Patrick C. Clinton, PhD, MFA, MA

My approaches to teaching are informed by my experiences as a student, scholar, filmmaker, and teacher. As an educator, my main objectives are to inspire students to become creative problem solvers, to foster critical thinking, and to prepare them for careers in the creative arts. These objectives are best achieved when students actively engage with the course material both inside and outside of the classroom. I am very sensitive to the needs and abilities of my students, and I strive to create a learning environment that is tailored specifically to each classroom dynamic. This requires continual assessment of the pace and methodologies. I have to stay fluid in my approach in an effort to present course material in a manner that is guided by student questions and self-discovery. This is especially the case in lecture-based classes. Furthermore, I promote active participation in the classroom because I believe that interaction among students is a valuable source for learning. For example, when introducing the basic principles of camera technique and cinematography, rather than simply giving them feedback, I have them first critique their own work and then other students’ projects.  Throughout, I give them feedback on their critiques as well as on the work itself, which helps them become better at recognizing and correcting their own problems.

I want my students to realize that learning does not stop when class ends. To that effect, I use online platforms and web-based tools to facilitate learning outside of the classroom. For example, I regularly use eCompanion to post supplemental materials such as PowerPoint slides, links to useful reading materials and videos on the web, interactive learning modules, and sample assessment tools.  Since I began teaching college as a graduate student in 2001, I have seen an increasing need for web interaction to supplement traditional models.  Students today are constantly connected to their personal devices, and I have found that incorporating these devices into their learning experience can be an effective way to complement traditional classroom materials. I suggest smart phone applications, encourage online discussions, and stress the importance of online communities. Email is also an effective way to supplement learning. I make myself available by email and always respond in a timely manner. With all of the technology that is available in modern society, I find that working with instead of against current trends encourages students to engage with the course material more regularly. 

Helping students comprehend complex ideas requires that I have a deep understanding of their abilities. One of my strengths as an educator is the ability to quickly get to know my students and their learning aptitudes. I do this by utilizing introduction questionnaires, changing methodologies in early lectures and assignments, and engaging them in conversation before and after class. I am a very friendly and relatable person, and I use these traits to establish trust with my students. This allows for a classroom environment where students feel comfortable engaging with their peers, the course material, and me.  At the same time, I want them to understand that learning is a process and making mistakes is part of that process.  This creates a safe learning environment where students are more likely to try new things and step outside of their comfort zones.

Every student processes information in a different manner. I am very sensitive to the needs of diverse learning types and have developed numerous strategies of engagement through my experiences at a variety of institutions, teaching students at different levels and from a range of backgrounds.  I incorporate a multitude of methods to engage visual, auditory, kinesthetic, and tactile learners. For example, when I first introduce the factors that affect depth of field, I begin with a lecture accompanied by images.  Then I have students practice the adjustments on cameras in the classroom.  Later, I have students demonstrate their knowledge by filming around campus.  Afterward, we screen and critique the exercises.  I find that this lecture/lab approach effectively introduces multiple types of learners to the subject.  In addition, the students find it fun, which helps them retain the knowledge better.

I am a scholar and artist with a diversity of interests. In teaching, I want to expose my students to various philosophical and analytical methods. Students are better equipped to make informed aesthetic judgments and technical choices when they have a wealth of resources to call upon. I want students to make connections and appreciate the interdisciplinary nature of the media arts.  To help them, I always explain not only on the “how” and “what” of a topic, but the “why.”  When students understand how various subjects connect and why things work a certain way, they begin to see how areas that they find less interesting are in fact relevant to their own interests and needs.  For example, when I’m teaching screenplay formatting, I show how the finished script is broken down to create first a schedule and then a budget.  Students who are more interested in producing all of a sudden have a vested interest in screenplay writing.  A similar approach also works in my film history classes, connecting Soviet Montage to editing and the French New Wave to narrative and cinematography.  As students come to see larger connections, they begin to appreciate the significance of all aspects of the artistic process, which makes them more motivated and successful in all of their classes.

Mentoring students is an important part of being an educator. Whether it is inside or outside of class, I want to be actively involved in my students’ collegiate experience. In my current position as an assistant professor of digital film and video production at the Art Institute of Dallas, I am an advisor and mentor to undergraduate students. In these roles, I assist students in choosing the focus of their degree and selecting courses, serve as the faculty sponsor for Flick, the film club, and volunteer as the faculty tutor in the department’s Survivor’s School.  In addition, I have served as a faculty sponsor for the Horror Film Race, a yearly, weeklong film race open to current students and alumni that culminates in a public screening and awards ceremony at a local movie theater.  I enjoy being an active participant in the academic experience beyond the classroom, and students see my participation as a sign of support for their efforts.

I believe that film is one of the most powerful art forms, and I find it incredibly satisfying to help people understand and use it as a way of expressing themselves. Assisting students in reaching their full potential is rewarding for me as an educator.  As a practicing filmmaker and life-long learner, I get great joy out of using my experience and knowledge to help aspiring filmmakers hone their skills and make their dreams a reality.