INTRODUCTION TO GLOBAL ISSUES IN FILMS

Anti Vietnam War Protest (1969)

Welcome to the Spring 2025 semester!

This is your blog for your  Global Issues in Film course via creative literacy (writing & visual literacy)--it will get the creative educational process flowing for critical thinking, global literacy & in order to develop a global point of view (POV). This is a 100% online class.

Trigger Warnings:  Viewer discretion is advised. Films & multi-media content will touch on violence, suicide, sexual assault, etc. This content can be disturbing and we are dealing with issues which are also problems. These posts are based on factual evidence or based on credible/verified factual adaptations of a real event.  
   

Please approach the content regarding the post assignments, questions, & readings with an open-mind.  Email me if you have an issue. 

Both of your text pdfs are on Canvas.

If you have a Gmail account, you are in this system, if not, you can post as a guest. Last name first initial, please.   Blogger only allows for brief & concise comments--appx. 200 words max.
All you will be doing is answering questions prompted by each post based on an ideological cinematic approach. One post will demonstrate individual difference theory as it relates to a photograph across a brief book passage, NPR audio files to a video.   You will comment using the assigned reading/theory, film language (for muse en scene tactics), GSP & very concise sentences. Do not retell the story, cut to the chase & simply answer each question as assigned. 

"The Rules" for posting comments document is in your Canvas shell for this class.

 

The blog posts will allow you to learn different aspects of global communication and how some ideological issues are created, miscommunicated, or amplified.  The post questions are specific. Be concise. Edit carefully & answer exactly what is asked of you.
All films are available via Amazon Prime, Netflix, Hulu, YouTube and more, via streaming services for nominal rental fees or free. 

The main task for you all to do is a close reading of each film/image focusing on assigned ideological issues, global comm theory & cinematic film/scene tactics used to amplify (make obvious) an issue or ideological conflict, as assigned.  Refer to each Post Assignment for assigned readings & questions for post comments. Your first two posts are P/F  to get used to "The Rules." I also give you guys a bit more time for initial readings and to get used to "The Rules."  If you ever need help posting please email me at UHCL, or my gmail account especially if you are a tad frantic about meeting a deadline. Not a week after the assignment, within 48 hours so I can assist.

Practice a comment:  Introduce yourself to your peers below:

Q1. Please introduce yourself & let your peers (and me) know what you are looking forward to learning in this film theory class.

If you are the first to post, click on "No Comments" at the end of each blog post.

Appreciated by your fellow classmates by: Jan. 21 by midnight.

This is not a public forum. Ive put the settings to "by invitation only."  This does not mean you can add more posts.  You'll only be reading previous posts and commenting new an unique responses to very specific questions. You can use your last name, first initial or gmail account.   Many of the films & images are not meant for children. Many have Restricted ratings.  Please be aware of little eyes around your home.

Keep in mind all global issues are local issues.

POST 1: "Bombshell: The Hedy Lamarr Story" Digital Media Innovation DUE: Jan 30 by 8 a.m.

READ:

Writing About Film Text (film language):  

Read initial chapters on how to "read" a film & the section on the ideological approach to writing about film. Get familiar with the glossary & mise en scene (a very very broad topic for amplifying issues in scenes via the camera).  Look up the definitions of these ideological issues for this film: stereotypes, misogyny & ageism. 

Bridging the Gaps in Global Communication (theory):

Chapter 1 Organization of Information (Q1-3)
Chapter 2 Politics   (Q5)

 

WATCH THE FILM:  

"Bombshell: The Hedy Lamarr Story" (2017)

Premiered: May 18, 2018  

(I'd do the readings & look at the questions so I would know what I'm looking for. Some watch the film once to absorb the film experience, and then go back to find scene references for the post assignment.)

QUESTIONS (5):  

Q1.  Choose one scene that serves as an example of a misogynistic-stereotype, or the use of ageism in this film that set-up a history of miscommunication (BTG Chap 1.) about Hedy.   Include a film time stamp reference for all scenes, images montages, etc. . . (hours:min.)

