What role does love-of cinema, of cinema studies, of teaching and learning-play in teaching film? For the Love of Cinema brings together a wide range of film scholars to explore the relationship between cinephilia and pedagogy. All of them ask whether cine-love can inform the serious study of cinema. Chapter by chapter, writers approach this question from various perspectives: some draw on aspects of students' love of cinema as a starting point for rethinking familiar films or generating new kinds of analyses about the medium itself; others reflect on how their own cinephilia informs the way they teach cinema; and still others offer new ways of writing (both verbally and audiovisually) with a love of cinema in the age of new media. Together, they form a collection that is as much a guide for teaching cinephilia as it is an energetic dialogue about the ways that cinephilia and pedagogy enliven and rejuvenate one another.

Rashna Wadia Richards is Associate Professor and T. K. Young Chair of English at Rhodes College. She is author of Cinematic Flashes: Cinephilia and Classical Hollywood (IUP).

David T. Johnson is Associate Professor of English at Salisbury University. He is author of Richard Linklater and past coeditor of the journal Literature/Film Quarterly.

What role does loveof cinema, of cinema studies, of teaching and learningplay in teaching film? For the Love of Cinema brings together a wide range of film scholars to explore the relationship between cinephilia and pedagogy. All of them ask whether cine-love can inform the serious study of cinema. Chapter by chapter, writers approach this question from various perspectives: some draw on aspects of students' love of cinema as a starting point for rethinking familiar films or generating new kinds of analyses about the medium itself; others reflect on how their own cinephilia informs the way they teach cinema; and still others offer new ways of writing (both verbally and audiovisually) with a love of cinema in the age of new media. Together, they form a collection that is as much a guide for teaching cinephilia as it is an energetic dialogue about the ways that cinephilia and pedagogy enliven and rejuvenate one another.

Acknowledgments
Introduction: Love and Teaching, Love and Film / Rashna Wadia Richards and David T. Johnson

Part 1: Theorizing Cinephilia and Pedagogy
1. Cinephilia as a Method / Robert B. Ray
2. Passionate Attachments / Amelie Hastie
3. Cinephilia and Cineliteracy in the Classroom / Thomas Leitch
4. Nearing the Heart of a Film: Toward a Cinephilic Pedagogy / Tracy Cox-Stanton
5. Movies in the Middle: Cinephilia as Lines of Becoming / Kalling Heck
6. Audiovisual Pleasure and Narrative Cinema / Cristina Álvarez López and Adrian Martin

Part 2: Practicing Cinephilia and Pedagogy
7. Teaching Film Nonfictionally: The Reciprocity of Pedagogy, Cinephilia, and Maternity / Kristi McKim
8. Loving Performance: Cinephilia, Teaching, and the Stars / Steven Rybin
9. Go to the Movies!: Cinephilia, Exhibition, and the Cinema Studies Classroom / Allison Whitney
10. Cinephilia and Paratexts: DVD Pedagogy in the Era of Instant Streaming / Lisa Patti
11. Lessons of Birth and Death: The Past, Present, and Future of Cinephilia in Martin Scorsese's Hugo (2011) / Andrew Utterson
12. Cinephilia and Philosophia: Or, Why I Don't Show The Matrix in Philosophy 101 /
Timothy Yenter

Selected Bibliography
Index