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SyllabusHuma 1780: Stories in Diverse MediaOnline Version: Fall/Winter 2017-18

Instructor: Andreas [email protected]

Course Description

This foundational course investigates the retellings of stories in different art forms, examining how various types of media make meaning and interact with the procedures of narrative. Investigating adaptations of novels, plays, films, television, and computer media, the course explores several questions implied by the translation from one medium to another: Why are some stories retold and others are not? What is included in one text that is left out of another? How does the medium in which something is expressed affect one's perception of a particular narrative? The course will familiarize you with a selection of "stories" that traverse not only several types of art forms but also different historical and cultural moments.

After completing this course you will understand why stories are not just entertainment but crucial to human culture and how stories are constructed, as well as the development of new narrative techniques in modern and postmodern culture. Many visual and written works will be studied including such media forms as novels, plays, comics, short stories, as well as advertising, TV programs, news and a number of films. The selection of reading and viewing materials will be drawn from both literary works as well as from popular culture (such as The Simpsons, Sherlock Holmes and Batman) and non-fictional readings from various authors who investigate the many changes brought on by new developments in media and technology.

Prerequisites and Minimum Technical Skills

Since this is an introductory course, no prerequisite knowledge in the discipline and subject area is required aside from undergraduate level competencies in writing, reading and research skills. In terms of technical skills, students are required to have basic computer knowledge and be competent at navigating a web based environment. Access to a computer with up to date software is required, as is a stable email address. Access to a stable and high speed Internet connection is also required.

Learning Outcomes

The course will be structured around a series of 7 thematically based modules: 1) Introductory Concepts2) Media and Narratives: from orality to literacy3) Visual Narratives4) Genre, Media and Adaptation5) Narrative and Representation/Ideology

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6) Postmodern Narratives7) Digital Narratives

The course learning outcomes will be revisited in each module and practiced over several cycles throughout the term before summative assessment takes place. Upon completion of this course, you should be able to:

Reflect on current forms of expressive/creative practice within contemporary culture Compare and contrast different media content and form in a manner that is informed by

historical source material and contemporary theoretical approaches to media, society and technology.

Analyze popular and contemporary culture beyond simple, determinist models. Apply concepts and methods covered in the course to active critical engagement by way

of written essays, discussions and online forums. To demonstrate critical thinking and writing skills in a variety of formats ranging from

short reflections to fully developed academic papers. Use historical sources, theoretical and philosophical ideas covered in the course to

develop informed critiques.

Course Materials

1) Arthur Conan Doyle. Hound of the Baskervilles. Dover Publications, 1994. 2) The remainder of readings are available online either via York Library or via links

indicated in syllabus. 3) You should also have access to Netflix.

Course Format

This is a fully online course, meaning that all content, aside from printed readings, will be accessed online. Each week will follow a similar pattern: a video lecture by the instructor, followed by a self diagnostic quiz at the end of each module designed to help you identify and remember key ideas. Second are specific readings, which can be a combination of literary or academic readings. These readings will be followed up by either an individual activity, reading guide or self diagnostic quiz designed to help you with the main ideas, concepts or content.

Each student will be assigned to a “home group”’ comprised of 5 to 6 students. Unless specified otherwise, all group activities will be with the “home group.”

All assignments are to be submitted online, in most cases via the Turnitin application.

Netiquette – Online Etiquette

Netiquette refers to the etiquette of communicating and participating with others in online environments. In general, this means that students and instructors on eLearning courses are

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expected to treat each other with respect and to show consideration. They are also expected to be timely in communication and completing activities, and accessible at appointed times. Any abusive or hateful online behavior will not be tolerated and subject to disciplinary action. York University has prepared a document which outlines netiquette in more detail. Please take the time to review it at: http://elearning-guide.apps01.yorku.ca/?page_id=26

Grading, Assignment Submission, Late Penalty and Other Info

Grading: The grading scheme for the course conforms to the 9-point grading system used in undergraduate programs at York (e.g., A+ = 9, A = 8, B+ - 7, C+ = 5, etc.). Assignments and tests will bear either a letter grade designation or a corresponding number grade (e.g. A+ = 90 to 100, A = 80 to 90, B+ = 75 to 79, etc.)(For a full description of York grading system see the York University Undergraduate Calendar - http://calendars.registrar.yorku.ca/pdfs/ug2004cal/calug04_5_acadinfo.pdf)

Students may take a limited number of courses for degree credit on an ungraded (pass/fail) basis. For full information on this option see Alternative Grading Option in the Atkinson Faculty section of the Undergraduate Calendar:

Assignment Submission: Proper academic performance depends on students doing their work not only well, but on time. Accordingly, assignments for this course must be received on the due date specified for the assignment. Assignments are to be handed in electronically directly to the course website via the Turnitin.com link. Please submit your assignment as a “doc” or PDF file.

Lateness Penalty: Assignments received later than the due date will be penalized at a reduction of 2% per school day with a one week maximum for submission. Exceptions to the lateness penalty for valid reasons such as illness, compassionate grounds, etc., may be entertained by the Course Instructor but will require supporting documentation (e.g., a doctor’s letter).

IMPORTANT COURSE INFORMATION FOR STUDENTSAll students are expected to familiarize themselves with the following information, available on the Senate Committee on Curriculum & Academic Standards webpage (see Reports, Initiatives, Documents) - http://www.yorku.ca/secretariat/senate_cte_main_pages/ccas.htm

• York’s Academic Honesty Policy and Procedures/Academic Integrity Website• Ethics Review Process for research involving human participants• Course requirement accommodation for students with disabilities, including physical, medical, systemic, learning and psychiatric disabilities• Student Conduct Standards• Religious Observance Accommodation

General Expectations

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http://www.yorku.ca/secretariat/senate_cte_main_pages/ccas.htm

http://calendars.registrar.yorku.ca/pdfs/ug2004cal/calug04_5_acadinfo.pdf

http://elearning-guide.apps01.yorku.ca/?page_id=26

It is expected and required that all students complete ALL assignments, including the major written assignments and the various individual and group activities. Regular interaction with group members and evidence of consistent interaction with the course website is also expected.

In terms of instructor feedback, students can expect regular, timely and consistent feedback on the various assignments and receive notification if there are serious issues with the student’s progress in the course. Students are encouraged to contact the instructor with any concerns or special requests at any point during the course. Depending on the circumstances, exceptions can be made, but the onus is on the student to contact the instructor as soon as possible should circumstances arise that will impact the quality of work performed for this course.

