Most courses have continuous internal assessment components focusing on skill and knowledge testing. As a programme that focuses a lot on skill-building, alongside written submissions, exams and research based-reflections, a lot of practical submissions like audio/video productions, field-based reports and other varied assessment methods that are formative and summative, matching the demands of the course  -with due consideration to the different learning styles of the students  - will be adopted.

In the undergraduate programmes, the Department of Media Studies aims to provide a firm foundation for the students to either directly get into communication and media professions or pursue higher studies. The programmes are a combination of theory and practice.

Undergraduate Programmes: The department offers three dual major undergraduate programmes namely, BA in Digital Media and English, Communication and Media, Psychology, Communication and Media, English provide the students with a set of options to choose from, depending on their objectives.

Department Vision

To excel in communication and media education by creating an open and collaborative environment that embraces innovation and integrity by providing both classroom and experiential learning.

Department Mission

The Department of Media Studies combines communication and journalism to create a theoretical, professional, and applied approach to communication studies within a structured yet free environment to enhance student’s personal and professional lives.

The Masters Programme in Media and Communication Studies offers specialisations in Multimedia Journalism and Advertising & Corporate Communications, providing a comprehensive approach to journalism, advertising, and corporate communications. 

The Multimedia Journalism specialisation explores the digital era, blending traditional journalistic principles with innovative multimedia storytelling techniques. Graduates are prepared for roles as multimedia journalists, digital content producers, and newsroom leaders. Similarly, the Advertising and Corporate Communications specialisation delves into strategic communication in diverse organisational contexts. Students engage with current industry trends, theories, and practices, equipped to navigate modern communication landscapes and lead impactful global campaigns.

The curriculum integrates practical skill development, theoretical foundations, societal perspectives, professional aptitude, innovative thinking, and holistic growth. Students benefit from internships, interactions with industry experts, demonstration platforms, interdisciplinary engagements, and access to state-of-the-art media labs, broadening their learning horizons.

The Department fosters a supportive environment, led by a committed faculty, empowering students to deepen their knowledge, refine their skills, and pursue their ambitions with confidence. With a blend of rigorous academic training and practical experience, graduates emerge ready to tackle the dynamic challenges of the media and communication industries, making meaningful contributions to their fields.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Critically engage with different media and communication contexts and extend into other social spheres

PO3: Exercise a research aptitude and employ research skills in media and communication contexts

PO4: Deploy different media approaches to effectively communicate in different contexts for specific audiences and attain targeted outcomes

PO5: Practise informed-citizenship based on secular and egalitarian values enshrined in the Indian Constitution

PO6: Ethically reflect and respond according to different professional and socio-political complexities

PO7: Realise, practice and promote eco consciousness

The course Introduction to Media and Communication enables the student to appreciate the various media for communication and the theories that have evolved over the last century in the said domain. The course's main objective is to provide a theoretical foundation in communication and media studies.

Communication and its process, Components of communication: Barriers to communication, Communication patterns- one way and two ways, one-to-one, one to many, many to many. Types of communication- verbal and oral, written and non-verbal. Mass Media- Characteristics, Features and Impact of Print, Cinema, Radio, Television and Social Media.

Steps in the process of communication- models to graphically represent the elements.

Linear Models-Aristotle, Laswell, Shannon-Weaver, Berlo, DeFleur, Gerbner.

Interactive models- Westley-McLean, Osgood-Schramm, Newcomb.

Transactional models-Barnlund.

Constitutive models- based on constructivist approach

Social-psychological approach, Propaganda- powerful Effects theory, Limited Effects theory flow. Audience-centred Approach-Cultivation theory, Agenda Setting theory, Media Dependency theory, Uses and Gratification theory, Chomsky- Media Manufactured Consent, Cognitive Dissonance Theory, Social Comparison Theory, Diffusion of Innovation, and Social learning theory and Social Identity theory.

Marxist approaches, Gramsci- Hegemony

Habermas- Public sphere, Barthes- Myths/Semiotics, Derrida- Media Temporalities. Foucault- Power/Knowledge. Stuart Hall- Representation theory

Williams- Culture, Consumer Society of Baudrillard.

Normative Press theories, McLuhan- Medium is the message, Chomsky- Media manufactured consent.

Network Society of Castells, Van Dijk’s Social aspects of new media, Christian Fuchs’ Critical Social Media Theory.

• Wood, Julia. T. Communication theories in action: An introduction. London: Wadsworth Publishing Company. 1997.

• Baran, Stanley S and Dennis K Davis. Mass Communication Theory: Foundations, Ferment and Future. Singapore: Thomson Wadsworth, 2007

• McQuail, Denis: Mass Communication theory (III ed.). New Delhi: Sage Publication,2004.

The course shall follow the regular CIA- MSE -ESE model.

Assignment details

CIA I-Objective test multiple choice questions (20)

CIA II-Mid-Semester Exam- Centralised Written Exam (50)

CIA III: Flip Class (20)

End-Semester Exam-Centralised Written Exam (50)

The course 'Research Methodology' is to enable the media students to:

• Understand some basic concepts of research and its methodologies  

• Identify appropriate research topics

• Select and define appropriate research problem and parameters

• Prepare a project proposal (to undertake a project)

1. Human inquiry

2. Scientific inquiry

3. Paradigms and Social Sciences.

1. Nature and Process of Social Science Research.

1. Basic building blocks in conducting communication research (identifying a research problem variables, statement of the problem, hypothesis, review of literature, abstract)

Research Design – Conceptualisation, and Operationalisation.

• Bryman, A. (2008). Social research methods. Oxford: Oxford University Press.

• Potter, S. (2006). Doing postgraduate research. Milton Keynes, U.K.: Open University in association with SAGE Publications.

• VanderStoep, S. W., & Johnson, D. D. (2009). Research Methods for Everyday Life: Blending Qualitative and Quantitative A. John Wiley & Sons.

• Waller, V., Farquharson, K., & Dempsey, D. (2016). Qualitative social research: Contemporary methods for the digital age. Los Angeles: SAGE.

• Wimmer, R. D., & Dominick, J. R. (2000). Mass media research: An introduction. Belmont, CA: Wadsworth Pub.

• Research Methodology - Concepts and Cases, Dr. Deepak Chawla & Dr. Neena Sondhi, 2nd edition, 2016.

• Research Methodology A Handbook Revised and Enlarged Edition, R.P. Misra,2016.

• Research Methodology: Methods and Techniques,  C.R. Kothari & Gaurav Garg, 3rd edition.

Assessments are based on the Formative Assessment of students based on two submissions, a presentation and a VIVA VOCE. As we are assessing higher order skills such as research, analysis, and more importantly application and critique of theory while simultaneously coming up with research ideas in media and communication requires a formative assessment, and cannot be assessed through a written summative assessment.

The four summative assessments will carry equal weightage (25 marks each). Students are required to score above 40% in every assessment to pass the course. This will ensure that students focus on each assessment with equal weightage. A four-part formative assessment for the Research Foundations course ensures comprehensive evaluation, fostering holistic skill development. Equally weighting the components at 25 points each ensures a balanced focus on crucial aspects: selection of research problem; literature review; research gap, research question, rationale, and presentation. This approach promotes a well-rounded understanding of research processes, encouraging students to refine their abilities in critical analysis, information synthesis, methodological rigour, and effective communication. By distributing the weightage evenly, students are incentivized to excel across all dimensions, creating a fair and robust evaluation framework that aligns with the multifaceted nature of research skills essential for academic and professional success.

This is followed by a VIVA VOCE, which is part of the final CIA4.

Course Description:

This is a foundational course for the students of Media Studies to understand the geographical, cultural, and temporal contexts they would be functioning in. It is an introduction to the complex discourses that exist about the idea of India. 

1. Introduction: Historical Sociology and the Study of Nation and Nationalism in India by G Aloysius (from Nationalism without a Nation in India).
2. What is Nationalism? by Aurobindo.
3. Have You Passed the Nationalism Test? By Shiv Visvanathan (Extract from OPEN, 25 March 2016).
4. Why India Survives by Ramachandra Guha (Epilogue, from India After Gandhi).

1. Indian Independence, Partition, Emergency, Indo-Pak and Indo-china Wars, Anti-Sikh Riots, Mandal Commission, LPG, Entry of Cable Television, Babri Masjid Demolition, Gujarat Riots
2. A History of Events by Ramachandra Guha (India After Gandhi)
3. Timeline by Nivedita Menon (Power and Contestation)
4. A Genealogy of the 1990s by Nivedita Menon (Power and Contestation.

1. Jyotirao Phule, Mahatma Gandhi, Jawaharlal Nehru, Jayaprakash Narayan, Bhima Rao Ambedkar, EVR Periyar, A K Ramanujan etc. 
2. Debating Democracy: Jayaprakash Narayan versus Jawaharlal Nehru By Ramachandra Guha (Democrats and Dissenters)
3. Final Encounter: The Politics of the Assassination of Gandhi by Ashis Nandy (Debating Gandhi)
4. Excerpts from Bunch of Thoughts by Golwalkar
5. Is there an Indian way of thinking? By A K Ramanujan

1. Reflections on the Category of Secularism in India: Gandhi, Ambedkar, and the Ethics of Communal Representation, c. 1931 / Shabnum Tejani 45 (The Crisis of Secularism in India)
2. Will Class Politics Replace Caste Politics in India? By Rahul Verma and Ankita
3. One Hundred Years of Tamil Nationalism by A Mangai  (What the Nation Really Needs to Know)
4. Women Feed the World by Vandana Shiva (Who Really Feeds the World)
5. Culture, Voice and Development: A Primer for the Unsuspecting by Ashis Nandy (Bonfire of Creeds)
6. Without Fear or Favour - Ashis Nandy in Conversation with Shuddhabrata Sengupta (SARAI Reader 08 – FEAR)

1. Globalism and its Discontents by Joseph Stiglitz
2. Looking Back into the Future: India, South Asia, and the World in 2100 by Ashish Kothari and K J Joy

Assessments are based on one snap quiz, one group presentation, and two written examinations, for the successful completion of the course. As this course requires an in-depth knowledge of the historical trajectory of the idea of India, and as students come from different disciplines, in the initial phase a quiz as a part of one of the assignments will be conducted to evaluate the student’s learning curve. Further, the mid-sem and end-sem are centralised written examinations where the students need to show a deeper understanding of the knowledge they have acquired in different units of the syllabus. Besides, in between the quiz, and centralised written examination, there will be one group presentation, where not only the individual knowledge of a student will be assessed but also students will be assessed on how they perform a task of understanding different social, and political milieu of India through a group conversation.   For that reason, the course is backed by summative assessments like a group presentation and written examinations.

The first assignment will carry a weightage of 20 marks, whereas the second one which is a centralised mid-semester examination will carry a weightage of 50 marks. The third assignment will be a group presentation carrying a weightage of 20 marks. Further, the course will conclude with a centralised end-semester examination carrying a weightage of 50 marks. Students are required to score above 40% in every assessment to pass the course. This will ensure that students focus on each assessment with equal weightage.

