You’ve outlined your movies analysis as follows: Movie Title:* Part 1: Movies Communicate (1-2 pages) Your first goal is to m
You’ve outlined your movies analysis as follows:
Movie Title:*
Part 1: Movies Communicate (1–2 pages)
Your first goal is to make the point that character interactions and behaviors in movies illustrate principles of communication. You decide to review the eight principles of interpersonal communication and keep these principles in mind as you watch the movie. Then you choose a scene or interaction in which you can identify how the character or characters’ interactions or behavior illustrates one of the eight principles of interpersonal communication, and
- Describe the interaction or behavior in the movie and the principle of interpersonal communication you chose
- Analyze how the interaction or behavior illustrates this principle of communication.
Part 2: Language Has Power! (2–3 pages)
For the next part of your movie analysis, you decide to identify a scene or interaction in the movie where the language is being used in a powerful way that 1) labels others or expresses unsupportive messages; 2) demonstrates clear, cultural bias related to race, gender, age, sexual orientation, or ability through language; and/or 3) expresses a lack of inclusive language. Then,
- Describe the scene or interaction briefly.
- Explain how the scene or interaction illustrates the powerful way(s) language can be used.
- Explain how the scene or interaction seemed to affect the relationship between the communicators.
Part 3: Communication and Cultural Awareness (or Lack of It) (2–3 pages)
Next, you choose a scene or interaction in which you observe a character’s lack of cultural awareness influencing his or her communication with someone of a different culture.
- Describe the scene or interaction briefly.
- Describe the culture of the characters and the cultural context.
- Explain how you can tell the character lacks cultural awareness and analyze how this lack of cultural awareness affected his or her communication with the other characters in the scene.
Part 4: Communication Can Create Barriers (1–2 pages)
Finally, you decide to choose a scene or interaction in which you observe one of the “isms” in action (sexism, ableism, ageism, heterosexism, or racism).
- Describe the scene or interaction briefly.
- Describe how the “ism” you observed was communicated between the characters in the scene. In other words, what did they say or do that made you aware they were portraying that type of bias or stereotype against another character?
- Analyze the effect the behavior or attitude most likely had on the communication and explain your reasoning.
*Note: For your Assessment, you may select a movie from the list provided or choose your own. However, if you choose a movie (or movies) that are not on the list, please check with your Subject Matter Expert to ensure the requirements are fulfilled. As you think about which movie(s) to choose, remember that culture is more than ethnicity or nationality. Gender differences, religious/spiritual differences, sexual preferences, abilities, etc. can also constitute cultural differences. As you watch the movie (or movies) you have chosen, you may find all the information you need for your movie analysis in two or three scenes in the movie, or you may have to use multiple scenes to complete the analysis.
IC4002: Culture and Communication Assessment Resource
Movie Analysis Choices This is a list of movies to choose from for your Movie Analysis Assessment. Please read the Assessment completely before you choose your movie. You may also want to watch more than one movie in order to complete the analysis. If you would rather choose a movie (or movies) that are not on this list, keep in mind that you must contact your Subject Matter Expert for approval. 1. A Beautiful Mind 2. A Time to Kill 3. Avatar 4. Babel 5. Bend It Like Beckham 6. The Bird Cage 7. Born on the Fourth of July 8. Brokeback Mountain 9. Coco 10. Crash 11. Dances With Wolves 12. Driving Miss Daisy 13. El Norte 14. Fiddler on the Roof 15. Forrest Gump 16. Gran Torino 17. Happy Together 18. He Even Has Your Eyes 19. Hidden Figures 20. Hotel Rwanda 21. I Am Sam 22. Lady Bird 23. Lost in Translation 24. Mississippi Masala 25. Mr. Holland’s Opus 26. My Big Fat Greek Wedding 27. My Left Foot 28. Pariah 29. Philadelphia 30. Rain Man 31. Remember the Titans 32. Save the Last Dance 33. Schindler’s List 34. Spanglish 35. The African Doctor 36. The Children’s Hour 37. The Climb 38. The Color Purple 39. The Gods Must Be Crazy
40. The Help 41. The Joy Luck Club 42. The Kids Are All Right 43. The Wedding Banquet 44. Wonder
