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This article outlines the rationale for and delivery of the pilot Filmmaker in Residence initiative at Falmouth University. The initiative led to the production of an award winning independent feature film made by a professional and student crew from both within and external to the university. By supporting students to learn through an industry based opportunity that took place within their educational setting rather than alongside it, the initiative sought to challenge a perceived practice/theory dichotomy by encouraging the students to engage with practitioners as educators and educators as practitioners. The initiative also sought to expose students to a different model of filmmaking than the high-end studio productions most familiar to them. The article explores the challenges and perceived successes of the initiative and draws on interviews with the students involved to explore their experiences. The article also outlines the key lessons learned, in particular the value of offering industry opportunities to students early on in their film education that can inform and support their own assessment, the culture of the learning environment and their employability post-graduation.
IntroductionThis article discusses the development, delivery and legacy to date of the Filmmaker in Residence (FiR) initiative at the School of Film & Television (SoFT) at Falmouth University. Whilst the legacy to date is multifaceted this article focuses on the pedagogical legacy, specifically how the initiative has functioned as a professional/industry project that facilitates students to have experiences that can impact their development within their education as opposed to solely in terms of employability post-graduation. The initiative functions as an innovative, educative form of media industry research by engaging students as active crew and participants across the life of a feature film production that allows space for student and practitioner reflection and results in a commercial feature film that occupies a new 'context-specific' (Sharma, 2011) space. The article also explains the rationale behind the FiR initiative in terms of my personal interest in challenging engrained theory/practice divides in film education. The article discusses how the FiR initiative has informed teaching and learning on the course and in the school and how the impact on student learning has been managed and tracked.The first part of this article introduces the creative, professional, business and pedagogical rationales for the FiR initiative that have underpinned its development and that set it apart from similarly conceived professional/industry projects in film education. Following this, the article looks at the methods employed to capture data that could be used to evaluate the success of the project in terms of student learning and teaching development. Finally, the main section of the article is a discussion and analysis of the results of the project to date looking at the impact on students, educational developments, impact on the course, imp...
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