FdA Creative Practices - UCY MODULE HANDBOOK SPECIALIST PATHWAY 2 MEDIA PRACTICE UA1AD5-30-1 Level: 1 UWE Credit Rating:

: 30 Module Type: COURSEWORK Module Leader: KARL RAWSTRONE Module Staff: KARL RAWSTRONE Owning UWE Faculty: FACE Assessment Deadline: Friday 03rd May 2013 (2pm) Contact time: 6 hrs/wk Independent study: 14-15 hrs/wk

CREATIVE ADAPTATION AND COMMUNICATION Introduction: Remediation is a term in Marxist media theory that refers to the transposition of information from one form of communication to another. [See: http://en.wikipedia.org/wiki/Remediation_(Marxist_theory)#Remediation ] In old-media terms, it could refer to the adaptation of a book to the screen. In new media terms, it also relates to the convergence of information across different forms of media and usage. An actual event becomes reported in the news media, then is commented on by users of a website and becomes a hashtag on Twitter while a Facebook group forms to generate debate and social action back in the real world. Each of these processes may be seen as adaptations. Each of these places has their own methods and languages of storytelling (narrative) and creating meaning (semiotics and hermeneutics). These are sometimes referred to as media literacies. What does this mean to the concepts of authorship and authority? What does it mean when audiences become storytellers? There is a field of research into what are called transmedia narratives which investigates how meaning is created across different interconnected forms of media. There is also a field of research and study known as adaptation studies. In investigating and working with these literacies you should investigate the work of Henry Jenkins (see http://www.henryjenkins.org and http://newmedialiteracies.org) and Roland Barthes, among others, to develop greater understanding of some of the ideas surrounding these issues.

What am I actually going to do? In the early stages of the module, there will be morning seminars investigating topics relevant to adaptation. This will inform your practical production. You will be given a selection of texts from which to choose your source and you will engage in the production of a target text (remember that by text we mean any communicative product). There will be some guidance in your choice of texts to encourage experimentation and developing understanding of the properties of different mediums. One of the key elements for assessment in this module is the development of practical production skills, including audience awareness, communication and critical reflection. You will develop an action plan with your tutor which indicates specific directions for your skills development and you will be assessed against your development in the agreed areas. You may work individually or in groups of up to three people. If you work as a group, you will be individually assessed for your own contribution and development. The finished piece could be a traditional video, blog, podcast, animation, graphic narrative, interactive map, even written! So long as the source and target media are different. Inventiveness and experimentation will be key to a successful outcome at assessment. You must not use any copyrighted materials in your production, which means you will need to commission, find or create your own music, if you intend to use it. This project is spread over twelve weeks, plus presentations and assessment. Good organisation and reliability is essential and you will be assessed on this. If you are working as a group, you may choose to work as a traditional hierarchal organisation with clearly defined roles, or something more anarchic and flatter. Either way, you will be expected to evaluate your own value to the group and the mechanics of group collaboration.

You will need to record and demonstrate: Your understanding of the social, historical and theoretical issues surrounding your work. A critical approach to research, production and personal development. A creative and constructive participation individually and/or within a group. Developing technical skills and aesthetic awareness. All of your work needs to be published to your Weebly site, and you will need to keep on top of your blogging. More details in the next section.

This module links to other modules you will be studying: CREATIVE CULTURES 1: Postmodernist perspectives are central to the acts of remediation and adaptation. You may wish to develop your personal studies into new media literacies or concepts of authorship as you move toward developing your essay. CREATIVE PRACTICES 2: In this module you will be developing your sense of identity in the field of media practice. This will involve researching current trends and opportunities in the media from old media to new media. You will be deciding on what route you would like your career to take and devising a plan of action for your future. In addition you will be researching work-placement or professional production opportunities to undertake at the beginning of your second year. This production project will require you to demonstrate your creative, technical and organisational qualities and provide a good indication of your skills to potential employers or colleagues.