Summative assessments for the course ‘Contemporary India’ course ensure an acquiring of holistic and comprehensive knowledge on the different historical, and philosophical trajectories in the ideation of India, and further also get to be aware of contemporary social, and political debates.

Assessment Outline:

The course shall follow the regular CIA- MSE -ESE model.

CIA I – Component I: Snap Quiz – 20 marks

CIA II- Regular centralised exam of 50 marks wherein 5 out of 7 questions need to be answered, with each carrying a maximum of 10 marks.

CIA III - Group presentation of 20 marks wherein the students are formed into groups and are being asked to present on different past, and contemporary topics/phenomena/events in Indian society, polity, and economics.

CIA IV - Regular centralised exam wherein 5 out of 7 questions need to be answered, with each carrying a maximum of 10 marks.

This course explores the principles and techniques of effective writing for advertising and corporate communications. Students will learn to craft persuasive messages tailored to various media platforms and audiences. Topics include copywriting strategies, brand voice development, message consistency, and ethical considerations in advertising and corporate communications.

1. Overview of advertising and corporate communications

2. Historical context and evolution

3. Defining brand identity and brand voice

4. Target audience analysis

5. Aligning messaging with brand identity and audience

1. The art of storytelling in advertising

2. Writing effective headlines and taglines

3. Crafting compelling body copy

4. Writing for print advertisements

5. Scriptwriting for radio and television commercials

6. Principles of outdoor advertising copy

7. Social media copywriting strategies

1. Understanding integrated marketing communications (IMC)

2. Copywriting for websites and landing pages

3. Email marketing copywriting techniques

4. Writing cohesive messages across various media channels

5. Writing press releases and media kits

6. Crafting speeches and talking points for corporate events

7. Crisis communication strategies

1. Internal communications: memos, newsletters, intranet content

2. Writing for annual reports and corporate sustainability reports

3. Communicating corporate social responsibility (CSR) initiatives

• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).

• Belch, G. E., & Belch, M. A. (2020). Advertising and promotion: An integrated marketing communications perspective (12th ed.). McGraw-Hill Education.

• Bovee, C. L., & Thill, J. V. (2020). Business communication essentials (8th ed.). Pearson.

• Fill, C. (2019). Marketing communications: Engagement, strategies and practice (7th ed.). Pearson.

• Moriarty, S., Mitchell, N. D., & Wells, W. D. (2019). Advertising & IMC: Principles and practice (11th ed.). Pearson.

•  

Sample Assignments:

Assignment 1: Selection and evaluation of a case study from India

Assignment 2: Crisis Communication Campaigns

Assignment 3: Ad Copy

Assignment 4: Portfolio Submission

Reporting and Editing are essential skills for all Multimedia Journalists. The objective of this course is to introduce the students to basic  reporting techniques and styles that can be used accross media platforms and sharpen their writing  and critical thinking skills. They will learn how to build a news judgement by understanding news values, ethics, copyediting, researching stories,  interviewing, fact-checking, and how to accurately report and write about news events around them on deadline in a dynamic news environment. They shall also learn about the challenges and opportunities of journalistic reporting and editing with the advancement of technologies.

• Journalism - Why it matters

• Defining News and Newsworthiness - News Values

• Finding Stories, news sources and developing ideas

• Twitter for Journalists - social media for building sources, leads and sharing stories

• The Changing Newsroom

• Trends, Challenges and Opportunities in the Journalistic field

• Researching the story, 5Ws and 1H

• Interviewing Skills - for Print, Audio, Video

• Tools and Techniques for Fact-checking, Verification, Accuracy, Attribution

• Writing the Report - Intro/lead, body, writing styles and structures

• Adding quotes and context

• Maintaining balance, neutrality and objectivity - The desire and the debate

• Ethics and security in reporting

• Handling PR, Spin doctors and Managers

• Using Gadgets, softwares, Translators

• Reporting regular briefings, press conferences

• Networking, Cultivating sources and building contacts

• Mobile Journalism

• Writing across journalistic platforms

• Types of Reporters 

• Introduction to News beats and their reportage  - crime, court, business, weather, legislature and parliament, election, health and science, education, human interest, lifestyle, sports, art and culture. 

• News agency reporting – dynamics and style 

• Features, News Features, Narrative Reporting and People Profiles

• Investigative Reporting

• Hierarchy of Editors and the Editorial Department News Flow

• Writing Opinion Pieces, Editorials, Columns, Reviews

• Editing – process, principles, styles,terminologies, editing in the electronic age

• Using Style Guides-  Introduction to AP Style and formats

• Headline and Caption Writing

• Different types of copy,  copyediting vs proofreading

• Editorial Decision-making, jargon and conventions

• Analyzing Multimedia news stories and platforms

• Journalistic Writing and Editing exercises in English

• Verma,M K. (2018). News Reporting and Editing. New Delhi: APH Publishing Corporation.

• Prasad, Baba M. (1991). Reporting- Principles & Practice. Wordmakers, Bangalore. 

• Dahiya, S and Sahu, S. (2021) Beat Reporting and Editing: Journalism in the Digital Age. SAGE Publications Pvt. Ltd

• Pickering, I. (2018). Writing for news media: The storyteller's craft. Routledge.

• Ramage, J. D., Bean, J. C., & Johnson, J. (1999). Writing arguments. Allyn and Bacon.

• Sissons, H. (2006). Writing for broadcast. SAGE Publications Ltd. https://doi.org/10.4135/9781446216828.n5

• Baehr, C. M., & Schaller, B. (2010). Writing for the Internet: A guide to real communication in virtual space. Santa Barbara, Calif.: Greenwood Press.

• Brooks, B. S., & Pinson, J. L. (2015). The art of editing in the age of convergence. CRC Press.

• Kipphan, H. (Ed.). (2001). Handbook of print media: technologies and production methods. Springer Science & Business Media.

• Lucas, F. L. (2012). Style: The art of writing well. Harriman House Limited

Online references:

• https://files.eric.ed.gov/fulltext/ED556123.pdf

• https://www.pdfdrive.com/writing-skills-in-practice-e18909963.html

• https://www.pdfdrive.com/writing-workouts-to-develop-common-core-writing-skills-step-by-step-exercises-activities-and-tips-for-student-success-grades-2-6-e175940353.html

• https://www.pdfdrive.com/so-you-think-you-can-write-the-definitive-guide-to-successful-online-writing-e195068812.html

• https://www.pdfdrive.com/writing-learn-to-write-better-academic-essays-collins-english-for-academic-purposes-e187423790.html

The course shall not have a regular CIA- MSE -ESE model. Instead, the student will be given a series of assignments spread across the semester, leading to a final portfolio/ article/ multimedia blog on submission model. The teaching facilitator will consider the level of intelligibility in the class and the learning needs of the students and decide what assignment to be given on a regular basis. The department submits consolidated marks out of a total of 50 during MSE and ESE.

Rationale for submission based assessment: Submission-based assessment for this theory paper cultivates higher-order thinking skills, the application of knowledge, and effective communication—critical elements for both academic and professional achievement. Proficiency in communicating complex ideas through written reports or presentations is particularly essential in this subject, aligning with the demands of various professional contexts.

Sample Assignments

• Hard News Writing: Write a Hard news story. You need to get the story from any one of these broad areas - crime, civics, transit, economics, gender, politics, or entrepreneurship.

• Long Form Journalism:  Report and writea long-form journalistic piece on an issue around the city, 1200-1500 words (three to four pages), with a minimum of four human sources and background source material from research. All stories must include a multimedia element: sound slides, audio, video or graphics. First, prepare a story plan that will include an idea written as a focus statement, sources to interview, scenes to describe and questions to answer with your reporter. Consider multimedia elements that would enhance your story. Your instructor will review it and approve or help re-direct the focus. 

Narrative Profile Writing on a Senior Government official in Bangalore: Write a short narrative profile on a senior government official. Meet them and interview them. 600 words. Should adhere to the Profile Format. Ensure it is something newsworthy-Details about the person, the work of the person, USP of the person, trivia related to the person, what inspired them to do what they did etc. Make it engaging for the reader. Individual assignment. Administered on Google Classroom.

Course description:

This course provides playwriting, play reading, storytelling, acting, directing, design, dramaturgy, performance/ theatre history, voice et al. As part of the curriculum, the staging of a theatrical production every year under the supervision of professional artists is mandatory so that students may showcase the talents they develop in class to a wider audience. Also, visiting guest artists may offer workshops in their specialities.

Course Objectives:

●       Students can excel in different aspects of the theatre such as script, acting, direction, voicing, stagecraft and theatre history. At the end of the programme, the learners should be able to put up independent productions and use theatre in various contexts.

1. Personal orientation, the theatre experience, understanding, likes, dislikes and an area of specialisation to be explored.

2.     Different types of performances in Theatre

3.     Storytelling in Folk Theatre Performances

4. Watching a play, identification of prepared/new script towards “play specific learning”

1. Stage positions and group compositions. 
2. Scheduling and identification of roles and responsibilities for the chosen play.
3. Question and Answer sessions and decisions on identified departments of the theatre – direction, stage management, lights, sound, sets and props, costumes, marketing, auditorium.

1. View-point of script/script-writer/director/team. Summary and graph of the chosen play.
2. Understanding the need and importance of each scene and maintaining tempo through all departments.

Actors, Tools of an Actor and Observation, Imagination, Concentration, Relaxationand Acting styles in different mediums, Improvisation, Monologues, Lights, Sound, Stage positions, Sets and Props, Entries and Exits

2)      Writing Tools :55 Essential strategies for every writer by Roy Peter Clark, Thrift Books, 2018.

3)      The Writer’s Journeyby Christopher Vogler and Michele Montez, 3rd Edition, Michael Wiese Productions, 2007.

2)      You Can Write a Play! by Milton E. Polsky, 2002.

3)      Writing your first play, Second Edition by Roger A Hall, Focal Press, 1998.

The overall marks will be submitted as one CIA towards the end of the semester.

This course introduces the student to the essential communication and leadership skill of public speaking.  The course includes techniques to lessen speaker anxiety, use of visual aids, listening skills and effective body language to enhance presentations. Practical speaking assignments will be provided to train the students to influence, impact, entertain and persuade people with  regular individual and peer feedback to improve their technique and style in speech communication.

• Why Public Speaking Matters Today
• Managing Speech Anxiety - Fighting stage fright
• Speaking with Confidence
• The importance of listening
• Understanding Oneself
• Differentiating between Speeches

• Understanding and Owning the Speaking Environment
• Audience Analysis
• Finding a Purpose and Selecting a Topic
• Preparing, Outlining and Researching your speech
• Adding supporting ideas and building arguments
• The body , introduction and conclusion

• Connecting with the audience
• The importance of language
• Methods in Delivering the Speech - Tone, Voice, pitch, modulation, body language and gestures
• Developing and Selecting Style
• Designing and Using Presentation aids

• Speaking to inform and entertain
• Persuasive speaking.
• Ethical Public Speaking
• Connecting Public Speaking with Storytelling
• Group Discussion Techniques
• Managing time and adapting to situations
• Seeking Feedback

• Grice, G. L., Skinner, J. F., & Mansson, D. H. (2016). Mastering public speaking (Ninth edition.). New York: Pearson.

