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[carebearstare]

I'm teaching a course next term I've never taught before, and I have lots of films I'd like to show. Trouble is, the class is scheduled 2x a week for less than an hour and a half, so to show any film in its entirety means spanning two classes. I've done this once in courses I've taught, but hesitate to do it twice or more.

I know, I know--why not just show excerpts of the films? This will work in some cases, but in others the entire film really pertains to the course and I'd like students to see the whole thing. Some of them are documentaries, for instance, and to show a section really grazes the surface.

I've thought about putting the films on reserve or having outside screening times, but I don't want to overburden my students and/or have the majority of them just not do the viewing. So I'm wondering if other people have any savvy techniques I'm not considering. Also, in a non-film specific course (but a media-heavy discipline) how many films is reasonable in a semester? I should mention I am also not showing movies because I want the class to be easy, but because there's so much good stuff out there on the topic.

Thanks!

[yemaya]

Unless this is a course in film, I'd really advise you to pick and chose.  Generally speaking, I show no more than 1 full-lengthed film in my Early American History survey course. I might show 1 or 2 additional clips or excerpts from documentaries or films in a class that meets 3X a week.  This course is a mix of lecture and discussion.  I usually supply my students beforehand with a list of questions to consider as they watch to help them understand what I expect them to get from the film.  Otherwise, many survey students will just sit there and not take notes and not always make the connections you expect them to make between film, readings and lectures.  You've got to really emphasize (especially for the smart students) that this isn't just entertainment, but has some academic purpose.  The purpose is of course, obvious to you, but it may not be to them.

[grasshopper]

I've taken a few English lit courses that had outside viewing times for film versions of books/plays we were reading, and most of us made an effort to be there.

Students are expected to budget x number of hours for study/work outside of class. Your only difficulty might be in scheduling a time that suits the majority. But you could negotiate that - have one scheduled screening, and otherwise put the film on reserve at the library.

As for what's a reasonable amount, it really depends on the course.

But a word of warning: your students don't have the same level of ability that you do to critically evaluate the films. They'll need you to take the time to teach them that, and the time to practice those skills. They'll probably get more out of a course where you teach them how to dig deeply into just a few films, than they would in a course where they're quickly skimming through a whole bunch of films.

[carebearstare]

Good points, all. I have no intention of showing oodles of films, but I have identified about five that are useful, which I'd like to narrow down to maybe three. It's a sophomore/junior level class with a prereq that requires analyzing film texts, so I'm not worried there.

The screening/reserve combo is a good idea.

[wild_rose]

It does depend on the subject matter. I've found that, in my anthropology classes, very good ethnographic films are better at helping students connect to the people we're studying than only reading about them in a book or article. But I only show a few films a semester.

[dr_stones]

(1) Outside screening times

(2) Youtube clips

But, if you want examples on how to teach films that are not from the FVS perspective, check out Beverly Merrill Kelley's ReelPolitik series of books and Van Belle, D. and Kenneth M. Mash A Novel Approach to Politics: Introducing Political Science through Books, Movies, and Popular Culture. Washington DC: Congressional Quarterly Press.

[helpful]

You said you had an hour and a half. Many documentaries are shorter than that, especially if they are made for TV. As for feature films, there are often feature films that are one hourtwenty. You can ask students to note down points and then have discussion the next class.

Alternatively, make it an assignment for them to view a film on reserve at the library and then come to class to discuss. Make sure the assignment has to be handed in before the discussion!

[sad_goat]

I have shown a few complete films (history class) and it does eat class time badly. It will generally take a week of classes to show, plus a briefing and de-briefing period. It is tough. But...

I give the students a list of questions/queries to look for during the presentation. I make it clear that these topics will be discussed/on tests. This puts the ball in their court. Plus, try to keep as many lights on as possible. And pretend to take notes during important sections, they notice.

I have also used film as a counter-point to the real history, and make them write about the scenes versus reality. It is fun for them, engages them, and usually, surprises them. And me.

Too much information, too little time...

[mountainguy]

I almost never show feature films in my classes, but I do use a number of shorter documentaries and educational films to promote discussion. I always give out worksheets for the students to fill out while they watch the film, because it puts them on notice that this isn't just for entertainment purposes.

Also, sadgoat's post reminded me of something:

Plus, try to keep as many lights on as possible. And pretend to take notes during important sections, they notice.

Be prepared to deal with students who resist the idea of taking notes during films. Inevitably, one or two students will always ask me to turn off the lights, even after I explain that they need to be filling out the worksheets as they watch. It must be a cultural thing, because they can see the screen just fine with the lights on.

[mended_drum]

Is it technologically possible and not a violation of copyright to digitalize a film and password protect it so that only one class can view it on-line?  Would that violate Fair Use? That would seem to me to be the best solution.  If, that is, it's possible.  Does anyone here know?

[purple_poppies]

I don't know about that, Grinnellns, but couldn't you make a copy of it and put it on reserve in the library? Our library will do it and students can borrow it for an hour or two for in-library use only.

Gets you around the copyright problem.

[mended_drum]

I don't know about that, Grinnellns, but couldn't you make a copy of it and put it on reserve in the library? Our library will do it and students can borrow it for an hour or two for in-library use only.

Gets you around the copyright problem.

I've tried that, but it only works for rather small classes.  Otherwise, they end up fighting over the copy in the library or someone sneaks it out and never brings it back.

[ranganathan]

Is it technologically possible and not a violation of copyright to digitalize a film and password protect it so that only one class can view it on-line?  Would that violate Fair Use? That would seem to me to be the best solution.  If, that is, it's possible.  Does anyone here know?

I know just enough copyright to be dangerous, but I feel comfortable saying this would not fall into educational fair use. For in-person classes, you can only make a digital copy if the original you have (like a VHS) is worn out, and it doesn't allow for online distribution.  (If you are teaching an online class you get a little more flexibility through the TEACH act, but still restricts you to using just a portion of the film). 

Our library purchases multiple copies for reserve for large classes- and the instructor warns students not to procrastinate because there will be competition for the films.