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Journal articles on the topic 'Film in the teaching of literature'
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Et.al, Ariff Mohamad. "The Novel Adaptation Film as a Teaching Language and Literature Media." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 1138–46. http://dx.doi.org/10.17762/turcomat.v12i3.857.
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This research examined the film (movie) adaptation of the novel as a media or materials of instruction that can be used in the teaching of Malay language and literature in schools, particularly secondary schools. This film adaptation involves a movie whose story is taken from novels. The transfer from text to film is a relevant attempt for understanding in the learning process. Film as a medium is not extensively accepted and planned as a learning activity in the classroom or self-learning at home. The advancement of internet and smartphone technology, as well as media such as mp4, YouTube and DVD facilitates access to these films. The analysis of this study was based on the Learning Theory of Constructivism. This study attempted to state the elements of language style and moral values in selected fiction film clips, analyse the frequency of language style elements and moral values. The films were Hang Tuah (1956), Hang Jebat (1961), Langit Petang (1982), Perempuan Berkalung Sorban (2009), and Langit Cinta (2016). The completion of the study revealed elements of language style employed and moral values recognised based on the film clips adaptation of the novel. The conclusions of this research determined that the movie clips met the characteristics of Constructivism Learning Theory and relevant in the teaching and learning of Malay Language and Malay Literature at school
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Lieberfeld, Daniel. "Teaching about War through Film and Literature." PS: Political Science & Politics 40, no. 03 (July 2007): 571–74. http://dx.doi.org/10.1017/s1049096507070837.
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Lipiner, Michael. "Lights, Camera, Lesson: Teaching Literacy through Film." E-Learning and Digital Media 8, no. 4 (January 1, 2011): 375–96. http://dx.doi.org/10.2304/elea.2011.8.4.375.
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This in-depth case study explores a modern approach to education: the benefits of using film, technology and other creative, non-conventional pedagogical methods in the classroom to enhance students' understanding of literature. The study explores the positive effects of introducing a variety of visual-based (and auditory-based) teaching methods to learners within an urban high school English language arts inclusion classroom. The study group reads literature, analyses films and works on various creative assignments, such as incorporating music lyrics, using computer technology and creating art. The study outlines supplemental assignments designed to have students respond critically to literature within a creative learning environment. As a result, the students' grades improve, and they are able to stay connected with the readings. The case study also references similar professional case studies, authors and educational theorists.
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Pippin, Tina, and Glen Stassen. "Literature and Film in the Teaching of Ethics." Annual of the Society of Christian Ethics 8 (1988): 239–43. http://dx.doi.org/10.5840/asce1988815.
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Goldstein, D. S. "Page and Screen: Teaching Ethnic Literature with Film." Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 10, no. 3 (September 8, 2010): 562–67. http://dx.doi.org/10.1215/15314200-2010-008.
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Giunta (book editor), Edvige, Kathleen Zamboni McCormik (book editor), and Alberto Zambenedetti (review author). "Teaching Italian American Literature, Film, and Popular Culture." Quaderni d'italianistica 35, no. 1 (January 15, 2015): 177–79. http://dx.doi.org/10.33137/q.i..v35i1.22373.
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Petrova, Snezana, and Ana Aleksovska. "INTERRELATION BETWEEN THREE FORMS OF ART OR TEACHING LITERATURE THROUGH FILM." Slavonic Pedagogical Studies Journal 6, no. 1 (February 2017): 120–29. http://dx.doi.org/10.18355/pg.2017.6.1.10.
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Yang, Fu-Ju. "A Study of Teaching Film Appreciation and its Effects by a Junior High School Teacher." International Educational Research 2, no. 1 (February 26, 2019): p24. http://dx.doi.org/10.30560/ier.v2n1p24.
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In today’s world, where we are constantly surrounded by visual images of all kinds, students need the ability to appreciate and interpret images if they are to be able to function properly in contemporary society. After failing to find a suitable model in the literature, the researcher had previously developed, through teaching practice, a model and strategies for teaching film appreciation at university level; this model and the supporting strategies were brought to a junior high school located in Taipei City, Taiwan, where the researcher worked together with the school’s art teachers to jointly implement action research and develop a model and strategies suitable for the teaching of film appreciation to junior high school students, and to evaluate the results achieved through the application of this teaching model. The present study therefore had two objectives: (1) To develop a teaching model and teaching strategies appropriate for the teaching of film appreciation at the junior high school level, and to explore the factors affecting film appreciation teaching at this level; (2) To analyze the learning outcomes of students who had been taught film appreciation using this model.
The study makes use of in-class observations, interviews, documentary analysis (including analysis of reflective journals, learning sheets, and feedback form), etc., to collect data and analyze the teachings of the art teachers involved in the case study. The study found that the film appreciation teaching model helped the students transition from simply enjoying the films to being able to appreciate them by simplifying the process into three “layers” at the junior high school level: getting students to describe the content of the film on the basis of their immediate response to it, analysis of form, and evaluation and reflection by the viewer. A wide range of teaching strategies were employed, including asking students questions, getting students to provide examples, encouraging students to make comparisons, use of still images, discussion, etc.; this utilization of diversified teaching strategies helped to enrich the teaching and make the classes more accessible and enjoyable for students. Unfortunately, the overall quality of the teaching was negatively affected by disruption caused by other school activities, and by the teacher’s lack of specialist expertise in this area. Nevertheless, the students who had been taught using this film appreciation education model were able to: describe film plots (in terms of how the film begins, develops and ends); explain the meaning of a film’s main theme-although it will require designing further teaching strategies for them to provide in-depth explanation of the film’s meaning, and their ability to make formal analysis depended on the teachers’ specialist knowledge; perform a rough analysis of the major formal aspects of a film; and put forward their own views on a film. Reflecting on the films that they had seen encouraged the students to change their own ways of thinking and behavior; the students enjoyed learning from the films, and felt that this approach to learning was a valuable one.
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Primorac, Antonija. "VICTORIAN LITERATURE AND FILM ADAPTATION." Victorian Literature and Culture 45, no. 2 (May 5, 2017): 451–59. http://dx.doi.org/10.1017/s1060150316000711.
