Assignments and Rationales
Overview
The assignments in this course are designed to build both critical understanding and practical appreciation of film as an art form and cultural document. Each task—whether analytical, collaborative, or creative—targets specific learning outcomes: developing visual literacy, strengthening the ability to interpret and discuss cinematic works, applying theoretical concepts to real examples, and experiencing the creative process of filmmaking. By combining reading-based comprehension activities, written and discussion-based analyses, and a hands-on production project, students will gain a multifaceted perspective on how films are made, how they convey meaning, and how they reflect and shape the societies that produce them.
InQuizitive Exercises
Purpose:
To reinforce understanding of key concepts from the assigned textbook chapters through interactive, self-paced review.
Rationale:
The InQuizitive platform provides immediate feedback and adaptive questioning, allowing students to identify and address gaps in comprehension. Because they can reattempt questions until achieving mastery, students are encouraged to fully engage with the material, strengthening retention and preparing them for deeper in-class and written analyses.
Learning Outcomes Addressed:
- Communication: Apply film terminology and theoretical concepts to specific works (visual literacy).
- Communication: Demonstrate expertise in explaining the role of film in society and its historical development.
Tests
Purpose:
To assess comprehension of course concepts, film terminology, and historical/theoretical contexts discussed in readings and class lectures.
Rationale:
Open-book, untimed tests encourage application of knowledge rather than rote memorization. Students practice retrieving, synthesizing, and applying concepts, reinforcing their ability to connect ideas from multiple sources (textbook, lectures, and discussions) to the study of film.
Learning Outcomes Addressed:
- Communication: Evaluate and analyze the artistic, cultural, and political intentions of filmmakers.
- Communication: Demonstrate expertise in explaining film’s societal role and influences.
Written Film Responses
Purpose:
To develop analytical writing skills by examining specific aspects of two assigned films in depth.
Rationale:
Guided questions prompt students to connect cinematic techniques, narrative choices, and thematic elements to broader cultural and historical contexts. This sharpens observational skills, critical thinking, and the ability to articulate nuanced interpretations in clear, organized prose.
Learning Outcomes Addressed:
- Communication: Apply film terminology and theoretical concepts to analysis.
- Communication: Engage in scholarly discourse with evidence-based interpretations.
- Creative Thinking: Combine and synthesize ideas in original ways.
Online Group Film Discussions
Purpose:
To foster collaborative analysis and dialogue about assigned films, encouraging students to consider multiple perspectives.
Rationale:
By contributing initial insights and responding thoughtfully to peers, students engage in a dynamic exchange of interpretations. This process models scholarly discourse, improves communication skills, and challenges students to support their observations with specific evidence from the film.
Learning Outcomes Addressed:
- Communication: Engage in scholarly discourse, supporting ideas with evidence.
- Teamwork: Demonstrate productive collaboration in group settings.
- Communication: Apply visual literacy skills in discussion.
Individual or Group Film Project
Purpose:
To apply course concepts creatively by producing a short narrative film, demonstrating an understanding of cinematic storytelling principles.
Rationale:
Hands-on filmmaking deepens appreciation for the craft by requiring students to make intentional choices about camera work, sound, lighting, editing, and narrative structure. Whether working individually or collaboratively, students experience the practical challenges of production, translating theoretical knowledge into artistic expression.
Learning Outcomes Addressed:
- Creative Thinking: Translate analytical insights into creative expression.
- Teamwork: Collaborate effectively to complete a complex creative project.
- Communication: Communicate ideas visually and aurally using film technology.
- Teamwork: Develop a personal framework for evaluating moral and social values in film.
Extra Credit Opportunities
Students have the option to complete up to three extra credit film responses, worth 25 points each, for a maximum of 75 points. You may watch and critique only one film from each pairing (in any order):
- Fiddler on the Roof (1971) or Lawrence of Arabia (1962)
- High Noon (1952) or On the Waterfront (1954)
- Apollo 13 (1995) or Green Book (2018)
Due dates for each response are listed in the daily syllabus. Each critique should address the film’s artistic and technical elements, thematic depth, and cultural or historical significance, using the analytical tools and terminology introduced in class, and using the Film Response questions provided as catalysts for your analysis.
In addition, you may earn 35 extra points by submitting your Individual Film Project early (see calendar for early submission date).
Purpose:
- To encourage exploration of influential films beyond the core viewing list.
- To provide additional opportunities to apply course concepts in written, oral, or visual analysis.
- To recognize initiative, time management, and a deeper engagement with cinematic history and culture.
Rationale:
These extra credit assignments allow motivated students to expand their film literacy, strengthen analytical skills, and connect classroom learning to a broader spectrum of cinematic works. The early project submission option also rewards students for planning ahead and refining their creative process.
Learning Outcomes Addressed:
- Communication: Apply film terminology and theoretical concepts to original analysis; engage in evidence-based interpretation of cinematic works.
- Creative Thinking: Synthesize ideas and perspectives in imaginative and insightful ways when evaluating films.
- Teamwork (Self-Directed Contribution): Demonstrate self-motivation and discipline in meeting optional but challenging goals.
- Personal Standards & Values: Develop and articulate a personal framework for evaluating a film’s moral and social values within its cultural and historical context.
Class Films
These are the films that you will be required to watch and evaluate. The films will be available to you in your Media Gallery through the Canvas page for this course. Please view each film on as large a screen as you are able. These films were not designed to be watched on a phone or tablet, but on a larger-than-life movie screen.
The General (1926)
Singin' in the Rain (1952)
Slumdog Millionaire (2008)
Jaws (1975)
The Man Who Shot Liberty Valance (1962)
Life is Beautiful (La vita é bella) (1997)
Amadeus (1984)
The Shawshank Redemption (1994)
Psycho (1960)
Citizen Kane (1941)
The Godfather (1972)
Dunkirk (2017)
It's a Wonderful Life (1946)
Classroom Rules
- You will be expected to participate in discussions, both in class and/or online, and to share your ideas.
- You will be expected to show respect to both your instructor and your classmates.
- If your instructor deems disrespectful behavior chronic, you may be asked to withdraw from the course. If such withdrawal is past the deadline for dropping the course, you will receive a failing grade.
Instructor's Policy on Objectionable Material
The films selected for this course are chosen for their artistic, cultural, and historical significance, representing some of the finest achievements in filmmaking across the history of cinema. While certain works may contain challenging content—such as violence, mature themes, or depictions reflective of the period in which they were made—none have been selected for vulgarity or gratuitousness.
The instructor does not consider the MPAA rating system to be a reliable or comprehensive moral guideline, as its standards can be inconsistent and culturally subjective. Instead, you will be encouraged to develop your own informed framework for evaluating a film’s moral and social value, considering context, intent, and artistic purpose.
Viewing and critically engaging with all assigned films is a required component of the course. These works have been selected to broaden your understanding of cinema, to prompt critical discussion, and to challenge you to think deeply about the role of film in reflecting and shaping society.
Learning Outcomes Connection:
This policy supports the Communication outcome by requiring students to articulate evidence-based interpretations of cinematic works, and the Personal Standards & Values outcome by guiding students in the development of an individual, thoughtful approach to evaluating the moral and social dimensions of film.