Validation and Specification Document

Foundation Degree (FdA) Broadcast Media Production

Re-Validated May 2014

V 16/17 – no changes

1 Contents

1. The Programme 1.1 Essential qualities and attributes of graduates and details of the Programme Upon completion of a Foundation Degree Programme in Broadcast Media Production, a typical graduate will be able to demonstrate the following

Communications, culture and society  Understanding of the roles of communication systems, modes of representations and systems of meaning in the ordering of societies.  Understanding of particular media forms and genres, and the way in which they organise understandings, meanings and affects.  Understanding of the role of technology in terms of media production, content manipulation, distribution, access and use.  Understanding of new and emergent media forms and their relation both to their social context and to earlier forms.

Histories  Understanding of the historical evolution of particular genres, aesthetic traditions and forms, and of their current characteristics and possible future developments. Processes and practices  Understanding of key production processes and professional practices relevant to media, cultural and communicative industries, and of ways of conceptualizing creativity and authorship.  Knowledge of the legal, ethical and regulatory frameworks that affect media and cultural production, manipulation, distribution, circulation, and consumption.  Understanding of how in creative industries individuals, or collaborative project-oriented teams, are formed, operate and complete their work.

Forms and aesthetics  Understanding of the student's own creative processes and practice through engagement in one or more production practices.  Understanding of the audio, visual and verbal conventions through which sounds, images and words make meaning.

Skills of intellectual analysis  Analyse, interpret and exercise good judgment  Consider and analyse their own work in a reflective manner, with reference to academic and/or professional issues, debates and conventions.

Research skills

2  Formulate appropriate research questions and employ appropriate methods and resources for exploring those questions.  Analyse and draw upon the range of sources and the frameworks appropriate to research in the chosen area.  Draw on the strengths and understand the limits of quantitative and/or qualitative research methods, and be able to apply this knowledge within their own work.

Media production skills  Produce work which demonstrates the effective manipulation of sound, image and/or the written word.  Demonstrate competences in the chosen field of practice.  Demonstrate the development of creative ideas and concepts based upon secure research strategies.  Produce work showing capability in operational aspects of media production technologies, systems, techniques and professional practices.  Produce work which demonstrates an understanding of media forms and structures, audiences and specific communication registers.

Creative, innovative and imaginative skills  Initiate, develop and realise distinctive and creative work within various forms.  Experiment and innovate, as appropriate, with forms, conventions, languages, techniques and practices.

Employability Skills  Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning.  Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others.  Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty.  Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions.  Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning.  Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts.  Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines.

3 1.2 Programme Specification: Bangor University/Grŵp Llandrillo Menai

Awarding body/institution Bangor University Teaching institution Grŵp Llandrillo-Menai Campus Rhos Details of accreditation by a professional, N/A statutory or regulatory body Type of professional, statutory or N/A regulatory accreditation Is accreditation in some way dependent on N/A choices made by students? Foundation Degree Final award/s available Certificate of Higher Education Award title Broadcast Media Production JACS 3 code P300 UCAS code (from admissions) WP63 Communication, media, film and cultural studies Relevant QAA subject benchmark (2008). Foundation Degree qualification benchmark statement/s May (2010)

Other external and internal reference points CBI - Future Fit: Preparing graduates for the world used to inform the programme outcomes of work (2009) Mode/s of study Full time, part time and by individual module/s English and bilingually where expertise and Language of study resources permit Date at which the programme specification Version for re-approval: May 2014 was written or revised

Main Educational Aims of the Programme The Programme aims to:  provide a qualification which enables graduates to work within the field of Media;  build upon students’ knowledge, practical and language skills associated with employment within a profession where there is a need for these skills;  aid students in applying transferable skills and competences in recognised organisational settings allied to the professional media industry;  provide students with an opportunity to develop skills knowledge and expertise in a range of issues relating to Media including: video, audio, multimedia, and theory; and  develop reflective practice and independent learning skills which enable learners to undertake research and take responsibility for their own learning and professional development.

The distinctive features of the Programme aim to:  provide academic progression for learners in North Wales who wish to pursue a career within the field of Media;  provide professional development for those employed within the Media Industry;  provide continuous professional development through the provision of individual modules within the Programme, offering learning and potential benefits to affiliated organisations as well as to individuals;  satisfy demand for vocational higher education in the area of Media; and  increase understanding of Media and develop transferable skills such as flexible, creative and independent ways, showing self-discipline, self-direction and reflection.

4 1.3 Intended Programme Learning Outcomes

To gain an FdA Broadcast Media Production, the student will have demonstrated A) subject knowledge and understanding, B) cognitive skills, C) subject-specific skills and D) employability skills evidenced through achievement of the learning outcomes articulated within each of the programme modules.

A) Subject knowledge and B) Cognitive skills C) Subject-specific skills D) Employability skills understanding A1: Understanding of the roles B1: Understanding own C1: Key production processes D1: Self-management: of communication systems, creative processes and practice and professional practices readiness to accept modes of representations and through engagement in one or relevant to media, cultural and responsibility, flexibility, systems of meaning in the more production practices. communicative industries. resilience, self-starting, ordering of societies. appropriate assertiveness, time B2: Analyse, interpret and C2: How in creative industries management, readiness to A2: Understanding of particular exercise good judgment individuals, or collaborative improve own performance media forms and genres, and project-oriented teams, are B3: Consider and analyse their based on feedback/reflective the way in which they organise formed, operate and complete own work in a reflective learning. understandings, meanings and their work. manner, with reference to affects. academic and/or professional C3: Audio, visual and verbal D2: Team working: respecting A3: Understanding of the role of issues, debates and conventions through which others, co-operating, technology in terms of media conventions. sounds, images and words negotiating, persuading, production, content make meaning. B4: Formulate appropriate contributing to discussions and manipulation, distribution, research questions and employ C4: Produce work which awareness of interdependence access and use. appropriate methods and demonstrates the effective with others. A4: Understanding of new and resources for exploring those manipulation of sound, image emergent media forms and their questions. and/or the written word. D3: Business and customer relation both to their social B5: Analyse and draw upon the C5: Demonstrate competences awareness: basic context and to earlier forms. range of sources and the in the chosen field of practice. understanding of the key drivers A5: Understanding of the frameworks appropriate to for business success including C6: Produce work showing historical evolution of particular research in the chosen area. innovation, risk taking, customer capability in operational aspects genres, aesthetic traditions and satisfaction and loyalty. B6: Understand the limits of of media production forms, and of their current research methods, and be able technologies, systems, characteristics and possible to apply this knowledge within techniques and professional D4: Problem solving: analysing future developments. own work. practices. facts and solutions and applying A6: Knowledge of the legal, creative thinking to develop B7: Experiment and innovate, C7: Produce work which ethical and regulatory appropriate solutions. as appropriate, with forms, demonstrates an understanding frameworks that affect media conventions, languages, of media forms and structures, and cultural production, techniques and practices. audiences and specific D5: Communication and manipulation, distribution, communication registers. literacy: application of literacy, circulation, and consumption. B8: Demonstrate the ability to produce clear, development of creative ideas C8: Initiate, develop and realise A7: Develop detailed structured written work and oral and concepts based upon distinctive and creative work knowledge and understanding literacy including listening and secure research strategies. within various forms. in one or more designated questioning. areas of the field. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts.

D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines.

5 Table 1: Programme Learning Outcomes by Module and Level of Study

Programme Learning Outcomes Subject Knowledge and Subject Specific Skills Cognitive Skills Title of Level 5 Module Understanding C A1 A2 A5 A6 A7 B1 B2 B4 B5 B6 B7 C1 C2 C3 C4 C5 C7 C8 6 Television Studies (10)       

Employability-based Learning 2: Prof Ref and Personal Development (20)      

Entrepreneurship and Self-promotion (20)         Major Video Project (20)            Research Methods and Study Skills (20)        Special and Visual Effects (20)              Working to a Professional Brief (10)        

Programme Learning Outcomes Subject Knowledge and Subject Specific Skills Cognitive Skills Title of Level 4 Module Understanding C A1 A2 A5 A6 A7 B1 B2 B4 B5 B6 B7 C1 C2 C3 C4 C5 C7 C8 6 Audio Production (10)           

Contextual Studies (10)       

Creative Media (10)           Employability-based Learning 1: Applying Theory in Practice (20)      Essential Technical Skills (10)       Animation Principles and Techniques (10)               Multi-camera Production (10)       Professional Television Production Techniques (20)               Research and Study Skills (10)        Visual Studies (10)         

To gain a BA (Hons) Creative Media ,the student will have demonstrated A) subject knowledge and understanding, B) cognitive skills, C) subject-specific skills and D) employability skills evidenced through achievement of the learning

6 outcomes articulated within each of the programme modules.

A) Knowledge and B) Cognitive skills C) Subject-specific D) Employability skills understanding in the skills context of the subject

A1: Knowledge of the B1: Demonstrate the C1: Produce work D1: self-management: broad history of media ability to analyse in detail, showing competence in a readiness to accept technologies and an and from a variety of full range of operational responsibility, flexibility, understanding of the standpoints, creative aspects of creative media resilience, self-starting, different ways in which media productions and systems, techniques and appropriate assertiveness, the history of, and current artefacts. professional practices. time management, readiness developments in, media to improve own performance and communication can B2: Show a critical C2: Produce creative based on feedback/reflective be understood in relation understanding of the key media work which is learning to technological change. theoretical approaches informed by, and and debates relating to contextualised within, D2: team working: respecting A2: Awareness of the the academic study of the relevant theoretical issues others, co-operating, ways in which critical and media, culture and and debates, and which negotiating, persuading, cultural theories have society, and their demonstrates an contributing to discussions developed within creative relationship to creative understanding of forms, and awareness of media. media. structures and audiences. interdependence with others A3: Understanding of key B3: Exercise critical C3: Utilise a range of production processes and judgement in the research skills, time D3: business and customer professional practices selection and use of management, planning awareness: basic relevant to creative media various tools, applications and organisation in the understanding of the key and of ways of and techniques within the production of creative drivers for business success conceptualising creativity domain of creative media. media work of including innovation, risk and authorship, together professional standing. taking, customer satisfaction with an understanding of B4: Demonstrate an and loyalty the professional, technical understanding of how C4: Able to experiment and formal choices which digital technologies and with forms, conventions, D4: problem solving: realise, develop or their electronic systems languages, techniques analysing facts and solutions challenge existing and programmes and practices to initiate, and applying creative thinking practices. structure the possibilities develop and realise to develop appropriate and limits of cultural distinctive creative media solutions A4: Understanding of the forms of creative media work. aesthetic and formal use. D5: communication and qualities of digital media C5: Identify appropriate literacy: application of literacy, and their relationship to B5: Demonstrate self- practices within a ability to produce clear, the production of reflexivity and creative professional and ethical structured written work and meaning. independence towards framework, and oral literacy including listening one’s own work. understand the continuing and questioning A5: Understanding of the need for professional broader traditions and development.

7 forms of visual and D6: application of numeracy: auditory work which manipulation of numbers, generate different kinds of mathematical awareness and aesthetic pleasures. its application in practical contexts

D7: application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines

8 Table 2: Programme Learning Outcomes by Module and Level of Study

Programme Learning Outcomes Subject Knowledge and Cognitive Skills Subject Specific Skills Title of Level 6 Module Understanding A1 A2 A3 A4 A5 B1 B2 B3 C1 C2 C3 C4 C5

Group Project (40)         

Dissertation (40)             

Enterprise and Professional Practice (20)        

Media Ethics (20)     

9 1.4 Programme Structure A diagram for the Programme is provided below.

Diagram 1: FdA Broadcast Media Production: Module Content

FdA: 240 credits Level 5 Modules: 120 credits Core and Compulsory Modules Television Studies (10) Research Methods and Study Skills (20) Employability-based Learning 2: Professional Special and Visual Effects (20) Reflection and Personal Development (20) Entrepreneurship and Self-promotion (20) Working to a Professional Brief (10) Major Video Project (20) Core

Certificate of Higher Education: 120 credits Level 4 Modules: 120 Credits Core and Compulsory Modules Audio Production (10) Animation Principles and Techniques (10) Contextual Studies (10) Multi-camera Production (10) Professional Television Production Techniques Creative Media (10) (20) Employability-based Learning 1: Applying Theory Research and Study Skills (10) in Practice (20) Essential Technical Skills (10) Core Visual Studies (10)

Criteria for Admission Academic requirements:  a minimum of 180 UCAS tariff points, normally gaining a pass in at least one relevant A2 subject; or an AVCE, GNVQ, BTEC National Certificate/Diploma, International Baccalaureate, Welsh Baccalaureate, in a relevant subject; or a Pass in approved ACCESS; or NVQ level 3

 Equivalent international qualifications are acceptable;

 Entry onto Level 5 will be considered individually in line with Coleg Llandrillo’sadmissions policies.

Those without such qualifications are considered on an individual basis and a wide range of prior experience may be taken into account. However in all circumstances applicants will need to demonstrate commitment to learning associated with media and a realistic view of the field.

