| Module Identifier | TF33320 | ||
| Module Title | MEDIA SEMIOTICS | ||
| Academic Year | 2001/2002 | ||
| Co-ordinator | Dr Daniel Chandler | ||
| Semester | Semester 1 | ||
| Pre-Requisite | ED10510 and/or ED30520 (recommended but not compulsory) | ||
| Course delivery | Workshop | 10 Hours 10 x 2 hours (plus Reading Week) | |
| Assessment | Assignment | Assignment of 5,000 words | 100% |
| Resit assessment | Where the module is failed, an assignment which has fallen below a mark which is equivalent to the pass mark for the module must be re-submitted. | ||
To outline fundamental principles of semiotic textual analysis
To examine semiotic approaches to the analysis of mass media texts
Objectives/Learning Outcomes:
Typically, upon completion of this module, a student will be able to:
To apply semiotic approaches to the analysis of mass media texts;
To assess the usefulness and limitations of such approaches.
Content:
This module is concerned with the theme of learning and teaching about the various mass media: TV, video, film, radio, newspapers, magazines, comics, posters etc. What is Media Education? Why should we teach students about the mass media? Which of the media should we be studying? How is Media Studies taught in schools and colleges? At what age does media education begin? What do children learn about the media in the classroom and outside it? What fundamental concepts should be taught to students of the mass media? What unifying themes are there? What constitutes ''good practice'' in classroom teaching about the media, and who says so? How do theories of practice in media education differ? Should teachers be aiming to ''defend'' students against media manipulation? Is ''Film Study'' elitist? Are all media educators ''trendy lefties'', and if not, why not? What contribution might the study of popular media make to educating the educators about the nature and value of youth subcultures?
Students are offered a practical introduction to the application of semiotics to media education and are also assisted in interpreting theorists of media education who have widely adopted semiotic and marxist theoretical assumptions about the mass media.
The tutorials provide opportunities for students to investigate and discuss themes from the lectures.