Communication Practicum Project Presentation COMMUNICATION PRACTICUM PROJECT. Using the movie you chose for the Communication Practicum Project, YOU WILL

Communication Practicum Project Presentation COMMUNICATION PRACTICUM PROJECT.

Using the movie you chose for the Communication Practicum Project, YOU WILL USE THE MOVIE CALLED “THE BLIND SIDE” create a final presentation using a screen recording tool such as Screencast-O-Matic or PowerPoint with text as how you would present orally in the slide notes.

Create no fewer than 12 slides to support your analysis, including:

Title slide
Objectives slide
Review slide
Final slide

The presentation should be 10-15 minutes in length and should cover no fewer than half of the following communication elements:

Culture
Perception
Perception of Self
Listening
Verbal Messages
Non-Verbal Messages
Emotional and Conversational Messages
Interpersonal Relationships
Interpersonal Relationship Types
Interpersonal Conflict
Conflict Management
Interpersonal Power and Influence

The presentation should have no fewer than 4 cited resources, including your book.

The presentation should have no fewer than 3 examples of your movie taken from YouTube or another Internet source. You may use any scene that you have previously evaluated.

The presentation must have an Evaluation Section as the summary. It should give a personal evaluation of the communication process from your point of view. You will not use sources, quotes, paraphrases etc. in this section. You are expected to provide an in-depth discovery and explanation using what you have learned throughout the quarter.

Save your assignment as a Microsoft PowerPoint presentation

FOR THE EVALUATION SUMMARY, IT IS YOUR POINT OF VIEW FROM WHAT YOU LEARNED IN CLASS. ITS NOT MOVIE BASED. ITS AN EVALUATION SUMMARY OF THE COMMUNICATION PROCESS!!!!!

At least four citations. – textbook- visuals- and classnotes and movie clips can be used.

VISUAL CAN BE A PIC OF THE MOVIE BUT YO UNEED A CITATION UNDER IT AND AT THE END IN THE REFERENCE PAGE.
YOU NEED A CITATION FOR THE MOVIE ITSELF, AND A SEPARATE CITATION FOR EACH MOVIE CLIP.. ALSO PUT THIS IN REFERENCE PAGE.
IN TEXT CITATIONS FOR THE BOOK ARE : Sole, K. (2011).
APA FORMAT AND PROPER GRAMMAR IS A MUST!

Module 05 Written Assignment – Communication Practical Project GRADING RUBRIC!!!!!

Criteria

Points

A presentation using a screen recording tool such as Screencast-O-Matic. The presentation should be between 10 to 15 minutes in length. With no less than 12 slides to support your analysis, including:

Title slide
Objectives slide
Evaluation Section
Final slide (References).

10

The presentation should cover no less 6 of the following communication elements:

Culture
Perception
Perception of Self
Listening
Verbal Messages
Non-Verbal Messages
Emotional and Conversational Messages
Interpersonal Relationships
Interpersonal Relationship Types
Interpersonal Conflict
Conflict Management
Interpersonal Power and Influence

30

The presentation should have no less than 4 cited resources

5

The presentation should have no less than 3 visuals from of your movie taken from YouTube or another Internet source

5

Evaluation Section at the end of the presentation. It should give a personal evaluation of the communication process from your point of view. This is not movie based. An in-depth discovery and explanation using what you have learned throughout the quarter. NOT movie based.

15

Grammar, APA and Organization

5

ALSO,I ATTACHED ALL THE PREVIOUS PROJECTS FOR YOU TO GO OFF OF IN APA FORMAT SINCE YOU WORKED WITH ME BEFORE, YOU KNOW WHAT I EXPECT! 😀 ALSO, SAME AS LAST PROJECT, IF I CAN “CITE” THE BOOK SOMEWERE … JUST ADD IT IN HOW U DID BEFORE.. . JusT MAKE SURE TO FOLLOW THROUGH WITH YOUR POINTS AND EXPLAIN THE FORMS OF COMMUNICATION YOU ARE USING IN THE TEXT AT THE BOTTOM AND IN APA FORMAT FOR EVERYTHING. . THANK YOU!

