AFAM 491
African Americans in the Media
Spring 2014
Instructor:
Office:
Phone:
Email:
Office Hours:
Social Media:
Mr. Derrick Lanois
Harrison House 204
(804)-828-1384
dalanois@vcu.edu
Tuesdays 12:30-2:30 and Wednesdays 1:30-3:30
Skype:
dl_phd
Twitter:
dl_phd
Course Description
Media has played an important role in our society’s ever-evolving constructions and
representations of race, as contextualized in the 19th, 20th, and 21st centuries. For
African Americans, at least, media representations often were gender-specific and
provided political and social impetus for exaggerated and misrepresented black
femininity and masculinity. This course will analyze and critique representations of
African Americans in media—newspapers and magazines, film, radio, television, and
new media – and explore the juxtaposition of external and internal representations of race
and gender. Importantly, African Americans created and attempted to sustain an
advocacy media to project positive representations and in the process to affirm and
validate the existence and collective experiences of their race. Thus, African American
counter-media production and the negotiation of negative and positive representations
also will be examined in this course. Guiding questions for this course include: what are
media representations of African Americans; what are the political and social
implications of mass media representations of African Americans; how are these
representations internalized by mainstream and black audiences; what is African
American media; and who authors African American media.
Learning Objectives
At the end of the semester, students in this course will be able to:
1. Discuss and connect African-American history to the ebbs and flows of African
American media history and culture.
2. Evaluate African Americans in a variety of mass media mediums including but
not limited to newspapers/magazines, movies, radio, television, and new media.
3. Identify and recommend specific ways to improve the images of African
Americans in popular culture.
4. Apply African American Studies, Gender Studies, and Media Studies theories to
African-Americans and the media.
5. Define African American mass media and be able to answer the questions posed
in the course description.
6. Establish connections between disciplines and pursue knowledge through a
variety of sources and write with greater proficiency and style.
7. Analyze print and non-print materials, make comparisons of particulars, draw and
support conclusions and improve critical thinking skills, from knowledge to
synthesis and evaluation.
Books
Catherine Squires, African Americans and the Media
Charles Simmons, The African American Press: A History of News Coverage during
National Crises, with Special Reference to Four Black Newspapers, 1827-1965
William Barlow, Voice Over: The Making of Black Radio
Ronald L. Jackson II, Scripting the Black Masculine Body: Identity, Discourse, and
Racial Politics in Popular Media
Beretta E. Smith-Shomade, Shaded Lives: African American Women and Television
Grading Scale
A
100-90
B
89-80 C
79-70 D
69-60 F
Below 60
Assignments
Percentage
Due Date
Participation
50%
Daily
Critiques
25%
See Description
Semester Project
25%
12/03
Requirements:
Critiques:
Each student will produce a WordPress website and post her/his critiques and semester
project. The website design must have a static homepage, about me page, critiques page,
and semester project page (the student can be creative in naming the pages). Each website
should have a theme related to the class (this is required if you choose to make the blog
your semester project if not then it does not need a theme but it will aid you in your
writing). For example, it could be African Americans and Beauty in the Media (in
magazines, TV, and/or radio), African Americans and Gender in the Media (can be
separated into men or women), African Americans and love relationship in the media,
African Americans and family in the media (this could be divided up into fatherhood,
motherhood, childhood) but it also could be a general theme site on African Americans
and popular culture. The home page must describe the theme for your website. The about
me section is about the student and African Americans in the Media. The critique page is
a dynamic webpage where the student will post four critiques on the news/magazines,
film, radio, television, and/or new media.
Narrow down your topic and couple it to a theory like Black masculinity, Black
Feminism, authenticity, and other theoretical frameworks introduced in the class or from
African American Studies or Media Studies. Apply the theories to the primary source to
make an analysis about African Americans in the Media. Primary sources include
movies, TV shows, radio shows’ transcripts, magazines, newspapers, and web series. The
analysis must have a thesis, a theory, an explanation of the theory, ample examples of the
primary sources, ample evidence and proof for the thesis. The unique thing about the
website is that the student may embed videos, photos, and other media directly into the
analysis. For instance, if the student is analyzing a television show then embed the video
for your audience to be able to watch and still have in text reference to the video.
