INSTRUCTOR’S RESOURCE MANUAL
MEDIA ESSENTIALS
A BRIEF INTRODUCTION
Fourth Edition
Christopher R. Martin
University of Northern Iowa
Bettina Fabos
University of Northern Iowa
Richard Campbell
Miami University
Bedford/St. Martin’s
Boston ♦ New York
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Preface
Media Essentials aims to make the study of mass communication more manageable for students to
learn and instructors to teach. At the same time, it stresses the importance of developing the
informed critical perspective needed to participate in the larger debate about media as forces for
both democracy and consumerism. This perspective necessarily entails an understanding of media
history, the structure of media industries, and a knowledge about who the major players are in these
industries. Media Essentials encourages students to think beyond the dry facts and to consider how
the media influence and are influenced by the world around us.
In our dynamic media landscape, an instructor can never be too prepared, particularly when it
comes to drawing analytical connections about the intricate web of media relations. To this end, this
Instructor’s Resource Manual equips you with materials and suggestions that offer assistance in
delivering lectures, managing in–class discussions, and preparing exercises. The text itself also has a
TEACHING PHILOSOPHY
The Teaching Philosophy chapter offers suggestions on how to shape and lead your course:
• Organizing the Course. This section explains why Media Essentials starts with print media and
works toward electronic media.
• Sample Syllabi. In this section, you will find proposed course syllabi that can accommodate
both semester and quarter schedules.
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• Strategies for Writing Assignments. Writing helps students develop and hone their critical
thinking skills, and the guidelines in this section will help you create three different kinds of
writing assignments.
CHAPTERS 1 THROUGH 15
The following elements complement each of the fifteen chapters in Media Essentials with extensive
classroom lecture and discussion resources:
• Chapter Outlines. Detailed chapter outlines highlight key concepts and definitions, provide
quick overviews of chapter content, and offer guidance for lecture organization.
• Lecture Topics. Several general topics are presented in each chapter to suggest various ways in
which to contextualize key issues and build these issues into a framework for both long and
short class lectures.
• Lecture Spin–Offs. One of the most time–consuming elements of class preparation is updating
and expanding on elements in and related to the text, thus avoiding the appearance of “teaching
out of the book.” So, to increase instructor options beyond what students will be reading, this
manual provides additional material for classroom use. The numerous Lecture Spin–Off topics
bring updated information, alternate approaches, and compelling stories to add variety to class
lectures. For new instructors and teachers’ assistants leading discussion groups, the Lecture
Spin-Offs should prove especially useful.
• Media Literacy Discussions and Exercises. Because so many large mass communication
courses are complemented by smaller discussion groups often led by teachers’ assistants, we
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• Further Reading. As a final preparation resource for instructors, we have provided lists of
books, magazine articles, and newspaper reports for further investigation and for staying current
on media developments. The bibliography may also be shared with students who are doing
media research.
MASS COMMUNICATION VIDEO RESOURCES
The final section of this manual includes an extensive annotated list of hundreds of
contemporary and historical documentaries and media–related entertainment films, organized
around compelling cultural, ethical, and economic issues explored in the fourth edition of Media
Essentials.
