Learning a country’s history through reading books can be tough. History can be boring and sitting in a lecture about it isn’t that enjoyable especially if it’s an intense class. Watching films along with the reading can help students have a better understanding of what they need to know. By seeing images on the screen of the country they are learning about and seeing this is the life of the people living there can help them have a better understanding of the material.
As mentioned before, films are a brilliant way to teach students about a certain topic especially if it is about a country’s history that is really complex. But while watching the films, there will also be some activities that will take place which will really help absorb the information for the students. The activities can include worksheets given the duration of the films along with class discussions after watching the films. Specific questions that can be asked in these worksheets for example are “Do you see any main female characters?” and “How are they portrayed in this film?”. These questions are ideas from the journal, “The role of women in film: Supporting the men — An analysis of how culture influences the changing discourse on gender representations in film”. The author of this journal asks herself questions when watching films and encourages others to do the same. Some questions listed are: “1) Are there at least two women in the film who have names? 2) Do those women talk to each other? 3) Do they talk to each other about something other than a man?”. After each film, discussions will take place regarding what happened in the film and how it relates to topics students are learning in class. The discussions will include what they saw in the movie, what was their reaction, did any scenes stand out, do you agree or disagree with was going on in the film. This will lead for students to fully understand and absorb the information being taught.
The author of the journal also uses films and makes a checklist of how the female protagonist is portrayed clothing wise (e.g. tight clothes, cleavage, breasts, buttocks). In the third table she has a lot of information which includes the gender and race of the protagonist and which gender produced, directed, etc. the film. All of the films the author saw had mostly white males as protagonists and all of the films were produced by males. This can help format more questions in the worksheets when students are watching the films. Also, when I think about this information myself as a teacher, it will help me pick and choose which films are appropriate to show during class. It will help me with knowing these films will actually be effective for my students.
A Separation is a film about a couple who is trying to get a divorce due to their disagreements in the household while also trying to get custody of their daughter. The mom does not want her to grow up in Iran because of the “circumstances” and does not want her daughter to go through that. The mom also finally got a visa after trying for 6 months and wants to take advantage of this rare opportunity. But the husband needs his wife in order to take care of his father who has Alzhiemers and cannot take care of himself. In the article, “How Iran’s Greatest Director Makes Art of Moral Ambiguity” by Giles Harvey it talks about his background and how he directs his films. Films like the ones director Farhadi Asghar produced really leave an impact on the audience. He says himself “Farhadi has learned, as he says, to speak quietly in his films, and part of this involves trusting his audience to listen for his meanings.” This means the way he develops his scenes leaves it up to the audience to interpret the deeper meaning. This movie connects back to the idea of how films can help students better understand a topic by the creativity of this one. The director meshes multiple themes of love, family relationships, mental disorders, and divorce into one movie which can usually be really tough. It can show students how present day Iran and how women dress more modern with jeans and long shirts. They get to see how much of a normal life they live. Reading about all these themes would’ve been much harder.
The article, “Thousands of Iranian women watch football match for first time” by Emma Graham-Harrison published on October 10, 2019 discusses women finally being able to watch a football game. It had been four decades since the last time they were able to watch a game at the stadium. Ever since the Islamic Revolution in 1979 happened, it had been a sinful act for women to witness live games. However, there was a chance for some girls to go to a game last October. They were “handpicked” as the author said but then the next day, there was a warning that this will not happen again because it will “lead to sin”. However, now women were finally giving their right to enter the stadium and enjoy the game. This was brought to attention when a girl named Sahar Khodayari set herself on fire in front of the stadium. Days before this she wanted to watch a game and proceeded to dress up as a man hoping to enter the stadium until she got caught. She then went to court and found out she will be going to jail for six months. Because of this occurrence it was brought to the public’s attention and women across the country are finally getting what they want.
I believe this is a good beginning and, in a way, “hope” for women’s rights in Iran. When I say this, I mean that allowing women to do a simple act of watching a game is a huge step towards gender equality. This shows hope for the future of women in Iran. The death of Sahar was tragic but can be seen as a courageous and brave act since she brought light to this issue. Something as simple as going to a game should not be banned for women. Football games are meant to be enjoyable and bring the country together. How can a country be united with one gender? It involves both women and men to build this country up and support it. Women should not be excluded from this and should be given the fair treatment they deserve.
The article, The Flame of Feminism is Alive in Iran by Roya Hakakian discusses the effect the revolution in Iran which took place in the 70s still has to this day on Iranian women. Women are still on the streets protesting for their own freedom. It may be rebellious, but they have the right to dress the way they wish to. Even the women who are veiled want the next generation to be able to have a choice and not go through what they went through. Women in the second-class status are also disobeying laws that do not protect them. The author discusses how the veil has now become a symbol of resistance and women being forced to wear this veil is a traditional aspect of their culture and not what the leaders demanded who were in power. Overall, women in Iran really urge every woman around the world to appreciate the luxury they have with wearing whatever they want and that it is their choice.
I believe what these women are doing is right because I think they have no other choice. It has come to the point where women can’t just go to court and ask them to change the laws. I do think these acts are very rebellious where they are taking off their hijabs in public and filming it or how they helped two women escape but tearing the car apart which they got locked in. But it’s all for this purpose to gain their right to dress how they want. The government doesn’t leave them a choice, so they must get their attention somehow. I do find it interesting however that this one change in government in the past still has an impact today. Ayatollah Khomeini wanted every woman to wear a hijab and since then, they’ve been obeying this. Back then, it was worse for women to protest. It is their job to make sure there is no repeat in history again for the future generation because this is how Iran will move forward as a country and prosper. These two articles mentioned are about current issues Iranian women are facing and can help students get an idea of what is going on in the country.
Technology should be used to benefit a student. As teachers, we should take advantage of the technology we have now. Showing videos or documentaries is a way we must use to teach our students. Sometimes there is information only in videos that can’t be found through just reading. It’s our job to make sure we are giving what our students need that will benefit them in the long run. I am aware, history can sometimes be one of those subjects someone might not want to hear or say if it’s even necessary. But if we use the right resources, everyone will be engaged in the class and want to learn more.
This entry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.
