students will create and present a 6 – 8 minute
PowerPoint presentation at the end of the semester critically analyzing the portrayal of issues and concerns related
to aging, late adulthood, death and/or dying covered in the course. Students are expected to volunteer/create their
own groups and sign up for a movie title that focuses on issues and concerns related to late adulthood development.
The main character (an older person) should be the focus of the presentation; however, the entirety of the project
may focus on more than just the main character. Students will work progressively throughout the semester in three
phases toward the completion of this project reflecting on course topics (Module I, Module II, Module III, etc.). Each
phase may require a 2- 3 slide PowerPoint presentation and a typed narrative/essay with a comprehensive overview
of each slide. Use of APA style and formatting (citations and references) will be required at each stage. Sections of
the PowerPoint presentation will be due shortly after a Module closes, except for Module IV.
Final Course Project/Presentation: The last stage requires the use Zoom (audio/video recording) along with a short
(about 4-5 slides) PowerPoint (or Prezi, Canva, etc.) that students should use as a visual. The PowerPoint and
audiovisual recording will be due Sunday, May 5th by 11:59 pm. The group presentation recording and PowerPoint
will be submitted using the assignment link provided in Blackboard. The presentation may be anywhere from 6 – 8
minutes long. Presentations that are under 5 minutes or well over 8 minutes will receive a deduction in points. The
presentation time should be evenly distributed among each student member, if applicable.
The final version of this presentation will only consist of reflections on learning related to the project AND a student
analysis of the issues/concerns in late adulthood portrayed in the movie using a “Round Table” discussion. At this
stage, students can refer to and select the topics/concepts/or theories that were the most applicable to their movie
(from previous phases) and where the most learning took place, but they should not include the previous work
completed. It is anticipated that reflections of learning will differ among students in the same group, so all students
should contribute and express their own reflections. The “Round Table” discussion will reflect a critical analysis of the
portrayal of late adulthood and/or aging by pointing out examples of possible stereotypes, romanticism, heroism, or
other depictions from the movie that were not aligned with the developmental research on adulthood.
Note: The same requirements apply to students working alone. These students should reflect on a minimum of three
module topics (from Modules I – IV) where they reflect on their learning as well as a “Round Table” analysis.
Submitting Late Work for the Project: Students may submit late work related to this project. The assignment
will receive one letter grade (or respective points) deduction per calendar day it is late unless there was a
serious and extenuating circumstance that kept students in the group from submitting the assignment. This
should be addressed in a clear email with details about the circumstance. Late assignments cannot be turned
in after a fourth calendar date past the deadline.
While this is a group project, an individual student may receive a lower score if the student’s contributions,
presentation, or documentation is provided that indicates minimal work was completed by the student or
s/he did not participate, at which point the student will receive a zero.
Instructions:
✓ Presentation consists of 3 major sections: Overview of Movie (brief summary); Reflections; & Round Table
Discussion
FALL 2023 PSYC 3333 – Portrayal of Aging in the Movies Presentation
✓ The “Round Table” is not a presentation, it should be delivered as a “conversation” or a “discussion” among all
students
✓ That means students have a dialogue, reflecting on what has been said, and asking follow up questions
✓ This is also not a “review” of movies, actors, or their skills (i.e., the actor did such a good job in this movie);
discussions should focus on the Producer (Director or Writer), the message overall about aging portrayed in the
movie, and the way this was conveyed should be discussed and criticized
The PPT (or similar presentation tool) & Use of APA
✓ Create a PowerPoint presentation of no more than 6 slides (this includes: 1 summary slide [students may use a
previous summary slide]; 2 – 4 content slides; 1 references slide) addressing the sections outlined below. Label
each slide with the Student Presenter’s Name (if in groups).
✓ Use bullets for content on slides (i.e., limited text).
✓ Content included will be what each student applied/learned using at least 1 of 3 module assignments (or
Module IV is acceptable)
✓ Use APA (7th edition) style of writing, referencing, and citing throughout the presentation, just as you have in the
past. You must seek additional sources outside the e-book (e.g., reputable sources such as journal articles,
websites, and books). The minimum requirement continues to be four (e.g., textbook, movie, and 2 additional
outside reputable sources to support claims).
✓ Use Zoom Video Conferencing to record your group’s presentation. Adjust your settings to allow for ALL
participants to be on camera and visible throughout the entire discussion (see example in Blackboard).
✓ All students must be “present” and have their cameras on when they are discussing their individual sections.
Imagine that you are sitting at a “round table” conversing (i.e., “Red Table Talk”).
✓ Please allow for each student to introduce themselves when it is their turn to talk.
✓ This is a synchronous meeting for students, but I will not be in attendance. We will grade your discussions after
the recording has been submitted after the due date.
Presentation Content and Organization (minutes reflect a 7-minute Zoom recording; adjust if shorter or 8 minutes)
A. Summarize the Movie; Introduce Character(s); Objectives/Purpose of Discussion (~1 minute; 1 slide)
1. Provide the gist (brief overview) of the movie giving just enough information that allows for an understanding of the
development of the aging person throughout the movie.
2. The group may provide a few details of the character(s) under study (e.g., age, marital status, family, employment, legal
or financial concerns, etc.).
3. Intention/purpose statement: Outline what the group will address a minimum of three (3) themes that will be
discussed.
B. Reflections of Learning (~ 2-3 minutes; 1 slide/minute per student)
1. Each student will reflect upon at least one (or two) concepts, themes, or a theory they applied during Modules I through
III (or Module IV, if applicable) section assignments that impacted their learning or influenced them in some way.
a. What module (including concepts, a theme, or a theory) was the most meaningful, and impactful for you and
why? Where did the most learning take place for you?
b. Identify and describe the concept, theme, or theory.
2. Group members should ask a meaningful follow-up question, where appropriate.
C. Round Table Discussion – Analysis of Portrayal of Aging (Remaining 3 – 4 minutes)
✓ Have a balanced conversation with each other (when in groups); however, one student can act as a “moderator”
FALL 2023 PSYC 3333 – Portrayal of Aging in the Movies Presentation
✓ Critically analyze specific areas – examples of topics that may be explored in this section will include:
o stereotypes on aging,
o gender differences in aging,
o other aspects that can be connected to stereotypes of older adults
o Were there any positive or negative stereotypes?
o How might this movie help/hurt views on aging?
o How were the older actors depicted in your academic viewpoint? What roles did they seem to play?
o How were these older actors portrayed? Were the main characters in a love story, or was this a different type of
movie? Was any of this realistic?
o How did the group feel about needing to watch a movie that focused on an older person or late adulthood?
o What changes (if any) have occurred in your perception of older adults?
✓ Remember that the points above are NOT about the actor or actor’s skills, but about how the story/life of an older adult
(and surrounding world), the aging process, and/or how well the overall message of aging was executed by the Producer
(Director/Writer) and reflects what you know about late adulthood now.
