Documentary Guide by Anthony Q.
Artis (Focal, 2007)
4. Camera Lucida: Reflections on
Photography by Roland Barthes (Hill
and Wang, 1981)
5. Night Mail by Scott Anthony (BFI
Film Classics, 2007)
6. Civilisation by Jonathan Conlin (BFI
TV Classics, 2009)
7. Shoah by Sue Vice (BFI Film Classics,
2011)
8. The Film Essay: From Montaigne,
After Marker by Timothy Corrigan
(Oxford UP, 2011)
9. Film Making: Create a Feature Film
on a Limited Budget by Nancy Thomas,
17 oct 2016 ASIN: B01MF9APBG
10. On Directing Film by David Mamet,
Penguin USA, 1 Jan 1992
11. Documentary: A History of the
Non - Fiction Film by Eric Barnouw,
OPU USA, 23 sep 1993
12. Introduction to Documentary by
Bill Nichols, Indiana University Press,
25 Nov 2010.
13. A New Hist ory of Documentary
Film by Jack C. Ellis and Besty McLane,
Continuum International Publishing
Group LTD. 1 Aug 2005
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14. Docufictions: Essays on the
Intersection of Documentary and
Fictional Filmmaking by Gary D.
Rhodes and John Parris Springer, MC
Farlan d and Co In, 1 Apr 2005
15. Dying to Film: Creating a
Documentary on Near Deth
Experiences by Monica Hagen,15 jan
2013.
16 . Anthropological Filmmaking : by
J.R. Rollwagen, Routledge Ltd. 1988
17. A Complete Guide to Documentary
Filmmaking by Mark Rob erts, 2016
18. Making Documentaries Films and
Videos: A Practical Guide to Planning,
Filming, and Editing Documentaries by
Barry Hampe, Holt Paperbacks ,2007.
Total
Hours 60 hours
Important Documentaries :
1.Short Films, Lumiere Brothers, 1896 -1897 (France)
2. Rain, Joris Ivens, 1929 (Belgium)
3. The Fog of War, Errol Morris, 2003 (USA)
4. Nanook of the North, Robert Flaherty, 1922 (USA)
5. Man with a Movie Camera, Dziga Vertov, 1929 (USSR)
6. Waltz with Bashir, Ari Folman, 2008 (Israel)
7. Triumph of 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, C laude Lanzmann, 1985 (France)
19.A Film Unifinished, Yael Hersonski, 2011 (Israel)
20.Sans Soleil, Chris Marker, 1984 (France)
21.The Gleaners and I, Agnes Varda, 2000 (France)
22.Forest of Bliss, Robert Gardner, 1985 (USA)
23.I Love $, Johan van der Ke uken, 1986 (Holland)
24. Tribulation 99: Alien Anomalies under America, Craig Baldwin, 1991 (USA)
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25.Dial H -I-S-T-O-R-Y, Johan Grimonprez, 1997 (Belgium)
26.Bus 174, José Padilha & Felipe Lacerda, 2002 (Brazil)
27. Bumming in Beijing – The Last Dreame rs, Wu Wenguang, 1990 (China)
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period
of 15 weeks. Of the total 60 teaching -learning hours, 40 will comprise the central teaching
component whil e 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 t ests 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.
59
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60
Multimedia Production (Elective Course)
Course Description:
This course is meant to serve as an introduction to several types of media used in
business practices today. This can include text, audio, visual, animation, graphics, etc. This course develop the understanding of the most essential skills in handling multimedia tools
and designing multimedia production in a development environment and key concepts in
current multimedia technology.
Objectives: The student will be able to
6. Plan and organize a multimedia Production.
7. Understand the design concepts for creating a multimedia Production.
8. Use a web authoring tool to create a multimedia Production.
9. Understand the design concepts related to creating and using graphics for the web.
10. Use graphics software to create and edit images for various media production.
11. Understand the des ign concepts related to creating and using animation, audio and
video for media production.
