DEVC 135

• 1212 DEVC 135 UV Lecture Class (Second Semester, AY 2021-2022)

• 1212 DEVC 135 UV-2L Laboratory Class (Second Semester, AY 2021-2022)

• 1211 DEVC 135 B Lecture Class (First Semester, AY 2021-2022)

• 1211 DEVC 135 B-1L Laboratory Class (First Semester, AY 2021-2022)

• 1202 DEVC 135 YV Lecture Class (Second Semester, AY 2020-2021)

• 1201 DEVC 135 B Lecture Class (First Semester, AY 2020-2021)

• Course Description: Principles and practice of planning and design of various multi-media materials within the context of the development process

• Course Goal: For the students to acquire competencies in multi-media materials planning and design

• Course Credit: 3 units

• Prerequisite: DEVC 103 (Visual and Audiovisual Media Production)

• Semester Offered: 1, 2 

• Number of Hours: 2 hours lecture, 3 hours laboratory

 At the end of the course, students should be able to:

1. conduct situation analysis and needs assessment;

2. select appropriate media based on audience needs and characteristics;

3. plan and conceptualize media materials; and

4. write plans for the three media types (aural, visual, and audio-visual).

UNIT I. Overview of media planning and production process in the context of development communication 

• Acunzo et al.’s ComDev Planning Process

• Stages in multi-media production

Unit II. Visual media materials for the development communication intervention 

• Nature and function of common visual media types 

• Elements of visual media materials production

• Plans and script formats for visual media

• Conceptualization, writing, and assessment for visual media materials

Unit III. Aural media materials for the development communication intervention

• Nature and function of common aural media types 

• Elements of aural media materials production

• Plans and script formats for aural media

• Conceptualization, writing, and assessment for aural media 

Unit IV. Audiovisual media materials for the development communication intervention

• Nature and function of common audiovisual media types 

• Elements of audiovisual media production

• Plans and script formats for audiovisual media

• Conceptualization, writing, and assessment for audiovisual media

Unit V. The integrated multi-media plan in the context of development communication

Lecture

• Exams (oral/video exams, practical exam/special project, maintaining a blog for the entire semester)

• Quizzes (objective + essay/discussion)

• Papers

• Class participation (contributions in the discussion forums, etc)

Laboratory

• Exercises

  1. Exercise 1. Organization Profiling (3%) 

  2. Exercise 2. Situation Analysis (10%) 

  3. Exercise 3. Tracing the Multi-media Development Process (3%) 

  4. Exercise 4. Writing the Rationale-Treatment-Objectives (2%) 

  5. Exercise 5. Drafting the Initial Integrated Multi-media Plan (12%) 

  6. Exercise 6. Preparing the Media Material Plan, Script, and Prototype (12%) 

  7. Exercise 7. Final Presentation: Media Material Plan, Script, and Prototype (4%) 

  8. Project: Integrated Multi-media Plan (14%)

• 50% Lecture

• 50% Laboratory

• Acunzo, M., Marzia Pafumi, Cleofe Torres, and Maria Stella Tirol. (2014) . Communication for Rural Development Sourcebook. Food and Agriculture Organization of the United Nations. Rome.

• Baran, Stanley J., (2012). Introduction to Mass Communication.  Media Literacy and Culture. New York: McGraw-Hill.

• Barnes, Susan B. (2011). An Introduction to Visual Communication.  From Cave Art to Second Life.  New York: Peter Lang Publishing Inc.

• Barnwell, Jane. (2008). The Fundamentals of Filmmaking. Switzerland: AVA Publishing.

• Benoit, William L. and Pamela J. Benoit. (2008). Persuasive Messages.  Singapore: Blackwell Publishing Ltd.

• Berman, Margo. (2012). The Copywriter's Toolkit. The Complete Guide to Strategic Advertising Copy.  UK: Blackwell Publishing.

• Biagi, Shirley (2010). Media/Impact: An introduction to mass media. Boston: Wadsworth Cengage Learning.

• Burrough, Xtine. (2012). Networks. Case Studies in Web Art and Design. New York and London: Routledge.

• Crum, Marjorie and Marcia Layton Turner.  (2008). The Complete Idiot’s Guide to Graphic Design. USA: Penguin Group, Inc.

• Ehrlich, Matthew C. (2011). Radio Utopia. Postwar Audio Documentary in the Public Interest.  Urbana, Chicago and Springfield: University of Illinois Press

• Friedmann, A. (2006). Writing for Visual Media (2nd ed). USA: Elsevier.

• Golombisky, K. and Hagen, R. (2010). White Space is not your Enemy: A Beginner's Guide to Communicating Visually through Graphic, Web & Multimedia Design. USA: Elsevier Inc.

• Hand, R.J & Traynor M. (2011). The Radio Drama Handbook: Audio Drama in Practice and Context. New York: Continuum International Publishing Group.

• Hilliard, R.L. (2008). Writing for Television, Radio and New Media (9th ed).

