Using film in teacher training: viewing the gifted through different lenses.

When educating teachers about the gifted, whether they be preservice or in-service teachers, teachers at the undergraduate or graduate level, the use of thoughtfully chosen popular film provides concrete examples of various characteristics of the gifted, their parents, and their teachers. Motion pictures also expose the viewers to social-emotional issues and diverse populations of the gifted that may not be readily evident or identified in the local community.

The use of popular cinema as an instructional tool has been shown to be effective on several levels. Beyond capturing and maintaining viewer interest, the use of film helps to dramatize and focus issues, provides salient points for discussion, and promotes connection with personal experiences (Harper & Rogers, 1999). Richardson (1992), who uses film in college-level teaching, notes that films have the ability to enliven concepts for students. Similarly, Tipton and Tiemann (1993) report that not only is the use of modem film well received by college students, but it also elicits a higher level of satisfaction from students when used in theory driven courses. Lavelle (1992) enumerates three specific reasons to use popular film as an instructional tool with adult populations: (1) students are encouraged to do further research and/or reading on a depicted topic; (2) discussions become more active with a common experiential quality rather than passive discourse on compartmentalized individual experiences; and (3) constructs and abstract ideas become more compelling when presented via visual media.

Portrayal of the gifted in film as a vehicle for addressing the social-emotional needs of gifted students has been the focus of several articles in the literature. Milne and Reis (2000) advise teachers, counselors, and parents how to use cinematherapy with gifted children in addressing their social-emotional needs. Newton offers reasons for the use of this technique with the gifted child. Hebert and Neumeister (2001) suggest using film and television clips as a vehicle for counseling the gifted student within a counselor-student or teacher-student setting. Newton (1995) advocates the incorporation of film into the curriculum for the gifted to address "characters and situations relevant to the lives of talented youth" (p. 15) and equates it with the counseling practice of bibliotherapy. Ideas provided by Milne and Reis, Hebert and Neumeister, and Newton explain how teachers can use film in their practice of helping students understand themselves and cope with being gifted. Practitioner friendly materials are included in each article.

Analysis of the movie industry's portrayal of the gifted in cinema has also been the subject of research. Cox (2000) notes how gifted children have been stereotypically portrayed in film according to convenient labels, such as turmoiled genius, "super-crip," prodigy, or nerd (p. 18). Cox cautions viewers, particularly teachers, parents, and gifted students, to be aware of the stereotypes promulgated by Hollywood, and to use the films as a springboard for discussion of the realities of the lives of gifted children, which are often more multi-dimensional than those portrayed in cinema. Adams and Orhnberger (2001), in their deconstruction and analyses of gifted characters in popular films, suggest that some screenwriters have used little, if any, academic research in the creation of their gifted characters, thus perpetuating negative stereotypes. Other films have presented the gifted in more realistic terms.

Previous articles have focused on teachers of the gifted using film in curricular situations with gifted students (Hebert & Neumeister, 2001; Milne & Reis, 2000; Newton, 1995). However, the use of this media has not been addressed in terms of educating teachers about the characteristics, stereotypes, social-emotional needs, atypical populations, parenting issues, and characteristics of teachers of the gifted. Popular video media may be used to raise the awareness of the characteristics and needs of the gifted for preservice teachers; provide invaluable, concrete examples of diverse gifted populations in staff development for regular education teachers; and enhance the instruction of those enrolled in graduate degree programs in gifted education.

Preservice Teachers

There is a general consensus among professionals in the field of gifted education that novice teachers are typically not prepared to provide optimum learning experiences for gifted students within the regular classroom at the elementary and/or secondary levels (Clark, 1997; Cline & Schwartz, 1999; Dixon, Dixon, Wark, & Carlson, 2000; Gallagher, 1998; Gallagher, 2000; Hansen & Feldhusen, 1994; Sullenger, Cashion & Ball, 1997). In most preservice teaching programs, gifted education receives only a cursory overview at best. Moreover, according to data reported by Karnes and Whorton (1996), most courses dealing specifically with methodology and pedagogy for teaching gifted students are offered on the graduate level. Thus, novice teachers enter the profession with little knowledge or understanding of high ability learners and their educational needs. Research documents the prevalence of such misconceptions held by preservice teachers regarding gifted students.

