Course Catalogue

The programme aims to provide a comprehensive and challenging programme of study for learners - intellectually, technically, artistically and vocationally. Specifically, it will develop:

· detailed operational and technical skills in a broad range of applications of Filmmaking and Creative Technologies

· an understanding of, and ability to apply in a theoretical and practical sense, the underlying theories of filmmaking, including pre-production, production and post-production, in the design and development of films and other visual media

· an understanding of, and ability to apply appropriately, the creative and artistic considerations inherent in a sympathetic and appropriate use of technology

· the capacity to analyse and articulate processes, products and the relationship between the two within the Film, Television and contemporary Creative Media industries

· interpersonal skills, team working methodologies and an understanding of Filmmaking within the wider framework of the entertainment industries

· knowledge and skills that enable students to achieve sustained employment in the film, television, media and wider entertainment industries

This programme seeks to engender in students an understanding of the inextricable relationship between theory and ideas, craft skills, business and enterprise and their synthesis in arts practice. These elements can exist in a tension with one another, but it is in the resolution of those tensions that truly creative and dynamic practices emerge. The programme aims to produce graduates who are sophisticated in their understanding of creative dynamics across different platforms and media.

It is with recognition of the complicated relationships in arts practice that the learning on this programme addresses four essential areas as follows:

Vocational Preparation and Application
This area comprises:
• Professional standards
• Development and application of craft skills
• Self-reflection and personal planning
• Evaluation of practice

Knowledge and understanding of business and enterprise in the Creative Arts
This area comprises:
• The economies of the performing arts
• Project planning
• Business and financial strategies and planning

Critical Context
This area comprises:
• The social and theoretical context of media
• The histories of styles and conventions, and their impact on contemporary practice

Reasoning and Inquiry
This area comprises:
• Problem solving and the use of evidence to understand or justify
• Reasoning, inquiry, and investigation

The programme structure explicitly develops these areas distinctly but interweaves and connects them so that ultimately a complete synthesis of understanding and application of skill emerges. Core curriculum modules introduce a broad range of contemporary subjects at levels 4 and 5. These modules allowing significant exploration and inquiry, before allowing students to elect and specialize in substantive modules in their final year.

A key strategy for this programme is to acknowledge and exploit the contemporary media landscape. Our relationship with media and information is being transformed and the pedagogic approach addresses this.

Emphasis will be placed upon informal small group learning and project-based challenges. The teacher as provider of information has been replaced by a role as curator and co-researcher working alongside students. The programme will encourage autonomous learning by building up information and learning resources which will facilitate individual students to accelerate independently their development of ideas, skills, and knowledge.

The assessment has been designed holistically so students are required to make connections between different assessments and discover synergies and relationships between parts of the curriculum through collaborative projects.

Feedback and Assessment Planning
As part of our commitment in preparing students for work, assessment and feedback is framed as part of the landscape of work. We encourage students to understand how in a professional context achievement is measured and critique is used. This perspective brings to the front the importance of what people say and how to listen and the standing of work in the context of a peer environment. We place less emphasis on grades and more on qualitative comment.

We operate an approach to feedback, which involves the provision of feedback without marks to emphasize our broad principle of listening to what people say. Grades are subsequently provided alongside formative feedback.

This programme has an integrated approach to assessment, with an end of year summative ‘Project’ element which encourages students consolidate their progress and learning through creative output, and in turn prepare for the subsequent year or for entering the world of work.

The learning environment for this programme is entirely work related. Skill development is benchmarked consciously against industry needs and students are asked to reflect and comment on this in assessment. Two designated periods of project-based learning are either professional or industry simulations or actual work placements where these can be secured.