KPB116 Introduction to Screenwriting
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: | KPB116 |
|---|---|
| Equivalent(s): | KWB102 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $2,040 |
| Pre-2021 CSP student contribution | $957 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 | $4,104 |
| International unit fee | $4,320 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | KPB116 |
|---|---|
| Credit points: | 12 |
| Equivalent: | KWB102 |
| Coordinator: | Sue Cake | susan.cake@qut.edu.au |
Overview
This unit introduces various principles, elements and stages that make up the scriptwriting process for narrative production. Skills needed to generate and select ideas, write synopses, and draft scripts will be developed through studying and applying the key creative components of writing for the screen. The unit addresses principles of storytelling, industry standards and practical skills involved in developing projects for narrative productions within film, television and other media. The focus is on how to develop ideas, create engaging characters, and construct scenes for visual mediums. Writing scripts for a range of screen media formats is a learned craft and requires discipline, perseverance, and an understanding of industry practice. Possessing this key knowledge provides capabilities to develop concepts through to script stage.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply written, oral, and visual communication skills throughout the creative process of developing projects within a collaborative practice framework.
- Develop and clearly articulate strong and engaging concepts for film, television and other screen media.
- Apply the principles and key stages necessary throughout the concept and early script development stages to create viable scripts to first draft stage.
Content
The unit will focus primarily on principles involved in writing for various narrative screen media formats. Content addresses the various stages involved in taking a concept through to script stage. Topics could include: generating ideas, themes and concepts; style and structure; story design; finding and developing characters; screenwriting for screen genres; script formatting; and scene construction.
Learning Approaches
This unit is delivered through either internal or online mode. Lectures are delivered live on campus with recorded versions accessible online. Internal students will have on-campus workshops; online students will have online synchronous workshops. All learning is supported by online learning materials. Collaborative story-lining exercises mimic standard professional practice, and students are encouraged to engage with the generation of ideas and constructive criticism through group work.
Feedback on Learning and Assessment
You will receive formative feedback during class exercises and discussions, including feedback from teaching staff. You will be encouraged to learn how to give and receive constructive feedback from your peers, and you will receive summative and formative feedback on individual assignments.
Assessment
Overview
In this unit you are required to submit three pieces of written work for assessment, one of which requires you to collaborate with your peers and develop a screen synopsis within a team setting. Each of the assessable tasks will help you build your screenwriting skills and conceptual understanding of the craft.
Faculty Assessment Information
To access the Faculty's Assessment Information see the Canvas site for this unit. Amongst other assessment policies you will find information on late assignments and extensions.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Character Profile/Notes
(Formative and Summative)
Write character notes for either a character you've worked on in classes OR for another character you are keen to develop, for a short film, TV show, mocumentary, web series, or new media concept.
This is an assignment for the purposes of an extension.
Assessment: Group Pitch
(Formative and Summative)
Devise, develop and write a screen story to synopsis stage, based on one of the characters from the first assessment. You will be required to do this within a team setting and present a summary of your synopsis to the tutorial group facilitated via online collaboration. Presentation to be submitted via link to video, PowerPoint or other presentation format (Spark blog).
Assessment: Scripted Scenes
(Formative and Summative)
Building upon and drawing from the previous two assessments, develop and script a short, self-contained narrative with a minimum of 3 scenes, that includes a dramatic arc, in a genre of your choice.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
All students and staff who access campus buildings and facilities are required to complete the Tier 1 General Health and Safety Induction. This must be completed online.
Resources
Required Texts:
Refer to video and other learning resources linked to the unit’s Canvas site.
Resource Materials
Recommended text(s)
Cooper, P. & Dancyger, K. (2005) (3rd ed) Writing The Short Film, Boston: Focal Press.
Cowgill, L. (2005) (2nd ed) Writing Short Films: Structure & Content For Screenwriters, Los Angeles: Lone Eagle.
Dancyger, K. & Rush, J. (2007) Alternative Scriptwriting: successfully breaking the rules., Boston: Focal Press.
Egri, L. (1960) The Art Of Dramatic Writing, New York: Simon & Schuster.
Ferguson, T. [2010] The Cheeky Monkey: Writing Narrative Comedy, Sydney: Currency Press.
Hauge, M. [2011] Writing screenplays that sell, London, Methuen Drama
McKee, R. (1998) Story: Substance, Structure, Style & The Principles Of Screenwriting, London: Methuen.
