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Session: 2022/23
Last modified: 10/03/2022 15:43:19
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Title of Module: Screen Adaptation |
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Code: FILM09001 |
SCQF Level: 9
(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: | Gill
Jamieson |
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| Summary of Module |
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This module provides students with opportunities to develop and extend their research skills with a focus on 'Adaptation'. Theoretical explorations of the relationship between source material and screen adaptations provide a platform for tasks where students workshop ideas and debate some of the key concepts underpinning the adaptation process such as ‘fidelity’, ‘intertextuality’, ‘authorship’ and ‘meaning’. Students are encouraged to explore aspects of the adaptation process in their own creative practice, and through research of specific adaptations including engagement with all aspects of the production process including: 'visualization', theme, subtext, narrative economy and narrative complexity, character arcs and character development, point-of-view and flashback.
The module sets out to:
- Develop skills through workshops, lectures and online activities, encompassing reference to narrative, story world, character, theme, subtext and imagery.
- Encourage students to engage critically with specific adaptations, and to draw inspiration from these adaptations.
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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 understanding of the importance of narrative structure, character, plot, theme and visualization in crafting an adaptation
L2.
Develop skills of research and analysis to support written and oral communication and to articulate ideas as they develop through different stages
L3.
Study how to give and receive supportive feedback and constructive criticism in oral and written form |
| 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 9.
An understanding of the broad and integrated areas of adapting work from the page to the screen, in particular:
genres, practices, literary forms, literary versus screen requirements, research, theories, principles, concepts, terminology, creative processes
An ability to:
Analyse and critically evaluate personally produced work. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Producing work that demonstrates the principal skills, techniques and practices in adapting a short literary work for the screen.
Uusing a few specialised or advanced skills of communication and expression through the adaptation of prose or poetry to drama.
Practicing routine methods of enquiry and research in adapting work from the page to the screen, including integrating a degree of unpredictability into their narrative work.
Considering and evaluating their own work in a reflective manner, with reference to professional practice - managing time and resources effectively |
| Generic Cognitive skills |
SCQF Level 9.
Undertaking analysis, evaluation and/or synthesis of ideas, concepts, information and issues which are within the common understanding of adaptation.
Using a range of approaches to formulate evidence-based solutions to defined problems in adaptation.
Critically evaluating evidence-based solutions to defined problems in adaptation.
Delivering work to a given length, format, brief and deadline. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Using a range of routine skills and some advanced and specialised skills in adapting a short literary narrative for the screen.
Using a range of appropriate IT applications to support and enhance work and maintain an e-portfolio. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercising autonomy and initiative in some activities at a professional level
Taking some responsibility for the work of others by entering into peer review sessions
Practicing ways which take account of own and others’ roles and responsibilities.
Working under guidance with qualified practitioners.
Working in flexible, creative and independent ways that show self-discipline, self-direction and self reflection.
Maintaining an accurate, up-to-date and full e-portfolio in line with PDP |
| 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: | Film Genre, or equivalent |
| 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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Classes are delivered in three-hour blocks on a weekly basis.
Collaborative learning is promoted through regular group work and workshopping. Students are encouraged to develop into confident communicators through weekly discussion tasks. Peer review and peer support are key components of thIS process. Discussion of films and scripts encourages students to develop their skills of analysis. Student presentations provide opportunities for students to present ideas and research findings.
Lectures provide focused content exploring some of the key ideas drawn from craft expertise and film scholarship.
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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 | 10 |
| Tutorial/Synchronous Support Activity | 10 |
| Laboratory/Practical Demonstration/Workshop | 20 |
| Personal Development Plan | 0 |
| Asynchronous Class Activity | 36 |
| Independent Study | 124 |
| 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:
Corrigan, Timothy (2012) Film and Literature: An Introduction and Reader. London & New York: Routledge.
Edgar, Robert & Marland, John (2019) Adaptation for Screenwriters. Bloomsbury.
McCabe,C., Murray, K. & Warner, R. (eds.) (2011) True to the Spirit: Film Adaptation and the Question of Fidelity. Oxford UP.
Journal of Adaptation in Film and Performance (Intellect)
Journal of Adaptation Studies (Oxford Journals)
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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 | John Quinn |
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| External Examiner | Alex Nevill |
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| Accreditation Details | ScreenSkills (UK Delivery Only) |
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| Version Number | 3.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Develop a portfolio of written work 70% weighting |
| Presentation 30% weighting |
(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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