ARTIST STATEMENT

I have been making films for nearly 3 decades, primarily in the roles of editor and producer, though I have also worked as a cinematographer, director, and executive producer. Today I combine my industry, teaching, and research experience into an independent filmmaking practice explicitly built around media justice frameworks.

I recognize that the social dynamics of production influence the content of media. Therefore, my work goes beyond the on-screen politics of ā€œvisibilityā€ and ā€œrepresentationā€ and moves toward a more socially aware production practice. I reject the classed model of ā€œauteurā€ filmmaking and instead continually reach toward a practice of non-hierarchical communication and collective authorship.

I cannot create this kind of practice alone, in a ā€œtop-downā€ fashion, so I seek out filmmakers with shared values. Together, we work to foster production environments that celebrate difference and creative growth while openly addressing conflict. If I practice filmmaking with growth and learning as its core tenets, I believe anyone––regardless of experience or access to resources––can belong.

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When my career began in 2003, I could only land work in reality television or corporate branding, not in ā€œthe cinemaā€ I had dreamed of during my film conservatory education. Instead, I faced the reality of a changing industry––the booming digital revolution and push for corporate media conglomeration helped turned Hollywood from a ā€œdream factoryā€ (1) into a content farm.

In 2007, I witnessed how a massive writers’ strike transformed television, and I realized the industry did not protect its workers. Instead, the industry intentionally exploited the unregulated digital ā€œfrontier,ā€ pushed for media deregulation, and gutted labor rights. For me, this revealed the shadow side of Hollywood that its own products obscure.

I therefore turned to independent film in my spare time, where I could relish in the joys of craft and experiment with strategies for building less exploitative conditions of production. Ultimately, however, the toxicity and abuses typical of the industry inspired me to find another means of material sustenance; in 2016 I left to become a professor.

Graduate school introduced me to media research and I fell in love. I realized that my career could guide and deepen my research which could in turn guide and deepen my creative practice.

I first wanted to understand why the industry changed paradigmatically in the wake of the digital revolution but could not change its patterns of discrimination and abuse toward its working-class labor force––something I had experienced first-hand, countless times.

This led me to research the historical forces that quashed civil rights battles in Hollywood, and how this led to today’s ongoing production inequities (2). As my research expanded, I found my scholarly home in the fields of production studies, cultural studies, the political economy of communications, internet studies, and group theory.

Through research, I position myself as a filmmaker-activist. I connect critical media theory to my practice, and I build coalition with others who seek to transform the harmful dynamics of media production.

(1) Hortense Powdermaker. Hollywood, The Dream Factory: An Anthropologist Looks at the Movie-makers. Martino Publishing, 2013 [1950]

(2) Sowjanya Kudva. ā€œNeoliberalism and Disclosure’s New Trans Activism: The Politics of Discrimination in Hollywood and How to Fight It.ā€ The Journal of Film and Video, vol. 75, no. 4, 2024, pp. 4–19.

ā€TEACHING PHILOSOPHY

Filmmaking is a complex, collaborative, and highly communicative practice. As it combines seemingly disparate skill sets (involving the technical and the creative) students must navigate the steep learning curves of specialist disciplines like cinematography and editing with the nuanced interpersonal skills of creative expression and collaborative vulnerability. My teaching philosophy is therefore rooted in cultivating trust-building practices with students and nurturing our interpersonal dynamics––individually and collectively––as we cover the technical, complicated craft of filmmaking.

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Given the socially stratified nature of the film industry, I believe the way people communicate is itself a means of production (1) and that these skills should be taught with the same rigor and theoretical grounding as the art form itself. To accomplish this, I use an interdisciplinary model that infuses my pedagogy with research from group theory, production studies, organizational communication, and scholarship of teaching and learning.

To help students navigate interpersonal group dynamics, I teach them about generative conflicts that are natural to collaboration, which are a powerful means of creative growth. For example, in my production classes, I ask students to write project agreements with each other, where they not only delineate their tasks, deadlines, and goals, but also their needs, boundaries, and how they plan to deal with conflicts. In my writing course and workshops, I create a specific rubric for students to frame feedback and ask questions, encouraging them to approach other students with curiosity and a sense of the craft rather than judgement and personal taste.

These pedagogical strategies help students address conflict in the ā€œhere and now,ā€ (2) an interpersonal group practice that aids students in developing stronger self-awareness and compassionate communication in the very moment conflict occurs. I pulled this concept from group theory’s articulation of ā€œtask groupsā€ (3), which demonstrates how relational group processes are as important as technical group processes.

To help students meet the steep learning curves of gaining production skills and media literacy, I build a bridge between students’ prior knowledge and the course material, to guide them toward more distant and complex topics than they are familiar with. To understand my students’ vantage points, I must continually assess their prior knowledge throughout the semester and integrate it into my material. This curiosity to know what my students know has changed the nature of my classrooms. It helps us learn about each other and build relational trust. From this work, I witness that my students speak up more and recognize their agency in contributing to discussions, which helps them identify and deepen their own viewpoints.

(1) Raymond Williams. ā€œMeans of Communication as Means of Production.ā€ Culture and Materialism: Selected Essays. Verso, 2005.

(2)  Irvin D. Yalom. The Gift of Therapy: An Open Letter to a New Generation of Therapists and Their Patients. Harper Perennial, 2017.

(3) Marianne Schneider Corey, Gerald Corey and Cindy Corey. Groups, Process and Practice. 9th Edition. Brooks/Cole, 2014.