Discusses reasons for an oral introduction to instructional films, types of oral introductions--i.e., substantive, attention-directing, anxiety-inducing, and advance organizers--and research related to these four areas. Recommendations for the use of the oral introduction are also offered. (RAO)

Short descriptions of "Instructor's" choices for the top 20 instructional films of 1980 for elementary and junior high grades. (SJL)

Film, like any other medium of expression, can be used for all of the same functions for which any art was ever praised: imitation, expression, impression, pleasure, play, escape, or intensified experience. A 16mm film/art filmography listing 53 films is included. (Author/CMV)

Argues that good film and television fantasy is not a retreat from reality but a means of expanding the imagination. (FL)

A list of films dealing with child development is presented. (AP)

Describes a 1961 film produced in Canada called "Opening Speech" that explores the nature of technology utilization for the purposes of effective communication. Discusses the use of old films to explore the history and development of educational technology, and considers a Canadian discourse on technology. (LRW)

Reviews a case of censorship of the film "1900" and suggests that teachers and scholars are not prepared to defend the viewing of legitimate and appropriate films against censorship campaigns. Examines the meaning of "community standards" and the relationship to state or national standards. (TB)

Asserts that the urban-high-school film genre (in which a classroom of socially troubled, low-achieving students is transformed by the singular efforts of an outside middle class teacher or principal) reinforces the "culture of poverty" thesis, representing the fantasies that suburban middle class America has about life in urban high…

Analyzes the narrative structure of the film "Fight Club," addressing its critique of consumerism and its celebration of masculinity. Addresses the representational politics that structure the movie, especially its deeply conventional views of violence, gender relations, and masculinity. Considers the role that "Fight Club" and other cultural…

Children's Television Workshop recently commissioned a nationwide survey in which 736 teachers in grades 3 through 6 were asked how they access and present educational programing in their classrooms. Teachers use educational television, and they prefer 15- to 30-minute shows that focus on a single topic. (MLF)

Argues that "persistence of vision" myth (the succession of still images perceived as continuous motion) has a place in the history of film scholarship but can no longer be given currency in film theory. Suggests replacement of the concept of the passive viewer implied by the myth by an enlightened understanding of how viewers actually…

Criticizes the movie "Schindler's List" as portraying the Holocaust in a profane manner. The author suggests Schindler is a bad choice as a protagonist because his story distracts the audience from the real victims. He views the choice of a non-Jew in a heroic portrayal of this type as one culture's way of popularizing another culture's…

Discusses the need for a bridge between the literatures of contemporary media studies and critical pedagogy. Argues that the theorization of pedagogy offers significant contributions in both the classroom and in the literatures of contemporary media and cultural studies. Describes a course on the theory and practice of the video documentary, and…

Argues that production should be treated seriously as a form of research. Asserts that such research contributes to production theory and to an overall understanding of the media. Presents a new idea about what kind of knowledge comes from production and what kind of written research typically results from this knowledge. (PRA)