The Contested Autonomy of Arts and Journalism
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Valuing Subjectivity in Journalism: Bias, Emotions, and Self-Interest As Tools in Arts Reporting
Original Article Journalism Valuing subjectivity in journalism: Bias, emotions, and self-interest as tools in arts reporting Phillipa Chong McMaster University, Canada Abstract This article examines the meanings and norms surrounding subjectivity across traditional and new forms of cultural journalism. While the ideal of objectivity is key to American journalism and its development as a profession, recent scholarship and new media developments have challenged the dominance of objectivity as a professional norm. This article begins with the understanding that subjectivity is an intractable part of knowing (and reporting on) the world around us to build our understanding of different modes of subjectivity and how these animate journalistic practices. Taking arts reporting, specifically reviewing, as a case study, the analysis draws on interviews with 40 book reviewers who write for major American newspapers, including The New York Times, The Los Angeles Times, The Washington Post, and prominent blogs. Findings reveal how emotions, bias, and self-interest are salient – sometimes as vice and sometimes as virtue – across the workflow of critics writing for traditional print outlets and book blogs and that these differences can be conceptualized as different epistemic styles. Keywords Blogs, emotion, literary journalism, newspapers, online media, practice, subjectivity/ objectivity Introduction Objectivity has long been the gold standard in American journalism and was key to its development into a profession (Benson and Neveu, 2005; Schudson, 1976). Yet Corresponding author: Phillipa Chong, Department of Sociology, McMaster University, 609 Kenneth Taylor Hall, 1280 Main Street West, Hamilton, ON L8S 4M4, Canada. Email: [email protected] Chong 2 scholars have complicated the picture by pointing to the unattainability of objectivity as an ideal with some noting the increasing acceptance of subjectivity across different forms of journalism (Tumber and Prentoulis, 2003; Wahl-Jorgensen, 2012, 2013; Zelizer, 2009b). -
Graduate Journalism Course Descriptions
Graduate Journalism Course Description Handbook Table of Contents JOUR 500 Introduction to Newswriting and English-Language Reporting 3 JOUR 503 Visual Literacy and Introduction to Documentary Storytelling 3 JOUR 504 Introduction to Emerging Technology 3 JOUR 505 The Practice: Journalism’s Evolution as a Profession 4 JOUR 508 Introduction to Video Reporting 4 JOUR 510 Special Assignment Reporting 4 JOUR 511 Introduction to Narrative Non-Fiction 4 JOUR 512 Advanced Interpretive Writing 4 JOUR 515 Introduction to Audio Storytelling 4 JOUR 517 Advanced Investigative Reporting 5 JOUR 519 Advanced Writing and Reporting for Magazine and the Web 5 JOUR 521 Documentary Pre-Production 5 JOUR 522 Video Documentary Production 6 JOUR 523 Public Radio Reporting 6 JOUR 524 Advanced Broadcast Reporting 6 JOUR 525 This California Life: Storytelling for Radio and Podcasting 6 JOUR 526 Advanced Broadcast News Production 6 JOUR 527 Advanced Disruption: Innovation with Emerging Technology 6 JOUR 528 Summer Digital News Immersion 6 JOUR 531 Fall Digital News Immersion 7 JOUR 533 Web Journalism and Editorial Site Management 7 JOUR 539 Introduction to Investigative Reporting 7 JOUR 540 International Journalism Seminar I 7 JOUR 542 Foreign Affairs Reporting 7 JOUR 545 International Internships in the Media 7 JOUR 546 News, Numbers and Introduction to Data Journalism 7 JOUR 547 Navigating the Media Marketplace 8 JOUR 552 Television Reporting and Production 8 JOUR 553 Coding and Programming for Storytelling 8 JOUR 554 Reporting with Data 8 JOUR 555 Advanced Coding -
Criticism As a Form of Cognition
