Use Of Feature Films Research Articles

Use of case study technologies based on feature films in teaching business English at a university

In the modern world, proficiency in foreign languages has become an important factor for successful employment and career growth. However, lack of motivation and sufficient speech practice can become an obstacle on the way to the formation of the necessary speech skills. In this regard, as a solution to this problem, the use of case study technology is proposed. The author of the study has developed a series of cases based on feature films in English, aimed at students of levels B1 and B2. The aim of the work was to create methodological recommendations for designing cases based on films and their implementation in English classes. The author examines the stages of case design, starting from formulating the problem and choosing a film to organizing classes using the developed cases. The paper emphasizes that the use of feature films as a basis for case studies activates the listening skills in a foreign language, enriches students’ vocabulary and stimulates their active participation in the discussion of the issue. The author comes to the conclusion that film-based cases contribute to the activation of students’ interaction in a foreign language, develop their communicative skills and teamwork skills, as well as formation of professional skills. In addition, the use of those cases facilitate the development of such soft skills as information analysis, critical thinking, and activity planning. Thus, the study demonstrates that the educational approach based on the use of feature films contributes to more effective teaching of English, improves the quality of the learning process, and increases students’ motivation in general.

FEATURE FILMS IN RUSSIAN FOR FUTURE CHINESE PHILOLOGISTS: LINGUOCULTURAL ASPECT

The article discusses issues related to the use of feature films as a means of teaching Russian as a foreign language. It is noted that cinema is a valuable source for introducing Chinese students to the cultural realities of Russian life, the history of Russia and the characters of Russian people. It is proposed to organize the use of feature films in Russian language classes as a film lesson. There are three stages in the structure of a film lesson: preliminary (preparatory), main (watching the film) and final (postfilm). At each of these stages, it is necessary to organize linguoculturological work in the form of conversation, discussion, debate, and performing various tasks. The significant linguistic and cultural potential of Soviet and Russian feature films is illustrated by elements of educational work on the film “Moscow Doesn't Believe in Tears”.

FEATURE MOTION PICTURE AS A MEANS OF PROFESSIONAL AND PERSONAL ENHANCEMENT OF SENIOR SCHOOLCHILDREN

The author of this article proposes a new approach to psychological work with general education students, which makes it possible to use the means of cinema for the professional and personal development of senior students. The article describes an experiment carried out using an author's feature film. This article is part of a study, the authors of which aim to identify, develop, theoretically substantiate and experimentally test the conditions for the effective use of television programs, feature motion films, as well as traditional psychological techniques as a means of professional and personal enhancement of senior schoolchildren. Theoretical and methodological foundations of the use of feature films as a means of professional and personal improvement of adolescents are offered.

The Use of Feature Film for Teaching Undergraduate Bioethics: Course Format and Assessment through Student Narratives

The Use of Feature Film for Teaching Undergraduate Bioethics: Course Format and Assessment through Student Narratives

Getting a bigger picture: Teaching film in transcultural societies

This article presents the main results of an empirical study on the use of feature films in primary and secondary schools, which was carried out as part of the European Union project Film: A Language Without Borders in 2018. The aim of the project, by Vision Kino (Germany), the British Film Institute and the Danish Film Institute, was to familiarize children and young adults with European film culture and to promote transcultural learning. The author contextualized the results of 28 individual interviews with teachers using the concepts of literary learning (Spinner, 2006) and transculturality (Welsch, 1999), arguing that films can act as a springboard to support more critical conversations in class and to build cultural repertoires. Mobilizing social and cultural practices surrounding a film screening can help to foster a collective sense of well-being and an arena for dissent. Teaching film can create a valuable sense of community in modern diverse classrooms.

An Evolving Model of the Use of Feature Films in Undergraduate and Graduate Business Curriculum: The Education Awakens

This paper/exploratory analysis presents an evolving model for enhancing the use of full-length, feature film as a tool in undergraduate and graduate business curriculum. This model includes processes for determination of student perceptions of the efficacy of the use of feature film to teach business, including marketing and human resources competencies. Therefore, this work considers student perceptions of the use of film in undergraduate and graduate business education and their final outcomes. Awareness of students' views of this tool can be valuable information during the design of business curriculum. To date, limited research has coupled the business students’ perceptions of film in business curriculum along with implementation of feature films in business pedagogy. Therefore, the evolution of a working model aims to contribute to the understanding of students' expectations when film is used in business curriculum. There is a dearth of literature that covers the use of popular, full-length films in Marketing and in MBA Human Resource courses. This paper helps to fill that gap.

