"Introduction to Mass Media Communication"

Based on "Mass Media Communication in the World". Written by Marc O'Sullivann, Ph.D. for the United Nations, Geneva, 1980.

GOALSa. To inform students regarding the variety and use of the mass media in communication.

b. To develop an awareness of the power of mass media in altering personal and social behavior.

1. To identify mass media and explain communicative mechanisms.

2. To identify and critique mass media ownership and their political, social, and cultural influences.

3. To attempt forecasting media innovations.

1. To discuss meaningfully stereotyping and discrimination in mass media.

2. To discuss meaningfully censorship and political, economic, and social implications.

1. To operate common producing and receiving media equipment (hardware).

TARGET POPULATIONTenth graders in public schools.

ENTRY LEVELNinth graders or equivalent.

PREREQUISITESGraduation from ninth grade or equivalent.

PRE-TESTSame as post-test, viz. tenth grade final examination.

2. The socio-political role of mass media.

3. The world of mass media production.

1. The behavior manipulation potential of the mass media.

2. The discipline, the ethics, and the personal rewards of the mass media.

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me, these events do not take away from the course objectives. Basic assumptive terms are not defined by value and salience, except to the extent that the curriculum designer has perforce based his design on philosophical and political postulates. The assignment of values and priorities has been presumed to be the task and responsibility of the learner. The focus of the curricula is precisely the development of the critical faculty of the learner. The role of the teacher is as a facilitator of such development. The philosophical implication of these curricula with regards to their free-thinking development approach is made explicit in the curricula contents, viz. the locus of learning and decision-making resides in the learner as a free individual and a responsible member of society. No other philosophical consideration is imposed on learners--except that the Venezuelan curriculum has precise philosophical nationalistic underpinnings aiming at developing national consciousness and loyalty. The curricula demand a clear ethical stance on the part of teachers. It demands that they adhere to the philosophical and educational values upon which the curricula were based, viz. essentially non-political, open-to-criticism, socially

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