Transcript Film as a Classroom Supplement to Cultural Learning

Film as a Classroom Supplement
to Cultural Learning
Charles Rarick
Andreas School of Business
Barry University
“films tell stories about people, their
hopes, dreams, challenges, and fears,
how they relate to others, and what
behaviors are socially acceptable”
Mallinger and Rossy (2007) Journal of Management
Education 27(5), p. 608.
Why Use Film?
• Familiar and enjoyable learning
methodology for students
• Provides a degree of richness to course
content
• Helps explore complexities and dynamics
of culture
• Encourages critical thinking skills
The Course
• MBA course titled “Cross-Cultural Management”
• Elective course in the MBA program
• Course involves lecture, case study, research
writing, in addition to film analysis
• Film component comprises 15% of the total
course grade
• Students are required to watch the films and
answer an essay question relating to each film
The Films
• Beijing Bicycle – China
• Monsoon Wedding – India
• City of God – Brazil
• These full-length films are selected due to
the importance of the countries, as well as
the richness of those country’s cultures
Beijing Bicycle
• A film about a young man from the countryside
who gains employment as a bicycle courier in
Beijing.
• Used early in the course to reinforce cultural
models
Beijing Bicycle Question
“Using material learned thus far in the
course concerning cultural models, cite
examples from the film that manifest
different aspects of Chinese culture. If you
find inconsistencies between what you
have studied and what you see in the film,
also discuss these issues.”
Monsoon Wedding
• Film involves preparation for an Indian wedding
• Used midway through the course to discuss
conflict, communication, and social stratification
Monsoon Wedding Question
“From your understanding of Indian
culture, comment on the cultural issues
concerning family communication, conflict,
and traditional versus modern values. If
you find inconsistencies between the film
and your understanding of Indian culture,
comment on those inconsistencies.”
City of God
• Film depicts life in a Brazilian favela (slum)
• Used later in the course to discuss
different orientations towards ethical
behavior
City of God Question
“Select a character in the film and assess
his/her level of moral development using
the Kohlberg model. Also explain how
perceptions of ethical behavior may be
culture-bound.”
The use of foreign films can supplement
traditional approaches to teaching about
cultural differences.
Film can reinforce course content, and
cause students to think more deeply about
culture