Putting Your Law School Training To Work

Along with Jim Belushi, Jerry O'Connell will star in the new legal drama, The Defenders, on CBS. Mr. O'Connell is learning whereof he speaks. In addition to having been a successful thespian for some time, he's also a law student at Southwestern Law School. Read more in this post from the ABA Journal. So, he can say, "I'm a law student, AND I play a lawyer on TV."

Teaching Storytelling In Law Schools

Nancy B. Rapoport, William S. Boyd School of Law (UNLV), has published "Where Have All the (Legal) Stories Gone?" at M/E Insights 7 (Fall 2009). Here is the abstract.

This essay examines whether law schools are doing a good job of teaching the art of storytelling to law students.

Download the article from SSRN at the link.

Storytelling Across the Curriculum

Carolyn Grose, William Mitchell College of Law, has published "Storytelling Across the Curriculum: From Margin to Center, from Clinic to the Classroom," as NYLS Clinical Research Institute Paper No. 09/10 #3. Here is the abstract.

Narrative theory and storytelling have emerged as threads in legal scholarship steadily over the past 20 years. Beginning in the late ‘80s and early ‘90s, the 'Legal Storytelling' movement sought to acknowledge and include the voices of 'outsiders' in legal scholarship and dialogue. More recently, the 'Applied Legal Storytelling' movement has emerged as scholars encourage each other to use storytelling to enhance their understanding of particular skills lawyers practice, and how to improve those skills. Scholars in the 'Law and Literature' movement explore the uses of literature to help lawyers stay connected to their imaginations, to their creativity, and to their humanity. Each of these scholarly movements has led to, or grown out of, professors’ experiments with using particular kinds of narrative theory and storytelling as part of their pedagogy.

In clinical teaching and scholarship, storytelling has always assumed pride of place for all of these reasons: to help students hear and incorporate the voices of 'outsiders' as they engage in and practice various lawyering skills, and to challenge them to think creatively and compassionately about their case strategy and practice. Lucie White’s 'Sunday Shoes' piece and Binny Miller’s 'Give Them Back Their Lives' are just two examples of narrative theory and storytelling practice that many clinical teachers use either explicitly or behind the scenes in their supervision or seminar teaching.

I believe narrative theory and storytelling can be used even more fundamentally, cutting across types of courses and types of lawyering. I teach skills, doctrinal and clinical courses, and I use narrative theory and storytelling in all three, all with the same goal: to help students recognize that as lawyers, they are not only hearers and tellers of stories, but also, and perhaps most important, constructors of stories. And that, simply put, is what I mean by narrative theory. The practice of storytelling is the craft of constructing stories, based on choices made with intention and reflection by the lawyer and her client. A pedagogy that relies on this theory and practice leads students to realize that The Law itself is a set of stories that have been adopted by decisionmakers, and that those stories have been constructed by none other than lawyers, just like themselves.

My particular pedagogy relies on an exploration of both narrative theory and the practice of storytelling. Most, if not all, of my classes - regardless of their official content - involve discussions about what stories are and what makes them 'good' (persuasive, compelling), both substantively (the 'what' of the story) and technically (the 'how' of the story). That’s the narrative theory. In addition, my students spend a lot of time constructing and deconstructing stories, focusing on their elements - both the 'what' and the 'how' - and on the choices that resulted in the story’s substance and structure. That’s the storytelling practice.

In this piece, I develop the idea of using storytelling across the curriculum to teach students this kind of critical thinking and reflection about their role as lawyers. In Part One, I describe the importance of storytelling and stories in the craft of lawyering. Part Two reviews briefly how clinical and non-clinical teachers use storytelling in their teaching. The bulk of the piece - Part Three - is a description and analysis of my own teaching and how it achieves the goal of developing students’ critical thinking skills and reflective practice. I provide concrete examples of my teaching, as well as critique and analysis based on narrative and lawyering theory scholarship.

The piece concludes with the suggestion that narrative theory and storytelling as a pedagogy used systematically across individual courses and the curriculum has the potential to transform a student’s experience of law school, resulting in her development as an empowered, reflective, and socially responsible member of the legal profession, regardless of the kind of law she practices or the kinds of clients she represents.

Download the paper from SSRN here.

Student Law and Film Societies in the U.S.

For a listserv (the LAWPROF list) I put together some information on Law and Film Societies (not student orgs devoted to entertainment/sports/media law and career opportunities) at U.S. law schools. I'm reproducing it here.

