2022/3, Trimester 1, Face-to-Face, Edinburgh Napier University
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Occurrence: | 001 |
Primary mode of delivery: | Face-to-Face |
Location of delivery: | MERCHISTON |
Partner: | Edinburgh Napier University |
Member of staff responsible for delivering module: | James Mavor |
Module Organiser: | |
Learning, Teaching and Assessment (LTA) Approach: |
The workshop’s main purpose is to support the student as they begin to master the screenwriting form, develop craft skills and technique and develop their own talent, ambition and voice. To this end, students develop a number of short projects in the course of 12 weekly workshops. Some of these three hour sessions will be a combination of tutor-led seminar discussion and input from Visiting Lecturers or guest speakers (e.g. a pitching session). The final assessment is accompanied by a Critical Journal which encourages the student to look back over their creative process and to look forward to their learning goals in the next workshop module, Script Workshop 2. Workshop sessions are interspersed with visits from guest speakers – professional writers, producers and script developers - who will sometimes work alongside the students in set exercises or work-shops to develop specific aspects of the craft, e.g. character, dialogue or pitching. These events may occur out with the timetabled class.Formative assessment is given throughout by tutors and in peer review. There are two pieces of summative assessment in this module: Portfiolio and Creative and Critical JournalThe portfolio will contain outlines, proposals and scripts designed to mirror the documents commonly used in industrial practice. Weekly exercises are reviewed in class. There is an emphasis on the ability to work to strict deadlines and to present work in a professional manner - a key factor to future employability. (LO’s 1-4). Assessment Feedback sheets give detailed written notes and formative feedback on work in progress. The critical journal is part of an ongoing process throughout the programme to develop the ethos of the Reflective Practitioner. (LO 5).
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The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.
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The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.
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Student Activity (Notional Equivalent Study Hours (NESH)) |
Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
Face To Face | Practical classes and workshops | 36 |
Independent Learning | Guided independent study | 162 |
Face To Face | Tutorial | 2 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
Assessment |
Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
Project - Written | 20 | 1,2, 4 | 6 | HOURS= 0, WORDS= 0 |
Project - Written | 60 | 1-5 | 11 | HOURS= 0, WORDS= 0 |
Report | 20 | 5 | 13 | , WORDS= 1500 |
Component 1 subtotal: | 20 | |
Component 2 subtotal: | 80 | | | |
Module subtotal: | 100 | | | |
2022/3, Trimester 2, Face-to-Face, Edinburgh Napier University
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Occurrence: | 002 |
Primary mode of delivery: | Face-to-Face |
Location of delivery: | MERCHISTON |
Partner: | Edinburgh Napier University |
Member of staff responsible for delivering module: | James Mavor |
Module Organiser: | |
Learning, Teaching and Assessment (LTA) Approach: |
The workshop’s main purpose is to support the student as they begin to master the screenwriting form, develop craft skills and technique and develop their own talent, ambition and ‘voice’.To this end, students develop a number of short projects in the course of 12 weekly workshops. Some of these three hour sessions will be a combination of tutor-led seminar discussion and input from Visiting Lecturers or guest speakers (e.g. a pitching session). Students are formed into smaller groups to develop the projects and give peer review. This process is carried on beyond the weekly workshop by email, Virtual Learning Environment and Facebook. The process is structured to deliver the LO’s: the initial selection of the project encourages self-reflective and critical skills, the project is developed in collaboration with fellow students and various drafts develop the student’s critical and analytical and contextual intellectual skills. The final assessment is accompanied by a Critical Journal which encourages the student to look back over their creative process and to look forward to their learning goals in the next workshop module, Script Workshop 2.Occasionally, the workshop sessions are interspersed with visits from guest speakers – professional writers, producers and script developers - who will sometimes work alongside the students in set exercises or work-shops to develop specific aspects of the craft, e.g. character, dialogue or pitching. These events may occur out with the timetabled class.Embedding of employability/ PDP/scholarship skillsThe module promotes development of written and oral communication skills, team work, self-reliance, time-management, independent thinking and problem solving. The reflective essay forms part of the student’s ongoing PDP throughout the year. Scholarship is developed through recommended reading and independent learning. Assessment (formative and summative)Formative assessment is given throughout by t
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The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.
|
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.
|
Student Activity (Notional Equivalent Study Hours (NESH)) |
Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
Face To Face | Supervised time in studio/workshop | 36 |
Independent Learning | Guided independent study | 162 |
Face To Face | Seminar | 2 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
Assessment |
Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
Portfolio | 80 | LO1,LO2,LO3,LO4 | 12 | HOURS= 0, WORDS= 0 |
Reflective Log | 20 | 5 | 11 | HOURS= 0, WORDS= 0 |
Component 1 subtotal: | 80 | |
Component 2 subtotal: | 20 | | | |
Module subtotal: | 100 | | | |