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Cleveland College of Art & Design FdA Creative Film & Moving Image Production Programme Handbook 2013-2014 1


FdA Creative Film & Moving Image Production Programme Handbook 2013-2014 Your Programme Handbook provides you with a range of essential information that you will receive during your time at the College. It can be accessed as an online or paper copy through the VLE. The information contained in this Handbook is, as far as possible, accurate and up to date at the time of production. The express permission of Cleveland College of Art & Design must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.


FdA Creative Film & Moving Image Production Programme Handbook 2013-2014 Contents

1. Your Programme 1.1 Programme General Description page 4 1.2 Programme Structure page 5 1.3 Programme Module Diagrams page 7 1.4 Learning Outcomes and Assessment Criteria page 8 1.5 Educational Visits page 11

2. Learning and Teaching 2.1 Learning and Teaching Overview page 12 2.2 Learning and Teaching Methods page 13 2.3 Personal Development Planning (PDP) page 15

3. Assessment 3.1 Assessment and Feedback page 17 3.2 Awards Marking Criteria page 18 3.3 Awards and Progression page 20 3.4 Submission and Late Submission of Work page 20 3.5 Mitigating Circumstances and Appeals page 21 3.6 Academic Misconduct page 22 3.7 Academic Regulations page 23

4. Modules 4.1 Level 4 Modules page 24 4.2 Level 5 Modules page 43


1. Your Programme 1.1 Programme General Description The FdA in Creative Film & Moving Image Production is sponsored by Kodak, Arri GB, Vue Cinema and recognised by Equity. The FdA provides an exciting learning experience in a professional environment making short drama and documentary and experimental films, as well as a range of negotiated and self-defined projects and client work. This supports the production of a show-reel of original work, applicable to a wide range of platforms, including the gallery, cinema, broadcast media, and the web. The programme is delivered by a team of specialists and industry contributors, designed and written to reflect the Skillset Occupational Standards for the Media Industry. Our reputation for professionalism and high standards means our graduates can be assured that their experiences will be recognised and valued by employers. Working on both 16mm film and digital video, including HD, the output of the programme is varied, highly creative and to broadcast standards. Throughout your programme your tutors will be in close contact with each other, and will work with you across all aspects of your programme to encourage communication, good working relationships and the integration of theory and practice. Should you experience problems in contacting any of your module tutors, please inform your Programme Leader. What will I study? … Level 4 modules provide students with an introduction to the disciplinary culture of Creative Film & Moving Image Production. It enables students to acquire a foundation of concepts, techniques and processes through which they can begin to develop the knowledge and understanding, intellectual, practical and transferable skills that will be explored and further developed throughout the programme. Student work at this Level is generally tutor led, although students do have choice through their direction and interpretation of assignment briefs. During Level 5, students are encouraged to take a more active and independent role in their personal development. At this Level students deepen their subject knowledge, experience and associated skills through developing individual areas of interest within the creative aspects of digital and analog moving image production. Product and client/market awareness are integrated and extended through a range of live assignments that will enable the student to identify their future career goals in preparation for professional practice. How will I be assessed? … The programme is modular and assessment takes place on a continuous basis to enable progression from Level 4 to Level 5. Students undertake intellectually challenging work involving in-depth study. At Level 5, students are expected to display an increasingly independent approach to learning.


What are the job opportunities? … Progression routes are varied and your portfolio will be tailored to suit your personal choices. There is a natural progression to level 6 study here at CCAD where you can obtain BA (Hons) in Creative Film & Moving Image Production, but you may also opt to study at another suitable institution. For graduates wishing to enter the workplace as freelancers or employed, there are natural links with Scriptwriting; Production Management; Camera Operator; Sound; Lighting; Post -production; Installation and experimental work; Credit sequences; Music Promos; Distribution and Training. Further graduate training can be found via Skillset and Northern Film & Media 1.2 Programme Structure The programme structure consists of two Levels (4 and 5), each of which has a specific focus of development and assessment. Each Level is made up of a group of modules that you will have to study and pass so that you can accumulate the required number of learning credits you need to progress and achieve your final award. Level 4 – Foundation and Orientation Modules

Introductory Professional Studies 20 credits Introductory Contextual Studies 20 credits Production Skills 20 credits Scriptwriting 20 credits Location Documentary/Drama 20 Credits Professional/Live Project 1 (WRL) 20 Credits

Level 5 – Development and Exploration Modules

Professional Studies 20 credits Contextual Studies 20 credits Creative Production 20 credits Professional/Live Project 2 (WRL) 20 credits Work-Related Learning/Final Project (CF&MIP) 40 credits

Both Levels have learning outcomes and assessment criteria that demonstrate the progressive development of students throughout the programme. A combination of 20 credit and 40 credit modules has been designed to ensure that your assessment load is manageable and that the focus is on the learning process supported by regular formative feedback. The modular structure of the programme provides a clear framework for assessment and progression, with an effective system of credit accumulation that enables you to gain appropriate recognition for all learning undertaken and to accumulate credits towards recognised qualifications.


Level 4 120 Level 4 credits and the possible award of a Certificate of Higher Education

Level 5 120 Level 5 credits and the possible award of Foundation Degree (FdA)

On successful completion of the programme, students can apply to progress to Level 6 of an appropriate BA (Hons) at Cleveland College of Art & Design or another appropriate institution.

Your overall classification for your Foundation Degree will be based on the marks from Level 5 modules only. All Level 5 modules studied for the FdA award will be included. The overall grades are: Distinction 70% - 100% Merit 60% - 69% Pass 40% - 59%


1.3 Programme Module Diagrams

Stage/Level 4(1) – Year 1 Full-time

20 credits INTRODUCTORY PROFESSIONAL STUDIES

20 credits INTRODUCTORY CONTEXTUAL STUDIES

20 credits PRODUCTION SKILLS

20 credits SCRIPTWRITING

20 credits LOCATION DOCUMENTARY/DRAMA

20 credits PROFESSIONAL/LIVE PROJECT 1 (WRL)

Stage/Level 5(2) – Year 2 Full-time

20 credits PROFESSIONAL STUDIES

20 credits CONTEXTUAL STUDIES

20 credits CREATIVE PRODUCTION

40 credits

WORK-RELATED LEARNING/ FINAL PROJECT (CFMIP)

20 credits

PROFESSIONAL/LIVE PROJECT 2 (WRL)


1.4 Learning Outcomes and Assessment Criteria The aim of your programme is to help you to develop the knowledge and understanding, personal attributes and essential skills that will equip and prepare you for continuing personal development and professional practice, with a particular emphasis on the skills of employability. Learning outcomes describe what you should be able to understand, know and do at a defined stage of your programme, or within a module. They also help you to understand what you need to know (knowledge and programme content), how you can learn it (learning and teaching strategies) and how well you have learnt it (assessment). Therefore, explicit learning outcomes encourage you to take a more active, student-centred approach to learning and assessment. Each learning outcome has a linked assessment criteria, which indicates the evidence you need to provide so that your achievement of the learning outcome can be assessed. The learning outcomes and assessment criteria are divided into four main headings: Knowledge and understanding - what you will be expected to know and understand about the content of your subject. Cognitive and intellectual skills - thinking skills, eg. analysis, generating ideas, problem-solving. Practical and professional skills - doing skills, eg. presentation, technical processes, using materials and equipment, professional practice. Key transferable skills - essential skills that can be transferred between activities, eg. communication, numeracy, use of IT, learning how to learn. The learning outcomes and assessment criteria for your programme are given below, and you will notice that they become more challenging as you progress from Level 4 to Level 5. The assessment criteria are highlighted in red below each learning outcome. Level 4 Learning Outcomes On successful completion of Level 4, you will be able to: Knowledge and Understanding

Describe, explain and use key elements of knowledge and key concepts of creative film and moving image production in defined contexts Evidence of key elements of subject knowledge

Identify, explain and apply selected research methods in defined contexts Evidence of relevant research methods

Generate a range of ideas in defined contexts Ability to generate a range of ideas


Cognitive/Intellectual Skills Gather, describe and apply research from a defined range of primary and

secondary sources Guided application of research

Justify the development of ideas in defined and limited contexts Evidence of ideas development

Recognise the changing nature of knowledge and concepts relevant to creative film and moving image production Ability to recognise the provisional nature of knowledge

Apply defined methods to problem-solving and begin to appreciate the complexity of associated issues Evidence of problem-solving

Practical/Professional Skills

Apply a specified range of practical, technical and professional skills relevant to creative film and moving image production in defined contexts, observing relevant Health & Safety guidelines and ethical considerations Application of practical, technical and professional skills

Demonstrate the application of a range of materials, equipment and technologies relevant to creative film and moving image production in defined contexts Application of materials, equipment and technologies

Identify and use a range of presentation methods in defined contexts Ability to present work

Operate with limited autonomy under direction or supervision within defined guidelines Evidence of limited professional practice

Key Transferable Skills

Identify and apply a range of approaches to learning, reflecting own learning strengths and needs Evidence of a range of learning strategies

Meet assessment deadlines Evidence of time-management

Identify and articulate personal skills, abilities, interests and motivations and relate these to career opportunities in creative film and moving image production Awareness of career opportunities

Identify and use oral, written and visual communication skills appropriate to the context Evidence of communication skills

Apply numeracy skills for measurement and simple calculations in defined contexts Evidence of appropriate numeracy skills

Use appropriate IT skills in defined contexts Evidence of appropriate IT skills

Engage in a range of activities to develop approaches to learning and working both individually and in co-operation with others Evidence of working individually and in co-operation with others


Level 5 Learning Outcomes (these are also the overall programme learning outcomes) On successful completion of Level 5, you will be able to: Knowledge and Understanding

Extend and critically analyse subject knowledge of creative film and moving image production in its application to a range of activities Evidence of extended subject knowledge

Select and apply appropriate research methods with increasing independence Ability to select appropriate research methods

