The procedure of teaching filmmaking to elementary children is described. (JH)

Examines children's responses to nine works of realistic literature and film. Finds (1) between-text differences for stance and understanding; (2) book and film differences for stance but not for understanding; (3) most responses were written from an aesthetic stance; and (4) the use of an aesthetic stance is associated with significantly higher…

Describes the methodology and results of a study of the preferences of fourth- and fifth-grade children for film form and technique. Indicates that children prefer narrative/live action films, followed by narrative/animation, nonnarrative/live action, and nonnarrative/animation. (HTH)

Explores aesthetic responses to literature by examining the responses of fifth graders to a variety of books and films. Finds three main characteristics of students' responses: picturing a story in their minds; extending a story or hypothesize about it while reading; and relating associations and feelings evoked while reading and responding.…

The introductory chapter of this paper asserts that film can be an integral part of the classroom language arts program and shows the relationship of filmmaking to literature appreciation, communication skills, reading, and the development of creativity. Chapter two justifies film as a creative art that should be taught to children; chaper three…