Explains how the movie "The Lion King" may be used to elucidate Shakespeare's "Hamlet," a play about a prince who does not always seem heroic to modern audiences. Gives specific points of comparison between the two works concerning heroes, characters, conflicts, themes, ending scenes, and archetypal patterns. (TB)

Asserts that the education of students in the technology of video and audio production is a political act. Discusses the structure and style of production, and the ideologies and values contained therein. Offers alternative approaches to critical video pedagogy. (PRA)

Investigates differences in comforting behavior that are associated with dimensions of empathy and exposure to film. Finds that fictional involvement and empathic concern were important predictors of comforting behavior and that, after accounting for the influence of these dimensions of empathy, film condition explained further differences in…

Describes winning videotapes and films of Media Competition in 12 categories: Human Development across the Life Span; Parenting Issues; Nontraditional Family Systems; Marital and Family Issues and Communication; Sexuality and Sex Role Development; Substance Abuse/Addiction; Human Reproduction and Family Planning; Stress, Transition, and Crisis…

Investigates Darth Vader's character from the "Star Wars" movies, stimulated by the psychiatric treatment of a schizophrenic male with the delusion that he was Darth Vader. Discusses the temptations and threats from Darth Vader, which coincide with themes and fantasies of childhood and adolescence. Suggests that Darth Vader's sacrifice…

Chooses three "scripts" for experimental films by the Toronto filmmaker Mike Hoolboom, who uses texts in his films in diverse and challenging ways. Describes the role of text and voice in these experimental scripts. Notes that these scripts are used in a screenwriting course. (PA)

Offers a broad rationale for using feature films in teaching along with practical points on their use. Discusses active learning and critical thinking, film's ability to reflect psychological reality and the broader socio-historical context, feature films in other disciplines, connected learning and student diversity, and applications in an urban…

Notes that the popularity of Jane Austen adaptations in theaters, television, and videos increases the probability that patients and therapists may recall these movies in treatment. Underscores excerpts from a comparison of an Austen novel with the psychoanalytic process and highlights available film adaptations in video format. (SC)

Focuses on the patriarchal aspect of Welles'"Othello" and the pedagogical uses of adapted films. Focuses on differences between the narratives of Othello and those of Desdemona. Studies pedagogical uses and effects of adapted films and discusses "Shakespeare in Love" as an effective tool for instruction. (Author/VWL)

Describes the Environmental Film Festival and lessons relevant to practitioners who wish to develop similar programs. (Author/CCM)

The author selected a simple random sample of 100 movies from the "Movie and Video Guide" (1996), by Leonard Maltin. The author's intent was to obtain some basic information on the population of roughly 19,000 movies through a small sample. The "Movie and Video Guide" by Leonard Maltin is an annual ratings guide to movies. While not all films ever…

Dilemmas of means and ends are an enduring theme of all narratives. One kind of story involves the demands of communal loyalty and group survival opposed to personal sentiments and ethical universals. Love and duty, justice and mercy are well known examples of such oppositions. The contradictions are even more excruciating in a multicultural…

On the whole, the creative arts have not been used well in the academic study of religion in religious education classrooms. This paper contends that, since throughout history the creative arts have been used successfully in the passing on of religious beliefs, so today the creative arts should be an integral component of religious education…

September 11, 2001 generated diverse responses from around the world, but for many subjects located in "the West," an enduring perception surfaced in the aftermath of the attacks: that 9/11 revealed the fragility of the "Western Self" as a secure identity. In a move towards self-scrutiny post 9/11, it is not only the presence…

Addressing sensitive issues of race and ethnicity, socioeconomic status, and gender can be daunting for any instructor, and add to this teaching at an institution in the Deep South with a long history of racial tension beginning with the integration of the University and the not so popular emblems it has been known for. The author was apprehensive…