Media Practice and Education最新文献

{"title":"Assessing the quality of subtitles using FAR model: a case of the English subtitles of five Persian films","authors":"Saleh Sanatifar, Ziba Ghamsarian","doi":"10.1080/25741136.2023.2177952","DOIUrl":"https://doi.org/10.1080/25741136.2023.2177952","url":null,"abstract":"ABSTRACT Subtitles, as the most common form of audiovisual translation, allow international viewers from all backgrounds to access, comprehend, enjoy, interpret, and remember audiovisual products. However, if not performed properly, they may occasionally restrict the viewer’s interpretive options, resulting in the loss of many literary or dramatic features of the original films. Focusing on the emotion words/expressions as a distinctive feature of drama, the current study evaluated the quality of the English subtitles of five top Persian drama films. Johnson-Laird [Johnson-Laird, Philip Nicholas, and Keith Oatley. 1989. “The Language of Emotions: An Analysis of a Semantic Field.” Cognition & Emotion 3 (2): 81–123. doi:10.1080/02699938908408075] list was used to identify the emotion words/expressions in the corpus. Pedersen’s [Pedersen, Jan. 2017. “The FAR Model: Assessing Quality in Interlingual Subtitling.” Journal of Specialised Translation 28: 210–229] FAR model was employed to evaluate the emotion words/expressions as used in the English subtitles. The results of the study showed that, although the films were subtitled for international film festivals, about four-fifth of subtitles were erroneous of a serious type. The findings reveal that a crucial aspect of maintaining the emotional burden of the genre of drama in translation, particularly subtitling, is conveying equivalently the emotion words/expressions. The findings will be of use not only to researchers and students but also to future audiovisual translators/subtitlers seeking further knowledge in the transfer of emotive language.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"347 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122408103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creating character in editing","authors":"Kersti Grunditz Brennan, K. Pearlman","doi":"10.1080/25741136.2023.2172655","DOIUrl":"https://doi.org/10.1080/25741136.2023.2172655","url":null,"abstract":"ABSTRACT This article focuses on methods by which editors shape character in editing. Given that editors’ choices of shot, take, and timing augment and vary actors’ performances and directors’ instructions, and that these choices shape the audience perception of film characters, we ask: what components of editors’ expertise are activated in shaping material to create characters that viewers can invest in emotionally? Editors’ expertise is generally referred to as ‘intuitive’, which is a shorthand for knowledge and experience that informs decision making at a pre-conscious level. This article argues that ‘intuitive’ is not incorrect, however, drawing on the authors’ extensive editing practice and building on existing editing theory as well as ideas from science and film studies, we seek more specific identification and articulation of editors’ expertise. This article offers an original editing taxonomy in relation to editing character. The taxonomy includes explicit articulations of kinaesthetic empathy and implicit knowledge such as laws of physics, reflex reactions, and cultural conditioning. Awareness of these pervasive but often unrecognised forms of knowledge, we argue, can enhance editors’ ability to develop multifaceted characters through editing, clarify discussions between collaborators, and even enhance understanding of the art of editing more generally.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129637923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creative arts, screen research, neo-liberalism, and a dance","authors":"T. Murray","doi":"10.1080/25741136.2022.2158200","DOIUrl":"https://doi.org/10.1080/25741136.2022.2158200","url":null,"abstract":"ABSTRACT This essay employs personal biography to illustrate larger questions regarding global transformations in the creative arts and tertiary education sector. With a focus on how neo-liberalism has impacted professional screen practices in Australia and those in the contemporary Academy, this paper also provides two screen-arts case studies to illustrate what poietic research forms can uniquely bring to scholarship.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133200233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can web 3.0 shape cinema 3.0? Towards community engaged independent film development and distribution","authors":"Max Schleser","doi":"10.1080/25741136.2022.2162803","DOIUrl":"https://doi.org/10.1080/25741136.2022.2162803","url":null,"abstract":"ABSTRACT This article defines Cinema 3.0 in order to examine the opportunities for community-engaged film development and distribution. The emergence of Web 3.0 provides novel perspectives for filmmakers to realise independent screen productions. Through proposing Cinema 3.0, this article further develops Cinema 2.0 through decentralised approaches. The literature review indicates that more research is required in relation to independent film development and dissemination. This article will link Web 3.0, in particular decentralised approaches and