Alternative & Activist Media Fall 2015 RTF 365 (#08795) & J 349T (#07995) TTH 2-3:30 p.m., CMA 3.124 Writing flag course

Course Packet

Dr. Laura Stein

Alternative and Activist Media Fall 2015 RTF 365 (08795) & J 349T (07995)

Class Hours/Location: TTH 2-3:30 p.m., CMA 3.124 Professor: Dr. Laura Stein, [email protected], 471-4071 Office Hours: TTH 3:30-5 p.m., or by appointment, CMA 6.122B TA: Hao Cao, [email protected] TA Office Hours: TTH 11:30-12:30, or by appt, CMA Lobby

COURSE DESCRIPTION

This course offers a conceptual overview of alternative and activist media, or media that break with the “mainstream” in terms of content, purpose, aesthetics, organization, production practices and audience relations. The course focuses on several alternative and activist media forms, including subcultural, radical, , community, ethnic and indigenous media. Additionally, the course will address: the significance of from cultural, political economic and democratic perspectives; factors shaping different alternative media content and forms; alternative media aesthetics and techniques; and alternative media audiences.

LEARNING OBJECTIVES

Recognize alternative and activist media artifacts, aims and practices Understand how alternative and activist media differ from Analyze alternative, activist and mainstream media content, forms and practices Conduct original research on alternative or activist media and communication Conceptualize and create alternative or activist media

READINGS & SCREENINGS

REQUIRED The course packet is available at Jenn’s Copy (2200 Guadalupe, 473-8669).

RECOMMENDED FOR FURTHER READING Downing, J. (2001). . Thousand Oaks: Sage Publications. Duncombe, S. (Ed.) (2002). The Cultural Resistance Reader. New York: Verso Press. Lievrouw, L. (2011). Alternative and Activist New Media. Cambridge: Polity Press. Rodriguez, C. (2001). Fissures in the Mediascape. Cresskill, NJ: Hampton Press. Waltz, M. (2005). Alternative and Activist Media. Edinburgh: Edinburgh University Press.

Materials distributed in class may supplement course readings. Students are responsible for, and may be tested on, all of the assigned readings, whether or not the material has been discussed in class.

COURSE ASSIGNMENTS

Students will be evaluated on the basis of 2 short papers, a research assignment, 1 term paper/project, and class participation/attendance. All papers should be in 12-point type with 1-inch wide margins and double-spaced. Please submit all work by hard copy, not email. Late papers will be marked down one letter grade for every week they are late.

All course papers must draw on at least 3 quality sources to make their arguments. Use high quality sources (if you are unsure about your source’s quality, consult me). All papers should include a reference section listing the complete references for all the materials consulted. All papers will be evaluated on how well they satisfy the assignment, organization, clarity of expression/explanations, understanding of texts/materials, strength of argument and writing mechanics (See “Grading Rubric”).

Paper revisions: Students will be given the chance to improve their papers, and their grades, by revising their papers. Revised papers are due one week after the date they are originally returned to you. Note: You must resubmit the original version along with the revised version. The second evaluation will be the final grade for any paper.

*Your papers should be well written. I strongly encourage you to use the Undergraduate Writing Center, FAC 211, 471-6222: < http://uwc.utexas.edu/>. The Undergraduate Writing Center offers free, individualized, expert help with writing for any UT undergraduate, by appointment or on a drop-in basis. Any undergraduate enrolled in a course at UT can visit the UWC for assistance with any writing project. They work with students from every department on campus, for both academic and non-academic writing. Whether you are writing a lab report, a resume, a term paper, a statement for an application, or your own poetry, UWC consultants will be happy to work with you. Their services are not just for writing with "problems." Getting feedback from an informed audience is a normal part of a successful writing project. Consultants help students develop strategies to improve their writing. The assistance they provide is intended to foster independence. Each student determines how to use the consultant's advice. The consultants are trained to help you work on your writing in ways that preserve the integrity of your work.

1. Critical analysis and presentation of alternative media artifact (3-5 pages): Critically analyze an alternative media artifact with evidence to support the analysis. This artifact can take any form (newspaper, zines, music, radio, video, online, street performance, events, etc.). Consider the following questions, as well as any others that are relevant. How is this instance of alternative media structured? What is its purpose? Who is its audience? Does it employ a unique content or aesthetic? How is it organized, produced and distributed? What message(s) does it convey? Is it effective? How could it be more effective? Students will make a short presentation to the class of their findings and are encouraged to show examples of primary sources or documentation. Students will be graded on both their paper and their presentation. All students should be prepared to present on the day the assignment is due. If a student is not present when they are called on to present, they will receive a “0” on their presentation.

