Date of Award

8-1977

Document Type

Thesis

Degree Name

Master of Arts in Education

Department

Education

First Advisor

James Bimes

Abstract

This paper proposes a comprehensive curriculum for developing visual literacy in secondary schools through the study and production of film. The author argues that contemporary students live in a media-saturated environment yet often lack the skills to critically interpret or respond to visual stimuli, resulting in a form of "cultural deprivation". The proposed program aims to remedy this by teaching students to perceive, analyze, and create visual messages, thereby enhancing their overall communication skills and self-awareness.

The study begins by establishing a rationale for film study, contrasting it with traditional literature. While acknowledging differences—such as literature’s verbal nature versus film’s visual immediacy—the paper highlights shared elements like plot, theme, characterization, and irony. It posits that film should not be viewed merely as entertainment but as a distinct art form that complements literary study.

A significant portion of the thesis is dedicated to practical classroom application. It outlines necessary teacher preparation, emphasizing technical expertise with 35mm and Super 8 cameras, as well as the need for a specific equipment inventory separate from general school supplies. The author advocates for a classroom environment where the teacher acts as a "facilitator," fostering mutual trust and creating a physical space conducive to creative work.

The paper concludes with an evaluation of a pilot program, reporting positive student feedback regarding the course's ability to foster creativity and perception. Final recommendations suggest expanding the program to a four-semester sequence covering film history, technique, theory, and production, alongside requests for dedicated film rental budgets and smaller class sizes to facilitate intensive lab work.

Research Highlights

  • The Problem: The author addresses the cultural deprivation caused by an educational system that prioritizes verbal skills over visual literacy, leaving students unprepared to interpret or respond to a media-saturated environment. 

  • The Method: This 1977 thesis outlines a secondary school film curriculum that contrasts literary and cinematic elements, details a specific equipment inventory, and evaluates student responses from a pilot course titled "Tales of Terror". 

  • Quantitative Finding: A 1975 equipment inventory for a 130-student load totaled $2,857.25; a survey of 27 students found that 26 agreed film is an effective communication method and 23 disagreed that film stifles imagination. 

  • Qualitative Finding: The study recommends expanding the curriculum to a four-semester sequence covering history, technique, and theory, while advocating for a two-hour lab period and a distinct film rental budget to facilitate visual literacy.

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