MCD6020 Media & culture 1 Unit

MCD6020 Media & culture 1 Unit Outline Diploma of Arts

For faster services, inquiry about  new assignments submission or  follow ups on your assignments please text us/call us on  +1(629)-237-5579 ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J Contents Description ………………………………………………………………………………………………… 2 Aim ……………………………………………………………………………………………………………. 2 Objectives ………………………………………………………………………………………………….. 2 English Language Outcomes ………………………………………………………………………. 2 Learning and Teaching ……………………………………………………………………………….. 3 Unit Schedule …………………………………………………………………………………………….. 3 Assessment & Feedback …………………………………………………………………………….. 6 Assessment Schedule ………………………………………………………………………………… 7 Learning Resources ……………………………………………………………………………………. 8 Diplomas Student Policies and Procedures ……………………………………………….. 10 Assessment Details ………………………………………………………………………………….. 12 Contact Details Unit Leader: Dr Patricia Di Risio Phone: Email: Team Leader: Sarah Huaraka Phone: +61 3 990 24358 Email: Sarah Reproduced and Published by: Monash College Pty. Ltd. Clayton, Victoria, Australia, 3800 © Copyright 2020 NOT FOR RESALE. All materials produced for this course of study are protected by copyright. Monash students are permitted to use these materials for personal study and research only, as permitted under the Copyright Act. Use of these materials for any other purposes, including copying or resale may infringe copyright unless written permission has been obtained from the copyright owners. Enquiries should be made to the publisher. arts-6020-uo-011020-v3.6-pd 2 Unit Outline Diploma of Arts ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J Description Media today operates in culturally diverse societies. In this unit you will be introduced to core concepts and theoretical traditions within media studies, including political economy, textual analysis, empirical studies and cultural studies. These are aligned with historical and contemporary examples of social, economic and political debates about media industries and audiences. This is a core unit in the Monash College Diploma of Arts, Part 2. Aim This unit aims to assist you in examining ways in which power and influence are exercised through media in cultural and social life. Objectives When you have completed this unit, you are expected to:  demonstrate an appreciation of the historical development of media industries;  recognise and be able to apply available frameworks for critically understanding the relationships between media, culture and society;  demonstrate an understanding of the social, economic, political and cultural factors that shape the production, distribution and consumption of media;  demonstrate an appreciation of the ways that the mass media contributes to understandings of the world. English Language Outcomes Speaking 1. Perform effectively in English during a prepared presentation 2. Participate effectively in groups during discussions of unit related content in English Listening 3. Listen to and mostly comprehend spoken texts including academic, multi-media and classroom genres 4. Use note-taking strategies to record information from spoken and multi-media texts and show understanding Reading 5. Use a range of reading strategies to comprehend written and visual texts including textbook, media texts and academic genres 6. Identify key information and produce accurate notes and summaries from written and visual texts to demonstrate understanding Writing 7. Write substantial, coherent and accurate texts following guidelines provided 3 Unit Outline Diploma of Arts ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J 8. Produce short coherent written texts that appropriately respond to timed assessment tasks 9. Support views with reference to literature, and by following academic conventions University Skills & Australian Socio-cultural Awareness 10. Show effective independent research, critical thinking and learning skills 11. Show socio-cultural awareness of Australian university and global contexts Learning and Teaching This unit involves 1 x 2-hour, weekly lecture and 2 X 1.5-hour tutorials. You will complete learning activities prior to the lecture: the pre-session learning activities develop comprehension of knowledge. You may undertake assessment tasks before the lecture that will embed comprehension and provide learning analytics for the expert. Your immediate application of knowledge in the lecture will enhance content recall, critical thinking and the future application of content outside of the classroom setting; the learning analytics collected will guide subsequent lectures. In the tutorial classes, you will apply your knowledge and develop your critical thinking