Using Film in the Classroom/How to Read a Film

Activities

Film Interpretation (Analysis) of The Hours and Clean, Shaven

The National Archives has a variety of document analysis guides for students to use when they read and analyze a document. Specifically, I will modify the Motion Picture Analysis Worksheet for my students to use so that it incorporates the details of what I learned in the seminar to help them better understand the films and so that it also reflects the Common Core standards that I want them to achieve. The second section, Viewing, has two components (B) in which students check off the physical components of the film such as music, narration, special effects, color, live action, background noise, animation, and dramatization and (C), in which it has students look at cinematic features such as camera lighting, music, narration, and/or editing that contribute to the atmosphere of the film. Additionally, there will be a section that reflects/has them write down what they want to share with others in the class during Socratic Seminar as I am also trying to have them develop their speaking skills.

Patient Evaluations

Writing patient evaluations for the film characters (Virginia, Laura, and Peter) will enable students to practice with the psychological vocabulary associated with mental disorders. Students will be synthesizing information – using textual evidence from viewing the films and reading their multiple texts to give a full psychological picture of each character. They will be responsible for including the following patient information in their evaluations:  (1) Name, (2) History of the present illness; (3) Past illness, treatment, and outcomes; (4) Medical history; (5) Behavioral observations; (6) Mental status examination; (7) Functional assessment; (8) Strengths; (9) Diagnosis; (10) Treatment plan; and (11) Prognosis.⁴⁰ It is understandable that some of these sections will be richer depending on the film character. Additionally, students will create the rubric for this activity to be certain that they fully understand the requirements. Prior to writing these, students will review a few models to help them appreciate the structure of patient evaluations.

Public Service Announcement (PSA)

The misunderstanding of psychological disorders is a public issue. A PSA can be used to advocate for social change. Students will work collaboratively to create one in small groups. They will address either depression or schizophrenia. At first glance, one might believe that it would be an easy task to create one. However, there is a strategic formula that can be used to help students create these announcements to help our school community better understand depression and schizophrenia. We will view a variety of them – looking at campaigns about say no (to drug use) for example. Additionally, students will read a few informative articles about creating PSAs. Combined, students will then have a big picture of PSAs. Some of the steps that students will need to follow include: (1) have a good understanding of the information (about the psychological disorder in this case); (2) focus on one idea/aspect of the psychological disorder – think about what you want people to know/understand; (3) know your audience (in this case – our school community); (4) determine what you need to do to grab the attention of your targeted audience; (5) design a script story board including step-by-step “shots” that will be filmed; (6) film and edit (students will be able to use their phones/IMovie. The last piece is to do follow-up to get feedback from the school community.⁴¹ I imagine students to do this as part of the research methods unit in which they can put into practice what the ways in which psychologists gather their data.