Reprinted from Film News (N.Y.), February 1969, p11-12, and March 1969, p22-23.

Technological, industrial, social, genre, and auteur emphases in film courses are discussed. So that students can see an adequate number of films, instructors can schedule multiple showings outside of ordinary classroom time or during a portion of laboratory classes, which are two or three times the ordinary class length. (RM)

The history of Captioned Films for the Deaf, an agency now called Media for the Handicapped, is traced along with the contributions of individuals and groups which led to the eventual passage of legislation in 1959. (CL)

Pretests and posttests were administered to students to determine if the "Mulligan Stew" film series on nutrition was effective with grades 2-3 as well as grades 4-6 from a rural population. A significant increase in knowledge was found in all grades, and the knowledge was retained for six months. (CT)

Examines some of the different representational practices of acting in the context of a theory of signs. Focuses on the intrinsic characteristics of signs and the representational practices of acting. Discusses the contributions of Stanislavsky and Brecht to this area. (JMF)

Titles of nonverbal films were analyzed and compared and conclusions were produced about criteria (including age levels, film length, and date) for predicting their worth in teaching deaf students. (CL)

A short course on the heart comprising film and still pictures, with questions, explanations, and a glossary, were recorded on videodisc, then offered to 12 subjects via a videodisc player interfaced with a Philips P857 minicomputer. The system is described and recommendations made for future computer-interactive videodisc courses. (RAO)

Discusses a six-year survey indicating that the movie rating system has gained a degree of public acceptance. (MH)

This critical overview of successful renditions offers many resources for both the film enthusiast and the poetry lover. (KS)

Describes 24 animated films and films about animation; distributors' names and addresses are provided. (KS)

Analyzes the narratives of 113 visitors to the site of the film "Field of Dreams." Develops a theory that explains how interpretive communities are formed despite theoretical writings that argue for individualized interpretations of text. Demonstrates that individuals can at once converge and diverge symbolically within the confines of…

Uses the movie, "The Matrix," to evoke both metaphors for human existence and models for learning and teaching by examining two metaphors that have dominated notions of and approaches to education in the United States and arguing for seeking, crafting, and embracing metaphors that cast students as the principal creators of their education and…

Describes how the stakes are high for the few seniors at the University of Southern California's film school who are chosen to direct a movie as their final project. (EV)

Analysis of films featuring teachers reveals a variety of roles portrayed: teacher as culture guardian, iconoclast/subverter, alien culture-bearer, change agent, learner, compassionate mentor, student advocate, maverick, and incompetent. Examination of these portrayals can prompt critical thinking about teacher responses to different social and…