Take One: The World Premiere of an Exciting New Resource on Pop Culture Pedagogy

Have you ever wondered what Star Trek could teach you about the U.S. Constitution or how an episode of The Good Wife could demonstrate best (or bad) practices during e-discovery? You’ll find the answers in an exciting new teaching resource — The Media Method: Teaching Law with Popular Culture, (Carolina Academic Press 2019).

Editor Christine Corcos of LSU School of Law has compiled twenty-seven interesting chapters chocked full of wonderful ideas for using pop culture as a fun vehicle to teach legal concepts on a vast array of diverse topics. She compiled works from law professors around the globe who integrate everything from poetry to comic books into their teaching.

While legal legend and author of Reel Justice, Michael Asimow, discusses how the lived experience of a lawyer often differs from its portrayal on the big screen, Deborah Ahrens shares how musical theater impacts her approach to covering difficult criminal law topics with her students. Other chapters showcase how to use pop culture as a vehicle to study Torts, Property, Civil Procedure, Evidence, Environmental Law, Professional Responsibility, and Constitutional Law. Nancy Soonpaa, JoAnn Sweeny, Sha-Shana Chricton, Terri LeClercq, and many more highlight creative ways to incorporate pop culture into Legal Research and Writing, including exercises focused on timely and important social justice issues. In Magical Thinking, Kelly Collinsworth explores how pop culture may be an equally effective vehicle to introduce college students to legal analysis.

My chapter — Pop Culture Pedagogy — explores the potential benefits and downsides of using pop culture in the law school classroom. I’ve included an excerpt of pages 68-69 below, although citations have been omitted:

Pop culture surrounds us. We lead “media-saturated lives” infused with influences from film, television, social media, and other aspects of pop culture. For better or worse, these influences significantly impact how we view ourselves, our profession, and our world. Our tech-savvy law students are particularly susceptible to these influences. Thus, if legal education hopes “to survive these pop culture ways of knowing and meaning, it too must transform.”

Prompted in part by calls for law school reform from the bar, legal educators struggle to find innovative ways to effectively reach the increasingly diverse and globally minded digital natives flooding our classrooms. This chapter suggests that when properly used, “pop culture pedagogy” may provide one such innovation — an “ideal medium” to “complement” black letter law and thus better promote learning and engagement, particularly with regard to professionalism.

***

As used herein, “pop culture” refers broadly to “the body of intellectual or imaginative work in which human thought and experience are recorded.” As such, it encompasses cultural references that derive from traditional and non-traditional print media, including poetry, blogs, and graphic novels, as well as the so-called “public arts,” such as film, radio, television, video games, music, social media, and other Internet sources.

Likewise, “pop culture pedagogy” refers to teaching both with and about pop culture. For example, a Trial Advocacy professor teaching with pop culture might assign a chapter from Mauet’s Trial Techniques regarding how to draft and deliver an effective closing argument. In class, the professor could show film clips of closing arguments from A Time to Kill and Ghosts of Mississippi and ask students to work in pairs to draft a short reflection paper explaining which closing argument was more compelling and why. An Appellate Advocacy professor seeking to reinforce how citing authority enhances an advocate’s credibility at oral argument might show the scene from Law Abiding Citizen when accused killer Clyde Shelton cites a case in support of his contention that he be granted bail. In part because opposing counsel is unfamiliar with the cited case and provides no authority to counter it, the judge proceeds to grant Shelton’s motion even though his citation was a ruse.

***

With the advent and widespread availability of new technology, pop culture has increasingly become an integral part of the human experience. Millennials – individuals born between the early 80s and mid 2000s — are indisputably the most “connected” generation in history, constantly bombarded with a vast array of cultural texts through which they construct meaning about themselves and their world.

Today’s law students undoubtedly consume more mass media than prior generations. With an IPhone in hand, AirPods in their ears, and an Apple Watch on their wrists, they experience the world amidst a backdrop of technological distractions, mentally multitasking every minute of the day. Given the sensory overload to which students constantly subject themselves, educators grapple with how to more fully engage them.

______________________________________________________________

I ultimately conclude that “pop culture pedagogy provides an easy and inexpensive way to bring [the] world into the classroom and share a glimpse of it with our attorneys-in-progress.” (p. 93)

To learn more about how you can teach law with pop culture, purchase a copy of the book from Carolina Press, Amazon, or other retailers. That’s a wrap!

