To Be Rather than to Seem: Liberal Education and Personal Growth through Documentary Production

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Emily D. Edwards, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Caretakers of classical liberal arts curricula have historically considered media production courses as one more area where the liberal arts have caved in to the pragmatic vocationalism and careerism often demanded by students and their parents. The advocates of classical liberal arts are quick to remind media faculty that a university should not be in the business of training entry-level employees for the local affiliates. (Usually this reminder follows requests to upgrade tired "cuts only" edit suites to nonlinear editing systems or any increased budget request for equipment purchases.) On the other hand, many students demand "hands on" experience with media technology. They want courses that will serve their goals for future employment. They want equipment operating skills and ultimately they want to produce technically superior resume tapes that will open doors to media careers. Growing undergraduate enrollments in media courses in the 1990s suggest that media programs must be benefiting from, if not delivering on, this expectation (Becker and Kosicki 63).

Additional Information

Journal of Film and Video 53.4 (2002): 9-19
Language: English
Date: 2002
Liberal education, Documentary production, Media technology

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