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This article considers the teaching of screenwriting in the light of questions surrounding screen production courses In universities. It considers the role of such courses in the context of their still-forming relationships with industry and the relative lack of debate about their academic functions. By evaluating one main type of resource for screenwriting - namely, manuals based on a conflict-based methodology - the article argues the need to expand the definition of screenwriting. Combining these formulaic guides with wider reading and research enables students to consider the cultural values and limits of the forms they use and, in so doing, develop a range of intellectual, creative and social skills. Using its analysis of screenwriting techniques as the basis for a pedagogic rationale, the article argues that screen production teaching represents a significant reworking of relations between academic and vocational education in universities. |
