K-12 Blended and Online Learning

Syllabus Outline for an Online Unit of Instruction

Template Course Information
Course Subject Credits Days Time Location Instructor Office Tel Office Cell E-mail : : : : : : Introduction to Film Art & Analysis - COM 203-01 B.A. Communication Major 3 Tuesday & Thursday 12:15 PM. 01:30 PM. Omalia Hall, Room 07 : : : : : Dr. Sony Jalarajan Raj Sullivan Suite 207 (305) 474-6834 786-204-1031 sony.raj@stu.edu

Self-Check Did you include course title, instructor information, grade level, subject area, office hours and required textbooks or resources?

OFFICE HOURS Monday, Wednesday -03:00PM- 05:00PM Thursday -09:30AM-05:00PM (Will be available in the office other than lecture hours) If possible email or telephone for prior appointments.

PRESCRIBED TEXT BOOKS Film Art: An Introduction (9th edition). Bordwell, David and Kristin Thompson. New York: McGraw -Hill, 2010. Film: A Critical Introduction (2nd ed.), Maria T. Pramaggiore and Tom Wallis, 2008, Pearson. Cinema Studies: The Key Concepts (3rd or 4th ed.), Susan Hayward, 92006, Routledge. A Short Guide to Writing about Film (any edition, Pearson, Timothy Corrigan)

Lokey-Vega (2014)

K-12 Blended and Online Learning Expected Student Audience

Students: who are doing the undergraduate degree in Communication & Media Studies. Students who are in the second semester of their university studies. Students who had completed their primary requirement units in their first semester at the University. Students who are planning to do their minor in film studies. Intranet communication using the university website. Communication through Black Board and Moodle. Facebook communication and alerts through customized course pages. Twitter alerts through group customization. COURSE DESCRIPTION COM -203-01 - Introduction to Film Art & Analysis is designed to acquaint students with the history of narrative film, with the fundamentals of how film as an art form communicates ideas and evokes emotions, and with various other kinds of cinema liked documentary and animated film . It also aims to enable students to watch films more closely so that your viewing will become more active and hence, we believe, a richer experience. This course teaches students the critical thinking skills necessary to analyze film as a modern art form through analysis of film texts to discern the way meaning is conveyed through film production elements. This course provides a broad introduction to the study of filmThis course will explore the concepts of film form, film aesthetics, and film style, while remaining attentive to the various ways in which cinema always also involves an interaction with both specific audiences and larger social structuresWe will pay particular attention to the construction of film images, systems of film editing, film sound, and the varied modes of organizing these core elements (narrative, non-narrative, etc.). (We will also) focus on key perspectives in the history of film theory. This course will familiarize you with the basic vocabulary of film form and develop your skills in written film analysis and research. This means learning to (a) analyze how as well as what a films sounds and images mean; (b) understand some of the social and political questions raised by dominant modes of representation; and (c) grasp the mechanics of researching and explicating a films larger context. The course also touches on concepts and concerns central to film and media studies, including narrative, genre, authorship, national cinemas, canon construction, and fandom.

Is the expected student audience described? (Are your students in the USA?)

Teacher Communication

Did you provide at least two forms of communication are included in the syllabus? Does this clearly identify the broad goals or topics to be covered? Does it outline the general topics, concepts and skills to be covered?

Course Description

Lokey-Vega (2014)

K-12 Blended and Online Learning Learning Outcomes

LEARNING OUTCOMES COURSE LEARNING OUTCOMES Overall, the goal of the course is to help you develop a set of skills that will enable you both to experience and analyze all forms of cinema in newly exciting (and critical) ways. (The course objective is) to develop critical awareness of film as an artistic medium, refine critical thinking skills, and learn how to analyze film language. Students who successfully complete the course will: Understand the idea of film as an art form with aesthetic principles. Assessment: Discussions in the class after screening. Know the key aesthetic principles involved in film analysis. Assessment: Regular Blog postings from Week 2- Week 9 Know the key concepts and vocabulary in film production and analysis. PROGRAM LEARNING OUTCOMES Students who successfully complete the course will: Acquire and demonstrate critical thinking skills Assessment: Internship electronic portfolio GER LEARNING OUTCOMES Students who successfully complete the course will: Evaluate the concept into its various aspects of narrative and style, and define film term s and elements associated with film form. Identify the various terms and elements of film style when you see or hear them. Analyze and evaluate each of the film s w e screen this semester and compare their cinematic styles and narratives with those of others we screen, as well as ones you may view. Discuss and distinguish between various types of films, such as narrative, documentary, and animated films. Trace the major developments in film history, relating the film s w e screen to the times and places (film industry and broad socio-historic contexts) in which they were made. Analyze and discuss how individual films affirm, challenge, and/or call into question particular values, attitudes, and institutions of the culture in which each is produced. Appreciate the structures operating within the artsthrough practice or surveying outstanding achievements.

