CMST 132 – Techniques & Technology of Propaganda Fall 2019 INSTRUCTOR: Michael Korolenko PHONE: 425-564-4109 OFFICE HOURS: By Appointment

TEXTBOOKS: AMUSING OURSELVES TO DEATH, by Neil Postman

IMPORTANT: THE DISCUSSION BOARDS AND ARTICLES TEND TO CHANGE EACH QUARTER - PLEASE DO NOT USE THE SYLLABUS TO POST TO DISCUSSION BOARDS - ONLY POST TO THOSE DISCUSSION BOARDS FOUND IN EACH WEEKLY MODULE.

▪ STUDENT CODE OF CONDUCT AND ACADEMIC INTEGRITY

Cheating, stealing, and plagiarizing (using the ideas or words of another as one’s own without crediting the source) and inappropriate/disruptive classroom behavior are violations of the Student Code of Conduct at Bellevue College. Examples of unacceptable behavior include, but are not limited to, talking out of turn, arriving late or leaving early without a valid reason, allowing cell phones/pagers to ring, and inappropriate behavior toward the instructor or classmates. The instructor can refer any violation of the Student Code of Conduct to the Dean of Student Success for investigation. Specific student rights, responsibilities, and appeal procedures are listed in the Student Code of Conduct at http://bellevuecollege.edu/policies/2/2050_Student_Code.asp (Links to an external site.)

ACCESSIBILITY

The online elements of this course are designed to be welcoming to, accessible to, and usable by everyone, including students who are English-language learners, have a variety of learning styles, have disabilities, or are new to online learning. Be sure to let me know immediately if you encounter a required element or resource in the course that is not accessible to you. Also, let me know of changes I can make to the course so that it is more welcoming to, accessible to, or usable by students who take this course in the future.

AFFIRMATION OF INCLUSION

Bellevue College is committed to maintaining an environment in which every member of the campus community feels welcome to participate in the life of the college, free from harassment and discrimination.

We value our different backgrounds at Bellevue College, and students, faculty, staff members, and administrators are to treat one another with dignity and respect. Affirmation of Inclusion (https://www.bellevuecollege.edu/inclusion/)

REASONS OF FAITH AND CONSCIENCE

Reasonable Accommodations for Reasons of Faith and Conscience: Students who will be absent from course activities due to reasons of faith or conscience may seek reasonable accommodations so that grades are not impacted. Such requests must be made within the first two weeks of the course to the office of the Associate Vice President of Student Affairs (see Bellevue College Policy 2950 (https://www.bellevuecollege.edu/policies/id2950/)). In the event you feel you are being discriminated against based on faith or conscious, you may refer to the procedures outlined in the college’s Discrimination, Harassment and Retaliation Policy 1440P (https://www.bellevuecollege.edu/policies/id-1440p/).

ANNUAL NOTICE NON-DISCRIMINATION

Bellevue College does not discriminate on the basis of race or ethnicity; creed; color; national origin; sex; marital status; sexual orientation; age; religion; genetic information; the presence of any sensory, mental, or physical disability; or veteran status in educational programs and activities which it operates. Bellevue College is prohibited from discriminating in such a manner by college policy and by state and federal law. All college personnel and persons, vendors, and organizations with whom the college does business are required to comply with applicable federal and state statutes and regulations designed to promote affirmative action and equal opportunity.

Reports of gender and sex-based based discrimination, sexual misconduct, or retaliation by a student should be raised with the Title IX office (see 1440P2 for contact information). In cases where the impacted party is a student and the responding party is a college employee, the Title IX coordinator will direct the matter to the Office of Human Resources (HR). All other reports, including all reports where the impacted party is an employee, should be raised with the HR. If a report is against personnel in the Title IX office or HR, it should be submitted to the president’s office for referral to an alternate designee. Equal Opportunity (http://www.bellevuecollege.edu/equal/) [Spanish and Chinese versions of the anti-discrimination notice are available at Equal Opportunity should you wish to link to them or include them in your syllabus.]

