My teaching philosophy is based on the idea that in order for students to understand the present, they must also understand the past. Because new technology is constantly being created, it is important for students to be aware of what has been influential in the history of media and film. As a filmmaker, I also believe that in order for students to fully understand how to create something, they must do it themselves – outside of the classroom.

Learning from Each Other
Class discussions are frequent and encouraged. In Film Appreciation, taught at the University of Central Arkansas, students are regularly asked to watch a film and come to class ready to discuss. Because students constantly need reminders about the past, a film poster helps to remind them about certain sections of the film and also provides historical context, depending on the artwork. Students talk to me and to each other, creating a dynamic conversation in the classroom, sharing their own thoughts and ideas, and learning from each other.

This peer-informed approach to learning also plays a role in the Sound, Light, and Motion course at the University of Oklahoma. In this course, students explore the image and sound bringing their own observations into the discussion. Group exercises encourage them to create a film community amongst themselves, relying on each other for support and feedback on their creative work.

To better understand my students, we discuss their favorite films, learning about their interests and hobbies. This helps me discover the knowledge they already have and gives me the opportunity to connect new concepts to their existing knowledge.

Learning Backwards
Many students come into class with little to no knowledge on the topics we cover. One effective way I help students better understand is by showing them the finished product first and then breaking down how it was created—in other words, we learn backwards. In Film Appreciation, many students are non-film majors unfamiliar with the production process. To bridge that gap, I use a “preproduction backwards” method: students complete a storyboard assignment by choosing an existing film opening and recreating it visually through photos or drawings. This exercise helps them grasp the intense labor and creative decisions involved in all stages of production.

The Real World
While students can be told how preproduction, production, and postproduction work, they will only fully understand these processes when they experience them firsthand. For example, in my classes, students are assigned group projects where they must remake a film scene shot-for-shot. This allows them to apply in-class lessons to real-world practice. In class, students may learn what a high-angle shot is, but creating one themselves introduces a new level of challenge and understanding.

In Sound, Light, and Motion, this philosophy is embedded in the curriculum. Students work with lights, microphones, and editing software to experiment with the technical tools that make a film. They explore the psychological effects of color grading, experiment with diegetic and non-diegetic sound, and gain knowledge with movement if the camera. Each assignment is rooted in practical application, encouraging students to move from concept to creation.

In all of my courses, students leave with more than just a basic knowledge of filmmaking or media aesthetics. They gain a deeper understanding of history, process, and technique. They learn how images and sounds shape meaning, how stories are told, and how they can participate in that storytelling. There is no greater reward than hearing from a student who once said they weren’t interested in film, only to discover by the end of the semester that they are excited to watch more of Buster Keaton.