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Session: 2022/23
Last modified: 27/04/2021 15:57:13
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Title of Module: Television Journalism |
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Code: JOUR11004 |
SCQF Level: 11
(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: | Shona
Wallace |
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| Summary of Module |
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The module introduces students to the techniques required of television journalism. In particular the ability to package, conduct live two-ways, present short bulletins and write out-of-vision items are taught. Students should then apply skills and knowledge to produce work to a professional standard.
The grammar of television news is studied and analysed and students are expected to make informed judgements about competing story treatments. Students are expected to engage with developments at the forefront of television journalism, which can now mean journalists carrying out traditional craft roles. They will therefore be required to shoot and then edit their own material and to engage in basic television studio or multi-camera operation.
No prior knowledge is assumed and tuition will be given on camera techniques, studio production and digital editing packages.
- Visual Storytelling: The development of television news story-telling - “writing to pictures”.
- Practical Application: Practical television news journalism – live broadcasting and recorded packages..
- Self-shooting: The development of single person television journalism crews: gathering, shooting, editing and presenting television news stories.
- Generating Social Media Content: Introduction to social shorts and the influence of social media on news production.
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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.
Apply high-level knowledge and skills to research and produce to a professional standard an original news package and associated paperwork for an identified television news bulletin, including pictures, sound, clips, voice-overs and if appropriate a piece to camera.
L2.
Deliver to a professional standard live reporter two-ways and out of vision scripts and pictures for a television news bulletin.
L3.
Operate camera and studio equipment and digital video editing packages to a competent standard.
L4.
Apply professional voice and presentation techniques to communicate to a defined audience through a short television bulletin. |
| 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 11.
Knowledge that covers and integrates most of the main areas of television journalism |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Use a significant range of the principal skills, techniques, practices and materials associated with television journalism.
Demonstrate originality or creativity in the application of understanding and practices of television journalism.
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| Generic Cognitive skills |
SCQF Level 11.
Develop original and creative responses to problems and issues associated with television journalism. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate, through television, using a range of advanced and specialised skills, to a diverse audience.
Use a range of software, such as video editing packages to support and enhance work at this level.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in activities at a professional level.
Take responsibility for own work and/or significant responsibility for the work of others.
Practise in ways which draw on critical reflection on own and others’ roles and responsibilities.
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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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| There are formal lectures to introduce the key concepts but the majority of teaching and learning activities are through practical exercises in the lab, tv studio or out in the field. The activities relate mainly to filming, writing, editing and presenting material. Students are encouraged to reflect on the work they have carried out and there is a strong emphasis on professional practice. |
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 |
| Laboratory/Practical Demonstration/Workshop | 26 |
| 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:
Hudson, G. and Rowlands, S. (2018), The Broadcast Journalism Handbook, 2nd ed. Harlow, Pearson Longman.
Holmes, Tim (2017), The 21st Century Journalism Handbook: Essential Skills for the Modern Journalist, Taylor and Francis, London.
Jago, Maxim (2020), Adobe Premiere Pro Classroom in a Book, Peach Pit Press, California.
The BBC have put a wealth of their Academy (College of Journalism) material online: this is a world-class facility now freely available. For this module look at, for example:
http://www.bbc.co.uk/journalism/skills/production/video-journalism/
(how to be a video journalist)
http://www.bbc.co.uk/academy/journalism/skills/reporting
(reporting)
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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:
Attendance at weekly lectures, workshops and labs as well as the practical "live" news bulletin assessment. |
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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 | James Mahon |
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| External Examiner | Deborah David Wilson |
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| Accreditation Details | BJTC |
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| Version Number | 2.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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A portfolio of work: including a package, out of vision script and a live two-way, worth 80 per cent of the total mark.
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A presentation of a short bulletin, worth 20 per cent of the total mark.
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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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This module is 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/
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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