KPB113 Introduction to Screen Studies
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | KPB113 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $2,124 |
| Pre-2021 CSP student contribution | $996 The pre-2021 commonwealth supported place (CSP) contribution amount only applies to students enrolled in a course prior to 2021. To learn more, visit our Understanding your fees page. |
| Domestic tuition unit fee | $4,356 |
| International unit fee | $4,668 |
Unit Outline: Semester 1 2025, Kelvin Grove, Internal
| Unit code: | KPB113 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Peter Schembri | p.schembri@qut.edu.au |
Overview
Introduction to Screen Studies develops skills to assist you interpret, analyse, and evaluate narrative screen texts. It explores how and why narrative productions tell their stories through the creative construction and arrangement of visuals and sound. You are introduced to film as art and then to film as social practice. Appreciating film language (such as mise-en-scene and editing) considers film as art by examining film form, film style and film genre. Film as social practice focuses on an understanding of screen productions as being created within particular social and cultural contexts since films have social and cultural significance for communities and audiences. Screen Studies is brought into the contemporary era by including ecocinema as a case study — fictional narrative films with ecological and environmental narratives, themes, and audiovisual representations.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate a knowledge of textual analysis techniques to evaluate and theorise the ways screen texts communicate and construct meaning, taking into account technologies, key creative practitioners, and audiences.
- Apply critical and analytical skills to deconstruct and analyse screen texts (their creative genres, styles, forms, and filmmaking practices).
- Communicate interpretations, evaluations, and arguments to specialist and non-specialist audiences using written, visual, and oral languages.
- Exercise informed critical judgment when analysing ecological and cultural attributes of contemporary narrative screen texts as works of popular culture presenting viewpoints of real-world challenges.
Content
Introduction to Screen Studies focuses on the interpretation, analysis and evaluation of narrative screen texts.
- It explores how and why narrative productions tell their stories through the creative construction and arrangement of visuals and sound.
- Understanding film language (such as mise-en-scene and editing) considers film as art by examining film form, film style and film genre. Appreciating film language alongside foundational critical and analytical skills enables you to deconstruct and to better understand the underlying principles of how meaning is created and crafted by the artistic practices and choices of key creative individuals (such as directors and actors).
- Film as social practice focuses on an understanding of screen productions as being created within particular social and cultural contexts since films have social and cultural significance for communities and audiences.
- Screen Studies is brought into the contemporary era by including ecocinema as a case study — fictional narrative films with ecological and environmental narratives, themes, storyworlds, and audiovisual representations. The concept of ecocinema is recent and still developing, with ecocinema cutting across various genres. Many of these films, created by Hollywood, non-Hollywood, and independent filmmakers, have been very popular with contemporary audiences.
Learning Approaches
This unit is delivered through an integrated series of lectures and tutorials. Film and other screen excerpts are shown in lectures to provide insights into and an understanding of film as art (film aesthetics) and film as social practice (genre screen productions). Tutorials enable you to engage with the aesthetic and genre aspects of screen texts and to discuss ideas that relate to assessment. You are encouraged to develop your skills of critical inquiry and to evaluate, defend and interrogate your arguments and the arguments of others.
Please be advised that this unit may include the presentation and scholarly analysis of material and subject matters that may be considered confronting, such as certain representations of race, class, gender and violence. QUT counselling support is available should you feel the need to avail yourself of these services.
Feedback on Learning and Assessment
In this unit you will receive feedback on your learning as general comments from teaching staff, communicated to the cohort during tutorials and via the Canvas website. Tutorials are opportunities to receive more specific feedback from teaching staff and peers. You are also encouraged to contribute to discussions and debates with peers and teaching staff, as this provides feedback to others, as well as helping you build your ability to construct meaning and shape your own creative and critical thinking. For assessable work you will receive comments from teaching staff on criterion referenced grading sheets.
Assessment
Overview
In this unit there are three assignments:
The first assessment is an analysis of a scene from a film where you conduct a mise-en-scene analysis of a still from that scene by applying film language to evaluate how meaning is created in the shot.
In the second assignment you select a director from the list provided and employ Andrew Sarris's auteur theory to develop an argument the director has a recognisable, recurring style by referring to three different scenes from three of the director's films (at lease one scene per film) as examples to support your analysis.
The third assessment is a reflective essay where you take into account your personal responses to ecocinema to analyse one narrative feature film through an ecocritical lens. Focus on how effectively you judge the film’s themes and representations of nature and the environment communicate ecological concerns. Taking into account the film’s form, style and genre, use examples of shots and scenes from the film to identify the extent to which the filmmaker has incorporated ecocinematic themes and representations.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Image (Mise-en-Scene) Analysis
Conduct a mise-en-scène analysis of a scene from a film, providing a detailed analysis how the visual and technical elements employed convey meaning (consider two of the following elements: lighting, setting and production design, costumes and make-up, props, colour, and composition).