2. News comparison and analysis (3-5 pages): Compare articles from mainstream and alternative press, incorporating insights from class readings and discussions. Select from among the pairs of articles provided. Your comparison should summarize the main focus of each article (the stated problem or issue it addresses and its implied relevance or consequences). In addition, it should also address the following relevant characteristics as they apply: • Style (characterization of issues, use of tone, affective words, etc.) • Sources (who and what sources of information and analysis are cited) • Audience (who is the presumed or invoked audience) • Analysis (what analysis of the issues is given?) • Whose interests are affected (whose interests are presumed relevant) • Any other relevant ways of framing the topic.

3. Research Assignment: Examine how social movement actors are used as sources in dominant . Students will analyze original news stories assigned by the professor, paying attention to who is cited, the expression of advocacy positions, the use of information, news hooks or agendas around which a story is built, adjectives applied to social movement sources, and other story features. Students will note this data on provided forms, and write a 1-2 page summary of their observations. Detailed instructions for the assignment will be given in class.

4. Final Paper or Creative Project. Choose either A or B.

A. Term paper (8-10 pages): Construct an original and logical argument on a topic related to alternative media. Draw on course readings, class discussions, and outside materials to make your arguments. The professor must approve all term paper topics.

Possible Term Paper Topics include, but are not limited to: Relationship between alternative media and particular social movements Influence of an alternative media artifact on culture or politics Defining alternative media Representations of places, institutions or people in alternative media New forms of alternative or activist media The use of alternative aesthetics or content Exploring identity in alternative media Evaluating alternative media Alternative media audiences

B. Creative Project (5-7 pages or minutes): Create an original alternative media project (a zine, a video, an audio work, etc.). The professor must approve all production projects in advance. A report (3-4) pages should accompany the project. The report should provide an overview of the aims and goals of the project, how these are carried out in the project, its organization, its intended audience, and its distribution plan.

5. Participation/Attendance: I will mark you absent if you miss a class, arrive late, or depart early. Excused absences require a prior note of explanation with supporting documentation. More than 3 unexcused absences during the semester will lower your attendance grade. Note: poor attendance can lower your grade by one full letter (from a B to C, for example). Attendance is scored as follows: 0-1 absences (100), 2-3 (95), 4-5 (85), 6-7 (75), 8-9 (65), 10-11 (55), 12-13 (45), 14-15 (35), 16-17 (25), 18-19 (15), 20-21 (5), 22+ (0).

COURSE EVALUATION

Your final grade will be a calculated sum of the points earned on the assignments, as well as a grade for participation. Your final grade will be calculated as follows:

Critical analysis 20% News comparison 20% Research Assignment 20% Term Paper/ Project 25% Participation 15%

Students will receive letter grades on all their work. Each grade has a point value (A+=98, A=95, A-=92, etc.). These values are averaged, weighted and converted to a final letter grade at the semester’s end. The final course grade is determined using a plus/minus system as follows:

93-100 A 90-92 A- 87-89 B+ 83-86 B 80-82 B- 77-79 C+ 73-76 C 70-72 C- 67-69 D+ 63-66 D 60-62 D- 59 or lower F

ACADEMIC INTEGRITY

The University defines academic dishonesty as cheating, plagiarism, unauthorized collaboration, falsifying academic records, and any act designed to avoid participating honestly in the learning process. I define plagiarism as the quoting of 5 or more words in a sequence without attribution. Scholastic dishonesty also includes, but is not limited to, providing false or misleading information to receive a postponement or an extension on a test, quiz, or other assignment, and submission of essentially the same written assignment for two courses without the prior permission of the instructor. By accepting this syllabus, you have agreed to these guidelines and must adhere to them. Scholastic dishonesty damages both the student's learning experience and readiness for the future demands of a work-career. Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. If you are at all unclear as to the meaning of scholastic dishonesty, please visit the website: http://deanofstudents.utexas.edu/sjs/acint_student.php. Any student found violating the scholastic dishonesty policy will receive an “F” on their assignment. See http://catalog.utexas.edu/general-information/the- university/#universitycodeofconduct for further information.

WRITING FLAG

This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you may be asked to read and discuss your peers’ work. You should therefore expect a substantial portion of your grade to come from your written work. Writing Flag classes meet the Core Communications objectives of Critical Thinking, Communication, Teamwork, and Personal Responsibility, established by the Texas Higher Education Coordinating Board.

STUDENTS WITH DISABILITIES

The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-4641 TTY, http://www.utexas.edu/diversity/ddce/ssd/.

ACCOMMODATIONS FOR RELIGIOUS HOLIDAYS

By UT Austin policy, you must notify me of your pending absence at least fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, you will be given an opportunity to complete the missed work within a reasonable time after the absence.