CONFIDENTIALITY AND MANDATORY REPORTING

As an instructor, one of my responsibilities is to help create a safe learning environment on our campus. It is my goal that you feel able to share information related to your life experiences in classroom discussions, in your written work, and in our one-on-one meetings. I will seek to keep information you share private to the greatest extent possible. However, I am required to share with the Title IX Coordinator any and all information regarding sexual assault and other forms of sexual misconduct (e.g. relationship violence, stalking) that may have occurred on campus or that impacts someone on campus. Students may speak to someone confidentially by contacting the BC Counseling Center at (425) 564-2212. The Title IX Office can be contacted at 425-564-2641 and more information can be found at Title IX (http://www.bellevuecollege.edu/titleix/). If you have any concerns, you may report to: Report Concerns (https://www.bellevuecollege.edu/reportconcerns/).

STUDENT CONDUCT CODE AND ACADEMIC INTEGRITY

Any act of academic dishonesty, including cheating, plagiarism (using the ideas or words of another as one’s own without crediting the source), and fabrication, and inappropriate/disruptive classroom behavior are violations of the Student Conduct Code of Bellevue College. Examples of disruptive behavior include, but are not limited to, repeatedly talking out of turn, arriving late or leaving early without a valid reason, allowing cell phones to ring, and inappropriate behavior toward the instructor or classmates. The instructor can refer any violation of the Student Conduct Code to the Manager of Student Conduct for investigation. Specific student rights, responsibilities, and appeal procedures are listed in the Student Conduct Code at: Student Code

IMPORTANT LINKS

▪ DISABILITY RESOURCE CENTER (DRC)

The Disability Resource Center serves students with a wide array of learning challenges and disabilities. If you are a student who has a disability or learning challenge for which you have documentation or have seen someone for treatment and if you feel you may need accommodations in order to be successful in college, please contact us as soon as possible.

If you are a person who requires assistance in case of an emergency situation, such as a fire, earthquake, etc., please meet with your individual instructors to develop a safety plan within the first week of the quarter.

If you are a student with a documented autism spectrum disorder, there is an additional access program available to you. Contact [email protected] or 425.564.2764. ASN is located in the Library Media Center in D125. www.bellevuecollege.edu/autismspectrumnavigators/ (Links to an external site.)

The DRC office is located in B132 or you can call our reception desk at 425.564.2498. Deaf students can reach us by video phone at 425-440-2025 or by TTY at 425-564-4110. Please visit our website for application information into our program and other helpful links at www.bellevuecollege.edu/drc (Links to an external site.)

PUBLIC SAFETY AND EMERGENCIES

Public Safety is located in D171 and can be reached at 425-564-2400 (easy to remember because it’s the only office on campus open 24 hours a day—2400). Among other things, Public Safety serves as our Parking Permits, Lost and Found, and Emergency Notification center. Please ensure you are signed up to receive alerts through our campus alerting system by registering at http://www.bellevuecollege.edu/alerts/?ref=footer (Links to an external site.)

If you work late and are uneasy about going to your car, Public Safety will escort you to your vehicle. To coordinate this, please phone ahead and let Public Safety know when and where you will need an escort.

Please familiarize yourself with the emergency postings by the door of every classroom and know where to go in the event of an evacuation. Your instructor will be asked if anyone might still be in the building, so check in before you do anything else. Emergency responders will search for anyone unaccounted for.

IF A MAJOR EMERGENCY OCCURS, PLEASE FOLLOW THESE TWO RULES:

1) Take directions from those in charge of the response - We all need to be working together.

2) Do not get in your car and leave campus (unless directed to) - Doing so will clog streets and prevent emergency vehicles from entering the scene. Instead, follow directions from those in charge.

Please do not hesitate to call Public Safety if you feel safety questions or concerns at any time.

COURSE DESCRIPTION:

This course focuses on the technological and communicative techniques of film and video that allow information to be targeted at specific individuals and groups, to create opinions, generate sales, develop propaganda, and other goals of media persuasion. It is the goals to: 1) increase student awareness of media persuasion by examining a variety of historical and current media campaigns; 2) demonstrate the techniques and technologies of media-based persuasion; 3) give students the opportunity to test and validate persuasion techniques with simple media presentations; and 4) assist in the development of critical analysis skills as applied to the production of media messages. This will be accomplished through online "lectures", discussions, written assignments, and a variety of film and video clips.

