Chapman University
Fall 2020
English 472: Film, gender, sexuality
Statement on Diversity and Inclusion
Department of English, Chapman University
December 2016
For at least half a century now, English as an academic discipline has been at the forefront of scholarly work and pedagogy in feminist theory, critical race studies, ecocriticism, queer theory, disability studies, working-class studies, postcolonial theory, multiculturalism, linguistic diversity, and student agency. The English Department at Chapman University works in all these areas and endorses Chapman’s commitment to diversity and inclusion. We pledge to vigorously support all our students; to welcome all students into our classrooms irrespective of immigration status; to contest racism, sexism, classism, ableism, homophobia, transphobia, Islamophobia, xenophobia, imperialism, anti-Semitism, and anti-environmentalism; and to resist deportations.
Wilkinson College Interdisciplinary Minors Statement of Solidarity with Black Lives Matter, June 2020
English Department Statement of Solidarity with Black Lives Matter and endorsement of the statement by the Association of Asian American Studies on heightened anti-Asian bigotry during the Coronavirus pandemic, June 2020
Instructor Contact Information:
- Ian Barnard, Ph.D.
- Office Hours Via Zoom: M 3-4 p.m. and other times upon request (email me to schedule)
- Email Office Hours: [email protected]
Course Format:
Zoom Protocol:
Catalog Course Description:
Student Learning Outcomes for This Course:
Required Texts:
Films You Will Watch On Your Own:
S = on Swank; B = on Blackboard; K = on Kanopy; N = on Netflix; A = on Amazon Prime Video
Films/Videos and Excerpts We Will Watch Together on Zoom:
Grade Distribution:
Graded Assignments:
Collaborative Presentation
Additional Course Policies and Resources:
- This is an online course. I know that some of you are disappointed and would prefer to meet in person (I would, too!), but I believe that an online format is the safest and most effective way for us to conduct the class.
- We will meet via Zoom each Friday at 1 p.m. California time to check in and discuss course materials and assignments, watch short films or excerpts from films, and, occasionally, to do in-class writing; however, Zoom fatigue is real, so these meetings will not last the full three hour class time! Most of the course work will be completed on Canvas, some during the assigned class time, some at your own pace during the course of the week. It's important to work on the self-paced Canvas assignments throughout the week, and not to try to complete them right before they are due! If you are not able to participate in our live Zoom discussions, please let me know so that I can give you an alternate assignment.
- I hold Zoom office hours on Mondays 3-4 p.m. Email me if you'd like to chat, and we can set up an appointment for that time, or for another time if you're not available during my office hour.
Zoom Protocol:
- If possible, please turn your camera on—the purpose of Zoom discussions is to create a sense of class community; this is facilitated if we are able to see you! If we get tired of the cameras, we may decide to turn them off later in the semester...
- Please mute yourself when you are not speaking so that we reduce sound distractions to a minimum.
- Use the “raise hand” icon if you’d like to speak or ask a question, and lower your hand after you have spoken so that I can keep track of those who are still waiting to speak; if you’d prefer to write a comment or question, feel free to use the chat box.
- I’d like everyone to have an opportunity to participate in each Zoom discussion; if you've already spoken, I may wait for others to speak before calling on you again—I hope you will understand and won’t be offended!
Catalog Course Description:
- Prerequisite: written inquiry. Enrollment limited to juniors and above. This course examines the relationship among film, gender, and sexuality. Topics covered may include cinematic representations of gender and sexuality, GLBT issues in film, feminist film theory, censorship, transgression, screening the body, psychoanalysis and cinema. May be repeated for credit.
Student Learning Outcomes for This Course:
- understand the political, social, and cultural significance of cinematic representations of people of diverse genders and sexual orientations
- understand how to analyze film form and content from multicultural and global queer and feminist perspectives
- know the history of feminist and queer films and film theory, including anti-imperialist and anti-racist interventions into film theory
- demonstrate your engagement with queer and feminist film theory and your ability to analyze films in oral, written, and other forms
- ability to explain and apply significant theoretical and critical approaches in the field of English studies
- skill in critical reading, or the practice of identifying and interpreting the formal, rhetorical, and stylistic features of a text
- skill in writing grammatically, coherently, and persuasively
- compose critical or creative works that embody or analyze conceptually an artistic form at a baccalaureate / pre-professional level
Required Texts:
- Hole and Jelača. Film Feminisms: A Global Introduction.
- I will post additional articles on Blackboard for you to read.
