Education In Film 7 Week Online Course

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FMP 222: EDUCATION IN FILM (3 credit hours) Fall 2014 - Online

Instructor: Liz Schildkret Office: Towers 111 Email: [email protected] Office Hours: Mondays 3-4pm or by appointment

[ASU School of Theatre and Film Web Site: http://theatrefilm.asu.edu/]

"The one thing those who work in the trenches know, is that you can't have a great school without great teachers. . . . Nothing will change without them." (Waiting for Superman)

Course Description FMP 294: Education in Film critically examines the ways in which teachers, students, related constituencies (e.g., principals, parents), and educational issues are dramatized and represented in popular media. The course invites students to reflect on the socio-cultural contexts of education systems and learning, teacher preparation, the portrayal of teachers/education by the media, and the analysis of cinema as both formal art and social critique. [This course also fulfills the “ASU Literacy and Critical Inquiry Requirement.”]

Primary Course Objectives The student/pre-service teacher will be able to: • Critically analyze the ways in which popular media authentically and stereotypically

represents and presents teachers, students, and education systems. • Critically reflect on one’s personal values, attitudes, and belief systems concerning

teaching, students, and education (e.g., philosophy of education, social foundations of schooling, hidden/null curricula, cultural diversity)

• Document major learning outcomes related to teaching (e.g., pedagogical practices, classroom management strategies, curriculum design ideas, teacher-student relationships) from readings and media viewings for future transfer into pre-professional field experiences, into teaching itself, into parenting, and into becoming an engaged human in our global world

• Develop critical evaluation and personal appreciation of film and media.

MPAA-Rated Content Students in this course will view media materials that may be perceived as offensive by some. Films we will explore hold Motion Picture Association of America (MPAA) ratings ranging from G (General Audiences) to R (Restricted); TV ratings range from G (General Audiences) to MA (Mature Audiences). There will be elements of profanity, sexual content, and violence in a few required films. If you are easily offended, please do not take this course. If you remain in the course, you will be required to be present at all media viewings regardless of content. No substitute assignments or screenings will be offered. Edited/ censored films without permission from the films' artists violate U.S. copyright laws and unethically alter a filmmaker's original intent.

mailto:[email protected]

http://theatrefilm.asu.edu/%5D

Required Textbook Dalton, Mary M. The Hollywood Curriculum: Teachers in the Movies (second revised edition). New York: Peter Lang, 2010.

Required Internet Sites • MyASU and HIDA Online Course access for course materials • Internet Movie Data Base:

www.imdb.com • Teach with Movies: www.teachwithmovies.org • Arizona’s Department of Education: http://www.azed.gov/teachers/

Required Film Access Students will be required to view entire subject-related films and film clips. Students will be told how to access these materials on the course website. Some viewings will need to accessed through a subscription account, rental account or purchased.

E-Mail Accounts Multiple class updates and attached documents may be e-mailed to you throughout the semester. Make certain your e-mail account is set-up to receive e-mail from the instructor, and that your mailbox is frequently cleared so that it does not get full.

Attendance This is an online course, so there is no attendance requirement; however, the instructor expects students to be as serious about this course as they are about a course held on campus. Please remember that online courses are not “easier.” Online courses are meant to capitalize on technological efficiency and/or serve the needs of individual students.

Instructor’s Withdrawal Option The instructor has the option, under university policy, to initiate a student withdrawal from the course if he/she feels the student is disruptive or detrimental to creating a positive and respectful online educational environment.

Legitimate Excused Absence/Late Assignment If you have a legitimate reason for submitting a late assignment (i.e. documented emergency, documented doctor’s orders, etc.) contact the instructor directly for instructions.

http://www.imdb.com

http://www.teachwithmovies.org

http://www.azed.gov/teachers/

Success in Online Education We’ve all been to the comments section on sites like Youtube. We know how anonymous and unaccountable the internet can feel. Here are some things to consider as you approach this class: 1. Be responsible: Know the syllabus and the upcoming assignments. Set schedules for yourself

and follow them. 2. Be present: You know where and how you work best! Do what you need to do to feel

engaged in the course material when you sit down with it. 3. Be respectful: When you engage with other people in the course, remember that they are

people with feelings. Treat them the way you would if they were standing in front of you.