Q2.  What was one miscommunication issue that occurred that hurt Ms. Lamarr's reputation or credibility in your selection? 

Q3. Very briefly explain how the director amplified this issue via filming tactics (miss en scene) for your selected scene from Q1. 

You may have similar points of view (POV), but your choice of a film scene must be different. 

Include a film time stamp (hours:minutes) that will serve as a reference for your chosen scene. You can put it at the beginning, "At (1:36) misogyny is amplified via. . . " or the end.

Q4.  Find one recent (2022-2025) credible news media story of the same ideological issue today.  Explain briefly why your story reflects the same ideological issue your answers to Qs 1 & 2 addressed (collectively). End this Q. with the media link directly to the actual story.

Q5.  What did you think when you found out about Hedy's contribution to digital media a political issue that arose? (Your POV. Keep it short & to the point.) Answers may be similar try to dig deeper and be unique.

When I say keep it short & tight via following "The Rules.' I mean seriously, as there is a max of a 150-200 word limit for post comments.

• For any credible media example for your post questions include a link.

• A first person narrative is only applicable when asked for your point of view (POV).

• Amplified means, made a filming decision to make an obvious point in the film narrative.

• Film narrative does not mean the script or just what was said. This class focuses on filming decisions made by the director/screenwriter that makes a film interesting and draws the eye & mind into the story.  A film narrative could be silent and still convey meaning.

• Be concise and to the point.  Do not retell the story or restate the question. We all watched it. Be sure to go in order and identify each question with Q1. Q2. and so on.

• Briefly answer what you've be asked. Really. (This will be hard at first.) You do not even have to say the name of the film! No quotes or set-up the story--we've all seen it.

• Only one scene for each example requested is an absolute.  One really means one.  More will get you deductions.

• BTG is a shorthand ref to your Bridging the Gaps text. Your ref can be (BTG, p. 7) from the assigned chapter that relates directly to the question. Film text, (Film, p. 3).

RULE:  Read all previous comments so you do not repeat a previous comment or example. There are hundreds of examples! Image by image to a montage, to a scene. . .

Dig deeper. Be Unique! There are nuanced to obvious scenes, images, such as  depth of field, panning, a close-up to capture fidgety hands, or a facial expression--they all have a reason--to amplify meaning. It is not all about the verbal script. An excellent director definitely knows what they are doing!

This is your first post assignment that has tips & instructions throughout. This will not be the case for the rest of the post assignments.  

DUE:  Jan 30 by 8 a.m.    Change to deadline!!

50 pass/fail pts by the deadline

POST 2: Netflix "Web of Make Believe" #3 "I'm Not a Nazi!" DUE: Feb 5 (50 pts P/F) EXTENDED!

Writing About Film Text & Research:

Continue to get familiar with ideology & all that it encompasses, along with mine en scene and all that it encompasses.  Do some research. . .

READ: Bridging the Gaps 

                  Chapter 2 - Concepts for Individual vs. Communal Decision-Making

WATCH:  Episode#3    I'm Not a Nazi! 

(Netflix: "Web of Make Believe: Death, Lies & the Internet")

Answer these questions: 

Q1. Find an example of communal decision-making.  Briefly explain and cite the scene (time:stamp).  

Q2.  Find an example (Chap 2)  of individual decision-making and how ideological differences between individual versus communal decisions can be dangerous to deadly.  Include (time:stamp) film reference. 

Q3. Find a recent (2022-2025) credible-news story that refers to a hate crime or policy (law) that reflects the domestic terrorism organization you watched. (Include the link.)

Follow the Rules for Posting (Located in Canvas)

You may have to either look at the "big picture" or focus on a single image that communicates a cinematic ideological response to a post question. 

This is what "Digging Deep & Be Unique" means.

DUE: Feb 5  by midnight 

50 pass/fail pts by the deadline.

