Component Type	Contact Hours
Lecture	3.0

Enrollment Component	Per Semester	Per Section	Multiple Sections?	Comments
Lecture	20	20	No	Approximately 20 students per semester.

Catalog Description

Survey of the major contributions of French cinema from its origins to the present. Attention to film as an artistic medium and to the cinematic representation of French history and culture. Reading, discussion, and viewing of films including Un Chien Andalou, La Passion de Jeanne d'Arc, Le Retour de Martin Guerre, La Marseillaise, Les 400 Coups, and Diva.

Justification for each revision:

GEP Review.

Does this course have a fee?

List amount and justification for fee:

Is this a GEP Course?

Yes

GEP Categories

Global Knowledge
Visual & Performing Arts

Humanities Open when gep_category = HUM

Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 1:
Obj. 1) Engage the human experience through the interpretation of culture.

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 2:
Obj. 2): Become aware of the act of interpretation itself as a critical form of knowing in the humanities.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 3:
Obj. 3) Make academic arguments about the human experience using reasons and evidence for supporting those reasons that are appropriate to the humanities.

Attach Additional GEP Information if applicable

Mathematical Sciences Open when gep_category = MATH

Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 1:
Obj. 1) Improve and refine mathematical problem-solving abilities.

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 2:
Obj. 2) Develop logical reasoning skills.

Attach Additional GEP Information if applicable

Natural Sciences Open when gep_category = NATSCI

Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 1:
Obj.O 1) Use the methods and processes of science in testing hypotheses, solving problems and making decisions

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 2:
Obj. 2) Make inferences from and articulate, scientific concepts, principles, laws, and theories, and apply this knowledge to problem solving.

Attach Additional GEP Information if applicable

Social Sciences Open when gep_category = SOCSCI

Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 1:
Obj. 1) Examine at least one of the following: human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 2:
Obj. 2) Demonstrate how social scientific methods may be applied to the study of human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 3:
Obj. 3) Use theories or concepts of the social sciences to analyze and explain theoretical and or real-world problems, including the underlying origins of such problems.

Attach Additional GEP Information if applicable

Interdisciplinary Perspectives Open when gep_category = INTERDISC

Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 1:
Obj. 1) Distinguish between the distinct approaches of two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 2:
Obj. 2) Identify and apply authentic connections between two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 3:
Obj. 3) Explore and synthesize the approaches or views of two or more disciplines.

To assist CUE in evaluating this course for inclusion on the Interdisciplinary Perspecitves list, please answer these additional questions.
1. Which disciplines will be synthesized, connected, and/or considered in this course?

2. How will the instructor present the material so that these disciplines are addressed in a way that allows the students "to integrate the multiple points of view into a cohesive understanding"?

Attach Additional GEP Information if applicable

Visual & Performing Arts Open when gep_category = VPA

Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 1:
Obj. 1) Deepen their understanding of aesthetic, cultural, and historical dimensions of artistic traditions.

Describe the aesthetic, historical and cultural evolution of the cinema in France. Explain the characteristics of the major periods of French cinema from its invention to the present day comparing "ideas, values, images, cultural artifacts, economic structures, technological developments, [and] attitudes.”

Short answer homework assignments/essay exam questions.
Sample homework prompt: For the film Faubourg 36, How does the story of the film (of Pigoil, Jojo and Douce) help us to to understand the social political and economic history of 1935-36 in France (National Front, economic crisis).

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 2:
Obj. 2) Strengthen their ability to interpret and make critical judgements about the arts through the analysis of structure, form, and style of specific works.

Describe how a film reflects its historical context and identify the narrative and cinematic devices employed in a film, such as theme, point of view, mise-en scène, and composition, and relate them to the content of the film.

Short answer homework assignments/essay exam questions.
Sample prompt: After viewing a clip of a film presented in class: Identify the film. Analyze and discuss the clip and its role in the entire film. Next, how does this clip and this film, its themes and cinematic techniques illustrate its period and its place in the history of French cinema.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 3:
Obj. 3) Strengthen their ability to create, recreate, or evaluate art based upon techniques and standards appropriate to the genre.

Evaluate, orally and in writing, selected French films and their continuing aesthetic validity or challenge, supporting the analysis and assessment with cinematic evidence.

Final Paper. Student submits in draft and final a research paper in French on a French film that was not already studied in the class. The draft is due on the same day as the student presents the film orally to the class. The draft is returned to the student and the final version is due on Reading Day. Description of assignment. Film paper and presentation must include: Identify the film’s genre. Summarize the plot. Explain the structure and the themes of the film, noting the essential vocabulary specific to the film. Describe the main characters. Discuss the selected clip and identify its cinematographic techniques. Explain how the film fits into the heritage of French cinema. The oral presentation includes what the student appreciated the most in this film and why you selected it and a written a pedagogical sheet for the class with title, names of directors, characters and actors, and notes on the vocabulary, structure, themes, and resources consulted.

