Broadcasting:syllabus
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This is the syllabus for History of Broadcasting.
Kirk Jalbert email: kirkjalbert@gmail.com
Contents |
PURPOSE
This course considers how broadcasting and electronic media have been developed over the past century, exploring and questioning how these media have recorded, reported and even created our notion of American history. We will examine the technical achievements of the field as well as its social and aesthetic impacts from early electrical and wireless communication (telephone, radio) to mid-century inventions (television, satellites) and more recent innovations (cable, digital technology). We will sample a wide range of media productions, including early radio and TV shows, documentaries and current media phenomena as we look specifically at issues of technology, business, politics, economics, race, class, and gender.
ASSIGNMENTS
In addition to the below, all students are required to digest assigned readings in order to participate in discussions. Each week you will be expected to bring a mental list of comments and questions to set the stage for conversation. If I’m the only one talking, I’m the only one learning so lets make this a group effort.
Three Exams (20%, 15%, 25%)
These will be a combination of short answer, true/false, and multiple choice. Content will be based on the readings and material presented in class. The last of these will be held during final exams period.
Project 1: The Interview (20%)
Interview one relative or friend you know who is 60 or older (older professors can work as well). Ask about his or her early experiences with television and radio and how these have changed over the years. Ask what they remember about important moments in history and how they were communicated by broadcast media. Ask what the person thinks of developments in electronic media. You should ask as many questions as possible and the range of questions is up to you. The report is not meant to be a simple transcription of the interview, but instead a 5-7 page article that introduces the person and his/her background, covers the interview’s most relevant points, and offers some of the interviewer’s own commentary. You will be graded on the creativity and insight of your questions and especially your commentary (if your interviewee is not so helpful, you can still write a good report but also consider finding a better interviewee!).
Project 2: Industry Developments (20%)
You will also trace the history of broadcasting and electronic media through researching some primary sources. Read an issue of Scientific American representing each decade of the ‘50s, ‘60s, and ‘70s, and an issue of Broadcasting [and Cable] for the ‘80s, ‘90s. and ‘00s. You will thus read 3 issues of SA and three of B&C. Select a consistent year – say every first year in each decade – and read a random issue, recording what you find was written about broadcast technologies and media in each issue. You may want to focus on a particular type of broadcasting in B&C. In a 5-7 page essay, synthesize your findings and comment on developments in the field over the decades you’ve read about. While your sources are primarily science and trade journals, you should also consider the social and historical contexts of the technologies you study. Again, you will be graded on the insight you provide and not simply what articles you find.
Note that SA is available in the library on microfilm. B&C is in the recent periodicals section and in the Clink system. Older issues of B&C can be found on microfilm.
GRADING
Late projects will be reduced by 10 points for each class they are past due. Projects will not be accepted later than one week past their due date. Extensions will be considered for special circumstances.
Exam grades are an abstract measure of performance within a set of expectations. Unfortunately, they do not always reflect the true effort and integrity a student may bring to their work. Being a history class, a certain amount of memorization is required. To achieve higher grades in this course you will need to recall various historical events, names, connections, and some dates on exams. Grades of A reflect excellent work, B above average work, C average work, and so on. If necessary, exams will be curved to preserve this scale.
ACADEMIC HONESTY
Any material used from external sources must be referenced appropriately. Use whichever citation method you are comfortable with (i.e. bottom of page, end of paper, etc.) as long as you use this method consistently. Always include a full bibliography of your sources. Any plagiarism or cheating will be punished with a failing grade and disciplinary action by the College Board.
TEACHER AVAILABILITY
In addition to the normal class times, I will also be available in the photo office (basement of Traina Center) Wednesdays 1:30-3:30pm. These are my minimum hours of availability.
Let’s face it; the teacher doesn’t always know the answer. If there is something you don’t know that I don’t know, we can work together to find an answer. I encourage you to push the boundaries of your knowledge and grow beyond the basic outline of this course since it also benefits your fellow students and me too!
TEXTS
“The Broadcasting Century and Beyond” 4thEd., Robert Hilliard & Michael Keith, ISBN 0-240-80570-2
“Rebels on the Air”, Jesse Walker, ISBN 0-8147-9382-7
“Television Disrupted”, Shelly Palmer, ISBN 0-240-80864-9 (recommended)
(TD is recommended but not required. It will be helpful in sorting out the technical differences between current broadcasting technologies such as BitTorrents, Tivo, Podcating, Mobile Video, etc. TD also has a very useful glossary of terms.)
Additional articles and other short readings will be assigned as the semester progresses. These will mostly be made available online.