EMERGENCY EVACUATIONS

Occupants of buildings on The University of Texas at Austin campus are required to evacuate buildings when a fire alarm is activated. Alarm activation or announcement requires exiting and assembling outside. Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember that the nearest exit door may not be the one you used when entering the building. Students requiring assistance in evacuation shall inform their instructor in writing during the first week of class. In the event of an evacuation, follow the instruction of faculty or class instructors. Do not re- enter a building unless given instructions by the following: Austin Fire Department, The University of Texas at Austin Police Department, or Fire Prevention Services office. Behavior Concerns Advice Line (BCAL): 512-232-5050. Link to information regarding emergency evacuation routes and emergency procedures can be found at: www.utexas.edu/emergency. For more information see: Office of Campus Safety and Security, 512-471-5767, http://www.utexas.edu/safety/

COURSE SCHEDULE

Week 1 (8/27)

INTRODUCTION. Course introduction. What is alternative media, and why do people make it?

TH: Read class syllabus before class.

Week 2 (9/1 & 9/3)

UNDERSTANDING ALTERNATIVE MEDIA. 3 frameworks for understanding alternative media: cultural resistance, political economy, and democracy

T: Gramsci, “From the Prison Notebooks”; Dowmunt, “Introduction” Quiz on the syllabus.

TH: Downing, “Alternative Media and the Boston Tea Party”

Week 3 (9/8 & 9/10)

UNDERSTANDING ALTERNATIVE MEDIA

T: Critical analysis workshop for paper

TH: Downing, “Popular Culture, Audiences and Radical Media”

Week 4 (9/15 & 9/17)

CLASS PRESENTATIONS ON ALTERNATIVE MEDIA

T: Critical Analysis due. Class presentations

TH: Class presentations

Week 5 (9/22 & 9/24)

SUBCULTURAL & STUDENT MEDIA

T: Riot Grrrl, “Riot Grrrl Is…”; Waltz, “Creating Media Spaces for the Personal”

TH: Scifo, “Student Media”

Week 6 (9/29 & 10/1)

ART, AESTHETICS, &

T: Waltz, “Artistic Impulses”; Millner, “Bargain Media”

TH: Meikle, “Stop Signs: An Introduction to Culture Jamming”

Week 7 (10/6 &10/8)

RADICAL OR DISSIDENT MEDIA

T: Downing, “The Press”; Kessler, “Other Voices” and “The Journalistic Tradition of Radicalism”

TH: Kessler, “A Siege of the Citadels”; News comparison workshop.

Week 8 (10/13 & 10/15)

RADICAL OR DISSIDENT MEDIA

T: Atton, “A Brief History of Web and Interactive Media”; Lievrouw, “Breaking Through the Information Blockade”

TH: News Comparison and analysis due. SCREEN: Battle of Seattle segment on IMC

Week 9 (10/20 & 10/22)

SOCIAL MOVEMENT MEDIA

T: Cox, “Media and Environmental Journalism,” pp. 163-197

TH: Tactical Technology Collective. “What We Do” and “Projects,” Available at: http://www.tacticaltech.org/; and the “10 tactics for turning information into action” project,” Available at: https://informationactivism.org/en/original_10_tactics_project.

Week 10 (10/27 & 10/29)

SOCIAL MOVEMENT MEDIA

T: Viguerie & Frank, “Using Direct Mail to Build the Movement and Elect Reagan” and “The Internet Empowers the Individual”

TH: Gross, “The Gay Global Village in Cyberspace”; Original research workshop

Week 11 (11/3 & 11/5)

COMMUNITY MEDIA

T: Brecht, “Radio as a Means of Communication”; Downing, “KPFA, Berkeley, and Free Radio Berkeley”; Downing, “Radio” SCREEN: KPFA On the Air

TH: Meadows, Forde, Ewart & Foxwell, “The Power and the Passion: Community Radio in Australia” Research Assignment due. In class discussion.

Week 12 (11/10 & 11/12)

COMMUNITY MEDIA

T: Stein, “Access Television and Political Communication in the United States” SCREEN: The Love Tapes

TH: Rodriguez, “A Process of Identity Deconstruction: Colombian Women Producing Video Stories” 1 page paper or project proposal due.

Week 13 (11/17 & 11/19)

ETHNIC & INDIGENOUS MEDIA

T: Kessler, “The Freedom Train” SCREEN: The Black Press

TH: Levine, “Slave Songs and Slave Consciousness” and Lipsitz, “Immigration and Assimilation: Rai, Reggae, and Bhangramuffin”

Week 14 (11/24 & 11/26)

ETHNIC & INDIGENOUS MEDIA

T: Roth, “The Aboriginal Peoples Television Network (APTN) – Going National” SCREEN: Selections from APTN and Seeing is Believing

TH: THANKSGIVING HOLIDAY

Week 15 (12/1 & 12/3)

MEDIA & REFORM AND CLASS WRAP UP

T: Hackett & Carroll, “Critical Social Movements and Media Reform”; Downing, “A Hexagon by Way of a Conclusion”

TH: Final paper/creative project due. In class presentations.