Tag Archives: media in classroom

Tips for Using New Day Films in the Classroom

  • Choose films that tell a compelling story. Stories provide the conduit for conveying information. Most people don’t remember pure facts – but we are hard-wired to remember stories. Ask students to share their own stories as a counterpoint to the film’s stories.
Students take in a screening of "Wonder Women! The Untold Story of American Superheroines"
Students screen New Day film “Wonder Women! The Untold Story of American Superheroines
  • Check if the film has a companion study guide. Many New Day films include guides that offer detailed background information on the film’s subject, notes on running a successful discussion, a sample lesson plan, and additional resources.
  • Frame the film prior to viewing. Explain which elements relate to the course, e.g. anthropology students might identify moments of cultural significance and their relationship to the topic of study. Film is a rich medium, and students often need framing to notice and process the types of information most relevant to their learning.
  • Assign a feature film like you would assign a book. Use class time for discussion and collaboration. This allows students to time-shift their learning, review the film on their own, and take notes at their own pace. Most New Day titles are available via online streaming.
  • Don’t discount the power of the moving image. Students often learn in a deeper and more thorough way through visual media!
  • Pair two films together. Contrasting films on similar subjects from different regions, eras, or cultures can highlight commonalities and differences across a wide spectrum of issues.
  • Use a film to open up discussion on a difficult topic, such as race, gender, religion, adoption, or sexuality. Film is an emotional medium, and social justice documentaries can often elicit deeper and more thoughtful classroom discussions than texts.
  • Ask students to write down three quick “take-aways” from the film, before discussion starts. What did they find enlightening, compelling, or relevant? Collect the statements and share them aloud. The variety of observations may be surprising.
  • Organize a cross-disciplinary screening series. Including multiple departments helps save funds in tight budget times, and also inspires rich interdisciplinary discussions about issues that can be looked at from many points of view.
  • Use a film as a starting point for research or project assignments. Films are a powerful tool for getting students interested in a particular topic. Ask students to identify an element in the film – a character, a group, a location – and create an independent project around it.
  • Invite the filmmaker to your class, to enrich the students’ understanding of the material. Ask students to turn in questions for the filmmaker ahead of time, and prepare a few questions of your own. Many New Day filmmakers are available for Q&A, either via Skype or in person.
Filmmaker Kristy Guevara Flanagan fields some questions
“Wonder Women!” filmmaker Kristy Guevara-Flanagan participates in a student-led Q&A

Required Viewing: How Educators Are Using New Day’s $4.99 Stream to Enrich Their Classes

By Kelly Anderson, New Day member

Kelly Anderson
                Kelly Anderson

Last semester, I gave my students at Hunter College a list of documentary films they could write papers about for their midterm assignment. When students realized they would actually have to go to the library to view or check out the DVDs of the eligible films, a small mutiny broke out. Like everyone else, I had known for a while that media viewing habits are moving towards on-demand streaming. As a middle-aged person who still pops a DVD into my player quite often, however, I hadn’t quite realized that the shift had already happened.

I perused the usual sources – Netflix, iTunes and Amazon – looking for films to assign that could be streamed. And while I found some good titles, it dawned on me that with the move to streaming the range of films available to teachers (and viewers in general) is shrinking. Independent filmmakers have a hard time accessing the dominant platforms for streaming, and the availability of a film is more and more defined by its commercial — rather than its cultural or educational — value. The repercussions for education, and culture in general, are significant. Many of the films that most influenced me as a student would never have been available to me without the rich range of independent media my professors had access to.

Luckily, New Day Films now has an individual streaming option  ($4.99 per stream), and I was able to create a rich assortment of films that my students could choose from. The experience got me thinking about how streaming is impacting the ways educators are using media, and changing the nature of teaching with films. I reached out to some professors who are using New Day’s individual streams with their students, and asked them about their experiences.

In Whose Honor?
               In Whose Honor?

Many professors have students view films outside of class because it saves them valuable classroom time. Thomas Gannon, an English professor at the University of Nebraska in Lincoln, uses Jay Rosenstein’s documentary In Whose Honor?, about Native American mascots in college sports, in his “Introduction to Native American Literature” class. “The film is a good vehicle for exemplifying Natives trying to take back the tools of their own representation,” Gannon says. “However, I stopped showing it in class after the first year or so because this is a literature class, and meeting time is always at a premium. I prefer to assign films outside of class, which is easier since this film is now available online.”

Straightlaced
                  Straightlaced

Eliot Graham, who teaches courses on individual and cultural diversity to graduate education students at Rutgers University and Harvard, assigns Debra Chasnoff’s film Straightlaced: How Gender’s Got Us All Tied Up as required viewing outside of class. “I’m trying to make my students think about how teachers propagate messages that are racist or sexist or homophobic, often unwittingly,” Graham says. “If it’s just an intellectual exercise they will do it in my class and then forget about it when they enter their own classrooms. I use Straightlaced because it shows kids talking about experiences that they had in school, and it has more of an emotional impact.” Graham says that his class periods aren’t long enough to allow him to show the 67-minute film in class, so assigning it outside of class works well. “When I’ve used it in class I usually end up excerpting pieces that total up to about 30 or 35 minutes, which is always terrible because I’m like, “I can’t possibly omit this part!”

Streaming also allows films to be used as secondary sources, or for additional research. Gannon says, “One of my midterm essay prompts regards Native American mascots, with a required source essay by Phil Deloria. In Whose Honor? is highly recommended as another source. Most of the really good papers use it, and the student writers thereof usually seem to be highly moved, even outraged, by the film.”

How does assigning a film outside of class impact the quality of the in-class discussion about it? For my students, who are asked to do close readings of films, being able to stop and re-watch a particular section is invaluable. Graham requires the students to write about the assigned film, and says that it enriches the discussions and activities they do in class together. Whether students absorb the film better together in class, or alone at home, is unclear, and likely depends on the individual student and the viewing circumstances.

What’s clear, though, it that streaming is here to stay. And with New Day’s individual streaming option, educators can find more ways to take advantage of the power of films as they teach in their own disciplines. “If there’s a video my institution owns, but it isn’t available online, we have to watch in class or not at all,” says Graham. “This gives me more flexibility to be able to more things.”