THE ONLINE COURSE will be presented in the form of a museum or World's Fair exhibit dealing with the technology of persuasion and propaganda. Each area will contain different forms of propaganda: print, television, etc. as well as the types of propaganda and persuasion we face in our technological society: political, product-oriented, philosophically oriented, etc.

COURSE LEARNING OBJECTIVES:

Upon completion of the class, the student will be able to:

1. define the terms: media, persuasion, propaganda, technology application, symbol, metaphor, "yellow journalism," editorial, sound bite, manipulation, soft sell, motivation, instructional training, education, hands-on, virtual reality, educational television, documentary film/video, docudrama, advertising, infomercial. 2. list and explain the significance of five or more historical examples of media persuasion and propaganda between 1600 and 1990. 3. list and discuss five or more criteria that are indicative of a media propaganda campaign. 4. compare and contrast the American political left and American political right in their approaches to televised media messages from 1939 to the present. 5. explain the development of the use of media by grass-roots organizations and trace the impact of its use from 1960 to the present. 6. compare and contrast the technology utilized in creating documentaries, instructional videos, infomercials, local and network news programs, and subjective propaganda messages. 7. compare and contrast the persuasion techniques utilized in creating documentaries, instructional videos, infomercials, local and network news programs, and subjective propaganda messages, based on the source and destination of the intended message. 8. list and explain five or more symbols that have been used to persuade, sell, or influence public opinion during the Twentieth Century. 9. analyze and explain the role of audience analysis and goals and objectives in the development of persuasion materials. 10. list and explain the application of camera and model placement, light and shadow, color, and editing techniques in media production and explain their effect on the audience's point of view. 11. list and explain five or more critical viewing skills that allow a media consumer to analyze a video news broadcast for fairness and objectivity. 12. list and explain five or more critical viewing skills that allow a media consumer to analyze a commercial, infomercial, or other product-related media production for accuracy and truthfulness. 13. list and explain five or more instructional tools utilized in educational and industrial training film/video that can (or cannot) assist in the persuasion and motivation of learners. 14. analyze five or more applications of persuasion in the "emerging technologies" and explain their possible effects on the present and future users of these technologies.

OUTCOMES:

 Define the terms: media, persuasion, propaganda, technology, application, symbol, metaphor, "yellow journalism", editorial, sound bite, manipulation, soft sell, motivation, instructional training, education, hands-on, virtual reality, educational television, documentary film/video, docudrama, advertising, infomercial.  Demonstrate an understanding of criteria used for developing a media propaganda campaign.  Compare and contrast the persuasion techniques utilized in creating documentaries, instructional videos, infomercials, local and network news programs, and the subjective propaganda messages, based on the source and destination of the intended message.  Analyze and explain the role of audience analysis and goals and objectives in the development of persuasion materials.  Apply the propaganda techniques and concepts presented in your Case Studies.

MAJOR ASSIGNMENTS:

1. Each student will develop case studies which demonstrate their ability to analyze a one-sided media campaign or advertisement and present both the pros and cons of the issue, subject, or product that is presented. 2. Throughout the course, there will also be a series of short essay assignments, some embedded in the material available online due at the end of each week. 3. Each case study is worth 100 points. 4. Students are also required to put at least TWO postings on the Discussion Boards each week: one being your opinion concerning the particular week's material, the other being a response to a posting made by another member of the class. If a student fails to meet this requirement, his or her grade will drop a full grade point for each board missed at the end of the quarter - in other words, if you earn a "B+" and do not post to the DB at least twice a week, the grade you receive will be a "C+"(think of it as 10 points per board) .

GRADING will be as follows: To figure out your grade, simply add your grades together and divide by the number of assignments there are (for example: if there are four assignments, you add the four grades together and divide the sum by four).

STUDENTS ARE EXPECTED TO POST ON EACH DISCUSSION BOARD AT LEAST TWICE! Each Discussion Board posting is worth 15 points.

