Reviewing “Filmic Pedagogies”: Student Perceptions of Film Review Assignments in Higher Education - An Example from the UK

Abstract

“Filmic pedagogies” describes the increasing use of film, media and cultural products for teaching, learning and assessment across a diverse range of academic undergraduate programmes. Focusing upon a UK based undergraduate Education Studies degree programme, this article considers film reviews as a way to explore issues around Youth. Based on focus group interviews with 24 final year undergraduates, the article considers students' experiences and perceptions of the process of engaging with films in learning, teaching and assessment. Offering insights into how film reviews motivate students' engagement in assignments, the article considers students' perceptions of the contribution that film reviews can make to graduate outcomes and key labour market skills, expanding professional knowledge bases and developing critical media literacy. In doing so, the article discusses the value and challenges of designing learning, teaching and assessment techniques which are relevant and relatable to students, and offer autonomy and choice, across a range of cultures and countries.

Received: 23 May 2024 | Revised: 15 October 2024 | Accepted: 18 December 2024

Conflicts of Interest

The author declares that he has no conflicts of interest to this work.

Data Availability Statement

For information about the data, please contact the researcher.

Author Contribution Statement

John Barker: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing - original draft, Writing - review & editing, Visualization, Supervision.