Great Films and How to Teach Them- Ch 9

▲ As I pondered Renee Hobbs' question of why I am interested in movies I had to really think. It's not just because it's great entertainment, but a movie can be like a novel, teaching watchers different morals, themes, characters, and settings.  Students can learn just as much from a movie as they can a text.  The way I see it, many students are visual learners and a movie can depict the same message a novel was trying to get across. 

▲ In my classroom I don't know if it is required to know the terms such as film noir and foley editing, but it would be a goal of mine for my student to analyze the lighting, camera shots, framing, etc in a movie.  This can be like analyzing a book.  Seeing it on the screen may help students understand what analyzing truly means.  This could be a benefit for future papers and help students pick a part a novel. 

▲ Like I said in a previous post, I watched a film in class then my teacher played a particular scene again for us to focus on. After she gave us the terms and told us to pay close attention to different elements in the scene, we then wrote a paper on our observations.  I feel this was a great way to measure assessment, like step 3 of Hobbs' steps.  I think a neat project could be having students make their own movie incorporating the different terms I would like them to grasp. I could visually see that they understood what I was asking of them and that they see how movies are made. This would fall under Bloom's application in his taxonomy.  By allowing students to do this, I move farther up on the taxonomy scale.  I feel if I incorporate film into my class I will become a better teacher of it, eventually getting students to the evaluation level.  I think teaching a film each grading period I could show four films and build up to the evaluation level.