A person operating a camera in a broadcasting studio A person operating a camera in a broadcasting studio

Available with:

  • Foundation Year


Course Summary

This course will prepare you for a career in the creative industries and beyond. You will learn about the media and develop a range of technical and creative skills, from audio and video recording to pitching an idea for the next big TV show.

In the first year, you will have the chance to gain a range of practical skills which are the foundation for your practice over the course of your degree. You will take part in technical workshops such as audio and video editing and camera operation and have the chance to develop further specialist skills such as animation, podcasting or directing. There are opportunities to work on factual and drama projects as well as explore emerging trends and sectors such as immersive media.

Whilst there is a real focus on practice on this course, this is underpinned by a critical understanding of the media industry, about key practices, regulation, and organisations.

We will encourage you to develop and pursue your particular media and TV interests throughout the course. In Year 3, you will work on a large-scale practical or written project which will enable you to explore your interests further. This could take the form of a television documentary, podcast or a written dissertation exploring a key media-related issue, which will enable you to explore your specific specialist interests.

Along with our recording spaces and post-production facilities, the department has an extensive loan provision which includes a range of video cameras, audio recording devices and specialist kit.


What you'll Study

Module content:

  • Reading and writing critically.
  • Constructing and evaluating an argument.
  • Note-taking techniques for reading and listening.
  • Understanding plagiarism and academic integrity.
  • Introduction to reflective practice.
  • Preparing for, and delivering, powerpoint presentations.
  • Referencing and citation.
  • Summarising and paraphrasing written sources.
  • Literature searching.
  • Report writing.
  • The culture and expectations of higher education.
  • The assessment process including the role of assessment criteria and feedback.
  • The nature of research journal publishing.

Whilst much of the content above is generic, students will be encouraged to situate skills within the context of the undergraduate discipline they are entering, which leads to some variation in emphasis for certain skills.


Module aims:

1.To raise awareness of the range of study skills required for successful higher education studies, including the process of academic writing, reading strategies, seminar skills, organisation of time and materials, planning for and meeting deadlines, understanding and responding to feedback.

2. To introduce students to concepts such as plagiarism, academic integrity and appropriate use of artificial intelligence tools.

3. To facilitate an effective transition into higher education by exploring, and providing guidance in, the key elements of successful undergraduate studentship including students' understanding of taking responsibility for their own learning.

4. To teach students how to undertake a literature, visual or data review for their discipline and be able to differentiate between a valid, reliable source and an unsubstantiated or irrelevant source.  

Module content:

  • Research and planning skills.
  • Becoming familiar with topics that comprise their undergraduate degree subject.
  • Developing a knowledge base for a discipline of study.
  • Identifying areas of interest.
  • Application and development of critical analytical skills.
  • Development of self-directed study.
  • Use of learning resources.

Module aims:

1. To develop students' skills in planning and writing an essay.

2. To familiarise students with the process of tutor supervision for a written piece of work.

3. To give students an opportunity to focus on a topic within their undergraduate degree subject.

4. To write a piece of work that allows the student to broaden and deepen knowledge on a topic of their choice.

5. To prepare and deliver an academic poster presentation outlining the student's research topic.

Module content:

  • Introduction to Marketing Strategies
  • Understanding the Marketing Mix (product, price, place and promotion)
  • Influences on Target Market & Segmentation
  • Marketing events

Module aims:

  1. To introduce students to a range of Marketing concepts & principles.
  2. To develop students' understanding of the Marketing Mix in the modern world of business.
  3. To provide a foundation-level knowledge base of business marketing

Module content:

 

  • Introduction to semiotics and visual language
  • Emerging trends: environment and interiors
  • The birth and evolution of cinema
  • The human commodity: advertising, celebrity and reality television
  • Introduction to postmodernism and popular art
  • Photography as social commentary
  • The internet and digital spaces

 


Module aims:

1. To develop students' understanding of western civilization through an understanding of that civilization's visual texts.

