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And the Winner Is: Inviting Hollywood Into the Neuroscience Classroom

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The Journal of Undergraduate Neuroscience Education (JUNE), Fall 2002, 1(1): A4-A17. And the Winner Is: Inviting Hollywood into the Neuroscience Classroom Eric P. Wiertelak Department of Psychology, Macalester College, Saint Paul, MN 55105 Both short excerpts from, and full-length presentation of neuroscience film series, features group discussion of feature films have been used with success in movies of perhaps more limited relevance to neuroscience. undergraduate instruction. Studies of such use of films has An additional goal of this article is provide the reader revealed that incorporation of film viewing within courses with initial resources for the selection of potential film titles can promote both content mastery and the development of for use in neuroscience education. Three extensive tables critical thinking skills. This article discusses and provides are included to provide a wide range of title suggestions examples of successful use of two methods that may be appropriate for use in activities such as the neuro-cinema, used to incorporate a variety of full-length feature films into the neuroscience film series, or for more limited use as neuroscience instruction. One, the "neuro-cinema" pairs short "clips" in classroom instruction. the presentation of a film featuring extensive neuroscience content with primary literature reading assignments, group Key Words: teaching methods; neuroscience education; discussion and writing exercises. The second, a Motion Pictures; films; movies. It is no secret that instructors across disciplines have long neuroscience education may also help students to made use of feature films and short "clips" from movies in recognize the many intellectual and vocational possibilities conjunction with classroom instruction. Examples of such that such study has opened for them (for a discussion of use in instruction include the use of film to provide the use of neuroscience-related feature films in middle conceptual illustrations (Fleming et al., 1990; Boyatzis school/secondary education, see Stewart and Chudler, 1994; Conner 1996; Kelly, 1998); allow examination of 2002). social relationships and interpersonal communication (for This article discusses some ways in which to example, Paddock et al., 2001); to permit the observation incorporate movies into the undergraduate neuroscience of specific methodological techniques (Toman and Rak, curriculum. It provides extensive title suggestions, along 2000; see also Wedding and Boyd, 1999) and to introduce with examples of the sorts of assignments and film choices students to content that may be beyond their personal that have been effective in recent years in my own course experience, such as psychological trauma (for example, offerings. The movie titles included here are intended to Alexander and Waxman, 2000). In studies of such course provide suggestions for use across a wide range of topics, related uses, movies have been shown to augment the genres and Motion Picture Association of America (MPAA) understanding of course material (Kinney, 1975; Fleming et ratings, from the earliest days of film making to today. It is al., 1990; Boyatzis 1994; Conner 1996; Paddock et al., by no means exhaustive-- or intended to exclude the 2001), improve critical thinking skills (Fleming et al., 1990; reader's personal favorites. Conner 1996; Paddock et al., 2001), broaden student awareness of important social issues (Hyler, 1996; ASSIGNMENT/EXERCISE 1: NEURO-CINEMA Alexander and Waxman, 2000; Davis, 2000), and aid in the This assignment includes the viewing of an entire film application of concepts from their coursework to real life by the class as a group, within a single multi-hour situations (Fleming et al., 1990; Hyler and Moore, 1996; laboratory period. The design allows the class to become Davis, 2000; Toman and Rak, 2000). involved in the story and remain so for an immediate post- The purposes to which movies have been put across viewing discussion. (This sort of exercise is not unique to disciplines may also be of benefit in the study of neuroscience instruction; for example Fleming et al. (1990) neuroscience. While not a substitute for classroom describe a somewhat similar exercise used each week in a instruction and readings, movies can serve to promote the film-based psychology course.) understanding and retention of specific content areas Ideally, films chosen by the instructor for use in this under discussion within a course. A critical examination of exercise should meet two criteria: 1) Feature a films depicting (for example) neuroscience methodology in neuroscience concept, used as a central plot mechanism; use, pharmacological effects on behavior, or the impact of and 