Exploring film history by using fandom as a pedagogical tool
Keywords:Affinity space, Experiential learning, Interpretive archaeology, New film history, Relational frame theory, Threshold concepts
An exploration of the terrain of how to engage learners effectively and why that matters. Using fan engagement in the field of film history reveals that encouraging learners to self-identify as fans shifts the power balance, placing the learner in the position of expert, thereby increasing the chances of learner engagement and enabling learners to gain a more nuanced understanding of their field while also making for a more invested, lively, and varied learning and teaching experience. Based on firsthand experience designing and delivering a research-focused undergraduate film history module combined with a multidisciplinary pedagogical approach, this work demonstrates that treating students as fans with affective stakes in history and exploring historical moments experientially offers learners significant benefits.
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