Challenges & Opportunities:
Building Visual Literacy with Film & Video
Introduction
The use of film and video in classrooms as an instructional activity is frequently maligned by educators, school
administrators, parents and the public alike who characterize it an activity with no goal for what students are
supposed to do or learn. Critics call it a poor substitute for real pedagogy, an ineffective use of classroom time
and a disservice to students who need to be engaged and challenged. As a teaching strategy, some say it is a
passive, low-interaction activity with little if any rigor or purpose aside from its utility to serve as a crutch for
teachers’ avoidance of genuine instruction. From a content perspective, the efficacy of fictional films and
documentaries in the classroom is often questioned due to concerns about accuracy of the narrative as well as
for issues associated with bias, objectivity and artistic license that pose real challenges to students with
respect to their ability to effectively interpret truth, realism, accuracy and authenticity. At its worst, critics
view fictional film in the educational realm as nothing more than a temporary attentional hook that appeals to
students who are only motivated by an innate desire to satisfy their impulse for visual stimulation.
Proponents argue differently, positing that when mindfully and effectively integrated into teachers’ pedagogy,
classroom use of historical movies, fictional films and documentaries offer a venue for bringing unrivaled visual
and auditory representations of historical periods, figures, and important moments from the human experience
into the classroom, and offer rich, highly engaging opportunities for students to learn in the affective domain
while concurrently developing their abilities for higher order thinking and critical analysis. Indeed, many
advocates will argue that film and video in the classroom effectively builds students’ 21st Century skill-sets,
offers different instructional modalities that benefit visual and audio learners, provides equitable learning
opportunities for ELL students and directly addresses state common core standards for visual literacy. Perhaps
most importantly, film and video’s ability to depict abstract concepts, illustrate experiences and recreate events
that can’t be replicated in the classroom, helps students to attach meaning to what they are learning while
constructing deep, transferable understandings, and motivates them to develop their abilities for questioning the
nature of evidence and representations they encounter in their everyday lives.
Given these opposing perspectives, it is no wonder that teachers question how best, if at all, to utilize video and
film as a viable pedagogical tool. Accordingly, the purpose of my research is learn about and provide a
roadmap of best practices, common pitfalls and helpful resources for teachers to use in order to
successfully utilize historical movies, fictional feature films and documentaries in their classrooms,
facilitate effective, engaging and meaningful learning opportunities, and help students build their visual
literacy skill-sets.
Abstract
The use and utility of historical film, fictional feature films and documentaries as a viable
instructional strategy in schools is often misunderstood and perceived by critics as a poor
utilization of classroom time and as a passive activity where genuine learning is compromised
and students aren’t engaged. Proponents have an alternate view, and point to its use as an
opportunity for students to hone their critical thinking skill-sets, to question and interrogate
the nature of evidence and representations, and to construct deeper understandings for what
they are learning. Research shows that teachers who want to successfully utilize historical
films, fictional feature movies and/or documentaries in their classrooms need to understand
common misconceptions about their use, guard against avoidable pitfalls to success, possess
an understanding of the content’s benefits and optimum uses, and develop a plan to
successfully integrate instructional strategies and best practices for use of this unique form
of learning into their pedagogy.
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Annotated Bibliography
Russell, W III. (2012) The Art Of Teaching Social Studies With Film. The Clearing House, 85: pp. 157-164. Retrieved From:
https://webcourses.ucf.edu/files/50489510/download?download_frd=1&verifier=6qgXuiHnWAGznTnMEIbRpREVFrAQE1ETUUJlGuPX
Teachers recognize that film has the potential to bring students closer to the people, ideas and events they are studying, and many
consider teaching with film to be an effective strategy for teaching social studies content. This article serves as a best practices guide for
using film to teach social studies content and provides teachers with a rationale and understanding of five classroom-tested methods for
using film effectively in the classroom. Each of the ideas and strategies are illustrated with examples of films and how they can be used
to enhance the social studies curriculum. The article concludes with and overview that provides teachers with an understanding of the
legal issues surrounding the use of film in the classroom.
Neville, S. (2012) Teachers’ Perspectives On Use Of Movies In The Social Studies Classroom.
Retrieved From: https://pdfs.semanticscholar.org/de6d/cb2f3c833b80b70ca27832f4582a43b774fa.pdf
This Master’s research project seeks to understand social studies teachers’ perspectives on the use of movies in the classroom.
Moreover, it addresses the essential question of whether or not movies can facilitate meaningful learning in a social studies classroom
environment. The author addresses important questions about considerations for integrating film and video into the teachers’ pedagogy
and creation of learning activities that develop students’ analytical and interpretive skills. By examining perspective of different
teachers, the author posits that understanding can be developed about what kinds of strategies for using movies and video are most
effective and ultimately, whether the use of movies and video in the social studies classroom is important and valuable.