• Beebe, S. A., & Beebe, S. (2007). Public Speaking: Handbook (2nd ed.). New York: Allyn And Bacon.

• Gallo, C. (2014). Talk like TED: The 9 public speaking secrets of the world's top minds (First edition : March 2014.). New Delhi: Macmillan.

Sample Assignments:

• CIA1: Introductory Speech

• CIA2: Informative Speech in Pecha Kucha Style

• CIA3: Persuasive Speech 

• CIA 4: Group Discussion

• Assignment 1: Introductory Speech

• Assignment 2: Informative Speech in Pecha Kucha Style

• Assignment 3: Persuasive Speech 

• Assignment 4: Group Discussion

The department submits consolidated marks out of a total of 50

Thinking is an act that all of us take part in on a day-to-day basis. Without a systematic means of thinking, we could put our personal, professional and political lives in jeopardy. So there is a need for identifying and utilising certain forms of thinking to help us to assess our objectives, contexts and outcomes better and thereby guide us make more prudent decisions. 

Critical thinking, often cited as one of the top twenty-first century skills, is a systematic means of processing our thoughts with the able support of logic and a host of suitable methods. As members in the domain of mass communication, as citizens of a democracy, it is necessary for all of us to critically reason and argue and thereby create meaningful and ethical frameworks for our common good. This course on critical reasoning addresses that fundamental objective of learning how to think better. 

• Our Cultural Rut 

• So Close and Yet So Far

• Toxic Talk 

• The Sound of Silencing 

• What Arguments Can Do

• Why Learn How to Argue?

• How to Spot Arguments

• How to Stop Arguments

• How to Complete Arguments

• How to Evaluate Arguments

• How to Avoid Fallacies

• How to Refute Arguments

• Rules to Live By

• Case Studies

• Practice Sessions   

•  

  • Fisher, A. (2011). Critical thinking: An introduction. Cambridge University Press. 

  • Matthews, R., & Lally, J. (2010). The thinking teacher’s toolkit : critical thinking, thinking skills, and global perspectives. Continuum International Pub. Group.

  • Salmon, M. H. (2013). Introduction to logic and critical thinking. Wadsworth.

  • Home. (2019). Criticalthinking.org. https://community.criticalthinking.org/

  • Philosophy Now. (2016). Philosophy Now.org. https://philosophynow.org/

• The course shall have two evaluations. 

• Assessment 1: 15 marks

• Final Assessment : 30 marks

• Attendance: 5 marks

Course Description:

This course is a 30-hour mandatory ability enhancement course aimed at introducing photographic skills to novices and improving technical knowledge about digital cameras. It addresses the concerns of both amateur and advanced amateurs. 

1. Introduction to SLR cameras, Analogue cameras and Digital Cameras.
2. Exposure triangle: Shutter speed, ISO and Aperture.
3. Lenses-Types and usage.

1. Composition-Basic Rules, the relationship between photography and other arts
2. Symmetry, Balance, Dynamic perspective, Leading line
3. Colour aesthetics, details of 'Photo Film' and the difference between 'Colour' and 'Black and White' photographs.

1. Working with natural lights 
2. One-point, two-point, three-point, multiple lights, reflected and incident light, High key and Low key lighting.

Photography: The Definitive Visual History by Tom Ang.

The History and Practice of the Art of Photography: Or the Production of Pictures Through the Agency of Light: Or The Production Of Pictures Through The Agency Of Light (1849) by Henry Hunt Snelling.

The overall marks will be submitted as one CIA towards the end of the semester. 

Sample Assignments:

• Composition: Click all 8 compositions, and follow the 'Rule of Third' through the composed photographs.
• White balance exercise through composing 12 photographs.
• News photos review.
• Creative/concept photography.
• Issue-based photo essay, Photo story-field study, 360-degree photography.
• Group assignment - Develop a photo story, theme-based, at least 5 photographs.
• Photo-essay.

The course has been designed to equip students with digital technologies for audio production and sound design. They will learn to capture, manipulate, and craft audio for various multimedia platforms such as podcasts, radio, TV, and films. Through hands-on experience, they will learn about software and tools like Pro Tools, Audacity, GarageBand, as well as types of microphones and their uses. By the end of the course, students will possess the skills and knowledge necessary to produce high-quality audio content for both audio and video. This course will orient them towards building a career in audio production.

Course Objectives:

By the end of the course the learner will be able to:

CO1 - Understand the fundamental and technical aspects of sound design and production.

CO2 - Develop proficiency in using audio equipment, DAWs for audio production

CO3 - Demonstrate audio editing skills using industry standard software like audacity, ableton, pro tools.

CO4 - Produce and distribute podcasts on platforms such as spotify, apple.

Audio fundamentals: Definition, properties and characteristics of sound, Element of Sound, Representation of sound, Wave Theory - sound waves -- evolution of sound recording, understanding the nuances of sound: decibel, range of human hearing, threshold, distortion, echo, acoustic, reflection and refraction of sound, reverberation, ambient sound. Studio and on location recording of sound.

Practical exposure  in studio, Recording, Mixing and mastering, Difference between Digital and Analog, stereo and mono, Properties of Sound, Capturing Sound wave, Audio formats for web, equaliser, consoles, foley, background music. Audio and Sound Generator: Pure Data, Ableton. Audio Editing: Pro tools, audacity, garage band, Adobe Audition.

Producing a podcast using sound effects and music, Opening, hook, body, conclusion. Interview podcasts techniques. Audience Engagement. Platforms and hosting for podcast distribution, Strategies for promoting podcasts and building an audience, Uploading a podcast on an online platform like apple, spotify, Creating and promoting a complete podcast episode.

Producing a podcast using sound effects and music, Opening, hook, body, conclusion. Interview podcasts techniques. Audience Engagement. Platforms and hosting for podcast distribution, Strategies for promoting podcasts and building an audience, Uploading a podcast on an online platform like apple, spotify, Creating and promoting a complete podcast episode.

Meinzer, K. (2019). So You Want To Start A Podcast. Harper Collins.

Hooper, D. (2019). Big Podcast - Grow Your Podcast Audience, Build Listener Loyalty, and Get Everybody Talking About Your Show. Big Podcast.

Hill, B. R. (2020). Podcast Audio: Make Your Show Sound As Good As Your Content. Rivershore Press.

The assessments for sound design and podcasting have been designed to align with the course outcomes, ensuring that they effectively develop the skill set of the students.With these assessments, the students will further develop their skill and knowledge. Practical assessment aligns with the nature of the subjects which mostly require hands-on approach.

The overall marks will be submitted as one CIA towards the end of the semester. 

• Design Principles and Elements is focused on providing you with a design language through familiarity with the essential concepts and principles underlying all good design.
• The course encourages you to experiment with different forms and different elements. The course is an essential introduction to later studies in design and aims to help you develop creative methods of thinking and a critical approach to your own work.
• The practice of design combines both independent and collaborative work and this course requires you to use both methods of design development.
• The subject is introduced to learn the principles of graphic design and understand the process of conceptualization and visualization of idea in graphic form

1. Important Concepts and Definitions 
2. Human understanding of art 
3. Introduction to Graphic Design
4. Art and Production 
5. Comparison of Arts 
6. Visual Images 
7. Typography and its applications
8. Indian and Western Understanding of Aesthetics
9. Idea of Beauty in West and East
10. Concept of Rasa (Navarasa)
11. Aesthetic Experience - Aesthetic Attitude - Aesthetic Judgment - 
12. Significance of Aesthetics in day today life Aesthetics in Day today life - 
13. Aesthetics in Media

1. Elements of Design: Points | Lines | Space | Perspective | Atmospheric perspective | movement | Texture | Colour
2. Principles of Design:  Figure/Ground | Balance | Gestalt | Emphasis | Proportion | Rhythm | Unity
3. Designing fundamentals in publications: Layout designs | Design Analysis in Newspaper, Advertisement, Photography and Film -Package Designing

•  Introduction to UI UX
• Elements of UX Design
• User Research
• UX Design Process
• UX Tools
• Wireframing & Prototyping |

1. What Are Infographics: 

2. The Science of visualization - Why 

3. Infographics Work for business.

4. Visualizing how things work and are connected : Process | Hierarchy | Relationships

5. Visualizing Who, when, And where : Personality | Chronology | Geography

6. Creating infographics: 

1. Infographic prep work - purpose - the Art of observation - 

2. Processing your ideas - recording your thoughts 

3. Info Synthesis

4. Designing your infographics

7. Tools for Data Visualisation Tableau, Power BI,

1. Concept of Visual and Culture

2. Importance of Visual Culture in Media studies

3. Theories in Cultural Studies

4. Visual culture and media - Fine Art – Photography – Film – Television - New Media

1. Introduction to Visual Analysis
2. Modes of Analysis: Form and Content - Content Analysis - Iconography & Iconology - Mythologies - Genre and Type Analysis - Form and Style Analysis - Semiotic Analysis - Semiotics - Structuralism - Deconstructions - Physical Context - Intertextuality - Hermeneutics
3. Visual Analysis and Research
4. Steps in Visual Analysis (Practice): Intuitive response - Cultural Context - Function and purpose - Media - Formal Elements

The course shall not have a regular CIA- MSE -ESE model. Instead, it entails a centralised examination (applying the VARK) during the MSE period, while the ESE will be based on a submission comprising multiple components.

Rationale of the evaluation mode: Integrating both a written exam and a submission as components of the evaluation process for this theory and practical paper guarantees a comprehensive and equitable assessment of students' knowledge, understanding, and skills. This approach boosts their preparedness for future academic and professional endeavours, aligning with recommendations provided by industry experts who reviewed the syllabus.

Samples Assignments (CIA 1, 3 & ESE)

• Assessment 1: Interview an artist (30 marks)

• Assessment 2: Group Discussion and Presentation on Indian and Western Aesthetics (15 marks)

• Assessment 3: Presentation on Art Movements based on any online journal (20 marks)

• Assessment 4: Newspaper/Magazine/Advertisement analysis (20)

• Assessment 5: Shadow Play/… based on a theme -  (25 marks)

• Assessment 6: Product Design (25 marks)

CIA2 (MSE)

• Centralised examination (applying VARK)

The internship is a mandatory requirement for the completion of the MA in Media and Communication Studies progamme. During the first semester, students are required to undertake an internship in any of the approved centres of CHRIST University. Students will be given a letter from the Department so that they can approach the centres for their internships. At the end of the internship the students should submit an internship completion report/certificate authorised by the respective centre. 

Students need to pursue an internship in one of the University's centres where they shall apply their media skills.

● Joining day report 

● First Weekly journal 

○ Part A: Prepare a report based on various tasks assigned to you, its analyses and retrospection (Minimum 800 words) 

○ Part B: Report Format: 

■ Details of organisational structure. (Owner, MD, Heads,.....) 

■ Details of your responsibility in the organistion/department 

■ Details of your Works and summary of daily programme 

■ Time schedule 

■ Projects that you have completed/ongoing in this week 

■ New learnings from the organisation 

■ How do you compare the classroom learning with industry exposure ■ New and innovative ideas 

■ Relationship with your immediate boss in the organisation 

■ Difficulties/Challenges that you have faced in organisation 

.....to interact with the boss, management, team workers... 

