Living An Inspired Life - Life & Business Coaching

6/28/10
Outline

•  Introduc on
Using
Popular
Media
to

•  Method

– Movies
and
TV
shows
Teach
Economics

– Music

– Comics
Jun
Sung
Kim(jk2238@cornell.edu)


Qilu
Yu(qy37@cornell.edu)
 •  Case
Study

Min‐wook
Kang(mk792@cornell.edu)

•  Effec veness

•  Discussion
and
Q/A

Introduc on 
 Introduc on 

•  Icebreaker
 •  How
many
of
you,
this
month,



– Introduce
each
other
(name,
department)
 – Q1:
watched
a
movie?

– Q2:
watvie
or
a
TV
show?

– Q3:
watched
a
movie,
a

TV
show
or
read
comics?

– Q4:
watw,
or
read

comics,
or
listened
to
pop
music?

Students will be interested
Introduc on 
 Method:
Movie,
TV
Shows

•  Idea
 •  Method

– If
we
use
popular
media
for
teaching,
students
 1.  Select
an
appropriate
movie
or
TV
show

would
be
be er
able
to
apply
economic
concepts
 2.  Either
show
the
movie
before
explaining
the

to
the
real
world.

 corresponding
economic
concept
in
class,
and

encourage
them
to
discuss
•  Ques ons








or
give
an
assignment
for
students
to
watch
the
– What
are
some
good
approaches
to
using
popular

movie
and
find
the
economic
concept

before
or
media
in
teaching?

a er
the
lecture. 
– Can
it

be
effec ve
in
improving
students’

learning?

– If
yes,
how
effec ve
is
it? 

1 6/28/10
Methods
:
Movies,
TV
Shows
 Method:
Movies
‐
example

•  Benefit
 •  Example:
‘A
Beau ful
Mind
 (2001)’,
enables

– Movies
and
TV
shows
contain
economic
concepts
 the
students
to
learn
the
basic
idea
of
Nash

directly
or
indirectly
 Equilibrium

– Easy
to
find
resources
 •  First,
the
instructor
explains
Nash
eqm.


•  Nash
eqm
is
a
solu on
of
a
game
involving
two
or
– More
realis c 

more
players,
in
which
each
player
knows
the
others’

strategy,
and
no
player
has
anything
to
gain
by

changing
only
his
or
her
own
strategy.

•  Next,
show
the
movie
clip.

Method:
Movies
‐
example
 Methods:
Movies
‐
example

•  Group
Discussion
Ac vity:
A er
watching
the

movie,
divide
students
into
groups
of
3
to
5

people,
and
ask
them
to
discuss
and
find
other

relevant
situa on
(ex.
Prisoner’s
dilemma)

•  Wrap
up
and
summarize

Methods:
Movies,
TV
Shows
 Methods:
Pop
Music

•  Resources

•  Economics
can
be
found
in
a
lot
of
pop

– www.moviesforecon.com

songs’
lyrics,
students
can
easily
memorize


(list
of
movies
and
various
resources)
 the
lyrics
of
popular
music.

– www.csus.edu/indiv/l/langd/list_s06.pdf

(list
of
movies)

•  Example:
"Fear
the
Boom
and
Bust"
a
– www.nvcc.edu/home/lbhadra/syllabus.doc

Hayek
vs.
Keynes
Rap
Anthem

(sample
syllabus)

2 6/28/10
Methods:
Comics
Methods:
Pop
Music

•  Tradi onally,
economics
text
books
have
used
comics

•  Ask
the
students
to
find
economics
theories
 for
explana on
purpose.


behind
pop
songs
they
listen
to.

•  Ask
the
students
to
write
lyrics
for
pop
music.

From ‘The Cartoon
Introduction to •  From
ABBA
to
Zeppelin,Led

Economics: Volume
One:
Microeconomics’
Case
Study
Methods:
Comics

•  Economics
Goes
to
Hollywood:
Using
Classic

•  Popular
comic
books
could
also
be
used
in
the
 Films
and
Documentaries
to
Create
an

classroom.
 Undergraduate
Economics
Course

Author(s):
Don
Leet
and
Sco 
Houser
•  mo va ng,
visual,
permanent,
intermediary,

Source:
The
Journal
of
Economic
Educa on,
and
popular.
From
Yang
(2003).

