Pedagogy & Cinema:A study of select Bollywood Films                                      Radhika Khanna                   ...
Pedagogy and inclusive education• Inclusive Education is flexible and individualized support system for children  with spe...
Bollywood Films• An informal term popularly used for the Hindi-language film industry  based in Mumbai, Maharashtra, India...
Methodology• Textual analysis of the moving image content of three films.• Interviews with people involved in the producti...
Films studiedThree films produced between 2005-2007, which focus on the teacher-student   relationship with representation...
Research questions and findingsChak de India - 2007• Has sports training improved - especially for women? Any positive  ch...
Taare Zameen Par - 2007• Studying the representation of pedagogy and its impact on personal  and social transformation.• A...
Prof. Krishna Kumar   Former Director   National Council of Educational Research and Training (NCERT)         “Children’s ...
Audience reception• Amole Gupte, researcher script writer and creative director of Taare  Zameen Par shares:         ‘‘I h...
Conclusion• Cinema can only throw light on a subject, it cannot change the  subject. For this to happen, we must act upon ...
Pedagogy & Cinema:A study of select Bollywood Films                                      Radhika Khanna                   ...
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Radhika Khanna-Pedagogy & Cinema-A study of select Bollywood Films
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Radhika Khanna-Pedagogy & Cinema-A study of select Bollywood Films

  1. 1. Pedagogy & Cinema:A study of select Bollywood Films Radhika Khanna Assistant Professor Department of Electronic Media and Mass Communication School of Media and Communication Pondicherry University
  2. 2. Pedagogy and inclusive education• Inclusive Education is flexible and individualized support system for children with special needs. In a democratic country like ours, every child has the right to education and enjoys equal opportunities for unfolding his/her potentialities to the maximum. Equality in education requires personalized pedagogy and a careful investigation into individual aptitudes.• With its undue emphasis on cognitive learning and performance, important processes of learning and transformation have been overlooked. This paper looks at the role that media can play in education and the role of popular idiom of cinema in personal and social transformation.• The possibilities in terms of findings that this study offers include the potential of films as a media of mass communication, i.e., being powerful pedagogical tools in and outside the classroom; an understanding of effecting change and reform in the practice of education at all levels in our country; and be an aid in the field of teacher-education and parent-education.
  3. 3. Bollywood Films• An informal term popularly used for the Hindi-language film industry based in Mumbai, Maharashtra, India. Bollywood is the largest film producer in India and one of the largest centres of film production in the world. Bollywood is formally referred to as Hindi cinema.• Reach - Besides being popular among the India diaspora, such far off locations as Nigeria to Egypt to Senegal and to Russia generations of non-Indian fans have grown up with Bollywood during the years, bearing witness to the cross-cultural appeal of Indian movies. Over the last years of the twentieth century and beyond, Bollywood progressed in its popularity as it entered the consciousness of Western audiences and producers.• Number of films produced - the industry has been producing over 200 films per annum.
  4. 4. Methodology• Textual analysis of the moving image content of three films.• Interviews with people involved in the production of the films such as script writers, directors etc.• Interviews with teachers, parents, and people working in the areas that have been represented in the films.• Interviews with film critics and other Indian film makers.• Audience responses through interviews and responses posted online.
  5. 5. Films studiedThree films produced between 2005-2007, which focus on the teacher-student relationship with representation of socialeducational contexts:• Taare Zameen Par - The film explores the life and imagination of eight-year- old Ishaan, a boy with dyslexia.• Chak de India - The film brings out the making of the Indian women’s hockey team.• Black - A story of a blind and deaf girl loosely based on Helen Keller and an earlier film - The Miracle Worker.
  6. 6. Research questions and findingsChak de India - 2007• Has sports training improved - especially for women? Any positive changes for women?• Audiences felt that it has brought out the importance of values of team work, dedication, and acceptance of differences and unity in diversity. Also, many women have been inspired by the film.Black - 2005• Representation of differently abled - was it appropriate and how was it received by the audience?• Mixed response from the audiences. Many felt that the film was too melodramatic and focussed on the stars.
  7. 7. Taare Zameen Par - 2007• Studying the representation of pedagogy and its impact on personal and social transformation.• A special presentation by screenwriter Amole Gupte of Aamir Khans super hit film Taare Zameen Par took place at the UNESCO headquarters in Paris on Feb 3, 2010 as a part of UNESCO’s first- ever World Dyslexia Forum Feb 3-5.• Taare Zameen Par has made the parents, teachers and the students to think and act differently towards a dyslexic child. Seeing the popularity and the storyline of the film, it was made a ‘must watch film’ at all the Kendriya Vidyalayas (KVs) – Central schools.
  8. 8. Prof. Krishna Kumar Former Director National Council of Educational Research and Training (NCERT) “Children’s introduction to reading should enable them to expand thescope of their innate linguistic competence, in an atmosphere of joy andencouragement. That is the perspective of National Curriculum Framework(NCF 2005) which recommends a language-across-the curriculum perspective. To talk about a higher or lower standard syllabus is to miss the heart ofa child-centred approach. There is so much stress on our children todayprecisely because we don’t recognise individual differences and we want everychild to be taught and examined the same way. No wonder our system isactually as cruel as Taare Zameen Par shows. NCF asks us to take into accountthe child’s perspective and see what knowledge, which skills should be offeredto children at what point in their lives. I am very happy that a popular film likeTaare Zameen Par is spreading this message, but the system of education has along way to go in the NCF direction.”
  9. 9. Audience reception• Amole Gupte, researcher script writer and creative director of Taare Zameen Par shares: ‘‘I had confessions of hundreds of fathers who said I am sorry Ijust missed the point, I have begun looking at my child differently. The ease in the pressure after the film is evident. So there is asocial reality which is happening after the film.’’ Let us look at some parts of the film which have had a tremendous impact on audiences.
  10. 10. Conclusion• Cinema can only throw light on a subject, it cannot change the subject. For this to happen, we must act upon the subject.• Portrayal of problems has been done sensitively and dramatically but unless people work to improve the conditions, the situation will not change.• Taare Zameen Par demonstrated that films have the power to bring in social change on personal and societal levels.• The portrayal of various issues related to education in these films has definitely triggered a wide public discussion. This indicates that popular forms of communication such as films can cause a shift in audiences and also in educators’ practices.
  11. 11. Pedagogy & Cinema:A study of select Bollywood Films Radhika Khanna Assistant Professor Department of Electronic Media and Mass Communication School of Media and Communication Pondicherry University
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