Academic Integrity There are few opportunities for cheating in a class that is designed to assess your original ideas; nevertheless, the possibility for plagiarism exists. Plagiarism or intellectual property theft and any other form of academic dishonesty that is in violation with the Student Code of Conduct will not be tolerated and will result in the student's immediate failure of this course and immediate reporting of your actions to your College Dean. Check ASU's Student Academic Integrity Policies at: http://provost.asu.edu/academicintegrity. https://provost.asu.edu/sites/default/files/AcademicIntegrityPolicyPDF.pdf

Security Notice Students must abide by the official ASU online terms of conduct.

Format, Originality Checking, Late Work, Questions All uploaded documents must follow this format: * Times New Roman, 12 pt Font * Double-spaced * 1 inch margins (Yep. I can totally tell if you’ve fudged them.) * Follow MLA guidelines for paper headings (ie: your name, the course, instructor and date), and

page numbers.

These guidelines are required and NOT a suggestion – students must follow these guidelines for full credit. All written assignments (not discussion board posts or quizzes) will automatically be submitted to Turnitin.com for originality checking. In addition, the nature of the course makes it impossible for me to accept late work. If you don't understand an assignment, contact me for clarification - don’t wait until the last minute.

Do You Have Any Particular Needs? Please let us know if there is anything we should be aware of regarding you and a particular need or characteristic, such as an early pregnancy, a sensory or hidden disability, etc. that may influence our interactions, your participation, or your personal well-being. We want to make the course as inclusive as possible, so we’d appreciate your communication to keep us informed about you. This disclosure is optional or, if you wish, only for selected individuals.

http://provost.asu.edu/academicintegrity

https://provost.asu.edu/sites/default/files/AcademicIntegrityPolicyPDF.pdf

DRC Accommodations To request academic accommodations due to a disability, please contact the ASU Disability Resource Center (Phone: (480) 965-1234; TDD: (480) 965-9000) before starting the course and prior to contacting the instructor or staff. This is a very important step, as accommodations cannot be made once an exam has been taken. If you have a letter from their office indicating that you have a disability which requires academic accommodations, please scan and email the letter to [email protected] no later than the end of the first week of the semester or have DRC personnel email that address with your information. Please contact Herberger Online immediately with questions regarding online accommodations. No special accommodations can be given without prior official DRC documentation.

Technical Requirements For information regarding your username and password, please visit Herberger Online at http:// herbergeronline.asu.edu/services/accounts.php and you can also email the Herberger Online staff at https://herbergeronline.asu.edu/help for assistance with logging on or other technical issues. Because this course is delivered entirely via the Internet, you are responsible for making sure that the computer you use to access all course materials meets or exceeds the specified computer minimum qualifications as listed on the course website. Also, due to the high media content of this course, you will be required to set up and configure a media player that will consistently play the mp3 files and the mp4 digital clips delivered via the Swank web site. If your computer breaks at any time during the semester, it is your responsibility to locate Internet access for all lectures, assignments, and exams. No make-up assignments or make-up exams will be given because your “computer doesn’t work” or due to “operator error” on your part!

You are highly encouraged not to enroll, or to drop immediately, if you do not have computer experience, if you are not willing or prepared to assume the added responsibility of a computer- based course, or if you plan to be away from a computer site for an extended period of time during the semester. Necessary required skills include downloading mp3 audio files as well as digital video clips, surfing the net, conferring via email, and other intermediate computer knowledge. If you believe you are unwilling or unable to devote the time necessary to complete this course to your satisfaction, please consider dropping this class as soon as possible.

