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Creative restrictions in student filmmaking: the Lessons of Dogme 95

How do we approach media education in the current political climate? How do we teach students the importance of critical thinking when examining the media? The rise of movements such as #Me Too and Time's Up make media one of the most important degrees to pursue. Students often have a romantic notion when approaching a media degree that they will soon become content producers that will propel them into the global fame stratosphere. However, when embarking on such a degree, they soon learn there's more to just pushing the record button on a camera. This does not make anyone a filmmaker. Critical thinking and creativity sparked by the confines of briefs, assessment criteria and quick deadlines help students develop their skills. You Tube superstars seem to be more their heroes than the greatest filmmakers in world. I often panic when students have never heard of the greats, such as Lynne Ramsay, Claire Denis, and David Lynch. Should I be looking more at the You Tube creators than anxiously awaiting their next masterpieces? I'm often hesitant to gravitate to the website but I often remind myself that You Tube is a fantastic platform for media: when used properly. And what I mean by that is as a cinema resource. How many lecturers get anxious when the film clip you need is conveniently uploaded on You Tube but then doesn't load properly during a lecture? You Tube shouldn't be ignored, it should be embraced as a website that hosts many wonderful introductions to the world of cinema.
Journal Article
Type of thesis
Barrett, K. (2018). Creative restrictions in student filmmaking: the Lessons of Dogme 95. Media Education Journal, 63, 10–13.
This article is published in the Media Education Journal. © NZMA. Used with permission.