Introduction
People from every part of the world watch movies because of their entertaining and educational aspects. As a result, cinema is a powerful vehicle that promotes learning, recreation, and propaganda. The current study on movies investigates the influence of the film industry on the society. It examines both the negative and positive impacts of films on the viewers. In addition, it compares and contrasts the views of various authors on the subject. Stefanova (2014), for example, discusses the importance of incorporating short films in education. He stresses that films enhance learning and allow students to participate vigorously in the learning process. On the other hand, Kabadayi (2012) counters the views of Stefanova (2014) by maintaining that lecturers should not use films as a teaching method. The study also focuses on the controversial issue of violence in the movies. It presents the views of Tompkins (2003) and Wilson (2008). Both authors agree that violent movies may affect the behavior of the viewers. Wilson (2008) supports the Observational Learning and Aggressive Cues theories. He believes that violent movies cause the viewers to develop tendencies towards violence. Tompkins (2003), however, differs with the views of Wilson (2008) and argues that violent movies do not change the behavior of the viewers. Tompkins (2003) supports the Reinforcement Theory. According to the theory, violent movies do not alter the behavior of the viewer but only strengthens it. Tompkins (2003) concludes that researchers have not yet identified the actual effects of violent movies on the society.
The Significance of the Film Industry
The film industry is advancing rapidly and increasing the rate of moviemaking. YouTube, for example, provides an opportunity for people to capture events on films and upload them for online viewing. The internet, therefore, connects people globally and allows them to share ideas through the motion picture. Films explore the cultures of different people and arouse various emotions among the viewers. One country may approach a film positively while another may regard it as offensive. The 2007 film 300, for example, elicited criticism from the Iranian government due to its negative portrayal of the Persians.
All films take sides, project certain information, or remain neutral. Some movies create conversations in the political, corporate, and social fields. During the World War 2, movies produced in the US, such as the Purple Heart, created feelings of heroism and valor among the Americans. In trying times, such as during a recession, the movie business flourishes because it acts as a means of escapism. People turn to the motion picture in order to escape from stressful situations. The viewers feel invigorated even if they do not agree with the film’s content. Films are also significant in human relationships because they start and improve communications. People from different cultures can discuss the movies and partake in opinions. Movie producers often take positions on various topics. Such movies, therefore, create debates and controversies.
The mass media has been active in all aspects of human life due to its audio-visual communication of information. In addition to its use in the cinema for entertainment, it has a significant role in the teaching profession. Short films are efficient in delivering information to both high school and college students (Stefanova, 2014). Short films include documentaries and animations. The low cost of shooting films through digital cameras has enhanced the availability of short films for educational purposes. Studies have revealed that students participate more actively in discussions that employ multi-media system than those that use verbal communication only (Stefanova, 2014). Multimedia learning improves memory and allows students to understand the concepts taught in a lecture. Short films enhance the storytelling skills among students and increase their understanding of the environment. The audio-visual aspect of short films promotes creative thinking and increases the power of observation. In addition, videos develop skills in the human relationships and encourage students to participate in the talks.
Some authors, however, have argued against the use of short films in lectures due to technical limitations (Kabadayi, 2012). They argue that the shooting techniques and the writing of the screenplay require preliminary-education. The shooting and editing of the films may take long to complete and interfere with lecture schedule. Videos can also distract students and lead to disorder in the classroom. As a result, the tutor may have trouble in controlling student excitement and maintaining class order. The educational part may cover only a small part of the short film. In addition, parents may have the perception that films serve little purpose in a classroom setting or are ineffective methods of teaching. They may raise objections to specific contents in the films.
Violence in the Films
Several studies have attempted to determine the impact of the violent scenes depicted in the movies. Catharsis theory argues that violence in films has a positive effect on society. It implies that people build up frustrations in their daily lives. Such tensions need a release mechanism in order to prevent people from becoming violent. People who observe the violent scenes in movies release the tension. As a result, they take on nonviolent actions.
