Figure 4: editor at work.
Didactically both the hotel conversation and the Dragon’s monologue can be used within the Common European Framework of Reference. Being one of the first topics students of English as a Foreign Language cover, the hotel conversation is for basic users while the monologue might become a spelling guessing game for higher level students. I admit, I tried to amuse myself by adding a touch of magic in bringing forward a detail that would otherwise perhaps remain unnoticed -‐ the shoulder dragon. This maieutic facet contributed to my own empowerment in the still on-‐going process of acquiring cinematographic skills. Moreover by extracting a new character from an apparently “normal” situation, such as a reception conversation, I felt I added creativity, giving birth to a perspective that was not meant to be. I surprised myself feeling a sort of attachment for the dragon: she now has a romantic ballet name, Giselle. To me, she became the star of a second level of perceiving the clip, not a mere learning exercise anymore! On a more theoretical basis I believe editing has a profound similarity with teaching. At its best is when teachers are able to extract the richness of learning from their students, giving value to what students
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