A FINAL NOTE
Contents
Preface iii
Teaching Philosophy 1
ORGANIZING THE COURSE 1
SAMPLE SYLLABI: SEMESTER SCHEDULE 1
CHRONOLOGICAL APPROACH 1
THEMATIC APPROACH 2
JOURNALISM APPROACH 3
SAMPLE SYLLABI: QUARTER SCHEDULE 3
CHRONOLOGICAL APPROACH 3
Chapter 1: Mass Communication: A Critical Approach 14
CHAPTER OUTLINE 14
LECTURE TOPICS 16
LECTURE SPIN–OFFS 16
MEDIA LITERACY DISCUSSIONS AND EXERCISES 19
IN BRIEF: CATEGORIZING CULTURE 19
IN BRIEF: SUSTAINING HIGH CULTURE 19
Chapter 2: Books and the Power of Print 25
CHAPTER OUTLINE 25
LECTURE TOPICS 27
LECTURE SPIN–OFFS 27
MEDIA LITERACY DISCUSSIONS AND EXERCISES 32
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IN BRIEF: BOOKS AND YOU 32
IN BRIEF: BOOK READING 32
IN DEPTH: HOW DO YOU FIND OUT ABOUT BOOKS? 33
IN DEPTH: THE BIG BOOK BUSINESS 33
CLASSROOM MEDIA RESOURCES 34
VIDEOS/DVDS/CDS 34
WEB SITES 34
FURTHER READING 35
Chapter 3: Newspapers to Digital Frontiers: Journalism’s Journey 37
CHAPTER OUTLINE 37
LECTURE TOPICS 40
LECTURE SPIN–OFFS 41
Chapter 4: Magazines in the Age of Specialization 51
CHAPTER OUTLINE 51
LECTURE TOPICS 53
LECTURE SPIN–OFFS 53
MEDIA LITERACY DISCUSSIONS AND EXERCISES 56
Chapter 5: Sound Recording and Popular Music 60
CHAPTER OUTLINE 60
LECTURE TOPICS 62
LECTURE SPIN–OFFS 63
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MEDIA LITERACY DISCUSSIONS AND EXERCISES 67
IN BRIEF: THE PERVASIVENESS OF ROCK MUSIC 67
IN DEPTH: YOUR ROLE IN THE MUSIC BIZ 67
CLASSROOM MEDIA RESOURCES 68
VIDEOS/DVDS/CDS 68
RECORDINGS 69
WEB SITES 69
FURTHER READING 70
Chapter 6: Popular Radio and the Origins of Broadcasting 72
CHAPTER OUTLINE 72
LECTURE TOPICS 74
LECTURE SPIN–OFFS 76
MEDIA LITERACY DISCUSSIONS AND EXERCISES 78
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IN DEPTH: THE DUDS OF THE SEASON 102
IN DEPTH: CREATING A TV SHOW 102
IN DEPTH: PUBLIC–ACCESS CABLE EDITORIAL 103
CLASSROOM MEDIA RESOURCES 104
VIDEOS/DVDS/CDS 104
WEB SITES 105
FURTHER READING 106
Chapter 9: The Internet and New Technologies: The Media Converge 108
CHAPTER OUTLINE 108
LECTURE TOPICS 110
LECTURE SPIN–OFFS 110
MEDIA LITERACY DISCUSSIONS AND EXERCISES 115
IN BRIEF: INFORMATION TECHNOLOGIES THEN AND NOW 115
IN DEPTH: THE WEB AS A UNIVERSE OF KNOWLEDGE 115
Chapter 11: Advertising and Commercial Culture 131
CHAPTER OUTLINE 131
LECTURE TOPICS 133
LECTURE SPIN–OFFS 134
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MEDIA LITERACY DISCUSSIONS AND EXERCISES 140
IN BRIEF: ADVERTISING’S EFFECT ON YOUR CAMPUS 140
IN DEPTH: ANALYZING MAGAZINE ADS 140
IN DEPTH: YOU ARE WHAT YOU WEAR 141
IN DEPTH: MALE STEREOTYPES IN TELEVISION ADS 141
CLASSROOM MEDIA RESOURCES 142
VIDEOS/DVDS/CDS 142
WEB SITES 143
FURTHER READING 144
Chapter 12: Public Relations and Framing the Message 146
CHAPTER OUTLINE 146
LECTURE TOPICS 147
LECTURE SPIN–OFFS 148
MEDIA LITERACY DISCUSSIONS AND EXERCISES 153
Chapter 13: Legal Controls and Freedom of Expression 157
CHAPTER OUTLINE 157
LECTURE TOPICS 159
LECTURE SPIN–OFFS 159
MEDIA LITERACY DISCUSSIONS AND EXERCISES 164
Chapter 14: Media Economics and the Global Marketplace 167
CHAPTER OUTLINE 167
LECTURE TOPICS 169
LECTURE SPIN–OFFS 169
MEDIA LITERACY DISCUSSIONS AND EXERCISES 173
IN BRIEF: WILL THE REAL CONGLOMERATE PLEASE STAND UP? 173
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IN BRIEF: DISNEY’S CULTURE OF MARKETING SYNERGY 173
IN DEPTH: UNDERSTANDING MONOPOLIES 173
CLASSROOM MEDIA RESOURCES 174
VIDEOS/DVDS/CDS 174
WEB SITES 175
FURTHER READING 176
Chapter 15: Social Scientific and Cultural Approaches to
Media Research 177
CHAPTER OUTLINE 177
LECTURE TOPICS 179
LECTURE SPIN–OFFS 179
Mass Communication Video Resources 188
ADVERTISING: HISTORY 188
ADVERTISING: PRODUCTION 189
ADVERTISING: CULTURE 189
BOOKS: HISTORY 190
BOOKS: PRODUCTION 191
CABLE: TECHNOLOGY 191
CABLE: CULTURE 191
THE INTERNET: HISTORY 191
THE INTERNET: TECHNOLOGY 192
THE INTERNET: CULTURE 192
LEGAL ISSUES AND FREE SPEECH: HISTORY 192
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MEDIA EFFECTS: CULTURE 195
