This article outlines an exploratory approach to the delivery of film practice education, as developed and tested with a second-year undergraduate module in cinematography. Students were provided with two existing creative sound pieces composed by a professional sound designer within the context of an AHRC-funded practice research project entitled Affective Cinema. These aspects of sound design inspired and informed the students' work, while allowing them to focus upon the module's key learning outcomes as related to camera and lighting skills. Above all, the approach allowed for aspects of the film theory synthesised through the preceding research -- and pertinent to the nature and unique expressive potential of film -- to be partially absorbed and learned by the students through practical experimentation, thus becoming an embodied, tacit practitioner knowledge. In this respect, I argue that such approaches help transcend the fraught divisions between film practice and film theory.