There is no word count requirement however the quality must be present with a thorough
analysis of African American media and that genre. In the analysis, the student must use
in text citations when quoting and paraphrasing. Although it is being produced for the
web, the analysis must adhere to conventional written norms and expectations of
academic papers. At the end of the critique, the student must include a bibliography and it
is different than a work cited page. The bibliography must adhere to Chicago Manual
Style. The conventions of blogging should be used as well and the paragraphs should be
shorter no more than five lines per paragraph and a space between each paragraph. You
may use linking to take the reader to other websites but you cannot use personal pronouns
or contractions. At the end of the syllabus, the student will find a rubric that outlines how
I will grade these critiques. I will add some in class instruction on the website, critiques,
and design during the semester. Please ask any questions or concerns about this format to
the professor in a timely manner.
The due date for the critiques is as follow: Critique 1 February 5, Critique 2 February 26,
Critique 3 March 26, and Critique 4 April 23.
Each critique is due a week after we finish reading ALL of the materials dealing with that
topic—newspapers/magazines, radio, film, television, and new media.
Semester Project:
In consultation with the professor, the students will work individually, in groups, or with
the professor and design her/his own semester project. Students wanting to work in
groups must put their own team together, but groups are limited to 2-3 people. It is
required that students writes up a proposal outlining her/his/their project detailing the
project and the presentation. The semester project must deal with African Americans, the
media and address some theme covered in the course with a critical analysis. Students
may continue her/his website’s theme and expand it or create a documentary film, create
a play/skit depicting African Americans and the media, and a host of other creative
outlets. Also, the student may elect to write a 17-20 page paper but all students must get
prior approval before beginning the project. Towards the end of the semester, every
student/group is required to present the project in a compelling manner, which must
include the findings, and the analysis. The presentation should match the type of project
the student completed. Please use and consider a variety of presentation methods,
excluding Power Point or lecture-style reading and speaking.
Alternative Semester Project
I want to propose for the entire class to do a semester project together where we actually
produce an African American media. We can do a website on African American news, a
documentary of African American media in Richmond, or creating a web series. We will
discuss this option fully on the first night and make a decision.
Participation:
Each student is expected to contribute to the dialogue/discourse/discussion of the class.
The student accomplishes this by responding to the readings by critiquing the readings,
analyzing the readings, and/or synthesizing the readings.
You may participate by:
1. Asking poignant questions about the readings, lectures, and/or discussions.
2. Responding to a question asked by the professor, faculty, guest speakers, or
other class members.
3. Making an analytical comment or observation.
4. Bring in newspaper/magazine/media that deals with an aspect of class that we
are currently discussing or have discussed.
It is necessary and important for you to read the assigned readings prior to coming to
class to be able to fully participate and contribute to class. I would advise you to follow
my example on how to discuss the material in class—integrating readings, discussions,
and outside materials from other courses. What is not expected is for the student to
summarize the readings, tell how the readings made the student feel, tell the fact that the
student did not know about a particular idea(s), or discuss only one or two of the
assignments.
These class discussions and posts are worth 50% of your grade and show the importance
I believe these are to your education on African Americans in the Media. Please put in
the appropriate amount of time and due diligence. It is necessary and important for you to
read the assigned readings prior to class and to understand what you have read. Exams,
quizzes, and in class assignments fall under participation and these assignments will be
given throughout the semester to test proficiency and understanding of the readings and
lectures. As a class, we will figure out the best way to test proficiencies but the ultimate
decision lies with the professor.
Attendance:
Attendance is vital during the semester and I will be taking attendance daily. The student
will receive one day for an unexcused absence before her/his attendance adversely affects
her/his grade. After the 1st absence, the course grade will be dropped one letter grade per
occurrence. For example, if you missed 3 days and had an A in the class, the new grade
would be a C for the two extra days. Of course, emergencies happen and will be
considered only with written documentation (doctor's note, funeral program, traffic
accident, ticket, etc). Also, tardies will be counted. Tardy constitutes being ten to twenty
minutes late and being more than 20 minutes late will count as absence. Leaving more
than 10 minutes before the end of the class session constitutes an absence and/or if the
student was tardy and leaves more than 10 minutes early. Two tardies will count as one
absence, so please come to class on time.
Excused Absences for Students Representing the University
Students who represent the university (athletes and others) do not choose their schedules.
Student athletes are required to attend games and/or meets. All student athletes should
provide their schedule to the instructor at the beginning of the semester. The
Intercollegiate Athletic Council strongly encourages faculty to treat missed classes or
exams (because of a scheduling conflict) as excused absences and urges faculty to work
with the students to make up the work or exam.