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“The book was nothing likethe film,” complained one of my students about a week or so after the premiere of Tim Burton'sAlice in Wonderland(2010). Barely able to contain his disgust, he added: “I expected it to be as exciting as the film, but it turned out to be dull – and it appeared to be written for children!” Stunned with the virulence of his reaction, I thought how much his response to the book mirrored – as if through a looking glass – that most common of complaints voiced by many reviewers and overheard in book lovers’ discussions of film adaptations: “not as good as the book.” Both views reflect the hierarchical approach to adaptations traditionally employed by film studies and literature studies respectively. While adaptations of Victorian literature have been used – with more or less enthusiasm – as teaching aides as long as user-friendly video formats were made widely available, it is only recently that film adaptation started to be considered as an object of academic study in its own right and on an equal footing with works of literature (or, for that matter, films based on original screenplays). Adaptation studies came into its own in early twenty-first century on the heels of valuable work done by scholars such as Brian McFarlane (1996), Deborah Cartmell and Imelda Whelehan (1999), James Naremore (2000), Robert Stam (2000), Sarah Cardwell (2002), and Kamilla Elliott (2003) which paved the way for a consideration of film adaptations beyond the fidelity debate. The field was solidified with the establishment in 2006 of the UK-based Association of Literature on Screen Association (called Association of Adaptation Studies from 2008) and the inception of its journalAdaptation, published by Oxford University Press, in 2008. Interdisciplinary in nature, the field primarily brought together literature and film scholars who insisted that adaptations were more than lamentably unfaithful or vulgar versions of literature mired in popular culture and market issues on the one hand, or merely derivative, impure cinema on the other. The foundational tenets of adaptation studies therefore included a non-judgemental and non-hierarchical approach to the relationship between the text and its adaptation, and a keen awareness of film production contexts. These vividly illustrate the field's move away from discussing fidelity to the “original” which, thanks to the work of Linda Hutcheon (2006), started to be increasingly referred to simply as “adapted text.” Hutcheon's book came out at the same time as another foundational monograph on the subject, Julie Sanders'sAdaptation and Appropriation(2005) which contributed to the debate through its focus on intertextual links and the palimpsestuous nature of adaptations, in which debate on fidelity was substituted with the analysis of the distance between the text and its adaptation(s).
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Oegon Kim. "Teaching methods of classical literature in film -Penny Marshall, Renaissance man-." Classical Literature and Education ll, no. 21 (February 2011): 235–54. http://dx.doi.org/10.17319/cle.2011..21.235.
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Tg Abdul Rahman, Tg Ainul Farha, Abdul Rahman Chik, Muhammad Sabri Sahrir, and Mohd Shukri Nordin. "A REVIEW OF DOCUMENTARY FILM AS AUTHENTIC INPUT IN ENHANCING WRITING SKILLS IN ASL SETTING." Journal of Nusantara Studies (JONUS) 2, no. 1 (June 30, 2017): 99. http://dx.doi.org/10.24200/jonus.vol2iss1pp99-110.
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The objectives of this paper are three folds: firstly, to highlight the studies which have used documentary film as authentic input in teaching second language skills, secondly to review the studies which have used documentary film in enhancing the second language writing skill, and lastly to offer ways to deal with documentary film in improving Arabic as a Second Language (ASL) writing skill. For this purpose, the paper analyses related literature review and previous studies in the field. The literature review shows the concern of second language practitioners as well as scholars in the field in using documentary film in the learning process. However, studies related to ASL are very scarce. There are four steps to be adopted for the purpose of linking documentary film input with enhancing writing skills output. The paper also highlights the strengths of documentary film as authentic input in language teaching as well as putting forth some technical advice and suggestions to improve the selection of teaching materials. Keywords: TASL, teaching material, Arabic for specific purposes, Arabic writing skill, authentic inputCite as: Tg Abdul Rahman, T.A.F, Chik, A.R., Sahrir, M.S., & Nordin, M.S. (2017). A review of documentary film as authentic input in enhancing writing skills in ASL setting. Journal of Nusantara Studies, 2(1), 99-110.
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Neufeld, Christine M. "Coconuts in Camelot: Monty Python and the Holy Grail in the Arthurian Literature Course." Florilegium 19, no. 1 (January 2002): 127–48. http://dx.doi.org/10.3138/flor.19.007.
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Teaching Arthurian literature affords a perhaps rare opportunity for medieval specialists to use the medium of film to interest undergraduate students in a period that is otherwise often considered foreign to their cultural world or concerns. The significant number of Arthurian films in the twentieth century reflects the continuous appeal of the Arthurian legend, a legend whose survival can be attributed to its adaptability, shifting throughout the centuries between elite and popular cultures, and disseminated in different forms through visual, oral and textual traditions. While there has always been a ludic dimension to Arthurian tradition, one postmedieval comedic portrayal of Arthur and his knights, Twain's A Connecticut Yankee in King Arthur's Court, has had a significant impact on how Arthurian material has been adapted on the silver screen. One possible consequence of Twain's comic vision and its early transposition into the newly emerging film medium is that, while Bresson's brooding tale of Arthurian ennui may be the hallmark of the twentieth-century cinematic Arthurian corpus, the film that has come to represent the Round Table's cinematic incarnation in the minds of the generations that now fill the postsecondary classroom is Monty Python and the Holy Grail, a comic masterpiece that embodies the spirit of Twain's dismissive coinage, "holy grailing." Student enthusiasm for Monty Python's film contrasts with the noticeably more restrained stance of scholarly opinion which, while rarely omitting to mention the film's existence in discussions of cinematic Arthuriana, has relatively little to say about the actual film. Part of the reason Monty Python's medieval film has not received as much scrutiny as it deserves from medievalists is because it can be perceived as being preoccupied with its own cinematic form. The ubiquity of Kevin J. Harty's comment that Python's film is "not so much a send-up of the Arthurian legend, as it is a send-up of other film versions of that legend" has perhaps refracted scholarly attention away from precisely how Monty Python does deal with a legend which the film itself presents as distinctly literary. By redirecting our attention to the literary scaffolding around which Monty Python and the Holy Grail is built, Arthurian scholars can encounter the hermeneutic dynamism of this film, a quality which also recommends the film as a pedagogical tool.
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Nadar, Thomas R. "Teaching Literature, Cultural History, and Language with Film: Some Reflections and Suggestions." Die Unterrichtspraxis / Teaching German 22, no. 2 (1989): 153. http://dx.doi.org/10.2307/3530188.
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Wright, Melanie. "Using Literature and Film in Jewish-Christian Relations Teaching: A Preliminary Report." British Journal of Theological Education 12, no. 1 (August 2001): 19–24. http://dx.doi.org/10.1558/jate.v12i1.19.
