• CLO#2—Become familiar with cultural milestones in history and how/why our media functioned

during those milestones. Critically survey the role played by the electronic media throughout history in shaping perceptions of self and society. Identify the role and effect media have had on diversity (race, gender, and class). Examine cultural groups (government, family, church, gender, media), the information they distribute, the entertainment they may provide, and/or the influence they bring from a number of perspectives including historical, economic, structural, and pluralistic (religion, gender, ethnicity). Understand the role of the audience in these processes. Identify how these structures advantage and disadvantage various cultural groups.

• CLO#3—Acquire a fundamental knowledge of some of the ways to participate in various “dialogues”

of race, gender and class, and how these dialogues are shaped by power in terms of structural political and economic inequities. Of course, students will address how media empower and dis-empower various cultural groups and causes. Describe how media are—or can be—used by cultural groups (religious, gender, ethnic, racial, class, sexual orientation, disability, age, etc.) to create greater equality and social justice in the U.S. Develop an awareness of, and sensitivity towards the various ways race, gender and  class impact both media content and audience interpretations of media content.

• CLO#4—Recognize and appreciate constructive (prosocial) electronic media messages and content that promote understanding between people and groups from varying cultural, racial, and ethnic groups.

Demonstrate improved media literacy skills in order to empower themselves to operate effectively and efficiently in their culture, allowing them to occupy more powerful positions in the creation and maintenance of the culture’s definitions of them and their lives, leading to an amelioration of media- and technology-supported inequalities.

RTVF STUDENT LEARNING OBJECTIVES

Performance Outcomes B.A. In Radio-Television-Film

Upon successful completion of this course, students will be able to address objectives 1, 3 and 5:

• (SLO#1) Student Learning Objective #1: Become media literate: Know the history, processes and current structure of the electronic media, its ethical parameters, and the social and political effects of electronic and mass communication (radio, television, film) on an audience.

• (SLO#2) Student Learning Objective #2: Tell meaningful stories through production of good narratives in radio, television, and film. Appreciate the art and aesthetics of media.

• (SLO#3) Student Learning Objective #3: Communicate information and entertainment to diverse

cultures using radio,television and film. Be sensitive to the ways and processes of, and the attitudes held by races, religions, political and social groups that are not their own.

• (SLO#4) Student Learning Objective #4: Understand how to plan, produce, write and direct radio,

television and film/cinema projects. Achieve professional-level skills of production. Select and operate video/television, film, and audio/radio technologies.

• (SLO#5) Student Learning Objective #5: Determine what type of information is needed for a research question, problem, or issue, and be able to retrieve, evaluate and effectively use such information to

produce scholarship and production in radio, television, and film.

Required Texts/Readings

Books

Yuen, Nancy W. 1976. Reel Inequality: Hollywood Actors & Racism. New Brunswick: Rutgers University Press. ISBN: 9780813586298.

Brandt, Jenn, and Callie Clare. 1992. An Introduction to Popular Culture in the US: People, Politics, and Power. Bloomsbury Academic. ISBN- 10: 1501320572.

Other technology requirements / equipment / material

Netflix subscription for the following films/tv episodes: One Day at a Time, Ugly Delicious, To All the Boys, Operation Varsity Blues: The College Admissions Scandal.

Course Requirements and Assignments

2 Critical Essays @ 200 points each for a total of 400 points or 40% of the grade.

6 Worksheets @ 40-45 points each for a total of 280 points or 28% of the grade.

6 Warm-Ups @20 points each for a total of 120 points or 12% of the grade.

1 Final Project @ 200 points or 20% of the grade.

Critical Essays are critical thinking activities aimed at engaging students in module specific topics. Students will not only complete an activity, but will use their findings from the activity in order to construct an analysis.

Worksheets contain questions aimed at reading comprehension, critical thinking, and analysis. The kind of question can range from multiple choice, short answer, matching, to essay. Every worksheet contains links to the readings, digital shorts, and assigned films. Please open up your worksheet at the start of every module.