- You are also required to watch many films and videos on your own for this class. Most are available for free on Kanopy, Blackboard, or Swank. You will need to log in with your Chapman ID in order to view these films and videos. In addition, you will need to pay a nominal free to stream three films that are not available on Chapman platforms.
- You will also do independent research for your collaborative presentation and final project.
Films You Will Watch On Your Own:
S = on Swank; B = on Blackboard; K = on Kanopy; N = on Netflix; A = on Amazon Prime Video
- Baker, Sean, dir. Tangerine. S (tw: representations of violence against women and anti-trans hate crimes)
- Cheng, Li, dir. José. B (tw: discussion of homophobia)
- Epstein, Rob, and Jeffrey Friedman, dirs. The Celluloid Closet. A (tw: representations of violence against lgbtq characters)
- Feder, Sam, dir. Disclosure. N (representations of racism, transphobia, and violence against trans characters)
- Ghazvinizadeh, Anahita, dir. They. K
- Hepburn, Kathleen, and Elle-Máijá Tailfeathers, dirs. The Body Remembers When the World Broke Open. N (tw: representations and discussion of domestic violence)
- Hilferty, Robert, dir. Stop the Church. K
- Jarman, Derek, dir. Blue. K
- Peele, Jordan, dir. Get Out! S (tw: representations of racism)
Films/Videos and Excerpts We Will Watch Together on Zoom:
- Akerman, Chantal, dir. Jeanne Dielman. K
- Hammer, Barbara, dir. Dyketactics.
- Julien, Isaac, dir. The Attendant. (tw: representation of slavery)
- Keith, Thomas, dir. Generation M: Misogyny in Media and Culture. (tw: representations of violence against women)
- Mulvey, Laura, and Peter Wollen, dirs. Riddles of the Sphinx.
- Sun, Chyng Feng, dir. Mickey Mouse Monopoly. (tw: representations of sexism and violence against women)
Grade Distribution:
- Collaborative Presentation......................................................................30%
- Expansion of Discussion Post..................................................................45%
- Other Assignments...................................................................................25%
Graded Assignments:
Collaborative Presentation
- You and one or two colleagues will research and create a presentation on a topic from a list I will provide, and you’ll post your presentation on Canvas. The purpose of your presentation is to provide class members with background and contextual information on class topics, filmmakers, and films, in order to enrich our understanding and inform our discussion of these topics/filmmakers/films. You’ll work with your partner(s) (via Zoom, email, text message, Google docs, etc.) to create your presentation using Zoom. You’ll record a Zoom session with your partner(s), and upload your recording to Canvas. You can use the screen share function on Zoom to show PowerPoint slides, video clips, images, websites, etc. Please consult with me if you’d like to use a different technology for your presentation.
- Each presentation should include at least two digital elements (e.g., video of you speaking, video clips from films you are discussing, images, websites, music, slides) and must acknowledge the sources you used to get your information (e.g., you can mention the source(s) by name or have it/them written on a slide). If you have difficulty finding material on your topic, let me know—I’ll be happy to direct you to appropriate sources.
- Your presentation should be 10-15 minutes long, so you will need to focus on the most important and/or interesting aspects of your topic, and those aspects that you feel are most relevant to our class. Avoid the temptation to give an exhaustive overview of your topic—you need to be selective in your material. If you choose to use PowerPoint slides, don’t make these slides text-heavy and don’t read what’s on your slides--slides are supposed to enhance or summarize what you are saying, not act as teleprompters!
- After you have posted your presentation on Canvas, class members will respond with questions and comments, and you will then respond to class members’ questions/comments. You and your partner(s) should decide together who will respond to which class members’ comments/questions.
- My evaluation of your presentation will be based on the quality of your research and material/analysis, how well you present your material, your ability to answer questions, how well you and your partner work together, and your adherence to the time limit. You and your partner(s) will earn the same grade unless one of you fails to make a substantial contribution to the presentation.
- 1250-2500 words (excluding bibliography)
- This is your opportunity to revise and expand one of the four Canvas discussion posts you have composed this semester into a more traditional essay. Perhaps you have deepened or changed your understanding of a topic or film as a result of class members' responses to your post, class discussions or readings, or the passage of time? Perhaps you are particularly interested in one of the topics or films and have more to say on it? Choose one of your four discussion posts and revise/expand it. You must engage with at least one outside scholarly source in your discussion. I can help you find scholarly sources! You’re also welcome to bring additional class or outside texts (including other films) into your discussion. And since you’ll be posting your essay on Canvas, you’re welcome to include links, images, video clips, and other digital elements. Cite all sources following MLA (or another scholarly) format in the body of your essay, and don’t forget to include a bibliography at the end—it should follow MLA (or another scholarly) format and include all primary and secondary sources you cite. You should also include appropriate citations for any images you use.
