How Films Can be Incorporated as a Useful Teaching Aid in Modern Education system

1. RELEVANCE OF FILM ADAPTATIONS IN MODERN EDUCATION
The interconnection between media and learning has become inseparable in modern
education, fundamentally reshaping how knowledge is imparted and absorbed. This
technological incorporation in today’s education system has redefined and expanded the
horizons of teaching and learning to bridge the gaps and create a more holistic and engaging
educational experience. Media catalyses the transformation of the educational landscape and
gives way to diverse and dynamic paths for learning. Over the years, the concept of media
has been changing from traditional media that included newspapers, magazines to the advent
of radios, televisions, and cinemas ultimately reaching the peak with the invention and
widespread use of the Internet and computers. The extensive ease of accessibility of the
internet has made cognitive learning among learners through films and videos ubiquitous and
impactful.
Within contemporary education, the incorporation of film adaptations plays a vital
role, harmonising with the revised Bloom’s Taxonomy to enrich educational encounters.
Bloom’s Taxonomy is a framework outlining one's cognitive abilities originally focusing
only on the knowledge domain published by Benjamin Bloom in 1956. The revised version,
formulated by Anderson and Krathwohl in 2001, rearranges and emphasizes the interplay
between two aspects: cognitive procedures and the content of knowledge. It encompasses
various skills such as creating, evaluating, analysing, criticising and applying. Film
adaptations, originating from literature or historical settings, provide a versatile educational
approach that aligns with various levels of Bloom's Taxonomy. Fundamentally, these
adaptations aid in remembering and understanding by visually portraying events, characters,
and themes, supporting comprehension and memory recall. As one ascends through the
taxonomy, these adaptations prompt analysis as audiences unravel the director's viewpoint,
the adaptation procedure, and the complexities within the narrative structure, which
constantly pushes the boundaries of one’s ability to think. Additionally, these adaptations
promote application by stimulating critical thinking—encouraging comparison between the
film and its source material, assessing the director's decisions, and understanding the impact
of visual storytelling on the narrative. They also nurture evaluation skills as students assess
the adaptation's faithfulness to the original work, its ability to capture the essence of the story,
and its cultural significance.
OBJECTIVES:
Objectives of the present study are:
 Investigate the impact of film adaptations on student engagement and comprehension
in comparison to traditional teaching methods.
 Assess the effectiveness of film adaptations in conveying complex themes and
concepts across diverse subjects in educational settings.
LITERATURE REVIEW

2.  Mark (2011) explored three methodologies for incorporating movies in the
classroom: employing them to concentrate on language acquisition, utilizing
them as a reflection of the attitudes, behaviours, and beliefs of a particular
culture, and treating them as textual material. Additionally, films can serve as
a tool to challenge students' preconceptions, encouraging them to contemplate
alternative perspectives, emotions, and understandings. Mark highlighted the
advantage of movies over written texts, emphasizing that movies enable
students to grasp grammatical structures and comprehend the meanings of
specific words more effectively.
 Kalra, (2017), in her academic journal titled “The Effectiveness of Using
Films in the EFL Classroom” states that the introduction of movies into the
classroom was a novel and delightful experience for the students. They
express that they found enjoyment in the designated activities within the class.
The students exhibited greater enthusiasm for encountering real-life situations
through visual and auditory mediums than for adhering strictly to the activities
outlined in the course materials. According to their feedback, movies
contribute to creating a more relaxed atmosphere in the classroom. Students
assert that incorporating films into the learning process is an effective method
for enhancing their English vocabulary and provides increased opportunities
for English language practice.
• The website, Teaching Times (2018), in the paper titled “Using Film in Education”,
points out that film and moving images serve as a delightful gateway to introduce fresh
concepts, ideas, or literature, offering an innovative approach to slightly divergent from
traditional teaching methods. It can bolster fundamental skills like writing, fostering both
creative storytelling and factual communication. Most crucially, it cultivates critical
thinking and a discerning awareness of how visual messages shape our perceptions.
• Mellit, (2021), in his academic journal titled “The Effects Of Film Adaptations On
The Engagement Of English As A Foreign Language Students With English Literary
Texts: The Attitude Of Teachers And Students” conducted a survey with the help of
questionnaires to get the teachers’ review on the question, whether film adaptations are
suitable for students in literature classrooms. As a response, the four teachers
unanimously agreed that film adaptations are valuable within the classroom setting. They
highlighted the importance of films in connecting character traits to their physicality and
actions on-screen. Additionally, they emphasized how these adaptations serve as a
catalyst, engaging students in the course material and encouraging reading. They
emphasized the significance of keeping up with technological advancements and
acknowledged the preference of today's digital generation for screens over books.
They supported their responses by emphasizing that these adaptations encourage students
to explore the original text, driving them to discover variances between the adaptations
and the source material. Additionally, they serve as motivation for students to actively
participate in classroom discussions.

