Digital Editing as a Creative Process
by Alistair Fitchett
Background
Secondary School in Devon. Year 9 Art classes making short films using archive footage about local characters, scored with their own music.
Focus on
Development of a model of the creative process to explain making of DV films. Application of model to finished projects to enable pupils to reflect on what they have made, and the process they went through.
Summary
- first section of paper develops his 5 stage model of creative process.
- second stage reports on tasks and processes that support creativity,
- pupils didn't think school is an environment that supports creativity, except maybe in football and art.
- most pupils felt 'a bit' but not very, creative.
- pupils and teacher query whether group work is the ideal mode for editing - but then may be determined by them working in the context of the art curriculum.
- digital video was found to be incongruous with the mainstream art curriculum, appealing to pupils who were less skilled in traditional art techniques.
- pupils didn't see editing found footage as being creative; they too operate with a 'romantic' notion of creativity
- storage difficulties found on the Avio, in opening more than one project file and outputting finished products.
Digital Editing as a Creative Process
by Alistair Fitchett
Background
Secondary School in Devon. Year 9 Art classes making short films using archive footage about local characters, scored with their own music.
Focus on
Development of a model of the creative process to explain making of DV films. Application of model to finished projects to enable pupils to reflect on what they have made, and the process they went through.
Summary
- first section of paper develops his 5 stage model of creative process.
- second stage reports on tasks and processes that support creativity,
- pupils didn't think school is an environment that supports creativity, except maybe in football and art.
- most pupils felt 'a bit' but not very, creative.
- pupils and teacher query whether group work is the ideal mode for editing - but then may be determined by them working in the context of the art curriculum.
- digital video was found to be incongruous with the mainstream art curriculum, appealing to pupils who were less skilled in traditional art techniques.
- pupils didn't see editing found footage as being creative; they too operate with a 'romantic' notion of creativity
- storage difficulties found on the Avio, in opening more than one project file and outputting finished products.
