Application of Frames

 

 

 

 

Practical/Personal Application of Learning: Making the Course Relatable:
Using materials from Part Four (Chapters 9, 10, and 11), OR Part Five (Chapters 12, 13, and 14) please think
about a PERSONAL CASE situation that comes to mind from your own experience, and that you will then think
through and connect concepts covered in PART Four (Ch 9, 10, and 11) OR Part Five (Chapter 12, 13, and
14).
This case situation could be a personal struggle within your work, family, school or some other organization.
Provide enough context to tell the story. The purpose of this is to define, apply, and analyze the situation using
concepts from this course that shine a light on your experience in a new way.
1. Explain the context and the issue. What went wrong/right?
2. Identify and provide a description of the frame you feel is most active from YOUR viewpoint. Describe the
frame’s key concepts and key frame processes that you feel applies. (a) name the frame or frames that
predominated, (b) what key concepts that are part of that frame were most involved. (Recall, you identified your
frame preference in the Leadership Assessment in this course).
3. Now, identify the OTHER person’s frame? Identify their frame based on your knowledge of key words and
actions by this person that best fit within a frame. Discuss whether this the same frame as yours? Or, if there
was tension, as you think back is because you are looking at things from different viewpoints? If you were to
REFRAME, and seek to understand the situation from another viewpoint, would this have reduced the tension?
4. Lessons Learned: DISCUSS: How does your new understanding of frames, reframing, and viewing
situations from multiple frame shed light on new ways of approaching the diagnosis organizations?

Sample Solution

scene, you can hear Estella bragging about her home and the expensive qualities and decorations in her home. She talks about the interior decorative details from foreign places and how exquisite everything in her home was. She also begins to talk to him in French and obviously Finn is not as culturally inclined to understand French. She also brings up the fact that she has a gardener working at her house doing all of the outdoor work. Finn comes from a family where they do not have money to just waste on a gardener. This shows how she talks without regard to others, and she doesn’t take into account the fact that Finn probably does not understand what she is saying, nor can he relate to things like having people working in the home. She is in her own little privileged world, and does not understand that not everyone is as privileged as she is. Estella also talks to Finn as if she is talking down to him. She does not talk to him with the same regard that she might regard other wealthy individuals with. The last, and most important, cinematic element that was prevalent throughout the movie and this scene sequence is the color green. The color green is such a prominent color in symbolizing wealth, as money is green. In this sequence Miss Dinsmoor is dressed in green head to toe, symbolizing her excessive wealth. Estella is also seen wearing a green skirt. Throughout this scene sequence you can see how the underlying colors can bring to the surface these themes throughout the movie. Money motivates everything that goes on in this movie, and to make it more prominent the directors work to make it obvious that all the characters are wearing green and that the scenes are constantly focused on the color green. In conclusion, these cinematic elements within the film adaptation of Great Expectations reveal many underlying rhetorical meanings. Until being asked to recognize the cinematic elements of the movie, one would not have recognized them, nor would they have been as prevalent. There were 4 important thematic and cinematic elements that bring forth the theme of wealth in the movie: the actor placement, the camera angles, the dialogue, and the color green.

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