Demonstrate increasing responsibility for generating ideas in the context of negotiated briefs and/or professional practice Ability to generate and negotiate ideas

Cognitive/Intellectual Skills

Analyse, apply and interpret research from a variety of primary and secondary sources Increasingly independent interpretation of research

Identify an individual focus for the development of ideas in a range of contexts Evidence of an individual focus for ideas development

Apply an enquiring approach to the changing nature of knowledge and concepts relevant to creative film and moving image production Evidence of intellectual enquiry

Integrate and apply links between theory and practice to the resolution of problems Evidence of linking theory to practice in problem-solving


Select and apply a range of practical, technical and professional skills relevant to to creative film and moving image production in situations of varying complexity and predictability, observing relevant Health & Safety guidelines and ethical considerations Increasingly independent application of practical, technical and professional skills

Use appropriate materials, equipment and technologies relevant to creative film and moving image production with increasing confidence and competence Increasingly independent application of materials, equipment and technologies

Select and apply professional presentation methods appropriate to a range of contexts Ability to present work professionally

Operate with increasing independence and a reduced need for direction or supervision within defined guidelines Evidence of increasingly independent practice


Select, apply, reflect upon and evaluate appropriate approaches to learning in the management of own work on an increasingly independent basis to support lifelong learning Ability to manage own work with increasing independence


Demonstrate a realistic match between career opportunities in in creative film and moving image production and personal aptitudes, interests and motivations Evidence of matching career opportunities to personal attributes

Develop, evaluate and apply oral, written and visual communication skills appropriate to the context Evidence of appropriate communication skills

Demonstrate numeracy skills for measurement and calculations in more complex contexts Evidence of effective numeracy skills

Use a range of specialist IT software appropriate to in creative film and moving image production Evidence of appropriate IT skills

Develop individual working skills and effectively co-operate with others Evidence of effective individual work and co-operation with others

1.5 Educational Visits Throughout your programme, we will be organising a number of educational visits to exhibitions, museums, galleries, trade shows, etc. These visits are an integral part of your programme and are highly recommended, as they will enhance your learning experience, knowledge and awareness. They provide excellent opportunities for research and to make contact with potential employers. Educational visits are organised in advance to give you time to budget accordingly and to let you know about costs and timings. It is important that you attend any visit that you have agreed to participate in. All educational visits must be paid for in advance by the specified deadline. Any student who withdraws from a visit at short notice may be required to pay in full.


2. Learning and Teaching 2.1 Learning and Teaching Overview Your programme has been designed to give you a clear and logical learning experience, which encourages you to take an active part in the learning process. Each Level of the programme has explicit learning outcomes that indicate the range of your knowledge and understanding, cognitive and intellectual skills, practical and professional skills and key transferable skills. The programme helps you to develop the ability to plan, manage and evaluate your learning, which is vital to the process of you being able to take more responsibility and to become more independent. It also encourages you to take a more questioning approach, so that you can start to problem-solve with increasing confidence in your own judgements. Formative feedback throughout modules helps you to recognise the progress of your own learning, and to identify your individual strengths and areas for development, based on feedback from your tutors, other students, and your own self-evaluations. Level 4 - Foundation and Orientation Level 4 provides you with an introduction to the concepts, skills and knowledge associated with your subject area. You are given an appropriate level of tutor guidance within Directed Teaching Sessions, but you are also expected to develop your skills during Independent study time. Regular tutorials help to support you in developing independence as a learner. Formative feedback, both verbal and written, is used by tutors to provide you with a clear indication of your progress, and formative self and peer evaluation is used to help you to develop your critical and evaluative abilities. Level 5 - Development and Exploration The learning and teaching strategies used in Level 5 encourage you to take a more active involvement in your personal development. You are provided with opportunities to extend your subject knowledge and associated skills, and to study specific areas in greater depth. As you progress through Level 5, you are able to focus increasingly on your individual areas of interest and specialism. This is determined through the Learning Agreement, in which you can negotiate routes of research, development and realisation. Throughout Level 5, work-related learning and work experience enable you to develop your professional practice and experience of working in a commercial context. Increased levels of formative self and peer evaluation, in conjunction with the Learning Agreement, help you to take more responsibility for your learning.


2.2 Learning and Teaching Methods A variety of methods is used to help you to engage with your learning, both by you as a student and by your tutors – the range of these methods is described below. Timetabled Teaching Sessions Your student timetable clearly indicates the teaching sessions that have been arranged for you across the modules that you are studying. All timetables for the academic year are included in the Module Guide for the Level you are studying (available on the VLE). Within your teaching sessions, you will take part in a variety of activities that will help you to learn and develop as appropriate to each module and assignment. Specific learning and teaching strategies used in teaching sessions can include: Projects and assignments - covering a range of learning areas Tutorials - for appraisal and development as an individual or in groups Critiques - to provide formative feedback and to develop your presentation skills Lectures - formal and informal Seminars - discussions that develop your critical responses Demonstrations - practical and workshop-based activities Enhancement activities - visiting speakers, educational visits, workshops Independent Study In addition to teaching sessions, the development of your skills and knowledge requires extra individual input defined as independent study. This will appear on your timetables and is an important part of the learning hours required for each module. During these periods, tutors are not timetabled to teach you, but technician/demonstrators and Library staff are available to help you to undertake research and the development of ideas and practical work. It is your responsibility to make good use of independent study time and the facilities available. It is essential that you access the specialist workshops during this time to develop your skills with materials, equipment and processes. The College's opening times and access to resources are intended to provide extra opportunities for you to benefit from your studies and to achieve your goals. Tutorials Tutorial support is available throughout your programme of study. Tutorials are arranged so that you can discuss your work, progress and assessment, or any personal issues with your tutors on a confidential basis. Each student has a designated Personal Tutor, who arranges the timing of tutorials throughout the year. You can also request additional tutorials if appropriate, particularly if you need to discuss any personal issues that may be affecting your studies. There are three types of tutorial: Individual Academic Tutorials - These are organised to discuss your academic progress with your Module Tutor or Personal Tutor in confidence on a one-to-one basis. Occasionally, there may be more than one tutor present as circumstances require.


Group Academic Tutorials - These take place with tutor(s) and groups of students to discuss assignments, overall progress and key themes concerning the programme. Personal issues and individual progress are not discussed in group tutorials. Pastoral Tutorials - These are organised for individual students as required to discuss any personal issues or concerns with your tutor on a confidential basis. It is not always possible for tutors to advise on personal issues, but you can be referred to the appropriate Student Services, who are trained to deal with pastoral concerns. Assignments A strategy based on practical and/or written work, ranging from staff-initiated activities at Level 4, and leading progressively to increasingly student-led activities at Levels 5 and 6. Live Assignments An assignment negotiated between a tutor and a relevant external agency, providing an opportunity for you to work within the constraints of a commercial brief. Live assignments can also include competitions and awards. Projects An activity initiated by you as a student in which the emphasis is on student-centred learning. The tutor acts as a supervisor, negotiating the choice of topic with you through the Learning Agreement and supporting you through the project, which can be undertaken on an individual basis and/or in groups. Lectures A structured presentation of ideas, concepts and content knowledge by academic staff and visiting lecturers to groups of students, followed by feedback, questions and answers. Seminars A group activity involving the open discussion and analysis of topics. Seminars may be tutor-led or student led and can include short presentations. Group Critiques These involve all students in presenting and discussing work with tutors and the peer group within modules, giving you the opportunity to evaluate and respond to feedback. Workshops Specific activities within specialist modules that provide the skills required for assignments and can be delivered by tutors and/or technician/demonstrators. Technical and practical skills are developed in a range of techniques, processes and materials relevant to your area of study and specialism. Educational Visits Educational visits to a range of external venues provide opportunities for you to broaden your field of research and knowledge related to your area of study. You will be given information about your programme’s planned educational visits throughout the academic year.


Learning Agreements As you progress through the programme, there are increasing opportunities for you to negotiate your own learning. Learning Agreements are introduced at Level 5 as a mechanism to support you in defining your individual learning in the context of the programme. Within the Learning Agreement, you will outline how you intend to fulfil the module aims and outcomes and how you plan to achieve this. This enables you to vary the work you produce according to your own personal and professional goals and aspirations whilst meeting the specified aims and learning outcomes of the module. At Level 6, you are expected to use the Learning Agreements for your Minor Project and Final Major Project. The Learning Agreements contribute towards evidence of your Personal Development Planning. Work Experience Work experience refers to any optional period of industrial, professional or commercial experience arranged with an employer or external agency as part of the programme. It can be an invaluable aspect of your development, providing you with the opportunity to put your knowledge and skills into a professional context and to give you a realistic view of employment. You are encouraged to participate in work experience that will suit your individual interests and circumstances. The majority of work experience is unpaid, but can provide invaluable professional contacts and potential future employment opportunities. Your tutors will help you to find appropriate work experience, but you will be expected to take responsibility for the details of organisation, including travel and accommodation if appropriate. You can find more information about work experience in the Work Experience Student Handbook, which you can access on the VLE. E-learning The integration of IT into learning and teaching embeds the use of appropriate technologies, including the Virtual Learning Environment (VLE). The VLE gives you flexible access to information and documentation about your programme and related study materials both in and outside of the College environment. Examples of items featured on the VLE include programme documents, hyperlinks to important websites, discussion forums, PowerPoints and research tools. The VLE provides a link to the College's interactive Study Skills Website, which enables you to access guidance in researching and producing written work. The interactive nature of the website helps you to access information that is relevant to your study needs whenever you need it. 2.3 Personal Development Planning (PDP) Personal Development Planning [PDP] is a process that will give you the opportunity to plan and reflect on your learning and development throughout your programme in preparation for future professional practice. PDP will help you to measure and monitor your academic and professional progress based on your own self-evaluations, and on feedback from tutors, peers and interaction with potential clients (eg. within live assignments). It will also help you to develop a range of skills and information that will contribute towards the development of independent learning and employability. PDP will be evidenced in a range of assessment components, eg. Learning Agreements and self-evaluations, and supported by tutorial records and written feedback.


