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Media Practice and Education Volume 21, 2020 - Issue 1: Practice Pedagogies
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Articles

Intensive mode screen production: an Australian case study in designing university learning and teaching to mirror ‘real-world’ creative production processes

Tom MurrayDepartment of Media, Music, Communication and Cultural Studies, Macquarie University, Sydney, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-9587-643XView further author information
ORCID Icon,
Iqbal BarkatDepartment of Media, Music, Communication and Cultural Studies, Macquarie University, Sydney, AustraliaORCID Iconhttps://orcid.org/0000-0001-5304-1357View further author information
ORCID Icon,
Karen PearlmanDepartment of Media, Music, Communication and Cultural Studies, Macquarie University, Sydney, AustraliaORCID Iconhttps://orcid.org/0000-0001-5301-3882View further author information
ORCID Icon &
Luke RobinsonDepartment of Media, Music, Communication and Cultural Studies, Macquarie University, Sydney, AustraliaView further author information
Pages 18-31 | Received 08 Apr 2019, Accepted 15 Jul 2019, Published online: 25 Jul 2019

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Read on this site (2)

Claire Henry & Milan Maric. (2023) Lessons for screen production pedagogy from pandemic-era experiences of teaching online. Media Practice and Education 24:3, pages 309-326.
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Neil Fox. (2022) Without the filmmaking there is no research: establishing the Sound/Image Cinema Lab via a REF2021 impact case study and exploring the impact of its engagement with UK film production. Media Practice and Education 23:2, pages 161-173.
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Articles from other publishers (3)

Jenny Holt. (2021) Designing filmmaking: Shaping first-year curriculum for transition, progression and effective collaboration. Art, Design & Communication in Higher Education 20:2, pages 185-200.
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Christina Milligan, Arezou Zalipour & James Nicholson. 2021. Video Pedagogy. Video Pedagogy 213 227 .
Hannah Ianniello & Marco Ianniello. 2021. The Palgrave Handbook of Script Development. The Palgrave Handbook of Script Development 341 357 .

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