Assignments

1) Online self study diagnostic quizzes: 10%: 7 in total, assigned at the end of each module2) Online group activities: 22.5%. assigned on a regular basis throughout the course

a. Glossary of terms: to be done on a weekly basis (5%)b. Brainstorming session for Semester 1 report due Oct. 6 (5%)c. Brainstorming session for Semester 1 Expanded Report due Nov. 25 (5%)d. Novel worksheet due Jan 12 (2.5%)e. Film worksheet due Jan 19 (2.5%)f. TV worksheet due Jan 26 (2.5%)

3) Semester 1 Report (4 pages): 15%. Due Oct. 274) Semester 1 Expanded Report (5 pages): 20%. Due Dec. 45) Semester 2 Expanded Analytical Paper 22.5% (8 pages): 25%. Due April 26) Participation: 10%

Assessment Criteria for Assignments 1-3

The online self study diagnostic quizzes are graded in terms of completion and accuracy, meaning that students will receive credit if they complete them on time and correctly respond to the questions. Participation in online group activities will be evaluated on the basis of consistency and the quality/level of engagement and interaction by the instructor. A checklist of key expectations will be provided. Students will be informed about their progress on a regular basis throughout the course. The activities will be evaluated on the basis of consistency, evidence of responding to the questions or instructions and the general quality of the writing and level of detail.

Semester 1 Report: students will be required to write a 4 page “report” in response to specific questions listed below. To help students prepare the final draft of their report, the assignment will proceed according to the following stages:

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- Brainstorming sessions where each “home group” will respond to the questions in a collaborative environment. The instructor will respond and provide feedback throughout and at the end of the session. These brainstorming sessions count towards the 15% assigned for online group activities.

- Using the insights gained from the brainstorming sessions, each group will create a template of appropriate responses to the questions.

- Each individual student will write up their own version of the responses and modify them with their own analysis as indicated by question 4.

Questions

1) Identify the major parts of a narrative and provide a brief definition and example of each.

2) To what extent are the forms that narratives take dependent on the media in which they are expressed? With reference to the course reading and lecture identify and provide a brief definition and example of the major ways in which media influences the form and “message” of a particular narrative.

3) How does genre and the formulas or conventions associated with the genre structure the form of a narrative? Your response should be informed by the readings/lecture.

4) Using your collective and individual responses to questions 1-3, briefly analyze a short narrative selected from “story list #1” (posted on course web site). Each student must write their own analysis and submit it to the instructor for evaluation. Your analysis will be in response to the following questions:

a. What are the major narrative components of your story?b. What is the medium of your story? How do you think it influences the structure

and meaning of your story?c. What genre does your story belong to? To what extent does it conform to or

depart from the formulas or conventions associated with the genre?

Assessment Criteria: students will be accessed on the following:

- Evidence that the student has followed the instructions as detailed in the course assignment document

- Evidence that the student is able to articulate and employ basic critical methodologies and comparative analysis as detailed in the course assignment document.

- Students are expected to actively use relevant course readings in their paper, with a minimum of 2 citations.

- Students are expected to actively participate in the group activity associated with this assignment.

- Proper grammar, spelling and sentence construction is expected.

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Semester 2 Expanded Report: students will be required to write a 5-page analysis in response to specific questions listed below. To help students prepare the final draft of their paper, the assignment will proceed according to the following stages:

- Brainstorming sessions where each “home group” will respond to the questions in a collaborative environment. The instructor will respond and provide feedback throughout and at the end of the session.

- Using the insights gained from the brainstorming sessions, each group will create a template of appropriate responses to the questions.

- Each individual student will write up their own version of the responses and modify them with their own analysis as indicated by question 5.

Questions

1) With reference to the course reading and lecture identify and briefly define the major aspects or characteristics of oral culture in relation to how they tell and share their stories. This question is to be part of the group brainstorming session.

2) With reference to the course reading and lecture identify and briefly define the major aspects or characteristics of print culture in relation to how it informs the nature and practice of story telling. This question is to be part of the group brainstorming session.

3) With reference to the course reading and lecture identify and briefly define the major aspects or characteristics of visual narrative in relation to how it informs the nature and practice of story telling. This question is to be part of the group brainstorming session.

4) Choose three narratives from story list #2 (posted on website). One of these narratives will be oral, the second written and the third visual. Further details on how to structure your choice are indicated in story list#2. Read or listen/view each story carefully. This question is to be part of the group brainstorming session.

5) With your group complete the chart (as provided) that outlines the major components of and similarities and differences between the three narratives.

6) Using standard essay format (see additional guidelines for more info) write a 5-page analysis of the two stories that respond to the following questions (note: this is an individual assignment):

a. How does the oral story represent the major components and formal devices/conventions of oral culture? Be sure to support your ideas with references to course readings/lecture and with specific examples from the story itself.

b. How does the written story represent the major components and formal devices/conventions of literate culture? Be sure to support your ideas with references to course readings/lecture and with specific examples from the story itself.

c. How does the visual story represent the major components and formal devices/conventions of visual culture? Be sure to support your ideas with

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references to course readings/lecture and with specific examples from the story itself.

d. What would you see as some of the limits and advantages of the conventions associated with oral and literate culture and visual narrative as they apply to the specific content and delivery of your three stories? How would the nature of each story change if they were told in another form? Base your response on the material created by your group discussion and from your own insights as guided by the course readings and lecture.

Capstone Assignment: 8-page research paper. The aim of this paper is to engage in a critical analysis of a specific cultural text (novel, film, game, TV series, etc.) in terms of its formal characteristics and its relationship to issues of representation and ideology. The student is expected to demonstrate his or her knowledge of the major topics of this course. In order to assist students with the writing of this longer assignment the following procedures are to be followed:

1) Selecting the cultural text: students are free to choose from a list of narratives in a number of genres, formats and media (see story list #3). This selection should initially be based on a few basic questions:

a. What are the major formal characteristics of the story and what genre and media type does it belong to?

b. What do you think the story says about the culture in which it is being told? Does it rely on stereotypes? Is it trying to represent the world in a particular way and if so, does this “way” benefit one group above another?

