To introduce students to post-colonial Indian history;

To introduce students to using films as historical sources;

To encourage students to consider the role of culture in fashioning identities and about the nature and challenges of being ‘post-colonial’, as well as about the nature and effects of globalisation;

(LO1) Anability to read, analyse and reflect critically and contextually upon secondary evidence, including historical writings and the interpretations of historians.

(LO2) An understanding of the development of history as a discipline and anawareness of different historical methodologies.

(LO3) An ability to read, analyse and reflectcritically and contextually upon films as primary sources.

(S1) Confidence, independence of mind, responsibility, organisation and time-management.

(S2) The ability to work collaboratively and to participate in group discussion.

(S3) Gathering, analysing and organising information, including online and digital resources.

(S4) Structure, coherence, clarity and fluency of oral expression.

(S5) Structure, coherence, clarity and fluency of written expression.

To deepen the appreciation and critical awareness of music's function when combined with the moving image, through practical composition work. To deepen the understanding of compositional techniques and methods appropriate to the medium. To successfully arrange and orchestrate music in a film and television music context. To extend technical skills in the production and synchronisation of music to picture.

(LO1) Students will gain a practical understanding of the relationships between film, TV, video genres—drama, documentary, advert—and music.

(LO2) Students will acquire compositional techniques and methods appropriate to the medium.

(LO3) Students will gain conceptual understanding of the various levels of synchronisation between music and another time-based medium, and how these affect compositional decisions.

(LO4) Students will develop a more precise understanding of the role of orchestration, arranging, sound and production techniques in music that accompanies the moving image.

(LO5) Students will hone skills in music sequencing and production in order to prepare professional level presentation materials.

(S1) Problem solving skills

(S2) Organisational skills

(S3) Commercial awareness

(S4) IT skills

(S5) Adaptability

To introduce students to the history of German national cinema from its origins to the present day with a special focus on Weimar Cinema, the Third Reich, post-war film, the New German Cinema of the 1960s and 1970s;

To introduce students to the work of key German directors including F. W. Murnau, Fritz Lang, Rainer Werner Fassbinder, Werner Herzog and Wim Wender;

To sensitise students to films as historical texts which emerge from and engage with the context of their production;

To sensitise students to film as an aesthetic artefact determined on the one hand by particular conditions of production (i.e. the studio system/‘Autorenkino’) and produced on the other according to cinematic conventions of film language, genre etc.

(LO1) Students will understand the emergence and development of German national cinema from its origins until the present.

(LO2) Students will demonstrate a critical awareness of academic debates about major periods or movements in German film – Weimar film and ‘Expressionism’, the Third Reich, post-war cinema, the New German Cinema and post-unification cinema – and of current academic debates about them.

(LO3) Students will develop critical and analytical skills enabling them to evaluate a variety of film materials from a range of different periods and styles.

(LO4) Students will be able to evaluate a range of other varieties of textual and historical evidence, to assess its relative merits and to construct in verbal and written form clearly reasoned arguments on the basis of such evidence.

(S1) Communication (oral, written and visual) - Presentation skills – oral

(S2) Communication (oral, written and visual) - Presentation skills - written

(S3) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

(S4) Communication (oral, written and visual) - Media analysis

(S5) Critical thinking and problem solving - Critical analysis

(S6) Research skills - All Information skills

The aims of this module are:
To introduce students to the role played by the Hollywood film industry in the development of modern trans-national entertainment networks.
To enable students to understand the relationship between film style (aesthetics) and structures of industrial organization at various points in Hollywood's history.
To provide students with an understanding of the ways in which national / cultural identities in Hollywood films relate to changing industrial and social contexts of film production and consumption.
To help students understand recent debates about media convergence and the globalisation of media entertainment.

(LO1) Students will be familiar with a number of terms and concepts used in film criticism and analysis.

(LO2) Students will have developed an understanding of the role played by US films in mobilising social and cultural identities, especially around particular formations of nationality and gender.

(LO3) Students will have the ability to identify the commercial imperatives of film and television texts.

(S1) Global perspectives demonstrate international perspectives as professionals/citizens; locate, discuss, analyse, evaluate information from international sources; consider issues from a variety of cultural perspectives, consider ethical and social responsibility issues in international settings; value diversity of language and culture

(S2) Information literacy online, finding, interpreting, evaluating, managing and sharing information

(S3) Problem solving/ critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

(S4) Commercial awareness

(S5) Communication skills

To introduce students to the histories of immersive media and virtual world forms To introduce students to theories and conceptual approaches to immersion, digital realism, cognition and simulation. To encourage students to develop advanced textual analysis skills in relation to virtual images. To en courage students to widen their knowledge and understanding of the industry contexts in which immersive experience and virtual worlds are produced and consumed.

(LO1) Students will demonstrate a detailed knowledge of the histories and theories of immersive experiences and virtual realities and worlds.

(LO2) Students will demonstrate the capacity to develop critical insight and textual analysis skills of virtual reality texts.

(LO3) Students will demonstrate the ability to use appropriate and accurate terminology and concepts when explaining immersive and virtual reality technologies.

(LO4) Students will demonstrate an understanding of the industrial and entertainment contexts around, and uses of, immersive experiences and virtual realities.