A pedagogical model for integrating film education and audio description in foreign language acquisition

Abstract Films are particularly powerful pedagogical tools that can help improve the linguistic skills of foreign language learners. Audio describing tasks can provide additional benefits. However, for an efficient use of feature films, learners need to be trained on how to elaborate audio description texts and develop active viewing strategies. This article discusses a language teaching approach that advocates the addition of Film Literacy education and audio description tasks to the language curriculum. It focuses on the application of audio description, in both oral and written form, to the acquisition of Spanish as a foreign language in Higher Education. It presents a pedagogical model designed to help students develop linguistic, cultural and intercultural competences while encouraging the aesthetic appreciation of films as cultural objects that can be evaluated through a wide range of critical approaches.

Medical students’ perceptions of the use of feature films to teach the mental state examination

Existing studies have explored the use of feature films to teach undergraduate medical students about psychiatric conditions.1–3 However, there are no existing studies examining medical students’ perceptions of the use...

The Use of Feature Film to Teach Medical Ethics: Overview and Assessment

This paper describes a newly developed undergraduate university course¸ “Medical Ethics and Film.” During the semester, students viewed a series of feature films portraying dilemmas in bioethics. Prior to the films, a series of brief lectures, covering ethical theories influencing health care, was presented. In subsequent classes, immediately before the screening, students received a brief lecture on ethical dimensions of that week’s film. The instructor found that it was helpful to provide a structured framework to assist students in appreciating that different stakeholders in medical dilemmas could be behaving acted ethically depending upon the specific theory and principles employed. Quantitative course evaluation, using the California Critical Thinking Disposition Test (CCTDI), indicated a statistically significant increase on the Maturity of Judgment subscale. Qualitative comments about the course were positive. Film seems to be a useful modality to introduce students to ethical theories and their application.

Using feature films in the teaching and assessment of sport psychology

Whilst the use of feature films in teaching has received wide attention and is used successfully as a pedagogical tool in a variety of disciplines (e.g. psychiatry, social work, mainstream psychology and medicine) there are no examples of how it may be used by lecturers as a tool or medium for teaching applied sport psychology. The present paper explores the benefits of using feature films in teaching and describes a personal journey of how film clips were integrated into the curricula of a Level 6 applied sport psychology module.

Kino, które nawraca. Katechetyczna funkcja filmu na lekcjach religii

The article deals with the wide use of feature films at religious lessons at school. It briefly indicates the Roman Catholic Church’s teaching, according to which the religious lessons should remain in interdisciplinary dialogue with other subjects. The wide application of feature films should not be confined to showing solely biblical movies. But it also concerns historical movies and those, which pertain to widely existential matters. The footage chosen by a teacher must be suitable to students’ age and maturity. A correct choice helps to familiarize the students with real life situations in different historical or traditional contexts as well as with the structure of movie itself. At the end the authoress indicates the danger of religious lessons becoming too routine. She also considers a movie to be a cultural text, hence an indirect theological source. The discourse finishes with an encouragement to use movies appropriately during the lessons.

Enhancing employability skills through the use of film in the language classroom

Employability is increasingly becoming a central aspect of higher education in the United Kingdom and it is becoming imperative that modern foreign languages teachers engage directly and sincerely with the employability agenda. This article proposes the use of feature films as a successful method for developing and promoting employability skills in the language classroom, an approach which has not thus far been adopted. I begin by discussing different models for the delivery of employability skills and I provide an overview of employability initiatives that have been undertaken by languages departments. The key issues of embedding versus stand-alone modules and the role of academics are addressed. While many employability initiatives focus on the development of transferable skills, I argue that the development of commercial awareness among undergraduate students has been neglected and that film is a suitable medium to rectify this. In the final section of the article, I provide some sample activities which use clips from feature films to develop employability skills at all levels of proficiency, focusing on linguistic competency and the development of commercial awareness.

