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Gillian Sanders

Quinn Grover

English 252

23 October 2023

Effectively Using Film Adaptations in the Classroom

The English language has changed greatly over the years, since great writers and authors

wrote their stories. Since Jane Austen wrote “Pride and Prejudice,” Charlotte Bronte wrote “Jane

Eyre,” and Shakespeare wrote “Romeo and Juliet,” and many more. Because it has been

hundreds of years since novels and plays like these were published, their language is very

different from what we speak now. This may be part of the reason why it is so hard for people to

pick up these classics nowadays. This is where film adaptations come in. These films bring the

stories to life, making it much easier for people to understand the story. In turn, people enjoy the

film, and they recommend it to another, who then watches it. The films that may annoy us

because they are not at all like the book are actually very crucial for our favorite books! It keeps

them alive in our modern world. One very specific place where these adaptations are extremely

important is a classroom. In the classroom, film adaptations help students bring classic stories to

life, while offering different perspectives and deeper understandings of the original story.

A reason for teachers using film adaptations in their classrooms probably comes largely

from the Common Core Standards. The CCS for English Language Arts requires that students be

able to “Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live

production of a play or recorded novel or poetry), evaluating how each version interprets the
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source text” (Common Core 38). This requirement allows students to better understand the book.

In our interview, when asked about her use of film adaptations in the classroom, Suzette Kunz, a

professor in the English department at Brigham Young University-Idaho, said, “I used them in

high school to help students with comprehension, primarily.” There is no surprise that she is not

the only one who believes that films assist students in better understanding a classic novel.

Countless interviews and articles reveal the importance of films in aiding students'

understanding. One of these articles is by Alamuri Sri Nidhi, Assistant Professor of English at G

Pulla Reddy Engineering College, and it says, “Placing the source text next to its

modification…makes it more approachable for students who are intimidated by the difficulty

level of the source text” (5). Understanding a novel in old English is very difficult when it is not

something one reads often. A side by side comparison with something like a film will make it far

easier for a student to comprehend the story more fully. Especially because films are particularly

prevalent in our society, they play a large role in most, if not all, students' lives. “Today’s

adolescents continue the American love affair with movies while filmmakers respond with a

plethora of teen films designed to tap into this lucrative and eager audience” (Brown 1). As this

article from The ALAN Review says, films are created increasingly more specifically with teens

in mind. This means films are often going to be much easier for young people to understand and

connect with than novels. With that in mind, Professor Sri Nidhi says, “comparing the text’s

critical analysis to its film adaptation will help pupils comprehend the material” (6). Having a

more modern representation of classic literature will allow students the opportunity to dive

deeper into the story and find new meaning in the classic work.
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Despite the aid films give in the understanding of classic literature, some believe that

viewing film adaptations as a translation is actually not a good thing. “Seeing lit-to-film

adaptation as a translation of sorts seems to inhibit the sense of play in reimagining or

re-envisioning the source text for film. It also seems limiting” (Snyder 217). Translation is

normally used in language when one does not understand the original language; they would

translate it to a language they do understand. This would suggest that films are the only way to

understand a novel, which would be limiting to the understanding of a novel. In order to analyze

a film adaptation of a classic, one needs to understand at least somewhat the story of the original

novel. That is why rather than calling a film adaptation a “translation” of a classic novel, it

should instead be referred to as an “interpretation.” The reason for this would be, “an adaptation

considered of very little merit can reflect something of interest to its viewer, and critic, beyond

its quality and ‘success’” (Snyder 218). An adaptation should be considered an interpretation of a

classic novel because this will be more beneficial to students as they are trying to better

understand the novel. Instead of focusing on how accurate the movie is compared to the book,

the teacher wants the students to use the film to help aid in their understanding and discovering

of new perspectives. Professor Suzette Kunz explained in our interview that when watching a

film adaptation of a classic, it is important to “separate the two in your mind.”

In a world filled with different viewpoints and opinions, it is very unlikely that everyone

will perceive a story the same way. This is also why it is important to use films in the classroom

because it allows students a new perspective. “In light of the adaptation, the elements of the

original take on a new appearance and meaning” (Sri Nidhi 5). When breaking down and

analyzing a story, it is important to focus on multiple perspectives and not just the perspective of
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one person. In the case of films, we get the perspective of the actors who play the characters in

the story. How do they portray the character acting in this scene in the story? We also have the

interpretations of directors, producers, screenwriters, etc. How do they think this particular scene

is supposed to look?

