Cars, Culture and Media
Course Syllabus: Fall 2016
ENVS 295 Dr. Rob Williams
[email protected]
#802.279.3364.
Office Hours: By appointment arranged by phone or email or F2F.
Communication Note: Email and a course blog will be used for official communication in this class. Students should log on to email at least every other day. Readings: Carjacked: The Culture of the Automobile and Its Effect on Our Lives. 2010. Palgrave-­‐Macmillian, New York. Catherine Lutz, Anne Lutz Fernandez. Catherine Lutz is an anthropologist at Brown and her sister is a former corporate and marketing executive. This recent book examines the relationships between cars and American culture. The Geography of Nowhere: The Rise and Decline of America's Man-­‐Made Landscape by James Howard Kunstler (Paperback -­‐ Jul 26, 1994). Well-­‐told story from a critical perspective on the role of cars in society.
Republic of Drivers: A Cultural History of Automobility in American Life. 2008. Cotten Seiler. A short, scholarly, and concise overview of the impact of the automobile on 20th century U.S. life and culture.
Course Overview
In the U.S. car use has steadily increased since the early
part of the 20thcentury. Today, mobility is defined as
automobility, or motorization, because about 86 percent of
the trips we take (for a purpose) are in automobiles. Central
to the growth in automobility has been the size, power and
force of the automobile industry. Cars have become woven
into American culture so much that it has become cliché to
say that we have a “love affair with the car.” Culture can be
defined as the symbols of expression that individuals, groups
and societies use to make sense of their daily lives and to
articulate their values. Culture is reproduced through music,
TV, movies and advertising among other venues.
In this course, we break down the “love affair with the car” by
examining the culture that surrounds the automobile, the
promotion of that culture over time, and media’s role in
promulgating car-related cultural artifacts.
Learning objectives
Understand the physical, economic and social factors that
lead to the dominate role of automobiles in the U.S.
Understand the role of media and advertising in promoting
a car-centered culture.
Critique the car-centered culture “myth” through weekly
blog posts/papers and the creation of short media literacy
projects/video.
Course Components:
Automobility and Car-­‐dependence.
What are some of the economic, physical and societal reasons behind the dominant role of the car in U.S. society? Here we draw from historical transportation research, U.S. Census and travel survey research data recently collected from the National Household Travel Survey that details the central role of the car in every aspect of American society. We also look at the role of the automobile industry in promoting the car and introduce the concepts of culture and media studies.
Media Studies
Here we examine the role of media in society from a critical perspective and the relationships between media and culture. We continue to read and discuss the role of the automobile in culture looking at movies, TV shows and advertising. We look at various methods for studying the media and examine case studies related to media studies and culture. Analysis of Car Culture In the final section of the course, students complete a research project examining one aspect of the cultural depiction or discourse around cars. Case studies introduced earlier in the course as well as media analysis techniques will guide students in the development of this research project. In groups of 3 or 4 students will also develop a video about one aspect of our car culture. Overall Course Requirements:
* ATTENDANCE: Presence and Participation are expected at all class meetings. In case of an unavoidable late arrival or absence, please notify me in advance. Repeated tardiness or absence will affect your learning, your classmates, and your grade (10 points per class; 3 tardies = 1 absence; see more under “Participation & Attendance”.)
* WEEKLY BLOGS: Preparation through Posting is a vital and necessary part of this class. Students must be current with the readings and assignments in order to effectively engage in class discussion and debate, and to participate in class activities.
* PROJECTS: All assignments must be submitted via blog on the date due; late work will result in a lower grade (one full grade per week late). Carefully proofread, spell-­‐check and edit your work. Assessment will be based on clarity of expression, evidence of reflection, development, support and justification of position or ideas, and appropriate writing mechanics (grammar, punctuation, spelling, language usage).
Course Grading/Assessment:
Class attendance and participation: 33% Weekly reading/blogging: 33% (Our 3 course texts, plus I will be adding regular
articles and films at our course blog focusing on the world of cars, culture and media.
Projects/Final Examination: 33%
#1: CARS Mini-­‐Research Project
Our goal: Research a 21st century-­‐focused CARS, CULTURE, AND MEDIA related topic of your choosing (i.e. Elon Musk’s TESLA initiative, a favorite 21st century cars-­‐focused advertising campaign, or the trade-­‐offs of living in an UBER/LYFT world), and prepare a TEN paragraph multimedia paper, published to our course blog, that educates all of us about your topic.
To earn an A (Excellent), your multimedia paper must:
1. ____ Consist of TEN paragraphs of 5-­‐7 sentences each.
2. ____ Have a clearly defined thesis sentence at paper’s beginning.
3. ____ Reference at least SIX different sources, in addition to our course texts.
4. ____ Contain NO grammar, spelling, or mechanical errors.
5. ____ Contain a SINGLE embedded/captioned image for EACH of your TEN paragraphs, as well as a short (1-­‐3 minute) video at the top of your blogged paper that INTRODUCES the your topic.
6. ____ Be presented with confidence in class.
#2: YouTube “Car Video” Power Tools/Media Matrix Analysis
Our goal: Using our Media Matrix power tool sets, select, analyze and do a “deep dive” blog on a short (1-­‐3 minute) car, culture and media video – an advert, a music video, or a PSA. Be sure that CAR(S) are the dominant focus of or a central character in your video, please.
