critical thinking short films

The New York Times

The learning network | 8 compelling mini-documentaries to teach close reading and critical thinking skills.

8 Compelling Mini-Documentaries to Teach Close Reading and Critical Thinking Skills

San quentin’s giants.

At one of California’s most notorious prisons, baseball teams take the field.

From the days when instructional films like these were shown via projector, students have enjoyed watching movies in class. Teachers have too. But it’s often hard to justify watching a two-hour film when there’s so much else that has to be done.

But, what about an eight-minute film? That’s the average length of our Film Club features, and these short documentary films do much more than just entertain. They challenge assumptions and offer new perspectives. They tell stories that often remain hidden, and introduce us to people and places foreign to us.

As with other short texts like stories, poems and articles, mini-documentary films can stimulate discussion, debate, thinking and writing. And, they can serve as a refreshing break from print media to help students explore curriculum themes and practice important literacy skills.

Below, we present eight films we’ve featured in our Film Club series that have already captured students’ and teachers’ attention. In addition, we offer practical teaching ideas, along with responses from students and teachers, for how you can use these documentaries, or films like them, to teach close reading and critical thinking skills.

And if these aren’t enough, our Film Club “meets” online every other Friday during the school year. Bring your students to join the conversation.

1. Explore a Theme or Big Idea

What makes these mini-documentaries so powerful is that they can present a compelling theme, such as justice, adversity or freedom, in just a few minutes.

Take “ San Quentin’s Giants ” (above), a film replete with sports metaphors that explores the themes of failure and redemption through a prison baseball team. Z.H., a student from Connecticut, comments:

There were a lot of moments in this film that stood out for me. It was especially moving when the guys talked about how meaningful baseball was to them, and how they finally had something that they could focus on and be proud of, instead of just focusing on the fact that they were in prison. This stood out because they now have an opportunity to do some good and hopefully change their life for the better. They’ve come together to be a team, to become better people and to get away from all of the bad things that happen within prison.

What would your students see in a film like this one? To what in their lives might they connect it?

In the crowded favelas of Rio de Janeiro, flying kites is more than a leisurely escape: It’s also a playful form of battle.

2. Provide Rich Content for Writing Tasks

The themes and issues tackled in these films create organic opportunities for students to practice analysis and writing. In just a few minutes, students can watch one of these films and have a genuine reaction.

In each Film Club feature, we ask open-ended questions to prompt students to write. For example, what moments in this film stood out for you? What messages, emotions or ideas will you take away from this film?

After watching “ Kite Fight ” (above), Trinity Lewis, a student from Charlotte, N.C., responded:

My reaction to this documentary is that, I loved how they still manage to be happy when they fly the kites, when they are in poverty. They buy parts of the kite that cost 25 cents, and use a trash bag, wire and glue to put it together. And in the process they get cut, bruised, bleed and hurt and don’t cry but still manage to stay happy. When kite fighting, these children feel free. I think the message of this documentary is being free, the emotion is being happy.

Who Sounds Gay?

This short documentary explores the reasons that some men sound stereotypically gay, whether they are or not.

3. Provoke Discussions and Critical Thinking

Learning how to hold a civil discussion is a critical skill. So is learning how to reflect on our own biases and prejudices.

The film “ Who Sounds Gay? ” tackles a tricky subject for many classrooms. But in just a few minutes, the film challenges many students’ assumptions and creates an opportunity for them to practice sharing their points of view and building on what their classmates say, while using the film as evidence.

For example, Alexandra.apples from Mississauga, Ontario, writes:

This film sheds light on a topic that has crossed my mind more than once. When I hear a man with a “gay voice,” I can’t help but wonder about his sexual orientation. I’m being curious, not judgmental. Even though I speculate innocuously, that man’s voice could negatively affect the way others, such as employers or law-enforcement officials, treat him. This discrimination is unfair for many reasons, and this film highlights another one: a man’s voice doesn’t always indicate his sexual identity.

Ivy League Trailblazers

What is it like to be the first member of your family to go to college? First-generation college students must learn to deal with the privilege and the challenges.

4. Open a Window to a Different World

Films can give us a glimpse into someone else’s life. They can bring us inside a stranger’s home or a foreign country. They can chip away at social and class divides.

The film “ Ivy League Trailblazers ” introduces us to the nation’s most prestigious universities through the eyes of first-generation college students.

Louis.f.pcsi is one of dozens of students from Paris who responded:

Before this video, I barely envisaged the fact that students could feel rejected because of the low incomes of their family. I was amazed to hear that some of the students had difficulties to get along with the other students because of their social differences, or that they were disadvantaged to them due to their lack of culture. I was surprised to hear that they felt lonely, different than the rich students.

Wright’s Law: A Teacher’s Unique Lesson

In 2012, The Times profiled Jeffrey Wright, who uses wacky experiments to teach children about the universe, but it is his own personal story that teaches them the true meaning of life.

5. Practice Watching, Listening, Notetaking and Responding

For each Film Club feature, we provide a double-entry chart (PDF) for watching a film that helps students record and consider the aspects they find most important or interesting. In particular, we instruct students to jot down notable quotes or details from the film, and to add their own observations, comments or questions.

Arjun G. from Des Moines pulled out a quote from the film “ Wright’s Law ” and responded:

The moment that most strongly resonated with me was when Mr. Wright said, “There is something a lot greater than energy. There is something a lot greater than entropy. It’s the fact that. . .what’s the greatest thing? Love.” I always thought that there was a rigid dichotomy between science and love, but Mr. Wright seemed to break it down. He stands to show us that to be an amazing teacher, to connect with students, one has to be aware of his own existence and aware of one of the most fundamental forces in human experience: love.

A Conversation About Growing Up Black

In this short documentary, young black men explain the particular challenges they face growing up in America.

6. Challenge Stereotypes

These films certainly don’t shy away from difficult or important topics. Adam Strom, the director of scholarship and innovation at Facing History and Ourselves, writes about how two Times Op-Docs, “A Conversation About Growing up Black” (above) and “A Conversation With White People on Race,” can be “… used to illuminate racial divides, and to bridge them. Both of these short videos offer insight into the ways that race and identity shape our perspectives.”

As a teaching idea, Mr. Strom suggests, “teachers might organize a cafe conversation between the people featured in the two videos to explore point of view.”

After watching the five-minute film above, Ryley, a student from Tennessee, writes:

I was very impressed with how these smart young men addressed this issue. Their different challenges that they face daily gave me a different outlook on how African Americans are still being treated so harshly here in the United States. Everyone deserves to be treated with dignity.

China’s Web Junkies

A short documentary about a Chinese boot-camp-style treatment center for young men “addicted” to the Internet.

7. Bring Current Events and Issues Into the Classroom

Sometimes these films surprise students, or even shock them or make them angry. “ China’s Web Junkies ” is a film about a Chinese boot-camp-style treatment center for young men “addicted” to the Internet.

One student, Spencer, writes: “This is actually a pretty good idea. We should definitely try this in the U.S. because a lot of people are addicted to the internet here.”

Zielly Hiller, a student from North Carolina, strongly disagrees:

Spencer, I understand where you are coming from, but drugging people makes no sense. They think that this is a disease, or something, when it’s not. Sending these kids to a military camp? Are you serious, China? I mean, really, we spend a lot of time on the internet too, but these kids spend more time on it. Like the guy said in the video, Loneliness. Maybe it’s loneliness. They don’t have that freedom, they can’t be as carefree. Cut them at least a little slack. Because they are lonely, they might not have as much control from being alone so much. I understand these kids. and they aren’t the only ones. At least someone, anyone, out there in China, please, befriend someone. Show them that they are not alone. Pass this on. It could help a lot of people.

On March 11 we will be featuring a film about a transgender teenager , and in the coming months we hope to highlight films about the global migration crisis and the presidential election . Join us!

Summer’s Choice

In this short documentary, a talented teenager in the Mojave Desert is torn between ​​​her goal of attending art school and wanting to help support her family.

8. Make Connections to Students’ Lives

As much as these films help us to see a different world, sometimes the most powerful moments are when students make connections to their own lives — and perhaps even see their own lives a little differently.

“ Summer’s Choice ” introduces us to Summer, a talented teenager who is torn between ​​​her goal of attending art school and wanting to help support her family. After watching the film, Racy P., a student from Illinois, writes:

I fully understand that Summer feels compelled to help her grandma, but when you have an opportunity to do something great with your life, you have to believe in yourself and not hold back. I think that Summer is resilient, and is always trying to help others before doing something good for herself. Sometimes you have to break the circle and go to new places, be more independent, and take some time to think of yourself. I think she should have experienced that and went to Art school and hopefully she will sometime in her life.

Students might be inspired by these films to actually make their own mini-documentaries. After all, so many students walk around with their own personal video cameras on their smartphones. One teacher tells us :

I want to express how much NYT’s Op-Docs have influenced my teaching and my students’ learning. I now have students create their own mini-docs using smartphones or basic hand-held cameras (putting them together using iMovie or MovieMaker software). OK, they may not be NYT quality, but these products still offer viewers a glimpse into issues in their own discourse communities.

Additional Resources for Teaching With Short Documentary Films

The New York Times isn’t the only organization featuring short form documentaries that can be used in the classroom.

Global Oneness Project offers free multicultural stories and accompanying lesson plans for high school and college classrooms.

PBS’s POV offers free resources for educators, including hundreds of online film clips and related lesson plans, discussion guides and reading lists for teachers.

Please let us know in the comments section how you use short documentary films in your own teaching.

What's Next

• BookWidgets Teacher Blog

15+ Short films for students with ready-to-use lesson ideas

Who doesn’t like short films? They’re often innovative, funny, or surprising, and always to the point. There are hundreds of great short films available online for free, about almost any topic you can imagine. Whereas it’s not always easy to show feature films in the classroom (because of your limited amount of time), a short film can perfectly be watched and discussed in one lesson sequence.

Since most short films have an engaging element, they can be used in several ways in your lessons:

• as a lesson starter;
• as an introduction to a new topic;
• as a discussion starter;
• or just as a way to add some variation to your classes.

In short (pun intended), there’s no reason not to use a short film in your lessons from time to time.

In this blog post, I’ve selected 15+ great short films for students about totally different topics and created ready-to-use lesson examples for each one of them. Most of the presented short film lesson ideas focus on social-emotional learning (SEL), which will encourage your students to stand strong in this world and respect others.

Most of these short films don’t have spoken dialogues, so they can be used in any language (and we’ve already translated most of them in English, French, German, Spanish and Dutch). All the digital exercises are created with BookWidgets . You can create a free BookWidgets account (if you don’t have one already) and copy the widgets to your account, which will allow you to make some changes where necessary. We’ll explain how this works at the end of this blog post .

But first - drumroll please 🥁 -, BookWidgets proudly presents the 18 selected short films. Click on the name of the film to get the synopsis and the ready-to-use lesson ideas.

• 🍪 Snack Attack
• 📺 Jamais sans mon dentier
• 🧑🏾‍🤝‍🧑🏽 Louis’ Shoes / Cuerdas
• 🪙 Coin Operated / Alike / Happiness
• ☯️ Brothers
• 🧠 Mind Games
• 🤳🏼 Are you living an insta lie? / A social life / Percentage of life
• 🎁 The Present
• 📸 The Photographer
• ❤️‍🩹 Le grand jeu / J’attendrai le suivant

FYI: Some examples (Snack Attack and Le grand jeu) are using a new digital lesson template, a Video Quiz. Play the video for your students and pause it to ask questions ath the right time and check for understanding. Whenever you’re doing a video lesson, the Video Quiz widget is the way to go! Find out more about a video quiz lesson in this blog post .

Snack Attack (2012)

🎬 Producer: Andrew Cadelago

🗣 Language: None

🎲 Topics: stereotypes, young vs old, politeness

🍿 Synopsis: If you like plot twists, you’ll love Snack Attack . An old lady sits on a bench in the train station, when suddenly the boy sitting next to her starts eating her cookies. As a spectator, you’ll quickly think the boy is extremely rude and has no respect for elderly people, but things turn out a bit differently…

👩‍🏫 Lesson idea: This short film is a great resource to introduce the danger of stereotypes and judging people too quickly. You could start your lesson with pictures of an old lady and a young punk-style boy and ask your students to tell the first things that come to their minds when seeing these pictures. Write them down on the blackboard before watching Snack Attack . It is a good idea to pause the short film a couple of times and ask your students what they think will happen, like in the digital exercise you can find below.

Jamais sans mon dentier (2017)

🎬 Producers: Students from the bachelor 3D Art Animation program at Bellecour École

🎲 Topics: Cooperation, Elderly people, Rebellion

🍿 Synopsis: Four retirement home reseidents want to watch their favorite series Never without my denture , but the remote control is taken away. As a result, they team up to get their remote back.

👩‍🏫 Lesson idea: This light-hearted short film is an ideal introduction to get students thinking about their own lives and how they would see themselves when they are elderly. Consequently, this assignment fits perfectly into life skills classes. Besides, this short film can also be used as an introduction to group work since it shows the importance of setting goals, collaborating, and possible failure.

Louis’ Shoes (2020) / Cuerdas (2013)

🎬 Producer: Théo Jamin, Jean-Géraud Blanc, Kayu Leung, Marion Philippe / Pedro Solís Gracía

🗣 Language: French (with English subtitles) / Spanish (with subtitles in multiple languages)

🎲 Topics: school, inclusivity, autism, physical and intellectual disability

🍿 Synopsis: These two short films show that a school is not an easy setting for students who are a bit different .

In Louis’ Shoes , a boy named Louis has to introduce himself to his classmates in his new school. He gives viewers an insight into his life and the additional challenges for students with autism.

Cuerdas is about a student with a disability who enters a new school. He is viewed strangely by most of his classmates, but there is one girl who thinks otherwise and involves him in all activities.

👩‍🏫 Lesson idea: In our society, students are often expected to achieve the same goals. Yet everyone is different, so this is not always realistic. Therefore, it is important to engage in conversation about inclusivity to have students understand classmates’ and other people’s thoughts and actions.