All work is due when specified and late materials will not be accepted unless
accompanied with written documentation (e.g. doctor’s note, funeral program). If
you have an emergency please contact me as soon as possible so we can discuss how to
handle the assignment.
E-mail Policy
Electronic mail or "e-mail" is considered an official method for communication at VCU
because it delivers information in a convenient, timely, cost effective and
environmentally aware manner. Students are expected to check their official VCU e-mail
on a frequent and consistent basis in order to remain informed of university-related
communications. The university recommends checking e-mail daily. Students are
responsible for the consequences of not reading, in a timely fashion, university-related
communications sent to their official VCU student e-mail account. This policy ensures
that all students have access to this important form of communication. It ensures students
can be reached through a standardized channel by faculty and other staff of the university
as needed. Mail sent to the VCU e-mail address may include notification of universityrelated actions, including disciplinary action. Please read the policy in its entirety:
http://www.ts.vcu.edu/kb/3407.html
VCU Honor System: Upholding Academic Integrity
The VCU Honor System policy describes the responsibilities of students, faculty and
administration in upholding academic integrity, while at the same time respecting the
rights of individuals to the due process offered by administrative hearings and appeals.
According to this policy, "Members of the academic community are required to conduct
themselves in accordance with the highest standards of academic honesty and integrity."
In addition, "All members of the VCU community are presumed to have an
understanding of the VCU Honor System and are required to:
Agree to be bound by the Honor System policy and its procedures;
Report suspicion or knowledge of possible violations of the Honor System;
Support an environment that reflects a commitment to academic integrity;
Answer truthfully when called upon to do so regarding Honor System cases, and,
Maintain confidentiality regarding specific information in Honor System cases."
View the Honor System in its entirety. More information can also be found on
the Division of Student Affairs website.
Students with Disabilities
SECTION 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act
of 1990 as amended require that VCU provides "academic adjustments" or "reasonable
accommodations" to any student who has a physical or mental impairment that
substantially limits a major life activity. To receive accommodations, students must
request them by contacting the Disability Support Services Office on the Monroe Park
Campus (828-2253) or the Division for Academic Success on the MCV campus (8289782). More information is available at Disability Support Services or the Division for
Academic Success.
Any student who has a disability that requires an academic accommodation should
schedule a meeting with the instructor at the student's earliest convenience. Additionally,
if coursework requires the student to work in a lab environment, the student should
advise the instructor or a department chairperson of any concerns that the student may
have regarding safety issues related to a disability. Students should follow this procedure
for all courses in the academic semester.
Statement on Military Short-Term Training or Deployment
If military students receive orders for short-term training or deployment, they should
inform and present their orders to Military Student Services and to their professor(s). For
further information on policies and procedures contact Military Services at 828-5993 or
access the corresponding policies.
Student Conduct in the Classroom
According to the Faculty Guide to Student Conduct in Instructional Settings, "The
university is a community of learners. Students, as well as faculty, have a responsibility
for creating and maintaining an environment that supports effective instruction. In order
for faculty members (including graduate teaching assistants) to provide and students to
receive effective instruction in classrooms, laboratories, studios, online courses, and other
learning areas, the university expects students to conduct themselves in an orderly and
cooperative manner." Among other things, cell phones and beepers should be turned
off while in the classroom. Also, the university Rules and Procedures prohibit anyone
from having "in his possession any firearm, other weapon, or explosive, regardless of
whether a license to possess the same has been issued, without the written authorization
of the President of the university..." For more information, visit the VCU Insider online.
Eating in class is acceptable if it is a snack e.g. potato chips, candy bar, or a drink. Please
do not bring a full course meal to class and expect to eat it. I do not allow the use of
laptops, iPads, or any other computing device to be used during class unless
absolutely necessary. However, if you are caught using it for Facebook, surf the internet,
play games, anything that is not dealing with the class then you will lose the privilege of
having the ability to use the device in the class for the rest of the semester.
Please no hats, caps, sunglasses, or any other headgear unless you need them for religious
purposes (“bad hair days” are not a reason that I accept and this policy is for men and
women). Remove these items prior to entering the classroom even if you are early.
Please as much as possible—ladies do not wear revealing clothing that is either too short,
too loose, too tight, etc. and gentlemen refrain from sagging your pants to show
undergarments, wearing revealing clothing that is also too tight, too short, too loose, etc.
My professor often said, “The law of common courtesy has not yet been repealed.”
