Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181
Course Title: Chicano/a Mexican American Cinema: A Critical Analysis Subject Area/Course Number: DRAMA-030
New Course OR Existing Course
Instructor(s)/Author(s): Josephine A. Perry
Subject Area/Course No.: DRAMA-030 Units: 3 Course Name/Title: Chicano/a Mexican American Cinema: A Critical Analysis Discipline(s): Drama/Theater Arts, Film Studies, Ethnic Studies
Pre-Requisite(s): None Co-Requisite(s): None Advisories: English 100
Catalog Description: DRAMA-030 is a critical approach to the study of Chicano/a cinema. It utilizes film screenings, lectures, classroom discussions, and readings to facilitate the study of film as both an artistic form as well as an expression of Chicano/a historical, political and social movements in the United States and to explore the ethical values examined and expressed in Chicano/a movies.
Schedule Description: Explore the Chicano-Mexican American experience through films created about Mexican Americans as well as films created by Mexican Americans in the 20th and 21st centuries. You will journey on an epic adventure through a variety of subjects and genres such as dramas, comedies and documentaries. These films help you to understand and experience the journey that various Mexican American individuals and groups have taken to arrive at the 21st century in the United States. You will come to appreciate and acknowledge the far reaching effects of Mexican Americans on both the broader culture and the socio/political landscape throughout the United States and the world.
Hours/Mode of Instruction: Lecture 54 Lab Composition Activity Total Hours 54 (Total for course)
Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 (If Non-Credit desired, contact Dean.) Student Choice (SC) 2 3
Please apply for:
LMC General Education Requirement and/or Competency & Graduation Requirement(s): Humanities
Transfer to: CSU UC IGETC LDTP Course is Baccalaureate Level: Yes No
Page 1 of 15 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181
Course Title: Chicano/a Mexican American Cinema: A Critical Analysis Subject Area/Course Number: DRAMA-030
Signatures:
Department Chair Date
Librarian Date
Dean/Sr. Dean Date
Curriculum Committee Chair Date
President/Designee Date
CCCCD Approval Date (Board or Chancellor's Office) Date
For Curriculum Committee Use only:
STAND ALONE COURSE: YES NO
FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester ______Catalog year 20____/20_____ Class Max: ______Dept. Code/Name:______T.O.P.s Code: ______Crossover course 1/ 2: ______ESL Class: ____Yes / No______DSPS Class: ____Yes / No_____ Coop Work Exp: ___Yes / No_____ Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support F Transfer, Non-Occupational G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced
Course approved by Curriculum Committee as Baccalaureate Level: _Yes / No_
LMC GE or Competency Requirement Approved by the Curriculum Committee: ______
Distribution: Original: Office of Instruction Copies: Admissions Office, Department Chairperson Rev 09-17-2008
Page 2 of 15 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181
Course Title: Chicano/a Mexican American Cinema: A Critical Analysis Subject Area/Course Number: DRAMA-030
Institutional Student Learning Outcomes
Check the institutional student learning outcomes (or category of outcomes) below that are reflected in your course:
General Education SLOs (Recommended by GE Committee) At the completion of the LMC general education program, a student will: 1. Read critically and communicate effectively as a writer and speaker. 2. Understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. Think critically and creatively 4. Consider the ethical implications inherent in knowledge, decision-making and action. 5. Possess a worldview informed by diverse social, multicultural and global perspectives.
Occupational Education SLOs (Recommended by Occupational Education Committee) At the completion of the LMC occupational certificate or degree, a student will: 1. Be academically prepared to obtain an entry-level or a mid-level position in their industry. 2. Apply critical thinking to research, evaluate, analyze and synthesize information. 3. Demonstrate strong communication skills (written and/or oral) and interpersonal skills (customer service and team work). 4. Appropriately apply industry materials and technology. 5. Demonstrate the skills and knowledge necessary to take and pass certification exams for career advancement in their industry.
Developmental Education SLOs (Recommended by Developmental Education Committee) At the completion of the LMC Developmental Education Program, a student will: 1. Demonstrate the skills necessary for the first transfer level courses in English and Math or for the English and Math competencies for the Certificate of Achievement. 2. Think critically to construct meaning and solve problems. 3. Read with comprehension. 4. Communicate effectively both in writing and orally. 5. Demonstrate the characteristics, habits, and attitudes of an effective learner.