In a study of 69 preservice teachers, Knapp and Jordan (2000) found that when asked to describe a "really smart" person they have known, these preservice teachers held traditional ideas about "smart" people. Knapp and Jordan suggested that these preservice teachers may expect gifted students to have global strengths in all academic areas beyond the visual and performing arts. Likewise, these preservice teachers were daunted by the notion that gifted students may be smarter than their teachers. Preservice teachers who hold such views must be exposed to the realities of the gifted and their educational needs. In a study of preservice teachers in a foundations of education class, Peterson, Cross, Johnson, and Howell (2000) found that the critical use of film was identified as the instructional method most affecting preservice teachers' change in attitude toward diversity in the classroom.

Instructors of undergraduate survey courses covering exceptional children are faced with the task of introducing characteristics of, issues about, and strategies for teaching students with disabilities identified under the auspices of IDEA. The myriad of disability topics to be addressed leaves little time for in-depth study of the needs of the gifted, and perhaps limits class discussion of the gifted to as little as an hour (J. Siders, personal communication, January 15, 2002; G. Beckers, personal communication, February 1, 2002; S. Alber, personal communication, January 21, 2002; J. Nelson, personal communication, January 30, 2002). To maximize instructional time, undergraduates' prior knowledge of the gifted from popular cinema can be connected with key curricular concepts such as characteristics of gifted students and/or their cognitive and affective needs, and strategies for teaching the gifted. The instructor may design a survey of films that portray the gifted from which the undergraduates indicate with which films they are familiar. Or, the instructor may display an overhead with titles of films that portray various aspects of the gifted, ask the students to list all the films with which they are familiar, and gather class consensus. Class time may also be used to show clips of films that have characters with traits common to gifted children. The opening scene of Contact (Starkey & Zemekis, 1997), for example, illustrates a young girl's precocious scientific and technological interests. Similarly, a clip from Finding Forrester (Connery, Laurence, Tollefson, & Van Sant, 2000) highlights the stereotypical attitudes towards culturally gifted students. In one scene late in the film, Jamal, the main character, is ordered by his instructor to leave class following his challenge of Jamal's knowledge of classic literature. Nevertheless, Jamal was able to demonstrate advanced knowledge that equaled or surpassed that of his instructor. After viewing the clip, preservice teachers may list the gifted characteristics observed and share their ideas aloud. Building upon the students' responses, the instructor may expand upon the characteristics mentioned as they apply to understanding and teaching the gifted student. Alternately, rather than using class time to show the film in full or in clips, the instructor can ask students to work in groups or independently to summarize the film and make a character sketch of the gifted child portrayed. This requires the instructor to have seen the films to be discussed in order to engage in an informed dialogue with the students.

Next, the instructor may present information about the characteristics, social-emotional needs, and possible strategies for teaching the gifted in relation to the character(s) identified by the students in this brainstorming/summarizing session. Perhaps, for instance, all students had reported seeing Finding Forrester. The instructor could discuss the characteristics, social-emotional needs, and strategies for teaching the young, gifted African American male, Jamal Wallace, and how his needs may differ from those of another gifted child, such as William Miller, the young Caucasian male in Almost Famous (Crowe & Bryce, 2000), or Fred Tate, the child prodigy in Little Man Tate (Rudin, Rijski, & Foster, 1992). Another option for the instructor is to assign out-of-class viewing of some films pertaining to gifted children for discussion, independent writing, or group work that connects the lecture or course material to the films. The introduction of popular cinema into such a survey course in preservice teacher education courses not only offers novelty to what can be academically dense material, but could also provide a crucial link to the course content.

