Registry
Module Specifications
Current Academic Year 2012 - 2013
Please note that this information is subject to change.
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| Description | |||||||||||||||||||||||||||||||||||||||||||||
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INACTIVE - Utilising social constructivist and CPBL (Collaborative Project-Based Learning) methodologies, this module aims to introduce students to the necessary technical, research and creative skills required to originate a high-quality magazine style video programme. | |||||||||||||||||||||||||||||||||||||||||||||
| Learning Outcomes | |||||||||||||||||||||||||||||||||||||||||||||
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1. Participate in a team environment, to devise a series of magazine programme proposals for evaluation and analysis. 2. Select one proposal for development having identified its strengths and weaknesses. 3. Produce a twenty-five minute TV magazine programme, including interviews, PTC (piece-to-camera), short video inserts and associated post-production work i.e. editing and title graphics. 4. Create a short report to evaluate and critique the various project elements, both from a content and technical perspective. | |||||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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| Indicative Content and Learning Activities | |||||||||||||||||||||||||||||||||||||||||||||
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Programme development.. The class (depending on the number of students) divide into two groups and elect an executive producer (EP) for each project. Each EP then works with his/her own group to propose a series of programme ideas for evaluation. Each group submits their best three ideas to the lecturer who then discusses the merits of each, and the group make a final decision based on this feedback.. Pre-Production. Individual and sub-group roles are assigned for each programme i.e. segment producers, directors and editors, presenter(s), researchers, graphic design, audio/music, script development, and set design if applicable. Typically, topics are researched in greater detail, potential interviewees are contacted, a programme style is decided upon, any weaknesses in production skills are identified and suitable learning resources made available. Reconnaissances are organised and official permissions sought. Practice sessions are organised for those undertaking camera shoots.. Production. Video recordings take place including: presenters PTC (piece-to-camera), interviews, documentary inserts, location shoots, extra material for inserts and cut-aways. Also graphic design development, studio recording (if applicable), and project management issues such as scheduling, transport and location access issues. All footage is logged and captured digitally.. Post-Production. The complete range of video material is now edited and fine-tuned according to the concepts developed for the programme's target audience. Graphic style elements and audio sweetening are completed across all the various segments to give them a uniform and cohesive 'look'. This is perhaps the most time-consuming and demanding phase of the production process, but also the most rewarding once the programme is completed.. Programme Report. Each EP is responsible for submitting his/her group's production report. This outlines the production process for each phase of the production and lists any problems or issues that arose. Optionally, as of 2010 students can also submit a video report if they so choose. This will then be made available to those students undertaking the CM303 module in subsequent years, in order for them to learn from the previous cohorts' insights.. Feedback and Evaluation. The lecturer will review and examine the various programmes produced, and return an evaluation of each group's production to the groups concerned.. Assessment. Group Project. General note.. As per 'Full-time Workload' description, students will be expected to continue their laboratory work with their own research and self-taught tutorial materials in order to increase their understanding and competencies within the various software and hardware environments.. N.B. A NUMBER CAP APPLIES TO THIS MODULE.. The cap follows the CM214 module.. | |||||||||||||||||||||||||||||||||||||||||||||
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| Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||||||
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| Other Resources | |||||||||||||||||||||||||||||||||||||||||||||
| 24, Website, William Tuke, 2010, Student Movies, Dublin City University, William Tuke, http://www.studentmovies.dcu.ie, 25, Website, William Tuke, 2010, Digital Video Resources, DCU, School of Communications, William Tuke, http://www.dvresources.dcu.ie, 26, Website, William Tuke, 2008, Digital Video Production, Dublin City University, William Tuke, http://www.dcu.ie/~tukew/thinkdigitalvideo_site/pages/index.html, | |||||||||||||||||||||||||||||||||||||||||||||
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| Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||||||||||
| CS | BA in Communication Studies | ||||||||||||||||||||||||||||||||||||||||||||
| Timetable this semester: Timetable for CM303 | |||||||||||||||||||||||||||||||||||||||||||||
| Date of Last Revision | 09-MAR-09 | ||||||||||||||||||||||||||||||||||||||||||||
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