Radio, Television and Cinema (English) | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | NMC004 | ||||
Course Name: | Gender and Media | ||||
Semester: |
Fall Spring |
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Course Credits: |
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Language of instruction: | English | ||||
Course Condition: | |||||
Does the Course Require Work Experience?: | No | ||||
Type of course: | Departmental Elective | ||||
Course Level: |
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Mode of Delivery: | E-Learning | ||||
Course Coordinator: | Doç. Dr. HASAN GÜRKAN | ||||
Course Lecturer(s): | Assoc. Prof. Dr. Hasan Gürkan | ||||
Course Assistants: |
Course Objectives: | The purpose of this course is to examine the role of media in constructing gender and its intersections with race, ethnicity, class, and sexuality. This course recognizes the importance of diversity in media industries and addresses the role of new media technologies in challenging and/or reaffirming traditional constructions of gender |
Course Content: | This course examines representations of race, class, gender, and sexual identity in the media. In the course, the students will be considering issues of authorship, spectatorship, audience and the ways in which various media content (film, television, print journalism, advertising) enables, facilitates, and challenges these social constructions in society. Moreover, the students will examine how gender and race affects the production of media and discuss the impact of new media and digital media and how it has transformed access and participation, moving contemporary media users from a traditional position of readers to writers and/or commentators. Students will analyze gendered language and embodiment as it is produced online in blogs and vlogs, avatars, and in the construction of cyberidentities. The course provides an introduction to feminist approaches to media studies by drawing from work in feminist film theory, journalism, cultural studies, gender and politics, and cyberfeminism. |
The students who have succeeded in this course;
1) Recognize diversity across audiences, content and producers of media 2) Identify stereotypes of gender, race, class, and sexual identity in media portrayals 3) Locate examples of framing, intersectionality, and symbolic annihilation in media 4) Analyze texts in context of cultural and social identities, considering how reality is socially and discursively constructed by media 5) Discuss media literacy in contemporary terms, in light of 21st century developments in online cultural production and new media 6) Understand key theories and methods of studying media, power, and social identities |
Week | Subject | Related Preparation |
1) | Introduction to the course and discussion on ‘Why Study Gender and Media?’ | |
2) | Sex/Gender and the Media: From Sex Roles to Social Construction and Beyond” | |
3) | Feminist Perspectives on the Media | |
4) | Feminist Perspectives on the Media / Assignment 1: Performing Gender | |
5) | Gender in Media Industries (Media Organizations, Film Industry, Public Relations and Advertisement) | |
6) | Gender in Media Industries (Media Organizations, Film Industry, Public Relations and Advertisement) | |
7) | Men, Women, and Queer Individuals and Visibility in the Media | |
8) | Men, Women, and Queer Individuals and Visibility in the Media / Assignment 2: Visibility | |
9) | Gender and Representation | |
10) | Gender and Representation | |
11) | Bodies, Celebrity and Self-Branding | |
12) | Discussions | |
12) | Discussions | |
12) | Discussions | |
13) | Digital Culture: Gender and Online Self-Presentation | |
14) | Gender and Online Activism |
Course Notes / Textbooks: | - David Gauntlett (2008), Media, Gender and Identitiy: An Introduction, Routledge. - Cynthia Carter and Linda Steiner (2004), Critical Readings: Media and Gender. Open University Press. |
References: | Books, Articles, Films, TV series, and new media contents |
Course Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
6 |
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Program Outcomes | ||||||||||||||
1) By providing both theoretical and practical education, it prepares students for academic and business life. | 2 | 2 | 2 | 2 | 2 | 2 | ||||||||
2) It provides a critical perspective on mass media. | 3 | 3 | 3 | 3 | 3 | 3 | ||||||||
3) With the English curriculum, it allows students to follow the international market and academic studies from original sources. | 2 | 2 | 2 | 2 | 2 | 2 | ||||||||
4) Students will be an expert in front of the camera, behind-the-scenes, news center, light, sound, editing, directing, cinematography, screenwriting. | ||||||||||||||
5) Thanks to the media professionals, the students will be ready for the sector. | ||||||||||||||
6) Acquires production skills such as short and medium films, screenplays, documentaries and TV programs. | 2 | 2 | 2 | 2 | 2 | 2 | ||||||||
7) Have the basic knowledge and experience of image technologies. | ||||||||||||||
8) Thanks to sectoral cooperation, professional business life will be started. | ||||||||||||||
9) Through an applied curriculum, students gain an interdisciplinary perspective on different media studies. | 3 | 2 | 2 | 2 | 3 | 3 | ||||||||
10) With the technical training to be taken in studio environment, students gain experience in the sector. | ||||||||||||||
11) They will have skills such as negotiating with the group, taking initiative. | 2 | 2 | 3 | 3 | 2 | 3 | ||||||||
12) Acquire basic values related to media and business ethics. | ||||||||||||||
13) Follow the developments in the field and communicate with colleagues by using a foreign language at least at the level of European Language Portfolio B1. | ||||||||||||||
14) Students use information and communication technologies together with computer software at the advanced level of European Computer Driving License required by the field. |
No Effect | 1 Lowest | 2 Average | 3 Highest |
Program Outcomes | Level of Contribution | |
1) | By providing both theoretical and practical education, it prepares students for academic and business life. | 2 |
2) | It provides a critical perspective on mass media. | 3 |
3) | With the English curriculum, it allows students to follow the international market and academic studies from original sources. | 2 |
4) | Students will be an expert in front of the camera, behind-the-scenes, news center, light, sound, editing, directing, cinematography, screenwriting. | |
5) | Thanks to the media professionals, the students will be ready for the sector. | |
6) | Acquires production skills such as short and medium films, screenplays, documentaries and TV programs. | 2 |
7) | Have the basic knowledge and experience of image technologies. | |
8) | Thanks to sectoral cooperation, professional business life will be started. | |
9) | Through an applied curriculum, students gain an interdisciplinary perspective on different media studies. | 2 |
10) | With the technical training to be taken in studio environment, students gain experience in the sector. | |
11) | They will have skills such as negotiating with the group, taking initiative. | |
12) | Acquire basic values related to media and business ethics. | |
13) | Follow the developments in the field and communicate with colleagues by using a foreign language at least at the level of European Language Portfolio B1. | |
14) | Students use information and communication technologies together with computer software at the advanced level of European Computer Driving License required by the field. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Homework Assignments | 2 | % 55 |
Final | 1 | % 35 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 65 | |
PERCENTAGE OF FINAL WORK | % 35 | |
total | % 100 |
Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
Course Hours | 14 | 3 | 42 | ||||
Study Hours Out of Class | 3 | 6 | 18 | ||||
Project | 3 | 9 | 27 | ||||
Homework Assignments | 2 | 10 | 20 | ||||
Final | 1 | 7 | 7 | ||||
Total Workload | 114 |