Coin Operated (2017) / Alike (2016) / Happiness (2017)

🎬 Director/Producer: Nicholas Arioli & Jennifer Dahlman / Daniel Martínez Lara & Rafa Cano Méndez / Steve Cutts

🎲 Topics: childhood dreams, life goals, money, capitalism, the rat race

🍿 Synopsis: Childhood dreams and the brevity of life may sound like heavy topics, but they are presented in a very approachable manner in Coin Operated . The story starts with a boy who has the dream to travel in space. He overcomes a first disappointment when a rocket kiddie ride doesn’t help him to reach his goal. He then decides to start selling lemonade to make enough money to get into space one day. Will he eventually get there? Watch the short film to find out.

A different childhood dream is the main topic of Alike , where a father and son live a monotonous life. However, the kid’s passion for music will eventually break the routine.

In Happiness , the spectator gets a much darker image of the quest for happiness and fulfillment. This engaging animated short film shows the rat race we’re all living and leaves no one unmoved.

👩‍🏫 Lesson idea: There are quite a few interesting YouTube comments about Coin Operated , Happiness and Alike , so it’s a nice idea to ask your students to read some of the comments and discuss them, before writing their own comments. Another idea could be to ask students to compare the three short films since they address the same topics but differently.

Brothers (2011)

🎬 Producer: Adil El Arbi & Bilall Fallah

🗣 Language: Arabic & Dutch (English subtitles)

🎲 Topics: religion, morality, drugs, violence

🍿 Synopsis: Brothers is a modern parable about two young people from Brussels. Karim is exemplary and committed to the community, while Nassim goes down the bad path. Sometimes, however, things turn out differently than you might think.

👩‍🏫 Lesson idea: Since this short film has scenes related to drugs and violence, it is only recommended for older students. The film ends with an open-ended question about what is good and what is bad, an ideal starter for a class discussion.

Flatlife (2004)

🎬 Producer: Jonas Geirnaert

🎲 Topics: urban cohabitation, neighbors, daily routine

🍿 Synopsis: An old Dutch proverb says “A good neighbor is better than a distant friend”. Flatlife shows the life of 4 neighbors who live in the same skyscraper. The split-screen view allows you to simultaneously follow the 4 characters, who don’t seem to realize the influence they have on each other’s lives.

👩‍🏫 Lesson idea: This short film is great when you’re teaching a foreign language and your students are working on themes like the parts of the house, housing environment, and habits. The split view works great for a group work: make 4 groups and ask each group to concentrate on one of the four characters, so they can present them to their classmates.

Mind Games (2018)

🎬 Producer: Jiaqi Emily Yan

🎲 Topics: education, exams, free time, the meaning of life

🍿 Synopsis: In Mind Games , a boy is taking an exam, but his brain decides to escape and play outside. The exam should be no problem, as the brain fills the boy’s head with books. He answers question by question, but then bumps into a final question which he can’t answer without his brain: “What is the meaning of life?”.

👩‍🏫 Lesson idea: Mind Games could be used as a tool to let your students reflect on the way they study for an exam. You could also use it as a lesson starter to discuss the role of schools (it could be an introduction to the spoken words film What is school for? , presented in this previous blog post ). But the most creative way of using Mind games would be to ask your students the final question of the exam and give them the freedom to answer by text or by drawing.

Are you living an insta lie? (2017) / A social life (2016) / Percentage of life (2018)

🎬 Producer: Ditch the label / Kerith Lemon / Pascu Dragos

🗣 Language: English

🎲 Topics: Social media

🍿 Synopsis: These three different short films are all about the impact of social media on young people’s lives. We see how they share beautiful or impressive pictures with their friends, but in reality, a lot of these things are made up. The three short films are great instruments to let your students reflect on the impact of social media on their daily lives.

👩‍🏫 Lesson idea: Since the three short films discuss the same subject and have a lot of similarities, it could be interesting to ask your students to analyze and compare them. Besides, they are a great way of starting a group discussion about a topic that concerns them all. To end this topic in a creative way, you could ask them to make their own “Instagram versus reality” picture or movie.

The Present (2014)

🎬 Producer: Jacob Frey

🗣 Language: English (subtitles in other languages available)

🎲 Topics: video games, living with a disability, pets

🍿 Synopsis: A boy is playing a video game when his mother gives him a present… a puppy! But the puppy is missing one leg and the boy doesn’t seem to be interested in it anymore. The puppy then starts playing by itself and it doesn’t take long before the boy gets infected by its joyful enthusiasm. When he decides to go outside with the puppy, it turns out the boy is also missing a leg.

👩‍🏫 Lesson idea: The main theme of the story is living with a disability, but The Present could also be used to introduce topics like video games, pets, free time … Besides, you could ask your students to analyze the emotions of the different characters (the mother, the boy, and the dog).

Versus (2006)

🎬 Producer: François Caffiaux, Romain Noël, Thomas Salas

🎲 Topics: war, sports

🍿 Synopsis: In the animated short film Versus , two samurai tribes (a red one and a blue one) try to conquer an island that lies right in the middle of their territory. They are very creative when it comes to finding new war techniques and even get inspired by different sport disciplines to beat the enemy. If you want to find out which tribe wins, you’ll have to watch the short film ‘till the very end (there’s a last plot twist after the closing credits).

👩‍🏫 Lesson idea: Versus is a great way to introduce the vocabulary related to sports in your language lessons, but could also be used to talk about the uselessness of war.

The Photographer (2021)

🎬 Producer: Eric Crain

🎲 Topics: Photography, passions

🍿 Synopsis: In The Photographer , a man tells about his passion for photography and the meaning it has for him.

👩‍🏫 Lesson idea: In the below ready-to-use lesson activity for English learners, students are asked to choose a picture from their life and describe what memories it evokes. Another option would be to have learners create their own text or video based on this short film in which they describe their own hobby or passion.

Le grand jeu (2008) / J’attendrai le suivant (2002)

🎬 Producer: Yannick Pecherand / Philippe Orreindy

🗣 Language: French

🎲 Topics: Love, Public transport

🍿 Synopsis: French is often considered as the language of love and these two short films are about very romantic love stories… but if you’re expecting a happy ending, you might get disappointed. If you like dark humor though, you’ll love both of them.

👩‍🏫 Lesson idea: Both short films are great for French teachers who like to work on listening comprehension. You could also work the different future tenses by pausing the video several times and ask the students what they’re expecting to happen next.

Instructions on how to use these digital short film lesson activities

Above, you can find the 15+ ready-to-use short film lesson activities by clicking on the image. You can use these lesson examples for free. Since they’re all made with BookWidgets, I’ve listed them in this BookWidgets group , and most widgets are available in English, French, German, Spanish and Dutch. Here’s what you need to do:

• Click on this link . It will immediately bring you to the group with all of the short film activities. If you don’t have a BookWidgets account yet, you’ll have to sign up first for free .
• Click on folder with the name of the short film activity that you would like to duplicate. Select the activity in your language of preference. Click on the settings wheel , choose duplicate selected widgets . Choose where you want to save the activity in your BookWidgets account.
• Go to your saved short film lessons. You can now click on the black dropdown arrow next to the ‘Show’ button and select Edit . You can make some changes to this activity (if you want). If it’s perfect for you, click on Share in the upper right corner.
• Share this link with your students. When they click on it, they can fill it out. When done, they can submit their answers to you by clicking on the submit button.
• As a teacher, you go to “Grades & reporting” in BookWidgets to find your students’ answers.

Of course, now that you’ve got your own BookWidgets account, you can also create new short film activities or other assignments yourself!

Attention! Once your free trial runs out, you’ll only be able to use the widgets you’ve already finished/shared with students. While your BookWidgets account will still work and you’ll still get your students’ results with the free BookWidgets version, you won’t be able to duplicate widgets nor create new widgets yourself anymore.

Do you already use short films in class or are you planning to do so? I hope I gave you some new ideas that might inspire you. Which of these ideas is your favorite? Let us know on Twitter! - @ibookwidgets

Or share your own widgets about podcasts in our Teaching with BookWidgets Facebook group so that in turn, you can inspire others!

And most of all… enjoying watching! 🍿

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10 Short Films based on Short Stories

Media studies , reading & literature.

Sharing is caring!

One of the things I love to incorporate into my lesson planning process, is searching for Youtube clips that I can use to help reinforce the material I am teaching. The key to incorporating effective videos into your lessons is that they must be accurate, engaging, and relatively short to retain the attention span of teenagers. 

When teaching short stories, I find that if I can include a few that have film versions, it really spices up my unit. Videos are memorable, but they also serve as another mode of storytelling to clarify understanding for visual learners. 

Searching the Youtube Jungle

Since I have spent countless hours searching Youtube for the best content (believe me, there are a LOT of laughable, amateur videos out there), I’d like to share my list of ten short stories that have film versions that you can easily access on Youtube. 

The reason these ten made the list is because: 

• they are all appropriate for school
• They are all credible (most are made by actual film companies, and the amateur ones I’ve chosen don’t seem “amateur”
• they are all based on short stories commonly used in middle and high school classrooms. 
• All of these films follow the original stories completely, although there may be a few details that are changed here and there.
• They are all around ten minutes or under in length

Don’t worry about spending one more minute searching the Youtube jungle for that one elusive, useable clip, I’ve got you!

My 10 Favourite Youtube Short Films Based on Short Stories

The Interlopers 

• A short film by Ben Hurst 
• Length: 10:33
• https://bit.ly/2SG4j76
• Based on the short story by Saki, this is the tale of two enemies who become trapped beneath a fallen beech tree and decide to reconcile. These two hunters have had a longstanding feud over claims of poaching on each other’s land, but in an ironic twist at the end, the hunters become the hunted and just as they decide to end their feud, they realize they are quickly being approached by wolves.
• Elements of Fiction: Irony, Conflict 

The Lottery 

• A short film by Aura Pictures 
• Length: 9:56 
• https://bit.ly/2TKoEVZ
• Based upon the short story by Shirley Jackson, this is a classic story about a small town ritual of “the lottery”  where a townsperson is chosen to be sacrificed for a good harvest. This is filmed in black and white, but has good picture quality. 
• Elements of Fiction: Characterization, Theme, Conflict, Symbolism
• A short film by Tommy Tranfaglia 
• Length: 11:50 
• https://bit.ly/2E5SEX8  
• Based upon the short story by Kurt Vonnegut Jr. this is a dystopian future tale where population control has created a system where all new babies born require a volunteer to die. Note: as this story mentions suicide, it could be triggering for anyone affected by this.  
• Elements of Fiction: Characterization, Conflict, Theme

Thank You, Ma’am 

• A short film by Underscore Productions 
• Length: 8:37 
• https://bit.ly/2q8Mtcn
• Based on the short story by Langston Hughes, this story starts with a young man trying to steal a woman’s purse. When he trips, she kicks him and confronts him. Instead of taking him to the police, she invites him into her home to wash up and eat a meal. He tells her he wanted money to buy new shoes, and she ends up giving him the money before sending him on his way. 
• Elements of Fiction: Theme, Irony, Characterization

The Tell Tale Heart 

• A short film by Anette Jung 
• Length: 8:01 
• https://bit.ly/1thFc29
• Based upon the short story by Edgar Allan Poe, this is a fun, animated version of this classic tale. In this story, the narrator tries to convince us that he is not insane, as he describes how he murdered an old man because he couldn’t stand one of his eyes. 
• Elements of Fiction: Characterization, Suspense, Conflict   

The Monkey’s Paw 

• A short film by Ana Mateo 
• Length: 9:19 
• https://bit.ly/2SJXQbf  
• Based upon the short story by W. W. Jacobs, this supernatural tale is about three wishes being granted to the owner of the monkey’s paw, but the wishes come at the price of interfering with fate. It’s safe to say, be careful what you wish for! 
• Elements of Fiction: Foreshadowing, Suspense, Irony

There Will Come Soft Rains 

• A short film by Mark Speranza
• Length: 2:52 
• https://bit.ly/2W6tkId
• Based upon the short story by Ray Bradbury, this animated take on this cautionary, futuristic tale, centers around an empty “smart” house and raises questions about the role of technology and war in our society. 
• Elements of Fiction: Setting, Foreshadowing, Theme

To Build a Fire  

• A short film by Nexus Studios 
• Length: 13:00 
• https://bit.ly/2E6jEWi  
• Based upon the short story by Jack London, this is an animated version of the classic adventure story about a man’s futile attempt to travel across the Yukon wilderness in freezing temperatures. 
• Elements of Fiction: Conflict, Setting, Foreshadowing

The Story of an Hour 

• A short film by Toby Nies and Danica Uskert
• Length: 6:01 
• https://bit.ly/2ZIhNhU
• Based upon the short story by Kate Chopin, this is the story of Louise Mallard who learns of her husband’s death from her sister Josephine, who breaks it to her gently out of fear of her reaction due to her heart condition. The story chronicles Louise’s changing emotions over the course of an hour, while she goes through shock, sadness, and eventually joy at realizing she is now free from her husband. Just as she is revelling in her newfound freedom, her husband returns home, it having been a miscommunication about his death, and it is Louise herself that succumbs to a heart attack and dies. 
• Elements of Fiction: Characterization, Irony 

Lamb to the Slaughter 

• A short film by Hitchcock Presents 
• Length: 8:10 
• https://bit.ly/3fLJSmK
• Based upon the short story by Roald Dahl, this is the tale of policeman Patrick Muloney, who comes home to his pregnant wife Mary, and tells her he is leaving her. An angry Mary kills John by hitting him over the head with a frozen leg of lamb, and then covers up the murder by putting the lamb in the oven and going to the grocery store for vegetables. She returns home and feigns shock over her husband’s death, calling the police, whom she invites to stay for dinner. The police discuss how the murder weapon must be right under their nose, and Mary chuckles to herself, as they are more right than they know… eating a meal of lamb stew. 
• Elements of Fiction: Characterization, Suspense, Foreshadowing, Irony

2 Comments on 10 Short Films based on Short Stories

Thanks for this! Unfortunately your Lamb video isn’t there anymore. Is it the Alfred Hitchcock version or the 1970s version with the blonde Mary? Or is there a better version out there that I’m missing out on?

Hi Julia! Thank you for letting me know that the “Lamb to the Slaughter” link was no longer working. I had linked to a version from Montgomery Films but I can’t seem to find it anywhere on YouTube anymore. I’ve revised the post to link to the Hitchcock version now. It looks like the Hitchcock version and the 1970’s version are the best options.