Cruse, E. (2006) Using Educational Video in the Classroom: Theory, Research and Practice.
Retrieved From: http://www.safarimontage.com/pdfs/training/usingeducationalvideointheclassroom.pdf
This study addresses a broad range of best-practices for selection and productive use of full-length film and video for the classroom and
includes insights for how they promote learning as well as their use as an effective tool to address and improve multi-modal learning
needs of different kinds of students (aptitude-based, visual-spatial and auditory-oral learners). The author references the utility of film
and video for development of students’ visual and media literacies as well as their 21st century skill-sets, and she also addresses
opportunities for use of film and video as a means to meet the needs of special populations (ELLs, those with learning disabilities or
economic disadvantages). The author cites an extensive list of other studies and works that prove useful to those seeking ideas about
best practices and insights for how to most effectively use video and film in the classroom.
Hobbs, R. (2006) Non-Optimal Uses of Video In The Classroom. Learning, Media and Technology Vol. 31, No. 1, March 2006, pp.
35–50. Retrieved From: http://mediaeducationlab.com/sites/default/files/Non-optimal_video_classroom_0.pdf
This paper examines some instructional practices concerning the non-optimal uses of video, films and other mass media in the K–12
classroom. The research, conducted by telephone survey over a six-year period in two Massachusetts school districts, identifies and
presents seven common patterns of non-optimal media use, i.e. instructional practices that diminish or weaken the value of film and
video viewing as a learning tool. The study’s author concludes that non-optimal uses of film, videotape and other mass media are part
of the day-to-day operating practices of many American public schools, and that these practices are perceived by educators to be
common practices at the middle-school and secondary levels.
Reynaud, D. (2008). Dealing With Historical Movies In The History And English Classroom. Teach Vol. 2, Issue 2, 2008, pp.
48-52. Retrieved From: https://research.avondale.edu.au/cgi/viewcontent.cgi?referer=https://www.google.com/
&httpsredir=1&article=1145&context=teach
The author suggests that movies based on historical events can be of value in History and English classrooms but because they are
essentially fictional texts, teachers need to be aware that they can present challenges for students’ interpretation and understanding with
respect to truth, bias, representation, realism and accuracy. Teachers need to help students understand how cinematic depictions of
historical events can vary from the conventional record and to realize that the value of fictional movies based on history is best utilized
as a text that reveals not so much about what happened in history, but rather as source of context and meaning of the event and its
place of importance in history.
Fuller, K. (1999). Lessons From The Screen: Film And Video In The Classroom. American Historical Association - Perspectives
On History, April 1999. Retrieved From: https://www.historians.org/publications-and-directories/perspectives-on-history/
april-1999/lessons-from-the-screen-film-and-video-in-the-classrooom
The author presents film and video as powerful and highly effective instructional tools but counters that like any tool, teachers’ utilization
of film and video must be skillfully exercised. The author goes on to note the poor reputation for this media’s use in the classroom and
asks how we as educators can overcome obstacles and effectively integrate film and video into our teaching such that we can unlock its
true potential for our students. The article follows with an outline of film and video’s most useful aspects, common pitfalls, and best
practices for leveraging it to its full advantage.
Everding, G. (2009). Historical Movies Can Help Students Learn, But Separating Fact From Fiction Can Be A Challenge.
Retrieved From: https://source.wustl.edu/2009/08/historical-movies-help-students-learn-but-separating-fact-from-fiction-can-
be-challenge/
This study from Washington University in St. Louis suggests that students whose social studies education is augmented by viewing
historically based fictional movies in a classroom setting may be at risk of learning and retaining factual information in associated
textbooks. Researchers found that when information in the film was consistent with information in the text, watching the film clips
increased correct recall by about 50 percent relative to reading the text alone. In contrast, when information in the film directly
contradicted the text, people often falsely recalled the misinformation portrayed in the film, sometimes as much as fifty percent of the
time.
Findings & Analysis
Perceived Issues:
Research points out many perceived issues that negate use of film and video in the classroom. Chief among these are criticisms that it as a passive, low
interaction activity with no rigor or purpose, and often without a challenging lesson plan that engages students in active analysis and interpretation. Some
critics call it an activity that can take too much time, can be distracting and that students can lose focus if they cannot reconcile what they are watching with
what they understand (Fuller, 1999). Other researchers posit that because movies based on historical events are essentially fictional texts, they can present
challenges to students’ interpretation and understanding with respect to truth, bias, representation, realism and accuracy (Reynaud, 2008).