2) Select three academic sources outside the course readings that you think can help you write a more informed paper. Briefly write down a sentence or two about why you have chosen these sources.

3) Reading and note taking: read/view your primary sources (ie the stories that you have chosen) and note down the features/content that informs you about:

a. The formal characteristics and genre and media group that the story belongs to.b. The presence and role of any intertextuality that might be present. You should

be able to comment on how this intertextuality impacts the meaning of the story.

c. The presence and role of any adaptation that might be present. Be sure to identify the major differences between the “original” version and its adaptation in the story that you have selected. How do these differences impact the meaning of the story?

d. Who and what is being represented in the story? Do these representations rely on stereotypes? Are the representations limiting or do they provide alternatives to status quo? Are the representations related to identifiable ideologies?

e. In your reading of the secondary academic sources make notes on the following:i. The writer’s main argument or thesis

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ii. A break down of this argument/thesis in terms of the steps taken to represent it. In other words, what does the author say in section one of the article/chapter, what is said in the second section, and so on.

iii. Highlight any quotes or ideas that you think might help you support your responses to questions a through e. These supporting quotes or ideas could be quite general. For instance, the article might provide a basic definition of gender bias, which may prove useful if you were analyzing a story that depicted women or men in stereotypical ways.

iv. Write down the bibliographic information for all sources that you are using, including Author, city of publication, publishing company/journal, year of publication and the page references specific to the passage/idea that you are using or think you might use.

4) Write a thesis statement (or main argument) and submit. Due March 2, 2017.5) Write an outline of your paper and submit. Due March 2, 2017.6) After receiving feedback from your instructor about the thesis and outline, revise both.7) Write and submit the first paragraph of your essay, which will contain the thesis/major

argument. It must also detail how your paper is going to be structured, meaning you need to layout for the reader what you are going to do and how you are going to do it (ie what theories, methods, etc. that you are going to use to prove your argument). Due March 16.

8) Write the first draft of your paper9) Revise your first draft based on feedback from instructor about first paragraph of essay.10) Submit final version. Due April 2.

Assessment Criteria: students will be accessed on the following:

- Clearly formatted essay that has an introduction, main body and conclusion. The introduction must have a thesis statement.

- Students are expected to demonstrate their ability to work with core concepts and theories from the course by engaging in a critical analysis of a specific cultural text. Key theories or concepts include those associated with the study of narrative, adaptation theory and genre. Students should also demonstrate their ability to work with the key concepts of ideology and representation.

- Evidence that the student has followed the instructions as detailed in the course assignment document

- Evidence that the student is able to articulate and employ basic critical methodologies and comparative analysis as detailed in the course assignment document.

- Students are expected to actively engage in secondary research, meaning that they must use sources outside of the course reading list. A minimum of 3 academic sources is expected (e.g. journal articles, academic books). Students may use sources from popular media such as magazines, newspapers, Web pages, social media, etc.. but these must be in addition to the academic sources.

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- Proper grammar, spelling and sentence construction is expected.

Semester One: Foundational Concepts, Categories and Methods

Module 1: Introductory Concepts

Sept. 11: Course Introduction

Learning Outcomes

- Introduce the course goals and expectations with regards to workload.- Introduce the Moodle website in order to facilitate their navigation of the content

and to learn what resources are available for them.- Introduce critical skills as a concept and practice, with an emphasis on study skills

and time management.- Foster a sense of community via some introductory “getting to know you” exercises

and activities

1. Welcome Video: introduce myself and the course. I will highlight major goals, general structure and assignments.

2. Moodle “walk through”: a video that takes the students through the course website to help them recognize major navigation tools and other resources. This will be supplemented by a documented posted on the website.

3. Critical Skills: Brief introduction to the skills that students will be required to learn (critical skills, study skills, time management skills). The York SPARK resource will be used as a means to convey this information as well as Prof. Kenedy’s webpage (http://rkenedy.info.yorku.ca/online-links/critical-skills-for-students/). After viewing the instructional materials students will be required to complete a brief quiz to demonstrate that they understand the material.

4. Group Assignments and Student introductions: students will be placed into groups of 5. Each group will participate in an icebreaker activity

5. Community building exercise: entire class. It will be a variation of the “share your enthusiasm” activity (http://teachingcommons.yorku.ca/share-your-enthusiasm/)

6. Group activity: strategies for academic success. Students will be asked to collectively (within their groups) to create a template or “map” of what they think are the best ways to be successful in this course (based on their review of the critical skills section (3)). This activity will be guided by a set of specific questions. (60 mins)

7. Students will be advised to start reading the Sherlock Holmes novel which we will deal with in the second semester. They will also be presented with a time line chart to help them plan for the readings and assignments due throughout the course. Additional materials such as “how to read a novel for university” will be made available online.

Sept. 18: What makes a story a story? - Introduction to narrative theory

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http://teachingcommons.yorku.ca/share-your-enthusiasm/)

http://rkenedy.info.yorku.ca/online-links/critical-skills-for-students/)

Learning Outcomes

- Introduce key concepts and terms associated with the study of narrative such as the difference between narrative and story, plot, setting, character, storyworld and discourse (to be delivered via the lecture)

- Further develop key concepts and terms associated with the study of narrative through the reading assigned for this week. After reading the article students should have an understanding of formulas for narrative structure, the role of narrative in culture and society, metaphor and metonymy and focal points in the analysis of media

- Apply knowledge of major concepts and terms via a simple guided analysis of a short example

1. Video lecture: I will define the basic concepts and terms of narrative and the study of narrative. The aim here is to introduce students to the field of narrative studies and what its main concerns are and why it is relevant.

2. Quiz on video material: brief online quiz to confirm students’ knowledge of the lecture material.

3. Reading: reading deals with the formulas for narrative structure, the of narrative in culture and society, metaphor and metonymy and focal points in the analysis of media.

4. Online group discussion in which students (in their home groups) will respond to specific questions designed to demonstrate their knowledge of this week’s reading.

5. Quiz on reading material: brief online quiz to confirm students’ knowledge of the reading material. Questions will be drawn from material used to structure online discussion.

6. Group activity: glossary. Students will work with their groups to compile a glossary of the major terms and definitions covered in this unit. This glossary will be added to throughout the course. Students will use the glossary tool within Moodle.

