The interest and delight which students find in film should be preserved from a teacher's excessive zeal to analyze and explain. As the beauty of poetry is frequently diminished through exhaustive analyses of similes, rhyme schemes, and other technical devices, the value of film to high school students can be weakened through too great an emphasis on "film appreciation, movie comprehension, image recognition, visual-media technology," and other standard but dull teaching devices. Rather than following such methods, a teacher should watch and react to the film with his students, talk with them afterward, listen to their opinions, guide them back to the film when necessary, let them explore relationships between the film and their imaginations and lives, and, above all, let them see the film their own way. Instead of explaining how and what the film means, the teacher should encourage the student to expand his awareness through empathy and identification with what he sees in the film. (LH)