Two Thumbs Up: Using Popular Films in Introductory Aging Courses

Abstract

Good teaching requires thoughtful planning and creative thinking, especially when trying to engage students in material that is unfamiliar to them or encumbered by stereotypes, like aging. Classic and contemporary media can provide unique teaching opportunities in gerontology classrooms. Popular films can have a powerful influence over viewers' attitudes and perceptions, and spur in-depth discussions of aging-related topics common to introductory aging courses (e.g., ageism, abuse, inequality, caregiving, healthy aging, and intimate relationships). Additionally, films appeal to multiple learning styles, engaging a variety of learners. This article examines the value of using films in introductory aging courses, offers strategies for incorporating films in the gerontology classroom, suggests sample activities and assignments that pair popular films with aging course topics, identifies challenges of using film in various classrooms settings, and provides a detailed typology of films on each of the following aging topics: ageism and stereotypes, cognitive impairment, death and dying, diversity, family relationships, health and wellness, sexuality and intimacy, and work and retirement.

The Thin-Youth Ideal

“…Education about aging anxiety and body image can also encourage students’ self-awareness of their body image attitudes and body dissatisfaction, which can increase self-efficacy in changing attitudes and behaviors. While the literature abounds with descriptions of education and prevention strategies to address negative attitudes about aging and older adults (e.g., Chonody et al., 2014; Karasik, Hamon, Writz, & Moddu, 2014; Marcus & Fritzsche, 2014), no studies focused on increasing our knowledge of the relationship between the thin and the youthful appearance ideals, and no targeted curricula address aging anxiety and body image.…”

The Best Exotic Marigold Hotel: international retirement migration on film

“…The two Best Exotic Marigold Hotel films provide an original route into an academic analysis of IRM. ‘Movies offer a commanding means of engaging subjects … [speaking] volumes about race, class and gender issues within society’ (Karasik et al 2014: 88). There on the screen, in the intimacy manipulated by lowered lights, we can absorb the unfolding of events for individual fictional characters, reiterating real-life experiences.…”

Age‐friendly Universities (AFU): Combating and inoculating against ageism in a pandemic and beyond

“…Supporting the PEACE model and related AFU principles, numerous studies have found that fostering students’ knowledge about aging in college‐level courses and providing them with opportunities for intergenerational exchange are effective in eliciting positive attitudes toward older adults. This includes courses that have a specific aging focus (Hantman et al., 2013; Karasik et al., 2014; Wurtele & Maruyama, 2013), specialized courses in the health professions areas (Gonzales et al., 2010), and non‐aging‐focused courses across the curriculum (Ermer et al., 2021; Lytle et al., 2020; Montepare & Farah, 2018). Moreover, this evidence includes both experimental studies (Lytle et al., 2020; Yamashita et al., 2018) as well as qualitative research (Augustin & Freshman, 2016; Wagner & Luger, 2021).…”