Abstract
Several years ago, I noticed that the widespread distinction between high and low culture was wreaking havoc on my classroom. My students would read and analyze texts like Robinson Crusoe and Pride and Prejudice with little to no prompting because (in their minds) these texts were already part of the recognized canon and it was therefore permissible to pick them apart and analyze them closely. But I would get strange looks when I asked undergraduates to think critically about how the mock-news programs The Daily Show and The Colbert Report worked or when I asked them to discuss how the popular TV show Once Upon a Time adapts and revises certain fairy tales for its modern audience. Because of these looks, I started searching for ways that I could use popular culture to encourage my students to think about how literary forms and texts persist through time and about how they could turn their ever-sharpening acumen on the world around them. This article focuses on the use of Disney/Pixar’s Academy Award-winning film, Inside Out (2015), as a powerful pedagogical tool for getting students to think about just how writers and filmmakers reimagine and reformulate earlier forms for modern purposes. I argue that instructors can usefully teach this film within the frameworks of literary precedent and modern film and, by so doing, encourage their students to think differently about texts they encounter every day.
Recommended Citation
Gulya, Jason John
(2017)
"Applications in the Classroom: Teaching Disney/Pixar’s Inside Out within the Tradition of Allegorical Personification,"
Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy: Vol. 4:
Iss.
1, Article 7.
Available at:
https://digitalcommons.unl.edu/dialogue/vol4/iss1/7
Included in
American Popular Culture Commons, Critical and Cultural Studies Commons, Curriculum and Social Inquiry Commons, Film and Media Studies Commons, Scholarship of Teaching and Learning Commons, Television Commons