POST 3 - "Strange Fruit" Post-Colonial Issues & Media Literacy DUE: Feb 10

 

 MARION INDIANA PRISON POSTCARD

To be clear, a lynching refers to a hate or racially-motivated crime. It does not just refer to death by hanging.   This type of killing is typically perpetuated by a group or mob outside of the rule of law--aka vigilante justice.

"Strange Fruit" is known as the protest song that sparked the Civil Rights Movement. 
~ President J. F. Kennedy. 

DIRECTIONS:  

Have Your Say...your POV.

1. First read the very short chapter posted on Canvas.

2.  Second look at the Marian, Indiana, lynching photograph that triggered Mr. Meeropol to write a poem and then the song, Strange Fruit. 

Partial photo that accompanied the national news story about the lynching.

LINK: to the full-sized photo that ran in major newspapers --    The Full Size Photo

3. Next, three links to listen or watch:

Strange Fruit" Anniversary of a Lynching NPR

 Evolution of a Song  

 Memorial to acknowledge vigilante justice

  

4. Last. . .

Watch the video of  Billie Holiday singing the most popular Protest Song for the Civil Rights Movement about the most infamous lynching in the United States, (Reelin' in the Years, 1959).  

Link: The Song "Strange Fruit" by Holiday

QUESTIONS:

Q1.   What did you think of the evolution of this incident regarding the variety of different mediums?  (Print as in story chapter, the visual photograph, aural stories, and then short film of the song.)

Q2.   Which medium had the most profound impact on you and why? 

Q3.   Find two credible media examples that reflect vigilante justice or a lynching, since 2022.  (1- from the USA & 1- from another country.) Briefly explain your choices & include links.

 Your point of view (POV) matters here. First person narrative acceptable, (I think... I was...). All other posts, unless asked for, should be in a second-person narrative: One could think... This option for comments is RARE.

This is a film theory class that focuses on ideological issues from the local to the global or global to the local.  

You are not critiquing historical content--You are reacting to it. 

Some reactions might be similar but individual differences should be unique to each person, as you will see when you read your peer responses.  No student will be judged for being honest! This is a learning process re your SLOs.

Write tight & concise. Edit closely. Honest Effort Matters.

DO NOT REPEAT PREVIOUS COMMENTS. 
BE UNIQUE & DIG DEEP!

DUE: Feb 10 by midnight.  Graded 50 pts

Extended 24 hours to help you all catch up. This post has materials on Canvas...no film. 

POST 4. "Women of the White Buffalo" (2022): Indigenous American Issues DUE: Feb 16

 

Silent no more!

Murdered & Missing Indigenous Women

The epidemic of MMIW traces its roots back to 1492.  

American Colonialism Defined:    

The policy or practice of acquiring full or partial political control over another country, occupying it with settlers and then exploiting it economically or worse...

The prominence of assaults on a group’s culture as an essential element of colonialism is called "cultural genocide."

READ: 

Bridging the Gaps in Global Communication:

Chapter 5   Non Verbal Interaction: Action, Sound & Silence 

Refer to your Film text regarding narrative tactics and amplifying a message via the camera--not necessarily via the script. 

Mise en Scene is the broad term for what tactics a director or cinematographer uses. So be specific re the actual tactic.

WATCH: "Women of the White Buffalo" (2022)

QUESTIONS: 

Q1.   Choose one scene for each of the three listed narrative tactics used in this film to amplify this doc-film (include time:stamps) & include very brief descriptions:

     a.  Action 
     b.  Sound/Music/Nature/Singing/Laughing/Words on screen. . .
     c.  Complete Silence (no sound)

Q2. What ONE fact from this film was new to you? (Your POV briefly explained.)

Q3.  Find a 2022-2025 credible media story about one of the issues indigenous people face in another country.  Do not forget to provide a credible media story link (hrs:mins) & briefly explain.

 

FOLLOW THE RULES  BE UNIQUE & DIG DEEP

DUE:  Feb 16 by midnight  (50 pts)

POST 5 - "City of God" (2002) Post-Colonial Issues/The Cycle of Poverty DUE: Feb 23

READ:  

Bridging the Gaps Chap. 7: "Symbolic Interaction, Structuration & Convergence"

READ THIS CHAPTER CAREFULLY

WATCH THE FILM:   "City of God" (2002)

This film adaptation is based on a biography. A second film was released in 2024. . 