2. To develop students' abilities to communicate orally, visually and through academic writing.

3. To develop students' interpretative abilities through the promotion of skills of visual interpretation.

 

 

Module content:


Module aims:

Module content:

  • Introduction to the ways that narrative and stories are important in different cultures and contexts
  • Introduction to methods of interpreting narratives and stories
  • Introduction to key stories and narratives that have shaped cultures
  • Introduction to how stories and narratives can change or influence cultures
  • Introduction to how stories and narratives are constructed and reconstructed in the twenty-first century
  • Introduction to skills in reading texts

Module aims:

  1. To develop an awareness of a number of key narratives and stories that have influenced cultures
  2. To understand the various roles that narrative and story-telling have in different cultures and contexts
  3. To understand the ways that cultures construct meaning through narrative and story-telling
  4. To develop skills in reading and interpreting narratives and stories
  5. To develop skills in the close reading of texts

In Year 1, you will be introduced to foundational practical skills and practices and explore the media landscape, regulation and drama production.

Module content:

This module introduces students to dramatic storytelling, and the craft of writing scripts for a range of mediums including stage, screen and radio.

The production of dramatic material is a complex process, and this module introduces students to the basic conventions of script writing bringing together theory, analysis and creative practice to provide a holistic understanding of the dramatic script development process.

Students will investigate and develop an understanding of narrative, plot structure, character development and theme alongside considering concepts which relate to their chosen medium.

There is an emphasis on the development of basic scriptwriting, treatment writing and pitch skills emphasising the importance of these creative capabilities into the production of drama.


Module aims:

The aims of this module are as follows:

  • To facilitate an understanding of the scriptwriting process
  • To provide students with the tools to develop their core creative scriptwriting skills
  • To encourage students to consider scriptwriting from a range of analytical perspectives
  • To enable students to develop a critical understanding of drama and the dramatic script
  • To provide opportunities for student to gain practical experience of writing scripts

Module content:

Never in history has media played such a significant part in our lives.  Many human activities and interactions that were previously physically ‘present’ are now mediated through exciting and rapidly evolving technologies. 

It naturally follows that it is also now more important than ever to understand the reach and impact of the institutions and individuals that own and produce media and social media, and how they impact every aspect of our lives and society in the UK and globally.

This module takes a critical look at these institutions and issues and provides an essential introduction to the media landscape.

This module also includes a series of departmental orientation sessions to help students settle into University life.


Module aims:

The aims of the module are as follows:

  • To introduce students to a range of relevant academic concepts and theories relating to the study of contemporary medi
  • To encourage an understanding of the debates surrounding ownership and control
  • To introduce students to new technologies and media platforms shaping the contemporary media landscape
  • To enable a broader understanding of the public service broadcasting tradition    

Module content:

This module is designed to provide students with a solid foundation for producing media content for today’s multi-skilled digital communications industry. Students will become equipped with the production basics, giving them their passport to producing creative practical work over the next three years. 

This professionally-focused module has a hands-on and collaborative approach that enables students to kickstart their learning through a series of workshops and group practical tasks. Throughout the module a range of key industry skills are explored and developed, such as camera and audio recording, interviewing, editing and post production techniques and interviewing skills. Students will also become familiar with a range of media production software. Alongside this, essential industry protocols and the fundamentals of story-telling, are introduced.

Over the course of the module, students will start to gain a strong understanding of the creative processes involved in digital media production and the key professional practices that underpin best practice.

This module also includes an extended practical induction project to help students to settle into University study and life.


Module aims:

The aims of the module are as follows:

  • To provide students with a basic understanding and awareness of the creative and professional processes involved in producing contemporary media content. 
  • To foster the development of key craft skills such as: camera, sound, editing and multi-platform delivery. 
  • To facilitate students to work collaboratively in teams, enabling them to start developing effective communication skills and creative strategies.

Module content:

In recent years, the way ‘television’ content is consumed has changed dramatically and led to a proliferation of media platforms, with streaming a key aspect of consumption today.  Students examine the variety of platforms and range of broadcasters to gain an understanding of today’s TV landscape. Students learn how television programming is commissioned; who funds, buys and exports the content we watch. 

As they begin to develop their own ideas for programming, students explore television genres, from scripted reality to Saturday night entertainment shows. Brainstorming TV ideas, aimed to be pitched to a channel commissioner, is at the heart of this module; it’s a chance for students to come up with the next Strictly or Netflix hit.


