A Practical Study on Creative Driven Teaching to Promote the Shift of Students' Film and Television Creation Motivation: Taking the "Academy Awards" as an Example

Abstract

Film and television creation courses are highly practical and comprehensive. The formation of students' professional abilities relies not only on knowledge impartation but also on continuous creative practice. However, in practical teaching, students' completion of coursework does not necessarily mean that they have truly developed a creative consciousness. How to enable students to gradually shift from passively completing tasks to actively discovering themes and expressing themselves is an important issue that film and television creation teaching needs to address. This paper takes the Academy Awards for Film and Television, which is continuously held at Liaoning University of Communication, as a practical case study. By combining teaching experience from courses such as Audiovisual Language, Film and Television Theory and Creation, and Screenwriting, it analyzes the relationship between student work exhibition, peer observation, evaluation feedback, and continuous creation. Based on this, it summarizes the basic path of creation‑driven teaching. Practice has shown that continuous student work exhibition can break through the closed nature of traditional classrooms, making excellent student works important learning resources. The demonstration effect formed by peer creation can enhance students' professional confidence, while real life and specific themes can further promote students' transition from imitation to expression. The teaching cycle consisting of course learning, work creation, public exhibition, evaluation reflection, and recreation helps enhance students' creative initiative and promotes the transformation of film and television creation teaching from knowledge impartation to comprehensive practical ability cultivation.