School of Communication & the Arts Mission Statement:
To prepare emerging and established Christian leaders to inspire, enrich and transform the
media, the arts, and the academy through excellence and innovation in scholarship and
practice.
COURSE SUMMARY
SCHOOL OF COMMUNICATION & THE ARTS
DEPARTMENT OF CINEMA-TELEVISION
CTV 609
“SPECIAL TOPICS IN THE STUDY OF FILM AND TELEVISION:
AMERICAN CONTEMPORARY 1968-2014”
“SPRING 2016, WEEK OF MARCH 14-WEEK OF MAY 2”
COURSE TYPE: DISTANCE
COURSE INSTRUCTOR: ANDREW QUICKE
This course summary is intended to provide a review, so the student may investigate the major
approach and workload of this course. This is not a syllabus. Assignments are subject to change
up until the final writing of the syllabus.
INSTRUCTOR INFORMATION:
Instructor: Andrew Quicke
Telephone: 757-352-4226
Fax: 757-352-4291
E-mail: andrqui@regent.edu
COURSE DESCRIPTION
Critical and historical study of American contemporary film and television from a Christian and biblical
worldview.
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INTEGRATION OF FAITH & LEARNING
From a biblical worldview, this course will help students to formulate strategies of infiltration, influence and
redemption within the film, television and social media industries, by integration of theory and practice
with biblical faith.
REQUIRED MATERIALS
Students are responsible for acquiring the following books and materials for this course before the first
class meeting:
BOOK
Easy Riders, Raging
Bulls
Down & Dirty Pictures
Cinema of Loneliness
Movies that Matter
AUTHOR
Biskind, Peter
EDITION
1999
PUBLISHER
Simon & Schuster
Biskind, Peter
Kolker
Leonard, R
2004
2000
2006
Simon & Schuster
Oxford University Press
Loyola Press
ASSIGNMENT DESCRIPTIONS
Assignment #1 Five Blackboard 1000 word critiques of designated movies.
Assignment #2 Major paper. Discuss how film narrative can include important theological truth.
Etc. Alternatives A): 40 slide powerpoint with references.
B) research paper in to current Christian film companies. Permission of instructor required.
METHOD OF EVALUATION
Assessment Rubric for Film and Video Research Essays
These may be text only, or text on Powerpoints, or Prezzi, with film clips as examples.
Always use MLA.
Thesis: The student’s essay includes a focused,
polished thesis and develops a unified,
convincing, logical argument about a literary
text
B. Analysis and Textual Support: The student
demonstrates effective skills in analyzing film
texts and uses well-chosen, persuasive, and
thorough film textual (print or movie) support.
This support should include identifying a
primary theme of a film text, discussing at
least one filmic element (including
characterization, symbolism, setting, plot,
color & mood, camera, audio & editing
qualities), and placing a film text into some
type of larger, societal context.
A.
5
(advanced)
4
3
(average
)
2
1
(deficient)
5
4
3
2
1
Regent University, CTV 525 Course Syllabus
Page 3 of 5
C.
Reading Comprehension: The student
demonstrates familiarity with the vocabulary,
sentence structure, and stylistic features of a
film text and can effectively discuss them in
writing. The student demonstrates knowledge
of plot details and/or textual details, and the
student articulates an understanding of the
meaning of the film text.
D. Evidence of Sound Research: The student
demonstrates evidence of sound library
research, making use of at least ten academic
sources. The sources included are those
retrieved by good research strategies, including
use of the MLA International Bibliography and
ILL. These sources are not limited by type,
date, or scope.
E. Integration of Research and MLA style: The
student displays an understanding of the
purpose and value of research by using
secondary sources to place the essay’s
argument in the context of a larger academic
discourse. The student effectively integrates
the outside sources into the essay, using signal
phrases, summaries, paraphrases, quotations,
and MLA documentation correctly and
effectively.
F. Style/Mechanics: The student’s essay contains
several different types of sentences and uses
polished, effective language. The tone and
vocabulary are appropriate for the audience,
topic, and purpose. The essay conveys an
effective, distinct author’s voice. The essay is
free of errors in the convention of the English
language.
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Assessment Rubric for Film Critiques and Analyses
Limited to 1000 words using MLA format.
Thesis: The student’s critique includes a
5
4
3
focused, polished thesis and develops a
(advanced)
(average)
unified, convincing, logical argument about
a film text. Critiques should not be written as
personal opinions, but as third person
analyses with at least 3 academic sources.
Analysis and Textual Support: The student
demonstrates effective skills in analyzing
5
4
Regent University, CTV 525 Course Syllabus
3
2
1
(deficient)
2
1
Page 4 of 5
film texts and uses well-chosen, persuasive,
and thorough textual (& even film clip)
support. This support may include
identifying a primary theme of a film text,
discussing at least one filmic element
(including characterization, symbolism,
setting, plot, tone, use of camera, audio &
audio post, lighting and editing conventions),
and placing a literary text into some type of
larger, societal context.
Reading Comprehension: The student
demonstrates familiarity with the visual
vocabulary, plot structure, and stylistic
features of a film text and can effectively
discuss them in writing. The student
demonstrates knowledge of plot details
and/or film textual details, and the student
articulates an understanding of the meaning
of the film text.
Use of MLA format and style: The student
effectively integrates the primary film text
source into the essay, using signal phrases,
summaries, paraphrases, quotations, and
MLA documentation correctly and
effectively. The student formats the essay
according to MLA style.
Style/Mechanics: The student’s essay
contains several different types of sentences
and uses polished, effective language. The
tone and vocabulary are appropriate for the
audience, topic, and purpose. The essay
conveys an effective, distinct author’s voice.
The essay is free of errors in the convention
of the English language.
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Last updated: 7/1/2016
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Regent University, CTV 525 Course Syllabus
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Regent University, CTV 525 Course Syllabus