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BA Drama and English Literature / Course details
Year of entry: 2021
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Course unit details:
|Unit level||Level 2|
|Teaching period(s)||Semester 1|
|Available as a free choice unit?||No|
This unit will teach you Virtual Reality film practice within the context of New Media, Game, Virtual Reality, Augmented Reality and Mixed Reality theory. You will work together to learn basic Virtual Reality film practice skills with industry level equipment and editing software, to explore applications and narratives in VR film-making.
Smaller production groups will be formed to devise short Virtual Reality films overseen by the tutor. You will be asked to carry out a variety of functions which could include: VR director, 360 camera cinematographer, VR and sound editor, producer and researcher. The course is also preparatory for third level courses related to screen practice as research.
For Drama students: any L1 Drama Practice course (Performance Practices 1 or Performance Practices 2)
- To give students an introduction to Virtual Reality film preproduction, production and postproduction.
- To introduce VR applications and narratives for stage and screen, including VR film-making, recording, stitching, editing, exhibition and viewing.
- To learn to conduct practice-based research on Virtual Reality film by drawing on New Media, Game, Virtual Reality, Augmented Reality and Mixed Reality theory.
Knowledge and understanding
- Demonstrate a contextualised understanding of at least one of: New Media, Game, Virtual Reality, Augmented Reality and/or Mixed Reality theory
- Use Virtual Reality film preproduction, production and postproduction processes in order to produce a short VR film.
- Demonstrate knowledge of how to create, apply and exhibit Virtual Reality content along with an understanding of the specific potentials and features of Virtual Reality narratives and forms.
- Critically analyse VR narratives and structures
- Use reflective practice in order to develop and evaluate their own practical work in VR film-making
- Critically engage with the specific context of VR and immersive technologies and their potential applications as forms of drama
- Create, apply and exhibit Virtual Reality content
- Demonstrate their skills in preproduction of Virtual Reality film
- Demonstrate their skills in production of Virtual Reality film
- Demonstrate their skills in postproduction of Virtual Reality film
Transferable skills and personal qualities
- Demonstrate a good level of interpersonal communication and team-working skills
- Demonstrate creative group-work skills (problem-solving, thinking innovatively, drawing on creative approaches of others, evaluating creative approaches of others, giving and receiving feedback, time-keeping)
- Use effective leadership and group-work skills to solve problems and sustain a creative process
- Perform with confidence and precision for specific audiences/contexts, making use of diverse creative approaches and media (as appropriate to the module)
- Analytical skills
- Ability to present self and ideas effectively, including when dealing with complex and sensitive topics
- Group/team working
- Ability to work independently and as part of a team, often as part of creative and critical projects that present unpredictable and challenging scenarios;
- Creative thinking ¿ our teaching environment enables students to develop creative and critical approaches to problem-solving
- Awareness of the importance of contributing to public life and demonstrating good citizenship ¿ our curriculum is socially and politically engaged, and encourages students to develop a sense of social responsibility in their professional and social life
- Project management
- Project management ¿ our teaching environment demands that students plan, undertake, manage and evaluate projects independently and as part of teams
- Oral communication
- Advanced communication skills ¿ verbal, written; prepared/rehearsed and `off the cuff¿/improvised
- Understanding of professional cultures/environments ¿ our students are supported to develop professional approaches to timekeeping, peer support/review, self reflection/evaluation and dealing with sources of concern/complaint.
- Written communication
- Ability to utilise engaging and dynamic forms of self-presentation
- Emotional intelligence ¿ our teaching environment encourages students to develop self awareness, and an ability to use emotional and cognitive capacities when approaching new challenges
|Project proposal and Virtual Reality film (group)||60%|
|Reflective essay (individual)||40%|
Formative or Summative
Proposal and VR film – oral and written
Formative (proposal) and summative
Essay – written
Workshop feedback (tutor to student and peer to peer) across course - oral
Berger, J. (1972) Ways of Seeing. London: BBC and Penguin Books.
Chan, M (2014) Virtual Reality: Representations in Contemporary Media. New York: Bloomsbury.
Douglas, B and T. Krzywinska (2009) ‘Movie-games and game-movies: towards an aesthetics of transmediality’ in Warren Buckland (ed). Film Theory and Contemporary Hollywood Movies. New York: Routledge. Pp. 86-102.
Lister, J. Dovey, S. Giddings, I. Grant, K (2009) New Media: A Critical Introduction. New York: Routledge. Chapter 2. New Media and Visual Culture. Pp. 105-162.
Mäyrä, F. (2008) Introduction to Game Studies: Games and Culture. London: Sage Publications Ltd. Chapter 1. Introduction: What is game studies? Pp. 1-12.
Tricart, C. (2018) Virtual Reality Filmmaking: Techniques and best practices for VR filmmakers. New York and London: Routledge.
|Scheduled activity hours|
|Practical classes & workshops||33|
|Independent study hours|
|Johannes Sjoberg||Unit coordinator|