.....to understand the industry working situation, 

.....to keep time travel and food 

■ Team work 

■ Challenges 

■ Plans for the next week 

● Second to the last week journal entry 

○ Task assigned 

○ Analysis and Retrospection

The course introduces and explores the role, functions, and effectiveness of core International Organizations in the context of conremporary world politics and global governance. The focus will be on the nature and effectiveness of International Organizations both from a theoretical and practical perspective . The course examines the performance of International Organizations on issues of peace and security, economic and social development, democratization, and human rights. Particular emphasis will be placed on the recent trends of cooperation and competition among states in international organizations.

Course objectives:

1.     To understand the historical evolution and growth of modern international organizations.

2.     To provide students a basic understanding of the functioning and the role of international organizations, across a variety of issue areas in international politics. 

3.     To familiarize students with the core academic debates about the role of international organizations.

4.    Demonstrate the theory and practice of international organizations in international politics

Ø  Theories of International Organizations

Ø  Conceptualisation and Characteristics of International Organizations

Ø  Classification of International Organizations

Ø  Theories of International Organizations

Ø  Conceptualisation and Characteristics of International Organizations

Ø  Classification of International Organizations

Ø  Theories of International Organizations

Ø  Conceptualisation and Characteristics of International Organizations

Ø  Classification of International Organizations

Ø  Treaty of Westphalia (1648)

Ø  Concert of Europe (1815-1914)

Ø  Hague Conventions (1899 & 1907)

Ø  Congress of Vienna (1814-1815)

Ø  League of Nations:  Challenges and Dilemmas

Ø  Treaty of Westphalia (1648)

Ø  Concert of Europe (1815-1914)

Ø  Hague Conventions (1899 & 1907)

Ø  Congress of Vienna (1814-1815)

Ø  League of Nations:  Challenges and Dilemmas

Ø  Treaty of Westphalia (1648)

Ø  Concert of Europe (1815-1914)

Ø  Hague Conventions (1899 & 1907)

Ø  Congress of Vienna (1814-1815)

Ø  League of Nations:  Challenges and Dilemmas

Ø  Evolution, Growth and Working of the UN - an Overview

Ø  UN and Sustainable Development Goals: Global Impact

Ø  UN Peacekeeping Forces: Changing Role & Complexities

Ø  UN Reforms: Challenges and Trends

Ø  Evolution, Growth and Working of the UN - an Overview

Ø  UN and Sustainable Development Goals: Global Impact

Ø  UN Peacekeeping Forces: Changing Role & Complexities

Ø  UN Reforms: Challenges and Trends

Ø  Evolution, Growth and Working of the UN - an Overview

Ø  UN and Sustainable Development Goals: Global Impact

Ø  UN Peacekeeping Forces: Changing Role & Complexities

Ø  UN Reforms: Challenges and Trends

Ø  EU, BRICS, GCC, SCO

Ø  SAARC, ASEAN, AFRICAN UNION, BIMSTEC

Ø  EU, BRICS, GCC, SCO

Ø  SAARC, ASEAN, AFRICAN UNION, BIMSTEC

Ø  EU, BRICS, GCC, SCO

Ø  SAARC, ASEAN, AFRICAN UNION, BIMSTEC

Ø  Contemporary Issues and Trends in the Working of the IMF and World Bank

Ø  WTO: Structures, Working and Dispute Settlement Mechanism

Ø  WTO Reforms

Ø  Contemporary Issues and Trends in the Working of the IMF and World Bank

Ø  WTO: Structures, Working and Dispute Settlement Mechanism

Ø  WTO Reforms

Ø  Contemporary Issues and Trends in the Working of the IMF and World Bank

Ø  WTO: Structures, Working and Dispute Settlement Mechanism

Ø  WTO Reforms

1. Margaret Karns and Karen Mingst (2009)  International Organizations: The Politics and Process of Global Governance. Boulder: Lynne Reinner Publishers

2. Clive Archer (2011) International Organizations, 3rd edn.London.Routledge

3. Michael Barnett and Martha Finnemore (2004)  Rules for the World: International Organizations in Global Politics. Ithaca: Cornell UP.

4. Paul Kennedy (2010) The Parliament of Man: The Past, Present, and Future of the United Nations. Toronto: Harper Collins.

5. Thomas D. Zweifel (2006) International Organizations and Democracy: Accountability, Politics, and Power, Lynne Rienner Publishers.

6. Inis Claude Jr. (1980) From Swords into Ploughshares: The Problems and Progress of International Organization, 4th edn, New York Random House.

7. Thomas G Weiss and Sam Daws (eds) (2007) The Oxford Handbook on the United Nations, New York, Oxford University Press.

8. A Handbook on the WTO Dispute Settlement System (2004), Published by the WTO

9. Le Roy Bennett, James K. Oliver (2001) International Organizations: Principles & Issues, Pearson. 10. Lynne Rienner (2015) International Organizations: The Politics and Processes of Global Governance

Margaret Karns and Karen Mingst (2009)  International Organizations: The Politics and Process of Global Governance. Boulder: Lynne Reinner Publishers. 

Michael Barnett and Martha Finnemore (2004) Rules for the World: International Organizations in Global Politics. Ithaca: Cornell UP.

Paul Kennedy (2010) The Parliament of Man: The Past, Present, and Future of the United Nations. Toronto: Harper Collins.

5. Thomas D. Zweifel (2006) International Organizations and Democracy: Accountability, Politics, and Power, Lynne Rienner Publishers.

Inis Claude Jr. (1980)From Swords into Ploughshares: The Problems and Progress of International Organization, 4th edn, New York Random House.

Thomas G Weiss and Sam Daws (eds) (2007) The Oxford Handbook on the United Nations, New York, Oxford University Press.

David Armstrong., et al. (2005), International Organization in World Politics: The Making of the Twentieth Century, Palgrave Macmillan.

Clive Archer, (2011) International Organizations, London. Routledge

Lynne Rienner (2015) International Organizations: The Politics and Processes of Global Governance

Le Roy Bennett, James K. Oliver (2001) International Organizations: Principles & Issues, Pearson.

International Organizations: Politics, Law, Practice (Cambridge University Press, 2018)

Jan Clabbers, (2015) An Introduction to International Organizations Law, Cambridge University Press

Martin Daunton, Amritha Narlikar, Robert M. Stern, eds., (2012), The Oxford Handbook on the World Trade Organization, Oxford University Press.

Mitsuo Matsushita, Thomas J. Schoenbaum, Petros C. Mavroidis, Michael Hahn (2015) The World Trade Organization, Oxford University Press

Carol, Lancester (2006) Foreign Aid: Diplomacy Development, Domestic Politics, University of Chicago Press. 

A Handbook on the WTO Dispute Settlement System (2004), Published by the WTO

Ian Hurd,(2018)  International Organizations, Cambridge University Press.

1.     CIA I – Class Test / Assignment / Presentation – 10%

2.     CIA II – Mid Semester Examination – 25%

3.     CIA III – Class Test/ Assignemnt/ Research Topic – 10%

4.     Attendance – 05%

5.     End Semester Examination – 50% 

The course provides an overview of the complex interrelation and interdependence between media and democracy. The normative objective of this course is to understand and critically evaluate whether the existing forms and structures of media, enable, support and promote a democratic society. It also tries to explore whether new forms of media can empower the media's role within democratic societies. The course also provides a deep understanding of the complexities that arise in neoliberal democracies and contemporary media systems.

1. Democratic theory; Democratic Press Theory

2. Media as the fourth estate. Democratic responsibilities of the media.

3. Fundamental rights and media’s role in protecting them.

4. Media as the voice of the voiceless. Media as the watchdog of democracy.

5. Media as the platform for deliberation (Media as Public Sphere).

6. Media worker as the democratic warrior.

1. Contemporary structure of media within capitalism: Advertising funding and its

implications on media’s democratic functions.

2. Big business and government. Media as Big business.

3. Use of SLAPP on media houses and self-censorship.

4. Media concentration, conglomeration, commercialisation and its effect on democracy

1. Media reform and democratic media.

2. Media policy and democratic reform.

3. Alternatives to commercial media models: Case studies of BBC, NPR, Aljazeera,

PARI, NewsClick.

4. Critical analysis of Doordarshan and Rajya Sabha TV as PSM.

5. Emergence of digital news platforms and their role in democratic communication

[The Wire, Quint, NewsLaundry, The News Minute, Scroll].

6. Citizen Journalism

7. Representation of Caste and minorities in the media.

8. Media trials and the creation of the common enemy.

1. Social media as the new public sphere.

2. Social media and democratic elections in the current era ( Case studies of 2016 US

elections and 2019 Indian elections).

3. Alternative media spaces: Exploring community radio, Dalit Camera, Video

Volunteers and Alt News.

4. Critical examination of alternative models of media.

5. Public participation, civic engagement and Media

● Chattarji, S., & Ninan, S. (Eds.). (2013). The hoot reader: media practice in

twenty-first century India. New Delhi: Oxford.

● Ghosh, S., & Thakurta, P. G. (2016). Sue the Messenger: How Legal Harassment by

Corporates is Shackling Reportage and Undermining Democracy in India. Paranjoy

Guha Thakurta.

● Hardy, J. (2014). Critical political economy of the media: An introduction. Routledge.

● Herman, E. S., & Chomsky, N. (2010). Manufacturing consent: The political economy

of the mass media. Random House.

● McChesney, R. W. (2016). Rich media, poor democracy: Communication politics in

dubious times. New Press.

● Thomas, P. N. (2010). Political Economy of Communications in India: The Good, the

Bad and the Ugly (1st ed.).New Delhi, India: Sage Publication.

Watch, 10, 43-54.

● Curran, J. (1991). Rethinking the media as a public sphere. Communication and

citizenship, 27-57.

● Khan, U. (2015). Indian media: Crisis in the fourth estate. Kennedy School Review,

15, 70

● Rao, S. , Mudgal, V. (2015). Introduction: Democracy, Journalism and Civic Society

in India. Journalism Studies. 16(5), 615-623.

● Saeed, S. (2015). Phantom journalism governing India's proxy media owners.

Journalism

● Studies , 16(5), 663-679.

● Thussu, D. K. (2007). TheMurdochization'of news? The case of Star TV in India.

Media, Culture & Society, 29(4), 593-611.

● Varshney, A. (2000). Is India becoming more democratic?. The Journal of Asian

Studies, 59(1), 3-25.

● Udupa, S. (2012). Desire and democratic visibility: news media’s twin avatar in urban

India. Media, Culture & Society, 34(7), 880-897.

CIA1: 20

CIA2: 50 Centralised exam

CIA3: 20

CIA4: 50 Centralised exam

Course Description:

The course is designed to train the students in Qualitative research methodology and methods, and Quantitative research methodology and methods.

Different qualitative research methodology and methods and quantitative research methodology and methods to collect data.

Quantitative Methods: Survey; Experiment; Content Analysis.

Qualitative Methods: In-depth interviews, Focus Group Discussion, Ethnography, Text, and Critical Discourse Analysis.