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Textual Analysis
Employing Andrew Sarris's auteur theory as a foundation, develop an argument a director has a recognisable, recurring style. Support your argument by analysing at least one key scene from three of the director’s films (one scene per film).
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Reflective Essay
Adopting a reflective approach and taking into account your personal responses to ecocinema, analyse a narrative feature film through an ecocritical lens. Focus on how effectively you judge the film’s themes and representations of nature and the environment communicate ecological concerns. To support your analysis, cite specific examples of shots and scenes from the film, and consider the film’s form, style and genre..
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
All students are requested to visit and review the Health and Safety information on the HiQ web pages (CIESJ Tier 1 HSE requirement)
Resources
Refer to the unit’s Canvas site for links to additional readings (via QUT Readings) and learning resources.
Resource Materials
Recommended text(s)
Bordwell, David; Thompson, Kristin; and Smith, Jeff. (2020). Film Art: An Introduction. New York: McGraw-Hill. Available as eBook via QUT Library.
Stadler, Jane and McWilliam, Kelly. (2008). Screen Media: Analysing Film and Television. Crows Nest, NSW: Allen & Unwin. Available as eBook via QUT Library.
Turner, Graeme (2006) Film as Social Practice (4th edit). London & New York: Routledge. Available as eBook via QUT Library.
Reference book(s)
Gustafsson, Tommy (2013) And the Oscar Goes to … Ecoheroines, Ecoheros and the Development of Ecothemes from The China Syndrome (1979) to GasLand (2010). In Pietari Kääpä and Tommy Gustafsson (eds) Transnational Ecocinema: Film Culture in an Era of Ecological Transformation, Chicago: Intellect Available as eBook via QUT Library.
Willoquet-Maricondi, P. (2010). Framing the World: Explorations in Ecocriticism and Film. Charlottesville: University of Virginia Press. Available as eBook via QUT Library.
Risk Assessment Statement
For risks associated with using campus buildings or QUT facilities, refer to the HiQ Health and Safety information.
Where substantial computer-based work is required, particularly in the case of fully online students, you are recommended to take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.CA01 Bachelor of Creative Arts
- Cite and discuss a broad and coherent knowledge of historical and contemporary cultural contexts for creative practice, including the contribution of Aboriginal and Torres Strait Islander knowledges.
Relates to: ULO2, ULO4, Image (Mise-en-Scene) Analysis, Textual Analysis, Reflective Essay - Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO1, ULO2, Image (Mise-en-Scene) Analysis, Textual Analysis, Reflective Essay - Demonstrate technical proficiency and a knowledge of contemporary digital practices and technologies in one or more disciplines and apply these in creative and critical settings.
Relates to: ULO1, ULO3, Image (Mise-en-Scene) Analysis, Textual Analysis, Reflective Essay - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO3, Image (Mise-en-Scene) Analysis, Textual Analysis, Reflective Essay - Communicate, represent, and promote your work in ways relevant to your creative field.
Relates to: ULO3, Image (Mise-en-Scene) Analysis, Textual Analysis, Reflective Essay - Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
Relates to: ULO1, ULO2, Image (Mise-en-Scene) Analysis, Textual Analysis, Reflective Essay - Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
Relates to: ULO1, ULO2, Image (Mise-en-Scene) Analysis, Textual Analysis, Reflective Essay - Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
Relates to: ULO4, Reflective Essay - Operate with initiative, ethical judgement and professionalism, both alone and in groups.
Relates to: ULO4, Reflective Essay
KK34 Bachelor of Fine Arts
- Cite and discuss a broad and coherent knowledge of historical and contemporary cultural contexts for creative practice, including the contribution of Aboriginal and Torres Strait Islander knowledges.
Relates to: ULO1 - Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
Relates to: ULO2 - Demonstrate technical proficiency in at least one area of your field of creative practice.
Relates to: ULO2 - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO3 - Discern, critically analyse and synthesise knowledge in complex creative practice settings.
Relates to: ULO1, ULO3
KK43 Bachelor of Creative Industries
- Demonstrate broad and coherent theoretical and practical knowledge required for creative enterprise, career development and interdisciplinary collaborations, supported by depth in at least one creative disciplinary area.
Relates to: ULO1 - Demonstrate well-developed cognitive and ideation skills to identify, analyse and evaluate opportunities to address authentic complex problems.
Relates to: ULO2 - Demonstrate technical expertise to support skills and knowledge within the Creative Industries.
Relates to: ULO2 - Communicate effectively in a range of forms across multiple media modes, for sharing and disseminating knowledge, skills and ideas, and collaborative practice and navigation of social networks.
