{"title":"共同创造电影教育:玛嘉烈大学电影教育概论课程的分歧与趋同","authors":"R. Munro","doi":"10.14324/fej.06.1.04","DOIUrl":null,"url":null,"abstract":"\nThis case study reflects on the first iteration of a new course in film education, titled Introduction to Film Education, which ran for the first time at Queen Margaret University in Scotland in 2021. It considers the upskilling of both teachers and film education practitioners in film education, while reflecting upon the co-creation of a film education curriculum through the course’s collaborative, peer-driven nature. Finally, it wonders whether any settled film education curriculum is possible, or even desirable.","PeriodicalId":166703,"journal":{"name":"Film Education Journal","volume":"72 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Co-creating film education: moments of divergence and convergence on Queen Margaret University’s Introduction to Film Education course\",\"authors\":\"R. Munro\",\"doi\":\"10.14324/fej.06.1.04\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\nThis case study reflects on the first iteration of a new course in film education, titled Introduction to Film Education, which ran for the first time at Queen Margaret University in Scotland in 2021. It considers the upskilling of both teachers and film education practitioners in film education, while reflecting upon the co-creation of a film education curriculum through the course’s collaborative, peer-driven nature. Finally, it wonders whether any settled film education curriculum is possible, or even desirable.\",\"PeriodicalId\":166703,\"journal\":{\"name\":\"Film Education Journal\",\"volume\":\"72 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Film Education Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.14324/fej.06.1.04\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Film Education Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14324/fej.06.1.04","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Co-creating film education: moments of divergence and convergence on Queen Margaret University’s Introduction to Film Education course
This case study reflects on the first iteration of a new course in film education, titled Introduction to Film Education, which ran for the first time at Queen Margaret University in Scotland in 2021. It considers the upskilling of both teachers and film education practitioners in film education, while reflecting upon the co-creation of a film education curriculum through the course’s collaborative, peer-driven nature. Finally, it wonders whether any settled film education curriculum is possible, or even desirable.
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