PDP will benefit you by: Providing a clear overview of your studies Helping you to reflect critically on your progress and performance Enabling you to become more independent Encouraging you to take an active role in your learning and career development Providing you with opportunities for self-evaluation, forward planning and working

towards the achievement of personal goals Enhancing your opportunities for learning and development


3. Assessment 3.1 Assessment and Feedback The purpose of assessment is to measure the outcomes of your learning, in terms of the knowledge, understanding and skills you have demonstrated. It is a process that confirms your level of achievement against the learning outcomes of each module. During the programme, your work will be assessed on a continuous basis, allowing your progress to be carefully monitored. Assessment takes place in a variety of ways and provides you with regular and constructive feedback, both verbal and written, to help you to take increasing responsibility for your own learning. Formative Feedback This provides supportive, constructive and diagnostic feedback throughout assignments and modules, and helps you to identify your progress and what you need to do so that you can improve the quality of your work before you hand it in for assessment. Summative Assessment Summative assessment takes place at the end of a module, after you have handed in the work you have been asked to do. The work required for each module, and the dates and arrangements or submitting it, will be clearly indicated on your assignment briefs. After submission, your work will be marked against the learning outcomes of each module. Following the summative assessment of your work for each module, you will be given a copy of your summative assessment feedback sheet that will indicate your final mark and written feedback about your performance. You will normally receive this summative feedback within 4 academic weeks of the summative assessment deadline for each module. For an explanation of the summative mark you have achieved in each module, you can refer to the Awards Marking Criteria. To pass a module, you must achieve all of the learning outcomes with a minimum mark of 40%. Students should note that any feedback given prior to an Assessment Board is for the purposes of advice and guidance and to assist your learning and development. References to standards and marks are entirely provisional and subject to confirmation following validating body procedures. Summative marks are not final until they have been confirmed by the Assessment Board. Internal Moderation This is the process through which students’ work is marked by more than one tutor to ensure the standard and consistency of marking decisions. Assessment decisions are then discussed by the relevant members of staff and a final mark is agreed. Assessment Criteria Assessment criteria are indicated on every assignment brief and module specification (in your Module Guides) and indicate the evidence you need to provide against each learning outcome.


3.2 Awards Marking Criteria

FdA AWARDS MARKING CRITERIA LEVEL 4 The information given below gives an example of the code of practice applied to modular marks within Level 4.

Description % Mark

Work of an exceptional quality based on wide-ranging research that is initially tutor led, but is progressed by substantial self-directed enquiry. There is a very clear insight, understanding and application of taught ideas and content, and a highly developed ability to analyse and synthesise material in visual and written forms. Taught skills demonstrate an exceptional level of competence, and the presentation of work is exemplary.

98

95

92

Distinction

70% - 100%

Work of a distinguished quality based on wide-ranging research that is initially tutor led, but is enhanced by self-directed enquiry. There is a clear insight, understanding and application of taught ideas and content, and a very well developed ability to analyse and synthesise material in visual and written forms. Taught skills demonstrate a very high level of competence, and the presentation of work is excellent.

88

85

82

Work of an excellent quality based on wide-ranging research that is initially tutor led. There is a clear insight, understanding and application of taught ideas and content, and a well developed ability to analyse and synthesise material in visual and written forms. Taught skills demonstrate a high level of competence, and the presentation of work is of a very high standard.

78

75

72

Work that clearly demonstrates all qualities listed below, but which indicates a greater ability to analyse and synthesise.

68

Merit

60% - 69%

Work of a high quality that is based on tutor directed research. There is a clear understanding of taught ideas and content, and a very sound ability to analyse and synthesise material in visual and written form. Taught skills demonstrate competence and the work is well presented.

65

Work that contains many of the above qualities, but where the ability to analyse and synthesise is less developed. 62

Work that clearly demonstrates all qualities listed below, but which contains an increased ability in skills and analysis. 58

Work of a sound quality, based on adequate research. Taught ideas and content are understood, but the understanding lacks complexity. There is an ability to analyse and synthesise material in visual and written form at a reasonable level. Taught skills and presentation are applied satisfactorily.

55

Pass

40% - 59%

Work that demonstrates many of the above qualities, but which indicates a degree of weakness in analytical and competency skills.

52

Adequate and suitably organised work that demonstrates an acceptable level of the development of taught skills, presentation and analytical work and a satisfactory level of understanding and practical ability.

48

Work of a basic, but adequate quality, based on mainly tutor led research. There is some misunderstanding of taught ideas and content. There is sufficient ability to analyse and synthesise information in visual and written form. Work needs to be more consistent and with greater attention to detail. Taught skills are applied, although some areas require development. Presentation is adequate.

45

Work of a basic, but acceptable quality, indicating a lack of ability to analyse and synthesise information. Presentation is weak. Taught skills require development.

42

Work submitted does not cover the basic requirements of the Level 4 modules. Elements of the work required may not have been submitted. There is limited understanding of taught ideas and concepts. Application of taught skills and presentation are poor. There is limited evidence of research.

32-38

Fail

Work submitted does not cover the basic requirements of the Level 4 modules. Elements of the work required may not have been submitted. There is very limited understanding of taught ideas and concepts. Application of taught skills is limited and presentation is very poor. There is very limited evidence of research.

22-28

Work submitted does not cover the basic requirements of the Level 4 modules. Elements of the work required may not have been submitted. The work submitted is of extremely poor quality. There is minimal understanding of taught ideas and concepts. Application of taught skills is incompetent and presentation is extremely poor. There is little or no evidence of research.

2-18

No work submitted. 0


FdA AWARDS MARKING CRITERIA LEVEL 5 The information given below gives an example of the code of practice applied to modular marks within Level 5.

Description % Mark

Work of an exceptional quality based on extensive and increasingly independent research. There is a very clear

insight, understanding and application of ideas, skills and content from both taught sources and independent study. There is a highly developed ability to analyse and synthesise material in visual and written forms. Taught skills, enhanced by self-directed exploration, demonstrate an exceptional level of competence and innovation, and the presentation of work is exemplary.

98

95

92

Distinction

70% - 100%

Work of a distinguished quality based on extensive and increasingly independent research. There is a clear insight, understanding and application of ideas, skills and content from both taught sources and independent study. There is a very well developed ability to analyse and synthesise material in visual and written forms. Taught skills, enhanced by self-directed exploration, demonstrate a very high level of competence and innovation, and the presentation of work is excellent.

88

85

82

Work of an excellent quality based on extensive and increasingly independent research. There is a clear insight,

understanding and application of ideas, skills and content from both taught sources and independent study. There is a well developed ability to analyse and synthesise material in visual and written forms. Taught skills, enhanced by self-directed exploration, demonstrate a high level of competence and innovation, and the presentation of work is of a very high standard.

78

75

72

Work that clearly demonstrates all qualities of a Merit, but which indicates greater insight and innovation. 68

Merit

60% - 69%

Work of a high quality, based on wide-ranging and increasingly independent research. There is a clear understanding and application of ideas, skills and content from both taught sources and independent study, appropriate to the visual and written representation of the subject. There is a well motivated consistency of personal practice and well developed abilities to think analytically and/or critically and synthesise material. There is evidence of innovation gained through increasingly independent insight. The work is well presented.

65

Work that contains many of the above qualities, but where the analytical and/or critical judgement is less developed

and there is less insight and innovation. 62

Work of the qualities of a Pass, but which contains a greater degree of critical analysis and insight. 58

Pass

Work of a sound quality that is based on adequate, mainly tutor led research. There is an adequate understanding and application of taught ideas, skills and content appropriate to the subject and to its visual and written representation. Personal practice is reasonably sustained, but needs tutor input. There is a modest degree of analytical thinking and synthesis. There may be some innovation, but the work tends to be routine and with some lack of insight. The work is reasonably presented and there are no serious omissions or irrelevancies.

55

40% - 59% Work that demonstrates many of the above qualities, but which contains less analytical thinking and limited insight. 52

Adequate and suitably organised work that demonstrates a reasonable level of the development of taught skills,

ideas of presentation, and a satisfactory level of understanding and practical ability. 48

Work of a basic, but adequate quality and quantity based on limited and heavily directed research. The work is appropriately organised and presented, but there may be some misunderstanding of taught ideas, skills and content. Work shows a limited ability to select relevant information and there may be some omissions. Personal practice is inconsistent and mainly tutor directed.

45

Work is of a basic, but acceptable quality, lacking appropriate levels of understanding, presentation and the ability to

synthesise information. 42

Work submitted does not cover the basic requirements of the Level 5 modules. Elements of the work required may not have been submitted. The work submitted is of a poor quality. There is limited understanding and application of taught ideas, skills and concepts. Presentation is poor. There is limited evidence of research, analysis and integration of ideas.

32-38

Fail

Work submitted does not cover the basic requirements of the Level 5 modules. Elements of the work required may not have been submitted. The work submitted is of a very poor quality. There is a very limited understanding and application of taught ideas, skills and concepts. Presentation is very poor. There is very limited evidence of research, analysis and integration of ideas.

22-28

Work submitted does not cover the basic requirements of the Level 5 modules. Elements of the work required may not have been submitted. The work submitted is of an extremely poor quality. There is minimal understanding and application of taught ideas, skills and concepts. Presentation is extremely poor. There is little or no evidence of research, analysis and integration of ideas.

