girardi arts

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Economics teaching and learning through the arts: the contribution of cinema and literature Gherardo Girardi, Guglielmo Volpe and John Segwick Project sponsored by the Economics Network of the Higher Education Authority Developments in Economics Education, Cambridge 6 September 2007

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Overview Introduction Interactive session with Death of a Salesman Results from pilot studies Conclusion

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Introduction Aim: To set up a module that teaches economics by means of cinema and/or works of literature

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Introduction What motivates this project? Draw in non-mathematically inclined students Relate economics to students’ lives Show beauty in economics Multidisciplinary Material set in historical context Multicultural

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Introduction So far, I have experimented with cinema. Advantages of cinema: Effective and popular Time saving

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Introduction Comparison with trials in US: Leet and Houser, 2003. Economics Goes to Hollywood: Using Classical Films and Documentaries to Create an Undergraduate Economics Course. Journal of Economic Education (Fall)

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Examples of films Grapes of Wrath Balkanizateur City of Joy Death of a Salesman

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Examples of films Grapes of Wrath Balkanizatuer City of Joy Death of a Salesman Workshop: Death of a Salesman

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Pilot study - introduction The module was piloted in 4 existing modules at LMU: Introduction to Macroeconomics, 1st year, mostly economists (13): Balkanizateur Economics of Cinema, 3rd year, mostly non-economists (9): Grapes of Wrath Economics of Industry, 3rd year, all economists (16): Death of a Salesman International Business Studies, Master’s, mixture of economists and non-economists (7): Death of a Salesman

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Pilot study - Summary of data 45 responses, of which 25 complete/non self-contradictory See distributed questionnaire (Economics of Cinema questionnaire simpler)

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Pilot study – Students’ comments “It is good to visualize real life examples and to chain them to theory“ “I found the material that was shown relevant to my life situation” “The movie is quite old so the relevance is minimal” “It uses a media which young people grow up with” “One picture says a thousand words” “people can discuss the matter in relation to their experience”

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Pilot study – Students’ comments (cont’d) “It bring the very relevant aspect of behavioural economics [psychology, sociology] into the picture” “It’s the best session I have ever had” “The module would be good before uni” “It gives economics students an opportunity to relate to the arts and approach things from a different perspective” “Seeing a film and relating it to real life is fascinating”

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Pilot study – overall evaluation

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Pilot study – averages of determinants of evaluation

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Pilot study – significance of determinants of evaluation

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Conclusions Students’ responses show that project aims were achieved Students respond very well to project regardless of their year of study Student evaluations seems to be linked to (a) relevance of session to students’ lives and (b) clear structure of sessions Hence the message is clear: CONTINUE DEVELOPING THE MODULE, paying attention to personal relevance and clarity of structure

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Future work Make link with the academic literature stronger Increase cultural diversity of the film portfolio