Analyzes the use of fantasy to represent the nuclear family and current social and economic changes affecting the family in four recent children's films: "An American Tail,""Follow that Bird,""The Boy Who Could Fly," and "Pee Wee's Big Adventure." (eight references) (CLB)

Contends that many popular films depict sexual abuse of males as humorous, thereby fostering culture of violence. Considers humorous portrayals of male sexual abuse in comedy films and videos, locates these portrayals in social context, and discusses potential harm they cause male victims. Includes summaries of nine films made since 1982 which…

Discussion of media in public libraries focuses on independent films and alternative video. Topics addressed include commercial films; film adaptations of novels; instructional films; material selection; cataloging; video technology; and a project in Indiana that tried to encourage public librarians to collect alternative videos. (LRW)

Sketches the way one English teacher used silent film to engender creative writing in a school for American Indian students. Advocates the use of humor in cross-cultural educational settings. (HB)

Examines articulations of "egalitarian" courtship in romantic comedy films of the 1930s and 1940s and recent television series resurrecting their conventions. Gauges the extent to which such texts are open to a negotiated reading that recontextualizes heterosexual monogamy in anarchic rather than patriarchal terms. Suggests that the…

Outlines in detail a course that teaches the underlying meanings of the British TV series "The Prisoner" and the U.S. miniseries "Amerika." Aims to familiarize students with different formal methodologies and complements a graduate-level class in cinema theory and the history of cinema. Contains a list of readings for each…

Discussion of multimedia computing and multimedia information systems that contain audio and video data focuses on how to implement buffer sharing in continuous-media systems based on slots and portions. Disk utilization and transition periods are considered, and future work is described. (LRW)

Provides a history of the Captioned Films/Videos for the Deaf program and describes the kinds of films and videos available, including feature films and educational materials. Silent films are discussed; captioning processes are described; implications for librarians are discussed; and regional depository libraries for captioned films for the deaf…

Describes how showing a film version of a novel, short story, or play after a class has read and talked about the text can be an interesting way to encourage students to think about the text and develop a critical stance. Offers examples from two texts and their film versions. (SR)

Describes a classroom project that involved students creating their own foreign language videos while working in small groups. The first part of the program consists of students viewing authentic video from television news broadcasts. The second part has students producing a French newscast and then their own video version of a traditional fairy…

Explores how teachers can help their students look for meaning in the visual media. Presents the theory that students object to looking for meaning in certain forms of visual media, because they dislike having their world complicated with unnecessary interpretive searching. Discusses the results of several class exercises adapted from David…

A video recording about the college that evokes a nostalgic response can be extremely effective in a fund-raising campaign and can even be used to openly solicit donations. Older, affluent alumni are the prime target audience. Producing an effective video requires attention to technical, financial, and aesthetic factors. (MSE)

Discusses how films of Shakespeare's plays can be used to teach literary analysis in the classroom and to nurture an interest in Shakespeare. Suggests some books for teachers which specifically address Shakespeare and film. (PRA)

Describes how a videodisc of Alfred Hitchcock's film "North by Northwest" was repurposed by adding digitized and computer-generated sound, text, and graphics, to show users the capabilities of interactive multimedia. Recommendations are offered both for working in a design team and for the design of interactive materials. (LRW)

Describes two types of in-class discussion utilizing feature films in a course on law and psychology. Explains that, in the first discussion, the students critique the film for accuracy in the portrayal of legal doctrines, and, in the second, they analyze the psychological issues presented in the film. Suggests appropriate films. (DK)