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Session: 2022/23
Last modified: 20/04/2021 12:11:58
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Title of Module: Broadcast Drama |
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Code: BROA08002 |
SCQF Level: 8
(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: | Kate
Cotter |
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| Summary of Module |
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This module will examine the historical developments and cultural shifts within British television drama from the early sixties to the contemporary period. Students will critically evaluate and analyse texts from the Golden Age of television drama in the early sixties and seventies and consider the role of authorship and adaptation embedded within the traditions of television drama output. A critical focus of the module will be the student’s engagement with the key political, social and cultural contexts in which drama is produced. Students will analyse specific dramatic forms and genres within the theoretical framework of realism, naturalism and narrative. They will also develop a reflexive understanding of the way in which such concepts inform and contribute to the reading and interpretation of dramatic forms within British TV Drama.
Key Elements:
- Television Narrative Theory
- Representations in TV Drama
- British Crime Dramas and Docudrama
- Authorship and various creators
- Transmedia Storytelling
- Adaptation in British Drama
- Soap Operas
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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.
Identify key theoretical perspectives in relation to British television and the historical and cultural context in which they were produced and consumed.
L2.
Demonstrate a critical understanding of the key debates and the specific formal aesthetics and theoretical approaches of television drama and their relationship to specific texts and genres. |
| 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 8.
Demonstrate and/or work with: a broad knowledge of the scope, defining features, and main areas of a subject/discipline – understanding of a limited range of core theories, principles and concepts and a limited knowledge and understanding of some major current issues and specialisms. Also an outline knowledge and understanding of research and equivalent scholarly/academic processes.
An understanding of the social, cultural and political histories from which different media and cultural institutions, modes of communication, practices and structures have emerged.
An understanding of the historical evolution of particular genres, aesthetic traditions and forms, and of their current characteristics and possible future developments.
An awareness of the ways in which critical and cultural theories and concepts have developed within particular contexts.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Carry out routine lines of enquiry, development or investigation into professional level problems and issues.
An awareness of a range of works (in one or more media) which generates different kinds of aesthetic pleasures.
An understanding of the narrative processes, generic forms and modes of representation at work in media and cultural texts.
An understanding of the audio, visual and verbal conventions through which sounds, images and words make meaning.
Engage critically with major thinkers, debates and intellectual paradigms within the field and show the exercise of critical judgement in the understanding and, as appropriate, evaluation of these forms of broadcast drama output.
Understand forms of communication, media and culture as they have emerged historically and appreciate the processes through which they have come into being, with reference to social, cultural and technological change.
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| Generic Cognitive skills |
SCQF Level 8.
Undertake critical analysis, evaluation and /or synthesis of ideas, concepts, information and issues that are within the common understandings of the subject/discipline. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use a range of routine skills and some advanced specialised skills associated with a subject/discipline- convey complex information to a range of audiences and for a range of purposes.
Carry out various forms of research for essays, projects, creative productions involving sustained independent enquiry.
Evaluate and draw upon the range of sources and the conceptual frameworks appropriate to research in the chosen area.
Gather, organise or deploy ideas and information in order to formulate arguments cogently, and express them effectively in written, oral or other forms.
Retrieve and generate information, and evaluate sources, in carrying out independent research. Deliver work to a given length, format, brief and deadline, properly referencing sources and ideas and making use, as appropriate, of a problem-solving approach.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercise autonomy and initiative in some activities at a professional level.
Study independently, manage and organise own workloads and meet project deadlines.
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| 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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| The learning environment for this module is lead by the individual research interests of the academic members of staff who teach the module. They facilitate a learner-centred approach to research-engaged teaching to encourage the students’ to be active and productive media studies researchers. Staff input during lectures, workshops, seminars, and screenings alongside formative work and independent study will develop the students’ research and inquiry skills/techniques. This approach enables students to develop an understanding of the key concepts and developments within the subject area and also facilitate a student-centred and self-reflective approach to their studies. |
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 | 36 |
| Tutorial/Synchronous Support Activity | 12 |
| Laboratory/Practical Demonstration/Workshop | 24 |
| Independent Study | 88 |
| Asynchronous Class Activity | 40 |
| 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:
Bignell, Jonathan, et al (2000) British Television Drama: Past, Present and Future, Basingstoke: Palgrave
Creeber, Glen (ed.) (2001) The Television Genre Book. London: British Film Institute
Creeber, Glen (2004) Fifty Key Television Programmes, London: Arnold
Cooke, Lez (2003) British Television Drama: A History, London: British Film Institute
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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 | Arts & Media |
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| Moderator | Rachael Stark |
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| External Examiner | TBC |
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| Accreditation Details | Skillset (UK Delivery Only) |
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| Version Number | 2.07 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| There are two learning outcomes in this module and the summative assessments will be two essays. The first essay of approximately 2,000 words (50% of overall grade) will cover the key academic and aesthetical aspects in the first learning outcome. The student will be encouraged to reflect on this first essay and self-evaluate their performance. They will also discuss feedback with appropriate members of staff that will empower them as critical partners. They can bring this experience to their preparation for the second essay (2,000 words – 50% of overall grade) and their consideration of the new topics related to learning outcome two. |
| This developed sense of personal engagement with the first assessment will support the students in working with the teaching team to negotiate the focus for their second essay (50% of overall grade) that will assess learning outcome two. This approach to assessment recognises the importance of supporting learners in negotiating assessment criteria and developing creativity and originality in their work. Using this type of engagement with the learning and assessment process will motivate students to participate in independent learning. |
(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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