Using the Feature Film to Facilitate Sociological Thinking

Tipton, Dana Bickford; Tiemann, Kathleen A.

doi:10.2307/1318642

Cited by 36 publications

(23 citation statements)

References 10 publications

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“…Within this paper I have referred to "nonsociological materials" and, as it happens, various types of media other than novels have also been utilized for sociological purposes and have been reported as efficacious teaching devices (e.g. Ahlkvist 1999;Albers and Bach 2003;Burton 1988;Hraba et al 1980;Misra 2000;Pescosolido 1990;Prendergast 1986;Scanlan and Feinberg 2000;Tan and Ko 2004;Tipton and Tiemann 1993). Given the concerted work realizing items such as films, television shows, etc.…”

Section: Resultsmentioning

confidence: 99%

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The Corpus Status of Literature in Teaching Sociology: Novels as “Sociological Reconstruction”

Carlin¹

2010

Am Soc

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Using fiction in teaching sociology involves what Harvey Sacks calls "sociological reconstruction". Numerous comments on teaching sociology provide advice and suggestions on the use of literature and "what counts" as "sociological" literature, including specific titles. This paper goes further: while the use of literature is a routine feature of sociological accounts, discerning the relevance of a novel, or a passage within a novel, to sociological themes is an analyst's achievement. It requires work both by the teacher and the student to recognize the relevance of fiction to sociology. Previous studies on fiction in sociology focus on the pedagogic aspects of using novels but fail to acknowledge the key problem of "sociological reconstruction" attempted through the use of novels. The paper explicates the crucial and generic issue of "corpus status", which is fore-grounded by the use of nonsociological materials in sociology.

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Section: Resultsmentioning

confidence: 99%

“…Albers and Bach 2003;Burton 1988;Kaufman 1997;Misra 2000;Prendergast 1986;Scanlan and Feinberg 2000;Tan and Ko 2004;Tipton and Tiemann 1993). I suggest, however, that such unexplicated appeals derive from the use of (what Sacks called) "sociological reconstruction".…”

Section: Propaedeutic Features Of Fiction For Sociologymentioning

confidence: 94%

The Corpus Status of Literature in Teaching Sociology: Novels as “Sociological Reconstruction”

Carlin¹

2010

Am Soc

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“…Over the last twenty or so years, educators across a wide range of disciplines -psychology, counselling, leadership, nursing, science, fine arts -have recognised the pedagogic value of films in teaching and learning (Tipton and Tiemann, 1993;Bluestone, 2000;Kuzma and Haney, 2001;Masters, 2005;Marcus and Stoddard, 2007;Capar, 2012;Gallagher, Wilson and Jaine, 2014). They are an excellent vehicle for illustrating course content and making sense of abstract theories and concepts (Hannay and Venne, 2012), whilst promoting critical thinking, stimulating the senses and engaging emotions.…”

