sndt women’s university m sc. home science (communication media for...

1 | P a g e

SNDT Women’s University (Sndt.digitaluniversity.ac)

Syllabus M Sc. Home Science

(Communication Media for Children)

SNDT College of Home Science SNDT Women’s University Karve Road, Pune 411038

Revised 2008

2 | P a g e

Faculty: Home Science Course: Communication Media for Children Eligibility: Graduate from any discipline with 50% or B grade are eligible with

interest in or experience in working with children and media.

Course Objectives:

To develop expertise in:

i) The identification and evaluation of the nature of and value of

messages and their impact on children.

ii) Production of media material for children and also for parents,

teachers and others about children.

iii) Understanding the nature of relationship between children and media.

iv) Understanding the recreational and educational value of various media

for children.

v) Identification of the needs of children vis-à-vis various media

Course Work: 76 credits + internship

Duration: 2 years. A student will be required to complete all the course work within prescribed

time, including internship with outside agencies.

3 | P a g e

SCHEME FOR THE COURSE M.Sc. COMMUNICATION MEDIA FOR CHILDREN

SCHEME: Semester I Subjects L Cr P /

T D TP Internal P/V T

1 Statistics & Research Methods (Th) 4 4 - 2.5 75 25 - 100

2 Statistics & Research Methods (Pr) 4 2 4 - - 25 25 50

3 Introduction to Mass Communication 4 4 - 2.5 75 25 - 100

4 Understanding and Communicating with

Children

4 4 - 2.5 75 25 - 100

5 Activities for children 4 2 4 - - 50 - 50

6 Audio Production 4 2 4 - - 50 - 50

Total 24 18 12 225 200 25 450

SCHEME: Semester II Subjects L Cr P /


1 Statistics & Research Methods (Th) 4 4 2.5 75 25 - 100

2 Statistics & Research Methods (Pr) - 2 4 - 25 25 50

3 Social Psychology of Recreation 4 4 2.5 75 25 - 100

4 Puppetry and Creative Drama - 2 4 - - 50 - 50

5 Visual Communication 4 6 4 2.5 75 75 - 150

6 Communication Initiatives 1 - 2 4 - - 50 - 50

Total 12 20 16 225 250 25 500

SCHEME: Semester III Subjects L Cr P /


1 Understanding Cinema 4 4 - 2.5 75 25 - 100

2 Development communication 4 4 - 2.5 75 25 - 100

3 Video Production - 4 8 - - 100 - 100

4 Children’s Literature & Writing for

Children

4 6 4 - 100 50 - 150

5a

5b

Dissertation or

Elective Practical

- 2 4** - -- - - -

Total 12 20 16 250 200 - 450

SCHEME: Semester IV Subjects L Cr P /

T

D TP Internal P/V T

1 Research Applications in Media for Children 0 2 4 - - 50 - 50 2 Children and Television 4 4 - 2.5 75 25 - 100 3 Media Society & Audiences 4 4 - 2.5 75 25 - 100 4 Communication Initiatives 2 0 2 4 - - 50 - 50 5a

5b

Dissertation OR

Project

0 6 12 -- - 150 50 200

Total 8 16 20 150 300 50 500

Non credit Internship for 8 weeks during the duration of the course is compulsory

** Marks for dissertation reported in semester IV

4 | P a g e

INTRODUCTION TO COMMUNICATION

Course Code : Credits : 4

Sem I : M.H.Sc (CMC) Marks : 100

No. of Lectures :

60

About the course The course is designed to introduce basic concepts in Mass Communication. Also, familiarize

students with various models and theories of Media and Society, so as to enable them to

understand the role of media in the society.

Objectives:

The student must understand

1. Growth and development of mass communication as an area of study.

2.Types of communication; their role and utility;

3. Theories and models of communication.

No. Content No. of Lectures

Weightage percentage

Block I Principles of Communication Unit 1: Definitions of Communication

Unit 2: Functions of Communication

Unit 3: Types & Levels of Communication

Unit 4: Barriers in Communication.

Unit 5: Interpersonal Communication.-Humanistic

theory-Transactional Analysis

10 20

Block II Models in Communication

Unit 1: Basic Models in Communication : Lasswell’s

formula, Shanon & Weaver mathematical model,

Osgood

& Schramm’s model, Berlo’s SMCR model.

Unit 2: Models of Mass Communication : Defluer,

Ball & Rokeach dependency model; Gerbner’s general

model ofmass communication; Comstocks

psychological

model of TV effect; Schramm’s model of mass

communication, Westley & MacCleans model of

Communication research, Katz & Lazarfeld’s 2 step

flow

of Communication model, Spiral of Silence

10 25

Block III Semiotics Unit 1: Nature of ‘meaning’ in communication

Unit 2: Use of semiotics in understanding messages

Unit 3: Models in semiotics- Pierce, Ogden &

Richard’s, Saussure & Jacobson.

Unit 4: Denotation, connotation and levels of

signification in media.

12 25

5 | P a g e

References/Recommended Readings

• Berger C.R. & Chafee S.H. (eds.) 1987. Handbook of Communication Science. Beverly

Hills & London. Sage Publications.

• Fiske J. 1982. Introduction to Communication Studies. London; Methuen.

• Gamble M. & Gamble T.W. 1989. Introducing Mass Communication. (International

Edition). McGraw Hill. Singapore

• Littlejohn, Steven. 1996. Theories of Human Communication. (5th edition) California.

Wadsworth Publishing Company.

• Mcquail D & Windhall S. 1981. Communication Models for study of Mass Communication.

London & New York; Longman

• Mcquail D. 1984. Introduction to Mass Communication Theory (3rd edition) New Delhi,

Beverly Hills & London; Sage Publications.

• Mehta D. (1994). Mass Communication and Journalism in India. New Delhi.

• Schrank J. 1986. Understanding Mass Media. Washington; National Textbook Company.

“Readings for course –Introduction to Mass Communication” available with the teacher/

Resource Center)

Websites, which will be given in the class.

Block IV Growth and Development of media Unit 1: Folk Media – role of folk media in society

Unit 2: Press - its roles and values in society.

Unit 3: Radio - its role and value in society.

Unit 4: Cinema - its role and value in society

Unit 5: Television - its role and value in society

Unit 6: New Media- internet - its role and value in society

12 10

Block V General Issues in Mass Communication

Unit 1: Convergence

Unit 2: Representation Urban/rural, minorities,

marginalized people, women, children, handicapped etc.

Unit 3: Propaganda and Advertising

10

20

6 | P a g e

UNDERSTANDING and COMMUNICATING WITH CHILDREN

Course Code: Credits : 4 Th

Sem I: M.HSc.( CMC ) Marks : 100

Lectures: 60

About the course:

The course seeks to familiarize students with basic concepts in child development in a manner

that will enable them to apply these to field situations as well as in the context of developing

appropriate material for children. Certain flexibility will be maintained in the focus of class

discussions keeping in mind the heterogeneity and academic backgrounds of different students.

