Course Title: Articulate, present and debate ideas
Part B: Course Detail
Teaching Period: Term1 2020
Course Code: COMM7340C
Course Title: Articulate, present and debate ideas
School: 375T Vocational Design and Social Context
Campus: City Campus
Program: C4374 - Certificate IV in Screen and Media
Course Contact: Program Administration
Course Contact Phone: +61 3 9925 4815
Course Contact Email: mcvet@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
ron.frim@rmit.edu.au
Nominal Hours: 40
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
None
Course Description
In this course you will learn the skills and knowledge required to articulate, present and debate ideas using creative techniques in order to provoke response, reaction and critical disussion.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
BSBCRT401 Articulate, present and debate ideas |
Element: |
1. Analyse ideas for communication to others. |
Performance Criteria: |
1.1 Distil key themes, messages and positions to aid in clarity of thought and presentation 1.2 Reflect on different ways of communicating ideas for different purposes and to different people 1.3 Identify the enabling skills and attributes of individuals who can effectively participate in discussions about ideas |
Element: |
2. Provoke response and reaction. |
Performance Criteria: |
2.1 Explore and use different techniques to engage, fascinate and involve others in the process of communication and exchange 2.2 Explore the ways that storytelling can be used to communicate ideas 2.3 Create innovative approaches to different communication challenges 2.4 Be prepared to take risks in the way ideas are presented 2.5 Identify specific ways to provoke and encourage response in particular individuals or groups |
Element: |
3. Debate and discuss ideas. |
Performance Criteria: |
3.1 Present and argue substantiated positions on ideas 3.2 Be open to critical analysis of own ideas and to the ideas of others 3.3 Identify and participate in conversations that challenge and explore different concepts and approaches and generate new ideas 3.4 Respond to questions about ideas with confidence and relevant information 3.5 Reflect on and appraise the views of others, and use to refine ideas and to embrace new ideas |
Learning Outcomes
On successful completion of this course you will be able to analyse ideas for communication to others, use a variety of words and images to provoke response and reaction, debate and discuss ideas to develop program ideas.
Details of Learning Activities
In class activities will include a range of teacher directed group activities, projects, class exercises, review discussions/lectures and independent project based work.
Out-of-class activities include completion of individual design and pre-production work, preparation for class presentations and location excursions/production work. Online research and occasional outside of class time group discussions will be required to maintain project work.
Teaching Schedule
Note: While your teacher will cover all the material in this unit, the weekly schedule is subject to change depending on class needs and availability of resources.
| VE Wk |
Class Content - Articulate, present and debate ideas - Semester 1 |
| 1 |
Overview of course and assessments. Introduce assessment task Assignment 1 - Picture Me.. Differently. Purpose of texts Audience of texts |
| 2 |
Presentation and public speaking skills Positive and negative presenting Non-verbal communication Verbal signposting Giving and getting feedback |
| 3 |
Idea creation - Creative risk Screen writing - Conventional screen elements - Fairytale story structure |
| 4 | Assignment 1 - Picture Me.. Differently to be delivered in class this week. |
| 5 | Assignment 1 - Picture Me.. Differently to be delivered in class this week. |
| 6 |
Screen writing - Writing the synopsis - Screen writing core elements - Cinematic elements |
| 7 |
Introduce assessment task Assignment 2 - Storyboards. Shot types - ECU, CU, Mid, Wide, Dolly, Pan, Handheld, Steadicam, Aerial, Crane, Helicopter, etc Shot list - Creating a shot list from a script |
| 8 |
Storyboarding - Breaking down content, stories or scripts into discrete elements, and converting to visual form. - Communicate your ideas clearly and succinctly. - Storyboarding layouts and templates. - Other considerations such as aspect ratio, framing, perspective, POV, camera angle and level, movement, lighting, and audio. - Motion as a screen element - Indicating motion in a storyboard. - Digital templates. |
EASTER BREAK |
|
| 9 |
Studio class working on Assignment 2 - Storyboards. Give and receive feedback on work in progress |
| 10 |
Introduce assessment task Assignment 3 - Shark Tank. Pitching. Pitching the drama group exercise. |
| 11 |
Debating the idea. Group exercises:
|
| 12 | Assignment 3 - Shark Tank - Pitches this week. |
| 13 | Assignment 3 - Shark Tank - Pitches this week. |
| 14 | Assignment 3 - Shark Tank - Pitches this week. |
| 15 | No class - Newsline |
| 16 | No class. Additional Assignment 3 - Shark Tank pitches if required. |
Learning Resources
Prescribed Texts
References
Katz, Steven 1991, Film Directing Shot by Shot, Michael Wiese Productions and Focal Press, USA. |
|
Rabiger, Michael, 2009, Directing the Documentary. Focal Press, USA. |
Other Resources
You are advised to look at myRMIT for ongoing updated information.
