cultural communication

You’ve outlined your movies analysis as follows:

Movie Title:*

Part 1: Movies Communicate (1–2 pages)

Your first goal is to make the point that character interactions and behaviors in movies illustrate principles of communication. You decide to review the eight principles of interpersonal communication and keep these principles in mind as you watch the movie. Then you choose a scene or interaction in which you can identify how the character or characters’ interactions or behavior illustrates one of the eight principles of interpersonal communication, and

Describe the interaction or behavior in the movie and the principle of interpersonal communication you chose
Analyze how the interaction or behavior illustrates this principle of communication.

Part 2: Language Has Power! (2–3 pages)

For the next part of your movie analysis, you decide to identify a scene or interaction in the movie where the language is being used in a powerful way that 1) labels others or expresses unsupportive messages; 2) demonstrates clear, cultural bias related to race, gender, age, sexual orientation, or ability through language; and/or 3) expresses a lack of inclusive language. Then,

Describe the scene or interaction briefly.
Explain how the scene or interaction illustrates the powerful way(s) language can be used.
Explain how the scene or interaction seemed to affect the relationship between the communicators.

Part 3: Communication and Cultural Awareness (or Lack of It) (2–3 pages)

Next, you choose a scene or interaction in which you observe a character’s lack of cultural awareness influencing his or her communication with someone of a different culture.

Describe the culture of the characters and the cultural context.
Explain how you can tell the character lacks cultural awareness and analyze how this lack of cultural awareness affected his or her communication with the other characters in the scene.

Part 4: Communication Can Create Barriers (1–2 pages)

Finally, you decide to choose a scene or interaction in which you observe one of the “isms” in action (sexism, ableism, ageism, heterosexism, or racism).

Describe how the “ism” you observed was communicated between the characters in the scene. In other words, what did they say or do that made you aware they were portraying that type of bias or stereotype against another character?
Analyze the effect the behavior or attitude most likely had on the communication and explain your reasoning.

*Note: For your Assessment, you may select a movie from the list provided or choose your own. However, if you choose a movie (or movies) that are not on the list, please check with your Subject Matter Expert to ensure the requirements are fulfilled. As you think about which movie(s) to choose, remember that culture is more than ethnicity or nationality. Gender differences, religious/spiritual differences, sexual preferences, abilities, etc. can also constitute cultural differences. As you watch the movie (or movies) you have chosen, you may find all the information you need for your movie analysis in two or three scenes in the movie, or you may have to use multiple scenes to complete the analysis.

IC4002: Culture and Communication Assessment Resource

Movie Analysis Choices

This is a list of movies to choose from for your Movie Analysis Assessment. Please read
the Assessment completely before you choose your movie. You may also want to watch
more than one movie in order to complete the analysis. If you would rather choose a
movie (or movies) that are not on this list, keep in mind that you must contact your
Subject Matter Expert for approval.

1. A Beautiful Mind
2. A Time to Kill
3. Avatar
4. Babel
5. Bend It Like Beckham
6. The Bird Cage
7. Born on the Fourth of July
8. Brokeback Mountain
9. Coco
10. Crash
11. Dances With Wolves
12. Driving Miss Daisy
13. El Norte
14. Fiddler on the Roof
15. Forrest Gump
16. Gran Torino
17. Happy Together
18. He Even Has Your Eyes
19. Hidden Figures
20. Hotel Rwanda
21. I Am Sam
22. Lady Bird
23. Lost in Translation
24. Mississippi Masala
25. Mr. Holland’s Opus
26. My Big Fat Greek Wedding
27. My Left Foot
28. Pariah
29. Philadelphia
30. Rain Man
31. Remember the Titans
32. Save the Last Dance
33. Schindler’s List
34. Spanglish
35. The African Doctor
36. The Children’s Hour
37. The Climb
38. The Color Purple
39. The Gods Must Be Crazy

40. The Help
41. The Joy Luck Club
42. The Kids Are All Right
43. The Wedding Banquet
44. Wonder

IL4002: Culture and Communication
Module 4: Barriers to Effective Communication

Additional Resources
This list of resources provides additional depth and breadth regarding bias and
stereotyping related to a number of “isms.”