Understanding different methodological toolkits to analyse data, viz. Excel; Data Studio, PowerBI, NVIVO, Tableau, Jamovi, RStudio and SPSS.

Berger, A. A. (2016). Media and communication research methods: An introduction to qualitative and quantitative approaches (Fourth Edition.). New Delhi: Sage.

Kothari, C. R., & Garg, G. (2014). Research Methodology (3rd ed.). New Delhi: New Age International Publishers.

Wimmer, R. D., & Dominick, J. R. (2011). Mass Media Research An Introduction (9th ed.). New Delhi: Cengage Learnig.

The course is a blend of theory, practice, and skill, equipping students with the right amount of knowledge and prowess, enabling them to have the confidence while working for a corporate entity. The course will focus on understanding the functioning of the corporate organisation and the way communication occurs between the various stakeholders of the organisation. Concepts such as communication for internal wellbeing, external reputation and organisational transparency will take on newer understandings.

• Early history & beginnings of corporate communication-from a global to an Indian perspective.

• Features of corporate communication-types, nature and USP of each.

• How different is corporate communication from PR?

• Role & relevance of corporate communication in the contemporary context

• Building, maintaining & sustaining organisation stakeholder relationships.

• Engaging with internal and external public. Customer, and client care.

• Managing employees, investors, suppliers, board of directors, community members and leaders, government bodies and institutions.

• Role of organisational communication in media relations-coherence, credibility & ethics.

• Approaches in handling media-transparency and consistency

• Media relations and Brand Identity.

• Media coverage of corporate entities based on the quality of corporate communication-fact driven, relevant and contextual.

• Communication flow in the organisation-Top-down, Bottom-up, Vertical/horizontal, Barriers to communication.

• Preparedness for facing crisis situations-understanding nature and quantum of crisis. Dealing with crisis situations-dissemination of vital information.

• Tools of Corporate Communication Blogs/Newsletters/Mails/WhatsApp groups/Chat platforms for internal communication. For external communication- Press releases, Press conferences & Interviews, Public events, Exhibitions, Plant visits, Social Media engagements, Media handouts & press kits.

*All Books Available in the Central Campus Library

The course shall not have a regular CIA- MSE -ESE model. Instead, the student will be given a series of assignments spread across the semester, leading to a final portfolio submission model. The teaching facilitator will consider the level of intelligibility in the class and the learning needs of the students and decide what assignment to be given on a regular basis.

There will be 4 assignments that will represent CIAs & Final Submission. All assessments are at the department level. This is a practice-based course with more emphasis on skill orientation, thus needing more attention to activities that promote skill learning instead of a written exam apt for a theoretical understanding.

Sample Assignments:

Assignment 1: Objective test on concepts, definitions, terminologies pertinent to corporate communication (20 marks) OR a written test or exercise in class. PR & Corporate Communication related news, company promotion strategies, current information about corporate affairs such as leadership shifts in companies, will be the focus of this course, and that is what will be assessed through the objective test or written exercise.

Assignment 2: Team project to be worked on by students in groups of 5-Example-Building a corporate profile for a hypothetical corporate entity. Faculty will provide prompts/cues that have to be incorporated (30 marks). The students must put together a Press Kit for media professionals covering the said event (20 marks). Total 50 marks.

Assignment 3: Student presentations-Flip Class (20 marks). Teamwork is essential to students’ individual growth. Flip class, where students in teams of 4-5 will choose topics from the course plan and be the teacher for the moment; is expected to encourage teamwork and peer learning. Within a duration of 25 minutes the students will present their understanding of the chosen topic to class.

End-Semester Assignment: Team project to be worked on by students in groups of 5-Example-Plan an event-Press conference/Press meet/Plant visit/Community engagement for brand building etc. The A to Z of the event to be hosted must be clearly stated on paper. There will be a VIVA to validate the learnings.

Note: The assignments listed above are sample activities that may be used to assess the students. These are merely indicative of the nature of assessments. The faculty offering the course will design assignments in accordance with the course context & class dynamics.

*Rubrics for each activity will be provided by the concerned faculty offering the course.

This course has been designed to equip students with essential skills for radio, television, and multimedia news environments. They will acquire practical training in crafting broadcast and multimedia journalism content. They will delve into television story planning, writing to visuals, interviewing techniques utilising digital cameras and editing software. They will develop an understanding of the structure and functioning of the Broadcast Media organisations. Through the practical approach, students will develop an appreciation of the television and radio industry and the skills required to work in multimedia environments.

Introduction to Broadcast media, Why Broadcast Journalism matters? What makes Broadcast News? Different types of News, 24-Hour News channel, Preparing Bulletins, News Programs, Newsmakers and their skills. People involved in Broadcast Media -their roles and responsibilities. Broadcast Media’s Relevance in the age of Social Media and AI.

Writing basics, writing for a mass audience, News angles, multi-angled stories, News package, Balance of News, The Angle, Staged News Conference, Setting up the interview, preparing for the interview. Writing for the eyes and ears, active voice, present tense, present-past-future pattern, particular to general pattern, accuracy, facts and figures.

Broadcast News Stylebook, News anchors, and presenters, qualities of a newscaster, breathing, reading speed, projection, emphasis, pitch, mic positions, teleprompter, noise, bringing the story to life. Practical news reading and anchoring exercises in the studio. Interviewing and moderating a discussion.

Television news production- three stages of production – TV newsroom technology. Broadcast newsroom structure and functioning. Input and Output desk and their role. Role and responsibilities of team members: sub-editors, producers, reporters, video editors, camerapersons. Live anchoring, liver reporting, teleprompter, newsroom reporting, anchor visuals, news packages, vox pops, piece to camera. Role of PCR/MCR in broadcasting. Planning and producing a bulletin. Practical exercises.

Stewart, P., & Alexander, R. (2021). Broadcast Journalism: Techniques of Radio and Television News. Routledge.

Brown, B. (2020). The Basics of Filmmaking: Screenwriting, Producing, Directing, Cinematography, Audio, & Editing. Routledge.

Satheesh, A. K. (2020). The Indian Indie Film - An Aspiring Filmmaker's Definite Guide to Debuting Film Career. Ashik Arts LLP.

The assessments below are carefully designed to not only test students' knowledge and skills but also to prepare them for the demands of the industry. By engaging in practical assignments such as vox pops, interviews, script writing, and news bulletin production, students will develop a requisite skill set in broadcast journalism. These assessments will help them develop critical thinking skills, adaptability to the evolving technological environment, and professionalism. The practical hands-on training will help them equip themselves with the evolving landscape of journalism.

Sample Assignments:

CIA1: Vox pop recording on a current news issue

CIA2: Walk the Talk interview with a subject expert using mobile set up and wireless mics

CIA3: News script writing and anchoring with teleprompter

ESE and VIVA : News bulletin production, including anchor, sound bites, interviews, and live reporting

This course provides an in-depth understanding of the fundamental principles and practices of advertising, with a focus on the industry perspective. The course covers the key elements of advertising, including target audience identification, message development, media planning and buying, and evaluation of advertising effectiveness. Students will learn how to apply these principles in creating effective advertising campaigns that meet the needs of different audiences.

Overview of advertising and its importance; Brief history of advertising; Advertising trends and its impact on society; Ethics and social responsibility in advertising

Ad agencies – types, structure & roles; Importance of advertising planning; Setting advertising objectives; Defining target audience; Developing advertising messages; Creative advertising strategies; Measuring advertising effectiveness

Media planning and buying – Media mix; Media vehicles: Print, broadcast, digital and social media, OOH media; Direct marketing; Sales promotion and sponsorsh

Globalisation of advertising; Cultural and ethical issues in international advertising; Case studies: International advertising campaigns; Adapting advertising to different countries and cultures; Breaking through noise and clutter (in the media space - traditional and new age)

The course shall not have a regular CIA- MSE -ESE model. Instead, the student will be given a series of assignments spread across the semester, leading to a final portfolio submission model. The teaching facilitator will consider the level of intelligibility in the class and the learning needs of the students and decide what assignment to be given on a regular basis.

There will be 4 assignments that will represent CIAs & Final Submission. All assessments are at the department level. This is a practice-based course with more emphasis on skill orientation, thus needing more attention to activities that promote skill learning instead of a written exam apt for a theoretical understanding.

Sample assignments:

Note: The assignments listed below are sample activities that may be used to assess the students. These are merely indicative of the nature of assessments. The faculty offering the course will design assignments in accordance with the course context & class dynamics.

1. Ad Critique: Students will analyze and critique different ads and campaigns, discussing what works and what doesn't work. Evaluate the effectiveness of the creative elements of the ads such as messaging, visuals, and call-to-action.

2. Creative Briefs: Students can develop creative briefs for different products or services, outlining the key objectives, target audience, messaging, and creative direction.

3. Copy Testing: Students can design and conduct copy testing, evaluating the effectiveness of different ad messages or creative executions. This can involve focus groups or online surveys to gather feedback on the ads.

4. Pitch Presentations: Students can develop and present pitches for a specific product or service, incorporating their research, creative brief, and advertising concepts. This can be a competitive exercise, with judges providing feedback and selecting a winner.

End-Semester Assignment: Team project to be worked on by students in groups of 5-Example-Plan an event-Press conference/Press meet/Plant visit/Community engagement for brand building etc. The A to Z of the event to be hosted must be clearly stated on paper. There will be a VIVA to validate the learnings.

The department submits consolidated marks out of a total of 50.

This course explores the principles and practices of journalism within the context of lifestyle and entertainment. Students will learn about different forms of media in this realm, including print, online, and broadcast. Through readings, discussions, and hands-on assignments, students will develop skills in researching, reporting, and writing compelling stories about various aspects of lifestyle and entertainment.

• Introduction to key concepts and terminology

• Role of lifestyle and entertainment journalism in media

• Audience analysis in lifestyle and entertainment journalism

• Targeting niche audiences

• Research Techniques

- Effective research methods for lifestyle and entertainment stories

- Fact-checking and verification

- Assignment: Researching a lifestyle or entertainment topic

• Reporting Skills

- Interview techniques

- Developing sources

• Writing for Lifestyle and Entertainment

-Structure and style in lifestyle and entertainment journalism

-Crafting engaging headlines and leads

-Assignment: Writing a feature article on a lifestyle or entertainment topic

• Ethics in Lifestyle and Entertainment Journalism

- Ethical considerations in reporting on personal lives and sensitive topics

- Guest speaker: Media ethics expert

- Case studies

•  Covering Events and Red Carpets

- Strategies for event coverage

- Red carpet etiquette and reporting

- Assignment: Write a review of a live event or film screening

• Multimedia Storytelling

- Introduction to multimedia storytelling tools

- Incorporating visuals and interactive elements

- Assignment: Creating a multimedia package on a lifestyle or entertainment topic

• Emerging Trends in Lifestyle and Entertainment Journalism

- Social media's impact on journalism

- Covering trends and fads

- Class discussion: Identifying and analysing current trends 

Assessments are based on four methodology based practical assignments and a VIVA VOCE. As we are assessing the students’ ability to write lifestyle and entertainment stories, the CIAs will be based on feature stories, group activities and reporting on different types of media.