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Wong, Mei-Yee. "Understanding the educational value of the film Please Vote for Me: The case for a pedagogical course in citizenship education." Citizenship Teaching & Learning 14, no. 3 (October 1, 2019): 263–76. http://dx.doi.org/10.1386/ctl_00010_1.
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Abstract Studies have demonstrated the importance of citizenship education for preservice teachers; however, studies on citizenship education pedagogies in university programmes have been rare. This small-scale study furthers the discussions in western and Chinese literature regarding the documentary film Please Vote for Me. By using the film in a citizenship and moral education curriculum course, this study explored undergraduate students' perceptions of using the documentary film Please Vote for Me and their actual learning experiences and outcomes. Data were collected through student interviews, reflective journals and worksheets. The study revealed that, overall, the students appreciated learning by using documentary films; they learned reflection and critical thinking skills and about the concept of democracy. They also discussed the educational topics in the film and reflected on the expected teacher and parent roles of citizenship education. The study provides empirical evidence to supplement the literature on citizenship teaching and learning in teacher education by using a documentary film as a resource.
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Ruomei, Fu. "Teaching Design and Practice of Chinese Film Course at Binus University." Humaniora 6, no. 3 (July 30, 2015): 319. http://dx.doi.org/10.21512/humaniora.v6i3.3353.
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The Chinese department of Binus University opened the course of Chinese film. This course aims to improve the students’ Chinese language skill, and at the same time, on the basis of Chinese proficiency, to improve their knowledge of Chinese history and cultural understanding of China, to cultivate their connoisseurship of Chinese film. Two versions of the course syllabus i.e. version 2008 and version 2013 wereintroduced in this article. Syllabus and teaching practice figured out the most suitable teaching content and teaching method for the course. Research found that the combination of classic movies and popular movies, the course of Chinese film, in conjunction with the literature course is the best way. By this method, the course of Chinese Film plays a better role in improving students' Chinese proficiency and virtuosity level.
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Herrmann, Gina, and Isabel Jaén-Portillo. "Introduction." Image and Storytelling: New Approaches to Hispanic Cinema and Literature 1, no. 2 (October 31, 2020): 11–17. http://dx.doi.org/10.5399/uo/peripherica.1.2.2.
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This special issue of Periphērica, Image and Storytelling: New Approaches to Hispanic Cinema and Literature, features leading research by scholars of Hispanic cultures at the crossroads of literature, film, mind, and society. The collection showcases cutting-edge fields and themes including cognitive studies, affect studies, embodiment, and empathy, as well as new perspectives on adaptation, film typology, film teaching, gender, and genre. The research presented in this special issue underscores the excitement produced by crossing disciplinary boundaries in the study of verbal and visual narratives, moving beyond prevalent transnational approaches that do not sufficiently address key factors in the creation and reception of film narratives such as historical-sociological contexts, affective dynamics, psychological responses, and gender variables. The contributors include scholars whose professional and social relationships to the history, practices, and evolution of the moving image and new media vary widely, broaching a diversity of theories and methodologies and presenting readers with a comprehensive and innovative perspective on film art and the relationship between filmmakers, films, spectators, and contexts.
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Langford, Michelle. "TEACHING ETHNIC DIVERSITY WITH FILM: ESSAYS AND RESOURCES FOR EDUCATORS IN HISTORY, SOCIAL STUDIES, LITERATURE AND FILM STUDIES." Journal of Popular Film and Television 37, no. 3 (November 16, 2009): 148. http://dx.doi.org/10.1080/01956050903218182.
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Parisi, Leonardo Lucena, and Nick Andon. "THE USE OF FILM-BASED MATERIAL FOR AN ADULT ENGLISH LANGUAGE COURSE IN BRAZIL." Trabalhos em Linguística Aplicada 55, no. 1 (April 2016): 101–28. http://dx.doi.org/10.1590/010318134870172321.
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ABSTRACT Advances in technology and accessibility to films motivated the research and writing of this paper. Its main goal was to design a set of criteria to develop film-based materials that can be used to improve the experience of learning English on an adult conversation course in Brazil. Given that the purpose of this adult course is to enhance participants' speaking skills, an investigation was conducted into the theories related to the teaching of speaking. A literature review suggests why films should be used through an investigation into the advantages they offer. Principles related to language learning, material development, and current studies on the use of film provide insights on how films might be used. Drawing on these principles, a set of criteria was created as a resourceful guide for material development. Finally, I suggest there should be further study on how films are being used in class and a possible research study on the effectiveness of film-based materials.
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Russo, James, Toby Russo, and Anne Roche. "Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films." Education Sciences 11, no. 10 (September 27, 2021): 588. http://dx.doi.org/10.3390/educsci11100588.
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Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 11 year olds). These tasks were developed from various narratives, each portrayed through a different medium (movie clip, short film, picture story book). Post lesson interviews were undertaken with 24 students inviting them to compare and contrast this lesson sequence with their usual mathematics instruction. Drawing on a self-determination theory lens, our analysis revealed that these lessons were experienced by students as both highly enjoyable and mathematically challenging. More specifically, it was found that presenting mathematics tasks based on rich and familiar contexts and providing meaningful choices about how to approach their mathematical work supported student autonomy. In addition, there was evidence that the narrative presentation supported student understanding of the mathematics through making the tasks clearer and more accessible, whilst the audiovisual mediums (movie clip, short film) in particular provided a dynamic representation of key mathematical ideas (e.g., transformation and scale). Students indicated an eclectic range of preferences in terms of their preferred narrative mediums for exploring mathematical ideas. Our findings support the conclusion that educators and researchers focused on the benefits of teaching mathematics through picture story books consider extending their definition of narrative to encompass other mediums, such as movie clips and short films.
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Ayali, Keren Ketko, and Muşata Bocoş. "Practical Five-Level Model for Activist Pedagogy and Promoting Active Citizenship: Film Study in Israel as a Test Case." Educatia 21, no. 19 (December 19, 2020): 73–83. http://dx.doi.org/10.24193/ed21.2020.19.09.