Warm-Up Discussion Posts are activities that consists of a brief discussion post that allows you to start thinking about a module’s topic and themes, while also engaging with peers in our course.

Final Project

The final project for this course is to make either Asian dumplings or Italian stuffed pasta for scratch for at least two other people, which should involve at least 9 pieces. Please see Canvas for instructions on the assignment.

Grading Information

Late work is accepted. Everyone receives a 2 day grace period on every assignment. If you need more than 2    days, please contact the professor for an extension. You will receive an extension, especially if you are asking  on or before the due date. I do not accept anything over 14 days late and I do not accept late work after the last day of classes, which is May 13th.

For upper division GE courses (R, S, V):

Passage of the Writing Skills Test (WST) or the WST Directed Self Placement or ENGL/LLD 100A with a C or better (C- not accepted), and completion of Core General Education are prerequisite to all SJSU Studies courses. Completion of, or co-registration in, 100W is strongly recommended. A minimum aggregate GPA of 2.0 in GE Areas R, S, & V shall be required of all students.

Classroom Protocol

Please do not change what is asked for on an assignment. If you need a modification, please consult the professor before making the modification. Otherwise, failure to follow instruction will result in a less than a passing grade for the altered assignment.

University Policies

Worksheets are open note/open book because I want you to dowell in the course. However, I am not interested in grading plagiarized work. Or work that is clearly done on chatGPT. I do run all of my questions through chatGPT. If your response matches, I will ask for you to rewrite it.

General Expectations, Rights and Responsibilities of the Student

As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. To learn about these rights and responsibilities,  please read theStudent Rights & Responsibilities Policy S16-15 [pdf]: Students’ Rights and Responsibilities and SJSU’s current semester’s Policies and Procedures. These Policies and Procedures include links to relevant information should questions or concerns about a class arise. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor.  If such conversation is not possible, or if it does not address the issue, it is recommended that the student contact the Department Chair as the next step. At any point, a student may contact the University Ombudsperson.

Academic Integrity

Your commitment as a student to learning is evidenced by your enrollment at San Jose State

University.  The Academic Integrity Policy F15-7 [pdf]requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical

Development. Visit the Student Conduct and Ethical Developmentwebsite for more information.

Accommodations for Students’ Religious Holidays

The Religious Holidays Accommodation Policy S14-7 [pdf]states that San José State University shall provide accommodation on any graded classwork or activities for students observing religious holidays that require absence from class. It is the responsibility of the student to inform the instructor, in writing, about such holidays before the add deadline at the start of each semester. If such holidays occur before the add deadline, the student must notify the instructor, in writing, at least three days before the absence. It is the responsibility of the instructor to make every reasonable effort to honor the request without penalty, and of the student to makeup the work missed.

Adding and Dropping Classes

Students are responsible for understanding the policies and procedures about add/drop.  Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage. Students should be aware of the current deadlines and penalties for dropping classes (Late Drop Information). For more information on how to add/drop classes visit the Office of the Registrar'swebsite.

Accommodations for Students with Disabilities

Presidential Directive 97-03 [pdf]requires that students with disabilities requesting accommodations register with the Accessible Education Center(AEC) to establish a record of their disability. AEC will contact the instructor with further details, if needed.

If special arrangements are needed in cases of emergency or if the building must be evacuated, please make arrangements with the instructor.

Timely Feedback on Class Assignments

Presidential Directive 97-03 [pdf]requires that students with disabilities requesting accommodations register with the Accessible Education Center(AEC) to establish a record of their disability. AEC will contact the instructor with further details, if needed.

Workload and Credit Hour Requirements

Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of 45 hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture)   for instruction or preparation/studying or course-related activities including but not limited to internships, labs,   and clinical practice. Other course structures will have equivalent workload expectations as described in the syllabus.