External summary

The MA Film Directing programme at ECA is for documentary film practice in a broad sense and is based on encouraging students to refine their vision as filmmakers through focusing on making one main film which is completed in the third semester.

We concentrate on documentaries at PG level at ECA. By specialising on this, it is an opportunity for students to question and challenge this dynamic form, using what creative means are appropriate for their chosen subject. We teach using examples of the most recent international documentary films, finding work which is innovative and bold in its reach and necessary in its content.

The first semester is based on researching a film and developing approaches to narrative through exercises. It is taught through weekly seminars and tutorials but there are also lectures to contextualise documentary practice by looking at narrative approaches from around the world.  The course is based on constantly interrogating one’s practice and learning how to evolve an original approach to visual storytelling. In order to bring a unique vision to their work, students have to re-locate the specifics of experience, observation and thought: to battle against generalities and clichéd ways of making films. We want to empower our students to understand how the answer to structural challenges in their filmmaking often lies in their own intentions and an awareness of the wider context of their films. Our students have done well over the years with work they make at ECA both nationally and internationally, but any success is based on furthering a questioning approach to filmmaking and one’s own practice.

Students work as part of a film community with a wide and varied group of international students who all are equally passionate about filmmaking. Collaborative practice and learning from each other is a crucial part of the course. Building community and supporting each other’s work in group crits and seminars is vital. Communication of ideas and responses, both written and oral, is central to developing a coherent approach to film making.  At the end of the first semester student pitch their film ideas to other potential collaborators and learn how to communicate a vision for that they want to make prior to starting.

Practical courses to enhance skills in camera, sound and editing form part of the course structure through workshops with visiting professionals although we expect a basic level in these disciplines. The course in enhanced by lectures with documentary practicioners with the most up to date experience of making work in an international context. This is curated in collaboration with Scottish Documentary Institute and other local festivals.

The second semester concentrates on the filming of the documentary. Tutorials help identify and develop an original approach to the subject.  Lectures and screenings develop more awareness of the international context of work.

Educational aims of programme

The aim of the Film Directing programmes at ECA is to:

• Challenge boundaries, encourage original thought, and develop intellectual and critical approaches to making films.
• Foster filmmakers able to work and compete in the international marketplace.
• Combine the contemporary energy and discipline of fine art practices with the professionalism and accountability of contemporary media industry practices, in order to produce innovative and grounded work.
• Facilitate the interrelationship between different cultural traditions, traditional and emerging screen technologies, and classical and non-traditional cinematic genres and conventions.
• Provide postgraduate education in film making that constitutes a clear progression from undergraduate education whilst maintaining distinctiveness from industrial training - that gives scope for taking risks.
  

The film directing PG course is part of the School of Design. The education of Designers, whilst operating under different philosophies, aims and objectives, depending upon the discipline, has many common characteristics. As a Design student, you cannot be educated or trained by the sole use of a lecture and seminar-based educational model.

You need to develop your visual, conceptual, critical and intellectual abilities while acquiring the necessary skills to make visually and tangibly explicit your ideas, concepts and solutions to questions, problems or thematic explorations in a variety of different media. You also need to be articulate in both written and oral forms and a master of the technical competencies in your discipline.

Your student journey is characterised by sequential, experiential and iterative learning, and pedagogically follows a constructivist model subscribing to the view that knowledge and understanding are not acquired passively but in an active manner through personal experience and experiential activities; and that learning is based on problem-solving and/or an exploration of a particular line of enquiry and an active engagement with ideas.

Programme outcomes: Knowledge and understanding

By engaging with and completing this degree, graduates will be able to demonstrate:

• Knowledge of the process of making creative documentaries from initial idea through to completion and screening.
• A critical understanding of current international documentary practice including approaches to research, filming and editing concepts and principles.
• An understanding and awareness of an array of contemporary approaches to narrative structure in documentary.
• A critical awareness of current issues in documentary film

Programme outcomes: Graduate attributes - Skills and abilities in research and enquiry

By engaging with and completing this degree, graduates will be able to apply knowledge, skills and understanding:

• Critical and informed approach to developing project ideas and conducting field research
• Understanding of how to develop relationships with contributors based on trust and mature awareness of ethics
• Use of camera, sound and editing to interrogate their ideas and communicate their vision
• Demonstrate and apply originality of approach to filming including all aspects of cinematography and sound
• Apply originality in all aspects of the production process
• To practise in a wide and often unpredictable variety of professional level contexts, understanding how to adapt and resolve complex issues.

