FT2SSC-Screen Storytelling and Criticism
Module Provider: Film, Theatre and TV
Number of credits: 20 [10 ECTS credits]
Level:5
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2021/2
Module Convenor: Dr Adam O'Brien
Email: adam.obrien@reading.ac.uk
Module Co-convenor: Mr James Kenward-Abdollahyan
Email: j.kenward-abdollahyan@reading.ac.uk
Type of module:
Summary module description:
This module explores film and television storytelling, against the backdrop of different genres and historical periods. It focuses on a coherent selection of films / programmes, plus associated critical and theoretical writing. You will explore a range of narrative techniques, and develop your skills in close analysis. This work will be integrated with the study of videographic criticism. You will produce a series of short videographic exercises, and develop skills which will enable you to create video essays for assignments on other modules on your degree programme.
Aims:
- To develop an understanding of, and appreciation for, storytelling techniques in film and television.
- To develop an understanding of practices in videographic criticism, and the surrounding critical and theoretical debates, as a means to analyse storytelling in film and television.
- To develop skills in the production of videographic criticism, including appropriate picture and sound editing techniques.
- To explore the relationship between film / television storytelling and a range of other critical, historical and theoretical debates.
- To extend skills of close reading of film/ television narrative and contextual analysis.
- To encourage a critical engagement with works of film criticism and theory, both written and audiovisual.
- To interrogate the canon, its contents and its implications.
Assessable learning outcomes:
By the end of the module, it is expected that students will be able to:
- Produce short audiovisual exercises in a range of forms.
- Reflect on critical approaches, videographic and written.
- Demonstrate critical understanding of their object(s) of study, orally, audiovisually or on the page.
- Deploy and extend skills of close reading and contextual analysis.
- Reflect critically o n the work they have produced, including its strategies and rhetorical effects.
- Demonstrate understanding of a range of critical concepts and ideas, particularly those relating to the conventions of film and television narratives.
Additional outcomes:
The module plays a significant role in the continuing development of other skills and competencies, which are central to the course. It is expected that the level of skills and competencies achieved in the following will be appropriate to the level of study: oral communication and argument in group situations; deployment of research using printed and electronic resources; critical analysis and coherent argument; undertaking self-directed, independent work; presentation of written and audiovisual work using IT; identifying and addressing problems in the analysis of film and television forms; developing or extending skills in non-linear editing and sound design.
Outline content:
The module will engage with a wide range of audiovisual essays. Students will watch / listen to existing work during class time and in preparation for class discussion, and read around the developing forms of videographic criticism. Early in the module they will identify a film or programme to work on in a series of videographic exercises: briefs with focused constraints will be set in class and the students will present their responses to the brief in a following session for feedback and dis cussion. Different exercises are designed to focus attention on different aspects of the form. Responding to feedback, the students will re-submit their most successful video for assessment, with or without an optional written statement.
Interspersed with the workshops on the audiovisual essay, the module will explore and contextualise popular-narrative trends and conventions. This will be valuable in the context of developing videographic study, embedding the audiovisu al work in a wider theoretical framework, and encouraging students to think critically about the relationship of their case study to other texts and the surrounding discourse.
Global context:
In the context of class discussion, different practices from different national cinemas may be explored and compared.
Brief description of teaching and learning methods:
A range of teaching styles will be used and may vary from week to week. The dominant teaching forms will be the lecture, seminar and the workshop. The lecture series will introduce ideas and practices in criticism (videographic and written), on related historical and theoretical perspectives, and on the films or television programmes to be discussed in the seminars. The seminars will provide a space for the close analysis of films / television programmes in the case study, and the discussion mainstream patterns and conventions. The workshops will provide feedback and guided class analysis on the short videographic exercises you produce on the module. Advice and training in appropriate technological processes (including an introduction to non-linear editing) will be made available at the appropriate points on the module. Films/ programmes for discussion in lectures and seminars will be presented in a weekly screening. Workshops will also require preparation in the form of viewi ng video essays and conducting specified reading.
| Autumn | Spring | Summer | |
| Lectures | 9 | ||
| Seminars | 9 | ||
| Practicals classes and workshops | 7 | ||
| Supervised time in studio/workshop | 50 | ||
| Guided independent study: | |||
| Wider reading (independent) | 20 | ||
| Wider reading (directed) | 20 | ||
| Peer assisted learning | 15 | ||
| Preparation for seminars | 30 | ||
| Completion of formative assessment tasks | 25 | ||
| Carry-out research project | 15 | ||
| Total hours by term | 200 | 0 | 0 |
| Total hours for module | 200 |
| Method | Percentage |
| Project output other than dissertation | 100 |
Summative assessment- Examinations:
Summative assessment- Coursework and in-class tests:
A series of formative videographic exercises, one of which will be revised and submitted for summative assessment.
Formative assessment methods:
Formative videographic exercises which will be presented and discussed in class.
Penalties for late submission:
The Support Centres will apply the following penalties for work submitted late:
- where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
- where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.
Assessment requirements for a pass:
40% overall
Reassessment arrangements:
Submission of additional coursework.
Additional Costs (specified where applicable):
- Required text books: None
- Specialist equipment or materials: None
- Specialist clothing, footwear or headgear: None
- Printing and binding: None
- Computers and devices with a particular specification: None
- Travel, accommodation and subsistence: None
Last updated: 12 October 2021
THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.