Cinema Rising: Pacific Asia and Oceania Since 1970
Requirements of
Week 3: Cinema Rising: Pacific Asia and Oceania Since 1970 (Fifth Generation Chinese Cinema and Beyond and New South Korean Cinema)
You are the Professor!
By Thursday, 11:59pm, please post a question on the course materials from this week. As a good teacher, you will want to post a question that requires the student to both demonstrate their knowledge of the course materials and to think critically and creatively about them! This is also your opportunity to get a discussion going about a topic (presented in the readings, lecture videos, and screenings) that interests you. For more detailed suggestions and expectations for what makes a good question, see the attached rubric.
(no more than 100 words)
Please follow the guideline very carefully and write correctly.
If you have any question please ask me.
Please write as better as possible.
Thank you!
I am so sorry that you should find those movie and watch by yourself. Fortunately, these movies are famous and easy to find online.
For the readings I already upload.
Discussion Question/Response Recommendations and Rubric
Qualities of a good question/types of questions:
Questions that address the course learning goals: 1) a broadened foundational knowledge of key movements, films, filmmakers, technological developments, concepts and debates in contemporary cinema history 2) critical thinking about world cinematic cultures and the complex interplay between films, ideas, and power 3) an advanced ability to view films in their historical context and write critically about cinema
- Written clearly, proofread, organized in a clear and effective way (no more than 100 words)
- Questions that break down big ideas into multiple questions
- Open-ended questions that cannot simply be answered by a “yes” or a “no” or one word
- Divergent questions where there can be more than one acceptable answer
- Comparison questions that ask students to analyze how two or more things relate
- Questions that ask a student to historically contextualize their answers (i.e. how a film, movement, etc. relates to the historical context in which it was created)
- Questions that ask the student to apply the course material to a practical context (i.e. how this knowledge could be applied, for instance, by a present-day filmmaker)
- Argument-based questions that ask a student to take a stand and provide evidence for their argument
- Creative questions that ask a student to imagine producing or modifying something we’ve learned about (i.e. providing a new or alternative perspective or vision)
Discussion Assignment Rubric
| POINTS | 8-10 | 5-7 | 1-4 | 0 |
| Response | -Addresses question directly (and all its parts)
-Highlights knowledge of course materials -Responds in a critical and/or creative way (as suggested in above list) -Well-written, engaging to read |
-Addresses all or most of the question
-demonstrates knowledge of course materials -could respond more critically and/or creatively (as was suggested in above list) -writing mostly clear, but could use revision and/or proofreading |
-posted a response, but with minimum effort and/or with irrelevant remarks
-no critical or creative response (as was suggested in list above) -poorly written |
-no response posted |