Programme outcomes: Graduate attributes - Skills and abilities in personal and intellectual autonomy

By engaging with and completing this degree, graduates will be able to:

• Apply critical analysis and evaluation to contemporary documentary practice
• Identify, conceptualise and develop new ideas for documentary film
• Develop original and creative responses to problems and issues which occur in the process of production
• Critically review, consolidate and extend knowledge, skills, practices and thinking in a documentary film
• Deal with complex issues and make informed judgements in unpredictable situations during all aspects of the filming process

Programme outcomes: Graduate attributes - Skills and abilities in communication

By engaging with and completing this degree, graduates will be able to:

• Communicate an idea for a documentary film to classmates and potential collaborators both in written and verbal form
• Pitch your film idea to potential collaborators, using a trailer to communicate this
• Make an original documentary film, to communicate on many levels to an audience
• Communicate ideas for the film to a cinematographer, producer, sound specialists and editors
• Undertake critical evaluations of others work and your own and communicate this in seminars and workshops

Programme outcomes: Graduate attributes - Skills and abilities in personal effectiveness

By engaging with and completing this degree, graduates will be able to:

• Plan and execute a documentary film production based on research and exploration of a theme, idea or subject
• Apply a professional approach to all aspects of the production process
• Take responsibility for own work related to the production and/or significant responsibility for the work of collaborators and those helping realise the film
• Take significant responsibility for a range of resources, including the appropriate paperwork for productions.
• Work in a peer relationship with specialist practitioners in camera, sound , editing.
• Demonstrate leadership and/or initiative and make an identifiable contribution to change and development and/or new thinking in documentary practice.
• Practise in ways which draw on critical reflection on own and others’ roles and responsibilities.
• Manage complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes practices.

Programme outcomes: Technical/practical skills

By engaging with and completing this degree, graduates will be able to:

• Plan and conceptualise how to film a subject of interest
• Understand how to apply originality of thought and approach to an idea
• Communicate ideas using camera, sound and editing.
• Develop a film language which is appropriate to the subject and unique to the creative vision of the filmmaker

Programme structure and features

Programme Structure:

In accordance with the University’s Curriculum Framework, the programme is of 12 months duration. It consists of 180 SQCF credit points, of which 120 constitutes the taught portion of the programme with the remaining 60 devoted to the dissertation component of the degree. The programme has three fundamental components:

• 100 credits at SCQF level 11 for compulsory courses
• 20 credits at SCQF level 11 for optional courses
• 60 credits at SCQF level 11 for the dissertation/final project element of the programme
  

Degree Programme Table and Modes of Study:

Assessment:

The programme uses the University’s Postgraduate Common Marking Scheme CMS5. The programme outcomes are articulated as a series of learning outcomes for each course hosted by the programme. These are then tested through a series of assignments that have a series of assessment criteria that reflect the learning outcomes for each course. Each assignment is given a percentage mark, the aggregate of all the assignment marks for a course forming the final mark for the course. The quantitative weighting for each assignment in relation to course as a whole is set out in the course handbook.

To facilitate our approach to student centred learning, an important vehicle is the ‘project brief/assignment’ and/or ‘study plan’. Through this vehicle the aim, theme, expectation and outcomes of a period of study are formally communicated to you. The brief will set the parameters and expectations around the project and, importantly, indicate what the expected learning is and to which learning outcomes the project contributes. This information is provided online and expanded upon in briefing or introductory sessions.

The relationship between the project brief/assignment and the learning outcomes has been formally aligned in order to ensure an explicit relationship between the project/assignment aims and the assessed learning outcomes as defined in each of the course descriptors. This approach gives the maximum opportunity for flexibility in your approach while ensuring consistency in the assessment of learning outcomes for both studio and written submissions.

Progression and Awards:

The programme conforms to the University’s taught Assessment Regulations.

Progression Requirements:

Students must pass the assessment requirements of the taught stage at an appropriate level at the first attempt before progression to the dissertation.

For MA programmes, progression to final project will be considered following completion of the first two semesters of the programme. In order to progress students must:

a) Pass at least 80 credits with a mark of at least 50% in each of the courses which make up these credits; and;
b) Attain a weighted average of at least 50% for the 120 credits of study examined at the point of decision for progression.

