Veranika Furs
Semiotic analysis in the media courses teaching: personal experience, problems and perspectives.
Abstract
The presentation is focused on the possibilities of semiotic methods application in teaching of some courses for Media and Communication program students in EHU. I’d like to share my personal experience of teaching such courses as Practices of Literary Texts Analysis, Popular Literature Phenomenon and Transmedia Storytelling, in which the students learn to apply semiotic methodology for media texts analysis as well as for creation of the final projects of these courses.
All mentioned courses suppose the application of structural, narrative and textual methods of analysis, which students learn to use in their media texts research. Of these approaches the textual analysis turns out to be the most difficult.
These courses are proposed to the students one by one, so that they could have the primary idea of the methodology and some analytical skills (Practices of Literary Texts Analysis), then to apply them in popular literature texts analysis and, finally, in more wide domain of transmedia storytelling which supposes different formats of content presentation.
The application of these methods is realised in two directions: first of all, of course, for analytic purposes – for example, in Popular Literature Phenomenon students analyse different popular literature genres and learn to construct the models of each genre that permits them to see the invariant scheme behind the diversity of the concrete manifestations. And, secondly, in their final projects students have to use these models for creation of their own pop-literature texts.
In the last part of this “trio”, Transmedia storytelling, the students analyse the possibilities of media text developpement (in the forms of sequels, spin-off, etc.), to “detect” the narrative gaps, and, finally, to create their own fictional worlds. Surely, these courses use only a small part of the possible semiotic analysis and during my presentation I’d like to delineate the range of difficulties in teaching of such courses.
Bionote
Education: diploma of philologist, specialist in Russian language and literature (1987)
Degree: PhD in philosophy (1997).
Current Employment: Associate Professor, European Humanities University.
Field of Studies: Discourse analysis, Semiotics, Communication theory.
Teaching subjects: Genealogy of Media, Popular Literature Phenomenon, Practices of Literary Texts Analysis, Semiotics, Transmedia Storytelling.
Sphere of academic interests: media studies.
Abstract
The presentation is focused on the possibilities of semiotic methods application in teaching of some courses for Media and Communication program students in EHU. I’d like to share my personal experience of teaching such courses as Practices of Literary Texts Analysis, Popular Literature Phenomenon and Transmedia Storytelling, in which the students learn to apply semiotic methodology for media texts analysis as well as for creation of the final projects of these courses.
All mentioned courses suppose the application of structural, narrative and textual methods of analysis, which students learn to use in their media texts research. Of these approaches the textual analysis turns out to be the most difficult.
These courses are proposed to the students one by one, so that they could have the primary idea of the methodology and some analytical skills (Practices of Literary Texts Analysis), then to apply them in popular literature texts analysis and, finally, in more wide domain of transmedia storytelling which supposes different formats of content presentation.
The application of these methods is realised in two directions: first of all, of course, for analytic purposes – for example, in Popular Literature Phenomenon students analyse different popular literature genres and learn to construct the models of each genre that permits them to see the invariant scheme behind the diversity of the concrete manifestations. And, secondly, in their final projects students have to use these models for creation of their own pop-literature texts.
In the last part of this “trio”, Transmedia storytelling, the students analyse the possibilities of media text developpement (in the forms of sequels, spin-off, etc.), to “detect” the narrative gaps, and, finally, to create their own fictional worlds. Surely, these courses use only a small part of the possible semiotic analysis and during my presentation I’d like to delineate the range of difficulties in teaching of such courses.
Bionote
Education: diploma of philologist, specialist in Russian language and literature (1987)
Degree: PhD in philosophy (1997).
Current Employment: Associate Professor, European Humanities University.
Field of Studies: Discourse analysis, Semiotics, Communication theory.
Teaching subjects: Genealogy of Media, Popular Literature Phenomenon, Practices of Literary Texts Analysis, Semiotics, Transmedia Storytelling.
Sphere of academic interests: media studies.