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This article presents a practical applicable model for teachers in all high school subjects who chose the teaching profession to educate future generations using activist teaching promoting active citizenship and a progressive liberal world view. The five-level model addressing the activist pedagogy practice developed in the 21st century, helps empower and develop teachers’ professional abilities operating in education as social change agents. The model was developed as part of broad research into the need to train teachers using the activist pedagogical approach. The study emphasizes the model's significant contribution to learning teaching skills to promote socio-political awareness in the activist approach developed in light of contemporary pedagogy promoting active citizenship. The article details all model stages and curriculum in high school film studies as a test case. Film studies began with seven film courses as a unique study system in 1992 and reached 400 courses in 2019, as part of mainstream studies in both the Arts and Social Division at the Israeli Ministry of Education, a meteoric growth of about 15 film courses per year. The article is based on interview analysis including an interview with a film study inspector who was among the founders of film studies in Israel, documents, literature review and researcher’s experience in the field. By revealing the practical and applicable model for teaching and learning using the activist pedagogical approach, the study proposes innovative theoretical conceptualization of a film educational program which has been in operation for thirty years.
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Aycock, Estelle. "Electronic Media: Teaching Film as Literature: "Places in the Heart" and "To Kill a Mockingbird"." English Journal 75, no. 4 (April 1986): 85. http://dx.doi.org/10.2307/819389.
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Byrne, Peter. "Commentary (on Bhugra: Using film and literature for cultural competence training and Teaching through cinema)." Psychiatric Bulletin 27, no. 11 (November 2003): 431–32. http://dx.doi.org/10.1192/pb.27.11.431.
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Buda, I. Ketut, I. Nyoman Payuyasa, and I. Made Denny Chrisna P. "PENDIDIKAN YANG MEMERDEKAKAN DALAM FILM “SOKOLA RIMBA”." Gorga : Jurnal Seni Rupa 9, no. 2 (September 8, 2020): 247. http://dx.doi.org/10.24114/gr.v9i2.19823.
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AbstrakPada tahun 2020 ini, Menteri Pendidikan, Nadiem Makarim, mengeluarkan kebijakan Merdeka Belajar-Kampus Merdeka. Hal yang menarik perhatian dalam kebijakan ini adalah kegiatan belajar di luar kampus. Terdapat delapan contoh kegiatan pembelajaran di luar kampus, yang meliputi kegiatan magang atau praktik kerja, proyek di desa, mengajar di sekolah, pertukaran pelajar, penelitian, kegiatan kewirausahaan, studi/proyek independen, dan proyek kemanusisaan. Aktualisasi kegiatan ini memerlukan sebuah referensi nyata yang dapat dijadikan pedoman. Film “Sokola Rimba” menawarkan konsep kegiatan-kegiatan ini dalam penceritaan filmnya. Oleh karena itu diperlukan penelitian secara mendalam terhadap film “Sokola Rimba”. Penelitian ini bertujuan untuk mendeskripsikan sinopsis film “Sokola Rimba” dan mendeskripsikan konsep pendidikan yang memerdekakan. Penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian ini adalah film “Sokola Rimba”. Metode pengumpulan data yang digunakan adalah metode observasi dan studi literatur. Hasil penelitian ini menunjukan terdapat tiga kegiatan yang divisualkan dalam film dari delapan contoh kegiatan kegiatan belajar di luar kampus, yaitu proyek kemanusiaan, proyek di desa, dan mengajar di sekolah.Kata Kunci: pendidikan, memerdekakan, film sokola rimba. AbstractIn 2020 the government issued a policy on “Merdeka Belajar-Kampus Merdeka”. The thing that attracts attention in this policy is learning activities off campus. There are eight examples of off-campus learning activities, internships or work practices, village projects, school teaching, student exchanges, research, entrepreneurial activities, independent studies / projects, and humanitarian projects. Actualization of this activity requires a real reference that can be used as a reference. The film "Sokola Rimba" visualizes the concept of these activities in the film's story. Then research is needed on the film "Sokola Rimba". This study aims to describe the synopsis of the film "Sokola Rimba" and describe the concept of liberating education. This research is a qualitative descriptive study. The subject of this research is the film "Sokola Rimba". Data collection methods used are the method of observation and study of literature. The results of this study indicate there are three activities visualized in the film from eight examples of activities outside the campus learning activities, such as humanitarian projects, projects in villages, and teaching in schools.Keywords: education, liberation, sokola rimba films.
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Wang, Wei, and Durbadal Mandal. "Research on the construction of teaching platform of drama film and television literature based on IoT." Journal of Intelligent & Fuzzy Systems 37, no. 3 (October 9, 2019): 3417–24. http://dx.doi.org/10.3233/jifs-179145.
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Damayanti, Desy, Adin Fauzi, and Azizatul Mahfida Inayati. "LEARNING MATERIALS: THE “NUCLEUS” OF LANGUAGE TEACHING." Journal of English Education 3, no. 1 (May 11, 2018): 1–8. http://dx.doi.org/10.31327/jee.v3i1.417.
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Among some components of effective language classroom, learning materials indisputably play a focal role. They improve the quality of language teaching; facilitate teachers in doing their duties, and lead students to a higher level of understanding in learning. This research aims to discuss the notion of materials in language teaching. It made use of works of literature to outline the importance of materials in language teaching, and to analyze kinds of materials, which are relevant to language teaching. The analysis resulted in the classification of materials into two broad categories namely (1) created materials, which include course book, audio materials, and video materials; and (2) authentic materials, which cover authentic texts, movie/film, radio broadcasting, television program, graphs, maps, tables, and charts. This paper serves as an invaluable resource to facilitate language teachers in selecting appropriate materials for effective language teaching.
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Froula, Anna, and E. Thomson Shields. "Captive students and duelling podia: a collaborative approach to teaching the Frontier in American Literature and Film." Changing English 19, no. 1 (February 22, 2012): 33–42. http://dx.doi.org/10.1080/1358684x.2012.649139.
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Fulford, Amanda. "2 Academic Integrity and the Disintegration of Pedagogy." Philosophy and Theory in Higher Education 3, no. 2 (January 1, 2021): 23–42. http://dx.doi.org/10.3726/ptihe022021.0002.
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Abstract: This article addresses the concept of academic integrity in higher education. While the emphasis in much literature relates to academic misconduct, this article considers academic integrity in terms of pedagogical judgment by exploring how integrity is related, etymologically, to wholeness. It argues that where approaches to teaching and learning are prescribed—or proscribed—in pursuit of “teaching excellence,” pedagogical judgment is curtailed, resulting in a fragmentation or “disintegration” of pedagogy, and of academic integrity. These ideas are pursued through a reading of Andrzej Jakimowski’s 2012 film, Imagine. While the film raises questions about pedagogical judgment and risk in education, the film’s denouement suggests that the integrity of the teacher is ineluctably bound to the extent to which s/he opens up the subject, and the world, to students, and so is also transformed. This approach to thinking about the integrous teacher develops Pádraig Hogan’s (2003) idea of teaching as a way of life with an integrity of its own, and Christiane Thompson’s (2015) reading of the film as imagining ways of engaging with the world. It concludes that the fragmentation of pedagogy is a denial of the teacher’s integrity to open up the world. In this sense, the limits of pedagogy are a limiting of the world.