Objectives: The Student will:

1. Gain insight into the developmental process in childhood and its significance in terms of life

span development with a special focus on processes of learning and creativity

2. Demonstrate an understanding of the developmental needs of children and the implications of

those needs

3. Identify appropriate ways of working and communicating with children.

Be familiar with various means and techniques used in communicating with children.

Attain basic skills in planning, implementation and assessment, with reference to children in

varied media, recreational, & educational settings.

No Content No. of Lectures


Block I Developmental Stages Unit 1: Principles of development/Developmental

tasks/milestones

Unit 2: Factors influencing development

Unit 3: Overview of theoretical perspectives

8 10

Block II Areas of Development Unit 1: Physical/Motor Development

Unit 2: Language & Cognitive Development

Unit 3: Socio-emotional Development

10 10

Block III Learning Processes & Creative Expression Unit 1: Information Processing

Unit 2: Development & expression of creativity

10 20

Block IV Guidelines for Working with children

Unit 1: Basic communication skills (verbal, non-verbal)

Unit 2: Sensitivity training

Unit 3: Handling difficult situations

Unit 4: Involvement of caregivers

Unit 5: Ethical Issues in working with children

10 20

7 | P a g e


• Axline, V. M. (1947). Play therapy. New York: Ballantine Books.

• Axline, V. M. (1964). Dibs in search of self. New York: Ballantine Books.

• Blackham, G.J. & Silberman, A. (1980). Modification of child and adolescent behavior.

Belmont: Wadsworth.

• Brammer, L. M. (1985). The helping relationship: Process & skills. New Jersey: Prentice-

Hall.

• Brown, J. (1982). Curriculum planning for young children. New York: NAEYC.

• Cohen, D.H. & Stern, V. (1958). Observing and recording the behavior of young children.

New York: Bureau of Publications Teachers College - Columbia University.

• Corey, G.; Corey, M. S. & Callanan, P. (1979). Professional and ethical issues in

• Cormier, W.H. & Cormier, L.S. (1979). Interviewing strategies for helpers: A guide to

assessment, treatment, and evaluation. Monterey: Brooks/Cole.

• counseling and psychotherapy. Monterey: Brooks/Cole.

• Decker, C.A. & Decker, J.R. (1976). Planning and administering early childhood programs.

Columbus: Charles E. Merrill Publishing Company.

• Dworetzky, J. P. (1981). Introduction to child development. St. Paul, Minnesota: West

Pub. Co.

• Hackney, H. & Cormier, L. S. (1979). Counseling strategies and objectives. New Jersey:

Prentice Hall.

• Hetherington, E. M. & Parke, R. D. (1979). Child psychology: A contemporary viewpoint.

N.Y.: McGraw-Hill.

• Hohmann, M.; Banet, B. & Weikart, D.P. (1979). Young children in action. Michigan:

High/Scope Press.

• Jangira, N.K.; Ahuja, A.; Kaur, C. & Sibia, A. (1990). Functional assessment guide: A

handbook for primary teachers. New Delhi: NCERT.

• Kuroyanagi, Tetsuko (19 ). Totto-chan: The little girl at the window.

Block V Planning

Unit 1: Principles of planning

Unit 2: Objectives - behavioral outcomes

Unit 3: Preparation of activity plans

8 10

Block VI Observation and Interpretation of Children’s Behavior Unit 1: Methods of observation,

Distinguishing between observation & interpretation

Unit 2: Assessment - purpose, methods, communicating

results of assessment

8 10

Block VII Activity Planning for Varied target groups Unit 1: Age related activity planning

Unit 2: Planning for “special” children

Unit 3: Planning for groups vs. individuals in different

settings

Unit 4: Interpersonal communication and other

communication strategies - their significance

6 20

8 | P a g e

• Landau, E.D.; Epstein, S. L. & Stone, A. P. eds. (1972). Child development through

literature. New Jersey: Prentice-Hall.

• Lask, B. (1985). Overcoming behavior problems in children: A practical guide. New York:

Arco Publishing, Inc.

• Lavatelli, C. S. & Stendler, F. (1972). Readings in child behavior and development. N.Y.

Harcourt, Brace Jovanovich.

• Lefrancois, G. R. (1980). Of children: An introduction to child development. Belmont,

California: Wadsworth.

• Lewis, D. & Greene, J. (1983). Your child’s drawings…Their hidden meaning. London:

Hutchinson.

• Long, N.J.; Morse, W.C. & Newman, R.G. (1980). Conflict in the classroom: The education

of emotionally disturbed children. Belmont: Wadsworth.

• McCracken, J. B. (ed.) (1986). Reducing stress in young children’s lives. Washington D.C.:

NAEYC.

• Metcalfe, L. (1997). Parenting towards solutions. New Jersey: Prentice Hall.

• Muralidharan. R. & Asthana, S. (1991). Stimulation activities for young children. New

Delhi: NCERT.

• Okun, B. F. & Rappaport, L.J. (1980). Working with families: An introduction to family

therapy. Belmont: Wadsworth.

• Saraswati, T.S. & Kaur, Baljit. (1993). Human Development and family studies in India:

An agenda for research and policy. New Delhi: Sage.

• Schell, R. E. & Hall, E. (1979). Developmental Psychology today. N.Y.:Random Hall.

• Spock. B. (1985). Raising children in a difficult time. New York: Pocket Books

• Stevens, J.H. & King, E. W. (1976). Administering early childhood education programs.

Boston: Little, Brown and Company.

• Thiagarajan, S. & Semmel, M.I. (undated). Instructional development for training

teachers of exceptional children: Module 5 How to develop structured role-play

materials. Bloomimgton: Center for Innovation in Teaching the handicapped Indiana

University.

• Thomas, R. M. (1979). Comparing theories of child development. Belmont: California.

• Thornburg, H.E. (1975). Contemporary Adolescence: Readings. Belmont: Wadsworth.

• Tilak, D. (1994). Destination unknown: A case description of a mentally handicapped

daughter. Bombay: TISS.

9 | P a g e

ACTIVITIES FOR CHILDREN

Course Code: Credits : 2

Sem I: M.HSc.( CMC ) Marks : 50

Lectures: 60

The “Activities for children” module is skill based and practical in its orientation. Its primary

focus is to ensure that theoretical understanding translates into skills related to preparation,

testing for feasibility and use of appropriate material for children. Additionally, the course also

seeks to develop an understanding of the use of these activities in varied settings in conjunction

with other traditional as well as electronic media.

Objectives: The student will develop-

1. an understanding of play, toys and games and their role in holistic development of the

child.

