Crossing the Theory-Practice Divide: A Multi-Perspective Reflection on a Practical Course for Film and Television Students
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 for shaping research outcomes into, for instance, video essays or interactive narratives. It is especially valuable for undergraduate students aiming to increase their knowledge and understanding of media through practical work, as it trains them in 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.
|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|
|Rights||Authors who publish with this journal agree to the following terms:Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).|
|Note||VIEW Journal of European Television History and Culture; Vol 7, No 13 (2018); 31-54|
Sanders, Willemien, Everts, Daniel, & Van Vugt, 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. doi:10.18146/2213-0969.2018.jethc140