Student Withdrawal Withdrawals: If you wish to withdraw from this course, it is your responsibility to do so by Nov. 5th 2013. Course registration changes are processed through MyASU: http://my.asu.edu. Under the “My Classes” section, click the “Registration” button and then follow the instructions after selecting the “Drop/Withdraw” option. You can also do this by completing a withdrawal form available at the following link: (https://students.asu.edu/drop-add) and physically taking it to the University Registrar’s Office to be processed. No signatures are required for a course withdrawal through the posted deadline.

mailto:[email protected]

http://herbergeronline.asu.edu/services/accounts.php

https://herbergeronline.asu.edu/help

http://my.asu.edu

https://students.asu.edu/drop-add

ASSIGNMENTS

The Introductory Post Must Be Completed As Early As Possible – 2.5 points Briefly explain to me and the class why you decided to take this class (50 words minimum, but you may write more if you wish.) Please complete this assignment first.

The Syllabus Quiz Must Be Completed As Early As Possible – 2.5 points After viewing the introductory video and reading the syllabus in great detail, please complete the syllabus quiz. This will automatically award you 2.5 points.

Reading Quizzes – Required for Module Access (The Module’s Reading Quiz Must Be Completed by 11 pm each Tuesday) Quizzes over the reading material will take place at the beginning of each week. You must read the text and complete each quiz to continue in that module. You will receive 1 Extra Credit Point for each 100% grade on a reading quiz [total of 5 Extra Credit points for the course].

Teaching Journal Posts: 5 points each - 25 points total (Teaching Journal Posts Must Be Posted by 11 pm each Wednesday) This assignment consists of your ongoing reflections and a collection of ideas that relate to teaching, learning, education, and film criticism as suggested or inspired by film viewings. Topics can consist of: pedagogical practices; teaching as performance; classroom management strategies; curriculum design ideas; teacher-student relationships; cautionary advice; teacher wellness; case studies; student challenges; administration; teacher-parent relationships; school policies; personal concerns and fears; pre-service development; things that surprise, intrigue, or disturb you about in-class film screenings; personal memories about your education/schooling; current news/media stories about education; anything and everything to do with the classroom and educating young people; and comments and reflections on film production practices, actor performances, screenplay effectiveness, and other media-related topics – use the “Film Critique Sheet” (pg. 18) as a guide.

Though it is difficult to prescribe a specific length since quantity doesn't always equal quality, a weekly entry consisting of at least 250 words is the minimum requirement. I value honesty and depth more than I value a long response. Don't write what you think I want to read; write what's truly running through your mind. Date each journal entry and give it a subtopic title (example: Nov. 9, 2011- Reactions to It's Elementary).

Discussion Board Response Posts: 5 points each – 25 points total (Response Posts Must Be Completed by 11 pm each Thursday) Since this is an online course, actual class discussion cannot take place. In order to facilitate discussion, I ask that you read several of your classmates’ Teaching Journal Posts and write a minimum 100-word response to ONE of them. You may agree, disagree, or pose questions for the writer in your discussion board post. When I read these, I will be looking for the level of

critical thought you placed in your written response posts. A high level of thought will receive full credit. [Note: Since you are doing 5 Teaching Journal Posts, you are responsible for a minimum of 10 discussion posts in total (five original and five responses).]

Film Viewing Report: 5 points each (5 assignments) -- 25 points total (Film Viewing Reports Must Be Completed and Uploaded by 11 pm each Fri.) These five reports consist of your out-of-class viewings of films and media materials that relate to the subject of the course. They should each be approximately 2 to 3 pages in length, single- spaced. In all our Film Viewing Reports, you should examine the content of the film on several levels. First, give your personal reaction to the film. Second, discuss how the film reflects and/ or critiques our present system of education. Third, comment on the aesthetic properties of the film. Use the “Film Critique Sheet” (see final page of this syllabus) to guide your writing for the last portion of the report. Each assignment can only be uploaded one time, so make sure you upload a final draft.

Therefore: 20% of the paper is your personal reaction; 60% of the paper is how the film reflects and/or critiques our present system of education (put information from my lectures and the textbook in this section); 20% of the paper is on the aesthetic properties of the film

Report #1 - Viewer's Choice: Select a film title (no TV series) that we've only seen excerpts from during class time that interested you and screen the entire film for your report (see this syllabus' Filmography for approved titles); or select another film title that has not been fully screened in class and recommended in The Hollywood Curriculum's chapters or Filmography (e.g., Educating Rita; Oleanna; Doubt; Chalk; To Sir, With Love; other titles), and newer titles or recent releases such as Easy A.