Student Services SLOs 1. LMC students will demonstrate proficiency in the use of college on-line services. 2. LMC students will demonstrate proficiency in self-advocacy.
Library and Learning Support Services SLOs LMC students utilizing various Library and Learning Support Services will: 1. Access and effectively utilize available campus Library and Learning Support Services. 2. Apply knowledge learned and competencies gained from using Library and Learning Support Services to academic coursework and assignments. 3. Demonstrate information competency skills needed to meet the research demands of academic course work and life long learning.
None of the Above
Page 3 of 15 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181
Course Title: Chicano/a Mexican American Cinema: A Critical Analysis Subject Area/Course Number: DRAMA-030
Program-Level Student Learning Outcomes (PSLOs) Program Completion/Learning Outcomes: 1. Critically evaluate a film and/or play by writing an essay which synthesizes social and historical events and important themes in the films and plays. 2. Effectively communicate onstage as a performer or direct others in scenes to create a dramatic statement. This is evaluated through clear and projected speech, body fluidity and movement and specific, conscious choices a student makes. 3. Write a short screenplay or play which has at least 2 characters in conflict with one another that deals with interpersonal, social or political issues in a way which shows creativity and innovation. Or critically evaluate a short screenplay or play or a full length screen play or play in an essay which shows the student understands the essential elements of dramatic writing. 4. Show appreciation for a stage production by writing an essay or critique which reflects on the qualities which make for excellence on the stage and which draw upon historical knowledge and understanding of the entire theatrical process. 5. Write, shoot and direct a short documentary film which is coherent and shows creativity of thought and process. Or write an essay or answer questions which show an appreciation of the documentary film. 6. Observe, monitor and evaluate strengths and weaknesses of oneself, then apply feedback to improve skills and learning.
Course-Level Student Learning Outcomes (CSLOs):
CSLO1: Critique Chicano/a; Mexican American films orally and in writing by evaluating the aesthetic, social, political, economic and artistic elements of the films (PSLO 1, 3) (GESLO 1, 2)
CSLO2: Read and think critically and creatively about the political, ethical and moral value of characters, plot, setting and filmmakers of Chicano/a; Mexican American films (PSLO 1, 3) (GESLO 1, 3, 4)
CSLO3: Apply a worldview informed by diverse social, multicultural and global perspective based on Chicano/a; Mexican American film analysis from different historical and geographic areas (PSLO 1, 3) (GESLO 5)
Assessments:
Study Questions Writing Essays Participation Final Exam Assignments Essay/Oral Presentation CSLO 1 X X X X X CSLO 2 X X X X X CSLO 3 X X X X X
CSLO 1,2,3
Study Questions: Study questions are questions that are in response to both film viewings and related reading assignments. They cover interdisciplinary, ethical and cultural issues while asking the students to read and write critically and think creatively.
For example, after reading assigned essays and viewing the film “Stand and Deliver” students are asked to respond in writing to the following questions:
1. How does the concept of "ganas" apply to this film?
2. Do you have "ganas" about anything in your life? Explain in detail and explore the long term effects such ganas might have on your life.
Page 4 of 15 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181
Course Title: Chicano/a Mexican American Cinema: A Critical Analysis Subject Area/Course Number: DRAMA-030
3. Why isn't the calculus program set up by Mr. Escalante in operation today?
4. Do you think that Mr. Escalante is an ethical role model for a teacher? Why or why not?
5. The film shows some of Mr. Escalante's mistakes. Can you describe three of them and speculate on whether they showed a lack of character or a lack of insight into his situation or both?
6. Would you be willing to give up your mornings, afternoons, and weekends, and a good part of your summer to prove to yourself that you could learn calculus and pass the AP Calculus test? Does such a sacrifice conflict with personal and cultural values you might have? (i.e. time spent with family?)
7. Describe the corrosive (destructive) effects of the loss of self-esteem in relation to the students shown in this film.
8. One of Mr. Escalante's special qualities was that he had high expectations for his students. What is the importance of a teacher's expectations for a class? Why? Create an imaginary scenario where your ideal teacher makes a speech to his/her students on the first day of class.
9. Did Mr. Escalante do the ethical thing in going to the restaurant owned by the family of one of his female students to persuade the girl's father to allow her to attend the extra calculus classes? What is the appropriate role for a teacher when communicating with a student's family?
