|Delivery Type||Delivery length / details|
|Lecture||5 x 2 hours (1 x 2 hour lecture every other week)|
|Seminars / Tutorials||Seminar/Workshops 5 x 2 hours|
|Other||10 x 2 hour Viewing Sessions|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||2500 word Essay||50%|
|Semester Assessment||Critical Portfolio (equivalent to 2500 words)||50%|
|Supplementary Assessment||2500 word Essay (to a new title)||50%|
|Supplementary Assessment||Critical Portfolio (equivalent of 2500 words)||50%|
1. Demonstrate a broad knowledge of the practices and practitioners studied on the module.
2. Demonstrate the ability to evaluate and place the work of practitioners in an appropriate context.
3. Demonstrate the ability to apply theoretical and historical knowledge whilst discussing practice-based work.
4. Demonstrate appropriate understanding of the nature of film and media-making as an intellectual and aesthetic practice.
The content of the module may vary from year to year, focusing on a number of different kinds of practitioners, but will apply the same academic principles in the process of learning about the practioners' work. Particular emphasis will be placed upon examining concrete examples of film and media practices, the historical and social context of that work and the kind of critical practice necessary in order to understand the work.
Text: Nora Ephron
When Harry Met Sally (1989); Sleepless in Seattle (1993)
Image: Krzystof Kieslowski
Three Colours: Blue (1993); Three Colours: Red (1994)
Performance: Cary Grant
The Philadelphia Story (1940); North by Northwest (1959)
Sound: David Lynch
Eraserhead (1977); Lost Highway (1997)
Editing: Nicolas Roeg
Performance (1970); Don't Look Now (1973)
|Skills Type||Skills details|
|Application of Number|
|Communication||These skills will be developed throughout the module as students discuss materials and explore ideas in seminar/workshops. The assignments will also develop and assess students' ability to communicate effectively.|
|Improving own Learning and Performance||By focusing on a number of different practitioners, the module will help students develop a number of learning skills. The mixed mode teaching will assist students in the process of responding to different forms of film and media and to develop an awareness of their personal preferences and needs as well as some of the barriersto their own learning. In addition, the module will help students develop their personal planning skills; assist with processes of setting personal targets and help them review and monitor their own progress although these skills will not be directly assessed.|
|Information Technology||A number of resources for this module will be available on Blackboard thus giving students an opportunity yp apply IT skills in retrieving and researching that information. Students are also expected to present written assignments in word processed form.|
|Personal Development and Career planning||This will not be central to the skills developed in the module although the work will enable students to develop an understanding of their abilities and aptitudes in relation to their study of film and media and potentially with regard to future research and emplyment opportunities.|
|Problem solving||Students will be required to develop analytical skills in discussing the work of the practitioners being studied. These will be different for each practitioner, and therefore students will be required to develop a specific response to each practitioner in turn, but they will also be required to consider how the work of each practitioner influences and shapes their understanding of theatre and performance forms in general. The essay and critical portfolio will provide an opportunity for students to respond creatively and analytically to these basic problems, and the order of assignments will provide an opportunity for them to reflect on the advantages and disadvantages of the responses given by them.|
|Research skills||As the module progresses, more opportunities will arise for students to develop their research skills. Seminar discussions will be based on interpreting material presented to students in the form of course readers: these will provide students with a model of useful research material. The essay will provide an opportunity for students to produce a written analysis based on their research for lectures and seminars. In addition, students will undertake independent research as they prepare for the critical portfolio.|
|Subject Specific Skills|
|Team work||Whilst this skill is not assessed in this module, students will develop team-working skills during seminars.|
This module is at CQFW Level 6