Lecture: Inclusivity in scriptwriting, casting, creative vision and film production: the bias of the film industry and the importance of representation
One of the great gifts of film is its capacity to connect audiences to other people’s point of view, culture and identities. Film’s ability to create these dialogues is incredibly powerful and allows an audience to gain an understanding of the world, of different intersectionality and of societal bias.
Teaching film production to students from all over the world and with a vast array of different identities requires a good understanding of inclusive learning and teaching from staff and students.
Thinking of inclusivity in the curriculum made me realise that the emphasis of our teaching is on the “how to make a film” creatively and technically but there is no lecture that approach bias in scriptwriting, casting, creative vision and film production or that highlight the importance of the representation of different intersectionality in students’ films.
I want to create this lecture by using different pedagogies such as:
- inclusive teaching & learning[1] (Netiquette, concept of intersectionality & identity)
- object based learning[2] through extract of films, games and survey,
- critical pedagogy[3] through questioning the normative narrative in films,
- students centred through group discussions.
This lecture would be delivered in the first term, before the students start writing their scripts in order to have a maximum impact on their creative vision and so that they become diversity competent.
I have suggested this new workshop to Ray Kilby the course leader of MA Film who was enthusiastic and has planned extra hours for this lecture next year. I have also received the support of our Dean Zey Suka-Bill for a possible integration in the Screen department (see Appendix).
Appendix:
Bibliographie:
Crenshaw, K. (1994) ‘Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory, and Antiracist Politics’Living with Contradictions. 1st edn. Routledge,
Freire P. (2013) Paulo Freire’s Blunt Challenge to Anthropology: Create a Pedagogy of the Opressed for Your Times
Freire P. (1970) Pedagogy of the Oppressed. Myra Ramos ed. New York: Continuum.
Hooks, B. (2014) Teaching to Transgress. Taylor & Francis.
Dr K. Hardie. 2015 Wow: The power of objects in object-based learning and teaching. HEA.
Richards, A. and Finnigan, T. (2015) Embedding equality and diversity in the curriculum: An art and design practitioner’s guide . York: Higher Education Academy.
Ferlazzo L (2020). Responding to a Colleague Who Makes a Racist Comment. Education Week
Shades of Noir (2020), Inclusive Practice: Alchemy – Transformation in Social Justice Teaching
https://issuu.com/shadesofnoir/docs/inclusivepractice
Shades of Noir (2019), How To Facilitate Open Discussions About Racism, Implicit Bias and Stereotypes in the Workshop Setting by Dr. Singh G. CBE.
Shade of Noir (2018) Discourse: The Power of Language and Communication
https://issuu.com/shadesofnoir/docs/discourse-_the_power_of_language_an
Shade of Noir (2017) Safe Spaces: What Are They, and Why They Matter?
https://shadesofnoir.org.uk/safe-spaces-what-are-they-and-why-they-matter/
Shade of Noir (2016) Intersectional Safety In The Classroom
https://shadesofnoir.org.uk/intersectional-safety-in-the-classroom/
Shade of Noir (2017) Intersectional Film
https://shadesofnoir.org.uk/intersectional-film/
Shade of Noir (2020) The Inclusive Practice Unit
https://shadesofnoir.org.uk/the-inclusive-practice-unit/
Shade of Noir (2019) Reflecting on Inclusive Teaching and Learning Unit in Higher Education
https://shadesofnoir.org.uk/reflecting-on-inclusive-teaching-and-learning-unit/
[1] Shades of Noir (2020), Inclusive Practice: Alchemy – Transformation in Social Justice Teaching
[2] Dr K. Hardie. 2015 Wow: The power of objects in object-based learning and teaching. HEA.
[3] Freire P. (1970) Pedagogy of the Oppressed. Myra Ramos ed. New York: Continuum
Hi Frankie, this sounds like a really interesting intervention. I tried out a lecture format for my own artefact, and found that it worked reasonably well, though was limited by difficulty getting students to actively engage/discuss the content. I think this was a lot to do with it being done online (in the summer term). One thing I am thinking about is whether in future I could develop the content into a series of break-out sessions/seminars following the lecture, to promote more discussion. I wonder if this might be useful in your situation as well? Perhaps you have already planned something like this, as I see you are coordinating with other staff in relation to your lecture.