Are these measurable and/or observable? Do they describe what students must know and be able to do? Do they involve some cognitive challenge and active learning?

Lokey-Vega (2014)

K-12 Blended and Online Learning Topics by Week

Topics by week a) Introduction b) Film Narrative c) Film Form d) Film Sound e) Film Genre f) Film Ideology g) Film Authorship & Auteurs h) Film Audience i) Experimental Film j) National Cinema k) Film History l) Documentary

Did you list the topics to be covered each week?

Lokey-Vega (2014)

K-12 Blended and Online Learning Expectations of Student Participation

All students are required to attend and participate in all the class room lectures and Did you outline class participation activities. Students who are absent for more than two regular lecture classes will fail the with descriptions of how it is course. measured (expectations for All students are required to read the assigned chapters of the text and be prepared for each discussion forums, number and class discussion. Each weeks lecture slides will be uploaded in the black board. frequency of logins, amount of Active class room participation is necessary for the success of this unit. time in online class, group project Students need to exhibit creative, constructive and positive participation and intellectual participation, synchronous endeavor through proper communication in the class. sessions, etc.)? Students will demonstrate analytical thinking in the field of mass media being able to acknowledge the influence of it in contemporary society. Students must turn in assignments on time. Acceptance of the late assignments after the deadlines is solely based on the absolute discretionary power of the Professor. Late assignments will be penalized. Assignments by emails will not be accepted and is not encouraged. Respective assignments must be uploaded in the black board in the required format mentioned in the guidelines of the assignments. Students are required to listen to their classmates and respect others viewpoints and opinions. Texting and surfing through cell phones and tablets during the class time is strictly prohibited. Students who are late by ten minutes after the beginning of the class will miss the attendance for the respective class. Assignment notifications, announcements, alerts and messages will only be delivered through the black board and through the official STU email only. Students who plagiarize their assignments with above 5 % will fail the respective assignment and also the course. Assignment feedbacks and evaluations will be delivered through the message and feedback board of the black board only. Attendance for the examination is mandatory; failure to appear for the exam will result in the failure of the respective exam. No re-examination or re-test will be conducted for the absentees.

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K-12 Blended and Online Learning Student Communication Expectations

St. Thomas University strives to provide an educational setting that is distinctive. Emphasis is placed on high academic standards, problem-solving experiences, and spiritual development centered around our faith in Jesus Christ. St. Thomas University is committed to the total development of its students so that they can become effective professionals who contribute in positive ways to their homes, communities, and workplaces. Standards have been established to provide the framework for an environment that is conducive to personal, social, and spiritual growth. In order to provide the best learning environment for students, the university has set the following behavioral expectations. A students enrollment at St. Thomas University involves a moral agreement with the university that the behavioral guidelines will be followed as a matter of each students personal honor. To reinforce the expectations, all incoming students must sign the Student Behavioral Agreement, by which the student explicitly agrees to the expectations set by the university. As part of the Student Behavioral Agreement, students explicitly agree to the Honor Code for Academic Integrity: I affirm that I will uphold the highest principles of honesty and in tegrity in all my endeavors at St. Thomas University and foster an atmosphere of mutual respect within and beyond the classroom. I pledge that I will neither give nor receive unauthorized aid on any assignments or exams. I will properly cite all sources on written assignments to avoid plagiarism. Late submissions of written assignments will not be accepted and students will automatically earn 0 points.

Did you describe the expectations for student behavior when communicating online?

Late Work Policy

Did you explain the consequences for not submitting assignments on time? Written assignments will be submitted through Turnitin Assignment on Blackboard. The
professor will not accept any hard copies. All written assignments are expected to meet the standard for acceptable college writing. To ensure you write papers with college level writing, get help with the editing of your papers at the Writing Center. Make an advance appointment by sending an email to writingcenter@stu.edu, Kennedy Hall 224 or booking your appointment online

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K-12 Blended and Online Learning Grading Policy

A.

