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Session: 2022/23
Last modified: 13/03/2020 14:12:34
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Title of Module: Situation Comedy: Radio & TV |
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Code: BROA09009 |
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: | Chris
Gilgallon |
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| Summary of Module |
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This module will examine the post-war development of situation comedy within the UK and the American broadcasting industry. Students will consider the specificity of the generic and aesthetic conventions associated with both television and radio output. Through the examination of key texts, theoretical perspectives relating to satire, parody and humour will be critically evaluated. In addition, an examination of the relationship between comedy and the representation of particular social, political and institutional groups will also be considered. Students will be invited to reflect on how the genre has provides a critique of the wider culture at particular historical junctures.
- Historical and cultural perspectives on the development of comedy.
- The development of situation comedy.
- The development of satire.
- Situation comedy for television.
- Situation comedy for radio.
- Developing and writing comedy.
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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 a critical understanding of the development of situation comedy within the broadcasting industry
L2.
Explain and utilise key concepts and theoretical approaches relating to the genre
L3.
Critically analyse and evaluate key texts within a cultural, political and historical context
L4.
Demonstrate an ability to write, produce and evaluate a short script for television or radio output |
| 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.
a critical understanding of a selection of the principal theories, principles, concepts and terminology
a broad and integrated knowledge and understanding of the scope, main areas and boundaries of a subject/discipline
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Use a selection of the principles, skills, techniques, practices and/or materials associated with a subject/discipline
Practice routine methods of enquiry and or research
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| Generic Cognitive skills |
SCQF Level 9.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues
Identify and analyse routine professional problems and issues
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use a range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline, for example
Make formal and informal presentations on standard/mainstream topics in the subject/discipline to a range of audiences
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in some activities at a professional level |
| 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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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 |
| Asynchronous Class Activity | 36 |
| Independent Study | 102 |
| Tutorial/Synchronous Support Activity | 26 |
| 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:
Dunne, W. (2009) The Dramatic Writer’s Companion: Tools to Develop Characters, Cause, Scenes & Build Stories
Jones, G. (1995) Honey I’m Home: Sitcoms, Selling the American Dream, New York: New York University Press
Putterman. B (1995) On TV Comedy: Essays on Style, Theme, Performer and Writer London: McFarland & Co.
Stephen, R. (1998) Because I tell a Joke or Two: Comedy, Politics and Social Difference: London: Routledge
Spangler, L. C. (2005) Television Women From Lucy to Friends: Fifty Years of Sitcoms and Feminism, London: Praeger
Byrne, John & Powell, Marcus (2003) Writing Sitcoms, London, A&C Black
Hodenberg, Christina von, (2015), Televisions Moment: Sitcom Audiences and the Sixties Cultural Revolution, New York, Berghahn Books First paperback edition.
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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:
Minimum 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 | Maggie Sweeney |
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| External Examiner | |
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| Accreditation Details | Skillset |
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| Version Number | 2.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Submission of script. 50% |
| Submission of essay. 50% |
(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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