12. Use animation software to create and edit animations.
13. 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 Power point
presentation
• embedding sound and video in
Power point
• Introduction to Corel Draw
• Exporting graphics from Corel
Draw
• Introduction to Flash
• creating sta nd-alone flash
applications
• Introduction to 2D, 3D, cell
animation
Week 3 Multimedia Production team
• Project manager
• Multimedia designer
• Interface designer
• Writer
• Video specialist
• Audio specialist
• Multimedia programmer
• Web site producer
Week 4 Typo graphy
• Typefaces
• Serif and Sans Serif
• Type styles
• Kerning
• Line spacing and orientation
• Anti-alias, special effects
• Bitmap fonts
• Vector fonts
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Week 5 The Process of Production Management
• Conceptualisation
• Development
• Preproduction
• Production
• Postproduction
• Documentation
Week 6
Working with images
• Describe the basics of colour
science and 2D graphics
• Explain the different file formats
and image compression techniques
• Describe the basics in photography
• Summarize the basic image processing techniques
• List t he 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
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• Over exposure
• Under exposure
• Depth of field and factors
affecting it
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 sound to a multimedia project
• Add sound to a multimedia project
Week 13 • Creating video
• Outline video and animation basics
• Outline the basic features of Adobe
Premi er
• Explain video file formats and
compression
• Outline the process of shooting
and editing a video
• Do the basic editing and exporting
of a small sound editing clip
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Week 14
• Video basics
• How video works
• Broadcast video standards
• Analog video
• Digital video
Week 15
• Video recording and tape formats
• Shooting and editing video
• Capturing a video from camera to
computer
• Editing videos with Adobe Premier
CS
• Video compression and file
formats
• Various MPEG video standards
Total
Hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period
of 15 weeks. Of the total 60 teaching -learning hours, 40 will comprise the central teaching
component while 20 hours will comprise the self -study component. The self -study
component will consist of academic tasks outside the classroom that will be assigned by the
teacher. The 40 hour teaching component will include two tests conducted in the classroom.
These tests may be written, oral or presentatio n. 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.
64
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65
Storytelling for Children (Elective Course)
The course aims at training the learner to produce children’s stories using digital dev ices
such as a mobile phone. It is the requirement of the course that the learner must have
audio -visual production media such as a camera, a laptop with strong memory, software for
editing and recording of sound and visual.
The course shall comprise of the following units:
Week 1 What is a story, a plot, what are
children’s stories. This session will
involve a reading and narrating of
children’s stories. Telling Children's Stories: Narrative
Theory and Children's Literature,
Michael Cadden
Week 2 Wor king 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 s tories from Europe
Week 6 Children’s stories from Russia
Week 7 Children’s stories from China and
Japan
Week 8 Children’s stories from India
Week 9 Children and mythology
Week 10 Therapeutic storytelling
Week 11 Producing a children’s story
Week 12 Producing a children’s story
Week 13 Producing a children’s story
Week 14 Producing a children’s story
Week 15 Producing a children’s story
Total
Hours 60 Hours
Class methodology
This is a six credit course. It will involve teaching -learning for four hours a week for a period
of 15 weeks. Of the total 60 teaching -learning hours, 40 will comprise the central teaching
component while 20 hours will comprise the self -study component where learners will
produce stories using digital devices t hat students must have. The self -study component will
consist of academic tasks outside the classroom that will be assigned by the teacher. The 40
hour teaching component will include two tests conducted in the classroom. These tests
may be written, oral o r 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 exte nsion of but not in lieu of the prescribed syllabus.
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66
Interpersonal Communication (Elective Course)
This course explores what is interpersonal communication, its relationship to culture,
identity, perception, language, emotions and nonverbal communicatio n. 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 In to Practice
By Denise Solomon, Jennifer Theiss,
Routledge, 2013 Week 2 Culture and interpersonal
communication
Week 3 Identity and interpersonal
communication
Week 4 Perception and interpersonal
communication
Week 5 Language and interpersonal
com munication
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 fo ur 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 cl assroom 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 exer cise such as an
interview. This will be evaluated for 15 marks. The self -study component assigned in this
manner will be related to or an extension of but not in lieu of the prescribed syllabus.
66
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67
Family Communication (Elective Course)
This course explores what is interpersonal communication, its relationship to culture,
identity, perception, language, emotions and nonverbal communication. It also deals with
developing and ending relationships, intimacy, communication within families and conflict.
