设计电影制作:为过渡、进步和有效合作制定一年级课程

IF 0.3 0 ART
Jenny Holt
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引用次数: 0

摘要

本文评估了一个针对曼彻斯特艺术学院电影制作专业一年级本科生的过渡干预项目。为了应对最近发现的与退出率增加有关的信心和韧性的转变,开展了一个教学奖学金研究项目,以解决这一问题,并制定一项过渡战略,促进参与、信心和进步。对一年级过渡和保留的研究,以及对课程教学背景和学科更广泛生态学的分析,为秋季学期课程的重塑提供了信息,重点是前六周的学习。这项研究揭示了一年级课程设计的关键主题,包括艺术和设计的“模糊教学法”的影响,以及归属感和社区对电影制作学生的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Designing filmmaking: Shaping first-year curriculum for transition, progression and effective collaboration
This article evaluates a transition intervention project aimed at first-year undergraduate filmmaking students in the Manchester School of Art. In response to recently identified shifts in confidence and resilience linked to an increased rate of withdrawal, a Scholarship of Teaching and Learning research project was undertaken to address the issue and develop a transition strategy to promote engagement, confidence and progression. Research into studies of first-year transition and retention, and an analysis of both the pedagogical context of the course and wider ecology of the discipline, informed a remodelling of the autumn term curriculum with a focus on the first six weeks of study. The research revealed key themes of consequence to first-year curriculum design, including the impact of art and design’s ‘pedagogy of ambiguity’ and the significance of belongingness and community to filmmaking students.
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CiteScore
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