HERE IS AN EXAMPLE OF ONE MY TEACHER DID…. BUT SHE PRESENTED IT … WE NEED NOTES AT BOTTOM FOR MY PRESENTATION SINCE IM NOT DOING THE MICROPHONE VERSION. So for each slide… you don’t have to put EVER WORD… not every word is on a slide. IT enhances your oral (OR WRITTEN) presentation… so you will write it AT THE BOTTOM ON HOW YOU WOULD PRESENT IT AS SEEN IN THIS SLIDE! …so instead of an oral presentation, you will type the presentation into your slide notes of what you would say in an oral presentation. (the 7th slide shows an example if u look closely at the bottom..)

UNDERNEATH THE PROJECT ARE MY CLASS NOTES THAT I CAN USE AS A REFERENCE AS WELL…. LET ME KNOW IF YOU WANT ME TO RESEND THE PREVIOUS CLASS NOTES!!!!

So for each slide… you don’t have to put EVER WORD… not every word is on a slide. IT enhances your oral (OR WRITTEN) presentation… so you will write it AT THE BOTTOM ON HOW YOU WOULD PRESENT IT AS SEEN IN THIS SLIDE! …so instead of an oral presentation, you will type the presentation into your slide notes of what you would say in an oral presentation.

COURSE NOTES MODULE 05: ( CAN BE USED FOR IN TEXT CITATIONS AND REFERENCES)

Module 05 – Interpersonal Relationship Types & Interpersonal Conflict and Conflict Management & Interpersonal Power and Influence

Interpersonal Relationships: Friendship, Love, and Family

Friendship is an interpersonal relationship between two people that is mutually productive and consists of mutual positive regard. Some characteristics of friendship include:

Communication interactions

Must be mutually productive

Characterized by mutual common regard

Reciprocity: Loyalty, self-sacrifice, and generosity

Receptivity: Positive imbalance between giver and receiver, mutual satisfaction, a difference in status (such as teacher/student or doctor/patient)

Association:

People who have similar interests or are in similar circumstances (such as classmates, neighbors, and coworkers)

Love is often considered the most important quality of interpersonal relationships. Love is a feeling characterized by closeness, caring, intimacy, passion, and commitment. It can be maintained or destroyed through communication. A relationship can thrive with communication skills.

Eros: Beauty and sexuality

Ludus: Entertainment and excitement

Storge: Peaceful and slow

Pragma:Practical and traditional

Mania: Elation and depression

Agape: Compassionate and selfless

Module 05 – Interpersonal Relationship Types & Interpersonal Conflict and Conflict Management & Interpersonal Power and Influence

Conflict and Communication

Conflicts are part of interpersonal communication. You will not be in lock-step agreement with a person all of the time. The best approach to handling conflicts is head-on. Conflicts can be healthy and hold positive possibilities.

First, let’s examine the concept. Conflicts are personal. Make no mistake about it. That is why some of the most damaging conflicts happen between people who are close (e.g., family, friends, and spouses). When conflicts go undetected, interaction can become poisonous, rotting away necessary elements like fairness, empathy, trust, and honesty. Combatants become vengeful and judgmental, focusing only on winning the conflict. In the worst cases, people will continue a conflict to such lengths that both sides remain miserable indefinitely.

Disagreements often become conflicts under these circumstances:

Two people are interdependent; they each need something from the other.

Both parties blame the other or find fault with them for causing the problem.

One or more of the parties is angry or emotionally upset.

The parties’ behaviors are affecting their relationship with each other and/or their relationships with others.

Take Five

Workplace conflicts can test the mettle of a leader. If handled properly, a company can grow from solving a conflict. Conflicts on the home front can test the strength of a marriage. Couples facing conflicts together can come out stronger on the other side. However, you must manage conflict resolution properly. When working toward a solution, you must incorporate the correct conflict style.

Define the conflict.

Examine possible solutions.

Test the solution.

Evaluate the solution.

