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Session: 2022/23
Last modified: 08/03/2022 09:15:06
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Title of Module: Film Genre |
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Code: FILM08002 |
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: | Rachael
Stark |
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| Summary of Module |
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This module will examine the theories that surround the term ‘genre’ within film studies.
Students will analyse important genre classifications including style, form, representations, characterisation, narrative structure and authorship. In the module we will also identify the influence of industrial factors within genre production and discuss how audiences and critics understand and utilise the term genre.
Genre specific texts such as the western, the horror film, the musical, and the romantic comedy will be analysed and key scenes will be used to illustrate discussion. A key aspect of this module is that student skills in film analysis are practised and developed.
- What does ‘genre’ actually mean?
- Industrially, how did generic cinema develop?
- How are specific genres constructed and recognised?
- What does ‘genre’ actually mean?
- Industrially, how did generic cinema develop?
- How are specific genres constructed and recognised?
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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 discerning knowledge and understanding of cinematic genre
L2.
Apply some complex cinematic concepts in analysis of specific cinematic texts
L3.
Critically analyse key arguments in film genre |
| 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.
An understanding of particular media forms and genres and the way in which they organise understandings, meanings and affects.
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 interconnectedness of texts and contexts, and of the shifting configurations of communicative, cultural and aesthetic practices and systems.
An understanding of professional, technical and formal choices which realise, develop or challenge existing practices and traditions, and of the possibilities and constraints involved in production processes.
An understanding of the aesthetic and formal qualities at play, and their relation to meanings, in particular cultural forms.
An insight into the cultural and social ways in which aesthetic judgements are constructed and aesthetic processes experienced.
An understanding of the narrative processes, generic forms and modes of representation at work in media and cultural texts.
The ability to:
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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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Produce work which is informed by, and contextualised within, relevant theoretical issues and debates |
| Generic Cognitive skills |
SCQF Level 8.
Analyse closely, interpret, and show the exercise of critical judgement in the understanding and, as appropriate, evaluation of these forms. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Gather, organise and deploy ideas and information in order to formulate arguments cogently, and express them effectively in written, oral or in other forms.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Evaluate and draw upon the range of sources and the conceptual frameworks appropriate to research in the chosen area.
Gather, organise and deploy ideas and information in order to formulate arguments cogently, and express them effectively in written, oral or in other forms.
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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: | None |
| 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 communicated through recorded lectures, learning activities and live seminars.
Lecturers will introduce and exemplify key theoretical and critical concepts that are relevant to particular examples of genre. The approach is learner-centered with students actively engaged in a range of tasks to promote engagement with and analyses of different kinds of text. The Learning & Teaching methods used on the module are designed to support student learning and engagement and to create an inclusive online learning community.
There will also be the opportunity for formative feedback on assessment strategies.
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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 | 39 |
| Independent Study | 161 |
| 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:
Altman, R (2019) Film/ Genre London: BFI Publishing [electronic]
Codell, J F (ed.)(2007) Genre, Gender, Race, and World Cinema Malden: Blackwell Publishing
Cook, P (ed.) (2007) The Cinema Book London: BFI Publishing [electronic]
Grant, B K (ed.)(2003) Film Genre Reader II Austin: University of Texas Press
Grodal, Torben (2002) Moving Pictures: a new theory of film genres, feelings, and cognition/ Oxford: Calendon [electronic]
Moine, R (2008) Cinema Genre Malden, Mass; Oxford: Blackwell
Neale, S (ed.) (2002) Genre and Contemporary Hollywood London: BFI Publishing [electronic]
Sanders, J (2009) The Film Genre Book Leighton Buzzard: Auteur
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Engagement includes watching recorded lectures, completing tasks, attending live seminars and assessment processes. |
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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 | Dr Gill Jamieson |
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| External Examiner | A Nevill |
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| Accreditation Details | Skillset (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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For the assessment the student will create a 2,500 word report on a generic mode of filmmaking. Part of your focus should be on the contexts of production (including production processes and technology, narrative content and narrative form) and how the genre has changed and developed.
In your write up you should include examples and analysis of key characteristics of the genre
You can include screen stills, promotional images, critical responses etc. to illustrate. It should be written in continuous prose.
This links the coursework to Learning Outcomes 1, 2 & 3.
Students must achieve over 40% or above to pass the module.
Before undertaking the assessment, students will submit their submission plans to Turnitin. Lecturers will then provide formative feedback on their plans. Students also receive full feedback on their submissions.
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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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