MOVIES: HISTORY 197
MOVIES: PRODUCTION 197
MOVIES: DEMOCRACY 198
NEWSPAPERS AND JOURNALISM: HISTORY 198
NEWSPAPERS: PRODUCTION 198
NEWSPAPER AND JOURNALISM: VALUES 199
PUBLIC RELATIONS: HISTORY 199
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Teaching Philosophy
Teaching a topic that students already know something about can be a luxury. Students have
common experiences watching the same television shows, listening to many of the same
songs, and experiencing media firsthand. Some students can even offer a considerable
amount of personal expertise in certain areas of the media.
However, teaching a subject that is as universal as media presents a challenge. Students
have grown up with various media and have already formulated strong opinions about them.
ORGANIZING THE COURSE
Media Essentials can be a text for a variety of classes and teaching schedules. The text is
organized chronologically, but it also may be taught thematically or with a focus on
journalism and its relationship to other m ass media. The chronological approach of t he text
begins with Part One, “Mass Media Industries,” which introduces critical and ethical
processes and the concept of media convergence. It also covers each industry—from books
SAMPLE SYLLABI: SEMESTER SCHEDULE
CHRONOLOGICAL APPROACH
Mass Media Industries
Week 1: Mass Communication: A Critical Approach (Chapter 1)
Week 2: Books and the Power of Print (Chapter 2)
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Week 3: Newspapers to Digital Frontiers: Journalism’s Journey (Chapter 3)
Week 4: Magazines in the Age of Specialization (Chapter 4)
Media Framing Industries
Week 11: Advertising and Commercial Culture (Chapter 11)
Week 12: Public Relations and Framing the Message (Chapter 12)
Media Expressions
Week 13: Legal Controls and Freedom of Expression (Chapter 13)
Week 14: Media Economics and the Global Marketplace (Chapter 14)
Week 15: Social Scientific and Cultural Approaches to Media Research (Chapter 15)
THEMATIC APPROACH
Mass Media and the Cultural Landscape
Week 1: Mass Communication: A Critical Approach (Chapter 1)
Week 2: The Internet and New Technologies: The Media Converge (Chapter 9)
Sounds and Images
Week 3: Sound Recording and Popular Music (Chapter 5)
Words and Pictures
Week 8: Newspapers to Digital Frontiers: Journalism’s Journey (Chapter 3)
Week 9: Magazines in the Age of Specialization (Chapter 4)
Week 10: Books and the Power of Print (Chapter 2)
The Business of Mass Media
Week 11: Advertising and Commercial Culture (Chapter 11)
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Week 12: Public Relations and Framing the Message (Chapter 12)
Week 13: Media Economics and the Global Marketplace (Chapter 14)
Democratic Expression and the Mass Media
JOURNALISM APPROACH
Week 1: Mass Communication: A Critical Approach (Chapter 1)
Journalism an d the Mass Media
Week 2: Newspapers to Digital Frontiers: Journalism’s Journey (Chapter 3)
Week 3: Magazines in the Age of Specialization (Chapter 4)
Week 4: Popular Radio and the Origins of Broadcasting (Chapter 6)
Week 5: Television, Cable, and Specialization in Visual Culture (Chapter 8)
Week 6: The Internet and New Technologies: The Media Converge (Chapter 9)
Competing Voices and Values
Week 7: Public Relations and Framing the Message (Chapter 12)
Other Voices in the Media Landscape
Week 11: Books and the Power of Print (Chapter 2)
Week 12: Sound Recording and Popular Music (Chapter 5)
Week 13: Movies and the Impact of Images (Chapter 7)
Week 14: Digital Gaming and the Media Playground (Chapter 10)
Researching the Impact of Mass Media on Society
Week 15: Social Scientific and Cultural Approaches to Media Research (Chapter 15)
SAMPLE SYLLABI: QUARTER SCHEDULE
CHRONOLOGICAL APPROACH
Mass Media Industries
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Books and the Power of Print (Chapter 2)
Week 2: Newspapers to Digital Frontiers: Journalism’s Journey (Chapter 3)
Magazines in the Age of Specialization (Chapter 4)