Filozofski vestnik | Volume XL | Number 3 | 2019 | 161–179 Curtis L. Carter* Criticism as a Form of Cognition I. Erlebnis and Erkenntnis and Art Criticism Erlebnis, here refers to as knowledge by acquaintance, is knowledge attained in the presence of an object or event, for our purposes here a work of art. Erlebnis is not a vague or content less gesture toward the inefable. Rather, Erlebnis con- sists of an ordered, intelligible, symbolic process through which the producer artist sends out as information consisting of feeling, form, or ideas that com- prise the work of art, which is then received by an observer such as the art crit- ic. Erkenntnis is knowledge about something and consists of a description and interpretation of an object or event. It is based on internalizing perceptual ob- servation and reasoning processes such as analysis, association, comparison, appeal to prior knowledge, as well as judgment which may include assessment. In the case of art, however, a critic’s description, interpretation, or evaluation based solely on Erkenntnis seldom, if ever amounts to an exhaustive charac- terization of the work. It is necessary to supplement Erkenntnis with Erlebnis which is supplied by seeing, hearing, or undergoing, in the actual presence of the visual or performative artwork. Hence both Erkenntnis and Erlebnis have a major place in the creation of art criticism. My intent is not, therefore, to propose that Erkenntnis and Erlebnis constitute a dualism of knowledge with respect to art criticism. There are in fact elements 161 of both at work in the responses to a work of art whether a painting, a musical composition, theater performance or a dance. -
Belligerence, Booty, and Boosterism
Belligerence, Booty, 138 and Boosterism: 139 ON ETHICS AND ARTS JOURNALISM BY CARLIN ROMANO THE MIDWAY REBORN ALAN HESS BELLIGERENCE, BOOTY, AND BOOSTERISM: Since virtually no arts reporters or critics rise to the administrative top ON ETHICS AND ARTS JOURNALISM of American journalistic organizations—the industry would be shocked if, notwithstanding their Pulitzer Prizes, book critic Michiko Kakutani of The New York Times or Washington Post music critic Tim Page were named executive editors of their papers—virtually no one who ends up a journalism-ethics pun- dit by this route focuses much on the arts. A second group of ethics experts might be called the “Peripateti.” Like their Greek namesakes, they get around. They advise media organizations on ethical issues, and often organize workshops for newspapers and TV stations. This group is typified by Michael Josephson and his California-based ethics institute. The raison d’être and often the business of the Peripateti is to enlighten working journalists about ethics, usually in onsite visits that stir dol- lops of Kant and utilitarianism with case-studies of ethical dilemmas taken from everyday practice. Since most journalists are not arts journalists, little hinkers and pontificators on journal- quality time goes to arts journalism. 140 istic ethics—a twain that sometimesT meet—typically ignore arts coverage, the Finally, there are the “Professori,” university intellectuals who may, like 141 neon sheep of journalism that includes both reporting and criticism of the arts. N.Y.U.’s Jay Rosen, boast some reporting experience, or may not. Almost uni- The reasons divide into the sociological and philosophical. -
2020 Media Arts Journalism Checksheet.Xlsx
BA Media Arts - Journalism (Fall 2020 & Later) Minimum 120 credits required for Bachelor's degree Required Curriculum for BA Media Arts Foundational Core (30-32 Credits) Grade 51 Total Credits Required Grade FYWS 1251 First Year Seminar CM 101 Introduction to Media Culture CTL 125 Critical Thinking CM 102 Introduction to Media Production MA ____ Foundational Core Math course CM 301 Seminar in History and Theory Choose 1 course from each area * CM 397 Senior Project 1 2Natural/Physical Science CM 398 Senior Project 2 Literature Three Courses from the production area Grade History HI-100 or HI-102 CM Arts/Design/Comm. CM Philosophy CM Theology/Relig Three courses from the history and theory area Grade Social/Behavioral Science CM CM Human Journey Seminars: Great Books in CIT (6 Credits) CM CIT 201 CIT Seminar I CIT 202 CIT Seminar II Journalism CM 124 History of Broadcasting (or) Liberal Arts Explorations (LAE) (9 Credits Total) CM 125 History of Journalism (see list on Registrar's Website - checksheets) CM 211 News Writing and Reporting I Humanistic Inquiry (3 credits) CM 171 Broadcast Journalism (or) CM 222 TV Studio Production CM 254 Media and Democracy (or) Social and Global Awareness (3 credits) CM 212 Media Literacy (or) CM 131 Italian Media Culture (or) CM 132 Irish Identity in Media and History (or) Scientific Literacy (3 credits) CM 133 European Cinema (or) CM 135 Irish Cinema CM 226 Magazine Production (or) CM 229 Photojournalism (or) CM 271 TV News Magazine Production CM 311 News Writing and Reporting II (or) * See list of courses. -
