For most people, doing a good job on this assignment requires watching your chos

For most people, doing a good job on this assignment requires watching your chos

For most people, doing a good job on this assignment requires watching your chosen movie at least twice. Watch once for enjoyment. Think about what you just saw and how it made you feel. Wait a while and read over the requirements of the assignment listed below. Get these requirements in your mind and watch the movie again, making notes along the way about such things as stereotyping, how the person used or was denied their rights, how things like lighting, music, or camera angle were used to help the filmmaker make a point. Think / reflect again. Then you are ready to start writing. Please note, this analysis only needs to be 2 pages long but must have a clearly marked “Summary of the Film” section followed by clear headings for each of the 6 sections listed below. See guidelines on the last page of this instruction sheet Summary of the Film Provide a short summary of the plot and a description of the major disability issues addressed in the film. Describe any character or role that that epitomizes the issue(s) being addressed? Critique of the Film Answer the following questions (number each response) to report your analysis (your thoughts and reflections). Write each section heading and then fully answer in paragraph format. Emotional Response: Describe your emotional, intellectual and behavioral responses. For example, how did this movie make you feel or think? What did you want to do after viewing the film? Portrayal: Explain whether the person(s) with a disability was portrayed as ordinary people, as superhuman, or were they stereotyped. For example, were they viewed as an object of pity (someone to feel sad or sorry for, less fortunate) a burden or in need of charity (needing help) a menace or an object of dread (feared, scary, made you/others anxious) an object of ridicule (humorous, silly, laughable) subhuman (less than human, a “vegetable”, animal like, defective) sick (diseased, something “wrong”) holy innocent (with a special protection from God, without the ability to understand evil) sexual deviate (sexual pervert or asexual) Filmmaking: What do you think the filmmaker was trying to say about people with disabilities? (Were there values or stereotypes that the filmmaker subtly or not so subtly, reinforced?) Give examples to support your interpretation of the filmmaker’s intention. If this film reported on historical discrimination, do you think this discrimination is still present today? Images: Discuss how the story line included images in how the person(s) with a disability were portrayed. For example, were they portrayed as having inherent strengths expectations (Did they have dreams? Were they allowed or encouraged to “dream”? Were they supported in achieving these dreams?) relationships (Did they have personal connections to others: friends, family, others in their lives positive contribution (Did they contribute to their family, circle of friends, community, school, job, etc.?) full citizenship (Were they seen as worthy and having the same rights and opportunities to participate “in the American life” as others?) choices (Were they allowed / encouraged to have some direction in their own lives? Have and express preferences? Was self-determination promoted?) Class discussion: What has been discussed in class so far about people who are “different” from the norm (or are “at risk”) that ties into this movie? What connection can you make to what you’ve experienced or learned? Do you think other people (who have not had this class) would have a more positive attitude about people with disabilities after viewing this film? Why or why not? Cultural Response: What did you learn about our culture’s way of responding to people with differences? Did you watch this movie with someone else? If so, who? What were their perceptions of the portrayal of diversity in this film? To receive a high grade, your writing can have only minor errors in writing mechanics, including spelling, punctuation, and grammar. Good sentence and paragraph construction should be present. People first language should be used. – Do NOT submit your answers in Ariel Narrow Font. Approved Disability Films DSCLAIMER: Neither Dr. McCrary nor Texas A&M Commerce makes any claim, rating or guarantee about the content of any of the following films. The list has been compiled from several sources including films known to the instructor, films used by other universities for similar assignments, and films listed for inclusion in disability /diversity studies by film producers and advertisers. They have NOT been screened and may contain explicit content. Before you select and watch a film, please research it for content that might be offensive to you (sexual content; sexual orientation, religious orientation, violence, language, etc.). Films about schooling Waiting for Superman Films about “high incidence” disabilities Temple Grandin (the movie) Forest Gump I Am Sam Girl Interrupted Precious F.A.T. City (not Return to F.A.T. City) Rain Man Freedom Writers My Other Sister Like Stars on Earth Dominique & Eugene The Soloist Philadelphia Films about “low incidence” disabilities My Left Foot The Miracle Worker Scent of a Woman Films that WILL NOT be approved (due to lack of sufficient content on the topic of disability for you to receive a good grade for analysis). Sling Blade – Back in Business What’s Eating Gilbert Grape – Isn’t She Great The Color Purple – None of the “Harry Potter” movies

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