New Perspectives on Teaching Film Education. 2015. (original) (raw)
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A Pedagogy of Cinema is the first book to apply Deleuze's concept of cinema to the pedagogic context. Cinema is opened up by this action from the straightforward educative analysis of film, to the systematic unfolding of image. A Pedagogy of Cinema explores what it means to engender cinema-thinking from image. This book does not overlay images from films with an educational approach to them, but looks to the images themselves to produce philosophy. This approach to utilising image in education is wholly new, and has the potential to transform classroom practice with respect to teaching and learning about cinema. The authors have carefully chosen specific examples of images to illustrate such transformational processes, and have fitted them into in depth analysis that is derived from the images. The result is a combination of image and text that advances the field of cinema study for and in education with a philosophical intent. " This outstanding new book asks a vital question for our time. How can we educate effectively in a digitalized, corporatized, Orwellian-surveillance-controlled, globalized world? This question is equally a challenge asked of our ability to think outside of the limiting parameters of the control society, and the forces which daily propel us ever-quicker towards worldwide homogenization. With great lucidity, Cole and Bradley offer us profound hope in Gilles Deleuze's increasingly popular notion of 'cine-thinking'. They explore and explain the potential that this sophisticated idea holds for learning, in an easy going and accessible way, and with a range of fantastic films: from 'Suspiria' and 'Performance' through to 'Under the Skin' and 'Snowpiercer'. This extremely engaging and compelling text is likely to enliven scholars and students everywhere. " – David Martin-Jones, Film and Television Studies, University of Glasgow, UK
Peer review This article has been peer-reviewed through the journal's standard double-anonymous peer review, where both the reviewers and authors are anonymised during review.
At the Movies: A Continuing Dialogue on the Challenges of Teaching with Film
International Studies Perspectives, 2002
As part of ISP’s ongoing effort to provide a scholarly venue for the exchange of ideas on a variety of topics, this issue’s ISP Forum presents one set of reactions to the February 2001 article by Lynn Kuzma and Patrick Haney titled “And Action . . . ! Using Film to Learn About Foreign Policy” (February 2001:33-50). Vincent Pollard’s comments represent what we hope will be the first in a series of comments on teaching international studies with film. Profs. Kuzma and Haney in their rejoinder urge for an ongoing discussion of the topic, as they see the use of film growing in the field. More broadly, the Editors of ISP invite readers to submit their own comments and reactions on this and other pieces that appear within the pages of ISP. Please note that all submissions undergo a peer review process.
Film Pedagogy: Classroom Strategies for Film/Media
Cinema Journal 36.2 (Winter 1997): 100-101., 1997
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Pedagogical use of cinematographic productions
II Jornadas Nacionales del Profesorado de Inglés. Facultad de Humanidades, UNMDP. 19 y 20 de agosto de 2016, 2016
Literary works lend themselves to a variety of interpretations with the meaning depending on the reader's own social and historical perspective (Eagleton 1988). The same can be stated about cinematographic productions since different viewers, depending on their cultural, social, religious backgrounds, negotiate their own meanings. In fact, viewing, as well as reading, is not a passive task since viewers establish different links as they work out meanings in the texts. When these individual interpretations are shared in class, when the individual experience becomes a collective experience, meanings are negotiated, modified, re-signified. This presentation aims at sharing with the audience considerations about the conversations in the classroom that lead to new interpretations and the generation of new questions in the EIL Teacher Education Program. The role of the instructor as mediator between viewers and audiovisual texts with the purpose of stimulating the negotiation of meanings will also be discussed.
Literature Review on Cinema and Education
Arts, Linguistics, Literature and Language Research Journal, 2023
All content in this magazine is licensed under a Creative Commons Attribution License. Attribution-Non-Commercial-Non-Derivatives 4.0 International (CC BY-NC-ND 4.0).
Teaching ‘cinema’: for how much longer?
New Review of Film and Television Studies, 2014
This paper focuses on the changes in the titles of university programs about cinema to argue that the approach adopted by the film teaching community is quite different from the one that prevailed until quite recently. The terms cinema and movies often disappear in favour of an 'extended' definition: 'Moving image' becomes the new creed of universities. Other institutions such as cinémathèques or scholarly associations are too in the midst of a cinematic identity crisis. The paper then analyzes the context of this transformation, the advent of digital, and examines the turmoil it causes.