QUESTIONS:

Be sure to pick a particular scene or single image from the film to illustrate your point, include the film time sequence for each question.  

Dig deeper into the director's artistic POV (how the scene was created or edited to enhance the film narrative). Use film language.  This Post is focussed on global comm narrative theories.

Q1.  Symbolic Interaction - Give only one example of an individual who caught your attention. Use one scene or shot to define what drew you in and what they symbolized. Include the (film time:stamp).

Q2.  Structuration -  Per this theory, choose only one "societal norm" from this film regarding community or story from the film, and provide the scene example with a (film time:stamp).

Q3.  Symbolic convergence theory - Briefly address only one aspect (below) of storytelling that was used as a persuasive tactic to illustrate the cycle of poverty.  Be sure to reply per the specific ideological context of only ONE of the three options:

         1 --moral tale or

         2--righteous analogue 

         3 --social analogue.  .  .  .   as presented in this film with a film (time:stamp).

Examples vary from a single image to the overall film. There are certain stories you should recognize from your life lessons via family or school.

FOLLOW THE RULES:  BE UNIQUE! 

DO NOT REPEAT PREVIOUS EXAMPLES.

DUE: Feb 23 by midnight (50 pts)

POST 6 - "Who is Dayani Cristal?" (2013) Ideological Political-Cultural Issues DUE: Mar 2

READ: Bridging the Gaps:  

Chap 9:  Frames of Reference (Living in Two Cultures) & Chapter 10 Ethical Issues (re communication)

Film Text: Focus on specific cinematic tactics that amplify different frames of reference and ethical issues re communication. 

Do your research and look up terms you are not sure of--like amplify or cultural ideological terms.

WATCH: "Who is Dayani Cristal?" (2005)

Q1.  Pick a scene or montage from the film that is a good example of using a frame of reference in a different culture. Be sure to include the film (time:stamp). (Chap 9.)

Q2.  What message (there are many) was amplified via the film about competing political or cultural ideologies on both sides of the border?  Explain using one scene from the film. Try to set aside your POV and critically assess this assignment. (Include the time:stamp.) 

Q3. Find a (2023-2025) credible-media story that highlights an ethical issue related to communication for this type of situation (BTG. Chap 10). Here or elsewhere. Include the link for the story.

FOLLOW THE RULES:     READ PREVIOUS COMMENTS 

(You can build on an argument begun by a previous post...)

BE UNIQUE & DIG DEEPER

DUE: Mar 2 by midnight (50 pts) 

POST 7: "Osama" (2003) ART FILMS Ideological Conflicts & Extremist Religions DUE: Mar 9

Read/study: Bridging the Gaps   

Chap 9 Frames of Reference & Chap 14 Developing a Worldview

Film Language:  Continue to advance your understanding of ideological cultural issues & how they are creatively amplified in art films via cinematic decisions, (under the broad category of mise en scene).

WATCH:   "Osama" (2003)

The ideological emphasis is based on women living in two cultures and religious POVs.

The artistic mise en scene (director's POV) drives this ideological narrative.

QUESTIONS:

Q1.  What one scene or montage artistically demonstrates "living in two cultures." Please concisely explain this concept for your scene or montage choice (film time:stamp).

Q2.  Regarding  developing a worldview, choose a scene that exemplifies an artistic scene regarding an extremist ideological issue and explain how this was dealt with by the director from an artistic cinematic tactic. (Provide the image time:stamp.)

Q3. Find a recent credible media story that demonstrates similar extremist religious ideological issues for women in the USA.  Include the story link.

FOLLOW THE RULES: USE FILM LANGUAGE

No repeated scenes, please. (Unless you have a completely different read & reference.) From opening to ending, the artistic cinematic tactics are non-stop. . .seriously.