and communication skills through group discussions and interactive presentations. Feedback from both peers and the tutor aids in the development of key skills. You will be required to complete pre-class activities, including the completion of online readings and assessment tasks. You are expected to spend at least 2 hours a week in pre-class learning. Activities not completed within a seminar will need to be completed after class. You will be required to complete pre- and post-class activities, including the completion of online readings. You are expected to spend up to 5 hours a week in pre- and post-class learning – 4 hours before class (pre), then 1 hour after class (post). Unit Schedule Week Topic and Learning objectives Learning Activities / Readings 1 Introduction to Media & Culture Required reading Hodkinson, P. 2017, ‘Introduction’, Media, culture and society: an introduction, Sage, Los Angeles, pp. 2-12. 2 Culture & National Identity Required reading Hodkinson, P. 2017, ‘Nation as imagined community’, Media, culture and society: an introduction, Sage, Los Angeles, pp. 185-186. Further reading Price, E 2010, ‘Reinforcing the myth: Constructing Australian identity in “reality TV” ’, Continuum: Journal of Media and Cultural Studies, vol. 24, no. 3, June, pp. 451-459. 3 Media, ethnicity & diaspora Required reading Hodkinson, P. 2017, ‘Media, race and ethnicity’, Media, culture and society: an introduction, pp. 221-240. Further reading 4 Unit Outline Diploma of Arts ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J Week Topic and Learning objectives Learning Activities / Readings Shi, Y 2005, ‘Identity construction of the Chinese diaspora, ethnic media use, community formation, and the possibility of social activism’, Continuum: Journal of Media and Cultural Studies, vol. 19, no. 1, pp. 55-72. Sharma, R 2011, ‘Desi films: articulating images of South Asian identity in a global communication environment’, Global Media Journal – Canadian Edition, vol. 4, no. 1, pp. 127-143. Waller, L and McCullum, K 2018, ‘How television moved a nation: media, change, and Indigenous rights’, Media, Culture & Society, vol. 40, no. 7, pp. 992-1007. 4 Media, gender & sexuality Required reading Hodkinson, P. 2017, ‘Media, gender and sexuality’, Media, culture and society:an introduction, pp. 243-263. Further reading Kavka, M 2014, ‘Reality TV and the gendered politics of flaunting’, in BR Weber (ed.), Realitygendervision, Duke University Press, Durham, NC, pp. 54-76. McRobbie, J. 2000, ‘Jackie magazine: romantic individualism and the teenage girl’, in Feminism and youth culture, Macmillan Press, Houndmills, pp.67-118. McRobbie, J 2004, ‘Post feminism and popular culture’, Feminist Media Studies, vol. 4, no. 3,pp. 255-264. Goffman, E 1976, ‘Gender Commercials’, in Gender Advertisements, Harper & Row, New York, pp. 24-83. 5 Subcultures & media communities Required reading Hodkinson, P 2017, ‘Media, community and difference: From mass stigmatization to grassroots identity groups’, Media, culture and society: an introduction, pp. 203-217. Further reading Muggleton, D. 2000, ‘Resistance, incorporation and authenticity’, Inside subculture: the postmodern meaning of style, Berg, Oxford, pp. 131-155. Olaveson, T. 2004, ‘ “Connectedness” and the rave experience: rave as a new religious movement?’, in G. St John (ed.), Rave Culture and Religion, Routledge, London, pp. 85-106. D’Andrea, A 2004, ‘Global nomads in Ibiza and Goa’, in G St John (ed.) Rave culture and religion, Routledge, London, pp. 85-106. 6 Semiotics, media & culture Required reading Danesi, M. 1999, ‘Cigarettes and High Heels’, in Of cigarettes, high heels and other interesting things, St Martin’s Press, New York, pp.1-23. Further reading Hodkinson, P 2017, ‘Media content’, Media, culture and society: an introduction, pp. 57-74. Crogan, P 2003, ‘The experience of Information in Computer Games’, Melbourne DAC: Pötzsch, H 2017, ‘Selective realism: filtering experiences of war and violence in first – and third – person shooters’, Games and Culture, vol. 12, no. 2, pp. 156-178. 5 Unit Outline Diploma of Arts ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J Week Topic and Learning objectives Learning Activities / Readings 7 Advertising Required reading Barthes, R. 1977, ‘Rhetoric of the Image’, in Image Music Text, Fontana, Hammersmith, pp. 32-51. Further reading Hodkinson, P 2017, ‘Advertising: emergence, expansion and transformation’, Media, culture and society: an introduction, pp. 161-177. Spurgeon, C 2008, ‘Integrating interactivity: globalisation and the gendering of creative advertising’, Advertising and New Media, Routledge, Abingdon, pp. 46-63. 