Social Semiotics
hbyucel@gsu.edu.tr
Content
Objective
The aim of this course is to provide a semiotic approach to the analysis of social practices. In this course situations and objects that constitute our social environment will be considered as discourses. The sense created by social practices
will be analysed.
Course Content
Socio-semiotics allows for the analysis of social, political and everyday objects. It takes them into account in their communicative and interactional contexts. The course consists of analyses of social-semiotics.
Course Learning Outcomes
Students will learn the foundations and principles of semiotics as well as the methods and topics of social semiotics. They will be able to apply semiotics and socio-semiotics to social and communicational objects. They will be able to analyze how meaning arises in these objects. They will acquire a method that they can apply to their own research and a new way of looking at things.
References
Books
BARTHES R., Mythologies, Seuil,1957.
KRESS, G., and VAN LEEUWEN, T. Reading Images: The Grammar of Visual Design.
London: Routledge,1996.
KRESS, G. and VAN LEEUWEN, T, Multimodal Discourse: The Modes and Media of
Contemporary Communication. Arnold, London, 2001.
MORRIS C.W., Foundations of the theory of sign, Chicago, University of Chicago
Press, 1938. 59 p.
PEIRCE C.S., The collected papers of Charles Sanders Peirce, Vols. I-VIII (the
electronic edition). Cambridge, Harvard University Press, 1931.
BOUTAUD J.-J., Sémiotique et communication – du signe au sens, Paris,
L’Harmattan, 1998.
SCHÜTZ A., LUCKMANN T., The structures of the Life-World, Vol. I, Evanston,
Northwestern University Press, 1973.
SEMPRINI A., La marque, une puissance fragile, Vuibert, 2005.
SEMPRINI A., Analyser la communication 2, Collection Champs visuels,
L’Harmattan, 2007.
VAN LEEUWEN, T. (2005). Introducing Social Semiotics. London/New York:
Routledge.
Articles
Gill Abousnnouga & David Machin (2011) The changing spaces of war commemoration: a multimodal analysis of the discourses of British monuments, Social Semiotics
Elisabetta Adami (2018): Shaping public spaces from below: the vernacular
semiotics of Leeds Kirkgate Market, Social Semiotics,
Patricia Camilleri, Object~ Space and the :Museum:a semiotic approachMalta Archaeological Review • Issue 5 2001
David Chapman & Louise K. Wilson (2011) The caress of the audible: Resounding Falkland , Social Semiotics, 21:4, 517-529
Marion Colas-Blaise et Gian Maria Tore Les pratiques muséales : une étude sémiotique sur l’expérience spectatorielle et ses médiations
Amir Sasan Hadian & Mahyar Arefi (2016) Metaphor, analogy, and the discourse of originality: five Iranian case studies, Social Semiotics, 26:5, 541-562,
Mojtaba Sokhanvar Dastjerdi & Rafooneh Mokhtarshahi Sani (2015) Linking the past and present through symbolic housing features: North Cyprus, Social Semiotics, 25:5,
Halime Yücel (2021) Cultural identity in Turkish advertisements, Social Semiotics, 31:2, 305-323.
Weekly Contents
| Week | Weekly Contents |
|---|---|
| 1 | foundations of semiotics |
| 2 | principles of semiotics |
| 3 | principles of social semiotics 1 |
| 4 | principles of social semiotics 2 |
| 5 | social semiotics analysis: image discourse analysis |
| 6 | social semiotics analysis:creating values in marketing |
| 7 | social semiotics analysis:discourse on tourism |
| 8 | social semiotics analysis:urban spaces |
| 9 | social semiotics analysis:digital discourses |
| 10 | social semiotics analysis:discourse on identity |
| 11 | social semiotics analysis:decoration discourses |
| 12 | social semiotics analysis:political discourses |
| 13 | Presentation of student projects |
| 14 | Presentation of student projects |
Assessment System
| Activities | Number | Contribution |
|---|---|---|
| Contribution of in-term studies to overall grade | 3 | 50 |
| Contribution of final exam to overall grade | 1 | 50 |
| Total | 4 | 100 |
| Activities | Number | Contribution |
|---|---|---|
| Assignments | 0 | 0 |
| Presentation | 3 | 100 |
| Midterm Examinations (including preparation) | 0 | 0 |
| Project | 0 | 0 |
| Laboratory | 0 | 0 |
| Other Applications | 0 | 0 |
| Quiz | 0 | 0 |
| Term Paper/ Project | 0 | 0 |
| Portfolio Study | 0 | 0 |
| Reports | 0 | 0 |
| Learning Diary | 0 | 0 |
| Thesis/ Project | 0 | 0 |
| Seminar | 0 | 0 |
| Other | 0 | 0 |
| Make-up | 0 | 0 |
| Total | 3 | 100 |
Relation of Proficiency
| No | Program Learning Outcomes | Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | After successfully completing the program, the student can understand the principles and development of scientific thought. | X | ||||
| 2 | After successfully completing the program, the student can examine and interpret existing theoretical approaches using correct references to produce new syntheses. | X | ||||
| 3 | After successfully completing the program, the student can consolidate his/her skills in his/her field of specialization with knowledge and skills related to the different functions (journalism, public relations, advertising, marketing, radio, television, cinema, new media). | X | ||||
| 4 | After successfully completing the program, the student adheres to critical thinking, ethical values in the media and communication field, and to the principles of respect for all individuals and communities for the public good. | X | ||||
| 5 | After successfully completing the program, the student may integrate advanced and current theoretical and practical knowledge into his/her work related to his/her area of specialization. | X | ||||
| 6 | After successfully completing the program, the student can carry out original scientific research using different methodological approaches. | X | ||||
| 7 | After successfully completing the program, the student can employ advanced qualitative and quantitative methods of research. | X | ||||
| 8 | After successfully completing the program, the student can bring innovation to the scientific methods by developing new methods or applying known methods to new areas. | X | ||||
| 9 | After successfully completing the program, the student can present and publish his/her work on prestigious international platforms. | X | ||||
| 10 | After successfully completing the program, the student can collaborate on research and education with experts from different nationalities and scientific disciplines. | X | ||||
| 11 | After successfully completing the program, the student prioritizes scientific ethics in his/her work. | X | ||||
ECTS
| Activities | Number | Period | Total Workload |
|---|---|---|---|
| Class Hours | 3 | 0 | 0 |
| Presentation | 2 | 0 | 0 |
| Project | 3 | 0 | 0 |
| Total Workload | 0 | ||
| Total Workload / 25 | 0.00 | ||
| Credits ECTS | 0 | ||