7. Group activity: collaborative narrative analysis. Based on a similar exercise described in the reading for this week students will analyze a brief narrative (fairytale) in terms of identifying and providing explanations of the main formal elements presented in the lecture and reading (plot, setting, character, storyworld, narrative structure, metaphor, metonymy and focal points). A chart will be provided to facilitate this analysis.

Readings

Berger, Arthur Asa. “The Nature of Narratives.” Excerpt from Narrative in Popular Culture, Media and Everyday Life. London: Sage, 1997. Pp. 1-18.

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Sept 25: What is Media?

Learning Outcomes

- To understand the term media as a form of mass communication, artistic media, media of expression, media of language and media of writing.

- To introduce the study of narrative as related to specific media types on the basis of semiotic, material/technological and cultural categories

- Distinguish between the artefactual, commodity and textual aspects of media outputs.

- Define and identify the rhetorical devices involved in producing and organizing meaning in media texts.

- Conceptualize the relationship of media meanings to social contexts- To apply knowledge of major concepts and terms via a simple guided analysis of a

short example

1. Video lecture Introduce the concept of “media” and how different media impact the nature of communication, representation and storytelling. The main point here is to help students make connections between the media and the message and to introduce a few basic techniques and theories associated with media analysis including media as a form of mass communication, artistic media, media of expression, media of language and media of writing. I will also introduce the study of narrative as related to specific media types on the basis of semiotic, material/technological and cultural categories.

2. Quiz on video material: brief online quiz to confirm students’ knowledge of the lecture material

3. Reading: reading deals with the concept of “thinking about media as texts,” rhetorical devices and the differences between media as physical form, media as a form of economic value and media as a site for the generation of meaning value




7. Group activity: collaborative rhetorical analysis. Based on a similar exercise described in the reading for this week students will analyze two magazine covers to demonstrates how media rhetoric works with respect to meaning and social context. One of these covers will be from the 1950s or 60s and the other from today. Students will be asked to compare and contrast the rhetorical differences/similarities. The instructor will provide resources to help students find appropriate magazines.

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Reading"How do Media make meaning." In Media Studies: Texts, Production, Context. 2nd edition. Paul Long and Tim Wall. New York: Routledge, 2012. Pages 28-66.

Oct. 2: What is Genre?

Learning Outcomes

- To understand the concept of genre and its use in categorizing and analyzing narratives

- To understand how audiences and institutions use genre as an organizational and conceptual tool

- To understand the basic elements used to identify genre. These include: types of characters, setting, iconography, narrative and style of text and the stars used to represent the characters (in film/TV), thematic structure, the situation of address, the structure of implication, the rhetorical function and the physical setting

- To understand that genres evolve in relation to social context- To apply knowledge of major concepts and terms via a simple guided analysis of a

short example- Application of knowledge in the form of a report in which students will identify

major narrative components of a story and provide a brief analysis of how these components contribute to the meaning of the story. Assignment also provides an opportunity to demonstrate knowledge and review essential concepts. Step 1 of this assignment occurs during the week via the “brainstorming” session indicated below. See page 5 for complete details.

1. Video lecture: Introduce the concept of genre as it is used to analyze narratives and its use as an organization and conceptual tool. Also introduce the role of conventions and formulas in the construction of narratives. These conventions and formulas are often related to the medium by which a narrative is being represented.


3. Reading: reading deals with the formal features of genre, thematic structure, the situation of address, the structure of implication, the rhetorical function and the physical setting.

4. Online group discussion in which students (in their home groups) will respond to specific questions designed to demonstrate their knowledge of this week’s reading. (60 mins)


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7. Group activity: collaborative analysis of movie trailer to demonstrate knowledge of genre in terms of main elements used to categorize genre. This exercise is similar to an approach presented in the readings. A template will be provided to assist students with the analysis. A list of appropriate trailers will be provided.

8. Group activity: brain storming session for Semester 1 Report (see assignment description above for details.

David Chandler. “An Introduction to Genre Theory.” http://visual-memory.co.uk/daniel/Documents/intgenre/intgenre.html . Read section 1 The Problem of Definition and Section 5. D.I.Y. Generic Analysis and Appendix 1” Taxonomies of Genres and Appendix 2: Generic textual features of film and television.

Reading: "Approaching Genre." In Genre. John Frow. New York: Routledge, 2006. Pages 6-17.

Oct. 9: Thanksgiving.

Module 2: Media and Narratives 1: from orality to literacy

Oct. 16: Oral Culture

Learning Outcomes

- To understand the main features of specifically oral (pre-literate) cultures in terms of communication practices.

- To understand how oral culture is a factor in the construction of information and knowledge

- To understand how oral cultures are different from literate cultures in terms of their respective ability to create arguments, philosophical ideas and memory practices

- To understand the main ways in which oral cultures structure their narratives and stories.

- Application of knowledge in the form of a report in which students will identify major narrative components of a story and provide a brief analysis of how these components contribute to the meaning of the story. Assignment also provides an opportunity to demonstrate knowledge and review essential concepts. Step 1 of this assignment occurs during the week via the “brainstorming” session indicated below. See page 5 for complete details.

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http://visual-memory.co.uk/daniel/Documents/intgenre/intgenre.html

1. Video lecture: Introduce the main features of oral cultures and how these are related to narrative practices.


3. Reading: reading deals with the formal features of oral cultures and how these features constitute the formation of knowledge, philosophical ideas and memory practices. The reading also sets up the major differences between oral and literate cultures which are further developed next week.




7. Individual activity: continue work on first writing assignment as detailed in the assignments section above. Students should use last week’s brainstorming session as a development tool.

Reading: Walter Ong. Orality and Literacy: Technologizing the Word. New York: Routledge, 1982. Selections (Chapter 1, pages 1-10 and Chapter 3, pages 31-36.)

Oct. 23: Print Culture

Learning Outcomes

- To understand the major features of literate cultures which are also known as symbolic communities

- To understand how writing impacts the creation and distribution of knowledge- To understand how the move from oral to literate cultures impacted the nature of

community- To understand how narratives constructed by literature cultures differ from those in

oral cultures in terms of their use of patterns, individualism, originality, narrative structures, styles and characters.


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1. Video lecture: Introduce the main features of oral cultures and how these are related to narrative practices.


3. Reading: reading deals with the formal features of oral cultures and how these features constitute the formation of community, knowledge, philosophical ideas and memory practices. The reading also sets up the major differences between oral and literate cultures which are further developed next week.