2-18

No work submitted. 0


3.3 Awards and Progression Your progression from one Level of your programme to the next will depend on the successful completion of all modules in each Level. You will need to pass all of the modules at each Level to progress or to achieve your final award. Publication of Results At the end of each year, following the Assessment Boards, you will be informed of your results through e-vision, which is an electronic system for the reporting of marks. Towards the end of your first year of study you will be allocated a log-in password and details of how to access e-vision. Please note that this password will last for the duration of your studies and you will need to remember it. If you experience any difficulties accessing e-vision please contact the General Office on 01429 422000. 3.4 Submission and Late Submission of Work

For all of your modules, you will be assessed on the work that you have produced and that you submit at the end of each module. There are no final examinations at the end of modules. You will be given clear guidelines within your modules about how, when and where you need to submit work for assessment. If you are in any doubt about these arrangements, please make sure you contact the relevant Module Tutor as soon as possible. You must attempt all assessments at the first opportunity. You must do each assessment (course work, essay, project, report, etc.) for every module. You should do this even if you don’t think you can fully complete them. You do not have an automatic right to resit or to repeat a year of study. An Assessment Board (which meets at the end of the academic year to look at all your marks) will decide whether you can resit or repeat study. The Assessment Board will take into account whether you have attempted all assessments. It is much more likely to give you an opportunity to take resits or repeat study if you have attempted all assessments. It is less likely to give you this opportunity if there are some assessments which you did not attempt at the first opportunity. All work for assessment must be handed in on time. In some circumstances students can apply for a 7 day extension. This is referred to as Extension to Assessment Deadline, and must be agreed officially with your Programme Leader. In exceptional circumstances requests can be made for a longer extension but this must be approved by the relevant Head of School - please speak to your Programme Leader about the process for applying for this extension. These applications must be supported by relevant documentary evidence such as a doctor's note.


For circumstances which are beyond a student's control and may have significantly affected their performance in assessment, a student may apply for Mitigating Circumstances. Please see section 3.5 (below) on Mitigating Circumstances. If you are unclear about this information or feel you are at risk of not being able to attempt any assessment you should contact a member of academic staff (Module Tutor, Personal Tutor or Programme Leader) for further advice before the hand-in date as there are a variety of ways in which support can be given. 3.5 Mitigating Circumstances and Appeals Cleveland College of Art & Design has a policy regarding Appeals and Mitigating Circumstances. This will be explained by your Personal Tutor if required, and further information is available through your Programme Leader. Mitigating Circumstances Mitigating Circumstances is defined by the College as circumstances outside of the control of the student that have significantly affected performance in any summative assessment. The College’s intention is, wherever possible, to support you in completing your programme of study. It recognises that there may be times when you, through unforeseeable and unpreventable circumstances, find that you are unable to perform in an assessment to the full extent of your abilities. Examples of these situations may include:

Long term illness or injury (not including short term viral infections for example)

Family crisis Private legal issues

If you are unable to complete work for an assessment owing to such circumstances, this procedure may be applicable to you, and the Mitigating Circumstances Regulations enable you to request that your situation is taken into consideration. You are expected to have taken reasonable steps to ensure that you could not have prevented the circumstances from taking place. It is your responsibility to notify the College, through your Programme Leader, of any Mitigating Circumstances, which you feel will affect, or may have affected, your performance in any summative assessment. Remember, any application you make has to be approved by the Mitigating Circumstances Board and if your application does not meet the criteria then Mitigation may not be granted. An application for Mitigating Circumstances is only one of the support mechanisms available to you. There are other options for you to consider, therefore it is important that you discuss your situation with your Programme Leader who will be able to provide guidance on the most appropriate course of action. Where you are unable to meet the deadline for an assessment, then an extension may be the better option for


you. In circumstances which are likely to affect your progress over a longer time period, you may be advised to suspend your studies until the circumstances no longer have an impact on your studies. Appeals Under the Academic Regulations, students are able to appeal against marks only if there is proof of academic irregularity. You cannot appeal against a summative assessment mark if you merely do not agree with it. If you think that you have grounds for an appeal please contact the Academic Registrar through the General Office on 01429 422000. 3.6 Academic Misconduct Academic misconduct is treated very seriously by the College. It is defined as any activity or attempted activity which gives an unfair advantage to one or more students over their peers. To ensure that students are treated fairly and equitably, academic misconduct is divided into the following three types: Academic Negligence This is regarded as the least serious offence and covers first-time minor offences. It includes plagiarism that is small in scale, not related to the work of other students, and which is considered to have resulted from ignorance or carelessness. Academic Malpractice This covers extensive paraphrasing of material with no acknowledgement of the source, systematic failure to reference, submitting work which has already been submitted for another assignment and subsequent cases of Academic Negligence. Academic Cheating This is regarded as the most serious offence and covers plagiarism in dissertations and final year projects, collusion with other students, theft, commissioning/purchasing work, falsification of results/data, and all assessment irregularities. Work submitted by students may be checked by the College using electronic systems that assist in the prevention and detection of plagiarism. Cheating may be defined as engaging in any action with the intent of gaining an unfair advantage over other students taking the same assessment. Plagiarism may be defined as the deliberate and substantial incorporation of anothers work in an assessment without proper acknowledgement. This can include written, visual and practical work.


The College will apply the full penalties for proven cases of cheating or plagiarism, and these can include a '0' mark for an assignment, and termination of studies. 3.7 Academic Regulations Academic regulations for your programme and Level of study are available to access on the VLE.


4. Modules 4.1 Level 4 Modules

Introductory Professional Studies 20 credits Introductory Contextual Studies 20 credits Production Skills 20 credits Scriptwriting 20 credits Location Documentary/Drama 20 credits Professional/Live Project 1 (WRL) 20 credits


Introductory Professional Studies (Level 4) – 20 credits Module Descriptor This module introduces students to the structure of the appropriate creative industry, its international perspective, and the professional roles within it. Students also develop fundamental skills in professional practice, including IT, communication, research and presentation. Elements of personal development planning (PDP), including individual student blogs, are introduced within this module. Module Aims To enable students to develop an awareness and understanding of the

appropriate creative industry and its international perspective To introduce students to the professional roles within the appropriate creative

industry structure To introduce and develop skills in professional practice, including IT,

communication, research and presentation Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below: Learning Outcomes Assessment Criteria

Knowledge and Understanding

Demonstrate an understanding of the professional and market structures, organisations, roles and responsibilities within the appropriate creative industry

Evidence of key elements of subject knowledge


Research and use information from a defined range of primary and secondary sources

Guided application of research


Present work appropriately

Ability to present work


Identify career opportunities within the appropriate creative industry

Awareness of career opportunities

Communicate in a range of formats

Evidence of communication skills

Use IT skills for written work and research Evidence of appropriate IT skills


Indicative Content Industry structure Professional practice and CVs IT skills Research skills Communication and presentation skills Personal Development Planning (PDP) Introduction to individual blogs Learning Strategy A seminar and lecture format is used to introduce topics, which form the basis for discussion, research and set tasks. Students take an active role throughout the module, working both individually and in co-operation with others, facilitated by a tutor-led structure of activities. The development of basic professional practice and key transferable skills is supported by the delivery of practical workshops, including IT, research, communication, presentation and Personal Development Planning (PDP). Constructive feedback is given throughout the module within teaching sessions and tutorials. Regular formative feedback is provided throughout the module in verbal and written forms to aid progression and enhance achievement. Educational visits, visiting speakers, audio-visual aids, presentations and work from the professional domain may be used, where appropriate, to support the module. Students are also expected to undertake work for this module on a self-directed study basis to develop their skills and knowledge and to complete the work required. Self-evaluation is used to facilitate the development of students’ progress and PDP. Assessment Strategy ICA 100%

Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: 500 word report Research and information file Written self-evaluation (500 words) Accessibility Statement The College aims to make this module accessible to any student who may benefit

by studying it. Students who are concerned about their ability to access the module are advised to contact the College Student Services Department for details of available support.

There are no extraordinary features of this module that affect the opportunity for disabled students to successfully complete it.


INDICATIVE RESOURCES Essential (available for loan or reference from the Library at Cleveland College of Art & Design) JOLLIFFE, G, JONES, C. & INNES, A. The Guerilla Film Makers Pocketbook: The Ultimate Guide to Digital Film Making Continuum International Publishing Group. London 2010 POYNTON, K. (Ed.) Contact 2011: Stage, Television, Film & Radio Spotlight. London 2011 Recommended Students will be directed to a range of recommended books as appropriate to their individual specialism and creative discipline area, available from the Library at Cleveland College of Art & Design. Journals Students will be directed to a range of recommended journals as appropriate to their individual specialism and creative discipline area, available from the Library at Cleveland College of Art & Design. Electronic http://moodle.ccad.ac.uk Students will be directed to a range of recommended electronic sources as appropriate to their individual specialism and creative discipline area.

http://moodle.ccad.ac.uk/


Introductory Contextual Studies (Level 4) – 20 credits Module Descriptor This module outlines the critical role of contextual studies and how specialist practice can be placed within the wider range of design, social and cultural issues and their international perspective. The module is designed to equip students with the skills necessary for effective learning in this field, including selecting and organising information, presenting essays and research files, and initiating research findings according to recognised conventions. Throughout the module, students are encouraged to realise the relevance of social, political and other design contexts to their own specialist studies. Module Aims To encourage an awareness of the relevance of contextual study to the student’s

own specialism To equip students with the study skills of research and information retrieval To develop skills in the selection and organisation of information, writing essays

and reports, and data presentation

Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below: Learning Outcomes Assessment Criteria


Demonstrate a critical awareness of aspects of visual and material culture



Identify and apply a range of research from primary and secondary sources

Guided application of research

Analyse visual and material culture using a range of approaches

Ability to recognise the provisional nature of knowledge


Demonstrate information retrieval skills such as effective note-taking and use of relevant archives

