Considers whether linguistic models can be used to examine how information is structured in the screen media. Highlights differences between language and screen media that make the transference difficult. Raises interesting questions about media literacy and whether screen media may have important perceptual and cognitive effects. (JMF)

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)

Presents results of a survey of secondary English teachers, film teachers, and film coordinators from two Pennsylvania counties regarding the purposes of film use, types of films used, objectives of film teaching, screening activities, analysis during the film, filmmaking objectives, and high interest courses. (JMF)

Highlights the new copyright law as it applies to television and films, particularly the concept of fair use. Discusses the problems the new law has presented to the educational use of copyrighted video and film material and suggests that such users organize to present their position more effectively. (JMF)

Through the example of "La Grande Illusion," the value of film study in an academic curriculum is discussed. A suggested teaching program for an economical yet comprehensive study of a single film is suggested. (PMJ)

Chronicles the author's experience of working with a group of Apache actors and cultural experts on the production of a feature-length narrative, "Indian Summer." Finds that, in this case, the process of cross-cultural collaboration was successful in uniting different people from different cultures in a common purpose. (PA)

Describes a course in American film comedy which includes three types of comedy: the tradition of the clown (beginning with silent comedy), romantic comedy, and sociopolitical comedy. Addresses such issues as escapism versus social purpose, fantasy versus realism, comedy versus laughter, and role of spectator versus role of text. (KEH)

Outlines a course covering the history of film and televisual representations of the Vietnam War. Shows how to relate films to the social interests they serve, and describes how to relate form to function. Provides a list of recommended films, television shows, and readings for each of the course's 10 units. (MM)

Compares Roman Polanski's film adaptation of "Tess of the D'Urbervilles" with the original novel by Thomas Hardy. Suggests that a comparative analysis of the two works enhances students' awareness of Hardy's artistry and sharpens their ability to respond critically to literature. (MM)

Presents two articles in which teachers describe how film can be used in the language arts classroom to accomplish many of the same things that books can. Shows, in particular, how film facilitates the teaching of literary terms and devices and how it heightens interest in the student research paper without detracting from the basic lessons of the…

Discusses myth, metaphor, and subjectivity in the popular science fiction film series sometimes referred to as the "Alien Trilogy." Traces how images of rape, birth, and self-annihilation deconstruct liberalized myths of gender and family, destabalizing the conventional frame through which the rhetorical subject is constructed. (SR)

Locates and elaborates a postwar disassociation between films and the domestic audience in changing finance and marketing practices. Suggests that preselling unproduced films to worldwide territories (begun in the 1970s) eroded Hollywood's emphasis on American viewers. Suggests that this is why American films contribute so little to the social…

Asserts that, although documentary film is nearly 100 years old, historical film did not have a place in the "American Historical Review" until recent years. Presents an interview with documentary filmmaker Ken Burns on the history and significance of documentary film. (CFR)

Discusses the three media of books, films, and videos and how they connect the reading, seeing, and watching of children's literature. Considers all three to be powerful forces and opportunities to appreciate children's literature. (MG)

This study assessed the presentation of disabling conditions in feature films and the general quality of these films (as judged by professional film critics' reviews and movie-goer ratings). Psychiatric disorder was the disability most frequently depicted. Films varied in quality with critics markedly more negative in their reviews than movie…