Language requirements:

 Welsh or English as mother tongue with equivalent GCSE grade C, or above  Any degrees, diplomas or certificates eligible above should have been taught and assessed in Welsh or English, or

 For overseas applicants, for entry onto Level 4, English fluency to TOEFL 525 or higher (with no element less than 500), or IELTS 5.5 or higher (with no element less than 5.0)  For overseas applicants, for entry onto Levels 5, English fluency to TOEFL 550 or higher (with no element less than 525), or IELTS 6.0 or higher (with no element less than 5.5)

10 1.5 Teaching and Learning Methods Delivery is through a blend of the following: Seminars are a very effective way of delivering core material and establishing a framework for a module against which other material can be set. Students will be made aware of the content of each module and issued with a list of the topics to be covered as well as sources of additional material (required and recommended reading) via the module handbook. All members of staff within the College, most of whom have professional teaching qualifications, make an effort to present seminar material in an effective and stimulating manner. To facilitate this, most staff use overhead projectors, and/or projection equipment. Visiting speakers from industry are invited to participate in the teaching and assessment programme.

Tutorials are meetings with a student or group of students facilitated by a lecturer or lecturers and are used in three ways within the award:

 To expand upon and consolidate material covered in seminars through an enquiry-driven problem solving approach.

 As an opportunity to discuss and develop subject material.

 To undertake remedial work to overcome any deficiencies in a student’s background knowledge.

Employment based modules: Within the foundation degree programme, two modules comprise the vocational practice element centred upon the work place, required of all foundation degrees. Learners carry out a number of employment related tasks, negotiated jointly with employers and College-based staff, and log the hour’s undertaken specific to those tasks, monitored and assessed by assigned tutors with support from local employers. For learners who are unable to undertake a work placement, work simulations (on campus) will be created in collaboration with employers.

The two employment-based modules are entitled ‘Employability Based-learning’ and require students to reflect on their employment practices and make links between theoretical based modules and employment-based modules.

Students produce two individual portfolios that will be video-based, to include pre-production paperwork, production paperwork, completed video production, diary and evaluation. It will also include a range of evidence relating to their personal, professional and academic development. One portfolio is produced reflecting level 4 modules and a second portfolio reflecting level 5 modules. In addition, individual written assignments, requiring reflection and evaluation, will enable students to examine their professional practice in relation to the values and principles which underpin ‘good practice’ within their field.

The employment-based elements of the course are an integral part of the whole programme of study and they will naturally incorporate the values and principles, from other modules, notably ‘Professional Television Production Techniques’, ‘Multi-camera Production’ and ‘Special and Visual Effects’.

Guest speakers will be used extensively throughout the programme. They enhance delivery by introducing a sense of the outside or real world into the learning and teaching process. Their input provides valuable insights into current working practices in different areas of expertise and experience and gives learners insight into different career opportunities within the area of Media.

Notable speakers who have contributed to the student learning experience in previous years include:

 Steve Doherty – Head of Giddy Goat Productions, North Wales  PRS for Music  Louis Jones – Spundit Web Development  Sue Jefferies – Freelance Director and Producer (S4C and BBC)

Student centred learning is the generic term used to differentiate between student contact with tutors using the methods listed above and the student’s own effort outside the normal structured teaching environment. It includes student’s own primary research and information gathering. The time expected to complete this work and complete assignments, projects or presentations is shown in each module descriptor under the heading “Teaching and Learning Strategy”. It is expected that this time allocation to a module indicates to the student the

11 effort required on their behalf. This time given is not restrictive and more able students will often expend more time than this in the completion of their own learning.

MOODLE is an important medium for adding value to learning and teaching. Essentially, using this facility enables students to complement their lecturer/tutorial learning with on-line information and participative learning tools. MOODLE is used extensively on all HE courses as both a learning resource and means of communication with students and its continued use will underpin this development.

Learning Strategy: Students are expected to take greater responsibility for their own learning as they progress through their programme. The programme structure and the teaching strategies are designed to encourage this development. The student-centred approach is encouraged through the use of case studies, projects and practical exercises supplemented by the use of appropriate support materials such as videos/DVDs, computer software and MOODLE and relevant site visits. Many of the learning strategies used employ active engagement with subject material to enhance learning.

Regulations of Assessment

The FdA Broadcast Media Production will be assessed in accordance with the Grwp Llandrillo Menai Assessment Policy for Higher Education.

1.6 Student Employability and Career Opportunities

HE students are encouraged to engage in Progress Files/Personal Development Planning (PDP) throughout their studies. Resources are available through the college’s virtual learning environment, Moodle. PDPs are a continuous process of appraisal, reflection and planning for the future and to make students aware of the skills they already have and those they are developing (and would like to develop) to prepare for employment, promotion, more responsibility in their current job or a change in career, either at the end, or during their studies. As part of the course, the learners will undertake a module in Marketing and Self Promotion, where they will look at how to market and sell themselves to gain successful employment in the media industry. As well as the student’s Personal Tutor, the college’s HE Careers Advisor provides guidance to students to complete their ‘e-portfolio’ plan (including CV writing, personal statements and job applications) and to provide information on careers in their field. PDPs also refer to Prospect, Sector Skills Councils, Go Wales, Recruitment Agencies, Job Search and volunteering opportunities.

Throughout the year, students are kept up-to-date with graduate recruitment fairs locally and further afield e.g. in Liverpool and Manchester. The HE Careers Adviser works closely with HE staff at the college to provide advice and guidance to students throughout their studies, and also up to three years after they complete their programme. Examples of positions attained by previous graduates include:  Owner, TudnoTV, Llandudno  Owner, Designosaur, Abergele  Manager, TudnoFM, Llandudno  Runner, Syco TV, London  Owner, Ed Turners TV, Colwyn Bay  Camera Operator, P4TV, Penrhyn Bay

1.7 Indicators of Quality

Coleg Llandrillo’s quality procedures are rigorous and apply to all areas of the College including functional areas. For curriculum areas, the quality procedures are based upon the following activities:

 Setting targets for key performance indicators (attendance, retention, successful completion and attainment).

 Monitoring targets through gathering evidence of performance. This includes:

12 o An anonymous student survey (externally administered by QDP) and benchmarked against similar UK institutions delivering HE in FE o Conducting HE Learner Panels chaired by a Governor o HE Student Open Forum o Holding student focus groups o Module evaluations o Measuring attendance levels by course/class o Measuring retention, successful completion and attainment against benchmarks and over time

 Regular team meetings to discuss issues, share good practice and create action plans for improvements.  Annual reports from External Moderator (Bangor University) and External Examiner  Annual classroom observations of teaching staff by managers

 Systematic monitoring of standards through internal verification, second marking using Bangor University procedures

 An Annual College Course Review (ACCR - AMR equivalent) is completed for each programme, incorporating comments from External Reports, resulting in a Quality Enhancement Plan which details points of good practice to share with course teams and points identified as areas of development with planned action to address them.

 A HE Self-Assessment Report, summarising the quality of Higher Education at Coleg Llandrillo across the learning network is presented at the College’s Academic Board.

 Annual Curriculum reviews analyse current and future provision, based upon market information and performance within each programme, based upon the key performance indicators.

1.8 Staff Development (relevant to the Programme)

Each year Technology Directorate staff are required to undertake appropriate continuous professional development that can take the form of studying for higher awards, working with industry, observing leading edge developments, examining externally and developing online resources for the hospitality sector. Generally, all staff attend a variety of training events, conferences and work experience opportunities relevant to the sector, and their specialist areas.

Events and Conferences attended:  Final Cut Pro Training for AVID Editors  Creative Industries Conference  ITTP Conference  Broadcast Expo

A range of other relevant in-house staff development includes the following:

 Strategic Planning Event  E-Books  Essential Skills Wales Update - Technology  Focus Group  Technology Directorate Review, Evaluation and Development Event  HE Conference - Enhancing Best Practice  Management Training: Annual Programme 2011/2012  Management Training: Building a Culture of Enterprise (Part 1)  Management Training: Building a Culture of Enterprise (Part 2)  Management Training: Disciplinary and Grievance Revised Legislation  Management Training: Leadership and management within a changing environment  Management Training: Modernising the Curriculum

13  Management Training: Safeguarding - a Manager's Responsibility  Management Training: Student Wellbeing - Developing a Framework  Proactis - New User Training  Promoting Excellence in Marketing Management  The Higher Education Academy Scholarly Activity workshop  Working with International Students  Your Virtual Staffroom  Managing Discipline and Grievance

1.9 Assessment Profile

Students will be assessed in accordance with the assessment schedule identified for the Award and within each module a range of methods will be used. All assessments will follow the Grwp Llandrillo Menai Assessment Policy for Higher Educatio. An assessment matrix is provided on pages 58 and 59.

Assessments relate directly to learning outcomes and one assessment tends to cover more than one learning outcome. Candidates are assessed in taught modules. In designing and deciding upon an assessment format for a module the following factors have been considered:

 The module learning outcomes and their level, with particular emphasis on the student’s ability to analyse and communicate information from:

o module content o learned knowledge from other areas/qualifications o experience o the implementation of systematic information-seeking strategies

 Encouraging students to apply their skills to specific problems.

 Approaching problems in a systematic way and employing test approaches to resolve them.

 Assessment performance criteria, as communicated to the student.

 The validity and reliability of the assessment methods, which are monitored by module leaders and programme teams.

 Time constraints (for students and staff) and the need to ensure consistency.

 The use of a range of strategies through which a student can demonstrate what he or she knows,

1.10 Methods of Assessment

Assessments take the form of

 individual written and online portfolios  essays  individual and group reports  case studies  individual and group presentations  time-constrained assessments (both open and closed book).  business proposals  Individual and group practical assignments that include video production, multi- camera production, web design, flash showcase and 3D animation and moving image sequence  online portfolio  reflection

14 2. Mapping of Employability Skills

The Employability Skills identified at Level 5 are: D1: Self-management: to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Employability Skills Title of Level 5 Module D1 D2 D3 D4 D5 D6 D7 Television Studies (10)     Employability-based Learning 2: Professional        Reflection and Personal Development (20) Entrepreneurship and Self Promotion (20)        Major Video Project (20)       Research Methods and Study Skills (20)      Special and Visual Effects (20)        Working to a Professional Brief (10)        Employability Skills Title of Level 4 Module D1 D2 D3 D4 D5 D6 D7 Audio Production (10)       Contextual Studies 1 (10)     Creative Media (10)      Employability-based Learning 1: Applying        Theory in Practice (20) Essential Technical Skills (10)       Animation Principles and Techniques (10)    Multi-camera Production (10)      Professional Television Production        Techniques (20) Research and Study Skills (10)      Visual Studies (10)    

15 3 Rationale for FdA Broadcast Media Production

Media provision at CLC has been running since 1990 with a range of programmes being offered to meet local and regional media industry needs. In 1996, the college introduced the BTEC National Diploma (Edexcel) and in subsequent years, additional programmes were added including the First Diploma Media Production and the National Diploma Games Development. The FdA Digital Media and Television Production was first introduced in September 2010.

Currently, there are a number of groups that feed into the FdA Broadcast Media Production including the:

 National Diploma Media Production  National Diploma IT Practitioners  National Diploma Games Development  Access to HE  Diploma Foundation Studies in Art, Design and Media.

The programme also attracts students from overseas.

There are currently 17 students studying for the FdA Digital Media and Television Production award on a full time basis (12 in year 1 and 5 in year 2). A target of 12 FT students has been set for entry onto the programme in September 2014.

The FdA also provides the opportunity for individuals already employed in the sector to undertake continuous professional development (CPD) and who want to up-skill and/or improve their knowledge.

The FdA aims to increase the number of individuals who can provide quality production and theory in a range of media contexts. It provides students with a broad knowledge and understanding of media culture and current issues within the industry, whilst developing a range of vocational skills to enable them to work in associated contexts and settings. Media production practitioners operate within television, film, web, graphics, multimedia, post production, journalism and other forms of media activities.

As the media industry changes, so too does the knowledge and skills base required of graduates and of media qualifications. The BBC Television Centre in London has relocated provision to Salford Quays (Media City, Manchester) where there is a major re-development of the quay for the construction of a new centre for the media production industry. Media City provides opportunities for a large number of media-related organisations to benefit from the presence of the BBC. As Manchester is only 1 hour 30 minutes drive/train journey from CLC, it will also provide students with the opportunity to gain relevant work experience and future employment.

The College has an established working relationship with relevant national, regional and local organisations and employers including:

 BBC Wales  BBC Media City  Boomerang Plc  Tudno FM (local independent radio station)  RedStone Creative (local graphics and digital photography company)  Web Design Directive (local web development company)  Creative Skillset  Technium CAST (Centre for Advanced Software Technologies based in Bangor)  Swansea Metropolitan University  TV Conwy  Tudno TV  Antena  Cwmni Da  LiveTech

16 The original structure and content of the FdA Broadcast Media Production (formerly FdA Digital Media and Television Production), emerged following consultation and dialogue with a specially convened Digital Media and Television Production Foundation Degree Working Group.

The Foundation Degree Working Group was also consulted to discuss any required changes or proposals to the content of this new programme and the proposed outline is as a direct result of this consultation process, which was conducted through a series of individual meetings. The programme content was also influenced by Skillset, the Sector Skills Council for Creative Media Industries.

Upon completion of the FdA, learners can progress on to a full Honours Degree at Swansea Metropolitan University, Glyndŵr University, University of Bradford or the University of Huddersfield, Barnsley Campus, which has agreed to provide progression from the FdA Broadcast Media Production (formerly FdA Digital Media and Television Production), subject the University’s entry criteria.