These societies have as their sole or added mission to show and discuss movies. I’ve also included some initiatives undertaken at some schools to increase interest in and awareness of law and film. This list doesn’t include law and film courses (too many to list), festivals, or symposia although some respondents reported on those and they are extremely interesting. A lot of those are listed here as I hear about them.

The Columbia Law School Film Society. This club has a website at http://www.columbia.edu/cu/newmedia/film/film.htm but does not seem to have been updated in years, which suggests it is defunct. If someone at Columbia (or elsewhere) can verify that it is funct, please let me know. However, at least one other group has shown a movie (A Class Apart) recently: The American Constitution Society (http://www.acslaw.org/node/8445).

Harvard has a law and film series associated with the Program on Negotiation (see http://www.pon.harvard.edu/category/events/pon-film-series/?cid=72). Jennifer Schulz, now at the University of Manitoba, led the discussion on the film Chocolat (refreshments included chocolate).

Seton Hall University School of Law’s Marc Poirier reports that there was a school-wide group, active for years, that seems to have ceased this year, possibly because of overscheduling; students have such a wide variety of activities to choose from now. In addition the Lambda Legal Alliance (for which he is faculty advisor) decided this year to do a film series, with three each semester, accompanied by introductory talks and/or discussion, but he is unsure at this point whether it will take off. He also reports that some student groups are trying to organize film series.

John Radsan at the William Mitchell Law School also ran a “spy/crime” film series showing such films as “Goodfellas,” “In the Name of the Father,” and “Syriana.” Professor Radsan also moderated an event called A Strange Bond: The CIA and the Cinema which appeared on public television in Minnesota. Included on the panel were Mark Bowden (author of Black Hawk Down) and John Rizzo (the then Acting General Counsel of the CIA). To welcome new students to Wisconsin Law this summer, the school also sent them all a copy of the novel, The Spy Who Came in From the Cold, and later held an event in the auditorium to discuss the book and to play the movie on the school’s big screen.

Villanova Law School is starting up a student law and film organization this fall. Currently it is co-partnering with the Tax Law Society, which will provide refreshments for both groups. It will show its first film on September 29th.

The University of Chicago Law School Film Fest at http://www.law.uchicago.edu/studentorgs/filmfest. Law School Film Fest is listed as a student organization. The festival is currently held annually. According to an email from a former head of the organization:

We hold several movie screenings throughout the year. Each screening is hosted by a professor, and we usually allow him or her to pick the film. The movies are sometimes law-related and sometimes just movies the professor enjoys. We order food for the students and the professor gives a brief introduction to the film followed by a discussion of the film afterward. We typically schedule events for the late afternoon, around 4 o'clock.

Last year, we experimented with holding an actual "film festival" in addition to the periodic film screenings, and it was a great success. We lined up four professors to have screenings for four consecutive days and we planned to have a movie-themed wine mess (a weekly get-together for students and professors at our school) at the end of the week, although that fell through. We usually either rent the movies or check them out from the law school library.

I think there are probably more law and film clubs/groups/societies out there. If so, and I hear of them, I will send out an updated list later on, and post an updated list here.

Textbook Cover Images and Law

Sarah Beresford, University of Lancaster, has published Judging a Book by its Cover The Deployment (and) Unsettling of Familial Images on Family Law Textbook Covers , forthcoming in the Griffith Law Review. Here is the abstract.

An individual's legal identity can be constituted by a multitude of often-complex notions, and is not necessarily of their own construction. Legal discourse has a significant role to play in the construction of an individual's legal identity and can apply to gender identity as much as any other. This construction can occur not just through what is written or said, but also by and through the image(s) of law. The image presented to the viewer is prescriptive in both its nature and operation. This paper deliberately chooses a medium which is often omitted from analysis - the front cover of an undergraduate textbook - and offers a 'reading' of some of the images that are selected to adorn certain text family law textbooks. It argues that the cover can be read as visual rhetoric as powerful and as constitutive of legal identity as the written words within the book. If left unchallenged, law's cultural prejudices are often shielded from critical examination, leaving the operation of 'power' and 'truth' within discourse to continue uncritiqued and unquestioned.

Download the article from SSRN here.

The Art of Pun-ditry

Too good to overlook, and because I disagree with those who think puns are a lower form of intellectual life; I think good puns require esprit. Check out Joseph Tartakovsky's Pun For the Ages, in the New York Times (March 28, 2009). Mr. Tartakovsky is a law student. Of course.