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Getting to know you: using documentary video-making to challenge ageist stereotypes.
1Department of English, Christopher Newport University, Newport News, Virginia 23606, USA. tlee@cnu.edu
Gerontology & Geriatrics Education
|July 24, 2012
Summary
Integrating documentary video projects into humanities courses can enhance student motivation and learning. This method helps students challenge ageist stereotypes by connecting with elders and documenting their stories.
Area of Science:
- Digital Humanities
- Gerontology Education
Background:
- Traditional humanities coursework can be augmented with digital media tools.
- Documentary video-making offers a unique pedagogical approach to engage students with social issues.
Purpose of the Study:
- To explore how documentary video-making enhances learning and motivation in humanities courses.
- To investigate the impact of documenting elders' stories on student perceptions of aging and ageism.
Main Methods:
- A 15-week English class project involving students creating documentary videos about elders.
- Utilizing reflective essays to track changes in student perceptions of elders.
- Analyzing scholarship on digital video-making in educational settings.
Main Results:
- Documentary video-making provided students with a powerful tool for engaging with and understanding elders.
- The project aimed to challenge and dismantle ageist stereotypes through direct engagement.
- Student reflective essays indicated shifts in perception regarding the lives of elders.
Conclusions:
- Augmenting humanities curricula with documentary video production can foster deeper learning and empathy.
- This approach effectively uses technology to confront and reduce ageist biases.
- Documentary video projects empower students to connect with and learn from diverse populations.
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