The cou rse shall comprise of the following units :
Week 1 Perspectives on studying family
communication The Routledge Handbook of Family
Communication
edited by Anita L. Vangelisti,
Routledge Week 2 The Indian family system
Week 3 A communication perspective on
cohabitation
Week 4 Marital communication
Week 5 On becoming parents
Week 6 Communication in intact families
Week 7 Divorced and single -parent families –
risk, resilience and role of
communication
Week 8 Stepfamily communication
Week 9 Support communication in culturally
diverse families
Week 10 Relational communication of family
members
Week 11 Communication in families
Week 12 How families manage private
information, communication of
emotion in families
Week 13 Conflict within fa milies, 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 out side the classroom that will be assigned by the
teacher. The 40 hour teaching component will include preparing a PR plan for a specific
client and presenting it. The assignment will be for 25 marks.
The self -study component of 20 hours will include conduct ing 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.
67
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68
Religion, Culture and Communication (El ective Course)
This course explores the influence of communication in how individuals and communities
understand, conceptualize, and pass on religious and cultural beliefs and practices that are
integral to understanding exactly what religion and culture are. It is through exploring the
relationships among religion, culture, and communication that we can best understand how
they shape the world in which we live and have shaped the communication discipline itself.
Furthermore, as we grapple with these relat ionships 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 Web er, 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
Med ia, Religion and Culture: An
Introduction
By Jeffrey H. Mahan, Routledge,
2014
Roots of Acceptance: The
Intercultural Communication of
Religious Meanings
By William E. Biernatzki, Roma, 1991 Week 2 Defining religion – approaches by
Karl Marx, Max Weber, E mile
Durkheim and Georg Simmel
Week 3 Culture studies - ideology and class
structures
Week 4 Culture studies – national
formations, ethnicity
Week 5 Culture studies – sexual orientation
Week 6 Cultural studies – hegemony, agency
Week 7 Cultural s tudies – the concept of
‘text’
Week 8 Community studies
Week 9 Community studies
Week 10 Religion as part of culture in
communication studies
Week 11 Religion as part of culture in
communication studies
Week 12 Religious communication – Hindu
practices
Week 13 Religious communication – Islamic
practices
Week 14 Religious communication – Sikh
practices
Week 15 Religious communication – Christian
practices
Total
hours 60 hours
Class methodology
This is a six credit course. It will inv olve teaching -learning for four hours a week for a period
of 15 weeks. Of the total 60 teaching -learning hours, 40 will comprise the central teaching
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69
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 wi ll 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.
69
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70
Digital Media Marketing (Elective Course)
The course shall educate the learner about the history and evolution of digital
communications. Touching upon some of the new media theories, it will also help the
learner understand how traditional media theories play out on digital media. Exploring latest
trends in digital marketing, the course will offer some of the best practices for crafting and
disseminating marketing messages for digital platforms.
The course shall comprise of the following units:
Week 1 Fundamentals of
communication, int roducing
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 Universit y Press, 2007 Week 2 What is new media, what
differentiates ‘new’ from
‘traditional’
Week 3 New media theorists
Week 4 New media and technology
Week 5 Introducing digital and social
media, role of user -generated
content on digital media
Week 6 The digital market and its
economics
Week 7 The Long Tail phenomenon
Week 8 Algorithm, analytics, e -
commerce
Week 9 Fundamentals of marketing,
marketing for the digital medium
Week 10 Digital marketing tools – SEO,
SEM, SMO
Week 11 Staying in touch – e-mail
marketing and newsletters
Week 12 Social media marketing –
Facebook, Twitter, Instagram,
YouTube
Week 13 Content marketing – creating
and disseminating
communication for and on digital
media
Week 14 Making digital noise – influencer
marketin g
Week 15 Crisis management on digital
media – The Maggi Controversy
Total
Hours 60 hours
Class methodology
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71
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.