Module aims:

The aims of the module are as follows:

  • To ensure students understand the commissioning process in the television industry
  • To provide practical and theoretical information specific to television genres, forms and platforms
  • To enable students to begin to develop their own creative skills in the field of programme development

Module content:

Producing media content for television can be tremendously exciting. At the same time, dealing with complex industry guidelines and potential legalities is challenging. In this module, students engage with some of the industry’s most important legal, ethical and compliance issues, preparing them for the demands of working in a modern media landscape.

Keeping it Legal, examines a series of compelling real-life case studies to  demonstrate how the rules and regulations that govern the broadcasting industry are designed to support creativity and allow content makers to be ambitious and confident in the choices they make. 

Practice-based seminars and lectures will cover a range of subjects including editorial values, compliance, health and safety issues, the legalities surrounding creative ownership and clearance rights, defamation and privacy. Formative tasks and group activities will foster creative problem-solving skills that can be applied to current and future projects. Keeping it Legal is relevant and essential learning for all aspiring creative media practitioners.


Module aims:

The aims of the module are as follows:

  • To cover the basic legal responsibilities and ethical concerns involved in producing media content
  • To encourage students to begin to develop their own editorial decision-making skills
  • To ensure students know where to find and how to adopt industry best practice

In Year 2, you will engage more critically with media concepts and theory which underpins your practice. More advanced specialist techniques and practices are introduced.

Module content:

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

  • The multiple facets of Global citizenship
  • Ethical engagement and practice
  • Cross-cultural issues and sensitivity
  • Intercultural communication

Theories, models and strategies of learning

  • Theories and models Intercultural competence
  • Theories and models of Integration and Multiculturalism
  • Critical thinking skills and models of Reflection
  • Experiential learning models
  • Self-directed experiential learning

Personal and placement-related skills

  • Enhanced independence
  • Improved command of multicultural behaviour
  • Increased knowledge and confidence in their individual facets of personal identity
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development
  • Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 


Module aims:

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

  • To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
  • To enhance students understanding of the ethical issues related to living and working abroad.
  • To increase students Global Citizenship skills
  • To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Module content:

Preparation for the year abroad will take place in Chester during level 5 and will include:

  • Cross-cultural issues and sensitivity
  • Host-country orientation, study methods– economic, political and social reality of the country
  • Orientation specific to exchange – health, education, gender issues
  • The United Nations Sustainable Development Goals
  • Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

  • Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

  • Effective self-motivation and independent resourcefulness
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.


Module aims:

  1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
  2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
  3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
  4. To further develop independent learning techniques.
  5. To foster critical evaluation.

Module content:

This module allows students to spend several weeks working on one major project working in a professional, 'simulated real world' working environment. Students will plan, execute and evaluate their work for the selected context appropriate to the programme of study.

The experiences gained in this module are invaluable to those students who see themselves working in their chosen field in the future. The staff teaching on this module bring a wealth of professional experience which they use when supervising the project work of the students.

The exact role of each student will vary according to the project undertaken, (and often with outside agencies) under staff supervision or direction. All work created will be designed to emulate best professional practice.


Module aims:

The aims of the module are as follows: 

  • To provide opportunities for students to engage with the processes necessary for the realisation of practice based work, drawing on and further developing skills gained in previous modules.
  • To approximate the demands of professional practice in making and delivering the work created, in order to prepare students for the greater autonomy expected at Level 6.
  • To enable students to contextualise their experiences in relation to current theoretical debates
  • To encourage students to consider longer term plans for their own career development as makers and producers of collaborative work in diverse contexts.

Module content:

This module will look at cutting edge performances using technology as an integral part of their creation and realisation.  

You will look at computer technology to explore performance styles such as immersive environments, interactive installations and performances where the audience can become the "performer".

You will also explore the possibilities of using technology as part of elaborate scenography which can adapt and change in response to what is happening 'on stage' or 'in performance'. 


Module aims:

The aims of the module are as follows: 

  • To encourage the students to further engage in creative manipulation of digital technology for performance.
  • To develop the students’ understanding of the relationship between performer, space and technology.
  • To encourage an understanding of the possibilities of advanced interactive software in live performance.
  • To advance the students technical competence in light, sound and computer systems.