Staff Development

Exemplary staff development models designed to provide regular education teachers with instruction on the characteristics of the gifted and strategies for teaching the gifted are based upon theory and research (Henry, 2001; Karnes & Lewis, 1996; Powell & Siegle, 2000), but may lack the concrete connection required by some adult learners. Integrating popular film segments portraying issues related to gifted education may augment the staff development process and give participants a common name, face, and personality for whom they may develop individualized instruction within their classrooms. Using the visual stimulus of film enables staff development participants with the opportunity to visually relate to a character who exhibits traits common to the gifted students they may encounter. This strategy also provides a focal point from which a discussion can ensue regarding the educational and social-emotional needs of gifted students.

The use of film may also highlight the pervasive stereotypes evident in much of the popular cinema dealing with the gifted and can begin to combat those myths with facts based in research. For example, the underrepresentation of culturally diverse students within the gifted population is evidenced in films such as Stand and Deliver (Labunka, Linds, Musca, & Menendez, 1987) and Dangerous Minds (Bruckheimer, Simpson, & Smith, 1995) where students of Hispanic and African American heritage respectively are portrayed as less than intellectual. As the films progress, appropriate instructional methods serve to challenge the students and ultimately negate the prevailing stereotypical attitudes held by others and themselves. In their study of classroom teachers as qualified identifiers of gifted students, Powell and Siegle found that stereotypes do affect the identification process. The findings indicated that regular education teachers need training to become cognizant of the stereotypical beliefs they hold regarding gifted students in order to positively affect the efficacy with which they refer students for gifted programs. The government of Great Britain recently produced a film specifically to help teachers identify gifted children (Henry, 2001). The film is intended to combat the "one-size-fits-all" approach to schooling.

Karnes and Lewis (1996) addressed staff development through the use of educational videotapes. Providing a list of videotapes pertinent to gifted education by distributors and by topic, Karnes and Lewis enumerate films specifically for staff development on the following topics: characteristics and overview of giftedness, creativity, critical issues, curriculum, identification, global perspectives in gifted education, methods, minority issues, motivation, multiple intelligences, parenting, preschool, programming, structure of the intellect, talent development, and underachievement.

Another avenue for staff development is the use of popular culture film in illustrating issues of teaching gifted children. As in the preservice teaching examples, staff development facilitators may be able to draw on teachers' prior knowledge of films pertaining to giftedness and follow the aforementioned method in delivery of staff development. More time may be available to discuss issues of teaching the gifted in staff development than in a preservice course; hence, facilitators may also incorporate the use of film clips in their presentation of concepts. To illustrate the characteristics of gifted children, clips from the following films may be helpful: Searching for Bobby Fischer (Waitzkin & Zaillian, 1993), Matilda (Dahl, DeVito, Shamberg, Sher, & DeVito, 1996), Say Anything (Platt & Crowe, 1989), Dead Poets Society (Haft, Witt, Thomas, & Weir, 1989), and Finding Forrester (see Appendix B). Following each clip, the facilitator can infuse the concepts related to the staff development agenda, then refer educators to the film with a discussion of how the concepts were illustrated.

Shine (Scott & Hicks, 1996), which depicts Australian piano virtuoso David Helfgott, is another option. In one poignant scene, the main character expresses frustration about his relationship with his father and his father's lack of understanding regarding the main character's talent and life choices. Following the viewing of the film excerpt, the facilitator can introduce the concepts of perfectionism, isolation, and parental relationships as seen in the clip and discuss how teachers of gifted students may deal with these issues in the regular classroom. Similar mini-lessons can infuse film clips with the methods for teaching gifted students and understanding their social-emotional issues. For a comprehensive list of films and related gifted issues, see Appendix A.

Graduate Programs

Graduate programs in gifted education are not immune to similar instructional challenges. Research supports the effectiveness and efficacy of extensively trained teachers of the gifted over those who have had cursory or no specialized training regarding gifted students (Baldwin, 1993; Darling-Hammond, 2000; Hansen & Feldhusen, 1994). Experts in the field indicate that certification for teachers of the gifted should be mandatory (Cramer, 1991). In a national survey, Karnes and Whorton (1996) reported that 27 states have specialized training for teachers of the gifted. Twenty-four of those states require certification while three consider certification optional. Thus, 23 states have no specific certification requirements for working with gifted children (Karnes & Whorton). For those states with certification in the area of gifted education, the requirements vary widely from state to state and sometimes from institution to institution. Some institutions and/or states require extensive hands-on practicum experiences while others do not. The use of video clips is a way to bridge the gap between theory and practice when actual gifted student populations are not present.