Application of practical, technical and professional skills


Demonstrate the ability to plan and manage own study

Evidence of a range of learning strategies Evidence of time-management

Use appropriate methods to communicate theories and ideas



Indicative Content Lectures Seminars Analysis of social, visual and/or material culture and its international perspective Relationship of contextual theory to specialist study Referencing and academic conventions in relation to the CCAD Study Skills

website Learning Strategy A lecture programme is used to introduce topics, after which students undertake a period of research to provide evidence of learning through the collation of relevant material in the Research File. Constructive feedback is given within group discussions and individual tutorials to support the production of essays and research files. Regular formative feedback is provided throughout the module in verbal and written forms to aid progression and enhance achievement. Educational visits may be used, where appropriate, to support the module. Students are also expected to undertake work for this module on a self-directed study basis to develop their subject knowledge, research and study skills. Self-evaluation is used to facilitate the development of students’ progress and to contribute to Personal Development Planning (PDP). In order to enhance the student experience through collaborative learning with students from other discipline areas, the content of this module has been designed to be applicable to students from a number of programmes. Therefore, students are taught in larger multi-disciplinary groups to provide opportunities to explore a more diverse range of topics and to share knowledge and good practice. Assessment Strategy ICA 100%

Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: 2000 word essay Research File Written self-evaluation (500 words) Accessibility Statement The College aims to make this module accessible to any student who may benefit




INDICATIVE RESOURCES Essential (available for loan or reference from the Library at Cleveland College of Art & Design) EDGAR, A. & SEDGWICK, P. Key Concepts in Cultural Theory Routledge. London 2006 HAYWARD, S. Cinema Studies – The Key Concepts Routledge. London 2006 Recommended (available for loan or reference from the Library at Cleveland College of Art & Design) MANN, S. Study Skills for Art, Design and Media Students Longman. London 2010 Students will be directed to a range of recommended books as appropriate to their individual specialism and creative discipline area, available from the Library at Cleveland College of Art & Design. Journals Students will be directed to a range of recommended journals as appropriate to their individual specialism and creative discipline area, available from the Library at Cleveland College of Art & Design. Electronic http://moodle.ccad.ac.uk Students will be directed to a range of recommended electronic sources as appropriate to their individual specialism and creative discipline.



Production Skills (Level 4) – 20 credits Module Descriptor Within this module, introductory lectures and workshops provide benchmark knowledge and competencies across a range of production skills. The module is designed to provide students with a working knowledge of equipment, software and resources, and of common industry practices. The module focuses on four distinct production areas: Identify and select lighting requirements for production Identify and manage sound requirements Identify, manage and operate camera equipment Identify and agree editing outcomes and edit materials using non-linear facilities Module Aims To provide a working knowledge of equipment, resources and common industry

practices To develop and promote technical skills and their creative application in camera,

lighting, sound and post- production To align student practices with those of industry Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below: Learning Outcomes Assessment Criteria


Describe and use key elements of knowledge and key concepts of production techniques



Apply defined methods to problem-solving and begin to appreciate the complexity of associated issues within production techniques

Evidence of problem-solving


Apply a specified range of practical, technical and professional skills relevant to production, observing relevant Health & Safety guidelines and ethical considerations


Demonstrate the application of a range of materials, equipment and technologies relevant to production techniques

Application of materials, equipment and technologies


Identify and apply a range of approaches to learning reflecting own learning strengths and needs

Evidence of a range of learning strategies

Apply numeracy skills to simple calculations within the production and post-production processes

Evidence of basic numeracy skills


Indicative Content Introduction to digital video and film formats Health and Safety Introduction to the Production Log Pre-production planning and organisation, continuity and scheduling Camera workshops and practice analogue/digital Lighting workshops and practice analogue/digital Sound workshops and practice analogue/digital Post-production workshops and practice analogue/digital Obtain, prepare and return equipment

Learning Strategy The learning strategy for this module is focused on workshop activities and demonstrations, with briefing sessions delivered in a seminar format. Constructive feedback is given throughout the module within group and individual tutorials, critiques and workshops. Regular formative feedback is provided throughout the module in verbal and written forms to aid progression and enhance achievement. Visiting practitioners, industrial visits, examples of previous student work and work from the professional domain may be used, where appropriate, to support the module. Students are also expected to undertake work for this module on a self-directed study basis to develop their skills, and to inform their Personal Development Planning (PDP). Assessment Strategy ICA 100% Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: Analog Film Project: 16mm film, Production Log, Edit and 500 word evaluation Digital Project: 2-3 minutes in total, Production Log, Edit and 500 word

evaluation Accessibility Statement It is important to note that this module has practical expectations and location

work that may affect the opportunity of some disabled students to successfully complete the module. Where possible and appropriate, alternative assessment regimes will be organised to best advantage the student, enabling them to meet the learning outcomes of the module.

INDICATIVE RESOURCES Essential (available for loan or reference from the Library at Cleveland College of Art & Design) ELKINS, D. The Camera Assistant’s Manual (4th edition) Focal Press. Oxford 2009


Recommended (available for loan or reference from the Library at Cleveland College of Art & Design) ADOBE CREATIVE TEAM Adobe Premiere Pro CS5 Classroom in a Book Peachpit Press. USA 2010 ATKINSON, D. The Sound Production Handbook Blueprint. London 1985 BOX, H. Set Lighting Technician's Handbook: Film Lighting Equipment, Practice, and Electrical Distribution (4th edition) Focal Press. Oxford 2010 CRITTENDEN, R. Film and Video Editing Blueprint London 1995 HART, J. The Art of the Storyboard (2nd edition) Focal Press. Oxford 2007 MALKIEWICZ, K. Film Lighting: Talks with Hollywood's Cinematographers and Gaffers (Reissue edition) Prentice Hall & IBD. New York 1992 MUSBERGER, R. & KINDEM, G. Introduction to Media: The Path to Digital Media Production (4th edition) Focal Press. Oxford 2009 STAFFORD, R. Nonlinear Editing and Visual Literacy BFI. London 1996 WATTS, H. Directing on Camera: A Checklist of Video and Film Technique Aavo Media. London 1992 YEWDALL, D. L. The Practical Art of Motion Picture Sound (4th edition) Focal Press. Oxford 2011 Journals Students are encouraged to use the wide range of journals and magazines that are available from the Library at Cleveland College of Art & Design. These could include current and back issues of the following: Incamera Lighting & Sound Electronic http://moodle.ccad.ac.uk www.bbctraining.com/index.asp www.theknowledgeonline.com www.mandy.com www.northernfilm.com www.bsc.org.uk www.culture.gov.uk www.netribution.co.uk www.ncrnewsletter.com/ www.screendigest.com www.shootingpeople.org www.lcauk.com www.bbc.co.uk/guidelines www.granadamedia.com www.bufvc.ac.uk


http://www.bbctraining.com/index.asp

http://www.theknowledgeonline.com/

http://www.mandy.com/

http://www.northernfilm.com/

http://www.bsc.org.uk/

http://www.culture.gov.uk/

http://www.netribution.co.uk/

http://www.ncrnewsletter.com/

http://www.screendigest.com/

http://www.shootingpeople.org/

http://www.lcauk.com/

http://www.bbc.co.uk/guidelines

http://www.granadamedia.com/

http://www.bufvc.ac.uk/


Scriptwriting (Level 4) – 20 credits Module Descriptor This module equips students with fundamental skills and structural methodologies for writing and formatting dialogue for a range of media. A variety of practical exercises and techniques will place an emphasis on the action of writing and developing creative ideas for production. Specific research techniques are included as well as script analysis and breakdown. A 2-3 minute script sample will be taken through to production. Module Aims To equip students with fundamental skills and structural methodologies for writing

and formatting dialogue for a range of media To explore script analysis and breakdown To identify criteria for the production of a script Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below: Learning Outcomes Assessment Criteria


Identify, explain and apply selected research methods appropriate to script development

Evidence of relevant research methods

Generate a range of ideas in defined contexts Ability to generate a range of ideas


Apply defined methods to problem-solving and begin to appreciate the complexity of the writing process for production



Apply a specified range of practical, technical and professional skills relevant to the scriptwriting process and observe Health & Safety guidelines and ethical considerations in the production process



Meet assessment deadlines

Evidence of time-management

Identify and use oral, written and visual communication skills appropriate to scriptwriting


Use appropriate IT skills within defined contexts Evidence of appropriate IT skills


Indicative Content Specific research practices relating to scriptwriting Scriptwriting websites and databases Narrative structure and structural methodologies Practical exercises in: the treatment; methodology of characterisation; visualising

character action; writing dialogue; formatting dialogue Script analysis leading to: production scheduling; shooting scripts; call sheets;

script revisions; scene production Learning Strategy The learning strategy for this module is focused on lectures, workshops and film/video screenings, with briefing sessions delivered in a seminar format. Constructive feedback is given throughout the module within group and individual tutorials, critiques and workshops. Regular formative feedback is provided throughout the module in verbal and written forms to aid progression and enhance achievement. Visiting practitioners, examples of previous student work and work from the professional domain may be used, where appropriate, to support the module. Students are also expected to undertake work for this module on a self-directed study basis to develop their skills, and to complete the work required. Self-evaluation is used to facilitate the development of students’ progress and Personal Development Planning (PDP). Assessment Strategy ICA 100% Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: Research and development file, including evidence of reflection and evaluation Original formatted dialogue/script (15 pages) Script analysis and breakdown Written self-evaluation (500 words) Accessibility Statement It is important to note that this module has practical expectations and location


INDICATIVE RESOURCES

Essential (available for loan or reference from the Library at Cleveland College of Art & Design) DANCYGER, K. Global Scriptwriting Focal Press. Oxford 2001 MUSBURGER, R. B. Ph.D. An Introduction to Writing for Electronic Media: Scriptwriting Essentials Across the Genres Focal Press. Oxford 2007