ABSTRACT Title of Thesis: SOCIAL MEDIA INSTRUCTION in JOURNALISM and MASS COMMUNICATIONS HIGHER EDUCATION Brooke Elizabeth Auxi
ABSTRACT Title of Thesis: SOCIAL MEDIA INSTRUCTION IN JOURNALISM AND MASS COMMUNICATIONS HIGHER EDUCATION Brooke Elizabeth Auxier, Master of Arts, 2012 Thesis directed by: Professor, Dr. Linda Steiner Philip Merrill College of Journalism The purpose of this research is to examine how university-level journalism programs throughout the country are teaching, utilizing, and confronting the new and developing topic of social media. Examined in this research is how journalism programs incorporate social media instruction into their curriculum, how they put it to practice on their program’s website, and how and if their tracks or sequences have changed in name and content to reflect an industry shift towards digital, interactive and social media. The questions this thesis will answer are (1) how are journalism schools throughout the country are teaching social media, teaching with social media, and teaching about social media; (2) do social and new media have a place in journalism curricula; and (3) how do changes in the media industry and journalism school curricula coincide. SOCIAL MEDIA INSTRUCTION IN JOURNALISM AND MASS COMMUNICATIONS HIGHER EDUCATION by Brooke Elizabeth Auxier Thesis submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements for the degree of Master of Arts 2012 Advisory Committee: Dr. Linda Steiner, Chair Dr. Ira Chinoy Dr. Kalyani Chadha TABLE OF CONTENTS Chapter 1: Pages Introduction ………………………………………………………………….. 1- 14 Chapter 2: Methods ………………………………………………………………………. 15 – 17 Chapter 3: Review of Literature …………………………………………………….…… 18 – 30 Chapter 4: Findings ……………………………………………………………….…..…. 31 – 53 Chapter 5: Conclusions ……………………………………………………………..……. 54 – 60 Works Cited …………………………………………………………………… 61 – 64 ii APPENDICES Appendix 1: Undergraduate Digital Degrees ……………………………….…. -
The Museum As Feminist Space in the Sexual Politics Exhibition, 1996
Rethinking the Monumental: The Museum as Feminist Space in the Sexual Politics Exhibition, 1996 by Devon P. Larsen A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts Department of Art and Art History College of Visual and Performing Arts University of South Florida Major Professor: Elisabeth Fraser, Ph.D. Elizabeth Hirsh, Ph.D. Margaret Miller, M.A. Date of Approval: April 4, 2006 Keywords: Judy Chicago, art exhibition, museum studies, feminist art, essentialism ©Copyright 2006, Devon P. Larsen Table of Contents List of Figures ii ABSTRACT v Introduction 1 Chapter One: Exhibiting The Dinner Party 15 Dinner Party Distaste 17 Sexual Politics not a survey 29 Chapter Two: Transitions: Reading the Museum Space for Feminist Potential 44 Audience Concern 46 Dinner Party and Sexual Politics in the Transitional Museum 57 Chapter Three: Dinner and Dancing at the Sexual Politics Exhibition 59 Sexual Politics and the Museum Effect 69 Conclusion 86 Works Cited 90 Bibliography 96 Appendices 104 Appendix A: Illustrations 105 i List of Figures Figure 1 Sexual Politics: Judy Chicago’s Dinner Party in Feminist Art History exhibition (1996) installation detail: Judy Chicago, The Dinner Party (1979) mixed media. 105 Figure 2 Sexual Politics: Judy Chicago’s Dinner Party in Feminist Art History exhibition (1996) installation detail: Judy Chicago, The Dinner Party (detail of table and Heritage Floor), (1979) mixed media. 106 Figure 3 Judy Chicago, Female Rejection Drawing, from the Rejection Quintet (1974) prismacolor pencil on rag paper. 107 Figure 4 Mary Kelly, Documentation I, II, and III (details) from Post Partum Document (1976-80) mixed media. -
Via Issuelab
