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 (i.e. they prepare you for the post-collegiate work environment, where collaborative teams far outnumber individual efforts). 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.

MS50 Group Projects and Presentations
Groups of 2-3 students will be formed at the beginning of the semester, either by instructor (usually randomly) or by students (through self-selection). Each student will join two different groups. Group projects are organized around five topics: avant-garde cinema; "musicals"; media reality; autoethnography, fake documentary, and mockumentary; and New Queer Cinema.

Each group is responsible for viewing one of the assigned films, (see Course Schedule for film assignments) which are available for viewing on the class Sakai Film Playlist, then selecting a representative scene (up to 5 mins.), and presenting that clip in class on the day when your presentation is scheduled. Each presentation involves:

• Writing a 2-3 page paper (double-spaced) and reading it as the introduction to your presentation
• Screening the clip you selected (from Sakai playlist)
• Lead discussion for 15 minutes
• Handing in one copy of the paper after your presentation
  

As a group, you are responsible for:

• Viewing the film as a group and discussing it in relationship to the topic
• 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
• Introducing 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?
• Each discussion group is required to meet with me before the class in which their discussion takes place to discuss and coordinate your lesson plan with mine.
  

One grade will be given per project, each group member will receive the same grade unless there are extenuating circumstance.

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