Fandom and Communicative Practices of Golden State Warriors's Fans

Use 6th Edition APA, Facebook Page about 2 pages, and the final application paper minimum 5 pages not include the reference. All the instruction are in the word document that I uploaded.

Fan Facebook Proposal: Each student should submit a proposal of his/her possible Facebook page. Each student will create a Facebook page in tribute of his/her fandom. Each student can decide the focus of his/her Facebook page as long as it heralds the object of his/her fandom. It can be for a sports team, a television show, a celebrity, a band, a genre of television or movies, a comic book, radio show, food blogs, some aspect of Disney (such as pin trading), gardening, shows on HGTV, etc. The Facebook page should include links to diverse forms of media (YouTube, blogs, other related Facebook pages) and prompt conversation about how people communicate their fandom. It should incorporate aspects from all units of the class. Each student should invite friends to participate in conversations on the Facebook page.  (This part is done already)

(This is what I wrote:)

Why Facebook?

• Is popular with all age groups.

• Gets more traffic than Google.

• Fifty percent of users log in daily.

• More than six-hundred million users and the number is increasing daily.

• Sharing information and links is extremely simple.

Project Objectives

1. To provide a social media presence for the Golden State Warriors fans

2. To post and promote content regarding the team

3. To connect with fellow fans

Page Design

• Logo – The team’s logo will be used on the page to maintain identity

• Colors – The colors will be built around the team’s colors to provide a professional and elegant look

• Navigation – Horizontal strips along the top for clear navigation

• Fonts – Matching and complimentary fonts used

• Images – Videos, graphics, and photos of the team will be used

Fan Page Content:

The content will be centered on news regarding upcoming games, newly signed players, discussion wall and discussion forums, photo and video public exchange et cetera. The sections used will be Home, About Us, Contact Us, et cetera.

Facebook Features:

Like Tab: A special ‘Like’ box will be added to the Fan Page instead of the default one – this will generate a higher number of likes.

A Memorable Domain Name will be created: e.g., www.likeGSW.com

(This is the part that need to be done)

(1)   Fan Facebook Page: Each student will create a Facebook page in tribute of his/her fandom. Each student can decide the focus of his/her Facebook page as long as it heralds the object of his/her fandom. It can be for a sports team, a television show, a celebrity, a band, a genre of television or movies, a comic book, radio show, etc. The Facebook page should include links to diverse forms of media (YouTube, blogs, other related Facebook pages) and prompt conversation about how people communicate their fandom. It should incorporate aspects from all units of the class. Each student should invite friends to participate in conversations on the Facebook page. The Facebook page will be graded based on creativity (30%), completeness (30%), opportunities for conversation (20%), and evidence of knowledge of fandom (20%). Please use the Facebook proposal I post above to write.

(2)   Final Application Paper: Using the SAME topic as the one that you choose for your Facebook page, reflect on how topics from this course in rhetoric and public culture pertain to those fans. In this five page paper (not counting the Reference section), please integrate at least 10 of the assigned readings from this course as you reflect on the enactment of fandom within that particular fan community. Because we are not having a final exam, per se, embrace this opportunity to demonstrate what you have learned through this course—about communication, fandom, and yourself as a “fan.”. It will be graded on completeness (50%), creativity (40%), and composition (10%). The paper should be typed, double-spaced, and adhere to APA, 6th edition. It must be submitted as a Word document, saved in the old version of Word.

Reading material:

(1)Beck, C. S. (2012). Intersecting narratives: Enjoying daytime drama as viewers (and actors) experience the days of their lives. Communication Studies, 63, 152-171.

(2)Do Rozario, R. (2004). The princess and the Magic Kingdom: Beyond nostalgia, the function of the Disney princess. Women’s Studies in Communication, 27, 34-59.

(3)Hume, J. (2010). Memory matters: The evolution of scholarship in collective memory and mass communication. Review of Communication, 10, 181-196.

(4)Koh, W. (2009). Everything old is good again. Myth and nostalgia in Spider-Man. Journal of Media & Cultural Studies, 23, 735-747. van Dijck, J. (2004). Mediated memories: personal cultural memory as object of cultural analysis. Journal of Media & Cultural Studies, 18, 261-277.

(6)Von Burg, R., & Johnson, P. (2009). Yearning for a past that never was: Baseball, steroids, and the anxiety of the American dream. Critical Studies in Media Communication, 26, 351-371.

(7) Williams, R. (2011). “This is the night TV died:” Television post-object fandom and the demise of The West Wing. Popular Communication, 9, 266-279.

(8) Booth, P. (2015). Playing fans: Negotiating fandom and media in the digital age (pp. 75-122). Iowa City: University of Iowa Press.

(9) Graves, M. (2014). ‘Guys, where are we?’: Podcasts, online video, and Lost’s participatory culture. In K. M. Barton & J. M. Lampley (Eds.), Fan culture: Essays on participatory fandom in the 21st century (pp. 173-190). Jefferson, NC: McFarland.

(10) Orenstein, S. (2014). Bringing piety back: Tim Tebow, sports, and American culture. In K. M. Barton & J. M. Lampley (Eds.), Fan culture: Essays on participatory fandom in the 21^st century (pp. 61-75). Jefferson, NC: McFarland.

(11) Beck, C., Chapman, S., Simmons, N., Tenzek, K., & Ruhl, S. (2015). Celebrity health narratives and the public health (pp. 5-20, 111-131). Jefferson City, NC: McFarland.

(12) Butterworth, M. (2013). The passion of the Tebow: Sports media and heroic language in the tragic frame. Critical Studies in Media Communication, 30, 17-33.

(13)Koren-Kuik, M. (2015). Desiring the tangible: Disneyland, fandom, and the spatial immersion. In K. M. Barton & J. M. Lampley (Eds.), Fan culture: Essays on participatory fandom in the 21^st century (pp. 146-158). Jefferson, NC: McFarland.