Engaging Students Using an Arts-Based Pedagogy: Teaching and Learning Sociological Theory through Film, Art, and Music

Abstract

In this study we explore how incorporating an arts-based pedagogical approach, specifically, the use of film, art, and music, into a second-year sociological theory course enhances students’ overall learning experiences. We report on data collected from a survey given to students enrolled in this course in 2020. Findings reveal that employing this arts-based pedagogy helps students to sustain an interest in the course material, understand the theoretical course material, engage in a higher level of thinking/analysis, feel more confident in their abilities to write about theories covered in the course, apply theory in the real world, contextualize historical content, and enhance their memory of theories and concepts. Findings are also compared with data collected from a similar survey conducted in 2009, revealing that the overall favorable responses to arts-based resources have remained consistent over time and that this pedagogy remains an enduring approach that contributes to positive student learning experiences.

Theorizing the Teaching Triad

“…Existing scholarship documents supportive practices that improve student learning, particularly FGWC students and/or students of color. These include contemplative practices (Ross and Rocha Beardall 2022), approaching students as partners in the classroom (Cook-Sather 2018), postexam reflective exercises (Hatteberg 2022), digital storytelling (Abderrahim and Gutiérrez-Colón Plana 2021), and using art, music, and film to teach theory (Hunter and Frawley 2022). Faculty characteristics, such as being approachable (Cox et al 2010), being responsive (Walker 2009; Wentzel 2002), and showing consideration for TAs (Flora 2007; Fong et al 2019), also support learning.…”

Teaching with TikTok in Online Sociology of Sex and Gender Courses

“…Scholars have also examined social media use in sociology and gender studies courses (Belet 2018; Flores et al 2020; Hunter and Frawley 2023). In assessing student engagement and achievement in introductory sociology courses, Belet (2018) found that using YouTube as a pedagogical tool fully engaged undergraduate students from financially disadvantaged backgrounds because YouTube is a low-threshold social media platform that is not tailored toward financially advantaged users’ technology uses and skills.…”

“…There is a pedagogically rich body of literature on the evaluation of student engagement in online sociology courses (Clark-Ibáñez and Scott 2008). Prior research highlights the importance of assessing and evaluating student engagement with online sociology course curricula (Little, Titarenko, and Bergelson 2005), activities (Fields et al 2021; Wyant and Bowen 2018), tools (Hunter and Frawley 2023), and technologies (Dougherty and Andercheck 2014; Vaughn and Leon 2021). Additionally, many socio-educational factors shape student engagement in online learning environments, such as online course design and implementation (Kozimor 2020), students’ existing needs and challenges (Gillis and Krull 2020), delivery of emotionally triggering topics (Bedera 2021), and students’ online technology literacy and access (Santoso and Lestari 2019).…”

Understanding Motivation, Career Planning, and Socio-Cultural Adaptation Difficulties as Determinants of Higher Education Institution Choice Decision by International Students in the Post-pandemic Era

“…Furthermore, international students willing to be admitted to the international institutes are always interested in the host country’s culture. The students believe that the cultural class of the first country would not allow these people to get an education in the right way and would not help them develop their personalities effectively ( Gaunt and Treacy, 2020 ; Hunter and Frawley, 2022 ). In this regard, the responsibility of the educational institute is to determine the different kinds of problems that are hurdles in the way of admission of the international students to provide the solution for them that would be refractive for their learning ( Nghia et al, 2019 ; Barlett et al, 2021 ; Zhong et al, 2021 ).…”