7. Individual activity: continue and complete work on first writing assignment as detailed in the assignments section above. Due Oct. 27

Reading: Walter Ong. Orality and Literacy: Technologizing the Word. New York: Routledge, 1982 Chapter 4, pages 77-91.

Oct. 30: The Novel

Learning Outcomes

- To understand the novel as a specific form of narrative that is related to specific historical and cultural contexts

- To understand the novel as a kind of medium with common structural and formal elements that are a development of and departure from earlier narrative traditions.

- To relate the narrative practices associated with the novel to our previous discussions of literate cultures.

- To understand more generally how changes in representational forms impact how we tell stories and how information and knowledge is created and distributed.

- To apply knowledge of major concepts and terms via a simple guided analysis of a short example

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1. Video lecture Introduce the novel as a specific form of narrative that is related to specific historical and cultural contexts and discuss the novel as a medium and make connections to previous presentation or literate cultures.


3. Reading: reading deals with the narratives practices associated with the novel and how changes in representation forms impact the telling of stories and the the creation and sharing of knowledge. The historical context of the novel is also presented in the reading.




7. Group activity: As a means to review the major concepts associated with oral culture, literature culture and the novel each group will be asked to write a proposal for the basic structure and organization of a particular story as an oral tale, a written report and as a novel. A template will be provided to guide the students through this assignment. The instructor will provide the story to be “adapted.”

Readings

Schmidt, Michael. "Introduction." Pages 4-16. The Novel: An autobiography. Harvard UP, 2014.

Nov. 6: Radio Theatre

Learning Goals

- To understand how specific aspects of a given medium, in this case radio, influence and structure the creation of narratives

- To introduce radio drama as a genre in terms of its history (as related to the evolution of radio) and its relationship to other narrative forms (written narratives, theatre, movies).

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- To understand the role and contexts of audiences in terms of their relationship to different media forms.


1. Video lecture: Introduce the radio drama as a specific medium with an emphasis on format, conventions and narrative structure


3. Reading: reading deals with the narratives practices associated with the radio drama, its historical development and major conventions and cultural impact on audiences and society as a whole.




7. Group activity: Listen to an old radio drama from the golden age of radio (Dragnet episode 1, 1950). Groups will be asked to note the specific conventions, structures and devices (as presented in lecture and reading) used in the episode. Students will also be asked to reflect on their impressions of this form of narrative.

Reading: Berger, Arthur Asa. “Radio Narratives.” Excerpt from Narrative in Popular Culture, Media and Everyday Life. London: Sage, 1997.

Listening: https://archive.org/details/Dragnet_OTR/Dragnet_49-06-10_ep002_Homicide.mp3

Module 3: Visual Narratives

Nov. 13: Film

Learning Outcomes

- A general introduction to the concept of visual narratives and how they are similar and different from written and oral narrative forms.

- To understand the major formal elements of narrative film in terms of structures and basic film techniques.

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https://archive.org/details/Dragnet_OTR/Dragnet_49-06-10_ep002_Homicide.mp3

- Students will gain knowledge of the following concepts: diagetic, nondiagetic, screen time vs narrative time, backstory, flashbacks, fashforwards, point of view, types of camera moves, character arc, three act structure, mise-en-scene and basic editing techniques.


1. Video lecture: Introduce the concept of visual narratives and the major formal elements of narrative film.


3. Reading: reading deals specific elements of narrative film such as diagetic, nondiagetic, screen time vs narrative time, etc. (see above).




7. Group activity: Viewing of selected scenes from films that allow students to identify the major elements of narrative film as described in the reading and lecture. For example, one scene might feature a close up and students will be asked to first identify the closeup technique and then to reflect on how it structures the depicted scene and how it potentially impacts how audiences understand or interpret it. A total of 8 scenes (average length of 3 mins or less) will be selected and made available to the students. A template will be provided to help students with this activity.

Susan Speidel. "Film Form and Narrative," pages 79-110 (or 1-22 in pdf version). In Introduction to Film Studies, ed Jill Nelmes. New York: Routledge, 2012. http://cw.routledge.com/textbooks/9780415409285/about/sample.pdf

Nov. 20: TV

Learning Outcomes

- Introduce the major structural elements of TV serial broadcasts- To understand the major differences between Made for Television Film and theatre

based cinema

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http://cw.routledge.com/textbooks/9780415409285/about/sample.pdf

- To understand the major components of the television series: use of multiple protagonists, lack of episodic resolution, aperture, cause-effect chain and story time.

- To apply knowledge of major concepts and terms via a simple guided analysis of a short excerpt



1. Video lecture: An introduction to the major formal elements of TV narratives in terms of structures and basic film/video techniques. I will also continue to highlight how the specific aspects of a given medium (in this case TV), influence and structure how narratives are created.


3. Reading: reading deals specific elements of TV narrative such as planned interruption, lack of episodic resolution, cause-effect chain, etc.. (see above).




7. Group activity: Viewing of selected scenes from TV episodes that allow students to identify the major elements of TV narrative as described in the reading and lecture. A total of 8 scenes (average length of 3 mins or less) will be selected and made available to the students. A template will be provided to help students with this activity.

8. Brainstorming session for Semester 1 Report (see assignment description on page 6 for details).

Reading

Butler Jeremy. "Narrative Structure: Television Stories," pages 21-54. In Television: Critical Methods and Applications. New York: Routledge, 2012.

Brain storming session for Semester 1 Expanded Report

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Nov. 27: Graphic Novels

Learning Outcomes

- Introduce the basic structural elements of graphic novels- To understand the generic schematic structure of graphic novels, which has four

stages: situation, complication, resolution and denoument- To understand the use of participant roles in graphic novels- To understand the use of recursion- To understand conventional layout and visual paradigms used in the graphic novel

form.- To apply knowledge of major concepts and terms via a simple guided analysis of a

short excerpt

1. Video lecture: An introduction to the major formal elements of graphic novels2. Quiz on video material: brief online quiz to confirm students’ knowledge of the lecture

material.3. Reading: reading deals with generic schematic structure of graphic novels, recursion,

participant roles and conventional layout and visual paradigms. 4. Online group discussion in which students (in their home groups) will respond to specific

questions designed to demonstrate their knowledge of this week’s reading. 5. Quiz on reading material: brief online quiz to confirm students’ knowledge of the

reading material. Questions will be drawn from material used to structure online discussion.