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Cruz, Ronald Allan L. "Aliens in the Classroom: Fantastical Creatures as Tools in Teaching Biology." American Biology Teacher 75, no. 4 (April 1, 2013): 257–61. http://dx.doi.org/10.1525/abt.2013.75.4.6.
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Creatures from science fiction and fantasy can be used to illustrate key concepts and principles in biology. This article describes a project for a university-level general zoology course wherein the students classify, down to at least the phylum level, “animals” from the Alien Species Wiki (2013). This is an online database of creatures from television, film, literature, and games. The primary challenges that the students faced were overly fantastical hybridizations and assigning reality-based classification mechanisms to fictional beings, but the project is a useful exercise in creativity, knowledge of diagnostic characteristics, and the wonder of discovery of new, previously unexplainable physio-morphologies.
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Kuzminykh, Ksenia. "Jugendliterarische Werke im interkulturellen, medienintegrativen Litertaturunterricht." Glottodidactica. An International Journal of Applied Linguistics 45, no. 1 (September 10, 2018): 85–104. http://dx.doi.org/10.14746/gl.2018.45.1.06.
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The article starts with a discussion of the essential theories of reading and focuses on different models of understanding. In the next step, based on fragments taken from a novel by M. Zusak, the article develops an integrative literary and language teaching model in intercultural school lessons of literature in a way which stimulates a highly functional analytical, receptive and productive handling of language semantics and performance. It demonstrates the combination of literature and film as a possibility for successful literary, language and media learning.
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Kern, Richard. "Making connections through texts in language teaching." Language Teaching 41, no. 3 (July 2008): 367–87. http://dx.doi.org/10.1017/s0261444808005053.
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Language is not just a tool for communication. It is also a resource for creative thought, a framework for understanding the world, a key to new knowledge and human history, and a source of pleasure and inspiration. The Connections Standard is about linking language and literature study to other disciplines (for example, art, music, film, history, among others) and about getting students to experience unique viewpoints available only through a particular language and its cultures. This presentation will argue for the importance of analyzing texts (written, oral, visual, audio-visual) in language teaching. The goal is to give students the chance to position themselves in relation to distinct viewpoints and distinct cultures and to make connections between language and other symbolic ways of making meaning, connections between language and other disciplines, and connections between language and culture. These connections are not easy to make, but they are essential if we are to prepare our students for the broadest range of language use and allow them to achieve their full communicative potential.
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Bastos, Beatriz Kopschitz. "Irish Studies in South America." Irish University Review 50, no. 1 (May 2020): 221–28. http://dx.doi.org/10.3366/iur.2020.0449.
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This essay seeks to give an overview of the Irish presence, the institutional context, and the singular nature of Irish Studies in South America, historically and today. It presents an insight into some of the major advances and the principal themes of Irish Studies in this non-Anglophone environment: translation; performance; film studies; migration and diaspora studies; comparative studies; teaching. It thus considers the contribution of this particular field – Irish Studies in South America – in the wider context of transnational and comparative cultural analysis.
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Bjørlo, Berit Westergaard, and Ellen Birgitte Johnsrud. "Making tutorial films on picturebooks in teacher education." Journal of Literary Education, no. 4 (July 31, 2021): 43. http://dx.doi.org/10.7203/jle.4.21010.
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In this article we analyze two films about picturebooks, made in student-led groups in a children’s literature course at university level. We also investigate the self-assessments the students wrote. The assignment was designed to explore specific Norwegian picturebooks, in this case Snill (What a girl!) by Gro Dahle and Svein Nyhus and Garmanns Sommer (Garmann’s Secret) by Stian Hole. Our aim is to highlight in which ways this assignment expanded the students’ knowledge on picturebooks and literature didactics. For this purpose, we build upon picturebook theory, theories on multimodality and theories on collaborative learning processes.
Our findings support results and ideas in other studies on how to use and produce multimodal artefacts and digitized media in collaborative learning contexts (Jewitt, 2006; Jewitt, 2013; Kress & Selander, 2011; Selander, 2015), and studies on the potential of collaborative teaching and learning processes, and of students’ self-assessments (Alexander,2017). Both films present and discuss the interplay between words and images in ways that demonstrate solid knowledge of picturebook theory. The analyses also indicate that this kind of film making project may foster a high degree of student engagement suited to achieve in-depth knowledge on topics within the field of children’s literature.
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Richard, Harriette W. "Filmed in Black and White: Teaching the Concept of Racial Identity at a Predominantly White University." Teaching of Psychology 23, no. 3 (October 1996): 159–61. http://dx.doi.org/10.1177/009862839602300305.
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This article describes an assignment to help students learn about racial identity development. The Helms (1990a) model (white racial identity) and the Cross and Thomas (Cross, 1978) nigrescence model (black racial identity) serve as theoretical anchors for the ethnic or racial aspect of The Psychology of Race and Gender course. Students used these models to chart the development of a character's racial identity in film or literature. Students enrolled in a predominantly White university in Kentucky reported that the exercise was thought provoking, intriguing, and informative. Students agreed that the exercise should be continued for subsequent classes.
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Andrew, Dudley. "The “Three Ages” of Cinema Studies and the Age to Come." PMLA/Publications of the Modern Language Association of America 115, no. 3 (May 2000): 341–51. http://dx.doi.org/10.2307/463455.
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The october 1999 job list prepared by the society for cinema studies has just appeared: fifty-one teaching positions involving film. What does it mean that only ten of these are situated in designated film programs, while thirty-six are hosted by departments of literature, primarily English? It means, among other things, that departments of literature are redefining and deregulating themselves. They may have cautiously welcomed film for a half century but hardly at this scale: fifty-one open positions suggest hundreds of positions permanently in place and thousands of students studying this subject each year. The confidence the humanities shows in this field is shared by most of my students, who are younger than cinema studies and must sense it to be, if not august, at least well established, rather as English seemed when I majored in it and assumed it to be as old as England. However, any census of course catalogs reveals cinema's uncertain location and function from campus to campus, posing questions of general expectations and standards—indeed, putting in question the definition of cinema studies. Evidently universities want to offer film. Bravo! But in what manner and for what purpose? What “qualifies” the hundreds of applicants applying for these fifty-one positions? Where did they gain their expertise or self-confidence?
