Co-creating film education: moments of divergence and convergence on Queen Margaret University’s Introduction to Film Education course

Abstract

This case study reflects on the first iteration of a new course in film education, titled Introduction to Film Education, which ran for the first time at Queen Margaret University in Scotland in 2021. It considers the upskilling of both teachers and film education practitioners in film education, while reflecting upon the co-creation of a film education curriculum through the course’s collaborative, peer-driven nature. Finally, it wonders whether any settled film education curriculum is possible, or even desirable.

Vernacular cinema, self-concept and the perceptual–conceptual shift: exploring conversations between film education and developmental psychology

“…Arguably, this tendency towards an interpretivist -or, less charitably, extractivist -film education within Scottish secondary curricula mirrors that found within university-based film studies (Munro, 2023). As we have discussed elsewhere, a tendency towards top-down approaches to film remains pervasive within the broader discipline of Western film studies itself, in which the study of film is akin to the notion of 'dancing about architecture', albeit -considering abiding discursive tendencies to approach film as a springboard towards social, political and historical analysis, with increasingly scant mentions of the ontological parameters of the medium itself -of a dance becoming increasingly distant from the architecture that initially inspired it (Chambers, 2022b).…”

“…As seems to be self-evident, there is no one, singular lesson for the emergent discourses of film education (itself a fundamentally unfixed object, as Robert Munro [2023] has explored) to be drawn from the similarly heterogeneous, multivalent discourses of cognitive and developmental psychology. In full acknowledgement of this, the following discussion embraces the partiality that accompanies all appeals across disciplinary fault lines, in drawing upon the insights of developmental psychology for a delineated purpose.…”

Using an Artificial-Intelligence-Generated Program for Positive Efficiency in Filmmaking Education: Insights from Experts and Students

“…To ensure that they can adapt to the constantly evolving film industry, we must be vigilant about "existing" models. In order to provide students with the most meaningful and suitable educational environment, we need to be willing to break free from restrictive frameworks and rigid assessment methods within the education system [54].…”