Finding Catharsis in Film and Media

Students analyze a film or piece of media watched in the course using two concepts explored in the asynchronous class: climax and catharsis. They divide the film/media into its main five acts and assess which scene functions as the “climax” and why, and whether viewers can achieve catharsis by the end of the film/media in question.

The key goal of the activity is to showcase the understanding of concepts covered in class by applying them to audiovisual material from the course. Students can strengthen their knowledge of more theoretical and “abstract” ideas about spectatorship by practicing identifying them in films/media and critically analyzing them. Students watch the assigned film/media, break its plot structure down, identify the climax and assess the presence or absence of catharsis.

Derived from a Greek medical term for “purgation,” the concept of catharsis has been a staple in dramaturgical studies since it was popularized by Aristotle in his treatise Poetics around 335 BCE. It is quite extraordinary to think that an almost three-thousand-year-old idea could still be valuable for us today, especially in studying a medium Aristotle had never heard of: the cinema. Yet, catharsis is an essential component of film spectatorship – the discipline that seeks to study how audiences interact with moving images in cognitive (intellectual) and affective (sensorial) terms. Catharsis helps viewers understand how films and media can be experienced in ways that are narratively, emotionally, and ethically satisfying – or, conversely, how these images can leave viewers frustrated and forced to reflect on the reasons why.

In this activity, “Finding Catharsis in Film and Media,” students will be asked to practice catharsis firsthand by identifying the concept and applying it to specific audiovisual material. Much like its title, the goal of the activity will be twofold: literal and figurative. On the one hand, students will learn how to find (locate) catharsis in a film by dissecting and analyzing its plot structure and development. On the other, they will become more attuned to finding (feeling) catharsis while actively engaging with film and media on a physical, psychological, emotional, and ethical level.

The activity takes place during the asynchronous portion of the blended learning class (90′). Students work in small groups of 3-5 people (of their choice) to fill out the activity sheet together.

From Instructor: Students will need a computer or laptop with a stable internet connection to watch the audiovisual material and complete the activity. I usually divide students into groups on Microsoft Teams (since this is the platform provided by John Abbott along with Omnivox), but they can use whatever platform they prefer to chat with each other about the coursework once the groups are formed.

Modality: in-class AND online (blended)

• Identify key elements of film/media spectatorship in audiovisual material.
• Assess the emotional and ethical impact of the film/media on its viewers.