8 Living with Television Required reading Gerbner, G., L. Gross, M. Morgan, N. Signorelli, J. Shanahan 2002, ‘Growing up with television: CuItivation Processes’ in J. Bryant and D. Zillman (eds.), Media Effects: Advances in Theory and Research, 2nd ed., Lawrence Erlbaum Associates, Mahwah, pp. 43-67 Hodkinson, P 2017, ‘Media users’, Media, culture and society: an introduction, pp. 78-84. Further reading Slater, M D and Rouner, D 2002, ‘Entertainment-education and elaboration likelihood: understanding the processing of narrative persuasion, Communication Theory, vol. 12, no. 2, pp. 173-191. 9 Encoding/dec oding Required reading Castleberry, G. 2016, ‘Understanding Stuart Hall’s “encoding/ decoding” model through TV’s Breaking Bad’, in K. Roberts & J. Kickly (eds.), Communication theory and millennial popular culture: essays and applications, Peter Lang, New York, pp. 84-95. Hodkinson, P. 2017, ‘Media users’, Media, culture and society: an introduction, pp. 85-88. Further reading Katz, E and Leibes, T 1990, ‘Interacting with “Dallas”: cross cultural readings of American TV’, Canadian Journal of Communication, vol. 15, no. 1, pp. 45-66. Shaw A, 2017, ‘Encoding and decoding affordances: Stuart Hall and interactive media technologies’, Media, Culture & Society, vol. 39, no. 4, pp. 592-602. 10 Participatory Culture Required reading Jenkins, H. 2006, ‘Quentin Tarantino’s Star Wars?: Digital Cinema, Media Convergence, and Participatory Culture’, in M. G. Durham and D. M. Keller (eds.), Media and cultural studies: key works, Blackwell, Malden, pp. 549-576. Further reading Spurgeon, C and Goggin, G 2007, ‘Mobiles into media: premium rate SMS and the adaption of television to interactive communication cultures’, Continuum: Journal of Media and Cultural Studies, vol. 21, no. 2, pp. 317-329. Katz, E., J. G. Blumler, M. Gurevitch 1973, ‘Uses and gratifications research’, The Public Opinion Quarterly, vol. 37, no. 4, pp. 509-523. 6 Unit Outline Diploma of Arts ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J Week Topic and Learning objectives Learning Activities / Readings Condis, M 2015, ‘No homosexuals in Star Wars? BioWare, ‘gamer’ identity, and the politics of privilege in a convergence culture’, Convergence: The Journal of Research into New Media Technologies, vol. 21, no.2, pp. 198-212. 11 Media Saturation & social media Required reading Rivière, C 2005 ‘Mobile camera phones: a new form of “being together” in daily communication’, in R Ling and PE Pedersen (eds.), Mobile communication – renegotiation of the social sphere, Springer-Verlag, London, pp. 167-185. Further reading Hodkinson, P 2017, ‘Saturation, fluidity and loss of meaning’, Media, culture and society: an introduction, pp. 265-280. Robards, B and Bennett, A 2011, ‘My tribe: post-subcultural manifestations of belonging on social network sites’, Sociology, vol. 45, no. 2. pp. 303-317 Bull, M 2005, ‘”No dead air” The ipod and the culture of mobile listening’, Leisure Studies, vol. 24, no. 4, pp. 343-355. Du Preeze, A and Lombard, E 2014, ‘The role of memes in the construction of Facebook personae’, Communication, vol. 40, no. 3, pp. 253-270. Murray, D C 2015 ‘Notes to self: the visual culture of selfies in the age of social media’, Consumption Markets & Culture, vol. 18, no. 6, pp. 490-516. 12 Conclusion & research project workshop Recommended reading Hodkinson, P 2017, ‘Media users’, Media, culture and society: an introduction, pp. 77-94. Nair, P 2010, ‘Research methods in communication studies – an overview’, Media Mimansa, July- September, pp. 8-16. Assessment & Feedback We are committed to providing you with assessment tasks which cater for the needs of all learning styles, which are administered in a clear and fair manner and which are assessed transparently. All students are entitled to understand how to excel in any assessment task, to be provided with the support required to ensure your success and to be provided with fair and timely feedback which supports your future learning. Assessment is at the heart of your learning experience, and is a key focus for students. Assessment acts as the main link between the learning outcomes, the curriculum content and the teaching and learning activities. It provides the mechanism for staff and students to monitor and improve learning. Assessment is an integral component in all curriculum development activities. Linked to the learning outcomes, it ensures that you will be able to demonstrate the Monash University Graduate Attributes. Feedback will be provided in line with the Assessment Feedback Procedure. Every trimester, you have the opportunity to provide feedback on your Diploma units through the Student Evaluation of Teaching and Units (SETU) process. You will be emailed information about this survey during the trimester. Your feedback is highly valued, and is used to refine existing curriculum design and assessment tasks. 