If not permitted to continue to final project they will be considered for a postgraduate diploma.

Award: Film Directing (MA) (pass)

Students must average at least 50% over their course marks for the first 120 credits of the programme. In addition they must secure a mark of 50% or higher in the final project.

Award: Film Directing (MA) with Distinction

The student must be awarded at least 70% on the University’s Postgraduate Common Marking Scheme for the dissertation/final project and must pass all other courses with an average of at least 70%.

When a student does not qualify for a distinction as of right, they may be considered for the award of distinction if (a) their final research project mark and (b) their credit-weighted average mark across all the taught courses are both 68.00% or higher.  The decision whether or not to award the distinction in such cases is at the discretion of the Board of examiners.  In exercising its discretion, the Board will take into account the following factors: (a) the student’s credit-weighted average across the degree as a whole; (b) the number of courses (including the dissertation/final project) in which the student received a mark of 70% or above, and the credit weighting of those courses; (c) any special circumstances, such as illness or other adverse personal circumstances, which have been brought to the Board’s attention.

Exit Award: Postgraduate Diploma (PG Dip) in Film Directing

Students who have not fulfilled the criteria to be presented for the award of an MA degree can be awarded a Diploma in Film Directing. In order to be awarded the Diploma, students must pass at least 80 credits at SCQF level 11; and attain an average of at least 40% for the 120 credits of study examined for the Diploma in semester 1 and 2.

Students who have fulfilled the criteria to proceed to dissertation/final project but do not wish to progress are eligible for the award of the Diploma in Film Directing. 
Students who achieve a mark below 50% in their dissertation/final project may be awarded a Diploma in Film Directing for attainment in the taught component only.

Exit award: Postgraduate Certificate (PG Cert) in Film Directing

In order to be awarded a Certificate in Film Directing, students must pass at least 40 credits at SCQF level 11; and attain an average of at least 40% for the 60 credits of study examined for the Certificate during semesters 1 and 2.

Teaching and learning methods and strategies

Student Centred Learning

The approach described above means that as a student of Design you will be in control of your actual learning experience. This is not achieved through the ‘menu’ of courses approach, but through a degree of flexibility in how you choose to answer the problem that has been set.

In common with other Design students, you are required and expected from the outset to respond as an individual to the discourse or projects set – i.e. tutors are disappointed if a cohort of students all arrive at similar solutions and conclusions to a set theme, and you should strive from the outset to develop your work and interpret projects in a highly individualised manner.

Self-Directed and Negotiated Learning

From the outset, as described above, you are expected to respond individually to set projects and themes of enquiry and will be expected to define your main project(s) and theme(s) of enquiry and largely direct and manage this yourself throughout the year. Where you self-direct and negotiate your own study plan, you are effectively designing your own project(s) and this process is subject to the same requirements as if it had been devised by a tutor – i.e. the project or study plan study must clearly demonstrate how it will enable the required learning outcomes to be achieved and evidenced.

The project briefs and individual study plans for each student require to be formally approved by the programme teams to ensure that they meet the requirements of the course descriptor(s) to which they contribute.

The Crit

Students of Design are frequently exposed to the ‘crit’. This takes many forms in its composition and may be constructed to meet different aims. The ‘crit’ between Tutor(s) and Student(s) may be conducted in a ‘one-to-one’ context or may be between groups of tutors and students. Depending upon its purpose the ‘crit’ can be used to develop your own abilities to make critical judgements in relation to your own work as well as that of your peers. This regular intervention of critical formative feedback is a fundamental part of the pedagogical approach and encourages ‘peer-to-peer’ interaction and learning as part of the overall learning culture.

In some cases, you are required to formally present an aspect of your work in a given context and this can then be the focus of a ‘crit’. Some programmes use this approach to integrate students vertically with other year groups and develop ‘peer-to-peer’ critique across a number of levels of learning.

It is important that staff assist you to understand that a ‘crit’ is part of the learning process and, although clearly evaluative, should not be seen simply as part of the assessment process.

Facilities

Facilities include a flexible studio space, camcorders of various formats – HD (Red camera), DV Cam, mini-DV and HDV, 8mm and 16mm film cameras. The equipment for location shooting is also available, including dollies, lights, microphones and DAT audio recorders. We also have editing facilities with latest Avid for off-line and on-line and Pro-tools for sound mix. All students need to complete a Health and Safety Course before any equipment can be taken out. Please note that equipment from Napier can also be accessed but students should check on the procedure for this.

