The Piano: A Psychoanalytic Approach to Movie as A Media of Reflective Teaching
Abstract
Freud’s psychoanalytic approach has been one of the most controversial approaches to many fields of interest. Relating to education and educational psychology, this approach plays a significant role in modifying and enhancing one’s behavioral relationship among the educational elements like educators, parents, and students. Therefore, in many things, this approach has contributed a lot of inspiration in the development of education. In literary works, there seems to be a mutual fascination between psychoanalysis and literature whereas theory and approach, psychoanalysis explains literature and literature itself exploits psychoanalysis for creative purposes and works. Here, as a creative work, movie is considered literature because it can be interpreted and analyzed just like other written works of literature. As a learning instrument, movie evokes an affective domain that leads to changes in learning behavior and attitudes. Experiencing certain-themed movies can trigger particular reflective memories and reference toward events occurring on a daily basis and it can further strengthen the foundation for learning complex concepts like psychoanalysis.
References
Anna Freud (1954) Psychoanalysis and Education, The Psychoanalytic Study of the Child, 9:1, 9-15, DOI: 10.1080/00797308.1954.11822532
Anwar, K. (2014). Problematika Belajar dalam Perspektif Psikologi Pendidikan. Jurnal Pelopor Pendidikan, 6(2), 105-107.
Britzman, Deborah. P. (2013). What gives with psychoanalysis and education? Journal of the American Association for the Advancement of Curriculum Studies, Volume 9
Britzman, Deborah. P. (2015). A psychoanalyst in the classroom: On the human condition in education. Albany, NY: State University of New York Press.
Bertens, K. (2016). Psikoanalisis Sigmund Freud. Jakarta: Gramedia
Blasco, Pablo Gonzalez et al. (2006). Using Movie Clips to Foster Learners´ Reflection: Improving Education in The Affective Domain. Fam Med. 38(2):94-6.
Blasco, Pablo Gonzalez et al. (2015). Education through Movies: Improving teaching skills and fostering reflection among students and teachers. Journal for Learning through the Arts, 11(1). Retrieved from https://escholarship.org/uc/class_lta/11/1
Brookfield, S. (1995). Becoming A Critically Reflective Teacher. San Francisco, CA: Jossey Bass.
Frankenstein, Carl. (1966). The Roots of the Ego: A Phenomenology of Dynamics and of Structure. Baltimore: The Williams & Wilkins Co.
Gillett, Phillip. (2008). Movie Greats: A Critical Study of Classic Cinema. New York: Berg
Gillett, Sue. (1995). Lips and Fingers: Jane Campion's The Piano. Screen, 36(3), 277-287. https://doi.org/10.1093/screen/36.3.277
Gillett, Sue & Australian Teachers of Media. (2004). Views from Beyond The Mirror: The Films of Jane Campion. St Kilda, Victoria: ATOM
Gordon, Suzy. (1996). ‘I clipped your wing, that's all’: Auto-erotism and The Female Spectator in The Piano Debate. Screen, 37(2), 193-205. https://doi.org/10.1093/screen/37.2.193
Greenberg, Harvey. (1994). Review: The Piano by Jane Campion, Jan Chapman. Film Quarterly. 47(3):46–50. https://doi.org/10.2307/1212959
Hanigsberg, Julia E. (1995). An Essay on The Piano, Law, and the Search for Women's Desire. Michigan Journal of Gender and Law, 3(1), Retrieved from https://repository.law.umich.edu/mjgl/vol3/iss1/3
Hatton, Neville & David Smith. (1994). Facilitating Reflection: Issues and Research. (Paper presented at the Conference of the Australian Teacher Education Association (24th, Brisbane, Queensland, Australia, July 3-6, 1994)). Retrieved from https://eric.ed.gov/?id=ED375110
Hossain, Md. Mahroof. (2017). Psychoanalytic Theory used in English Literature: A Descriptive Study. Global Journal of Human-Social Science: G Linguistics & Education. Volume XVII. Issue I. Version I. Retrieved June 24, 2020, from https://globaljournals.org/GJHSS_Volume17/3-Psychoanalytic-Theory-used.pdf
Implications for Education Using Frueds Theory. (2017, Jan 04). Retrieved from https://studymoose.com/implications-for-education-using-frueds-theory-essay
Kamil, Muhammad Jameel Mohamed & Abidin, Shahriman Zainal. (2013). Unconscious Human Behavior at Visceral Level of Emotional Design. Procedia - Social and Behavioral Sciences. 105. 149–161. 10.1016/j.sbspro.2013.11.016. Retrieved June 24, 2020, from https://www.researchgate.net/figure/Freuds-iceberg-model-of-unconscious-pre-conscious-and-conscious-levels_fig1_259524711
Kenny, Dianna Theadora. (2014). From Id to Intersubjectivity: Talking about The Talking Cure with Master Clinicians. London: Karnac.