Have a great day!

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Best Movies for Critical Thinking: Top Picks to Challenge Your Mind

In today’s fast-paced world, movies have become an essential source of entertainment and learning, providing viewers with thought-provoking stories that challenge their intellect. One of the many subgenres of films that cater to this need is the category of movies for critical thinking. These films captivate audiences by presenting complex narratives that delve into unique philosophical concepts, moral dilemmas, and intricate character developments. A compelling critical thinking movie will often challenge perception and reality, encouraging viewers to reflect on the nature of humanity and the universe.

Such movies encompass a range of genres, from mind-bending dramas to thrilling science fiction. Critical thinking films often explore multi-layered philosophical themes and beliefs, offering distinct perspectives on the human condition and providing valuable insights into how we perceive the world around us. Ultimately, these movies aim to inspire audiences to think critically and question their pre-existing assumptions about life, society, and existence.

Key Takeaways

• Critical thinking movies span various genres, offering complex narratives that promote intellectual engagement.
• These films often explore philosophical themes and beliefs while challenging common perceptions of reality.
• Through captivating stories, critical thinking movies encourage viewers to reflect on their own understanding of humanity and the universe.

Understanding Critical Thinking

Definition and importance.

Critical thinking refers to the ability to analyze information objectively and make a reasoned judgment. It involves evaluating the validity of arguments, identifying biases, and considering different perspectives to make informed decisions. Critical thinking is essential in various areas of life, as it helps individuals to solve problems, make better choices, and foster deeper understanding.

The importance of critical thinking cannot be overstated. It enables critical thinkers to navigate complex situations, think creatively, and approach new challenges with confidence. It equips individuals to discern truth from falsehood, judge the credibility of sources, and differentiate between reliable and misleading information. By fostering critical thinking skills, people become more adept at reasoning, problem solving, and effective communication.

Relation with Movies

Movies can be a potent tool for promoting critical thinking. They offer diverse settings, complex characters, and intricate storylines that stimulate the mind and encourage viewers to engage with thought-provoking content. Many movies drive viewers to analyze the narrative, events, and character motivations, pushing them to exercise their critical thinking abilities.

Films like Inception and A Beautiful Mind challenge viewers to employ critical thinking by exploring complicated storylines and themes. These movies encourage audiences to deconstruct the elements of the plot, evaluate the motivations and actions of characters, and critically assess the impact of choices made within the story. By engaging with complex narratives, viewers develop a deeper understanding of the world portrayed in the film and enhance their own critical thinking skills as they explore various perspectives and theories.

Critical Thinking in Dramas

Forrest gump.

Forrest Gump is a captivating drama that takes viewers on an emotional journey through the life of its titular character, played by Tom Hanks. Set in America, the movie follows Forrest Gump, a man with a low IQ, as he navigates various real-life historical events and situations. Through his innocent yet profound perspective, the film encourages viewers to critically examine themes such as acceptance, loyalty, and appreciation.

The character of Forrest Gump teaches us invaluable lessons about resilience, empathy, and determination, challenging the audience’s critical thinking abilities while presenting a heartfelt story. This thought-provoking movie serves as a right of passage for those seeking a deeper understanding of life’s complexities.

Good Will Hunting

Good Will Hunting is another remarkable drama that fosters critical thinking. The film revolves around a young, self-taught mathematics prodigy, Will Hunting, portrayed by Matt Damon, who faces the challenges of living in a tough, working-class environment in America. The movie delves into real-life issues of identity, relationships, and personal growth while presenting an enthralling story of brilliance, vulnerability, and human connection.

As the protagonist navigates through the intricacies of life and academia, the audience is encouraged to examine their own understanding of success, potential, and self-worth. Through Will’s journey to confront his past and pursue his extraordinary talent, Good Will Hunting provides an excellent opportunity for viewers to reflect and engage their critical thinking skills.

Exploring Philosophy and Beliefs through Movies

The Matrix is a groundbreaking science fiction film that invites audiences to question their beliefs about reality. The movie centers on the character of Neo, played by Keanu Reeves, who discovers that his entire world is actually a simulated reality called the Matrix. Throughout the film, themes of fate, free will, and the nature of reality are explored in a compelling narrative. As it portrays a world where nothing is what it seems, The Matrix challenges viewers to critically examine their own beliefs and assumptions about the world around them.

The Truman Show

Another film that delves into the world of illusions is The Truman Show . This unique story captures the life of Truman, an unwitting participant in a reality TV show that is, unbeknownst to him, centered around his every move. As Truman starts to unravel the truth about his artificial world, the film delves into philosophical questions about the nature of existence, the role of the media in shaping our perceptions, and the importance of personal freedom. With its thought-provoking concepts, The Truman Show encourages critical thinking in the exploration of reality and the human experience.

Cloud Atlas

Cloud Atlas is an ambitious film that takes viewers on a whirlwind journey through multiple time periods, exploring the interconnectedness of human lives across time and space. With its complex narrative structure and a wide range of characters, the film delves into themes of reincarnation, interconnectedness, and the impact of individual actions on the greater world. By weaving together seemingly disparate storylines, Cloud Atlas prompts viewers to contemplate the deeper connections that bind humanity together, inviting them to reflect on their own beliefs and philosophies about the nature of existence and the impact of individual choices on the world.

Movies that Challenge Perception and Reality

Inception is a groundbreaking film that delves into the world of dreams and the manipulation of the human mind. Directed by Christopher Nolan, this psychological thriller introduces us to the concept of dream-sharing and dives deep into the complexities of the subconscious. The film follows a group of skilled professionals, led by Dom Cobb (played by Leonardo DiCaprio), who specialize in extracting ideas from people’s minds through shared dreaming. Inception challenges our perception of reality in unique ways, pushing the boundaries of film storytelling and leaving viewers questioning the nature of their own dreams and realities.

Being John Malkovich

Being John Malkovich is a quirky, surreal, and thought-provoking film directed by Spike Jonze. The story centers on a puppeteer, Craig Schwartz (played by John Cusack), who discovers a mysterious portal in his office that allows people to enter the mind of actor John Malkovich. This bizarre premise raises intriguing philosophical questions about identity, ego, and the nature of reality. As the film unfolds, the lines between the real world, the fantasy world, and the life of John Malkovich blur together, challenging our preconceived notions of perception and self-awareness.

Shutter Island

Shutter Island is a suspenseful psychological thriller directed by Martin Scorsese, based on the novel by Dennis Lehane. The film revolves around two U.S. Marshals, Teddy Daniels (played by Leonardo DiCaprio) and Chuck Aule (played by Mark Ruffalo), who are sent to investigate the disappearance of a prisoner from an isolated mental institution on Shutter Island. As they delve deeper into the case, they uncover disturbing truths and confront the terrifying reality that their own sanity is at stake. The film is filled with twists and turns, constantly shifting the viewer’s perception of what is real and what isn’t, while exploring the complexity of human consciousness and the power of the mind.

These movies provide audiences with engaging and fascinating narratives that challenge our grasp on reality and perception. Through their thought-provoking storylines and inventive filmmaking techniques, Inception, Being John Malkovich, and Shutter Island inspire critical thinking and ignite our curiosity about the world around us.

Critical Thinking in Time and Space Movies

Predestination.

Predestination is a fascinating take on time travel, centered on the concept of a temporal agent who tries to prevent crimes before they happen. The movie keeps viewers on their toes, exploring themes of fate, free will, and identity. The protagonist’s journey through various time periods challenges the audience to think critically about the nature of time and the consequences of attempting to control it.

Interstellar

Directed by Christopher Nolan, Interstellar is a thought-provoking space odyssey that plays with complex theories of time, space, and the future of humanity. The plot follows a team of astronauts who travel through a wormhole in search of a new home for humanity as Earth is on the verge of collapse. The movie stretches the boundaries of science fiction with ideas about black holes, time dilation, and artificial intelligence. The viewer is encouraged to think critically about humanity’s role in the cosmos and the potential consequences of tampering with the fabric of time and space.

2001: A Space Odyssey

Regarded as a masterpiece of science fiction, 2001: A Space Odyssey delves deep into themes of human evolution, artificial intelligence, and the search for extraterrestrial life. The movie’s enigmatic presentation of past, present, and future leaves viewers questioning the true nature of reality and human existence. The audience is introduced to HAL 9000, an artificial intelligence system that develops a malfunction with disastrous consequences. This storyline provokes questions about the ethical development and application of AI technology, pushing the viewer to think critically about the relationship between humans and advanced technology.

Movies Encouraging Reflection on Self and Humanity

Eternal sunshine of the spotless mind.

Eternal Sunshine of the Spotless Mind is a thought-provoking film that delves into the concept of human memory and emotions. Starring Jim Carrey, this movie portrays the desire to erase painful memories in order to move on from a failed relationship. As the story unfolds, it offers a profound look into the soul, highlighting how memories define who we are and help us grow. Viewers are encouraged to reflect on their own experiences and evaluate the importance of embracing both joyful and sorrowful moments in life.

Life of Pi is a visually stunning and deeply contemplative film that centers around a young man named Pi, who finds himself stranded on a lifeboat with a Bengal tiger following a shipwreck. As he navigates the challenges of survival, the movie delves into themes of spirituality, faith, and the human will to live. The story provides an opportunity for viewers to examine their beliefs, question reality, and consider the role of storytelling in the perception of truth. Through Pi’s journey, Life of Pi offers insights into the complexities of human nature and encourages reflection on the evolution of our convictions and values.

Contagion is a gripping thriller that depicts the spread of a highly contagious and deadly virus. While the primary focus of the movie is on the epidemic and the race to find a cure, it offers a sobering exploration of human behavior in the face of a global crisis. The fear and panic exhibited by characters serve as a reminder of the fragility of society and the importance of cooperation and compassion in times of adversity. Examining the responses of individuals, government agencies, and the media, Contagion triggers discussions on ethics, social responsibility, and the resilience of the human spirit in the midst of chaos.

Critical Thinking in Thriller Movies

Primer is a mind-bending science fiction thriller that leaves viewers questioning the nature of time and the consequences of playing with it. The movie’s complex narrative structure and attention to scientific detail encourage critical thinking in the audience. Directed by Shane Carruth, Primer tells the story of two engineers who accidentally discover time travel and grapple with the ethical implications of their newfound power. The film challenges viewers to think critically about the role that technology plays in our lives, as well as the potential dangers and moral dilemmas associated with scientific advancement.

Memento is another example of a psychological thriller that inspires critical thinking. Directed by Christopher Nolan, the film follows the story of Leonard, a man suffering from short-term memory loss, as he tries to unravel the truth about his wife’s murder. The movie is structured in such a way that it mimics Leonard’s disjointed memory, with scenes unfolding in reverse order. This unique storytelling technique engages viewers on a deeper level and promotes critical thinking by forcing them to piece together the narrative on their own. Memento also raises questions about the reliability of memory and the lengths people will go to create a sense of meaning in their lives.

V for Vendetta

V for Vendetta is a thought-provoking thriller that explores themes of political oppression, resistance, and personal freedom. Set in a dystopian future where Britain is ruled by a totalitarian regime, the film follows the mysterious anarchist ‘V’ and his quest to dismantle the fascist government. Directed by James McTeigue and featuring performances from Hugo Weaving and Natalie Portman, this movie challenges viewers to critically assess the role of government, the importance of individual liberties, and the true meaning of freedom.

Throughout these thriller films, notable actors such as Hugh Jackman and Brad Pitt have portrayed characters experiencing paranoia and the consequences of difficult choices. Directors like Darren Aronofsky have also contributed to the genre, crafting narratives that leave audiences questioning their understanding of reality and the human psyche. These movies prompt viewers to engage in critical thinking as they navigate intricate plotlines, consider ethical dilemmas, and grapple with philosophical questions.

Appreciating Movies as Art and Stories

Cinema has long been revered as both an art form and a means of storytelling. It provides a unique platform that combines visuals, sound, and narrative to convey powerful messages and evoke emotions. Throughout time, different genres and styles have emerged to challenge audiences’ perspectives, offering thought-provoking experiences.

One exceptional example of artistic storytelling is the film The Lion King . This animated classic transcends its medium by delivering a rich, thought-provoking tale that delves into themes like family, leadership, and the circle of life. The film’s visually stunning animation and evocative score also demonstrate how the art of cinema can elevate a story to new heights.

In recent years, the exploration of artificial intelligence in movies has sparked critical thinking and raised ethical questions. For instance, Ex Machina is a visually captivating and intelligent science fiction film that delves into the complexities of human-like AI. The movie invites viewers to ponder the implications of creating and interacting with such technology, as well as the potential consequences that may arise.

When it comes to appreciating movies as art, the attention to detail in cinematography, sound design, and character development is vital. These elements work cohesively to create an immersive experience that allows the viewer to engage with the story. For instance, beautifully shot landscapes and meticulously curated sets often transport audiences to different worlds, while carefully crafted characters elicit empathy and spark debate.

Moreover, understanding the theme or underlying message of a film further enhances the appreciation of movies as both art and story. These themes can range from societal issues such as poverty or discrimination to existential topics like the value of memories or the nature of time. By paying attention to the intent and vision of the filmmakers, viewers can gain a deeper understanding of the artwork and its significance.

In conclusion, the art of cinema offers a unique platform for telling thought-provoking stories that challenge and inspire the audience. By appreciating the artistic elements and themes present in movies, viewers can engage in critical thinking and find meaning in the stories shared on the big screen. [url=” https://www.theodysseyonline.com/movies-for-critical-thinkers “]

Educational and inspirational movies play a significant role in fostering critical thinking skills among audiences. These films challenge the viewer’s perspectives and encourage them to analyze complex situations or ideas. By stimulating intellectual curiosity, these movies serve as a valuable addition to educational resources.

Inception, for example, is a well-known critical thinking movie that involves puzzling concepts and intricate storytelling. It pushes the viewers to delve deep into their thought process and keep up with the movie’s intricate plot. Another great example is Eternal Sunshine of the Spotless Mind, a romantic science-fiction film that utilizes a nonlinear storyline to promote critical thinking by constantly challenging the viewers’ beliefs.

Empowering movies such as Good Will Hunting and Forrest Gump also instigate critical thinking while evoking themes of acceptance, loyalty, and appreciation. These must-watch critical thinking movies demonstrate the power of human resilience in overcoming personal and societal obstacles.