7. Group activity: Analysis of excerpts from selected graphic novels and comics to demonstrate understanding of key concepts and terms presented in lecture and reading. A template will be provided to the students to guide them through this exercise

Reading

Postema, Barbara. Narrative Structure in Comics: Making Sense of Fragments. RIT Press, 2013. (selections)

https://www.ted.com/talks/scott_mccloud_on_comics#t-196789

Dec. 4: Review and preparing for what comes next

Learning Outcomes

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https://www.ted.com/talks/scott_mccloud_on_comics#t-196789

- To review how the specifics of media environments influence and relate to the telling of stories and the constructions of narrative genres

- To introduce our general approach to interpretation, which will be covered next semester.

- * The outcomes and workload for this last class of the semester are intentionally lower to provide students extra time to work on their second paper and to also give them some “breathing space” for the demands from their other courses and exams.

- Application of knowledge in the form of a report in which students will identify major narrative components of a story and provide a brief analysis of how these components contribute to the meaning of the story. Assignment also provides an opportunity to demonstrate knowledge and review essential concepts. The final version of the report is due. See page 5 for complete details.

1. Recap of major ideas,

No readings

Semester 1 Expanded Report due Nov. 25

Semester 2: Analyzing Narratives

Module 4: Genre, Media and Adaptation

Jan 8: The Detective Novel

Learning Outcomes

- To introduce the major elements of the detective /mystery genre and major narrative tropes and typologies

- To provide a historical and cultural context to the Sherlock Holmes narrative and its influence on subsequent authors and the genre as a whole

- To engage in close reading and literary analysis as limited by a specific interest in narrative form and genre conventions

1. Video lecture: An introduction to the major elements of the detective /mystery genre and major narrative tropes and typologies


3. Reading: novel Hound of the Baskervilles.

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4. Online group discussion in which students (in their home groups) will respond to specific questions designed to demonstrate their knowledge of the novel in terms of the plot, major characters, literary devices, structural elements and genre conventions


6. Group activity: glossary. Students will work with their groups to compile a glossary of the major terms and definitions covered in this unit. This glossary will be added to throughout the course. Students will use the glossary tool within Moodle

7. Group activity: Close reading and analysis of selected scenes from the novel to demonstrate understanding of key concepts, terms and themes. A template will be provided to guide students through this assignment.

Readings

Arthur Conan Doyle. The Hound of the Baskervilles. Book to be purchased.Supplementary material on Doyle, historical context and major formal features of the Holmes narrative. Provided by instructorHow to read a novel worksheet: This was made available to students at the beginning of the course. Students will be asked to revisit the document and use it to guide the activities indicated above.

http://www.arthurconandoyle.com/index.html http://dickens.stanford.edu/sherlockholmes/index.html

Jan. 15: The Detective Movie

Learning Objectives

- To introduce the major elements of the detective /mystery genre (in film) and major narrative tropes and typologies

- To continue the historical and cultural context to the Sherlock Holmes narrative and its influence on subsequent authors and the genre as a whole as result of popular adaptations

- To engage in close reading and comparative analysis (of novel and film) as limited by a specific interest in narrative form and genre conventions

- Application of knowledge through a guided analysis

1. Video lecture An introduction to the major elements of the detective /mystery genre (in film) and major narrative tropes and typologies


3. Viewing:

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http://dickens.stanford.edu/sherlockholmes/index.html

http://www.arthurconandoyle.com/index.html

4. Online group discussion in which students (in their home groups) will respond to specific questions designed to demonstrate their knowledge of the film in terms of the plot, major characters, movie devices, structural elements and genre conventions.

5. Quiz on viewing material: brief online quiz to confirm students’ knowledge of the film. Questions will be based on the “how to read a film” handout.


7. Group activity: Close reading and analysis of selected scenes from the novel and film to demonstrate understanding of key concepts, terms and themes and to be able to engage in a comparative analysis. A template will be provided to guide students through this assignment .

Viewing: Sidney Landfield (dir.) The Hound of the Baskervilles (1939)Supplementary material: “how to read a film” handout”. Students will be asked to revisit the document in order to guide the activities listed above.

Jan. 22: The Detective TV Series

Learning Objectives

- To introduce the major elements of the detective /mystery genre (in TV) and major narrative tropes and typologies

- To continue the historical and cultural context to the Sherlock Holmes narrative and its influence on subsequent authors and the genre as a whole as result of popular adaptations

- To engage in close reading and comparative analysis (of novel, film and TV episode) as limited by a specific interest in narrative form and genre conventions

- To highlight the key aesthetic and structural elements specific to the BBC Sherlock series in anticipation of our discussions of representation, ideology and postmodernism

- Application of knowledge through a guided analysis

1. Video lecture: An introduction to the major elements of the detective /mystery genre (in TV) and major narrative tropes and typologies and also to highlight the key aesthetic and structural elements specific to the BBC Sherlock series in anticipation of our discussions of representation, ideology and postmodernism

2. Quiz on video material: brief online quiz to confirm students’ knowledge of the lecture material .

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3. Viewing: Sherlock TV episode (The Hounds of the Baskervilles). Students should make use of “how to read a TV episode” document.

4. Online group discussion in which students (in their home groups) will respond to specific questions designed to demonstrate their knowledge of the episode in terms of the plot, major characters, literary devices, structural elements and genre convention.

5. Quiz on viewing material: brief online quiz to confirm students’ knowledge of the film. Questions will be based on the “how to read a film” handout.


7. Group activity: Close reading and analysis of selected scenes from the novel, film and TV episode to demonstrate understanding of key concepts, terms and themes and to be able to engage in a comparative analysis. The activity also sets up the topics of representation, ideology and postmodernism, A template will be provided to guide students through this assignment.

Reading and Viewing Sherlock: The Hounds of the Baskervilles (BBC series. On Netflix)Supplementary material: TV study worksheet. Students will be asked to revisit and use as guide for activities listed above.

Module 5: Narrative and Representation/Ideology

Jan. 29: Theories of Representation

Learning Outcomes

- To introduce the concept of representation and its application to the study of narrative and media

- To understand the dynamics and issues involved in representations of gender, sexuality, class and race

- To introduce key methods in media studies as related to the analysis of representation in contemporary culture and media.

