MADT 344: American Cinema
Peer Evaluation
Quinn Winchell, MFA
Fall 2020
MOI, Enrollment, Course Description & Organization
MOI/format: Asynchronous
Enrollment: 49 students
Methods of Assessment:
Weekly Group Discussion Boards
Weekly Quizzes
Exams (3) (Weeks 5, 9, and 13)
Research Assignment (December 6th)
Film Tracing Project (December 14th)
COURSE DESCRIPTION
This course is a survey of American film history beginning at the turn of the 20th century through contemporary productions. We will explore the origins of American cinema and trace out its stylistic, narrative, and cultural development. We will consider various critical approaches to film history in order to interpret the films as representations of historic actuality, while also exploring the Hollywood industry. Through screenings, lectures, written assignments, and exams you will become familiar with the history of American cinema, the evolution of its genres, the influence of technology on its content, the organization and practices of its industry, and its fundamental influence on American culture. We will have a chance to watch many wonderful movies that have shaped the history of Hollywood.
Pedagogical Approach
PEDAGOGICAL APPROACH
My approach
Create an environment where students are familiar with the evolution of filmmaking and how studying film applies to their career aspirations.
How I facilitate student engagement
Weekly group discussion boards where one student poses a question to the group and a discussion arises. I set up a forum Q&A, I also heavily use announcements to communicate with students.
Assessment & Evaluation
LEARNING OBJECTIVES
SAMPLE ASSIGNMENTS/ACTIVITIES
Syllabus, Sample Assignment, Screenings
Overall Course Organization & Design
Learning Module Information
Video, Nostalgia, and Reagan (1980s)
Learning Module: Organization & Design
Elements in the Module:
Learning Module Instruction & Delivery: Lecture
This is an extended lecture that accompanies the PowerPoint. There are film clips embedded to facilitate stronger connections to the presentation material.
Learning Module Instruction & Delivery: Engagement
STUDENT-STUDENT INTERACTION
There are 5 groups of 10 students and each week they all participate in discussion boards where one student has to post a question, based on the material covered in class that week, and the other 9 need to respond with detailed answers.
STUDENT-INSTRUCTOR INTERACTION
In the beginning of the semester, I give specific instructions on how to properly navigate the course and discussion boards.
With the discussion boards, I provide feedback so that they know what I expect from the discussion process.
Throughout the semester I provide detailed class announcements and make myself readily available within and outside of office hours.
Learning Module Instruction & Delivery: Engagement
Learning Module Instruction & Delivery: Engagement
UDL, Access & Accessibility
Universal Design for Learning
Multiple formats: PPT and video lecture
Syllabus & Schedule (headings and alt text)
Content of Learning Modules (Blackboard Ally)
Articles/book through Meriam Library: Open Access Resources
Readings built for mobile
Inclusivity & Diversity
Elements of Inclusivity & Diversity
Since the course has theme variations for each semester, I make it a point to discuss, minority filmmakers, as well as women in the film industry.
Challenges and goals for course redesign
Challenges
The transfer from face-to-face to the online (primarily re-creating presentations).
Goals for course redesign
I want to find more unique ways to develop participation in group communities. I intend on creating a flipped course that emphasizes live discussion and in-class activities, as they will have pre-recorded lectures.
Apply a clearer and more precise criteria to evaluate online participation, including creating a rubric.
FLC Work
I have taken the Digital Pedagogy FLC this semester and will be taking it again in the spring to develop and implement the course redesign goals above.