10. Remember the lady who was head of the math department at Garfield High School? This teacher had low expectations for her students and thought that Mr. Escalante's students had cheated. What caused her to have these attitudes?
Using The Six Pillars of Character, answer these questions
TRUSTWORTHINESS (Be honest; Don't deceive, cheat or steal; Be reliable -- do what you say you'll do; Have the courage to do the right thing; Build a good reputation; Be loyal -- stand by your family, friends and country)
15. The ETS was faced with strong evidence that the students had cheated. This came from their incorrect responses to Free Response Question #6 in which most of the class applied the same incorrect formula to the problem and made an identical mistake in simplifying a fraction, a type of calculation that they had been doing correctly since the 6th or 7th grade. Assume that the students cheated on Free Response Question #6, discuss the role of the law of unintended consequences in this situation.
16. Assume that the students cheated on Free Response Question #6. Describe three reasons why cheating at school is not a good idea and how this relates to the situation of the students in Mr. Escalante's class.
RESPONSIBILITY (Do what you are supposed to do; Persevere: keep on trying!; Always do your best; Use self-control; Be self-disciplined; Think before you act -- consider the consequences; Be accountable for your choices)
17. Many teachers and school administrators, as well as children and parents have seen this film. Why aren't all children taking the AP Calculus test or engaging in some other specialized effort to excel? What about you, are you making some special effort in your life to excel?
18. Mr. Escalante got angry at Angel and unfairly punished him. The only reason that this did not have disastrous consequences was that Angel was committed and resourceful. How does this incident show the need for self-control by both Angel and Mr. Escalante?
Page 5 of 15 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181
Course Title: Chicano/a Mexican American Cinema: A Critical Analysis Subject Area/Course Number: DRAMA-030
Writing Assignments: Multiple and varied writing assignments over the course of the semester ask students to summarize, analyze and synthesize from a variety of sources such as critical essays, critical reviews of films, and the actual films themselves. These writing assignments cover interdisciplinary, ethical and cultural issues while asking students to read and write critically and think creatively.
For example, after viewing the film “Salt of the Earth”, students are asked to respond in short writing assignments to the following questions:
1. In a minimum of two paragraphs explore a. what particular strategies do the men use to keep the women silent? b. what strategies do the women use to assert their demands for equality? c. how the strategies of control that the officials of the company use against the workers are similar to and differ from the strategies of husbands controlling their wives
2. Think about and list the ways, both ethically, emotionally and culturally, both Esperanza and Ramón have changed by the end of the film. Then create a scene devising a conversation using your ideas that shows them ten years later when they have a conflict about an important issue such as Esperanza taking a job or Ramon wanting to leave the community. You may use any conflict that makes sense for these characters when creating your scene.
3. Choose a scene in the movie Salt of the Earth that uses music in an effective way to promote and heighten the dramatic intensity of the scene. In two to three paragraphs describe how the rhythm of the music moment by moment accomplishes this.
Essay Assignments: In this course there are a minimum of two 3-5 page essays asking students to reflect upon the films they have viewed and critically and creatively analyze the interdisciplinary cultural and ethical aspects of the films.
For example, students are given the assignment to watch American Me partly to discover the root causes of gang life as depicted in the film. In order to move away from stereotypes they will need to do some research about real life gangs. Then as they watch the film, they make note of what coincides with material they have read and what conflicts with material they have read.
Steps in the Assignment
STEP ONE: Begin by reading the assigned essays
STEP TWO: Take notes about what you learn regarding what kind of cultural, social and political environments cause gangs to form and what causes gangs to become violent as well as explore the ethical issues gang life can raise within a community
STEP THREE: Watch either film. Make note of scenes which reveal any or all of the above.
STEP FOUR: In your 3-5 page essay describe the cultural, social and political environments that lead to gangs forming and the ethical issues gang life raises within a community. Then describe how the film you choose to view is either accurate and supports the information from the articles or in some way gives a false impression of gang life.
Participation: In this course students work in small and large groups to discuss and analyze a variety of Mexican American films and/or related readings. During the discussion students write responses to specific questions that ask them to critically and creatively analyze various aspects of the films such as emotional impact or cultural and ethical aspects of the films and then share their insights and analysis with both small and/or large groups.
