Bachelor of Interactive Media Section A: Teaching, Learning and Assessment Subject Name & Code Constructing Narrative (HTC 211) Semester Semester 1 2017 Credit Point Value 10 Subject Level 200 Pre-Requisite Exploring Media Landscapes (HTC 201) Presentation Team Lecturer James Nicholls Office Location Level 5, WIN 302 Elizabeth Street, Sydney Email [email protected] Phone 8252 9999 Consultation times Before and after class or by prior arrangement Teaching methods/strategies On-campus teaching methods/strategies for this subject include: • 1-hour face-to-face lecture per week; • 2-hour tutorial per week; • For tutorials, students will work in small groups for group-based activities and projects; • Students will be expected to attend tutorials and conduct independent learning activities. Brief Subject Description Constructing Narrative explores the concepts and techniques in narrative construction for interactive media. Students will be introduced to a variety of structures and forms, and will apply these in the development of screen narratives. Students will focus on the interplay between visual, aural, haptic and kinaesthetic forms and their application in digital screen environments. Student Learning Outcomes By the end of this subject students should be able to: A Discuss and contextualise the major historical and contemporary developments in narrative construction and interactive media. B Demonstrate the application and integration of key concepts and theory through debate and discourse. C Describe and evaluate the process of writing narrative for specific audiences and products. D Analyse and apply key concepts and approaches in the construction of narrative for an interactive media project. E Write using creative and imaginative practices. Content Summary Week Date (Week beginning Monday Weekly Topics 1 06.03.17 Introduction to Narrative Structure, Content and Development 2 13.03.17 Visual Narratives 3 20.03.17 Timing and Pace 4 27.03.17 Rhythm and Tone 5 03.04.17 Sound, Music and Voice 6 10.04.17 Emotion and Mood 7 17.04.17 Mid-Semester Break 8 24.04.17 Narrative for Children 9 01.05.17 Character Design 10 08.05.17 Characterisation 11 15.05.17 Archetypes 12 22.05.17 Tools and Technologies 13 29.05.17 Applications and Emergent Narratives 14 05.06.17 Assessment week 15 12.06.17 Assessment week Summary of Assessment Assessment Task % Total Mark Relevant Learning Outcome Due Date and Time 1) Participation There will be at least six short intermittent assessment activities of not more than 20 minutes administered between weeks 2 and 12 such as short quizzes, problem solving, etc. to evaluate the students’ understanding of key concepts. 20% 20 This assessment component addresses all learning outcomes Week 2 to Week 12 2) Portfolio (Narrative) Students are required to create a narrative from the visual, aural, haptic and kinaesthetic perspective of a child. The narrative should be presented in the form of a short textual format. Research and resource materials used in the construction of the narrative should be included in the Appendix. 30% 30 This assignment addresses learning outcomes A D and E Due by 4:00pm Week 8 3) Portfolio (Storyboard and Archetypal) Students are required to create a a storyboard of 10-12 images based on the narrative created in the following story. The storyboard should include the narrative thread, theme and main character. Students are required to create a story adapting/modifying a myth, legend or folk tale. Students may choose any narrative form or structure, and any appropriate medium to submit this assignment. 20% 30% 20 30 This assignment addresses learning outcomes B,C and D and E. By 4:00pm Friday Week 12 Assessment Marking Criteria – Participation Students will be assessed on the following criteria for their participation. For participation, the student is required to consistently attend class / tutorial / seminar/studio activities and to actively participate in the set dynamic. The student should demonstrate a range of behaviours and attitudes that enhance their technical/theoretical/skill development and their level of engagement with the subject material and fellow classmates. Lecturers and students are guided in their objective assessment of participation through the application of the following criteria. Level of engagement (20 Marks or 20%) The student is fully engaged - questions answered as appropriate, leads some discussion and provides occasional insights. Quality of inputs (20 Marks or 20%) The student fully comprehends class references and materials and is usually able to contribute beyond these parameters The student demonstrates and articulates a high level of understanding of the theory and its applications. Task completion (60 Marks or 60%) The student is easily able to work to standards, perform at higher levels and is able to present a comprehensive response to the subject input over lectures/seminars and/or tutorials through a series of a minimum of six random assessments scattered over the 12 weeks of sessions. These short assessments may take a variety of forms including multiple choice questions, short answer questions, in class assignments, verbal responses to specific questions, short presentations or any other assessment mode deemed appropriate and approved by the coordinator of the program. Assessment Marking Criteria – Portfolio Students will be assessed on the following criteria for their portfolio. These ARE NOT suggested titles for sections of your report NOR ARE THEY QUESTIONS that require direct responses, they simply reflect the content that should be embedded in your Portfolio. The marker will be looking for these themes and will mark them with