Finally, the benefits of critical thinking are not restricted to fictional movies alone. Films like Queen of Katwe, based on true stories of perseverance, showcase the value of strategic thinking and problem-solving skills through engaging chess games .

In summary, the captivating world of movies offers a vast array of films that foster critical thinking while providing audiences with thought-provoking and gratifying experiences. Whether they are fictional stories, biographical dramas, or even documentaries, these movies effectively serve as both educational and inspirational resources in today’s world.

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Using films to encourage reflection and critical thinking in your teaching

Noam Schimmel shares advice on how to leverage the pedagogical and emotive power of films to support your teaching

Noam Schimmel

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Film can be a powerful tool in teaching. By presenting multiple perspectives in engaging and emotive ways, films can enable students to gain a better understanding of, and empathise with, the life experiences of individuals and communities far removed from their day-to-day reality.

Taking my teaching on human rights as an example, film powerfully depicts the life experiences of survivors of extreme human rights violations as well as the extraordinary human capacity for resilience and renewal. My students are often inspired by the actions of human rights defenders, who model great conscience, courage, tenacity and perseverance. Films can have a memorable impact where other teaching mechanisms might struggle.

Here, I explain how this medium can be used in tandem with other teaching materials to explore challenging concepts: empathy, activism, individual perspective and political context.

Use film to build students’ empathy     

To foster engagement with potentially overwhelming subject matter, consider using segments rather than showing a full-length feature film.

Girl Rising is a pedagogically powerful film on the rights of girls; I divide it into “country chapters” and assign one each week. Students expand their knowledge and empathic connection with each viewing, enabling them to critically engage with human rights topics that impact the lives of girls globally.

Each 15-minute segment is a self-contained narrative of a girl from Ethiopia, Haiti, Peru, Cambodia, Egypt, Afghanistan, Sierra Leone, Nepal or India, illustrating human rights challenges such as child marriage, access to education and domestic violence, and responses to them.

After nine weeks, students have watched the full film and analysed and synthesised all the narratives. Students can explore the commonalities and differences in the personal stories and make connections between the individual experiences and the advancement of human rights.

Complement film with other media

Articles from media sources such as newspapers can be used to anchor core concepts presented in a film and to provide additional perspectives and context.

I accompany the film Taking Root: the Vision of Wangari Maathai , with articles by and about the human rights defender from sources such as the New York Times and the Guardian . The film illustrates the ways in which individuals and communities can mobilise to advance freedom and justice, and the articles help students see the broader picture.

Assignments for discussion and analysis

Asking students to write film reviews allows them to generate a personal commentary and perspective that is more descriptive and analytical. This synthesis helps deepen students’ understanding of the subject matter and films, as well as strengthening their skill in self-expression through writing.

Provide students with essay prompts on key themes. In my case, this could be practical policy responses to human rights violations or psychological and social sources of resilience among those surviving human rights violations. Essays of 3,000 to 4,000 words allow students to reflect on several films and the substantive issues they address.

Discussions in class and online enable students to bring the diversity of their life experiences into the learning environment. Students share and reflect upon experiences from work, volunteering, personal life, family and their own knowledge. These seminars are characterised by dynamic discussion that opens opportunities to delve further into the historical, cultural, social, economic and political aspects of human rights.

Provide information and brief three- to six-minute mini lectures that complement the opinions and perspectives offered by students. It also helps to signpost readings and other resources for students to explore beyond the course syllabus.

Film in the classroom and at home

Viewing a film together as a class in the classroom can be a powerful shared experience. That is how I screen most full-length feature films. But I also find students respond very well to watching some films at home, particularly shorter ones.

The chapter extracts from Girl Rising can be watched by students at home and serve as excellent springboards for seminar discussions. Shorter films available through New York Times Op-Docs and the Guardian Video section, for example, as well as short clips from NGOs can serve as an opening to class and offer an entry point to reflect on articles and books addressing related subjects and themes. An example might be There You Go by Survival International which, in just over two minutes, offers an ethical critique of development and its impact on indigenous and tribal peoples from a human rights perspective.

Emotionally distressing films and subjects

Films about human rights can be extremely distressing, ethically and emotionally. They often illustrate with graphic honesty and intensity, violence and severe human rights violations. For some students the films are shocking visually and in the topics they address. For others, the topic may be familiar but not the cinematographic depiction of it.

When selecting films, it is necessary to be mindful not to overwhelm students but also not to hide hard truths from them, which in the case of human rights can be a difficult balance. Make students aware of challenging thematic content and visual images of films. Where appropriate or relevant, share your own reactions to the films, and the ways in which they challenged you. This makes students aware that everyone can experience distressing emotions when viewing such films.

It is an effective way to acknowledge that many subjects have personal resonance, whether we are teachers or students. I emphasise the importance of being sensitive to the way films can touch upon intimate personal histories and contemporary experiences of difficult topics such as discrimination, exclusion, persecution and violence. Invite students to take breaks as needed, to speak to you after class, and email any questions, concerns or thoughts about the films and the issues they raise.

Try to present films that depict goodness, positivity or achievement as well as troubling or disturbing themes. I include films that illustrate examples of resilience, human rights activism and achievements that inspire hope grounded in past and ongoing successes. Students say that the inclusion of these films with their message of human rights possibility and realisation helps keep them emotionally anchored when it is easy to become unmoored by much of what we view.

Mix genres to build social, historical and political context

Drama and documentary can be viewed in tandem to access a range of perspectives and histories focused on a particular issue or event. In teaching about the Rwandan genocide against the Tutsi, I often screen three full-length films (see Additional Links):

Beyond the Gates tells the story of one Tutsi girl and her community at a school in Kigali before and during the genocide. It makes the enormity of the genocide clear while providing a focused and relatable reflection specific to one community. Based on historical fact, it avoids the Hollywood misrepresentations of the film Hotel Rwanda .

Frontline: Ghosts of Rwanda is a PBS documentary featuring interviews and personal reflections, which provides students with extensive political, historical, legal and ethical commentary on the genocide and the complicity of so many world governments in it.

Finally, The Uncondemned illustrates the role of international criminal and human rights laws in advancing justice in Rwanda and prosecuting the crimes of genocide, sexual violence and rape by profiling lawyers, social activists and genocide survivors. This powerful film is a testimony to the power of survivors to seek and achieve a measure of justice and accountability.

My purpose as a teacher is not to provide a particular theoretical template for human rights and ultimate answers to students’ questions. It is to teach a plurality of perspectives in discussion and empower students to form their own opinions from the knowledge they acquire in class and beyond.

The films and other sources they are exposed to help provide them with a foundation for further study and reflection and may enable them to integrate human rights concerns into their lives as students, individuals and citizens. This same approach could be used across dozens of disciplines to encourage further analysis and engagement with the topics being studied.

Noam Schimmel is a lecturer in international and area studies at the University of California, Berkeley. 

If you would like advice and insight from academics and university staff delivered direct to your inbox each week,  sign up for the Campus newsletter .

Many films are available through local libraries, academic libraries and streaming services. The ones available free online are marked with an asterisk.

Girl Rising *

Taking Root: The Vision of Wangari Maathai

Frontline: Ghosts of Rwanda * (PBS)

Beyond the Gates – also marketed as Shooting Dogs

The Uncondemned

There You Go *

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Teachers Look to Film to Foster Critical Thinking

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Twenty-one teachers sit in a small movie theater here watching a quick, dialogue-driven scene that culminates with Mark Zuckerberg, as played by actor Jesse Eisenberg, getting dumped by his girlfriend.

Larry Knapp, a film professor at Oakton Community College in Des Plaines, Ill., pauses “The Social Network” and asks the teachers why they think Zuckerberg is wearing a gray Gap sweatshirt.

They throw out varied analyses: It shows that Mr. Zuckerberg does not want to stand out—he’s uncomfortable in public. It’s an all-American brand and, as the inventor and CEO of Facebook, he embodies the American dream. It symbolizes the “gap” in communication between him and his girlfriend.

These educators, who work in a wide range of subjects and grade levels, are participating in a five-day intensive “film camp” through Facets Multimedia , a nonprofit arts organization in Chicago. The camp is a small-scale effort to promote the use of film studies in the K-12 classroom.

Resources for K-12 Film Studies

Despite the fact that film studies is not widely taught in K-12 classrooms, curricula and resources are available for teachers looking to incorporate film into their lessons. Places to start include:

The Academy of Motion Picture Arts & Sciences An educator-outreach page offers a series of free “teachers’ guides.” It includes an activity page for teaching students to “read a film.”

ReadWriteThink This site, hosted by the National Council of Teachers of English and the International Reading Association, allows users to search for lesson ideas for using film in the classroom, including one on teaching Elie Wiesel’s Night in conjunction with “Life Is Beautiful.”

Australian Teachers of Media ATOM offers study guides for feature films and documentaries, as well as other resources, including Screen Education magazine.

Movieclips This free site has an expansive collection of movie clips teachers can show in the classroom.

Prentice Hall Media Studio This Pearson product has lesson plans and activities focused on helping students make sense of film, news, and advertising. Clips are included. The bundle for each grade costs about $330.

Media Literacy Clearinghouse Media-literacy consultant Frank W. Baker calls himself a “resource guy,” and his website offers evidence. See his page on film study and suggested readings on the “language of film.”

—Liana Heitin

While film-studies classes are common in higher education, the idea that a film should be taught as an academic text with younger students is still nascent.

“That doesn’t mean teachers are not showing film,” said John Golden, the author of Reading in the Dark: Using Film as a Tool in the English Classroom . “They’re absolutely showing film. But in terms of giving kids the language to talk about and learn film, there’s very little pedagogy going on.”

Critical viewing, a foundation of film literacy, is more than just putting on a movie or showing the film adaptation of a novel. Like critical reading, it’s a way of analyzing the components of a text and the choices made during its creation—key emphases, film-studies proponents point out, of the Common Core State Standards.

Of those teachers who are teaching critical viewing in the classroom, most tend to be English teachers, said Frank W. Baker, a consultant in media-literacy education and the author of Media Literacy in the K-12 Classroom . Nearly all film literacy is being taught at the high school level, he said.

Proponents of media studies, like Mr. Golden, also an English teacher and instructional specialist in the 46,000-student Portland, Ore., district, argue that critical viewing of film should be an essential part of instruction—not just something taught by film buffs at the high school level. Students are bombarded by visual images, said Mr. Golden, especially now with the proliferation of mobile devices on which to view them. They’re “subject to so much manipulation,” he explained, including stereotyping, veiled biases, and false claims. “I don’t think we can say students are literate anymore if we’re not giving them the language to talk about visual media and film.”

Analyzing ‘Texts’

Jessica Keigan, an English teacher in the 44,000-student Adams 12 Five Star Schools in Thornton, Colo., received an undergraduate minor in film and spent a semester interning in the film industry in Los Angeles before becoming a teacher. For her, it was only natural to incorporate film into her classes. Now in her 11th year of teaching, she uses film about 25 percent of the time in her English classes.

See examples of films that teachers say can contribute to classroom lessons.

Ms. Keigan explains that she typically incorporates film “as a springboard for critical reading.” For instance, when introducing students to the different “levels” of literary analysis—from simple recall to complex thinking—she often starts by showing the Pixar short film “Boundin’.” After watching the four-minute short about a dancing sheep who loses his wool, she begins by asking students questions about the storyline. She moves on to questions about “what the filmmaker is doing symbolically” and then about how the film compares with other hero stories the students have seen or read. “Film gives me a chance to teach the thinking skill without having to do the reading skill as well,” she said.

Edna Camacho, an English teacher in the Weslaco Independent school district, which serves 19,000 students in Weslaco, Texas, initially began using film as a reward—students watched “Of Mice and Men” after completing the novel. Soon after, though, “I realized I could’ve done a lot more with the film if I used it as a text,” she said.

Now, she pairs novels and films with similar themes to hone her students’ critical-thinking skills. For instance, her students read the book Night by Eli Wiesel and watch the movie “Life Is Beautiful,” both of which center on Jewish characters’ experience of the Holocaust. She asks students to find similarities in the relationships in the stories, to look for archetypes in each, and to consider what the author or director does to evoke feeling. “The same type of figurative language you use with literature, we use with film,” she said.

Another way to exercise critical thinking with film, Mr. Knapp told teachers at the film camp in Chicago, is to have students look for motifs, or distinctive patterns. Mr. Knapp illustrated that by showing the opening credits of Spike Lee’s “Malcolm X,” in which an American flag burns until only the shape of an X is left. The teachers identified “reinvention” and “a changing America” among the motifs illustrated by that image. “If you set up this way of looking at a film,” said Mr. Knapp, “usually students will start looking for other motifs.”

For Ms. Camacho, one of the great benefits of using film is its accessibility. In the cases of students with learning disabilities and English-language learners, she noticed that film “kind of loosened them up. ... It opened the door for them to start conversations in class.”

Mr. Golden said he sometimes refers to film in the classroom as “the great equalizer” because it gives even the most reticent reader a chance to display understanding and deep thinking.

Consortia Plans

The higher-order thinking skills that students learn in analyzing film transfer to other mediums, say film-instruction proponents. “In my absolute gut, I’m convinced it makes them stronger readers when we talk about print text,” said Mr. Golden. When asked to analyze, for instance, tone in the novel The Great Gatsby , his students have already “used and practiced and discussed in really accessible terms those literary devices in film.”

And while studying film in K-12 is far from widespread, the new common standards could breathe some life into the idea: The English/language arts standards require students to analyze texts of all kinds, and several standards mention film as an example text type.

“Analysis is the word of the day with common core,” said Ms. Keigan. “You’re reading to understand the deep symbolic meaning of a text.” Film and other art forms are good ways “to practice those thinking skills.”

Mr. Golden said the standards’ emphasis on nonfiction could lead to more teachers showing documentary films. However, because the standards that mention film predominately ask students to compare two presentations of a text, he worries that teachers will simply show film adaptations of books. “The problem for me is [film literacy] is not explicitly called out as much as I’d wished” in the standards, he said.

The Partnership for Assessment of Readiness for College and Careers, which is designing computer-based tests aligned to the common standards, plans to include items asking students to “read and analyze one digital source,” PARCC spokesperson Chad Colby wrote in an email. That source could be “a video, a narrated slide show, a podcast, etc.”

