Awarding Body University of the Arts London Teaching Institution Ravensbourne Final award BA (Hons) Editing and Post Production UCAS Code PJ90 Relevant QAA Benchmark Statement Communication, media, film and cultural studies Date of production/revision September 2013 Programme Aims This is a programme that puts theory into practice and accordingly has a strong vocational ethos. This programme aims to allow you to: develop a range of creative, vocational, practical, and critical skills and competencies that will evolve both a broad knowledge of the principles, contexts, and creative practices of post production to prepare you for the industry demonstrate a coherent and detailed knowledge and understanding of the emerging principles of post production and the specialist disciplines contained within it. encourage independent and critical thinking and develop transferable skills and competencies as preparation for work. Develops experience and knowledge of individual, collaborative, and multidisciplinary be able to demonstrate professional skills, responsibility and disciplined decision making abilities, communication, research and problem solving skills, and other such transferable, life learning skills necessary for employment. Programme Outcomes The programme provides opportunities for you to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas: Knowledge and Understanding Learning and teaching methods A1 Demonstrate knowledge and a critical understanding of, and engagement with, the well established principles in the field of post production. A2 To have a critical engagement with media forms, genres, technological developments, and contexts, and how they organise meanings and affects. A3 A developed understanding of the role of technology in terms of media Learning and teaching on the course tends to be primarily project based. This is underpinned by the your knowledge and understanding and developed through varied learning and teaching method. These may include as appropriate: project briefings, lectures, (staff and student led) group seminars, technical or practical workshops, demonstrations, Online content, and discussion critiques, individual or group tutorials and self directed study. 1
production, content manipulation, distribution, access and use.. Traditional modes of delivery may be supported where appropriate by e- learning and/or resource based learning Assessment Knowledge and understanding is primarily assessed through essays, reports and individual and group presentations, and through its application in practical projects in a manner appropriate to each unit of delivery. Some units additionally require the submission of rationales, background research, development materials and/or evidence of reflection on the project process. Values and Attitudes B1 To be resourceful, adaptable inventive and entrepreneurial, and to develop reflective skills that underpin professional development. B2 To be adaptable to change, new ideas and ways of working as required in a rapidly changing and volatile world of work. B3 An ability to understand and reflect on issues of sustainability and to create solutions that apply a considered use of sustainable professional practices. Learning and teaching methods Values and attitudes are gained primarily through lectures, seminars, workshops, individual tutorials and self-directed study but also through project based learning. Learning is facilitated by well qualified permanent teaching staff and by sessional staff and visiting speakers who are practising professionals and bring an important industry perspective to the course. Assessment Values and attitudes are primarily assessed through essays, reports and individual and group presentations, and through its application in practical projects in a manner appropriate to each unit of delivery. Some units additionally require the submission of rationales, background research, development materials and/or evidence of reflection on the project process. 2
Skills (Cognitive and Intellectual) C1 To undertake various forms of research and projects requiring sustained independent enquiry and analysis. C2 To evaluate their own work critically in the context of business, culture, technologies and processes, the environment, ethics, and history. C3 To develop and apply appropriate storytelling/ genre conventions with reference to intended audience and delivery platform. Learning and teaching methods Intellectual skills are gained primarily through lectures, seminars, workshops, individual tutorials and self-directed study but also through project based learning. You are introduced to a variety of research and analytical methods through the contextual elements of the course and apply them in an independent major study and the preparation of a dissertation in the third level of the course. Project based learning stimulates analysis, contextual and visual research, problem solving, creative thinking and personal reflection. Assessment You are primarily assessed through a variety of means including essays, presentations and a dissertation. Some elements are assessed through your application in submitted project materials. This may include rationales, background research, development materials and/or evidence of reflection on the process of development in addition to practical material. Skills ( Specific/Professional) D1 Produce