September 4, 2014 What is Communicative Arts!? Define culture Define POP culture Identify “Mass Media” Activity Value Sort …by decade …with specifics

September 4, 2014 List your top 10 mass media influencers for 2014 Activity Mind-Map with specific examples

Although in some ways postmodern forms of communication, such as email, MTV, and CNN, have helped citizens participate in global life, in what ways might these forms harm more traditional or native cultures?

September 5, 2014 Double check the seating chart… Media GOATs Media Literacy Critical Process

Greatest Of All Time Top 10 movies OF ALL TIME On your pop culture chart from yesterday, make four different lists of top 10: Top 10 movies OF ALL TIME Top 10 TV shows OF ALL TIME Top 10 songs OF ALL TIME Top 10 most successful ad campaigns OF ALL TIME Caveats American culture “of all time” means within your knowledge Focus: not on what YOU ‘like’ but on what has had a major influence on pop culture

Answer one of the following on each post-it note. Write your name on the back (sticky side) Using music or television as an example, identify a performer or program you once liked but began to dislike as you got older and your tastes changed. Why do you think this happened? Do you think your early interest in popular television or music have had an impact on shaping your identity? Briefly explain. Pick an example of a popular media product that you think is harmful to children. Should the product be removed from circulation? Why or why not? To become literate about media involves striking a balance between taking a critical position (developing knowledgeable interpretations and judgments) and becoming tolerant of diverse forms of expression (appreciating a variety of cultural products).

Description Paying close attention, taking notes, and researching the subject of study If we decide to focus on how well the news media serve democracy, we might critique the fairness of several programs or individual stories from 60 minutes or the New York Times. We start by describing the programs or articles, accounting for their reporting strategies, and noting what persona are featured as interview subjects. We might further identify central characters, conflicts, topics, and themes. From the notes taken at this state, we can begin comparing what we have found to other stories on similar topics. We can also document what we think is missing from these account –the questions, viewpoints, and persons that were not included –and other ways to tell the story.

September 8, 2014 check the seating chart… Syllabus, class intro Critical Approach -4 steps Animated TV shows

September 9, 2014 Turn in yellow syllabus to black tray Any time between now and Monday Critical Approach -4 steps Review, highlight Animated TV shows: South park and Simpsons Daytime Talk shows Montell, Salle, Dr Phil Make a critical case either defending or condemning Comedy Central’s South Park or The Simpsons. Use the four-step critical process to develop your position.

September 10, 2014 Turn in yellow syllabus to black tray Any time between now and Monday Critical Approach -4 steps daytime talk shows Pick four to describe, analyze, and interpret. We will write an evaluation as a class

Double check seating chart (some changes) Turn in signed syllabus (if you haven’t yet) Review Critical Process for daytime talk shows: Jerry Springer Sally Jesse Raphel Tyra Banks Dr. Phil Oprah Evaluate as a table group: Quality, Trash, or in Dispute (your table doesn’t agree) Write up evaluation September 11, 2014 Double check seating chart (some changes) Talk Show Evaluation Assignment: 40 points In a paragraph of about 8-10 sentences, write a critical review of one of the day time talk shows you listed as “quality.” Write for an audience who is unfamiliar with the show, host, and subject(s). Include notes from your description, analysis and interpretation. Due Friday 09/12/14

Double check seating chart (some changes) Continue Talk Show Evaluation Assignment –in groups What changes need to be made to the following news programs? Rachel Maddow O’Reily Larry King Nancy Grace Hardball Meet the Press September 12, 2014 Double check seating chart (some changes) Table 1 Alanis Heidi Kadison Danielle Table 2 Sam Colt Colin John Table 3 Adriana Cardona Susana Cervantes Rose Table 4 Jeremiah Andrey Natasha Table 5 Brady Adrian Satnam Table 6 Justin Anel Rene Table 7 Dennis Precious Jeramee Changes What changes need to be made to the foll