2. skills to prepare a variety of material for children and to use these with children.

3. competencies in the use of activities with children for educational and recreational

purposes.




Block I Art and Craft Activities Unit 1: Painting (blow, block, wax, etc.)

Unit 2: Collage making from varied materials

Unit 3: Clay modeling

Unit 4: Mask making

Unit 5: Origami and paper folding

Unit 6: Making simple toys and playthings

16 30

Block II Story telling

Unit 1: Importance and Techniques of story telling

Unit 2: Use of aids in storytelling(books, sand

tray, flashcards, puppets, and role-play, masks)

Unit 3: Making of aids for story telling

Unit 4: Action songs, music & rhythm activities,

voice modulation

16 30

Block III Preparation of developmentally appropriate kits & games Unit 1: Developing concept games

Unit2: Testing of games & kits

Unit3: Evaluation and modification in prepared

games and kits

28 40

10 | P a g e

• Barry, S. A. (1984). Tricks and stunts to fool your friends. New Delhi: Pustak Mahal.

• Bhatia, J.: Athavale, S. & Acharekar, D.Y. (1997). Party games: Exciting step by step

games for children. Mumbai: Navneet.

• Campbell, A. (1993). Great games for great parties. New Delhi: Orient Paperbacks.

• Contractor, M. (1984). Creative drama and puppetry in education. New Delhi: National

Book Trust.

• Dreikurs, S. E. (1986). Cows are purple too: My life and art therapy. Illinois: Alfred

Adler Institute of Chicago.

• Fitzgerald, B. S. (1964). World tales for creative dramatics and story telling. New

Jersey: Prentice Hall.

• Gooch, P.H. (1972). Ideas for art teachers. New York: Van Nostrand Reinhold.

• Khanna, S. Joys of making Indian toys. New Delhi : National Book Trust.

• King, C. E. (1978). Encyclopedia of toys. London: Quarto

• Kripalani, S. (undated). Fun games for parties and all occasions.: Author

• Lowenfeld, V. Brittain, W. L. (1975). Creative and mental growth. New York: Macmillan.

• Newson, J. & Newson, E. (1979). Toys and playthings: A practical guide for parents and

teachers. New York: Pantheon Books

• Robson, D., & Bailey, V. (1995). Games and Activities: Puppets. New Delhi: Pustak Mahal.

• Singh, R. (1991). Party games. Calcutta: Rupa & Co.

• Supraner, R. (1981). Great Masks to make. New Jersey: Troll Associates.

• Time Life Books. (undated). Music & Art. Hong Kong: Author

• Watts, I. N. (1991). Great theme parties for children. New Delhi: Orient Paperbacks.

11 | P a g e

AUDIO PRODUCTION


Sem I: MHSC (CMC) Marks: 50

Lectures :

60

About the course: This course is designed to inculcate basic audio production skills in students. The course

provides hands on experience with equipment and in producing programs in studio settings.

Objectives: The student will be able to- 1. to review the role of audio in today’s media scenario.

2. produce appropriate programs for children.



Block I Understanding Audio/Radio

Unit 1: Listening to audio programs of different kinds and

analyzing the same.

Unit 2: Reviewing listening habits, radio channels and role

of audiotapes and radio in today’s media scenario.

8

5

Block II Sound

Unit 1: Nature and characteristics of sound.

Unit 2 : Types of microphones

Unit 3: Creating audio space

6 5

Block III Music Unit 1 : Types of music – classical, Popular

Unit 2 : Types of music – Indian, Western

Unit 3: Music in audio production – background score, title

music, effects .

Unit 4: Creating Audiospace

6 5

Block IV

Audio Techniques Unit 1: Microphones

Unit 2: Mixers

Unit 3: Online/offline editing

4 5

Block V Producing Audio Programs Unit 1:Process of production - Preparation of scripts

(research, preparing the audio script with narration and

music and sound effects).

Unit 2: Producing a five-minute interview program (issue

based).

Unit 3: Producing a ten-minute program for children.

36 80

12 | P a g e


• Atkin, G. 1990. Sound Technics for Video and Television. London & Boston. Focal Press.

• Huber, D.M. 1987. Audio Production Techniques for Video. McMillan.

• Mott, R. 1990. Sound Effects for Radio and Television. Boston & London. Focal Press.

13 | P a g e

SOCIAL PSYCHOLOGY OF RECREATION


Sem II: MHSC (CMC) Marks : 100

Lectures : 60

About the course: The course is a corollary to the practical course communication initiatives. The course is

designed to give students insight into children's use of leisure time and understand the

recreational behavior of children. Objectives: The Student will 1. demonstrate an understanding of the interrelationship between work, leisure and recreation.

2. develop a perspective of recreational activities of children of from various backgrounds in varied

settings.

3. be familiar with the principles of developing a recreational center and event planning.

4. comprehend the social context in which messages from media are observed.



Block I Work, Leisure and Recreation interrelationship. Unit 1: Definitions of work leisure and recreation.

Unit 2: Historical context of work, leisure and

recreation.

Unit 3: Theories of recreation.

Unit 4: Theories of leisure.

Unit 5: Theories of play.

12 20

Block II Need for planning for leisure.

Unit 1:Values of leisure and outdoor recreation-personal

benefits, societal benefits and economic benefits.

Unit 2: Leisure and peoples needs.

Unit 3: Factors that influence participation of people

and children.

12 20

Block III Organization of recreational facilities for children.

Unit 1: Role of recreation in development of the child.

Unit 2: The social context in which recreation is

provided.

Unit 3: Forms of recreation available - active, passive,

public and private recreational industries.

Unit 4: Recreational facilities for children in cities,

towns and villages. Economic and civic factors.

Unit 5: Recreational possibilities for special groups of

children

12 30

Block IV Organization of recreational centers & events management. Unit 1: Need for organizing recreational centers.

Unit 2: Recreational center worker's role in operational

and managerial functions.

Unit 3:Socio-cultural perspective on Indian situation –

14 20

14 | P a g e

resources, community attitude, voluntary effort and

their

significance.

Unit 4: Characteristics and functions of major events.

Events planning stages and organization.

Block V: UN Declaration of Rights of children. 10 10


• Chaudhari,P.. Child Welfare and Development. Atma Ram & Sons. New Delhi. 1985.

• Dunn, M. Games & Activities for Juniors. 1970

• Gordon, A.Games for Growth.

• Mason B, Mitchell, D. Social Games for Recreation. Barnes & Co. New York. 1939

• NIPCCD - Play and Child Development. New Delhi.

• Puri, P. Recreation and Social Education. Vora & Co. 1962

• Reynold C, Deppe, T, Maclean,J. Recreation in American Life. Wadsworth. Belmont. 1963

• Sponsoller - Play as a learning medium. NAEYC. Washington D.C. 1981

• Stanley R. Lieber and Daniel R. Fesenmaier - Recreation Planning and Management.