Toman and Rak (2000) discuss how film is used in counselor education programs, specifically for teaching "diagnosis, counseling theories, interventions, and ethics" (p. 1). Follow-up studies with graduate students who participated in this training rated the method of using film as a positive learning experience in gaining understanding of the field (Toman & Rak). Additionally, results of their study indicate high student satisfaction with the use of film clips, strong student interest in the course due to the use of engaging media, and appreciation for the use of film from the perspective of a visual learner. Students identified how well the use of film correlated with the course concepts, and students rated films as to their pertinence to course content. Nicholson and Zadra (1998) purport that film, due to its inherent use of visual examples, promotes inductive thinking as well as understanding of broader themes and abstract generalizations. This active engagement enables the viewer to construct and internalize a personal meaning gleaned from the film and apply to his or her own life experiences.

This methodology can be utilized in graduate programs in gifted education. When introducing atypical or diverse populations of gifted students, film clips can be used to provide concrete examples of specific subpopulations of gifted students that may not be readily available for observation in the local schools. In Finding Forrester, Jamal Wallace is a gifted African American student with a passion for both writing and basketball. His stellar standardized test scores belie his mediocre classroom performance. Using a specific clip showing Jamal's mother being informed of his standardized test performance by his teacher juxtaposed with a scene showing Jamal playing basketball with his friends, students could be asked what characteristics Jamal displays as a gifted, African American male. Other film clips portraying various diverse populations of the gifted could also be utilized in a similar manner, such as Stand and Deliver, Children of a Lesser God (Palmer, Sugarman, & Haines, 1986), and Contact (see Appendix B).

In courses dealing with methods for teaching the gifted, an exercise in identifying characteristics, needs, and concomitant problems displayed by a gifted character in a film clip could be followed by the development of specific strategies to address the identified features of the character. Using a clip from Real Genius (Grazer & Coolidge, 1985), where Mitch Taylor is a brilliant 15-year old who excels in math and science, graduate students could identify the gifted characteristics manifested by Mitch, pinpoint his possible educational needs, discuss concomitant problems that may arise as a result of his needs, and then develop educational strategies for differentiated instruction or even an Individual Education Plan (IEP) for Mitch. Another possibility involves using film clips portraying appropriate and inappropriate educational techniques in teaching the gifted for subsequent in-class discussion and analyses.

In courses focusing upon counseling the gifted, video clips can be used to highlight and discuss issues associated with the gifted population, such as perfectionism (Dead Poets Society); A Beautiful Mind (Grazer & Howard, 2001), unrealistic expectations (Breakfast Club (Hughes & Tannen, 1985)), asynchronous development (Little Man Tate (Rudin, Rijski & Foster, 1992)), or isolation (October Sky (Gordon & Johnston, 1999); A Beautiful Mind) (see Appendix B). Given concrete examples of these issues manifested by characters in film, graduate students can develop classroom interventions to address specific issues.

Building upon the use of film in the classroom, graduate students could develop actual lesson plans or viewing guides for use with their current or future gifted students. The graduate students would select a characteristic, gifted subpopulation, or social-emotional issue of interest, then choose appropriate film clips to present to their gifted students. Discussion questions and activities would then be developed to effectively introduce, actively view, and debrief students. Likewise, the graduate students could also develop similar items for use with parents or teachers and administrators as staff development. As a culmination of this project, graduate students would share their lesson plans and/or guides with the class, possibly distributing copies of their assignments to their classmates, thereby providing a variety of instructional ideas to each graduate student (see Appendix C).