Reports #2 and #3 - Film Documentaries about Education and Childhood: Select a non- fictional/documentary or teacher "training" film title that relates to education or childhood and screen it. Below is a recommended list from which to draw, but check with the instructor first if you have other documentary titles to propose for your reports. The * titles are highly recommended but not required. [See Titles, on next page]

Report #4 and #5 - Viewer's Choice: Select a film title (no TV series) that we've only seen excerpts from during class time that interested you and screen the entire film for your report (see this syllabus' Filmography for approved titles); or select another film title that has not been fully screened in class and recommended in The Hollywood Curriculum's chapters or Filmography (e.g., Educating Rita; Oleanna; Doubt; Chalk; To Sir, With Love; other titles), and newer titles or recent releases such as Easy A.

Documentary Titles: * 2 Million Minutes: A Documentary Calculating the Educational Divide American Teen Born Into Brothels * Bowling for Columbine The Boys of Baraka * Class Act (2006) * The First Year Frontline: College, Inc. Girlhood High School Boot Camp Hoop Dreams Jesus Camp My Kid Could Paint That Nursery University * Paper Clips Please Vote for Me Prom Night in Mississippi Real Life Teens: Bullies * Spellbound To Be Hear

Personal Philosophy of Teaching: 10 points (Your Philosophy of Teaching must be submitted correctly by Friday of the 6th week of class.) This assignment consists of a one-page single-spaced narrative that describes your personal values, attitudes, and beliefs about teaching and young people at this point in your pre- professional development. The specific content and format will be outlined on a detailed assignment description sheet. This assignment can only be uploaded one time and automatically checked by TurnItIn.com, so make sure you upload a final draft.

At-Home Final Exam Project: 10 points (Your At-Home Final Exam must be submitted Via the correct prompt by Friday of the 7th week of class.) The at-home exam will integrate the course's subject matter and issues. The completed assignment (uploaded via the indicated prompt) will be turned in on the last day of class and automatically checked by TurnItIn.com.

To prepare for the exam throughout the semester, pick one traditional subject area from the grades K-12 school curriculum--e.g., language arts (reading, literature, spelling, grammar, vocabulary, and other elements), math (addition, fractions, geometry, and other elements), social studies (geography, history, government, and other elements), science (biology, chemistry, physics, and other elements), or fine arts (music, visual art, dance, theatre)--and research specific film scenes or specific TV episodes that are appropriate for young people's viewing that relate to the subject area. For example: a scene from A Beautiful Mind or Little Man Tate that shows mathematics problem-solving at work; a scene from The Nutty Professor that illustrates working in a laboratory; a scene from The Sound of Music that shows children learning about musical notes; a scene from WALL*E that comments on technology or environmental issues.

The final exam will consist of compiling FIVE media titles and scene notes that can be used as an ancillary for classroom teaching. Relating the titles to specific Arizona Standards is also required: http://www.azed.gov/standards-practices/ These film scenes are intended as advance organizers, motivators, or framing devices for young people before or as they explore a learning concept. Essentially, you will write a short lesson plan that identifies the film and shows how you will use each of the 5 films. In addition, you must identify the Arizona Standards fulfilled by your lesson. www.teachwithmovies.org can serve as a resource for this assignment. Be sure to choose films that are solid works of art. Reference the “Film Critique Sheet” on pg. 18 to guide your decisions. Remember - you are trying to make a memorable first impression. This assignment can only be uploaded one time, so make sure you upload a final draft. Please use the “Sample Final Exam,” posted on the front of our course page, as a template.

Grading This course uses a cumulative point system; all assignments have a point value totaled for your final course grade, and you can track your progress by maintaining your assigned points in the chart on the next page.

http://www.azed.gov/standards-practices/

http://www.teachwithmovies.org

Due Date Assignment Due Point Values Points Recieved

October 15 Introductory Post 2.5

October 15 Syllabus Quiz 2.5

Tues by 11pm Reading Quiz 1 1 extra credit point

Wed by 11pm Journal Post 1 5