7 Unit Outline Diploma of Arts ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J You can find more information in the Assessment Feedback Diplomas Procedure found on the website (go to ‘Diplomas-Policies and forms’). Online Submission of Assignments: All written assessments / assignments must be submitted on Turnitin. Please follow the submission instructions. You will be required to read and accept a Student Statement before submitting Student statement I agree that:  Plagiarism, collusion or cheating or any other breach of the Student Academic Integrity Policy and Procedure has not occurred  I understand the consequences of breaching academic integrity as outlined in the procedure  The assessment task is my own original work  I have taken care to safeguard my work and made reasonable efforts to ensure it could not be copied  The teacher, for the purposes of assessment, can reproduce the assessment and o provide it to another teacher and/or any external marker, and/or o submit it to a text matching/originality checking software (the database may retain a copy of the assessment for future checking of plagiarism). Your assignment must be submitted by 12am (midnight) on the due date. Assessment Schedule Assessment Task Details Weight Week Due A1: Multimedia report Using the medium of your choice, explain a theory from weeks 1-4 (equivalent to 800 words) 20% 5 A2: Homework/tutorial participation Completion of tutorial worksheets; participation in discussions 10% 1-12 A3: Quizzes Conducted online in lecture time; tests note-taking skills and comprehension of readings 10% Each week in lecture time 2-11 A4: Presentation 5-minute talk in tutorial time on a media text that interests you 10% 2-12, by roster A5: Essay 1000 words 25% 9 A6: Research proposal 1200 words 25% 12 8 Unit Outline Diploma of Arts ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J Requirements to Pass this Unit In order to achieve a pass in this unit, you must achieve 50% or higher for your overall mark. Your overall mark combines all your internal assessment marks. If you receive a 49N grade, you will automatically be awarded a 48N result. Graduate Attributes With a focus on preparing students for transition into Monash University, Monash College Diplomas supports its students in developing: Specialised Knowledge in a Field of Study Understanding and application of key theories, concepts and knowledge associated with a field of study which assist the development of a range of professional skills. √ Communication Skills The ability to apply listening, speaking, reading and writing skills to communicate effectively in a range of academic and social contexts. √ Independent Learning Skills Confidence, resilience and organisational skills that build capacity for self-directed learning. √ Collaborative Learning Skills The ability to respect diversity in opinion and the capacity to negotiate with others to achieve common goals. √ Learning and Thinking Skills The ability to collect, analyse, evaluate and synthesise information in order to critically and creatively solve problems. √ Social and Cultural Awareness An appreciation for social responsibility and cultural diversity. √ Leadership Skills Initiative, drive and adaptability to solve problems, achieve goals and potentially lead others. √ Learning Resources Details of the prescribed and recommended resources for successful completion of this unit are listed below. 9 Unit Outline Diploma of Arts ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J Required Textbook Hodkinson, Paul. 2017, Media, Culture and Society – an introduction, 2nd Ed., Sage Publications. ISBN 9781473902367. You are required to purchase this through Perusal in Moodle. You will be prompted to do this when your first access the book in the platform. Additional Readings/Resources Cunningham, S. and S. Turnbull (eds.) 2014, The Media and Communications in Australia. Allen and Unwin, Crows Nest. This book will be particularly useful to students who do not have a background in or knowledge of Australian media. Learning Management Systems (Moodle) Moodle is an online teaching and learning environment which aims to enhance learning. It delivers important resources which may include: lecture and tutorial notes, links to websites, self-assessment quizzes, and online discussions which allow you to interact with fellow students. To access this site, go to: and log in using your authcate username and password. Once you are logged in, you will see a list of units you are enrolled in that use Moodle. If you expect to see a unit and it is not there, contact your lecturer. Your