EDCO / Worcester State University 1 credit, Graduate Course

 

     B Comme Bouquin, C Comme Cinéma: Club du Livre et du Film :

              October 19 and November 23, 2013; January 25 and March 1, 2014

 

                                        Instructor: Andréa Javel,
              Contact Information:
amjavel@aol.com / 781-696-7771
                      Office hours: through Skype upon request

 

http://upload.wikimedia.org/wikipedia/en/d/d5/Le_Havre_poster.jpg    

 

·      Films: Elle s’appelait Sarah (Sarah’s Key), Le Havre, Entre les murs (The Class) and Monsieur Lazhar

·      Texts: http://calounet.pagesperso-orange.fr/extraits/sarah_rosnay.htm

·      http://www.lesinrocks.com/cinema/films-a-l-affiche/le-havre-humaniste-et-sans-chichis/

·      http://www.cahiers-pedagogiques.com/Entre-les-murs

·      http://archive.org/details/PennacDaniel-ChagrinDecole. 

·      http://www.lemonde.fr/culture/article/2012/09/04/monsieur-lazhar-fellag-a-l-ecole-quebecoise_1755208_3246.html

·      http://www.ugcdistribution.fr/monsieur-lazhar-enseignants/

 

Course Description: We will use French and Francophone films and short texts to explore childhood and adolescence over the course of the fall and spring.   Participants will see films, read short texts and literary excerpts on similar themes in preparation for each class meeting.  In each case, participants will discuss the merits of the films and texts, as well as identify themes and classroom applications.  Published criticism and related articles will be explored in class.  The strength of a course like this is the opportunity for lively intellectual discussions with peers, on literary, cinematic, intercultural and historical topics.  This class will be conducted entirely in French.  Movies such as Elle s’appelait Sarah, Le Havre, Entre les murs and Monsieur Lazhar will be examined. 

 

Course Objectives:

By the end of this course, participants will …

(1) develop a deeper understanding of contemporary France and Quebec from the point of view of children and adolescents ;

(2) explore World War II France through historical fiction;

(3) express and exchange personal perspectives on cinema and written narratives in the target language;

(3) create lessons on films viewed and/or texts read for use in their own classrooms.

 

Grading Policy

Class Discussions

50 %

Synopses (4)

20 %

Unit Plan (3 lessons)

30 %

 

A grade of B- is passing for this Graduate Course.  In computing grades,

the following numerical equivalents for the 12 letter grades will be used:

 

A    93% -100%

B-    82% - 80%

D+    67% - 69%

A-   92% - 90%

C+   79% - 77%

D      66% - 63%

B+  89% - 87%

C     76% - 73%

D-     62% - 60%

B    86 % - 83%

C-    72% - 70%

F       59% - 0%

 

Class Discussions: In order to participate fully in class discussions, it is essential that participants view the assigned films and do the assigned readings for a given class.  Participants should be ready to discuss the following questions:

            1) What did you learn about France, Quebec or la francophonie in the film /  reading?

            2) What themes are explored that your students would relate to?

            3) How might you use the film / reading in your classroom?

            4) How would you rate the film / reading?  What were its strengths and weaknesses?

 

      Synopses: Write up a one-page synopsis of each film, in French. 

 

      Unit Plan: Using one or several of the films as a point of departure, participants will design a 3-lesson unit plan for one of the classes they are teaching.  The Unit Plan                 should include a one-page overview and each lesson should include concrete objectives, measurable student outcomes, as well as pre-viewing, while-viewing and                            post-viewing activities for each film.

 

      Attendance policy: As class discussions make up 50% of the overall grade, attendance is essential to success in this course.

 

      Late and missing work

      It is the students’ responsibility to contact the instructor regarding any late or missing

      work.  Although turning work in when it is due is preferable, accommodations can be   

      made, in special circumstances. 

 

        Americans With Disabilities Act:

        Worcester State University and this instructor are committed to the full participation

        of all students, and will provide accommodations for all students with a documented

        disability who is registered with the Disability Services Office.  Please contact the

        instructor as early as possible to discuss necessary accommodations. All information

        regarding disabilities will be treated with confidentiality.

