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In Italy, little is being done to promote cinema studies and the ability to analyse films and/or multimedia works among high school students. Although Italian legislation provides guidelines on specific learning objectives, activities and content to be included in high school courses, film and media language is still not encouraged in schools. The pilot introduction of cinema at the C. Tenca High School in Milan had the aim of demonstrating the value of film as an educational and epistemological resource and fostering the development of innovative interdisciplinary teaching strategies. Themes related to cinematographic language, Economics-Business Studies and law were introduced and analysed via the exploration of early films (late 1800s and early 1900s). The students investigated the topics of advertising, building a brand name, online marketing and the role of the media in shaping public opinion. In order to enhance students’ skills in analysing interactive communications, we introduced the themes of data journalism and fact-checking. The results are discussed in terms of a possible role for Cinema in the study of Economics-Business Studies and Law and of how cinema might become an interdisciplinary resource for other school subjects.&#x0D; &#x0D;Keywords: Secondary School Social Science Curriculum, Interdisciplinary Approach, Cinema, Economics-Business Studies and Law, New Media, Promoting Active Learning.

world journal on educational technology

Teaching and learning cinema and visual languages through economics-business studies and law in high school: An experimental interdisciplinary approach