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Session: 2022/23
Last modified: 18/03/2022 17:06:54
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Title of Module: American TV |
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Code: BROA10002 |
SCQF Level: 10
(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: | Daniel
Twist |
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| Summary of Module |
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This module examines the historical and cultural impact of TV and digital broadcasting within modern America. Students critically analyse and evaluate the political, economic and cultural contexts which underpin much of programming output by the American TV industry; from the TV Network Era to the Post-Network Digital Era and Digital Revolution. With consideration of America’s global impact on international broadcast media and influence on wider culture and society.
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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.
Research popular forms and genres of television programming in the US, giving consideration to the national, historical, political and cultural context in which they were produced and consumed.
L2.
Identify and critically evaluate major theoretical debates and paradigms in relation to specific texts and genres
L3.
Demonstrate a critical understanding of the American television industry within the wider international cultural context |
| 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 10.
A critical understanding of a selection of the principal theories, concepts and principles.
A critical awareness of current issues in a subject discipline/and one or more specialisms.
An understanding of how media, cultural and creative organisations operate and are managed.
Engage critically with major thinkers, debates and intellectual paradigms within the field and put them to productive use.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Use a range of the principal skills, practices and/or materials associated with a subject/discipline.
Execute a defined project of research, development or investigation and identify and implement the relevant outcome.
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| Generic Cognitive skills |
SCQF Level 10.
Critically review and consolidate knowledge, skills and practices and thinking in a subject/discipline.
Make judgements where data/information is limited or comes from a range of sources.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Make formal presentations about specialised topics to informed audiences.
Communicate with professional-level peers, senior colleagues and specialists.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise autonomy and initiative in professional/equivalent activities.
Exercising autonomy and initiative in assessment production, developing the capacity for independent work.
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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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| Independent inquiry-based learning is the method adopted within this Honours Degree Level 10 module. Teaching and learning will be facilitated via weekly lecture/workshops which are further complemented by visual aids, books, journals, online resources and VLE based activities. |
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 |
| 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:
Akass, K. & McCabe, J. (2007) Quality TV: Contemporary American Television Beyond. London: IB Tauris
Edgerton, G. (2007) The Columbia History of American Television. New York: Columbia University Press
Lavery. D (1995) Full Secrets: Critical Approaches to Twin Peaks. WSU Press
Lavery. D (2002) This Thing of Ours: Investigating The Sopranos. Wallflower Press
Lotz, A. D (2009) Beyond Prime Time Programming in the Post-Network Era. London: Routledge
Lotz, A (2014) The Television Will Be Revolutionized. New York University Press
Mittel J. (2015) Complex Television: The Poetics of Contemporary Television Storytelling. NYU Press
Roman, J (2005) From Daytime to Primetime the history of American television programmes. Greenwood Press
Turnbull, Sue (2014) The TV Crime Drama. Edinburgh UP
Watson, M. A. (2008) Defining Visions: TV & the American experience in the 20th century. Maiden, MA: Blackwell Publishers
In addition, students are directed to the following academic peer reviewed journals for relevant articles and commentary on the most recent debates within the industry.
Journal of American Cultural Studies
Screen International
Critical Studies in Television
Journal articles can be researched via UWS Library.
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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:
75% attendance |
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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 | Chris Gilgallon |
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| External Examiner | Wilfred Darlington |
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| Accreditation Details | ScreenSkills |
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| Version Number | 2.07 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Presentation - 30% |
| Essay (3000 words) - 70% |
(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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