It is recommended that you bring materials to classes to make notes, for example;
a pen and notepaper or a laptop computer. You will need to have either a USB thumb drive or a USB/Thunderbolt Harddrive (or both) to store and manage your media. Your teacher will advise you what to get when classes commence.
TThe University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The learning Lab
www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops
Overview of Assessment
Assessment for this course will involve demonstration of practical tasks and testing of your knowledge.
Assessment Tasks
[Ungraded Course]
To demonstrate competency in this course you will need to complete the following assignments to a satisfactory standard. You will receive feedback on all assignments and once you have demonstrated competency you will also receive a result after your final assignment.
Ungraded Assessment Tasks
- Ideas1of3 - Make a Presentation for "Picture me differently' Due 19 March 2020.
- Ideas2of3 -Storyboard- In addition to completion of class exercises, demonstrate your understanding of storyboarding, by creating a storyboard from a supplied script or an original script of your own. Due 26 April 2020.
- Ideas3of3 - 'Shark Tank' Pitch - For this assessment you are asked to pitch a proposal for a TV game show, TV pilot, short film or documentary. As part of the pitch you must present a visual treatment. Due 28 May 2020.
You should refer to the assignment brief which is available on Canvas for full assessment criteria.
Results that apply to Ungraded courses that are delivered and assessed in accordance with competency-based assessment are:
CA Competency Achieved
NYC Not Yet Competent
DNS Did Not Submit for Assessment
Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace. To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These matrices are available through Program Administration.
Other Information
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: http://www1.rmit.edu.au/students
Cover Sheet for Submissions:
You must complete and sign a submission cover sheet for every piece of submitted work, including online submissions.
http://mams.rmit.edu.au/s1llva641yxuz.pdf
Attendance:
Your learning experience will involve class-based teaching, discussion, demonstration and practical exercises
It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully.
Assessment Feedback:
You will receive spoken and written feedback on all your work. Where relevant, this feedback will also include suggestions on how you can proceed to the next stage of developing your projects.
http://www1.rmit.edu.au/policies/assessment-policy
Student Progress:
Monitoring academic progress is an important enabling and proactive strategy designed to assist you in achieving your learning potential.
http://www1.rmit.edu.au/students/acadprogress
Adjustments to Assessment (eg. applying for an extension of time):
If you are unable to complete any piece of assessment satisfactorily by the due date, you can choose to apply for an adjustment to your assessment. RMIT University offers a range of adjustments designed to support you in your studies, including an extension of time to complete the assessment.
http://www1.rmit.edu.au/students/assessment/adjustment
Academic Integrity and Plagiarism:
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy.
http://www1.rmit.edu.au/students/academic-integrity
Credit Transfer and Recognition of Prior Learning:
Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).
Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.
Recognition of Current Competency (RCC) RCC applies only if you have previously successfully demonstrated competence in a unit of competency, and now require to be reassessed to ensure that the competence is being maintained.
Please speak to your teacher if you wish to discuss applying for Credit Transfer, RPL, or RCC for the unit(s) of competency addressed in this course.
http://www1.rmit.edu.au/students/enrolment/credit
Course Overview: Access Course Overview