lecturer will demonstrate how to use the Moodle site and explain what is expected of you including any online assessment that must be completed there. Check Moodle regularly to be kept up-to-date with important information for your unit as it becomes available Getting Help If you have any issues with Moodle please speak to your teacher. If they are not able to solve the problem then send an email to eSolutions: Student Code of Conduct We are committed to providing you with an inclusive and safe learning environment where you feel welcomed and respected. The Student Code of Conduct provides guidelines and standards for your behaviour. A copy of the Student Code of Conduct is available on the Monash College website: Library The Monash University Library website contains details about your borrowing rights and how to search the catalogues. To learn more about the library and the various resources available, please go to: and Katie Julian and Samantha Helfrich ( and is the Subject Librarian for Monash for Monash College at the Matheson Library, Clayton Campus. Katie or Samantha can assist you with finding research for your assignments, as well as the following;  How and where to start researching for your assignment topic 10 Unit Outline Diploma of Arts ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J  Effective use of online databases and the internet  Finding and evaluating academic journal articles  Searching the Library’s collections  Citing and referencing For your current and future studies, you will need to build your knowledge and skills around academic searching, using databases, retrieving information and using correct referencing techniques. It’s a good idea to refresh and update your skills before you start the assessment tasks. You can do this by completing the tutorials available on the library website. Referencing requirements To build your skills in citing and referencing, and using different referencing styles, see the online tutorial Academic Integrity: Demystifying Citing and Referencing at Learning skills Online learning support resources are available for off-campus learners and students with a disability. To access the online resources visit: Diplomas Student Policies and Procedures All policy and procedure information is available on the Monash College website: Cheating, Plagiarism and Collusion We are committed to preventing plagiarism, cheating and collusion to protect the College’s reputation and the standards for current and future students. Severe penalties will be imposed if you engage in, or support other students to engage in activities which undermine the integrity of the assessment process. Plagiarism: To take and use another person’s ideas and/or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement, including the use of material from any source, staff, students or the Internet, published and unpublished works. Cheating: To seek to obtain an unfair advantage in an examination, written, oral or practical work, required to be submitted or completed for an assessment. This includes resubmitting work that has been assessed in another unit, copying another student’s answers or work, knowingly providing answers to another student and taking unauthorised material or notes into examinations. Collusion: Submission of an assessment task which is the result of whole or in part unauthorised collaboration with another person or persons. Collusion occurs when a student works with others to produce an assessment (e.g. group assessments) and the assessment is then presented as the student’s own assessment, or the assessment of the other person/s. 11 Unit Outline Diploma of Arts ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J Submitting an application for an extension of time to submit an assessment If you need more time to complete and submit your assessment task due to being affected by a serious illness or other exceptional causes, you will need to apply for special consideration. If you do not submit an item of assessment by the due date and do not have an approved extension of time, you will incur a penalty. The Special Consideration application form is available on the website: Late Submission Penalties Assessments submitted after the due date will incur a penalty. Unless otherwise stated in this unit outline, a 5% penalty applies for each calendar day an assessment is submitted after the due date, including weekends. Assessment items will not be accepted after more than 14 calendar days unless a Special Consideration application has been approved. This 14 day time frame does not apply to assessments due in Week 12. Assessments due in Week 12 will not be accepted later than Tuesday 11.59pm of week 14. Academic Progress and