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Session: 2022/23
Last modified: 23/06/2022 16:54:34
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Title of Module: Development Lab |
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Code: FILM11003 |
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: | Paul
Wright |
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| Summary of Module |
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This module will provide students with an immersive experience of the project development processes that characterise the contemporary film industry. The module provides a context in which students can develop their final Masters project and their professional roles within that project, both in terms of their aesthetic contributions to the finished film and in terms of the pragmatics of the production process. Key content will include:
- Intensive project and professional development workshop led by UWS tutors and industry professionals;
- Small group tutorials and one-on-one follow-up mentoring;
Closing pitching panel at which developed projects are considered for green-lighting for production in a subsequent trimester.
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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 critical knowledge and understanding of industry development processes and creative practice research methodologies
L2.
Apply practical knowledge of creative practice in the context of a film production development process;
L3.
Communicate complex ideas in appropriate forms to professional audiences. |
| 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.
A critical understanding of specialised processes and mechanisms in the field of film development, including the concepts and principles that underpin them;
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Demonstrating creativity and/or originality in film development;
Operating in a wide and often
Unpredictable variety of contexts;
Planning and executing a significant development dossier.
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| Generic Cognitive skills |
SCQF Level 11.
Applying critical and creative thinking to issues at the forefront of contemporary film development practice;
Developing original and creative responses to problems and issues arising during practice.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicating using written, oral, visual and acoustic forms at a professional level to a range of audiences with different levels of knowledge and expertise;
Communicating with peers, more senior colleagues and specialists.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Working in a peer relationship with professional practitioners;
Demonstrating leadership and/or initiative;
Practicing in ways that draw on critical reflection on both one own and other’s work;
Managing complex ethical and professional issues for which there may be no clear precedent.
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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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The focus of the teaching and learning methodology will be to deliver a blended learning experience, using a combination of group seminars and masterclasses, online mentoring, individual tutorials, and practical hands-on experience of carrying out production planning on a professional-level film project.
Both core staff and guest lecturers are actively involved in the film industry in various roles, and their approach to teaching is informed by their own practice and/or research. Throughout, students are encouraged to take a problem-solving approach to the aesthetic and pragmatic decisions involved in filmmaking, and to learn from their mistakes as well as their successes, in line with the principles of inquiry-based learning.
Students will work as far as possible on “live” development projects, focussed especially on films being planned for the Masters Film Project module that runs in the following trimester. While placing a high value on teamwork and cooperation, all the work assessed will be individual submissions. It is possible for students to complete the present module without going on to enrol in the Masters Film Project module
Please note: Only projects that are developed through the Development Lab Module may go into production in the T3 Masters Film Project Module unless there are exceptional circumstances. This does not mean that projects developed within Development Lab will automatically be green lit for production in T3. All projects will still be required to meet the creative, pragmatic and logistical criteria necessary to achieve ‘green-lighting’ in the Masters Film Project module.
Extensive formative feedback will occur throughout the module, and students will receive peer, industry and tutorial review of their work regularly throughout the trimester.
The module will exploit E-Learning through the use of our VLE, Moodle, using Online channels wherever possible in order to free up contact time for creative work and collaboration.
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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 | 12 |
| Tutorial/Synchronous Support Activity | 12 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Asynchronous Class Activity | 40 |
| 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:
Bordwell, D (1987) Narration in the Fiction Film. London: Routledge.
King, S. New edn. (2010) On Writing: A Memoir of the Craft. New York: Scribner.
Rabiger, M (2005) Developing Story Ideas. Abingdon: Focal Press.
Venis, L (2014) Cut to the Chase: Writing Feature Films with the Pros at UCLA Extension Writers' Program. London: Penguin.
Yorke, J (2014) Into The Woods: How Stories Work and Why We Tell Them. London: Penguin.
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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 | Nick Higgins |
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| External Examiner | TBC
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| Accreditation Details | ScreenSkills Select |
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| Version Number | 1.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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1. Research Report and Development Plan (40%);
Based on the project they propose to develop, students produce an extended (2,500-3,000 words) discussion of existing work (both in film, literature, academic texts, the press and other media) relevant to their project (thematically, formally or practically), and propose a programme of field research that will help them develop and enrich their concept.
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2. Development Dossier (40%);
The dossier (2,500-3000 words) should present an initial project proposal together with a number of other documents representing initial progress with the research plan outlined for assessment 1.
In addition to this developed proposal, students must also submit either: an extended treatment, a draft screenplay, a documentary proposal/script, a trailer or sample sequence, examples of cinematography, sound, editing etc... as agreed with the tutor and appropriate to the student’s role on the proposed project (this additional document will not included in the word count above).
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3. Pitch presentation of projects and roles (20%).
Students make a live pitch (5-10 minutes) before a panel and receive real-time feedback on both their proposal, and their presentation skills.
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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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