• Horton, William. 2012.  E-learning by design. San Francisco, CA: Pfeiffer

• Josephson, Sheree, Susan B. Barnes, Mark Lipton. (2010). Visualizing the Web.  Evaluating Online Design from a Visual Communication perspective. New York: Peter Lang Publishing, Inc.

• Mamer, Bruce. (2003). Film Production Techniques: Creating the Accomplished Image (3rd Ed). Singapore: Thomson Learning.

• Mefalopulos, P. (2008). Development communication sourcebook: broadening the boundaries of communication. Washington, DC: The International Bank for Reconstruction and Development/The World Bank.

• Musburger, Robert B. and Gorham Kindem. (2009). Introduction to Media Production: The Path to Digital Media Production (4th Ed). USA: Focal Press.

• Orlebar, Jeremy. (2011). The Television Handbook (4th Ed). USA and Canada: Routledge.

• Priestman, C. (2002). Web Radio: Radio Production for Internet Streaming. Oxford: Focal Press.

• Rice, Ronald E. and Charles K. Atkin. (2013). Public Communication Campaigns. USA: SAGE Publications, Inc.

• Rodgers, Shelly and Esther Thorson. (2012). Advertising Theory. USA: Routledge.

• Sachs, Wolfgang. (2010). The Development Dictionary: a guide to knowledge as power.  Great Britain: Mimeo Ltd.

• Seneviratne, Kalinga. (2007). Media Pluralism in Asia:  The role and impact of Alternative Media.  Singapore: AMIC 

• Shoemaker, Pamela J. and Tim P. Vos. (2009). Gatekeeping Theory.  New York: Routledge.

• Skuse, Andrew, Marie Gillespie and Gerry Power. (2011). Drama for Development. Cultural Translation and Social Change. New Delhi: SAGE Publications.

• Straubhaar, Joseph and Robert LaRose. (2000). Media Now: Communications Media in the Information Age.  USA: Wadsworth.

• Tag, Nancy R. (2012).  Ad Critique: How to deconstruct ads in order to build better advertising.  USA: SAGE Publications, Inc.

• Thompson, Roy and Christopher Bowen. (2009).  Grammar of the Edit. USA: Elsevier, Inc.

• Vilanila, J.V. and A.K. Varghese. (2004).  Advertising basics! A resource guide for beginners.  New Delhi: Response Books.

• Whittaker, Jason. 2008. Magazine Production. USA and Canada: Routledge.

Course Platforms

For AY 2021-2022, our class will use the following remote teaching and learning platforms.

1. UP/Devcom email

2. Canvas/Google Classroom

3. Google Meet/Zoom

4. Facebook Group

5. Facebook Messenger

6. Mobile call/SMS

7. Discord 

In the event that you have no access to a computer device and/or internet connection, please notify your professor immediately so arrangements can be made to send you a copy of the printed course pack for this course. For AY 2021-2022, course packs have been developed for students with or without access to computer devices and/or internet access.

Classroom Guidelines

For online class communication, our class will be using the following:

• UP/Devcom email

• Canvas/Google Classroom

• Google Meet/Zoom

• Facebook Group

• Facebook Messenger

• Mobile call/SMS

• Discord

Definition of Terms

Class participation during the AY 2020-2021 would take the following forms:

1. Submission of required outputs per lecture/exercise discussion;

2. Posting of insights/lessons learned from the lecture/exercise discussion through the different course platforms;

3. Key course outputs such as article/publication plan, rationale-treatment-objective (RTO), articles (straight news, feature), integrated multi-media plan (IMMP), and similar outputs

Learning sessions is the all-encompassing term for all discussions, activities, and the like to deliver lessons to the students. The term covers the real-time and recorded lectures, demonstrations/tutorials, supplementary audiovisual resources, and the like.

Student Assessment

For our class this AY 2021-2022, there will be changes to the traditional quizzes and exams that used to be scheduled to help assess student learning in class. Instead of the what, who, and when, we’ll focus more on the hows and whys  in your evaluation. There will also be a wider range of student assessment tools that the professor can use to gauge the students’ engagement and learning.

Among the student assessment tools that we’ll be using this semester are combinations are as follows:

1. short quizzes – these are 5 to 10-item questions to be accomplished immediately after completing a lesson. These questions will address the most basic of the lesson objectives

2. open ended essay prompts – these aim to capture the students’ insights and lessons learned from the discussions

3. activity sheets – can take the form of writing drills, story/publication plans, and the like that can be accomplished and submitted after a learning session

4. key course outputs – such as article/publication plan, rationale-treatment-objective (RTO), articles (straight news, feature), integrated multi-media plan (IMMP), and the like. These aim to assess the students’ familiarity, knowledge, and skills with the formats, writing guidelines, and similar materials. The key course outputs can take the form of aural, visual, and/or audio visual materials

5. student suggested outputs – the course is also open to accepting suggested outputs and equivalencies for the students in consideration of their current limitations on access and mobility. Feel free to suggest other forms of assessment that you wish to be considered in class.