Your collected evidence should take the form of: [All evidence will be assessed from your Weebly site, but you should keep backups of your work.] As media students, you are encouraged and expected to use a variety of media in your site. Do not feel that you have to write all the time. Podcasts and vlogs off your mobile phone, Flip or webcam are a great way of recording your thoughts. Thats what the or equivalent means Webpage: SP2: Main Finished film/content with links to previous and next segments if appropriate. Introduction to your segment or whole project (at least 200 words each or equivalent). Evaluation of your contribution to the whole project (at least 250 words each or equivalent). Evaluation of the project as a whole (at least 500 words or equivalent).

Blog: SP2: Blog Your production blog will chart your progress on a frequent basis (two or three entries per week at least). It can include videos (rushes, interviews, yourself talking about the project), photographs, storyboards, production documents, audio and even writing. It needs to include your research into adaptation, remediation, transmedia narrative, authorship and audiences. Links to research, extracts from your reading, interviews with producers, your own thoughts on adaptation, transmedia narratives and collaboration. You should use the blog to answer the questions: o What did I/we do? o How did I/we do it? o Why did I/we do it like that? o How did it turn out? o Why did it turn out like that? o What have I/we learned? o So what?

Webpage: SP2: Refs References list (in Harvard format) of printed and online research, with links where appropriate. Brief notes for each item on its relevance to you and your project.

Presentation: Evaluation of production processes and outcomes. You will carry out a short (10 minutes plus time for Q&A) presentation, backed up by your production blog or other presentation materials. This will provide an opportunity for you to explain the work you have done, discuss some of the issues surrounding your decisions

and evaluate your project as a whole. This will be recorded and included in your blog for assessment.

Assessment:
Description of each element A. Body of work Element weighting 100%

At each assessment point you will be expected to hand in these along with any finished pieced required for inspection by the assessing staff. Remember to ensure that your work is original and does not breach the University regulations regarding plagiarism.

Learning Outcomes:
On completion of the module you must have demonstrated: Knowledge/understanding i) ii) iii) iv) current issues and theories relevant to chosen discipline; evaluation of underlying concepts and principles associated with chosen discipline; contemporary and historical creative influences on specialist practice contexts of production and consumption for specialist practice

Intellectual skills v) vi) Research a variety of ways of looking, seeing and recording techniques; Development of analytical/critical/evaluative skills;

Practical skills vii) viii) ix) Selection appropriate recording approaches in relation to personal intentions; Research and evaluate the use of materials and processes in relation to form and content; Ability to present, evaluate and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories of their subjects of study; Evaluation of the appropriateness of different approaches to solving problems related to their areas of study;

x)

Transferable skills xi) xii) xiii) xiv) Research and presentation; Communication of the results of study accurately and reliably, and with structured and coherent arguments; Writing and documentation; Development of personal view.

Scheme of work In these sessions we will run lectures, seminar discussions, production group discussions and workshops based around your technical and academic needs. The majority of your production work must be carried out in non-contact time. Thursdays 0900 1630. 6 hours contact per week.
Wk Content
1

Introduction to module Discussion of parameters and initial ideas Seminar adaptation studies key concepts Media literacies and properties. Text selection and group formation Seminar remediating meaning and negotiated readings. Discussion of selected text Development of adaptation strategy Adaptation research and experimentation Seminar, workshops, 1-1 Study week research, experimentation & production Adaptation research, experimentation & production Seminar, workshops, 1-1 Adaptation research, experimentation & production Seminar, workshops, 1-1 Adaptation research, experimentation & production Seminar, workshops, 1-1 Adaptation Interim exhibition and crits.

4 5

Production development Seminar, 1-1

10

Production development Seminar, 1-1 EASTER VACATION 2 WEEKS Final Exhibition and Presentation PREPARATION FOR ASSESSMENT PREPARATION FOR ASSESSMENT Friday 3rd May 2013, 2pm Assessment period Assessment period

11 12 13 14 15

Reading Strategy
In order to develop your transferable / academic research skills, you will need to develop, as a group, a reading list for this project. The list may include books, journal articles, web pages, videos of talks or podcasts. I will include the combined list on the course website mediapractice.weebly.com Each source that you use in your project must be included, with notes, in your SP2: Refs page. It is important that you evaluate your sources of information for academic value. Wikipedia is not a bad place to start, but it is a terrible place to finish. You must get used to using the online library at UWE and develop your skill in reading what might initially seem like difficult texts. You will receive assistance in study and research skills which will develop your confidence in this area. To get you going, here are some key terms and names, but it is up to you to work out how to use them

Adaptation Studies Death of the Author Transmedia Narrative Adaptation Postmodernism Roland Barthes Henry Jenkins Collaboration Organisational Development Chris Argyris Hermeneutics Semiotics Aesthetics Kurt Lewin Remediation

Undergraduate achievement threshold statement

Assessment Criteria: Students will be assessed according to their fulfilment of the learning outcomes in respect of the following criteria: i) awareness and understanding of the historical and contemporary issues pertinent to the subject specialism.