Relates to: ULO3 - Apply and adapt creative disciplinary knowledge and skills with agility in a range of industry, community and intercultural contexts.
Relates to: ULO1, ULO3
Unit Outline: Semester 1 2025, Online
| Unit code: | KPB113 |
|---|---|
| Credit points: | 12 |
Overview
Introduction to Screen Studies develops skills to assist you interpret, analyse, and evaluate narrative screen texts. It explores how and why narrative productions tell their stories through the creative construction and arrangement of visuals and sound. You are introduced to film as art and then to film as social practice. Appreciating film language (such as mise-en-scene and editing) considers film as art by examining film form, film style and film genre. Film as social practice focuses on an understanding of screen productions as being created within particular social and cultural contexts since films have social and cultural significance for communities and audiences. Screen Studies is brought into the contemporary era by including ecocinema as a case study — fictional narrative films with ecological and environmental narratives, themes, and audiovisual representations.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate a knowledge of textual analysis techniques to evaluate and theorise the ways screen texts communicate and construct meaning, taking into account technologies, key creative practitioners, and audiences.
- Apply critical and analytical skills to deconstruct and analyse screen texts (their creative genres, styles, forms, and filmmaking practices).
- Communicate interpretations, evaluations, and arguments to specialist and non-specialist audiences using written, visual, and oral languages.
- Exercise informed critical judgment when analysing ecological and cultural attributes of contemporary narrative screen texts as works of popular culture presenting viewpoints of real-world challenges.
Content
Introduction to Screen Studies focuses on the interpretation, analysis and evaluation of narrative screen texts.
- It explores how and why narrative productions tell their stories through the creative construction and arrangement of visuals and sound.
- Understanding film language (such as mise-en-scene and editing) considers film as art by examining film form, film style and film genre. Appreciating film language alongside foundational critical and analytical skills enables you to deconstruct and to better understand the underlying principles of how meaning is created and crafted by the artistic practices and choices of key creative individuals (such as directors and actors).
- Film as social practice focuses on an understanding of screen productions as being created within particular social and cultural contexts since films have social and cultural significance for communities and audiences.
- Screen Studies is brought into the contemporary era by including ecocinema as a case study — fictional narrative films with ecological and environmental narratives, themes, storyworlds, and audiovisual representations. The concept of ecocinema is recent and still developing, with ecocinema cutting across various genres. Many of these films, created by Hollywood, non-Hollywood, and independent filmmakers, have been very popular with contemporary audiences.
Learning Approaches
This unit is delivered through an integrated series of lectures and tutorials. Film and other screen excerpts are shown in lectures to provide insights into and an understanding of film as art (film aesthetics) and film as social practice (genre screen productions). Tutorials enable you to engage with the aesthetic and genre aspects of screen texts and to discuss ideas that relate to assessment. You are encouraged to develop your skills of critical inquiry and to evaluate, defend and interrogate your arguments and the arguments of others.
Please be advised that this unit may include the presentation and scholarly analysis of material and subject matters that may be considered confronting, such as certain representations of race, class, gender and violence. QUT counselling support is available should you feel the need to avail yourself of these services.
Feedback on Learning and Assessment
In this unit you will receive feedback on your learning as general comments from teaching staff, communicated to the cohort during tutorials and via the Canvas website. Tutorials are opportunities to receive more specific feedback from teaching staff and peers. You are also encouraged to contribute to discussions and debates with peers and teaching staff, as this provides feedback to others, as well as helping you build your ability to construct meaning and shape your own creative and critical thinking. For assessable work you will receive comments from teaching staff on criterion referenced grading sheets.
Assessment
Overview
In this unit there are three assignments:
The first assessment is an analysis of a scene from a film where you conduct a mise-en-scene analysis of a still from that scene by applying film language to evaluate how meaning is created in the shot.
In the second assignment you select a director from the list provided and employ Andrew Sarris's auteur theory to develop an argument the director has a recognisable, recurring style by referring to three different scenes from three of the director's films (at lease one scene per film) as examples to support your analysis.
The third assessment is a reflective essay where you take into account your personal responses to ecocinema to analyse one narrative feature film through an ecocritical lens. Focus on how effectively you judge the film’s themes and representations of nature and the environment communicate ecological concerns. Taking into account the film’s form, style and genre, use examples of shots and scenes from the film to identify the extent to which the filmmaker has incorporated ecocinematic themes and representations.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Image (Mise-en-Scene) Analysis
Conduct a mise-en-scène analysis of a scene from a film, providing a detailed analysis how the visual and technical elements employed convey meaning (consider two of the following elements: lighting, setting and production design, costumes and make-up, props, colour, and composition).