Accept solution and exit. Or reject solution and start the cycle over. Plot

 The Blind Side is a 2009 American film that revolves around the life of
Michael Oher
 Micheal Oher is an American football player
 Michael’s struggles get noticed by a wealthy couple Leigh Anne Tuohy
and Sean Tuohy, who take him into their home
 The movie follows the life of Michael from his childhood years and the
poor upbringing, to his life at Wingate Christian School
 It also focusses on his achievement of becoming an excellent college
football player and all the challenges he must overcome before getting
there.
Movie: The Blind side
Characters

 Michael Oher- an African-American teenage boy brought up in poverty and
violence.
 Leigh Anne Tuohy- an extremely kind and strong woman, who accommodates
a homeless teenage boy
 Miss Sue- a strong-willed private tutor who is determined to ensure Michael
improves his school performance.
 Sean Tuohy
 S.J. Tuohy
 Collins Tuohy
 Coach Cotton
 Mrs. Boswell
 Denise Oher
Setting

 The film has two different settings; the Hurt Village and the
neighborhood
 The hurt village- is where Michael is from.
characterized by poverty and violence where people live in deplorable
conditions. Consists of majority African Americans. People here are tough,
and use violence to get what they want
 The neighborhood- this is where the Tuohy family lives. consists of
extremely rich and modern people who love in posh houses and have
access to facilities like good education.
Elements of Communication

 Use of a channel
Communication is achieved by different means, i.e. orally, symbolically or in
written form using a channel (Hartley, 2002). In The BlindSide, where Michael is
seen picking up leftover food from the bleachers, the act is a symbol that clearly
communicates to Sean Tuohy the helplessness of the boy.
 Message
Communication can only be completely achieved when there is exchange of
thoughts and feelings between two or more people (Hartley, 2002). Leigh Anne
exchanges thoughts with her friends when they make suggestions that it is not
safe to have Michael near her other children and she rebukes them, defending
Michael. The message on this concerns micheal.
Elements of Communication

 feedback
Communication is a non-ending process and in the presence of other
people, we are always sending messages, whether verbally or non-verbally
(Hartley, 2002). Throughout The Blind Side movie, Leigh Anne is
constantly sending a message of kindness, from the way she speaks with
Michael to how she treats him. Example: the conversation between Leigh
Anne and Michael cannot be complete without a feedback from Michael
concerning the kindness message.
References

