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Course Information (click
on pictures) Erin Brockovich Norma Rae Burning Time
to Kill
One Flew Over the
Cuckoo’s Nest
Additional Films Dead Man Walking
Cool Hand Luke
The
Long Walk Home
On the Waterfront Constant
Girl in the Cafe
Contact Information
Office: Mercy Hall, 250
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“ Students will be able to: Ø
analyze, compare, and contrast the themes of social justice in
the movies studied; Ø
define film terms and explain
film concepts and apply both to specific movies; Ø
write critical analysis papers; Ø
develop effective note-taking strategies; Ø
deliver collaborative oral class presentations Ø
use multimedia tools (e.g., PowerPoint and
online discussions) to communicate course concepts and online databases to
access articles pertinent to movies studied Essential Questions These questions reflect the broad understandings
that students should develop as a result of the course. þ
How do cinematic techniques underscore a film’s
theme? We study cinematic
techniques (e.g., editing, shot composition) and the role of director,
cinematographer, screenwriter, actors, and others, who work collaboratively
to create a film. The textbook Looking at Movies: An Introduction to Film
and additional reading material provide background on cinematic concepts. We
apply these concepts to the films studied to understand how filmmakers use
cinematic techniques to convey their messages and elicit audience response.
The goal is to develop a critical perspective for viewing movies and gaining
an aesthetic appreciation of movies as an art form. þ
How do The theme of
fighting for justice is popular in films; generally film viewers like to see
underdogs win. In the course, we focus
on a variety of films that depict rebels fighting bravely, sometimes alone,
for justice. In each film, the way in which the protagonist rebels and how
the concept of social justice is developed vary. Viewers will find some
protagonists altruistic and others egotistical. None of the films present a one-sided view.
The films examine timely issues, such as environmental pollution, unfair
labor practices, the fight for civil rights, racial and bureaucratic
oppression, inhumane institutionalization of the mentally ill, abuse of
power, and capital punishment.
Students will question the motives of the rebels, the value of their
fights, and whether social justice is served. The meaning of the
term social justice is itself ambiguous, and the course examines a variety of
definitions. (See the quotations below as a start point, and consider how
philosophers, political scientists, and others define both justice and social
justice.) Of note, several
of the films are based on historical events (Mississippi Burning) or biographies (Erin Brockovich and Norma
Rae) while others borrow from literary texts (e.g., One Flew over the Cuckoo’s Nest, Time to Kill, and Shawshank Redemption). The way
filmmakers interpret source material reflects their views on social justice.
We will study how the filmmakers’ adaptations differ from the source material
and hypothesize as to why changes were made as we come to understand each
filmmaker’s stance on social justice. We will also consider movies not seen
in class that deal with social justice, such as These quotations
may begin to help you understand and ponder our course theme, which you will
hopefully find a perennial theme in your lifetime. Whatever your career plan
or personal goals, hopefully social justice will be a part of them. Quotations on the Theme of Justice “Why should there not be a patient confidence in the ultimate justice
of the people? Is there any better or equal hope in the world?” Abraham Lincoln, First Inaugural Address, “I am somehow less interested in the weight and convolutions of
Einstein's brain than in the near certainty that people of equal talent have
lived and died in cotton fields and sweatshops.” Stephen Jay Gould “The moral arc of the universe
bends at the elbow of justice.” Martin Luther King, Jr. “Human progress is neither
automatic nor inevitable... Every step toward the goal of justice requires sacrifice,
suffering, and struggle; the tireless exertions and passionate concern of
dedicated individuals.” Martin Luther King, Jr. Course Format Units of study begin by viewing a film over two or three
classes. Following the full screening, specific sequences are replayed to
study cinematic techniques and thematic elements. Students have access to copies of films for
viewing outside of class. For several of the course films, students are
required to take notes; this entails a second viewing of the movie, usually
outside of class time. Guides provide a structure for writing notes, and
students may follow the guides at their discretion. Tips for writing
effective notes in a condensed timeframe are offered. For the two films in
the course, students prepare oral presentations and collaborative notes for
class sharing instead of writing notes according to a guide. In addition,
students are responsible for taking notes on the textbook readings and the
textbook’s accompanying DVD clips. Two formal papers are assigned, each
comparing two course films. All sections of FYS have two assignments related
to the common reading, A Thousand
Splendid Suns, a novel that complements our course theme of fighting for
social justice. Course Textbook Barsam, Richard. Looking at
Movies: An Introduction to Film. (2nd ed.) Hosseini. A Thousand
Splendid Suns. Course Materials Ø
Three-ring, loose-leaf binder with dividers and pockets Ø
Course handouts to be distributed and kept in the loose-leaf
binder Ø
SJC e-mail and Blackboard accounts, as well as ID card for
library use Ø
Books and films on reserve in the library and books and DVDs in
the regular College library collections Ø
Course textbook website at wwnorton.com/movies Ø
Course website and blog Background
about SJC and FYS First-Year Seminar Philosophy First Year Seminar (FYS) introduces students to academic life in a
college community setting. The course
addresses social, emotional, and academic aspects of the transition to
college life. Mercy values and
mission, academic honesty, healthy lifestyles, effective communication,
critical thinking, collaborative learning, and research skills are addressed
in the course. By exploring the purpose
of higher education and institutional mission, the students learn about the
philosophy and values of the College as the foundation for their learning and
for involvement in the College community. Academic Integrity Academic
integrity is the responsibility a student assumes for honestly representing
all academic work. The responsibility
implies that the student will in no way misrepresent her work or unfairly
advance her academic status.
Furthermore, the student will not assist another student in unfairly
representing her work. Academic work
includes take-home assignments, papers, and course projects. The use of all
source material must be documented.
Because academic integrity is inherent in the philosophy of General Education Curriculum: Integral Skills Written & oral communication: two analytical papers and
two oral presentations Critical thinking: critical notes on films,
critical notes on textbook, critical responses on quizzes, two analytical
papers, discussions focused on comparing movie adaptations to their source
and comparing movie themes and techniques Research/scholarship: background research for papers and presentations, use of MLA
documentation style and online databases for papers, critiquing the
credentials and credibility of Internet sources Collaboration: peer reviews of papers,
oral presentations, online collaborative activities (e.g., Blackboard
discussions and postings to class blog). Selected Bibliography (books available in SJC library) Ball,
Howard. Murder in Brockovich,
Erin with Mark Eliot. Take It From Me:
Life’s a Struggle But You Can Win. Fireside,
Huie,
William Bradford. Three Lives for Leifermann,
Henry P. Crystal Lee: A Woman of
Inheritance. |
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Email jarzt@sjc.edu | @ Judy
Arzt, 2005-2007 | Last revised: |
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