71
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72
Basic Course for Indian Sign Language Communication (Elective Course)
The course shall provide the learner with a basic knowledge of what is Indian Sign
Language?, understanding the nature of sign language, basic communicative competence in
Indian sign language, Basic Indian Sign Lan guage vocabulary of about 400+ words, Ability to
interpret a basic level and communicate with a persons who are Deaf with confidence in communication. It will encourage the learner to engage with language used by culturally Deaf persons and will be able to understand their culture better while communicating with
them. The Course will train the learner insight into the non-verbal form of communication by human beings. The course will also provide basic training in Indian Sign Language usage and
skills in using various software for captioning of sign language and its usage in various
appropriate multimedia. Universal Design in Digital Media application in providing information, education, entertainment, will be given special 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 la nguage 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 code s for spoken languages
(Signed English, Signed Hindi Signed
Marathi etc.) are
NOT better than Indian Sign Language. 1. Indian Sign Language Training
Module- Level A- Developed by
AYJNISHD (D) -Mumbai in 2001
CD format and as depicted in the syllabus of RCI -New Delhi.
2. Captioning and Subtitling-
Published by National Institute
for Captioning, USA
3. C-Print –NTID -Rochester,
Newyork, USA.
4. CART -UK
5. Media Style Guide -RCI -
2005.New Delhi.
6. W3C guidelines & Markup
Validators available on the
Web.
7. Software for
captioning/ Subtitling- Media -
Subtitler,
8. Software for inclusion of ISL
without chrome - Pinnacle
studio, Adobe premier pro/fcp
9. Usage of Teleprompter for
recording of ISL -signs Week 2 Unit 2: Perspectives on sign language
usage 2.5 hours
2.1 Effective communication with deaf
people: Becoming a good signer
2.2 Deafness and society: Using sign
language for inclusion in society
2.3 Understanding deaf culture:
Aspects of deaf people, culture and
communication
2.4 History of deafness and sign language in India
2.5 Charac teristics of good interpreters
Week 3 PRACTICAL: Basic sign language skills.
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Unit 1: 2.5 hours.
Grammar Topics
Special statements Greetings
Describing people, media equipments
and professionals and objects
(Adjectival predicates) Pronouns
Week 4 Unit 1 : 2.5 hours.
Grammar Topics
Special statements Greetings
Describing people, media equipments and professionals and objects
(Adjectival predicates) Pronouns
Week 5 Unit 2: Grammar Topics 5 hours
Simple with question words Family and relations Common objec ts
(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 expressi ons
Week 8 Unit 5: 5 hours
Grammar Topics
Negative sentences Food (vegetables,
fruits, beverages, etc.)
Finger spelling (alphabet) Opposites
Week 9 Unit 6: 5 hours
Grammar Topics
Negative commands Calendar
(week/month/year)
Negative responses to offers /suggestions Colours
Finger spelling (use) Place names
Week 10 Unit 7: 5 hours
Grammar Topics
Numbers Measures, Talking about
money, Animals,
Week 11 Unit 8: 5 hours
Grammar Topics
Revision Body & Health, Use of space,
perspective and role play Deafn ess and
Disability, Abstract concepts.
Week 12 Unit 9: 5 hours
Grammar Topics
Relations in actions Verbs,
Expressing movement, Talking about
language
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Week 13 Unit 10: 5 hours
Grammar Topics
Possession Geometrical shapes
Talking about the workplace
Environment (earth and sky)
Week 14 PRACTICAL : Interpreting
Category :2.5 hours
- one-on-one interpreting
- consecutive interpreting
- informal settings
-Usage of multimedia technology for
captioning & ISL
Week 15 Sample settings to be practiced: 2.5
hours
- Interviewing Person who is Deaf.
- obtaining official documents (e.g.
audiometric test, handicapped
identity, card, bus/railway pass, ration
card)
-solving admission and interpreter
issues.
--Usage of multimedia technology
with addition of captioning & ISL in a
TVCA.
Total
Hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for prescribed hours a week for a
period of 15 weeks. Of the total 60 teaching -learning hours, 40 will comprise the central
teachi ng 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 tes ts
theory and practical conducted in the classroom. These tests may be written, oral or signing presentation which will be recorded and evaluated. Altogether these tests will be for 25 marks.