 Hartley, P. (2002). Interpersonal communication. Routledge.
 IMDb. The Blind Side (2009). From:
https://www.imdb.com/title/tt0878804/videoplayer/vi1531034137?ref
_=tt_ov_vi
 For APA formatting in powerpoint, the first page should contain your
name, teacher’s name, the paper title, course and date of submission.
The margins should be one inch from all sides. Paragraphs have to be
double-spaced,
Running head: CRITICAL LISTENING
1
Critical listening
Name
Instructor
Course
Date
CRITICAL LISTENING
2
Time from the film that’s being analyzed herein; 5:50-10:00
As the show starts it introduces the audience to the main character upon whom the film is
based. The show then transitions to highlight the accounts that happened. In an office and board
meeting whereby the admission of “Big Mike;” as they referred to him, was the main agenda, all
the characters involved are actively listening to the discussions presented. This is evident in the
characters’ non-verbal cues; such as the turning of heads, when a point is put across that
admitting Michael into the school was the right thing to do; being that the school was a Christian
institution. As such the main level of listening is the active listening level (course notes, in-text
citation of listening types: critical listening; active).
The internal barriers to effective listening that I observed include bias as the board
members are adamant to admitting Michael into the school not only due to his racial affiliation
but also due to the fact that his scores from previous schools were not good. These barriers could
be overcome, however, by the listeners taking the initiative to equip themselves with enough
insight on the text subject in order to ascertain that they are not biased (Course notes, in-text
citation of six components of effective listening). At this point of the film, I would counsel one
of the board members; Principal Sandstrom, as it seems that his understanding of the text subject
is limited by his bias of the environment in which he was in. The listening goals I would give
him include attentiveness to the subject, to pay attention to the feelings of the speaker, and to pay
attention to the speaker’s verbal and non-verbal cues as well (course notes, in-text citation of
guidelines to effective listening; components of effective listening). In doing so, he will listen
regardless of his bias and respond effectively (course notes, in-text citation of the importance of
listening).
CRITICAL LISTENING
3
The culture of the main characters in the film; The Blindside 2009, is the dominant
culture for the characters; Leigh Anne Tuohy and Sean Tuohy while Michael Oher, came from
the minority who are the African-Americans (elements of culture; Dominant culture). In the
United States, the dominant culture is reflected by the Caucaucasians whereby all the other
cultures are referred to as the minority. Needless to say, the main characters of the movie attract
and influence the viewer’s interests and experience as they are descriptive of the real world and
the characters therein. The realism allows for the dominant culture to be projected through the
lives of Leigh Anne Tuohy and Sean Tuohy while the situation; as it is often in the real world is
depicted through the life of Michael Oher and the situation with his family.
The main character; Michael Oher, culture can be categorized in this aspect by the
dominant culture as it is through the dominant culture that he was raised and opted to conform to
in terms of sports for instance (elements of culture; Dominant culture). A dominant culture is
often reflected by a single culture that emerges as the ruling culture, and other cultures adopt its
norms and lifestyle. This can be attributed to the fact that he never did spend ample time with his
mother. Instead; prior to his consequent adoption by his guardians, he lived with his mother who
was a drug addict. As a result, he was taken from her by child services and he is moved from one
home to another forthwith till he eventually finds a home with Leigh Anne Tuohy and Sean
Tuohy. It is due to this, that his culture is chosen by his character as he opts to break away from
the norm of the African-American community and pursue his schooling rather than become a
gang member.
Additionally, Michael grows up around Leigh Anne Tuohy and Sean Tuohy and their
family thereby making his culture one that was chosen by the character. The family is from a
low-context culture. This meant that it would require that Leigh Anne Tuohy and Sean Tuohy
CRITICAL LISTENING
4
use more words in order to encourage Michael Oher not only on his studies but also in sports
(course notes, in-text citation of cultural characteristics in the communication). Even though
some cultures may use both the verbal and non-verbal cues, Michael Oher, seemed to
communicate differently. He was more silent and did not a lot of non-verbal cues. To get to
Michael therefore, it would require the use of more words to convince him to come out of his
shell. To better communicate with Michael it was to be expected that Michael Oher, Leigh Anne
Tuohy, and Sean Tuohy adhere to intercultural communication. In doing so, the characters were
able to effectively communicate with each other as they were able to effectively interpret the
message (course notes, in-text citation of ways to improve intercultural communication).
CRITICAL LISTENING
5
References
The Blind Side (2009). Retrieved from https://www.imdb.com/title/tt0878804/
Running head: VERBAL AND NON-VERBAL SIGNALS
Verbal and non-verbal signals
Name
Instructor
Course
Date
1
VERBAL AND NON-VERBAL SIGNALS
2
Verbal and Non-verbal signals
Time from the film that’s being analyzed herein (Minutes: Seconds);