Module content:

In this module, students explore the impact of emerging and dominant technologies and practices in media. Students learn about the convergent nature of contemporary media and how different organisations, producers and individuals utilise the variety of platforms and new media technologies to enhance programming and content and to target particular audiences.

Students build on their foundational skills to gain a conceptual and practical understanding of the importance of new media, exploring forms and practices such as podcasting, social media production and webcasting.


Module aims:

The aims of the module are as follows:

  • To facilitate opportunities for students to create new media products
  • To enable students to develop practical, technical and creative skills related to new media forms
  • To ensure students understand the evolving media landscape particularly the development of new media technologies and platforms

Module content:

The contemporary media landscape is dominated by visual culture, from art and photography to television, film, video games and a plethora of online media. An understanding of these visual cultures, and of the visual narratives that permeate the modern world, is more crucial than ever. This module examines a wide variety of visual media from different theoretical perspectives to encourage students to appreciate, analyse and challenge what they see.

Key classical narrative theories are examined alongside contemporary concepts such as ideas around self-presentation and social media, interactive narratives in video gaming, and methods of storytelling in online media. How visual stories are told, packaged and understood by content producers and audiences is of central importance. The technological context of these ongoing developments in visual media is also explored.

Students are encouraged to think critically about how visual narratives are constructed, how the medium affects the message, and how issues of representation, ideology, technology and patterns of consumption can engender an understanding of contemporary visual culture.


Module aims:

The aims of the module are as follows:

  • Provide opportunities to explore a range of visual media in relation to narrative theories
  • Facilitate an understanding of the social, cultural and technological contexts that influence media production and consumption
  • Foster confidence in applying media theories to visual texts

Module content:

This module explores a dominant media form of our age: reality. It brings together an understanding of the multiple cultural contexts and drivers of documenting ‘the real’ with an exploration of related forms and structural tropes. 

‘Scripted reality’, influencers and the role of celebrity will all be analysed and discussed alongside more conventional approaches to ‘documenting reality’. The module identifies the relationships between celebrity culture and the rise of the internet influencers and entrepreneurs using new media as a performative and persuasive commercial tool with their audiences and fans.

The module also analyses key texts in order to reveal the historical and contemporary theories and debates surrounding the evolving aims and purposes of documentary. 


Module aims:

The aims of the module are as follows:

  • To introduce students to documentary form and function
  • To introduce key concepts and theories relating to celebrity culture
  • To map the ascent of reality television and film
  • To explore the rise in importance of Vloggers, Bloggers and Influencers

Module content:

This module looks at the history and development of animation in both film and Television productions. Emphasis is placed on animation as a creative practice, and considers if animation can ever be the work of an auteur.

Students experiment with animation tools, and develop some key working practices in animated film production.

Animated films from the UK, Hollywood and Europe are a focus, and are discussed in context with contemporary films and art movements. Narrative-based films as well as those used in documentary and propaganda films are also covered.


Module aims:

The aims of the module are as follows:

  • To provide opportunities for students to develop good knowledge and understanding of contemporary filmmaking practices
  • To encourage students to investigate the role of authorship in film
  • To ensure students understand animation and its role as an essential part of contemporary film practice
  • To promote an understanding of film as an art form

Module content:

Visual storytelling is at the centre of all filmmaking – fact or fiction, and arguably the most important asset a content maker can nurture. This module which focuses on the role of a director will enable students to develop some of the key technical, creative, interpersonal, and management skills required in today’s media landscape. In order to gain an in-depth understanding of the subject, the relationship between a director, actors, contributors, crew, and other creative industry specialists is also explored.

Lectures, workshops and independent projects help students understand the key concepts, modes and practices of directing both factual and drama productions. In this module, directing factual content focuses on developing the skill of casting contributors, creating actuality sequences and exploring documentary styles. Working closely with their acting peers within the department, students also have the chance to focus on directing actors for the screen, exploring the technical and performance aspects of shooting a dramatic scene.

The module is designed to advance the student’s critical skills, along with industry knowledge and practices, by providing a range of creative opportunities where ideas can be developed into coherent production projects.