Support You will be contacted via email at the end of each trimester, following result release, if you are ‘at risk’ of making unsatisfactory academic process (i.e. failing some or all of your units). A number of interventions are available to support you to achieve satisfactory course progress. This includes attending an Academic Support Meeting to help identify difficulties (academic or other) that are affecting your progress and inform or refer you to other support services Attending your classes Attendance is monitored in all workshops and tutorials to support and assist you to achieve positive learning outcomes. You are required to attend all scheduled classes and a minimum attendance of 80% is expected. This level of attendance provides the best opportunity for you to satisfactorily complete your course requirements Students with a disability If you have a disability, medical or mental health condition that may impact your study, you can apply for support to study at Monash College. Disability Advisers can individually discuss and arrange reasonable adjustments to enable you to participate productively and independently in your studies. These adjustments may include being provided teaching materials in advance of class, recordings of lectures, course materials in an alternative format and flexible deadlines. For further information contact the Monash University Disability Support Services: 12 Unit Outline Diploma of Arts ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J Assessment Details MCD6020: Media and Culture Assessment 1: Multimedia report Status: Individual Hurdle: N/A Weighting: 20% Word limit: Equivalent to 800 words (depending on the medium used, some assignments will not have an applicable word count). Further details on work required will be discussed in class Due date: Week 5, Friday, 11.59pm Details of task: In the medium of your choice, explain one of the theories discussed in weeks 1-5. Show how the theory works. The aim of this assignment is to introduce you to theories in Communications and Media Studies. Theories seek to explain how the world works and may be thought of as kinds of models of the world. This means they can be illustrated in different ways in different mediums. In this exercise, we invite you to show us what it is you are really good at or love doing, and to be creative. Additionally, we want you to start getting into the habit of explaining things using your own words. You should choose a medium that you enjoy and that you know you can do well in. For example, this might be a written form including a diagram or illustrations, or it might be a poster, a comic strip, a slide presentation, or a video blog/interview/drama, or even an animation. DO NOT WRITE AN ESSAY. If you like writing, you could write something like a short story or a play, a blog, or a pamphlet – include graphics, and make the most of the various templates you can find on your computer or the web. To help you identify the theories you are interested in, try answering one of the following questions:  What is a ‘ritual view of communication’? See James W Carey  How is an ‘imagined community’ formed? See Benedict Anderson  How does media ‘stereotyping’ perpetuate subordination? See Stuart Hall  How are ‘new ethnicities’ created within ‘diaspora’? See Stuart Hall  What is ‘the male gaze’? See Laura Mulvey  How does advertising influence our ideas about gender roles? See Erving Goffman  What are the elements of ‘post-feminism’? See Angela McRobbie  How is ‘subculture’ related to media? See Dick Hebdige  What are the effects of a ‘moral panic’? See Stanley Cohen Use the index search in your text book to find out more about the writer and the theory. You may also use the internet to find more information. However, you must explain the theory using your own words. You must also be completely honest about where you found the information and include a reference list somewhere appropriate – but definitely on the proforma page. You can find some great examples of previous student’s work in the Moodle. 13 Unit Outline Diploma of Arts ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J MCD6020 Media and Culture Assessment 1: Multimedia Report – Marking Rubric N (0‐49)  Pass (50‐59)  Credit (60‐69)  Distinction (70‐79)  High Distinction   (80‐100)  Understanding of the theory 25% ‐ Summaries and paraphrases a specific theory – general description   Theory is  misunderstood, or no  coherent presentation  of a theory  Shows some  understanding of the  theory, though this may  be uneven. Introduces  too many elements  Solid understanding of  the theory  Demonstrates a high  level of understanding  of the theory  Shows a sophisticated  understanding of the  theory, well beyond  what is usually  expected at this level  Accuracy of Explanation 25% ‐ Shows how the theory applies to a real or fictitious case  The information does  not align with the  theory.  