Discusses the following principles for developing literature and film courses: (1) instructors should have goals for the course and understand and know how to achieve them; (2) works should be chosen for their quality, not popularity; and (3) instructors should be expert in film, literature, or both. (AYC)

Shows how English teachers can use film to upgrade the literary consciousness of theatre goer and reader alike. (RL)

Using films, readings, and textual and intertextual analysis, the course covers the cinema of India, Egypt, Mexico, Argentina, Chile, Brazil, Cuba, and Senegal. (PD)

An interdisciplinary course integrating political science, literature, and film is used at Bellarmine College in Kentucky as a vehicle for examining politics on the local, state, national and international levels. Four novels and their analogous films are used, corresponding to the respective political level--"The Last Hurrah,""All…

Louise Rosenblatt's reader response theory can be applied effectively to film study in the classroom. Although there are differences between film and literature, the processes that one uses to make sense of literature and film are similar, and Rosenblatt's theory provides not only a valuable addition to film theory, but teachers of film study will…

Suggests ways to get students interested in talking seriously about comedy. (RL)

A film appreciation exercise for use in the foreign language class is outlined. The questions involve analysis of viewer reactions, film characteristics, visual and aural production specifications, and other technical aspects of the film. (MSE)

Describes a number of nonnarrative films and suggests ways to use them to integrate media into subject areas, to teach production techniques, to critique films and other visual productions, and to develop good visual taste. (DD)

Uses ideas contained in King's book as the basis for a unit on critical analysis of horror films for composition students. (NKA)

The use of cinema in a French literature class can help students become more aware of their role as receivers in the reading process. "Le retour de Martin Guerre" and "Entre Nous" helped develop students' awareness of gender's importance in a variety of literary texts. (16 references) (LB)

This guide aims to help students sharpen powers of observation, develop the skills and habits of perceptive watching, and discover complex aspects of film art. Organized in 16 chapters, the text, which focuses on narrative film, discusses film analysis in chapter 1 and establishes a foundation for understanding theme and story in chapters 2 and 3.…

The lessons in this 10-day unit for high school sophomores are designed to: (1) acquaint students with terminology related to visual literacy; (2) enable students to make comparisons between drama for the theater and drama for film; (3) acquaint students with the basic structural elements of film such as movement, lighting, sound and music,…

This teacher's guide was developed for the last of four courses in Valencia Community College's Interdisciplinary Studies program, a 2-year core general education curriculum which chronologically examines the major developments in the evolution of human knowledge. The guide provides an introductory overview of the semester's content (i.e., the…

This curriculum module offers concrete and specific examples for instructors who wish to integrate the films of Yasujiro Ozu of Japan and Zhang Yimou from China into film studies courses. Through this module, students should learn to compare and contrast conventional screen space, color, and editing to alternative forms. By becoming more familiar…