Course Title: Write for children's television
Part B: Course Detail
Teaching Period: Term1 2018
Course Code: COMM7324
Course Title: Write for children's television
School: 345T Media and Communication
Campus: City Campus
Program: C6125 - Advanced Diploma of Professional Screenwriting
Course Contact: Program Administration
Course Contact Phone: +61 3 99254815
Course Contact Email: mcvet@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Teacher: Cameron Clarke
Email: cameron.clarke@rmit.edu.au
Nominal Hours: 70
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
Required Prior Study
At RMIT, you are required to have completed all first year core competencies before enrolling in this elective course.
Course Description
Write for Children’s Television covers the concept and practice of writing television programmes specifically for the “C” classification age group (14 years and under).
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
ASWCTV611A Write for children's television |
Element: |
1. Create a concept for a children’s television series |
Performance Criteria: |
1.1 Sustainable premise is established suitable for a younger audience 1.2 Appropriate character arcs suitable for a younger audience are developed 1.3 Market(s) for series is accurately identified 1.4 Genre and format are clarified 1.5 'C' classification is ensured 1.6 Major story arcs and character arcs appropriate to the genre, format and audience requirements are developed 1.7 Cross platform applications are identified 1.8 Funding opportunities are identified |
Element: |
2. Further develop concept |
Performance Criteria: |
2.1 A writing team is formed with clear goals and common vision 2.2 Synopsis and treatment is developed which effectively tells the story in prose form 2.3 Story and characters are further developed to create depth, complexity and dynamism 2.4 Story is structured to heighten the narrative and conflict or comedy 2.5 Theme is integrated into the structure of the story 2.6 Subplots are developed which enhance the premise and themes 2.7 Integrity of writing team is maintained through effective communication |
Element: |
3. Write a script |
Performance Criteria: |
3.1 Scene sequences are created which move the story 3.2 Scenes are written effectively and engagingly 3.3 Greater complexity of character is developed as story progresses 3.4 Plot reversals are surprising but believable 3.5 Storylines are resolved in a clear and satisfying way |
Element: |
4. Develop another draft |
Performance Criteria: |
4.1 Areas needing further development are identified in conjunction with other team members 4.2 Formal assessment of the script, where appropriate, is undertaken 4.3 Changes are incorporated into new draft |
Learning Outcomes
On successful completion of this unit, you will be able to:
- translate text stories into television narrative
- work up story concepts for children’s television series using the story conferencing process
- write television scripts of a stipulated length for existing or proposed children’s television series
- compile a comprehensive, professional quality folio of work to take into the children’s television marketplace.
Details of Learning Activities
In this course, you learn through:
1. In-class activities:
• teacher directed group activities/projects
• class exercises
• individual and group project work
• peer teaching and class presentations
• group discussion
2. Out-of-class activities:
• independent and group project based work
• online and other research
• discussion and comment via blackboard
• independent study
Teaching Schedule
WEEK |
DATE |
CONTENT |
ASSESSMENT DUE |
1 |
Feb 8 |
Assignments Traditional and contemporary stories/fairytales Genre, parameters and perspectives Violence |
|
2 |
Feb 15 |
Brainstorming / Concept Generation and Story Conferencing / Originating and developing ideas |
|
3 |
Feb 22 |
The Series Bible Theme |
|
4 |
Mar 1 |
Creating engaging characters for children The Character Dynamic Synopses |
|
5 |
Mar 8 |
Brainstorming episodes |
|
6 |
Mar 15 |
A & B stories Bible workshop |
Assessment #1 due |
7 |
Mar 22 |
Character refresher Devising a non-narrative children’s show |
|
8 |
Mar 29 |
Structuring an episode |
|
Mid-semester break: Good Friday March 30 to Friday April 6 inclusive |
|||
|
9
|
Apr 12 |
Setups and Payoffs On information |
|
10 |
Apr 19 |
Cross-platform applications Adaptation |
Assessment #2 due |
11 |
Apr 26 |
Dialogue |
|
12 |
May 3 |
The Reversal The Scene & Sequence Formatting |
|
13 |
May 10 |
Pitching Animation |
|
14 |
May 17 |
Workshop simulation Semester review |
Assessment #3 due |
15 |
May 24 |
No scheduled class - assessment |
|
Learning Resources
Prescribed Texts
Any prescribed reading material will be distributed in class |
References
You are advised to look at the course Canvas site for ongoing updated information. |
Other Resources
You require access to a computer and to the internet for this course. RMIT will provide you with resources and tools for learning in this course through our online systems and access to specialised facilities and relevant software. You will also have access to the library resources.
Overview of Assessment
Assessment for this course is on going throughout the semester. Your knowledge and understanding of course content is assessed through participation in class discussion and exercises and through the application of learned skills and insights to your written projects.
Assessment Tasks
To demonstrate competency in this course you will need to complete all of the following pieces of assessment to a satisfactory standard. You will receive written feedback on all assessment (refer to Canvas for assessment criteria). Once you have achieved competency, your final assessment task (#3) will be graded (refer to Canvas for grading rubric).
Assessment #1: Mini Bible (Due Week 6: Thursday March 15)
Working in groups, develop an original concept for a children’s television series including synopsis, characters, and six episode storylines.
Assessment #2: Episode Scene Breakdown (Due Week 10: Thursday April 19)
You will write a scene breakdown for an episode from your series bible. It will conform to industry standards in both formatting and content. If your episodes run shorter than 24 minutes you will have the option to write multiple scene breakdowns with a combined length of 24 minutes.
Assessment #3: Pilot Script (Due Week 14: Thursday May 17) (graded)
You will write a 24-minute script for the proposed series. The script should work with the conventions and narrative requirements of the series and be based upon your second assignment scene breakdown. You will also have an opportunity to workshop and further develop your script during the class. Your script should be formatted according to the standards explained at the beginning of the course.
You will submit all assignments via Canvas.
Grading
Graded assessment in this course uses the following grades:
CHD Competent with High Distinction
CID Competent with Distinction
CC Competent with Credit
CAG Competency Achieved - Graded
NYC Not Yet Competent
DNS Did Not Submit for Assessment
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency. These are available through the course contact in 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.
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.
Student Progress
Monitoring academic progress is an important enabling and proactive strategy designed to assist you in achieving your learning potential.
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.
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.
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.
Course Overview: Access Course Overview