17 4 Module Descriptors Level 4

Audio Production Award: FdA Broadcast Media Production Teaching Period: Semester 2 Credit Value: 10 credits Campus: Rhos Level: 4 JACS Subject Code: P310 Module Leader: Joseph Owen ASC Category: 9 Deputy: Chris Bainbridge Language of Tuition: English Overall Aims and Purpose This module will enable learners to develop an understanding of the basic principles and theories of audio production. The learners will also gain an understanding of digital recording principles, how to capture, edit and broadcast their output within the framework of a media production. Indicative Content

 How audio theory and principles work in practice.  How to communicate ideas and information through an audio medium.  How application of knowledge of and skills in audio production varies according to genre. (Programme Range: Drama, News, Current Affairs, Light Entertainment, Situation Comedy, Soap Opera, Quiz Shows, Game Shows, Live Debate Shows and educational. Develop skills in a variety of roles such as Director, Producer, Sound Recordist, Boom Operator, Foley Editor, Foley Artist, Sound Designer, Sound Mixer and Sound Editor. Communication skills such as production meetings, taking direction, taking instruction, taking part in discussions, advising other crew members.  How to plan and produce an audio production to a specified brief (Plan and produce Booking resources, organising materials, locating and arranging props on set, auditioning cast, locating and assessing contributors, live links, pre-recorded material, autocue).  Methods of reflection on individual and group performance and the effectiveness of the finished production against the brief. Assessment Criteria Threshold: the student’s understanding of the knowledge and skills base developed through this module is limited, evidenced by the narrow application of theory linked to practice. In addition, the student has demonstrated limited personal responsibility for the nature and quality of outputs and has required a significant degree of tutor support. Good: the student’s understanding of the knowledge and skills base developed through this module is sound and practical, evidenced by the effective application of theory linked to practice. The student has demonstrated personal responsibility for the nature and quality of outputs and has required a minimal degree of tutor support. Excellent: the student’s understanding of the knowledge and skills base developed through this module is credible and realistic, consistently evidenced by the rigorous application of theory linked to practice. The student has demonstrated a high degree of personal responsibility for the nature and quality of outputs and has worked autonomously throughout. Assessment Methods

Group production folder that plans an audio production to a brief of the students’ choosing. 500 word equivalent, 20%, LO 1. Group production of a 5 minute radio programme or podcast suitable for broadcast. 1,500 word equivalent, 60%, LO 2. Individual evaluation of personal performance and overall group production. 500 words, 20%, LO 3.

18 Teaching and Learning Strategy

Seminars, group discussions, student-centred learning methods, enquiry-based learning, and utilisation of online learning materials, case study material, practical tutorials, and workshops. 100 notional learning hours compromising of 30 hours classroom-based and 70 tutor-directed student learning.

Learning Outcomes

1. Plan an audio production to a brief. 2. Create an audio production, demonstrating knowledge of technical processes and procedures. 3. Use reflection to assess personal performance and the audio production. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines. Indicative Reading Corey, R. (2010). Audio Production and Critical Listening: Technical Ear Training. Focal Press. Izhaki, R. (2007). Mixing Audio: Concepts, Practices and Tools. Focal Press. Rossing, T, et al (2001) The Science of Sound: Third Edition, Addison Wesley. Lyver, D, (1999) Basics of Video Sound: Second Edition, Focal Press. Austerberry, D, (2004) The Technology of Video and Audio Streaming: Second Revised Edition, Focal Press. McLeish, R (2005) Radio Production: Fifth Revised Edition, Focal Press. Blue Room technical forum, (2014). Blue Room technical forum. [online] Available at: http://www.blue- room.org.uk/ [Accessed 2 Jul. 2014] Aes-uk.org, (2014). Audio Engineering Society UK. [online] Available at: http://www.aes-uk.org/ [Accessed 2 Jul. 2014].

Pre-requisite Co-requisite None None

19 Contextual Studies Award: FdA Broadcast Media Production Teaching Period: Semesters Credit Value: 10 credits Campus: Rhos Level: 4 JACS Subject Code: W631 Module Leader: Chris Bainbridge ASC Category: 10 Deputy: Dilwyn Roberts Language of Tuition: English Overall Aims and Purpose This module aims to enable students to understand how media has evolved, to demonstrate an understanding of how theories relating to media work in practice and to explain how media production works in practice. Indicative Content

 How media has evolved from the early days of the moving image;  How theories relate to media work in practice, with reference to for example semiology, narrative theory, discourse theory, auteur theory, audience theory, reception theory, genre study, psychoanalytic approaches and theories of spectatorship.  How media production works in practice. Assessment Criteria

Threshold: the student’s understanding of the knowledge and skills base developed through this module is limited, evidenced by the narrow application of theory linked to practice. In addition, the student has demonstrated limited personal responsibility for the nature and quality of outputs and has required a significant degree of tutor support. Good: the student’s understanding of the knowledge and skills base developed through this module is sound and practical, evidenced by the effective application of theory linked to practice. The student has demonstrated personal responsibility for the nature and quality of outputs and has required a minimal degree of tutor support. Excellent: the student’s understanding of the knowledge and skills base developed through this module is credible and realistic, consistently evidenced by the rigorous application of theory linked to practice. The student has demonstrated a high degree of personal responsibility for the nature and quality of outputs and has worked autonomously throughout.

Assessment Methods

Individual 10 minute oral presentation to demonstrate understanding of how media has evolved. 1,000 word equivalent, 40%, LO 1.

Individual written report to demonstrate an understanding of how media production works by relating theories to practice. 1,500 words, 60%, LO 2 and 3.

Teaching and Learning Strategy Seminars and presentations to allow the development of underpinning knowledge, understanding and skills in a participative and interactive environment. Students will develop their learning through both formal teaching and reflection on other case studies. 100 notional learning hours comprising 25 hours classroom-based and 75 hours tutor-directed student learning. Within the 25 classroom-based hours, 15 hours will be in the form of individual/small group tutorial support and reflective seminars throughout the module.

20 Learning Outcomes 1. Explain how media has evolved. 2. Explain how theories relating to media work in practice. 3. Explain and provide examples of how media production works. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines. Indicative Reading Cousins, M, (2011). The Story of Film. Pavillion Books. Parkinson, D. (2012). The History of Film (2nd Edition). Thames and Hudson. Branston and Stafford, (2006), The Media Students Book. Routledge. Bignell, J, (2007), An Introduction to Television Studies. Routledge. Nelmes, J, (2007) Introduction to Film Studies. Routledge. Bordwell, D, (2006) Film Art, (McGraw-Hill Higher Education. Monaco, J, (2000) How to Read a Film: The World of Movies, Media, Multimedia: Language, History, Theory. Oxford University Press. Frampton, D, (2006), Filmosophy. Wallflower Press. Cook, P, (2008), The Cinema Book. BFI Publishing. Grant, B K, (2008), Auteurs and Authorship: A Film Reader. Blackwell Publishing. Pre-requisite Co-requisite None None

21 Creative Media Award: FdA Broadcast Media Production Teaching Period: Semesters Credit Value: 10 credits Campus: Rhos Level: 4 JACS Subject Code: W810 Module Leader: Chris Bainbridge ASC Category: 9 Deputy: Dewi Hughes Language of Tuition: English Overall Aims and Purpose This module will enable students to develop an understanding of the principles of storytelling, character development and narrative structure. The learners will also gain an understanding of storyboarding and screenplay formats. Module Content

 How to develop stories that investigate character development, screenplay and storyboard techniques.  Work of famous practitioners such as Campbell, Stanislavsky and Brecht.  Screenwriting formats and practices used in industry.  Dramatic conceptualisation by producing original scripts.  Appropriate structures for different media forms.  How to manage learning and present a creative approach to a project brief.  How to devise and comply with self-imposed schedules. Assessment Criteria Threshold: the student’s understanding of the knowledge and skills base developed through this module is limited, evidenced by the narrow application of theory linked to practice. In addition, the student has demonstrated limited personal responsibility for the nature and quality of outputs and has required a significant degree of tutor support. Good: the student’s understanding of the knowledge and skills base developed through this module is sound and practical, evidenced by the effective application of theory linked to practice. The student has demonstrated personal responsibility for the nature and quality of outputs and has required a minimal degree of tutor support. Excellent: the student’s understanding of the knowledge and skills base developed through this module is credible and realistic, consistently evidenced by the rigorous application of theory linked to practice. The student has demonstrated a high degree of personal responsibility for the nature and quality of outputs and has worked autonomously throughout. Assessment Methods

Individual portfolio of exercises, demonstrating a range of skills, knowledge, concepts and theories across all learning outcomes. 2,500 words (100%) LO 1, 2 & 3 Portfolio to include: Justification of idea (500 words) 20%. LO1 Famous and inspirational practitioners. (500 words) 20%.LO1 Character development investigation (500 words) 20% LO2 Original screenplay and storyboards. (500 word equivalent) 20% LO2 Evaluation (500 words) 20% LO3 Teaching and Learning Strategy

Seminars, group discussions, student-centred learning methods, enquiry-based learning, and utilisation of online learning materials, case study material, practical tutorials, and workshops. 100 notional learning hours compromising of 30 hours classroom-based and 70 tutor-directed student learning.

22 Learning Outcomes

1. Demonstrate an understanding the basic principles of storytelling, character development, structure and format. 2. Devise and produce an individual portfolio, demonstrating imaginative and creative responses to given projects. 3. Reflect on the production as a whole. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines. Indicative Reading Booker, C. (2005). The Seven Basic Plots: Why We Tell Stories. Continuum. Chatman, S. (1980). Story and Discourse: Narrative Structure in Fiction and Film. Cornell University Press. Campbell, J. (2012). The Hero with A Thousand Faces: 3rd edition. New World Library. Field, S. (2007). The Screenwriter's Workbook: Exercises and Step-by-step Instructions for Creating a Successful Screenplay. Delta. Hart, J. (2007). The Art of the Storyboard: A Filmmaker's Introduction. Focal Press. McKee, R. (1998). Story. Methuen. Vogler, C. (2007). Writer's Journey: Mythic Structure for Writers. Michael Wiese. Cmstudies.org, (2014). Society For Cinema and Media Studies. [online] Available at: http://www.cmstudies.org/ [Accessed 2 Jul. 2014]. Pre-requisite Co-requisite None None

23 Employability-based Learning 1: Applying Theory in Practice Award: FdA Broadcast Media Production Teaching Period: Semesters 1 & 2 Credit Value: 20 credits Campus: Rhos Level: 4 JACS Subject Code: P390 Module Leader: Andrew Smith ASC Category: 9 Deputy: Joanne Owen Language of Tuition: English Overall Aims and Purpose This module aims to enable learners to carry out a number of employment related tasks, negotiated jointly with employers/industry representatives and Grŵp-based staff. Indicative Content

 Workplace practices in the broadcast media industry  How theory works in practice.  Use of new ideas as transformational tools that leads to new levels of awareness, through reflection.  Making sense of the practical relevance of knowledge, skills, concepts and theories.

 Relevance and context of knowledge, skills, concepts and theories.  Development of insight and understanding, through analysis. Assessment Criteria Threshold: the student’s understanding of the knowledge and skills base developed through this module is limited, evidenced by the narrow application of theory linked to practice. In addition, the student has demonstrated limited personal responsibility for the nature and quality of outputs and has required a significant degree of tutor support. Good: the student’s understanding of the knowledge and skills base developed through this module is sound and practical, evidenced by the effective application of theory linked to practice. The student has demonstrated personal responsibility for the nature and quality of outputs and has required a minimal degree of tutor support. Excellent: the student’s understanding of the knowledge and skills base developed through this module is credible and realistic, consistently evidenced by the rigorous application of theory linked to practice. The student has demonstrated a high degree of personal responsibility for the nature and quality of outputs and has worked autonomously throughout. Assessment Methods An individual portfolio of exercises, demonstrating a range of skills, knowledge, concepts and theories, across all learning outcomes, within a workplace context (or simulation). Completed portfolio 5,000 words equivalent, 100%, LO1, 2, 3, 4 and 5.

Task 1 (1500 word equivalent). 30%. LO1 Create a formal CV which conforms to accepted norms for this document type. Create an informal CV aimed at use in the creative media industry Compare and contrast the two CVs explaining the rationale for the different formats.

Task 2 (1500 word equivalent) 30%. LO2 & LO3. Produce an individual report explaining how knowledge, skills, concepts and theories gained from other Level 4 modules have been applied to the first group project from the Professional Television Production Techniques module. The report must contain specific examples. The report must explain how group working has enabled the project goal to be achieved. The explanation should be supported by research into accepted theories of group formation and group working. The research will be evidenced using the Harvard Referencing system.

Task 3 (2000 word equivalent). 40%. LO4 & LO5 Produce an individual reflective report which summarises new knowledge and skills gained during Level 4 and how they have contributed to enhanced performance in work based contexts (e.g. group projects or actual work experience). The analysis must be supported by specific examples and is likely to include comparison of projects carried out early in Level 4 with later projects in order to identify progress.