Page 6 of 15 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181
Course Title: Chicano/a Mexican American Cinema: A Critical Analysis Subject Area/Course Number: DRAMA-030
For example, watch the documentary “The Bronze Screen” and find three specific examples of the way in which Mexican American images are or were used in Hollywood films in positive and/or negative ways. In your small groups discuss with one another how you responded to those images emotionally and what are some ethical results of portraying people in a negative manner in films. Be prepared to share your insights with the entire class.
Oral Presentation: In this course students are required during the semester to choose one of the following assignments: 1) Present a 10 minute oral presentation which demonstrates their ability to interview a subject, gather and summarize information and interpret information in response to a question regarding immigration as well as presenting the central ethical and political arguments regarding immigration of Mexicans into the United States. 2) Synthesize from two assigned films and present their analysis and ideas to their classmates in an effective manner so that at least three of the following elements are discussed: aesthetics, social concerns, political agendas, economic ideas and artistic evaluation. 3) Write a ten minute screenplay that explores any Mexican American subject covered in class and present it to their classmates in an effective manner that analyzes the aesthetic, cultural, political and social aspects of the screenplay 4) Make a five minute film and lead the class in an analysis of the film that focuses on the following: the political, ethical and moral values of the characters, plot and setting
For example:
Locate someone either in your family or in your neighborhood to interview and ask them the questions which you find in the Internet link below.
http://genealogy.about.com/cs/oralhistory/a/interview.htm
After you gather your information, you will create an oral presentation that deals with how the person's unique and individual immigrant experience has shaped his or her values as a North American living in the United States and how he or she resolves or does not resolve the conflicts he/she feels when trying to assimilate into mainstream America. Discussion will also focus on the ethical, political and social concerns of the person. Please feel free to use photographs, PowerPoint presentations and/or audio/video documents.
Final Exam In this course students are required to write a 5-7 page essay based on two films which 1. Explores the films’ central artistic elements, their cultural themes, their sociological aspects, their political heritage and/or historical background and 2. Shows how through their artistic elements, ethical questions, cultural themes, sociological aspects, political heritage and historical background of the films are similar and how they are different.
For example:
The final exam essay is a 5 to 7 page double spaced essay based on the following:
Choose two films that we watched over the course of this semester and incorporating research and readings from the class, explore and describe clearly the central artistic elements, cultural themes, sociological aspects, political and historical background in each film. Then show how the films are alike and how they are different in the ethical questions they raise, their cultural themes, the sociological, their historical and political elements and their artistic elements.
Your essay should be free of grammatical errors, coherent and include a Works Cited page.
Page 7 of 15 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181
Course Title: Chicano/a Mexican American Cinema: A Critical Analysis Subject Area/Course Number: DRAMA-030
Method of Evaluation/Grading:
A level student work is characterized by: Responses to study questions which show a thoughtful consideration of the films and the readings, remain on topic and have a clear focus; have minimal grammatical and spelling errors and are correct in the specific visual or written evidence used to support their response. Responses must show an evaluation of the aesthetic/artistic, thematic, social, political, and historical elements of Chicano films.
Responses to writing assignments which are focused, accurate in the specific visual or written evidence used to support their response, integrate original ideas and opinions, demonstrate a depth of both visual and intellectual engagement with the films and readings and have minimal grammatical, sentence and spelling errors. They also must reflect a clear and precise evaluation of the aesthetic/artistic, thematic, social, political, and historical elements of a variety of Chicano films.
Essay Assignments show substantive intellectual engagement with readings and visual engagement with films; are carefully proofread with minimal grammatical, sentence and spelling errors; synthesize ideas from a variety of films and readings; show creativity in visual and intellectual interpretation of films; have original ideas and clearly demonstrate that the student has viewed films and processed intellectual and creative readings closely and thought deeply about the films and the ideas in both the written material and the films themselves. Essays show an ability to think critically and creatively about the political, ethical and moral values of a film’s characters, plot, themes, and physical settings as well as the ethical and moral values of the filmmaker which are reflected in his or her films.
