When faced with multimedia or “practice-based” projects, students sometimes have trouble negotiating the distinction between creativity and critical intervention, or documentary value.
One of the things that makes this distinction so challenging to cope with in class, says Fanny Peabody Mason Professor of Music Alex Rehding, is the fact that artists don’t actually think this way: there is no distinction between creativity and argument. In the Fall of 2015, Prof. Rehding and his Teaching Fellows Kate Rennebohm (Film & Visual Studies) and Hayley Fenn (Music) from Humanities 11b: “The Art of Listening” came into the Learning Lab to chat with Marlon and Bill about the challenges of designing, teaching, and evaluating multimedia projects.
In our first clip, they discuss the ethics of editing, and how to help students be creative and critical at the same time, without worrying so much about how audience-friendly the final product will be:
In our second clip, Rehding, Rennebohm, and Fenn reflect on the pitfalls of rubrics, and muse about how to help students embrace creative risk-taking:
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