distinctive and creative work which demonstrates the effective use of sound, image and/or the written word. D2 Employ technical tools in postproduction operations to a professional standard. D3 Develop creative and operational skills across a significant range of post production tools, and technologies. Learning and teaching methods You develop transferable skills primarily through self-directed project activity, which progressively introduces professional contexts. Most learning takes place during the projects and through students critical and reflective responses to these. At level one you additionally concentrate on learning how to learn. The second and third levels also focus on career planning and the development of professional transferable skills to enable the you to make the transition to employment and/or further study. Assessment Practical and professional skills are assessed primarily through your application in project work submitted for summative assessment. Some units additionally require the submission of 3
rationales, background research, development materials and/or evidence of reflection on the process of development. An individual or group presentation may form part of the assessment requirements of some projects. Skills (Transferable) E1 To articulate ideas and information in visual, oral and written forms, and communicate ideas and work clearly and appropriately to a variety of audiences. E2 The ability to explore a range of industrial, legal, regulatory, and / or organisational frameworks, utlising the acquired knowledge to contextualise issues within the subject specialism. E3 Work independently, or collaboratively, setting aims, objectives and deadlines to manage learning, workload and projects, including time, personnel and resources. Learning and teaching methods You develop transferable skills primarily through self-directed project activity, which progressively introduces professional contexts. Most learning takes place during the projects and through your critical and reflective responses to these. At level one you additionally concentrate on learning how to learn. The second and third levels also focus on career planning and the development of professional transferable skills to enable the student to make the transition to employment and/or further study. Assessment Transferable skills are assessed within appropriate units throughout the course. You provide evidence of work and learning carried out across the course. For instance, evidence of personal development achieved through research, design development and realisation; responses to briefs; and evidence of project management. You are also assessed through peer, group and self assessment. 4
Reference Points - The following reference points were used in designing the programme; FHEQ Level 6 FHEQ Level 5 Dip HE FHEQ Level 4 Cert HE Programme Summary Code Unit Credit Value EPP13101/C101 Theory and Context 15 EPP13102/C102 Planning for Enterprise 15 EPP13103/C103 Mapping Your Profession 15 EPP13104/C104 Communication and Visualisation 15 EPP13105 First Post 15 EPP13106/B106 Broadcast Technology 15 EPP13107/E107 Cut to the Chase 1 15 EPP13108/E108 Cut to the Chase 2 15 EPP13201/C201 Debate and Polemic 15 EPP13202/C202 Making it happen 15 EPP13203/C203 Dissertation Preparation 15 EPP13204/C204 Promotions and Advertising 15 EPP13205 Technical Runner 15 EPP13206 Offline Editor 15 EPP13207 Visual Effects 15 EPP13208 True Story 15 EPP13301/C301 Dissertation 15 EPP13302/C302 Taking it forward 15 EPP13303/C303 Major Project Report 15 EPP13304 High End 15 EPP13305 Professional Skills 15 EPP13306 Portfolio 30 EPP13307 Post Production Technology 15 Total 360 Modes In order to maximise student access to the course it may be available in a 3 year fulltime mode and in a 2 year fast-track mode. Students who apply to complete the course in full-time mode will normally complete the three levels over three academic years (each composed of three terms). An extended full-time mode incorporating an integrated Level 0 foundation level is available to students who lack the creative or academic skills to enter Level 1 of the course. Students applying to the extended mode will normally complete in four academic years. Able students who can demonstrate the maturity of outlook and commitment necessary may apply to complete the programme in an intensive fast-track mode. 5
Students accepted to this mode will normally complete the three levels of the course in two academic years by the accumulation of additional credit and the completion of a fourth term of study in the first calendar year. Ravensbourne reserves the right not to offer, and to withdraw, a mode where a student cohort is of insufficient number to sustain a viable student experience and when other modes are available for completion. Transfer of Mode of Attendance Students are accepted to a particular mode of attendance and normally are expected to complete their studies in that mode. Exceptionally, a student enrolled on Level 1 of the programme may apply to transfer from the 3 year full-time mode to the 2 year fast-track mode or vice versa by completing a Transfer of Programme/Mode form. Applications for Transfer of Mode from the 3 year full-time mode to the 2 year fasttrack mode must be submitted to Registry by the end of Term 1 of Level 1. No applications for transfer of mode will be considered