Is a grading policy defined with point distribution or weighting In first-year courses (except Lawyering Skills): faculty should strive for an average GPA of scheme? Is the grading scale is 2.90, and in no case should the average GPA of a course be lower than 2.70 or higher than 3.10. The Dean, or the Associate Dean for Academic Affairs at the Deans request, may included?
grant authorization to a faculty member to submit grades outside this range, but only in exceptional circumstances, and only if the faculty member requests authorization before submitting grades. This policy is applicable only to final grades, not to every paper or examination. In second and third-year required courses (except Lawyering Skills and Mentor Externship) and other courses in which 45 or more students are enrolled: faculty should strive for an average GPA of 3.00, and in no case should the average GPA of the course be lower than 2.80 or higher than 3.20. The Dean, or the Associate Dean for Academic Affairs at the Deans request, may grant authorization to a faculty member to submit grades outside of this range, but only in exceptional circumstances, and only if the faculty member requests authorization before submitting grades. This policy is applicable only to final grades, not to every paper or examination. B. Class Rankings After each semesters grades are submitted, law students will be ranked, and each student, at his or her request, will be informed of his or her ranking. Rankings will not be published. If a prospective employer seeks verification of ranking, such verification will be given if the student so authorizes.

Grading Averages

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K-12 Blended and Online Learning Assessments

ASSIGNMENTS & GRADINGS 1) Assignment -1 Weekly Film Review Blog Posting & Black Board Uploads - 40 % (5 x 8 = 40) 2) Assignment -2 - Two Long-form Papers: (2 x 15= 30%) 3) Exam - Final Exam (30 %) Assignment -1 Film Review Response Papers: Blog Posting & Black Board Uploads- 40 % (5 x 8 = 40) After each film screening, you will write a 1250-word review essay in response to the film. Each essay will include a thesis that is proven through analysis that focuses on the topic for that week. These short essays will focus on ONE thematic film element / style / form and analyze how ONE formal element works in ONE scene to develop that theme. Each week you have to do this essay as a personal blog posting in your blog and also simultaneously upload it in black board in MS Word format. Each student has to start an individual blog for the course as the requirement for the written assignment. From week 2 to week 9- Each student has to do continuous postings in the blog. Each week the students have to do a single posting. Each week blog postings must be promoted through your Facebook pages, twitter accounts. Each posting must be above 1200 words. It must not be plagiarized. The postings must be your true, original opinion, comments, arguments, criticisms of the weekly review of the film screened in the class & room lecture topics. Each blog postings must simultaneously be uploaded in the black board also in MS Word Format. Each posting must not be less than three pages or more than five pages. The students must send the link of their blog posting along with their word attachments in the black board. The students are free to be creative, innovative and inventive on making up their blogs. Students are free to use different photographs, images, video clips, and graphics in their blogs. Students must popularize their weekly blog postings among their family friends and relatives. Plagiarized or copied blog postings will lead to the failure of the respective assignment posting. Your weekly posting can be a summarization of each films screened and topics discussed in the class. For purposes of summarization ask yourself the following: What issues are presented in the screened film? What is the element of most concern to the screened film? Why does the film form, film aesthetics, and film style you think important? What is the conceptual / theoretical framework for the film? What are the main findings or main points presented and what is the most critical evidence presented by the film to support these points? For purposes of evaluation, ask yourself the following: What are the strengths and weaknesses of the film screened How would you critically analyze the film for improvements? What elements/ form / style provoked by the films merit for further study? What analysis would be most fruitful in addressing these questions in future investigations? Blog Posts & weekly film review must include the analysis of the following elements 1 - Screenwriting (Screen play- Script to screen, dialogue delivery, literary aesthetics) 2 - Production Design (Set, costumes, props, make up, performances, fights) 3 - Sound (Music) Lighting 4 - Editing (Mixing, synchronization, titles, graphics, animation, effects) 5 - Cinematography (Shots, camera movements, frames, angles) Assignment -2 - Two Long-form Papers: (2 x 15= 30%) Each student might write longer analytic essays during this experience. If you do, you must model them after the three following prompts: 1. Complete a detailed segmentation of a sequence from one of the assigned films, 2. Investigate how mise-en-scne contributes to the development of a theme, and/or Analyze one of the films using at least three of the formal properties you have studied. 3. You may also just post reviews / general thoughts on each film after screening them. Exam - 30 % (2014) There will be a final exam. A selected film will be screened for the exam. The final exam demonstrates your mastery of the terms and facts necessary to speak intelligently about and analyze film.

