Film Studies: American Film Survey

Course Description:

American Film Survey is an exciting journey through what is arguably this country’s most influential and beloved art form: cinema. Among the classic film genres examined are film noir, western, comedy, military, epic, psychological drama and independent film. Through viewing, theory and written critique, the student follows the evolution of cinema within the context of our culture and history. Prominent directors and actors both contemporary and past are also highlighted. The culmination of this course prepares the student for more advanced film studies, promotes the development of written expression and analysis and encourages critical thinking with regard to the relationship between popular art and society.

Course Details:

Course Title (District): Film Studies: American Film Survey
Course Title (NCES SCED) : Film/Videotape
Course Provider : Michigan Virtual
Content Provided By : Michigan Virtual
Online Instructor Provided By : Michigan Virtual
Standards Addressed : CCSS, MI-VPAA
Ailgnment Document : https://docs.google.com/document/d/1hX7T4uaFUafY_jcl9WKHLdrRQgQyGKCCaKPVF7oTZjQ/edit?usp=sharing
Academic Terms : Accelerated, Semester, Trimester
NCES SCED Code :
Subject Area : Fine and Performing Arts
Course Identifier : Film/Videotape
Course Level : (G) General or Regular
Available Credit : 0.5
Sequence : 1 of 1

How To Enroll:

Enrollment Website : https://slp.michiganvirtual.org/
Email : [email protected]
Phone : (888) 889-2840

Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.

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Additional Course Information:

Upon completion of this course students will be able to:

  • identify and evaluate the conventions of a specific genre
  • identify and evaluate styles associated with a specific genre
  • encourage critical thinking about film as it relates to our culture and ourselves

INACOL Online Course Quality Standards

Academic Content Standards and Assessments Rating Comments
The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. Fully Met
The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. Partially Met There are no standards that align with this course and they are not stated in the course overview.
The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. Partially Met The responses requested are rather vague.
Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. Partially Met
Multiple learning resources and materials to increase student success are available to students before the course begins. Partially Met Some suggestions with how to modify the course for students with disabilities would be helpful. Since this is a film course, could a student with a sight impairment or a hearing impairment be able to take this course?
Course Overview and Introduction Rating Comments
Clear, complete course overview and syllabus are included in the course. Fully Met
Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. Fully Met
Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. Fully Met
Legal and Acceptable Use Policies Rating Comments
The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. Fully Met
Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. Fully Met
Privacy policies are clearly stated. Fully Met
Instructor Resources Rating Comments
Online instructor resources and notes are included. Not Met There are not any notes present.
Assessment and assignment answers and explanations are included. Fully Met
Instructional and Audience Analysis Rating Comments
Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. Partially Met All potential students' needs are not being met. Before students watch the film of their choice, there is reading that must be completed. Instead of reading before every film, could there be a video or audio clip for those who have disabilities, find reading difficult, or simply want a change of pace?
Course, Unit and Lesson Design Rating Comments
The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. Fully Met
Instructional Strategies and Activities Rating Comments
The course instruction includes activities that engage students in active learning. Partially Met Watching a movie may be active learning, but the resources that go along with the movie (reading about the genre, etc.) could be more relevant and fun.
The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. Partially Met All student needs are not being addressed.
The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. Partially Met Most quizzes are recall, with little higher order thinking required.
The course provides options for the instructor to adapt learning activities to accommodate students’ needs. Partially Met No mention of re-trys or other options on assignments.
Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. Fully Met
Communication and Interaction Rating Comments
The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. Partially Met There is a 24-hour response time for emails. Discussion boards provide opportunities for feedback. Rubrics are weak, so the potential for minimal feedback is there.
The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. Partially Met
The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. Partially Met
Resources and Materials Rating Comments
Students have access to resources that enrich the course content. Partially Met A lot more creative resources could be added to a course of this nature.
Evaluation Strategies Rating Comments
Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. Fully Met
The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. Partially Met The rubrics are weak.
Feedback Rating Comments
Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. Partially Met There are many written assignments and few, if any, other kinds of assignments.
Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. Partially Met
Assessment Resources and Materials Rating Comments
Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. Partially Met Limited assessment methods are used.
Grading rubrics are provided to the instructor and may be shared with students. Fully Met
The grading policy and practices are easy to understand. Partially Met The rubrics are weak. Other points are understandable.
Course Architecture Rating Comments
The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. Fully Met
The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. Fully Met There are options for an 18-week, 12-week, and summer schedule.
User Interface Rating Comments
Clear and consistent navigation is present throughout the course. Fully Met
Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. Partially Met The movies in this course are obviously rich media, but more media could be used to help students grasp movie/genre background before viewing each film.
Technology Requirements and Interoperability Rating Comments
All technology requirements (including hardware, browser, software, etc...) are specified. Fully Met
Prerequisite skills in the use of technology are identified. Fully Met
The course uses content-specific tools and software appropriately. Fully Met
The course is designed to meet internationally recognized interoperability standards. Fully Met
Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. Fully Met
Accessibility Rating Comments
Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). Fully Met
Data Security Rating Comments
Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). Fully Met
Accessing Course Effectiveness Rating Comments
The course provider uses multiple ways of assessing course effectiveness. Fully Met
The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. Fully Met
Course Updates Rating Comments
The course is updated periodically to ensure that the content is current. Fully Met
Certification Rating Comments
Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. Fully Met
Instructor and Student Support Rating Comments
Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. Fully Met
The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. Fully Met
Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. Fully Met
Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. Fully Met
The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. Fully Met
Students are offered an orientation for taking an online course before starting the coursework. Fully Met

