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Session: 2022/23
Last modified: 13/03/2020 13:47:17
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Title of Module: Producing Skills |
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Code: FILM09007 |
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: | Douglas
King |
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| Summary of Module |
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This module develops students' knowledge and understanding of the role of the producer within the context of current film production. It will provide students with a specific perspective on the film industry by placing its emphasis on project development and financing. Students will enhance and extend their practical skills of project development by completing a production dossier that incorporates strategic thinking in relation to creative, financing and distribution factors.
- Project development and financing.
- Pitching and the creative marketplace for filmmakers.
- Budgeting, Logistical Planning & Scheduling
- Distribution and find the audience for films.
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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 intergrated knowledge and understanding of the scope, defining features and boundaries of the film producer's role. (KU)
L2.
Apply a range of professional skills, techniques and practices associated with the role of the producer. (Applied)
L3.
Undertake a critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues related to the role of the producer within the film industry. (Cognitive)
L4.
Present or convey, formally and informally, information relating to project development in the film industry. (Communication)
L5.
Exercise autonomy and initiative and manage ethical and professional issues in accordance with relevant codes of practice. (Autonomy) |
| 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.
Students will study film production in particular contexts such as Scotland, the UK and Europe and contextualize specific knowledge within the general environment of cultural practices and cultural institutions.
The module’s emphasis on the links between creative and commercial activity will allow students to consolidate their understanding of economic forces that frame the media, cultural and creative industries
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Students will use a significant range of the skills, techniques, practices and/or materials which are associated with film producing.
Students will apply a range of standard and specialised research or equivalent instruments and techniques of enquiry that are relevant to film production.
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| Generic Cognitive skills |
SCQF Level 9.
Students will develop generic cognitive skills in the context of film project development by analysing, evaluating and synthesising ideas and information that relate to the role of the film producer. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Students will develop specialised communication skills by presenting, informally and formally, information relating to film project development.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
When working on film producing projects students will exercise initiative in professional and activities and demonstrate autonomy and accountability.
Students will deliver work to a given length, format, brief and deadline, properly referencing sources and ideas and making use, as appropriate, of a problem-solving approach.
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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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| Lectures plus self-determined portfolio development. Students are encouraged to define and pursue their own research pathway within a broad creative production context of film project development. |
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 | 24 |
| Laboratory/Practical Demonstration/Workshop | 0 |
| Tutorial/Synchronous Support Activity | 12 |
| Practice Based Learning | 0 |
| 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:
Bicat, Tony & MacNabb, Tony. (2002) Creative Screenwriting – A Practical Guide. UK, Crowood Press.
Douglas, Pamela. (2005) Writing the TV Drama Series: how to succeed as a professional writer in tv. Studio City; Michael Wiese Productions.
Grove, Elliot. (2006) Raindance Producer's Lab: Lo-to-no Budget Filmmaking. Burlington, Focal Press.
Levinson, Louise (2013) Filmmakers and Financing: Business Plans for Independents (American Film Market Presents) 7th edition, Abingdon, Focal Press.
Lyons, Suzanne (2012) Indie Film Producing: The Craft of Low Budget Filmmaking, Abingdon, Focal Press.
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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) |
Yes
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| Subject Panel | Arts & Media |
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| Moderator | Andrew Jarvis |
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| External Examiner | Dr. Jonathan Murray |
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| Accreditation Details | ScreenSkills (UK Delivery Only) |
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| Version Number | 2.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment will be in the form of a portfolio of work concerning a proposed production project developed by the student.in negotiation with the tutor (4,000 words) |
(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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