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.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. The student understands how meaning is created in media work. | 1,4,5,9 | 1,2,6,15 | A,B,C |
| 2. The student understands the interrelationships between media work, audiences, and cultural contexts. | 1,4,5,9 | 1,2,6,15 | A,B,C |
| 3. The student develops and uses strategies to investigate, evaluate and comment on media productions. | 1,4,5,9 | 1,2,6,15 | A,B,C |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Introduction | |
| 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) |
| 9 | Students’ Presentations | |
| 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) |
| 14 | Students’ Presentations | |
| 15 | Review and Wrap-up for the Final | |
| 16 | Final | |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook | Berger, A.A. (2005). Media Analysis Techniques. California: Sage. |
| Additional Resources |
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. |
Material Sharing
| MATERIAL SHARING | |
| Documents | www.coadsysexam.yeditepe.edu.tr |
| Assignments | www.coadsysexam.yeditepe.edu.tr |
| Exams | www.coadsysexam.yeditepe.edu.tr |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Presentation | 1 | 60 |
| Assignment | 1 | 40 |
| Total | 2 | 100 |
| Contribution of Final Examination to Overall Grade | 1 | 50 |
| Contribution of In-Term Studies to Overall Grade | 2 | 50 |
| Total | 3 | 100 |
Course’s Contribution to Program
| COURSE’S CONTRIBUTION TO PROGRAM | ||||||
| No | Program Learning Outcomes | Contribution | ||||
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Uses technical and academic knowledge accumulated in visual communication design field for authentic projects. | X | ||||
| 2 | Designs 2 and 3 dimensional creative products considering the aesthetic rules. | X | ||||
| 3 | Employs efficiently the technical innovations required by the professional field. | X | ||||
| 4 | Analyses problems related to the field starting from the concept and develops appropriate projects for the targeted audience. | X | ||||
| 5 | Behaves according to the national and international professional ethical principles. | X | ||||
| 6 | Builds awareness to universal and social problems by developed projects and offers solutions to them. | X | ||||
| 7 | Gains sectoral experience by compulsory internship, relates academic knowledge with field experience. | X | ||||
| 8 | Grasps the importance of interdisciplinary working by lifelong learning mind-set and collaborates with different teams. | X | ||||
| 9 | Develops concepts and puts forth innovative and authentic works to enrich the cultural and artistic accumulation related to the field. | X | ||||
| 10 | Transforms the creative ideas into moving and interactive visual expressions, executes multi-dimensional designs. | X | ||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration | 14 | 3 | 42 |
| Hours for off-the-classroom study (Pre-study, practice) | 11 | 4 | 44 |
| Presentation | 1 | 15 | 15 |
| Assignment | 1 | 15 | 15 |
| Final examination | 1 | 3 | 3 |
| Total Workload | 119 | ||
| Total Workload / 25 (s) | 4,76 | ||
| ECTS Credit of the Course | 5 | ||