Article:
Teaching writing with images: The role of authorship and self-reflexivity in audiovisual essay pedagogy

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dc.creatorLetizi, Roberto
dc.creatorTroon, Simon
dc.date.accessioned2020-12-23T17:11:51Z
dc.date.available2020-12-23T17:11:51Z
dc.date.issued2020
dc.description.abstractMethodologies for teaching audiovisual essays often map the discipline-specific objectives of the form and the practical and philosophical advantages it offers as a mode of assessment. However, a particular division has emerged between the kind of work created by students and the professional audiovisual criticism circulated by critics and scholars that is considered exemplary of contemporary practice. In this context, the role of the author as a self-reflexive agent can be seen as a link not only between students’ expectations of traditional written assessment and the fundamentally different imperatives of the audiovisual essay as a subjective mode of creative research, but also between audiovisual essay criticism and historical iterations of the essay form. This article explores the extensive redevelopment of a capstone undergraduate subject on audiovisual film criticism, undertaken via a fellowship awarded to develop teaching innovation and enhance curriculum design. We detail major pedagogical interventions, including a return to writing, examine key motivations in the development of course content, and establish the critical significance of encouraging students to think of themselves as authors – that is, to consider their own agency in the ways they encounter, interpret, and utilise images. Reflecting on some outcomes of the redeveloped subject, we pose it as a test case for a pedagogy that encourages students to think ambitiously with images, dissolving divisions between professional audiovisual criticism and audiovisual essays as a method of assessment. We argue that when thinking with images in this manner is embraced as a component of pedagogical methodology, students’ competencies with images can be leveraged to enable work that is academically rigorous, critically sophisticated, and evinces highly subjective authorial agency.en
dc.identifier.doihttp://dx.doi.org/10.25969/mediarep/15347
dc.identifier.urihttps://necsus-ejms.org/teaching-writing-with-images-the-role-of-authorship-and-self-reflexivity-in-audiovisual-essay-pedagogy/
dc.identifier.urihttps://mediarep.org/handle/doc/16155
dc.languageeng
dc.publisherAmsterdam University Press
dc.publisher.placeAmsterdam
dc.relation.ispartofissn:2213-0217
dc.relation.ispartofseriesNECSUS_European Journal of Media Studies
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectDigitale Geisteswissenschaftende
dc.subjectaudiovisuelle Filmkritikde
dc.subjectEssayfilmde
dc.subjectFilmwissenschaftde
dc.subjectPädagogikde
dc.subjectaudiovisual essayen
dc.subjectaudiovisual film criticismen
dc.subjectauthorshipen
dc.subjectDigital Humanitiesen
dc.subjectessay filmen
dc.subjectfilm studiesen
dc.subjectpedagogyen
dc.subjectvideographic criticismen
dc.subject.ddcddc:791
dc.titleTeaching writing with images: The role of authorship and self-reflexivity in audiovisual essay pedagogyen
dc.typearticle
dc.type.statuspublishedVersion
dspace.entity.typeArticleen
local.coverpage2021-05-29T05:34:53
local.identifier.firstpublishedhttps://necsus-ejms.org/teaching-writing-with-images-the-role-of-authorship-and-self-reflexivity-in-audiovisual-essay-pedagogy/
local.source.epage202
local.source.issue2
local.source.issueTitle#Method
local.source.spage181
local.source.volume9

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