Information is quite  accurate (but not  always) and the  example is suitable   Information is mostly  accurate, and the  example is appropriate.  Information is almost  always accurate, and  the example is  extremely appropriate   Information is always  accurate and/or  enlightening and the  example is insightful  Communication skills 20% ‐ English expression, use of images, subtitles etc.  The ‘idea’ of the theory  cannot be understood.  Shows some ability to  communicate elements  of the theory   Shows good ability to  communicate ideas  behind the theory   Shows strong ability to  communicate ideas  behind the theory   Shows exceptional  ability to communicate  ideas behind the theory   Medium 10%  The medium used  works against the  expression of the idea  The medium used is  adequate to express the  idea  The medium used is  well suited to the  expression of the idea  The medium is used to  great effect for  expression of the idea  The medium used helps  express eloquently the  elements of the idea   Polish 10%  The presentation is  sloppy or in draft form  The presentation is  adequate, but could be  improved  Care has been taken in  the presentation  The presentation is  polished and shows a  high degree of skill  The presentation is  polished to professional  standard, with few or  no errors  Originality 10%  The content is  derivative or generic  The content is  commonly found, but  has the beginnings of an  original approach  The content builds upon  other ideas in a new  manner  The content builds on  other ideas in a clever  and fresh manner   The content is  exceptionally original,  building on other ideas  in a brilliant manner  Raw mark: Penalty: Final mark: Marked by: Comments: 14 Unit Outline Diploma of Arts ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J MCD6020: Media and Culture Assessment 2: Homework/Participation Status: Individual Hurdle: N/A Weighting: 10% Word limit: n/a Due date: Weeks 1-12 This assessment is based on your participation in unit activities and your demonstrated engagement with weekly topics. You will be asked to complete weekly work sheets, and to contribute to group and general class discussions. Each week you should demonstrate that you have attempted a substantial part of the homework sheets and be prepared to discuss your responses to the exercises with your classmates and your tutor. In order to do this, you will need to be familiar with the lecture slides and readings listed in this unit outline. This assessment is not about being ‘right’ or ‘wrong’, but about taking an active interest in class activities and showing that you have tried to do the readings each week, that you know what the topic is and that you have looked up words and terms you don’t understand. Students who regularly contribute in class, who ask questions and who show they are interested in the topics and have prepared for discussion will find their hard work pays off, not only in a high mark for this assessment, but also in assisting them in all the other assessment tasks for this unit. Your homework should be your own work. While you might work with other students to learn together, you should always use your own words to express yourself. If you submit identical work, neither student will receive any marks. 15 Unit Outline Diploma of Arts ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J MCD6020: Media and Culture Assessment 3: Quizzes Status: Individual Hurdle: N/A Weighting: 10% Word limit: n/a Due date: Weeks 2-11 in lecture time Details of task: The quizzes test your comprehension of the required readings. The aim of providing this as a weekly quiz are to embed the practice of consistent reading throughout the semester, and to deepen your learning during lectures and tutorials. What you read before the class is reinforced in the lecture (which will explain the reading and its context and include one or two hints about the quiz answers), and you will be well prepared to attend the tutorial and to explore the topic in greater depth. The homework will help you with some, but not all of the questions in the quiz. In addition to completing the homework sheet, you should skim read the entire article or chapter for that week. To answer the quiz questions successfully, the kinds of information you need to pay attention to are:  The introductions and conclusion of the reading. What is the essay about? What is the main point or conclusion? How is the reading structured?  Who are the main researchers on a topic or issue (usually discussed over several paragraphs in the text book rather than a mere mention)?  