Final Exam Essay/Oral Presentation shows an ability to write a coherent, fluid essay that compares and contrasts two films and gives a substantial amount of visual references to the films to support assertions and claims in the essay; uses visual and written examples correctly and uses quotations correctly; has minimal grammatical and spelling errors and is correct in the specific evidence used to support the ideas in the essay; shows a unique and authentic point of view based on visual and written evidence from the films and supporting documents. It also reflects a worldview informed by diverse social, multicultural and global perspectives based on film analysis from significant historical periods, various social movements and/or a variety of geographic areas throughout the world and comprehensively analyzes the ethical issues inherent in the film. The Oral Presentation integrates all of the above and shows an ability to communicate ideas, concepts and information in an engaging, well organized and focused manner to either the instructor in a one on one setting or in a group presentation.
C level student work is characterized by: Responses to study questions which show some consideration of the questions; occasionally strays from the topic and lacks a clear focus; have several grammatical and spelling errors and sometimes gives weak (leave out inadequate) visual or written evidence to support responses. Responses show a basic evaluation of the aesthetic/artistic, thematic, social, political, and historical elements of a variety of films in various genres
Responses to writing assignments are not always focused or accurate in the specific visual or written evidence to support the response but generally accurate at least 70% of the time. Ideas do not show originality but are relevant to some degree to the subject; shows some intellectual and aesthetic engagement with the films and written information and has several grammatical, sentence and spelling errors. The work does not always reflect a clear and precise evaluation of the aesthetic/artistic, thematic, social, political, and historical elements of a variety of films in various genres.
Essays show some intellectual and aesthetic engagement with films and written material but nothing very distinguishing; show mistakes in proofreading and have several grammatical, sentence and spelling errors; synthesize ideas from a variety of films and readings in a somewhat superficial manner; does not stay focused or shows a lack of understanding of the films to some extent. Essays provide a simple critical and creative connection regarding the political, ethical and moral values of a film’s characters, plot, themes, and physical settings as well as the ethical and moral values of the filmmaker which are reflected in his or her films.
Page 8 of 15 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181
Course Title: Chicano/a Mexican American Cinema: A Critical Analysis Subject Area/Course Number: DRAMA-030
Final Exam Essay shows some ability to write a relatively coherent and fluid essay that compares and contrasts two films but is not carefully thought out; does not show a unique or authentic voice, has frequent grammatical and spelling errors, and/or does not fully answer all aspects of the assignment. It includes a simple and basic worldview informed by diverse social, multicultural and global perspectives based on film analysis from significant historical periods, various social movements and/or a variety of geographic areas throughout the world and adequately analyzes the ethical issues inherent in the film . The oral part of the Final Exam includes some awareness of diverse social, multicultural and global perspectives and also demonstrates some ability to communicate ideas, concepts and information in a manner that attempts to engage an audience but does not always succeed, is somewhat organized and attempts to communicate with either the instructor in a one on one setting or to a group but is not sophisticated in presentation.
Grading:
150 points for study questions 150 points for writing assignments 200 points for essays 150 points for Participation 150 points for Oral Presentation 200 points for Final Essay
Total: 1000-900 points = A 899-800 points = B 799-700 points = C 699-600 points = D 600< points = F CSLO’s are weighted:
CSLO 1: 25% CSLO 2: 45% CSLO 3: 30%
Course Content:
I. Introduction
A. Readings and class discussions that cover a general overview and history of Chicano/a and Mexican American film personalities from the latter 19th century/early 20th century to the present day. Subjects and areas to be covered throughout the entire semester will incorporate the following: 1. Silent films (1896-1929) 2. The "Golden Age" 3. 1960s through 1980s 4. 1980s through present time 5. Notable Chicano/as; Latino/as in the American film industry such as Ramon Navarro, Dolores del Rio, Lupe Velez, Gilbert Roland, Pedro Armendariz, Katy Jurado, Ricardo Montalban, Gabriel Figueroa, Edward James Olmos, Cheech Marin, Gael Garcia Bernal, Salma Hayek, Alfonso Cuaron, Alejandro Gonzalez Inarritu, Guillermo del Toro, Rodrigo Prieto