24 Teaching and Learning Strategy The module will build upon previous knowledge, skills, concepts and theories and encourage the student to apply them in a workplace context (or simulation) through lectures/workshops, supported by group and individual tutorials. 200 notional learning hours comprising 60 hours classroom-based and 140 hours tutor/employer-directed student learning. Within the 60 classroom-based hours, 12 hours will be frontloaded for direct tutor input supplemented by individual/small group tutorial support throughout the module. Learning Outcomes In the context of broadcast media production provide evidence of an ability to:

1. Apply communication skills effectively to take advantage of new opportunities at work. 2. Apply knowledge, skills, concepts and theories gained at Level 4 into work-based contexts and explain how they operate in practice. 3. Explain the contribution made by others in a work-based context, recognising interrelationships that enable common goals to be achieved. 4. Summarise the enhanced contribution made in work-based contexts as a result of applying new knowledge and skills appropriately. 5. Demonstrate enhanced insight and understanding, through analytical comment, based upon specific examples. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines. Indicative Reading Schon, D, A. and Argyris, C. (1992). Theory in Practice: Increasing Professional Effectiveness. Jossey-Bass. Deuze, M. (2007). Media Work (Digital Media and Society) (DMS - Digital Media and Society). Polity Press. Hesmondhalgh, D and Baker, S. (2011). Creative Labour: Media Work in Three Cultural Industries (Culture, Economy and the Social). Routledge. McKinlay, A. and Smith, C. (2009). Creative Labour: Working in the Creative Industries (Critical Perspectives on Work and Employment). Palgrave Macmillan. Recommended reading: Cottrell, S. (2008). The Study Skills Handbook. 3rd edition. Palgrave Macmillan. Pre-requisite Co-requisite Essential Technical Skills Professional Television Production Techniques

25 Essential Technical Skills Award: FdA Broadcast Media Production Teaching Period: Semester Credit Value: 10 credits Campus: Rhos Level: 4 JACS Subject Code: P310 Module Leader: Chris Bainbridge ASC Category: 9 Deputy: Dilwyn Roberts Language of Tuition: English Overall Aims and Purpose This module will enable learners to develop an understanding of basic equipment set-up and calibration principles. The learners will also gain an appreciation of the requirements and complexities of working within a professional broadcast media environment. Module Content

 How theory and principles work in practice.  Knowledge and skills related to broadcast production.  Communication skills such as production meetings, taking direction, taking instruction, taking part in discussions, advising other crew members.  How to plan and produce a broadcast to a specified brief (plan and produce booking resources, organising materials, locating and arranging equipment, locating and assessing contributors, pre-recorded material).  How to reflect on individual performance and the effectiveness of the finished production against the brief. Assessment Criteria Threshold: the student’s understanding of the knowledge and skills base developed through this module is limited, evidenced by the narrow application of theory linked to practice. In addition, the student has demonstrated limited personal responsibility for the nature and quality of outputs and has required a significant degree of tutor support. The student will have shown some basic level of skill but with little attention to preparation. The student will have given little in the way of critical evaluation. Good: the student’s understanding of the knowledge and skills base developed through this module is sound and practical, evidenced by the effective application of theory linked to practice. The student has demonstrated personal responsibility for the nature and quality of outputs and has required a minimal degree of tutor support. The student will have shown a good level of skill, with an acceptable level of preparation. During critical evaluation the student will have discussed the process with some clarity and explanation of process. Excellent: the student’s understanding of the knowledge and skills base developed through this module is credible and realistic, consistently evidenced by the rigorous application of theory linked to practice. The student has demonstrated a high degree of personal responsibility for the nature and quality of outputs and has worked autonomously throughout The student will have shown some basic level of skill but with little attention to preparation. The student will have given little in the way of critical evaluation. The student will have shown a level of skill approaching professional standards, with a high level of preparation. During critical evaluation the student will have discussed the process with excellent clarity and explanation of process.

Assessment Methods

Individual practical assignment to plan, produce and evaluate a broadcast production (to a set brief) that requires demonstration of technical competencies, understanding of technical considerations and procedures. Plan 500 words equivalent, 20%, LO 1. Production 1,500 words, 60%, LO 2 and 500 words evaluation. In summary: 2,500 word equivalent, 100%, LO 1, 2 and 3.

26 Teaching and Learning Strategy Lectures, group discussions, student-centred learning methods, enquiry-based learning, and utilisation of online learning materials, case study material, practical tutorials, and workshops. 100 notional learning hours compromising of 30 hours classroom-based and 70 tutor-directed student learning. Learning Outcomes

1. Plan a broadcast production to a brief, demonstrating knowledge and application of theories to own work. 2. Produce a broadcast production, demonstrating knowledge of technical processes and procedures. 3. Use reflection to inform and evaluate production. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines. Indicative Reading Lyver, D. and Swainson, G (1999). Basics of Video Lighting. Focal Press. Lyver, D. (1999). Basics of Video Sound. Focal Press. Owens, J and Millerson, G. (2012). Television Production. 15th edition. Focal Press. Musburger, R.B. and Ogden, M.R. (2014). Single-camera Video Production. 6th edition. Focal press. Ward, P. (000). TV Technical Operations: An introduction. Focal Press. Blue Room technical forum, (2014). Blue Room technical forum. [online] Available at: http://www.blue- room.org.uk/ [Accessed 2 Jul. 2014] Aes-uk.org, (2014). Audio Engineering Society UK. [online] Available at: http://www.aes-uk.org/ [Accessed 2 Jul. 2014]. Pre-requisite Co-requisite None None

27 Animation Principles and Techniques Award: FdA Broadcast Media Production Credit Value: 10 credits Level: 4 Language of Tuition: English Module Leader/s: Joseph Owen and Ayesha Drew Overall Aims and Purpose This module will enable learners to develop an understanding of the basic principles and theories of animation. The learners will also gain an understanding of animation techniques within the framework of a media production utilising up to date techniques and applications. Indicative Content

 How animation principles work in practice.

 How to communicate ideas and information through animation.

 How to plan and produce an animation to a specified brief

 Methods of reflection on individual and group performance and the effectiveness of the finished production against the brief. Assessment Criteria Threshold: the student’s understanding of the knowledge and skills base developed through this module is limited, evidenced by the narrow application of theory linked to practice. In addition, the student has demonstrated limited personal responsibility for the nature and quality of outputs. Good: the student’s understanding of the knowledge and skills base developed through this module is sound and practical, evidenced by the effective application of theory linked to practice. The student has demonstrated personal responsibility for the nature and quality of outputs. Excellent: the student’s understanding of the knowledge and skills base developed through this module is credible and realistic, consistently evidenced by the rigorous application of theory linked to practice. The student has demonstrated a high degree of personal responsibility for the nature and quality of outputs. Assessment Methods

By means of an individual oral presentation, students will demonstrate an understanding of the principles and evolution of animation. 20%, LO 1. (10-15 minute duration. 500 word equivalent)

By means of an individual practical assignment, learners will plan, develop and produce a short animated sequence. 60%, LO 2. (1500 word equivalent)

By means of an individual written assignment, learners will provide an evaluation of the completed animation. 20%, LO 3. (500 word equivalent)

28 29 Teaching and Learning Strategy

Seminars, group discussions, student-centred learning methods, enquiry-based learning, and utilisation of online learning materials, case study material, practical tutorials, and workshops. 100 notional learning hours comprising of 30 hours classroom-based and 70 tutor-directed student learning.

Learning Outcomes

4. Understand the history and principles of animation. 5. Plan, develop and create a short animated sequence demonstrating knowledge of technical processes and procedures. 6. Evaluate own production Key Skills Taught D1: Can plan how to obtain and can use the information required in order to meet the purpose of a required activity. Can use the appropriate structures and procedures to explore and develop information. D2: Can develop a strategy for planning and developing skills required by employers and implement the strategy. D4: Can identify key elements of problems and choose appropriate methods for their resolution in a considered manner. Indicative Reading Williams, R, E. (2009). The Animator's Survival Kit. Faber and Faber. Revised Edition.

Thomas, S and Johnson, O (1997). The Illusion of Life. Hyperion.

Hooks, E. (2011) Acting for Animators. 3rd Edition. Routledge.

Ternan, M. (2013) Stop-Motion Animation: How to Make and Share Creative Videos. Apple Press

Whittaker, H. & Halas, J. (2009) Timing for Animation. 2nd Edition. Focal Press

Pre-requisite Co-requisite Audio Production Creative Media

30 Multi-camera Production Award: FdA Broadcast Media Production Teaching Period: Semester Credit Value: 10 credits Campus: Rhos Level: 4 JACS Subject Code: P311 Module Leader: Chris Bainbridge ASC Category: 9 Deputy: Dilwyn Roberts Language of Tuition: English Overall Aims and Purpose This module will enable the student to develop knowledge and skills in multi-camera operations and productions, to work to plan and produce a multi-camera production to a specified brief and to reflect on their own performance and that of others members of the production team as well as the finished product. Module Content  Knowledge and skills in multi-camera operations and productions, (Multi-Camera Programme Range: Drama, News, Current Affairs, Light Entertainment, Situation Comedy, Soap Opera, Quiz Shows, Game Shows, Live Debate Shows and Fashion Shows. Develop skills in a variety of Roles such as Director, Producer, Floor Manager, Camera Operator, Sound Recordist, Vision mixer, Lighting Director, Caption Generator Operator, Autocue Operator. Communication skills such as production meetings, taking direction, taking instruction, taking part in discussions, advising other crew members. Using camera cards, shooting script, running order, cue-cards and talkback);  How to plan and produce a multi-camera production to a specified brief (Plan and produce Booking resources, organising materials, locating and arranging props on set, auditioning cast, locating and assessing contributors, live links, pre-recorded material, autocue); and  How to reflect on individual and group performance and the effectiveness of the finished production against the brief. Assessment Criteria

Threshold: the student’s understanding of the knowledge and skills base developed through this module is limited, evidenced by the narrow application of theory linked to practice. In addition, the student has demonstrated limited personal responsibility for the nature and quality of outputs and has required a significant degree of tutor support. Good: the student’s understanding of the knowledge and skills base developed through this module is sound and practical, evidenced by the effective application of theory linked to practice. The student has demonstrated personal responsibility for the nature and quality of outputs and has required a minimal degree of tutor support. Excellent: the student’s understanding of the knowledge and skills base developed through this module is credible and realistic, consistently evidenced by the rigorous application of theory linked to practice. The student has demonstrated a high degree of personal responsibility for the nature and quality of outputs and has worked autonomously throughout.

Assessment Methods Group multi-camera production of 20 minutes duration to demonstrate knowledge and skills in multi-camera operations and production to a specified brief. 2,000 word equivalent, 80%, LO1 and 2. An individual reflection of personal and group performance in achieving a final production. 500 words, 20%, LO 3. Teaching and Learning Strategy

Seminars / workshops will concentrate on developing knowledge, understanding and skills in a participative and interactive environment. Students will develop their learning through both formal teaching and case studies. 100 notional learning hours comprising 30 hours classroom-based and 70 hours tutor/employer-directed student learning.

1. Develop knowledge and skills in multi-camera operations and production. 2. Plan and produce a multi-camera production to a specified brief. 3. Reflect on individual and group performance. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines. Indicative Reading Ward, P. (1997). Multi-camera Camerawork. Focal Press. Singleton-Turner, R. (2011). Cue & Cut: A Practical Approach to Working in Multi-camera Studios. Manchester University Press. Jacobson, M. (2010). Mastering MultiCamera Techniques: From Preproduction to Editing and Deliverables. Focal Press.

Utterback, A. (2007). Studio Television Production and Directing: Studio-Based Television Production and Directing. Focal Press. Gbct.org, (2014). The Guild of British Camera Technicians. [online] Available at: http://www.gbct.org/ [Accessed 2 Jul. 2014]. Pre-requisite Co-requisite

32 Professional Television Production Techniques Award: FdA Broadcast Media Production Teaching Period: Semester Credit Value: 20 credits Campus: Rhos Level: 4 JACS Subject Code: P311 Module Leader: Dilwyn Roberts ASC Category: 9 Deputy: Chris Bainbridge Language of Tuition: English Overall Aims and Purpose The module will enable the student to gain an understanding of the concepts involved in pre-production, production and post-production. Students will learn how to capture audio and video materials from a range of digital sources, understand and use audio and video compression technologies and store material efficiently. In addition students will develop an understanding of how audio and video sequences communicate ideas and information. Indicative Content  Concepts involved in pre-production (planning: scripting, storyboarding and planning for video and audio acquisition, shooting to edit (i.e. the ability to film with editing in mind), cutaways, types of shot, big close-ups, medium close-ups, mid-shots, medium long-shots), production (use of digital video camcorders, microphones and other relevant production equipment; camera shots: angles, types and their uses in communicating narrative (wide angle, establishing shot etc), knowledge of target audience; titling: caption generation, including static and animated titles and text. Audio: types and uses in communicating narrative; choice of output media: DVD, MiniDV, HDV or DVCam.) and post-production (introducing non-linear editing techniques and using professional video editing software);  How to capture audio (comparing the strengths and weaknesses of different microphone types on location) and video materials from a range of digital sources, (SD MiniDV, SD DVCam, HDV, HDCam, XDCAMHD, DVCPROHD);  How audio and video compression technologies work (terminology: video and audio protection terminology, codec (compression/decompression technologies) suitability for different purposes and playback rates, resolutions; storage: managing, organising and storing video and audio clips, choice of storage media, saving preview files etc.);  How audio and video can be stored efficiently (Output: MPEG, QuickTime, Mov, AVI, PC Mac formats; organise: label, file, master, master edit; use of time code, recording levels, signal strength, stereo or mono audio, knowledge of video capture software, equipment types and levels of professionalism; and  How audio and video sequences communicate ideas and information. Assessment Criteria Threshold: the student’s understanding of the knowledge and skills base developed through this module is limited, evidenced by the narrow application of theory linked to practice. In addition, the student has demonstrated limited personal responsibility for the nature and quality of outputs and has required a significant degree of tutor support. Good: the student’s understanding of the knowledge and skills base developed through this module is sound and practical, evidenced by the effective application of theory linked to practice. The student has demonstrated personal responsibility for the nature and quality of outputs and has required a minimal degree of tutor support. Excellent: the student’s understanding of the knowledge and skills base developed through this module is credible and realistic, consistently evidenced by the rigorous application of theory linked to practice. The student has demonstrated a high degree of personal responsibility for the nature and quality of outputs and has worked autonomously throughout.