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O’Halloran, Kieran. "Creating a film poem with stylistic analysis: A pedagogical approach." Language and Literature: International Journal of Stylistics 24, no. 2 (May 2015): 83–107. http://dx.doi.org/10.1177/0963947015571022.
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A film poem is a cinematic artwork that takes a written, often canonical, poem as its stimulus. Many are imaginative and arresting performances of poems, going far beyond the likely intentions of the poet into something completely new. However, with this genre, the poem’s stylistic detail is largely irrelevant to its visual realisation. I highlight how this limitation can be addressed by bringing film poems into stylistics teaching and assessment. After providing background on the film poem genre, I model an assignment where students draw on their cinematic literacy to dramatise a poem imaginatively. As with other film poems, the student creates a series of cinematic images and connects them to the poem’s lines, activating new meanings in them. In contrast with the traditional construction of film poems, the procedure involves another stage – the student also connects the images they have created to the poem’s stylistic detail. In turn, as I show, this extra connection helps drive the film’s narrative, adding to the creativity of the film. This staged procedure is different from established (pedagogical) stylistic practice where interpretation and stylistic analysis of a poem are simultaneous, with the stylistic analysis providing support for the burgeoning interpretation. To model this student assignment, I produce a film script of Philip Larkin’s poem, ‘Wants’. The script depicts the activities of a serial killer; some readers may find the script graphic.
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O’Halloran, Kieran. "Filming a poem with a mobile phone and an intensive multiplicity: A creative pedagogy using stylistic analysis." Language and Literature: International Journal of Stylistics 28, no. 2 (May 2019): 133–58. http://dx.doi.org/10.1177/0963947019828232.
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A film poem is a cinematic work which uses a written, often canonical poem as its inspiration. Film poems frequently exceed the likely intentions of the poet, becoming something new; one creative work is used as a springboard for another. Typically, however, in film poems the poem’s stylistic detail is largely irrelevant to its cinematic execution. In a previous article, I spotlighted how this oversight/limitation can be addressed by bringing film poems into stylistics teaching and assessment. That article showed how stylistic analysis of a poem can be used to drive generation of a screenplay for a film of the poem. But, it did not show how the film could be produced on that basis. In contrast, this article does just that, modelling how a student could make a film from a poem, with their mobile device, where stylistic analysis has been used to stimulate the screenplay. Accompanying this article is a film that I made on a mobile phone. This is of Michael Donaghy’s poem, Machines. In developing this approach for producing film poems via stylistic analysis, I incorporate ideas from the philosopher, Gilles Deleuze, and from his collaboration with the psychoanalyst, Félix Guattari, in their book A Thousand Plateaus. In particular, I make use of their concept of ‘intensive multiplicity’. Generally, this article highlights how common ownership of mobile devices by university students, in many countries, can be used, in conjunction with stylistic analysis, to foster a different approach to interpreting poetry creatively which, in turn, can extend students’ natural capacity for creative thinking.
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Anosova, Nina Aleksandrovna, and Nina Alexandrovna Anosovа. "Color and Sound in Balzac's Novels." Journal of Flm Arts and Film Studies 2, no. 1 (January 15, 2010): 66–83. http://dx.doi.org/10.17816/vgik2166-83.
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This paper analyzes the dramatic color of Honore de Balzac's novels "Shagreen" (1831) and "Father Goriot" (1834). Using symbolic colors, different color details and motives, color and light accents, decoloration Balzac creates dramatic contrasts, transforms the time, reveals the inner state of the characters. The writer's works are the result of the brilliant application of the reflex theory to literature suggested by Eugene Delacroix, a painter and Balzac's contemporary. Artistic intensity and the diversity of color elements in Balzac's novels are one of the vivid steps on the way to the chromatic and not just color cinema as Eisenstein wrote. The correlation of prose and film was one of the main subjects of Nina Anosova's research. A talented literary and film scholar and teacher, a Moscow Institute of Philosophy, Literature and Histroy Institute (IFLI) graduate, she spent over 55 years teaching at VGIK. Such prominent filmmakers as Marlene Khutsiev, Andrei Tarkovsky, Vasily Shukshin, Gennady Shpalikov, Yuri Arabov, Karen Shakhnazarov, Vadim Abdrashitov, Sergey Loznitsa, etc. were among her pupils. The students and graduates of the Institute of Cinematography constantly turn to her works, learning real (deep) analysis and understanding of literature and art.
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Aleksandrova-Yankulovska, Silviya. "An innovative approach to teaching bioethics in management of healthcare." Nursing Ethics 23, no. 2 (December 29, 2014): 167–75. http://dx.doi.org/10.1177/0969733014558967.
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Background: Bioethical courses were introduced in the curricula in medical universities in Bulgaria in 1990s. In the beginning, the courses were mainly theoretical, and systematic case analyses and discussions of movies were introduced later on. The benefits of using films to teach ethics have been previously analyzed in the literature; however, to our knowledge such studies in Bulgaria are yet lacking. Objective: The aim of this study was to survey the opinions of students and analyze the results from the application of movies in bioethics teaching in a medical university in the north of Bulgaria. Methodology: A survey was carried out among 92 students in the management of healthcare. Two movies were used, and separate protocols for film discussion were developed. Ethical considerations: The study was conducted anonymously and with students’ free informed consent. Results and discussion: The students distinguished in total 21 different dilemmas and concepts in the first movie. The ethical dilemmas were classified into five groups: general ethical issues, deontological issues, special ethical issues, principles of bioethics, and theories of ethics. The second movie focused students’ attention on the issues of death and dying. In total, 18 elements of palliative care were described by the students. The range of different categories was a positive indicator of an increased ethical sensitivity. The students evaluated the movies’ discussions as a generally positive educational approach. They perceived the experience as contributing to their better understanding of bioethical issues. Conclusion: The innovative approach was well accepted by the students. The introduction of movies in the courses of bioethics had the potential to provide vivid illustrations of bioethical issues and to contribute to the exploration of specific theses and arguments. The presentation and discussion should be preceded by accumulation of theoretical knowledge. The future of effective bioethics education lays in the interactive involvement of students.