Recommended (available for loan or reference from the Library at Cleveland College of Art & Design) DANCYGER, K. & RUSH, J. Alternative Scriptwriting: Successfully Breaking the Rules Focal Press. Oxford 2002 HEFFRON, J. The Writer’s Idea Book Writer’s Digest. USA 2003 HEFFRON, J. The Writers’ Idea Workshop Writer’s Digest. USA 2003 SNYDER, B. Save the Cat! Michael Wiese Productions. USA 2005 TRUBY, J. The Anatomy of a Story Faber & Faber. London 2011 Journals www.scriptshark.com/script-journal www.writersblockne.com/category/magazine/ Students are also encouraged to use the wide range of journals and magazines that are available from the Library at Cleveland College of Art & Design. Electronic http://moodle.ccad.ac.uk www.bbc.co.uk/writersroom/scriptsmart/ www.britfilms.com/resources/scriptwriting/ www.raindance.co.uk www.writersguild.org.uk www.script-o-rama.com

http://www.scriptshark.com/script-journal

http://www.writersblockne.com/category/magazine/


http://www.bbc.co.uk/writersroom/scriptsmart/

http://www.britfilms.com/resources/scriptwriting/

http://www.raindance.co.uk/

http://www.writersguild.org.uk/

http://www.script-o-rama.com/


Location Documentary/Drama (Level 4) – 20 credits Module Descriptor This module requires students to generate ideas for a location-based production and to undertake it’s pre-production, production and post-production, fully supported by research and the investigation of the viability of content and ideas. Students are also expected to source, cast and direct contributors and actors, and to complete the generic Production Log including the legislative and Health & Safety proformas as well as documenting the creative production process with an evaluation of the end product. Students are guided through the three stages of production, both theoretical and practical, providing knowledge and understanding of industry practices. Module Aims To equip students with the skills and competences required to shoot material for

documentary/drama To encourage students to acquire knowledge and practice of creative techniques To enable students to use editing to create meaning and narrative To raise awareness of industry legislation and Health & Safety and production

documentation

Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below:

Learning Outcomes Assessment Criteria


Generate a range of narratives Ability to generate a range of ideas


Justify the development of ideas within the constraints of production

Evidence of ideas development


Apply a specified range of practical, technical and professional skills relevant to production, observing relevant Health & Safety guidelines and ethical considerations


Demonstrate the application of a range of materials, equipment and technologies relevant to production

Application of materials, equipment and technologies



Identify and use oral, written and visual communication skills within the context of the production process


Use appropriate IT skills for post-production and generating documentation

Evidence of appropriate IT skills


Engage in a range of individual and group activities to develop approaches to learning and working

Evidence of working individually and in co-operation with others

Indicative Content Investigate the viability of ideas for production Cast contributors/performers to realise the creative idea Review the suitability of potential locations and studios Plan and schedule all aspects of production activities Ethics in documentary production Lighting, camera and sound for documentary/drama Compliance with regulations and codes of practice Production planning Directing contributors/actors Post-production processes

Learning Strategy The learning strategy for this module is focused on lectures, demonstrations and practical group work, with briefing sessions delivered in a seminar format. Constructive feedback is given throughout the module within group and individual tutorials, critiques and workshops. Regular formative feedback is provided throughout the module in verbal and written forms to aid progression and enhance achievement. Visiting practitioners, examples of previous student work and work from the professional domain may be used, where appropriate, to support the module. Students are also expected to undertake work for this module on a self-directed study basis to develop their skills, and to complete the work required. Self-evaluation is used to facilitate the development of student’s progress and Personal Development Planning (PDP). Assessment Strategy ICA 100% Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: Pre-production: research, planning and organisation Production: Health & Safety, shooting and logging of material, Production Log Post-production: EDLs, final edits, Production Diary and 750 word evaluation 3-5 minute digital production

Accessibility Statement It is important to note that this module has practical expectations and location



INDICATIVE RESOURCES Essential (available for loan or reference from the Library at Cleveland College of Art & Design) BETTMAN, G. First Time Director: How to Make Your Breakthrough Movie Michael Wiese Productions. USA 2003 Recommended (available for loan or reference from the Library at Cleveland College of Art & Design)

ADOBE CREATIVE TEAM Adobe Premiere Pro CS5 Classroom in a Book Peachpit

Press. USA 2010 COOPER, P. Writing the Short Film Focal Press. Oxford 2004 HART, J. The Art of the Storyboard: A Filmmaker's Introduction (2nd edition) Focal Press. Oxford 2007 ROWLANDS, A. The Continuity Supervisor Focal Press. Oxford, 2000 RABIGER, M. Directing the Documentary (5th edition) Focal Press. Oxford 2009 RIZZO, M. The Art Direction Handbook For Film Focal Press. Oxford 2005 THURLOW, C. Making Short Films: The Complete Guide from Script to Screen (2nd edition) Berg. Oxford 2008 Journals Students are encouraged to use the wide range of journals and magazines that are available from the Library at Cleveland College of Art & Design. These could include current and back issues of the following: Moviescope Stage , Screen & Radio Lighting & Sound Electronic http://moodle.ccad.ac.uk www.bbcfootage.com www.bbc.co.uk www.bfi.org.uk www.bapla.org www.britmovie.uk www.britishpathe.com www.script-o-rama.com www.fatcat.co.uk www.skillset.org


http://www.bbcfootage.com/

http://www.bbc.co.uk/

http://www.bfi.org.uk/

http://www.bapla.org/

http://www.britmovie.uk/

http://www.britishpathe.com/

http://www.script-o-rama.com/

http://www.fatcat.co.uk/

http://www.skillset.org/


Professional/Live Project 1 (WRL) (Level 4) – 20 credits Module Descriptor This module requires the pre-production, production and post-production of a client or competition brief, fully supported by research and the completion of the generic Production Log. Throughout the module, aspects of target audience and marketability are emphasised, and the moral and ethical codes are highlighted and adhered to during the production processes in line with client needs and broadcasting codes. A thorough critique and evaluation of the end product will incorporate client, personal and group feedback. The work-related learning element of the module may be live or simulated, and could take the form of public or corporate work, or competition entries, all of which include client liaison and negotiation of an external brief. Deadlines for each stage of production will be externally set and adhered to. Module Aims To provide opportunities for students to select, negotiate and research an

appropriate production brief To enable students to plan, shoot and edit appropriate material on analog or

digital To promote the identification of, and adherence to, the legislative restrictions

relating to industry standards To enable students to recognise moral and ethical codes of practice relating to

production To encourage students to work within Health & Safety guidelines To provide opportunities for students to work to a live brief Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below: Learning Outcomes Assessment Criteria


Describe, explain and use key elements of the production processes and key concepts of the live brief in defined contexts



Apply defined methods to problem-solving and begin to appreciate the complexity of associated issues



Apply a specified range of practical, technical and professional skills relevant to the live brief in defined contexts, observing relevant Health & Safety guidelines and ethical considerations



Operate with limited autonomy under direction or supervision within defined guideline

Evidence of limited independent practice



Identify and use oral, written and visual communication skills appropriate to the context


Apply numeracy skills to measurement and simple calculations within the production and post-production processes

Evidence of appropriate numeracy skills

Engage in a range of individual and group activities to develop approaches to learning and working

Evidence of working individually and in co-operation with others

Indicative Content The pitch process Ethics in documentary film-making ITC Regulations Health & Safety Camera techniques Lighting techniques Legislation and copyright Contracts and release forms The Production Log Interview techniques Digital editing techniques and image manipulation Client satisfaction Learning Strategy The learning strategy for this module is focused on lectures, seminars, technical demonstrations and group work, with briefing sessions delivered in a seminar format. Constructive feedback is given throughout the module within group and individual tutorials, critiques and workshops. Regular formative feedback is provided throughout the module in verbal and written forms to aid progression and enhance achievement. Visiting practitioners, examples of previous student work and work from the professional domain may be used, where appropriate, to support the module. Students are also expected to undertake work for this module on a self-directed study basis to develop their skills, and to complete the work required. Self-evaluation is used to facilitate the development of students’ progress and Personal Development Planning (PDP). Assessment Strategy

ICA 100% Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: The pitch: pre-production, planning, organisation and research Production: Health & Safety, logging of rushes, Production Log Final edited product to client satisfaction 750 word evaluation of the production process


Accessibility Statement It is important to note that this module has practical expectations and location


INDICATIVE RESOURCES Essential (available for loan or reference from the Library at Cleveland College of Art & Design) ADOBE CREATIVE TEAM Adobe Premiere Pro CS5 Classroom in a Book Peachpit Press. USA 2010 Recommended (available for loan or reference from the Library at Cleveland College of Art & Design) BOX, H. Set Lighting Technician's Handbook: Film Lighting Equipment, Practice, and Electrical Distribution (4th edition) Focal Press. Oxford 2010 HART, J. The Art of the Storyboard (2nd edition) Focal Press. Oxford 2007 MUSBERGER, R. & KINDEM, G. Introduction to Media: The Path to Digital Media Production (4th edition) Focal Press. Oxford 2009 ROWLANDS, A. The Continuity Supervisor Focal Press. London 2000 RABIGER, M. Directing the Documentary (5th edition) Focal Press. Oxford 2009 WEYNAND, D. Apple Pro Training Series: Final Cut Pro 7 Peachpit Press. USA 2009 Journals Students are encouraged to use the wide range of journals and magazines that are available from the Library at Cleveland College of Art & Design. These could include current and back issues of the following: Incamera Lighting & Sound Lineup Stage Screen & Radio Electronic http://moodle.ccad.ac.uk www.bbcfootage.com www.bbc.co.uk/guidelines www.channel4.com/corporate/4producers/ www.ipo.gov.uk/types/copy/c-applies/c-tvfilm.htm www.motion.kodak.com/GB/en/motion/index.htm www.shootingpeople.org/competitions www.studentfilmmakers.com/ www.straight8.net/straight8




http://www.channel4.com/corporate/4producers/

http://www.ipo.gov.uk/types/copy/c-applies/c-tvfilm.htm

http://www.motion.kodak.com/GB/en/motion/index.htm

http://www.shootingpeople.org/competitions

http://www.studentfilmmakers.com/

http://www.straight8.net/straight8


4.2 Level 5 Modules

Professional Studies 20 credits Contextual Studies 20 credits Creative Production 20 credits Professional/Live Project 2 (WRL) 20 credits Work-Related Learning/Final Project (CF&MIP) 40 credits


