New Methodologies for Teaching & Learning in Film

Digitalisation of film technology and the growth of the Internet have resulted in a paradigm shift within the film industries and subsequently, film education. In light of these changes, Carl Schoenfeld outlined a new theoretical framework for film education in his contribution to the 2009 Media Education Research Journal, influenced by Kolb’s experiential learning cycle and Schoen’s values of reflective practice in education .
This theory was then implemented into practice through an innovative collaboration between the independent film organisation Raindance and HE provider Staffordshire University. This paper explores the new methodologies for teaching and learning about film, based upon the case study of the collaborative partnership to deliver a postgraduate film programme in the inaugural academic year of 2011–12.
The partnership between Raindance and Staffordshire University encountered many institutional obstacles (both within the University and the expectations of students). These obstacles represent the traditional methodologies for the delivery of film education and provide an interesting case study for the challenges of developing new methodologies. This case study demonstrates a test of Schoenfeld’s theoretical framework for film education when put into practice.
The paper is delivered in three parts. The first part outlines Schoenfeld’s original framework and the theoretical context of Kolb and Schoen. The second part explores the aims, objectives and rationale for such a collaborative partnership and explores the different cultures and institutional values, with a SWOT analysis of the project with particular reference to the student experience. The third part will conclude with an evaluation and the recommendations for further research surrounding the development of new methodologies for teaching and learning in film.