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(Mis)representation at the movies: F...

Rodewald, Lucas Alan.

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(Mis)representation at the movies: Film, pedagogy, and postcolonial theory in the secondary English classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	(Mis)representation at the movies: Film, pedagogy, and postcolonial theory in the secondary English classroom./
Author:	Rodewald, Lucas Alan.
Description:	138 p.
Notes:	Source: Masters Abstracts International, Volume: 55-05.
Contained By:	Masters Abstracts International55-05(E).
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10126564
ISBN:	9781339846040

(Mis)representation at the movies: Film, pedagogy, and postcolonial theory in the secondary English classroom.
Rodewald, Lucas Alan.

(Mis)representation at the movies: Film, pedagogy, and postcolonial theory in the secondary English classroom. - 138 p.

Source: Masters Abstracts International, Volume: 55-05.

Thesis (M.A.)--Iowa State University, 2016.

This thesis examines the potential role of film study in the secondary English and Language Arts classroom. Highlighting the frustrated current pedagogical relationship between most secondary instructors and film, it seeks to provide educators with resources to assist them in weaving motion pictures into their classrooms. Specifically, it describes using film to teach secondary students fundamental concepts of postcolonial critical theory. As a result, the thesis addresses three overarching questions: 1) To what extent can the study of film serve as a pedagogical tool in the secondary English classroom? 2) What strategies and concepts can instructors use to make the study of film in their classrooms a reality? 3) How can the study of film be used as a means of postcolonial theory? Three films comprise the thesis's central focus: Steven Spielberg's Raiders of the Lost Ark (1981) and Indiana Jones and the Temple of Doom (1984) and James Cameron's Avatar (2009).

ISBN: 9781339846040Subjects--Topical Terms:

2122779
Secondary education.

(Mis)representation at the movies: Film, pedagogy, and postcolonial theory in the secondary English classroom.
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100 1 $a Rodewald, Lucas Alan. $3 3192064
245 1 0 $a (Mis)representation at the movies: Film, pedagogy, and postcolonial theory in the secondary English classroom.
300 $a 138 p.
500 $a Source: Masters Abstracts International, Volume: 55-05.
500 $a Adviser: Donna Niday.
502 $a Thesis (M.A.)--Iowa State University, 2016.
520 $a This thesis examines the potential role of film study in the secondary English and Language Arts classroom. Highlighting the frustrated current pedagogical relationship between most secondary instructors and film, it seeks to provide educators with resources to assist them in weaving motion pictures into their classrooms. Specifically, it describes using film to teach secondary students fundamental concepts of postcolonial critical theory. As a result, the thesis addresses three overarching questions: 1) To what extent can the study of film serve as a pedagogical tool in the secondary English classroom? 2) What strategies and concepts can instructors use to make the study of film in their classrooms a reality? 3) How can the study of film be used as a means of postcolonial theory? Three films comprise the thesis's central focus: Steven Spielberg's Raiders of the Lost Ark (1981) and Indiana Jones and the Temple of Doom (1984) and James Cameron's Avatar (2009).
520 $a By focusing on the medium's ability to develop visual literacy skills---stressed by both NCTE and IRA as vital for students in the twenty-first century---the thesis provides ways that film can serve as a rich topic of analysis that both challenges and engages students. In addition, it focuses specific attention on using films to help students visualize and connect with postcolonial critical theory. The three films selected for examination in both the critical essays and the corresponding curricular design, in particular, embody and represent several areas of focus common to postcolonial analysis. A comprehensive literature review of film pedagogy and two critical essays on the selected films are paired with a curricular design consisting of ten lesson plans, complete with handouts, assessments, and instructional notes for educators to use in their own classrooms. Combined, these artifacts provide cogent arguments that film both can and should be included in the secondary curriculum as it links students' inherent interest in multimedia content with the essential analytical and critical thinking skills that make up the heart of every English classroom.
590 $a School code: 0097.
650 4 $a Secondary education. $3 2122779
650 4 $a Film studies. $3 2122736
650 4 $a Pedagogy. $3 2122828
650 4 $a Art education. $3 547650
650 4 $a Language arts. $3 532624
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690 $a 0900
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690 $a 0279
710 2 $a Iowa State University. $b English. $3 1020984
773 0 $t Masters Abstracts International $g 55-05(E).
790 $a 0097
791 $a M.A.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10126564