Abstract
This article explains the importance of including critical media literacy practices in skills-based classrooms in film education. Students continue to use methods of filmmaking that are inherently biased because they continue to be taught an age-old set of skills that do not engage in critical analysis. With the convergence of contemporary film theory in the classroom, educators can help students learn new methods of filmmaking that are representative for all communities and people. Through textual analysis of three films, this article shows why educators in higher education film programs must include critical media literacy in the skills course curriculum and how to do so. With this change in film education, we can learn to help make more equitable filmmakers.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Romero Walker, A. (2022). A more equitable film pedagogy: Including media literacy in higher education film classrooms to result in better media practitioners. Journal of Media Literacy Education, 14(1), 153-167. https://doi.org/10.23860/JMLE-2022-14-1-11
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Broadcast and Video Studies Commons, Critical and Cultural Studies Commons, Curriculum and Instruction Commons, Feminist, Gender, and Sexuality Studies Commons, Film Production Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, Mass Communication Commons, Screenwriting Commons, Visual Studies Commons