Section: Pitching the Screenplaymentioning

confidence: 99%

Movies in the Classroom: Lessons for Curriculum Design

Gritton

Stewart

Jeavons

et al. 2016

Compass

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TrailerPublic health is considered to be both a science and an art (Winslow, 1920; Faculty of Public Health, 2010), in which we seek to protect, improve and promote human health and enhance quality of life. It is a wide-ranging discipline, encompassing a broad mix of practitioners who work across a variety of organisational settings, and draws from science, technology, social sciences and law. Leadership, too, is often described as an art (Depree, 1989;Schein, 2005;Hodges, 2015) and as a field of study "draws on both the arts and the sciences" (Gill, 2006, p. 5). However, the word 'art' is frequently used indiscriminately and also ambiguously; it is a word that we often associate with the humanities, yet there has been relatively little discussion of how both public health and leadership, as subjects of study, are informed by the humanities. In what ways can the humanities, here largely defined as a collection of academic disciplines that include literature, drama and film, be used to enhance the learning of those practising, or seeking to practise, in the fields of public health and leadership?There is a burgeoning body of literature (Johnson and Jackson 2005;Cornett, 2006;Jensen and Curtis, 2008;Smith, 2009;Edwards et al, 2015) which suggests that, by incorporating into our teaching the humanities, including film, we can enhance the learning experience of our students and help lay the foundations for greater sensitivity, understanding and empathy, as well as make the learning more 'real'. In medicine, too, there has been growing interest in the use of the humanities to enhance medical training (Cassell, 1984;Sklar et al, 2002;Shapiro and Rucker, 2003;Blasco et al, 2005), with much of the literature suggesting that exposure can help make those who practise medicine more empathetic, understanding and thoughtful in their work. Why not, then, explore how this might be incorporated into the teaching of public health and leadership?In this short paper, we reflect briefly on an initiative, developed in the Faculty of Education and Health at the University of Greenwich, in which cinema is used to supplement teaching and augment the learning of public health, wellbeing and leadership students. We look at one film in particular to demonstrate how it enhances traditional classroom-based teaching. Pitching the ScreenplayWhy cinema in particular? We live in an age in which film, television and other visual media predominate. Visual images take centre stage in the news, advertising, entertainment and even education. Students spend a significant amount of their time in front of the small or big screen and are therefore more responsive, it is argued, to audio-visual stimuli than traditional, written forms of communication (Spielberger and Lieberman, 1985). This poses a challenge in higher education, where most learning materials are still in written form. How then can we, as educators, make our teaching more meaningful and relevant, whilst developing students' critical thinking skills? One possible strategy is to use carefu...

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“…Bailey and Ledford (1994) cited the employment of contemporary films in the classroom as having a significant impact on retention through the mental stamping of vivid images in the mind.Helping students interpret and conceptualize social phenomena, as well as develop a social perspective are salient pedagogical assets of films.They can reinforce existing socio-cultural concepts and lead to the discovery of new ones (Cartier, 2014;Tipton &Tiemann, 1993;Wollensky, 1982). Burton (1988), a major proponent of feature films for instructional purposes, noted that film in all of its formats can be an invaluable teaching tool; while Maynard (1977) suggested that they can be as legitimate as books in the curricula.They are essentially texts and can be used in virtually the same context in the classroom (Voller&Widdows, 1993).The employment of the feature film to address sociocultural issues and themes has significant pedagogical relevance, according to Dickerson (1991) Scholars from a variety of disciplines have contended that films in general, and sport films in particular, have assisted in the acculturation of immigrants, as well as people around the world (Jowett, 1976;Pearson, Haney, Curtis, & Zhang, 2001;Sklar, 1994).In fact, they have served as instructional tools by which individuals have learned and acquired American values and mores.…”

Section: Pedagogical Significancementioning

confidence: 99%

Sport Theme Feature Film Analysis:AComplimentary Instructional TechniqueWithin Sport Management

Pearson¹,

Lam²

2015

JPESM

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The purpose of this study was to (a) assess the perceived benefits of using sport films in a sport sociology oriented coursewithin a sport management program, (b) develop a Film Analysis Attitude Scale (FAAS) to examine students' perceptions toward the use of a film analysis project in a required graduate course, and (c) assess attitude changes after the film analysis project. The FAAS has 12 items and responses were based on a 5-point Likert Scale ("Strongly Agree", "Agree", "Uncertain", "Disagree" and "Strongly Disagree"). In addition, an open-ended question was included at the end to seek students' opinions and recommendations of the film analysis assignment. Participants(N=141) were students enrolled in a required face-to-face,graduate level, course over a seven-year period. The FAAS had three factors as identified by the factor analysis: Enhancement (3 items), Interaction (2 items), and Preference (5 items). Results suggest that utilizing feature films in the classroom can facilitate learning in diverse ways, initiate group dialogue pertaining to course content, and foster a collaborative collegial milieu.

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Using the Feature Film to Facilitate Sociological Thinking

Cited by 36 publications

References 10 publications

The Corpus Status of Literature in Teaching Sociology: Novels as “Sociological Reconstruction”

The Corpus Status of Literature in Teaching Sociology: Novels as “Sociological Reconstruction”

Movies in the Classroom: Lessons for Curriculum Design

Sport Theme Feature Film Analysis:AComplimentary Instructional TechniqueWithin Sport Management

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