Seger, L. [1990] Creating unforgettable characters, New York: H. Holt
Trottier, D, [2010] [5th ed] The screenwriter’s bible: A complete guide to writing, formatting, and selling your script, Los Angeles: Silman-James Press
Vogler, C. and Montez, M. [2007] [3rd ed] The writer’s journey: Mythic structure for writers, California: Michael Wiese Productions
Other
To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
For risks associated with using campus buildings or facilities, refer to the Tier 1 General Health and Safety Induction.
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.
The production environments in which the classes will be conducted require strict adherence to all OH&S guidelines and policies pursuant to the particular site. A universal policy applying to all students is the wearing of solid and covered footwear.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.KK34 Bachelor of Fine Arts
- Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO2, ULO3 - Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
Relates to: ULO2, ULO3 - Demonstrate technical proficiency in at least one area of your field of creative practice.
Relates to: ULO1 - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO1 - Discern, critically analyse and synthesise knowledge in complex creative practice settings.
Relates to: 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: ULO2, ULO3 - 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: ULO1 - 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: ULO1 - Apply and adapt creative disciplinary knowledge and skills with agility in a range of industry, community and intercultural contexts.
Relates to: ULO3
Unit Outline: Semester 1 2024, Online
| Unit code: | KPB116 |
|---|---|
| Credit points: | 12 |
| Equivalent: | KWB102 |
Overview
This unit introduces various principles, elements and stages that make up the scriptwriting process for narrative production. Skills needed to generate and select ideas, write synopses, and draft scripts will be developed through studying and applying the key creative components of writing for the screen. The unit addresses principles of storytelling, industry standards and practical skills involved in developing projects for narrative productions within film, television and other media. The focus is on how to develop ideas, create engaging characters, and construct scenes for visual mediums. Writing scripts for a range of screen media formats is a learned craft and requires discipline, perseverance, and an understanding of industry practice. Possessing this key knowledge provides capabilities to develop concepts through to script stage.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply written, oral, and visual communication skills throughout the creative process of developing projects within a collaborative practice framework.
- Develop and clearly articulate strong and engaging concepts for film, television and other screen media.
- Apply the principles and key stages necessary throughout the concept and early script development stages to create viable scripts to first draft stage.
Content
The unit will focus primarily on principles involved in writing for various narrative screen media formats. Content addresses the various stages involved in taking a concept through to script stage. Topics could include: generating ideas, themes and concepts; style and structure; story design; finding and developing characters; screenwriting for screen genres; script formatting; and scene construction.
Learning Approaches
This unit is delivered through either internal or online mode. Lectures are delivered live on campus with recorded versions accessible online. Internal students will have on-campus workshops; online students will have online synchronous workshops. All learning is supported by online learning materials. Collaborative story-lining exercises mimic standard professional practice, and students are encouraged to engage with the generation of ideas and constructive criticism through group work.
Feedback on Learning and Assessment
You will receive formative feedback during class exercises and discussions, including feedback from teaching staff. You will be encouraged to learn how to give and receive constructive feedback from your peers, and you will receive summative and formative feedback on individual assignments.
Assessment
Overview
In this unit you are required to submit three pieces of written work for assessment, one of which requires you to collaborate with your peers and develop a screen synopsis within a team setting. Each of the assessable tasks will help you build your screenwriting skills and conceptual understanding of the craft.
Faculty Assessment Information
To access the Faculty's Assessment Information see the Canvas site for this unit. Amongst other assessment policies you will find information on late assignments and extensions.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Character Profile/Notes
(Formative and Summative)
Write character notes for either a character you've worked on in classes OR for another character you are keen to develop, for a short film, TV show, mocumentary, web series, or new media concept.
This is an assignment for the purposes of an extension.
Assessment: Group Pitch
(Formative and Summative)
Devise, develop and write a screen story to synopsis stage, based on one of the characters from the first assessment. You will be required to do this within a team setting and present a summary of your synopsis to the tutorial group facilitated via online collaboration. Presentation to be submitted via link to video, PowerPoint or other presentation format (Spark blog).
Assessment: Scripted Scenes
(Formative and Summative)
Building upon and drawing from the previous two assessments, develop and script a short, self-contained narrative with a minimum of 3 scenes, that includes a dramatic arc, in a genre of your choice.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
All students and staff who access campus buildings and facilities are required to complete the Tier 1 General Health and Safety Induction. This must be completed online.