B. A discussion of Hollywood’s portrayal of Chicano/a;Latino/a issues and the rejection of that portrayal by Chicano/a; Latino/a filmmakers and films C. Film viewing of the documentary “The Bronze Screen”
Page 9 of 15 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181
Course Title: Chicano/a Mexican American Cinema: A Critical Analysis Subject Area/Course Number: DRAMA-030
II. Film Terminology, Basic Principles of Filmmaking and Aesthetic Elements
Readings and class discussions that cover a general overview of film terms, aesthetic elements, basic principles of filmmaking as they pertain to film in general and specifically to Chicano/a; Mexican American films. Areas to be covered throughout the entire semester are based on the following:
A. The art and craft of cinematography 1. Viewing the DVD “Visions of Light” 2. Familiarizing students with famous cinematographers and their seminal works and follow up discussion throughout semester based on the outline below: 1. History 2. Aspects of cinematography 2.1 Film stock 2.2 Filters 2.3 Lens 2.3.1 Focal length 2.4 Depth of field and focus 2.5 Aspect ratio and framing 2.6 Lighting 2.7 Camera movement 3. Special effects 4. Role of the cinematographer 5. Evolution of technology: new definitions
B. The art and craft of film editing a. Discussion and study of the art and craft of film editing through an overview which follows the outline below throughout the course of the semester in relationship to the films being studied:
1. Early experiments 2. History of film editing technology 3. Assistant Editors 3.1 Women in film editing 3.2 Credit controversies 4. Post-production 4.1 Editor's cut 4.2 Director's cut 4.3 Final cut 5. Emotional versus Physical continuity 6. Methods of montage 6.1 Soviet montage 6.2 Montage sequence 7. Continuity editing 8. Alternatives to continuity editing (Non-Traditional or Experimental) 9. Editing techniques
C. The art and craft of film directing 1. Responsibilities 2. Methods of film directing 3. Professional organizations
D. The art of performance: the actor’s craft . 1. Terminology 2. History 3. Techniques 3.1 Method acting 3.2 Presentational and representational acting
Page 10 of 15 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181
Course Title: Chicano/a Mexican American Cinema: A Critical Analysis Subject Area/Course Number: DRAMA-030
4. Acting awards .
C. Terminology and vocabulary of film 1. The study of and frequent use of common film vocabulary throughout the semester when discussing films is required of students. This terminology includes but is not limited to the following and should be covered throughout the course:
Framing What’s included and excluded in an individual shot. Very long shot/wide shot : A shot in which figures appear small in the landscape. Often used at the beginning of a film or sequence as an ‘establishing shot’ to show where the action is taking place; also used to make a figure appear small or isolated. Long shot: A shot in which a figure can be seen from head to toe. Mid shot: Shows the figure from approximately the waist to the head. In a mid shot, you can easily recognise an individual but you can also see what they are doing with their hands. Medium close up: From chest to head Close-up: Head and shoulders, enabling you to easily see facial expressions, so you can see what characters are thinking and feeling Big close up: Head only, used when expressions are important Extreme close-up: From just above the eyebrows to just below the mouth, or even closer: used to emphasise facial expression or to make the subject appear threatening. Other useful terms for shots are: Two shot Any shot with two people in it Point of view shot A shot from a character’s point of view Reaction shot A shot showing a character’s expression as they react to something Over-the-shoulder shot A shot in which we see a character over another’s shoulder, often used in interviews or dialogues
Lens The type of lens, and how it’s used, can make a big difference to the meaning of a shot. Wide-angle shot (taken with a wide-angle lens):This has the effect of seeming to exaggerate perspective. It's often used to make the viewer feel that they are close to the action. If it's used for close ups, it makes the nose look bigger and the ears smaller an effect usually used for comedy. Telephoto shot: Like using a telescope, a telephoto lens appears to bring the subject closer and flatten out perspective. It also usually reduces depth of field. Zoom lenses: These can vary the angle of view, from wide angle to telephoto, so that the subject appears to move closer (or further away) without the camera itself moving. Depth of field: This means how much of the shot seems to be in focus, in front of and behind the subject. Deep focus: Everything in the shot appears to be in focus, which means that we can be looking at action taking place in the foreground, middle ground and background. Shallow focus: Isolates the subject from the background. Camera position: Where the camera is in relation to the subject. Low angle shot: The camera points upwards, usually making the subject or setting seem grand or threatening. High angle shot: The camera looks down, making the subject look vulnerable or insignificant. Bird’s eye shot: Looks vertically down at the subject.