33 Assessment Methods An individual report explaining how audio and visual can be stored efficiently, looking at different formats including broadcast, internet and DVD. 500 words, 10%, LO 4. An individual production folder containing pre-production, production and post-production paperwork that includes schedules, storyboards, scripts, log sheets and EDL’s. 1,500 word equivalent, 30%, LO 1 and 5. 2 group video productions, each of 15 minutes duration, one on a topic negotiated with the module supervisor. 1,500 word equivalent, 30% and one for a corporate / promotion video. 1,500 word equivalent, 30%, LO 2 & 3. Teaching and Learning Strategy Seminars / workshops will concentrate on developing knowledge, understanding and skills in a participative and interactive environment. Students will develop their learning through both formal teaching and case studies. 200 notional learning hours comprising 60 hours classroom-based and 140 hours tutor/employer-directed student learning. Learning Outcomes

1. Identify and explain the concepts involved in pre-production, production and post-production. 2. Demonstrate how to capture audio and video materials from a range of digital sources. 3. Demonstrate how to compress audio and video. 4. Explain how audio and video can be stored efficiently. 5. Create examples showing how audio and video sequences communicate ideas and information. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines. Indicative Reading Zinnes, A. (2012). The Documentary Film Maker's Handbook: The Ultimate Guide to Documentary Filmmaking. 2nd Edition. Continuum. Irving, D. and Rea, P. (2006). Producing and Directing the Short Film and Video. (Focal Press). Kauffmann, S. (2009). Avid Editing: A Guide for Beginning and Intermediate Users. (Focal Press). Owens, J. and Millerson, G. (2008). The Video Production Handbook. (Focal Press). Plummer, M. (2012). Media Composer 6: Part 1 - Editing Essentials. Delmar Cengage Learning. Pre-requisite Co-requisite None None

34 Research and Study Skills Award: FdA Broadcast Media Production Teaching Period: Semester 1 Credit Value: 10 credits Campus: Rhos Level: 4 JACS Subject Code: X220 Module Leader: Joseph Owen ASC Category: 11 Deputy: Chris Bainbridge Language of Tuition: English Overall Aims and Purpose This module aims to develop the study skills of the learners, enabling the production of sound academic writing, the introduction of critical thought and basic research skills. It will enable students to develop skills in academic writing, the use of academic conventions, information research, reflection and the management and organisation of their work. Indicative Content

 Academic writing including essays and reports with reference to how they are structured and compiled using appropriate language.  Use of academic conventions within work, notably Harvard citation and referencing.  Information research using appropriate resources such as MOODLE, the University Online Library, Grŵp e-resources via Athens such as Infotrac and methods of recording research effectively.  Reflective writing and practice, including theories and models that underpin such practice and the importance of reflective practice to learning.  Time management including effective planning and prioritisation of tasks. Assessment Criteria

Threshold: the student’s understanding of the knowledge and skills base developed through this module is limited, evidenced by the narrow application of theory linked to practice. In addition, the student has demonstrated limited personal responsibility for the nature and quality of outputs and has required a significant degree of tutor support. Good: the student’s understanding of the knowledge and skills base developed through this module is sound and practical, evidenced by the effective application of theory linked to practice. The student has demonstrated personal responsibility for the nature and quality of outputs and has required a minimal degree of tutor support. Excellent: the student’s understanding of the knowledge and skills base developed through this module is credible and realistic, consistently evidenced by the rigorous application of theory linked to practice. The student has demonstrated a high degree of personal responsibility for the nature and quality of outputs and has worked autonomously throughout. Assessment Methods An individual portfolio of linked and progressive exercises demonstrating appropriate research and study skills and academic writing. 2,500 words equivalent, 100%, LO1 – 4. Consisting of: An individual essay on how research informs practice. (500 words) 20% An individual research report or case study on a topic discussed with the module tutor. (1500 words) 60% An individual reflection on the research activities undertaken. (500 words) 20% Teaching and Learning Strategy Lectures / workshops will concentrate on developing knowledge, understanding and skills in a participative and interactive environment. Students will develop their learning through both formal teaching and case studies. 100 notional learning hours comprising 20 hours classroom-based lectures, 5 hours of seminars/tutorial sessions and 75 hours tutor/employer-directed student learning.

1. Explain how research informs and can enhance practice. 2. Demonstrate the ability to retrieve relevant information from a range of sources and to reference it appropriately. 3. Demonstrate understanding and use of theories and models of reflection and an awareness of the value of reflection to learning. 4. Provide evidence of effective academic writing in a range of forms and the appropriate use of academic conventions. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines. Indicative Reading Collins, H. (2013). Creative Research: The Theory and Practice of Research for the Creative Industries. AVA Publishing. Cottrell, S. (2011). Critical Thinking Skills: Developing Effective Analysis and Argument. 2nd edition. Palgrave Macmillan. Cottrell, S. (2010). Skills for Success: The Personal Development Planning Handbook. 2nd edition. Palgrave Macmillan. Cottrell, S. (2008). The Study Skills Handbook. 3rd edition. Palgrave Macmillan. Greetham, B. (2008). How to Write Better Essays. 2nd edition. Palgrave Macmillan. Pears, R. and Shields, G. (2008). Cite them right: the essential referencing guide. 7th edition. Pear Tree Book. Pre-requisite Co-requisite

36 Visual Studies Award: FdA Broadcast Media Production Teaching Period: Semester 1 Credit Value: 10 credits Campus: Rhos Level: 4 JACS Subject Code: W210 Module Leader: Dewi Hughes ASC Category: 10 Deputy: Chris Bainbridge Language of Tuition: English Overall Aims and Purpose This module aims to provide an overview of the theory and practice of modern computer graphics and its applications, to increase awareness of imaging output techniques and technologies (print based, on-line, other), and their use as expressive resources for public communications and display. In addition it will enable students to apply computer graphics techniques in practical situations including the ability to match self-generated creative ideas to specific techniques, processes and practices in a commercial output. Indicative Content

 Principles and practice of modern computer graphics such as understanding graphics and how they are used to represent information  How modern computer techniques work in practice, including file formats, file fundamentals, processing fundamentals, tools, techniques and palettes for manipulating images and critical evaluations of own, peer and commercial visual work.  Imaging output techniques and technologies (print based, on-line, other), and their use as expressive resources for public communications and display.  How to apply computer graphics techniques in practical situations including the ability to match self- generated creative ideas to specific techniques, processes and practices in a commercial output. Assessment Criteria Threshold: The student’s understanding of the knowledge and skills base developed through this module is limited, evidenced by the narrow application of theory linked to practice. In addition, the student has demonstrated limited personal responsibility for the nature and quality of outputs and has required a significant degree of tutor support. The student will have completed an individual project and presentation exercising a limited range of appropriate knowledge, skills, concepts, theories and creative ability. Good: The student’s understanding of the knowledge and skills base developed through this module is sound and practical, evidenced by the effective application of theory linked to practice. The student has demonstrated personal responsibility for the nature and quality of outputs and has required a minimal degree of tutor support. The student will have produced an individual project and presentation exercising a range of appropriate knowledge, skills, concepts, theories and creative ability. Excellent: The student’s understanding of the knowledge and skills base developed through this module is credible and realistic, consistently evidenced by the rigorous application of theory linked to practice. The student has demonstrated a high degree of personal responsibility for the nature and quality of outputs and has worked autonomously throughout. The student will have produced an individual project and presentation exercising a wide range of appropriate knowledge, skills, concepts, theories and creative ability at an excellent level, together with insightful annotation. Assessment Methods Individual written report to define the principles and practices of modern computer graphics techniques whilst explaining and illustrating how modern computer techniques work in practice; students will also explain and illustrate how imaging output techniques and technologies work. 1000 words, 40%, LO1 and 2. Individual graphical presentation to apply computer graphics techniques in a practical situation, in order to produce a piece suitable for exhibition. 1,500 word equivalent, 60%, LO3 and 4.

37 38 Teaching and Learning Strategy Seminars / workshops will concentrate on developing knowledge, understanding and skills in a participative and interactive environment. Students will develop their learning through both formal teaching and case studies. 100 notional learning hours comprising 30 hours classroom-based and 70 hours tutor/employer-directed student learning. Within the 30 classroom-based hours, 8 hours will be in the form of individual/small group tutorial support throughout the module. Learning Outcomes 1. Define the principles and practices of modern computer graphics techniques 2. Explain and illustrate how modern computer techniques work in practice 3. Explain and illustrate how imaging output techniques and technologies work 4. Apply computer graphics techniques in a practical situation Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines.

Indicative Reading

Adobe Creative Team. (2012). Adobe Photoshop CS6 Classroom in a Book. (Adobe). Adobe Creative Team. (2012). Adobe Illustrator CS6 Classroom in a Book. (Adobe). Adobe Creative Team. (2012). Adobe In Design CS6 Classroom in a Book. (Adobe). Anton, K.K. and Cruise, J. (2009). QuarkXPress 8: Essential Skills for Page Layout and Web Design. Peachpit Press. Freeman, M. (2008). The Digital SLR Handbook. ILEX. Pre-requisite Co-requisite

39 Level 5 Television Studies Award: FdA Broadcast Media Production Teaching Period: Semester 2 Credit Value: 10 credits Campus: Rhos Level: 5 JACS Subject Code: P300 Language of Tuition: English ASC Category: 9 Module leader: Chris Bainbridge Language of Tuition: English Deputy: Dilwyn Roberts Overall Aims and Purpose The unit aims to develop the students approach to present the results of research in an appropriate form and consider the implications of the chosen form in terms of style, structure and the relevant presentational conventions. Indicative Content

The module aims to enable students to:

 develop the knowledge and application of theories to own work such as feminisms, Marxism, theories of ‘race’ and ethnicity, theories of ideology, theories of gender and sexuality, queer theory;

 establish the methodology of media using skills such as quantitative, qualitative, hermeneutic analysis, content analysis, reception analysis;

 compare media topics based upon genre, auteur, star, audience, fan culture, institution, representations of groups or issues; and

 illustrate the contrast of style used within media productions, such as formality, informality, tone of voice, mode of address, development of ideas and arguments, visual aids, audio and audio-visual styles and codes.

Assessment Criteria

Threshold: the student’s conceptual awareness of the theory and practice contained within the module has only generated a narrow range of ideas and analysis. The student’s responses are loosely defined in relation to the conclusions, with limited evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates limited personal application of academic skills and is reliant upon a narrow range of sources.

Good: the student’s conceptual awareness of the theory and practice contained within the module has generated a broad range of ideas and analysis. The student’s responses are closely defined in relation to the conclusions, with some evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates personal application of academic skills and is based upon a varied range of sources.

Excellent: the student’s conceptual awareness of the theory and practice contained within the module has generated a relevant range of ideas and analysis. The student’s responses are clearly defined in relation to the conclusions, with consistent evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates comprehensive personal application of academic skills and is based upon a diverse range of sources.

Assessment Methods

By means of a 10 minute group presentation, students will demonstrate knowledge and application of theories to own work. 1,000 word equivalent 30% (LO1) An individual written report will enable the student to compare and illustrate methodologies, topics and styles used within media productions and how come can be applied to their own work. 70% (LO 2 – 4)

40 Teaching and Learning Strategy

Formal seminars and presentations to allow the development of underpinning knowledge, understanding and skills in a participative and interactive environment. Students will develop their learning through both formal teaching and reflection on each other’s case studies.

