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Journal of Cinema and Media Studies ; 61(9):19-24, 2022.
Article in English | ProQuest Central | ID: covidwho-1989730


Reflecting on the future of documentary pedagogy in a profoundly polarized media landscape and chaotic world, how should we introduce undergraduate students to documentary history and practices, and what pedagogical strategies should we privilege to supervise graduate students working within the field of documentary studies or those making documentaries within MFA and practice-based PhD programs? Documentary Pedagogy: A Burgeoning Field From the first courses in documentary appreciation and production-at the New School for Social Research (1938) and the City College of New York's "Institute of Film Techniques" (1942)-to the plethora of undergraduate, graduate, and continuing education curricula focusing in whole or in part on non-fiction media today, documentary pedagogy has had a remarkable impact on the training of practitioners and the shaping of public tastes. If instead of using the blu-ray (or stream) of a historical film as a substitute teacher, we involved students in the production of non-fiction content, leveraging their skills as digital-native "bricoleurs, sophisticated multimedia rag-pickers,"[#N2] we would be deploying documentary as an active learning tool, one that obviates the hard separation between theory and praxis. In her doctoral dissertation on documentary filmmaking and critical pedagogy, Taiwanese curator and scholar Yng-ruey Jiing articulates the value of research beyond the "ivory tower" as a way to "expand the knowledge of independent filmmaking, popular education, media literacy and social transformation."