I hope that we will engage in many debates over the semester. I expect that we will
all treat each other and each other’s ideas with respect.
Date
Topics & Activities
01/15
01/22
Introductions
What is Mass Media?
African American
Studies and Gender
Studies Theories
Print Media
01/29
Print Media
02/05
Print Media
02/12
Film
Black Male Body
Politics
02/19
Film
Black Male Body
Politics
Schedule
Readings Due
Lecture
Assignments
Due
Squires
Introduction
Squires
Ch. 1-4
Simmons
Ch. 1-7
Squires
Ch. 1-4
Simmons
Ch. 1-7
Squires
Ch. 1-4
Simmons
Ch. 1-7
Squires
Ch. 5-7
Jackson
Intro-5
Squires
Ch. 5-7
Jackson
Intro-5
Free African
Americans
during
Enslavement
Post
Emancipation
to Civil
Rights
Civil Rights
and Beyond
African
Americans in
Film- Bert
Williams,
Oscar
Micheaux,
and Paul
Robeson
Hip Hop and
African
American
Films
Newspaper
Critique
02/26
Radio
03/05
Radio
03/12
03/19
Spring Break
Radio
03/26
Television
04/02
Television
04/09
Television
04/16
New Media and the
Future
04/23
New Media and the
Future & Review
04/30
05/07
NO CLASS
Projects Presentations
Squires
Ch. 8-10
Barlow Intro15
Squires
Ch. 8-10
Barlow Intro15
Film Critique
Squires
Ch. 8-10
Barlow Intro15
Squires Ch. 1113
Shomade
Intro- Ch. 5
March 21 Last
Day to
Withdraw
Squires Ch. 1113
Shomade
Intro- Ch. 5
Squires Ch. 1113
Shomade
Intro- Ch. 5
Squires Ch. 14
Shomade
Epilogue
Jackson
Epilogue
Squires Ch. 14
Shomade
Epilogue
Jackson
Epilogue
Radio Critique
Television
Critique/ New
Media Critique
Project
Presentations
*****The Syllabus & Schedule is subject to change*****
Some readings may be added or others may be taken away
Rubric for Critiques
Thesis:
0
1
10%
2
3
4
5
6
7
8
9
10
It is a clear, concise, developed and viable thesis statement that outlines the theory,
analysis, and argument for the critique. It is located at the end of the introduction.
Content:
30%
0
1
2
3
4
5
6
7
8
9
10
Facts and ideas developed to prove the thesis, relevance to media, analyzes the element
using a theory with evidence
Blogging
0
1
2
3
4
5
6
Multimedia content—photos, video, linking, etc
10%
7
8
9
10
Logic & Argument:
10%
0
1
2
3
4
5
6
7
8
9
10
Do the facts, ideas, and/or proof offer a clear and logical argument? Do you prove your
argument?
Audience, Tone, Point of View:
10%
0
1
2
3
4
5
6
7
8
9
10
Clear discernment of distinctive audience; tone and point of view appropriate to the
assignment
Organization:
10%
0
1
2
3
4
5
6
7
8
9
10
Is the paper organized logically—introduction, body, and conclusion? Does the paper
follow the structure dictated by the thesis?
Structure:
10%
0
1
2
3
4
5
6
7
8
9
10
Sentence structured effectively, powerfully; rich, well-chosen variety of sentence styles
and length. Vocabulary has a range, accuracy, and correct and effective word usage
Technical Writing Quality:
0
1
2
3
4
5
Chicago Manual Style, spelling, grammar
10%
6
7
8
9
10
Comments_______________________________________________________________
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Evaluation for Class Presentations
Prof. Lanois
Type of Presentation: _________________________________________________
Evaluation: 5=best to 1=No Credit
1.
Imagination:
1
2
3
Uniqueness of the class presentation
4
5
2.
Organization
1
2
3
4
5
Extent of preparedness and flow of the presentation
3.
Substance:
1
2
3
4
5
Relevance to African Americans in the Media. How well did the project blend
culture and history?
4.
Creativity:
1
2
3
4
5
How well did imagination and substance blend together to make a clear
statement?
5.
Insight:
1
2
3
4
5
How well did the project give a sound understanding of African Americans in the
Media, history, and culture?
6.
Presentation: 1
2
3
4
5
Was everybody involved and was this involvement enthusiastic?
Overall:
A+
A-
A
B+
B
B-
C+
C
C-
D
F
Comments
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