13:00-23:00 Verbal Message
The verbal message at the beginning of this timeline is negative as teachers discuss how
they would prefer to fail Michael as he is a poor performer and does not talk much. His science
teacher, on the other hand, tries to refute this claim by telling the other teachers that Michael did
listen, the only thing that hindered him was the fact that he was different to other students and
thus, he often felt out of place. She asserts that he; Michael, writes instead, as much as it seems
as though he does not listen nor talk in class. One of his male teachers is adamant that ”Big
Mike” does not cut his class and even goes as far as to sarcastically ask even after this. She is
intent on proving that Michael is attentive in class and is in essence hindered by a single
factor(Course notes, in-text citation of Verbal Communication; women’s speech styles).
Her claims can be backed up by the notion that women choose words to show support for
others. Additionally, the verbal communication of women during conversations shows that they
show responsiveness by way of inclusivity. They express their thoughts in a strong yet personal
style. This aspect is also evident in the manner Leigh Anne Tuohy establishes her beliefs and
claims with Michael as well as she tries to establish whether Michael (Course notes, in-text
citation of Verbal Communication; women’s speech styles).
On the other hand, the response of his teachers; Principal Sandstrom, depicts the manner
in which men tend to communicate verbally. When he claims (14:38) “..how is the spelling?” the
viewer is able to acknowledge his stand on the admission and consequent teaching of Michael
VERBAL AND NON-VERBAL SIGNALS
3
Oher. This is because, in communication, men exerting control, enhance the status and preserve
independence through their words. In doing so, he was asserting dominance in the conversation.
Sean Tuohy also depicts this when talking to his wife in their bedroom as they discuss Michael’s
stay in the Tuohy’s home.
He asks his wife, “In case you haven’t noticed, he doesn’t have much to say. What’s the
big deal? It’s just for one night, right?” Due to the fact that men display conversational
dominance, they reroute conversations by relying on what the other party said and beginning a
new topic on account of that. Using what another said as a “jump-off” point for their topics. Sean
Tuohy adds, “…It is just one night, right? Leigh Anne?” The fact that he repeats his question to
Leigh Anne Tuohy shows his intentions on being fairly absolute and assertive in his query
(Course notes, in-text citation of Verbal Communication; men’s speech styles).
24:00-34:00 Non-verbal Message
The non-verbal signals include the eye contact between Sean Tuohy and Leigh Anne
Tuohy as they discuss the possibility of Michael stealing. The non-verbal signal in this period
depicts the inside joke between the two couples as they understand that any of the two
possibilities is possible.it also shows an understanding between the two. Eye contact is essential
in communicationg non-verbally as lack thereof may denote that the person is either evading or
trying to hide something (Course notes, in-text citation of non-verbal signs; eye contact).
The eye contact between Michael Oher and Leigh Anne Tuohy promotes an
understanding that the neighborhood Michael had just taken Leigh Anne to was not safe for her
and it was therefore in her best interests to remain insight the car while he goes to grab some
clothes from his mother’s house. The eye contact and the tone of voice that Michael used
VERBAL AND NON-VERBAL SIGNALS
4
communicated the dire need for her to listen to him. Michael also integrates a non-verbal gesture
and proceeds to shut the car door for Leigh. it worked because Leigh heeded Michael’s words.
When prompted by Leigh Anne Tuohy to stop walking away and asked where he was
going and who he was spending Thanksgiving with his family, Michael’s posture changed, and
he was unable to maintain appropriate eye contact. As such his gesture at the table as Leigh
prayed showed that Michael was highly shy, whilst that of Lily Collins, holding her hand out
prior to the onset of the prayer, showed that Collins was willing not only to pray together with
the family but that she was accepting of Michael as well.
35:00-45:00 Verbal and Non-verbal Message
In the restaurant as Leigh and her friends chat as they eat together the verbal and nonverbal cues come together to depict the extent at which her friends believed her decision on
acting as Michael’s guardian was a joke. When Michael claims not to have had a bed before as
they converse with Leigh Anne Tuohy, the non-verbal cues are evident in her emotions as the
intensity of Michael’s words overwhelms her so much that she needs to compose herself. The
non-verbal and verbal cues align to enforce the scene’s intensity as the viewer comprehends the
weight of the matter as much as the characters do. In doing so the verbal and non-verbal cues
complement each other while in some instances, especially with Leigh Anne Tuohy, the nonverbal cues as well accent her verbal cues a (Course notes, in-text citation of Verbal and NonVerbal Together).
VERBAL AND NON-VERBAL SIGNALS
5
Reference
Bourne, T. M. (Producer), & Hancock, J. L. (Director). (n.d.). Blind Side [Video file]. Retrieved
May 23, 2019, from http://playfilmhd.com/?movie=0878804
Running head: INTERPERSONAL COMMUNICATION
Interpersonal communication
Name
Instructor
Course
Date
1
INTERPERSONAL COMMUNICATION
2
Interpersonal communication
Time relative to analysis 57:00-1:07:00 and 1:08:00-1:18:00
57:00-1:07:00
The level of communication involved in the scenes highlighted below is physical in