Area a variety of assessment types included? Is at least one assessment requiring either applying, analyzing, evaluating, or creating?

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K-12 Blended and Online Learning Academic Honesty

PLAGIARISM & CHEATING Plagiarism is considered academic dishonesty and a breach of journalistic ethics. It is subject to sanctions like expulsion. Using the ideas and concepts of others without citations constitutes plagiarism. Within academia, plagiarism by students, professors, or researchers is considered academic dishonesty or academic fraud, and offenders are subject to academic censure, up to and including expulsion. Plagiarism is not a crime per se but in academia and industry it is a serious ethical offense, and cases of plagiarism can constitute copyright infringement. Plagiarism is considered theft or stealing. It is treated as unfair competition or a violation of the doctrine of moral rights. The guideline is, "...if you did not write it yourself, you must give credit." Copying or cutting and pasting published works from any source without proper reference and lack of citation for works used constitute plagiarism. Copying other students' work constitutes cheating. If cheating or plagiarism is found in student work, that student will receive an F for the assignment and will be reported to the Dean of the School of Leadership Studies. Students are not allowed to submit assignments to this course, which have been previously prepared and submitted to other courses. This will be considered as Plagiarism. Plagiarism is defined in multiple ways in higher education institutions and universities. For example: Plagiarism as the "use, without giving reasonable and appropriate credit to or acknowledging the author or source, of another person's original work, whether such work is made up of code, formulas, ideas, language, research, strategies, writing or other form." Plagiarism as the "use of another's work, words, or ideas without attribution" which includes "using a source's language without quoting, using information from a source without attribution, and paraphrasing a source in a form that stays too close to the original." Plagiarism as the "deliberate" use of "someone else's language, ideas, or other original (not commonknowledge) material without acknowledging its source." Plagiarism as the use of "a writer's ideas or phraseology without giving due credit. Plagiarism to be "appropriating another person's ideas or words (spoken or written) without attributing those word or ideas to their true source".

Do conduct and academic honesty requirements clearly explain the policy on cheating and plagiarism. Are consequences for inappropriate behavior included?

Lokey-Vega (2014)

K-12 Blended and Online Learning Acceptable Use Policy

This document describes the guidelines that Information Technology uses in providing services to its clients. Information Technology has great leeway within these guidelines to ensure that services it administers are operated as smoothly as possible. Many people and organizations, local and distant, use University resources. Within this document we refer to this collective group as clients. This document is intended to tell clients what they can expect from Information Technology and what Information Technology expects from them. 2Information Technology responsibilities Information Technology operates a variety of services for its clients, and assures its clients that these services will be reliable. By reliable we mean that the services will operate according to schedule, efficiently, correctly, and securely. Information Technology will take any action necessary, including unannounced inspection of a client's files, network traffic, denial of access, and instigation of formal University disciplinary procedures, in order to protect the reliability of the services and the security of information. In addition to the policies and responsibilities discussed in this document, Information Technology will also rely on other relevant University documents, such as University of Massachusetts Policies and Guidelines when appropriate.

Is the Acceptable Use Policy (AUP) described or linked? Are consequences for noncompliance described?

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K-12 Blended and Online Learning Student Right to Privacy

