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 & Porter, 1998)
Since the 1970s, educators experienced in using as a teaching tool have urged its adoption by others (Culkin, 1970; Maynard, 1969, 1971, 1977).
Wegner (1077) was a pioneer in using this medium. His 1977 pamphlet described various film types and how to use them in the classroom. Many others have reported successfully using films in teaching a broad range of disciplines or topics, such as political science, American Studies, French, group dynamics, science, and anthropology (Bloom, 1995; Dubeck, 1990; Michaud, 1997; O’Meara1976; Ruby, 1976; Sanchez, 1976) [Champoux, Joseph E. “Film as a teaching resource” journal of Management Inquiry 1999 8920:240-251]
Why does it important?
Film scenes can offer a visual portrayal of abstract theories and concepts taught in organizational behavior and management courses. Inexperienced students will likely benefit from the use of film because of a greater feeling of reality. Showing concepts through different film scenes also shows the application of these concepts in different situations. [Champoux, Joseph E. “Film as a teaching resource” journal of Management Inquiry 1999 8920:240-251
The Term Paper on Human Resource and Management
It is widely accepted that functions involving management include planning goals of the organization, organizing its employees so that efficiency can be achieved, leading involves employee motivation and influence, whereas control function makes sure that all other functions help bring success to the organization . Another viewpoint is that there is a fifth function which is staffing. Staffing ...
Diverse and foreign films provide students with a powerful, visual global perspective. 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]
So What?
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]
The Term Paper on Why Do Students Choose Human Resource Management
Why Do Students Choose Human Resource Management Outline: Introduction. Making right decisions at college is important for future career. What is Human Resource: The factors of production. Human capital as a fourth factor of production Human capital becomes more and more important Human Resource Management (HRM): The definition of Human Resource Management The main functions of HRM: Planning the ...
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 real world visits. While most films are fiction, they can offer powerful experiences that students are unlikely to have in a classroom. Such experience take less time that field trips and do not have the expense of travel.
[Champoux, Joseph E. “Film as a teaching resource” journal of Management Inquiry 1999 8920:240-251]
Students can hone their analytical skills by analyzing film scenes using the theories and concepts they are studying. Students also can see and experience worlds beyond their own, especially if the scenes sharply differ from local environment.
[Champoux, Joseph E. “Film as a teaching resource” journal of Management Inquiry 1999 8920:240-251]
Films offer both cognitive and affective experiences. They can provoke good discussion, assessment of one’s value, and assessment of self if the scenes have strong emotional content.
[Champoux, Joseph E. “Film as a teaching resource” journal of Management Inquiry 1999 8920:240-251]
There are also disadvantages of using films in the classroom.
The Term Paper on Skin Head Derrick Film Scene
Theory Assignment on American History This movie tells the story of a young man, from Southern California, that is the product of several unfortunate incidents, and his misguided search trying to answer the question why his life is the way it is. I. Daniel appeared to be dealing with the adolescent stage. Daniel seems to have developed his sense of self worth by mimicking his older brother. ...
The copyright restrictions discussed in detail later prevent you from copying scenes from films to give you convenient control over the sequence of scenes you use. You will need time to get the videotaped movie and preposition it at the start of a scene.
Films are fiction and fiction writers and directors have much flexibility in how much realty they want their films to show. Some students, and their likely reactions, should guide your choice of scenes.
Students can vary in their reaction to actresses, actors, and characters in a film. The scenes discussed in this article have worked well with diverse groups of students in five countries. Your knowledge of your students, and their likely reactions, should guide your choice of scenes.
The content of scenes might distract some students from the theories and concepts the scenes portray. Humor, drama, terror, and language can distract people. For example, some scenes from The Godfather that show ethical dilemmas have such strong violence that some people might find them offensive.
Using film scenes in class takes time away from other classroom activities. By using selected scenes of twenty minuters or less, you can focus on specific theories or concepts. You will need to decide whether a scene makes its point efficiently and enough effect to warrant the use of class time. [Champoux, Joseph E. “Film as a teaching resource” journal of Management Inquiry 1999 8920:240-251]