applications, to independent filmmaking to explore how communities can support film projects. Through a case study approach, this article demonstrates the innovative potential of decentralised platforms. An imaginative and playful engagement with emerging technology is required to understand its limitations and how creativity can push our understanding about potential future scenarios for independent film. The argument is not that decentralised approaches will be the ‘holy grail’ for independent filmmaking, but for filmmakers this could provide an alternative to ‘get a project off the ground’ and reach audiences. Independent films are predominantly self-funded or crowdfunded and are often realised through the support of the wider community within which they operate. Decentralised platforms can further foster this support mechanism for independent filmmakers.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124811926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co-creative practice reconciling theory and practice in tertiary student documentary production","authors":"Freya Wright-Brough, Phoebe Hart, Sean Maher, Susan Cake","doi":"10.1080/25741136.2022.2157936","DOIUrl":"https://doi.org/10.1080/25741136.2022.2157936","url":null,"abstract":"ABSTRACT Accommodating theory and practice is a significant pedagogical challenge for screen programmes in higher education. Integrating theory and practice within the pedagogy of documentary screen production raises specific issues related to its ethical obligations and social change remit. Designing screen studies programmes that effectively support students to become critically aware and reflexive practitioners requires historical and theoretical knowledge to underpin and inform production skillsets [Wayne 2003. “Reflections on Pedagogy.” Journal of Media Practice 4 (1): 55–61; de Jong 2006. “From ‘Doing’ to ‘Knowing What You are Doing’: Kolb's Learning Theory in Teaching Documentary Practice.” Journal of Media Practice 7 (2): 151–158]. Prompted by the reaccreditation of our degree, this article critically reflects on the suite of practice and theory-based units that collectively strengthen student understanding and skillsets in factual screen storytelling. Mezirow’ three forms of reflection are framed within Kreber and Cranton’s scholarship of teaching model, to guide reflection on curriculum, pedagogy and three student documentaries as exemplars of aspirational learning outcomes. Our reflections identify how co-creative processes embedded in a spiral curriculum course structure supports opportunities for students to innovate fundamentals of praxis within a community of practice.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130612970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction – Creativity matters: poetics, pedagogy, production, policy","authors":"M. McVeigh, Aurora Scheelings, Joseph Grogan, J. Tindale","doi":"10.1080/25741136.2022.2161801","DOIUrl":"https://doi.org/10.1080/25741136.2022.2161801","url":null,"abstract":"The Australian Screen Production Education and Research Association (ASPERA) 2022 Conference Creativity Matters: Poetics. Pedagogy. Production. Policy. was held at Griffith Film School, Griffith University, Brisbane from Monday 11 July to Wednesday 13 July 2022. In this Journal of Media Practice and Education ASPERA Special Issue, we are pleased to present research arising from the papers presented at the conference. The conference explored matters regarding creativity across all areas of research and teaching in Australian higher education institutions today and into the future. Using the framework of the four P’s – Poetics, Pedagogy, Production and Policy – it investigated key themes impacting the contemporary screen production landscape. It presented issues, ideas and case studies centred on the pedagogy of innovation, creativity, and entrepreneurship in our higher education institutions. It explored operational and technological changes in the screen industry and the way that institutions and individuals are pivoting to address these changes. It considered how screen-based stories are being shaped by these developments and the challenges and opportunities that are opening for the next generation of storytellers. The conference highlighted how research and teaching can be integrated to creatively address hybrid and inter-disciplinary teaching models, to work collaboratively across platforms, to embrace, innovate and lead change in education and industry. The themes of Pedagogy and Production are explored in Couzens and Cattoni’s paper, ‘Redesigning screen production pedagogy for hybrid learning models’ in a regional university. They use a case study approach to interrogate the hybrid delivery of undergraduate degree units delivered across multiple campus. The paper details the rationale and processes behind their redesigned hybrid coursework, conceived to make screen production education equitable, engaging and industry relevant for on-campus and online students. Their approach ensures teaching is technology agnostic, with a focus on students gaining knowledge and skills that are transferable to screen industry practices. The study itself offers transferable knowledge in ways-of-doing in hybrid learning models that could be applied to other disciplines facing similar