Using Film to Illustrate Theory: A Case Study of "High Fidelity"

Autor/inn/en	Thompson-Hayes, Marceline; Moore, Nerma
Titel	Using Film to Illustrate Theory: A Case Study of "High Fidelity"
Quelle	In: Communication Teacher, 26 (2012) 3, S.135-142 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-4622
DOI	10.1080/17404622.2011.650702
Schlagwörter	Films; Personal Narratives; Interpersonal Relationship; Interpersonal Communication; Teaching Methods; Communication (Thought Transfer); Models; Case Studies + Suchen Sie Ihr Suchwort? Film; Erlebniserzählung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Communication; thought; Kommunikation; Gedanke; Analogiemodell; Case study; Fallstudie; Case Study
Abstract	As noted by Proctor (1999), "a quick perusal of communication textbooks, instructors manuals, and conference papers suggests that film use is common in contemporary communication courses." One reason the use of film is popular is that it can engage students in higher learning processes such as applying, analyzing, synthesizing, and evaluating material. In this article, the authors demonstrate how the film "High Fidelity" illustrates key aspects of Harvey, Orbuch, Weber, Merbach, and Alt's (1992) account-making model by offering an analysis of the film using the model followed by pedagogical suggestions. The film "High Fidelity" was chosen as a case analysis for two reasons. First, the film exemplifies key features of accounts and the account-making model. Second, the film in and of itself is an "account" given by the main character to the audience through the use of a confessional style in which the main character actually addresses the audience about the break-up of his relationship. Although the film illustrates several interpersonal and relational concepts such as commitment and relational changes, accounts, and account-making are clearly evidenced in the film and offer students a rich way to conceptualize account-making. It is important to note that although the use of film as a pedagogical tool has its critics because it offers a fictionalized version of everyday discourse and interaction, supporters such as Proctor and Adler (1991) argue that the pedagogical goal is not to "prove" theory in film but rather to analyze how well and how accurately theory has been demonstrated in film. Thus, film can be used to actually question the limits of theory or reveal its inconsistencies. (Contains 2 figures.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10