Threshold standard (UG Level) During this module you have consulted the reading list, attended lectures, looked at appropriate publications, spent time in the library, visited relevant exhibitions and have take the trouble to learn more about Media Practice. Your developing subject knowledge and understanding are evident in your module blog and pages. There is evidence in your body of work that you have engaged with material and ideas from different sources. There is evidence that you have used your research skills to help you contextualise your ideas in relation to the projects and how you work is seen and understood by others. Critical reflection and peer group interaction have enabled you to think about how to develop and progress your work. You have engaged with the course and have been able to progress your work independently. You have reflected upon those things that have been successful for you as well as those things that you might have done differently. You exhibit a willingness to act upon your conclusions as well as the advice of your tutors and peers. You have explored different ways of recording ideas: e.g. drawing, photography, video, audio, note-taking etc. demonstrating an awareness of your developing personal work. Your research and the different ways in which you develop ideas can be seen in your evaluative statements, research, blog and in your body of work. You have begun to prioritise those processes and materials that are most appropriate for your ideas. You are becoming aware of the ways that these can affect the development of your ideas. You have submitted work for assessment in a considered and appropriate way.

ii) understanding of creative influences and the context of production and consumption.

iii) evidence of analytical ability and competence in criticising and evaluating objects and material.

iv) Research using a wide range of recording techniques appropriate to personal intentions.

v) Understanding of form and content through the use of materials and processes. vi) presentation of personal engagement with subject specialism

Levels of Achievement 80% and above the student has produced a substantial body of work demonstrating an exceptional level of critical and creative independence in the research, analysis, recording and presentation of contextual material. The student has made an outstanding contribution to the knowledge and understanding of their peers through their active participation in seminars. The work exceptionally exceeds the threshold profile in respect of all criteria. 70% - 79% the student has produced a substantial body of work demonstrating a very high level of innovation, critical and creative independence in the research, analysis, recording and presentation of contextual material. The student has made a considerable contribution to the knowledge and understanding of their peers through their active participation in seminars. The work exceeds the threshold profile in respect of all criteria. 60% - 69% the student has produced a body of work demonstrating innovation, critical and creative independence in the research, analysis, recording and presentation of contextual material. The student has made a considerable contribution to the knowledge and understanding of their peers through their active participation in seminars. The work meets the threshold profile in respect of all criteria. 50% - 59% the student has produced a body of work demonstrating critical independence and creativity in the research, analysis, recording and presentation of contextual material. The student has made a significant contribution to the knowledge and understanding of their peers through their participation in seminars. The work meets the threshold profile in respect of all criteria; 40% - 49% the student has produced a body of work demonstrating engagement with the programme of study. The student is competent in the researching, recording and organization of contextual material. The student has participated in seminar groups and contributed to the knowledge and understanding of the peer group. The work substantially meets the threshold profile in respect of all criteria. 30% - 39% the body of work is incomplete and demonstrates a lack of engagement with aspects of the programme of study. As a result the student lacks confidence in the researching, recording and organization of contextual material. Contribution to seminar groups has been erratic. The work substantially fails to meet the threshold profile in respect of all criteria. 20% - 29% the body of work is substantially incomplete and demonstrates very poor engagement with the programme of study. The student has not acquired the core skills introduced in the module and has made an inadequate contribution to seminar groups. The work fails to meet the threshold profile in respect of all criteria. 0% - 19% very little evidence of engagement with the module. No evidence of progression. The work fails to meet the threshold profile in respect of all criteria. * for the purpose of assessment the level of achievement is measured against the overarching profile given through the six threshold statements.