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Textual Analysis
Employing Andrew Sarris's auteur theory as a foundation, develop an argument a director has a recognisable, recurring style. Support your argument by analysing at least one key scene from three of the director’s films (one scene per film).
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Reflective Essay
Adopting a reflective approach and taking into account your personal responses to ecocinema, analyse a narrative feature film through an ecocritical lens. Focus on how effectively you judge the film’s themes and representations of nature and the environment communicate ecological concerns. To support your analysis, cite specific examples of shots and scenes from the film, and consider the film’s form, style and genre..
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
All students are requested to visit and review the Health and Safety information on the HiQ web pages (CIESJ Tier 1 HSE requirement)
Resources
Refer to the unit’s Canvas site for links to additional readings (via QUT Readings) and learning resources.
Resource Materials
Recommended text(s)
Bordwell, David; Thompson, Kristin; and Smith, Jeff. (2020). Film Art: An Introduction. New York: McGraw-Hill. Available as eBook via QUT Library.
Stadler, Jane and McWilliam, Kelly. (2008). Screen Media: Analysing Film and Television. Crows Nest, NSW: Allen & Unwin. Available as eBook via QUT Library.
Turner, Graeme (2006) Film as Social Practice (4th edit). London & New York: Routledge. Available as eBook via QUT Library.
Reference book(s)
Gustafsson, Tommy (2013) And the Oscar Goes to … Ecoheroines, Ecoheros and the Development of Ecothemes from The China Syndrome (1979) to GasLand (2010). In Pietari Kääpä and Tommy Gustafsson (eds) Transnational Ecocinema: Film Culture in an Era of Ecological Transformation, Chicago: Intellect Available as eBook via QUT Library.
Willoquet-Maricondi, P. (2010). Framing the World: Explorations in Ecocriticism and Film. Charlottesville: University of Virginia Press. Available as eBook via QUT Library.
Risk Assessment Statement
For risks associated with using campus buildings or QUT facilities, refer to the HiQ Health and Safety information.
Where substantial computer-based work is required, particularly in the case of fully online students, you are recommended to take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.CA01 Bachelor of Creative Arts
- Cite and discuss a broad and coherent knowledge of historical and contemporary cultural contexts for creative practice, including the contribution of Aboriginal and Torres Strait Islander knowledges.
Relates to: ULO2, ULO4, Image (Mise-en-Scene) Analysis, Textual Analysis, Reflective Essay - Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO1, ULO2, Image (Mise-en-Scene) Analysis, Textual Analysis, Reflective Essay - Demonstrate technical proficiency and a knowledge of contemporary digital practices and technologies in one or more disciplines and apply these in creative and critical settings.
Relates to: ULO1, ULO3, Image (Mise-en-Scene) Analysis, Textual Analysis, Reflective Essay - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO3, Image (Mise-en-Scene) Analysis, Textual Analysis, Reflective Essay - Communicate, represent, and promote your work in ways relevant to your creative field.
Relates to: ULO3, Image (Mise-en-Scene) Analysis, Textual Analysis, Reflective Essay - Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
Relates to: ULO1, ULO2, Image (Mise-en-Scene) Analysis, Textual Analysis, Reflective Essay - Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
Relates to: ULO1, ULO2, Image (Mise-en-Scene) Analysis, Textual Analysis, Reflective Essay - Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
Relates to: ULO4, Reflective Essay - Operate with initiative, ethical judgement and professionalism, both alone and in groups.
Relates to: ULO4, Reflective Essay
KK34 Bachelor of Fine Arts
- Cite and discuss a broad and coherent knowledge of historical and contemporary cultural contexts for creative practice, including the contribution of Aboriginal and Torres Strait Islander knowledges.
Relates to: ULO1 - Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
Relates to: ULO2 - Demonstrate technical proficiency in at least one area of your field of creative practice.
Relates to: ULO2 - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO3 - Discern, critically analyse and synthesise knowledge in complex creative practice settings.
Relates to: ULO1, ULO3
KK43 Bachelor of Creative Industries
- Demonstrate broad and coherent theoretical and practical knowledge required for creative enterprise, career development and interdisciplinary collaborations, supported by depth in at least one creative disciplinary area.
Relates to: ULO1 - Demonstrate well-developed cognitive and ideation skills to identify, analyse and evaluate opportunities to address authentic complex problems.
Relates to: ULO2 - Demonstrate technical expertise to support skills and knowledge within the Creative Industries.
Relates to: ULO2 - Communicate effectively in a range of forms across multiple media modes, for sharing and disseminating knowledge, skills and ideas, and collaborative practice and navigation of social networks.
Relates to: ULO3 - Apply and adapt creative disciplinary knowledge and skills with agility in a range of industry, community and intercultural contexts.
Relates to: ULO1, ULO3