module specification

This module develops skills, tools and methods for future film production work.

Taught alongside (and in integral relationship with Film and TV Practice 2), students learn through engagement in a series of practical film projects designed to further develop relevant skills and approaches to production. At the end of this module the student will have a diverse portfolio that incorporates a range of production related works and a narrative of the working practices they have engaged with. 

Briefs can change from year to year, adapting to new and emerging practice in a way that encourages students to work at the cutting edge, preparing them for entry into the industry as it is today.

Projects engage with a variety of formats and genres including (but not limited to): Fiction film, Documentary, TV Studio, Interactive and VR, Experimental Film, Live Client-Led (these projects might be competitions, live briefs from external organisations or self-generated projects around themes).

The assignment portfolio briefs for this module can include (but are not limited to):

Short film scripts
Teaser trailers / trailers
Pitch presentations
Pitch packs
Films and screen-based works (usually more experimental / individual / formative film or screen-based works compared to film briefs that may appear in the atelier module)
Television studio scripts
Documentary pitch packs and research material
Critical reflection

The portfolio is designed to inform, be closely related to (and also a window into) the process of making films.

The module aims are to allow students to experiment with film ideas and concepts, working across a variety of production genres. To encourage ambition and originality, to create an environment within which they are willing to take creative risks. To introduce film and TV industry concepts and terminology and to begin to merge their ideas and process with accepted industry practice. Students will develop their ability to turn ideas into viable film or screen-based projects, creating plans based on previous practice-based experiences. They will build on their ability to describe and appraise their work and will develop their critical insight.

Must be taken with Film and TV Practice 2 (formerly MD5001)

The syllabus is organised to meet the needs of different groups of students and to offer choice. This may vary in composition from year to year and is specifically designed to be flexible, allowing us to adapt to new and emerging practice.

Specialisms taught as part of film project briefs: LO1-6

Screenwriting
Directing and Producing
Lighting & Cinematography
Sound Recording and Post Production
Advanced Editing techniques

Indicative production genres (varying from year to year):

Single camera environment:
Documentary and factual
Fiction Film
Experimental Film
Interactive Film / VR / New and Emerging Screen based practice
Live Brief or Client Led Brief

Multi-camera environment:
Television Studio Production

The learning and teaching strategy for this module and other atelier modules is to place the emphasis on learning through practice. Students are taught how to be responsible for their own learning and have additional open access to the Avid Suite / Film Studio at other times during the week. Lecturers will be available for consultation and for a schedule of progressive tutorials and feedback.

Teaching methods will also include lectures, seminars, demonstrations, workshops and group tutorials.

This module encourages and combines lecturer-led learning, learning from others in the class and thirdly, learning through experience and independent studies.

At level 5, this opportunity is extended by offering a number of film projects with different themes. These projects encourage students to engage with subject matter and issues that will stimulate and encourage new approaches. These projects will also be an opportunity for students to work with others in the same course, and potentially set up collaborations with students from other courses and other levels.

There will be opportunities for formative feedback throughout the module, including written feedback uploaded to weblearn following formative submission deadlines.  Students can use this feedback to improve their work.

The two atelier modules at this level (this module and film and TV practice 2) are part of an integrated approach to learning and can be seen as a pair. In this module, the main assessment item is a portfolio made up of ‘workbook’ production material accompanied by a critical reflection. In the other atelier module, taken at the same time, the main assessment item is a portfolio which is made up film assignments and supporting paperwork. Thus, the two modules support and inform each other: process and product.

On completion of this module, students should be able to demonstrate:

LO1. Extended skills in writing and / or researching a film or TV project.
For example, writing a drama script or compiling appropriate research material for a documentary film.

LO2. Showing familiarity with and understanding of key terminology and concepts associated with film practice and production.
For example, being able to explain their film practice and production processes using appropriate industry concepts and terminology.

LO3. Developing analytical, reflective and critical skills and awareness.
For example, by being able to identify how their future practice may adapt and change based on experience gained working on film projects.

LO4. Show a developing understanding of how to plan a film or screen-based work.
For example, by planning (and analysing approaches to planning) film and TV projects from pre-production phase through to final exhibition.

LO5. The ability to effectively describe their work for a variety of audiences and for different purposes
For example, to bring out the critical value of their film or screen-based work.

LO6. (optional – on occasions a film brief is included in the portfolio)
Developed practical skills and an understanding of practice in Film and TV Production.
For example, producing films that demonstrate developing technical skills.

The strategy is to increase the power and effectiveness of assessment by simplifying and reducing the number of assessment items. Then, each assessment item is broken into stages so that regular formative and developmental feedback can be given.
Another advantage of a portfolio approach to assessment is that tracking is clear and simple and so we can ensure that all learning outcomes are assessed.

The portfolio will consist of (up to) a maximum of five prescribed works, each with specific assessment criteria relating to the module's learning outcomes. As an atelier ‘workbook’ module, briefs within this module are intended to enable the creation of (and to provide reflection for) briefs that exist within the atelier film production module (film and TV practice 2).

Briefs can include a variety of different types of works including (but not limited to):

Short film scripts
Pitch presentation slides
Pitch packs
Films and screen-based works (usually more experimental / individual / formative film or screen-based works compared to film briefs that may appear in the atelier module)
Trailers
Television studio scripts
Documentary pitch packs and research material
Critical reflection on works created for the atelier module

Regular formative assessment will be used to provide diagnostic feedback and to support students to learn, change and improve.

The assessment in different modules will be coordinated and integrated, so that learning outcomes for each module are assessed separately and, also, learning from one module is transferred to other modules.

The assessment load complies with the Faculty’s assessment tariff.
Assessment will be based on 100% coursework.

As project briefs can be quite diverse in this module, assessment criteria will vary from brief to brief.

As an example, assessment criteria for a short drama pitch pack brief is provided below:

• Quality of design and presentation
• Use of images to support text
• Quality of written content
• Evidence of planning including practical considerations

Each student group will have access to online resources, including a dedicated WebLearn site. These are seen as forums for sharing information, discussion and learning.

In addition, a regularly updated online reading list resource will direct students to reading material that supports and broadens learning for specific subjects and project briefs. A link to the reading and resources list for this course at time of revalidation can be found here: https://rl.talis.com/3/londonmet/lists/6B342B67-8C60-46F3-0062-16E2A5EC7D59.html