Venture Publications. 1983.

• Swaminathan, M. Play Activities for Young Children. UNACC.

• Tarapore, F. Child's Right To Play.- Joint

• Torkildsen, George. Leisure and Recreation Management. University Press, Cambridge.

London. 1983

• UNICEF. Rights of the Child – World Declaration and Plan of Action from the World

Summit for Children. UNICEF India Country Office. New Delhi. 1991

15 | P a g e

PUPPETRY & CREATIVE DRAMA


Sem II : M. H.Sc. (CMC) Marks : 50

Lectures : 60

About the course:

This course is a corollary to the theory course creative media for children. It develops

awareness towards the strengths of group media with special reference to children. It further

provides opportunities for preparation as well as experimentation with performing skills. The

puppetry component has the added significance of being low cost and flexible allowing for

exploration with different aims in varied settings.

Objectives: The Student will- 1.be aware of significance of direct forms of communication with a special focus on puppetry and

creative drama.

2.be equipped with skills of critical appreciation of various elements related to dramatic

performances

3.develop competencies to produce puppet skits and perform for children and adults from varied

backgrounds in a variety of settings.



Block I: Puppetry Unit 1: Historical overview of the growth of puppetry as a

form of folk media

Unit 2: Elements of puppetry

Unit 3: Kinds of puppets

Unit4: Use of puppets for purposes of education, therapy

and community development

5 15

Block II Puppetry Skills. Unit 1:Puppet making (from waste material, paper, glove,

sticks, bottle, rod, finger, shadow, socks etc.

Unit 2: Manipulation exercises related to techniques of

puppet manipulation)

Unit 3: Script writing for puppet skit

Unit 4: Preparation of puppets, backdrop and sound effects

required for puppet shows

Unit 5: Presentation of show to target audience

25 40

16 | P a g e

Block III Theatre Unit 1: Growth of children’s theatre

Unit 2: Elements of theatre

Unit 3: Present state of children’s theatre (with a special

focus on Indian projects)

Unit 4: (a) Role of theatre in the development of a child’s

potential(b) Theatre in Education(c) Use of theatre for

therapeutic and sensitization purposes

Unit 5: Folk form of theatre and their significance

5 15

Block IV

Creative Drama Unit 1:Theatre exercises relating to concentration,

observation, use of body to communicate, team building,

trust games

Unit2: Development of idea and script for drama

presentation

Unit 3: Exposure to varied theatre performances followed

by evaluative group discussions.

25 30

Assessment: * Unit Tests : 25

Drama assignment (group): 25 marks (concept, scene-wise breakup, visualization of stage

setting, lighting, costumes, props and scripting)

Puppetry (group assignment) + journal (individual assignment): 25 marks (script writing,

preparation of required puppets and props for the show, presentation to target group. Etc.)


• Allen, John. (1979). Drama in schools: Its theory and practice. London: Heinemann

Educational Books.

• Cassin-Scott, Jack. (1992). The amateur dramatics handbook: A practical guide. London:

Cassell.

• Davis, D. (1997). Interactive research in drama in education. UK.: Trentham Books.

• Fleming, Michael. (1994). Starting drama teaching. London: David Fulton Publishers.

• Godbole, Shrirang. (1993). Chhan-chhote, Vaite-mothe! Nako re baba! Pune: Theatre

Academy.

• Jellicoe, Ann. (1987). Community plays: How to put them on. London: Methuen.

• Kernodle, G., Kernodle, P. & Pixley, E. (1984). Invitation to the theatre. New York:

Harcourt Brace Jovanovich, Publishers.

• Lanze, Hiraman. (1993). Marathi rangbhumi: Ugam ani vikas. Bhandara: Vivek Prakashan.

• National Book Trust. (1987). Together in dramaland: Children’s dramas from Asia and the

Pacific. New Delhi: Author.

• Nightingale, Benedict. (1998). The future of theatre. London: Phoenix

• Peseschkian, Nossrat. (1982). Oriental stories as tools in psychotherapy. New Delhi:

Sterling Paperbacks.

• Raha, Kironmoy. (1978). Bengali theatre. New Delhi: NBT.

• Sangeet Natak Akademi (1989). Contemporary Indian theatre: Interviews with

playwrights and directors. New Delhi: Author.

17 | P a g e

• Swaminathan, Mina. (1990). Drama and the young child. New Delhi: NCERT.

• Theodorou, Michael. (1989). Ideas that work in drama. Cheltenham: Stanley Thornes

Publishers.

• Vanarase, Shyamala. (1997). Ghashiram Kotwal: Ek Abhyas. Mumbai: Popular Prakashan.

• Whanslaw, W.H. (1957). Everbody’s theatre: And how to make it. Surrey: Wells, Gardner,

Darton & Co.

• Wood, D. & Grant, J. (1997). Theatre for children: A guide to writing, adapting, directing

and acting. London: Faber & Faber.

Wood, D. (19). Meg and Mog: Four plays for children. London: Puffin Books (Penguin).

18 | P a g e

VISUAL COMMUNICATION

Course Code: Credits: 6(4 Th+2 Pr)

Sem II: M.HSc.( CMC) Marks: 150

Lectures : 60; Pr - 60

About the course: The course is designed to enrich student’s media sensitivities and understand

the importance of visual imagery in various media.

Objectives To prepare students for a broad range of communication disciplines,

exploring ways in which visual information is produced and consumed

in today's media-rich society. After completing this course, students will:

1.Demonstrate understanding of the principles and elements of visual communication.

2.Identify and describe social and cultural conventions for communicating within the various

forms of visual media.

3. Effectively interpret and create visual messages within various media formats.

4. Critically analyze and interpret visual media messages



Block I Introduction to visual communication theory Unit 1: How and why we see

Unit 2: The concept of visual literacy

Unit 3: Sense and Perception of images

8 20

Block II Elements and Principles of design Unit 1: Understanding visual art

Unit 2: Visual aesthetics

Unit 3: Balance and harmony

Unit 4: Patterns of arrangement and object placement

Unit 5: Contrast

12 30

Block III Typography Unit 1: Science of signs, images and words

Unit 2: Readability

Unit 2: Packaging and visuals

Unit 3: Effective use of color

10 20

Block IV Graphics and Animation

Unit 1: Layout and design

Unit 2: Design principles in movies and television

Unit 3: Computer-generated images

Unit 4: Computer animation in film and television

Unit 5: Special effects in film and television

15 15

Block V Visual persuasion in communication

Unit 1: The power of visual images

Unit 2: Reinforcing stereotypes with images

15 15

19 | P a g e

Unit 3: Persuasion and propaganda with visual communication.