reference to a set of standards. Quality of Design (10 Marks or 10%) The quality of design is based on its visual effectiveness in accordance with the design’s ability to communicate clearly and effectively. The use of appropriate images, typography, and colour and the incorporation of visual symmetry, rhythm and tone all contribute to the quality of the design. Proper Use of Design Rules (15 Marks or 15%) Students are to accurately apply the use of design rules such as the golden selection, rule of thirds; plus the elements and principles of design in their work. Elements of Originality (10 Marks or 10%) Elements of originality are determined through the demonstration of effective research within an area and then applying it to the design of the artwork. Students are to incorporate a mix of influence into their own works. Technical Competency (20 Marks or 20%) Technical competency requires a high level of computer based skills applied to design. Students will use Adobe Illustrator (or similar) and advanced drawing techniques in combination with colouring and shading effects to demonstrate these abilities. Research (10 Marks or 10%) Students should research a wide range of products and artists to demonstrate a deeper understanding and influence to their final poster design. References to literature beyond the recommended readings that add value to the overall report will attract a higher mark. Overall Concept (15 Marks or 15%) The overall concept will be marked according to the report attached which should include the foundational stages of the design process and the steps involved in design evolution from concept to the final stage. The concept will be based on its advancement, understanding the possibilities and practicalities of the technology, plus the study of the materials used to create and progress the design Physical Display (20 Marks or 20%) Students will be assessed on the final physical display of their design and how effective it is in creating a sense of interest and a connection with an audience. Section B – Additional Institute Information Grade Descriptions Students may be awarded a raw numerical mark for their assignment which will then be converted to one of the following: HD – High Distinction 85% and above D – Distinction 75 – 84% C – Credit 65 – 74% P – Pass 50 – 64% F – Fail – below 50% DNS – Did not submit All major assignments (40% or above) will be awarded one of the above grades. For more information on please refer to the Institute’s policy ‘Student Assessment Policy and Procedure’ available on the Institute’s website. Assignment Submissions Students are required to submit assessment items at the time and date specified in this Subject Outline. Assessment items submitted after the due date will be subject to a penalty unless the Lecturer or Course Coordinator has given prior approval in writing for an extension of time to submit that item. Assessments should be submitted in the form specified in the subject outline or as notified by the Lecturer. Where assessment items are submitted electronically, the date and time the email was received will be considered the date and time of submission. Written papers or other physical submissions are to be time and date stamped as a record of receipt. Students whose ability to submit or attend an assessment item is affected by sickness, misadventure or other circumstances beyond their control, may be eligible for special consideration. No consideration is given when the condition or event is unrelated to the student's performance in a component of the assessment, or when it is considered not to be serious. Please refer to the Institute’s policy ‘Student Assessment Policy and Procedure’ available on the Institute’s website for details. Assignment Extensions and Penalties Assignments must be submitted on the due date. Late assignments will incur a penalty as outlined in the Institute’s policy ‘Student Assessment Policy and Procedure’ available on the Institute’s website. Academic Misconduct Academic misconduct involves cheating, collusion, plagiarism or any other conduct that deliberately or inadvertently claims ownership of an idea or concept without acknowledging the source of the information. This includes any form of activity that negates the academic integrity of the student or another student and/or their work. Plagiarism occurs when students fail to acknowledge that the ideas of others are being used. Specifically it occurs when: • other people’s work and/or ideas are paraphrased and presented without a reference; • other students’ work is copied or partly copied; • other people’s designs, codes or images are presented as the student’s own work; • phrases and passages are used verbatim without quotation marks and/or without a reference to the author or a web page; • lecture notes are reproduced without due acknowledgement. Cheating occurs when a student seeks to obtain an unfair advantage in an examination or in other written or practical work required to be submitted or completed for assessment. Collusion (unauthorised collaboration) involves working with others without permission to produce work which is then presented as work completed independently by the student. Collusion is a form of plagiarism. Students should not knowingly allow their work to be copied. There are substantial penalties for academic misconduct. Please refer to the Institute’s ‘Academic Integrity and Honesty Policy and Procedure’ available on the web site for more information. Referencing Procedures The Institute has adopted the APA Style for the referencing of sources. Please refer to the Institute’s web site or the library for information on how to reference using the