National Arts Journalism Program THE STATE OF ARTS JOURNALISM: A PANEL DISCUSSION This is an edited and abbreviated transcript of a National Arts Journalism Program panel on the state of arts journalism held at The National Hotel in Miami on May 1, 1999. Panelists: Bruce Weber, National Cultural Correspondent, The New York Times. Weber has also worked for the Times as an editor for the Sunday magazine, metro reporter, and theater beat reporter. Previously he was a fiction editor for Esquire magazine, and the editor of Look Who’s Talking, an anthology of American short stories. Cheryl Kushner, Entertainment Editor, Newsday. At the time of the panel discussion, Kushner was the entertainment editor for The Cleveland Plain Dealer. She was a 1996-97 National Arts Journalism Program Fellow. Danyel Smith, Editor-at-large, Time, Inc. At the time of the panel discussion, Smith was editor in chief of VIBE and editorial director for Blaze. Smith has also worked as rhythm and blues editor at Billboard, music editor at SF Weekly, and columnist at Spin. She was a 1996-97 National Arts Journalism Program Fellow. Raymond Sokolov, Arts and Leisure Editor, The Wall Street Journal. Sokolov has worked as a reporter, book reviewer, and columnist for various publications including The New York Times, where he was food editor and restaurant critic, Natural History, Travel and Leisure, Food and Wine, and Cuisine. Moderator: Ileana Oroza, Assistant Managing Editor, The Miami Herald. Oroza has also worked for the Herald as editorial writer, foreign editor, arts and entertainment editor, and at El Herald, city editor, features editor, and general assignment reporter. -
Art Theory and Criticism
PDF generated on: 2021-09-27 20:11:52 AEST https://www.tasc.tas.gov.au/ Art Theory and Criticism 15 LEVEL 3 TCE CREDIT POINTS COURSE CODE ARA315116 COURSE SPAN 2016 — 2023 COURSE STATUS LIVE READING AND WRITING STANDARD YES MATHEMATICS STANDARD NO COMPUTERS AND INTERNET STANDARD YES Art Theory and Criticism Level 3 enables learners with an interest in art, but who do not necessarily wish to be artists, to immerse themselves in learning about significant developments and movements in art history These learners are motivated to inquire about the social, cultural and chronological history of the visual arts. Art Theory and Criticism belongs to a suite of Level 3 courses in the visual arts. It is the most theoretical of the three courses that have visual art as the underpinning knowledge. Art Theory and Criticism encourages learners to be confident, think critically and be innovative. It deepens and broadens the knowledge and appreciation of those learners destined to become designers, architects, artists, arts administrators, exhibition curators, art critics or art gallery directors, as well as providing tertiary pathways as theory majors at bachelor level and through research by higher degree (RHD) courses. In this course visual art is used as a generic term that covers art forms such as ceramics, drawing, painting, sculpture, printmaking, photography, video, filmmaking, performance art and conceptual art as well as the disciplines of design and architecture. The term artist includes artists, architects and designers. Rationale Art Theory and Criticism Level 3 enables learners with an interest in art, but who do not necessarily wish to be artists, to immerse themselves in learning about significant developments and movements in art history. -
Student Handbook
Student Handbook 2021-2022 COLLEGE OF LIBERAL AND CREATIVE ARTS San Francisco State University, Journalism Department HUM 305 P: 415- 338- 3560 Email [email protected] August 2021 Welcome to the Journalism Department! This has been a difficult time, one filled with anxiety and uncertainty. Despite the obstacles posed by the pandemic, we’re delighted you chose to attend San Francisco State University and join our department. Our faculty have worked tirelessly this summer to adjust our curriculum and assignments to new realities and to prepare for a partial return to campus. We will get you ready to report and shoot in the age of COVID-19 and also for the years ahead. We’re dedicated to giving you the best journalism education we can. This handbook will walk you through our program. You can find out more information on our website, https://journalism.sfsu.edu/. To