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Session: 2022/23
Last modified: 08/03/2022 11:18:35
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Title of Module: Introduction to Script Writing |
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Code: FILM07006 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | John
Quinn |
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| Summary of Module |
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Introduction to scriptwriting introduces students to the discipline of scriptwriting. The module explores the processes and practices of writing for dramatic formats for the screen.
Over the course of the module, students complete two formative learning and teaching processes, resulting in the completion of a short creative portfolio.
As a part of this experience, students, through a process of ongoing formative assessment, will critically evaluate their creative writing processes and practices in terms of self-appraisal, peer and tutor feedback, dramatic conventions and contemporary professional practice.
The teaching and learning focus for the drama portion of the module centres on:
- The nature of Drama
- Characterisation and voice in the short form drama
- Narrative structure in the short form drama
- Externalising internal thought in the short form drama
- Professional formatting
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate an overall appreciation of the body of knowledge that constitutes the discipline of script writing. (KU)
L2.
Apply some of the basic and routine professional skills, techniques and practices associated with script writing. (Applied)
L3.
Combine a range of script writing techniques to address routine problems of dramaturgy. (Cognitive)
L4.
Convey complex ideas in well-structured and coherent form via dedicated scriptwriting software. (Communication)
L5.
Manage limited resources within the parameters of pre-defined creative briefs. (Autonomy) |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Demonstrate and work with:
Knowledge that is embedded in the main theories, concepts and principles of script writing.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Apply knowledge, skills and understanding:
In using some of the basic and routine professional skills, techniques, practices and/or materials associated with script writing. |
| Generic Cognitive skills |
SCQF Level 7.
Use a range of approaches to address defined and/or routine problems and issues within familiar contexts. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Use a wide range of routine skills and some advanced skills associated with a subject/discipline/sector, for example:
Convey complex ideas in well-structured and coherent form.
Use a range of forms of communication effectively in both familiar and unfamiliar contexts.
Use standard ICT applications to process and obtain a variety of information and data.
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
Accept supervision in less familiar areas of work.
Manage limited resources within defined areas of work
Work, under guidance, with others to acquire an understanding of current professional practice. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module will be delivered in two blocks.
The first block will focus on the development of key script writing and script analyzing skills through a series of specialist seminars. Seminars will examine the key theories, processes and practices central to creative writing from a range of (inter)disciplinary and international perspectives.
The second block will focus on the development and delivery of a short form portfolio through a series of workshops. Workshops will be learner led, with students working with peers in small group settings to conceive, draft and revise individual artefacts, while engaging in critical evaluation of their work and the works of others.
The module will involve significant asynchronous digital learning and peer assessment activities through the VLE. A central element of the module, and a central underpinning of the teaching and learning processes, will be the development of student understanding, and engagement with, peer editorial processes and practices standard in the wider creative and cultural industries.
The module is fully aligned with the institutional policy on personal development planning. Student engagement with personal development is explicitly located at the level of the programme, with module-level activity supporting reflection on specific areas of development. This module supports student reflection in the following areas:
1. The conception and development (iteration) of creative concepts
2. Working in creative teams (Team working)
3. Assimilating industry feedback (Self-reflection)
4. Time management (Self-Regulation)
5. Conflict management (Negotiation) |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 12 |
| Asynchronous Class Activity | 21 |
| Tutorial/Synchronous Support Activity | 3 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Selbo, J (2016) Screenplay: building story through character. New York: Routledge.
Field, S. (2005) Screenplay. New York: Delta
Rabiger, M (2016) Developing story ideas: the power and purpose and storytelling. New York: Routledge.
Thurlow, C. (2008) Making Short Films: The Complete Guide from Script to Screen, Second Edition. 2nd edn. New York: Berg Publishers.
Vogler, C. (2007) The writer’s journey: mythic structures for storytellers and screenwriters. 2nd edn. United States: Michael Wise Productions.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Arts & Media |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Screen, Broadcast & Journalism |
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| Moderator | Dr Stephen Langston |
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| External Examiner | Alex Neville |
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| Accreditation Details | ScreenSkills (UK Delivery Only) |
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| Version Number | 2.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Students should produce A short creative portfolio.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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