Don’t teach: exploring the irreducibilities of film education through Japan’s Children Meet Cinema project in conversation with Etsuko Dohi

There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

Abstract

This article presents a case study of the innovative Japanese film education project Children Meet Cinema, through aspects of an interview with its founder Etsuko Dohi, placed within a wider discussion of the project’s pedagogical approaches. In particular, the article details the innovative manner in which Children Meet Cinema has invited some of Japan’s leading film-makers – among them, Nobuhiro Suwa, Hirokazu Koreeda and Naomi Kawase – to engage with children making films for the first time.

Most cited references 21

Record: found
Abstract: found
Article: found

Is Open Access

Exploring co-creation in practical film education from primary school to postgraduate study: Theoretical and auto-ethnographic perspectives upon teaching film practice

Jamie Chambers (2019)

Considering the emergent discourses around film education, there has been little discussion to date of co-creation : that is, how student practical film work might be mediated by, collaborated upon, or even contributed to, by those teachers, instructors, lecturers and practitioners assisting them in the process. This study explores the thorny question of co-creation through a series of case studies, employing an auto-ethnographic approach to reflect upon first-hand experiences of film education at primary, secondary, undergraduate and postgraduate levels.

0 comments Cited 12 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: found
Book: found

Digital Media in Education

Michelle Cannon (2018)

0 comments Cited 11 times – based on 0 reviews

Bookmark

Record: found
Abstract: found
Article: found

Is Open Access

Towards an open cinema: Revisiting Alain Bergala's The Cinema Hypothesis within a global field of film education

Jamie Chambers (2018)

This paper reconsiders The Cinema Hypothesis and the propensity of Alain Bergala's cine-pedagogy to serve as an agent of interconnectivity within a slowly emergent global field of film education. Drawing upon some of the debates surrounding de-Westernizing film studies (Bâ and Higbee, 2012), this study explores notions of the global before situating a re-evaluation of The Cinema Hypothesis within that frame. Analysis focuses in particular on Bergala's: (1) particularized approach to cinema; (2) insistence upon a proximity between theory and practice; (3) asystematized approaches to analysis; (4) problematic relationship with canons; and (5) theory of disruption.

0 comments Cited 10 times – based on 0 reviews      Review now

Bookmark

All references

Author and article information

Journal

Journal ID (publisher-id): fej

Title: Film Education Journal

Publisher: UCL Press (UK )

ISSN (Electronic): 2515-7086

Publication date (Electronic, pub): 12 December 2023

Volume: 6

Issue: 2

Pages: 101-115

Affiliations

[1 ]Senior Lecturer, Edinburgh College of Art, University of Edinburgh, Edinburgh, UK

Author notes

*Correspondence: jamie.chambers@ 123456ed.ac.uk

Author information

Jamie Chambers https://orcid.org/0000-0003-1799-5510

Article

DOI: 10.14324/FEJ.06.2.03

SO-VID: 9a6b3fbc-0d86-45e6-a8b0-c7e03241fc09

License:

This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

History

Date received : 13 April 2023

Date accepted : 23 May 2023

Page count

References: 18, Pages: 15

Comments

Comment on this article

scite_

Smart Citations

Citing PublicationsSupportingMentioningContrasting

View Citations

See how this article has been cited at scite.ai

scite shows how a scientific paper has been cited by providing the context of the citation, a classification describing whether it supports, mentions, or contrasts the cited claim, and a label indicating in which section the citation was made.