situations. The authors highlight the democratizing of opportunity this teaching design offers to regional and remote communities in particular – facilitating the emergence of new content creators and screen practitioners from non-metropolitan areas and a diversity of voices on and behind the screen. The themes of Pedagogy and Production are explored in Wright-Brough, Hart, Maher and Cake’s paper, ‘Co-creative practice reconciling theory and practice in tertiary student documentary production’. The authors reflect upon the teaching design that underpins four documentary film and production units across the Bachelor of Fine Arts major in Film, Screen and New Media. The ‘spiral curr","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133280734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emerging visions: the (hero’s) journey to a career in Australian film and television production","authors":"Craig C. Rossiter","doi":"10.1080/25741136.2022.2156679","DOIUrl":"https://doi.org/10.1080/25741136.2022.2156679","url":null,"abstract":"ABSTRACT Despite an increasing proportion of the film and television workforce with tertiary qualification, the value of higher education as a source of training and development for, and a pathway into, the industry remains unclear. Education and screen policy could do better preparing emerging filmmakers for their career but there are few studies that consider the pathways and the journey from emerging to established screen practitioner to support improvement. Drawing from historical interviews with Australian screen creatives, this article adapts the monomyth framework of Joseph Campbell’s ‘hero’s journey’ to smooth the narrative of filmmakers’ trajectories as they establish careers in the industry. It then identifies recurring patterns within that narrative structure to explore concepts and construct theory relating to the pathways to a successful screen career. The findings reveal general themes of cognitive (i.e. self-efficacy), emotional (i.e. resilience) and social (i.e. periphery to core) transformation in the career journey, shaped by social structures, human agency and luck. The implications for screen education and screen policy are also considered.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114846055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shared visions of animation: empowering creativity and innovation within tertiary education","authors":"Steven Murdoch, Darren C. Fisher","doi":"10.1080/25741136.2022.2155371","DOIUrl":"https://doi.org/10.1080/25741136.2022.2155371","url":null,"abstract":"ABSTRACT This paper presents an application of business leadership theory and do/be/feel goal modelling strategies to support the collective development of animated films. We examine how both approaches can work synergistically to foster intra-communication and the shared understanding of creative concepts within student teams. We take the position that these approaches have the capacity to positively impact the type of animation work produced within the tertiary education environment and ultimately empower students to be creative and innovative professionals beyond graduation.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124100402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Touch Screen Theory: Digital Devices and Feelings","authors":"Julia Garas","doi":"10.1080/25741136.2022.2154120","DOIUrl":"https://doi.org/10.1080/25741136.2022.2154120","url":null,"abstract":", is the author of numerous books, including The Body and the Screen: Theories of","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123516075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Redesigning screen production pedagogy for hybrid learning models","authors":"Andrew Couzens, J. Cattoni","doi":"10.1080/25741136.2022.2154038","DOIUrl":"https://doi.org/10.1080/25741136.2022.2154038","url":null,"abstract":"ABSTRACT The Bachelor of Digital Media at Central Queensland University has a policy of offering all units on-campus and online. The introduction of screen production to the degree introduces a unique opportunity to interrogate best practice for delivering production units in this hybrid context. Despite widespread interest in hybrid delivery models due to COVID-19 restrictions, there has been little research into the possibilities of online screen production curriculum beyond the pandemic. In this paper, we interrogate the challenges and opportunities of a hybrid online/on-campus delivery model, arguing that this research is urgently needed to address gaps in access to training and resources for regional and remote practitioners. We outline our contextualised, student-oriented approach to screen production pedagogy, which focuses on designing scalable, equipment agnostic curriculum that encourages a ‘total filmmaker’ approach; building community and collaboration through online tools; creating robust online unit resources; and providing opportunities for small-group face-to-face activities. Our pedagogical approach challenges the screen production industry’s structural barriers and hierarchies, building the capacity of communities to tell their own stories and enabling new voices to emerge.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130368523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}