The four practical assessments will carry different weightages. Students are required to score above 40% in every assessment to pass the course. This will ensure that students focus on each assessment with equal weightage. A three-part formative assessment for the Lifestyle and Entertainment Journalism course ensures comprehensive evaluation, fostering holistic skill development. This is followed by an end semester VIVA VOCE, which is part of the final CIA4.

Sample Assignments:

Assignment 1: Individual submission- print feature story on some given themes

Assignment 2: Group submission- Make a feature/informer video on given topics

Assignment 3: Individual submission- Food/lifestyle YouTube vlog

Assignment 4: Portfolio submission and VIVA

As businesses become more influential in the lives of everyday citizens, the media needs to become more knowledgeable in acting as a watchdog. More than any other beat, covering business requires an understanding of complex numbers and the ability to use data and a compelling narrative to tell the reader a story they need to know and how it will impact their lives.

1. Macro and Micro economy (3 hours)

• Definition with examples; micro - study of individual elements & their impact on market; demand, supply and price; macro - study of aggregate market, inflation, GDP, recession and unemployment

2. Fiscal & monetary policies (1 hour)

• Interest rates, impact on inflation, recession/growth

3. Sectors in economy (30 mins)

• Primary / Secondary / Services sectors - inter-connectedness

4. India’s position vis-a-vis global economies; impact of seasons on economy (1 hour)

5. LPG, FDI policies (30 mins)

1. Understanding businesses (3 hours)

• Sole Proprietors, Partnerships, LLPs, Companies; Advantages & Disadvantages; Regulatory bodies - MCA, Sebi, RBI

2. Markets (3 hours)

• Stock market listing, IPO, FPO, share price, indices, BSE, NSE, foreign indices, the impact of events on markets; mutual funds; unlisted markets

3. New Economy (4 hours)

• Startup, rounds of funding, venture capitalists; PE firms, angel investors, exit, valuation

1. Reporting (4 hours)

1. Writing style

2. Sourcing

3. Networking

4. Attributing

5. Digging data

2. Writing business stories - multiple beats (10 hours)

1. Tech

2. Banking

3. Economy

4. Startup

5. Pharma

6. Real Estate

7. Retail

• Business Standard (daily reading)

• Finshots (Free Subscription)

• Daily Signal/The Core (Free Subscription)

• Aevy TV Video (YouTube)

The department submits consolidated marks out of a total of 50.

Sample Assignments:

Assignment 1: Writing an inflation story based on monthly data released on the 12th of the next month
Assignment 2: Writing a market story by reaching out to experts
Assignment 3: Group assignment - Present on any one sector from the stock market
Assignment 4: Do a non-text business explainer - infographic/podcast/video on any ongoing business story

Course Description:

Communication for Social and Behaviour Change refers to the use of communication to facilitate human development. Further, this kind of communication uses a diverse set of communication methods, viz. marketing, interpersonal communication, mass media and entertainment, social media, and other communication approaches to facilitate social and community mobilisation, increase community participation, and bring in social advocacy to support positive social and individual change.

Further, the course introduces students to the role of information, communication and the media in the context of social development and change and behavioural change. To put social change into context, the course looks at social change discourses and how these have influenced the different communication approaches catering to social and behavioural change used at various times. 

Through this course, the students will gain knowledge on how effective communication and strategies add value to the global discourses and debates about social and behavioural change. In that process, the student will be first able to identify the social and behavioural problems and issues being faced by a specific group of audience and subsequently lay out the communication objectives. Further, the communication strategy will be worked upon and afterwards, the strategies will be implemented to get effective results. In that pursuit, the students will also explore policy frameworks catering to social and behavioural change at the global, regional, and national levels. Last but not least, communication of issues pertinent to sustainable development will be addressed through the case study method catering to environment, population, gender, class, caste, poverty, and conflict management.

1. Understanding the discourses on communication for social and behavioural change through different lenses.
2. Understanding theories of communication for social change: Modernization Theory; Marshall plan, Rostow-Stages of Economic growth, Karl Deutsch-political theory of development, Gandhian economics, and socialistic approach of Nehru, UNDP’s Sustainable Development Goals and UN’s continuous efforts;
3. Understanding theories of communication for behavioural change: McClelland-Human Motivation theory, Hagen-Theory of social change, Maslow’s social hierarchy, Social conflict theory, Social exchange theory, and social constructionism.

1. Daniel Learner’s Passing of traditional society.
2. Understanding the interconnectedness between globalisation, development, and communication for social change.
3. National development goals and key issues about (development) communication in the Indian context.
4. Diffusion/Extension approach, mass media approaches Development support communication approach, Integrated approach, localised approach.
5. Indian media in efforts made in communication for social and behavioural change through AIR, DD, and other media platforms. Kheda, SITE programme.

1. Participatory communication approaches – A case study of micro-financing and self-help groups;
2. The trickle-down effect, citizen empowerment frameworks-RTI;
3. Technology-aided communication models-e-governance;
4. Alternative approaches;
5. Principles and methodology fundamentals of the four-phase framework - Communication-based assessment;
6. Communication strategy design - Implementing the communication program - Communication for monitoring and evaluation.

1. Community media
2. Folk media, Street theatre, Print, Radio, TV, Outdoor media, and New media
3. Social Entrepreneurship
4. PARI, Deccan Development Society, Raagi Kana.

The rationale of the evaluation mode: Integrating both a written exam and a submission as components of the evaluation process for this theory and practical paper guarantees a comprehensive and equitable assessment of students' knowledge, understanding, and skills. This approach boosts their preparedness for future academic and professional endeavours, aligning with recommendations provided by industry experts who reviewed the syllabus.

On one side, we are assessing a holistic understanding of what goes into the making of the discourses on communication for social and behavioural change and on the other, we are also learning different methods and skills to contribute to the ongoing conversation around communication and behavioural change through learning techniques of creating campaign messages followed by eventually creating either a documentary or submitting a report. For that reason, we need a formative assessment, backed with continuous feedback throughout the course, however, the MSE will be a summative assessment.

Students are required to score above 40% in every assessment to pass the course. This will ensure that students focus on each assessment with equal weightage.

Sample Assignments:

ESE will be a combination of 3 assignments, across the span of the semester.

Assignment 1: Understanding of development news in newspapers (10 marks)

Assignment 2: Students can create campaign messages advocating different societal, political, and economic matters (20 marks).

Assignment 3: Documentary production/Report-based submission (20 marks)

This course explores the role of journalism in promoting social and behaviour change. Drawing upon modules developed by UNICEF, the course will explore various aspects of journalism as a tool for advocating social justice, promoting human rights, and fostering positive behavioural change within communities. Through a combination of theoretical discussions, case studies, practical exercises, and project work, students will gain a deeper understanding of the role of journalism in shaping attitudes, perceptions, and actions towards societal issues.

1. Theories, models and debates of development

2. Theories of communication for social and behavioural change: Individual level Community/society level and Structure/systems level

3. Media and communication for development in India: Print media, Audio-visual media (radio, television and film), Community media, Digital media

1. Gender

2. Climate change, Environment and community resilience

3. Health and nutrition

4. Water and sanitation

5. Financial inclusion and livelihoods

6. Education

7. Research, monitoring and evaluation: objectives and indicators, data-gathering techniques, data analysis, data reporting, documentation and utilisation

1. Situation analysis for communication strategy: Socio-ecological model and situation analysis, Literature review, Formative research, Participatory research, Qualitative methods, Quantitative methods, Synthesising, analysing and reporting data

2. Building trust and credibility within communities - Ethical guidelines / concerns in reporting traditional practices and local ethos.

3. Strategies for engaging diverse audiences: Using text, photography, video, and audio to amplify social messages/ Using data to uncover and address social issues

4. Case studies of journalists advocating for social justice and human rights

5. Reporting on solutions-oriented approaches to social issues

6. Participatory approaches to reporting and storytelling

Rationale of the evaluation mode: Integrating both a written exam and a submission as components of the evaluation process for this theory and practical paper guarantees a comprehensive and equitable assessment of students' knowledge, understanding, and skills to carry out journalism designed for social and behaviour change. 

The teaching facilitator will consider the level of intelligibility in the class and the learning needs of the students and decide what assignment to be given as part of the ESE. Assignments and projects will be designed to encourage critical thinking, creativity, and practical application of course concepts.

Sample Assignments:

1. Reporting on civic issues

2. Interviews with communities/ Social Change Campaigns

3. Documentary production

CIA 2 (MSE)

• Centralised Exam

Students are required to conduct original  in depth examination/investigation on a topic relevant to the discipline of Media & Communications, under the guidance of the faculty of the Department of Media Studies. 

Sample Assignments:

1. Research Proposal
2. Review of literature
3. Introduction: Background of the study, Research gap, Research question+Hypotheses+Rationale for research 
4. Methodology: Chapter submission and sending of abstract to a conference.

General Format - APA style in-text citation and reference - https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

Due to the varied nature and uniqueness of each dissertation, evaluation criteria are given instead of fixed rubrics. Supervisors can take an informed call on any additions required for specific dissertations.

Schedule:

1. Week 1: Allocation of guides: Please ensure that students work on topic areas you are comfortable with and more importantly methodologies you are comfortable with. With each faculty having nine students to guide, we cannot provide guidance to each student if each of them are working on topics unfamiliar to us. Further, we cannot depend upon other faculty as they themselves will have students to guide.
2. Week 2: Finalising of topic

Sample Assignments:

1. Research Proposal
2. Review of literature
3. Introduction: Background of the study, Research gap, Research question+Hypotheses+Rationale for research 
4. Methodology: Chapter submission and sending of abstract to a conference.

This course offers students the opportunity to undertake a comprehensive exploration of a chosen topic within the realm of media studies. Students will pursue a research-backed media project (documentary film or Case study file) providing flexibility to cater to individual interests and career aspirations. Through this course, students will develop advanced research skills, critical analysis abilities, and the capacity to produce scholarly work or innovative media projects that contribute to the field of media studies.

• Introduction to the course objectives, expectations, and assessment criteria.

• Guidance on selecting a media project idea aligned with a student's interests and academic goals.

• Conducting a comprehensive literature review relevant to the chosen topic.

• Developing a research question, objectives, and hypotheses (for dissertations) or project goals and scope (for media projects).

Implementing appropriate research methodologies for data collection (e.g., qualitative, quantitative, or mixed methods).

Project assignments will be designed to encourage critical thinking, creativity, and practical application of the skills of the learner.

• Due to each project’s varied nature and uniqueness, evaluation criteria will be provided instead of fixed rubrics.
• Supervisors can take an informed call on any additions required for a specific project.

The internship is a mandatory requirement for the completion of the MA in Media and Communication Studies Programme. The students of the programme will undertake the internship in an NGO for 60 hours that will be spread across the semester (post-class). Students will be given a letter from the University so that they can enter the selected NGO for their internships. At the end of the internship the students should submit an internship completion report/certificate authorised by the NGO.

