Teaching through films can allow us to explore the unknown and misjudge sometimes as well. The imagery and representation within films have powerful symbolic meaning. Labeling others for example is something I have seen is common, My students in grade 2 are able to watch movies and think of real life examples that they assume represent the dark side with Darth Vader versus Obie wan Kenobi. I remember asking my students of real life examples who have similar traits to these characters. One student commented “Darth Vader” is like North Korean prime minister Kim Jong, so when I asked him why. He told me that Darth Vader doesn’t respect life and likewise Kim Jong. The whole class was appalled at this interpretation and connection to real life that this particular pupil made in the class. Here is where I noticed the impact of today’s media and popular culture in labeling other nations and people. I find it a challenge sometimes to balance instruction when explaining world politics and international relationships (through social studies) with such a multi-cultural group of students. Though we are united under the Canadian identity, students can quickly label others just as the films do with the aliens or the dark force.I think that a good way to connect International relations with films is to allow students to conduct a pen pal activity with students from other countries “other” and try to reach out to them and learn about other cultures and societies in order to break the mindset of “being dominant over the other”. I find though that the critical pedagogy, as mentioned by Freire, integrated with popular media like (films,tv,dvd) can actually give students the ability to become aware of how it’s important to read “across and within text” in order to bring out the implicit meaning within film and examine it to make learning meaningful and connected to student lives. I would rather use film pedagogy instead of traditional textbooks because of the powerful graphics and strong debates films can create in the classroom. The visual appealing and 3d graphics and technological advances that dramatize concepts of history and social studies always get students thinking deeper through discussions. Students tell me in the class that they see themselves driving in mid-air using hovercrafts and rocket ships, they are already living in that future and see the present school world far behind. The final thing is I think I need to work with my students more in looking at historical events and seeing whether or not films inaccurately depict events in the past and how or why films do this?
Justin
7/16/2015 04:49:01 am
Safi, great post! I agree about the importance of finding a balance between encompassing critical pedagogy and incorporating pop culture into a daily lesson. It is also important to instil critical media skills so students can better analyze and interpret what they are watching. Certainly technology has numerous benefits in the classroom. Thanks for sharing!
Reply
Leave a Reply. |
AuthorWelcome! My name is Safi Noori, and I am currently a student in the Masters of Education Program @UOIT. Presently, I am teaching a Grade 2 Classroom in Toronto, Canada. ArchivesCategories |