tag:blogger.com,1999:blog-7872819010848426693.post7064892988987747367..comments2024-03-28T02:46:03.227-04:00Comments on The Historical Society: In Praise of Worldcat and Recent and Forthcoming History FilmsRandallhttp://www.blogger.com/profile/16755286304057000048noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-7872819010848426693.post-42485919278660610362010-02-01T02:28:48.965-05:002010-02-01T02:28:48.965-05:00Thanks for these suggestions. Having spent 12 hou...Thanks for these suggestions. Having spent 12 hours over this weekend previewing films for this semester's courses, I am especially aware of how helpful it is to have such a list so one doesn't need to "reinvent the wheel" so-to-speak, especially in areas outside one's own specialty.<br /><br />(By the way, as an early modernist I'm BEGGING for someone to treat the Inquisition on film in a sane manner. I had some high hopes of the recent PBS treatment, but became almost nauseated about 25 minutes into the 240 minute treatment and had to stop watching altogether due to my anger and frustration. I can't even show bits of it as a demonstration of wrongful thinking on the subject because my students are so steeped in pop culture ideas that the last thing they need is PBS confirming all their worst stereotypes with pseudo-scholars and over-sexed dramatizations. But I digress.)<br /><br /> The real challenge pedagogically, it seems to me, is to find the "right" 15-20 minute clip to show in class. I tend to get lazy and show either all or nothing of a particular documentary. This is much less effective than finding a segment that really illustrates what you want them to know and showing a bit of it at the right time in class. There's nothing for this but some re-watching and careful planning. That often goes by the wayside in my own classes, I'm afraid.Lisa Clark Dillerhttps://www.blogger.com/profile/00155783885263417225noreply@blogger.com