Suggestions and Cautions

While use of film for teaching preservice, staff development, or graduate classes offers a useful visual aid, cautions must be taken in selection and use. As Cox (2000) advises, viewers should recognize how one-dimensional and stereotypical the gifted characters are presented. Instructors should take care to address this issue with viewers, perhaps by asking how the characters are portrayed in Hollywood productions and generating a discussion about such stereotypes and labels. Instructors should emphasize the complexity of gifted children as opposed to the one-dimensional characters seen in film. Special attention should also be given to how much class time is allotted if film clips are to be used efficiently. With this in mind, the instructor should introduce the film by setting the stage for the clip by giving an overview of the film prior to showing the clip, and following the viewing with a summary of the remainder of the film so that students understand the context of the clip. To maximize instructional time, use of an entire film during class is discouraged, but students should have access to the movie prior to meeting, whether the film is on reserve in the library or available at a local rental business. It is also recommended that instructors thoroughly preview films to refresh their memories and prepare to field questions from students who may not have seen the film. Similarly, instructors should be sensitive to film content as it may relate to the cultural, religious, or political beliefs held by students. Likewise, the Motion Picture Association rating designation should also be considered in the selection process of films and/or film clips to be used in an instructional setting (see Appendix B). Some film clips, although contextually appropriate, may contain language or other potentially offensive situations. As such, viewers should be notified. Film scenes used with adult audiences, may not necessarily be suggested for use with gifted students for this reason.

Providing guided questions for students to consider while viewing is also recommended so students will understand why they are watching and how the media is related to course content. This strategy also helps to ensure active viewing by students, which instructors would want to model for teachers to replicate in their own classrooms. Instructors should also adopt the attitude that film does not supplant teaching, but it can enhance students' understanding of the course and can be a conduit to acquire new skills. Mention of this caveat as well as debriefing of the strategy of using film clips will help ensure the appropriate use of films in courses to be taught by the students.

When selecting films, instructors should identify which characteristics, social-emotional needs, or cognitive issues are to be targeted during instruction. When these lesson goals are established, the instructor should focus on films that are in keeping with the intended objectives.

Future Considerations

Research of the efficacy of using films in training teachers for educating the gifted is required at the preservice, in-service, and graduate levels. Specific guides are needed indicating start and stop times of isolated clips and their relevance to the course material, as well as guided questions to use in pre- and post-viewing sessions. Instructors would be likely to utilize films more if such a manual existed, thus saving them coveted planning/preparation time. Through the use of carefully selected motion pictures, instructors can use film as a valuable tool in preparing educators for teaching the gifted.

Appendix  A
Selected Film Listing With Suggested Uses

FILM                                               SUGGESTED USES

                  Characteristics    Diverse     Methods /   Social
                                   Populations  Strategies  Emotional
                                                             Issues

Almost Famous
  (2000)                X                                      X
A Beautiful
  Mind (2001)           X                                      X
Billy Elliot
  (2001)                X                                      X
The Breakfast
  Club (1985)           X                                      X
Children of a
  Lesser God
  (1986)                X                X            X        X
The Competition
   (1980)               X                X                     X
Contact (1987)          X                X            X        X
Dangerous Minds
   (1995)               X                X            X        X
Dead Poets
  Society (1989)        X                             X        X
The Ernest
  Green Story
  (1993)                X                X            X        X
Fame (1980)             X                X            X        X
Finding
  Forrester
  (2000)                X                X            X        X
Good Will
  Hunting (1997)        X                             X        X
Little Man
  Tate (1992)           X                             X        X
Matilda (1996)                           X            X
Mr. Holland's
  Opus (1995)           X                             X
October Sky
  (1999)                X                             X        X
Real Genius
  (1985)                X                             X        X
Say Anything
  (1989)                X                X                     X
Searching
  for Bobby
  Fischer
  (1993)                X                                      X
Shine (1996)                             X                     X
Stand and
  Deliver
  (1987)                X                X            X        X
War Games
  (1983)                X                                      X

Appendix B Summaries and Ratings of Selected Films

Film                   Rating   Summary

Almost Famous          R        "A [gifted] high-school boy is given
(2000)                          the chance to write a story about an
                                up-and-coming rock band as he
                                accompanies it on their concert tour"
                                (Internet Movie Database).