- Your target audience is other scholars who are interested in and know something about film, gender, and sexuality, but are not necessarily members of our class and have not necessarily seen the film(s) you are discussing. If you are discussing well-known films, you don’t need to summarize them. In the case of less well-known films, you might need to give your target readers some information about them.
- These include four Canvas discussion posts (I'll post detailed prompts for these on Canvas), responses to colleagues' discussion posts and presentations, a draft of the final assignment, in-class writing, mid-semester feedback on the course, an introductory video, and alternate assignments if you are not able to participate in Zoom discussions.
- I grade these assignments on a credit/no credit basis and you must submit them on time to earn full credit for them.
- We'll discuss other criteria for earning credit for these assignments.
Additional Course Policies and Resources:
- Citation of Sources: Plagiarism is a contested and context-specific topic. We will discuss effective ways of using sources and issues around plagiarism.
- Email Protocol: Email is the best way to reach me. I acknowledge all email messages within 48 hours. If you email me but don’t get a response, I haven’t received your email. Feel free to email me concerning any questions you have about the course or your work.
- Class Dynamics: I do not spend much time lecturing and expect you to participate vigorously in the many Zoom and online discussions around which the course is organized. We all teach and learn in this course--I do not believe in a one-way transmission of “knowledge” from instructor to students. I don’t have all the answers, and I look forward to learning as much as teaching in this course. You should direct your questions and comments to your colleagues as much as to me. I encourage you to speak during each Zoom discussion and to encourage your colleagues to do the same.
- Diversity: I share with Chapman University, the English Department, and the LGBTQ Studies program a commitment to ensuring equality and valuing diversity. Students and professors are reminded to show respect at all times as outlined in Chapman's Harassment and Discrimination Policy. Any violations of this policy should be discussed with me, the Dean of Students, and/or otherwise reported in accordance with this policy.
- Students With Disabilities: Please let me know me early in the semester if you have a documented disability, so that we can discuss what accommodations, if any, I might make to help you succeed in this class.
- The Chapman Writing Center is a free service where you can get feedback on class projects.
tentative schedule
- Readings marked * are on Canvas
- Note that you choose four of the five Canvas discussion posts to complete and respond to (you might want to skip the one that is close to your presentation date!)
Week 1
Zoom Meeting (9/4/20, 1 p.m.):
- Introduction to the course and issues of representation
- Discuss upcoming assignments
- Post your Flipgrid video introduction on Canvas by 11:59 p.m. on 9/4/20
- Sign up for a presentation by 9/9/20 at 11:59 p.m.
- Watch Get Out! before our next Zoom meeting
- Canvas discussion post #1 due by 12 noon on 9/11/20
Unit 1: Representation
Week 2
Zoom Meeting (9/11/20, 1 p.m.):
- Discuss Get Out! and discussion posts
- Responding to discussion posts
- Review presentations
- Respond to at least two colleagues' discussion posts #1 by 12 noon on 9/18/20 (see criteria on Canvas)
- Watch The Celluloid Closet and/or Disclosure before our next Zoom meeting
- Canvas discussion post #2 due by 12 noon on 9/18/20
Week 3
Zoom Meeting (9/18/20, 1 p.m.):
- Discuss The Celluloid Closet, Disclosure, discussion posts, and The Russo Test
- Debrief discussion responses
- The Mickey Mouse Monopoly
- Read Chapter 7 in Film Feminisms before our next Zoom meeting
- Respond to presentation on the feminist sex wars (ask a question about the presentation or make a comment) by 12 noon on 9/25/20
- Respond to at least two colleagues' discussion posts #2 by 12 noon on 9/25/20 (respond to different colleagues from those you responded to last time; see criteria on Canvas)
Week 4
Zoom Meeting (9/25/20, 1 p.m.):
- Discuss reading, presentation and responses, and discussion responses
- Pornography and Generation M
- Watch Tangerine before our next Zoom meeting