LGBTQ
Mirza, S. A., & Rooney, C. (2018, January 18). Discrimination prevents LGBTQ people
from accessing health care. Retrieved from
https://www.americanprogress.org/issues/lgbt/news/2018/01/18/445130/discrimination-
prevents-lgbtq-people-accessing-health-care/

Ryan, C. (2009, Fall/Winter). Helping families support their lesbian, gay, bisexual, and
transgender (LGBT) children [Practice brief]. Retrieved from Georgetown University
website:
https://nccc.georgetown.edu/documents/LGBT_Brief

White privilege
Collin, C. (2018). What is white privilege, really? Teaching Tolerance, (60). Retrieved
from https://www.tolerance.org/magazine/fall-2018/what-is-white-privilege-really

McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Retrieved from
https://nationalseedproject.org/Key-SEED-Texts/white-privilege-unpacking-the-invisible-
knapsack

ChallengingMedia. (2008, February 19). Tim Wise: On white privilege (clip) [Video file].
Retrieved from

ChallengingMedia. (n.d.). Tim Wise responds to the “Some-of-my-best-friends-are-
black” defense [Video file]. Retrieved April 8, 2019, from

Racial profiling
National Geographic. (n.d.). For black motorists, a never-ending fear of being stopped.
Retrieved April 8, 2019, from
https://www.nationalgeographic.com/magazine/2018/04/the-stop-race-police-traffic/

Makarechi, K. (2016, July 14). What the data really says about police and racial bias.
Retrieved from https://www.vanityfair.com/news/2016/07/data-police-racial-bias

Reissman, H. (2014, December 17). Smart ways to think about racism and injustice in
the U.S. today. Retrieved from
https://ideas.ted.com/fresh-smart-ways-to-think-about-racism-and-injustice-in-the-u-s-
today/

https://www.americanprogress.org/issues/lgbt/news/2018/01/18/445130/discrimination-prevents-lgbtq-people-accessing-health-care/

https://nccc.georgetown.edu/documents/LGBT_Brief

https://www.tolerance.org/magazine/fall-2018/what-is-white-privilege-really

https://nationalseedproject.org/Key-SEED-Texts/white-privilege-unpacking-the-invisible-knapsack

https://www.nationalgeographic.com/magazine/2018/04/the-stop-race-police-traffic/

https://www.vanityfair.com/news/2016/07/data-police-racial-bias

Smart ways to think about racism and injustice in the U.S. today

MeToo
Frances-White, D. (2018, December 31). I thought all men got #MeToo. I was wrong.
Retrieved from
https://www.theguardian.com/commentisfree/2018/dec/31/men-metoo-power-women-
feelings

Black Lives Matter
McKenna, C. (2018, June 27). Black Lives Matter in conversation: Brookings panelists
discuss race, state violence, and representation [Blog post]. Retrieved from
https://www.brookings.edu/blog/brookings-now/2018/06/27/black-lives-matter-in-
conversation-brookings-panelists-discuss-race-state-violence-and-representation/

Pitts, J. (2017). Why teaching Black Lives Matter matters, Part 1. Teaching Tolerance,
(56). Retrieved from
https://www.tolerance.org/magazine/summer-2017/why-teaching-black-lives-matter-
matters-part-i

Pitts, J. (2017). Bringing Black Lives Matter into the classroom, Part II. Teaching
Tolerance, (56). Retrieved from
https://www.tolerance.org/magazine/summer-2017/bringing-black-lives-matter-into-the-
classroom-part-ii

Sexism
UNICEF Ireland. (2014). Gender and sexism. Retrieved from
https://www.unicef.ie/wp-content/themes/iboot-child/micro-sites/itsaboutus/cards/unicef-
itsaboutus-gender-sexism

Ableism
www.r-word.org. (n.d.). Spread the word to end the word. Retrieved February 7, 2019,
from https://www.kcdsg.org/files/content/r%20word%20info%20sheet

https://www.theguardian.com/commentisfree/2018/dec/31/men-metoo-power-women-feelings

https://www.brookings.edu/blog/brookings-now/2018/06/27/black-lives-matter-in-conversation-brookings-panelists-discuss-race-state-violence-and-representation/

https://www.tolerance.org/magazine/summer-2017/why-teaching-black-lives-matter-matters-part-i

https://www.tolerance.org/magazine/summer-2017/bringing-black-lives-matter-into-the-classroom-part-ii

https://www.unicef.ie/wp-content/themes/iboot-child/micro-sites/itsaboutus/cards/unicef-itsaboutus-gender-sexism

https://www.kcdsg.org/files/content/r%20word%20info%20sheet

IL4002: Culture and Communication: Analyze the relationship between culture and communication.

