Source: Gregg, V. R. (1995). Using feature films to promote active learning in the college classroom. In: Teaching of Psychology. Proceedings of the 9th annual conference on undergraduate teaching of psychology. Ellenville, OH, March 22-24, 1995.


Note: A list of feature films related to gay, lesbian, and bisexual issues is located at the conclusion of this article.

Reasons for Using Commercial Films

Using feature films in the classroom to teach psychology can promote active learning for several reasons. First, students have a variety of learning styles. Some learn well using a textbook, while others prefer to hear an instructor verbalize material. Others, however, possess a more visual approach to learning. Using feature films may help these students better understand psychological concepts taught in class.

A second reason why commercial films are beneficial in the classroom is because students find them to be enjoyable. Students can easily lose interest when lectures are given everyday, with classes eventually becoming monotonous. Using feature films can help decrease these levels of monotony and stimulate interest. At times, these films can be more enjoyable than educational films that tend to present information in a documentary format.

Feature films can also be beneficial because they place psychological concepts and theories into a context that relates to studentsā real life experiences, While feature films may at times be overly dramatized and unrealistic, material can be presented in a context that pertains to everyday life. Often, when students are presented with numerous theories and concepts, information becomes vague and abstract. When the same information is placed into the life of a character in a film explored in class, it becomes more understandable and relevant to the students.

Feature films also frequently provide different viewpoints on a situation. Students who have not been previously exposed to diverse perspectives or who are limited in experience might benefit from these examples. For instance, a common stereotype is that depression is an attempt to gain attention from others or feel sorry for oneself. Those accepting this view might better understand depression by viewing a movie that shows a character encountering this stereotype. Factors related to depression, such as feelings of hopelessness and cognitive distortions, may empathetically draw students into a character, perhaps dispelling some of the common stereotypes of psychological disorders. This same principle applies to stereotypes and discrimination. For those students who have not directly encountered discrimination, a feature film might help them to understand the experiences of those who have.

Feature films also exemplify certain topic areas in psychology. While any one film is unlikely to cover all areas in a psychology course, films can often be found that illustrate certain topic areas. For example, many films portray psychological disorders such as multiple personality disorder, social phenomena such as stereotypes and aggression, or developmental periods of life such as adolescence. Feature films can also be used to discuss the reciprocal relationship between film and real life. For example, the film "Malcolm X" was seen to have a large impact on society. Clothing with an "X" on it was commonly seen. Students should discuss how this movie influenced peopleās ethnic identity, self-esteem, and self-concept.

How to Incorporate Films

Films can be incorporated into the classroom in a number of ways. The extent to which films can be used in the classroom falls along a continuum. The most extreme way of incorporating a film is by designing a course solely around the use of films. With this method, weekly movies could be shown, with discussion or recitation sessions used to explore psychological issues seen in the film. Certain concepts or relevant theories seen in the film could be discussed. This method is probably more suited for more advanced courses, such as Psychology of Women or a class in psychological disorders.

Another way that films could be incorporated into the classroom is by showing clips or segments of movies. These clips can be interspersed with lectures and discussions. In this way, instructors can help supplement lecture material and introduce variety into the classroom setting.

Finally, an instructor can show one or two films during the semester. The instructor can show the film during class, assign it as homework, or schedule a time that the movie would be shown outside of class. A benefit of showing an entire film is that one can see the totality of the idea or issue that is being addressed. Also, showing clips often takes a scene out of context which may be undesirable. Thus, viewing an entire movie can sometimes be beneficial.

Activities to be Used in Conjunction with Films

There are numerous activities that can be used when incorporating films in the classroom to teach psychology. Students can be instructed to watch a film that is personally or socially relevant and then write a journal of their own experiences similar to those seen in the film. For example, a movie that focuses on discrimination and stereotypes could be viewed, with students then writing about their experiences or the experiences of others confronted with discrimination.

Students can also be taught research methodology with the use of films. For example, students can be instructed to identify and operationalize a construct such as gender roles. While watching a film, they can record gender-related behaviors. Comparisons with other studentsā observations may be made and discussions on the differences, or "researcher bias", may follow. Students can also watch a movie and write a case study on one of the characters, They could, for example, use the DSM and identify certain behaviors of a character that are symptomatic of a psychological disorder.

A more flexible activity is to hold discussions after watching a film or film clip. The instructor could prepare discussion questions and provide them to students prior to viewing the film or the questions could be used directly by the instructor. An additional activity is to make comparisons between a film and other forms of media, such as magazines, books, or newspapers. Students could explore the relationships between the portrayals and identify those that are more realistic.

How to Select Films

There are numerous sources that can help in identifying films to use in the classroom. One option is to solicit suggestions from peers, students, or colleagues. These sources can be used to identify movies that are more obscure, but provide a good example of psychological concepts. In addition, the advice of others can be helpful in narrowing down the large field of choices that exist to a more reasonable number that instructors can review. There are also film guide books that can be found in bookstores and some movie rental stores. Descriptions of films and ratings are often provided in these guides. There are also computerized services that can be helpful in finding movies. These services can be used to search for movies by categories, actors, or directors.

Films Concerning Gays, Lesbians, and Bisexuals