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SCHOOL OF APPLIED MANAGEMENT SCIENCES
Gastronomy and Culinary Arts ProgramGEET 310 | Course Introduction and Application Information
| Course Name |
Gender and Media
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
GEET 310
|
Fall/Spring
|
3
|
0
|
3
|
4
|
| Prerequisites |
None
|
|||||
| Course Language | ||||||
| Course Type |
Second Foreign Language
|
|||||
| Course Level |
-
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course conceptualizes gender as a category of knowledge and aims to understand how gender is constructed by the media. We will consider gender as a constitutive element of identity and by analyzing its intersection with other categories such as race, class, nation and sexuality, we will grasp the importance of the representation of gender in media and its meaning for our lives. The course consists of lectures, screenings and discussions revolving around critical analysis of and engagement with contemporary examples of film, television, adverts and new media. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | his course examines various images and representations of gender in media paying particular attention to contemporary discussions. Employing theories from cultural studies, media, film, reception and gender studies, it explores different processes and practices of gender, specifically in terms of media representations of femininity, masculinity and queerness. The media plays a major role in "constructing" gender, and “popular” views of what appropriate gendering is, in turn, shape how we communicate with each other. Participation (20%) – You should come to class prepared to ask questions and ready to make lively, insightful, substantive and respectful contributions to our discussion of the course materials. Written Assignment (20%): These assignments require the students to select a theme we have covered in the class and conduct a detailed analysis of how that example reflects the context in which it was produced/distributed/exhibited. |
| Related Sustainable Development Goals |
|
|
|
Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Course Introduction: Why should and how do we study gender in the media | |
| 2 | Introduction to Gender and Media | • Lecture: What is Gender? Understanding Media’s Role • Reading: Judith Butler (1990), Gender Trouble (Introduction & Chapter 1) • Video: Chimamanda Ngozi Adichie – We Should All Be Feminists (TED Talk) |
| 3 | Global Perspectives on Gender Representation | • Lecture: Gender in Western vs. Non-Western Media • Reading: Rosalind Gill (2007), Gender and the Media, Chapter 3 • Video: Miss Representation – Official Trailer |
| 4 | Feminism and Media | • Lecture: Waves of Feminism in Media • Reading: bell hooks (2000), Feminism is for Everybody (Chapters 4 & 6) • Video: "The F-Word: Who Wants to be a Feminist?" (BBC Documentary Clip) |
| 5 | Masculinity and Media | • Lecture: Toxic Masculinity and Its Representation • Reading: Raewyn Connell (1995), Masculinities, Chapter 1 • Video: The Mask You Live In – Trailer |
| 6 | Queer theory and queer in media | • Lecture: Visibility and Stereotyping of LGBTQ+ Identities • Reading: Susan Stryker (2008), Transgender History, Chapter 2 • Video: Disclosure – Official Trailer |
| 7 | Social Media and Influencers | • Lecture: Gender Performances on Social Media • Reading: Alice E. Marwick (2013), Status Update, Chapter 5 • Video: Instagram and Gender Performances |
| 8 | Midterm | |
| 9 | Gender and Film | • Lecture: Gender in Global Cinema • Reading: Laura Mulvey (1975), "Visual Pleasure and Narrative Cinema" • Video: Wonder Woman: A Feminist Perspective |
| 10 | Media, Gender, and Race | • Lecture: Intersectionality in Media Representations • Reading: Kimberlé Crenshaw (1989), "Demarginalizing the Intersection of Race and Sex" • Video: Race and Gender Intersectionality Explained |
| 11 | Gender and News Media | • Lecture: Gendered Narratives in Global News • Reading: Karen Ross (2010), Gendered Media: Women, Men, and Identity Politics, Chapter 2 • Video: Gender Bias in the News Media |
| 12 | Masculinity | Quiz |
| 13 | Gender and Media in Turkey | https://ceidizler.ceid.org.tr/dosya/gender-equality-monitoring-reportpdf.pdf Yeşim Burul & Hande Eslen-Ziya (2018) Understanding ‘New Turkey’ Through Women’s Eyes: Gender Politics in Turkish Daytime Talk Shows, Middle East Critique, 27:2, 179-192 |
| 14 | Media Guidelines for Reporting on Gender-based Violence | Guidelines for Reporting on Violence Against Women, Ethical Journalism Initiative (http://ethicaljournalisminitiative.org/en/contents/ifj-guidelines-forreporting-on-violence-against-women) |
| 15 | Evaluation of the term | |
| 16 | Finals Week |
| Course Notes/Textbooks | |
| Suggested Readings/Materials | The course uses the sources that are listed above |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
10
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques |
1
|
30
|
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
30
|
| Final Exam |
1
|
30
|
| Total |
| Weighting of Semester Activities on the Final Grade |
3
|
60
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
14
|
2
|
28
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
1
|
10
|
10
|
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
0
|
||
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
10
|
10
|
| Final Exam |
1
|
24
|
24
|
| Total |
120
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
Successfully applies theoretical and practical knowledge and skills in Gastronomy and Culinary Arts |
-
|
-
|
-
|
-
|
-
|
|
| 2 |
Carries best practices in terms of work and food security, safety and hygiene in food production |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
Appreciates, evaluates and makes decisions regarding to visual, textual and nutritional data with respect to food production and presentation |
-
|
-
|
-
|
-
|
-
|
|
| 4 |
Recognizes and evaluates the impact of gastronomy on culture and society |
-
|
-
|
-
|
-
|
-
|
|
| 5 |
Assumes responsibility for solving complex problems that may occur in the field of Gastronomy and Culinary Arts, both individually and as a team member |
-
|
-
|
-
|
-
|
-
|
|
| 6 |
Evaluates the knowledge and skills acquired in the field of Gastronomy and Culinary Arts with a critical approach and effectively communicate their ideas and suggestions for solutions in written and oral form. |
-
|
-
|
-
|
-
|
-
|
|
| 7 |
Possesses necessary knowledge and skills in relevant fields such as gastronomy, design, law and management and effectively apply them to the practice of Culinary Arts |
-
|
-
|
-
|
-
|
-
|
|
| 8 |
Uses the technological tools related to Gastronomy and Culinary Arts effectively |
-
|
-
|
-
|
-
|
-
|
|
| 9 |
Updates and improve the knowledge, skills and competencies related to Gastronomy and Culinary Arts with lifelong learning awareness and sustainability with an ethical approach |
-
|
-
|
-
|
-
|
-
|
|
| 10 |
Collects data in the areas of Gastronomy and Culinary Arts and communicate with colleagues in a foreign language. (European Language Portfolio Global Scale”, Level B1) |
-
|
-
|
-
|
-
|
-
|
|
| 11 |
Speaks a second foreign at a medium level of fluency efficiently |
-
|
-
|
-
|
-
|
-
|
|
| 12 |
Relates the knowledge gained through the history of humanity to the field of expertise |
-
|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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