Resources
Required Texts:
Refer to video and other learning resources linked to the unit’s Canvas site.
Resource Materials
Recommended text(s)
Cooper, P. & Dancyger, K. (2005) (3rd ed) Writing The Short Film, Boston: Focal Press.
Cowgill, L. (2005) (2nd ed) Writing Short Films: Structure & Content For Screenwriters, Los Angeles: Lone Eagle.
Dancyger, K. & Rush, J. (2007) Alternative Scriptwriting: successfully breaking the rules., Boston: Focal Press.
Egri, L. (1960) The Art Of Dramatic Writing, New York: Simon & Schuster.
Ferguson, T. [2010] The Cheeky Monkey: Writing Narrative Comedy, Sydney: Currency Press.
Hauge, M. [2011] Writing screenplays that sell, London, Methuen Drama
McKee, R. (1998) Story: Substance, Structure, Style & The Principles Of Screenwriting, London: Methuen.
Seger, L. [1990] Creating unforgettable characters, New York: H. Holt
Trottier, D, [2010] [5th ed] The screenwriter’s bible: A complete guide to writing, formatting, and selling your script, Los Angeles: Silman-James Press
Vogler, C. and Montez, M. [2007] [3rd ed] The writer’s journey: Mythic structure for writers, California: Michael Wiese Productions
Other
To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
For risks associated with using campus buildings or facilities, refer to the Tier 1 General Health and Safety Induction.
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.
The production environments in which the classes will be conducted require strict adherence to all OH&S guidelines and policies pursuant to the particular site. A universal policy applying to all students is the wearing of solid and covered footwear.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.KK34 Bachelor of Fine Arts
- Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO2, ULO3 - Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
Relates to: ULO2, ULO3 - Demonstrate technical proficiency in at least one area of your field of creative practice.
Relates to: ULO1 - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO1 - Discern, critically analyse and synthesise knowledge in complex creative practice settings.
Relates to: 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: ULO2, ULO3 - 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: ULO1 - 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: ULO1 - Apply and adapt creative disciplinary knowledge and skills with agility in a range of industry, community and intercultural contexts.
Relates to: ULO3
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
| Unit code: | KPB116 |
|---|---|
| Credit points: | 12 |
| Equivalent: | KWB102 |
| Coordinator: | Sue Cake | susan.cake@qut.edu.au |
Overview
This unit introduces various principles, elements and stages that make up the scriptwriting process for narrative production. Skills needed to generate and select ideas, write synopses, and draft scripts will be developed through studying and applying the key creative components of writing for the screen. The unit addresses principles of storytelling, industry standards and practical skills involved in developing projects for narrative productions within film, television and other media. The focus is on how to develop ideas, create engaging characters, and construct scenes for visual mediums. Writing scripts for a range of screen media formats is a learned craft and requires discipline, perseverance, and an understanding of industry practice. Possessing this key knowledge provides capabilities to develop concepts through to script stage.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply written, oral, and visual communication skills throughout the creative process of developing projects within a collaborative practice framework.
- Develop and clearly articulate strong and engaging concepts for film, television and other screen media.
- Apply the principles and key stages necessary throughout the concept and early script development stages to create viable scripts to first draft stage.
Content
The unit will focus primarily on principles involved in writing for various narrative screen media formats. Content addresses the various stages involved in taking a concept through to script stage. Topics could include: generating ideas, themes and concepts; style and structure; story design; finding and developing characters; screenwriting for screen genres; script formatting; and scene construction.
Learning Approaches
This unit is delivered through either internal or online mode. Lectures are delivered live on campus with recorded versions accessible online. Internal students will have on-campus workshops; online students will have online synchronous workshops. All learning is supported by online learning materials. Collaborative story-lining exercises mimic standard professional practice, and students are encouraged to engage with the generation of ideas and constructive criticism through group work.
Feedback on Learning and Assessment
You will receive formative feedback during class exercises and discussions, including feedback from teaching staff. You will be encouraged to learn how to give and receive constructive feedback from your peers, and you will receive summative and formative feedback on individual assignments.
