This article explains the importance of including critical media literacy practices in skills-based classrooms in film education. Students continue to use methods of filmmaking that are inherently biased because they continue to be taught an age-old set of skills that do not engage in critical analysis. With the convergence of contemporary film…

Political science faculty have access to a wealth of innovative pedagogies thanks to a comprehensive literature on teaching and learning in the discipline and related fields. Yet, from among the hundreds of documented possibilities, how does one go about deciding which to incorporate into a given course? Few articles have much to say in response…

Outlines an introductory course that combines filmmaking experience with theoretical and critical film studies. Approach combines traditional aesthetic emphasis with practical understanding of how films are made. (MS)

Summarizes four studies on film education that were conducted to: describe degree programs and courses offered in film and video; describe the types and sources of films used, the purpose for using film, and the methods of teaching film in elementary and secondary schools; determine the academic training of instructors who teach film. (JK)

Suggests that the great attraction of film courses is also what makes them very difficult to teach. The expectations of entertainment, the passivity of viewing a film, and the intransigence of the Hollywood model are all potential problems which instructors must confront. (SED)

The advantages of using documentary films in a French course are discussed and a five session study schedule with exercises is proposed for a particular film. (Text is in French.) (TL)

Discusses a course combining Shakespeare and film and describes in detail the film selection and adaptation for classroom use. Available from: Literature/Film Quarterly, James M. Welsh, Ed., Salisbury State College, Salisbury, MD 21801. Subscription Rates: libraries, $8.00; individuals, $6.00; students, $5.00; single copies, $2.00. (MH)

Examines the way cinema and television studies are taught in South African universities, especially at Pretoria Technikon Film School and Rhodes University. (PD)

Calls for intellectual training very different from that which produces the traditional British literary intellectual. Asks that higher education produce critical intellectuals of a practical kind. Shows how film study provides practical knowledge with an assessment of the production of knowledge and the realm of thought itself. (PD)

Although film study is now widely accepted as part of the curriculum of higher education, there appears to be no single accepted method of teaching the subject. In order to design an instructional unit for a one-semester, introductory film study course for community college students, a review of the literature was carried out to examine the…

Describes the use of the film "Breakfast Club," in a college adolescent psychology course. Relates how students study and discuss theories of moral reasoning and psychological development prior to viewing the film. Provides an opportunity for students to integrate course content while enjoying the learning process. (CFR)

Describes a course on social and personality development in which students wrote term papers about 10 aspects of child and adolescent development depicted in an animated film of their choice. Students had to provide two examples of each aspect from the films. Student response to the assignment was generally favorable. (MJP)

The English teacher's broad interdisciplinary awareness and his training in critical analysis and communication through symbols prepare him to develop, with his students, evaluative criteria and analytical techniques for film study. Crucial to teaching film courses or units is his knowledge of how a film achieves its objectives through uniquely…

Describes an undergraduate psychology course focusing on children's social development during the middle childhood years. Students select, view, and analyze a feature film using theory and research presented in the course. Includes a table listing 18 films used in the course. (CFR)

Observes the pitfalls and possibilities of using feature films as educational tools for religious exploration. Praises film for its ability to synthesize a number of cultural, moral, and narrative elements. Lists several simplistic and reductionist approaches to be avoided. (MJP)