A Study on the Cultivation Mechanism of Directorial Consciousness in University Documentary Courses

Abstract

In recent years, documentary courses in Chinese higher education institutions have gained increasing attention. However, most universities still focus primarily on technical training, neglecting the cultivation of students' directorial consciousness. This study surveyed 12 universities (including both art-focused and comprehensive institutions) that offer documentary production courses and conducted interviews with instructors and students. Results show that 83.3% of courses prioritize "camera operation" and "factual representation" as core objectives, while less than 20% explicitly incorporate "directorial expression" as a pedagogical focus. An analysis of 312 student works further revealed that only 22.4% demonstrated a distinct authorial style or directorial stance, with the majority showing signs of mimicry and weak narrative structure. Drawing upon the conceptual framework of directorial awareness, this paper analyzes the structural, methodological, and evaluative limitations in current documentary teaching practices. It proposes a systematic teaching mechanism based on curriculum restructuring, modular course design, diversified creative exercises, and reflective assessment strategies. The study argues that the cultivation of directorial awareness should be integrated throughout the documentary teaching process, as it not only enhances students' aesthetic and expressive capabilities but also fosters socially engaged and stylistically distinct documentary works.