September 15, 2014 Daily Objectives Entry Tasks Remember new seating chart from Friday (mostly 3 per group) Turn in signed class guidelines (due today) P1. Communicative Arts. TV Media. September 15, 2014 Daily Objectives To identify purpose, audience, sponsor/stakeholders, and bias in television news programing To analyze the effectiveness of the content and coverage of the topic To examine how audio/visual elements contribute to the presentation of media information Agenda Purpose To inform To explain Share information Advertise/sell Influence views/beliefs Personal enjoyment/Self promotion $ponsor/$takeholders (major studio, independent, network) Government agency Education institution Business/company Association News bureau Personal Bias Political: Liberal/Conservative/Center Industry-sponsored Political group Business Satirist

September 16, 2014 Daily Objectives Entry Remember new seating chart from Friday (mostly 3 per group) Continue watching Dateline: A Valentine’s Day Murder On the post-it: Who is guilty? Why do you think so? P1. Communicative Arts. TV Media. September 16, 2014 Daily Objectives To identify purpose, audience, sponsor/stakeholders, and bias in television news programing To analyze the effectiveness of the content and coverage of the topic To examine how audio/visual elements contribute to the presentation of media information Agenda Purpose To inform To explain Share information Advertise/sell Influence views/beliefs Personal enjoyment/Self promotion $ponsor/$takeholders (major studio, independent, network) Government agency Education institution Business/company Association News bureau Personal Bias Political: Liberal/Conservative/Center Industry-sponsored Political group Business Satirist

Purpose Why was the movie, video, or film clip created? To… Inform For example: how to do something (fix a drain, repair a computer, learn how to use a computer program). Give an overview of a recent event or issue. Entertain For example: good old-fashioned motion pictures (usually at least 60 minutes long; most at least 90 minutes long), TV shows (comedy/drama), music videos, celebrities (e.g. interviewed, doing bits), stories, pratfalls, jokes, etc. Share information For example: hobbies (knitting, cooking, gardening; some step-by-step), fandom (sightings of celebrities), familial news (new baby waving or smiling). Advertise/sell a product or service (business/marketing) For example: almost any product or service imaginable from automobiles to zumba DVDs, dog sitting to private jet services. Promotions of upcoming shows (theatrical, film, TV) or events. Influence views, beliefs, elections (advocacy) For example: candidate PR material, films on topical issues (education, environment, poverty, health, etc.) Personal enjoyment For example: pages created by people who wish to promote themselves and/or their interests/hobbies. These may have some or many of the above mentioned purposes. Some of these are aimed at a small audience of friends and/or family members. Others are viewed worldwide, some unexpectedly so.

Sponsor/Stakeholder Who Pays? Government agency federal, state, city, county (address frequently includes .gov) Governmental sites have "official" information such as politicians’ speeches and statements, laws, proposed changes, and policies. Educational university, college, high school (address frequently includes .edu) Film clips could include presidents' messages, news releases, etc. Movies may be university sponsored. Instructional materials may be featured on department and/or library Web sites. Business/company (address frequently includes .com) Film clips promote the company's goods and services--directly or indirectly. Company outreach, volunteerism of employees, and donations to worthy causes may be emphasized. Association professional, trade, entertainment (address frequently includes .org) Film clips will be designed to recruit new members and provide information to current members and the general public. News bureau television, newspaper, radio (address frequently includes .com) Videos will be actual news reports (some originally aired on TV, others born on the Web). Film clips will promote upcoming newscasts or stories. Some of the stories may be of a documentary nature. Personal (individual) These videos are created for the enjoyment of the creator and his/her family and friends. They might also be aimed at potential employers. Some of the creators of these (even public officials) do not judiciously take into account that videos designed for personal entertainment may be viewed negatively by potential or current employers or the public. (This applies to still photographs as well.) Some of these are created on hand-held devices such as small cameras, Webcams, or cell phones.

