This course is built around six sessions combining elements of both traditional seminars and lectures, with student-focused discussions supported by brief framing, summarizing, and contextual “lecturettes”. As preparation, students are expected to study the provided scholarship and the home screenings in relation to questions included in the syllabus; these will form the basis of discussions, to which students are invited actively to contribute. Such an approach is intended to maximize students’ engagement and comprehension of the learning outcomes for each session.

Combined students are not limited within this course, since they are able to follow the content of each lecture with the aid of detailed presentations. Therefore they are able to reconstruct discussion around each reading piece and both audiovisual materials for each lecture. In case they would like to go through their ideas for final paper, the teacher is available through email or pre-arranged online meeting (see below). 

Tutorials

Students may arrange one-on-one tutorials to discuss any issues arising from the course, including the assessment. Meetings can be arranged by email and will take place online at a time of mutual convenience or after a teaching session.

Final essay

At the end of the course, students are to submit one circa. 1500–2000-word essay written in response to one of six prompts derived from the topics introduced on the course.

Value: 100% of Final Grade

Due Date: Midnight CET Sunday 19 January 2025

Note: Films screened on this course may NOT be used for final papers.

Advice and Learning Outcomes: Towards the end of the course, an advice sheet will be issued spotlighting the general qualities graded highly on this course. Time will also be set aside towards the end of the final session to discuss these matters.

All Essays are to be submitted in PDF or word format to MS TEAMS or to 516779@mail.muni.cz. Please include your name and the course title in the name of the file.

NB: Extensions can be arranged with the instructor in advance, based on health, humanitarian, and other grounds.

Prompt A

Feminist activists and scholars argued that a wave of films in the 1980s represented a backlash against the relative gains in power enjoyed by some American women. However, it is clear that many of these films might well have sought to articulate the same concerns as the feminists themselves; in short these were actually pro-feminist films. Accordingly, show how an example of “Backlash Cinema” takes up positions on the battle of the sexes.

Areas of Assessment/Learning Outcomes

1. “Backlash Cinema” as a misogynist cinema

2. “Backlash Cinema” as a pro-feminist cinema

3. An analysis of the gender politics of an American “backlash” film of the 1980s.

Prompt B

Scholars such as Stephen Prince have argued that Hollywood’s Cold War Cinema of the 1980s was Anti-Soviet, bellicose, and jingoistic. However, it is clear that some of the decade’s films about East-West relations were reconciliatory and offered criticism of America’s social, economic, and political systems. Accordingly, show how an example of Hollywood’s cinema of the 1980s takes up positions on the Cold War.

Areas of Assessment/Learning Outcomes

1. Cold War Cinema as Pro-US/Anti-Soviet cinema

2. Cold War Cinema as reconciliatory and critical of the US

3. An analysis of the Cold-War politics of an American film of the 1980s

Prompt C

The High Concept model is widely seen to epitomize the “New Hollywood” approach to film branding. And even though it was less widely used than generally thought, it was employed by some important films of the 1980s. Accordingly, show how a Hollywood film of the 1980s uses simple stories, striking marketing hooks, and relations to other media and merchandise to position itself in the marketplace as an example of High Concept.

Areas of Assessment/Learning Outcomes

1. The facets of high concept

2. The economics of high concept

3. The use of high concept in an American film of the 1980s.

Prompt D

1980s America is often remembered for the promotion of family values; something typically assumed to have shaped the content of Hollywood’s Family Films. However, it is clear that it was actually in Hollywood’s interests to show the family as a site of pain and turmoil so that it could offer its films as solutions to inter-generational issues. Accordingly, show how a Hollywood film of the 1980s positions itself as a form of family therapy for children and their adult caregivers.

Areas of Assessment/Learning Outcomes

1. The conditions driving the institutionalization of family films in 1980s Hollywood

2. The ways the Family Film model is used to speak to children and caregivers

3. An analysis of how an American Family Film of the 1980s is positioned as therapeutic

Prompt E

Hollywood cinema of the 1980s is often remembered for participating in a general cultural glorification of the Yuppy – whether as success-stories or as Grant suggests as victims of others. However, it is clear that many depictions of this character-type presented the Yuppy as a figure of revulsion. Accordingly, show how an American Yuppie film of the 1980s depicts young, urban professionals.

Areas of Assessment/Learning Outcomes

1. The Yuppy as a figure of admiration and vulnerability

2. The Yuppy as monster

3. An analysis of the class politics of an American Yuppy film of the 1980s.

Prompt F

1980s Hollywood cinema is widely considered have been profoundly homophobic. However, it is clear that – although rare – some Hollywood films offered more sympathetic and uplifting portrayals of non-heteronormative people. Accordingly, show how a Hollywood film of the 1980s depicts LGBTQ+ folks.

Areas of Assessment/Learning Outcomes

1. 1980s Hollywood and homophobia

2. 1980s Hollywood and more positive depictions of LGBTQ+ people.

3. An analysis of the LGBTQ+ politics of an American film of the 1980s

Feedback

Each student will be emailed individually with detailed personal feedback on their paper. This feedback is designed to be constructive, so will spotlight strengths, shortcomings, and suggestions on how the paper might have been elevated.

Plagiarism Information

It is the duty of every student to ensure that s/he has familiarized him- or herself with the following details pertaining to plagiarism.

(A) Any use of quoted texts in seminar papers and theses must be acknowledged. Such use must meet the following conditions: (1) the beginning and end of the quoted passage must be shown with quotation marks; (2) when quoting from periodicals or books, the name(s) of author(s), book or article titles, the year of publication, and page from which the passage is quoted must all be stated in footnotes or endnotes; (3) internet sourcing must include a full web address where the text can be found as well as the date the web page was visited by the author.

For detailed grading criteria see the syllabus pdf in the Study materials in IS.