Feature Films as a Teaching Tool

Bluestone, Cheryl

doi:10.1080/87567550009595832

Cited by 61 publications

(27 citation statements)

References 21 publications

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“…Th e global consumers class in which this model was implemented used a variety of pedagogical techniques that engaged students and encouraged both active and deep learning. Th e variety of pedagogical techniques included experiential learning (Kolb, 1984); videos and fi lms as supplements to lectures (Valdez, 1999;Smith, 2002;Bluestone, 2000;Gregg, Hosley, Weng, & Montemayor, 1995); idea-generating processes (Correll, 1997); collaborative models of group learning (Williamson & Rowe, 2002;Cohen, Lotan, Abram, Searloss, & Schultz, 2002); guest lecturers (Mooney, 1998); creative presentations, and the Internet (Clark, 2001;St. Amant, 2002).…”

Section: Th E Learning Processmentioning

confidence: 99%

Border Crossing: Active and Deep Learning in a Large Global Consumption Class

Hawley

2005

Clothing and Textiles Research Journal

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This article describes how a class on global consumers was transformed into an interactive class using both active and deep learning techniques. Good teachers understand that to achieve a level of lasting learning, students must be engaged on many levels. While much has been written about active learning, the concept of deep learning is limited, particularly when applied to a large class setting. This paper describes active and deep teaching strategies and provides learning exercises for their integration into the classroom. Analysis of open-ended student responses and end-of-semester quantitative responses indicated that active learning enriched the learning experiences and resulted in a deeper understanding of key concepts, thus supporting the idea that these techniques can be incorporated into a large lecture setting with relative ease and can make a significant impact on learning.

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Section: Th E Learning Processmentioning

confidence: 99%

Border Crossing: Active and Deep Learning in a Large Global Consumption Class

Hawley

2005

Clothing and Textiles Research Journal

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“…To assist in the analysis of these techniques, the researcher used the work of Bluestone (2000), Cates (1990), and Vineyard (1999). A critical analysis of film technique helps to reveal bias on the part of the director, producer, and writers in the development of the characters.…”

Section: Data Collectionmentioning

confidence: 99%

A Content Analysis of Women's Career Choices in Film

Hammer

2010

Journal of Creativity in Mental Health

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A feminist content analysis of 81 films was conducted as a means to assist mental health practitioners in guiding the career choices of young women and to explore the possibilities for change through this medium. The review of the 117 lead female characters revealed themes including: the idea that relationships should be secondary to careers in women's lives, women are secondary to men in the workplace, women in power are depicted in isolation, women are portrayed in traditional careers more than nontraditional careers, and regardless of career choice women are often depicted in a negative light.

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“…Bluestone (2000) suggests that popular films can offer "real world" perspectives and are better at integrating the multiple complexities of life into coursework than are educational films. Leon and Angst (2005) found that films create shared language and increased classroom discussion, while Marshall (2003) discovered that viewing films in communal settings opens student dialogue and increases the likelihood of risk taking.…”

Section: Using Film In Teaching Family Sciencementioning

confidence: 99%