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Fořtová, Nicola, Jitka Sedláčková, and František Tůma. ""And My Screen Wouldn't Share": Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching." Íkala 26, no. 3 (September 10, 2021): 513–29. http://dx.doi.org/10.17533/udea.ikala/v26n3a03.
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The sudden switch to online teaching enforced by the covid-19 pandemic has impacted teacher education at universities, particularly micro-teachings and teaching practice, as technology has become an inherent part of these processes. The growing body of literature on online teaching and teacher education during lockdown conditions mainly addresses challenges in teacher education and educator perceptions. However, very few studies deal with the perceptions of student- teachers. To fill this gap, a group of teacher educators conducted a research study with 63 students enrolled in a master’s Degree in Teaching efl for Secondary Schools offered at Masaryk University, Czechia. To carry it out, qualitative coding procedures were employed on a dataset of 120 lesson reflections written by students completing their teaching practice via online courses which were ordinarily conducted in person. The purpose was to find out how student-teachers perceived technology use when teaching online. The main findings show that, despite constant comparison between the face-to-face and online classrooms and an initial reliance on the success of technology to determine a lesson’s success, the majority of student-teachers normalized technology as a platform for teaching, using technology-specific language for teaching strategies and classroom events. These findings suggest that online teaching and learning should be seen as an integral part of teacher education.
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Elyasina, Elena A. "Comparison of A.S. Green’s story “Green lamp” with its film adaptations at the literature lesson in the 8th grade." Literature at School, no. 5, 2020 (2020): 109–18. http://dx.doi.org/10.31862/0130-3414-2020-5-109-118.
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In the year of the 140th anniversary of A.S. Green’s birth, studying his works at school are as relevant as ever. Over the years, the reader’s interest in the writer’s work has not faded, and there are more opportunities for effective study of his works: for example, comparison with a film interpretation clarifies the analysis of the text and contributes to the emergence of the students’ own reading interpretation. The aim of the article is to describe the experience of studying A.S. Green’s story “Green lamp” by the 8th grade students, the educational and educational potential of which is evaluated and recognized by the methodology of teaching literature. The focus is put on the comparative analysis of the story and its film adaptation. The article uses the following methods: descriptive and analytical when discussing the visual and expressive possibilities of the film “Green lamp”, a method for comparing the implementation of the metaphor on which the story is based, in the text and on the screen. At the same time, the emphasis is placed on the possibilities of cinematography, and the Director’s interpretation becomes the “starting point” for formulating the questions and tasks offered to students. Experimental verification of the effectiveness of the developed tasks showed a high interest of students’ in their performance, the appearance of deeper and more accurate answers, active involvement in research and creative activities. The article focuses on the possibilities of comparing the text with the screen version as a methodological technique that contributes to the literary development of students. This approach to the organization of analytical and interpretive activities at the literature lesson, in our view, allows us to overcome the age restrictions associated with understanding the author’s idea. The results of the lesson on comparison show that the film impressions of schoolchildren change the character of the reader’s perception, enrich and deepen the study of the story of A.S. Green’s.
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Prowse, Alicia, Penny Sweasey, and Rachel Delbridge. "Amplifying staff development through film." Education + Training 59, no. 5 (June 12, 2017): 446–56. http://dx.doi.org/10.1108/et-11-2016-0174.
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Purpose The literature on student transition to university commonly investigates student expectations, perceptions and experiences and rarely focusses on university academic staff viewpoints. The purpose of this paper is to explore the staff development potential of a filmed visit of university academic staff to a sixth form college. Design/methodology/approach The project created a space for eight university colleagues from a wide range of discipline areas in a large metropolitan university and ten college students from one local sixth form feeder college to observe and reflect on their experiences of learning and teaching (L&T) in the two environments. Findings Staff development episodes were subsequently designed to allow staff who had not attended the visit to comprehend the experiences of L&T in colleges and promote a consideration of pedagogies for student transition. Observations and reflections from this “second audience” are presented. Research limitations/implications This was a case study of a visit of a small group of university academic staff to one Roman Catholic sixth form college who selected students to speak on film. The visit occurred just prior to final exams at the end of the academic year. Practical implications Packaging the visit via film and workshop activity enabled university staff to hear their own colleagues’ reflections on how students learn in college and the step up to university study. This combination of vicarious/peer learning could be used in a range of staff development and training settings. Originality/value This study explored a practical way of extending a small-scale episode of experiential staff development to a much larger staff audience via the use of filmed reflections of participants, combined with workshop activity and online comment and discussion.
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İşcan, Adem. "Using Films in Vocabulary Teaching of Turkish as a Foreign Language." Journal of Education and Training Studies 5, no. 5 (March 26, 2017): 27. http://dx.doi.org/10.11114/jets.v5i5.2245.
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The use and utility of auditory and visual tools in language teaching is a common practice. Films constitute one of the tools. It has been found that using films in language teaching is also effective in the development of vocabulary of foreign language learners. The literature review reveals that while films are used in foreign language teaching and there are many studies in this subject, very few studies have been done in our country and this is not enough. In this study, the development of Turkish vocabulary of foreign students through films has been discussed. Examples of activities aimed at the development of reading skills through films that teachers can use in foreign language are presented.
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Noviana, Fajria. "Adaptasi Cerpen Chuumon no Ooi Ryouri Ten Karya Miyazawa Kenji Menjadi Anime Karya Shibuichi Setsuko." Japanese Research on Linguistics, Literature, and Culture 1, no. 1 (November 27, 2018): 1–15. http://dx.doi.org/10.33633/jr.v1i1.2131.
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This paper is the result of a qualitative descriptive type of literature study. The purpose of this study was to describe what changes Shibuichi Setsuko made in the Chuumon no Ooi Ryouri Ten anime as an adaptation work from Miyazawa Kenji's children's short story with the same title. In addition, it also describes what pedagogical values are contained in this adaptation work. The method used is a comparative method to compare the anime version of the Chuumon no Ooi Ryouri Ten narrative with the short story intrinsic element. Meanwhile, based on the four main points of teaching Seikatsuka or life environment studies that applied in Japanese elementary schools, pedagogical values of this anime can be reveal. As a result of the analysis of Shibuichi Setsuko's creative adaptation, four changes were found in the anime version. The four changes lie in the number of characters, characterizations, plot stages, and location setting. Whereas as a result of the analysis of pedagogical values, it is known that this anime fulfills the four main points of the Seikatsuka. This is parallel with Altman's assumption about children's films which suggest that children's film viewers are expected to get teaching, morality, and understanding of identity as a pedagogical experience to improve the quality of life from what they watch. Keywords: adaptation, anime, children's short stories, pedagogical values
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Babaee, Ruzbeh. "Realities of Graphic Novels: An Interview with Frederick Aldama." International Journal of Comparative Literature and Translation Studies 5, no. 3 (July 31, 2017): 1. http://dx.doi.org/10.7575/aiac.ijclts.v.5n.3p.1.