A Beautiful Mind       PG-13    "A biopic of the meteoric rise of John
(2001)                          Forbes Nash Jr., a math prodigy able to
                                solve problems that baffled the
                                greatest of minds. And how he overcame
                                years of suffering through
                                schizophrenia to win the Nobel Prize"
                                (Internet Movie Database)

Billy Elliot (2001)    R        "A talented young boy becomes torn
                                between his unexpected love of dance
                                and the disintegration of his family"
                                (Internet Movie Database).

The Breakfast Club     PG       "Forced to spend a Saturday detention
(1985)                          in school, five disparate high school
                                kids find that they have more in common
                                than they ever realized" (Internet
                                Movie Database).

Children of a Lesser   R        "Children of a Lesser God is a love
God (1986)                      story about a speech teacher who falls
                                for a beautiful yet distant deaf girl
                                in a small New England school for the
                                deaf, and the obstacles that they face
                                due to their differences" (Barnes and
                                Noble. Com).

The Competition        PG       Two musical prodigies compete against
(1980)                          each other despite their romance.

Contact (1987)         PG       "Contact, based on the novel of the
                                same name by Carl Sagan, is the story
                                of a free thinking radio astronomer
                                (Jodie Foster) who discovers an
                                intelligent signal broadcast from deep
                                space. She and her fellow scientists
                                are able to decipher the message and
                                discover detailed instructions for
                                building a mysterious machine".

Dangerous Minds        R        "Teacher and ex-marine Louanne Johnson
(1995)                          accepts a full-time job at a East Palo
                                Alto high school without realizing that
                                the students in her class are highly
                                intelligent, but with social problems.
                                She either must give up or learn how to
                                get the students' attention and help
                                them learn" (Internet Movie Database).

Dead Poets Society     PG       "Painfully shy Todd Anderson has been
(1989)                          sent to the school where his popular
                                older brother was valedictorian. His
                                roommate, NeIl, although exceedingly
                                bright and popular, is very much under
                                the thumb of his overbearing father.
                                The two, along with their other
                                friends, meet Professor Keating, their
                                new English teacher, who tells them of
                                the Dead Poets Society, and encourages
                                them to go against the status quo.
                                Each, in their own way, does this, and
                                are changed for life" (Internet Movie
                                Database).

The Ernest Green       PG       "A gifted African American man's
Story (1993)                    struggle against racial intolerance in
                                late 50's Arkansas."

Fame (1980)            R        "At the New York City High School for
                                the Performing Arts, students get
                                specialized training that often leads
                                to success as actors, singers, etc.
                                This movie follows four students from
                                the time when they audition to get into
                                the school, through graduation"
                                (Internet Movie Database).

Finding Forrester      PG-13    "Because of scoring exceptionally high
(2000)                          on a state wide standardized exam and
                                being an exceptionally good basketball
                                player Jamal Wallace is sent to a
                                prestigious prep school in Manhattan.
                                He soon befriends the reclusive writer,
                                William Forrester. The friendship leads
                                to William to overcome his
                                reclusiveness and for Jamal to overcome
                                the racial prejudices and pursue his
                                true dream--writing" (Internet Movie
                                Database).

Good Will Hunting      R        "Will Hunting is a genius who's living
(1997)                          a rough life in Boston's south end,
                                while being employed at a prestigious
                                college in Boston, he's discovered by a
                                Fields Medal winning Professor who
                                eventually tries to get Will to turn
                                his life around with the help of Sean
                                Maguire, as Will begins to realize that
                                there's more to himself then he thinks
                                there is" (Internet Movie Database).

Little Man Tate        PG       "Dede is a sole parent trying to bring
(1992)                          up her son Fred. When it is discovered
                                that Fred is a genius, she is
                                determined to ensure that Fred has all
                                the opportunities that he needs, and
                                that he is not taken advantage of by
                                people who forget that his extremely
                                powerful intellect is harboured in the
                                body and emotions of a child" (Internet
                                Movie Database).

