| In this study, critical reflection and praxis were combined in a transformative accelerated film-making curriculum to speed and deepen adult comprehension of film form and technique. In total, 19 learners participated in this case study in a 4 to 5 week course offered in two consecutive years. Conventional film-making theory was integrated with a rhythm of practice, reflection, discussion, and further practice. The instructor practiced as expert to bring about awareness of film form and as facilitator to encourage participants through subjective postmodern learning paths of practical film-making but also of self, meaning, and visual literacy. Findings indicate that perspective transformation occurs as learners transition between viewers---decoders of moving images, to directors---the encoders of meaning in moving images. These findings extend transformative learning theory by exhibiting how awareness of form triggers new perspectives prior to the questioning of presuppositions. In addition, participants in this study benefitted from an oscillation between the previously held meaning perspective and the newly transformed one. |
