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LINGUIST List 21.2589

Mon Jun 14 2010

FYI: Chapter Proposals: Use of Film in Education

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        1.    Maher Bahloul, Chapter Proposals: Use of Film in Education

Message 1: Chapter Proposals: Use of Film in Education
Date: 14-Jun-2010
From: Maher Bahloul <mbahloulaus.edu>
Subject: Chapter Proposals: Use of Film in Education
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Second Call For Chapter Proposals

Editors:
Maher Bahloul & Carolyn Graham

Title:
Lights! Camera! Action and the Brain!
The Use of Film in Education

Book Publisher:
Cambridge Scholars Publishing
http://www.c-s-p.org/

Book Website: http://www.maher-language-institute.com/book/index.php

Introduction

While traditional teaching and learning curricula had dissected areas of
knowledge and limited most subjects to their specific areas of focus, a
number of scholars have challenged this approach by promoting
interdisciplinary fields. Of particular interest to this book are the
studies that promoted learning through an arts medium, in particular the
filmmaking medium. As such, filmmaking, being an area of expertise taught
in Films and Performing Arts’ departments, joins and merges with other
areas of knowledge, to serve as a learning catalyst, hence the intertwined
nature of the two disciplines.

In his 2009 book ‘The Director in the Classroom: How Filmmaking Inspires
Learning’, Theodosakos writes that filmmaking “enables students to explore
any curriculum subject through the active process of making a film about
it” (p. 30). While learning with films and video-based materials are quite
studied in the education literature, learning through filmmaking is a
relatively recent experience which calls for more reflection and analysis.
Theodosakos’s book is a step in the right direction. Other books such as
McBrewster, Miller & Vandome 2009, Simkins et al. 2002, among others
promote learning through learners’ meaningful involvement in various
group-based production projects.

The book 'Lights! Camera! Action and the Brain! The Use of Film in
Education' focuses on the use of camera inside or outside the classroom to
promote and enhance learning in general and language learning in
particular. The desire to improve communication in New Language Learners
(NLL), for instance, has resulted in armies of thinkers, philosophers,
educators, psychologists, neuroscientists, not to forget the teachers
themselves debating the most effective and efficient tools and
methodologies to boosting learners’ interest (Joyce, Weil, and Calhoun
2000), stimulating their learning desire, and providing them with a new
means of communicating their ideas, feelings, and experiences in a
relatively fluid tongue.

In fact, teaching through arts in general had already reached several
areas of knowledge such as learning new languages, mathematics, sciences,
history, geography, literacy to mention a few. Research has clearly shown
the extent to which the use of such arts media as theatre, music, dance,
poetry, visual and performing arts boost learners’ comprehension of the
subject matter, better their academic experiences, and help them become
much more successful individuals. In other words, learning through the arts
has proven fruitful at various personal, interpersonal, and life-long
levels (Clark 2009, Winner 2007, McIntire 2007, Catterall 2006, Peterson
2006, McCarthy et al. 2005, Goldberg 2004, Deasy 2004, McDonald and Fisher
2002, Efland 2002, among many others).

However, unlike various arts experiences, filmmaking has to yet have its
fair share. While playwrights, poets, painters, musicians, dancers, and
visual artists had been going to educational institutions and step-by-step
making it to the classroom (Remer 2003), film makers have not been actively
recognized as such and called for to be part of the teaching team. The book
Lights! Camera! Action and the Brain!
The Use of Film in Education
reports on the various production-based projects which had called for the
camera to work with the learners. In doing so, the book would like to
include case and research studies that investigated the use of video-based
projects, especially films, to facilitate the learning of any academic
content be it language, math, history and alike. In other words, analyses
of project-based productions that involved learners as key actors for the
sake of assisting learning are enlisted in this book. Successful analyses
of the production projects from conception to post-production passing by
execution stages should be anchored within consult current learning,
psychological, and cognitive theories so that a theoretical framework is
checked.

While a priority will be given to studies related to full fledged shorts
and longer movies in which features and the dynamics of filmmaking as a
pedagogical tool are highlighted, we will also consider a number of other
productions which had focused on video-based activities, sketches, and
documentaries. The book will also include highly specialized reports from
current performing arts centers relevant to the use of the camera in
education hoping to unveil their successes and highlighting the challenges
they face.

