The knowledge created in the professional meeting between tutor and student is crucial for the student’s ability to develop the screenwriting skills, not only the tools for writing and the necessary ability to be a good listener, but to be brave enough to master the art by making conscious choices. Further to develop the different writing abilities needed, especially the skill of rewriting. Silent knowledge is crucial in the tutoring and how the tutor responds to the student is very important.
What is in this silent knowledge? How is it used and pedagogically transformed in the tutoring process? In order to investigate this we analyse the tutoring process from pitch to final script, of our own students during the spring semester 2014. The script developing process is an unexplored area and for instance held behind locked doors in the film business. The goal of both a tutor and professional dramaturge is a good script, but a tutor works with a student for a longer time in order to also make a good screenwriter, though both of them have an interest in the process of rewriting.
The tutoring process of Lindbom will be followed, observed and analyzed by Svens. Student interviews give perspectives on the process. From the different perspectives of a tutor and a scientist we hope to clarify some of what takes place in the process and how silent knowledge is used in order to make the student realize the importance of rewriting. How does this knowledge emerge and how does the student realize how to use it? What is it in the tutor’s feedback that makes the student rewrite and develop the script?
7th international Screenwriting Research Network Conference at the Film University Babelsberg KONRAD WOLF 17th to 19th October 2014 in Babelsberg