Matilda (1996)         PG       "A grouchy couple give birth to a very
                                sweet girl they name Matilda. Unlike
                                her bratty brother & mean parents,
                                Matilda becomes a very sweet &
                                extremely intelligent girl who is very
                                anxious to go to school & read books.
                                After a while, her parents send her to
                                a school with the worst principal in
                                the world, a very sweet teacher, & good
                                friends. While trying to put up with
                                her parent's & principal's cruelty, she
                                starts to unwittingly unleash
                                telekinetic powers that destroy a
                                television & make a reptile fly on her
                                teacher. With enough practice, Matilda
                                starts to learn to control her
                                telekinetic powers & soon using them on
                                her principal so she can drive her away
                                from the school" (Internet Movie
                                Database).

Mr. Holland's Opus     PG       "Glenn Holland (Dreyfuss) is a musician
(1995)                          and composer who takes a teaching job
                                to pay the rent while, in his `spare
                                time', he can strive to achieve his
                                true goal--compose one memorable piece
                                of music to leave his mark on the
                                world. As Holland discovers `Life is
                                what happens to you while you're busy
                                making other plans' and as the years
                                unfold the joy of sharing his
                                contagious passion for music with his
                                students becomes his new definition of
                                success" (Internet Movie Databse).

October Sky (1999)     PG       "Based on fact, this is the story of a
                                teenager named Homer Hickam, growing up
                                in a coal town in West Virginia where a
                                boy's usual destiny was to "end up in
                                the mines." But Homer had his eye on
                                the sky and a love for flying
                                rockets ... to the dismay of his
                                mine-foreman father, and the
                                consternation of the townsfolk
                                generally. A misfit for sure, he and
                                three of his equally outcast buddies
                                begin making rockets, which they fly
                                from a patch of barren land eight miles
                                out of town ... so as to no longer
                                terrorize the community with their
                                oft-times errant rockets" (Internet
                                Movie Database).

Real Genius (1985)     PG       "Mitch is one of the youngest students
                                ever accepted to a university known for
                                its programs for geniuses. He's
                                partnered up with his roommate, science
                                club legend Chris Knight, on a project
                                to develop a high-powered laser.
                                Together with their hyper-kinetic
                                friends, they employ their intellects
                                in the pursuit of bigger blasts,
                                practical jokes, and a deeper
                                understanding of what real genius is"
                                (Internet Movie Database).

Say Anything (1989)    PG-13    "An improbable couple meets after high
                                school graduation and must deal with
                                their friends, family, and other
                                pressures just to stay together. Lloyd
                                Dobler is an average kickboxer with a
                                good heart but limited ambition. Diane
                                Court is an aloof genius who is very
                                closely protected by her father. When
                                Diane gets a scholarship to study in
                                England, she has a weighty decision to
                                make" (Internet Movie Database).

Searching for Bobby    PG       "Josh Waitzkin is just a typical
Fischer (1993)                  American boy interested in baseball
                                when one day he challenges his father
                                at chess and wins. Showing unusual
                                precocity at the outdoor matches at
                                Washington Square in New York City, he
                                quickly makes friends with a hustler
                                named Vinnie who teaches him speed
                                chess. Josh's parents hire a renowned
                                chess coach, Bruce, who teaches Josh
                                the usefulness of measured planning.
                                Along the way Josh becomes tired of
                                Bruce's system and chess in general and
                                purposely throws a match, leaving the
                                prospects of winning a national
                                championship in serious jeopardy"
                                (Internet Movie Database).

Shine (1996)           PG-13    "Based on the true story of Australian
                                pianist David Helfgott, this delightful
                                movie charts the early and traumatic
                                early years. Telling the story in
                                flashback we see David as he grows up
                                and into a child prodigy while his
                                father abuses him and his siblings with
                                the memory of his childhood in Europe
                                and the loss of his family in the
                                concentration camps. David finally
                                breaks away from his father and goes
                                away to study overseas, he later
                                suffers a breakdown and returns to
                                Australia and a life in an institution.
                                Many years later he is released and
                                through several twists of fate (in
                                reality even more unlikely than film
                                portrays) he starts playing a piano in
                                a bar before finally returning to the
                                concert hall" (Internet Movie Database).

