Beyond School Breaks: Reinterpreting the Uses of Film in Classrooms

Domke, Lisa M.; Weippert, Tracy L.; Apol, Laura

doi:10.1002/trtr.1677

Cited by 7 publications

(2 citation statements)

References 5 publications

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“…Lisa M. Domke et al . paper titled “Beyond School Breaks: Reinterpreting the Use of Film in Classroom” (2018) establishes the value of films based on children's literature within the curriculum to develop their critical media literacy skills. Developing the Students Critically Reading Elements and Examining Narratives (SCREEN) guide tool to encourage the enhancement of these skills, the paper establishes the use of the guide and its potential to delineate standard elemental questions that encourage learners to interrogate the meaning-making process unfolding in the narrative along with the study of the development of the characters, settings and the plot.…”

Section: Literature Reviewmentioning

confidence: 99%

Films as emergent educational resources in Indian upper primary social studies classrooms: a multimodal inquiry

Thoppil,

Pandy

2023

SSRP

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PurposeThis study explores the relevance of film texts in Indian social studies classrooms for students at the upper primary level. It examines how different types of visual texts can facilitate awareness, critical thinking, discussion and action.Design/methodology/approachUsing multimodal discourse analysis (MDA), this paper critically evaluates five selective films from regional cinemas in India and explores their teaching implications for social studies. The study argues that films are vital multimodal resources that can challenge the prevailing narratives in social studies pedagogy. It conveys how the suggestive revised taxonomy could benefit the students. It proposes a classification system for film analysis with discussion and states how films can bring out interrelated themes and encourage deeper, critical inquiry within the curriculum. The study finds discourse around the films and qualitatively stresses dialogue exchange with sentiment analysis using MAXQDA software. Developed by VERBI software, MAXQDA is a product whose name is inspired by the German Sociologist Max Weber, while the ‘QDA' stands for Qualitative Data Analysis.FindingsThe films act as multimodal texts, navigators, metaphors, communicative circuits and catalysts. The paper concludes that films can improve and expand multimodal learning of social studies in three ways: films help learners connect emotionally with the concepts, films make the learning process more appealing and extend it beyond classroom boundaries and films offer a unique insight into the socio-cultural subtleties that are often limited in textbooks.Originality/valueThis research pioneers an intersectionality-driven framework for film analysis in the curriculum for Indian upper primary social studies, offering innovative pedagogical tools to enrich Indian curriculum insights and bridge existing knowledge gaps.

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Section: Literature Reviewmentioning

confidence: 99%

Films as emergent educational resources in Indian upper primary social studies classrooms: a multimodal inquiry

Thoppil,

Pandy

2023

SSRP

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“…Last, films are not the same as verbal texts since they employ a “language” of their own such as with colors, music, editing, the lenses used, and so on. This last problem, however, may present a further opportunity for learning critical visual or media literacy if students use it to analyze films and their meaning (Domke, Weippert, & Apol, 2018; Gerster, 2006).…”

Section: Adjusting Education To a Visually Literate Worldmentioning

confidence: 99%

Using Films to Achieve Diversity Goals in Marketing Education

Chang

2019

Journal of Marketing Education

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Visual communication, especially films, can be an effective way to teach complex topics. The use of films in business schools, however, has been limited even though demand for such content is increasing. This article takes a focused look at how educators can take advantage of films to teach diversity in business. Despite the importance of diversity in business and marketing education, there is not enough written materials such as case studies to teach it. Even when they do exist, written content may not be adequate in communicating the issues involved in diversity because of difficulties related to representing a given diversity group only using text. This article discusses how films can help overcome the limitations of text-only representation of a specific diversity group—intellectually disabled workers. The empirical study shows that film can be more effective than text in eliciting consumer responses such as emotions and a positive attitude to an identified disabled personality as well as to the employer brand. This article also provides practical steps that educators can take in gradually integrating visual materials such as film to their traditional method and contents of instruction when teaching diversity in business.

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The Gamification of Written Problem Questions in Law

Kathrani¹

2020

Modernising Legal Education

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Beyond School Breaks: Reinterpreting the Uses of Film in Classrooms

Cited by 7 publications

References 5 publications

Films as emergent educational resources in Indian upper primary social studies classrooms: a multimodal inquiry

Films as emergent educational resources in Indian upper primary social studies classrooms: a multimodal inquiry

Using Films to Achieve Diversity Goals in Marketing Education

The Gamification of Written Problem Questions in Law

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