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IL4002: Culture and Communication Module 4: Barriers to Effective Communication Additional Resources This list of resources provides additional depth and breadth regarding bias and stereotyping related to a number of “isms.” LGBTQ Mirza, S. A., & Rooney, C. (2018, January 18). Discrimination prevents LGBTQ people from accessing health care. Retrieved from https://www.americanprogress.org/issues/lgbt/news/2018/01/18/445130/discrimination- prevents-lgbtq-people-accessing-health-care/ Ryan, C. (2009, Fall/Winter). Helping families support their lesbian, gay, bisexual, and transgender (LGBT) children [Practice brief]. Retrieved from Georgetown University website: https://nccc.georgetown.edu/documents/LGBT_Brief.pdf White privilege Collin, C. (2018). What is white privilege, really? Teaching Tolerance, (60). Retrieved from https://www.tolerance.org/magazine/fall-2018/what-is-white-privilege-really McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Retrieved from https://nationalseedproject.org/Key-SEED-Texts/white-privilege-unpacking-the-invisible- knapsack ChallengingMedia. (2008, February 19). Tim Wise: On white privilege (clip) [Video file]. Retrieved from https://www.youtube.com/watch?v=J3Xe1kX7Wsc&t=35s ChallengingMedia. (n.d.). Tim Wise responds to the “Some-of-my-best-friends-are- black” defense [Video file]. Retrieved April 8, 2019, from https://www.youtube.com/watch?v=pR7yR-2YICo Racial profiling National Geographic. (n.d.). For black motorists, a never-ending fear of being stopped. Retrieved April 8, 2019, from https://www.nationalgeographic.com/magazine/2018/04/the-stop-race-police-traffic/ Makarechi, K. (2016, July 14). What the data really says about police and racial bias. Retrieved from https://www.vanityfair.com/news/2016/07/data-police-racial-bias Reissman, H. (2014, December 17). Smart ways to think about racism and injustice in the U.S. today. Retrieved from https://ideas.ted.com/fresh-smart-ways-to-think-about-racism-and-injustice-in-the-u-s- today/
MeToo Frances-White, D. (2018, December 31). I thought all men got #MeToo. I was wrong. Retrieved from https://www.theguardian.com/commentisfree/2018/dec/31/men-metoo-power-women- feelings Black Lives Matter McKenna, C. (2018, June 27). Black Lives Matter in conversation: Brookings panelists discuss race, state violence, and representation [Blog post]. Retrieved from https://www.brookings.edu/blog/brookings-now/2018/06/27/black-lives-matter-in- conversation-brookings-panelists-discuss-race-state-violence-and-representation/ Pitts, J. (2017). Why teaching Black Lives Matter matters, Part 1. Teaching Tolerance, (56). Retrieved from https://www.tolerance.org/magazine/summer-2017/why-teaching-black-lives-matter- matters-part-i Pitts, J. (2017). Bringing Black Lives Matter into the classroom, Part II. Teaching Tolerance, (56). Retrieved from https://www.tolerance.org/magazine/summer-2017/bringing-black-lives-matter-into-the- classroom-part-ii Sexism UNICEF Ireland. (2014). Gender and sexism. Retrieved from https://www.unicef.ie/wp-content/themes/iboot-child/micro-sites/itsaboutus/cards/unicef- itsaboutus-gender-sexism.pdf Ableism www.r-word.org. (n.d.). Spread the word to end the word. Retrieved February 7, 2019, from https://www.kcdsg.org/files/content/r%20word%20info%20sheet.pdf
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©2019 Walden University 1
IL4002: Culture and Communication: Analyze the relationship between culture and communication.
Assessment Rubric
Rubric Criteria 0
Not Present 1
Needs Improvement 2
Meets Expectations Part 1: Movies Communicate
Describe the interaction or behavior in the movie and the principle of interpersonal communication you chose. LO 1.1: Identify principles of communication that relate to interactions or behaviors
Response is missing. Description of the interaction or behavior in the movie and the principle of interpersonal communication demonstrated is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete description of the interaction or behavior in the movie and the principle of interpersonal communication demonstrated.
Analyze how the interaction or behavior illustrates this principle of communication. LO 1.2: Analyze how interactions and behaviors illustrate principles of communication
Response is missing. Analysis of how the interaction or behavior illustrates a principle of communication is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete analysis of how the interaction or behavior illustrates a principle of communication.
Part 2: Language Has Power!
Describe the scene or interaction briefly. Explain how the scene or interaction illustrates the powerful way(s) language can be used. LO 2.1: Explain powerful ways that language can influence interactions
Response is missing. Response describing the scene or interaction and explaining how the scene or interaction illustrates the powerful way(s) language can be used is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete explanation that describes the scene or interaction and explains how the scene or interaction illustrates the powerful way(s) language can be used.
©2019 Walden University 2
Rubric Criteria 0
Not Present 1
Needs Improvement 2
Meets Expectations Explain how the scene or interaction seemed to affect the relationship between the communicators. LO 2.2: Explain how language affects relationships
Response is missing. Explanation of how the scene or interaction seemed to affect the relationship between the communicators is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete explanation of how the scene or interaction seemed to affect the relationship between the communicators.
Part 3: Communication and Cultural Awareness (or Lack of It!)