Stand and Deliver      PG       "Jaime Escalante is a mathematics
(1987)                          teacher in a school in a Hispanic
                                neighbourhood. Convinced that his
                                students have potential, he adopts
                                unconventional teaching methods to try
                                and turn gang members and no-hopers
                                into some of the country's top algebra
                                and calculus students" (Internet Movie
                                Database).

War Games (1983)       PG       "A young computer whiz kid accidentally
                                connects into a top secret
                                super-computer which has complete
                                control over the U.S. nuclear arsenal.
                                It challenges him to a game between
                                America and Russia, and he innocently
                                starts the countdown to World War 3"
                                (Internet Movie Database).

Appendix C Sample Film Usage Guide

FILM: Connery, Laurence, Toolefson, & Van Sant, G. (2000) Finding Forrester [Motion picture]. United States: Columbia Pictures.

MPAA: PG-13 for brief strong language and some sexual references.

MAJOR CHARACTERS:

Jamal Wallace: (Rob Brown). An intellectually gifted, African American high school student who prefers to hide his intellect in lieu of basketball with his friends in his New York City neighborhood.

William Forrester: (Sean Connery). A famous, gifted writer turn recluse who befriends Jamal and helps him with his writing and self-discovery.

SYNOPSIS:

Jamal Wallace is an inner-city kid from the Bronx who has an aptness for basketball and a genius at writing. While always a C student, Jamal comes to the attention of a prestigious New York prep school when he scores highly on his standardized tests. While Jamal is given a heavy load at his new school, both he and the school know that the real reason they took him on is for his prowess on the court. Befriended by fellow student Claire, and helped along by Pulitzer-prize winning author and recluse, William Forrester, Jamal pursues his dreams both on and off the court while overcoming obstacles placed by his bitter literature teacher. As Jamal is shaped by Forrester, he finds that he is changing the old writer as well, forcing him to confront his past ... and his future.

PERTINENT SCENES AND SUGGESTED USES FOR FILMS:

Characteristics of gifted African American males: In the scene where Jamal's mother meets with his English teachers to discuss his standardized test scores, there is a contrast between what the scores show and Jamal's behavior in school versus his behavior at home. He tends to hide his intellect in order to fit in with his friends, but is a voracious reader and writer at home.

FOR USE WITH TEACHERS--Brainstorm why this behavior may be exhibited by this subpopulation of gifted students. What are the motivating factors or pressures associated with giftedness in African American adolescent culture?

Empathy and Challenge to Authority: After viewing the scenes where Jamal defends his fellow student during English class, where Jamal corrects the English teacher's grammatical error, and where Jamal engages in a quoting battle with the English teacher:

FOR USE WITH TEACHERS--Analyze the teaching methods gone awry in each scene. Then, brainstorm alternate methods to handle similar situations with challenging students.

Stereotyping: After viewing the scene where Jamal is accused of cheating on his essay:

FOR USE WITH TEACHERS--Discuss the prevalent stereotyping that occurs in this scene. Examine other commonly held stereotypes regarding subpopulations of gifted students. Discuss what could be done to overcome those stereotypes. What harm can come of perpetuating such stereotypes?

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Dr. Stephanie Nugent earned her Ph.D. in Curriculum, Instruction, and Special Education with an emphasis in gifted studies from The University of Southern Mississippi. She currently resides in southern Arizona where she is an associate faculty member at Cochise College teaching English. She also teaches graduate courses online for Southeastern Louisiana University and the University of Phoenix. Email: [e-mail].

Elizabeth Shaunessy is a doctoral candidate in Curriculum, Instruction, and Special Education with an emphasis in gifted studies at The University of Southern Mississippi. She is also a project coordinator at The Frances A. Karnes Center for Gifted Studies at The University of Southern Mississippi. Email: [e-mail].