- To analyze specific narrative examples in order to better understand how representation functions, specifically with respect to gender, sexuality, class and race.

- To apply knowledge of major concepts and terms via a simple guided analysis of brief examples

1. Video lecture:An introduction to the concept of representation and its application to the study of narrative and media

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3. Reading: reading deals with the key methods in media studies as related to the analysis of representation in contemporary culture and media.

4. Online group discussion in which students (in their home groups) will respond to specific questions designed to demonstrate their knowledge of the reading in terms of the reading in terms of their knowledge of key approaches to the analysis of representation in media and society.

5. Quiz on reading material: brief online quiz to confirm students’ knowledge of the reading.


7. Group activity: Close reading and analysis of selected media texts (scenes from film/TV (some from Sherlock film and TV episode), commercials, magazine ads) in order to identify and analyze representation in relation to the topics/issues outlined above. A template will be provided to guide students through this assignment.

Reading:

"Media Representations," pages 100-129. Media Studies: Texts, Production, Context. 2nd edition. Paul Long and Tim Wall. New York: Routledge, 2012.

Feb. 5: Theories of Ideology

Learning Outcomes

- To introduce the concept of ideology and its application to the study of narrative and media

- To understand the dynamics and issues involved the role of ideology in influencing the creation and reception of popular narratives

- To analyze specific narrative examples in order to better understand how ideology is at work

- To introduce key methods in literary and cultural studies as related to the analysis of ideology in contemporary culture and media.


1. Video lecture: An introduction to the concept of ideology and its application to the study of narrative and media

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3. Reading: reading deals with the key methods in literary and cultural studies as related to the analysis of ideology in contemporary culture and society.

4. Online group discussion in which students (in their home groups) will respond to specific questions designed to demonstrate their knowledge of the reading in terms of the reading in terms of their knowledge of key approaches to the analysis of ideology in media and society.



7. Group activity: Close reading and analysis of selected media texts (scenes from film/TV (some from Sherlock film and TV episode), commercials, magazine ads) in order to identify and analyze ideology in relation to the topics/issues outlined above. A template will be provided to guide students through this assignment.

Reading

Terry Eagleton. “What is Ideology,” in Ideology: An Introduction. New York: Verso Press, 1991. Pages 1-30. https://archive.org/stream/TerryEagleton-IdeologyAnIntroduction/TerryEagleton-Ideology-AnIntroduction_djvu.txt

Feb. 12: Narratives and Representation/Ideology

Learning Outcomes

- To review the subsequent material on representation and ideology by engaging in a more wide ranging analysis of selected media texts.

- To provide students with conceptual tools to analyze popular narratives on the basis of ideology and representation

- Application of knowledge in the form of semi independent analysis of selected media texts.

- To prepare students for final assignment by providing a context for a close reading and comparative analysis that is similar to the guidelines for the final paper. See page 7-8 above for details.

1. Video lecture: A review of ideology and representation and its application to the study of narrative and media. Emphasis will be on how ideology and representation often work together.

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3. Reading: reading deals with examples of how to analyze popular narratives on the basis of ideology and representation.

4. Online group discussion in which students (in their home groups) will respond to specific questions designed to demonstrate their knowledge of the reading in terms of the reading in terms of their knowledge of key approaches to the analysis of ideology in media and society.



7. Group activity: using a check list/worksheet students will be asked to analyze a TV program of their choice (but not one presented by the instructor) with respect to issues of representation and ideology. Each student is required to work on their own checklist/worksheet and then share their findings with their group. These shared findings will be then used to create one worksheet that the group will post online to share with the rest of the class.

Reading

TBA

Module 6: Postmodern Narratives

Feb. 26: Postmodernism – styles, aesthetics, theory

Learning Outcomes

- To introduce the major aspects of postmodernism- To understand the major components of postmodern aesthetics in terms of their

impact of narrative. These are: style over substance, confusions over time and space, the decline of metanarratives and the inversion of culture over society and the breakdown between art and popular culture.


- Application of knowledge in the form of an essay in which students engage in a critical analysis of a specific cultural text (novel, film, game, TV series, etc.) in terms of its formal characteristics and its relationship to issues of representation and ideology. Assignment also provides an opportunity to demonstrate knowledge and review essential concepts. The final version of the report is due. See page 7-8 for

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complete details. Note that this is the first stage of this assignment, which is in the form of a thesis statement and outline.

1. Video lecture: A introduction of the major aspects of postmodernism2. Quiz on video material: brief online quiz to confirm students’ knowledge of the lecture

material.3. Reading: reading deals with the major components of postmodern aesthetics in terms of

their impact on narrative. 4. Online group discussion in which students (in their home groups) will respond to specific

questions designed to demonstrate their knowledge of the reading in terms of the reading in terms of their knowledge of key approaches to the analysis of postmodernism in media and society.



7. Group activity: using a check list/worksheet students will be asked to analyze selected examples from TV (including Sherlock TV series), film, literature and graphic novels in order to identify postmodern aesthetics as outlined above.

8. Submission of thesis statement and outline for final assignment. Due March 2. (120 mins: however students should have been working on this in advance of this week. Reminders and opportunities for instructor guidance will be provided to help students prepare).

Reading

Reading: Cobley, Paul. "Postmodernism, pages 151-181. Narrative. New York: Routledge, 2014.

March 5: Pastiche and Intertextuality

Learning Outcomes

- To further expand our understanding of postmodernism by introducing pastiche and intertextuality

- To demonstrate how pastiche and intertextuality inform contemporary narratives structure in a range of media environments.

- To deepen our understanding of pastiche and intertextuality through a case study of The Simpsons TV series

- To apply our knowledge of postmodernism, pastiche and intertextuality via a short analysis of a selected episode from the Simpsons

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1. Video lecture: A introduction of pastiche and intertextuality as demonstrated in contemporary narratives in literature, film, TV and popular culture


3. Reading: reading deals pastiche, postmodernism and intertextuality via a case study of The Simpsons

4. Online group discussion in which students (in their home groups) will respond to specific questions designed to demonstrate their knowledge of the reading.



7. Group activity : Based on the viewing of The Simpsons. "22 Short Films about Springfield." (1996). Students will be asked to identify and reflect upon the various intertextual moments and uses of pastiche in the Simpsons episode. Students will also be asked to articulate specific instances of postmodernism in the episode. A template/guide will be provided to assist with this activity.