Objective of the book

This book aims at unveiling works which had used the camera to mediate the
learning of a new language or any other academic subject. The book chapters
will be organized into three sections: (i) Conceptual and theoretical
frameworks, (ii) Learning through filmmaking, (iii) Learning through
video-based production projects. The first section will highlight the
rationale behind the filmmaking and video-based production activities; the
second will include case studies that focus on learning through
professional filmmaking. As such, it exposes this glamorous medium and
unveils its dynamics in relation to learning. The third group of chapters
will include studies investigating the use of the camera in the classroom
whether to film a particular activity, performance, or sketch. Writers will
highlight the nature and focus of such production and report on the
successes and challenges they had noted during and after the activity was
filmed. In sum, the volume will offer a survey of the use of the camera to
promote learning from both a professional and amatory perspectives.

Target Audience

The book is of interest to all professionals in the field of education.
Whether at elementary, secondary, or tertiary institutions, teachers,
curriculum designers, and school psychologists will find the book
informative. Given its multi-disciplinary nature, experts in education,
assessment, cognitive science, and theories of learning will find the book
highly inviting for reflection and keeping them abreast with current
experiments in the field of learning through performing arts. The book is a
valuable read in education courses in general and for TESOL students in
particular.

Recommended topics

The topics to be covered should fall within each of the three book sections:

Section I: Arts Education, Conceptual basis and cognitive framework
- Edutainment and Learning
- Approaches to filmmaking in education
- Filmmaking and arts education
- Filmmaking, process, and multiple intelligences theory
- Cognitive theories and filmmaking
- Filmmaking vs other arts and performing arts activities

Section II: Experiencing Learning Through Filmmaking (i.e., analyses of
case studies with a focus on any of the following - Creativity, filmmaking,
and learning
- Motivation, filmmaking and learning
- Schools, logistics, and filmmaking
- Filmmaking, post-production, the DVD and learning
- Filmmaking, evaluation, and assessment
- Collaborative learning through filmmaking
- Methodology and filmmaking
- Learning styles and filmmaking
- Filmmaking, successes, and challenges

Section III: Learning through other video-based productions
- Using the camera to promote learning
- Arts, camera, and group projects
- Learning through video and multimedia projects
- Activities and classroom videotaping
- Courses, documentaries, and learning

Submission procedure

Participants are invited to submit on or before June 15, 2010, a 2 to 3
page chapter proposal clearly explaining the focus and concerns of the
proposed chapter along with a short biographical blurb through the book web
site links (http://www.maher-language-institute.com/book/index.php ).
Authors of accepted chapters will be notified by July 10, 2010. Full
chapters are expected to be submitted by November 30, 2010. All submitted
chapters will be reviewed on a double-blind peer review basis and authors
of accepted papers will be notified by January 15, 2011. Guidelines for
preparing the chapters will be sent upon acceptance of proposals.
Successful chapters are then revised and resubmitted by April 1, 2011, and
the final acceptance notification will be on April 30, 2011.

Summary of Important Dates:

Chapter Proposal Submission: June 15, 2010
Chapter Submission: November 30, 2010
Review Process Notification: January 15, 2011
Chapter Revision and resubmission: April 1, 2011
Final Acceptance Notifications: April 30, 2011

Inquiries and chapter proposals along with a short CV should be uploaded
through the book’s website. If for some reason, you could not access the
links, please sent your materials to the following address: Maher Bahloul
(mbahloulaus.edu).

Editors:

Maher Bahloul is the Director of an Education Through Arts Institute (Maher
Language Institute MLI) which he founded in 2007. MLI promotes learning
through filmmaking (http://www.maher-language-institute.com/mli/ ). A
graduate of Cornell University, he is currently an Associate Professor of
English and Linguistics at the American University of Sharjah. At MLI, he
focused on promoting language learning through bilingual video-project
productions, especially films. Dr. Bahloul has various publications which
cover issues in theoretical and applied linguistics the latest of which is
a 2008 book published by Routledge. In relation to promoting learning
through arts, Dr. Bahloul has presented in a number of international
conferences the most recent of which is INTED 2010 held in March, 2010
(Valencia, Spain). See www.bahloul.com for more information.

Carolyn Graham is the creator of Jazz Chants, which connect the rhythm of
spoken American English to the beat of jazz. She developed the technique of
jazz chanting during her twenty-five years of teaching ESL in the American
Language Institute of New York University. She has also taught at Harvard
University and has conducted workshops in the NYU School of Education,
Columbia Teachers College in New York and Tokyo, and elsewhere throughout
the world. She has also worked with regular and special needs learners. Ms.
Graham is the author of numerous Jazz Chants books, all published by Oxford
University Press. (see http://www.youtube.com/watch?v=AkKLmLNl2hs for
more on Carolyn)

Education Field(s): Applied Linguistics, Cognitive Linguistics, Arts in
Education, Edutainment.

Linguistic Field(s): Applied Linguistics; Cognitive Science

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