after that point. Applications will be considered initially by the Leader who will normally meet with the student concerned to ensure that she or he is aware of the demands of the 2 year fast-track mode and the consequences of the transfer. The transfer of mode will commence from the beginning of Term 2 of Level 1. Leaders will assess whether the student is able and has demonstrated the commitment and maturity of outlook necessary to complete their programme in the 2 year fast-track mode, and in doing so will take the following into account: Whether a student has demonstrated acceptable academic performance (for example: through the achievement of Grade C or above on units completed during Term 1) Student project work has evidenced higher than average practical and technical skills There is evidence that the student has demonstrated higher than average collaborative, organisational or interpersonal skills necessary to undertake the 2 year fast-track mode. Applications for Transfer of Mode from the 2 year fast-track mode to the 3 year fulltime mode must be submitted to Registry by the end of Term 2 of Level 1. No applications for transfer of mode will be considered after that point. For all applications for Transfer of Mode, the Leader will make a recommendation to an Interim Assessment Panel or Final Assessment Board. No transfer shall be confirmed without the approval of the Interim Assessment Panel or Final Assessment Board. Distinctive features There are three key events in the life of every production: the script, the shoot, and the edit. Editing is where it all comes together, where meaning is created through cutting sound and picture. This is the moment when the story is finally told. Editing is at the heart of this course and is backed up by a full range of related skills that will help you thrive in the Post Production sector. This is an industry that continues to see rapid change and expansion: in the UK, Post Production now 6
employs around 25,000 people with a turnover of close to 2.2 billion per annum. From I-pod to Imax, Post Production is delivering to an ever- widening range of platforms. The demand for multi-skilled professionals has never been greater. Responding to these imperatives, the BA (Hons) Editing and Post Production offers you skills in editing, screen graphics, visual effects, compositing, grading, audiopost, authoring, and broadcast technology. The chief aim of the course is to ensure that graduates are ready for industry that they can hit the ground running. Ravensbourne is highly regarded as one of only a handful of feeder institutions to the broadcast, film and communications industry. At Ravensbourne you ll find a dynamic environment with facilities that mirror industry practice. The course team are all practitioners with current knowledge of industry developments. Over the years we have built strong and lasting links with industry players including: Avid, Adobe, Apple, Digital Vision (Film Master), Autodesk (Smoke), The Foundary (Nuke), SGO (Mistika) and numerous Post houses and Production companies. Once on the course you ll be editing professional news, documentary, drama and feature film rushes. Later you may have an opportunity to work on live projects set by clients, and collaborate with students from other courses at Ravensbourne. Most graduates find immediate employment in post-production houses, broadcast/film organisations, and other related communications industries. Entrylevel jobs typically range from runner or VT operator to assistant roles in editing, compositing or grading. The roll-call of employers include BBC, SKY, ITN, ITV, Disney, Deluxe, The Mill, Sequence, The Farm, Framestore and Molinare. Level 1 of the programme develops your skills in the use of post production tools, the grammar of editing and the broader production process. This is buttressed by critical analysis of editing and an appreciation of storytelling. You will also learn about key design and technology concepts as they relate to post production. You will work on linear, non-linear and compositing systems and will post produce material across a range of genres including documentary, drama and promos. On completion of the first level of the programme and the achievement of the learning outcomes of the units within that level students will be eligible for the award of a Certificate in Higher Education if they exit the programme. Level 2 builds on the knowledge and skills acquired at level one and applies them to identifiable job roles in the industry: Offline Editor, Technical Runner, Compositor and Shoot-and-Edit Journalist. Mid-way through the level you will have an opportunity to find a work placement and begin to make vital industry contacts. You will acquire research skills and prepare for your dissertation. Students who successfully complete Level 1 and Level 2 of the programme having achieved all the learning outcomes within the units within these levels are eligible for award of Diploma in Higher Education. Level 3 focuses on professional practice; you will work in interdisciplinary teams with production and sound design students to make products of broadcast quality. There are also significant opportunities for you to develop advanced skills in 3D stereoscopic editing, colour grading, visual effects and post technology. You will 7
