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ID:
092392
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| Publication |
2009.
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| Summary/Abstract |
This article reflects some experiences in teaching International Relations (IR) by using films to supplement the use of simulations and role play scenarios. The authors have used simulations and role play scenarios in order to teach complex issues and theories, and to engage the interest of students. By using films to supplement the use of simulations in classrooms, it is suggested that students become more active in their own learning. A number of ways in which simulations and role play can be used in teaching are established here alongside an array of films that can be shown to students to complement such teaching approaches. The use of films to teach IR theory is also listed. It is concluded that the use of simulations, role play, and films in teaching IR can aid student learning especially in terms of IR theory.
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| 2 |
ID:
157857
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| Summary/Abstract |
In recent years, growing concern in international relations to offer a more inclusive and active learning experience has led to the increased use of practical exercises, visual teaching materials like movies and fictional television, as well as social media and e-learning tools. Despite noteworthy achievements in bridging the everyday lives of international relations students, these teaching contributions have yet to explore its potential more comprehensively. Students who prefer to learn through practical exercises still struggle to access the more abstract and theoretical topics of international relations, and the role of emotions for active learning remains underdeveloped. To provide a more inclusive international relations teaching that considers the requirements of all types of learners, to encourage students to rethink what is taken for granted in the discipline by exploring their emotions, and to promote discussions about issues that otherwise might have remained silenced, this article suggests that the introduction of a dance workshop into international relations curricula is beneficial for the learning experience of students. Modern, egalitarian dances like contact improvisation can be used to teach world politics in a different way, as students not only learn about its topics, but also perform them.
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| 3 |
ID:
119407
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2013.
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| Summary/Abstract |
Much has been written in the last decade on using film as a pedagogical tool in the classroom and specifically in the teaching and learning of international relations (IR). Instructors assert that film has numerous beneficial effects in terms of student interest, engagement, conceptual understanding, and class performance. This article builds upon the existing literature and fills a gap by presenting and analyzing the empirical findings of recent classroom research on the usefulness of five films for student engagement, understanding, and interpretation of various IR topics (IR theory, media and war, and human rights). The data and their analysis reveal that film can potentially be a powerful and dramatic medium to aid student learning of IR, but the results are mixed. Students' written work also demonstrates that film's value can be overrated and that film can be superficial and confusing. This research sheds light on how we can better use film in the international studies classroom beyond its entertainment and illustrative value.
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