Beginning film studies (second edition)

Dix, Andrew

doi:10.7765/9781784997304

Cited by 1 publication

(1 citation statement)

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“…Aside from personal and cultural development, film education offers students a broader perspective on wide-ranged skills and talents, professions and careers and understandings. Due to the numerous engagements with diverse film gadgets, beliefs and approaches, film education ordinarily, will provide outstanding opportunities to promote active learning and raise motivated personalities ready to engage and demonstrate their skills (Dix, 2009). On his part Perez (2007) proclaims that film education is to accept the notion that the Arts, in general, and film education, in particular, is intellectually demanding, emotive as well as reflective, and done with the hand (heart) as well as with the head (reason) (Perez, 2007, p. 7).…”

Section: Film Educationmentioning

confidence: 99%

Film Education in Ghana: A Narrative Study of Jim Fara Awindor and Vitus Nanbigne

Koomson¹,

Parker-Longdon²

2022

IJEHSS

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This paper studies two of Ghana’s foremost film instructors: Jim Fara Awindor and Vitus Nanbigne. Using narrative design as the research approach, the study delineates on the teaching philosophies and approaches as well as the major contributions of the two instructors to film education in Ghana. Major findings of the study included the two facilitators almost sharing the same circumstance leading to their career and professional path. They both come from the Northern areas of Ghana, they both attended the National Film and Television Institute (NAFTI) and they both won scholarships for their post-graduate studies outside of Ghana. The two facilitators also, officially, started their profession as film teachers at NAFTI. Whilst Nanbigne believes in an explorative approach to teaching, Awindor goes by what he terms the Philosophy of the Mind approach that goes beyond the curriculum to include life experiences that will mould the students, not only for scholarship but for the world. Jim’s contributions to film education in Ghana included the acceptance of documentary making as a specialised area in film education, whilst Vitus has contributed diversely in the areas of film history in Ghana and in Africa. The two facilitators mentioned the lack of key needed facilities as the major impediments to film education in Ghana. The study recommends concerted efforts by film scholars to document the professional journeys of the major film facilitators in Ghana and document their achievements and contributions. The study also calls for support from various stakeholders, to provide the necessary equipment and materials that will facilitate film education to realise its intent of training professional filmmakers in Ghana.

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Section: Film Educationmentioning

confidence: 99%