Sean Connors and Lisette Lopez Szwydky-Davis, professors of English at the University

of Arkansas, discussed their teachings of Cinderella and Frankenstein using popular adaptations.

One thing they said about the benefit of using film adaptations is that, “approaching the story

from multicultural versions or through adaptations aimed at an older readership provides

opportunities for exploring how a familiar story can open new worlds and expand its

applications” (par 3). Jason DeHart, an English teacher at Wilkes Central High School in North

Carolina said this about his experience using film in the classroom: “When we read the final

scene between George and Lennie in Of Mice and Men, I can discuss George’s feelings not only

based on Steinbeck’s description, but based on the way actor Gary Sinise made use of these

moments in his performance” (par 13). Something that both these insights teaches us is that it is

important to understand that works of literature do not have to have only one meaning. It is

important to keep an open mind when analyzing a novel. Using film adaptations can help

teachers guide their students to explore new meanings in the literature they are studying.

These films are not only important to use in the classroom because of the broader

perspective they offer. They are also important because they help keep these classic tales alive by

encouraging possible reluctant learners in the younger generations. In her article on using film in

the classroom, Jean E Brown mentions that she surveyed high school students on what

influenced their reading choices. She concludes, “The results of the survey revealed that a film or
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television adaptation of a book heightened students’ awareness of books and even encouraged

students to read a book once they had seen the film adaptation” (Brown 1). Using film

adaptations in the classroom leads to an increase in curiosity in many students. Perhaps they did

not enjoy reading the novel at first, but ended up enjoying the film adaptation of the book. This

will lead to them becoming more interested in the idea of possibly reading more classics.

Professor Sri Nidhi says, “When combined with the print book, the adaptation can help students

better understand the plot by bringing the characters, themes, tone, mood, and events to life,” (3).

Being able to actually visualize the characters and the settings is a crucial step towards

understanding the novel itself and often is more enjoyable than staring at words on a page. For

some, it is not so easy to imagine the story playing out in one’s head. With these films, anyone

can see different ways the story can be played out. Kunz says, “Film is the popular medium of

our time and it gives life to these texts that many won't read. So, it keeps these stories alive.”

In conclusion, the purpose of film goes far beyond entertainment. In a classroom, they

can be a wonderful tool for learning, helping teachers guide their students to a better

understanding rather than telling them exactly how to analyze and critique the novel. If used

correctly, students may often find themselves really enjoying the novel once they actually

understand it better. Enjoyment will lead students to becoming a better, engaged audience which

makes it easier for them to learn and for their teachers to teach. Using films in the classroom

helps broaden perspectives through interpretations of characters and interactions between

characters. It also intensifies understanding by removing a sort of language barrier. Films bring

the stories to life, and introducing students to these novels in the classroom through film allows
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students to carry these tales out into the world where they can and will be enjoyed for years to

come.
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Works Cited

Alamuri, Sri Nidhi. “Literature Through the Cinematic Lens: Film Adaptations as a Teaching

Strategy.” Fortell, no. 46, 2023. Fortell,

https://www.fortell.org/wp-content/uploads/2023/04/January-2023-79-89.pdf. Accessed

October 2023.

“CCSSI_ELA Standards.indd.” ccsso,

https://corestandards.org/wp-content/uploads/2023/09/ELA_Standards1.pdf. Accessed

October 2023.

Connors, Sean, and Lissette Lopez Szwydky. “Teaching Classic Novels through Popular

Adaptations: An Interview.” EDSITEment, 5 February 2018,

https://edsitement.neh.gov/closer-readings/teaching-classic-novels-through-popular-adapt

ations-interview. Accessed September 2023.

DeHart, Jason. “Using Films to Give Middle School Students Insight Into Text.” Edutopia, 14

February 2023, https://www.edutopia.org/article/close-reading-films-middle-school/.

Accessed October 2023.

Jean, Brown E. “Film in the Classroom.” The Alan Review, vol. 32, no. Winter 2005, 2005, p. 96.

Research Gate,

https://www.researchgate.net/profile/Ferdinand-Verhulst/publication/46610239_Fearful_s

ymmetry/links/0deec5396f273006c8000000/Fearful-symmetry.pdf#page=67. Accessed

October 2023.

Kunz, Suzette. Interview. Conducted by Gillian Sanders. 10 October 2023.

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Snyder, Mary H. Analyzing Literature-to-Film Adaptations: A Novelist's Exploration and Guide.

Bloomsbury Publishing, 2011,

https://ebookcentral.proquest.com/lib/byui/detail.action?docID=655520. Accessed

September 2023.