VR and Screen Education: An Approach to Assist Student Understanding of Narrative Emphasis, Spatiality and Structural Elements within Narrative VR

Heyward, M

VR and Screen Education: An Approach to Assist Student Understanding of Narrative Emphasis, Spatiality and Structural Elements within Narrative VR

Heyward, M

Permalink

Publisher:: Palgrave Macmillan
Publication Type:: Chapter
Citation:: The Palgrave Handbook of Screen Production, 2019, 1, 1 pp. 443 - 458 (15)
Issue Date:: 2019-11-23

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

The embargo period expires on 24 Nov 2022

Microsoft Word XML

Download Accepted Manuscript versionMicrosoft Word XML (60.72 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Heyward, M https://orcid.org/0000-0003-3146-2569	en_US
dc.contributor.editor	Batty, C	en_US
dc.contributor.editor	Berry, M	en_US
dc.contributor.editor	Dooley, K	en_US
dc.contributor.editor	Frankham, B	en_US
dc.contributor.editor	Kerrigan, S	en_US
dc.date.issued	2019-11-23	en_US
dc.identifier.citation	The Palgrave Handbook of Screen Production, 2019, 1, 1 pp. 443 - 458 (15)	en_US
dc.identifier.isbn	3030217434	en_US
dc.identifier.isbn	9783030217433	en_US
dc.identifier.uri	http://hdl.handle.net/10453/137338
dc.description.abstract	This chapter explores the challenges faced by educators in incorporating immersive, virtual reality (VR) contents into screen media education. It suggests several ‘threshold concepts’, or critical conceptual gateways, relevant to immersive media and cinematic virtual reality (CVR) concerning narrative emphasis, spatiality and structure. It shares an experimental visual and conceptual methodology that integrates these concepts and can be applied in the earliest stages of planning and conceptualising immersive VR media, with the potential for application or adaptation by other screen education practitioners. This approach has been trialled within the classroom in the context of the undergraduate subject Online Documentary at the University of Technology Sydney (UTS) (2017 and 2018), allowing students to apply the key concepts to existing projects and to implement the framework for the conceptualisation of future projects.	en_US
dc.publisher	Palgrave Macmillan	en_US
dc.relation.ispartof	The Palgrave Handbook of Screen Production	en_US
dc.relation.isbasedon	10.1007/978-3-030-21744-0	en_US
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.title	VR and Screen Education: An Approach to Assist Student Understanding of Narrative Emphasis, Spatiality and Structural Elements within Narrative VR	en_US
dc.type	Chapter
utslib.citation.volume	1	en_US
utslib.location	Cham, Switzerland	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Creative Writing Program
utslib.copyright.status	open_access	*
pubs.consider-herdc	true	en_US
utslib.copyright.embargo	2022-11-24T00:00:00+1100
pubs.edition	1	en_US
pubs.place-of-publication	Cham, Switzerland	en_US
pubs.publication-status	Published	en_US
pubs.volume	1	en_US

Abstract:

This chapter explores the challenges faced by educators in incorporating immersive, virtual reality (VR) contents into screen media education. It suggests several ‘threshold concepts’, or critical conceptual gateways, relevant to immersive media and cinematic virtual reality (CVR) concerning narrative emphasis, spatiality and structure. It shares an experimental visual and conceptual methodology that integrates these concepts and can be applied in the earliest stages of planning and conceptualising immersive VR media, with the potential for application or adaptation by other screen education practitioners. This approach has been trialled within the classroom in the context of the undergraduate subject Online Documentary at the University of Technology Sydney (UTS) (2017 and 2018), allowing students to apply the key concepts to existing projects and to implement the framework for the conceptualisation of future projects.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/137338