Joining Report should include but not limited to:

Personal Details·        

• Your contact no (mobile):

• Your personal email:

• Your current address:

• Home Phone:

Organisation Details

• Name:

• Address:

• Phone:

• Mail:

Job Details

• Department in which you are appointed:

• Job profile:

• Working Hours:

• Name of your immediate boss:

• Email of your boss:

• Mobile no of your Mentor

Internship Offer Letter

Part A: Prepare a report based on various tasks assigned to you, its analyses and retrospection (Minimum 800 words)

Part B: Report Format:

• Details of Dept/Centre. 

• Details of your responsibility in the department

• Details of your Works and summary of daily programme

• Time schedule

• Projects that you have completed/ongoing in this week

• New learnings from the organisation

• How do you compare the classroom learning with your exposure

• New and innovative ideas

• Difficulties/Challenges that you have faced in organisation

.....to interact with the boss, management, team workers...

....to understand the industry working situation,

.....to keep time travel and food

• Team work

• Challenges

• Plans for the next week

Include whatever is relevant out of the following details in this report. A brief write-up on each topic is fine:

• Project done/in progress (Include the links/evidence of your projects/article (if any)

• How do you compare the classroom learning (theory and practical) with industry exposure

• Any other relevant detail.

Things that you need to get from the organisation

• Notes

• Rough draft of work done

• Cuttings of printed articles

The comprehensive report shall have the following parts:

• Title Page

• Declaration of the Guide/Mentor

• Declaration of the Student

• Certificate from Organization

• Acknowledgments

• Introduction to the Course

• Aims and Objectives of the Internship

• Profile of the Organization / Organisational Structure

• Reasons for choosing the organisation

• Job Description

• Fortnightly Reports (6)

• Tasks undertaken

• Task Analysis

• Challenges/limitations of the Internship

• Conclusion

• Appendix (Attested portfolio of work done in the organisation)

• Letter from Organization 

• Photographs

• Proof of ideas/your contribution

Note- If the organisation does not permit students to keep copies of their work (some client work may be confidential), a letter describing the work done by the student must be provided by the organisation.

• In case, evidence is not available for the work/soft skills, the student shall get letters duly signed from the mentor or persons under which they have worked. For this the student needs to consult with the guide.

• Your internship diary must be maintained everyday according to the format given and duly signed by your mentor every day. In case getting a signature everyday is difficult get it signed at the end of each week

Font- Times New Roman, size 12, double spacing.

Headings- size 16, in bold.

NB: The reports should include a detailed account of the required information with supporting documents. Forget not to organise the content professionally and submit the report as one document.

Viva will be conducted at the end of the semester and the internship reports will also be evaluated. The department submits consolidated marks out of a total of 50. However, the result will be Pass or Fail mode as there is no credit for the course.

Joining day report

Joining Report should include but not limited to:

Personal Details·        

• Your contact no (mobile):

• Your personal email:

• Your current address:

• Home Phone:

Organisation Details

• Name:

• Address:

• Phone:

• Mail:

Job Details

• Department in which you are appointed:

• Job profile:

• Working Hours:

• Name of your immediate boss:

• Email of your boss:

• Mobile no of your Mentor

Internship Offer Letter

First fortnightly journal 

Part A: Prepare a report based on various tasks assigned to you, its analyses and retrospection (Minimum 800 words)

Part B: Report Format:

• Details of Dept/Centre. 

• Details of your responsibility in the department

• Details of your Works and summary of daily programme

• Time schedule

• Projects that you have completed/ongoing in this week

• New learnings from the organisation

• How do you compare the classroom learning with your exposure

• New and innovative ideas

• Difficulties/Challenges that you have faced in organisation

.....to interact with the boss, management, team workers...

....to understand the industry working situation,

.....to keep time travel and food

• Team work

• Challenges

• Plans for the next week

Second to the last fortnightly journal entry

Include whatever is relevant out of the following details in this report. A brief write-up on each topic is fine:

• Project done/in progress (Include the links/evidence of your projects/article (if any)

• How do you compare the classroom learning (theory and practical) with industry exposure

• Any other relevant detail.

Things that you need to get from the organisation

• Notes

• Rough draft of work done

• Cuttings of printed articles

COMPREHENSIVE REPORT

The comprehensive report shall have the following parts:

• Title Page

• Declaration of the Guide/Mentor

• Declaration of the Student

• Certificate from Organization

• Acknowledgments

• Introduction to the Course

• Aims and Objectives of the Internship

• Profile of the Organization / Organisational Structure

• Reasons for choosing the organisation

• Job Description

• Fortnightly Reports (6)

• Tasks undertaken

• Task Analysis

• Challenges/limitations of the Internship

• Conclusion

• Appendix (Attested portfolio of work done in the organisation)

• Letter from Organization 

• Photographs

• Proof of ideas/your contribution

Note- If the organisation does not permit students to keep copies of their work (some client work may be confidential), a letter describing the work done by the student must be provided by the organisation.

• In case, evidence is not available for the work/soft skills, the student shall get letters duly signed from the mentor or persons under which they have worked. For this the student needs to consult with the guide.

• Your internship diary must be maintained everyday according to the format given and duly signed by your mentor every day. In case getting a signature everyday is difficult get it signed at the end of each week

Font- Times New Roman, size 12, double spacing.

Headings- size 16, in bold.

NB: The reports should include a detailed account of the required information with supporting documents. Forget not to organise the content professionally and submit the report as one document.

Viva will be conducted at the end of the semester and the internship reports will also be evaluated. The department submits consolidated marks out of a total of 50. However, the result will be Pass or Fail mode as there is no credit for the course.

The United Nations website states that “Climate change is the defining crisis of our time and it is happening even more quickly than we feared.” Assessing the enormous impact of climate change, its intensity and complexity, many theorists call it to be a threat multiplier. Climate change negatively impacts not just the varied facets of our environment; the millions of species on the earth; our social, economic, cultural and political well being; but even our physiological and psychological health. Recent research points out that the climate crisis intrudes adversely into our neurological landscape. 

This course attempts to introduce the student to the domain of climate studies from a humanities and social sciences perspective. Beginning with an introduction to environment, ecology and climate studies, this course feeds on the growing literature on understanding and responding to climate change. This syllabus hopes to empower the learner by introducing some of the key and critical discourses on the climate and explore strategies for promoting climate resilience and equity.

• Terms and Concepts: Biodiversity, Food Chain, Carbon footprint, Climate Change, Climate Refugees, Environmental Racism, Climate Denialism, Anthropocene, Anthropocentrism, Biocentrism, Deep Ecology, Solastalgia, Climate Emotions, Carrying Capacity, Planetary Health, etc.

• Part I: Stories (an excerpt from The Great Derangement: Climate Change and the Unthinkable by Amitav Ghosh)

• Introduction: Intimations of the Planetary (an excerpt from The Climate of History in a Planetary Age by Dipesh Chakrabarty.)

• Terms and Concepts: Biodiversity, Food Chain, Carbon footprint, Climate Change, Climate Refugees, Environmental Racism, Climate Denialism, Anthropocene, Anthropocentrism, Biocentrism, Deep Ecology, Solastalgia, Climate Emotions, Carrying Capacity, Planetary Health, etc.

• Part I: Stories (an excerpt from The Great Derangement: Climate Change and the Unthinkable by Amitav Ghosh)

• Introduction: Intimations of the Planetary (an excerpt from The Climate of History in a Planetary Age by Dipesh Chakrabarty.)

• Terms and Concepts: Biodiversity, Food Chain, Carbon footprint, Climate Change, Climate Refugees, Environmental Racism, Climate Denialism, Anthropocene, Anthropocentrism, Biocentrism, Deep Ecology, Solastalgia, Climate Emotions, Carrying Capacity, Planetary Health, etc.

• Part I: Stories (an excerpt from The Great Derangement: Climate Change and the Unthinkable by Amitav Ghosh)

• Introduction: Intimations of the Planetary (an excerpt from The Climate of History in a Planetary Age by Dipesh Chakrabarty.)

• Understanding Planetary Boundaries (an excerpt from the Stockholm Resilience Centre website)

• IPCC Climate Change Report: What does it mean for India? by Mayank Aggarwal and Sahana Ghosh

• The 2023 Ecological Threat Report by Institute for Economics and Peace: Analysing Ecological Threats, Resilience and Peace

• Our Evolutionary Impact by Beth Shapiro (an excerpt from The Climate Book by Greta Thunberg)

• 30 Graphs about climate change (An excerpt from The New York Times)

• Understanding Planetary Boundaries (an excerpt from the Stockholm Resilience Centre website)

• IPCC Climate Change Report: What does it mean for India? by Mayank Aggarwal and Sahana Ghosh

• The 2023 Ecological Threat Report by Institute for Economics and Peace: Analysing Ecological Threats, Resilience and Peace

• Our Evolutionary Impact by Beth Shapiro (an excerpt from The Climate Book by Greta Thunberg)

• 30 Graphs about climate change (An excerpt from The New York Times)

• Understanding Planetary Boundaries (an excerpt from the Stockholm Resilience Centre website)

• IPCC Climate Change Report: What does it mean for India? by Mayank Aggarwal and Sahana Ghosh

• The 2023 Ecological Threat Report by Institute for Economics and Peace: Analysing Ecological Threats, Resilience and Peace

• Our Evolutionary Impact by Beth Shapiro (an excerpt from The Climate Book by Greta Thunberg)

• 30 Graphs about climate change (An excerpt from The New York Times)

• Introductory Chapter from This Changes Everything by Naomi Klein

• The Overstory by Norman Powers

• Crashing Waves Documentary by John Bennet and Vincy Lopez

• A Life On Our Planet by David Attenborough

• Mike Hulme (2023) Climate Change isn’t Everything: Liberating Climate Politics from Alarmism. Cambridge: Polity

• Climate change and visual imagery – On  how changing climate is depicted in photos, films and graphics. A critical look at documentary photography (Eg Genesis by Sebastiao Salgado, NatGeo climate change imagery, NASA/NOAA graphics),  documentaries (Don’t Look Up) 

• Introductory Chapter from This Changes Everything by Naomi Klein

• The Overstory by Norman Powers

• Crashing Waves Documentary by John Bennet and Vincy Lopez

• A Life On Our Planet by David Attenborough

• Mike Hulme (2023) Climate Change isn’t Everything: Liberating Climate Politics from Alarmism. Cambridge: Polity

• Climate change and visual imagery – On  how changing climate is depicted in photos, films and graphics. A critical look at documentary photography (Eg Genesis by Sebastiao Salgado, NatGeo climate change imagery, NASA/NOAA graphics),  documentaries (Don’t Look Up) 

• Introductory Chapter from This Changes Everything by Naomi Klein

• The Overstory by Norman Powers

• Crashing Waves Documentary by John Bennet and Vincy Lopez

• A Life On Our Planet by David Attenborough

• Mike Hulme (2023) Climate Change isn’t Everything: Liberating Climate Politics from Alarmism. Cambridge: Polity

• Climate change and visual imagery – On  how changing climate is depicted in photos, films and graphics. A critical look at documentary photography (Eg Genesis by Sebastiao Salgado, NatGeo climate change imagery, NASA/NOAA graphics),  documentaries (Don’t Look Up) 

• Distributive Justice: 

• Mercury Pollution in Kodaikanal (youtube videos)

• Kodaikanal Won’t 

• Why Kodaikanal Still Won’t

• Kodaikanal Still Won’t  

• Multi-Generational Justice

• Indigenous case. 