Should you have concerns about any aspect of the class, I encourage you to come to me with them. If for any reason you don’t feel comfortable raising your concerns with me, the usual next step would be to speak with the program chair (Katherine Oleson, [email protected]). You can refer concerns about this class to the Arts and Humanities Division Dean, Maggie Harada ([email protected] (Links to an external site.)) or the Assistant Dean, Scott Bessho ([email protected] (Links to an external site.)) in the Arts and Humanities division office (R230). An additional resource for concerns you find aren’t being addressed by faculty or administration is the Ombuds Office (http://www.bellevuecollege.edu/ombuds/default.html (Links to an external site.)).

WEEKLY TOPICS AND DISCUSSIONS: Week 1 INTRODUCTION AND HISTORICAL OVERVIEW Overview and The Power of Images The meaning of propaganda The secret of propaganda - to simplify the complex and repeat the new "truth." Advent of Industrial Revolution - printing and pamphlets "Yellow" journalism The Twentieth Century and Film: the ability to reach millions!

ASSIGNMENT FOR MID WEEK: Read chapter 9 in AMUSING OURSELVES TO DEATH.

Research the variety of propaganda techniques utilized by the Allies and the Axis during World War II. Week 2 - AMERICAN PROPAGANDA: LEFT AND RIGHT Persuasion and the use of symbols and metaphors Telecommunications technologies in Campaigns and Movements - Political Campaigns and The Selling of Candidates

ASSIGNMENT DUE

ASSIGNMENT:

CASE STUDY 1 - TYPE A CONCISE OPINION PIECE ON "THE PROPAGANDA BATTLE" WAGED DURING THE SECOND WORLD WAR - DUE WEEK 3. No more than 2 pages Week 3 - MODERN MEDIA AND PERSUASION From McLuhan to the Information Infrastructure Grass roots movements and the media Utilizing film and video techniques to persuade

(including camera angle, subject placement, lighting)

ASSIGNMENT: Read chapter 7 in AMUSING OURSELVES TO DEATH - Week 4 - FILM AND VIDEO TECHNIQUES Editing to persuade and/or inform Sound and visual "bites" Subtle manipulation - the soft sell Persuasion in the Information Age

ASSIGNMENT: read chapters 1 and 2 in AMUSING OURSELVES TO DEATH - OPTIONAL - VIEW Bill Moyer's "Illusions Of News" on reserve at Library Media Center

(CASE STUDY 2 DUE) See Calendar and Assignment pageWrite an essay on which one of the GUN CONTROL articles in the Gallery is the most persuasive and why and which is the least persuasive and why. Week 5 - NEWS AND INFORMATION EXCHANGE The change in the newsroom: new rules, new technologies Is it news, opinion, or gossip? Is it journalism or editorializing? Week 6 - EDUCATIONAL FILMS & VIDEOS: PERSUASION AS EDUCATION AND TRAINING How does instructional media really work?

Training vs. education Techniques and applications of educational television Virtual reality vs. hands-on

ASSIGNMENT: Read chapter 10 in AMUSING OURSELVES TO DEATH

OPTIONAL - View "60 Minutes" segment on propaganda in schools

CASE STUDY - ONE OPINION ESSAY DUE: Creationism vs. Evolution (see this Week's exhibits). Also - post on BB - do you think political correctness can be seen as a form of propaganda? Why or why not? Week 7 - TEACHING AS AN AMUSING ACTIVITY Educational technology today and in the future - Is it necessary for education to be "fun"? Week 8 - THE ART OF THE DOCUMENTARY Brief history of the documentary film/video Points of view and objectivity Documentary vs. docudrama Shooting and editing the documentary - applied technology

ASSIGNMENT: Optional - View "THE WAR GAME" - on reserve at Library Media Center - also available in Seattle through Scarecrow Video

CASE STUDY 3 WILL BE DUE Either View "The Atomic Cafe" (on reserve at the Library Media Center) or Research U.S. Atomic Policy for Civilians during the 1950s - Write and email a ONE PARAGRAPH OPINION PIECE ON WHETHER OR NOT YOU THINK OUR GOVERNMENT WAS ENGAGED IN PROPAGANDA CONCERNING ATOMIC POLICY/WHY OR WHY NOT OR WHETHER "THE WAR GAME" CAN BE VIEWED AS PROPAGANDA Week 9 - ADVERTISING: TURNING FANTASY INTO REALITY Print advertising vs. television advertising Will these products really make your life better? Ethics & Analysis of commercials: can the product live up to the claim? What do commercials imply? 100 Years of "The Perfect Woman" Reprise - Subtle manipulation or the soft sell