Unit 4: The ethics of what we see

Tutorial :



1. Effective use of photography

Unit 1: What makes a good photograph

Unit 2: Taking Color and B&W photographs

Unit 3: Developing B&W photographs

Unit 4: Cropping and sizing photographs

18 20

2. Journal on Principles and elements of design

6 20

3. Visual analysis of advertisements in various media

6 20

4. Making effective Posters.

10 10

5. Preparing an AV on a theme. 20 30


• Aitchinson, Jim : 2001. Cutting Edge Commercials. Prentice Hall. Singapore.

• Berger,Arthur. 1992. Media Analysis Techniques, Beverly Hills, Calif.Sage.

• Butterworth,M. 1980. Architecture. London.

• Carter David (ed). 2000. Creating Logo Families. Harper Collins. N.Y.

• Lester,,P. 2000. Visual Communication Images with Messages( 2nd Edition). Wadsworth.

• Mcluhan,,Marshall. 1964. Understanding Media. Signet.

• Pavitt, Jane . 2000. Brand New. V&A Publ. London.

• Pink S. 2001. Doing Visual Ethnography. Sage. California.

• Porter Tom & Greenstreet Bob . 2002. Manual of Graphic techniques: Mediums &

Methods.

• Rose, Gillian. 2001. Visual Methodologies. Sage.

• Shaw Jefferey & Weibel Peter. 2003. Future Cinema. Imaginary after Film. The MIT

Press. Canbridge.

• Stoltze Design: 2000. Letterhead and Logo Design 6. Rockport Publ. Gloucester, MA.

Websites : As indicated in the class

Reading Material files available in the Resource Center.

20 | P a g e

UNDERSTANDING CINEMA

Course Code: Credits: 4

Sem III: M.HSc.( CMC) Marks : 100

Lectures : 60

About the course:

Films are an important part of the media milieu. The course is designed to help students

understand the basics of the film making process. By studying and analyzing films, students are

helped to comprehend the codes and how they influence the audience.

Objectives: The student will be able to- 1.apply the basic concepts about the film medium in order to understand cinema.

2.To sensitize students to various kids of films with special reference to children.

3.To help students analyze films in terms of language, theme, structure and treatment.



Block I Basic Film Concepts Unit 1: Film Language

Unit 2: Macro, micro structure

Unit 3: Narrative structures and elements

Unit 4: Genre in cinema

8 20

Block II History of Cinema

Unit 1: History of world cinema, trends and changes -

Avant garde - German Expressionism - Soviet Cinema -

British documentary - Italian neo realism - French new

wave - New wave cinema

Unit 2: History of Indian cinema ; Early silent era and

Landmarks - Popular cinema - Cinema and economic

study

8 10

Block III Film Theory - Outline

Unit 1: Soviet theories

Unit 2: European theories

Unit 3: Recent approaches: Cine- Structuralism,

Cine- Feminism, Cine- Semiotics

10 30

Block IV Non-fiction and other kinds of films

Unit 1: Documentaries, Docu-dramas

Unit 2: Political films

Unit 3: Educational films

Unit 4: Animation and short films/ PSA’s

6 20

Block V Children’s Cinema Unit 1: Status of children’s films in India

Unit 2: Role of National Center of Films for children &

Young People

8 20

21 | P a g e

Practical.

Preparing a Film Journal Students should provide a thorough critical analysis of a films they have seen. After viewing

the film, they should provide the following information in their journal on

♦ Short summary of the film.

♦ The film's genre.

♦ Major character's conflict and change

♦ Cinematic significance of one scene in the film.

♦ One important use of camera angles.

♦ One important use of color.

♦ Target audience of the film.

♦ One aspect of the film's style

♦ Does the film follow a traditional bollywood /Hollywood narrative?

♦ What point is the film maker trying to make in the film? In other words, what is the

theme of the film; what does it mean?

♦ Any other point of criticism or appreciation that the student feels is necessary

to discuss in the film.

Recommended Films

International Films Indian Films:

Bicycle thieves Apu trilogy

Ameros Perros Bhuvan Shome

Solo Shatranj ke kiladi

Glass Jaane bhi do yaaro

Zoo Mirch masala

Cosmic zoom Salaam Bombay

Autumn Sonata Dil Chahta hi

Take me somewhere nice Rang de basanti

Spell bound Meghe Dhaka Tara

Killing us softly Awara

Run lola run Pyaasa

Citizen kane Goopy Gayne Bagha Bayne

Wild straw berries

Vertigo

Unchien andalou

Cabinet of Dr. Caligari

22 | P a g e


• Brosius, C. & Butcher, M. (ed.). (1999). Image journeys: Audio-visual media & cultural

changes in India. New Delhi: Sage.

• Cohen, & Mast, . (1985). Film theory and criticism. New York: Oxford University Press.

• Downes, Brend, & Millers, Steve. (19 ). Teach yourself media studies

• Dudley, A. J. (1976). Major film theories. New York: Oxford university Press.

• Dudley, A. J. (1984). Concepts in film theory. New York: Oxford university Press.

• Gaston, R. (1990).The subject of cinema. Calcutta: Seagull Books.

• Manoco, J. (19 ). How to read films.

• Mitra A. 1999. India through Western Lenses – Creating National Images in Films. New

Delhi. Sage.

• Nelmes, J. (ed.) (19 ). An introduction to film studies. : Routledge.

• R.A.Q. 2000. Double Take – Looking at the Documentary. New Delhi. PSBT.

• Ray, S. (1976). Our films, their films. Bombay: Orient Longman.

• Stam, R. & Miller, T. 2000. Film & Theory – An Anthology. Malden. Blackwell Publ.

• Stam, R. & Miller, T. 2000. Film Theory – An Introduction. Malden. Blackwell Publ.

• Vasudev, A. & Lenghlet, P. (1983). Indian cinema superbazaar. New Delhi: Vikas.

• Wyver, J. (1989). The moving image: An international history of film, television & video.

Oxford, Basil Blackwell Ltd.

Cinemaya film journal

EMRC. (19 ). Understanding cinema - A series of video programs produced by EMRC – Pune

Lacay Nick. (2004) Introduction to Film Palgrave Mc. Millan, New York.

23 | P a g e

DEVELOPMENT COMMUNICATION

Course Code: Credits: 4

Sem III: M.HSc.( CMC) Marks: 100

Lectures : 60

About the course

Media in India has been envisaged to play an important role in national development. The course

is designed to give students a perspective on what role the media can play in development by

bringing together various theoretical perspectives and field experiences in development

communication.

Objectives: The student will gain an understanding about- 1.the area of growth and development : Role of Communication

2.history and growth of development communication as an area of study.

3.some of the media based development projects in India and other countries, with special

reference to issues related to children.

4.new trends in development communication



Block I Historical perspective in Development Communication

Unit 1: Overview of Development.