(S1) Problem solving skills.

(S2) Commercial awareness.

(S3) Organisational skills.

(S4) Communication skills.

(S5) International awareness.

To introduce students to the basic language of film analysis;

To introduce students to the rich cultural field which the cinema has represented in France through study of selected films from particularly significant periods, giving them a background of reference points and an understanding of how cinema has developed in France;

To cultivate habits of close visual analysis and careful structuring of such analysis;

To increase confidence in class discussion and presentation.

(LO1) Students should be able to give an intelligent and informed account of how any film (from whatever culture) is put together, the ways in which it engages its audience and the messages it conveys.

(LO2) Students will develop thorough and perceptive powers of observation and interpretation of the elements of a cinematic text both visual and aural

(LO3) Students will be able to explain their observations in a structured way, in written analyses and also orally in front of a class, in the latter case using visual aids when appropriate.

(LO4) Students will be able to insert their detailed observations into a thematic or historical context in order to show how a particular film deals with larger issues, and to construct a well-written essay to explain their ideas.

(LO5) Students should have a basic overview of major directors and trends in the history of the cinema in France, which will enable them to see other French films in their historical and artistic context.

(S1) Demonstrate a knowledge and understanding of the cultures, linguistic contexts, history, politics, geography, and social and economic structures of the societies of the country of the target language

(S2) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

(S3) Communication (oral, written and visual) - Communicating for audience

(S4) Critical thinking and problem solving - Critical analysis

(S5) Working in groups and teams - Group action planning

(S6) Successfully apply a close reading to a text of the target language

(S7) Global citizenship - Cultural awareness

(S8) Working in groups and teams - Listening skills

(S9) Personal attributes and qualities - Willingness to take responsibility

(S10) Communication (oral, written and visual) - Influencing skills – argumentation

To provide students with an overview of technological development and a basic (non-technical) appreciation of how sound and music are generated via gaming software/hardware; and to understand the role of the former in determining compositional design across different 'generations' of gaming hardware.

To provide students with an understanding of the relationship between music and gaming contexts (eg genre, narrative function, immersion, emotion, and character portrayal).

To provide students with an understanding of the relationship between game-music and other forms of music (eg orchestral styles, film music, popular music in compiled tracks).

(LO1) Students will be able to demonstrate knowledge and understanding of the development of gaming hardware/software and the extent to which this determines, by limiting or affording, the incorporation of sound/music.

(LO2) Students will be able to demonstrate knowledge and understanding of the relationship between music in gaming and other gameplay factors (such as narrative, immersion, game-cues).

(LO3) Students will be able to demonstrate an awareness of broader critical, cultural, and ludomusicological issues, as presented and discussed in both historical and contemporary scholarship.

(LO4) Students will be able to be able to apply knowledge, understanding, and awareness (as described in the prior learning outcomes) to original case-study examples.

(S1) Communication skills.

(S2) Research skills.

(S3) Comprehension.

(S4) Critical thinking.

(S5) Writing skills.

(S6) Applied skills.

(S7) IT skills.

- To study the musical practices of film traditions outside the Anglophone world and their cultural contexts, with particular emphasis on comparisons to classical Hollywood practice - To build on knowledge acquired in first year modules on world music and music in audio-visual media - To develop students' ability to think and write about music in audio-visual contexts

(LO1) Ability to demonstrate familiarity with ideas about music and film in several other cultures.

(LO2)  Ability to explain the relationship between theory and the cultural context in which it has arisen, as well as the challenges of applying theories to texts from cultures outside that context.

(LO3) Ability to deploy comparative and cross-cultural perspectives in the understanding of the relationships between music and film as well as their cultural contexts

(LO4) Higher level analytical and essay-writing skills, including Higher level analytical and essay-writing skills, including more advanced argumentation and handling difficult bibliographic challenges.

(S1) Global perspectives demonstrate international perspectives as professionals/citizens; locate, discuss, analyse, evaluate information from international sources; consider issues from a variety of cultural perspectives, consider ethical and social responsibility issues in international settings; value diversity of language and culture

To develop students’ knowledge and understanding of contemporary Chinese cinema (principally produced in the People’s Republic of China), both in terms of its historical development and its recent spread around the world;

To introduce a number of landmarks in the history of twentieth-century China, through their representations in filmic texts;

To develop students’ abilities to present and organise arguments clearly, and to analyse problems, in relation to these issues;

To enhance students’ skills in the critical evaluation of primary sources (specifically films) and historiography.

(LO1) An ability to read, analyse and reflect critically and contextually upon secondary evidence, including historical writings and the interpretations of historians

(LO2) An understanding of the development of history as a discipline and an awareness of different historical methodologies.

(LO3) The ability to develop and sustain historical arguments and utilise evidence, with regard to the history and historiography of the development of Chinese cinema, as well as the representation of Chinese history in Chinese cinema.

(S1) Confidence, independence of mind, responsibility, organisation and time-management.

(S2) The ability to work collaboratively and to participate in group discussion

(S3) Gathering, analysing and organising information, including online and digital resources.

(S4) Structure, coherence, clarity and fluency of oral expression.

(S5) Structure, coherence, clarity and fluency of written expression

To provide students with an i