Read chapter chapter 11 in AMUSING OURSELVES TO DEATH - OPTIONAL - View Bill Moyers' "Consuming Images" and tape on Advertisements

FINAL CASE STUDY DUE CASE STUDY 3 DUE - CHOOSE AN ADVERTISEMENT (PRINT, TV, OR NET) AND WRITE A SHORT ESSAY ON THE TACTICS USED, NOTING RANK'S MODEL OF PERSUASION AS NOTED BY LARSON Week 10 - FINAL QUOTES DUE Review: Who was right - Orwell or Huxley?

Final quotes on discussion board due

ESSAYS

When composing your essays, remember that you will be graded on the following: 1) Organization/Focus: Do you provide a clear focus and point of view? Do your ideas make sense, and are they logically presented? 2) Observations: Do you have an interesting or original point of view? 3) Writing style: Read your essay out loud. Does it flow well, or is it awkward to read? 4) Details: Are there spelling or grammatical errors? 5) References: If you use statistical or factual information, do you include your sources? These can be provided as an online reference, Web link, or footnote.

HOW PRESENTATIONS AND CASE STUDIES ARE GRADED:

See each individual case study for rubrics.

ONLINE ETIQUETTE

Just as in a classroom, disruptions and impoliteness are not tolerated, neither will they be tolerated within the confines of our online "classroom." Students are to show respect towards each other and their instructor, which includes respect and tolerance for each others ideas. Any sort of disrespect will, at the very least, impact negatively on your class participation grade.

From The Arts and Humanities Guide:

3. Classroom Environment: The college's "Affirmation of Inclusion” is posted in each classroom and sets forth the expectation that we will all treat one another with respect and dignity regardless of whether or not we agree philosophically. This expectation is in line with the principle of free speech in a free society: we have the right to express unpopular ideas as long as we don't show disrespect for reasonable people who might believe otherwise. In an on-line course, you will be expressing ideas through the medium of the course site rather than face to face in the classroom. In that case, these expectations refer to the courtesy with which you communicate with one another through e-mails and e-discussions. Part of this respect involves professional behavior toward the instructor, colleagues, and the class itself. Disruptive behavior is disrespectful behavior. The Arts and Humanities Division honors the right of its faculty to define "disruptive behavior," which often involves such things as arriving late, leaving early, leaving class and then returning, talking while others are trying to hear the instructor or their group members, doing other homework in class, wearing earphones in class, bringing activated beepers, alarm watches, or cellular phones into class, inappropriate comments or gestures, etc. In on-line courses, eflaming anyone in the class is also considered disruptive behavior. Such behavior interrupts the educational process. When you are in doubt about any behavior, consult your instructor during office hours: we recognize the judgment of the instructor as the final authority in these matters. When disruptive behavior occurs, instructors will speak to or e-mail the students concerned. Those students are then responsible for ending the disruptions at once. Failure to do so may result in removal of the students from class. 4. Values Conflicts: Essential to a liberal arts education is an open-minded tolerance for ideas and modes of expression which might conflict with one’s personal values. By being exposed to such ideas or expressions, students are not expected to endorse or adopt them but rather to understand that they are part of the free flow of information upon which higher education depends. To this end, you may find that class requirements may include engaging certain materials, such as books, films, and art work, which may, in whole or in part, offend you. These materials are equivalent to required texts and are essential to the course content. If you decline to engage the required material by not reading, viewing, or performing material you consider offensive, you will still be required to meet class requirements in order to earn credit. This may require responding to the content of the material, and you may not be able to fully participate in required class discussions, exams, or assignments. Consult the syllabus and discuss such issues with the instructor.

ADDITIONAL REFERENCES: Thirty Seconds Michael Arlen, Penguin Books, Ltd.

The Glass Teat Harlan Ellison, Ace Books

The Selling of the President, 1968 Joe McGinnes, Pocket Books