Tag Archives: Paratexts

Foregrounding Context Through Paratexts

Posted on October 24, 2013 by Julie Wilson

 Cinema Journal Teaching Dossier  Vol. 1 (3) Fall 2013  Charlotte Howell  University of Texas at Austin   The naturalized primacy of the text has a firm grip on many students’ relation to media, but I have found using paratexts in … Continue reading →

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Wrestling with Where the “Text” Is

Posted on October 24, 2013 by Julie Wilson

 Cinema Journal Teaching Dossier  Vol. 1(3) Fall 2013  Sam Ford  MIT/ Western Kentucky University   Discussing with Americana his scholarly work on the U.S.-style soap opera, Robert C. Allen (2004) said his interest began in a graduate seminar. Allen recalls … Continue reading →

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The Value of the Paratext in Teaching Media in a Foreign Country

Posted on October 24, 2013 by Julie Wilson

 Cinema Journal Teaching Dossier  Vol. 1 (3) Fall 2013  Marc Raymond  Kwangwoon University   In the Fall of both 2008 and 2009, I taught the course “History of American Cinema” in the Department of Cinema Studies at the Korean National … Continue reading →

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Teaching Hindi Film Song Sequences

Posted on October 24, 2013 by Julie Wilson

 Cinema Journal Teaching Dossier  Vol. 1 (3) Fall 2013  Monika Mehta  Binghamton University, SUNY   Teaching Hindi Film Song Sequences Video Presentation In this video presentation, Monika Mehta explains how she uses paratexts to teach Bollywood song-and-dance sequences and includes a … Continue reading →

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Is There a Paratext in This Class?

Posted on October 24, 2013 by Julie Wilson

 Cinema Journal Teaching Dossier  Vol. 1 (3) Fall 2013  Jonathan Gray  University of Wisconsin – Madison   A key tenet of my argument about paratexts in Show Sold Separately (2010) is that paratexts are not just additions to the text … Continue reading →

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Parapedagogy: Teaching Film Analysis from the Digital Periphery

Posted on October 24, 2013 by Julie Wilson

 Cinema Journal Teaching Dossier  Vol. 1(3) Fall 2013  Lynne Stahl  Cornell University   At a time when humanities instructors feel perpetual pressure to make courses “sexy” and “relevant” to attract students to majors with dwindling enrollments, many attempt to do … Continue reading →

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