Effectiveness of Student-Centric-Approach in Management Education

The student-centric approach presents a great challenge in teaching management subjects to business school students. The student-centric teaching approach promotes new and innovative ways to reach diverse learners. It also stimulates independent thinking of students and initiates them to draw their own conclusions. This paper gives an account of how I implemented the student-centric approach in teaching Organisational Behaviour (OB) to post-graduate management students over the past few years. The methodology employed by me was largely based on the following three methods: cooperative learning, active learning, inductive teaching and learning. I taught a number of topics using various modules based on the student centric teaching approach such as individual projects, use of feature films, simulation exercises, experiential exercises, skit presentations, group discussions, quizzes, use of videos and case-studies. This paper concludes that the use of the studentcentric approach had a positive effect on students’ performance, learning experience and subject evaluation.

What's Wrong with This Picture?

We regularly teach for the Wyoming High School Institute (HSI), a three-week college experience for rising high school juniors. The purpose of HSI is to introduce pre-college students to subjects not regularly taught in the secondary school curriculum. In our course, we introduce moral philosophy through the use of feature films. More narrowly, we challenge the students to examine moral reasoning through analysis of the moral reasoning of characters in these films. Our pedagogical approach is based in the methods of Socrates and in the technique of scaffolding. We attempt to show how our approach can be incorporated into any pre-college philosophy classroom.

Understanding The Use Of Feature Films To Maximize Student Learning

Feature films, old and new, have been used for many years to teach management education in general and leadership skills in particular. Films are often able to affect not only our emotional responses and perceptions of events, but they can also have an impact on our personal lives over long periods of time. Although anecdotal evidence (primarily based upon Social Learning Theory) has generally supported the use of feature films to teach management education, the paper draws upon theoretical advances in universalistic self-theory as part of cognitive-experiential self-theory (CEST) as an epistemological basis for why and under what specific conditions management educators should use feature films to maximize student learning. From this reasoning, the paper proposes that management educators apply contextual self-theory as a pedagogical guide for the actual selection of films for classroom use. In addition, the paper highlights the importance of how the management educator needs to look at other factors, such as the age and cultural background of students, as important considerations for the selection and use of feature films in the classroom.

The use of feature films to promote entrepreneurship

In broad terms, the literature review on management education courses points out the positive effects of films to complete, or even substitute, traditional face-to-face lectures. However, few authors have reported the use of films to teach entrepreneurship. This paper tries to solve this lack of information by presenting and classifying a list of 45 feature films suitable to teach and educate entrepreneurship. The pedagogical methodology appropriate to effectively use films as an instructional material is also presented.

Use of feature film as part of psychological assessment.

Use of feature film as part of psychological assessment.

The Use of Feature Films as Teaching Tools in Social Work Education

Feature films, and selected clips from them, can be extremely useful tools in social work education. The widespread use and comparative low cost of videotape and now digital videodisks (DVD) have made thousands of feature films easily available to educators, students, and the general public. This article describes how clips from feature films can be used in class to engage students, stimulate discussion, and introduce skill-building exercises. Issues related to having students view entire films outside of class are discussed and a sample assignment is outlined. Technical issues and the general limitations of feature film use are also considered.

Theory from Fiction: A Narrative Process Perspective on the Pedagogical Use of Feature Film

Analyzing film narrative to reveal embedded theory, this article suggestsa novel approach to the use of feature movies in management education. Two films are analyzed from this perspective. Contact presents a narrative of organization politics, arguing that integrity can damage an individual’s career. Elizabeth offers a leadership narrative, arguing that ruthlessness is necessary to maintain a power base. This perspective is valuable for exploring the untidy, complex, and often controversial dynamics of organizational processes, demonstrating how outcomes are shaped, not by the interaction of independent and dependent variables, but by sequences of events in particular contexts.

Lights, camera, action: using feature films to stimulate emancipatory learning in the RN to BSN student.

Nurse educators are continually challenged to develop and implement effective activities to stimulate reflective learning in the RN to BSN student. The authors discuss the successful use of the feature film My Life as a reflective learning activity for a family health systems course.While feature films have been used constructively to teach family systems and social development, there is scant literature on the use of feature film as a teaching strategy within the discipline of nursing. The authors present evidence of how a film promoted stimulating and powerful transformative learning.