LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Division: Humanities and Fine Arts
Discipline/Program: Humanities
Course Number and Name: HUMANITIES 017 Film Appreciation
Program Contact Person: ______Kate Campbell______________________________ Phone: 310-233-4426___________
Reviewed by:
Jeffrey Hoppenstand ___________________ ___
Attach additional pages as necessary.
Institutional
Course Intended Outcomes
Learning
Outcomes
1
1. Recognize various techniques of the
motion picture narrative process,
including, editing techniques and
interpreting iconographic images.
Date: June 18, 2014
Means of Assessment
and Criteria for Success
Summary of Data
Collected
Write a final essay
describing how the
elements of film are used
in telling the narrative as
well as communicating
the underlying ideas in a
major motion picture.
In Fall of 2013, five
sections of Film
Appreciation were
evaluated. In total 156
students were assessed.
115 (approx 74% of)
students successfully
completed this
assignment with a grade
of C or better. 26
students received grades
in the A range. 33 placed
in the B range. 56 placed
in the C range. 19 placed
in the D range. 22
students either earned a
grade of F or did not do
the assignment at all.
Criteria for Success:
65% of the students
getting a C or better on
this final essay.
______
Use of Results
Short quizzes and/or essays
should be implemented
earlier in the semester to
alert students to their
possible deficiencies in
writing skills.
The vast majority of students
enter class finding it difficult
to observe (and especially to
describe) visual and aural
details. I repeatedly
emphasize how they should
be visually and aurally alert.
To that end, I will show
scenic examples of this
content earlier in the
semester as an introduction
to this “new” skill. I
continue to point out when a
student’s feedback (in any
form) is limited to telling me
what he or she “thinks”
while neglecting to describe
what was seen and heard.
2
2. Formulate an argument defining the
cinematographic quality of a motion
picture based on analytical reasoning.
In the same essay,
discuss the film,
defending its quality
based on established
aesthetic criteria.
Same as SLO #1
Students state that the film
shows quality when they find
elements and principles I’ve
taught in class. More
emphasis is necessary for the
students who don’t really
grasp the ideas taught – but
are in the habit of saying
what they believe I want to
hear. To that end, I
continually encourage them
to ask me for personal help
and direction as often as
possible – as well as to
overcome their intrinsic habit
of attempting to find “the”
answer with which an
instructor will agree.
In an ideal universe, prerequisites for my class would
include: Basic Writing Skills,
Critical Thinking, Visual
Aesthetics as well as an
Introduction to Psychology.
Far too many students are in
desperate need of a remedial
English skills class before
they are hit with the
expectations of essay writing
in Humanities 17.
5
3. Articulate and analyze how films
can raise and address significant
cultural issues and the diverse and
evolving attitudes within a society.
Write an essay describing
how a specified motion
picture contributes to the
social consciousness
through raising
awareness of universal
ethical issues.
Criteria for Success:
65% of the students
getting a C or better on
this essay.
3
4. Extrapolate information and theories
from classroom and supplemental
sources and apply them to example
films.
Apply terms and theories
from lecture to a sample
motion picture and
incorporate them into the
(final) essay.
In Spring of 2014, three
sections of Film
Appreciation were
evaluated. In total 80
students were assessed.
61 (approx 72% of)
students successfully
completed this
assignment with a grade
of C or better. 25
students received grades
in the A range. 27 placed
in the B range. 9 placed
in the C range. 4 placed
in the D range. 15
students either earned a
grade of F or did not do
the assignment at all.
In general, I’ve found that
students’ knowledge of
history and current events
(regardless of skill level)
appears to be mainly
connected to facts and
events, which they have
heard, studied and/or
memorized. But it’s rare
when a particular student can
relate personally. More
emphasis should be placed
on understanding and
appreciating how moral
issues of the past – as well as
events, which shape society
in the present, do in fact
affect THEM. I will
emphasize even more
strongly how moral issues
and attitudes in films from
any era and/or any society
still connect directly to all
our lives. I may initiate an
assignment requiring
students to research and
report on a pivotal social
issue before it is addressed in
a screened or assigned film.
Same as SLO #1
Often, the weakest students
simply “parrot” back terms
and theories from class but
don’t truly understand their
meanings or applications – I
continue to emphasize my
availability through email
and/or personal meetings to
answer any questions on the
class material. However, a
promising number of
students also demonstrate
newfound observational and
analytical skills.
July 9, 2013
Attach additional pages as necessary.
Institutional
Course Intended Outcomes
Learning
Outcomes
1
1. Recognize various techniques of the
motion picture narrative process,
including, editing techniques and
interpreting iconographic images.