2) Employ a neuroscience concept associated with a illness or injury on the nervous system can provide strong primary literature base. Considering the rate at students with valuable opportunities for the evaluation of which feature films are currently produced worldwide, their own educational progress. Further, movies featuring along with the incredible number already in existence, the neuroscience content may effectively expose students to limited number and type of movies that meet the above unfamiliar, but important subject matter, or provide needed criteria for use is surprisingly large. context-- stimulating interest in and enthusiasm not only for Table 1 contains a selection of movie titles that meet specific topics, but for the interdisciplinary field of the criteria suggested above. One week prior to the neuroscience. Indeed, the use of movies in undergraduate JUNE is a publication of Faculty for Undergraduate Neuroscience (FUN) www.funjournal.org The Journal of Undergraduate Neuroscience Education (JUNE), Fall 2002, 1(1): A4-A17. A5 Title Year Released By Running Directed By Featuring Specific Content Genre/ Time Rating A Beautiful 2001 Universal 2 hrs., 16 Ron Howard Russell Crowe, Ed Schizophrenia, attention Drama Mind Studios and mins. Harris, Jennifer PG-13 Dreamworks Connelly LLC A.I.: Artificial 2001 Dreamworks 2 hrs., 25 Steven Haley Joel Artificial intelligence, Drama/ Intelligence LLC and mins. Spielberg Osment, ethics Action Warner Jude Law PG-13 Brothers Afraid of Dark 1991 New Line 1 hr., Mark Peploe James Fox Vision, perception, Drama/ Productions 31 mins. neurodegenerative Thriller disease R Violence As Good As It 1997 Tristar Pictures 2 hrs., 19 James L. Jack Nicholson, Obsessive-Compulsive Drama Gets mins. Brooks Helen Hunt, Disorder, phobias PG-13 Greg Kinnear, Cuba Gooding, Jr. At First Sight 1996 Metro Goldwyn 2 hrs., Irwin Winkler Val Kilmer, Visual perception, Drama Mayer 8 mins. Mira Sorvino surgery, methods PG-13 Awakenings 1990 Columbia 2 hrs., Penny Robert DeNiro, Encephalitis, Drama Pictures 1 min. Marshall Robin Williams, Parkinsonism, L-Dopa, PG-13 Julie Kavner dyskinesia, treatment of the mentally ill, ethics Blind Date 1984 New Line 1 hr., Nico Joseph Bottoms, Vision, nervous Suspense/ (AKA Deadly Cinema 35 mins. Mastorakis Kirstie Alley system/technology Horror Seduction) interface R Violence Gore Sexual Content Clean Slate 1994 Metro Goldwyn 1 hr., Mick Jackson Dana Carvey, Korsakoff's Syndrome, Comedy Mayer 47 mins. James Earl Jones, memory, brain injury PG-13 Valeria Golino, Vyto Ruginis Dark Victory 1939 First National 1 hr., Edmund Bette Davis, Brain Tumor, terminal Drama Pictures 44 mins. Goulding George Brent, illness, vision NR Inc./Warner Humphrey Bogart, Brothers Ronald Reagan Darkman 1990 Universal 1 hr., Sam Raimi Liam Neeson, Brain/spinal surgery, pain, Action/ Studios 36 mins. Frances methods Horror McDormand R Violence, Gore, Language Deep Blue 1999 Warner 1 hr., Renny Harlin Samuel L. Methods, Alzheimer's Suspense/ Sea Brothers 45 mins. Jackson, Disease, genetic Thriller LL Cool J, manipulation, R Saffrom Burrows, neuropharmacology Violence, Michael Rapaport Gore, Language Fight Club 1999 Twentieth 2 hrs., 19 David Fincher Brad Pitt, Dissociation, pain, Drama/ Century Fox mins. Edward Norton delusional thought Action Meat Loaf R Violence, Language, Sexual Content I Come in 1990 Anchor Bay 1 hr., Craig R. Dolph Lundgren, Abuse potential of Action/ Peace Entertain-ment 31 mins. Baxley Brian Benben Endogenous opioids, Thriller psychopharmacology R Violence, Gore, Language Wiertelak, Using Movies in Neuroscience Instruction A6 Title Year Released By Running Directed By Featuring Specific Content Genre/ Time Rating Jacob's 1990 Carolco 1 hr., Adrian Lyne Tim Robbins, Death and the nervous Suspense/ Ladder Pictures 55 mins. Danny Aiello, Ving system, environment and Horror (AKA Dante's Rhames, Jason learning, R Inferno) Alexander psychopharmacology Violence, Language, Sexual Content Lorenzo's Oil 1992 Universal 2 hrs., George Miller Nick Nolte, Nervous system disease, Drama Studios 9 mins. Susan Sarandon adrenoleukodystrophy, PG-13 science and society, ethics Man's Best 1994 New Line 1 hr., John Lafia Ally Sheedy Genetically-enhanced Thriller/ Friend Productions 27 mins. nervous system, Horror neuropharmacology, R ethics Violence, Gore, Language The Matrix 1999 Warner 2 hrs., 16 Larry and Keanu Reeves, virtual reality, nervous Action/ Brothers mins. Andy Laurence system/technology Thriller Wachowski Fishburne interface, sensation and R perception Violence, Language Metropolis 1926 Universum Film 1 hr., Fritz Lang Brigitte Helm science and society, Drama A.G., 55 mins. artificial intelligence, SILENT Paramount (DVD robotics, cybernetics, NR Pictures Release) memory One Flew 1975 The Saul 2 hrs., 14 Milos Forman Jack Nicholson
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