3. • Nidhi, (2023) in the academic journal titled, “Literature Through the Cinematic Lens:
Film Adaptations as a Teaching Strategy” found that, after the students are shown a film
adaptation of an original text, they are compelled to broaden their analysis to encompass
the implications presented in the film, considering the alterations introduced during the
adaptation. Arranging the original text alongside its modified counterpart as components
of an intertextual network makes it more accessible for students who might find the
source text challenge. This approach motivates them to compare their reading with the
visual and auditory elements, reducing frustration within the classroom significantly.
METHODOLOGY
The Methodology used in this paper involved a combination of a Literature Review and
an analysis of surveys conducted in other papers to explore the relevance of film
adaptations in modern education.
A comprehensive review of academic articles, research papers, and reputable sources
related to the impact of film adaptations in education was conducted. Sources from
diverse fields, including education, film studies, and language acquisition, were included
to provide a holistic understanding of the topic. The literature review focused on
identifying key themes, findings, and insights from existing research. Themes included
the role of film adaptations in student engagement, comprehension, cultural inclusivity,
and critical thinking skills.
The insights derived from the literature review and survey analysis were synthesized to
draw comprehensive conclusions regarding the relevance of film adaptations in modern
education.
FINDINGS AND ANALYSIS
In an era characterized by technological advancements and a growing emphasis on diverse
learning methodologies, the integration of film adaptations into modern education has
emerged as a subject of considerable interest. This paper aims to investigate the manifold
ways in which film adaptations contribute to the educational landscape, considering their
potential to enhance engagement, promote cultural inclusivity, and foster critical thinking
skills among students.
Films Adaptations And Its Relevance Across Various Subjects

4. A film serves as a mirror of reality, transporting viewers to distinct settings where
various issues intertwine. Viewers actively participate in the unfolding narrative,
comprehending each facet of the story. The role of the foreign language subject,
particularly English in this context, proves instrumental in fostering interdisciplinary
education. With its extensive scope, English encompasses many topics across different
domains. Foreign language classes, tasked with cultivating mastery of the target language
in diverse fields, inherently lend themselves to incorporating audio-visual materials. This
not only aligns with curriculum objectives but also caters to the unique needs and
preferences of students, enhancing their engagement with the subject matter.
Showing films in a classroom can be a handy tool to teach the English Language as it
instils interest in the students and as a result, they have the opportunity to observe the
way the actors speak to enhance their speaking skills and also improve their skill of
listening and learning new vocabulary that will enrich their knowledge. Visual and
auditory elements in films can aid students in understanding complex literary concepts,
characters, and themes and also help them get an idea of the historical background of the
setting. This can be particularly helpful for students who may struggle with traditional
written texts. Let us understand this with the help of a film adaptation, based on a play
named Arms and the Man by the eminent playwright George Bernard Shaw. The visual
cues as represented by the actors through their costumes, location and their gestures
enhance the student’s understanding of the historical and cultural context and also help
them grasp the setting and characters of the play. Watching characters on screen can
evoke emotions that may be challenging to capture through reading alone fully, likewise,
Listening to the characters deliver their lines with proper intonation and emotion can
assist students in deciphering the subtleties of the dialogue. In the case of "Arms and the
Man," Shaw's clever and satirical language becomes more accessible when experienced
within the framework of a film adaptation, facilitating students in comprehending the
play's tone and humour. The futility of war as highlighted by Shaw through his satires
and witty dialogues has more impact on students when presented visually. Watching a
film adaptation alongside reading the original play allows students to compare and
contrast the two mediums. This comparative analysis encourages critical thinking and a
deeper exploration of the themes, characters, and artistic choices made in the adaptation.
Students can learn how directors interpret and transform literary works for the screen.
Film adaptations can effectively highlight historical and geographical contexts while also
elucidating complex situations within a narrative. If we look at the adaptation, "The Boy
in the Striped Pyjamas," based on the novel by John Boyne, we see that the viewers get
transported to the historical setting of World War II and the Holocaust. Encountering
such historical events through written descriptions may not offer a vivid or emotional
connection comparable to the impact of witnessing them on screen. Moreover, through
cinematography and set design, filmmakers can recreate specific periods and locations
authentically. For example, the film may capture the stark contrast between the
comfortable, secure life of the protagonist's family and the grim reality of the
concentration camp where his friend resides, allowing viewers to visually grasp the
historical and geographical disparities. This visual representation aids students in
connecting with the story's geography and understanding how it influences the
characters' perspectives. Film adaptations have the power to visually represent complex
situations that may be challenging to convey through text alone. In this film, the
complexities of the Holocaust, the friendship between the two boys from different sides
of the fence, and the ethical dilemmas faced by the characters are brought to life through

