Macquarie University
| Overview and Aims of the Program | The major in Screen, Sound, Performance offers students a unique opportunity to combine screen practice with either music or performance offerings. Students will develop skills to write, film, edit and produce documentary, features and drama. These skills are complemented by offerings in music production and performance practices. All units are taught in state-of-the-art facilities. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: 1. Examine theoretical moments in the history of recorded sound, screen and performance. 2. Demonstrate conceptual and practical skills in original image production, sequence planning, moving image editing, recording, and performance practices. 3. Apply practical, technical, creative and theoretical skills in image and sound acquisition such as producing, cinematography, lighting, production design, sound design, vocalisation, editing and skills related to working with performers. 4. Demonstrate discipline-specific technical knowledge of digital audio editing, recording, screen and performance practice. 5. Evaluate the influences of screen, music and performance technologies and productions in wider social, cultural and artistic contexts. 6. Apply theoretical modes of understanding to performances or productions. |
| Learning and Teaching Methods | The major in Screen, Sound, Performance uses a range of learning and teaching methods to enable students to achieve the program level outcomes. • Lectures: While some lectures are delivered in traditional face-to-face format, others utilise the Echo 360 lecture recording system and pre-recorded video lectures. The array of formats in which lectures are available ensures that students have access to the lecture materials at any point during the semester. • Tutorials: Tutorials provide an opportunity for students to critically engage with the selected topic(s). Tutorials provide three key markers: First, they provide forums for resolving uncertainties within and questions about the set materials and topics. Second, tutorial participation generates knowledge. Through tutor-led and peer-assisted direction, students generate knowledge of the subject. Third, tutorials enable students to put generated knowledge into practice through activities such as discussion, debate, group tasks and presentations. Additionally, the knowledge generated in tutorials underpins assessment structures and tasks. • Workshops: Production and practice-based units utilise workshops in which students develop skills in filming, editing and performance. Guided workshops enable students to generate knowledge and apply it to an individual or group production such as a short feature. Student learning is supported by teaching and technical staff with industry-grade knowledge and skills. • Teaching materials: A range of teaching materials are used to support and direct student learning: a. lectures (face-to-face and recorded) b. traditional paper-based and electronic readings c. text books d. audiovisual material e. group task handouts/worksheets f. industry speakers • Program structure: The major in Screen, Sound, Performance provides foundational knowledge and skills in its 200 level offerings. The units at 300 level further develop and challenge students to produce innovative and high quality work. For their capstone, students have the option of MAS316 Media Futures or MAS350 Media Internship (students pursuing a double major will complete both). MAS316 encourage students to be reflective and prepared for employment through offering a range of invited industry speakers, many of whom are leaders in their field. MAS350 (also a PACE unit) allows students to complete an internship relevant to their studies and fosters reflection on the alignment between their studies and the workplace. |
| Assessment | The major in Screen, Sound, Performance uses a diverse range of assessment practices: • Essays: Essays range from 500 to 2500 words and are used to assess a range of outcomes from demonstrating comprehension of a particular issue to synthesizing multiple sources to evaluate a case study. Essays are frequently used in production units which require students to critically articulate applied theory. • Projects: Students create numerous projects throughout the program. Projects include: a. documentaries, features and dramas b. scripts, storyboards and screenplays c. digital audio productions d. performances • Quizzes: Used to periodically assess understanding and comprehension, quizzes also motivate students to participate in a culture of learning by engaging with teaching materials. Quizzes may be in-class or take-home and paper-based or conducted electronically via the learning management system. • Presentations: Students develop the ability to articulate information in a number of forms. In addition to the above, presentations assess students' abilities to meaningfully articulate information. In addition to their peers, students may deliver presentations to staff (in simulated client scenarios) or industry guests. • Participation: Students are assessed on their meaningful contributions to a culture of learning. Participation is assessed through engagement with discussions, debates, tasks through learning teaching methods including lectures, tutorials, workshops and online tasks. Through participation students engage with a commitment to learning and develop reflective practices. • Other: Other assessments include blogs, reflective journals, production diaries and minutes of group meetings. Learning and teaching innovation is a strong feature of the Department of Media, Music, Communication and Cultural Studies and alternative assessment methods are frequently trialled. |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Information can be found at: https://mq.edu.au/rpl |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | Graduates with a major in Screen, Sound, Performance are prepared for employment in areas such as video editing, video production, soundtrack composition, performance. Students are well-placed to pursue further studies in the Master of Creative Industries offered by the Department of Media, Music, Communication and Cultural Studies. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements
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