Abstract:

This research examined the methods that English/Language Arts teachers currently employ to teach film adaptations in the classroom. Research was conducted among volunteer teachers under contract within school districts in the greater Phoenix area. Qualitative research methods incorporated questionnaire responses, focus group discussions and researcher observation. An examination of the data revealed that most of the participant teachers in the study privileged the written text over the visual text and many did not make an adequate distinction between the two mediums in their instruction, activities, or assessments. The findings suggested that the result of such instruction is students who learn to evaluate the film according to literary elements rather than cinematic elements, encouraging the development of issues of fidelity more than the development of media literacy. Recommendations for future research include the investigation of how students respond to current instructional methods versus instructional methods which incorporate elements of critical media literacy and film theory. It is recommended that current and future English/Language Arts teachers be given opportunities to receive more instruction in methods of teaching film and other media, as well as the support and encouragement to develop, to implement, to reflect upon, and to refine their methods of teaching film adaptations in the classroom.