Prior to beginning work on this discussion forum, read Chapters 1 and 2 in your course text and Chapter 2 in How Movies Work.

Reflect

Your textbook, Film: From Watching to Seeing, makes a distinction between story and plot, stating that story is what happens in a movie, and plot is how it happens. The distinction may seem minor; however, throughout this course, you will be scrutinizing the various aesthetic choices and cinematic techniques that work together to create meaning, develop characters’ motivations, and advance the plot in any movie. With that in mind, you can see that how a film presents action can be very important. A logline is a one-sentence description of a film’s story. A plot summary is a compressed description of what happens in the film and why.

Write (due Thurday, Day 3)

Please choose a film from this list of approved choices. Note: If you would like to write about a film that is not on this list, you must email your professor for approval in advance or you may not receive credit on this discussion.

In at least 250 words, describe the relationship of story to plot in your chosen film. Be sure to Identify the title, writer, director, major actors, and the year of the film’s release. Summarize the story of your chosen film (what happens) in one sentence. Summarize the plot of your chosen film (what motivates the sequence of events) in about five sentences. Discuss whether the action in your film is presented chronologically or non-linearly. In your discussion, address the following: What are some of the effects of this choice on the audience? How are elements like character development or foreshadowing impacted by the choice of storytelling methods?

You must use at least two outside sources, in any combination of embedded video clips, still photos, or scholarly sources. All sources should be documented in APA style as outlined by the Ashford Writing Center (Links to an external site.). Please view the video Posting in a Discussion in Canvas (Links to an external site.) for guidance on how to integrate multimedia with your response.

Required Resources Text

Goodykoontz, B., Jacobs, C. P., Meetze, J., & Pritts, N. (2019). Film: From watching to seeing (3rd ed.). https://content.ashford.edu/ Chapter 1: Watching Movies, Studying Films Chapter 2: Storytelling Book

Kawin, B. F. (1992). How movies work. https://www-fulcrum-org.proxy-library.ashford.edu/heb The full-text version of this e-book is available through the ACLS Humanities E-book database in the Ashford University Library. Please read Chapter 2: Parts and Wholes. This book provides information about the discipline of film studies and will assist you in your Logline, Plot Summary, and the Relationship Between Story and Plot discussion forum this week.  Supplemental Material

Pritts, N. & Meetze, J. (2020). List of approved movies. https://ashford.instructure.com This file is available in the online classroom. This document provides an extensive list of movies that are approved for the assignments for this course in Weeks 2 and 3, as well as the Final Paper in Week 5. Recommended Resource Web Page

American Film Institute. (n.d.). AFI’s 10 top 10 (Links to an external site.). https://www.afi.com/afis-10-top-10/ This web page provides information about the 10 greatest films in 10 classic genres and may assist you in your Logline, Plot Summary, and the Relationship Between Story and Plot discussion forum this week.
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506 [img src=”file://localhost/Users/enzo/Library/Caches/TemporaryItems/msoclip/0/clip_image002.png” alt=”Description: ome” border=”0″ height=”3″ width=”3″>unit 6 Discussion

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Your active participation in discussion threads is critical to the development of your understanding of the main concepts studied in this unit. Further, posting detailed responses allows your professor to guide your thinking and your classmates to respond to your ideas. Please participate as early in the week as possible, and be sure to share your thoughts and ideas as often as you can throughout the unit.
Respond to the threads below. Your original response should be at least 350 words and should reflect the fact that you have completed the assigned readings for the week. Remember, this is your chance to illustrate not only your understanding, but also your mastery of the materials for the unit. Use your words wisely so the posting has substance and includes examples and explanations. Limit the use of direct quotes, and do your best to critically evaluate and synthesize the literature in your own words wherever possible. Make sure to include in-text citations and a reference list as appropriate.
In this unit’s discussions, we will work to integrate developmental theory to practice by exploring typical adolescent development and the issues faced by them.
Discussion 1 of 2 at least 350 words
Prior to adolescence, children at the end of their middle childhood usually feel confident about their abilities to control their bodies. They have mastered walking, running, skipping, and toilet training. As this confidence grows, pre-adolescents prior to experiencing growth spurts report feeling satisfied with their body images. Once puberty begins, many adolescents report feeling awkward and even betrayed by their bodies. Suddenly, new sensations and physical challenges are present as their bodies act and grow without warning.
Using your understanding of developmental theories, respond to the following questions.

During puberty, biological changes transform the adolescent body and mind. Using your understanding of Erikson’s psychosocial development theory, predict some of the identity problems that adolescents might have as a result of these changes.
Using Piaget’s cognitive development theory, explain the changes in adolescent thinking from middle childhood. How would this affect their problem solving strategies and predictions of consequences?
Invent some ways to use imaginary audience and personal fable as clinical or educational interventions. How can these two types of irrational beliefs be used to help change the adolescent’s world perspective?

Discussion 2 of 2 at least 350 words
Read the scenario below and use your understanding of adolescent social, cultural, and cognitive development to respond to the questions. Try to evaluate the main problem in the scenario and then use any of the theories or concepts from your reading to support your response.
Scenario: Manny
You work as a psychologist in a substance abuse agency and treat adolescents who are alcoholics. Your new client, Manny, is a fourteen-year- old, Hispanic male who lives with his grandmother in a two-room apartment in a poor section of the city. He is physically small for his age and seems to struggle with academic skills (he is functionally illiterate according to the intake assessor). When asked why he drinks, he simply looks at his shoes and shrugs. In fact, he really does not provide much information about anything, which you know is typical of most adolescents. You have noticed that he does become animated when you ask about his grandmother, music, and cars. He was arrested for public drunkenness and assigned to your outpatient treatment program as part of his rehabilitation.
In this session, he finally tells you more about himself and his troubles. He tells you that he has not attended his classes at the high school (he is a freshman) in over two weeks. Now, he is afraid to return, because he thinks that he will be in trouble and that they may not allow him to return. He says that he realizes that getting an education will help him to leave his neighborhood someday for a better life. He wants to know what to do.

Given what you know about adolescent development, assess Manny’s main problems. Predict which of the problems might worsen without proper intervention and support your ideas using the concepts/theories from our readings.
Create a short dialogue of what you would say to Manny to help him to identify his real problem. Then, guide him towards understanding what the real problem for him is, focusing on how his biological development might be interfering with his social development

 
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