The self -study component of 20 hours will include visit to deaf clubs, meetings with deaf
persons, sign recording and screening project, a review of signs by the teacher, conducting
surveys or interviews of Deaf persons with video recording with reference to News. These will be evaluated for 15 marks. The self -study co mponent 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 identifica tion,
prevention, cause, intervention and rehabilitation in terms of 21 disabilities, as prescribed by
the RPWD Act. 2016. It will encourage the learner to engage with language, image used in
addressing various types of disabilities in the media and adopt the acceptable language in
addressing disability and related issues. The Course will train the learner in finding out the
accessibility nature of various media and 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 provid e basic training in Indian Sign Language, Usage of Braille,
Captioning, Audio description format, skills in using various software for captioning
techniques and its usage in various appropriate multimedia. Universal Design in Digital
Media application in providing 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 protecting
these rights. 1. UNCRPD 2007 as ratified by India
2. RPWD Act 2016 as mentioned in the
Gazatte of India.
3. Disability Communication -Manual for
Media - compiled Pub lished 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 fo r beginners -NIVH -Dehradun,
9. Audio -description tips and techniques -
Clark, Canada.
10. List of Assistive devices and
technologies -Barrier Break
Technologies, Mumbai
11. Accessibility of Websites of
Organisations working for perons with disabilities - Laplambert Publ ication
12. Mainstreaming disability in
development:
India country report -produced by the
Disability Policy Officer for the Policy Project of the Disability Knowledge
and Research (KaR) programme,
funded by the UK Department for Week 2 Language and Imagery in addressing
disability iss ues in reporting,
interviewing of PWDs, creating
advertisements, comic strips, cinema
and digital space for awareness on
identification, prevention, intervention
and rehabilitation.
Week 3 The Causes, identification, prevention,
intervention of 21 dis abilities as
mentioned in RPWD act 2016. The
certification and rehabilitation
process, issues related to such
persons with disabilities and challenges faced by their
families/wards.
Week 4 The concept of Disability
Communication, and the Psychology of
persons with disabilities and their
needs in the digital space and cyber
psychology.
Week 5 Education of persons with disabilities
and the role of media. Preparation of
accessible learning materials in
accessible format as per the cognitive
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needs. International Development (DFI D).
13. Mohapatra S, Mohanty M (2004).
Abuse and Activity Limitation: A study on domestic violence against disabled
women in Orissa, India. Swabhiman,
Orissa.
14. NCPEDP (2004a). Disabled People in
India – The other side of the story.
NCPEDP, Delhi.
15. NCPEDP (2004b) . Status of
Mainstream Education of Disabled
Students in India. NCPEDP, Delhi, India
16. Asian Development Bank (2003).
Identifying Disability Issues Related 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 Technolo gy Access
(foreword: Stephen Hawking).
Computer and Web Resources for
People with Disabilities: A Guide to Exploring Today's Assistive
Technology . 3rd ed. Hunter House,
2000.
25. Cederholm, Dan. Web Standards
Solutions . Friends of ED, 2004.
26. Clark, Joe. Building Accessible
Websites (with CD -ROM). New Riders
Publishing, 2002.
27. Duckett, Jon. Accessible XHTML and
CSS Web Sites Problem Design
Solution . Wrox, 2005. Week 6 Basics of Indian Sign Language and its
application in media for accessible
communication.
Week 7 Captioning and Subtitling, various
software, its use and application in
digital media
Week 8 Audio description and its application in
digital media for enabling
communication
Week 9 Creation of Accessible websites and
mobile applications for persons with
disabilities. Social Media and its role in
Disability communication.
Week 10 The concept of Universal design and
accessible environment for persons
with disabilities. Audit of accessible
environment and testing of accessible
websites/digital applications.
Week 11 Assistive devices, technology 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, entertainment
& leisure at various domain areas in
society. Creation of Accessible
entertainment, sports, and leisure.
Week 15 Basics of Braille and its application and
usage in providing accessible
communication.
Total
Hours 60 hours
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28. Horton, Sarah. Access by Design: A
Guide to Universal Usability for Web
Designers . New Riders Publishing,
2005.
29. Paciello, Michael G. and Mike Paciello. Web Accessibility for People with
Disabilities . CMP Books, 2000.
30. Slatin, John M. and Sharron Rush.
Maximum Accessibility: Making Your
Web Site More Usable for Everyone .
Addison Wesley Professional, 2002.