Assessment
Overview
In this unit you are required to submit three pieces of written work for assessment, one of which requires you to collaborate with your peers and develop a screen synopsis within a team setting. Each of the assessable tasks will help you build your screenwriting skills and conceptual understanding of the craft.
Faculty Assessment Information
To access the Faculty's Assessment Information see the Canvas site for this unit. Amongst other assessment policies you will find information on late assignments and extensions.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Character Profile/Notes
(Formative and Summative)
Write character notes for either a character you've worked on in classes OR for another character you are keen to develop, for a short film, TV show, mocumentary, web series, or new media concept.
This is an assignment for the purposes of an extension.
Assessment: Group Pitch
(Formative and Summative)
Devise, develop and write a screen story to synopsis stage, based on one of the characters from the first assessment. You will be required to do this within a team setting and present a summary of your synopsis to the tutorial group facilitated via online collaboration. Presentation to be submitted via link to video, PowerPoint or other presentation format (Spark blog).
Assessment: Scripted Scenes
(Formative and Summative)
Building upon and drawing from the previous two assessments, develop and script a short, self-contained narrative with a minimum of 3 scenes, that includes a dramatic arc, in a genre of your choice.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
All students and staff who access campus buildings and facilities are required to complete the Tier 1 General Health and Safety Induction. This must be completed online.
Resources
Required Texts:
Refer to video and other learning resources linked to the unit’s Canvas site.
Resource Materials
Recommended text(s)
Cooper, P. & Dancyger, K. (2005) (3rd ed) Writing The Short Film, Boston: Focal Press.
Cowgill, L. (2005) (2nd ed) Writing Short Films: Structure & Content For Screenwriters, Los Angeles: Lone Eagle.
Dancyger, K. & Rush, J. (2007) Alternative Scriptwriting: successfully breaking the rules., Boston: Focal Press.
Egri, L. (1960) The Art Of Dramatic Writing, New York: Simon & Schuster.
Ferguson, T. [2010] The Cheeky Monkey: Writing Narrative Comedy, Sydney: Currency Press.
Hauge, M. [2011] Writing screenplays that sell, London, Methuen Drama
McKee, R. (1998) Story: Substance, Structure, Style & The Principles Of Screenwriting, London: Methuen.
Seger, L. [1990] Creating unforgettable characters, New York: H. Holt
Trottier, D, [2010] [5th ed] The screenwriter’s bible: A complete guide to writing, formatting, and selling your script, Los Angeles: Silman-James Press
Vogler, C. and Montez, M. [2007] [3rd ed] The writer’s journey: Mythic structure for writers, California: Michael Wiese Productions
Other
To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
For risks associated with using campus buildings or facilities, refer to the Tier 1 General Health and Safety Induction.
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.
The production environments in which the classes will be conducted require strict adherence to all OH&S guidelines and policies pursuant to the particular site. A universal policy applying to all students is the wearing of solid and covered footwear.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.KK34 Bachelor of Fine Arts
- Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO2, ULO3 - Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
Relates to: ULO2, ULO3 - Demonstrate technical proficiency in at least one area of your field of creative practice.
Relates to: ULO1 - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO1 - Discern, critically analyse and synthesise knowledge in complex creative practice settings.
Relates to: 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: ULO2, ULO3 - 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: ULO1 - 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: ULO1 - Apply and adapt creative disciplinary knowledge and skills with agility in a range of industry, community and intercultural contexts.
Relates to: ULO3
Unit Outline: Semester 2 2024, Online
| Unit code: | KPB116 |
|---|---|
| Credit points: | 12 |
| Equivalent: | KWB102 |
Overview
This unit introduces various principles, elements and stages that make up the scriptwriting process for narrative production. Skills needed to generate and select ideas, write synopses, and draft scripts will be developed through studying and applying the key creative components of writing for the screen. The unit addresses principles of storytelling, industry standards and practical skills involved in developing projects for narrative productions within film, television and other media. The focus is on how to develop ideas, create engaging characters, and construct scenes for visual mediums. Writing scripts for a range of screen media formats is a learned craft and requires discipline, perseverance, and an understanding of industry practice. Possessing this key knowledge provides capabilities to develop concepts through to script stage.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply written, oral, and visual communication skills throughout the creative process of developing projects within a collaborative practice framework.
- Develop and clearly articulate strong and engaging concepts for film, television and other screen media.
- Apply the principles and key stages necessary throughout the concept and early script development stages to create viable scripts to first draft stage.