100 notional learning hours comprising 25 hours classroom-based and 75 hours tutor-directed student learning. Learning Outcomes

1. Demonstrate knowledge and application of theories to own work. 2. Establish the methodology of media using skills 3. Compare media topics based upon genre, auteur, star, audience, fan culture, institution, representations of groups or issues 4. Illustrate the contrast of style used within media productions

Employability Skills

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines. Indicative Reading

Bignell, J. (2007). An Introduction to Television Studies. Routledge Branston, G. & Stafford, R. (2010). The Media Students Book. 5th Edition. Routledge Bordwell, D. (2012). Film Art: An Introduction with Tutorial CD-ROM. 10th Edition. McGraw-Hill Higher Education. Cook, P. (2008). The Cinema Book. BFI Publishing. Frampton, D. (2006). Filmosophy. Wallflower Press. Grant, B, K. (2008). Auteurs and Authorship: A Film Reader. Blackwell Publishing. Monaco, J. (2008). How to Read a Film: The World of Movies, Media, Multimedia: Language, History, Theory. OUP USA. Nelmes, J. (2011). Introduction to Film Studies. 5th Edition. Routledge. Pre-requisite Co-requisite Contextual Studies

41 Employability-based Learning 2: Professional Reflection and Personal Development Award: FdA Broadcast Media Production Teaching Period: Semesters 1 & 2 Credit Value: 20 credits Campus: Rhos Level: 5 JACS Subject Code: P390 Module Leader: Joanne Owen ASC Category: 9 Deputy: Andrew Smith Language of Tuition: English Overall Aims and Purpose This module aims to provide learners with the opportunity to analyse the value of their learning within vocational and work-specific contexts. In so doing, it will require learners to reflect upon their learning experience in terms of how it has enhanced their academic and vocational knowledge and skills, self-esteem and current and future employability. This will enable learners to link their increased effectiveness in a range of work-based tasks and contexts to their extended and enhanced knowledge and skills sets. In addition, the module will focus upon the creation of a comprehensive and vocationally-relevant personal and professional development plan, arising from forward reflection. The plan will identify a range of future academic and vocational developmental needs, specific to and within a range of work-based and employability contexts, which result in the identification of attainable goals. The plan will also identify and establish how progress towards stated goals may be measured. Indicative Content

 How learning enhances performance in a range of vocational and work-specific contexts.  The value of reflection as a tool for improving self-awareness and critical thinking skills.  Personal and professional development planning.  Reflecting forward.  The measurement of progress towards goals. Assessment Criteria Threshold: the student’s conceptual awareness of the theory and practice contained within the module has only generated a narrow range of ideas and analysis. The student’s responses are loosely defined in relation to the conclusions, with limited evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates limited personal application of academic skills and is reliant upon a narrow range of sources. Good: the student’s conceptual awareness of the theory and practice contained within the module has generated a broad range of ideas and analysis. The student’s responses are closely defined in relation to the conclusions, with some evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates personal application of academic skills and is based upon a varied range of sources. Excellent: the student’s conceptual awareness of the theory and practice contained within the module has generated a relevant range of ideas and analysis. The student’s responses are clearly defined in relation to the conclusions, with consistent evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates comprehensive personal application of academic skills and is based upon a diverse range of sources. Assessment Methods Individual portfolio that contains a reflective account and a personal and professional development plan. The reflective account will focus upon recognising the value of the learning experience in terms of increased effectiveness in specific work-based tasks and broader employability contexts. The personal and professional development plan will set attainable future work-based and employability goals and establish a mechanism for the measurement of progress towards them. Work placement reflective journal: 2,000 word equivalent, 40%, LO 1. Personal and professional development plan: 1,000 words, 20%, LO 2. Documentation of a self-initiated work placement (or simulation) that is proposed and agreed in advanced with the module tutor. 80 hours (minimum) duration. 2,000 word equivalent. LO3. 40%

42 Teaching and Learning Strategy Lectures, workshops, individual tutorials and work experience will concentrate on identifying and reflecting on key personal and professional learning needs. Students will build upon learning from previous studies. 200 notional learning hours comprising 60 hours classroom-based, 60 hours tutor/employer-directed student learning and 80 hours work placement. Within the 60 classroom-based hours, 12 hours will be frontloaded for direct tutor input supplemented by individual/small group tutorial support throughout the module. Learning Outcomes Within the context of broadcast media production provide evidence of your ability to: 1. Recognise, through reflection, the value of your learning experience in terms of your increased effectiveness in a range of work-based tasks and employability contexts. 2. Create a vocationally-relevant personal and professional development plan that sets attainable work- based and employability goals and establishes how they may be measured.

3. Propose, arrange, undertake and document a self-initiated work placement (or simulation) Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading

Bolton, G.E.J. (2005). Reflective Practice: Writing and Professional Development. 2nd edition. Sage Publications. Collins, H. (2010). Creative Research: The Theory and Practice of Research for the Creative Industries. AVA Publishing. Davies, R. and Sigthorsson, G. (2013). Introducing the Creative Industries: From Theory to Practice. SAGE Publications Ltd. Johns, C. (2009). Becoming a Reflective Practitioner. 3rd edition. Wiley and Blackwell. Moon, J.A. (2004). A Handbook of Reflective and Experiential Learning. Routledge. Moon, J.A. (2006). Learning Journals - A Handbook for Reflective Practice and Professional Development. 2nd edition. Routledge.

Pre-requisite Co-requisite Employability-based Learning 1

43 Entrepreneurship and Self-promotion Award: FdA Broadcast Media Production Teaching Period: Semesters 1 & 2 Credit Value: 20 credits Campus: Rhos Level: 5 JACS Subject Code: P200 Module Leader: Dewi Hughes ASC Category: 9 Deputy: Liam Jones Language of Tuition: English Overall Aims and Purpose This module aims to analyse how people working in media, market and promote themselves. It will provide insights into how entrepreneurs prepare business proposals and document business plans. In addition, it will identify a range of financial considerations and enable students to develop their own marketing and self-promotion skills. The module is supported by discussions after the seminars and by practical exercises that develop the knowledge and skills required to produce credible business plans for both freelance and SME’s (Small- Medium Enterprises), by directed study and small group research. External industrial and commercial speakers are used to reinforce the concepts and principles with real life experiences. Indicative Content

 How people working in media (at a range of levels), market and promote themselves to advertising agencies, publishers, editors, design groups and media organisations and/or gain employment in the media industry through the use of show reels, websites and portfolios.  Marketing and self-promotion skills including how to create: an online presence to showcase work with embedded multimedia; a show reel of work using a well-chosen piece of music to enhance it and the perceived professionalism of its creator.  Professional, technical and aesthetic standards.  Knowledge of the core concepts, principles and theories of running an SME or working freelance in the media industry. Assessment Criteria Threshold: The student’s understanding of the knowledge and skills base developed through this module is limited, evidenced by the narrow application of theory linked to practice. In addition, the student has demonstrated limited personal responsibility for the nature and quality of outputs and has required a significant degree of tutor support. Production of a basic online presence is submitted with little evidence of multimedia. The student will have produced a simple show reel showing limited examples of their work. The student will have completed a group project exercising a basic range of appropriate knowledge, skills, concepts, and theories. Good: The student’s understanding of the knowledge and skills base developed through this module is sound and practical, evidenced by the effective application of theory linked to practice. The student has demonstrated personal responsibility for the nature and quality of outputs and has required a minimal degree of tutor support. Production of a good online presence with embedded video/audio to showcase their work, the student must consider aesthetics, styles, and typography of the website. The student will have produced a good show reel, showcasing the best examples of their production work. The student will have completed the group project exercising a range of appropriate knowledge, skills, concepts, and theories. Excellent: The student’s understanding of the knowledge and skills base developed through this module is credible and realistic, consistently evidenced by the rigorous application of theory linked to practice. The student has demonstrated a high degree of personal responsibility for the nature and quality of outputs and has worked well both autonomously and collectively throughout. Production of an outstanding online presence with embedded video/audio is evident with the student showing consideration of aesthetics, styles, typography, ability and interactivity of the website. The student will have produced an excellent show reel, showcasing the best examples of their production work. The student will have completed the group project exercising a range of appropriate knowledge, presentation skills, concepts, and theories.

44 Assessment Methods Individual report to analyse how people working in media, market and promote themselves. 1,000 words, 20%, LO1. Individual show reel and creation of an online presence to demonstrate marketing and promotion skills compatible with professional, technical and aesthetic standards. 2,000 word equivalent, 40%, LO2. Group assignment to produce a media business proposal and plan that demonstrates awareness of a range of financial considerations affecting freelance/SME media operations. The proposal will be pitched to a panel of investors. 2,000 words equivalent, 40%, LO 3 and 4. Teaching and Learning Strategy Seminars / workshops will concentrate on developing knowledge, understanding and skills in a participative and interactive environment. Students will develop their learning through both formal teaching and case studies. These are supported by discussions after the seminars by practical exercises developing The external industrial and commercial speakers are used to re enforce the concepts and principles with real life experience. 200 notional learning hours comprising 60 hours classroom-based and 140 hours tutor/employer-directed student learning. Learning Outcomes 1. Analyse how people working in media market and promote themselves. 2. Demonstrate marketing and self-promotion skills through the production of material that meets professional, technical and aesthetic standards. 3. Produce a media business proposal and plan. 4. Demonstrate awareness of a range of financial considerations affecting freelance/SME media operations. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading Aulet, B. (2013) Disciplined Entrepreneurship: 24 Steps to a Successful Startup. John Wiley & Sons. Ashton, R. (2004). The Entrepreneur's Book of Checklists: 1000 Tips to Help You Start and Grow Your Business. Prentice Hall. Branson, R. (2008). Screw it, Let's Do it: Lessons in Life. Virgin Books. Barclay, L. (2007). Starting and Running a Business All-in-one for Dummies. John Wiley & Sons. Evans, V. (2011). FT Essential Guide to Writing a Business Plan: How to Win Backing to Start Up or Grow Your Business. Financial Times. Jones, P. (2008). Tycoon. Hodder Paperbacks) Piscopo, M. (2010). The Photographer's Guide to Marketing and Self-promotion. 4th Edition. Allworth Press. Walton, R. (2002). Designers' Self-promotion. HarperCollins Design International. Pre-requisite Co-requisite None None

45 46 Major Video Project Award: FdA Broadcast Media Production Teaching Period: Semesters 1 & 2 Credit Value: 20 credits Campus: Rhos Level: 5 JACS Subject Code: P313 Language of Tuition: English ASC Category: 9 Module leader: Chris Bainbridge Language of Tuition: English Deputy: Dilwyn Roberts Overall Aims and Purpose

This module aims to provide students with the knowledge and skills required to plan and manage a media project. It will seek to provide students with enhanced skills relating to the specialist production area including the ability to combine skills from different areas to produce a single coherent project. In addition students will learn how to devise and comply with self-imposed schedules (negotiated with project supervisor), manage their own learning and present a practical approach to a project brief.

Module Content

This module aims to:  provide students with the knowledge and skills required to plan and manage a media project, including the development of time, task management and negotiation skills and the impact of individual and collaborative contributions to final outcomes, in relation to their production;  provide students with enhanced skills relating to the specialist production area including the ability to combine skills from different areas to produce a single coherent project, including sourcing, assessing and analysing information appropriate to the production planning and setting target audience and logistics;  enable students to devise and comply with self-imposed schedules (negotiated with project supervisor) in order to produce a group production of their choosing, using their choice of equipment and software to create the production, including the editing, effects and audio added to it;  enable students to manage their own learning and present a practical approach to a project brief;  enable students to analyse the dynamics of group working on the production, the production as a who and reflecting on the production. Assessment Criteria Threshold: the student’s conceptual awareness of the theory and practice contained within the module has only generated a narrow range of ideas and analysis. The student’s responses are loosely defined in relation to the conclusions, with limited evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates limited personal application of academic skills and is reliant upon a narrow range of sources.

47 Assessment Methods

An individual production folder, resulting in a personal project pitch, to make an initial contribution to the group production, demonstrating a range of skills, knowledge, concepts, theories and creative ability. 2,000 word equivalent, 40%, (LO1 & 2) A completed group production (of the groups’ choice), that complies with self-imposed schedules (negotiated with project supervisor) that demonstrates management of own learning and practical approaches to a project brief. 2,500 word equivalent, 50%, (LO 3 & 4) An individual reflection on the production process, on personal and group performance. 500 words 10%, (LO5) Teaching and Learning Strategy The module will build upon previous knowledge, skills and concepts and encourage the student to apply them in a major project through individual/group tutorials.

200 notional learning hours comprising 30 hours in individual/group tutorials and 170 hours tutor-directed student learning. Learning Outcomes

1. Plan and manage a media project. 2. Demonstrate enhanced skills in specialist production areas. 3. Devise and comply with self-imposed schedules (negotiated with project supervisor) in order to produce a group production, 4. Manage own learning and apply a practical approach to a project brief; 5. Analyse the dynamics of group working on the production, the production as a whole and reflecting on the production. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, and contributing to discussions and awareness of interdependence with others. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading Barker, S. (2009). Brilliant Project Management (Revised Edition): what the best project managers know, do and say. Prentice Hall. Thurlow, C. (2013). Making Short Films, Third Edition: The Complete Guide from Script to Screen. Bloomsbury Academic. Jones, C. (2010).The Guerilla Film Makers Pocketbook: The Ultimate Guide to Digital Film Making. Continuum. Brindle, M. (2013).The Digital Filmmaking Handbook. Quercus. Patmore, C. (2005). Get Started in Short Filmmaking: Principles, Practice and Techniques: an Inspirational Guide for the Aspiring Filmmaker. Methuen. Pre-requisite Co-requisite

48 Special and Visual Effects Teaching Period: Semesters 1 & 2 Award: FdA Broadcast Media Production Campus: Rhos Credit Value: 20 credits JACS Subject Code: W614 Level: 5 ASC Category: 10 Language of Tuition: English Language of Tuition: English Module leader: Liam Jones Deputy: Joseph Owen Overall Aims and Purpose

This module aims to impart knowledge of how computer generated images relate to real images; how light interacts with surfaces; and how photorealistic images are created. In addition it will aim to develop practical ability in the creation of photorealistic images that can be used for compositing computer generated images and moving image components and enable students to reflect on their own post-production work. Module Content The module consists of main areas of 3D modelling, and animation, graphics and compositing, link all elements together in a photorealistic way. The module will also show the student post production effects used in modern films. This module aims to:  impart knowledge of how computer generated images such as characters, backgrounds and vehicles relate to real images; how light interacts with a variety of surfaces to create different effects for a sequence; and how photorealistic images are created to give a realistic look and feel to elements such as characters, backgrounds and vehicles.  develop practical ability in the creation of photorealistic images that can be used for compositing computer generated images and moving image components using industry standard 3D Modelling and Animation software such as Maya and 3D Studio Max and post production effects software such as Adobe After Effects and Boris.  enable students to reflect on their own post-production work by analysis of their techniques. Assessment Criteria

Assessment Methods

An individual report will enable the students to analyse how computer generated images relate to real images; how light interacts with surfaces and how photorealistic images are created. 2000 words, 40%, (LO1) Through the production of a 3D Animation and Moving Image sequence, students will demonstrate their ability to composite computer generated images and moving image components. 2500 word equivalent, 50%, (LO2) An individual written reflection of post-production work. 500 words, 10%, (LO3)

49 Teaching and Learning Strategy Seminars / workshops will concentrate on developing knowledge, understanding and skills in a participative and interactive environment. Students will develop their learning through both formal teaching and case studies.

