Media is such a vast topic once you get looking into it, and the use of it in the classroom. As I mentioned previously, when we define media the term just gets broader and broader, so in an effort to break down such a big topic, I am going to break down some of the ‘bigger’ topics in media; film, social media, and YouTube. In this particular post, I will be tackling effective use of film in class.
Film is near and dear to my heart, I own far too many, and I watch far too many. As teachers, I feel we like to put some of ourselves into our practice, and I put film into mine as often as I can. In terms of the potential effectiveness of using film, I found some really interesting statistics from the website Journey in Film taken from the section Teaching with Film;
Film is an incredibly prevalent media and often used in class, and when used correctly I feel can be an incredibly effective teaching medium. I have already pointed out the potential pitfalls of film in class in a prior post, here however I want to give some ideas for how, and when to use film in class effectively, including some of my own experiences success and failure.
For ease of reading I have broken down use of film into three broad groups; documentaries, content, medium.
Documentaries
They have their place in class, but my caution here is use sparingly. There are some fantastic ones on YouTube, and of course various other formats, and streaming options. However, no matter how excited you are about the documentary, there are very few students who will actually enjoy them. As I painfully found out the first time I showed an Avro Arrow documentary to my grade 10’s.
How to use effectively? Keep them to an hour, hour and a half, and don’t overdo it with the questions, 20 questions is ample. Look for specifics to ask, and be clear in your questions. If you use someone else’s questions, be sure to check them before you use it in class.
I also recommend to include a few questions for ‘class discussion’ often documentaries can be powerful and thought provoking. It’s great to get students talking about it, that being said don’t be afraid to challenge a little with your choices, I have used episodes of National Geographic Taboo which can be shocking in some respects, but touch on some uncomfortable topics outside what we consider societal norms.
Content
I separated content and documentaries, because watching for the story or content of film is different as films are made for entertainment, and they can really bring to life a story of the past. an important, or emotional event. They are usually very entertaining and most often exaggerated. As Mark Phillips points out in his article, “An emotionally charged scene can immediately grab the attention of the students” (2012). To my own experience I can talk about slavery in American History until I’m blue in the face, but in a 5 min scene form 12 Years A Slave where they sell off the children from their mother brings the point home far more effectively.
When you start using film, and looking for content, as Mark Philips points out (and I often find myself doing), you start making mental notes, or even physical notes when you’re watching movies for scene or clips that you can use in class (2012). There is no law saying you must use a full movie, clips work just as effectively. In the TV series Band of Brothers, the scene where they find and liberate the concentration camp is so incredibly effective and it’s sparked much debate in my class.
If you are using film for the specific content, I recommend using reflective questions, not specific ‘facts’. Make sure to frame the story, and do some background research into the real event. A film should never be ‘the lesson’ it needs to support, and reinforce, get the students thinking. It can be so rewarding when they question critically what they are watching.
Medium
If you are teaching media studies, film, art etc. and you’re using film for the specific medium (filmmaking, visuals, inventive stories etc) I recommend having the students write a reflective piece about it as opposed to answering specific questions. For example, if I’m looking at a specific movie esthetic I like to use Wes Anderson as he has that in his films. Or looking at specific style of shots, and filmmaking like director Guy Ritchie. For effective use of the media in this case, have the students look at it with a critical eye, and challenge the medium itself.
I have outlines three very broad and basic ways of effectively using film in class, something to bear in mind as well, not every movie is going to work the way you want it too, it may resonate with one class and not another. However, using film creates an impact, reinforces, and supports the meaning and message you’re trying to impart to your students.
Sources
Phillips, M. (2012, July 30). Film as a Great Motivator. Retrieved from https://www.edutopia.org/blog/power-of-visual-media-mark-phillips
Teaching with Film. (n.d.). Retrieved from https://journeysinfilm.org/for-educators/teaching-with-film
Vaughan-Lee, C. (2015, October 27). Learning With Documentary Films: Strategies to Engage Students. Retrieved from http://blogs.edweek.org/edweek/global_learning/2015/10/learning_with_documentary_films_strategies_to_engage_students.html