Viewing: The Simpsons. "22 Short Films about Springfield." (1996). (30 mins run time + 30 mins for reviewing/analyzing)

Reading: Simone Knox. “Reading the Ungraspable Double-Codedness of: The Simpsons.” Journal of Popular Film and Television. Vol. 34, 2006, issue 2, pp. 73-81. Online via York Library.

March 12: Adaptations and Fairy Tales

Learning Outcomes

- To further our understanding of how specific media influence narrative structure and content by focusing on the adaptation of stories from one media to another

- To introduce Propp’s morphology thesis and its major terms and components- To deepen our knowledge of Propp’s morphology thesis by working through an

analysis of the adaptation of fairy tales in various media forms via a specific case study (detailed in reading)

- To apply our knowledge of adaptation, postmodernism and morphology via a short analysis of selected examples

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- Application of knowledge in the form of an essay in which students engage in a critical analysis of a specific cultural text (novel, film, game, TV series, etc.) in terms of its formal characteristics and its relationship to issues of representation and ideology. Assignment also provides an opportunity to demonstrate knowledge and review essential concepts. The final version of the report is due April 2. See page 7-8 for complete details. Note that this is the second stage of this assignment, which is in the form of the first paragraph of the essay

1. Video lecture: Revisit the topic of adaptation by using Propp’s morphology of a fairy tale

thesis to better understand the relationship between various versions of of popular fairy tales


3. Reading: reading deals with contemporary adaptations of fairy tales across a variety of media platforms with a focus on adaptation, morphology and postmodernism




7. Group activity : Students will be asked to analyze specific scenes/passages from “Once Upon a Time” (TV series) and The Sisters Grimm (novels).

8. Submit first paragraph of essay by March 16

Reading

Preston, Cathy Lynn. “Disrupting the Boundaries of Genre and Gender: Postmodernism and the Fairy Tale,” (pages 197-212). In Fairy Tales and Feminism: New Approaches. Detroit: Wayne University Press, 2004.

Module 7: Digital Narratives

March 19: The Nature of the Digital Narratives

Learning Outcomes

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- To introduce the main features of digital technology in terms of its differences from analog media

- To understand the ways in which digital media provides new ways to produce and consume narratives

- To gain knowledge of how digital media has impacted existing genres in addition to creating new ones

- To apply our knowledge of digital media’s impact on narrative form and content via an analysis of selected examples

1. Video lecture: introduce the main features of digital media in terms of their departure from analog media


3. Reading: reading deals with digital media’s impact on the production and consumption of narratives and its impact on existing genres and the creation of new genres.




7. Group activity : Students will be asked to analyze specific scenes/passages from selected “digital texts” to apply their knowledge of digital media in terms of its impact on narrative form and content.

ReadingThomas, Bronwen. "New Media Narratives." Narrative: The Basics. Routledge, 2016.

March 26: Telling/playing Stories on the ‘Net

Learning Outcomes

- To introduce and understand the genre of hyperfiction and interactive narrative as related to our investigation of how digital media has impact the production and consumption of narrative in contemporary society

- To further our understanding of digital media and its impact on narrative by focusing on social media, gaming and other online narratives

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- To apply your knowledge of digital narratives, hypertext and interactive fiction via guided analysis of selected examples from games, digital literary works and social media

1. Video lecture: introduce the hyperfiction and interactive narrative in terms of it exemplifying the major ways in which digital media has impact narrative form and content


3. Reading: reading deals with digital gaming in terms of narrative structure, content and form.




7. Group activity : Students will be asked to analyze specific scenes/passages from selected hyperfictions and interactive texts/games to apply their knowledge of the manor theories and concepts introduced during this week. Students will be provided with a list of questions to guide them through this activity.

ReadingStreitfeld, David. "Web Fiction, Serialized and Social. NY Times, Technology, March 23, 2014. https://www.nytimes.com/2014/03/24/technology/web-fiction-serialized-and-social.html?_r=0

Simon Egenfeldt-Nielsen, Jonas Heide Smith "Narrative," Understanding Video Games: the Essential Introduction. New York: Routledge, 2015.

Additional materials

Wattpad: https://www.wattpad.com/home (site is referred to in Streitfeld article)

Hyperfiction examples: http://www.eastgate.com/ReadingRoom.htmlSocial Media fiction examples: http://www.trendhunter.com/slideshow/fictional-social-media

April 2: Conclusions and Ideas for Further Explorations

Learning Outcomes

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http://www.trendhunter.com/slideshow/fictional-social-media

http://www.eastgate.com/ReadingRoom.html

https://www.wattpad.com/home

https://www.amazon.ca/s/ref=rdr_ext_aut?_encoding=UTF8&index=books&field-author=Jonas%20Heide%20Smith

https://www.amazon.ca/s/ref=rdr_ext_aut?_encoding=UTF8&index=books&field-author=Simon%20Egenfeldt-Nielsen

https://www.nytimes.com/2014/03/24/technology/web-fiction-serialized-and-social.html?_r=0

- To review how the specifics of media environments influence and relate to the telling of stories and the constructions of narrative genres with a focus on ideology, representation, postmodernism and digital media

- To provide ideas for further explorations for those interested in pursuing media studies, humanities or culture and expression (the program with which this course is associated)

- * The outcomes and workload for this last class of the semester are intentionally lower to provide students extra time to work on their final paper and to also give them some “breathing space” for the demands from their other courses and exams.

- Application of knowledge in the form of an essay in which students engage in a critical analysis of a specific cultural text (novel, film, game, TV series, etc.) in terms of its formal characteristics and its relationship to issues of representation and ideology. Assignment also provides an opportunity to demonstrate knowledge and review essential concepts

1. Video lecture: Course wrap up and concluding summary or major points covered in this semester


3. Wrap up exercise: a variation of the “share your enthusiasm” activity from the first lesson, but adapted so that students can reflect on their favourite topics in the course and what they might want to learn more about. (http://teachingcommons.yorku.ca/share-your-enthusiasm/)

4. Final Assignment : Expanded Analytical Paper (8-10 pages). See pages 7-8 for details. Due April 2.

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http://teachingcommons.yorku.ca/share-your-enthusiasm/)