Pilot tests from the competing assessment consortium, Smarter Balanced, initially included items asking students to watch and analyze video clips. However, many piloting schools had technical difficulties, including insufficient broadband. The videos have since been eliminated, said Brandt Redd, the chief technology officer for Smarter Balanced. In addition, for initial stages of implementation, both consortia plan to offer paper-and-pencil testing options, which would likely preclude the use of video.

Even so, Mr. Baker, the consultant, sees the conversations around including the use of video components on tests as a start. “The fact that these national assessments have acknowledged the visual-media world in which our students reside, and are planning to incorporate images and video into tests, is yet another opportunity for us to teach film-literacy skills,” he said.

Considering that professional-development opportunities like the one at Facets are rare, many teachers who might like to incorporate film into their lessons may not know where to start. Ms. Camacho, the Texas teacher, suggests they read well-written film reviews to learn “the basics of what it takes to make a film—acting, music, camera angles.” Mr. Baker advises teachers to watch the extras at the ends of DVDs for analysis and insights on the filmmaking process.

Mr. Golden, the Reading in the Dark author, believes all teachers can and should incorporate film. “It takes 25 minutes to get an introduction to film terminology,” he said. “It’s not super esoteric—it’s pretty obvious.” The challenge from there, he said, is that teachers “have to be willing to give students this vocabulary .... and to ask kids to look at film this way.”

Classroom Cinema

Teachers share their suggestions for films that can contribute to classroom lessons..

Stage Beauty Director: Richard Eyre Used by: Jessica Keigan

Ms. Keigan shows clips from the film to discuss directorial decisionmaking and varied interpretations of William Shakespeare’s “Othello.”

Boundin’ Directors: Bud Luckey and Roger Gould Used by: Jessica Keigan

Ms. Keigan uses this Pixar short to teach archetypes and levels of analysis, and for general skill building around film analysis.

Run Lola Run Director: Tom Tykwer Used by: Jessica Keigan

Clips from this German film are used in Ms. Keigan’s classroom to analyze narrative elements.

Bowling for Columbine Director: Michael Moore Used by: John Golden

Mr. Golden uses clips from Moore’s 2002 documentary to discuss a director’s point of view and the concept of biases.

Jaws Director: Steven Spielberg Used by: John Golden and Edna Camacho

After viewing selected clips from this blockbuster 1975 film, Mr. Golden’s class examines how the director shifts camera angles to show different characters’ points of view. Ms. Camacho uses the film to illustrate the importance of musical choices, showing a clip with the shark approaching as the iconic theme music plays.

Life Is Beautiful Director: Roberto Benigni Used by: Edna Camacho

Ms. Camacho pairs this film with the novel Night by Elie Wiesel to inspire discussion on archetypes and how a director or author evokes emotion.

Super Size Me Director: Morgan Spurlock Used by: John Golden

Mr. Golden shows the film during his unit on American literature, pairing it with books like The Jungle by Upton Sinclair and Fast Food Nation by Eric Schlosser.

Edward Scissorhands Director: Tim Burton Used by: John Golden

Mr. Golden’s students explore themes like setting, atmosphere, and identity after watching sections of Burton’s 1990 film.

The Shining Director: Stanley Kubrick Used by: Edna Camacho

Ms. Camacho uses clips from Kubrick’s horror classic to discuss narrative techniques for building suspense, both in literature and in movies.

Star Wars: Episode III—Revenge of the Sith Director: George Lucas Used by: Edna Camacho

Ms. Camacho has her class watch the full film and pairs the movie with Sophocles’ “Oedipus Rex” to discuss symbolism and the theme of family ties.

Vertigo Director: Alfred Hitchcock Used by: John Golden

Mr. Golden pairs clips from Alfred Hitchcock’s 1958 thriller with Edgar Allan Poe’s writing to teach students about setting and foreshadowing.

Coverage of leadership, expanded learning time, and arts learning is supported in part by a grant from The Wallace Foundation, at www.wallacefoundation.org . Education Week retains sole editorial control over the content of this coverage. A version of this article appeared in the August 21, 2013 edition of Education Week as Teachers Look to Film to Foster Critical Thinking

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Skills > Critical Thinking + Problem Solving > Fascinating Films

FASCINATING FILMS

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DURATION: 3 MINUTES

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Virtual Class Critical Thinking: Short Film Analysis (Online)

Teaching Artist Gareth Jones

Analyzing films is a fun and effective way to develop your critical thinking skills.  By breaking down a film into its components not only helps you understand and appreciate film in a deeper manner, but it also helps you strengthen your overall critical thinking.  We will learn about specific film language that will allow you to critically engage with the film just as you would with any text.  Using shorts films allows us to collectively view the films, experience them together, and then discuss how it worked all in one class!

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How does a story take us on a journey?

Watch ONE of the Pixar short films below. You will interact with the short  several times and take notes .

• Watch without sound (focus on the visual effects).
• Listen without visual (focus on the audio effects).
• Watch and listen.

Think about it:

• What made you choose the short that you chose to watch?
• What choices are made at the beginning, middle and end to tell the story? (setting, lighting, symbolism, tone) 
• What  techniques  are used to evoke feeling (audio track, field of view, camera angle, camera movement)? 
• How did the short live up to your expectations or disappoint you?

Be sure to go back to Google Classroom to complete the assignment.

• Viewing Guide

Use this guide to take notes, if you need help.

• << Previous: Welcome
• Next: Misinformation & Disinformation >>
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Thought experiments: the films that turn us into philosophers

Lecturer in Philosophy and Ethics, University of Notre Dame Australia

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Laura D'Olimpio is a member of the Cinematic Thinking Network ( http://cinematicthinkingnetwork.org/members/ ).

The University of Notre Dame Australia provides funding as a member of The Conversation AU.

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Showbusiness is about entertainment, right? Film-going should be fun. We want to laugh or squeal or sigh as emotion arises in us when the music swells and the camera zooms in for an extreme close up … but do we also want to think?

Marketers might wish the only thing viewers think about on leaving the cinema is where they can buy the product placement that was endorsed on the big screen. But many of us – contemporary philosophers included – have much higher hopes.

Some films do get us thinking, and there are a new breed of philosophers who are excited about the possibility that film can convey philosophical ideas. Michael Levine and Damian Cox claim The Matrix (1999) invites viewers to consider philosophical ideas such as “What is real?”

Neo (Keanu Reeves) has a choice between a red and a green pill. One allows him to continue living the life he has always known, which is an illusion, and the other wakes him up to the fact that a computer known as the matrix has been controlling all of his experiences up until this point. Which pill would you choose?

In telling Neo’s story, we see film can be the perfect medium to screen “ thought experiments ”, the traditional fictional examples used by philosophers to explore ideas.

In Ancient Greece, philosophers such as Plato (429-47 BCE) discussed the classical thought experiment known as the allegory of the cave in order to consider whether we could trust our knowledge of the world that is gained through our senses. The philosophical question “Is the world as it appears to be?” is convincingly explored in films such as The Matrix and Inception (2010).

Those films are screening philosophical ideas studied in epistemology that ask what we can know and whether we have reasonable grounds for trusting the world really is as it appears to us.

The classical thought experiment comes alive and is even more convincing when depicted on the big screen; and philosophers such Thomas Wartenberg claim “film is able to give philosophical concepts and ideas a human garb that allows their consequences to be perceived more clearly”.

For the philosophers who are celebrating films, there is much to celebrate. Films can introduce large audiences to philosophical ideas and make these concepts far more accessible and interesting than a technical article published in an academic journal. (Don’t get me wrong, there’s a place for those as well of course.)

Wartenberg gives the example of Eternal Sunshine of the Spotless Mind (2004), which plays out what could happen if people were able to erase their memories of failed relationships which caused them grief. Yet, unless the viewers are then thinking about or reflecting upon those ideas, are they really “doing” philosophy at all?

Claiming that films can be philosophical doesn’t mean that the majority of films are or that most audience members critically engage with the films they watch. Perhaps this is why not all philosophers have always been excited by the idea that films could encourage critical viewers to reflect on life, truth and morality.

Writing in the 1930s, theorists such as T. W. Adorno and Max Horkheimer feared the advent of the Hollywood Studio film as akin to Nazi propaganda. As Jewish academics working in America at the time of the Studio System , Adorno’s concern was that mass produced and distributed artworks portrayed social norms as immutable reality.

If the viewer’s imagination cannot enter and engage with messages depicted through the filmic medium, then viewers cannot critique the moral and social status quo as screened; instead, they simply receive it, and the depicted stereotypes are reinforced.

While Adorno may have overstated this concern, we have to admit Hollywood and Bollywood films still rely heavily on stereotypes. Consider the popularity of formulaic rom-coms or the endless car chase sequels.

Should we worry that viewers ingest these stories and the stereotypes therein passively without reflection? Those images convey values. Do they adversely affect how we relate to others and see men, women, cultures, or the trajectory of romantic relationships?

That’s not an easy question to answer and generally people worry more about – say – the effect of graphic depictions of violence. While there have been empirical studies on this, psychologists do not conclusively agree. Meanwhile, even theorists such as Adorno admit that films reflect society and will only change when society changes.

Therefore, it seems to me that critical thinking needs to be encouraged early on . By the time you’re selecting which films to see, you’re either likely to reflect critically on what you watch or not.

Films can certainly offer new and diverse perspectives, giving audiences the opportunity to imaginatively engage with stories and characters they may otherwise never encounter in real life. Tom Hanks starred in Philadelphia , widely credited with raising awareness about HIV and AIDS in the 1990s.

Yet, unfortunately, most popular films that are digested in large quantities promote stereotypes with dubious moral value, such as the classic rom-com with its pining heroine, commitment-phobic hero and the predictable final scene full of flowers, smiles and a white dress.

Even Katherine Heigl admits she starred in too many romantic comedies and they became rote and unchallenging.

Hollywood blockbuster films are screened ubiquitously and many simply do not encourage active, intelligent, imaginative participation with the stereotypes they depict. While this does not defeat claims that films can “do” philosophy, I believe it highlights the need to focus not just on the film itself, but also on the critical (or passive) viewer watching the film.

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19 Short Stories and Questions For Critical Thinking

Apr 2, 2024

There have been rumblings in different online teacher groups recently about replacing novels with short stories and informational articles in middle and high school English classrooms. I have to admit I was shocked when I first read the comments because I am a book lover at heart, but since then, I’ve considered that there are several pros and cons to this approach.

Short stories and other smaller texts can provide a briefer timeline to complete tasks, and this process is helpful when there is already SO MUCH curriculum to cover. Short stories and related activities can also be more engaging for our students because of the exposure to diverse voices and themes! Using short stories and lessons provides students with amazing choices to meet their needs and preferences!

On the other hand, incorporating mainly short stories and other shorter passages means students’ already-pressed attention spans (as a result of social media influences and pervasive sources of technology) are reinforced. Plus, students miss out on the more complex stories within longer pieces of fiction that are, dare I say, life-altering! A novel can provide opportunities for sustained reading and layers for analysis that shorter pieces of literature like short stories and related texts cannot offer.

Ultimately, no matter where you find yourself on the issue, I think we can all agree that short stories and their counterparts can be vital, effective, and helpful in the modern classroom!

Continue reading for 19 Short Stories and Questions For Critical Thinking!!

Need help with Test Prep ?  Check out this  FREE Pack of 3 Test Prep Activities  to help students achieve success on standardized tests!

Table of Contents

19 Short Stories and Questions – Suggestions for Teaching Them

You don’t need to remove all novels to be able to include short stories and smaller passages like vignettes, articles, and narratives; there’s a time and place for all genres! But if you’re thinking about ways to include more short stories and fun activities, check out this list of 19 varied short stories and critical thinking questions as well as suggestions for teaching them in middle school and high school.

1.  “The Most Dangerous Game” 

“The Most Dangerous Game” is one of my absolute favorite short stories and overall plots to teach! This suspenseful short story by Richard Connell follows the harrowing ordeal of Sanger Rainsford, a skilled hunter who becomes the prey of a deranged aristocrat named General Zaroff. Stranded on Zaroff’s secluded island, Rainsford must outwit the cunning general in a deadly game of survival, where the stakes are life and death. 

SUGGESTIONS FOR TEACHING:

• You could focus on the setting (description of time and place) and examine how the setting changes throughout the story.
• Students could learn about the plot (major events in the story) and list the major events and evidence as they read.
• Define foreshadowing (hints for what will happen by the end of the story) and encourage students to hypothesize about what will happen after every page.
• Analyze the character development (how a character changes over time) of Rainsford and highlight his traits/actions as you read along.

CRITICAL THINKING QUESTIONS:

• How does the setting contribute to the tension and suspense in the story?
• How does the author use foreshadowing? How does the author hint at the danger Rainford is facing?
• What inferences can you make about the main character and the changes he undergoes from the beginning to the end of the story?

If you want to teach plot elements and plot analysis , check out this lesson bundle for the story , which includes comprehension quizzes and a variety of activities!

2.  “An Occurrence at Owl Creek Bridge”

Ambrose Bierce’s story is a gripping tale set during the American Civil War, where a Southern civilian named Peyton Farquhar faces execution by hanging after attempting to sabotage a Union railroad bridge. As Farquhar falls through the trapdoor, time seems to stretch, and he experiences a surreal moment, only to realize his grim reality. 

Integrating historical texts with other short stories and passages like “An Occurrence at Owl Creek Bridge” will make history come more alive and relevant for our students!

• Teach about irony (when the opposite occurs from what is expected) and how it plays a role throughout the story.
• Explain the term characterization (how a character is depicted) by looking at direct and indirect references while reading with your students.
• Discuss the major themes (messages) of the story and how they connect to our modern era within a Socratic Seminar.
• How does the author use characterization to convey Peyton Farquhar’s thoughts, emotions, and motivations?
• What is the purpose of irony in this story? How does its use affect the reader’s interpretation and understanding of events?
• What is the significance in our contemporary/real world of the themes of the story, including reality and fantasy, the passage of time, and the consequences of actions?

Ensure students’ understanding of the story with this set of reading questions that are perfect for state test prep, too !

