Tips for Teaching with Movies: Using Film to Provide Meaningful Learning Experiences
Jerald H. Walz, Educational Leadership & Policy Studies, Virginia Tech
Elizabeth G. Creamer, PhD, Educational Research and Evaluation, Virginia Tech
Eric K. Kaufman, PhD, Agricultural and Extension Education, Virginia Tech
Abstract: Students learn through mastering increasingly complex tasks, as Bloom (1956)
suggested. Thus, requiring students to conduct empirical research, a higher order skill, promotes
learning. However, researchers find “entering the field” to collect new empirical data difficult and
a time consuming, multi-step process (Creswell 2008; 2009; Rossman & Rallis, 2003). This
makes teaching using student-collected empirical data all the more difficult, especially in a
semester-long course. One solution to this dilemma is to use motion pictures as “the field”
(Graham, Ackermann, & Maxwell, 2004; Graham, Sincoff, Baker, & Akermann, 2003; Hickam &
Meixner, 2008; Jackson & Parry, 2008).
Grounded Theory Methods (GTM), an approach for collecting and analyzing qualitative data,
focuses the researcher’s analysis on process (Charmaz, 2006). Similarly, as a subject-area,
researchers examine leadership as a phenomenon based on process (Grint, 2005; 2010). Thus,
GTM is an appropriate strategy for the study of leadership as a process (Parry, 1998).
The purpose of this workshop is to demonstrate how teachers may use motion pictures to enhance
instruction—in this example, how students may use movies to develop a grounded theory of
leadership. Presenters will explain how they have used movies in their courses and share
recommendations for using film in classroom teaching. After reviewing the steps for developing a
grounded theory, participants and presenters will view film clips and develop a rudimentary
grounded theory of leadership. Through this interaction, the presenters will outline tips for
teaching with motion pictures that are applicable more widely to other areas of scholarship.
Literature Review
Teaching content by having students collect new empirical data is challenging since “entering the field” is difficult.
However, leadership scholars Jackson and Parry (2008) provide a solution—using movies to examine leadership:
“From Alien to Zorro all you will see are leadership lessons” (p. 4). Using motion pictures as “the field” facilitates
easy access for students to learn lessons by conducting their own empirical research.
Leadership researchers examine leadership in different ways and from different viewpoints. However, most
scholars define leadership through the lens of person, position, result, or process (Grint, 2005; 2010). Those
defining leadership as person focus on the characteristics of individuals that make them leaders. Those defining
leadership as a position examine where leaders operate that makes them leaders. Those defining leadership as
results consider what leaders achieve that makes them leaders. Finally, those defining leadership as process study
how leaders get things done that makes them leaders. Moreover, Northouse (2010) distills leadership to “a process
whereby an individual influences a group of individuals to achieve a common goal” (p. 3).
In as much as researchers examine leadership as a process, GTM may be deployed as an important research strategy.
Charmaz (2006) defined process as the “unfolding temporal sequences that may have identifiable markers with clear
beginnings and endings and benchmarks in between. The temporal sequences are linked in a process and lead to
change. Thus, single events become linked as part of a whole” (p. 10). She argued that Grounded Theory is “an
explicit method for analyzing processes” (Charmaz, 2006, p. 9). Indeed, Parry (1998) argued that leadership
researchers have neglected qualitative methods in favor of quantitative analysis, leaving a significant gap in the
understanding of leadership as a phenomenon. Furthermore, he argued that this gap may be filled using Grounded
Theory and many scholars have taken the suggestion (e.g., Kempster & Parry, 2011; Lakshman, 2007; Komives,
Owen, Longerbeam, Mainella, & Osteen, 2005; Rowland & Parry, 2009). Thus, Grounded Theory is a method
applied increasingly to and appropriate for the study of leadership as a process. Using movies as “the field”
facilitates easy access for students to learn lessons about both leadership and building Grounded Theory.
Goals and Objectives
After completing this workshop, participants will be able to (a) summarize rationales for using movies in
classroom instruction, (b) identify how some professors have used film in their courses to enhance
instruction, and (c) describe some best practices for using film in classroom teaching.
Description of Practice
In this interactive workshop, the presenters will review the process of developing Grounded Theory described by
Charmaz (2006). This process includes developing research questions, collecting data, coding conceptually using
constant-comparative methods, writing embedded, analytical and extended memos, refining conceptual categories,
applying theoretical sampling, diagramming theoretical concepts, and finishing a written Grounded Theory
(Charmaz, 2006). Participants will receive a research question and view film clips designed to display a leadership
practice or behavior. When watching the clips, participants will note important leadership behaviors or processes
displayed by the main character. The group will develop a Grounded Theory of leadership using observations from
the film clips. Based on this exercise, participants will derive the best practices for using film in course instruction.
Discussion
As students and professors, we have experienced both effective and ineffective uses of motion pictures in course
instruction. Teachers show films to fill time, to provide examples or illustrate important points, or to push students
into higher levels of learning. We have found movies helpful for allowing students to apply lessons from theory or
to conduct their own research and analysis. Along the way, we have learned how to use films in ways that
increasingly enhance traditional forms of instruction and provide meaningful learning experiences.
References
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