Bias left/liberal? right/conservative? center? Political or issue stance (of the author or sponsor): Some movie, video, or film clips have an inherent bias that will impact everything that appears in them. Is the creator: left/liberal? right/conservative? center? an industry-sponsored think tank? a political action (PAC) group or association? a business? a satirist (so the entire thing may be intended as a joke)? (E.g. The Onion, Colbert Report)

Content Is the video organized and focused on a topic or story? What is the goal of the video? Is there a central theme? Is there a narrative structure? Does it make linear sense? (Some items may be designed to be deliberately obtuse, but others are flat out badly made.) If it is a news report or documentary, who is interviewed? What questions are asked? Is the interviewee given adequate time to respond in the finished piece? Do phrases appear as if they might have been taken out of context? It is a "gotcha" interview or a sincere attempt to discover something informative or productive? Are any stereotypes (positive or negative) reinforced or challenged? Coverage: Does the movie, video, or film clip cover the topic comprehensively, partially or is it an overview? Is it one of a series? Are additional videos* on the same topic planned?

Audio Visual Elements Is the movie, video, or film clip well designed? Is the lighting adequate? Does the frame include what it needs to include and avoids excess? Does the frame jump a lot making it difficult to see? Is it blurry or have other drawbacks? Are the visual aspects clear in intent, relevant, and professional looking? Is the audio understandable? Is there a lot of background noise that makes it difficult to hear? Are the extras relevant? Are the props germane and appropriate? Is the staging of high quality (e.g. background not distracting, good contrast between foreground and background)? Are there captions (are they needed)?

September 17, 2014 Daily Objectives Select Focus for new viewing Entry Review blue paper on analyzing a show’s purpose, sponsors, bias, context and audio/visual elements Be prepared to write and individual evaluation of these elements in a second edition of Dateline. P1. Communicative Arts. TV Media. September 17, 2014 Daily Objectives To identify purpose, audience, sponsor/stakeholders, and bias in television news programing To analyze the effectiveness of the content and coverage of the topic To examine how audio/visual elements contribute to the presentation of media information Agenda Select Focus for new viewing 4-5 content questions 4-5 Audio/Visual questions “Circle of Friends”

September 18, 2014 Daily Objectives Entry Get out blue ½ sheet and notebook paper. Be prepared to write and individual evaluation of these elements in Dateline. P1. Communicative Arts. TV Media. September 18, 2014 Daily Objectives To identify purpose, audience, sponsor/stakeholders, and bias in television news programing To analyze the effectiveness of the content and coverage of the topic To examine how audio/visual elements contribute to the presentation of media information Agenda Write a 3-4 paragraph evaluation of dateline as a mass media source. Due at the end of class. You do not need to summarize the program. Your audience has seen it before. Is it Quality? Why? What is the appeal? Identify the purpose, sponsor, bias. What contextual elements support your claim? What Audio/Visual elements support your claim? Also answer: Does this program deserve television air time? Why/Why not? Who benefits? Read the reviews of The Big Bang Theory and Community as examples of geek-themed TV comedies.

Season 7, episode 24: Status Quo combustion September 19, 2014 P1. Communicative Arts. TV Media. FIRST PERIOD Agenda Read the two reviews of The Big Bang Theory from the yellow handout. Look for Bias in each. Watch two episodes of tbbt to find evidence that supports the claims made in the reviews (ie. examples of how the show is quality, examples of how it is trash) Take note of any pop cultural references made (star trek, super heroes, etc.) Season 1, episode 1: pilot http://www.izlesene.com/video/the-big-bang-theory-s01e01-pilot-hd/3166413 Season 7, episode 24: Status Quo combustion http://www.cbs.com/shows/big_bang_theory/video/ September 19, 2014 Daily Objectives To analyze geek-themed situational comedies (sit-coms) to find their influence on pop culture AND pop culture’s influence on the show.