3.  “The Masque of the Red Death”

This chilling tale from Edgar Allan Poe is set in a secluded abbey where Prince Prospero and his wealthy guests attempt to escape a deadly plague known as the Red Death. Despite their isolation efforts, the guests are confronted with their own mortality as a mysterious figure in a blood-red mask appears.

If you have not read any short stories and poems from Poe, this story is a perfect journey into the horror genre!

• The setting (description of time and place) plays a MAJOR role in the story, so following the Prince from room to room and highlighting the imagery (description that connects to the five senses) is very important when reading.
• If you have not introduced mood  (emotion intended for the reader to experience), this story is PERFECT for delineating its progression from start to finish.
• As students read, you might guide them through identifying various examples of  symbolism  (object, person, or place that represents something else); each room, objects within, and the “antagonist” is symbolic in some way!
• How does the author convey the tone of the story? How would you, as the reader, describe the story’s mood?
• What role does the plot structure (focus on the different rooms) play in shaping the reader’s understanding of the story?
• What is the purpose of the symbolism in the story such as the clock and the masked figure?

Check out this EASY-TO-TEACH bundle , you can practice with your students, so they will feel more confident analyzing higher-level language in “The Masque of the Red Death!”

4.  “The Cask of Amontillado”

Another chilling tale from Poe is the classic story “The Cask of Amontillado.” This one is set during Carnival in an unnamed Italian city. The plot centers on a man seeking revenge on a ‘friend’ he believes has insulted him. If your students are anything like mine, they will relish the ending particularly!

This is just one more of Poe’s short stories and tales that will capture the mind of every reader!

•  As you plan for this short story, be sure to encourage your students to analyze the changing setting (description of time and place); following Fortunato from scene to scene will help your students track what is really going on.
• This story is the perfect moment to teach about dialogue (conversation within someone=internal and/or between someone and someone/thing else=external); Montresor certainly means more than what he SEEMS to say!
• You might also offer a mini-lesson on the 3 types of irony and how each plays a role in the story: verbal (when a person says the opposite of what is really intended), situational (an action occurs that is the opposite from what the reader expects), and dramatic (a character expects a result, but the opposite occurs and the audience can tell what will happen)!
• Describe Montresor. What are his motives and personality?
• What inferences can you make about Montresor’s mindset based on his dialogue?
• What is the purpose of the family’s motto and the carnival atmosphere? 

Check out this Short Story Activity & Quiz Bundle for Edgar Allan Poe’s “The Cask of Amontillado,” which contains questions and answers modeled after various reading standardized tests as well as pre-quiz reading comprehension questions, graphic organizers, and a writing activity to get students thinking critically about this classic short story involving REVENGE!

Want 7 more teaching ideas for one of Poe’s epic short stories and questions to go with it? Click below!

5.  “To Build a Fire”

This story by Jack London describes the treacherous journey of a man through the harsh Yukon wilderness during extreme cold. Despite warnings and the company of a loyal dog, the man’s arrogance and underestimation of nature’s power lead to a tragic end.

Short stories and ideas related to survival in nature are still relevant today! Who knows when you might get lost on a hike or crashland in no man’s land?

• This story is PERFECT for a bit of  literary analysis  (examining the impact of various ideas, elements, or themes within a piece of literature); you could hone in on literary devices, characterization, theme, etc.!
• Integrating clips from survival shows will help students see connections to the world and extend their thinking by comparing (recognizing similarities) and contrasting (recognizing differences) varied experiences!
• Write a short narrative about surviving 24 hours in a different setting (description of time and place).
• How does the author use irony? Provide an example and explain. 
• What real-world connections can be made between this story and our contemporary life? 
• What is the story’s message about preparedness and respecting nature?

Grab these engaging short stories and activities to make teaching this Jack London story stress-free!

6.  “The Cactus”

Told from the point of view of a young man at his former lover’s wedding, the narrator retells their story. Like most of O. Henry’s short stories and texts, this one has a twist that involves the titular cactus plant.

The ending will end in a bit of fun for your students!

• Introduce diction (word choice) and its impact within the story by hyperfocusing on specific words within the story . Students can look up definitions, locate synonyms, create their own sentences, replace the words, etc.
• Investigate twist endings (unexpected finish to a story); before reading the end of the story, ask students to guess why the girl “rejected” him. Some students may know the answer before reading it!
• Describe the main characters. What similarities and differences are evident? How does this affect the story’s action?
• What inferences can you make about Trysdale and his feelings about love and marriage?
• What are the real and symbolic meanings of the cactus?

This resource packed with questions and answers, graphic organizers, and writing activities is sure to get your students thinking about this love story driven by misconceptions.

7.  “After Twenty Years”

This tale of friendship and betrayal focuses on the reunion of two old friends after twenty years apart on a New York City street corner. As they reminisce, something is revealed that demonstrates the reality of their bond as well as the choices they’ve made in life.

If you have not read O. Henry’s short stories and incorporated character analysis yet, this is your chance! The story is not long and can be completed in one to two class periods!

• Sometimes, we ask students to visualize (create a picture) in their minds, but why not give them the opportunity to use their artistic skills to draw the two characters?
• As students read, annotate for a description of each character; then, students can do a character analysis (investigation of the characters’ similarities and differences).
• What type of irony is used in the story? How does its use affect your interpretation and understanding of the story?
• How does the urban setting contribute to the mood of the story?
• What is the story’s message about friendship and loyalty?

Examine the links between loyalty and duty with this set of resources designed specifically for this O. Henry story.

8.  “The Lottery”

“The Lottery” is the quintessential short story for middle school or high school English! Shirley Jackson’s “The Lottery” tells the story of an annual ritual that takes place in a seemingly idyllic town. When the townsfolk gather for the lottery drawing, a shocking turn of events demonstrates the dark side of human nature and their ties to (outdated) traditions.

• Introduce the terms suspense (uncertainty and/or excitement leading up to a major event) and tension (anxiety or uneasy feelings experienced by characters). While reading, identify evidence that relates to each of these concepts and chat/write about their impact on meaning and plot.
• Teach title (the name of the text) analysis. The title of “The Lottery” is perfect for teaching the impact of the title and audience expectations. Before reading, students may write what they believe the story will be about based on the title. After reading, students can complete a quick write responding to their previous expectations! You can do a text analysis for all short stories and poems!
• What role does the plot structure play in building suspense and tension? (Consider the revelation of the lottery’s ‘prize’ in particular.)
• What social commentary is being made through the story and its characters?
• Describe Mr. Summers, Tessie, and Old Man Warner. What does the story reveal about their role in the community and their feelings about the lottery?

Give yours elf a breath of fresh air with this NO PREP curriculum that integrates test prep within the teaching of literature by using Shirley Jackson’s quintessential story!

9.  “The Pedestrian”

This Ray Bradbury story follows a lone walker in a futuristic society in which everyone else is consumed by technology, particularly the television. One evening, the walker encounters a police car that questions his unusual behavior and the end is quite unexpected! (Most of Bradbury’s short stories and texts connect to the future and technology in some way!)

• This story exemplifies Dystopian Literature (texts that include a supposedly perfect future society marred in some way by governmental or societal oppression). Using this story to introduce this type of literature is always fun for students because they will easily make connections to other dystopic short stories and poems!
• Teach about mood (the emotional impact of a story’s description/action). The goal is to get students to deepen their critical thinking skills by recognizing how the mood changes and the purpose for that change!
• How does the author use foreshadowing and suspense to build the mood of the story?
• What is the central theme of the story? How might it connect with our current world?
• What similes and metaphors does Bradbury use to describe the community and its members? What is notable about these comparisons?

With this resource about Bradbury’s “The Pedestrian,” you can just print and teach the lesson and activities with EASE! 

10.  “The Gift of the Magi”

This 1905 story by O. Henry relays a tale about a couple struggling to make ends meet. Throughout the story, they both figure out gifts to buy one another for Christmas and realize what love truly means!

• Review character traits (how a character is depicted internally and externally). Log the traits of each character within the story and how they are important to the meaning of the story.
• Extend (move beyond the text) critical thinking skills by encouraging students to think and write about other people. If they had $1,000 to spend on someone else, how would they spend the money and why?

• How would you describe Della and Jim, and their relationship?
• What values do the characters have, when you consider their actions and decisions?
• Explain how dramatic irony is used in the story. Is it necessary? Is it effective? Why or why not?

This tale is a great addition to your short stories and questions unit around the winter holidays! Save yourself time at that time of the year with this lesson bundle . 

11.  “The Monkey’s Paw” 

“The Monkey’s Paw” is a classic horror story about the White family who come into possession of a mystical monkey’s paw that grants three wishes. Despite warnings, they use it and then face devastating consequences as a result.

• Teach about the elements of the horror/suspense genre (Ex. Scary movies are typically dark, stormy, surprising, morbid, etc.).
• Create a thematic statement (message relayed by the text in a complete sentence). There is no perfectly created theme (message) unless it is directly stated by the author; however, students can create a theme by supporting their ideas with evidence from the story!
• What is the main theme of the story? Or how does the author communicate the themes of greed or fate? Is one stronger than the other?
• Are Mr. and Mrs. White more alike or different from one another? How do you know?
• Should we be afraid of the unknown? What message does the story share? Do you agree or disagree?

Examine W.W. Jacobs’ classic story with this set of questions and answers along with rigorous reading and writing activities . While it is ideal for a spooky season, the story is valuable for its ability to hook readers any time of year!

12.  “Lamb to the Slaughter” 

This classic story with a killer plot twist is about a woman who kills her husband and gets away with murder thanks to cooking a leg of lamb!

• You could introduce the plot elements (exposition, rising action, climax, falling action, resolution), encourage students to identify major events to fit each element and write down textual evidence to support their ideas.
• Complete a film analysis (examination of film techniques and their effects) to compare/contrast the short story with the classic Alfred Hitchcock television episode.
• What is Mary Maloney’s state of mind? Does it remain the same or does it change throughout the story? Explain.
• Is the resolution of the story satisfying? Why or why not? Why do you think the author ended it as he did?
• How does irony contribute to the theme of deception in the story? Explain.

Spice up your middle school English or high school English class with this short stories and activities bundle for Dahl’s famous story!

13.  “The Tell-Tale Heart” 

Poe’s classic psychological thriller is narrated by an unnamed protagonist who insists on their sanity while recounting how they murdered an old man. The narrator is haunted by the sound of the victim’s beating heart, which ultimately drives him to confess to the crime despite not originally being a suspect. 

• Teach symbolism (object, person, or place that represents something else) by focusing on the heart and eye . The author used these symbols in various ways!
• Investigate psychology (the study of the human mind) as a part of the story. Determine what is fact and what is fiction within the narrator’s mind.
• What does the story reveal about the human psyche?
• What is the deeper meaning of the two key symbols in the story – the beating heart and the eye of the old man?
• What role do the narrator’s inner thoughts play in the development of the plot?

This Short Story Comprehension Bundle offers quick (and effective!) ways to assess students’ learning and understanding of the story. It’s easy to use and will no doubt save you time too!

14.  “The Scarlet Ibis” 

Emotional short stories and their counterparts have a place as well in English classrooms! This short story by James Hurst about two brothers is a heartbreaking must-read. Through flashbacks, the unnamed narrator tells the life story of his younger sickly brother William Armstrong, who is nicknamed Doodle. And the end…well, you’ll see.

• Define and explain the purpose of a flashback (referring back to the past within a story). Think about the implications of never thinking back on the past or always thinking about the past.
• Complete a comparison chart between Doodle and the Ibis as you read along. Then, students can create a visual of each after they have ready by using their own evidence!
• What is the meaning of the story’s title and the presence of a scarlet ibis in the story?
• What is the central theme of the story? How do the events of the story support this chosen theme?
• How does the author use personification for the storm? What effect does this have on the story?

This flexible resource features critical thinking questions and answers as well as writing and reading activities for students to explore Hurst’s heartbreaking story.

15.  “The Veldt” 

This science fiction story by Ray Bradbury was first published as “The World the Children Made” and it is quite fitting as a title! The story focuses on a futuristic world in which a video screen can be controlled and it turns out to be more than simple virtual reality! By the story’s conclusion, the world the children made is the downfall of their parents. 

• Compare and contrast “The Veldt” with “The Pedestrian,” two short stories and dystopic texts by Ray Bradbury. Analyze the similarities and differences of both short stories and create a thematic statement that connects to both texts!
• Make connections to our current reality in the 21st century. Locate research about the implications of technology on young people and integrate this information as you discuss this short story.
• How does the author address the theme of technology versus humanity in the story? Do you agree with this commentary? Why or why not?
• How does the nursery reflect the personalities of Wendy and Peter in this story?
• Do you know the story of Peter Pan and his friend Wendy? What connections can you make between it and this story by Ray Bradbury?

Ray Bradbury’s classic short stories and similar passages are the BEST to teach in middle and high school English! With so much to dive into, they are sure to be a hit with your students. Grab this set of activities to extend your students’ engagement with rigorous reading and writing activities about “The Veldt.” 

16.  “The Necklace” 

A woman who longs for a life of luxury and elegance beyond her means faces consequences when she loses a borrowed necklace. Guy de Maupassant’s story ends with a twist that has the reader question the value of material possessions. 

• I love comparing this short story with O. Henry’s “The Gift of the Magi.” You might choose to focus on the theme, characterization, setting, etc.
• Summarize (writing about the main idea with details) each chunk of the story as you read with your students. Instead of asking students to write a paragraph, you could ask students to create each summary in only one sentence.
• The story explores vanity, deception, and the consequences of striving for social status. Which theme do you think is the most important? Explain with support from the story.
• Is Mathilde Loisel a likable character? Does this change during the story? Does it matter if the reader likes her? Why or why not?
• What clues does the author provide throughout the story that foreshadow the twist at the story’s end?

Focus on the standards with this Short Story Lesson Bundle for “The Necklace” by Guy de Maupassant!

Need help with implementing activities for “The Necklace?” See below!

17.  “A Vendetta” 

Guy de Maupassant’s late-19th-century story is all about REVENGE. A mother is obsessed with creating a plan to avenge her son’s murder and she then puts the plan into action with a morbid outcome.