Festival of Creative Learning

The University of Edinburgh ‘Festival of Creative Learning’ is scheduled in Week 6 of semester two. During this week ‘normal’ teaching is suspended which provides space outwith the curriculum for staff and students to explore new learning activities.

Assessment methods and strategies

Formative and Summative Assessment:

To support good pedagogical practices, it is essential that students should be given as long as is possible at each stage of their learning to experience, understand and evidence their learning. There is at least one point during the semester when formative assessment takes place. This is to support and guide your learning in relation to the intended learning outcomes and giving time to reflect and develop prior to the summative assessment.

Constructive Alignment of Assessment:

By aligning the assessment and grading directly to the learning outcomes, students and staff can clearly identify what has been achieved and what progress is being been made.

At the conclusion of the programme or level of study both the graduate and institution has a clear profile of attainment which, for the student, aims to assist in determining future careers and appropriate employment opportunities and, for the institution, provides clear profiles of performance for each programme of study. This is subsequently used as part of the annual review process and to inform future enhancements.

Student Feedback
In addition to regular discourse between tutors and students regarding their work, textual and/or grading feedback is given to you at the end of each project or period of study. This is enabled through the LEARN. This system allows academic staff to attach the appropriate courses and learning outcomes to projects and assignments, to grade the learning outcomes and to give textual feedback

Self-Evaluation

To assist with developing your understanding of your learning, and in particular how you are assessed, you are required to use LEARN to grade yourself against the learning outcomes and to provide a textual evaluation of your performance. Subsequently the comparison of your own evaluation and the assessment conducted by staff can form the basis of a critique or tutorial on progress and achievement.

Team-Based Assessment and Scrutiny

The process of assessment in Design education is academically robust in that several members of staff are ordinarily involved in assessing each piece of student work. Subsequent to the assessment taking place, comparative scrutiny across programmes may also be introduced to ensure consistency, parity and fairness across cohorts and to ensure that overall standards are being maintained.

Mode of study

Full-time (12 months)

How the programme maps onto the University’s strategic plan

The School of Design is dedicated to student-centred pedagogy with a focus on variety, flexibility, innovation and excellence in teaching and feedback. A range of elective choices are available within the curriculum, offering students the opportunity to study widely within the wider University; (subject to availability and core course timetabling). We are dedicated to the student voice through a range of communication channels; including the School level student representative scheme and course enhancement questionnaires where students provide feedback on their experience. The Personal Tutor system ensures coherent and effective communication with students to manage changes to their learning, supporting them in their development and providing key additional support when needed. The School has a strong research culture that recognises the need to invest in our staff’s development as established research leaders. We have a range of research groups and centres which are led by staff within the School, generating an active range of events, workshops and seminars.

The School participates in a wide range of local, national and international external engagement and outreach; which includes collaborations, live projects and partnerships with industry. These links create research opportunities for staff and learning opportunities for students, building on local and national initiatives. The School actively strives to innovate their teaching practices and research, through external engagement. Our Programmes within Design are national and international beacons in relation to the pedagogic and research approaches they take to their respective subject areas. The school actively contributes to ECA’s excellent international profile and visibility as a whole. Support and provision for all our students in terms of careers advice and business skills, ensures students have a smooth transition to graduate working in the creative industries.

Career opportunities

Our students go on to a wide range of roles, including producer, director, writer, production or location manager, researcher, editor, assistant director, cinematographer, or journalist. Graduates have found work directing for the BBC and making work internationally for top broadcasters and film funds. Related fields include advertising, community films, academia or film development agencies.

MA/MFA Film Directing has been awarded the Creative Skillset Tick, the industry kitemark of quality, following a rigorous assessment process by experts working in the Creative Industries. The Creative Skillset Tick is awarded to practice-based courses which best prepare students for a career in the industry. Screen Academy Scotland is one of only 3 Screen Academies in the UK along with National Film School and London Film School.

Other items

• Each student will be assigned a supervisor and a Personal Tutor; the supervisor monitors the overall academic progress and directs the final research project.
• Students will have at their disposal a range of relevant university computer services, with network access.
• Students will be entitled to use excellent library facilities including the University Library, the copyright and the National Library of Scotland.
• Edinburgh has a strong research community in the arts and humanities and students will be encouraged to participate in research activities that are relevant to their studies, such as seminars, colloquia and conferences.