Assessment Rubric

Rubric Criteria
0

Not Present
1

Needs Improvement
2

Meets Expectations

Part 1: Movies Communicate

Describe the interaction or
behavior in the movie and the
principle of interpersonal
communication you chose.

LO 1.1: Identify principles of
communication that relate to
interactions or behaviors

Response is missing. Description of the interaction or
behavior in the movie and the
principle of interpersonal
communication demonstrated is
vague, inaccurate, and/or
incomplete.

Response provides a clear,
accurate, and complete
description of the interaction or
behavior in the movie and the
principle of interpersonal
communication demonstrated.

Analyze how the interaction or
behavior illustrates this principle
of communication.

LO 1.2: Analyze how interactions
and behaviors illustrate principles
of communication

Response is missing. Analysis of how the interaction
or behavior illustrates a
principle of communication is
vague, inaccurate, and/or
incomplete.

Response provides a clear,
accurate, and complete analysis
of how the interaction or
behavior illustrates a principle of
communication.

Part 2: Language Has Power!

Describe the scene or interaction
briefly. Explain how the scene or
interaction illustrates the powerful
way(s) language can be used.

LO 2.1: Explain powerful ways that
language can influence interactions

Response is missing. Response describing the scene
or interaction and explaining
how the scene or interaction
illustrates the powerful way(s)
language can be used is vague,
inaccurate, and/or incomplete.

Response provides a clear,
accurate, and complete
explanation that describes the
scene or interaction and
explains how the scene or
interaction illustrates the
powerful way(s) language can
be used.

Rubric Criteria
0

Not Present
1

Needs Improvement
2

Meets Expectations
Explain how the scene or
interaction seemed to affect the
relationship between the
communicators.

LO 2.2: Explain how language
affects relationships

Response is missing. Explanation of how the scene or
interaction seemed to affect the
relationship between the
communicators is vague,
inaccurate, and/or incomplete.

Response provides a clear,
accurate, and complete
explanation of how the scene or
interaction seemed to affect the
relationship between the
communicators.

Part 3: Communication and Cultural Awareness (or Lack of It!)

Briefly describe the scene or
interaction. Describe the culture of
the characters and the cultural
context.

LO 3.1: Describe the culture and
cultural contexts of specific
people/situations

Response is missing. Description of the scene or
interaction and/or the culture of
the characters and the cultural
context is vague, inaccurate,
and/or incomplete.

Response provides a clear,
accurate, and complete
description of the scene or
interaction and the culture of
the characters and the cultural
context.

Explain how you can tell the
character lacks cultural awareness.

LO 3.2: Explain how lack of cultural
awareness is evidenced in specific
people/situations

Response is missing. Explanation of how you can tell
the character lacks cultural
awareness is vague, inaccurate,
and/or incomplete.

Response provides a clear,
accurate, and complete
explanation of how you can tell
the character lacks cultural
awareness.

Analyze how this lack of cultural
awareness affected his or her
communication with the other
characters in the scene.

LO 3.3: Analyze how lack of cultural
awareness affects communication
between people

Response is missing. Analysis of how lack of cultural
awareness affected the
character’s communication with
other characters is vague,
inaccurate, and/or incomplete.

Response provides a clear,
accurate, and complete analysis
of how lack of cultural
awareness affected the
character’s communication with
other characters.

Rubric Criteria
0

Not Present
1

Needs Improvement
2

Meets Expectations
Part 4: Communication Can Create Barriers

Briefly describe the scene or
interaction. Describe how the
“ism” you observed was
communicated between the
characters in the scene.

LO 4.1: Describe how “isms” are
communicated between people

Response is missing. Description of the scene or
interaction and/or how the
“ism” observed was
communicated between the
characters in the scene is vague,
inaccurate, and/or incomplete.

