More than 5,400 entries are included in this first attempt to cite and classify all English language books, monographs, and dissertations about film that appeared from 1940 to 1975. Intended as a source of information about existing film books and as a tool for researching available literature on any film topic, the bibliography uses ten basic…

Illustrative material in the area of film study available from the Indiana University Audio-Visual Center is listed and described. Over 250 selected films are included, representing experimental films, film classics, historically interesting films, works of recognized directors, and films which are models of film techniques. Recent film…

This book is a collection of essays by the author on film criticism. An auteurist and historical approach is taken to the primarily American films discussed. The essays are organized by basic theme: "Critical Credos and Causes,""Personal Styles,""Genres,""Politics,""Odes and Obits," and "Arts and Letters." Each essay centers either on an important…

Daniel Boyd, film teacher at West Virginia State College, describes his life and career as an independent filmmaker, including his educational background in film, efforts to market his films within the film industry, and development of scripts and films. (TES)

Condensed from "The Journal of Higher Education, Volume 39 (October 1968), 388-94.

This anthology offers significant writings on the subject of nonfiction film, with emphasis primarily on British and American films and film makers (although the work of Alberto Cavalcanti, Leni Riefenstahl, and Joris Ivens is also represented). The first section of the book offers essays that examine and define the essential nature and idea of…

Defines the concept of reflexivity as the structuring of a product in such a way that an audience assumes that the producer, the process of making, and the product are all part of a coherent whole, and contends that an audience needs to be made aware of these relationships. (MH)

An address before the University Film Association (1980) in which a filmmaker/university teacher talks about the Hollywood studio system and various aspects of film: acting, directing, editing, writing, and teaching. (PD)

Argues that film students should be taught how dialog replacement fits into overall engineering of a sound track--replacing dialog offers advantages to the student filmmaker that can enhance a less than stellar performance. States that skills such as foley artistry, postsynchronization of sound effects, and sound track engineering are as important…

At the risk of seeming to make exaggerated claims for visual methodologies, what I set out to do is lay bare some of the key elements of working with the visual as a set of methodologies and practices. In particular, I address educational research in South Africa at a time when questions of the social responsibility of the academic researcher…

Article outlined Griffith's film career, provided credits and sequence outlines for the films discussed, and listed 12 study questions for classroom analysis. (RK)

Article provided a capsule version of the life of John Ford, his films, including credits and a sequence outline of Stagecoach, with study questions added for class discussion. (RK)

Orson Welles's career as filmmaker was evaluated with strong consideration of Citizen Kane, his greatest success. Included were the credits for Citizen Kane, a sequence outline and study questions for discussion in the classroom. (RK)