research and deliver a dissertation as well as a major postproduction portfolio. Graduates will leave Ravensbourne equipped with knowledge and skills in editing and post production but also with experience of team working, inter disciplinary collaboration, and the entrepreneurial skills and broader business awareness necessary to survive, succeed and innovate in the creative professions. The course structure draws on the creative synergies and frictions of the different disciplines at Ravensbourne and provides physical and intellectual opportunities for students to meet, learn and work together with students from different disciplines. You will study subject specialist units, shared units and core units. specialist units focus on subject specialist methodologies, technologies and processes and offer project-based learning that simulates contemporary professional practice. Knowledge and understanding of contextual and theoretical issues are delivered as an integral part of the practice based units. Shared and core units additionally ensure the ability to articulate an intellectual, theoretical and critical awareness of the subject, both located within their practice and in a broader context. This prevents a theory/practice dichotomy while ensuring that this aspect of learning is sufficiently weighted in the curriculum. Shared units are units which bring together courses in analogous specialist subject areas and allow you to gain skills common across these specialist subject areas, or to develop skills complimentary to those of the other specialisms and to work together on collaborative projects in the kinds of interdisciplinary teams common in industry. They therefore begin to introduce you to the real world context of specialism, a world where inevitably specialists work in inter-disciplinary teams. units provide fundamental knowledge, skills and contexts which we believe are necessary for all the creative professionals who graduate from Ravensbourne and set you up with a model of the types of knowledge you will need continuously to update throughout your careers. units equip you with the ideation, visualisation and communication skills required in the creative process characteristic of design and media industries and common across our disciplines. They also provide the conceptual skills, theoretical frameworks and professional contexts necessary for you to position your work and develop your professional identity. Additionally, they ensure that you gain the promotional, marketing and enterprise skills necessary to make success happen in the real world. In Level 1, whereas specialist units encourage cohort identity-building, core and shared units ensure that you get to know others on different courses, quickly develop networks and learn to access the breadth of resources within the building and the various specialisms at Ravensbourne. They also ensure that you experience a broad range of teaching and are exposed to specialist expertise outside of your own areas. and shared units function as a structured and supported introduction to the real world in which people work in mixed professional workplaces rather than single 8
subject communities. Across Level 2 and Level 3, this approach develops what some commentators call T-shapedness. Industry values highly graduates who are strong subject specialists but are also adaptable, empathetic to other professional perspectives and open to learning from these approaches. This balanced blend of core units, shared units and subject specific units provides a unique, bold and enhanced student experience, preparing our graduates for the business environment they will be entering as professionals. It also ensures that your currency as industry ready professionals does not expire after your first job but instead grows and matures, leaving you open to new challenges and career progression. Science and Technology Curriculum The course is underpinned with the latest post production technology. A majority of projects rely upon technology in teaching delivery, and in the final student submitted work. 104 Communication and Visualisation Compositing and effects software is taught using a combination of class teaching and online training materials. The training utilises software on the students personal computers. We use the Adobe create suite, which available free for Ravensbourne students. 105 First Post This project gives students an introduction into post production technology here at Ravensbourne. It provides small group workshops on various technologies including: media asset management, monitoring, data compression, timecode and editing. 106 Broadcast Technology This unit provides students with a series of broadcast technology lectures, which are made available on our VLE. Students are asked to research a specific technology related to their field of study. 205 Technical Runner Content includes: Scopes, connectivity, media management, linear and nonlinear systems, servers, Quality Control, Online processes (including grading, audio mixing), and deliverables Students learn through a blended learning approach: small group practical workshops, master classes, specially recorded online tutorials, unsupervised practice, and tests. Students thus acquire a solid foundation of post production technology and MCR operations which will stand them in good stead for the work placements opportunity later in the term. 9