5. the actors' performances and the visual storytelling. Filmmakers employ symbolism and
visual metaphors that enhance the audience's understanding of intricate themes. In this
film, the barbed wire fence becomes a powerful visual symbol, representing the division
between the characters and the harsh realities of the Holocaust. The film adaptation can
use such visual cues to underscore complex situations and emotions. The emotional
resonance of "The Boy in the Striped Pyjamas" is heightened by the film's capacity to
evoke feelings through visuals and music, deepening the audience's connection to the
narrative. The film effectively amplifies the emotional weight of the story, underscoring
the innocence of friendship amid the harshness of war. In doing so, the film medium
becomes a powerful tool for conveying the intricate and complex experiences of the
characters.
In a survey conducted by Djihane Mellit for his research paper, it was
seen that 95% of students who were surveyed showed interest in learning both from
audio and visual means. Upon observation, it was recorded that a significant majority of
respondents (94%) expressed that they view film adaptations as effective tools for
inspiring and nurturing their reading interests, as well as for gaining additional insights
into literature and culture. They substantiated their preference by explaining that these
materials spark their curiosity to explore events not depicted in the movie, prompting
them to seek out the printed version of the work. Their rationale for favouring film
adaptations stemmed from their belief that these adaptations are engaging, thrilling, and
captivating, especially when contrasted with the perceived dullness of reading books,
which they find to be outside their linguistic comfort zone. Additionally, they
emphasized that such materials assist them in visualizing story events, clearing up any
ambiguities present in a novel or play, and aiding in the memorization of the narrative.
Moreover, they asserted that adaptations play a role in enriching their cultural
knowledge.
CONCLUSION
In conclusion, the integration of film adaptations into modern education has become integral,
revolutionizing the traditional methods of teaching and learning. This evolution aligns with
the changing landscape of media and technology, providing diverse and engaging avenues for
students to explore literature, culture, and complex themes across various subjects.
The relevance of film adaptations in education is underscored by their ability to cater to
different learning styles, fostering a more holistic and immersive educational experience. The
findings from the literature review and analysis indicate a widespread acceptance and positive
impact of incorporating films into the classroom. Students express heightened engagement,
motivation, and a deeper understanding of literary works and cultural contexts when exposed
to film adaptations.
The paper also highlights the effectiveness of film adaptations in conveying complex themes
and concepts, particularly in subjects like foreign languages and literature. The visual and
auditory elements of films provide a powerful supplement to traditional written texts, making
learning more accessible and enjoyable for students. The case studies of "Arms and the Man"
and "The Boy in the Striped Pyjamas" demonstrate how film adaptations enhance
comprehension, emotional engagement, and visualization of historical and geographical
contexts

6. Furthermore, the survey findings emphasize the students' positive response to film
adaptations, with the majority expressing increased motivation, interest in reading, and a
desire to explore original texts. This aligns with the contemporary reality of a digital
generation that prefers screens over books.
In summary, film adaptations contribute significantly to modern education by bridging gaps,
fostering engagement, and promoting critical thinking skills. As technology continues to
advance, the incorporation of film adaptations offers an innovative and effective approach to
creating a dynamic learning environment that resonates with students across diverse subjects
and disciplines. Film adaptations enhance comprehension, emotional engagement, and
visualization of historical and geographical contexts.
Furthermore, the survey findings emphasize the students' positive response to film
adaptations, with the majority expressing increased motivation, interest in reading, and a
desire to explore original texts. This aligns with the contemporary reality of a digital
generation that prefers screens over books.
REFERENCES
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Solutions | bartleby. https://www.bartleby.com/essay/The-Boy-In-The-Striped-Pyjamas-
Courage-PJWCNT9UFV
 Djamàa, S. (2016). Reading the book versus ‘Reading’ the film: Cinematic adaptations of
literature as catalyst for EFL students’ critical thinking dispositions. Journal of Language
Teaching and Research, 7(2), 252. https://doi.org/10.17507/jltr.0702.03
 Kalra, R. (2017). The effectiveness of using films in the EFL classroom: A case study
conducted at an international University in Thailand. SSRN Electronic
Journal. https://doi.org/10.2139/ssrn.3053569
 Mellit, D. (2021). THE EFFECTS OF FILM ADAPTATIONS ON THE EGAGEMENT OF ENGLISH
AS A FOREIGN LANGUAGE STUDENTS WITH ENGLISH LITERARY TEXTS: THE ATTITUDE OF
TEACHERS AND STUDENTS.
 Nidhi, A. S. (2023). Literature Through the Cinematic Lens: Film Adaptations as a
Teaching Strategy, (46).

7.  Research guides: Film studies: Film adaptations. (2024, January 15). Research Guides at
Dartmouth College. https://researchguides.dartmouth.edu/filmstudies/adaptations
 Using film & movies in education | Teaching guides & resources. (2023, July 20).
TeachingTimes. https://www.teachingtimes.com/knowledge-banks/using-film-in-
education/