Non-Optimal Use Of Film In The Classroom:
Research and reasons abound about why use of film and video fails in the classroom but research by Hobbs (1999) presents a typology of seven of the most
common issues for non-optimal film and video use: 1) No clearly defined instructional purpose; students do not understand the reason for the activity 2) No use
of pause, rewind or review to offer students time to make sense of what they are viewing 3) large group viewing experiences that are organized simply to give
the teacher a “break”, the activity is simply a student management tool, 4) Teachers mentally disengage during the viewing experience. Students need to be
guided, challenged and engaged by the teacher throughout the activity. 5) Teachers use the viewing experience only as a reward, i.e. as an extrinsic
motivational strategy. 6) Teachers use media only as an attentional hook; the primary and sole aim is to motivate and interest students in a particular subject. 7)
Teachers use video and film simply to control student behavior, and not as an effective tool for genuine pedagogy.
Benefits And Values Of Using Film and Video In The Classroom:
Top line benefits of using film and video in the classroom include their utility as primary source documents, the rich, vivid cultural and social contexts they
provide to augment assigned readings and lectures, and a direct engagement experience for today's visually attuned students that written texts may have
difficulty matching (Fuller, 1999). Other research points to film and video’s effectiveness as a tool to address and improve multi-modal learning needs of
different kinds of students and equitable learning opportunities for ELL and special learners. Most proponents also contend that when used effectively, film and
video offers opportunities to students to learn in the affective domain while concurrently developing their abilities for higher order thinking and critical
analysis (Cruse, 2006).
Challenges and Opportunities:
Using film and video as an instructional activity in the classroom presents many unique challenges and opportunities. Because students’ predominant mode of
thinking is pre-reflective, they may encounter issues with interpretation, truth and realism, and not discriminate against fictionalized representations of history.
Ideological stances for political, social or personal gain are often inserted into film which results in a lack of objectivity that can challenge students’ ability to
interpret and understand what they see and hear. As well, films and videos can perpetuate errors or misconceptions, simplistically render historical complexities,
and ignore alternate possibilities. (Reynaud, 1999). Of particular value, film and video can motivate students to interrogate evidence, question the nature of
abstract representations, seek to develop deeper understandings for what they see, and attach meaning to what they are experiencing (Fuller, 1999).
Rationale, Best Practices and Methodologies:
Teaching with film and video can be a powerful and meaningful classroom instructional strategy. When used appropriately and effectively, films can help
increase and clarify historical understanding of the past and ability to think historically. A film’s ability to communicate can increase student interest in the
content and motivate students to go beyond rote memorization. Some useful methodologies include using film as a visual textbook, as a deputed of atmosphere,
as an analogy, as a historiography, and as a springboard to arouse student interest in an event, issue and/or person. (Russell, 2012). Neville’s research shows
that best practices for using film and video in the classroom include choosing an appropriate presentation for the desired learning objectives, introducing the
film or video with pre-viewing activities, providing students with active viewing tools, engaging students with post-viewing activities, and utilizing assessments to
measure instructional outcomes and the quality of learning achieved.
Road Map For Film & Video Classroom Success
1. Ensure that the use of film and video in your classroom is baked into your pedagogy. Suggest using a UBD format to design your instructional strategy:
• Identify the essential question(s), the desired outcomes and key understandings
• Design the means to assess evidence of student learning
• Create your instructional activities; develop your learning strategies and plan(s)
2. Choose appropriate presentations for your desired learning objectives. Treat the film or video resource as a primary document; use document analysis techniques: 1) Meet the
document 2) Observe its key components 3) Try to make sense of it 4) Determine how it can best be used as historical evidence.
https://www.archives.gov/education/lessons/worksheets/movie.html
3. Before viewing, introduce the film or video and provide students with analytical and organizational tools (worksheets, graphic organizers, infographics) to help them recognize and
make sense of the themes, ideas and concepts they will see. For fictional movies based on historical events, make students aware they are viewing a literary work at utilizes devices
of fiction. http://www.teachwithmovies.org/film-study-worksheets.html
4. During the presentation, have students take notes and fill-in their worksheets with observations, ideas and questions. As appropriate, stop or rewind the presentation to offer
students time to ask questions, and to rethink, revise and refine their learning.
5. After the presentation, have students compare their notes to the historical record and/or other primary and secondary sources. Ask questions about accuracy, realism, bias and
their interpretation of what they saw and understood.
6. Give students time to evaluate the presentation as a source of historical information. Ask about any true or false aspects and ask them if the film confirmed or contradicted
what they already knew. This is an essential activity for students to further rethink, revise and reconsider what they have learned.
7. Guide a whole-class discussion to consider essential questions and to assess student understanding and learning of the key instructional objectives. Consider adding an additional
literacy component by having the students prepare a written reflection.