Abstract

In recent decades, narratives have become widely accepted as a crucial component of human knowledge, precisely because stories can activate human faculties – such as feeling, empathy and affinity – not usually associated with objective, logico-scientific learning. And yet, the use of media narratives has yet to penetrate the curriculum of most graduate programs in the United States. This paper will examine the benefits of student collaboration in creating and analyzing mediated narratives, based on recent case studies conducted at Fielding Graduate University for both professional and non-professional media production.