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The trend about producing and reading graphic novels has grown since the late twentieth century. These books with comic backgrounds seem to have a miraculous energy. They have been even appealing to unenthusiastic readers. They tempt people of different age groups, races and genders. They are also used for teaching ESL courses, e-learning activities, designing reality games, and teaching creative writing. If you talk to its followers, you may get the feedback that graphic novels can fulfil your demands and dreams from writing your assignments to taking you to the moon. Although many researchers have investigated the benefits of graphic novels, many faculties and librarians are still reluctant to include graphic novels in their curricula. Perhaps it is simply the attitude of many teachers and librarians that graphic novels look like a comic book, and simply are not “real” books. They have too few words, too many pictures, and lack quality to be seriously considered as literature. In the following, I, Ruzbeh Babaee, did an interview with Distinguished Professor Frederick Luis Aldama on realities of graphic novels.Aldama is a distinguished scholar and Professor of English at The Ohio State University, United States. In the departments of English and Spanish & Portuguese he is involved in teaching courses on US Latino and Latin American cultural phenomena, literature, film, music, video games, and comic books. He has founded and directed the White House Hispanic Bright Spot awarded LASER/Latino and Latin American Space for Enrichment Research. Professor Aldama won the Ohio Education Summit Award for Founding & Directing LASER in 2016. In April 2017, Aldama was awarded OSU’s Alumni Award for Distinguished Teaching and inducted into the Academy of Teaching. He is the author, co-author, and editor of 30 books, including his first book of fiction/graphic fiction, Long Stories Cut Short: Fictions from the Borderlands.
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Cynarski, Wojciech J. "Horseback riding in the history of Poland – selected moments and reflections." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 4, no. 2 (2021): 11–24. http://dx.doi.org/10.16926/sit.2021.04.08.
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Background. The cavalry was the primary armed force of Poles and their legendary ancestors from ancient times, especially in historical formations. It also functions as an element of national history in culture in its various areas. Problem. How this fragment of the old Polish military culture manifests itself in high and mass culture, in the world of film, in the city space, in pictures and numismatic values, and how is it displayed in the field of martial arts cultivated today? Method. The answers will be formulated based on an analysis of 30 selected works of art, value or cultural artefacts and illustrated with examples. Examples include films of Polish cinematography (Teutonic Knights, The Deluge, Hubal and others), a series of commemorative medals and paintings by outstanding Polish painters that inspired the authors of these medals. Therefore, both great paintings by outstanding artists (Jan Matejko, Wojciech Kossak etc.), monuments and films, and small graphic forms (coins, medals). Results and conclusions. This Polish tradition of military culture manifests itself even today in high culture (painting, literature) and mass culture (films, songs), in urban space (monuments), and the artistic qualities of medals. It is also cultivated in the Polish martial art practised today – in teaching one of the schools. It is about horse fencing in Signum Polonicum.
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Gaudino, Ann C., and Eleanor V. Wilson. "The Long-Term Effects of International Student Teaching Placements." Journal of Comparative & International Higher Education 11, Spring (April 3, 2019): 22–29. http://dx.doi.org/10.32674/jcihe.v11ispring.927.
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There is scant literature involving studies with classroom teachers who previously student taught abroad to determine the lasting effects of student teaching abroad, if any, on their careers and teaching. Were the benefits anticipated by student teachers who student taught abroad the actual benefits that teachers who student taught abroad experienced? This studied attempted to fill this gap by interviewing a university coordinator of an abroad student teaching program and alumni of the program who are now practicing educators and providing recommendations for university international student teaching programs.
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Díaz Membrives, Montserrat, M. Teresa Icart Isern, and M. Carmen López Matheu. "Literature review: Use of commercial films as a teaching resource for health sciences students." Nurse Education Today 36 (January 2016): 264–67. http://dx.doi.org/10.1016/j.nedt.2015.10.002.
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Harper, Margaret Mills. "South Atlantic Modern Language Association." PMLA/Publications of the Modern Language Association of America 115, no. 4 (September 2000): 856. http://dx.doi.org/10.1632/s0030812900140325.
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SAMLA's seventieth annual convention will be held in Birmingham at the Sheraton Civic Center from 10 to 12 November. William C. Calin will present the keynote address; George Ella Lyon will give the creative address; and French, German, and Spanish plenary addresses will also be featured. Sonia Sanchez will make a special appearance, and other sessions will focus on Birmingham and Alabama writers, gender and race studies, and human rights in literature and culture. Last year's highly successful reading by contemporary writers, sponsored by the literary magazine Five Points, will be repeated. Graduate students will host a poets' circle, and a special performance of Hemingway stories will take place. Among the twenty special sessions are African Influence on Western Literatures; The Holocaust in Literature and Film; Rhetorics, Rhetoricians, and the Teaching of Rhetoric; Early Modern Women of Spain; and Epics and Literature at the Millennium. During the varied program (over 140 sessions), the convention will feature issues of technology, pedagogy, and professional concerns and will offer a number of opportunities to meet and socialize. Cash bars will be held for faculty members in two-year colleges, Feministas Unidas, and gay and lesbian studies. Side trips are planned to the Birmingham Civil Rights Institute and the Birmingham Museum of Art. A full copy of the program will be available on the SAMLA Web site in July.
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Zhuang, Hong. "Teaching With Data In The Principles Of Macroeconomics Course." American Journal of Business Education (AJBE) 5, no. 1 (December 21, 2011): 25–28. http://dx.doi.org/10.19030/ajbe.v5i1.6700.
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Economic data play an important role in the study of macroeconomics. Teaching with data through interactive classes can engage students more fully in the learning process. Although the pedagogy of teaching with data has been widely applied in the undergraduate science classroom, its extension to the economics classroom is rarely discussed. This paper attempts to fill in this paucity in the literature by discussing two examples of integrating economic data in a principles of macroeconomics course.