• Excerpts from Susan A. Crate, Mark Nuttall (Eds) (2024) Anthropology and Climate Change: From Transformations to Worldmaking, 3rd Edition, 

•  Excerpts from Amitav Ghosh (2021) The Nutmeg’s Curse Parables for a Planet in Crisis. Chicago: University of Chicago Press

• Multispecies Justice

• Multispecies Justice: Theories, Challenges, and a Research Agenda for Environmental Politics by Danielle Celermajer et al 

• Leviathan,  documentary by Lucien Castaing-Taylor, Verena Paravel

• Distributive Justice: 

• Mercury Pollution in Kodaikanal (youtube videos)

• Kodaikanal Won’t 

• Why Kodaikanal Still Won’t

• Kodaikanal Still Won’t  

• Multi-Generational Justice

• Indigenous case. 

• Excerpts from Susan A. Crate, Mark Nuttall (Eds) (2024) Anthropology and Climate Change: From Transformations to Worldmaking, 3rd Edition, 

•  Excerpts from Amitav Ghosh (2021) The Nutmeg’s Curse Parables for a Planet in Crisis. Chicago: University of Chicago Press

• Multispecies Justice

• Multispecies Justice: Theories, Challenges, and a Research Agenda for Environmental Politics by Danielle Celermajer et al 

• Leviathan,  documentary by Lucien Castaing-Taylor, Verena Paravel

• Distributive Justice: 

• Mercury Pollution in Kodaikanal (youtube videos)

• Kodaikanal Won’t 

• Why Kodaikanal Still Won’t

• Kodaikanal Still Won’t  

• Multi-Generational Justice

• Indigenous case. 

• Excerpts from Susan A. Crate, Mark Nuttall (Eds) (2024) Anthropology and Climate Change: From Transformations to Worldmaking, 3rd Edition, 

•  Excerpts from Amitav Ghosh (2021) The Nutmeg’s Curse Parables for a Planet in Crisis. Chicago: University of Chicago Press

• Multispecies Justice

• Multispecies Justice: Theories, Challenges, and a Research Agenda for Environmental Politics by Danielle Celermajer et al 

• Leviathan,  documentary by Lucien Castaing-Taylor, Verena Paravel

• Climate Climate Change Mitigation

• Climate Change Adaptation

• Chapters 17, 18 and 19 from Shades of Blue by Harini Nagendra and Seema Mundoli

• Field Trip related to Climate Action – Eg. The Sundarbans facing sea level rise and frequent flooding, or Southwestern coast facing more intense storms of late

• Excerpts from Michale Mann (2021) The New Climate War: The Fight to Take Back Our Planet, New York: Public Affairs

• “Despatches”: Excerpts of the best climate change reporting in international media. 

• Climate Climate Change Mitigation

• Climate Change Adaptation

• Chapters 17, 18 and 19 from Shades of Blue by Harini Nagendra and Seema Mundoli

• Field Trip related to Climate Action – Eg. The Sundarbans facing sea level rise and frequent flooding, or Southwestern coast facing more intense storms of late

• Excerpts from Michale Mann (2021) The New Climate War: The Fight to Take Back Our Planet, New York: Public Affairs

• “Despatches”: Excerpts of the best climate change reporting in international media. 

• Climate Climate Change Mitigation

• Climate Change Adaptation

• Chapters 17, 18 and 19 from Shades of Blue by Harini Nagendra and Seema Mundoli

• Field Trip related to Climate Action – Eg. The Sundarbans facing sea level rise and frequent flooding, or Southwestern coast facing more intense storms of late

• Excerpts from Michale Mann (2021) The New Climate War: The Fight to Take Back Our Planet, New York: Public Affairs

• “Despatches”: Excerpts of the best climate change reporting in international media. 

https://idronline.org/article/climate-emergency/ipcc-climate-change-report-what-does-it-mean-for-india/?gad_source=1&gclid=Cj0KCQjw8J6wBhDXARIsAPo7QA8kjKJ3bEN9ARd3RFDG9lz0JZuRLXqjBZ2r25PAr74d9VNqUjqBZ8saAgw8EALw_wcB

• Register, E. T. (2020). Understanding Ecological Threats, Resilience and Peace. Institute for Economics and Peace. http://visionofhumanity.org/app/uploads/2020/09/ETR_2020_web-1.pdf. 

• Thunberg, G. (2024). The climate book: The facts and the solutions. Penguin.

• 30 Graphs about Climate Change by The New York Times: https://www.nytimes.com/2024/01/31/learning/lesson-plans/teach-about-climate-change-with-30-graphs-from-the-new-york-times.html 

• Bernstein, J. (2024). Mike Hulme. Climate change isn’t everything: liberating climate politics from alarmism: Polity Press, 2023.

• Bernstein, J. (2024). Mike Hulme. Climate change isn’t everything: liberating climate politics from alarmism: Polity Press, 2023.

• Crate, S. A., & Nuttall, M. (Eds.). (2023). Anthropology and Climate Change: From Transformations to Worldmaking. Taylor & Francis.

• Ghosh, A. (2021). The nutmeg's curse: Parables for a planet in crisis. In The Nutmeg's Curse. University of Chicago Press.

• Nagendra, H., & Mundoli, S. (2023). Shades of Blue: Connecting the Drops in India's Cities. Penguin Random House India Private Limited.

• Mann, M. E. (2021). The new climate war: The fight to take back our planet. PublicAffairs.

Assessment Outline

CIA1: Selection and evaluation of a case study from India - 20 Marks

MSE: Centralised Written Examination - 50 Marks (2 Hours)

CIA3: Group Presentation & Exhibition - 20 Marks 

ESE: Centralised Written Examination - 50 Marks (2 Hours)

This course introduces the students to the notions and concepts of borders, bordering,

territorialization and its implications on the understanding of nation, identities, geopolitics,

and geoeconomics. The course provides a wide range of topics in an interdisciplinary way

in order to understand the multiple manifestations of borders at the global, national, and

local level. This course combines rigorous theoretical framework to analyze borders with

the requirements of empirical research work. Fieldwork is an integral component of the

course.

Unit Description: This unit will introduce the students to the concepts used in the larger field

of Border Studies. The unit is designed to acquaint the students of the various approaches in

studying borders.

Vaughan-Williams, N. (2016) ‘Borders’, in Ni Mhurchu, A. and Shindo, R. (eds.), Critical Imaginations in

International Relations, London: Routledge, pp 11-27

Rumford, Chris (2012) ‘Towards a Multiperspectival Study of Borders‘ Geopolitics, 17:4 pp 887-902

Mezzadra S, Neilson B (2012). “Between Inclusion and Exclusion: On the Topology of Global Space

and Borders.” Theory, Culture & Society. 29(4-5):58-75. doi:10.1177/0263276412443569

Stacey K. Sowards (2019) Bordering Through Place/s, Difference/s, and Language/s:

Intersections of Border and Feminist Theories, Women's Studies in Communication,

42:2, 120-124, DOI: 10.1080/07491409.2019.1605131

Walia, Harsha (2021) Border and Rule: Global Migration, Capitalism, and the Rise of Racist

Nationalism

Unit Description: This unit will introduce the students to the concepts used in the larger field

of Border Studies. The unit is designed to acquaint the students of the various approaches in

studying borders.

Vaughan-Williams, N. (2016) ‘Borders’, in Ni Mhurchu, A. and Shindo, R. (eds.), Critical Imaginations in

International Relations, London: Routledge, pp 11-27

Rumford, Chris (2012) ‘Towards a Multiperspectival Study of Borders‘ Geopolitics, 17:4 pp 887-902

Mezzadra S, Neilson B (2012). “Between Inclusion and Exclusion: On the Topology of Global Space

and Borders.” Theory, Culture & Society. 29(4-5):58-75. doi:10.1177/0263276412443569

Stacey K. Sowards (2019) Bordering Through Place/s, Difference/s, and Language/s:

Intersections of Border and Feminist Theories, Women's Studies in Communication,

42:2, 120-124, DOI: 10.1080/07491409.2019.1605131

Walia, Harsha (2021) Border and Rule: Global Migration, Capitalism, and the Rise of Racist

Nationalism

Unit Description: This unit will introduce the students to the concepts used in the larger field

of Border Studies. The unit is designed to acquaint the students of the various approaches in

studying borders.

Vaughan-Williams, N. (2016) ‘Borders’, in Ni Mhurchu, A. and Shindo, R. (eds.), Critical Imaginations in

International Relations, London: Routledge, pp 11-27

Rumford, Chris (2012) ‘Towards a Multiperspectival Study of Borders‘ Geopolitics, 17:4 pp 887-902

Mezzadra S, Neilson B (2012). “Between Inclusion and Exclusion: On the Topology of Global Space

and Borders.” Theory, Culture & Society. 29(4-5):58-75. doi:10.1177/0263276412443569

Stacey K. Sowards (2019) Bordering Through Place/s, Difference/s, and Language/s:

Intersections of Border and Feminist Theories, Women's Studies in Communication,

42:2, 120-124, DOI: 10.1080/07491409.2019.1605131

Walia, Harsha (2021) Border and Rule: Global Migration, Capitalism, and the Rise of Racist

Nationalism

Unit Description: This unit is designed to make students aware of the phenomena of crossing

national and international borders as an everyday practice that redefines the notion and

practices of nationhood, subjecthood, and citizenship.

Mountz, A. (2015) ‘In/visibility and the Securitization of Migration: Shaping Publics through Border

Enforcement on Islands’, Cultural Politics, Volume 11, Number 2: pp. 184-200.

Samaddar, Ranabir (2020). Borders of an Epidemic: Covid-19 and Migrant Workers.

Samaddar, Ranabir (1999). “Shefali” in The Marginal Nation: Transborder Migration from

Bangladesh to West Bengal

Gloria E. Anzaldúa (1987). Borderlands/La Frontera: The New Mestiza

Foucault, Michel (2003) Society Must Be Defended: Lectures at the College de France,

1975- 76, edited by Mauro Bertani and Alessandro Fontana. New York: Picador

Unit Description: This unit is designed to make students aware of the phenomena of crossing

national and international borders as an everyday practice that redefines the notion and

practices of nationhood, subjecthood, and citizenship.

Mountz, A. (2015) ‘In/visibility and the Securitization of Migration: Shaping Publics through Border

Enforcement on Islands’, Cultural Politics, Volume 11, Number 2: pp. 184-200.

Samaddar, Ranabir (2020). Borders of an Epidemic: Covid-19 and Migrant Workers.

Samaddar, Ranabir (1999). “Shefali” in The Marginal Nation: Transborder Migration from

Bangladesh to West Bengal

Gloria E. Anzaldúa (1987). Borderlands/La Frontera: The New Mestiza

Foucault, Michel (2003) Society Must Be Defended: Lectures at the College de France,

1975- 76, edited by Mauro Bertani and Alessandro Fontana. New York: Picador