Education course: Children, Schools, and Cinema —2 films reflection

Two film reflections will be required that capture the central educational issues in the film and connects them to ideas from the reading(s), class lecture and/or personal experiences. No outside source needed.

The following criteria are required for film reflections. Each reflection is worth 20 points; any criteria missing or not clearly exhibited will result in point deductions.

  • Demonstrates a clear understanding of the film (through analysis, not just summary)
  • Clearly describes & analyzes the central educational issue(s) from the film
  • Makes clear, explicit connections to the assigned weekly reading(s)
  • Specific examples from the film directly relate to the issue(s) identified and provide evidence for analysis
  • Integrates personal experiences and/or background information from lectures and/or class discussions with the film
  • Written in clear, grammatically correct manner & conforms to assignment (page requirement, single spaced, readable font, etc.)

Each reflection will be a minimum of one, single-spaced page.

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The First film I choose “Freedom Writers”

This week, we will explore how our conceptualization of teachers has been shaped by films that showcase the heroic teacher. We will also discuss how this ideal teacher might not be the best fit for urban youths. Freedom Writers is based on the true story of UCI graduate, Erin Gruwell, and her first years of teaching in Long Beach. Erin wins the approval and support of both her students and her districts upper administration and even gets permission to stay with her class multiple years, a practice in education known as “looping”. Although Erin’s accomplishments are impressive, the article by Colette N. Cann What School Movies and TFA Teach Us About Who Should Teach Urban Youth: Dominant Narratives as Public Pedagogy discusses Freedom Writers as a White Teacher Savior Film ( or WTSFs). The article also discuss Teach for America (TFA), and how the narratives of the WTSF and TFA differ from what education research tells us about effective teachers, such as critical care and culturally relevant pedagogy. Indeed, these films have been criticized by more than Cann, and we will look at both the reasons behind the criticisms and some comedic portrayals of these critiques in popular culture. Why are WTSFs problematic? How does Freedom Writers both fit and not fit this genre? And what makes Erin so effective with her students?

Topics: Culturally relevant pedagogy, Teach for America, WTSFs

Core Concepts: Links to an external site.Learning

Links to an external sitWatch Freedom Writers (2007)

Reading

1.What schools movies and TFA teach us Cann.pdf

2.Freedom Writers Presentation

Optional:

Did ‘Writers’ get it wrong? (Links to an external site.) (this short article discusses how the film differs from the reality of going to school in Long Beach)

CulturallyRelevantPedagogy(this presentation by previous TA David Liu explores what we mean by Culturally Relevant Pedagogy)

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The second film I choose “A Girl Like Her


Introduction

A Girl Like Her is based on a million true stories, including the life and death of bullied teen Phoebe Prince. This week we will look at different types of bullying and how these can show up in schools. What are schools bullying policies? And are these policies effective? What are some researched ways that schools can support teens who both bully, and are bullied?

Topics: Bullying, School policies

Core Concepts: Links to an external site.Policymaking in Education

Watch

A Girl Like Her (2015) (Links to an external site.)

Reading

Hard Steps Not Yet Taken: Ending Bullying in Our Schools | Edutopia.pdf


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Rubric

Film Reflection Rubric (2)

Film Reflection Rubric (2)

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeFilm analysis and summaryDemonstrates a clear understanding of the film (through analysis, not just summary)

4.0 pts

Summary shows an understanding of the film’s story, and includes an analysis of film elements using film language to examine their purpose, effect, and meaning.

2.0 pts

Partial Credit

0.0 pts

No Marks

4.0 pts

This criterion is linked to a Learning OutcomeCentral Educational IssuesClearly describes & analyzes the central educational issue(s) from the film

4.0 pts

Clearly describes and analyzes the central educational issue(s) from the film

2.0 pts

Partial Credit

0.0 pts

No Marks

4.0 pts

This criterion is linked to a Learning OutcomeConnections to Assigned ReadingsMakes clear, explicit connections to one or more assigned weekly reading (from any week)

4.0 pts

Makes clear connections to at least one reading assigned in class, using quotes and examples from the text.

2.0 pts

Partial Credit

0.0 pts

No Marks

4.0 pts

This criterion is linked to a Learning OutcomeExamples From FilmSpecific examples from the film directly relate to the issue(s) identified and provide evidence for analysis

4.0 pts

Uses correct film terminology to discuss relevant examples relating to educational issues being discussed.

2.0 pts

Partial Credit

0.0 pts

No Marks

4.0 pts

This criterion is linked to a Learning OutcomeConnect to Personal Experience &/or Class Discussions &/or LectureIntegrates personal experiences and/or background information from lectures and/or class discussions with the film

2.0 pts

Full Marks

0.0 pts

No Marks

2.0 pts

This criterion is linked to a Learning OutcomeFormat, Grammar, etc.Written in clear, grammatically correct manner & conforms to assignment (page requirement, single spaced, uses paragraph spacing to help separate and organize ideas, readable font, etc.)

2.0 pts

Full Marks

0.0 pts

No Marks

2.0 pts

Total Points: 20.0

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