Cary Bazalgette, leading film education thinker and writer, considered the ‘impact question’ in 2009 in a survey of the research into moving image education for national screen agency for Scotland, Scottish Screen (since absorbed into Creative Scotland). She warns clearly against the temptation to imagine that any education activity can work as a ‘magic bullet’: ie, a solution to a problem that works easily, in every context.
As another education researcher, Dylan Wiliam, observes ‘In education everything works somewhere, and nothing works everywhere.’ This creates a problem for teachers, policy makers, educators in film: we are all under pressure to ‘prove’ the value of film, in a competitive education environment. Why should government spend money on film education, when it could invest in sports, citizenship, financial, or any other type of education?
In Defining Film Education we looked at the rationales for film education and the arguments we can use to promote it. But proving the value of film is challenging, and one might also say unreasonable, when many other activities are assumed to be valuable without needing proof.
Cary Bazalgette’s full report ‘Impacts of Moving Image Education’ can be downloaded here. In the Executive Summary (page 3) she outlines the seven ‘generic impacts’ of film education. In the padlet below complete the poll, by rating each of the statements out of five.
Finally in your notepad record the impact you think is the most important? And how do you think we can tell whether such a benefit is being realised?
Use this notepad feature to write down answers and your thoughts to questions posed throughout this resource.Open Notepad