Vol.
34,
No.
4
(Fall,
2003),
pp.
326‐332
.

•  The
course
has
five
components:
readings,

lectures,
discussion,
student
papers
and
the

films.

Some
movies
used
in
the
course:
Case
Study

You’ve
Got
Mail
(1998)

•  Reading:
Economics
textbooks
as
well
as
an
 Economies
of
scale,
the
costs
of
monopolis c

introductory
film
cri cism
textbook.
 compe on
and
product
differen a on,
the
tradeoffs

between
efficiency
and
variety.

•  Lecture,
film,
and
discussion:
introduce
relevant

A
Beau ful
Mind
(2002)

economic
concepts.
The
film
is
then
viewed
in
class,

Nash
Equilibrium,
general
equilibrium.
followed
by
discussion.


The
Bourne
Iden ty
(2002)

•  Paper:
students
are
required
to
write
short
papers
to
 Consumer
and
Producer
Surplus,
Gains
from
Trade

demonstrate
their
understanding
of
the
economics.

The
Dark
Knight
(2008)

Game
theory.

3 6/28/10
Project
Based
Approach
 Resource
Based
Approach

Time

 Prior
Knowledge

Devo ng

Applica on
of

Ac ve
 content
to
new

Learning
 situa on

Be er

Be er
Performance
Interac on
&
 Connec on
to

Performance
‐ A endance
Rate
 real
life
Discussion

‐ 
Final
Exams

Ac ve

Cri cal
 Learning

thinking

Applying
 Interac on
&

knowledge
 Discussion

into
project

Effec veness
 Evidence
I

Absent
Percentage
 Absent
Percentage

Familiarity

in
Project‐based
 in
Resource‐based

Interested
 Be er
 Be er

Learning
 Performance

Easy
to

step 2
Understand

step 1
Rod
D.
Raehsler,
THE
USE
OF
POPULAR
MUSIC
TO
TEACH
INTRODUCTORY
•  Many
ar cles
and
researches
explained
step
1.

 ECONOMICS,
Annual
mee ng
of
the
Allied
Social
Science
Associa on ,
San
Francisco,

CA.
January
3‐5,
2009.


•  However,
few
ar cles
addressed
step
2.

Project‐based
has
a
posi ve
effect
on
a endance
rate

Evidence
II
 Cri cism

Final
Scores
 Final
Scores

•  Copyright
Restric on
in
Project‐based
 in
Resource‐based

•  Films
are
fic onal:
different
from
reality

•  Students
can
vary
in
their
reac on

•  Using
film
scenes
in
class
takes
 me
away

from
other
classroom
ac vi es

Rod
 D.
 Raehsler,
 THE
 USE
 OF
 POPULAR
 MUSIC
 TO
 TEACH
 INTRODUCTORY

ECONOMICS,
Annual
mee ng
of
the
Allied
Social
Science
Associa on ,
San
Francisco,

CA.
January
3‐5,
2009.


Project‐based
has
a
posi ve
effect
on
Final
exam
scores

4 6/28/10
Conclusion
 Resources

‐  A
Beau ful
Mind(2001)’,

h p://www.youtube.com/watch?v=v5jrNoNNtrE 
•  Both
Project
and
Resource
based
approaches

‐  www.moviesforecon.com
are
effec ve

‐  www.csus.edu/indiv/l/langd/list_s06.pdf

•  Many
ways
to
access
resources

‐  www.nvcc.edu/home/lbhadra/syllabus.doc





‐
Youtube,
DVD,
Video,
Audio,
PDF
 ‐  Weird
Al's
"Ebay"

h p://www.musicforecon.com/Ebaysample.swf

•  Instructor’s
careful
prepara on
required


‐  From
ABBA
to
led
Zeppelin

•  Fewer
Research
studies
on
this
new
methods
 




h p://divisionoflabour.com/music/

in
Economics
compared
to
Physics
and
 ‐  Rod
D.
Raehsler,
THE
USE
OF
POPULAR
MUSIC
TO
TEACH

INTRODUCTORY
ECONOMICS,
Annual
mee ng
of
the
Allied
Medical
educa on

Social
Science
Associa on ,
San
Francisco,
CA.
January
3‐5,

2009.

5