Scene I – Passions and Life!

Gender Studies have been my passion throughout my academic life. As a History graduate student, one of my courses was:  Africa through the eyes of Hollywood. Every week we saw a different film, which we analyzed as a group. That was one of the best classes I took as part of my master’s degree. As an undergraduate professor, I plan to combine both passions: Gender Studies and Film to achieve an interesting and exciting way of learning.

Scene II – Purpose!

The Final Cut assessment will focus on the comprehension of the student surrounding the importance of knowing the general facts of the film and all the information it provides, as for the deep analysis of all the information provided by the film regarding gender and feminist studies.

Using the guide questions, the students will make a journey into the world of the film starting from their own perspective and previous knowledge, and eventually applying the new concepts acquired in class through readings and lectures. As a result of, each student will offer insight, with the end goal of delving deeper into the study of gender.

Scene III – History!

We can assess the student’s progress in class with: quizzes, tests, essays and/or discussions.  Nevertheless, the exercise of applying concepts learned in class is a great opportunity to put into practice Social Cognitivism, as Sheppard would say.

By means of this assessment, I hope that the student obtains the social awareness that is needed for an equitable society. Leaving behind the obsolete approach sought by the Social Efficiency Movement in the early 1900s, in which the acquisition of skills was more important than understanding. The Final Cut! Assessment seeks to enable the student to achieve the aforementioned goal while analyzing the information provided in class and attaining new knowledge.

In terms of The Final Cut! Assessment, the two theories that outline it are: Social Cognitivism (1960s, Albert Bandura) and Social Constructivism (1970s, Lev Vygotsky). Social Cognitivism Theory details that the student learns through observing the behavior of others, as well as through reinforcement. The Final Cut! Assessment embraces this theory through the study of the actions – script and performances – of the characters – who will represent a social reflection of the time in which the movie was filmed. The student will be able to comprehend the behavior and social dilemmas regarding the feminist theory on behalf of the Cognitivism Theory assumptions that learners can acquire new knowledge by observing a model and that this learning process may not occur immediately since it depends on the internal process of the learner. For this assumption is extremely important the class discussion with the group regarding the factors of the film in order to guide the internal process of the students through critical thinking.

On the other hand, the assessment will provide the student the opportunity to build their own knowledge through the experience of watching the film and build that knowledge thanks to the student’s interaction with their own environment and social reality, as the Social Constructivism Theory exposes. The assumption of this theory about how the student learn, emphasize the versatility of the Final Cut! Assessment, the previous knowledge and culture baggage of the learner will be exposed and challenged while the new concepts and facts of the Gender Studies trace their way in the student’s mind and conscious.

According to Brian C. Johnson, in his article: Introduction, Movies as Edutainment, “…using films in the classroom improves cognitive, affective and disciplinary outcomes”. A film can provide a visual supplement to a standard reading, inspire, motivate students, and encourage deeper thinking.  So, let’s grab some popcorn and watch a movie!

It could be said that this assessment belongs to the line of formative assesments that seeks to monitor the student’s knowledge on a given topic and help improve the way a student learns. However, it goes further by seeking to create an assessment as learning in which in the search for the answer, the student finds his/her own voice while applying knowledge learned in class, generating an environment of respect and cultural diversity.

Scene IV Assumptions and beliefs

In my first blog, I mentioned three important aspects of this assessment: the feeling of freedom that invades me when thinking about this assessment, the growth opportunities that modern technology generate, and the cultural diversity – and therefore enormous learning opportunity – that online education offers. The echo of this premise grows stronger as the world of films is inserted in this blog.

Freedom, from my perspective, signifies the infinite opportunities to incorporate digital media into modern teaching practices and strengthen learning methods such as: forums and videoconferences. The third factor, cultural diversity, will create a means of academic debate necessary to promote freedom of speech and sociocultural learning.

I see a promising future in which through the world of films, my students can become the protagonists of their own knowledge.

Resources:

JOHNSON, B. (2015). Introduction: Movies as Edutainment. Counterpoints, 474, 1-10. doi:10.2307/45178401

Shepard, L. A. (2009). The Role of Assessment in a Learning Culture. Journal of Education, 189(1–2), 95–106. https://doi.org/10.1177/0022057409189001-207

Tahirsylaj, A. (2017). Curriculum Field in the Making: Influences That Led to Social Efficiency as Dominant Curriculum Ideology in Progressive Era in the U.S.. European Journal of Curriculum Studies. 4. 618-628.

Shepard, L.A (2000). The Role of Classroom Assessment in Teaching and Learning. https://nepc.colorado.edu/sites/default/files/publications/TECH517.pdf