Response provides a clear,
accurate, and complete
description of the scene or
interaction and/or how the
“ism” observed was
communicated between the
characters in the scene.

Analyze the effect the behavior or
attitude most likely had on the
communication and explain your
reasoning.

LO 4.2: Analyze the effect biased
behaviors or attitudes have on
communication between people

Response is missing. Analysis of the effect the
behavior or attitude most likely
had on the communication
and/or the reasoning is vague,
inaccurate, and/or incomplete.

Response provides a clear,
accurate, and complete analysis
of the effect the behavior or
attitude most likely had on the
communication and provides
well-supported reasoning.

Mastery Rubric No Yes

Exceeds Expectations: Exceeds Expectations: Connections to Experience: Connects relevant experience and academic knowledge
LO1: Make connections to relevant
experiences and academic

Responses to the items do not consistently make
connections to relevant experiences and academic

Responses to the items consistently make
connections to relevant experiences and academic

knowledge in analysis of the
relationship between culture and
communication.

knowledge in the analysis of the relationship
between culture and communication.

Professional Skills Building
0

Not Present
1

Needs Improvement
2

Meets Expectations

Written Communication: Write with clarity, coherence, and purpose

Written Communication WC 1.1
– Construct complete and correct
sentences.)

Sentences are
incoherent and impede
reader’s access to
ideas.

Sentences are incomplete and/or
include fragments and run-on
sentences, limiting reader’s access to
ideas.

Sentences structure effectively
conveys meaning to the reader.

Written Communication WC 1.2
– Demonstrate the effective use of
grammar and mechanics.

Multiple inaccuracies in
grammar and
mechanics impede
reader’s access to
ideas.

Some inaccuracies in grammar and
mechanics limit reader’s access to
ideas.

Use of grammar and mechanics is
straightforward and effectively
conveys meaning to reader.

Written Communication WC 1.3
– Create cohesive paragraphs with a
clear central idea.

Paragraphs, or lack of
paragraphs, impede
reader’s access to
ideas.

Construction of main idea and/or
supporting paragraphs limit reader’s
access to ideas.

Main idea and/or supporting
paragraphs effectively convey
meaning to reader.

Written Communication WC 1.4
– Use supporting material to support
a claim.

Supporting materials
are not present.

Supporting material is used
inconsistently or inappropriately.

Supporting material is used to
enhance meaning. Writing is
appropriately paraphrased and uses

Professional Skills Building
0

Not Present
1

Needs Improvement
2

Meets Expectations

direct quotes as applicable.

Written Communication WC 1.5 –
Demonstrate appropriate essay
level writing skills, providing
transitions between an
introduction, body, and conclusion.

Ideas are disorganized
with no/poor
transitions.

Ideas are loosely organized with
unclear paragraphing and transitions.

Ideas are organized with cohesive
transitions.

Written Communication WC 1.6
– Identify sources.

Sources are missing. Writing inconsistently identifies or
misrepresents sources.

Writing clearly identifies the source
of nonoriginal material and/or
ideas.

Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions

Information Literacy IC 1.1
– Identify and locate credible
sources.

No sources or
noncredible sources are
present.

Sources are inconsistently credible,
appropriate, and relevant to the topic
and/or assessment.

Sources are mostly credible,
appropriate, and relevant to the
topic and/or assessment.

Information Literacy IC 1.2
– Analyze information sources.

Analysis is not present. Analysis superficially applies aspects
of sources that are most relevant to
the topic and/or assessment and/or
analysis is unclear.

Analysis thoroughly and clearly
applies aspects of sources that are
most relevant to the topic and/or
assessment.

Engaging Multiple Social and Cultural Perspectives: Apply strategies to develop intellectual flexibility and broad knowledge that enables
perception of the world through the perspectives of diverse social and cultural perspectives.

Engaging Multiple Social and
Cultural Perspectives EP 1.1
– Recognize the value of one’s own
and others’ social and cultural
perspectives.

Recognition is not
present.

Response demonstrates a vague
understanding of how different
cultural and social perspectives might
affect interpretations of issues.

Response demonstrates a clear
understanding of how different
cultural and social perspectives
might affect interpretations of
issues.

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