1. Mass Communication and Society Bettina Fabos, Professor

2. FABOS

3. www.uni.edu/fabos

4. COURSE THEMES (4) Democracy For a democracy to function properly, we need a diverse, open, democratic media system.

5. COURSE THEMES (4) Democracy QUOTE FROM CH. 1: “At their best, our media reflect and sustain the values and traditions of a vital democracy.”

6. COURSE THEMES (4) Democracy “PUBLIC SPHERE”

7. COURSE THEMES (4) Democracy “PUBLIC SPHERE” FIRST AMMENDMENT

8. COURSE THEMES (4) Culture is an ongoing process Culture is never at rest.

9. COURSE THEMES (4) Culture is cyclicalcyclical

10. COURSE THEMES (4) Culture is cyclicalcyclical We keep on having the same debates about the media; content repeats itself; old becomes new again.

11. COURSE THEMES (4) Media convergence The story of technology is that it constantly adapts to new formats.

12. Models of Communication

13. Linear model vs. cultural model

14. Linear model

15. Linear Model SenderMessage Receiver

16. Linear Model Culture = nutrition You need the right kind of culture to build a healthy society

17. Linear Model SenderMessage Receiver Noise

18. Linear Model SenderMessage Receiver Noise Feedback

19. Linear Model SenderMessage Receiver Noise Feedback

20. Cultural Model

21. We get messages through selective exposure

22. Cultural Model We get messages through selective exposure p. 11 “Audiences typically seek messages and produce meanings that correspond to their own cultural beliefs and values.”

23. Cultural Model StoryStory is important in communicating culture.

24. Thinking about Culture

25. Culture as a Hierarchy

26. Thinking about Culture Culture as a Hierarchy Culture as a Map

27. Culture as Hierarchy p. 16

28. Culture as a Map

29. Conventional Recognizable Stable Comforting Innovative Unfamiliar Unstable Challenging There are lots of reasons why certain kinds of culture resonate

30. Critical Process A formal process to make an informed--not cynical-- judgment

31. Critical Process Description Analysis Interpretation Evaluation Engagement

32. Critical Process Description Analysis Interpretation Evaluation Engagement

33. Description Paying close attention, taking notes, researching the subject

34. Analysis Discovering significant patterns that emerge

35. Interpretation Answering “What does it mean?” or ‘So what?”

36. Evaluation Arriving at a judgment about whether something is good, bad, mediocre, etc. Subordinate your personal tastes to critical assessment.

37. Engagement Acting on what you know

38. Critical Process Description Analysis Interpretation Evaluation Engagement Look at Media literacy box, pp. 28-29

39. DISCUSSION: TV CULTURE

40. TV CULTURE QUALITY TRASH IN DISPUTE

41. Culture as a Map Conventional Recognizable Stable Comforting Innovative Unfamiliar Unstable Challenging

42. THINK-PAIR-SHARE: CLASSICAL MUSIC

43. DESCRIPTION: What is your image of a typical listener of classical music? How is classical music experienced in our culture? How is the music introduced or discussed on radio? What are the major elements of a classical music concert? What are the rituals and formalities? What do people wear? What is required of the audience, the conductor (if there is one) and the musicians? What age group does the audience typically fit into? ANALYSIS: WHAT ARE SOME PATTERNS IN YOUR RESEARCH? How does the way classical music is heard on the radio, in concert halls, and the way it's packaged, differ from rock or other music?

44. INTERPRETATION: SO WHAT? IF CLASSICAL MUSIC POSITIONED AS A CERTAIN KIND OF CULTURE….IS IT BAD? Are there alternative ways to experience classical music that you know of or can imagine? Is the packaging of classical music in part responsible for its limited audience? evaluATION : Do you think the gloss of high culture make the classical experience more --or less--pleasurable? How might classical-music radio formats, concert performances, and CD packaging change to appeal to more people?

45. engagement : What could we do to bring a larger audience to classical music?

46. BREAK

47. Five Eras of Communication

48. 1. Oral tradition  People communicated their ideas through talking  Socrates (470-399 BC) - public arguments and debates  Socratic Method as form of inquiry

49. 2. Written tradition  Developed to complement oral tradition A. Alphabet  Plato (427-347 BC), Socrates pupil, sought to banish poets (people who wrote things down) Plato

50. B. Manuscript CultureManuscript Culture Illuminated manuscripts

52.  Opinions and knowledge could be recorded and preserved.  Knowledge became transportable.

53. 3. Print tradition  Johannes Gutenberg - developed movable type 1440s  Printing press  Prototype for mass production

54.  More and more people could read.  More and more people began to THINK beyond what their religious leaders were saying.  This is the beginning of INDIVIDUALISM

55. 4. Electronic Era (Information Age)  Telegraph (1840s) First electronic medium From to Morse Code Morse code demonstration

56. 4. Electronic Era (information age)  Telegraph separated communication from transportation  Made information a commodity  Easier to coordinate commerce and military  Omen for future developments

57. 4. Electronic Era (information age)  1876: Telephone  1890s: Radio is invented (no longer need wires to send morse code)  1900: can transmit voice over the air  1920s: TV is being invented  ALSO: Sound recording, 1850s; Film, 1890s

58. 4. Electronic Era (information age)  Shift from Producer to Consumer society  U.S. 1880s - 80% in farms, villages  U.S. 1920s - 80% in towns, cities

59. 5. Digital Era  Analog - shapes or waves correspond to image or sound (like record grooves)  Digital - binary code (0-1) represents image or sound (pits or rises on CD = numerical value)

60. Five Eras of Communication 1.Oral Tradition 2.Written Tradition 3.Print Tradition 4.Electronic Era 5.Digital Era

61. The Media and Democracy

62. What is democracy?

63.  1776: Declaration of Independence  1787: U.S. Constitution  1791: First Amendment

64. First Amendment Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof: or abridging the freedom of speech, or of the press; or the right of people peaceable to assemble and to petition the Government for a redress of grievances.

65. First Amendment  You can practice any religion you want  You can SAY and PUBLISH anything you please, and you can hold peaceful demonstrations against the Government, and Congress can’t do a darn thing about it.  Free speech.

66. First Amendment  1. Information is good for democracy

67. First Amendment  1. Information is good for democracy  2. U.S. Media is protected

68. First Amendment  1. Information is good for democracy  2. U.S. Media is protected  3. U.S. Media is our public sphere

69. Public Sphere In a democratic society, we should always work on creating the most favorable communication situation possible  The idea of public rational-critical debate.  Communication, not domination  Communication=Democracy

70. Less Democracy  Oligopolies

71. Less Democracy  Oligopolies  Entry to the industry is difficult

72. Less Democracy  Oligopolies  Entry to the industry is difficult  The media is now BIG MEDIA (or Big Business)

73. Less Democracy Big Media=conflict of interest  They want to make as much money as possible.  They want to increase the numbers of things we buy, not increase how much we know.

74. More Democracy  Cable/Satellite  Internet --Abundance --Control