Unit 2: Development Communication theories post World

War

8 10

Block II Dominant Paradigm

Unit 1: Conceptualizing the dominant paradigm

Unit 2: Modernization theories

Unit 3: Models for economic development

Unit 4: Diffusion of Innovation research

Unit 5: Critique of dominant paradigm

Unit 6: Analysing media produced under the paradigm

12

20

Block III Alternative Development paradigm Unit 1: New concept of development

Unit 2: Development support communication

Unit 3: Integrated rural development

Unit 4: Environment and development

12 20

Block IV Participatory Approaches Unit 1: Strategies for participation and communication

Unit 2: Participatory approaches and models

Unit 3:Participatory Media- field experiences ( Kheda

12 20

24 | P a g e

Communications Project, SEWA, CENDIT, Jhabua

Development Communications Project)

Unit 5: Analysing media material produced through

participatory methods

Block V Recommendations and findings of various committees Unit 1: Macbride commission report.

Unit 2: Joshi commission report.

Unit 3: The Verghese committee report.

Unit 4: The Prasar Bharati bill.

8 10

Block VI New Information Technologies and development

Unit 1: Impact of and use of new technologies in

development.

Unit 2: Social marketing techniques in development.

8 20

References/Recommended Readings • Bordenave J. 1997. Communication and Rural Development. Belgium UNESCO.

• French D. & Richards M. (eds.) 1996. Contemporary Eastern Perspectives. Thousand

Oaks/London/ New Delhi. Sage Publications

• Jayweera N. & Amunugama S. (eds.) 1987. Rethinking Development Communication.

Singapore. AMIC.

• Melkote S.R. 1991. Communication for Development in 3rd world: Theory & Practice.

Newbury Park/London/New Delhi. Sage Publications.

• Mody B. 1992. Designing messages for development communication: an audience based

approach. Newbury Park/London/New Delhi. Sage Publications.

• Nair K.S. & White, S. (eds.) 1993. Perspectives on Development Communication. Thousand

Oaks/London/ New Delhi. Sage Publications.

• Padaki V. 1995. Development Intervention & Programme Evaluation. Thousand

Oaks/London/New Delhi. Sage Publications.

• Singhal A. & Rogers E. 1989. India’s Information Revolution. Newbury Park/London/New

Delhi. Sage Publications.

• Vilanilam J. 1993. Science Communication and Development. Newbury Park/London/ New

Delhi. Sage Publications.

• White, S., Nair, K.S., & Ascroft, J. (eds.) 1994. Participatory Communication: Working

for change and development. Thousand Oaks/London/New Delhi. Sage Publication

25 | P a g e

VIDEO PRODUCTION

Course Code : Credits : 4

Sem : III M.Hsc.(CMC) Marks : 100

Lectures :

120

About the course The course is designed to help students understand the process of video production from

concept to telecast.

Objectives: 1.To provide students with theoretical inputs with regard to television production.

Students will develop skill in-

2. Writing script for various kinds of programmes.

3. Producing programs for and about children.

4. All aspects of production- pre-production, production & postproduction.



Block 1: Introduction to Television Production Unit 1: The television team- their roles &

responsibilities.

Unit 2: Stages of television production.

Unit 3 : Creating videospace- camera angles, distance,

movement, framing & composition.

2 5

Block II Research for Production Unit 1: Formative research

Unit 2: Content Development research

Unit 3: Summative research

2 5

Block III:

Television Audio

Unit 1: Nature of sound in TV

Unit 2: Types of microphones

Unit 3: Creating audiospace

Unit 4: Music & special effects in television

4 5

Block IV Videotape editing Unit 1: Purpose of editing.

Unit 2: Types of video editing- online, postproduction,

single camera.

Unit 3 : Principles of editing .

6 5

Block V Graphics

Unit 1: Principles of graphic design

Unit 2: Construction and use of graphics in television

Unit 3: Types of graphics

2 5

26 | P a g e

Block VI Script Writing Unit 1: Types of television scripts.

Unit 2: Format of TV script.

Unit 3:Elements of Scripting - Fact Programs/Fiction

programs

10 5

Block VII Production of programs

Unit 1: Making a 5-minute production on a single

concept for children.

Unit 2: Making a 45-second PSA on a development

issue.

Unit 3: Making a 15-minute programme for

children.

90 70

Evaluation Unit Test : 30 Marks

Ist production : 15 marks

IInd production : 20 marks

IIIrd production : 35 marks

Other than the product produced, marks in each production are also allocated to individual

student’s contribution to the group, interaction with group ( through peer marking) and

production book.


• Atkin, G. Sound Techniques for video and television. Butterworth. London. 1989

• Bemingham et. al. The Video Studio. Focal Press. London

• Bronfeld, S. Writing for Film & Television. Simon & Schuster. New York. 1981.

• Browne, S. Video tape editing- PostProduction Primer. Butterworth. London. 1989.

• Caruso and Arthur. Video Lighting & special Effects. Prentice Hall. New Jersey. 1991

• Clarke, B. Graphic Design in ETV. Watson-Guptill. New York. 1974.

• Dancyger, K. The Technique of Film & Video Editing. Focal Press. Boston. 1993

• Dorr, A. & Palmer E. Children and Faces of Television. Academic Press. New York.

• Huber. Audio Production Techniques for Video. Macmillian. North College.

• Hurrel, R. Television Graphics. Thames & Hudson. London

• Kluwer. Video Production Techniques, Vol. 1 & 2. Longman; London. 1990

• Millerson, G. Effective TV Production. Focal Press. London. 1976

• Mody, B. Designing Messages for Development Communication. Sage. New Delhi. 1991.

• Swain Dwight. Scripting for Video and audio- visual. Focal Press. 1981

• Swain, D. Film Scriptwriting: A practical Manual. Focal Press. London. 1982.

• White, G. Video Techniques. Heinemann Newness. Oxford. 1988

• Wurtzel, A. Television Production. McGraw Hill. New York. 1983

• Williams et.al. Research Methods and the New Media.

27 | P a g e

CHILDREN’S LITERATURE

Course Code: Credits : 6 (4 th + 2 Pr

Sem III :: M.HSc.( (CMC) Marks: 150

Lectures : 60; Pr 60

About the course: This course provides the foundation for students to apply skills in supplementary practical courses. The course seeks to provide an exposure to and theoretical

understanding of Children’s Literature, its value and importance in development of the child.

Objectives: The student will- 1.develop an awareness of the history and growth of children’s literature.

2.be able to critically appreciate Indian and foreign print media.

be familiar with existing print material in various languages and cultures.



Block I Children’s Literature

Unit 1:Historical overview of the development of

children’s literature in India and other countries

Unit 2: Types of children’s literature

Unit 3:Role of literature in a child’s development.

Harnessing literature for Educational, therapeutic

purposes & forthe socialization of children.

