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.

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
Persistent URL dx.doi.org/10.18146/2213-0969.2018.jethc140
Journal VIEW Journal
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Note VIEW Journal of European Television History and Culture; Vol 7, No 13 (2018); 31-54
Citation
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