• There are so many texts that involve REVENGE! Why not use this concept as a focus for a thematic unit (texts linked to a similar concept and/or message)? You could read “A Poison Tree,” “The Cask of Amontillado,” and “Lamb to the Slaughter” as well as “A Vendetta” with the intention of writing about all 4 for a comparison/contrast paper, presentation, or seminar.
• Analyze the development (how a character changes over time) of the mother and the dog throughout the story; you might annotate for similarities and differences as well as their motivations!
• What comment is the story making about the nature (or need) for justice? Do you agree or disagree? Why or why not?
• What similes and metaphors does the author use to communicate the main character’s feelings about the vendetta?
• How does the author use details to explain the main character’s thoughts, feelings, and motivation?

Add these activities for this lesser-known work to your short story plans. It’s sure to keep things fresh for your short stories and activities unit! 

18.  “Thank You, Ma’am” (also known as “Thank You, M’am”)

This heartfelt story by Langston Hughes tells the story of Luella, an older woman in the neighborhood, who is nearly robbed by a young man named Roger. In response to Roger, Luella brings him back to her home and treats him with an abundance of kindness, which has a profound effect on Roger.

This tale is at the top of the list for the BEST short stories and passages for upper middle and younger high school students!

• Introduce perspective and/or point of view (how a story is told: 1st, 2nd, 3rd omniscient, 3rd limited, 3rd objective). Students might rewrite the story from another perspective or extend the story using the perspective of one of the main characters.
• Review plot elements with a focus on the exposition (introduction to the characters, setting, and conflict), climax (highest point of interest/turning point of the story), and resolution (how the story is concluded and/or resolved in some way.) You could assign an activity surrounding each concept: visualization of the scene, a journal response to the event, or a short response focused on how the element is important to the overall theme!

• Do you believe in second chances? What does the story say about second chances? 
• How might the climax of the story also be seen as the turning point in Roger’s life?
• How would you describe Mrs. Luella Bates Washington Jones? Are her actions expected or unexpected in the story? Consider from Roger’s and the reader’s point of view.

Click to check out all of the details for this BUNDLE with differentiated options , which includes a Test Prep Quiz (with varied options), Venn Diagrams, Graphic Organizers, and Writing Responses!! 

19.  “Click Clack the Rattle Bag”

This short story by Neil Gaiman is creepy and fun in the best ways possible! The narrator is taking care of his girlfriend’s little brother and walking him to bed when the child asks for a story. Instead of the narrator sharing a story, the boy shares about the Click Clacks who drink their prey and leave behind rattling bodies. The end is too good to be missed!

Short stories and plots like those in “Click Clack the Rattle Bag” will most certainly engage even your most struggling learners!

• We all know that test prep can be tough as many reading passages are, well, boring! Why not accomplish some test prep with your students and incorporate 5 standardized test-related questions ? You could focus on theme, structure, order of events, characterization, etc.!
• Help students make inferences (acknowledging and hypothesizing about the impact of details that are not directly referenced or stated) as the scene moves along. Students can analyze the change in the setting, the little boy himself, the story the boy is telling, and specific phrases from the story.
• What details in the story contribute to its eerie atmosphere or mood? Or what figurative language devices does Neil Gaiman use to create a sense of suspense in the story? 
• How does the author use ambiguity in the story? Is it effective or not? Explain.
• What inferences can you make about the relationship between the narrator and the young boy?

This “Click Clack the Rattle Bag” Quiz Pack for middle and high school students uses the Common Core standards and contains questions and answers modeled after various state standardized tests! Make teaching this amazing short story by Neil Gaiman SIMPLE & EASY!

Why should we incorporate more short stories and activities in our teaching?

While I would never advocate replacing all novels with short stories and smaller texts, there is still something to be said about spending quality time with short stories and excerpts. 

Including short stories and standards-based activities is an ideal option to improve reading comprehension and develop skills, especially in middle and high school English classes!

SHORT STORIES AND ACTIVITIES RESOURCES: 

This  Short Stories and Test Prep Questions ULTIMATE BUNDLE with Lessons, Quizzes, and Activities uses the Common Core standards with reading comprehension QUESTIONS and ANSWERS for 18 short stories such as “The Most Dangerous Game,” “The Monkey’s Paw,” “The Tell-Tale Heart,” “After Twenty Years,” “The Gift of the Magi,” “The Veldt,” “The Lottery,” “The Pedestrian,” etc. modeled after various state reading exams.

Make teaching short stories and activities SIMPLE & EASY!

Just PRINT & TEACH with engaging short stories and lessons!!

Need more fun ideas for teaching short stories and corresponding activities? Check out my store Kristin Menke-Integrated ELA Test Prep !

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I primarily focus on  integrating multiple disciplines and subjects. The goal is to make teaching simplified and effective!

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In the press materials for “Critical Thinking,” producer Carla Berkowitz drops this line about her reaction to reading the true story that inspired the film: “The image and story was haunting and I felt like I had a quantum shift in my perception of chess and who plays it.” The who in question are five Miami-area Black and Latino men who, along with their teacher, Mr. Martinez, brought back to their underprivileged Florida neighborhood the U.S. National Chess Championship. This happened in 1998. The film chronicles the loving camaraderie of the players and the events leading up to their victory.

In that same press release, acclaimed writer and actor John Leguizamo , who plays Martinez and also directs, states that he wanted to make this film because there were very few representations of Latin people on-screen when he was growing up. He also mentioned that the book The Bell Curve  harmfully depicted people of color as being mentally inferior due to our genetics. I wondered if, like me, Leguizamo grew up in an environment where the Black and brown people he knew played chess, so that it wouldn’t seem unusual nor an anomaly that they did. Because Berkowitz’s statement really made me consider what exactly the standard issue chess player was supposed to look like.

Chess has appeared in a lot of movies, from Boaz Yakin ’s “ Fresh ” to Steven Zaillian ’s “Searching for Bobby Fisher” to 2016’s superb Mira Nair film, “ Queen of Katwe .” I even remember it being prevalent in a crappy Gary Coleman TV movie about a smart Black kid. The game always carries the same symbolic qualifier: the person who plays it has a mental capacity for strategy and is intelligent. Chess is often employed to teach life lessons in these movies, to the point where it has become a cliché that just so happens to be used differently depending on who’s playing it. This difference is something that I admit often sticks in my craw, so I found myself wrestling a bit with this movie even though it seemed to be addressing my concern.

Unlike Zaillian’s film, which I guess answers my question of what a “standard issue” chess player is supposed to look like, the protagonists in the other films I’ve mentioned, and in “Critical Thinking,” are people of color whose economical circumstances are far from ideal. This tends to be the model when minorities are seen playing chess in films, which bends the cinematic chess player cliché toward making the ability to play the game the audience’s reason to offer empathy. Sure, they’re broke, probably in crime-ridden areas and may even do a crime or two, but see, they’re smart, so it’s OK to feel for them! This line of thinking has to do with who stereotypically plays chess and who does not.

Leguizamo’s Mr. Martinez speaks to this early in “Critical Thinking” by asking why chess is never associated with brown people despite a Latin man playing a major role in its evolution. “Why don’t you think we know about him?” he asks the students in his critical thinking class before delivering a great, pointed monologue that speaks about how history is taught in schools. The script by Dito Montiel has some sharp commentary about the education system, from what gets funded to the over-reliance on test scores to the differences between Martinez’s inner city school and the posh preppy institutions who fall victim to our heroes on the tournament circuit. There’s a bit more bite than you may be expecting, and the writing is just prickly enough to balance out the moments when the film dives headfirst into its tropes. And there are numerous tropes to swim in; not only is this a sports movie, it’s also an entry in the “Beloved Teacher” genre.

Our chess champion team is comprised of Sedrick Roundtree ( Corwin C. Tuggles ), Ito Paniagua (Jorge Lendeborg Jr.), Gil Luna ( Will Hochman ), Rodelay Medina (Angel Curiel) and later, Marcel Martinez ( Jeffry Batista ) who joins the team after dispensing a hustler’s ass-whipping in a speed chess match. Their dialogue is peppered with the language the PG-13 won’t allow but realism will. Martinez is often telling them “watch your mouth” in his class, even if, in his less guarded moments, he’s prone to occasional profanity. Leguizamo gets good performances from each of them, especially in moments where you really feel the bond between teammates, both in the tournaments and in the streets. When they tell each other that they’ve got each other’s backs, there’s a real emotional pull that emanates straight from the actors.

Though this is an inspirational movie, Leguizamo and Montiel never sugarcoat the dangers of the environment their characters inhabit. The potential for violence, temporary homelessness, crime, and police harassment are always hovering in the margins, sometimes even invading the safe space of Martinez’s class or the school. An early sequence that shockingly ends in violence shows how good Leguizamo is at quickly establishing the audience’s tie to a character. When Rivera (Dre C) is thrown into critical thinking class after a disciplinary problem (“my class is not detention!” Martinez yells at frenemy Principal Kesler [ Rachel Bay Jones ]), he immediately runs afoul of Ito. Rivera’s lack of response is due to Spanish being his primary language, which may also have something to do with the infraction that got him sent to this class. Martinez talks to him in Spanish, lectures Ito and all seems well.

Rivera is then brutally assassinated in broad daylight after accidentally bumping into another person on the street. The film is barely 15 minutes old when this happens, but it immediately establishes that “Critical Thinking” has no plans of abandoning reality for its feel-good message. That sense of realism extends to the way the characters bond with, rib, and defend each other. Additionally, Leguizamo plays Martinez as someone who understands the temptations and frustrations of his students’ world. He challenges them to do for themselves because he knows all too well that the system has no intention of lending a helping hand.

Like Nair does in “Queen of Katwe,” Leguizamo also blatantly refuses to impose on poverty any notions of shame or requests for pity. “Chess is the great equalizer,” Martinez tells his team as they navigate snooty tournament heads and appearances against challengers from much posher ‘hoods. Even when things get expectedly dire for some of the characters, “Critical Thinking” remains focused on the characters’ response to the situation, never once stripping them of their dignity for cheap emotional manipulation.

Of all the team members, Sedrick has the most detailed arc. He has a girlfriend, Chanayah ( Zora Casebere ), who is supportive and tougher than she looks, and a father ( Michael Kenneth Williams ) whose sole job here is to fill that chess movie trope of the angry guy who uses chess as a means of brutal domination. Williams is an always welcome presence, but I could have done without him. Still, there is one very good moment where he shows some growth, and his son makes a snide comment that he silently acknowledges as being right.

The chess scenes are good even if you know nothing about chess. I’ve been playing since I was five, so of course I wanted more detailed representations than Leguizamo provides. I found his classroom lessons and the team’s banter about moves fascinating, and every time I was given a good look at a chessboard, I got closer to the screen to investigate. And yet, despite its acknowledgement of my aforementioned issues, I still felt a little itchy watching “Critical Thinking.” I am always game for a movie that makes me reckon with my personal feelings and biases, and I’m glad this one exists because representation will always speak volumes. If nothing else, “Critical Thinking” reminds you what a chess player can look like.

Odie Henderson

Odie "Odienator" Henderson has spent over 33 years working in Information Technology. He runs the blogs Big Media Vandalism and Tales of Odienary Madness. Read his answers to our Movie Love Questionnaire  here .

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Film credits.

Critical Thinking (2020)

117 minutes

John Leguizamo as Mario Martinez

Rachel Bay Jones as Principal Kestel

Michael Kenneth Williams as Mr. Roundtree

Corwin C. Tuggles as Sedrick Roundtree

Jorge Lendeborg Jr. as Ito Paniagua

Angel Bismark Curiel as Rodelay Medina

Will Hochman as Gil Luna

Jeffry Batista as Marcel Martinez

Zora Casebere as Chanayah

• John Leguizamo
• Dito Montiel

Cinematographer

• Zach Zamboni
• Jamie Kirkpatrick
• Chris Hajian

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The making of short-film Fastidiosa

Q & a with co-winner of arts and climate collective eco-film fest, ming leng, undergraduate architecture and media arts student on the intersection of environmental awareness, materiality, creative coding, and physical and digital architecture..

A snapshot of Ming's film Fastidiosa. Nine frames depict the felled trees paired to the noise of chainsaws. (Photo: Ming Leng)

What was the inspiration behind the making of this short film?

Initially, the film “Fastidiosa” was produced for another class, IML288 - Critical Thinking and Procedural Media, from media arts and practice. It’s the introduction to creative coding and people mostly learn about processing. It’s a kind of sub-library based on JavaScript that’s mostly used for visual creative coding.

In general, that short film is about a kind of plant epidemic that’s caused by a kind of bacteria called Xylella fastidiosa, spread mostly in southern Italy’s Puglia areas. My inspiration for the topic came from a photo book that I found two years ago, also called “ Fastidiosa ”. It’s just composed mostly of archival photos, research and field research, so it’s a really beautiful collection. Based on that collection, I used the photos from them to produce my short film “Fastidiosa” and the meaning of it is mostly about calling for the attention of that kind of topic of how the plant can also have epidemics and how we can help them.

Another point I want to highlight is how plant culture has a really deep relationship with human culture, especially in southern Italy. For instance, the farmer there relies heavily on the production of olive trees, olive oils and related products. When trees are getting infected, humans are also getting infected. So that is a really interesting relationship.

Who are the artists or architects that inspired you, and what media trends do you follow?

Olafur Eliasson! He has been my favorite artist of all time. He is an artist who focuses on environmentalism through artistic installations. He did paintings, installations, projections; he also collaborated with Sebastian Behmann to make some really fascinating building projects such as the Kirk Kapital’s corporate headquarter located in Denmark. I was very inspired by him. So I went into USC and took architecture and have a minor inside specialization.

What intrigues me the most is spatial curation—how artists use virtual space to create different experiences for people inside of it. Because that’s the intersection point of both architecture, which is more specialized, and media arts, which focuses on storytelling across different mediums. In “Fastidiosa,” the short film that I made, it isn’t a typical virtual city space because my initial inspiration was to make a digital storybook, but in a more elegant way. I did try to curate a journey in five minutes. And I’m personally really satisfied with the end result.

You are a double major in Bachelor of Science in Architectural Studies and a Bachelor of Art in Media Arts + Practice at USC. How did you arrive at this decision? How do you find that combining the two curricula gives you what you want for your education at USC?

