Who cares? Teachers care.
Videotaped films are now widely available for inexpensive rental or purchase making them an accessible resource for classroom use. Before the 1980s, instructors could get films only through audiovisual centers, educational film sources, film distributors, and private organizations. The rental process was slow, cumbersome, and expensive, reducing film’s accessibility as a resource (Smith, 1973). Films now available from a video store include contemporary films, classical films, foreign film, documentaries, and some television series. About 22,000 such films are available on videotape, laserdisc, and Digital Video Disc (Connors & Craddock, 1998; Maltin, 1998;Martin & ...view middle of the document...
While this may sound obvious, film’s comparative advantage of powerful images, compelling and concrete dramatic stories, and close-up shots of conflict (that are rarely directly observed or felt) means that students can be temporarily immersed into another cultural and political milieu. This can provide a jumping off point for the academic lesson, as I discuss below. In my experience, students are eager to see how issue look from different cultural perspectives. For film with detailed stories and images of discrimination and violence against European immigrants and Roma-Gypsies or indigenous people in Central America can provide a needed comparative and global perspective and take the conversation to another critical level. [Swimelar, Safia, “Visual Culture and Pedagogy: Teaching Human Rights with Film and Images” Elon University. www.global-ejournal.org (2009)]
One of the most fun and exciting way of getting language input is through films. Films are very rich sources of language input both with their verbal and visual stimuli.Watching films has an eminent place in listening (and thus in speaking), both because of the motivation and enthusiasm films provide and the audio-visual stimuli they bring into the classroom. Massi and Merino state the benefits of films(1996) [“Overcoming the disadvantages of learning English in a foreign language context.” www.thefreelibrary.com]
Many reports about using film as a teaching resource have included observations on the advantages and disadvantages of film. The following summarizes these observations from the published literature [Considine, 1989; Fails, 1988; Proctor, 1990; Moor, 1993; Proctor & Adler, 1991; Shields & Kidd, 1973; Winegarden, Fuss-Reineck, and Charron, 1993; zorn, 1991]
Speaking about advantages, it is necessary to say that films are a comfortable, familiar medium to contemporary students that can keep student inerest in the theories and concepts under discussion. Students can see the theories and concepts in action. In more than a figurative sense, theories and concepts leap from the screen.
The films available on videotape have high production quality. Most scenes that Professor Champoux uses run 10 minutes or less. The high production quality of these scence present strong effects in a short time. [Champoux, Joseph E. “Film as a teaching resource” journal of Management Inquiry 1999 8920:240-251]
Films also are an economical substitute for field trios and other...