Why Group Projects and Presentations?
These collaborative assignments are designed to foster learning as a group, and to promote solidarity rather than competition in the process of learning. They are also good opportunities for you to address what you see as gaps in the curriculum (i.e. are there issues that you care about that are not addressed in the class?) You are encouraged to use them to contribute to your own learning process and take ownership of the class.

MS100 Class Presentations
Students are required to participate in 1 class presentation. Working in groups of 3-4 students, you will view the film before class, discuss and write a 1 page introduction to the film, and formulate questions for the class discussion following. Each group will begin the presentation by reading the paper, followed by class discussion which your group will facilitate. Your group can also selected up to 15 mins. of clips from the film as a part of your presentation or to frame the discussion.

Assigned films are available on the class Sakai site, in the "video playlist" section. I encourage you to view the film and select representative scenes as a group. Each presentation involves:

• Writing a 1 page paper and reading it as the introduction to your presentation
• Screening the clip you selected (cue the Sakai version or I can usually check out the DVD of the films for you if tell me ahead of time which scene you want to show)
• Lead discussion for 15-30 minutes
• Post your paper on the blog, it will count for one of the three posts for each group member.
  

As a group, you are responsible for:

• Viewing the film as a group and discussing it in relationship to the topic
• Meeting with professor a week ahead of your presentation to go over your introduction and discussion questions, and to make a lesson plan for that class
• Dividing up tasks between group members and jointly managing and recording important aspects of the project—you will probably need to have meetings outside of class, someone should always take notes during meetings and other group discussions
• Introduction to the film - your paper should be a clear and succinct introduction to the film and the clip you are presenting. Summarize information about the filmmaker, narrative and other content, production process etc. for the class. Discuss why this clip is relevant to the topic at hand. What does it demonstrate or refute? Make sure your paper is written in clear and succinct language. Integrate related themes and issues addressed in class discussions, lectures, and readings into the presentation—are there connections you can draw between this film and the others we have watched and discussed in class?
• Discussion - think about how you can engage the rest of the class in a discussion about the clip they just saw. Should you prepare questions, analysis, commentary, or use other activities to initiate dialogue amongst students? How do you facilitate and manage the discussion within your allotted time? What kind of conclusion would you want to lead the class to as a group?
  
  
  
  

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