keep up with the Journalism Department, follow us at • @sfstatejdept on Twitter • @Sfsujournalism on Instagram And don’t forget to join the SF State Journalism Department group on Facebook at https://www.facebook.com/groups/330590890365348. We hope you will enjoy your years at SFSU and I look forward to seeing you in our classrooms and labs on the third floor of the Humanities Building soon. Best wishes, Professor and Chair, Journalism Department 2 Table of Contents Quick Tips for Success 4 Department Background 4 Mission 5 Program Goals 5 Accreditation 7 Faculty 7 Advising 12 Curriculum 12 Transfer Students 13 Skills Courses and Other Requirements 13 Journalism Minor 13 Student Publications 15 Internships 15 Expectations of Students and Code of Conduct 15 Technology 19 Activities Outside of Class 20 Scholarships 23 Study Abroad 23 Mapping Your Future in the Profession 30 3 QUICK TIPS FOR SUCCESS! • Thoroughly read ALL emails sent by the department and professors – if you don’t read them, you are missing valuable information that could affect your ability to register for classes and your graduation. -
Page 1 D I G I T a L S T U D I E S C E R T I F I C a T E
D I G I T A L S T U D I E S C E R T I F I C A T E U N I V E R S I T Y O F W I S C O N S I N - M A D I S O N W H A T I S T H E D I G I T A L S T U D I E S C E R T I F I C A T E ? Digital Studies explores how we use digital technology to communicate effectively and efficiently, how digital technology has become ubiquitous in our lives, and the impact technology has had on society economically, politically, and socially. Courses you take for the certificate will provide you with the opportunity to both produce digital content and critically assess the digital content you encounter. In the rapidly changing digital environment, you must be able to quickly adapt to these changes in order to be successful. These courses will challenge you to critically assess all modes of digital communication and become savvy users of current digital technology. W H A T A R E T H E R E Q U I R E M E N T S F O R T H E C E R T I F I C A T E ? O N E F O U R C A P S T O N E C O R E A R E A C O U R S E C O U R S E C O U R S E S Total Credits: 16-21 depending on the courses chosen in each category C O R E C O U R S E O P T I O N S This course is an introduction to the Communication English intersection of ever-evolving digital This course is an introduction to digital Arts 200: 178: technologies with the production and communication and how it shapes our reception of literature. -
Introduction Arts Coverage in a New Century
Introduction Arts Coverage in a New Century ive years ago the National Arts resources that metropolitan newsrooms allo- Journalism Program published cate to the arts are generally flat or in retreat. Reporting the Arts, the first compre- During the past five years, none of the F hensive analysis of how the arts are newspapers that we tracked in this study has covered in mainstream American news media. increased the amount of editorial space devot- As we promised then, the study was “first of all ed to news, criticism or other types of journal- an effort to create a baseline for future exami- ism (not including listings) about arts and nation of trends in journalistic coverage of the entertainment. Even with listings, only one arts in the United States.” paper expanded its arts-and-culture newshole. With Reporting the Arts II we are not only At some dailies, the coverage has declined revisiting the same 10 communities and their sharply. local papers, and reexamining arts coverage in The majority of newspapers are running the national press and on broadcast television. fewer articles about arts and culture. Dailies We are also expanding our report by taking a are shoehorning shorter pieces into shrinking closer look at the burgeoning areas of the alter- newsholes and assigning a larger share of sto- native press, online arts coverage, reporting on ries to freelancers, syndicators and wire servic- arts by minorities and in the ethnic press and es than five years ago. Stories about the “high” cultural programming on National Public arts and hard reporting about commercial and Radio, among other topics.