 

        Academic Honesty Policy: Academic integrity is an essential component of a
        Worcester State education.  Education is both the acquisition of knowledge and the             
        development of skills that lead to further intellectual development.  Faculty are                      
       
expected to follow strict principles of intellectual honesty in their own scholarship;              
        students are held to the same standard.  Only by doing their own work can students                     
       
gain the knowledge, skills, confidence and self-worth that come from earned                         
       
success; only by learning how to gather information, to integrate it and to                                      
        communicate it effectively, to identify an idea and follow it to its logical conclusion                     
        can they develop the habit of mind characteristic of educated citizens.  Taking                   
       
shortcuts to higher or easier grades results in a Worcester State experience that is                     
     
  intellectually bankrupt.

     

        Academic integrity is important to the integrity of the Worcester State community

        as a whole.  If Worcester State awards degrees to students who have not truly earned

        them, a reputation for dishonesty and incompetence will follow all of our graduates.

        Violators cheat their classmates out of deserved rewards and recognition.  Academic 

        dishonesty debases the institution and demeans the degree from that institution.

 

        It is in the interest of students, faculty, and administrators to recognize the                             
       
importance of academic integrity and to ensure that academic standards at

        Worcester State remain strong. Only by maintaining high standards of academic                      
        honesty can we protect the value of the educational process and the credibility of

        the institution and its graduates in the larger community.

 

        Academic Support Services: 

        Students who think they may need academic assistance in order to achieve their

        educational objectives should visit the Academic Success Center as soon as possible

        to maximize the benefit of the service.

 

        Library Use – From College-wide Library Advisory Committee

        Worcester State Library has access to many articles through online databases                          
         including J-STOR.  In addition, many articles and book chapters are available to

        students through Interlibrary Loan (ILL).  With a little planning, ILL expands your

        ability to get credible information sources on topics you pursue in your course

        work.  Finally WSU students are free to use many of the library resources within the

        consortium.  Given all of these resources, it is extremely unlikely that you should

        have to pay for individual articles.  Please work with the reference librarians to find

        the appropriate way to access materials you need.  You have already paid for these

        resources through your fees – please make use of them.

       

 

Date / class:

In class:

Homework for the following class:

Class 1

10/19/13

·      Introduction: à l’époque

·      Excerpts from Elle s’appelait Sarah 

·      Round Table and group discussions of film / reading

·      View Elle s’appelait Sarah in its entirety.

·      Read the following excerpt from Elle s’appelait Sarah. http://calounet.pagesperso-orange.fr/extraits/sarah_rosnay.htm

·      Complete Synopsis #1, Elle s’appelait Sarah

Class 2

11/23/13

·      Introduction: à l’époque

·      Excerpts from Le Havre

·      Round Table and group discussions of film / reading

·      View Le Havre in its entirety.

·      Read the following critique of the film. http://www.lesinrocks.com/cinema/films-a-l-affiche/le-havre-humaniste-et-sans-chichis/

·      Complete Synopsis #2, Le Havre

Class 3

January 25

·      Introduction: à l’époque

·      Excerpts from Entre les murs

·      Round Table and group discussions of film / reading

·      View Entre les murs in its entirety.

·      Read the following article about the book upon which the film was based http://www.cahiers-pedagogiques.com/Entre-les-murs

·      Lisez les pages 232 à 233, en ligne, du livre de Daniel Pennac, Chagrin d’école.

·      http://archive.org/details/PennacDaniel-ChagrinDecole. 

·      Complete Synopsis #3, Entre les murs

Class 4

March 1

·      Introduction: à l’époque

·      Excerpts from Monsieur Lazhar

·      Round Table and group discussions of film / reading

·      View Monsieur Lazhar in its entirety.

·      Read the following critique of the film http://www.lemonde.fr/culture/article/2012/09/04/monsieur-lazhar-fellag-a-l-ecole-quebecoise_1755208_3246.html

·      Read the interview with the director, Philippe Falardeau at http://www.ugcdistribution.fr/monsieur-lazhar-enseignants/

·      Complete Synopsis #4, Monsieur Lazhar

 

Addition resources:

Havre du monde, CASTETZ Natalie, 2005

http://books.google.com/books?id=ktWFyb4ogqUC&pg=PA105&dq=extrait+yemma+wahmed+ben+younes&hl=en&sa=X&ei=_Q9TUrqEI5Hj4APG-IDIBQ&ved=0CDkQ6AEwAQ#v=onepage&q=extrait%20yemma%20wahmed%20ben%20younes&f=false