Initially, I enrolled as an Architecture major with a minor in Science Visualization. It was a really small, cross-interdisciplinary minor between the animation department at SCA and Viterbi. I started with the minor and discovered that I really like exploring science and visualization through different media. Then in my third year, I turned my minor, Science Visualization, into my co-major, Media Arts and Practice. I officially began my journey as a double major student at USC and I found it to be really pleasing to me, because I see doing media artwork as a kind of relaxation or taking a break from architecture studio. I can explore some of the interests that I don’t really have a chance to explore in architecture and study them in the arts. When I was in architecture, we studied a lot about materials, like physics and materiality. One of the materials that I was really interested in was wood. So I combined my interest in wood and Fastidiosa and just had a lot of exploration about them in my creative coding class. I’m really interested in a more logical and creative representation of science.

Many Architecture major students find themselves pressed for time through the 5-year program. You took a gap year from USC. What motivated that choice and how was that experience?

I found myself in that year and it really was fantastic! In the spring semester of my third year, I continued taking all the [architecture] courses but just not architecture studio, which gave me a lot of freedom and time to explore. I started to take required courses in Media Arts like introduction to graphic design. I took Languages of Digital Media (IML 201) and learned a lot about video editing. Last year, I took an Architecture elective ARCH599 - BIODESIGN: Animal Architecture, it was a course of a more media or perspective. We studied the nesting logic of birds and made sculptures and installations about that. We collaborated with USC Visions and Voices for an installation about the LA River and the vanishing birds in the LA area. Then in my senior year fall, I did a sonic art course, created projects on the sound of earthquakes and the sound of whales in Adobe Audition. In my media arts studio course about board game design, we produced a board game about the human organs and it’s a really interesting project because personally, I’ve been really fascinated about not only the ecosystem but human biology as well. So that’s one of my favorite projects. It is set in the hospital in a futuristic world. There are four surgeons throughout them who are human beings. One of them is a cyber human being and there’s a patient lying on his back. And for humans, their goal is to treat the sick patients, but the cyber one is trying to turn the sick into robots. My role was the designer of the game board, then also the arts producer for the whole game.

You are also working with the USC Landscape Futures Lab . What drove you to get involved and what kind of projects are you working on?

The professor of the animal architecture course is the leader of the lab. She is an SCA Media Arts and Practice PhD student and she’s currently teaching landscape architecture as well. I deeply resonated with her because I am also doing two degrees. We were working on a project about the artificial production of kelp tech. Now, humans are mostly growing kelp in plastic tubes, which is not so eco-friendly and kind of expensive. So our lab looks for more eco-friendly and cheaper alternatives. In my role as a 3D-modeling student worker, I mostly used Rhino and Grasshopper to model the way the sea kelp could form and translate the research into the design. I’m also currently creating diagrams to better explain the design to research groups or audiences who have never learned about this topic before. We are hoping to have our exhibition about our current findings and design by this May.

Artistically, what are some of the mediums or projects that you’re excited to start or continue?

I want to learn more about coding and TouchDesigner, which is more of a spatial coding direction as well. Another project in my web coding classes is a web page design project about the Three Gorges Dam in China and I’m using 10 pages of HTML to talk about the advantages and the disadvantages of that dam from the perspective of a drop of water in the Yangtze River. So, it’s a story of you as a drop of water, floating through a river. If you get trapped, then you see, maybe the human villages and how they’re being developed, or being moved to other places because of the development of the dam.

Where do you see yourself post-graduation?

I want to start with a career as an architect, then explore my interests through media arts, because life as a professional media artist doesn’t really fit with my personality. I want to have at least one career related to architecture.

Editor’s Note: some quotes have been edited for clarity.

Critical Film Studies: An In-Depth Exploration of Cinematic Analysis

By: Author Paul Jenkins

Posted on July 30, 2023

Categories Filmmaking , Education

Critical film studies is an academic discipline that focuses on the analysis, interpretation, and evaluation of films, filmmakers, and their impact on society, culture, and the art of cinema.

This field of study adopts various theoretical frameworks and critical approaches to better understand and engage with the complex visual, auditory, and narrative elements that make up a film.

Throughout its history, critical film studies has evolved to encompass a broader range of topics such as the historical and cultural context of film, the impact of political and social issues on film production and reception, and the roles of technology and the economy in shaping the film industry.

As a result, critical film studies today incorporates a wide range of methodologies and perspectives, aiming to generate meaningful conversations about the influence and importance of films in our lives.

Key Takeaways

• Critical film studies analyzes and evaluates films to understand their impact on society and the art of cinema.
• The discipline has evolved to cover various topics like historical and cultural context, political issues, and the film industry’s economic aspects.
• A range of theoretical frameworks and methodologies are employed to foster significant discussions about films’ role and influence in our lives.

History and Evolution of Critical Film Studies

Early film studies.

In the early days of film studies, it was primarily concerned with the aesthetics and technical aspects of filmmaking. Early film theorists like Sergei Eisenstein and Vsevolod Pudovkin focused on the role of editing and storytelling in cinema.

They analyzed the various methods filmmakers employed to create meaning and evoke emotions in the audience.

The study of film as an art form eventually expanded to include the cultural and sociopolitical contexts in which films were produced and consumed.

One of the key movements in early film studies was the auteur theory , which emphasized the creative control of a director over a film, viewing them as the primary author of a work. This led to the establishment of film studies as an academic discipline, integrating it into the broader field of film history .

Modern Approaches

Modern critical film studies have evolved to encompass a wide range of critical approaches , such as the study of film and cultural identity, film and gender, and the relationship between film and history.

This expansion of the field has allowed scholars to examine films from various perspectives, including reception studies, which focus on how audiences engage with and interpret films.

Technological advancements in filmmaking and film distribution have also shaped the development of critical film studies. With the advent of digital cinema and streaming platforms, film scholars have had to adapt their analyses to new modes of production and consumption.

Furthermore, the field has had to consider the role of transnational and global cinema, as films are increasingly produced and distributed beyond national boundaries.

In short, critical film studies has evolved significantly over time, adapting to new cultural, social, and technological contexts to provide scholars with a multifaceted understanding of the medium of film and its impact on society.

Theoretical Frameworks

Auteur theory.

The Auteur Theory suggests that the director’s personal creative vision is the driving force behind a film, making them the primary “author” of the piece. Often, the director’s work is analyzed for recurring themes, visual styles, and distinct narratives that represent their unique perspective.

This approach to film theory emphasizes the creative power of an individual in shaping film regardless of time, genre, or changing societal norms.

Genre Studies

Genre Studies focus on examining how films fit into certain established genres or categories. These can include everything from romantic comedies, action dramas, to science fiction or horror.

By comparing and contrasting films within a genre, critics can identify common themes, narrative structures, visual aesthetics, and character archetypes. Genre studies also touch on the social impact of these films and the audience’s expectations, and how they reflect societal values and interests.

Gender and Sexuality

An essential aspect of critical film theory is analyzing movies through the lens of Gender and Sexuality . This approach looks at how films portray and represent gender roles, sexual orientations, and the dynamics between these.

By considering the ways movies depict masculinity, femininity, and diverse sexual identities, critics can identify societal norms, biases, and stereotypes in the film industry. This framework of film theory is closely related to sociology, as it helps to demonstrate the relationship between cinema and the society it reflects.

Influential Films and Case Studies

Pulp fiction.

Pulp Fiction is a highly influential film directed by Quentin Tarantino. The non-linear narrative structure and unique blend of dark humor, violence, and pop culture references have made it a classic.

The cast includes big names such as John Travolta, Samuel L. Jackson, and Uma Thurman. Their dynamic performances, along with Tarantino’s distinct directing style, have shaped the film’s impact on media and film studies.

My Dinner with Andre

My Dinner with Andre is a thought-provoking film that explores the art of conversation.

It features two main characters, played by Wallace Shawn and Andre Gregory, engaging in a real conversation over dinner. Directed by Louis Malle, the movie focuses on the depth and importance of interpersonal communication.

My Dinner with Andre has become a seminal work in critical film studies as it pushes the boundaries of plot conventions and challenges viewers to examine their own conversations and relationships.

Community Episode: Critical Film Studies

Community, a popular TV show, has an episode titled “Critical Film Studies” that pays homage to My Dinner with Andre. The episode stars Danny Pudi as Abed, who invites Jeff (played by Joel McHale) to a “Pulp Fiction” themed surprise party.

However, Abed and Jeff end up at another restaurant, where Abed recreates the setting of My Dinner with Andre.

Throughout the episode, themes from both Pulp Fiction and My Dinner with Andre are discussed by the characters. For example, the “gimp” scene from Pulp Fiction serves as a metaphor for the masks people wear in society. We also see the character of Britta, played by Gillian Jacobs, attempt to recreate a scene from Cougar Town, a show Abed likes, to teach Troy (played by Donald Glover) a lesson.

The clever blend of pop culture references and media studies commentary makes this Community episode a prime example of how films like Pulp Fiction and My Dinner with Andre continue to influence television and storytelling in various formats.

Roles and Careers in Film Studies

Film studies is an academic discipline that examines various aspects of cinema, including film production, theory, and history. Graduates in this field have plenty of career opportunities in the film industry and beyond, such as film directors, filmmakers, and film studies educators.

Directors are responsible for overseeing the creative aspects of a film. They work closely with actors, screenwriters, and production staff to ensure the final product aligns with their creative vision.

A strong foundation in film studies can provide aspiring directors with valuable knowledge about cinematic techniques, storytelling, and film history. To gain hands-on experience, students may participate in internships or create their own short films, paving their path into the film industry.

Filmmakers, including producers and writers, work collaboratively to create films from pre-production through to post-production. They are involved in various aspects of film production, like screenwriting, budgeting, and marketing.

One possible career path for film studies graduates is independent filmmaking, which allows for greater creative freedom while producing films outside mainstream networks. They can also find work opportunities in theater productions, journalism, and animation, where their understanding of film concepts, visual storytelling, and critical analysis can be applied effectively.

Film Studies Faculty

Film studies graduates may also choose to pursue a career in academia as faculty members at colleges and universities. They teach courses on film history, theory, and production, helping students develop a critical understanding of the medium.

Beyond teaching, they often engage in research, publish scholarly articles, and present at conferences to contribute to the ongoing development of the field. A career in academia typically requires a higher degree like a master’s or a Ph.D. in film studies or a related discipline.

In conclusion, film studies graduates have a variety of career options to explore within the film industry and beyond. Their deep understanding of the craft and business of cinema can be applied in professions like directing, producing, writing, and teaching.

Through internships and hands-on experience, they can build their networks and establish a strong foundation for their future endeavors.

Impact on Society

The impact of critical film studies on society can be seen in the way movies influence community values and norms. One significant area in which this relationship becomes apparent is censorship .

As films are often seen as powerful communication mediums, they sometimes face scrutiny and restrictions to prevent negative influence on society. Governments might impose censorship on films deemed inappropriate, offensive, or politically dangerous, as they can shape public opinion and trigger unforeseen consequences.

Influence on Pop Culture

Films are also significant contributors to pop culture , impacting society through fashion, music, and social trends. For instance, movies like “The Matrix” and “Pulp Fiction” redefined fashion and action movie tropes, while “Jurassic Park” created a lasting fascination with dinosaurs.

Films can also lead to social activism and advocacy, such as An Inconvenient Truth raising public concern about global warming.

Interpreting Films as an Art Form

Lastly, critical film studies encourage viewers to interpret movies as an art form, going beyond mere entertainment. The analysis of films involves dissecting the underlying messages, themes, and cultural significance.

This process helps audiences appreciate the intricacies of filmmaking and recognize the impact of cinema on their own beliefs and values. By examining films as art, viewers deepen their understanding of society and culture, fostering open-mindedness and critical thinking.

Notable Film Critics and Scholars

Richard ayoade.

Richard Ayoade is a British actor, director, and television presenter known for his work in various genres of film and television. Ayoade has a distinct and analytical approach to film criticism which he incorporates into his work as a filmmaker.

His directorial debut, Submarine (2010), is a perfect example of his unique take on storytelling and character development, while his sophomore feature, The Double (2013), showcases his ability to blend visual storytelling with a thought-provoking narrative.

Joel McHale

Joel McHale is an American actor, comedian, and television host best known for his work on the television show, Community . While he may not be a traditional film critic, McHale has a keen understanding of the entertainment industry and offers entertaining and insightful perspectives on both film and television.

His background in comedy allows him to approach film criticism from a humorous angle while maintaining a thoughtful and analytical viewpoint.

Donald Glover

Donald Glover, also known by his stage name Childish Gambino, is a multi-talented artist who excels in many different mediums, including acting, writing, music, and directing. Glover’s work in the film and television industry demonstrates his deep understanding of narrative structure, character development, and visual storytelling.

As a film critic, Glover’s perspective is unique because of his diverse experiences in various artistic disciplines. His work on the groundbreaking television series, Atlanta , showcases his ability to merge film, television, and music into a cohesive and innovative storytelling experience.

Television Show Community and Film Studies

Themes and concepts.

The television show “Community” is known for its exploration of various themes and concepts related to film studies. A notable episode is Critical Film Studies , which aired on NBC during the second season. This episode centers around a “Pulp Fiction”-themed birthday party for the character Abed, organized by the study group at the college they attend.

Throughout the episode, discussions of Erik Satie’s music, cinematic trivia, and concepts of friendship intertwine with themes of critical media analysis. The episode delves into these ideas in a way that showcases the influence of film studies on the show.

Performance Reviews

“Critical Film Studies” received positive reviews for its exploration of film study concepts, as well as the performances of the actors.

The dynamic between the character Jeff, who represents the mainstream fascination with pop culture, and Abed, who has a deeper appreciation for the art of cinema, offers an interesting perspective on the importance of film studies in contemporary society.

The actors’ portrayals of their characters, combined with the clever writing, contribute to the episode’s success as a unique exploration of film theories and concepts.

Connections to Film Studies

The “Community” episode not only highlights various film studies concepts and theories but also directly connects to film studies as an academic discipline. In the context of the show, the college Dean is tasked with overseeing various subject areas, including film studies.

The episode’s approach to critical media analysis, combined with its strong connections to the characters’ academic pursuits, showcases the value and potential impact of film studies on popular culture.

Overall, “Critical Film Studies” is an example of how television programming can engage with and promote the importance of film studies in a creative and entertaining way.