Briefly describe the scene or interaction. Describe the culture of the characters and the cultural context. LO 3.1: Describe the culture and cultural contexts of specific people/situations
Response is missing. Description of the scene or interaction and/or the culture of the characters and the cultural context is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete description of the scene or interaction and the culture of the characters and the cultural context.
Explain how you can tell the character lacks cultural awareness. LO 3.2: Explain how lack of cultural awareness is evidenced in specific people/situations
Response is missing. Explanation of how you can tell the character lacks cultural awareness is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete explanation of how you can tell the character lacks cultural awareness.
Analyze how this lack of cultural awareness affected his or her communication with the other characters in the scene. LO 3.3: Analyze how lack of cultural awareness affects communication between people
Response is missing. Analysis of how lack of cultural awareness affected the character’s communication with other characters is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete analysis of how lack of cultural awareness affected the character’s communication with other characters.
©2019 Walden University 3
Rubric Criteria 0
Not Present 1
Needs Improvement 2
Meets Expectations Part 4: Communication Can Create Barriers
Briefly describe the scene or interaction. Describe how the “ism” you observed was communicated between the characters in the scene. LO 4.1: Describe how “isms” are communicated between people
Response is missing. Description of the scene or interaction and/or how the “ism” observed was communicated between the characters in the scene is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete description of the scene or interaction and/or how the “ism” observed was communicated between the characters in the scene.
Analyze the effect the behavior or attitude most likely had on the communication and explain your reasoning. LO 4.2: Analyze the effect biased behaviors or attitudes have on communication between people
Response is missing. Analysis of the effect the behavior or attitude most likely had on the communication and/or the reasoning is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete analysis of the effect the behavior or attitude most likely had on the communication and provides well-supported reasoning.
Mastery Rubric No Yes
Exceeds Expectations: Exceeds Expectations: Connections to Experience: Connects relevant experience and academic knowledge LO1: Make connections to relevant experiences and academic
Responses to the items do not consistently make connections to relevant experiences and academic
Responses to the items consistently make connections to relevant experiences and academic
©2019 Walden University 4
knowledge in analysis of the relationship between culture and communication.
knowledge in the analysis of the relationship between culture and communication.
knowledge in the analysis of the relationship between culture and communication.
Professional Skills Building 0
Not Present 1
Needs Improvement 2
Meets Expectations
Written Communication: Write with clarity, coherence, and purpose
Written Communication WC 1.1 – Construct complete and correct sentences.)
Sentences are incoherent and impede reader’s access to ideas.
Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas.
Sentences structure effectively conveys meaning to the reader.
Written Communication WC 1.2 – Demonstrate the effective use of grammar and mechanics.
Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas.
Some inaccuracies in grammar and mechanics limit reader’s access to ideas.
Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.
Written Communication WC 1.3 – Create cohesive paragraphs with a clear central idea.
Paragraphs, or lack of paragraphs, impede reader’s access to ideas.
Construction of main idea and/or supporting paragraphs limit reader’s access to ideas.
Main idea and/or supporting paragraphs effectively convey meaning to reader.
Written Communication WC 1.4 – Use supporting material to support a claim.
Supporting materials are not present.
Supporting material is used inconsistently or inappropriately.
Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses
©2019 Walden University 5
Professional Skills Building 0
Not Present 1
Needs Improvement 2
Meets Expectations
direct quotes as applicable.
Written Communication WC 1.5 – Demonstrate appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion.
Ideas are disorganized with no/poor transitions.
Ideas are loosely organized with unclear paragraphing and transitions.
Ideas are organized with cohesive transitions.
Written Communication WC 1.6 – Identify sources.
Sources are missing. Writing inconsistently identifies or misrepresents sources.
Writing clearly identifies the source of nonoriginal material and/or ideas.
Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions
Information Literacy IC 1.1 – Identify and locate credible sources.
No sources or noncredible sources are present.
Sources are inconsistently credible, appropriate, and relevant to the topic and/or assessment.
Sources are mostly credible, appropriate, and relevant to the topic and/or assessment.
Information Literacy IC 1.2 – Analyze information sources.
Analysis is not present. Analysis superficially applies aspects of sources that are most relevant to the topic and/or assessment and/or analysis is unclear.
Analysis thoroughly and clearly applies aspects of sources that are most relevant to the topic and/or assessment.
Engaging Multiple Social and Cultural Perspectives: Apply strategies to develop intellectual flexibility and broad knowledge that enables perception of the world through the perspectives of diverse social and cultural perspectives.
Engaging Multiple Social and Cultural Perspectives EP 1.1 – Recognize the value of one’s own and others’ social and cultural perspectives.
Recognition is not present.
Response demonstrates a vague understanding of how different cultural and social perspectives might affect interpretations of issues.
Response demonstrates a clear understanding of how different cultural and social perspectives might affect interpretations of issues.
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