Camera movements Track: Moving the camera itself towards or away from the subject, or to follow a moving subject. (Not to be confused with a zoom, where the camera’s lens is varied to give the impression of moving closer to, or away from the subject.) Pan: Pivoting the camera to the side to scan a scene or to follow a moving subject. Whip pan: A sudden, fast pan. Page 11 of 15 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181
Course Title: Chicano/a Mexican American Cinema: A Critical Analysis Subject Area/Course Number: DRAMA-030
Tilt: Pivoting the camera vertically up or down. Arc: Moving the camera in an arc around the subject. Crane shot: A shot where the camera itself moves up or down. Hand-held shot: This is used to convey a sense of immediacy.
Lighting Lighting can be high or low contrast and can vary in color and direction. High-key: The lighting is bright and relatively low in contrast often used for Hollywood musical comedies. Low-key: Much more pronounced shadows and dramatic contrasts. Lighting from below: This can be used to make a subject appear threatening or horrific. Backlighting: Produces a ‘halo’ effect around the edges of the subject.
Color Cold or blueish lighting can convey a sense of cold, alienation or technology, while warm or yellowish lighting can be used to convey comfort, sunset and so on. If colors are very rich and intense they are described as saturated. Black-and-white or sepia can be used to show that a scene is set in the past, or to suggest sophistication.
Mise-en-scène This means the way in which objects, scenery and the location are shown by using light and dark, pattern, color, camera position and angle, and movement within the frame. Mise-en-scene establishes mood and atmosphere, and can express the inner life of characters through the way in which their settings are depicted on screen.
Editing How the individual shots are put together. There are two main types of editing which you will encounter in mainstream films and TV programs:
Continuity editing The majority of film sequences are edited so that time seems to flow, uninterrupted, from shot to shot. Within a ‘continuity editing’ sequence; only cuts will be used. Continuity editing can also involve ‘cross-cutting’, where a sequence cuts between two different settings where action is taking place at the same time.
Montage In montage, different images are assembled to build up an impression. This is often used in title sequences. The most famous example of this technique is the Odessa Steps sequence from Battleship Potemkin.
Editing can vary both in pace (how long individual shots stay on the screen for) and in the transitions between shots.
Transitions describe the way in which one shot replaces the previous one: Cut: One image is suddenly replaced by another, without a visible transition. Cross-dissolve: One image dissolves into another. This can be used to make a montage sequence - eg the title sequence - flow smoothly; it can also be used in continuity editing to show that we have moved forwards in time and/or space. Fade up: An image gradually fades in Fade out : An image gradually fades out. Fades to and from black usually mean that time has passed Wipe: One image replaces another without dissolving, with the border between the images moving across or around the screen.
Sound Diegetic sound Sound that we think is part of what’s going on on the screen: horse’s hooves, the sound of thunder, and so on even though many of these will have been added later by a ‘Foley artist’. Non-diegetic sound Sound that we know is not part of what’s on screen, such as music (unless there's an orchestra in shot!) and Page 12 of 15 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181
Course Title: Chicano/a Mexican American Cinema: A Critical Analysis Subject Area/Course Number: DRAMA-030 voiceover. Sound bridge This uses sound to link two scenes, by having the picture and the diegetic sound change at different points. Usually the sound from the second scene is heard before we start to see the picture from that scene.