Unit 4: Evaluation of available children’s literature

Unit 5 :Economics involved in the production of

children’s

literature. Role of CBT and NBT in developing

indigenous

material for children

10 20

Block II Books for the young readers Unit 1: Values of books and reading in early years

Unit 2: Developing reading habits

Unit 3: Analyzing children’s story books and stories

Unit 3: Evaluating the material – field testing.

12 15

Block III Children’s Magazines/Newspapers Unit 1: Analyzing children’s newspapers, columns in

newspapers and children’s Magazines

8 15

Block IV Stories for Older Children Unit 1: Characteristics of older readers

Unit 2: Analyzing existing literature for older children

Unit 3: Reviewing children’s stories

10 20

28 | P a g e

Block V Literature for Young People Unit 1: Characteristics of young readers

Unit 2: Analyzing existing literature for young people

Unit 3: Reviewing novels

10 15

Block VI: Writing Techniques Unit 1. Principles and methods of effective writing,

rules of grammar, sentence construction;

Unit 2: paragraphing, narration; adjectives and

adverbs, tenses, sequence, logic.

Unit 3: Creativity in writing – features, articles,

profiles, interview stories writing, letters.

Unit 4: Writing for target groups special interest

audiences

Unit 5: Translation techniques– media reviews of arts,

performing arts and cinema; practical

20 15

TUTORIAL : WRITING FOR CHILDREN



Block I Types of Writing Unit 1: Reporting

Unit 2: Feature Writing

Unit 3: Creative Writing

Unit 4: Technical Writing

10 10

Block II

Illustrated Print Material for Young Children Unit 1: Developing low cost, theme based books from

available illustrations/pictures

Unit 2: Preparing a picture book

15 35

Block III

Children’s Magazines/Newspapers Unit 1: Preparing,adapting, modifying articles, poems etc.

Unit 2: Developing prototype issue of a children’s

newspaper or magazine (Group activity)

Unit 3: Editing college/department magazine

15 25

Block IV

Stories for Older Children Unit 1:Developing a story for children (in print or audio

form)

Unit 2: Evaluating the story – readability score – feedback

from target audience.

20 30

29 | P a g e


• Arbuthnot, M.H. & Sutherland, Z. (1972). Children and books. Illinois: Scott, Foresman &

Company.

• Bettelheim, Bruno. (1977). The uses of enchantment: The meaning and importance of

fairy tales. New York: Vintage Books (Division of Random House).

• Edwards, M. A. (1969). The fair garden and the swarm of beasts: The library and the

young adult. New York: Hawthorn Books.

• Fitzgerald, Burdette,S. (1962). World tales for creative dramatics and storytelling.

Englewood Cliffs, New Jersey: Prentice-Hall.

• Fox, G.; Hammond, G.; Jones, T.; Smith, F.; & Sterck, K. (eds.) (1976). Writers, critics,

and children. New York: Agathon Press.

• Huck, Charlotte, S.; Hepler, Susan; & Hickman, Janet. (19). Children’s literature in the

elementary school. Chicago: Holt, Rinehart & Winston, Inc.

• Jones, A.F. & Pollinger, L. (1996). Writing for children: And getting published. London:

Hodder Headline.

• Sharma, I. S. (1982). Children’s literature: Preparation & evaluation. New Delhi: NCERT.

• Spagnoli C. The World of Indian Stories- A Teaching Resource of folktales from every

state. Chennai. Tulika. 2003.

• Spagnoli, C. Telling Tales from Asia – A resource book for all ho love telling stories.

Chennai. Tulika. 1999.

• Westin, Boel. (1991). Children’s literature in Sweden. Sweden: The Swedish Institute.

• Wolf, Gita. (1997). Picturing words and reading pictures: Illustration and children’s

literature. Chennai: Tara Publishing.

30 | P a g e

RESEARCH APPLICATIONS IN MEDIA FOR CHILDREN

Course Code Credits: 2

Sem: IV M.Hsc (CMC). Marks:50

Lectures :

60

This course allows the students to undertake small researches on issues that are of interest to

them concerning media, and children, also discuss current topics and concerns in media.


1. awareness of current issues in media with special reference to children.

2. skills of self study and analyze current literature and researches.

3. skill in presenting materials in an interesting manner using various presentation media.



Block I Critical evaluation of 2 research articles in the field

of Media and Women & Children

10 20

Block II Review of /content analysis of media available to

children with special reference to issues like

gender/ethnicity/ stereotyping etc.

20 30

Block III Small research based project on impact of media on

children or women

20 30

Block IV On going discussion on current issues and debates on

controversial topics

10 20

31 | P a g e

CHILDREN & TELEVISION

Course Code

Sem IV M.HSc.(CMC) Credits 4

Marks : 100

Lectures : 60

About the course The course pulls together theoretical frameworks of Child Development and Communication, in

order to understand the role and impact of television in lives of children.

Objectives: The student will-

understand children as a special audience, their viewing patterns and impact.

become sensitive to various issues in media particularly television with special concern to

children.

become familiar with research in the area of children and television.



Block I Characteristics of child audience Unit 1: Children as special audience.

Unit 2: Nature of children’s viewing.

Unit 3: Kinds of programmes watched.

Unit 4: Why children watch television

10

10

Block II Attention to and comprehension of television. Unit 1: Understanding of formal aspects

Unit 2: Comprehension of TV plots.

Unit 3: Understanding of realism on television.

12

30

Block III Effects of TV viewing

Unit 1: Impact on socialization

Unit 2: Learning of gender role

Unit 3: Learning violence & aggression

Unit 4: Learning to be a consumer.

Unit 5: Education and learning- impact on

cognition, imagination, creativity, school performance.

10 25

Block IV Media Education Unit 1: Theoretical framework for media edu

Unit 2: Need for Media Education.

Unit 3: The literate viewer.

8 25

Block V Review of Children’s Programs

Unit 1: Review of Indian and foreign programs on TV

Unit 2: Review and Analysis of films for Children

Unit 3: Analysing Children’s Websites and other Media

material.

Unit 4: Analysis of Children’s Media behavior

20 10

32 | P a g e


• Agarwal, B.C. & Aghi, M.B.(eds.) 1987. Television and the Indian Child : A handbook. New

Delhi : UNICEF.

• Berry, G.L. & Asamen, J.K. 1993. Children & Television : Images in a changing socio-

cultural world. Newbury Park. Sage Publications.

• Bryant, J. & Anderson, D.R. (eds.) 1983. Children’s understanding of television : Research

on attention and comprehension. New York : Academic Press.

• Dorr, A. (1986). Television & Children : A special Medium for a Special Audience. Beverly

Hills : Sage.

• Durkin, K. (1985). Television, Sex roles and Children. Philadelphia. Open University Press.