BE UNIQUE & DIG DEEP     

DUE: Mar 9 by midnight (50 pts) 

POST 8: "Paper & Glue" (2021) Art Activism & a Variety of Global Issues DUE: Mar 30

 

WATCH: "Paper & Glue" (2021) 

Bridging the Gaps:  Be ready to reference a chapter & concept for each Question.

&  Film language:  Ideological Approaches & cinematic tactics: mise en-scene: alternative filming, lighting, composition, depth of field... that amplify a specific message visually--not explicitly spoken.

QUESTIONS: 

 You must use film language & refer to your texts. 

The Rules has abbreviated ways for references for your two texts.

1. What one cinematic tactic used in the film (a specific scene or image) did you find aesthetically intriguing that represented one global issue in this film?  Be specific & include the film  time:stamp.  Be sure not to repeat a previous comment or state more than one example. 

2. What did you think of this film regarding creative cinematic tactics used for art-activism in addressing a global issue?  Cite a scene or image (with a film:time stamp) that illustrates your POV & use film language.  

3. What new knowledge or cultural POV did you learn to help you better understand any one of the global issues in this film? Discuss only one global issue. Include a reference from your Bridging the Gaps text that justifies your reasoning. (BTG, p. 7 or BTG, pp. 9-10).

4.  Find a very recent credible-mediated news story about one art-activism topic. Explain briefly & include a link for the story. (A project or an artist).

FOLLOW THE RULES :  BE UNIQUE & DIG DEEP

DUE:  Mar 30 by midnight 50 pts

POST 9 "Tower" (2016) Animation Tactic & 1st mass-school shooting in the USA. DUE: Apr 6

Based on the first mass murder at a school in the USA. (University of Texas, Austin, 1966.)

Watch:  "Tower" (2017)

Refer to: Bridging the Gaps & Writing About Film theories & film language.

QUESTIONS:  

This is a very creative art film that employs numerous creative cinematic tactics to present a cohesive narrative dealing with both positive and negative ideological norms. 

Q1.  Choose one unique scene or montage that used a cinematic tactic that amplified a message in this first-ever mass school shooting in Texas. Include the film (time:stamp). Justify via theory and film language. But, keep it to the point!

Q2. Find a credible news story about a recent mass school shooting (past five years) anywhere in the world & explain the difference regarding blame for what happened, as in comparison to yet another credible media story regarding blame in the USA.  Was there a difference or not? Why? Justify via theories you should know by now. Include story links.

FOLLOW THE RULES AND BE UNIQUE 

DUE: Apr 6  by midnight 

POST 10: "The Year Earth Changed" (2021) DUE: Apr 13

Through illumination 
        we might better understand 

the global climate crisis. . . 

            WATCH:  "The Year Earth Changed" (2020)

This is important!

Learning objectives for this class:  Global to local ideological issues are also known as problems that arise when there are conflicting ideologies.  Intercultural communication and global climate actions are trying to resolve conflicts both in approach and convincing people there is an issue.

By learning to identify personal, social, cultural, religious, family values and norms. Ideology in this context is understood to be a system of ideas, beliefs and values that form the basis of social, cultural or political theories or systems. 

These are specific terms or types of ideological content you need to understand without bias. 

A film is full of techniques/tactics that help emphasize the similarities or differences of different groups. Refer to “Living in Two Cultures” and your film text chapter about the ideological approach to film and cinematic tactics.

QUESTIONS:

Q1. What was a scene in this film that demonstrated living in two worlds (per the BTG reading)?   How does this apply to the main message (living in two cultures) which the film amplified?  (Cite your film Time:Stamp at the beginning or ending of your comment.)

Q2.  What specific cinematic tactic was used, (the director's purposeful way he shot the scene) from Q1, that enhanced/amplified the scene? 

Q3. Did you think the solutions presented in the film were less intimidating than what you typically hear via  global climate activists?   Explain using a credible media story and provide a link. 

 
                           

DUE:  Apr 13  by midnight  (50 pts)   

Be unique!!