#3: FINAL “Cars” PSA Project
Our goal: To write and produce, in small production teams, a Public Service Announcement on any CARS, CULTURE, AND MEDIA topic of your choice, related to our course texts, conversations and films. This assignment is due before our last class meeting.
Challenge: In teams of 3-­‐5 students, you will be scripting, storyboarding and filming your 1 minute video, intended to educate/entertain your audience with a focus on your selected CARS theme.
By early November -­‐ sign up your group at this course blog thread by posting your group members below, the name of your production team, and your initial idea. Be prepared to share these in class. NOTE-­‐-­‐>Make sure at least one person in your group has access to a video camera of some sort, and/or editing experience (or knows someone who does!)
Your PSAs will be assessed for:
1. LENGTH -­‐-­‐> 1 minute in length. (Give or take 5 seconds).
2. CONTENT-­‐-­‐>Educational/Entertainment content.
3. PERSUASION-­‐-­‐>Effective use of our persuasive techniques.
4. PRODUCTION-­‐-­‐>Effective use of props, visuals, sound, lighting, movement and text.
You will submit your final video to our course blog via a YouTube embedded link.
#4: TOP TEN REVELATIONS Final Examination – Rev It Up
Our goal: Using our THREE books, our in-­‐class films, our student (music video and car commercial) YouTube presentations, our guest speakers, and our class conversations, create a “Top 10 Key Insights About Cars, Culture and Media" final examination that explains, with examples, the ten most important revelations you have had about CARS, CULTURE AND MEDIA this semester.
To PASS this final examination, you must:
1. Provide direct quotations [parenthetically cited, like so-­‐-­‐> (Kunstler, 76)] from our THREE books, as well as references to our student presentations for EACH of your 10 revelations. 2. Embed a video OR photo to illustrate EACH of your 10 revelations. Use our course blog and your research to assist you in making your reflections.
3. Provide at least a 4-­‐5 sentence paragraphs for each of your TEN revelations, and be sure that you have no grammar, spelling or mechanical errors.
Synthesize, and show us what you have learned!
Late Work
You are expected to turn in all work on-­‐time i.e. the day it is due in class. If you need an extension due to illness or family emergency, please speak with me personally and well in advance of the due date or class time. I do not accept late work when there has been no prior acceptance (an email announcing the work will be late is not enough. Acceptance requires acknowledgement by the instructor). And because there are 7 papers and 6 actually due, late work is generally not allowed.
Attendance Policy
You are expected to attend every class session. If unable to attend please contact Dr. Williams either by phone or email prior to class. I do not excuse absences when there is no prior notification or acceptance (Acceptance requires acknowledgement by the instructor). I expect everyone to make their best efforts to attend every class, both for your own personal learning, and to contribute to the community of learners in the group. In addition, class participation is a portion of your grade. Because the class meets only 14 times, unexcused absences can result in grade reductions of one point (i.e. from an A to an A-­‐). Learning Approach
There is freedom and flexibility in all the assignments, allowing students to combine work efforts leading to the final research project. The more focused and detailed the research project, often the better it is. Start from the very beginning to think about your research project, build on an example and use all the assignments to work towards that goal. Plagiarism
Academic standards at UVM about plagiarism are clear: “All ideas, arguments, and phrases, submitted without attribution to other sources, must be the creative product of the student. Thus, all text passages taken from the works of other authors must be properly cited. The same applies to paraphrased text, opinions, data, examples, illustrations, and all other creative work. Violations of this standard constitute plagiarism. Please be careful with attributions and copying, especially when using web pages. Plagiarism at UVM is grounds for academic suspension.
(www.uvm.edu/~uvmppg/ppg/student/acadintegrity.html). Course Schedule:
For Week #1/August 29
Introduction to the Course
Your Brain On Media (Toolset #1)/Our Media Culture: 8 Big Trends (Toolset #2)
7 General Principles (Toolset #3)/29 Persuasive Techniques (Toolset #4)
For Week #2/September 5 – LABOR DAY HOLIDAY
For Week #3/September 12
Read and blog REPUBLIC OF DRIVERS, Introduction, Chapters 1-­‐2
For Week #4/September 19
Read and blog REPUBLIC OF DRIVERS, Chapters 3-­‐4
For Week #5/September 26
Read and blog REPUBLIC OF DRIVERS, Chapter 5 and Conclusion
For Week #6/October 3
Read and blog CARJACKED, Chapters 1-­‐3 For Week #7/October 10
Read and blog CARJACKED, Chapters 4-­‐7
For Week #8/October 17
Read and blog CARJACKED, Chapters 8-­‐11
For Week #9/October 24
Read and blog GEOGRAPHY OF NOWHERE, Chapters 1-­‐3.
For Week #10/October 31
Read and blog GEOGRAPHY OF NOWHERE, Chapters 4-­‐7.
For Week #11/November 7
Read and blog GEOGRAPHY OF NOWHERE, Chapters 8-­‐10.
For Week #12/November 14 Read and blog GEOGRAPHY OF NOWHERE, Chapters 11-­‐13.
For Week #13/November 21
Paper ORAL presentations.
For Week #14/November 28
Research Paper ORAL presentations. Work on VIDEO projects.
For Week #15/December 5
Paper ORAL presentations. Final VIDEO presentations DUE.
For Week #16/December 12
TOP TEN Final examination due – date TBA.