which case the use of gestures, posture, eye contact, as well as facial expression is evident with
all characters herein. Similarly, there is a nuance of auditory level of communication in which
case the volume, range, as well as speed is utilized to effectively communicate the relative. The
auditory level of communication between Leigh Anne and the CPS workers is different as she is
nonchalant, and aggressive with one and attentive and slow to speak with another ( cite the book
here if needed ) .
This scene is characterized by Leigh Anne Tuohy talking to a CPS welfare worker. She is
intent on expressing how she feels about waiting for long hours devoid of service and instead
requests that she should know who the CPS workers work for. Additionally, she asserts that she
does not like the worker’s attitude that is sarcastic about Leigh’s ability to stand up for what she
believed in; which is that prompt services ought to be provided to clients and respectfully. Leigh
is emotional as she expresses her disdain for the manner in which caseworkers neglected their
duties and remained oblivious of the clients waiting to be served or how long they had been there
as well. On the other hand, the CPS welfare worker is unapologetic and shows little to no
empathy of the clients awaiting service. She says, “…Ma’am, you can tell me what you want or
I’ll make sure you wait all day….” The communication between Leigh Anne and the CPS worker
is asymmetrical since Leigh and the worker seem to have the same communication style and
attitude.
INTERPERSONAL COMMUNICATION
3
It would seem like the CPS worker lacked emotional intelligence and thus, did not make
a correct judgment in her predicament with Leigh Anne Tuohy. The CPS welfare worker’s
unapologetic attitude is perturbing as she appears disinterested in repairing the relationship
between herself and Leigh, but also lacked the interest of repairing her reputation (Course notes,
in-text citation of The Apology & Emotions and Feelings). The context in which Leigh was
expressing her contempt was viable. As such, it may have been important that the CPS welfare
worker critically evaluate the situation in a bid so she could comprehend the dynamics and
magnitude of the issue at hand (Course notes, in-text citation of Anger Management: SCREAM
before you Scream; self and context). The communication style between Leigh Anne and the
CPS welfare case worker is asymmetrical since they share the same communication style at this
point in the film. Both are calm and collective as they discuss Michael’s plight. Dialectal
tension in this case depicts some degree of connection which allows the communication to be
have some openness (Course notes, in-text citation of dialectical tension: connection and
openness).
Needless to say, Leigh Anne ought to have evaluated the receiver before her outburst in
order to depict if she was the right person to complain to. Leigh Anne also needed to evaluate the
immediate effect and aftermath the sentiments were deemed to invoke or evoke in her recipient
who was the time the CPS welfare worker (Course notes, in-text citation of Anger Management:
SCREAM before you Scream; receiver, effect (immediate), and aftermath). This is because, it is
not only important to assess the content of what is being communicated, but it is also critical that
the receiver is the right person to communicate the message to. Prior to communication similarly,
it is important to consider the weight of the elements being communicated upon as well as the
INTERPERSONAL COMMUNICATION
4
effect that is expected from the receiver and the expected aftermath. The aftermath is the
consequence of the communication therein and hence, the need for prior assessment.
As the scene progresses Leigh gets to learn about Michael’s history from another CPS
caseworker; AfemoOmilami. As she converses with Afemo, the conversation is more relaxed as
the two parties communicate on the plight of Michael and how he grew up throughout the years.
Leigh Anne is dumbfounded to find the state gives away children without the consent of their
parents regardless of the situation. The collected communication between Afemo and Leigh
Anne allows for the communication between the two to become responsive, and complemented
by nuances of empathy. At this juncture, there is a clear indication that Afemo is emotionally
intelligent (Course notes, in-text citation of Emotions and Feelings).
1:08:00-1:18:00
In this scene, Leigh Anne tries to reassure Michael that S.J. was alright after the accident
that had just occurred and that he was in essence, loving the attention he was receiving from the
predicament. Michael Oher, on the other hand, appears stressed from the fact that he had just
caused the accident is shameful, as it may seem, of being reckless to this degree. Both Leigh and
Michael express their emotions differently at this juncture (Course notes, in-text citation of
Emotional and Conversational Messages & Interpersonal Relationships; Emotions and Feelings).
Albeit the fact the Leigh is more communicative, Michael is less communicative, but the stress
and his emotions at the time are evident in his non-verbal cues. For example, he holds his head
in his hands and rocks back and forth. This is an indication of stress which Leigh was able to
take note of and use that to reassure Michael in a bid to get him to calm down. The
communication style between Leigh Anne and Michael is asymmetrical at this juncture.
INTERPERSONAL COMMUNICATION
5
The tension at this point might be indicative of Michael’s worry that he had disappointed
the Tuohy. It depicts Michael’s closedness. Michael seems intent on sharing w…
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