31. That cher, 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 t wo 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, c onducting 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 co urse shall provide the learner with theoretical understanding as well as practical
applications of intercultural communication. The course is especially meant for those
aspiring to work in intercultural environments like multinational corporate or government
institutions or leadership programmes.
Week 1 Approaches to intercultural
communication – understanding and
applying intercultural communication
in the global community Intercultural Communication: A
Reader
By Larry A. Samovar, Richard
E. Porter, Edwin R.
McDaniel, Carolyn Sexton
Roy, Cengage Learning, 2015
Handbook of Intercultural
Communication
edited by Helga Kotthoff,
Helen Spencer -Oatey, 2007 Week 2 Cultural identity: issues of belonging
Week 3 International cultures: Understanding
diversit y
Week 4 Co-cultures: Living in a Multicultural
world
Week 5 Intercultural messages: Verbal and
nonverbal interaction
Week 6 Cultural contexts: the influence of the
setting
Week 7 Communicating interculturally:
becoming competent
Week 8 Ethical c onsiderations 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
interpre tation
Week 14 Communicating identity in
intercultural communication
Week 15 Cross cultural communication in
intimate relationships
Total
Hours 60 hours
Class methodology
This is a six credit course. It will involve teaching -learning for four ho urs 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 classro om 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 w ill include conducting seminars, writing a research
project, a review of literature, conducting surveys or interviews. These will be evaluated for
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15 marks. The self -study component assigned in this manner will be related to or an
extension of but not in l ieu of the prescribed syllabus.
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SEMESTER –IV
A. Interdisciplinary/Cross
Disciplinary Courses (I/C
courses) Teaching and
Extension Credits
Social science research design 6260 6
Perspectives on Communication 6260 6
B. Dissertation 62100 6210
Total 62220 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
method s and tools, Content Analysis, Ethnography and observation studies, how to prepare
a questionnaire, interview techniques, writing the dissertation, annotation, citing,
referencing, survey techniques, research writing styles, data analysis, learning to use SPSS
and Excel software for data analysis, introduction to statistics 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
Introdu ction, Roger D. Wimmer,
Joseph R. Dominick, Wadsworth,
2010
Media Research Techniques, Arthur
Asa Berger, Sage, 1998
Media Research Methods:
Measuring Audiences, Reactions and
Impact, Barrie Gunter, Sage, 2000 Week 2 Some media hypotheses and
theories
Week 3 Hypothesizing and theorizing
Week 4 Writing a Literature Review
Week 5 Writing a research proposal
Week 6 Research methods and tools
Week 7 Research methods and tools
Week 8 Content Analysis
Week 9 Ethnography and observation
studies
Week 10 How to prepare a questionnaire
Week 11 Interview techniques
Week 12 Annotation, citing, referencing
Week 13 Survey techniques, using SPSS and
Excel software for data analysis
Week 14 Research writing styles
Week 15 Writing the dissertatio n
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 – writing a review of
literature a nd preparing a research proposal. The assignment will be for 25 marks.
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The self -study component of 20 hours will include conducting seminars. These will be
evaluated for 15 marks. The self -study component assigned in this manner will be related to
or an ex tension of but not in lieu of the prescribed syllabus.
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Course II
Perspectives on Communication ( Interdisciplinary )
The course covers the various interdisciplinary approaches and perspectives on communication theory. This includes relationality, ritual, transcendence, constructive
approaches, embodiment, contextualization, social identity, politicizing and the like.
The course shall comprise of the following units :
Week 1 Communication as Relationality Communication as ...: Perspectives
on Theory
edited by Gregory J. Shepherd,
Jeffrey St. John, Sage, 2006 Week 2 Communication as Ritual
Week 3 Communication as transcendence
and a practice
Week 4 Communication as construction
Week 5 Communication as a collective
memory and vision
Week 6 Communi cation as embodiment
Week 7 Communication and race, social
identity
Week 8 Communication as craft
Week 9 Communication as dialogue
Week 10 Communication as
autoethnography, as storytelling
Week 11 Communication as complex
organizing, as structuri ng
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
Tota l
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 wi ll 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 b e for 25 marks.
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The self -study component of 20 hours will include conducting seminars. These will be
evaluated for 15 marks. The self -study component assigned in this manner will be related to
or an extension of but not in lieu of the prescribed syllabus.
84