Means of Assessment
and Criteria for Success
Summary of Data
Collected
Use of Results
Write a (final) essay
describing how the
elements of film are used
in telling the narrative as
well as communicating
the underlying ideas in a
major motion picture
In the spring of 2013, I
taught two sections of
film appreciation. In total
66 students were
assessed. 58 (approx
88% of) students
successfully completed
this assignment with a
grade of C or better. 26
students received grades
in the A range. 22 placed
in the B range. 10 placed
in the C range. None
earned a D. 8 students
did not do the assignment
at all.
In general, students often
enter my class finding it
difficult to be aware of (and
to describe) visual and aural
details. I continue to
emphasize how they should
be visually and aurally alert.
The overall goal I announce
is for them to develop and
apply keen observational
skills and next, to apply
critical thinking to those
observations in order to
decipher the deeper
meanings. I will continue to
point out when a student’s
feedback (in any form) is
limited to telling me what he
or she “thinks” and
neglecting what was seen
and heard.
To this end, I will screen
more of Akira Kurosawa’s
works to demonstrate how
much story and thematic
information can be
communicated through
skillful use of visual imagery
in the mise-en-scene as well
as dialogue, music and sound
effects.
2
2. Formulate an argument defining the
cinematographic quality of a motion
picture based on analytical reasoning.
In the same essay,
discuss the film,
defending its quality
based on established
aesthetic criteria.
Same as above.
Students often state that the
film shows quality when they
find elements and principles
I’ve taught in class. Since I
select (or must approve) the
film(s) for them to view, I
presume the quality to be
present – and many are often
seeing what I’ve intended.
More emphasis is necessary
for the students who don’t
really grasp the ideas but are
in the habit of saying what
they believe I want to hear.
In an Ideal Universe, prerequisites for my class would
include: Basic Writing Skills,
some exposure to Critical
Thinking and an Introduction
to Psychology.
5
3. Express how aesthetics are used in
establishing a cultural awareness.
Demonstrate how a
specified motion picture
contributes to the social
consciousness.
Not assessed
1
4. Compare and contrast how two
sample films from history are affected
by the American motion picture
business.
3
5. Extrapolate information and theories
from classroom and supplemental
sources and apply them to example
films.
After selecting two films
from, different historical
periods, Compare and
contrast how economic
considerations affect
narrative story telling
variables.
Apply terms and theories
from lecture to a sample
motion picture and
incorporate them into the
(final) essay.
Not assessed
Same as above.
Often, the weakest students
learn to parrot back terms
and theories from class, but
don’t truly understand their
meanings or applications.
More emphasis is necessary,
however this semester
showed a promising higher
number of stronger students
who demonstrate newfound
observational and analytical
skills. They often tell me
they discuss the ideas during
recreational film viewing.
Date:
June 2011
Attach additional pages as necessary.
Institutional
Course Intended Outcomes
Learning
Outcomes
1
1. Recognize various techniques of the
motion picture narrative process,
including, editing techniques and
interpreting iconographic images.
Means of Assessment
and Criteria for Success
Summary of Data
Collected
Use of Results
Write an essay describing
how the elements of film
are use in telling the
narrative in a major
motion picture
In Spring 2011 5
sections with a total of
177 students were
assessed.
111 or 63% proved
proficient in the outcome
assessment
47 students were
assessed in this outcome.
20 or 46 % were assessed
as having fulfilled the
rubric requirements.
Writing skills still need to be
stressed in our courses. Next
semester we will offer
sample film analysis for
students to refer to.
2
2. Formulate an argument defining the
cinematographic quality of a motion
picture based on analytical reasoning.
Write a review of a film
defending its quality
based on established
aesthetic criteria.
5
3. Express how aesthetics are used in
establishing a cultural awareness.
1
4. Compare and contrast how two
sample films from history are affected
by the American motion picture
business.
3
5. Extrapolate information and theories
from classroom and supplemental
sources and apply them to example
films.
Demonstrate how a
specified motion picture
contributes to the social
consciousness.
After selecting two films
from, different historical
periods, Compare and
contrast how economic
considerations affect
narrative story telling
variables.
Apply terms and theories
from lecture to a sample
motion picture.
This class was exceedingly
inattentive and their
assessments proved this. Try
to find support materials to
better illustrate cinematic
contribution to film
Not assessed
Not assessed
35 students were
assessed in this outcome.
20 or 60% were
proficient in this activity.
Even though more emphasis
was stressed on taking notes
students continue to not
incorporate terms and
theories form lecture in their
writing. Redo worksheet to
stress the terms and
examples of term from film.