An understanding of how cinematography can enhance the pedagogical impact of video cases is presented. We contend that the video medium has unique advantages for the case method that have only been partially developed. This article examines three means of judging effective case videos: "percepts and concepts," "erotetic narration," and "variable framing." We also discuss cinematic techniques that are related to the implementation of these ideas. Guidelines to assist in case selection are presented.
Get full access to this article
View all access options for this article.
References
1.
Blacker, R.
(1988). Elements of screen—writing a guide for film and television writing. New York: MacMillan.
2.
Carroll, N.
(1988). Mystifying movies. New York: Columbia University Press.
3.
Gallos, J.
(1993). Teaching about reframing with films and video. Journal of Management Education, 17(1), 127-132.
4.
Gould, S.
(1995). Dinosaurs in a haystack. New York: Harmony Books.
5.
Harvard Business School 1995-1996 Catalog of Teaching Materials. (1995). Boston, MA: Harvard Business School.
6.
Harvard Business School 1995-1996 Catalog of New Teaching Materials Supplement. (1995). Boston, MA: Harvard Business School.
7.
Hucynski, A.
(1994). Teaching motivations and influencing strategies using the magnificent seven. Journal of Management Education, 18(2), 273-278.
8.
Huss, R.
, & Silverstein, N. (1968). The film experience. New York: Harper & Row.
9.
Kaufman, W.
(1969). Great television plays. New York: Dell.
10.
Kinnunen, R.
, & Ramamurti, R. (1987, Spring). Making cases more "real": The use of video tapes to enhance business policy cases. Case Research Journal, 1-6.
11.
Langer, S.
(1951). Philosophy in a new key. New York: Mentor.
12.
Marx, R.
, Jick, T., & Frost, P. (1991). Management live: The video book. Englewood Cliffs, NJ: Prentice Hall.