207 Visual Effects This visual effects unit relies heavily on students undertaking a programme of specialist training. Ravensbourne has access to high end industry software. The unit is taught using a combination of class teaching and online training materials made by our staff team. 304 High End High end is an opportunity to enhance existing knowledge and delivery training on emerging technologies and post production workflows, as students prepare for work in the industry. This is delivery through, practical workshops, discussions and student research. 307 Post Production Technology Content includes: Analogue and digital signals, codecs, signals, servers, routers, matrices, and connectivity. The assessment of the technologically-oriented work work is done through making products. The majority of these units result in students producing an asset, such as a video, a report or a presentation. Typically, students are assessed on their understanding of processes and the application of technology in industry-simulation environments. We use a varied methods of assessment, which include: Technical Presentation. Quality control and FPA (flash pattern analysis). Online test. Building flyaways (hardware). System diagrammes. Technical reports. Recruitment and Admissions Admission Ravensbourne will use a number of methods to assess an Policy/Selection Criteria applicant s suitability for their course of choice. Primarily applicants are selected on the basis of: an applicant s prior academic achievement / qualifications and/or previous employment / life experience; assessment of the applicant s ability and aptitude to succeed on the course for which s/he has applied. Students will be selected according to the generic criteria 10
set out below: Personal attributes shows commitment, enthusiasm and interest in the subject area initiative and problem solving ability to communicate Creative process can generate ideas and use external sources to develop them ability to research an idea and follow it through to a finished product Study skills can understand and organise information clearly can investigate and analyse information shows reasoning and intellectual curiosity Professional skills has shown they can initiate and deliver projects can work in a team and with people with different skills has shown confidence with IT Career aspirations understands the relevance of the course to her/his career ambitions understands current debates within industry Accreditation of Prior Learning Applications are welcomed from those who may not possess formal entry qualifications, mature students, those with work experience or with qualifications other than those listed above. Such applicants should demonstrate sufficient aptitude and potential to complete the course successfully. Applicants will be assessed at interview in accordance with Ravensbourne s Accreditation of Prior Learning Policy and Procedure. Where an applicant s first language is not English, proof of competence in English will be required. This will normally take the form of an approved English language test at B2 level, in accordance with the Common European Framework of Reference. This should have been achieved within the last 18 months prior to commencement of the course. Entry Requirements Students will normally be expected to possess five GCSEs (grade C or above) or equivalent (including English and Mathematics) and also to hold at least one of the following or equivalent UK or international qualification: 11
2 A Levels (grades A-C) or 4 AS Levels (grades A- C) 2 vocational A Level (grades A-C) Level 3 Foundation Diploma or National Diploma Advanced Diploma (grades A-C) International Baccalaureate (28 points or above) 12
Course Diagram 3 Year Full Time Level 1 Term 1 Term 2 Term 3 103 Mapping Your Profession 104 Communication and Visualisation 105 First Post Shared 106 Broadcast Technology 107 Cut to the Chase 1 108 Cut to the Chase 2 102 Planning for Enterprise 101 Contextual Studies: Theory and Context Level 2 Term 1 Term 2 Term 3 205 Technical Runner 207 Visual Effects 202 Making it happen 204 Promotions and Advertising 208 True Story 206 Offline Editor 201 Debate and Polemic 203 Dissertation Preparation 13
Level 3 Term 1 Term 2 Term 3 301 Dissertation 302 Taking it forward 307 Post Production Technology 305 Professional Skills 303 Major Project Report 304 High End 30 Credits 306 Portfolio 14
2 Year Fast-track year 1 Level 1 Term 1 Term 2 103 Mapping Your Profession 104 Communication and Visualisation 105 First Post 101 Theory and Context Shared 106 Broadcast Technology Specialism 108 Cut to the Chase 2 107 Cut to the Chase 1 102 Planning for Enterprise Level 2 Term 3 Term 4 203 Dissertation Preparation 201 Debate and Polemic 202 Making it happen 205 Technical Runner 206 Offline Editor 204 Promotions and Advertising 207 Visual Effects 208 True Story 15
2 Year Fast-track year 2 Level 3 Term 1 Term 2 Term 3 301 Dissertation 302 Taking it forward 307 Post Production Technology 305 Professional Skills 303 Major Project Report 304 High End 30 Credits 306 Portfolio 16
Please note, this specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each unit can be found in the Course Handbook, Unit Descriptors and Project Briefs. The accuracy of the information contained in this document is reviewed by Ravensbourne and may be checked by the Quality Assurance Agency for Higher Education. 17