Teaching Mexican American Experiences through Film: Private Issues and Public Problems

Valdez, Avelardo; Halley, Jeffrey A.

doi:10.2307/1319329

Cited by 37 publications

(20 citation statements)

References 23 publications

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“…Th e global consumers class in which this model was implemented used a variety of pedagogical techniques that engaged students and encouraged both active and deep learning. Th e variety of pedagogical techniques included experiential learning (Kolb, 1984); videos and fi lms as supplements to lectures (Valdez, 1999;Smith, 2002;Bluestone, 2000;Gregg, Hosley, Weng, & Montemayor, 1995); idea-generating processes (Correll, 1997); collaborative models of group learning (Williamson & Rowe, 2002;Cohen, Lotan, Abram, Searloss, & Schultz, 2002); guest lecturers (Mooney, 1998); cre-ative presentations, and the Internet (Clark, 2001;St. Amant, 2002).…”

Section: Th E Learning Processmentioning

confidence: 99%

Border Crossing: Active and Deep Learning in a Large Global Consumption Class

Hawley

2005

Clothing and Textiles Research Journal

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This article describes how a class on global consumers was transformed into an interactive class using both active and deep learning techniques. Good teachers understand that to achieve a level of lasting learning, students must be engaged on many levels. While much has been written about active learning, the concept of deep learning is limited, particularly when applied to a large class setting. This paper describes active and deep teaching strategies and provides learning exercises for their integration into the classroom. Analysis of open-ended student responses and end-of-semester quantitative responses indicated that active learning enriched the learning experiences and resulted in a deeper understanding of key concepts, thus supporting the idea that these techniques can be incorporated into a large lecture setting with relative ease and can make a significant impact on learning.

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Section: Th E Learning Processmentioning

confidence: 99%

Border Crossing: Active and Deep Learning in a Large Global Consumption Class

Hawley

2005

Clothing and Textiles Research Journal

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“…Early studies by Babcock (1967) and Cawthon (1968) identified heightened enthusiasm and increased understanding of human situations through films.More contemporary studies (Azzarito, 2010;Hovet, 2006;Metzger, 2007;Valdez, & Halley, 1999) have documented similar findings, thereby corroborating some of the perceived benefits of film as an instructional tool. 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).…”

Section: Pedagogical Significancementioning

confidence: 54%

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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“…In teaching, existing visual and audio-visual material is widely used as a pedagogical tool to help foster in students an understanding of sociological issues, including the politics of representation. Videos (Andrist et al, 2014), 6 feature films (Dowd, 1999;Kennedy et al, 2011;Valdez and Halley, 1999), TV series (Nefes, 2014;Scanlan and Feinberg, 2000) and photos (Earnest and Fish, 2014;Hyde, 2015) have all been used to illustrate sociological ideas or as a springboard for discussion. For example, Dowd (1999) uses feature films to teach students to identify the world view and theoretical perspective implicit in every film, for example essentialist ideas about gender in the Hollywood film A Few Good Men.…”

Section: The Sociomentary: the Vision Of A New Genre Of Visual Sociologymentioning

confidence: 99%

“…It is closely aligned with a 'critical practice' approach towards film (Kydd, 2011) and is the motivation for the project of critical media literacy (Kellner and Share, 2007). Through watching films, students learn how audio and visual, the preverbal, are enlisted in the communication of ideas in film, such as particular ideologies about race (Hall, 1981;Valdez and Halley, 1999). Understanding the politics of representation in film enables students to enlist audio and visuals in the films they themselves make, for their own purposes of knowledge production.…”

Section: The Sociomentary: the Vision Of A New Genre Of Visual Sociologymentioning

confidence: 99%

Engaging students and their publics through making sociological films

Waller

2017

Journal of Sociology

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While sociological learning and teaching is still dominated by the word, students are increasingly immersed in visual culture. Audio-visuals can be extremely powerful in their ability to communicate complex messages about the world and are growing in importance as a means of informing public debate. Recent developments in technology equip anyone with access to a computer or smartphone with the means to make a film. Getting students to make a short film seemed a way to cater to diverse skill sets and interests and facilitate authentic learning while simultaneously engaging students in a form of public sociology. This article examines Sociomentary, a recently developed undergraduate unit which, underpinned by critical media pedagogy, involved students in a new form of sociological knowledge production. It contributes to the collective effort of academics teaching sociology to find ways to engage students more deeply and assist them in engaging the world.

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Teaching Mexican American Experiences through Film: Private Issues and Public Problems

Cited by 37 publications

References 23 publications

Border Crossing: Active and Deep Learning in a Large Global Consumption Class

Border Crossing: Active and Deep Learning in a Large Global Consumption Class

Sport Theme Feature Film Analysis:AComplimentary Instructional TechniqueWithin Sport Management

Engaging students and their publics through making sociological films

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