Paper 2

Sam Leidholt

Literature

C. Villa

April 22, 2013

Historical Fiction

            For years, students have found ways to complain about learning styles. Instead of ignoring the complaints, is there an easier method that teachers have yet to consider? As human beings continue to evolve, so do the ways in which we learn. Our grandparents would consider reading a book or going to a library the best way to learn. Our generation would beg to differ. We learn much more quickly by seeing and doing rather than reading and memorizing. Although not an end all be all, historical fiction films can provide a more effective learning style than history books.

            Many pros and cons exist to the use of historical films as way to teach. Unfortunately, many students take the entire educational process for granted. Such students who refuse to learn in general will usually remain the loudest complainers. Effective teachers will be able to reach as many students as possible. This change in learning style has the potential to remove the negative aura surrounding reading and attempting to cram in as many pages as quickly as possible just to “get your homework done.”

            While cramming may work for some students, another potential negative effect is that of livelihood of the film. Not every student will have the same interest and take the same liking to different types of films, therefore, creating a gap between how many students actually pay attention and those that take advantage of the dark classroom for a quick nap. Students today are also known for the amount of sleep we do not get at night. This lack of sufficient energy combined with a couple hour movie “lecture” may indeed provoke students to fall asleep in class much more frequently.

On the other hand, not all sleep-deprived students will see this as a time for catching up on some sleep. Those students who genuinely do struggle with learning may be very positively affected by the change. The introduction of filmography to classrooms could increase knowledge retention. For example, in our Literature class, we watched a very poor quality documentary surrounding the murder of Lorenzo de Medici. The quality of the film, however, contributed to the amount we remembered. The poor acting and rather comical drama in the film contributed to our take away and memory of the actual event. By remembering the way we were made to feel in the film contrasted with the way we expected to feel after initially learning about the murder, we are able to recall more quickly and accurately the facts of Lorenzo’s death.

Not only can the nonfictional events of history be portrayed in films, but Historical fiction can also contribute to the knowledge of a certain place, event, or group of people. The movie Hannibal is a perfect example of this. The fictitious acts of Dr. Hannibal Lecter that take place in the nonfictional place of Florence with the nonfictional people of the Italians and Italian police force provide an interesting method in teaching about the city. As American students studying abroad, we were initially overwhelmed with the beauty and seemingly perfect atmosphere of Florence. While that side of Florence does exist, we have learned and had many discussions over its opposite: the dark side of Florence. The historically fictitious film Hannibal is a brilliant display of the city of Florence, the actions of Florentines in the time the film was created, Italians’ interactions with Americans, and many other aspects of Florentine life that cannot be taught in a textbook.

It doesn’t take a student long to begin counting down the number of pages left in a chapter of reading and calculating just how quickly that reading can get done. The use of Historical Fiction filmography in the classroom opens up a brand new slate of methodical teaching styles. Students very quickly become bored with textbook reading, especially as it is how we’ve learned all our lives. Our generation looks for new ways to do something and new ways to accomplish tedious tasks. Introducing a new, more exciting way to learn (i.e. watching and discussion of historical fiction films) can produce an excitement about learning that many students haven’t had for years. Discussions about the nonfictional and fictional elements of the films, as well as understanding of what within the interactions and storyline are real and made up can help to create and maintain a solid understanding of the historical period being studied. In order to keep up with the advances in technology and evolution of our generations, it only makes sense that teaching styles do the same.