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Viewing: FLA 318 : Egyptian Culture through Film

Last approved: Fri, 19 Feb 2016 21:33:13 GMT

Last edit: Fri, 19 Feb 2016 21:33:13 GMT

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FLA (Foreign Languages and Literatures - Arabic)
318
032284
Dual-Level Course
Cross-listed Course
No
Egyptian Culture through Film
Egyptian Culture through Film
College of Humanities and Social Sciences
Foreign Languages & Literature (16FL)
Term Offering
Spring Only
Offered Every Year
Spring 2016
Previously taught as Special Topics?
Yes
2
 
Course Prefix/NumberSemester/Term OfferedEnrollment
FL 495 / FL 295Spring 2014 / Spring 20159 / 6
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Inas Messiah
Teaching Assistant Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture2525NoNone
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
MIDDLE EAST MINOR / ARABIC CONCENTRATIONElectiveElective
This course offers a survey of cinema in modern Egypt using film as a medium to learn about the cultural and social structures in Egypt. The course incorporates weekly screenings of feature films representing different styles and periods. Students will be required to read relevant material, take essay exam questions, write film reviews, a final paper, and give a presentation of their final paper. The course is taught in English.

A course on popular Egyptian Culture through Film will offer students a unique and valuable experience. Egypt is a country with a diverse and complex culture depicted by a diverse and complex discourse. It is the country with the largest population, history, and military in the Middle East.  Egypt was the maker and exporter of films decades before any Arab country started its own film industry.  The films will offer an excellent medium to learn about Egypt, a country with great influence on the Middle-East.  How do film makers from Egypt use the vehicle of cinema to represent their own stories and people? These first-hand accounts will display authentic and notable roles played by Egyptian actors.


Students at NC State from almost every academic discipline are in our Arabic language program and have expressed interest in such a course.


No

Is this a GEP Course?
Yes
GEP Categories
Global Knowledge
Humanities
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:
 
 
Students will be able to recognize values, traditions, and life styles prevalent in regions of the world other than theirs. They will be able to explain scenes that might otherwise seem obscure or unexplainable. They will also make connections and draw parallels between their own cultures and the target cultures, becoming themselves engaged in this process of discovery.
 
 
Film reviews, Essay exam questions, Final paper, and Oral presentation - Example Prompt: “A tragedy is a drama or literary work in which the main character is brought to ruin or suffers extreme sorrow; especially as a consequence of a tragic flaw, moral weakness, or inability to cope with unfavorable circumstances.” Describe and discuss a character from the film you viewed that fulfills the above definition. Explain how this Egyptian character embodies the characteristics of a tragic figure.
 
 
Students will be able to translate, elucidate, and assign meaning to different elements in a given film, such as objects, chosen terms or names and characters. They will assess and compare the use of those elements in the portrayal of the human experience.
 
 
Film reviews, Essay exam questions, Final paper, and Oral presentation - Example Prompt: A motif is a distinctive, recurring and dominant element in a narrative. Varying types of motifs are used in film to recreate a reality or establish a concept. Imagery, language, scenario, movement, light, color, objects, dress, scenery, landscape, music, and types of characters can each be used as a motif to convey a symbolic meaning. What motifs led to your discovery of certain Egyptian cultural aspects?
 
 
Students will be able to differentiate between behaviors of different groups. They will be able to follow the development of each group and explain the reasons that lead a group to a particular behavior. Students will also be able to predict outcomes and consequences of certain developments.
 
 
Film reviews, Essay exam questions, Final paper, and Oral presentation - Example Prompt:
How do you interpret the lack of a strong and influential heroine in the last three films we have seen? In past films, it was the female lead character that, even if in imperfect ways, elevated her family’s class, made choices for herself and others, vindicated her family’s honor, upheld the tradition, and planned her family’s future. Explain how the disappearance of a strong female character reflects new societal beliefs and behaviors.
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:
 
 

 
 

 
 

 
 

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:
 
 

 
 

 
 

 
 

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:
 
 

 
 

 
 

 
 

 
 

 
 

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:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

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:
 
 

 
 

 
 

 
 

 
 

 
 

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:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

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:
 
 
Students will be able to Identify and examine cultural norms, ideas, values, images, historical artifacts, economic structures, technological developments, and attitudes of people in Egypt since the beginnings of the film industry to the present. Students will characterize some of these elements as similar to their own experience, and will judge others to be foreign. They will be able to indicate differences others will not see, and reveal reasons and consequences of a particular trait in the culture.
 
 
Film reviews, Essay exam questions, Final paper, and Oral presentation - Example Prompt: In Egyptian culture, social class is often conducive to a person’s lot in life. Discuss 2 different situations where social order determines the destiny of a character. Discuss also a situation where events occur contrary to the established social order.
 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 
Students will be able to explain how Egyptian culture is constantly changing in response to political, ideological, and economical pressures. Students will follow the development of events since the British occupation of Egypt to recent revolutions, and will be able to distinguish and explain the unique impact of each development on different societal groups .
 
 
Measure(s) for above Outcome(s):
Film reviews, Essay exam questions, Final paper, and Oral presentation - Example Prompt: The Yacoubian Building (2006) and Everything is Fine (1937) are films where events happen in the same city, Cairo. Yet the films seem to have been made in different worlds. Describe and highlight the differences in the way Egypt and its culture were portrayed in the two films. Explain the circumstances that lead to the fundamental changes.
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.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
100%
 
a. If seats are restricted, describe the restrictions being applied.
 
None
 
b. Is this restriction listed in the course catalog description for the course?
 
NA
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
None
 
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
Dr. Messiha has taught this course as a special topics course over the past several years; it will continue to be a regular part of her course rotation; therefore no new additional resources are required.

The goal of this course is to satisfy an existing interest. Many students at NC State have an interest in the Middle East and will appreciate this course.


Students will gain cultural knowledge that will be beneficial to them whether they seek to expand their knowledge of the world, or to practice a learned trade outside of their home country.


Even though NC State offers many courses on the Middle East, no course currently offered has the same focus as this course.


Students will gain an appreciation for the diversity that exists in Egypt. The films students will view will be varied, covering a wide range of eras, topics, ideologies, styles, and characters.


Students will develop an ability to explore the way cinema reflects cultural and societal conditions in Egypt.  They will be impacted by the exploration and the discovery of this rich culture and its cinematic representation. 


Student Learning Outcomes

By the end of this course, the students will be able to:



  1. Analyze and critique an Egyptian film based on the experience and knowledge they gained during the semester.

  2. Interpret and elucidate cultural scenes that may seem obscure and unintelligible to others.

  3. Summarize the core values and traditions in this part of the world.

  4. Draw parallels between life as they know it and life in this foreign country, and the way life is portrayed in movies here and there.

  5. Apply the knowledge they gained in communicating with others, and in interpreting events and news from this part of the world.


Evaluation MethodWeighting/Points for EachDetails
Other100%Please see syllabus
TopicTime Devoted to Each TopicActivity
Please see Syllabus

rvgross (Sat, 19 Sep 2015 13:09:30 GMT): Rollback: Needs a change.
dmm (Sat, 19 Sep 2015 13:33:09 GMT): Rollback: Inas - please make your correction.
despain (Wed, 21 Oct 2015 00:03:24 GMT): Rollback: Various substantive changes to be made.
Key: 7892