Attach Additional GEP Information if applicable

Health and Exercise Studies Open when gep_category = HES

Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 1:
Obj. 1) Acquire the fundamentals of health-related fitness, encompassing cardio-respiratory and cardiovascular endurance, muscular strength and endurance, muscular flexibility and body composition.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 2:
Obj. 2) Apply knowledge of the fundamentals of health-related fitness toward developing, maintaining, and sustaining an active and healthy lifestyle.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 3:
Obj. 3) Acquire or enhance the basic motor skills and skill-related competencies, concepts, and strategies used in physical activities and sport.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 4:
Obj. 4) Gain a thorough working knowledge, appreciation, and understanding of the spirit and rules, history, safety, and etiquette of physical activities and sport.

Attach Additional GEP Information if applicable

Global Knowledge Open when gep_category = GLOBAL

Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 1:
Obj. 1) Identify and examine distinguishing characteristics, including ideas, values, images, cultural artifacts, economic structures, technological or scientific developments, and/or attitudes of people in a society or culture outside the United States.

Already reviewed.

Please complete at least 1 of the following student objectives.
List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 2:
Obj. 2) Compare these distinguishing characteristics between the non-U.S. society and at least one other society.

Already reviewed.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 3:
Obj. 3) Explain how these distinguishing characteristics relate to their cultural and/or historical contexts in the non-U.S. society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 4:
Obj. 4) Explain how these disinguishing characteristics change in response to internal and external pressures on the non-U.S. society.

Attach Additional GEP Information if applicable

US Diversity Open when gep_category = USDIV

Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 1:
Obj. 1) Analyze how religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age identities are shaped by cultural and societal influences.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 2:
Obj. 2) Categorize and compare historical, social, political, and/or economic processes producing diversity, equality, and structured inequalities in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 3:
Obj. 3) Interpret and evaluate social actions by religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups affecting equality and social justice in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 4:
Obj. 4) Examine interactions between people from different religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups in the U.S.

Attach Additional GEP Information if applicable

Requisites and Scheduling

What percentage of the seats offered will be open to all students?

100

a. If seats are restricted, describe the restrictions being applied.

No restrictions

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

Prerequisite: 3 hrs. in French at 300 level

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

None

Additional Information

Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.

Title and author of any required text or publications.

See Syllabus.

Major topics to be covered and required readings including laboratory and studio topics.

See syllabus.

List any required field trips, out of class activities, and/or guest speakers.

See syllabus.

Consultation

Instructional Resources Statement

Part of faculty member's normal teaching load.

Course Objectives/Goals

The principal course objective is for students to make academic arguments about the human experience using reasons and evidence for supporting those reasons that are appropriate to the humanities. By the end of the course students will be able to: explain the characteristics of the major periods of French cinema from its invention to the present day comparing ideas, values, images, cultural artifacts, economic structures, technological developments, [and] attitudes; describe how a film reflects its historical context; identify the narrative and cinematic devices employed in a film, such as theme, point of view, mise-en scène, and composition, and relate them to the content of the film; discuss, orally and in writing, selected French films and their continuing aesthetic validity or challenge; write a coherent essay on given topics about these films and their contexts, supporting arguments with evidence.

Student Learning Outcomes

Students will be able to:

1. explain the characteristics of the major periods of French cinema from its invention to the present day comparing ideas, values, images, cultural artifacts, economic structures, technological developments, [and] attitudes;

2. describe how a film reflects its historical context; identify the narrative and cinematic devices employed in a film, such as theme, point of view, mise‐en scène, and composition, and relate them to the content of the film;

3. discuss, orally and in writing, selected French films and their continuing aesthetic validity or challenge; write a coherent essay on given topics about these films and their contexts, supporting arguments with evidence.

Student Evaluation Methods

Evaluation Method	Weighting/Points for Each	Details
Written Assignment	See syllabus	See syllabus.

Topical Outline/Course Schedule

Topic	Time Devoted to Each Topic	Activity
See syllabus.

Syllabus

FLF_318_Syllabus_2015.pdf

Additional Documentation

Additional Comments

Justification for this request

History

Viewing: FLF 318 : The Heritage of French Cinema

Last approved: Fri, 24 Jun 2016 08:01:15 GMT

Last edit: Tue, 05 Apr 2016 15:58:58 GMT