200 notional learning hours comprising 60 hours classroom-based and 140 hours tutor/employer-directed student learning.

Learning Outcomes

1. Analyse how computer generated images relate to real images; how light interacts with surfaces and how photorealistic images are created. 2. Demonstrate how to composite computer generated images and moving image components. 3. Reflect on post-production work.

Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading

Adobe Creative Team, (2009), Adobe After Effects CS4: The Official Training Workbook: Classroom in a Book, (Adobe) Autodesk Maya Press, (2008), Learning Autodesk Maya 2009: The Modeling and Animation Handbook, (John Wiley & Sons) Autodesk Maya Press, (2008), The Learning Maya 2009 Collection: Foundation, Modeling and Animation, and Special Effects, (John Wiley & Sons) Chrestiansen, M, (2008), Adobe After Effects CS4 Visual Effects and Compositing Studio Techniques, (Adobe) Derakhshani, D, (2009), Introducing Maya 2009, (John Wiley & Sons)

Pre-requisite Co-requisite

50 Working to a Professional Brief Award: FdA Broadcast Media Production Teaching Period: Semester 1 Credit Value: 10 credits Campus: Rhos Level: 5 JACS Subject Code: P310 Module Leader: Chris Bainbridge ASC Category: 9 Deputy: Dilwyn Roberts Language of Tuition: English Overall Aims and Purpose This module aims to consolidate previously developed knowledge and skills in order to encourage the development of original, critical and independent thinking applicable to a range of workplace practices appropriate to the discipline. This module enables a student to undertake a set industry brief that is relevant to their potential career direction which also contributes to the fulfillment of the course aims and objectives and the programme learning outcomes. Module Content

 Development and reinforcement of knowledge and skills associated with sourcing, assessing and analysing information appropriate to broadcast media.  Development of time, task management and negotiation skills compatible with broadcast practices including accountability for individual and collaborative contributions in relation to final outcomes.  How to develop reasoned broadcast-relevant proposals (e.g. budgetary and casting) and associated industry-specific documentation, reports and presentations.  Media specific presentation skills using a wide variety of visual aids and techniques, appropriate to the discipline, including electronic technology;  The dynamics of group working within broadcast media. Assessment Criteria Threshold: the student’s conceptual awareness of the theory and practice contained within the module has only generated a narrow range of ideas and analysis. The student’s responses are loosely defined in relation to the conclusions, with limited evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates limited personal application of academic skills and is reliant upon a narrow range of sources. Good: the student’s conceptual awareness of the theory and practice contained within the module has generated a broad range of ideas and analysis. The student’s responses are closely defined in relation to the conclusions, with some evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates personal application of academic skills and is based upon a varied range of sources. Excellent: the student’s conceptual awareness of the theory and practice contained within the module has generated a relevant range of ideas and analysis. The student’s responses are clearly defined in relation to the conclusions, with consistent evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates comprehensive personal application of academic skills and is based upon a diverse range of sources. Assessment Methods

Group proposal, based upon an industry brief, which demonstrates a range of knowledge, skills and the application of concepts and theories, across all learning outcomes. 2,500 word equivalent, 100%, LO1, 2 and 3. Consisting of: Pre-production folder. (1000 word equivalent). 40% Professional proposal. (1500 word equivalent). 60%

51 Teaching and Learning Strategy The module will build upon previous knowledge, skills, concepts and theories and encourage the student to apply them in workplace contexts through lectures/workshops, supported by group and individual tutorials. 100 notional learning hours comprising 25 hours classroom-based and 75 hours tutor/employer-directed student learning. Within the 25 classroom-based hours, 10 hours will be frontloaded for direct tutor input followed by individual/small group tutorial support throughout the module. Seminars/workshops and group tutorials will concentrate on further developing research, analysis and negotiation skills. Learning Outcomes 1. Form a project-oriented team and justify roles, operation and empowerment in relation to objectives. 2. Determine how time, personnel and resources will be managed effectively for a given brief. 3. Justify decisions within a formal industry standard proposal. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading Lock, D. (2013) Project Management. 10th edition. Gower. Patz, D, S. (2011). Film Production Management 101: Management and Coordination in a Digital Age. 2nd Revised edition. Michael Wiese Productions. Deuze, S. (2007). Media Work (DMS - Digital Media and Society). Polity Press. Kellison, C. (2008). Producing for TV and New Media: A Real-World Approach for Producers. 2nd edition. Focal Press. Koster, R. (2004). The Budget Book for Film and Television. 2nd edition. Focal Press. Simon, D. (2010). Film and Video Budgets: 5th edition. Michael Wiese Productions Pre-requisite Co-requisite Employability-based Learning 1

52 Research Methods and Study Skills Teaching Period: Semesters 1 & 2 Award: FdA Broadcast Media Production Campus: Rhos Credit Value: 20 credits JACS Subject Code: X210 Level: 5 ASC Category: 11 Language of Tuition: English Language of Tuition: English Module leader: Claire Payne Deputy: Joseph Owen Overall Aims and Purpose The module aims to enable students to apply a range of research skills appropriate to study of the creative industries in general and broadcast media in particular. It will require students to demonstrate enhanced skills in academic writing and information research and to apply a range of valid research methodologies and instruments. Students will also develop an understanding of professional ethics and learn how to give consideration to the importance of ethics in research. In addition, the module will focus upon the construction of convincing arguments through the application of valid research, analysis and evaluation. Indicative Content

 Research skills appropriate to the chosen discipline.  Academic writing and information research, to include reviewing literature, critical evaluation and analysis.

 Research methodologies and instruments relevant to the chosen research area including devising and refining a research question, qualitative and quantitative research methods such as questionnaires, focus groups and interviews.

 Consideration to the notion of the importance of ethics in research, in particular the notion of ‘informed consent’ and how ethical guidelines need to be considered and thought through in relation to the whole research process.  The construction of convincing arguments, using academic language skills including how to analyse and interpret academic literature and the presentation of work using appropriate academic language and structures.

Assessment Criteria

53 Assessment Methods Individual written assignment to demonstrate academic writing and argument that enables students to apply a range of research skills appropriately within a chosen discipline. The research proposal will demonstrate enhanced skills in academic writing and information research applying a range of research methodologies, developing an understanding of ethics whilst giving consideration to the notion of the importance of ethics in research and incrementing and formulating a convincing argument within a research outline. 5,000 word equivalent, 100%, LO1 – 5. Teaching and Learning Strategy Lectures/workshops will concentrate on diagnosing and developing research and reflective skills. Students will build upon learning from the Research and study skills module and will continue to develop a progressive approach to their studies and personal development via a range of exercises, including presentations, debates, individual activity, problem solving and individual research tasks. 200 notional learning hours comprising 50 hours classroom-based and 150 hours tutor/employer-directed student learning. Learning Outcomes

1. Apply a range of research skills appropriately within a chosen discipline. 2. Demonstrate enhanced skills in academic writing and information research. 3. Apply a range of valid research methodologies and instruments. 4. Develop an understanding of ethics and give consideration to the notion of the importance of ethics in research 5. Construct convincing arguments. Key Transferable Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading Blaxter, L. Hughes, C. and Tight, M. (2010). How to Research. 4th edition. Buckingham. Open University Press. Collins, H. (2013). Creative Research: The Theory and Practice of Research for the Creative Industries. AVA Publishing. Cottrell, S. (2008). The Study Skills Handbook.3rd edition. Basingstoke, Palgrave. Kumar, R (2010) Research Methodology: A Step by Step Guide for Beginners. London. Sage Publications. Pre-requisite Co-requisite

54 5. Assessment Table 3: Assessment Methods and Learning Outcomes at level 4

Level 4 Modules Assessment

Contextual Studies (10) By means of an individual 10 minute oral presentation, students will demonstrate an understanding of how media has evolved. 1,000 word equivalent, 40%, (LO1)

An individual written report will enable students to demonstrate an understanding of how media production works by relating theories to practice. 1,500 words, 60%, (LO 2 & 3) Audio Production (10) By means of a group production folder (500 word equivalent) By means of an individual evaluation (500 words). 40%, (LO 1 & 3)

By means of a group assignment, students will produce a 5 minute radio programme or podcast for broadcast. Production will be broadcast as part of a formal presentation. 1500 word equivalent, 60%, (LO 2)

Animation Principles By means of an individual oral presentation, students will demonstrate an understanding of and Techniques (10) the principles and evolution of animation. 20%, LO 1. (10-15 minute duration. 500 word equivalent)

By means of an individual practical assignment, learners will plan, develop and produce a short animated sequence. 60%, LO 2. (1500 word equivalent)

By means of an individual written assignment, learners will provide an evaluation of the completed animation. 20%, LO 3. (500 word equivalent) Multi-camera Production By means of a group multi-camera production of 20 minutes duration students will (10) demonstrate knowledge and skills in multi-camera operations and production to a specified brief. 2,000 word equivalent, (80%), (LO1 & 2)

An individual reflection of personal and group performance in achieving a final production. 500 words, (20%), (LO 3) Professional Television An individual report explaining how audio and visual can be stored efficiently, looking at Production Techniques different formats including broadcast, internet and DVD. 500 words, 10%, LO 4. (20) An individual production folder containing pre-production, production and post-production paperwork that includes schedules, storyboards, scripts, log sheets and EDL’s. 1,500 word equivalent, 30%, LO 1 and 5.

2 group video productions, each of 15 minutes duration, one on a topic negotiated with the module supervisor. 1,500 word equivalent, 30% and one for a corporate / promotion video. 1,500 word equivalent, 30%, LO 2 & 3. Visual Studies (10) By means of an individual written report, students will define the principles and practices of modern computer graphics techniques whilst explaining and illustrating how modern computer techniques work in practice; students will also explain and illustrate how imaging output techniques and technologies work. 1000 words, 40%, (LO1 & 2)

By means of an individual graphical presentation, applying computer graphics techniques in a practical situation, in order to produce a piece suitable for exhibition. (1500 word equivalent), 60%, (LO3 & 4)

55 Employability-based An individual portfolio of exercises, demonstrating a range of skills, knowledge, concepts and Learning 1: Applying theories, across all learning outcomes, within a workplace context (or simulation). Completed Theory in Practice (20) portfolio 5,000 words equivalent, 100%, LO1, 2, 3, 4 and 5. Task 1 (1500 word equivalent). 30%. LO1 Create a formal CV which conforms to accepted norms for this document type. Create an informal CV aimed at use in the creative media industry Compare and contrast the two CVs explaining the rationale for the different formats. Task 2 (1500 word equivalent) 30%. LO2 & LO3. Produce an individual report explaining how knowledge, skills, concepts and theories gained from other Level 4 modules have been applied to the first group project from the Professional Television Production Techniques module. The report must contain specific examples. The report must explain how group working has enabled the project goal to be achieved. The explanation should be supported by research into accepted theories of group formation and group working. The research will be evidenced using the Harvard Referencing system. Task 3 (2000 word equivalent). 40%. LO4 & LO5 Produce an individual reflective report which summarises new knowledge and skills gained during Level 4 and how they have contributed to enhanced performance in work based contexts (e.g. group projects or actual work experience). The analysis must be supported by specific examples and is likely to include comparison of projects carried out early in Level 4 with later projects in order to identify progress.

