ABSTRACT
This chapter argues for a comprehensive and sustainable approach to film learning that takes account of the recent innovations in film technologies. It is not possible to consider a comprehensive film learning curriculum without discussing the foundation experiences of the early years. The imagination is central to learning in the early years, and the maintenance of the role of the imagination and play is crucial as children grow older. The adolescent’s sensitivity to the views of others is often constructed as an impediment to their learning. In film learning, the obsession with performance and audience may be a distinct advantage. The development of a rational and methodical continuum of learning is useful, but is perhaps a little utopian. At Newtown High School of the Performing Arts, there is pioneering work going on in the face of systemic indifference. The Newtown case represents a move away from a media arts curriculum and toward a filmed narrative approach.
