Wei Yang et al (2023) in their research article on the use of AI in filmmaking education discuss how important it is to provide students with the tools to better compete in the world of filmmaking as the tools change and become more innovative.
Their study aimed to explore the benefits of incorporating AI generated advice within filmmaking education from script writing through to production and post-production.
To carry out their study they interviewed a control group which utilised traditional methods of filmmaking education and an experiment group utilising AI influenced curriculum.
They feel their research findings will help to better equip filmmaking students who wish to enter the film industry.
They discuss the trajectory of the growth of AI in education from its early days with the software called SCHOLAR which supported the learning of geography to its more sophisticated tools presently.
Their discussion of the uses of AI in education correlate with the way UNESCO describes AI in education which included recommending courses to students, using it to detect plagiarism, discovering errors, looking at how AI can support curriculum design, project management, data analysis and other academic uses. Sure, AI in education can do all this: They are all relevant, but AI in education has gone past this into production, plus AI must be a part of the filmmaking education process itself (A tool), rather than just a facilitator.
The tools have already evolved since this article was written, just a year ago in 2023, a clear indication of the speed at which AI in education is evolving.
The article itself agreed new tools are being developed and indeed since this article there are filmmaking tools which can be used in film production not just in pre, post or VR but in actual filmmaking production.
They suggest filmmakers may be overwhelmed with all the new tools when confronted with the plethora of tools in the market. At the moment, this makes sense, however this is a new way of doing and interacting and therefore time for learning new skills which the most adaptable will win as the old way of doing things give way.
The study showed the impact of AI in education was positive for both learners and teachers. It indicates AI can enhance learning but which educators are not widely utilising. This appears to be true as there is currently a disconnect between traditional methodologies and AI capabilities.
This is an issue which needs to be addressed as when the two intertwine there is increased efficiency rather than overwhelm as they suggest, and that is the point-- that AI does not replace creativity—it enhances it--- extends it—puts a rainbow on it.
They warn about bias but need to consider that what one inputs is what AI will deliver—if the input is ethical, the output will be too. Thus the burden to be ethical rests also on the user.
The writers suggest that by using AI in filmmaking education and production practitioners are able to cross over into other discipline which is an exciting prospect.
They suggest teachers become more mentors and guides, a concept which is already present in filmmaking education as it mostly employs social constructivist and connectivism learning theories. AI will obviously further enhance this, reducing the role of the tutor even further but there will always be a need for one.
As the filmmaking industry continues to grow, AI-enhanced education must align with industry needs. Education must catch up. It currently seems reluctant to do so but this is unfair to the next generation. There is a need to change filmmaking education curriculum and to prepare for a future that is fast approaching. Educators need to make it relevant for a new type of filmmaker and film.
The article calls for a need for harmony between the various tools and the creatives who use it, however why the need for harmony? AI is a tool—there will be friction between the user and the tool and this is not necessarily a bad thing—being open to it is its own reward and learning.
They agree AI is revolutionizing filmmaking education and made calls for further research into the impact of AI in filmmaking education as it stands ready to change filmmaking education. This is true and cannot be ignored.
They have promised to track the impact of AI on filmmaking education which is quite relevant for the development of curriculum, practice and policy in the sector.
Wei Yang, Hyemin Lee, ,Ronghui Wu, Ru Zhang,Younghwan Pan, (2023)
Using an Artificial-Intelligence-Generated Program for Positive Efficiency in Filmmaking Education: Insights from Experts and Students
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