APA style. Subject Evaluation At the end of each semester all students will be asked to fill in a subject evaluation form. This information will assist us in making improvements to enhance the quality of delivery. Evaluations will include questions about the content, the assessment, delivery mode and other features. You will also have an opportunity to make open-ended comments. Subject evaluations are important to us and are taken seriously so please ensure that your responses accurately reflect how you feel. All evaluations are anonymous to ensure privacy. Learning Support Services If you have any queries or requests about the course and this subject in particular, you should first approach your Lecturer or Tutor. You may also approach the Course Coordinator if you are unable to resolve your issue with the Lecturer or Tutor. Contact details are provided below. The Institute wants to ensure that you have the best learning environment available to maximize your chances to do well in the course. We have staff on hand to provide student support and assistance with administrative matters when required. We also have a Student Welfare Officer who can provide assistance and support with any personal matters. Contact details are provided below. If you are experiencing language difficulties, please discuss this with your lecturer who may refer you to an English language Centre for additional assistance. Depending on the level of support required, there may be some additional costs imposed. The Institute has a Learning Assistance Centre which is provided through the Library. There are on-going workshops available if you need assistance with study skills, presentation skills, writing skills, how to reference information sources using the APA style etc. Please check with the Librarian to access these services. Prior to your enrolment, the Institute makes every effort to ensure that your verbal and written skills in English are at the appropriate level to successfully complete a bachelor’s degree. Each of the subjects will be delivered by lecturers who are sensitive to the needs of students from a NESB. For this reason, important vocabulary will be pre-taught. Nevertheless, if you are experiencing language difficulties, you may be referred by your lecturer to the English language Centre or the Learning Assistance Centre for additional support. All lecturers are instructed to carefully monitor each student’s language proficiency in the first four weeks of subject delivery using the “Participation” mode of assessment, to determine if there are any problems with your understanding and usage of written and spoken academic English. Through these Centres, the Institute offers specially developed modules of study designed to enhance your language and study skills. The level of language support you will require will be determined by our specially trained staff, qualified “IELTS” testers, in order to ensure that you have all the necessary support to succeed in your studies. Depending on the level of support required, there may be some additional costs imposed. The Institute’s Learning Assistance Centre based in the Library also provides on-going workshops and modules on study skills, presentation skills, writing skills and how to reference information sources using the APA style etc. Please check with the Librarian to access these services. Prescribed text and recommended readings: Prescribed Reading Wood, J. (2008). How Fiction Works. New York: Farrar, Strauss and Giroux. Recommended Readings Bell, S. (2004). Plot & Structure: Techniques and exercises for crafting a plot that grips readers from start to finish. Cincinnati: Writers Digest Books. Block, B. (2007). The Visual Story. Massachusetts: Focal Press. Card, O. (1999). Elements of Writing Fiction – Characters and Viewpoint. Cincinnati: Writers Digest Books. Edelstein, L. (2006). Writers Guide to Character Traits. Cincinnati: Writers Digest Books. Glebas, F. (2008). Directing the Story: Professional Storytelling and Storyboard Techniques for Live Action and Animation. Massachusetts: Focal Press. Kress, N. (2005). Characters, Emotion & Viewpoint: Techniques and Exercises for Crafting Dynamic Characters and Effective Viewpoints. Cincinnati: Writers Digest Books. Lamb, N. (2001). The Writers Guide to Crafting Stories for Children. Cincinnati: Writers Digest Books. Wilkinson, P. (2009).Myths and Legends: Stories of Gods, Heroes and Monsters. New York: DK Adult. Online Readings Journey in Words: Supernatural Aid and Crossing the First Threshold. Retrieved 2 July 2010 from http://suite101.com/article/journey-in-words-supernatural-aid-and-crossing-the-1st-threshold-a256342 Plots and Stories. Retrieved 2 July 2010 from http://www.tameri.com/write/plotnstory.html Seven Steps to Writing Well on Any Subject. Retrieved 2 July 2010 from http://ezinearticles.com/?Articles:-Seven-Steps-to-Writing-Well-on-Any-Subject&id=151174 Tips for Writing a Short Story. Retrieved 2 July 2010 from http://www.write101.com/shortstory.htm Five step Fiction Writing Formula for a Short Story. Retrieved 2 July 2010 from http://suite101.com/article/five-step-fiction-writing-formula-for-a-short-story-a353733 Additional Contacts Dr Keri Spooner - Dean [email protected] 8252 9999 Philip Wang - Course Co-ordinator [email protected] 8252 9999 Kristina Shead - Registrar [email protected] 8252 9999 Dr Robert Wentworth - Counsellor [email protected] 8252 9999 Ava Cai - Accounts [email protected] 8252 9999 Steve Li - IT Manager [email protected] 8252 9999 Karolina Mazurkiewicz - librarian [email protected] 8252 9999 Wentworth Institute, 302 Elizabeth Street, Sydney http://www.win.edu.au/ Higher Education CRICOS code: 03279M