III. The Birth of Chicano/a cinema
Discussions, related readings and film viewings that focus on early attempts at telling the story of Chicanos/Chicanas through film by emphasizing the rural roots of the culture and the beginning of political and social activism. Films are drawn from but are not limited to the following:
a. Yo Soy Joaquin b. Salt of the Earth c. Yo Soy Chicano d. Chicana
IV. Cultural Identity
Discussions,.related readings and film viewings that focus on both the collective political and social identity as well as the heterogeneity of Chicanos/Chicanas; Mexican Americans in society as portrayed in Chicano/a; Mexican American cinema, both fictional and documentary. Films are drawn from but are not limited to the following:
a. Chicano: History of Mexican American Civil Rights b. Zoot Suit Riots/Zoot Suit (Valdez) c. Walkout d. Fear and Learning at Hoover Elementary e. Stand and Deliver f. The Milagro Beanfield War g. Mi Familia h. La Bamba i. Selena j. Real Women Have Curves k. Mi Vida Loca l. Boulevard Nights m. American Me
V. Immigration
Discussions, readings and film viewings that focus on the exploration of issues of immigration and physical and cultural borders, both fictional and documentary representations, both comedic and serious approaches. Films are drawn from but are not limited to the following:
a. Born in East L.A. b. Raices de Sangre c. The Ballad of Gregorio Cortez d. El Norte e. Alambrista f. Esperanza g. Break of Dawn h. Senorita Extraviada i. Mixed Feelings j. Border Brujo k. Fear and Learning in Hoover Elementary
Page 13 of 15 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181
Course Title: Chicano/a Mexican American Cinema: A Critical Analysis Subject Area/Course Number: DRAMA-030
VI. Chicanas/Latinas as Central Focus in Films
Discussions,.readings and film viewings that focus on both the traditionally submissive roles of women in Chicano/Mexican American culture as well as the efforts at sexual and economic liberation of females in the Chicano/Mexican American culture. Films are drawn from but are not limited to the following:
a. Salt of the Earth b. El Norte c. La Ofrenda d. Agueda Martinez e. Espejo f. Anima g. Real Women Have Curves h. Mi Vida Loca
VII. Cultural Explorations
Discussions, readings and film viewings that focus on the aesthetic aspects of Chicano/a; Mexican American films and culture. Films are drawn from but are not limited to the following:
a. Low ‘N Slow: the Art of Lowriding b. Spreading Beauty Wherever I Go c. Only Death Will Take Me From This Place d. Rivera in America e. Orozco, Man of Fire f. Frida g. Zoot Suit h. Chulas Fronteras i. Border Brujo j. Selena k. La Bamba l. La Ofrenda m. The Devil Never Sleeps
VIII. Struggle for Equality in Labor and Education
Discussions, readings and film viewings that focus on the struggle for equality shown in Chicano/a; Mexican American films and culture. Films are drawn from but are not limited to the following:
a. Salt of the Earth b. Fight in the Fields c. Si Se Puede d. Chicano e. Fear and Learning in Hoover Elementary f. Stand and Deliver g. Walkout h. Real Women Have Curves
IX. Survival/Communities
Discussions, readings and film viewings that focus on the struggle for survival and the development of communities shown in Chicano/a; Mexican American films and culture. Films are drawn from but are not limited to the following:
a. Agueda Martinez Page 14 of 15 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181
Course Title: Chicano/a Mexican American Cinema: A Critical Analysis Subject Area/Course Number: DRAMA-030
b. Only Death Will Take Me From This Place c. The Ballad of Gregorio Cortez d. Break of Dawn e. Mi Familia f. Senorita Extraviada
X. Life On The Streets
Discussions, readings and film viewings that focus on life on the streets shown in Chicano/a; Mexican American films and culture. Films are drawn from but are not limited to the following:
a. Boulevard Nights b. American Me c. Mi Vida Loca d. Raices de Sangre
Instructional Methods:.
Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing X Discussion Computer Assisted Instruction Other (explain) ______
Textbooks and films: Resources to be drawn from but not limited to the following texts and films as well as scholarly articles and Internet resources determined by the instructor:
Fregoso, Rosa Linda: The Bronze Screen: Chicana and Chicano Film Culture , University of Minnesota Press; ISBN 978-0816621361
Noriega, Chon and Lopez, Ana: The Ethnic Eye: Latino Media Arts, University of Minnesota Press; ISBN 978-0816626755
Films: Yo Soy Joaquin, Salt of the Earth, The Fight in the Fields, Yo Soy Chicano, Chicana, Agueda Martinez, Chicano: History of Mexican American Civil Rights, Zoot Suit Riots (PBS documentary), Zoot Suit (director: Luis Valdez),Walkout, Fear and Learning at Hoover Elementary, Stand and Deliver, The Milagro Beanfield War, Mi Familia, La Bamba, Selena, Real Women Have Curves, Mi Vida Loca, Boulevard Nights, American Me, Zoot Suit, Born in East L.A., Raices de Sangre, The Ballad of Gregorio Cortez, El Norte, Alambrista, Esperanza, Break of Dawn, Senorita Extraviada, Mixed Feelings, Border Brujo, Despues del Terramoto (After the Earthquake), La Ofrenda, Agueda Martinez, Espejo, Anima, Low ‘N Slow: the Art of Lowriding, Spreading Beauty Wherever I Go, Only Death Will Take Me From This Place, Rivera in America, Orozco, Man of Fire, Frida
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