Founded in 1908, the National Press Club has more than a hundred years of history. The Library of Congress has recently made available recordings from National Press Club talks that span four decades in a presentation "Food for Thought: Presidents, Prime Ministers, and Other National Press Club Luncheon Speakers, 1954-1989.” Bringing pieces of these talks into the classroom allows students to hear a perspective on a particular event and make connections to historical events or events of today.
In my first Multimedia Moment post, I focused on the action in actuality street scenes. One of the films, the 1897 Edison film Corner of Madison and State Streets, Chicago, showed people walking across the street with large signs that appeared to be advertisements. I instantly wanted to know what was written on the signs.
How can we best document an analysis of film as a primary source? The complex motions, multiple scenes, and pacing can be challenging aspects not only to students analyzing film, but even more so in communicating their analysis and sharing it with others.
What makes a fairy tale a fairy tale? Many students in younger grades read them. They both listen to them and study them as a class. Fairy tale recordings in the National Jukebox can help students explore common elements of fairy tales, which can give them a grounding for deeper study.
Imagine television and radio broadcasts from the last 70 years covering topics from economics to social issues, from science to politics. You’ll find that resource in the American Archive of Public Broadcasting (AAPB), a collaborative effort between the Library of Congress, WGBH Boston and the Corporation for Public Broadcasting.
Various national awards celebrate authors in January, and January can also be a great time to learn more about hundreds of writers and their work by exploring videos of author talks from past National Book Festivals offered by the Library of Congress.
Why is something funny? Comedy stories can often be a reflection of an aspect of society. These simple narratives often present us with a funny scenario while social commentary lies underneath.
Viewing a film in class is a commitment of time and technology. Teachers want students to be active viewers, but most are more familiar with passively viewing film and video. How can teachers present film in a way that students are more likely to analyze its content? What aspects of viewing film may be beneficial to consider before analysis?
Film can be challenging to work with in the classroom. There must be a convenient way to show it to students. It takes a specific amount of time to view, and students often gain from multiple viewings. The benefits of analyzing a film in class must be worth the time spent with these resources.
