Abstract
This paper elaborates on a practical film education project conducted in universities, schools and retirement homes, which we have been working on for several years. We describe the approach to teaching and research that we have been following, as well as the basis of our vision for a project on collage, life writing and film education with elderly people. Based on several MA modules on film education that we have taught at various universities during the past few years, as well as on a number of seminars on ageing studies (BA and MA) and on our experience as trained writing coaches, we draw together different strands of our experiences in order to sketch a film education workshop that instructs students to, in turn, instruct elderly people in a retirement home to work on their film experience by means of collage and life writing. The background in teaching and research upon which we draw is based on participatory action research, a constructivist teaching philosophy, a heterarchic organization of university modules and an intersectional understanding of age(ing).
Highlights
This paper elaborates on a practical film education project conducted in universities, schools and retirement homes, which we have been working on for several years
We describe a research and teaching project on age(ing), film education and biographical writing that we have been developing for several years
We will sketch a possible outline for a module that will assist university students in developing their own workshops combining collage and life writing in working with elderly people
Summary
The teachers, facilitate the first thematic session using a diverse set of methods. We use a template consisting of introduction, main session and conclusion, and this functions as a blueprint for further sessions facilitated by students. It is important that all participants (us included) work in alternating, differently composed groups on particular texts and films. Our own conception of our role as teachers is that we do not function as explainers but as companions in the process of learning, who can enable learning in a variety of ways. This position is handed over to students in the coming sessions
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