TAILIEUCHUNG - And the Winner Is: Inviting Hollywood into the Neuroscience Classroom

By the early 1980s, mer- chandising was added to the mix, so tie-ins with fast-food chains, automo- bile companies, and lines of toys and apparel could keep selling the movie. Scripts that lent themselves to mass marketing had a better chance of being acquired, and screenwriters were encouraged to incorporate special effects. Unlike studio-era productions, the megapicture could lead a robust afterlife on a soundtrack album, on cable channels, and on videocassette. By the mid-1980s, once overseas income and ancillaries were reckoned in, few films lost money | The Journal of Undergraduate Neuroscience Education JUNE Fall 2002 1 1 A4-A17. And the Winner Is Inviting Hollywood into the Neuroscience Classroom Eric P. Wiertelak Department of Psychology Macalester College Saint Paul MN 55105 Both short excerpts from and full-length presentation of feature films have been used with success in undergraduate instruction. Studies of such use of films has revealed that incorporation of film viewing within courses can promote both content mastery and the development of critical thinking skills. This article discusses and provides examples of successful use of two methods that may be used to incorporate a variety of full-length feature films into neuroscience instruction. One the neuro-cinema pairs the presentation of a film featuring extensive neuroscience content with primary literature reading assignments group discussion and writing exercises. The second a neuroscience film series features group discussion of movies of perhaps more limited relevance to neuroscience. An additional goal of this article is provide the reader with initial resources for the selection of potential film titles for use in neuroscience education. Three extensive tables are included to provide a wide range of title suggestions appropriate for use in activities such as the neuro-cinema the neuroscience film series or for more limited use as short clips in classroom instruction. Key Words teaching methods neuroscience education Motion Pictures films movies. It is no secret that instructors across disciplines have long made use of feature films and short clips from movies in conjunction with classroom instruction. Examples of such use in instruction include the use of film to provide conceptual illustrations Fleming et al. 1990 Boyatzis 1994 Conner 1996 Kelly 1998 allow examination of social relationships and interpersonal communication for example Paddock et al. 2001 to permit the observation of specific methodological techniques Toman and Rak 2000 see also

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