IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION A

Abstract

This presentation explores a pedagogical model for teaching public-facing film criticism in the age of AI through a multimodal, inclusive, and research-informed approach. Rooted in the Calderwood Seminar framework, my course “Movie Reviewing” trains students to write, edit, and publish reviews across diverse formats—from traditional print to YouTube video essays—while engaging critically with contemporary cinema. Students analyze how film reception reflects and shapes societal narratives, applying feminist, queer, race, and ecological theories to their reviews, while also considering the impact of AI on professional film reviewers. Pedagogical strategies include writing workshops, extensive peer reviewing, guest lectures from professional critics and directors, and screenings at a local film festival. Students maintain critical reflection journals and participate in panel discussions on contemporary issues in film, culminating in public debate-style presentations at an Undergraduate Research Symposium. This pedagogical approach extends across my other courses, including “Media Aesthetics,” “Film, Media, and Culture,” and “Introduction to Film and Media Studies”. In these courses, students similarly engage in multimodal writing, group work, and culturally responsive deliberation, often producing ebooks, video essays, and research posters. I will also discuss the evolving role of AI technologies in shaping film criticism and media pedagogy, reflecting on how generative tools may influence authorship, taste-making, and public engagement. By integrating labor-based assessment, universal design principles, and inclusive teaching practices, this approach equips students to become thoughtful, ethical contributors to public discourse in an increasingly digital and AI-mediated media environment.