Due to Covid-19 students should refer to the module Blackboard pages for assessment details
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||1 Hours Edited Sequence||50%|
|Semester Assessment||Critical evaluation 3000 Words||50%|
|Supplementary Assessment||Critical evaluation 3000 Words||50%|
|Supplementary Assessment||1 Hours Edited Sequence||50%|
On successful completion of this module students should be able to:
Demonstrate advanced technical editing dexterity in combination with artistically effective dramatic choices.
Demonstrate a capacity to apply complex ideas drawn from narrative, affective or psychoanalytic philosophical theory to analyse a fictional-screen sequence.
Evaluate the significance of an editing style to an overall project, including how the editing style aligns with narrative themes and other production elements (camera, lighting, sound, performance).
Divided into 3 pedagogical blocks, Narrative and Affect teaches students to engage in fiction-based screen editing at an advanced level by introducing them to affect theory in association with ‘cutting’ choices and techniques.
• Block 1: Depictions of Temporalities
• Block 2: Explorations of Trauma
o Memory (transcending the temporal)
o Corporeal reality
o Psychological disorder
• Block 3: Narrating Humanity
o Desire (the gaze)
o Heroism and monstrosity
o Connections to the Other (family)
|Skills Type||Skills details|
|Learning activities (and part of the assessment) will require students to adopt a more critically aware way of thinking about film post-production and persevere with technically difficult tasks.|
|Learning activities (and part of the assessment) will ask students to apply philosophical analysis to established cinematic clips to analyse meaning and generate new concepts.|
|As these students are distance learners, and editing is a solo activity, there is less co-ordination on this module than on other AMP modules, however, students will have access to a group Discussion Board on Blackboard, as well as the use of Blackboard blogs to post weekly learning activities and interact with each other.|
|Learning activities (and part of the assessment) will ask students to solve technical editing problems in conjunction with artistic choices and generation of meaning.|
|Students will gain specific skills in a) post-production fiction screen editing (which sits within the wider context of media production) and b) critical screen analysis (which sits within the wider context of media consumption and reception).|
|Students will have access to a group Discussion Board on Blackboard, as well as the use of Blackboard blogs to post weekly learning activities. They are expected to communicate with each other, and myself, professionally and responsibly at all times.|
|Part of the assessment (an exegesis) will require students to critically examine their own work by examining the artistic choices they have made, and the creative meaning behind those choices.|
|All skills gained in this module can be applied to real-world employment (paid or voluntary) within the screen industries post-production sector.|
|Lectures, readings, learning activities, group seminars and assignments will all require the student to engage with online resources. Students must have a reasonable level of digital capability to complete this module.|
This module is at CQFW Level 7