Facilitating strong student-to-student and student-to-instructor communication creates the foundation for a good classroom experience. Open lines of communication allow students to develop and refine their speaking and listening skills while reflecting on and respecting the ideas of others. When this teaching method is driven by specific learning objectives, such as the analysis of projected productions (films), students learn to think dynamically and analyze a given topic from a different point of view. Few activities pique a student’s interest in a subject like a quality movie.

The following three activities illustrate ways to promote lively and enlightening discussions when a movie is shown in the classroom:

1) Pre-movie intro

Before the movie begins, establish a foundation by framing the theme and relating it to the current lesson. Encourage students to share opinions and express expectations before showing the film. Give students any facts or background they will need to appreciate the movie. In addition, it is highly recommended that you hand out a “movie worksheet” so that students have an additional reason to closely follow the movie. Each question on the worksheet should relate to the overall lesson plan rather than just asking students questions about what happened in the story. Review the questions on the worksheet with the class. Tell students that they will be able to take notes on the worksheet during breaks in the movie showing and that they should not make entries on the worksheet while the movie is showing.

2) Mid-movie breaks

Choose key scenes to pause the movie on. Allow students to take notes on their movie worksheet and, if appropriate, lead a discussion session about what is shown on screen.

3) Post-movie discussion

Immediately after the film is finished, lead the class in a discussion about the film related to the objectives of the class curriculum. You can focus on the questions in the movie worksheet. Allow students to express their opinions on the topics covered in the film.

In conclusion, movies possess a strong visual appeal that can lead to a deeper understanding of a given topic. The vast majority of students today respond much more enthusiastically to projected productions than to written texts. Student enthusiasm translates into lively discussions that can help students focus on the curriculum, express their opinions, and respectfully examine the opinions of others. While analysis of written work remains at the core of all ELA classes, these traditional activities can be supplemented by the showing of a few carefully selected films per semester. Engaging students in pre-, mid-, and post-film discussions will enhance the benefits that can be derived from using a film in class.