Kenny, Dianna Theadora. (2016). A brief history of psychoanalysis: From Freud to fantasy to folly. Psychotherapy and Counselling Journal of Australia. http://pacja.org.au/?p=2952. 4th Edition. 1-26. Retrieved June 24, 2020, from https://www.researchgate.net/publication/307561841_A_brief_history_of_psychoanalysis_From_Freud_to_fantasy_to_folly
Klinger, Barbara. (2006). The Art Film, Affect and The Female Viewer: The Piano Revisited. Screen, 47(1), 19-41. https://doi.org/10.1093/screen/hjl002
Korthagen, Fred A. J. & Theo Wubbels. (1991). Characteristics of Reflective Practitioners: Towards and Operationalization of the Concept of Reflection. (Paper presented at the Annual Meeting of the American Educational Research Association (Chicago,IL, April 3-7, 1991)). Retrieved from https://eric.ed.gov/?id=ED334183
Kuswandono, Paulus. (2012). Reflective Practices for Teacher Education. LLT Journal: A Journal on Language and Language Teaching, 15(1). DOI: https://doi.org/10.24071/llt.2012.150102
Lamb, M. (1994). Apologizing for Pleasure in Sidney's "Apology for Poetry": The Nurse of Abuse Meets the Tudor Grammar School. Criticism, 36(4), 499-519. Retrieved June 24, 2020, from www.jstor.org/stable/23116102
Levey, Brian R. (2015). Using Film Clips in the Classroom: Something Old, Something New? Journal of Teaching and Learning with Technology, Vol. 4, No. 2, December 2015, pp.41-50. doi: http://dx.doi.org/10.14434/jotlt.v4n2.13140
Lubis, Arief Husein. (2018). Reflective teaching toward EFL teachers’ professional autonomy: Revisiting its development in Indonesia. International Journal of Education, 11(1), 35-49. doi: http://dx.doi.org/10.17509/ije.v11i1.9400
Ramzy, I. (1956). From Aristotle to Freud; a few notes on the roots of psychoanalysis. Bulletin of the Menninger Clinic, 20(3), 112–123. Retrieved from https://pubmed.ncbi.nlm.nih.gov/13316324/
Richards, Jack. (1991). Towards Reflective Teaching. The Teacher Trainer. 5. Retrieved from https://www.researchgate.net/publication/265934213_Towards_Reflective_Teaching
Richards, Jack C. & Theodore S. Rodgers. (2001). Approaches and Methods in Language Teaching. (2nd Ed.). Cambridge: Cambridge University Press
Stan, Emil & Bogdan Tudorică. (2015). Education and Aggression. Procedia - Social and Behavioral Sciences, Volume 203, 374-379, https://doi.org/10.1016/j.sbspro.2015.08.3111
Syah, M. (2010). Psikologi Pendidikan dengan Pendekatan Baru. Bandung: Rosdakarya
Taubman, Peter. (2012). Disavowed Knowledge: Psychoanalysis, Education, and Teaching. NY: Routledge Press.
The Freud Encyclopedia: Theory, Therapy, and Culture. 2001. Edward Erwin(Ed.). London: Routledge
Turri, Maria Grazia. Transference and katharsis, Freud to Aristotle. The International Journal of Psycho-analysis. Vol. 96,2 (2015): 369-87. doi:10.1111/1745-8315.12243. Retrieved from https://pubmed.ncbi.nlm.nih.gov/25327434/
Waqas, Ahmed et al. (2015). Association of Ego Defense Mechanisms with Academic Performance, Anxiety and Depression in Medical Students: A Mixed Methods Study. Cureus, 7(9): e337. DOI 10.7759/cureus.337. Retrieved from https://www.researchgate.net/publication/282325178_Association_of_Ego_Defense_Mechanisms_with_Academic_Performance_Anxiety_and_Depression_in_Medical_Students_A_Mixed_Methods_Study
Yalof, Jed. (2015). Teaching Psychoanalytic Concepts in the University
Setting: Issues, Challenges, and Promises. Psychoanalytic Inquiry: A Topical Journal for Mental Health Professionals. 35:sup1. 124-134. DOI: 10.1080/07351690.2015.987598
By submitting the manuscript, the author(s) agreed to these following terms:
(1) The copyright of received articles shall be assigned to J-Lalite: Journal of English Studies as the publisher of the journal. The intended copyright includes the right to publish articles in various forms (including reprint). J-Lalite: Journal of English Studies maintain the publishing rights to the published articles.
(2) Author(s) are permitted to disseminate published articles by sharing the link/DOI of the article at J-Lalite: Journal of English Studies. Author(s) are allowed to use their articles for any legal purposes deemed necessary without written permission from J-Lalite: Journal of English Studies with an acknowledgement of initial publication to this journal.
(3) Authors should sign a copyright transfer agreement when they have approved the final proofs sent by J-Lalite: Journal of English Studies prior to the publication.
(4) User/public use of this website will be licensed to Creative Commons Attribution-ShareALike 4.0 International (CC BY-SA 4.0) License.
.png)
.png)
.png)
.png)