Professional Studies (Level 5) – 20 credits Module Descriptor This module extends and develops students’ understanding of the appropriate creative industry, its international perspective, and the roles available within it. This is enhanced through primary and secondary research into specific career pathways. Particular emphasis is placed upon employability, enterprise, networking and professional practice. Personal development planning (PDP) and individual student blogs are developed within this module. Module Aims To enable students to identify individual career potential and aspirations To extend and develop students’ knowledge and experience of professional

practice To develop skills for employability and enterprise Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below:



Demonstrate increasing awareness and knowledge of professional practice in the appropriate creative industry

Evidence of extended subject knowledge


Analyse and apply research from a variety of sources with increasing independence

Increasingly independent interpretation of research


Select and apply appropriate presentation methods

Ability to present work professionally


Manage own learning and professional development with increasing independence

Ability to manage own work with increasing independence

Develop appropriate personal goals for future professional practice

Evidence of matching career opportunities to personal attributes

Analyse numerical data for professional practice Evidence of effective numeracy skills

Indicative Content Careers research and planning Enterprise and entrepreneurship Networking Marketing and promotion Starting a business and freelance work Professional CVs and business plans


Recording, cataloguing and referencing work Costing and selling work Copyright and intellectual property Legal and ethical considerations Job applications and interviews Professional communication and IT skills Development of PDP and individual blogs Learning Strategy A seminar and lecture format is used to introduce topics, which form the basis for discussion, research and set tasks. Students take an active role throughout the module, working both individually and in co-operation with others. Constructive feedback is given throughout the module within teaching sessions and tutorials, and the Negotiated Learning Plan tracks the development of students’ progress and independent learning. Regular formative feedback is provided throughout the module in verbal and written forms to aid progression and enhance achievement. Educational visits, visiting speakers, audio-visual aids, presentations and work from the professional domain may be used, where appropriate, to support the module. Students are also expected to undertake work for this module on a self-directed study basis to develop their subject knowledge, research skills and IT skills, and to complete the work required. Self-evaluation is used to facilitate the development of students’ progress and PDP. Assessment Strategy

ICA 100% Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including Individual CV Digital visual catalogue EITHER a 1000 word report and individual PowerPoint presentation on a

negotiated aspect of professional practice (for progressing BA or FdA students) OR a promotional pack (for graduating FdA students) – the option taken will be negotiated with individual students by week 16 of the module delivery

Written self-evaluation (500 words) Accessibility Statement The College aims to make this module accessible to any student who may benefit




INDICATIVE RESOURCES Essential (available for loan or reference from the Library at Cleveland College of Art & Design) JENKINS, H. Convergence Culture New York University Press. New York 2008 PATZ, D. S. Film Production Management: The Ultimate Guide for Film and Television Production Management and Co-ordination in the Digital Age (2nd Revised ed.) Michael Wiese Productions. USA 2010 Recommended Students will be directed to a range of recommended books as appropriate to their individual specialism and creative discipline area, available from the Library at Cleveland College of Art & Design. Journals Students will be directed to a range of recommended journals as appropriate to their individual specialism and creative discipline area, available from the Library at Cleveland College of Art & Design. Electronic http://moodle.ccad.ac.uk Students will be directed to a range of recommended electronic sources as appropriate to their individual specialism and creative discipline area.



Contextual Studies (Level 5) – 20 credits Module Descriptor This module enables students to develop skills in critical thinking and academic research by exploring the critical role of contextual studies and how specialist practice can be placed within the wider range of design, social and cultural issues and their international perspective. It also extends study skills and abilities in written communication that adhere to academic conventions and professional formats, with an emphasis on students taking increasing responsibility for their own learning. The latter part of the module provides two potential routes of individual enquiry – a Dissertation Proposal to be delivered as a PowerPoint presentation or an Industry Analysis Report for FdA students wishing to graduate at the end of Level 5. The option taken will be determined by the individual student’s intentions for progression, either to employment or to further study at Honours Degree level. Module Aims To enable the critical understanding and analysis of contextual issues and their

international perspective To equip students with the skills to work on an increasingly independent basis To enable students to produce a presentation for either a dissertation proposal or

an industry analysis report To develop effective written communication and presentation skills to an

appropriate academic and professional format To encourage students to contribute effectively to group discussions

Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below:



Demonstrate a critical understanding of contextual issues relating to visual and material culture



Analyse and interpret research with increasing independence


Identify and negotiate an individual focus for the application of advanced study and research skills

Evidence of an individual focus for ideas development

Analyse and apply knowledge of influences to the student’s own specialism

Evidence of intellectual enquiry


Independently select formats for presenting work appropriate to the individual context and academic conventions




Develop individual working skills and co-operate effectively with others

Evidence of effective individual work and co-operation with others

Indicative Content Contextual issues and their international perspective Research and study skills Critical analysis of information Evaluation and organisation of data Professional presentation of written work Referencing and academic conventions in relation to the CCAD Study Skills

website Learning Strategy Within the first part of the module, a lecture and seminar format is used to introduce, explore and discuss topics. The latter part of the module is based on a tutorial format for individuals and groups, with an emphasis on developing an increasingly independent approach to learning and management of work. After an initial lecture or seminar, students undertake a period of research to provide evidence of learning through the collation of relevant material in the Research File. Constructive feedback is given within group discussions and individual tutorials to support the production of essays and research files, and the Negotiated Learning Plan tracks the development of students’ progress and independent learning. Regular formative feedback is provided throughout the module in verbal and written forms to aid progression and enhance achievement. Educational visits may be used, where appropriate, to support the module. Students are also expected to undertake work for this module on a self-directed study basis to develop their subject knowledge, research and study skills, and to complete the work required. Self-evaluation is used to facilitate the development of students’ progress and Personal Development Planning (PDP). In order to enhance the student experience through collaborative learning with students from other discipline areas, the content of this module has been designed to be applicable to students from a number of programmes. Therefore, students are taught in larger multi-disciplinary groups to provide opportunities to explore a more diverse range of topics and to share knowledge and good practice. Assessment Strategy ICA 100%

Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: 2500 word essay incorporated into the Design History Journal or Research File Powerpoint presentation of Dissertation Proposal (for progression to Level 6) or

an Industry Analysis Report (for students intending to progress to employment at the end of FdA Level 5)

Written self-evaluation of 500 words


Accessibility Statement The College aims to make this module accessible to any student who may benefit



INDICATIVE RESOURCES Essential (available for loan or reference from the Library at Cleveland College of Art & Design) BRAUDY, L. & COHEN, M. Film Theory and Criticism Open University Press. Milton Keynes 2009 ELSAEUSSER, T. & HAGENER, M. Film Theory: An Introduction Through the Senses Routledge. London 2010 Recommended (available for loan or reference from the Library at Cleveland College of Art & Design) CLARK, H. & BRODY, D. Design Studies: A Reader Berg. London 2009 LEES-MAFFEI, G. & HOUZE, R. The Design History Reader Berg. London 2010 MANN, S. Study Skills for Art, Design and Media Students Longman. London 2010 Students will be directed to a range of recommended books as appropriate to their individual specialism and creative discipline area, available from the Library at Cleveland College of Art & Design. Journals Students will be directed to a range of recommended journals as appropriate to their individual specialism and creative discipline area, available from the Library at Cleveland College of Art & Design. Electronic http://moodle.ccad.ac.uk Students will be directed to a range of recommended electronic sources as appropriate to their individual specialism and creative discipline area.



Creative Production (Level 5) – 20 credits Module Descriptor This module provides students with the opportunity to undertake an individual practical project and extend the creative manipulation of processes, techniques, codes and conventions. Supported by exploratory research and experimentation, students are encouraged to draw upon their personal and individual experience and knowledge to create outcomes that will identify their own practice within the Final Project. Module Aims To encourage experimentation and creativity with a range of media and

techniques To broaden critical and cultural awareness within the context of the creative

process To harness prior knowledge and skills and utilise these in professional

development Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below: Learning Outcomes Assessment Criteria


Select and apply appropriate research methods with increasing independence

Ability to select appropriate research methods with increasing independence


Analyse, apply and interpret research from a variety of primary and secondary sources in support of programme production


Apply an enquiring approach to the changing nature of knowledge and concepts relevant to creative film and moving image production



Select and apply a range of practical, technical and professional skills relevant to creative film and moving image production in situations of varying complexity and predictability, observing relevant Health & Safety guidelines and ethical considerations

Increasingly independent application of practical, technical and professional skills

Work independently towards achieving creative goals

Evidence of increasingly independent practice


Calculate running times and work to designated time constraints with accuracy

Evidence of effective numeracy skills


Indicative Content Galleries/theatres/installations Music/audio Cinematography Animation Communication Ideology Political awareness Creative trends Creative collaboration Audience/media effects Morals and ethics/editorial judgement Health & Safety and legislative and regulatory controls Learning Strategy The learning strategy for this module is focused on workshops, technical demonstrations and individual investigation, with briefing sessions delivered in a seminar format. Constructive feedback is given throughout the module within group and individual tutorials, critiques and workshops. Regular formative feedback is provided throughout the module in verbal and written forms to aid progression and enhance achievement. The Negotiated Learning Plan, in which students negotiate their individual routes of enquiry, tracks the development of students’ progress and independent learning. Visiting practitioners, examples of previous student work and work from the professional domain may be used, where appropriate, to support the module. Students are also expected to undertake work for this module on a self-directed study basis to develop their skills and knowledge, and to complete the work required. Self-evaluation is used to extend analytical skills and reflective practice, and to inform Personal Development Planning (PDP). Assessment Strategy ICA 100%

Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: Research and development of ideas and techniques Pre-production 3-4 minutes recording analog and/or digital Post-production of original (multi) media outcome 1000 word written evaluation Accessibility Statement It is important to note that this module has practical expectations and location