Week 3: Sound Recording and Popular Music (Chapter 5)
Popular Radio and the Origins of Broadcasting (Chapter 6)
Media Framing Industries
Week 8: Advertising and Commercial Culture (Chapter 11)
Public Relations and Framing the Message (Chapter 12)
Media Expressions
Week 9: Legal Controls and Freedom of Expression (Chapter 13)
Week 10: Media Economics and the Global Marketplace (Chapter 14)
Social Scientific and Cultural Approaches to Media Research (Chapter 15)
THEMATIC APPROACH
Mass Media and the Cultural Landscape
Week 1: Mass Communication: A Critical Approach (Chapter 1)
The Internet and New Technologies: The Media Converge (Chapter 9)
Sounds and Images
Week 2: Sound Recording and Popular Music (Chapter 5)
Popular Radio and the Origins of Broadcasting (Chapter 6)
Words and Pictures
Week 6: Newspapers to Digital Frontiers: Journalism’s Journey (Chapter 3)
Week 7: Magazines in the Age of Specialization (Chapter 4)
Books and the Power of Print (Chapter 2)
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The Business of Mass Media
Week 8: Advertising and Commercial Culture (Chapter 11)
Public Relations and Framing the Message (Chapter 12)
Week 9: Media Economics and the Global Marketplace (Chapter 14)
Democratic Expression and the Mass Media
Week 10: Social Scientific and Cultural Approaches to Media Research (Chapter 15)
Legal Controls and Freedom of Expression (Chapter 13)
JOURNALISM APPROACH
Week 1: Mass Communication: A Critical Approach (Chapter 1)
Journalism and the Mass Media
Week 2: Newspapers to Digital Frontiers: Journalism’s Journey (Chapter 3)
Magazines in the Age of Specialization (Chapter 4)
Competing Voices and Values
Week 6: Public Relations and Framing the Message (Chapter 12)
Advertising and Commercial Culture (Chapter 11)
Week 7: Media Economics and the Global Marketplace (Chapter 14)
Legal Controls and Freedom of Expression (Chapter 13)
Other Voices in the Media Landscape
Week 8: Books and the Power of Print (Chapter 2)
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FACILITATING IN–CLASS DISCUSSIONS
BASIC SUGGESTIONS
• To begin, use brief narrative accounts to set the context for classroom interaction.
• Get students to talk about themselves and then to think about their experiences in a
larger context.
• Ask students to fill out a Profile Form (see p. 8), which allows you to get to know their
names and some of their interests early in the course, and then integrate this information
into your class discussions.
• Assign the Oral History Project (see p. 9), which asks students to interview people in
their seventies, eighties, or even nineties about their experiences with different media.
This assignment makes history come alive for students (names like Paramount and The
Shadow will suddenly make sense to them), and it’s a fabulous way to bring students
into discussions about early sound recording, film, radio, and television.
• Ask frequent questions that demand specific answers, such as “What is your
understanding of . . . ?” and “How would you evaluate . . . ?” In other words, ask
questions that can’t be answered with a yes or no. Also, ask numerous follow–up
questions, like “Why do you agree . . . ?” “Can you elaborate on . . . ?” “Can you give
an example?” or “Tell me more about. . . .”
• Avoid questions that go nowhere, such as “Does everyone understand?” “Have I made
myself clear?” and “Are there any questions?” Students rarely respond to these yes/no
questions because they address what they don’t know instead of what they do know. In
addition, their silence might indicate understanding when in fact there is none.
SPECIFIC STRATEGIES
“Think–Pair–Share”
The “think–pair–share” strategy allows students to try out their ideas in a less threatening,
one–on–one context before bringing them before a larger, more intimidating group. First,
assign a question or use one of the pre–exercise questions in this Instructor’s Resource
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