Throughout the lectures, students learn how to apply related theories and concepts from linguistics, psychology and sociology to analyze and interpret all kinds of media texts, including TV series, print ads, news, and video games and so on. In this way, they get familiar with certain methods of textual analysis, such as semiotic analysis, content analysis, psychoanalytical criticism, critical discourse analysis, and rhetorical analysis.
|Learning Outcomes||Program Learning Outcomes||Teaching Methods||Assessment Methods|
|1. The student understands how meaning is created in media work.||3, 9, 10||1, 2, 6, 15||A, B, C|
|2. The student understands the interrelationships between media work, audiences, and cultural contexts.||9, 10||1, 2, 6, 15||A, B, C|
|3. The student develops and uses strategies to investigate, evaluate and comment on media productions.||5, 9||1, 2, 6, 15||A, B, C|
|2||Semiology: Signs, Culture and Meaning in Ferdinand de Saussure and Charles Peirce||Berger (2005), chapter 1|
|3||Semiology: Vladimir Propp and The Morphology of Fairy Tales||Berger (2005), chapter 1|
|4||Semiology: Roland Barthes and Mythology||Barthes (1991), pp. 107-119|
|5||Rhetorical Analysis: Ethos, Pathos & Logos||Berger (1998), chapter 4|
|6||Psychoanalysis and Media: Freud’s Theory of Personality||Berger (2005), chapter 3|
|7||Psychoanalysis and Media: Collective Unconsciousness and Archetypes||Berger (2005), chapter 3|
|8||Feminist Psychoanalysis: Narrative Cinema||Mulvey (1975)|
|10||Quantitative Content Analysis||Wimmer & Dominick (2000), chapter 6|
|11||Content Analysis: News Frames||Linström & Marais (2012)|
|12||Critical Discourse Analysis: Discourse, Language and Power||van Dijk (1993)|
|13||Critical Discourse Analysis: News as Discourse||van Dijk (1991)|
|15||Review and Wrap-up for the Final|
|Textbook||Berger, A.A. (2005). Media Analysis Techniques. California: Sage.|
Barthes, R. (1991). Mythologies. New York: The Noonday Press.
Berger, A.A. (1998). Media Research Techniques. California: Sage
van Dijk, T. (1991). The Interdisciplinary Study of News as Discourse, in Klaus Bruhn Jensen ve Nicholas W. Jankowski (Ed.), A Handbook of Qualitative Methodologies for Mass Communication Research (s. 108-120). London and New York: Routledge.
van Dijk, T. (1993). Principles of Critical Discourse Analysis. Discourse & Society, 4(2): 249-283.
Linström, M. & Marais, W. (2012). Qualitative News Frame Analysis: A Methodology. Communitas 17: 21-38.
Mulvey, L. (1975). Visual Pleasure and Narrative Cinema. Screen 16(3): 6-18.
Wimmer, R. D. & Dominick, J. R. (2000). Mass Media Research. Boston, USA: Cengage Learning.
|Contribution of Final Examination to Overall Grade||1||50|
|Contribution of In-Term Studies to Overall Grade||2||50|
|COURSE CATEGORY||Field Courses|
|COURSE’S CONTRIBUTION TO PROGRAM OUTCOMES|
|No||Program Learning Outcomes||Contribution|
|1||Students demonstrate knowledge on market segmentation, are able to follow the trends in consumer behavior, and create effective advertising messages suitable for target audiences|
|2||Students design advertisements suitable for both traditional and digital media.|
|3||Students gain awareness and knowledge on interdisciplinary subjects that are beneficial both for their professional and intellectual lives.||X|
|4||Students demonstrate knowledge of the campaign processes in written, audio-visual, electronic, and outdoor advertising media. They plan and manage campaigns in accordance with national and international standards.|
|5||Students demonstrate knowledge of the research methods related to the field of advertising and are able to use the obtained data to evaluate results in campaign processes.||X|
|6||Students create and lead media strategies in the field of advertising.|
|7||Students abide by universal values, law and ethical principles.|
|8||Students follow the developments in the fields with the awareness of lifelong learning and entrepreneurial approach. They are self-confident in communicating with institutions and persons and suggest solutions to problems independently or as team members.|
|9||Students adopt the critical approach in evaluating knowledge and skills related to the field.||X|
|10||Students demonstrate knowledge and understanding of the concepts and models related to the field.||X|
|ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION|
|Hours for off-the-classroom study (Pre-study, practice)||11||4||44|
|Total Work Load||119|
|Total Work Load / 25 (h)||4.76|
|ECTS Credit of the Course||5|