- Read Chapter 1 in Film Feminisms and articles on Tangerine * before our next Zoom meeting
- Respond to presentation on the making of Tangerine (ask a question about the presentation or make a comment) by 12 noon on 10/2/20
Week 5
Zoom Meeting (10/2/20, 1 p.m.):
- Discuss Tangerine, reading, presentation, and responses
- Respond to presentation on non-binary gender identity (ask a question about the presentation or make a comment by 12 noon on 10/9/20)
- Watch They before our next Zoom meeting
- Canvas discussion post #3 due by 12 noon on 10/9/20
- Read Chapter 3 from A Short Guide to Writing About Film * before our next Zoom meeting
Week 6
Zoom Meeting (10/9/20, 1 p.m.):
- Discuss They, presentation, and discussion posts
- How to read a film
- Introduction to next unit
- Watch The Body Remembers When the World Broke Open before our next Zoom meeting
- Respond to presentation on the making of The Body Remembers When the World Broke Open (ask a question about the presentation or make a comment) by 12 noon on 10/16/20
- Respond to at least two colleagues' discussion posts #3 by 12 noon on on 10/16/20 (respond to different colleagues from those you responded to previously; see criteria on Canvas)
Unit 2: Authorship
Week 7
Zoom Meeting (10/16/20, 1 p.m.):
- Discuss The Body Remembers When the World Broke Open, discussion responses, presentation, and responses to presentation
- The Bechdel Test
- Watch José before our next Zoom meeting
- Respond to two presentations: the civil war in Guatemala and the making of José (ask a question or make a comment about each presentation) by 12 noon on 10/23/20
- Complete your mid-semester feedback on the course by 12 noon on 10/23/20
Week 8
Zoom Meeting (10/23/20, 1 p.m.):
- Discuss José, presentations, and responses
- Introduction to Laura Mulvey and next unit
- Read Chapter 2 in Film Feminisms and Laura Mulvey, "Visual Pleasure and Narrative Cinema" * before our next Zoom meeting
- Canvas discussion post #4 due by 12 noon on 10/30/20
Unit 3: Form
Week 9
Zoom Meeting (10/30/20, 1 p.m.):
- Discuss reading, discussion posts, and mid-semester feedback
- Watch and discuss excerpts from Jeanne Dielman and Riddles of the Sphinx
- Respond to presentation on Barbara Hammer (ask a question or make a comment) by 12 noon on 11/6/20
- Respond to at least two colleagues' discussion posts #4 by 12 noon on on 11/6/20 (respond to different colleagues from those you responded to previously; see criteria on Canvas)
- Read Chapter 6 in Film Feminisms and Anat Pick, "New Queer Cinema and Lesbian Films" * before our next Zoom meeting
Week 10
Zoom Meeting (11/6/20, 1 p.m.):
- Discuss reading, presentations and responses, and discussion responses
- Watch and discuss Barbara Hammer shorts
- Respond to presentation on The British Museum (ask a question or make a comment) by 12 noon on 11/13/20
- Read articles on The Attendant *, B. Ruby Rich, "New Queer Cinema" *, and Julien and Savage, "Queering the Pitch: A Conversation" * before our next Zoom meeting
Week 11
Zoom Meeting (11/13/20, 1 p.m.):
- Discuss readings, presentations, and presentation responses
- Watch and discuss The Attendant
- Watch Blue before our next Zoom meeting
- Read Blue materials * before our next Zoom meeting
- Extra credit: post a reflection on Rotimi Fani-Kayode's work in Chapman's Begin/Again: Marking Black Memories exhibit by 12 noon on 11/20/20
Week 12
Zoom Meeting (11/20/20, 1 p.m.):
- Discuss Blue, readings, presentation, and presentation responses
- Overview of final project
- Canvas discussion post #5 due by 12 noon on 11/27/20
- Respond to at least two colleagues' Canvas posts #5 by 12 noon on 12/4/20 (respond to different colleagues from the colleagues you responded to before; see criteria on Canvas)
- Respond to presentation on ACT UP (ask a question or make a comment) by 12 noon on 12/4/20
- Watch Stop the Church before our next Zoom meeting
- Start working on your final project
Unit 4: Activism
Week 13
Zoom Meeting (12/4/20, 1 p.m.):
- Discuss Stop the Church, discussion posts and responses, and presentation and responses
- Assign groups for peer workshops
- In-class writing
- Post a draft of your final project (expansion of discussion post) on Canvas by 11:59 p.m. on 12/9/20
- Read your group members' drafts before our next Zoom meeting
Week 14
Zoom Meeting (12/11/20, 1 p.m.):
- Course debrief and evaluations
- Peer workshops
- Post your revised final project (expansion of discussion post) on Canvas by 12 noon on 12/18/20