• Ward, S. et. al.,(1986). Commercial Television and European Children. Aldershot :

Avebury.

• Greenfield, P. (1984) Mind and Media : The Effects of Television, Computers and Video

games. Glasgow. Fontana Paperbacks.

• Gunter, B. & McAleer, J.L. (1990). Children and Television : The One eyed Monster ?

London/New York : Routledge.

• Huesman, L.R. & Eron, L.D. (1986) Television and the Aggressive Child : A Cross National

Comparision. New Jersey: LEA Publ.

• Lesser, G.S. 1974. Children and Television : Lessons from Sesame Street. New York :

Random Press.

• Lesser, H. (1977). Television and the Preschool child. A Psychological theory of

Instruction and Curriculum Development. New York : Academic Press.

• Manley- Casimir, M. & Luke, C. (eds.) (1989). Children and Television : A challenge to

Education. New York : Prager.

• Palmer, E.L. & Dorr, A. (eds.) 1980. Children and faces of television: Teaching, Violence &

Selling. New York : Academic Press.

• Palmer, E. (1987). Children in the Cradle of Television. Massachusetts: Lexington Books.

• Palmer, E. (1988). Television and America’s Children : A crisis of Neglect. New York.

Oxford University Press.

• Rosengren, K. & Windhall S. (1989). Media Matter : TV use in Childhood & Adolescence.

Norwor (N.J.): Ablex Publ. Corp.

• Sparafkin, J & Liebert, R. (1988). The Early Window : Effects of Television on Children

and Youth. New York. Pergamon Press.

• Unnikrishnan, N. & Bajpai, S. (1996) Impact of Television on Children. New Delhi : Sage.

• Wartella, E. (1979). Children Communicating : Media and Development of Thought,

Speech and Understanding. London : Sage Publications.

33 | P a g e

MEDIA, SOCIETY and AUDIENCES


Sem : III : MHSC (CMC) Marks : 100

Lectures : 60

About the course: The course is designed to create an awareness and sensitivity to the social implications of media

exposure and use. It helps students examine varied media audiences.

Objectives: The student will understand the role and impact of different media on society.

2. the student will realize the influence of media on social and cultural fabric of the society.

34 | P a g e

Block V Typologies of Audience

Unit 1: A structural approach to audience formation.

Unit 2: Functionalist Model- The uses & gratification

model

Unit 3: A ‘pragmatic” Model of Audience Choice

Unit 4: Media Use & Everyday life

12 20

Block VII Intercultural and Transnational Communication 14 20



Block I Linkages: Theories of Media, Culture & Society Unit 1: Media as mediators

Unit 2: Types of Media Society theories.

Unit 3: Issues of Power, Social Integration and

Change

Unit 4: Normative theories of Media Performance

Unit 5: Issues of Freedom, Equality, Diversity, and

Information Quality.

8 20

Block II Media Structures & Organization

Unit 1: Media Structure & Performance

Unit 2: Media Institutions

Unit 3: Media Institutions in India

Unit 4: Production of Media Culture

12 10

Block III Media Audiences

Unit 1: Origin of Mass Audience

Unit 2: Audience as a group

Unit 3: The Audience as Market

Unit 4: Technology as source of change.

10 10

Block IV Media and Culture Unit 1. :Culture, Ideology and Popular culture and

Mass Culture

Unit 2.: Structuralism- Ferdinand Saussure- Roland

Barthes (mythologies)

Unit 3.: Post Structuralism- Jacques Derrida -

Jacques Lacan – Michel Foucault

Unit 4: Marxism – Frankfurt School and Gramscian

studies.

Unit 5: Post Modernism- Jean Baudrillard- Fredric

Jameson- Jean Lyotard

12 20

35 | P a g e

Unit 1: Interrelationship between media, commercial

interest and concepts of modernity.

Unit 2: Issues of cultural imperialism due to

globalization of television.

Unit 3: Issues of transnationalisation, cultural

imbalance and cultural identity in media content.


• Banerjee S. (ed). Culture and communication, New Delhi. Patriot Publishers. 1985

• Bany, G.L. and Ruthell-Kernan C. Television and the socialization of the minority child.

New York/London, Academic Press, 1982.

• Broom and Selznick, Sociology- A text with adapted readings, Harper International

• Chandra, V. Television and Indian Culture. New Delhi. Indian Publ. Distributors. 2000.

• Curran J. et.al (ed). Mass communication and society. London Edward Arnold 1977.

• Durkin, K. (1985). Television, Sex roles and Children. Philadelphia. Open University Press.

• Edelstein, A., Youi Chi. I. & Hans M. Communication and Culture – A comparative

Approach. N.Y. Longman. 1989

• Felipe. K. & Korzenny S. 1992. Mass Media Effects across cultures. International &

Intercultural Communication Annual Volume. London. Sage.

• Gurevitch M.et.al (eds). Culture, society and the media. London/New York, Methuen

1982.

• Ien Ang. Desperately Seeking the Audience. London & New York. Routledge. 1991.

• Lowe, E. The Media and Cultural Production. 2001.

• Lull, James. Inside Family Viewing: Ethnographic Research on Television’s Audiences.

London & New York. A Comedia Book, Published by Routledge. 1990.

• Mcquail Denis. Mass Communication Theory: An Introduction. 4th Edition. New Delhi.

Sage. 2000.

• Mcquail, D. Audience Analysis. Thousand Oaks. Sage. 1997.

• McQuail, D. Media Performance, London, New Delhi, Sage

• Muller, W & Meyer, M. : Children and Families watching Television : A bibliography on

Viewing Processes. Munchen. K.G. Saur. 1985

• Nowall, D. Mass Communication Theory, London, Sage 1986.

• Sandra J. Ball-Rockeach AND Muriel G. Cantor, Media, Audience and social structure,

London, New Delhi, Sage

• Storey, John. 1998. An Introduction to Cultural Theory and Popular Culture. 2nd edition.

Athens. The University of Georgia Press.

• Uma Narula, Mass Communication-Theory and Practice, Har-Anand Publications

• Wicks, R.H. Understanding Audiences: Learning to Use Media Constructively. New

Jersey. Lawrence Erlbaum Associates, Publishers. 2001.

36 | P a g e

COMMUNICATION INITIATIVES I & II

Course Code Credits: 2

M.Hsc (CMC). Marks : 50

This course allows the students to interact with different groups of children in different

locations like schools, recreation centers, orphanages, remand homes, slums etc. and carry out

communication, educational and recreational activities.


- skills to plan and implement and evaluate, intervention programs for children depending

on their age, ability and social milieu as per required needs.

Block I : Plan activities as per requirement of the agency or group of children in educational

environment or recreational environment.

Block II: Plan activities as per requirement of the agency or group of children in community

setting.

sndt women’s university m sc. home science (communication media for...

Documents