Activity: FILM CRITIC & REFLECTION

Course: 02PROFED06 – The Teacher and the School Curriculum

Task:

1. Get hold of a copy of one of the following movies related to our course, The Teacher and the School
Curriculum. You can choose among the following:

 Bad Genius (Thai movie shown in 2017)

 Wonder (Hollywood, 2017)
 The Gifted (Hollywood, 2017)
 3 Idiots (Bollywood, 2009)
 Dead Poet’s Society (Hollywood, 1989)
 Maestra (2017)
 Teacher’s Diary (Thai Movie, 2014)

2. Critically watch the movie you have chosen.

3. Take down notes on important aspects of the film related to our course. The note-taking process is crucial
to helping students turn their viewing experience from passive entertainment to active interaction with the
film. The notes taken also provide useful information to review key scenes and reflect on what you have
watched.
4. Use the Film Study Guide in watching the movie.
5. SUMMARY. Write a summary of the movie. A synopsis is a brief summary of the major points of the movie.
(Note: Do not just take it from the internet, it is easy to recognize if your synopsis is original, or not. It is just
one-click away).
6. ANALYSIS. Write a short review of the movie based on the following guide questions.

a. What is the general theme of the movie?

b. How does the movie reflect the different viewpoints of the

1) learner?
2) teacher?
3) society?
4) educational system?

c. What major educational issues/ conflicts are being presented in the movie?
d. Using the knowledge you gained from the different curricular foundations, what solutions do you
suggest in addressing the said issues?
e. What aspect/s of the movie, in relation to the course, that impacts your insights?

7. REVIEW. How do you transfer the reflections you gained in your own context (as a future teacher in a
particular area)?

This task and scoring rubric is developed by Prof. Gerry C. Areta of PNU-CTD-FES for 2PROFED06 – The Teacher &
the School Curriculum. Should you want to use this, kindly acknowledge the source.

CRITERIA 4 3
- Gives reader a clear
understanding of the film along
1. Content of the
with the main characters and
Summary of Film
plot in an appropriate amount
(Identifies
of space that is no more than
characters, notes
two paragraphs.
main plot, clear
- Addresses plot twist and/or
idea of what the
character’s motive
film is about)
- Does not give away ending or
spoilers
- Provides evidence of critical
thinking
- Avoids simple explanations of
terms but rather relates the
terms to the film and the
2. Analysis of the purpose
Film - Articulates director’s actor’s
vision, approach to the film
- Reflects a strong ground of the
curricular foundations and was
able to relate this knowledge to
the analysis
- Reflection flows well and
integrates learning from the
coursework as well as the film
3. Reflection - Expression of personal reflection
to the film
- Transfer of learning is realistic
and contextually articulated
- Free of grammar and spelling
and punctuation errors.
- Excellent tone
4. Style and - Vocabulary is simple, yet
Mechanics specific to paper
- Avoided qualifiers or fillers
- Clear, concise and direct
articulation of originality
This task and scoring rubric is developed by Prof. Gerry C. Areta of PNU-CTD-FES for 2PROFED06 – The Teacher & the School Curriculum. Should you want to use this, kindly acknowledge the source.
Rubrics in Grading the Film Critic and Reflections
- Gives detailed explanation of the
film’s main plot and characters
extending beyond two paragraphs.
- Addresses either plot twist or
character’s motive
- Provided some spoilers of plot and
character
- Provides new perspective and
relation to the issues addressed in the
course
- Uses terminology learned from the
course in appropriate ways
- Was able to relate some curricular
foundations on the analysis of the film
- Good overall reaction is presented.
- Reflection of what was personally
learned from the film and the relation
to the course.
- Transfer of learning is in some way
realistic and contextualized
- Minimal errors of grammar, spelling
and punctuations
- Appropriate tone
- Appropriate and correct usage of
vocabulary
- Language usage is appropriate
- Student’s voice is articulated in
various sections.
2 1
- Gives a general idea of the film
but lacks in clarity of the plot
and characters. Too short,
almost synopsis
- Crucial plot and character
actions not addressed
- Provided spoilers and ending
- Uses some basic course
terminology but limited critical
thinking about the film’s
purpose, theme, actions, and/
or conflict presented.
- No articulation of both film’s
purpose and relation to the
writer’s context
- Was able to use limited
background on the curricular
foundations on the analysis of
the film
- Some reflection but lacks in
ability to relate to what was
learned through the film.
- Transfer of learning is ideally
articulated with some
applicability to real context.
- Several grammatical, spelling &
punctuation errors are present
- Tone is disjointed
- Some wordiness
- Some vague language usage
- Uses some qualifiers/ fillers
- Sources are not well recognized
% Grade W
- Does not give reader a summary
of the film. Main characters and
plot is not addressed.
- Glosses over, disorganized
thoughts
25%
- Not clear what the film is about
- Provides no critical thinking and
only a summary of what occurred
- Gives no relation to the course work
or terminology
- No focus on what caught the
writer’s attention
40%
- There was no use of the knowledge
to different curricular foundations
on the analysis of the film.
- Very vague and no personal
reaction included
- Inappropriate use of reflection
taking up majority of the paper 20%
- Disjointed applicability to one’s
context.
- Glaring errors in spelling, grammar
& punctuations
- Mismatch in tone
- Too wordy & lots of fillers
15%
- Student’s voice is lost because of
abused of stock phrases
TOTALGRADE