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:
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:
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:
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:
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:
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:
By the completion of the semester students will be able to:
• Identify and explain basic concepts and terms of film and video language, both in English and in Spanish. [Objective 1]
• Identify significant Latin American, Spanish, and U.S. Hispanic films and directors, as well as with some Hollywood films that are relevant to the Hispanic world. [Objective 1]
• Explain significant themes, topics, and issues that affect Hispanic film and video production, such as questions of migration, ethnicity, gender, national identity, and political ideology. [ Objective 1]
• The Student Learning Outcomes listed above will be assessed using the following instruments: short essay exams, short in-class writing assignments, a research paper, and an in class presentation.
• Essay questions on exams, and the short and long papers, will be assessed by a rubric as “excellent”, “good”, “average”, “deficient”, or “very deficient”, according to the instructor’s subjective evaluation of the following categories: depth, relevance, and evidence of critical thinking in the written content; fluent and coherent organization of ideas; and appropriate use of Spanish grammatical structure and vocabulary.
• The oral presentation will be assessed using all of the above criteria, as well as an assessment of the students’ oral skills including enunciation, diction, loudness, and eye contact with audience.
• Apply strategies towards becoming more critical, discerning film spectators. [Objective 2]
• Evaluate the art of interpretation as a critical approach to the study of film and culture. [Objective 2]
• The Student Learning Outcomes listed above will be assessed using the following instruments: short essay exams, short in-class writing assignments, a research paper, and an in class presentation.
• Essay questions on exams, and the short and long papers, will be assessed by a rubric as “excellent”, “good”, “average”, “deficient”, or “very deficient”, according to the instructor’s subjective evaluation of the following categories: depth, relevance, and evidence of critical thinking in the written content; fluent and coherent organization of ideas; and appropriate use of Spanish grammatical structure and vocabulary.
• The oral presentation will be assessed using all of the above criteria, as well as an assessment of the students’ oral skills including enunciation, diction, loudness, and eye contact with audience.
• Critically analyze film and video orally and in writing. [Objective 3]
• The Student Learning Outcomes listed above will be assessed using the following instruments: short essay exams, short in-class writing assignments, a research paper, and an in class presentation.
• Essay questions on exams, and the short and long papers, will be assessed by a rubric as “excellent”, “good”, “average”, “deficient”, or “very deficient”, according to the instructor’s subjective evaluation of the following categories: depth, relevance, and evidence of critical thinking in the written content; fluent and coherent organization of ideas; and appropriate use of Spanish grammatical structure and vocabulary.
• The oral presentation will be assessed using all of the above criteria, as well as an assessment of the students’ oral skills including enunciation, diction, loudness, and eye contact with audience.
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:
&
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:
• Identify significant Latin American, Spanish, and U.S. Hispanic films and directors, as well as with some Hollywood films that are relevant to the Hispanic world.
• The Student Learning Outcomes listed above will be assessed using the following instruments: short essay exams, short in-class writing assignments, a research paper, and an in class presentation.
• Essay questions on exams, and the short and long papers, will be assessed by a rubric as “excellent”, “good”, “average”, “deficient”, or “very deficient”, according to the instructor’s subjective evaluation of the following categories: depth, relevance, and evidence of critical thinking in the written content; fluent and coherent organization of ideas; and appropriate use of Spanish grammatical structure and vocabulary.
• The oral presentation will be assessed using all of the above criteria, as well as an assessment of the students’ oral skills including enunciation, diction, loudness, and eye contact with audience.
Please complete at least 1 of the following student objectives.
Students will:
• reflect critically on the cinematic representations of cultural myths and stereotypes of the Hispanic World in U.S. films and viceversa
• explore how national identities are constructed and transformed through performance--not only through the performance of the actors on the screen but also through the shared practices and experiences of spectators across the continent and on both sides of the Atlantic
• look at the ways in which Hollywood genres and styles have influenced Spanish and Latin American cinema--either by prompting imitations, parodies, or rejections
• pay attention to the use of the documentary genre in the making and dissemination of cultural values and perspectives and in the establishment, consolidation, or critique of political ideas crucial to the relations between the United States, Latin America, and Spain
• analyze conflicting representations of immigration and exile and examine various border narratives
• approach the cinematic production of Hispanics in the U.S. and evaluate the impact of the growing Hispanic communities in the U.S. upon recent mainstream Hollywood production
• discuss the phenomenon of the "Latin movie star”--from Carmen Miranda to Antonio Banderas
• The Student Learning Outcomes listed above will be assessed using the following instruments: short essay exams, short in-class writing assignments, a research paper, and an in class presentation.
• Essay questions on exams, and the short and long papers, will be assessed by a rubric as “excellent”, “good”, “average”, “deficient”, or “very deficient”, according to the instructor’s subjective evaluation of the following categories: depth, relevance, and evidence of critical thinking in the written content; fluent and coherent organization of ideas; and appropriate use of Spanish grammatical structure and vocabulary.
• The oral presentation will be assessed using all of the above criteria, as well as an assessment of the students’ oral skills including enunciation, diction, loudness, and eye contact with audience.
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.