Cont watching Season 7, episode 24: Status Quo combustion P1. Communicative Arts. TV Media. FIRST PERIOD Agenda Read the two reviews of The Big Bang Theory from the yellow handout. Look for Bias in each. Watch two episodes of tbbt to find evidence that supports the claims made in the reviews (ie. examples of how the show is quality, examples of how it is trash) Take note of any pop cultural references made (star trek, super heroes, etc.) Cont watching Season 7, episode 24: Status Quo combustion http://www.cbs.com/shows/big_bang_theory/video/ Watch two episodes of community to compare to review and tbbt. September 22, 2014 Daily Objectives To analyze geek-themed situational comedies (sit-coms) to find their influence on pop culture AND pop culture’s influence on the show.

Watch second (maybe third?) episode of community. P1. Communicative Arts. TV Media. FIRST PERIOD Agenda Watch second (maybe third?) episode of community. Read articles and highlight for bias. find evidence that supports the claims made in the reviews (ie. examples of how the show is quality, examples of how it is trash) Take note of any pop cultural references made. Consider the affect prior mass media has had on current mass media (ie: Breakfast club on community) Agree or Disagree writing assignment. September 23, 2014 Daily Objectives To analyze geek-themed situational comedies (sit-coms) to find their influence on pop culture AND pop culture’s influence on the show.

Watch final episode of community. P1. Communicative Arts. TV Media. FIRST PERIOD Agenda Watch final episode of community. Read articles and highlight for bias. find evidence that supports the claims made in the reviews (ie. examples of how the show is quality, examples of how it is trash) Take note of any pop cultural references made. Consider the affect prior mass media has had on current mass media (ie: Breakfast club on community) Agree or Disagree writing assignment. September 24, 2014 Daily Objectives To analyze geek-themed situational comedies (sit-coms) to find their influence on pop culture AND pop culture’s influence on the show.

Poor lead-ins (the show before) Weak promotion Audience expectations P1. Communicative Arts. TV Media. FIRST PERIOD Agenda Agree or Disagree writing assignment. Due at the end of class. Take note of any pop cultural references made in either show. Consider the affect prior mass media has had on current mass media (ie: Breakfast club on community) Failed TV shows Teen mom 3 (14 episodes) Twisted (<1 seasons) the carrie diaries (2 seasons) Suburgatory (3 seasons) Heroes(4 seasons) Fantasy Factory (6 seasons) True blood (7 seasons) Psych (8 seasons) September 24, 2014 Daily Objectives To analyze geek-themed situational comedies (sit-coms) to find their influence on pop culture AND pop culture’s influence on the show. Why shows fail: Bad time slot Poor lead-ins (the show before) Weak promotion Audience expectations Moved around too much

Poor lead-ins (the show before) Weak promotion Audience expectations P1. Communicative Arts. TV Media. Agenda Agree or Disagree writing assignment for community and TBBT was due last week. Please check skyward regularly. Remember you can re-write assignments (1 time) for grade improvement. This is an easy class. There is no excuse for failing. Failed TV shows Teen mom 3 (14 episodes) Twisted (<1 seasons) the carrie diaries (2 seasons) Suburgatory (3 seasons) Heroes(4 seasons) Fantasy Factory (6 seasons) True blood (7 seasons) Psych (8 seasons) September 29, 2014 Daily Objectives To analyze canceled TV programs to find their influence on pop culture AND analyze why they fail. Why shows fail: Bad time slot Poor lead-ins (the show before) Weak promotion Audience expectations Moved around too much

Poor lead-ins (the show before) Weak promotion Audience expectations P1. Communicative Arts. TV Media. Agenda Agree or Disagree writing assignment for community and TBBT was due last week. Please check skyward regularly. Remember you can re-write assignments (1 time) for grade improvement. This is an easy class. There is no excuse for failing. September 30, 2014 Why shows fail: Bad time slot Poor lead-ins (the show before) Weak promotion Audience expectations Moved around too much Watch 1st Season of Heroes Daily Objectives To analyze canceled TV programs to find their influence on pop culture AND analyze why they fail.