Essential Technical Individual practical assignment to plan, produce and evaluate a broadcast production (to a set Skills (10) brief) that requires demonstration of technical competencies, understanding of technical considerations and procedures. Plan 500 words equivalent, 20%, LO 1. Production 1,500 words, 60%, LO 2 and 500 words evaluation. In summary: 2,500 word equivalent, 100%, LO 1, 2 and 3. Research & Study Skills An individual portfolio of linked and progressive exercises demonstrating appropriate (10) research and study skills and academic writing. 2,500 words equivalent, 100%, LO1 – 4. Consisting of: An individual essay on how research informs practice. (500 words) 20% An individual research report or case study on a topic discussed with the module tutor. (1500 words) 60% An individual reflection on the research activities undertaken. (500 words) 20%

Creative Media (10) Individual portfolio of exercises, demonstrating a range of skills, knowledge, concepts and theories across all learning outcomes. 2,500 words (100%) LO 1, 2 & 3 Portfolio to include: Justification of idea (500 words) 20%. LO1 Famous and inspirational practitioners. (500 words) 20%.LO1 Character development investigation (500 words) 20% LO2 Original screenplay and storyboards. (500 word equivalent) 20% LO2 Evaluation (500 words) 20% LO3

56 Table 4: Assessment Methods and Learning Outcomes at level 5

Level 5 Modules Assessment

Television Studies (10) A 10 minute group presentation to demonstrate knowledge and application of theories to own work. 1,000 word equivalent 30% (LO1) An individual written report to compare and illustrate methodologies, topics and styles used within media productions and how come can be applied to their own work. 70% (LO 2 – 4) Major Video Project (20) An individual production folder, resulting in a personal project pitch, to make an initial contribution to the group production, demonstrating a range of skills, knowledge, concepts, theories and creative ability. 2,000 word equivalent, 40%, (LO1 & 2)

A completed group production (of the groups’ choice), that complies with self-imposed schedules (negotiated with project supervisor) that demonstrates management of own learning and practical approaches to a project brief. 2,500 word equivalent, 50%, (LO 3 & 4)

An individual reflection on the production process, on personal and group performance. 500 words 10%, (LO5) Entrepreneurship & Self By the means of an individual report students will analyse how people working in media Promotion (20) market and promote themselves. 1000 words, 20%, (LO1)

Through the production of an individual show reel and online presence, students will demonstrate their ability to market and promote themselves through the production of material that meets professional, technical and aesthetic standards. 2000 word equivalent, 40%, (LO2)

By means of a group assignment, students will produce a media business proposal and plan that demonstrates awareness of a range of financial considerations affecting freelance/SME media operations. The proposal will be pitched to a panel of investors. 2000 word equivalent, 40%, (LO3&4) Special and Visual An individual report will enable the students to analyse how computer generated images Effects (20) relate to real images; how light interacts with surfaces and how photorealistic images are created. 2000 words, 40%, (LO1)

Through the production of a 3D Animation and Moving Image sequence, students will demonstrate their ability to composite computer generated images and moving image components. 2500 word equivalent, 50%, (LO2)An individual written reflection of post- production work. 500 words, 10%, (LO3) Employability-based Individual portfolio that contains a reflective account and a personal and professional Learning 2: Professional development plan. The reflective account will focus upon recognising the value of the Reflection and Personal learning experience in terms of increased effectiveness in specific work-based tasks and Development (20) broader employability contexts. The personal and professional development plan will set attainable future work-based and employability goals and establish a mechanism for the measurement of progress towards them. Work placement reflective journal: 2,000 word equivalent, 40%, LO 1. Personal and professional development plan: 2,000 words, 40%, LO 2. A work placement (or simulation) of 80 hours (minimum) duration. 1,000 word equivalent. LO3 20%

Working to a Group proposal, based upon an industry brief, which demonstrates a range of knowledge, Professional Brief (10) skills and the application of concepts and theories, across all learning outcomes. 2,500 word equivalent, 100%, LO1, 2 and 3. Consisting of: Pre-production folder. (1000 word equivalent). 40% Professional proposal. (1500 word equivalent). 60%

Research Methods & Individual written assignment to demonstrate academic writing and argument that enables Study Skills (20) students to apply a range of research skills appropriately within a chosen discipline. The research proposal will demonstrate enhanced skills in academic writing and information research applying a range of research methodologies, developing an understanding of ethics whilst giving consideration to the notion of the importance of ethics in research and incrementing and formulating a convincing argument within a research outline. 5,000 word equivalent, 100%, LO1 – 5.

57 6 Students

6.1 Student Market and Sources of Students

The College recognises there is a need within the region for this FdA award. This programme will develop knowledge and skills in media and television production. It will also enable continuous professional development (CPD) for individuals already employed in the sector and add to the professionalism of the industry through the application of higher level skills.

Coleg Llandrillo’s growth strategy has been designed to meet the particular social and economic needs of the region. These needs integrate social inclusion with economic priorities and are the raison d’etre of the higher programmes at the College.

The North Wales area has a predominance of small and medium sized enterprises. They have a need for affordable training and a well-educated workforce. However, the predominance of small firms within the region, coupled with barriers to training such as cost and time, present particular challenges.

For this reason, the College sees the development of flexible modes as essential to success and has started to develop new approaches to delivery, which more closely match employer needs. The Broadcast Media Production programme is available to learners at modular level in addition to the two year full time route and the three year part time route. Wherever possible, learning will be supported through MOODLE and the development of a blended learning ethos.

The skills deficiency at all levels is also highlighted via the report produced by the Welsh Assembly Government. The growing needs and skills shortfall which were identified as being, “those cognitive and workforce skills demanded, at higher levels of responsibility within industry in particular those needed within Wales”. Ref “Skills that work for Wales – A Skills and Employment strategy” (2008).

In addition to internal FE progression and regional demand, there is evidence of from overseas. It is anticipated that common modules will provide students with the opportunity to enrich the higher education experience by enabling exploration, debate and discussion on common vocational challenges across the discipline. These modules will be supplemented with seminars, workshops specific to media and television production context.

Currently, there are a number of groups that feed into the FdA Broadcast Media Production including the:

 National Diploma Media Production  National Diploma IT Practitioners  National Diploma Games Development  Access to HE and  Diploma Foundation Studies in Art, Design and Media.

The programme also attracts students from overseas and the College’s International Office is working actively to raise Llandrillo’s profile within identified regions.

6.2 Selection Procedures

In all cases student applicants are interviewed and in the case of international applicants, qualifications and English language skills are screened prior to interview.

58 6.3 Entry Requirements

The normal minimum entry requirements are as follows for all Programmes within the Scheme:

Academic requirements:

 A minimum of 180 UCAS tariff points normally gaining a pass in at least one relevant A2 subject; or a BTEC National Certificate or above, or an AVCE, GNVQ, National Certificate/Diploma, International Baccalaureate, Welsh Baccalaureate, in a relevant subject; or a Pass in approved ACCESS; or NVQ level 3.

 Equivalent international qualifications are acceptable.

Entry onto Level 5 will be considered individually in line with UW’s admissions policies.

Language requirements:

 Welsh or English as mother tongue with equivalent GCSE grade C, or above

 Any degrees, diplomas or certificates eligible above should have been taught and assessed in Welsh or English, or

 For overseas applicants, for entry onto Level 4, English fluency to TOEFL 525 or higher (with no element less than 500), or IELTS 5.5 or higher (with no element less than 5.0)

 For overseas applicants, for entry onto Levels 5, English fluency to TOEFL 550 or higher (with no element less than 525), or IELTS 6.0 or higher (with no element less than 5.5)

6.4 Recruitment Target

Based upon current applications and enquiries to date, there are 14 full time students projected to start the programme in September 2014.

59 Diagram 2: FdA Broadcast Media Production: Programme Structure: 2 Years FT

FdA Broadcast Media Production

7. Programme Structure: 2 Years Full Time Year 1 L4 Year 2 L5

60 Diagram 2: FdA Digital Media & Television Production: Programme Structure: 2 Years FT FdA Broadcast Media Production

8. Programme Structure: 4 Years Part Time

Year 1 L4 Year 2 L4 Year 3 L5 Year 4 L5

61 School of Technology Periodic Review of Bangor University Validated Programmes Initial Programme Internal Review Meeting – FdA Digital Media & TV Production

Minutes of Internal Review Meeting

Thursday 20th March 2014, Boardroom Rhos, 9am

Attendance Name Designation Chris Bainbridge Programme Leader/Chair Paul Roberts HE Development & Validation Manager Emily Drennan Lecturer – Interactive Media Essentials David Owen PAM – Computing & Media Karen Farrington Admin Technology/minuting Tim Wright Learner Aron Jenkinson Learner

1. Purpose of meeting The Chair welcomed all to the meeting and explained that the purpose of the meeting was to discuss the Course and suggestions for a new modified structure.

2. Roles of Team Members All in attendance introduced themselves. PR expressed to TW and AJ the importance of their attendance at this meeting and the importance of their contribution to the discussions that would take place.

3. Open discussion about the current programme to cover:

o Aims

o Structure

o Individual modules

o Assessment

o Employment-based requirement

o Engagement with employers

o Student employability

CB stated that of the two proposals for changes to the current module structure it had been decided to go with choice B this would give freedom with credits to introduce new modules.

D:\Docs\2017-12-28\0c5f0b33ed6375209b049f86bd42727c.docx AJ queried if Employability Based Learning was different to Learning in Action 1 (LIA1). CB stated that it was a mix of both LIA1 and LIA2, applying theory into practice. PR enquired if there was to be external input from employers and CB responded that this would be discussed with them at the next Employers Meeting to be held on Monday 24th March 2014. Both learners present agreed that this module sounded much better with definite improvement on the current LIA1.

CB stated that the proposed structure would allow learners in Year 2 to think about a specialism. Both learners agreed that this course is a stepping stone into employment.

PR asked the learners if they thought there was enough variety with assessments. Both agreed that within the course there was an adequate variety of assessment, with it being well balanced between practical and theory. CB stated that the learners in year 1 did do a mock dissertation to prepare them for the possible eventuality of continuing on a theoretical route.

PR stated that with the employment-based requirement in some areas such as health and care, learners have to be employed in the industry to be able to enrol on the course however with the FdA Digital Media & TV Production course this was more difficult but is covered by the learners “working” for the college.

PR stated that the Engagement with Employers would be covered by the Employer Meeting to be held on Monday.

4. Initial suggestion for a new or modified structure CB went through the proposed changes to Level 5 with both learners present agreeing that although the course had been excellent LIA1 had been there least favourite module but the proposed changes were a definite improvement.

PR asked the learners if the days and times of the course suited them, both agreed that the days and times suited the whole cohort.

5. Plan for consultation with employers, professional bodies and other key stakeholders to include:

o Date of meeting

o Preparation required and responsibilities

o Who to invite

CB stated that the next Employers meeting was being held on Monday 25th March at 5pm in the Rhos Room, all invitations had been sent (list of invitees available on Moodle) and all preparations had been made.

D:\Docs\2017-12-28\0c5f0b33ed6375209b049f86bd42727c.docx The Chair thanked all for attending and closed the meeting at 9.40am

School of Technology Periodic Review of Bangor University Validated Programmes Programme External Review Meeting – FdA Digital Media & TV Production

Minutes of External Review Meeting

Monday 24th March 2014, Rhos Room, Rhos Campus, 6pm

Attendance Name Designation Chris Bainbridge Programme Leader Paul Roberts HE Development & Validation Manager Emily Drennan Lecturer – Animation Principles and Techniques/ minuting David Owen PAM – Computing & Media/Chair Karen Farrington Admin Technology/minuting Christopher Smith Learner Leben Perry Learner Geoff Wiltshire Employer – Tudno TV/ Former Student Andy Harries Employer – Tudno FM/ Former Student Cai Ross Professional Screenwriter Sally Pearce Director Liz Lewis Employer – Rondo Media Deborah Braden Employer – TV Conwy Steve Doherty Radio and TV Producer Dilwyn Roberts Lecturer – Professional TV Production Techniques Liam Jones Lecturer – Special & Visual Effects

6. Purpose of meeting The Chair welcomed all to the meeting and explained that the purpose of the meeting was to discuss the Course and suggestions for a new modified structure.

7. Roles of Participants All in attendance introduced themselves.

8. Aims and Structure

D:\Docs\2017-12-28\0c5f0b33ed6375209b049f86bd42727c.docx The structure of the FdA was discussed with the group and the significance of levels 4 and 5 for clarification and the 240 credits over the two years. DO explained that the foundation degree was fit for purpose allowing students to learn employment skills.

CB discussed the current course structure with the group. DR went into detail about the skills learnt in modules such as Professional TV Production Techniques. Each tutor gave an overview of their modules for clarification. CB explained that the course was evolving constantly due to industry feedback. The new proposed structure was discussed in detail with the group.

9. Feedback from Employers DO asked for input from employers over existing and proposed structure. GW talked about modules that would help learners make the transition from level 5 to level 6 whether at the college or at university. AH discussed the lack of skill based modules during his time on the course, CB highlighted the practical nature of the new Essential Technical Skills module which would resolve this issue. CS (learner) asked whether Audio Production could be a semester 1 module as this would help with PTPT, DO explained that this would be looked at pending timetabling. SD really liked the inclusion of Audio Production and was happy to see it included. CB went through the proposed changes with both learners present agreeing that although the course had been excellent LIA1 had been there least favourite module but the proposed changes were a definite improvement. PR asked the learners if the days and times of the course suited them, both agreed that the days and times suited the whole cohort. CB asked for input for the professional brief module from employers, all in favour.

10. Does programme help with field and academic areas?

CB relayed information from the ITTP conference in January and how many in industry do not see the benefit of media degrees. SD stated that a degree is always beneficial and doesn’t have to be media related to work in the industry. GW and AH both agreed that the FdA had been useful to them as former students but expressed the importance of practical skills.

11. Closing Statements

SD stated that he thought ‘Digital Media’ was unnecessary as all media is now digital, CB said that this would be addressed with a possible course retitling. Learners agreed that the new structure is an improvement on the existing structure. GW expressed importance of allowing students to specialise in a chosen field, LL also agreed.

The Chair thanked all for attending and closed the meeting at 7pm

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