Supporting the Vital Few: A Pareto-Based Pedagogical Strategy for the Film Sound Curriculum

DOI

10.2991/978-2-38476-452-5_57How to use a DOI?

Keywords

Pareto Principle; Film Sound; Differentiated Learning Support; Educational Equity

Abstract

This study examines the application of a Pareto-based strategy in teaching film sound within the Department of Directing, where most students have limited technical background and uneven interest in sound. Confronted with large classes and constrained resources, the curriculum was adjusted to ensure essential skills for all while offering deeper, practice-based opportunities to a small group of highly engaged students—the “vital few.” Through an in-class strategy focused on core skills over broad coverage and an out-of-class strategy rooted in project-based learning, this approach seeks to balance foundational access with targeted development. Results suggest that such differentiated teaching strategies enhance overall learning and foster a technically proficient, production-ready core of student talents.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

TY  - CONF
AU  - Weiyi Wang
PY  - 2025
DA  - 2025/07/31
TI  - Supporting the Vital Few: A Pareto-Based Pedagogical Strategy for the Film Sound Curriculum
BT  - Proceedings of the 2025 4th International Conference on Science Education and Art Appreciation (SEAA 2025)
PB  - Atlantis Press
SP  - 452
EP  - 459
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-452-5_57
DO  - 10.2991/978-2-38476-452-5_57
ID  - Wang2025
ER  -