In this essay, we explore how the same theories and metaphors' used historically to describe the frontier, are useful ways of thinking about both team teaching and English studies as an interdisciplinary field. Defining the frontier as both imprecise and liminal encourages the students, as well as the instructors, to work within an open space of…

Discusses how students can learn to write and express themselves by criticizing a film of interest to them. (GB)

Defines a set of aims for the teaching of English which will take account of film study, concluding that film criticism can be studied in literary terms. (RB)

Argues for the validity and effectiveness of using film excerpts to teach high school English. Suggests various methods for using commercial films on VCRs to study themes, formal elements of literature, literary terms, and the aesthetic decisions behind film adaptations. (JG)

Discusses a unit on silent films based on an analysis of Charlie Chaplin. (MM)

Discusses the various philosophies concerning the direction that media teaching should take during the remainder of the decade. (FL)

Discusses teaching elements of film art in a high-school literature classroom. Focuses on two aspects of film that are different from written literature: metonymy (a key device for analyzing meaning in photography) and the function of film in cultural mythology. (SR)

Discusses film-oriented writing classes as a way of expanding student vocabularies and illustrating such literary devices as metaphor, irony, and imagery. Offers guidelines for writing instructors wishing to add films to a course plan, using "King Kong,""The Godfather," and "One Flew Over the Cuckoo's Nest" as examples. (DMM)

Describes the activities in a high school English class aimed at instructing students concerning films. Discusses how film study has been radically altered in recent years through the influence of theory. Gives numerous examples of how English teachers might utilize film by focusing on text, viewer, and context. (HB)

Some of the "quality short films" available today are far more effective for film study than the traditional instructional films. The explicit learning from the noninstructional type of film (e.g., "You're No Good," the story of a young dropout) must occur through inference as the impact of the film is deepened through provocative class…

English is concerned with language experience, and because much of today's "language" is experienced through electronic media--television, movies, radio--film courses fall within the English curriculum. A stop-frame projector is essential for classroom analysis of such film devices as framing, establishing shots, and scene composition. Framing is…

Several ways of using films to generate student papers are discussed. (JH)

Presents the use of film as a tool to motivate and stimulate the study of literature in the classroom; offers a list of short films that are suitable for the literature classroom. (MAI)

Discusses reasons for keeping film study in the English curriculum. Offers resources for film study and lists some short films that can be used in class. (RL)