What are the main theories or key terms, and what do they mean? (In the text book, these are often italicised.)  Is an argument being presented? An argument is a series of reasons leading to a conclusion. What are the reasons and the conclusion? (The argument may be signposted with phrases or with ‘premise indicators’. An example of a phrase might be, ‘there are three reasons for thinking that…’. Indicators of the premises of the argument, the reasons, include ‘first’, ‘second’, ‘in addition’, ‘however’, ”moreover’ etc. Conclusions are indicated with words like ‘therefore’, ‘his means that’, ‘in conclusion’, etc.). Multiple choice quizzes will be conducted in the second half of the lecture. 10-15 minutes will be allowed to complete the quiz. You will be able to access Moodle to complete the quiz during that period of time if you are not in the lecture. You will need to bring a smart phone or computer to the lecture. 16 Unit Outline Diploma of Arts ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J MCD6020: Media and Culture Assessment 4: Presentation Status: Individual Hurdle: N/A Weighting: 10% Due date: One of weeks 2-12 in tutorials, as allocated by roster Details of task: The presentations will help you to find different ways of thinking about the media that interest you, and how it might be studied. You can use your presentation as the first step towards your final assignment, when you will design a research project. Oral presentations are also an important skill. Once you begin work you will be expected to be able present your ideas orally and in writing. This exercise provides you with experience in organising your ideas and explaining them, as well as answering questions about them. This is also an important academic skill, which is used at conferences and in seminars. Instructions Find a ‘media text’ that you find interesting. Analyse this using some of the key concepts and theories from the unit. The media text might be a news story, or a film, or an advertisement, or a song, or a web page, or even an app on your phone…. Do not simply summarise the reading from the week in which you are presenting and use the media text as an example. Rather, the emphasis of your presentation should be the other way around. Find a text you like/dislike/find interesting, and then think of how it might be analysed or discussed. You can use any chapter or theory from the text book that you think might be relevant. Your presentation should last a total of 5 minutes (including any video presentation). You will then be asked to answer questions about the text and the issues it raises. Criteria for marking:  Preparedness and organisation – 10%  Originality of analysis – 20%  Vocabulary and connection with the unit – 20%  Timing and conclusion of presentation – 20%  Audience awareness – 20%  Response to audience – 10% 17 Unit Outline Diploma of Arts ABN: 064 031 714 CRICOS: Monash College Pty Ltd 01857J MCD6020 Media & Culture Assessment 4: Presentation – Marking Rubric N (Fail)  Pass  Credit  Distinction  High Distinction  0‐49  50‐59  60‐69  70‐79  80‐100  Preparedness 10%  Unprepared – no attempt to  explain source text.  Somewhat prepared –  attempts to explain  source text with some  success  Student seems pretty well  prepared. Explanations of  source text are  comprehensible.  Student is wellprepared.  Clear explanation of source  text. Contextualised  information about the media  and its audience.  Student is completely.  Prepared. Articulate  explanation of source text.  Insightful contextualisation  about the media and its  audience.  Vocabulary and connection with the unit 20%  No attempt to connect the  chosen text with  concepts/topicsand/or only  provides summary of the  reading   Primarily summarises  reading for the week  with some kind of  example text.  Makes connection  between text and  concepts/topics. Attempts  to define and explain the  concepts.   Makes strong connections  between text and  concepts/topics. Concepts  are correctly defined.   Makes insightful  connections between text  and concepts/topics.  Definitions of concepts are  accurate and refined.   Originality of analysis 20%  Substantially reproduces a  presentation already given  in class or found online.   Presents a slight  variation of a  presentation already  given in class or found  online.  Presents an analysis based  on a previous researcher’s  work.  Provides a clear summary of  different researchers’  perspectives.    Provides an original  perspective on the topic or  text.   Timing and conclusion of presentation 20%  Does not conclude on time  (total presentation

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