The Aggressive Cues Theory, however, contends that violent films increase the level of aggression in the society. It assumes that the belligerent scenes arouse aggressive emotions and thoughts among the viewers. Such emotions increase the probability of violent behavior among the viewers. The manner of presentation, however, determines whether the viewers will become aggressive or not. If, for example, the violence occurs in a justifiable situation, the viewers will relate to the character committing the violence and develop aggressive behavior. The Observational Learning theory supports the Aggressive Cues theory by arguing that people can learn aggression from its portrayal in films. In particular circumstances, they can imitate the aggression in their daily lives. Watching violent films, therefore, teaches viewers the different ways of being violent.
Wilson (2008) affirms the two theories by claiming that the exposure to violent media causes aggressive behavior among children. He mentions that children exposed to media violence have high chances of developing hostile feelings. Children may also attempt the stunts shown on film. Such attempts may inflict injuries to themselves or to other people. Violent media desensitizes children to violence. It also makes them think that the world is very mean and scary. Children who accept violence as a normal behavior have difficulties changing such attitudes later on in life.
On the other hand, the Reinforcement Theory opposes the view that violent films either decrease or increase violence among the viewers. Instead, it assumes that the film portrayals strengthen the established behaviors of the viewers. Violent scenes will increase the chances of aggression among the viewers that accept violence as a normal behavior. The film decreases the chances of aggression among the viewers brought up to believe that violence is wrong. Violence, therefore, reinforces prior beliefs. The society should not blame the violence in film portrayals for the aggressive behavior observed among the viewers. One should examine the viewer’s background in order to predict the outcome. If the viewers live in crime-ridden vicinity, then violent depictions will lead them to violence. Filmmakers, usually, support the theory and explain that violent films attract violent people (Tompkins, 2003).
The Reinforcement theorists, however, argue that the rule has exceptions. A gang member, for example, may recognize the futility of violence in the movie and turn to the priesthood. A gentle person may suddenly become violent towards his family after watching a violent film. All researchers on the topic agree that violent films are not the only cause of violence in the society. The parents’ involvement in the films that their children watch can predict the future behavior of the children. The social environment and family interactions determine the value system that children adopt in life. Tompkins (2003) concludes that no research has proved that violent films have either negative or positive outcomes. On the hand, Wilson (2008) argues that scholars have gathered enough evidence to prove that violent movies increase violent behavior in both the long- and short-term. Many films feature violent scenes, which makes it difficult to protect children from exposure to violent films. Parents, however, have the responsibility of monitoring the films that their children see. Such attention will allow them to correct any aggressive behavior that may result from watching violent films.
Conclusion
Some authors, such as Stefanova (2014), argue that the rapidly growing film industry has an important role in education. Films can transport cognitively the viewers to different places and times. Through ideas, concepts, and stories, movies allow the viewers to gain new perspectives, understandings, and inspiration. Film can provide a living record of the human imagination at any point in time. Kabadayi (2012), however, believes that movies have no useful role in the education process. In relation to the violence in movies, Wilson (2008) believes that the violent scenes lead the viewers to criminal activities. Young adults and children are the most likely to practice the violent behavior seen on films. Other authors disagree and contend that violent movies can relieve stress and prevent people from becoming aggressive. Tompkins (2003) adds that violent movies do not create new tendencies among the viewers. Instead, they only enhance the established tendencies. The role of violent movies in the society is, therefore, a controversial issue. Movies, however, influence the educational and recreational aspects of the society. Film, therefore, has a unique position and significant role in the story of human civilization.
References
Kabadayi, L. (2012). The role of short film in education. Procedia - Social and Behavioral Sciences, 47, 316 – 320. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042812023932/pdf?md5=de7f01b0000fd9552374effb684fb9db&pid=1-s2.0-S1877042812023932-main.pdf
Stefanova, T. A. (2014, Feb. 21). Using of Training Video Films in the Engineering Education. Procedia - Social and Behavioral Sciences, 116, 1181 – 1186. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042814003838/pdf?md5=557acc765516def3c621c6ea821575a2&pid=1-s2.0-S1877042814003838-main.pdf
Tompkins, A. (2003, Dec. 14). The Psychological Effects of Violent Media on Children. AllPsych Online. Retrieved from http://allpsych.com/journal/violentmedia.html
Wilson, B. (2008). Media and Children’s Aggression, Fear, and Altruism. Children and Electronic Media, 18 (1), 87-118. Retrieved from http://futureofchildren.org/futureofchildren/publications/docs/18_01_05.pdf
