Read the Book? See the Movie?

Should children read the book before seeing the movie? Viewing a film or video cannot duplicate the power of the printed word. Still, films and videos can be an effective way to lead children into the world of books. Films and videos share many of the same qualities with books. Videos, especially, are simple to use and can be as private an experience as reading. Films and videos are just as important as books in confirming, illuminating, or extending life’s experiences.

“Teddy Projects”

Film companies are definitely making a concentrated effort to develop more family-friendly projects, often referred to as “Teddy Projects.” Film developers have children now and want to make movies that their kids can enjoy. The same is true for actors and directors. While the obvious reason for this trend is to see profits from advertising revenues, noncommercial television and home video producers often consider the objective of introducing children to the book a higher priority than advertising revenue. In fact, producers of videos for library and school markets are more likely to place inspiring children to read the book after seeing the video at top of their objectives list.

Making the Transition from Book to Film

How do video and film producers choose the books to be made into movies? Some look at what is being taught in the schools. Other selection criteria might include:

• Books well-known to children because of a beloved author, such as Dr. Seuss, or a very recognizable title, such as Tuck Everlasting;
• Books with a strong dramatic quality or a strong concept;
• Books with universal themes, good characters, strong plot, and something in a way unique;
• Strong, positive characters, with an original voice; someone overcoming adversity and making difficult choices or real people coping with extraordinary situations;
• Characters in non-traditional roles or quirky, fun characters for animated features;
• Children’s books that also hold the interest of adults.

Even with a large number of quality titles to choose from, it is still more likely that a film will not get made. Only 10% of the books optioned actually go on to become films. The typical film-rights option on a book has three renewable periods of 6, 12 or 18 months apiece, with three years being the average length of time before the option is exercised or dropped. If a book fails to move beyond the option phase, it is usually due to a lack of financial backing.

Putting Theory into Practice

Library programs that emphasize the “books into movies” should be designed to provide strong links between the film/video and the book. One library experimented with a “Books and Breakfast” program. The library fed breakfast to at-risk children while an adult read aloud chapters of a book that had been made into a movie that most of the children had already seen. The evidence from this program proved that the experience of connecting the film/video to the book helped the children understand the book’s meaning, making comprehension easier.

When selecting films/videos for such a program, consider these questions in evaluating your choices:

• What are the similarities/differences in the key elements (theme, characters, plot and setting) of the book to video? Is there anything that doesn’t belong or out of character? If the story has been updated, does it make the story new and fresh?
• Are there any sound concerns? Does the background music fit the mood of the story? Is the narration well-paced? Does the dialogue seem natural?
• Is the film or video adapted from a traditional folk tale or book that is no longer protected by copyright? Such productions vary considerably in quality, depending on the producer’s interpretation.
• Does the film or video develop or interpret any imaginative, creative or independent aspects of the main character?
• Does the film or video use diverse cultures to examine such differences and to promote seeing people as unique individuals rather than just stereotypes?

Conclusion

The question is not really whether children should read the book or see the film/video first. Whether reading or viewing, children must bring meaning to and take meaning from the words or images in which the story is told. Librarians can take an active role in making sure children make that connection.

Internet Resources for “Books into Movies” Programs

Arrowhead Library System and Hedberg Public Library (Janesville, WI)
http://als.lib.wi.us/bookmovies.html
“ From Books to Movies” offers an alphabetical listing of titles.

Children's Literature Web Guide
http://www.ucalgary.ca/%7Edkbrown/movies.html
This Canadian site offers a list of “Movies And Television Based on Children's Books.” The list has not been updated since 1997.

Creative Solutions
http://www.creativesolutions.8m.com/Bookmovies/index.htm
This is an independent study course designed for older students and adults. Under “Comparison Questions,” you will discover a series of questions to spark discussion about books and films/videos. There is also a “Book List” of titles that have been made into films/videos.

Edmonton Public Library
http://www.epl.ca/EPLMaster.cfm?id=BOOKMOVIES
This list of books into movies is divided into categories, from “Now Playing and Coming Attractions” to Action/Adventure to Westerns.

eduScapes’ Multimedia Seeds: Exploring Audio and Video Collection Use
http://eduscapes.com/seeds/bookmovie.html
This website for teachers, parents and life-long learners offers materials to connect books and movies, including other web links and book lists for children, teens and adults.

Read-Write-Think
http://www.readwritethink.org/lessons/lesson_view.asp?id=46
“Get the Reel Scoop: Comparing Books to Movies” offers lessons to help students compare and contrast different forms of media by examining books and their movie counterparts. Useful information includes book lists for grades 3-5 and 6-8, forms to help the comparison/contrast process, and a resource bibliography.

TeachwithMovies.com
http://www.teachwithmovies.org/index.html
This is a subscription-based website offering study guides for use with books and movies. There are sample lessons available that do not involve a fee. Lessons offer selection criteria, summary description, background information, discussion questions, and suggestions for follow-up reading or viewing.

This article originally appeared in the Oct./Dec. 2004 edition of SelectioNotes.