Abstract
ABSTRACTIn my experience, teaching film editing has always presented a challenge in terms of aligning the creative with technical expertise. The technology, as a tangible commodity, is essentially taught in an experiential learning environment by engaging students in hands-on practical exercises to learn the software and basic editing technique. The challenge of teaching the creative editing practice is less tangible in that it requires a great deal of contextualising in terms of content and problem solving, as aligned with ‘creative outcomes’.This paper will explore the challenge of teaching creativity in editing and in doing so I will discuss editing as a ‘hidden art’, and the more abstract phenomena of intuition, rhythm and pacing as aligned with creative outcomes. Furthermore, I will discuss ‘best practice’ in teaching editing in reference to the nexus of theory and practice, the collaborative nature of teaching creativity in a studio-based environment, and the development of the teaching resource The Art of Editing: Australian Screen Editors Discuss Creativity in Editing, that offers new insights into teaching creativity in editing.
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