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In Reply to: Remakes, who the heck is viewing them? posted by edta on March 21, 2002 at 20:57:57:
First, you will find that many, many language arts teachers in our schools offer film versions of classic literary works as supplements to student reading. Reading the book or play is too often followed by in-class viewing of a film interpretation. Many students don't even "get" the book until they see it interpreted on a TV screen. Or they fake their way through the reading, knowing that the much easier task of watching the film comes next. Reading a work of literature requires imagination, but most kids today don't know how to use their imaginations. Instead, they've become accustomed to totally passive experiences in which the imaging is done for them. An imaginative reading of a novel tends to be very individualized -- readers walk away with a picture in their minds of the setting, characters, action, etc. that varies from person to person. Film literalizes everything -- i.e., if a kid watches The Time Machine, then reads the book, he or she tends to see the novel as it was portrayed on film.Second, there's the problem of age segregation: separating school kids into groups based mainly on their age reinforces group-think. They consider nothing outside of their peer groups as valid or meaningful. To think or behave other than in a group-sanctioned manner invites terrible persecution. Our upgrade-addicted, commercial culture dovetails this: the new, improved version is always on the horizon, to render the older version(s) passe.
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Follow Ups
- Two problems - Stephen Hayes 14:43:25 03/22/02 (1)
- Education in the US - edta 19:50:18 03/22/02 (0)
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