The University of St. Thomas is required to annually provide this notice by any means that are reasonably likely to inform those who have rights under the Act. The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. These rights include: 1. The right to inspect and review the student's education records within 45 days of the day the university receives a request for access. Students should submit to the university registrar written requests that identify the record(s) they wish to inspect. The registrar will make arrangements for access and notify the student of the time and place where the records may be inspected. If the records are not maintained by the registrar, the registrar will advise the student of the official to whom the request should be addressed. 2. The right to request the amendment of the student's education records that the student believes to be inaccurate or misleading. Students may ask the University to amend a record that they believe is inaccurate or misleading. They should write the university registrar, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. If the university decides not to amend the record as requested by the student, the university will notify the student of the decision and advise the student of his or her right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the student when notified of the right to a hearing. 3. The right to consent to disclosures of personally identifiable information contained in the student's education records, except to the extent that FERPA authorizes disclosure without consent. Some of the exceptions authorized by the law are set out below. 4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by the University of St. Thomas to comply with the requirements of FERPA. The name and address of the Office that administers FERPA is Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue SW Washington, DC 20202-4605 The university also advises students that: 1. The university may deny access to the following classes of records: Financial information submitted by parents; confidential letters or recommendations placed in the file prior to January 1, 1975; confidential letters or recommendations to which the student has waived rights of inspection; private records of instructors, counselors, or administrators kept for their own use; alumni records which contain only directory information and information collected after the student has left the university; and medical, psychiatric, psychological or similar records. 2. The University may disclose educational records without written consent of students to the following: Personnel within the University who maintain educational records and those with a legitimate educational interest, including faculty or staff who deal with the student and carry out education studies, and employees designated by them to assist in these tasks. The University of St. Thomas defines "legitimate educational interest" as "needs the record(s) to carry out employment responsibilities" Therefore, any university employee, or person acting on behalf of the university, may have access to student records without the student's written consent if that person needs the access to carry out his/her employment responsibilities.; officials of other colleges or universities in which the student seeks to enroll, with a notice of the disclosure being sent to the student's last known address; organizations conducting studies approved by the university having educational value or concerning financial aid. accrediting organizations approved by the university carrying out their accrediting functions; persons in compliance with a judicial order or a lawfully issued subpoena, with a notice of the disclosure being sent to the last known address of the student; persons in an emergency, if in the judgment of an official in charge of the records, knowledge of the information is necessary to protect the health or safety of the student or other person. 3. Directory information may be released without the written consent of the student, unless the student specifies to the contrary as described below. Directory information includes student name, address, e-mail address, photographs, telephone number, class year, major field of study, dates of attendance, degrees and awards, current membership in clubs or fraternities, participation in activities and sports with weight and height of team members, high school and other colleges attended, parent's names and addresses, and anticipated date of graduation. 4. To withhold directory information from the public, undergraduate students must file a form available in the office of the registrar and online within one week from the (2014) beginning of the fall semester (or the semester in which the student enters). The order for withholding will remain in effect until the student rescinds it in writing. The form for withholding directory information will inform the student of some possible consequences. For example, as long as a non-disclosure order is in effect the student cannot participate in intercollegiate athletics where team rosters are published, or commencement ceremonies. Graduate students will fill out this form in their respective graduate offices.

Did you include the conditions for sharing or not sharing student information?

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K-12 Blended and Online Learning Technology Requirements

Tablet / Lap Top with MS Word, PDF, Windows Media Player, VLC, Quick Time Media Player

Do the technology requirements outline technical specifications for student computers? Did you describe the procedures to follow when technical problems occur? Did you provide a copyright statement and disclaimer that identifies the owner of the course?

Copyright Statement

Copyright 2014 St. Thomas University, Miami, Florida. All rights reserved. Unless otherwise indicated, all materials on these pages are copyrighted by the St. Thomas University All rights reserved. No part of these pages, either text or image may be used for any purpose other than personal use. Therefore, reproduction, modification, storage in a retrieval system or retransmission, in any form or by any means, electronic, mechanical or otherwise, for reasons other than personal use, is strictly prohibited without prior written permission. The identifier "the STU " refers collectively to the St. Thomas University. General inquiries should be directed to our Web feedback box, accessible from this link or from the footer at the bottom of most pages on our site. Messages posted to some areas of the NaSTU Web site are not private. If you post a message, anyone with access to the message area can read it, and your e-mail address becomes available to anyone who browses or uses the message area. Please keep in mind that the STU cannot control who sends you e-mail as a result of postings to this service. The University of St. Thomas offers services to qualified students with disabilities and provides reasonable and appropriate accommodations necessary for physical, academic and social accessibility. Support services are provided to enrolled students and based on assessed needs. These services may include counseling, pre-screening and referral services, accommodation and academic assistance, interagency coordination and advocacy services. For more information, students with disabilities may contact the Enhancement Program, (651) 962-6315.

Students with Disabilities

Did you indicate your willingness to provide reasonable accommodations to a student with a disability?

*This document pairs with Designing a Syllabus for an Online Unit of Instruction (Peer Evaluation Checklist) by Lokey-Vega (2014).

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