Essential (available for loan or reference from the Library at Cleveland College of Art & Design) MUSBERGER, R. & KINDEM, G. Introduction to Media: The Path to Digital Media Production (4th edition) Focal Press. Oxford 2009 Recommended (available for loan or reference from the Library at Cleveland College of Art & Design) ARNHEIM, R. Film as Art California University Press. California 2006 FOSTER, G. A. & WHINSTON-DIXON, W. Experimental Cinema, the Film Reader (In Focus) Routledge. Oxford 2002 RIZZO, M. The Art Direction Handbook For Film Focal Press. Oxford 2005 Journals www.cinefex.com/digital Students are also encouraged to use the wide range of journals and magazines that are available from the Library at Cleveland College of Art & Design. Electronic http://moodle.ccad.ac.uk www.deviantart.com www.fact.co.uk/ www.filmandsound.ac.uk/ www.filmandsound.ac.uk/ www.vads.ac.uk/ www.oxfordartonline.com

http://www.cinefex.com/digital


http://www.deviantart.com/

http://www.fact.co.uk/

http://www.filmandsound.ac.uk/


http://www.vads.ac.uk/

http://www.oxfordartonline.com/


Professional/Live Project 2 (WRL) (Level 5) – 20 credits Module Descriptor This is a practical module during which students complete a live project or competition entry to a brief, set and evaluated by an external party. Communication skills are paramount and will be evidenced by negotiation of the brief and its final outcome. There are opportunities for the work to be completed in analog or digital formats. This module is also ideally situated and structured to facilitate work experience/work-related learning. Module Aims To enable students to develop the confidence and competence to fulfil a client-

led brief To develop and extend students’ technical and professional skills To empower students to work independently to strict deadlines, regulations and

criteria Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below: Learning Outcomes Assessment Criteria


Demonstrate increasing responsibility for generating ideas in the context of negotiated briefs and/or professional practice to achieve personal creative goals

Ability to generate and negotiate ideas


Identify an individual focus for the development of ideas within personal learning and creative goals

Evidence of an individual focus for ideas development

Integrate and apply links between theory and practice to the resolution of problems

Evidence of linking theory to practice in problem-solving


Select and apply professional presentation methods appropriate to productions and distribution



Manage and evaluate own learning goals against outcomes


Develop and apply a range of appropriate communication skills

Evidence of appropriate communication skills


Indicative Content ITC Regulations Health & Safety Advanced camera techniques Advanced lighting techniques Camera and lighting filters and effects Advanced editing and image manipulation Compliancy Negotiation and communication skills Work-related learning Learning Strategy The learning strategy for this module is focused on studio workshops and group work, with briefing sessions delivered in a seminar format. Constructive feedback is given throughout the module within group and individual tutorials, critiques and workshops. Regular formative feedback is provided throughout the module in verbal and written forms to aid progression and enhance achievement. The Negotiated Learning Plan, in which students negotiate their individual routes of enquiry, tracks the development of students’ progress and independent learning. Examples of previous student work and work from the professional domain may be used, where appropriate, to support the module. Students are also expected to undertake work for this module on a self-directed study basis to develop their skills and knowledge, and to complete the work required. Self-evaluation is used to extend analytical skills and reflective practice, and to inform Personal Development Planning (PDP). Assessment Strategy

ICA 100% Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: A live project/client-led brief or competition entry that identifies and meets client

specifications Pre-production including corporate/client/product research End product fulfilling client/competition requirements 1000 word written evaluation of production process and end product Accessibility Statement It is important to note that this module has practical expectations and location




Essential (available for loan or reference from the Library at Cleveland College of Art & Design) ADOBE CREATIVE TEAM Adobe Premiere Pro CS5 Classroom in a Book Peachpit Press. USA 2010 Recommended (available for loan or reference from the Library at Cleveland College of Art & Design) BOX, H. Set Lighting Technician's Handbook: Film Lighting Equipment, Practice, and Electrical Distribution (4th edition) Focal Press. Oxford 2010 COOPER, P. Writing the Short Film Focal Press. Oxford 2004 CRITTENDEN, R. Film and Video Editing Blueprint London 1995 EVENING, M. Adobe Photoshop CS5 for Photographers Focal Press. Oxford 2007 MALKIEWICZ, K. Film Lighting: Talks with Hollywood's Cinematographers and Gaffers (Reissue edition) Prentice Hall & IBD. New York 1992 MUSBERGER, R. & KINDEM, G. Introduction to Media: The Path to Digital Media Production (4th edition) Focal Press. Oxford 2009 OGILVY, D. Ogilvy on Advertising Prion. London 2007 RIZZO, M. The Art Direction Handbook For Film Focal Press. Oxford 2005 COOPER, P. Writing the Short Film Focal Press. Oxford 2004 WEYNAND, D. Apple Pro Training Series: Final Cut Pro 7 Peachpit Press. USA 2009 Journals Students are encouraged to use the wide range of journals and magazines that are available from the Library at Cleveland College of Art & Design. These could include current and back issues of the following: Incamera Lighting & Sound Lineup Stage Screen & Radio Electronic http://moodle.ccad.ac.uk www.asa.org.uk/asa/codes/ www.bbcfootage.com www.bbc.co.uk/guidelines www.bsc.org.uk www.channel4.com/corporate/4producers/ www.ipo.gov.uk/types/copy/c-applies/c-tvfilm.htm www.motion.kodak.com/GB/en/motion/index.htm www.shootingpeople.org/competitions www.studentfilmmakers.com/ www.straight8.net/straight8b.htm


http://www.asa.org.uk/asa/codes/



http://www.bsc.org.uk/

http://www.channel4.com/corporate/4producers/

http://www.ipo.gov.uk/types/copy/c-applies/c-tvfilm.htm

http://www.motion.kodak.com/GB/en/motion/index.htm

http://www.shootingpeople.org/competitions

http://www.studentfilmmakers.com/

http://www.straight8.net/straight8b.htm


Work-Related Learning/Final Project (Level 5) – 40 credits Module Descriptor This is a practical module during which students complete a final project relating to their specialised roles and media, and representing their potential for progression to employment or further study. The negotiated brief may involve a client, competition or the completion of a personal project of the student’s initiation. The end product will be completed and presented to an appropriate professional standard. Module Aims To enable students to elect (a) specialist role(s) and negotiate and complete a

project To provide opportunities for students to research, extend and develop skills and

knowledge of their chosen specialism To promote the development of links with industry To encourage students to produce finished work to a professional standard

reflecting industry expectations Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below: Learning Outcomes Assessment Criteria


Extend and critically analyse subject knowledge of creative film and moving image production in its application to a final project



Analyse, apply and interpret research from a variety of primary and secondary sources in support of production practices


Apply an enquiring approach to the changing nature of knowledge and concepts relevant to creative film and moving image production



Select and apply a range of practical, technical and professional skills to film and video production in situations of varying complexity and predictability, observing relevant Health & Safety guidelines and ethical considerations

Increasingly independent application of practical, technical and professional skills

Use appropriate materials, equipment and technologies relevant to creative film and moving image production with increasing confidence and competence

Increasingly independent application of materials, equipment and technologies



Select, apply and evaluate appropriate approaches to increasingly independent learning in the management of own work and the achievement of personal creative goals


Use a range of specialist IT software appropriate to creative film and moving image production

Evidence of appropriate IT skills

Develop individual working skills and make an effective contribution to group work

Evidence of effective individual work and co-operation with others

Select, apply and evaluate appropriate approaches to increasingly independent learning in the management of own work and the achievement of personal creative goals


Indicative Content Advanced camera and lighting workshops Advanced post-production processes Advanced digital image manipulation Advanced sound workshops Script development Industrial visits/visiting speakers Creative problem-solving Learning Strategy The learning strategy for this module is focused on lectures and workshops to enhance individual and group practice, with briefing sessions delivered in a seminar format. Constructive feedback is given throughout the module within group and individual tutorials, critiques and workshops. Regular formative feedback is provided throughout the module in verbal and written forms to aid progression and enhance achievement. The Negotiated Learning Plan, in which students negotiate their individual routes of enquiry, tracks the development of students’ progress and independent learning. Industrial visits, visiting speakers, examples of previous student work and work from the professional domain may be used, where appropriate, to support the module. Students are expected to demonstrate appropriate levels of professional practice and to take increasing responsibility for their own learning. Students are also expected to undertake work for this module on a self-directed study basis to develop their skills and knowledge. Self-evaluation is used to extend analytical skills and reflective practice, and to inform Personal Development Planning (PDP). Assessment Strategy

ICA 100% Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including:


A negotiated final project proposal or client-led brief/competition entry Completed project demonstrating specialist knowledge and understanding Production Log and Diary 1500 word written evaluation and analysis of production process and end product Accessibility Statement It is important to note that this module has practical expectations and location



Essential (available for loan or reference from the Library at Cleveland College of Art & Design) MUSBERGER, R. & KINDEM, G. Introduction to Media: The Path to Digital Media Production (4th edition) Focal Press. Oxford 2009 Recommended (available for loan or reference from the Library at Cleveland College of Art & Design) ALTMAN, R. Sound Theory, Sound Practice Routledge. London 2006 KATZ, S. D. Film Directing Shot by Shot Michael Wiese Productions. USA 1991 KATZ, S. D. Film Directing Cinematic Motion: A Workshop for Staging Scenes Michael Wiese Productions. USA 1997 MALKIEWICZ, K. Film Lighting Simon & Schuster. New York 1993 RABIGER, M. Directing Film Techniques and Aesthetics Focal Press. Oxford 2007 RABIGER, M. Directing the Documentary Focal Press. Oxford 2009 ROWLANDS, A. The Continuity Supervisor Focal Press. Oxford 2000 Journals www.cinefex.com/digital Students are also encouraged to use the wide range of journals and magazines that are available from the Library at Cleveland College of Art & Design. Electronic http://moodle.ccad.ac.uk www.filmandsound.ac.uk/ www.filmandsound.ac.uk/ www.vads.ac.uk/ www.oxfordartonline.com

http://www.cinefex.com/digital




http://www.vads.ac.uk/

http://www.oxfordartonline.com/

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