Are movies killing reading culture?

By Norah Mutesi 

AS children, many were always told to concentrate on reading their books. 

Television was a no-go area. But this trend has changed as students and teachers are gradually embracing watching movies as the easiest way to understand some literature novels.

As modern technology continues to evolve, lengthy books have been condensed into movies, a development that has discouraged students and teachers from reading.

Since the advent of the Internet and invention of the DVD, television shows and movies, can now tell stories in an easy manner.

In Uganda both students and teachers have embraced these inventions, especially in the study of English literature. 

Forinstance, a literature teacher borrows a King Lear film, which he or she watches and later uses it as a teaching aid for his or her students. 

Florence Nakanwagi, a high school teacher in Kampala, has taught literature in English this way for years and her students have been performing well.

Junior Mponye, a student of New Styles Secondary School, says he prefers watching films to reading novels.

He argues that watching a movie is more interesting than reading a novel.

“Reading is boring and sometimes when my teacher is reading a novel, I do not follow well,” Mponye says.

He also says it saves time to follow a story condensed in a movie, other than reading 500 pages of a novel.

Richard Wandyaka, a book seller in Aristoc Bookshop says, book-related films are easy to memorise. 

One can easily remember what he watched compared to recalling what he read in a novel.

He adds that when students are doing their exams, they easily recall what they watched.

However, with Ugandan’s bad reading culture, it is not surprising that they prefer watching the story to reading it.

More so, most people find it cheaper to buy movies, rather than buying books or novels. 

Most movies, may go for about sh2,000 compared to books, which cost over sh10,000, especially if it is listed on the schools’ syllabus.

But according to Sam Wanume, a parent, he only buys movies for his children as a supplement to the books.

He encourages them to read the books first, get the context and then watch a related movie to understand the book better.

Wanume adds that although modern technology is important to our daily life, reading helps a child understand the literature better.

“Some books are so inspirational and can encourage one to work hard. My father bought me motivational books and they helped shape what I am today,” he says.

According to Fagil Mandy, an educationist and author, Ugandans are ignorant because they do not read.

He says some people even go as far as pretending to be reading newspapers, when they are not in the actual sense.

In the past, people played novel related drama in theatres and halls, where people would gather and watch to enable them remember characters in novels and understand them better.

According to Connie Kateeba, the head of National Curriculum Development Centre, watching novel-related movies is a way of enhancing understanding to students.

“In the past, people depended on drama, but now that films have taken over. Students should be encouraged to watch novel-related movies after reading the novel,” Kateeba says.

She also says the listening and reading skills should both be encouraged among school-going children.

Many young people today prefer watching television and using computer to reading. Educationists argue that parents and teachers should serve as models by reading and value reading culture.

Raymond Kigongo, a literature teacher at Naalya Secondary School, says he always reads the novels together with his students. But after reading, he ensures that they watch the movie.

“Students pay more attention to movies than during reading sessions in class. It also breaks monotony of appearing before them in class,” Kigongo explains. 

“However, movies should not be allowed to replace novels or books,” he warns. 

It is believed that access to more books leads to language and literacy development. These reading materials should arouse the children’s passion for reading.

They should have interesting topics, simple grammar and exciting diction to instill a love for reading. 

This love cannot be forced upon any one; instead, it can be nurtured.

In the past, legends were told to young people during their leisure time, which aroused their desire to read.

Restituta Wamala, the deputy head teacher at Kitante Primary School, echoes the same sentiment, saying it is important for parents to encourage their children to read.

She notes that sometimes parents harbour a poor attitude towards reading to the extent of shunning simple circulars meant to inform them about school programmes.

However, Mandy notes that the writers’ clubs in schools also ought to be revived because they used to encourage reading. 

He cites Gayaza High School, where in the past students were known for their good reading skills. 

Today, the culture is dead because no one pays attention to the writers’ club any more.

The American Association of Pediatrics advises parents to read to their children right from a tender age.

When a child reads a book, for instance, it stimulates the brain, the muscles, eyes and sense of smell and touch through turning pages.

In addition, their cognitive, social and emotional abilities are improved.