Content
The unit will focus primarily on principles involved in writing for various narrative screen media formats. Content addresses the various stages involved in taking a concept through to script stage. Topics could include: generating ideas, themes and concepts; style and structure; story design; finding and developing characters; screenwriting for screen genres; script formatting; and scene construction.
Learning Approaches
This unit is delivered through either internal or online mode. Lectures are delivered live on campus with recorded versions accessible online. Internal students will have on-campus workshops; online students will have online synchronous workshops. All learning is supported by online learning materials. Collaborative story-lining exercises mimic standard professional practice, and students are encouraged to engage with the generation of ideas and constructive criticism through group work.
Feedback on Learning and Assessment
You will receive formative feedback during class exercises and discussions, including feedback from teaching staff. You will be encouraged to learn how to give and receive constructive feedback from your peers, and you will receive summative and formative feedback on individual assignments.
Assessment
Overview
In this unit you are required to submit three pieces of written work for assessment, one of which requires you to collaborate with your peers and develop a screen synopsis within a team setting. Each of the assessable tasks will help you build your screenwriting skills and conceptual understanding of the craft.
Faculty Assessment Information
To access the Faculty's Assessment Information see the Canvas site for this unit. Amongst other assessment policies you will find information on late assignments and extensions.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Character Profile/Notes
(Formative and Summative)
Write character notes for either a character you've worked on in classes OR for another character you are keen to develop, for a short film, TV show, mocumentary, web series, or new media concept.
This is an assignment for the purposes of an extension.
Assessment: Group Pitch
(Formative and Summative)
Devise, develop and write a screen story to synopsis stage, based on one of the characters from the first assessment. You will be required to do this within a team setting and present a summary of your synopsis to the tutorial group facilitated via online collaboration. Presentation to be submitted via link to video, PowerPoint or other presentation format (Spark blog).
Assessment: Scripted Scenes
(Formative and Summative)
Building upon and drawing from the previous two assessments, develop and script a short, self-contained narrative with a minimum of 3 scenes, that includes a dramatic arc, in a genre of your choice.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
All students and staff who access campus buildings and facilities are required to complete the Tier 1 General Health and Safety Induction. This must be completed online.
Resources
Required Texts:
Refer to video and other learning resources linked to the unit’s Canvas site.
Resource Materials
Recommended text(s)
Cooper, P. & Dancyger, K. (2005) (3rd ed) Writing The Short Film, Boston: Focal Press.
Cowgill, L. (2005) (2nd ed) Writing Short Films: Structure & Content For Screenwriters, Los Angeles: Lone Eagle.
Dancyger, K. & Rush, J. (2007) Alternative Scriptwriting: successfully breaking the rules., Boston: Focal Press.
Egri, L. (1960) The Art Of Dramatic Writing, New York: Simon & Schuster.
Ferguson, T. [2010] The Cheeky Monkey: Writing Narrative Comedy, Sydney: Currency Press.
Hauge, M. [2011] Writing screenplays that sell, London, Methuen Drama
McKee, R. (1998) Story: Substance, Structure, Style & The Principles Of Screenwriting, London: Methuen.
Seger, L. [1990] Creating unforgettable characters, New York: H. Holt
Trottier, D, [2010] [5th ed] The screenwriter’s bible: A complete guide to writing, formatting, and selling your script, Los Angeles: Silman-James Press
Vogler, C. and Montez, M. [2007] [3rd ed] The writer’s journey: Mythic structure for writers, California: Michael Wiese Productions
Other
To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
For risks associated with using campus buildings or facilities, refer to the Tier 1 General Health and Safety Induction.
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.
The production environments in which the classes will be conducted require strict adherence to all OH&S guidelines and policies pursuant to the particular site. A universal policy applying to all students is the wearing of solid and covered footwear.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.KK34 Bachelor of Fine Arts
- Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO2, ULO3 - Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
Relates to: ULO2, ULO3 - Demonstrate technical proficiency in at least one area of your field of creative practice.
Relates to: ULO1 - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO1 - Discern, critically analyse and synthesise knowledge in complex creative practice settings.
Relates to: 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: ULO2, ULO3 - 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: ULO1 - 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: ULO1 - Apply and adapt creative disciplinary knowledge and skills with agility in a range of industry, community and intercultural contexts.
Relates to: ULO3