Review Conducted By : Michigan Virtual
Date of Review : 07/18/2014

  • Unit 1 – Film of your choice
  • Unit 2 – The Western
  • Unit 3 – The Comedy
  • Unit 4 – The Epic
  • Unit 5 – The Musical
  • Unit 6 – The Drama
  • Unit 7 – Film Noir
  • Unit 8 – Crime/Gangster
  • Unit 9 – War/Anti-War
  • Unit 10- Action/Adventure

Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Trimester 04/01/2020 10/19/2020 06/01/2020 08/07/2020 12/18/2020 100 $325.0000 0.0000
Semester 04/01/2020 11/02/2020 06/01/2020 08/07/2020 01/29/2021 300 $325.0000 0.0000
Trimester 04/01/2020 01/04/2021 06/01/2020 10/23/2020 04/02/2021 100 $325.0000 0.0000
Semester 04/01/2020 03/29/2021 06/01/2020 11/27/2020 06/18/2021 300 $325.0000 0.0000
Trimester 04/01/2020 04/12/2021 06/01/2020 01/08/2021 06/18/2021 100 $325.0000 0.0000
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund. Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher. Trimester 04/01/2020 10/19/2020
The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund. Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher. Semester 04/01/2020 11/02/2020
The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund. Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher. Trimester 04/01/2020 01/04/2021
The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund. Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher. Semester 04/01/2020 03/29/2021
The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund. Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher. Trimester 04/01/2020 04/12/2021

Students can use chat, email or private message system within the course to access highly qualified teachers when they need instructor assistance.

School Year Enrollment Count Pass Count Completion Rate Notes
13-14 143 118 82.5% Enrollment data include all enrollments (21f and non-21f) for the Spring and Summer 2013-14 school year.
14-15 298 224 75.2% Enrollment data includes all enrollments (21f and non-21f) for the 2014-15 school year.
15-16 287 232 80.8% None
16-17 194 162 83.5% Enrollment data include all enrollments (21f and non-21f) for the 2016-17 school year.
17-18 245 204 83.3% Enrollment data includes all enrollments (21f and non-21f) for the 2017-18 school year.
18-19 269 224 83.3%