 

Do you use pop culture as a vehicle to teach legal doctrine or skills? If yes, share your good ideas at teachlawbetter.com, and we might just post them. 

 

 

 

 

Share our content!

Patriotic Pedagogy: Honoring Our Veterans in the Classroom and Beyond

By: Abigail Perdue

This Veterans Day, Teachlawbetter.com wants to extend a heartfelt thank you to all members of the U.S. military and their families for their outstanding service and tremendous sacrifice. As educators, it is important that we celebrate the courage and dedication of these brave men and women. Here are a few ways that you can use your next class session to honor them:

    1. Have a Moment of Silence: Have a moment of silence at the beginning of your next session in honor of all those who have fallen to secure the freedom that we too often take for granted – the same liberties that we, as attorneys, pledge to respect, preserve, and protect.
    2. Introduce the Veterans Court: If you teach a course on the judiciary, federal courts, etc., use this session to introduce the veterans law system to students, including a discussion of the unique role of the Board of Veterans Appeals (“Board”), U.S. Court of Appeals for Veterans Claims (“CAVC”), and U.S. Court of Appeals for the Federal Circuit. The CAVC, which was created in 1988, enjoys exclusive jurisdiction over Board appeals. Although based in Washington, D.C., the CAVC hears cases across the country. It exemplifies the diversity of the judiciary and calls attention to critically important specialty courts about which students may not yet have learned.
    3. Invite a Guest Speaker: Invite a current or former service member, military judge, CAVC judge, JAG attorney, representative from the Department of Veterans Affairs, or a veterans law advocate to speak to your students about the realities of military service, the military justice system, and how they can assist veterans once they enter the practice. Continue reading “Patriotic Pedagogy: Honoring Our Veterans in the Classroom and Beyond”
Share our content!

Tell Your FAIL Stories

By: Professor Danielle Tully

Not surprisingly, we are often wrong.  Sometimes we make simple, embarrassing errors, like hitting reply-all when we shouldn’t (most of us can tell that story).  More often, even for seasoned attorneys, our most troubling errors occur when we are exercising judgment, when we feel like we made the right (or best) call.

Exercising judgment can be fraught with ambiguity especially for law students who feel the profound seduction for certainty, for being right.  Yet, developing competence in exercising judgment is an iterative process.  By this I mean a lengthy process of mastery that involves working through one challenge after another, reflecting on mistakes, evaluating roadblocks, making new plans, and executing strategies.  To get students on board for the ride, students need to embrace errors and learn from them.  But how do we teach that?  And why is it so hard?
Continue reading “Tell Your FAIL Stories”

Share our content!

Field Trip

By: Mike Garrigan, WFU Law ’19

When I was eight years old, I went on my first field trip. The entire third grade class traveled in five yellow school buses from Fort Sam Houston to the Capitol Building in Austin, Texas. Earlier that month our classroom lessons had showcased state government civics. Now at the Capitol, we enjoyed a tour and got to see where the Texas legislature did its work. While eight-year-old minds aren’t known for expansive abstract thinking, seeing the concepts we learned in class come to life made those civics’ lessons stick.

On September 20, 2017, the United States Court of Appeals for the Fourth Circuit (“Fourth Circuit”) held oral argument at the Worrell Professional Center at Wake Forest University. The Fourth Circuit brought the “field” to us. Seeing the Fourth Circuit in action was a valuable learning experience.
Continue reading “Field Trip”

Share our content!

How Thaler’s Misbehaving Grades Helped Me Teach Law Better

By: Steve Garland, Wake Forest University School of Law

The professor that had the most important effect on my teaching just won a Nobel Prize. Out of full disclosure, I’ve never met him or taken a class from him. Still, Richard Thaler taught me that sometimes you may have to use psychological tricks to insure that your students focus on what matters most.

As we all know, in teaching legal writing and reasoning, leading the students to focus on the learning rather than the grade can be a challenge, particularly since our grades are most often the first grades the students receive. From my own experience in law school, I recalled that the grades we received in Legal Writing (at the time the only grades prior to the end of first semester exams) often had a disproportionate effect on our confidence going forward. This anecdotal intuition was reinforced by a study that my colleagues at Wake Forest University School of Law – Professors Laura Graham and Miki Felsenburg – undertook. They found that high-achieving college graduates lose confidence when they find that their hard-won skills in college may not immediately translate to their new law school community.
Continue reading “How Thaler’s Misbehaving Grades Helped Me Teach Law Better”

Share our content!