>RE: video/film debate, another angle
>
>Now that the debate on using video to teach film seems to be simmering down,
>I'd
>like to ask a related question.  I sometimes show entire films in my classes,
>then go over parts of them again with students to analyze more closely.  A
>colleague in my dept. says he never shows entire films in class, because it
>eats
>up too much class time.  He has students find the video and view it outside,
>then bring it into class and point out parts (and explain the rest) for other
>students.  While my colleague teaches more history of film courses, and mine
>focus on fewer films, I'm thinking of adopting/adapting his technique.
>
>Any success stories, other techniques, or strong views on showing entire films
>vs. certain parts in class?
 
Personally, although it does indeed take up a *lot* of time to show entire
films in class, I try to do it as much as possible.  My reasoning?  Simple.
I have had some of the best discussions of my entire teaching experience
immediately following a film screening, when students are still emotionally
and intellectually engaged with what has just taken place on the screen.
In addition, I feel that their watching the films as a community keeps them
on their toes more, and helps them interact better (e.g., their oft
repeated, "hey did anybody notice...").  In addition, I often ask students
if there are any specific bits that they would like to see again to discuss
in the following class session.  Then, I find the cue numbers and replay
the scenes on video, which allows me to review a large number of clips if
need be (of course, with laser disc, this could be accomplished easily then
and there...)  I'm a proponent of spending as much class time with the film
as possible, for the sake of student and student/teacher interaction.
 
************
Kristine J. Butler
Department of French and Italian
University of Minnesota
 
"To dissect is a form of revenge."
-Gustave Flaubert
 
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