Scholars are increasingly expected to share their knowledge through different media besides the written publication but struggle to do so. How might they teach their students the skills to do so? This article argues that Practice as Research, developed by practitioners venturing into academia, provides a useful framework to shape research outcomes into, for instance, video essays or interactive narratives. It is especially valuable to undergraduate students aiming to increase their knowledge and understanding of media through practical work, as it trains both practical and academic skills. This gives Practice as Research an added value in academic media studies curricula. This article is based on a case study of an advanced practical course for film and television students at Utrecht University and relies on course assignments, feedback conversations and auto-ethnography. As this article was authored by the course lecturer and two students, it provides insight from multiple perspectives.

Additional Metadata
Keywords Practice as Research, self-directed learning, inquiry-based learning, productions studies, auto-ethnography, film practice, interactive narratives
Publisher Netherlands Institute for Sound and Vision
Journal VIEW Journal
Rights Each article is copyrighted © by its author(s) and is published under license from the author(s). When a paper is accepted for publication, authors will be requested to agree with the Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Netherlands License.
Note VIEW Journal of European Television History and Culture; Vol 7, No 13 (2018): The Many Lives of Europe’s Audiovisual Heritage; 31-54
Citation
Sanders, Willemien, Everts, Daniel, & Van Vught, Bonnie. (2018). Crossing the Theory-Practice Divide: a Multi-Perspective Reflection on a Practical Course for Film and Television Students. VIEW Journal, 7(13), 31–54.