Module aims:

The aims of the module are as follows:

  • To provide the student with a greater understanding of how to direct both factual and drama video formats, based on a critical and practical appreciation of the two forms
  • To enable the student to put into practice a variety of new skills, techniques and creative thinking strategies via collaborative practical projects
  • To provide students with collaborative inter-disciplinary opportunities where they can develop teamworking, communication skills and other transferable skills

Module content:

Pre-placement:

  • Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
  • Writing an effective CV. Constructing a letter of application.*
  • Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

  • The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
  • Devising a strategy for integrating into the workplace and work based teams
  • Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

  • Devising and implementing strategies to improve own approach and performance
  • Critical analysis/evaluation of approach to skill development and performance in the workplace;
  • Influencing the Placement Provider’s appraisal;
  • Devising an action plan to develop gaps in transferable skills based on the placement experiences;

Module aims:

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

  • Develop their understanding of workplace practice and lifelong learning;
  • Enhance their work readiness and employability prospects through development of transferable skills;
  • Take responsibility for their own learning and acquisition of workplace employability skills;
  • Articulate, in writing, their employability skills.

In Year 3, there are opportunities for you to pursue your particular interests and specialisms through a range of projects and modules, with a particular focus on employability skills required for the media industry.

Module content:

This self-directed module allows students to initiate and develop their own major project ideas appropriate to their discipline of study. Students at this point in their studies are often very focussed on their ultimate work aspirations, and this module helps them to gain 'graduate trajectory' to enable them to better move into their chosen profession as seamlessly as possible when they have finished their studies.  

After the initial lectures, students decide on the content of their module, and pitch this to staff by way of project proposals. Students then receive tutorial support throughout the year and agree the form that their assessment will take. Students are encouraged to work with others, often across subject areas where this works for the project.

This exciting project helps to promote the ideas of student independence, project management and professional practice.


Module aims:

The aims of the module are as follows: 

  • To promote the development of personal discourse and its practice
  • To promote the underpinning of practice by a strong theoretical framework
  • To enable the emulation of professional practice in taking responsibility for small scale projects from conception to realisation.

Module content:

This self-directed module allows students to initiate and develop their own major project ideas appropriate to their discipline of study. Students at this point in their studies are often very focussed on their ultimate work aspirations, and this module helps them to gain 'graduate trajectory' to enable them to better move into their chosen profession as seamlessly as possible when they have finished their studies.  

After the initial lectures, students decide on the content of their module, and pitch this to staff by way of project proposals. Students then receive tutorial support throughout the year and agree the form that their assessment will take. Students are encouraged to work with others, often across subject areas where this works for the project.

This exciting project helps to promote the ideas of student independence, project management and professional practice.


Module aims:

The aims of the module are as follows: 

  • To promote the development of personal discourse and its practice
  • To promote the underpinning of practice with a strong theoretical framework
  • To enable the emulation of professional practice in taking responsibility for small scale projects from conception to realisation.

Module content:

This module gives the student the opportunity to research in depth and write at length about a topic of their own choice.


Module aims:

The aims of the module are as follows: 

  • To enable the student to identify and independently pursue a suitable research topic derived from the content of the programme of study
  • To encourage the student to apply appropriate methods and theories to the selected topic under consideration
  • To provide the opportunity for the student to articulate their thinking.

Module content:

This module creates the opportunity for students to reflect on their existing skillset and hone their professional competencies and skills in readiness for careers in the creative industries.  

Students will consider how best to promote themselves, developing an employability portfolio most appropriate to their career trajectory. Students will develop an understanding of local, national and international job markets and opportunities for entrepreneurial activity to give students practice in self-promotion, in targeting and networking with relevant employers and understanding the freelance world. 

Students will engage with a range of tasks to develop the content of their portfolio and explore opportunities and career prospects within their chosen industry. Indicative content will include:

  • Producing Electronic Press Kits (EPK),
  • Developing websites 
  • Profile creation and use of social media 
  • Writing and developing curriculum vitae and cover letters
  • Working on grant bids 
  • Producing audio/-visual content 

Module aims:

The aims of the module are: 

  • To enable students to market themselves effectively in the competitive creative industries
  • To develop students' knowledge of professional fields of practice within and outside of the creative and cultural industries where their abilities, skills and knowledge may be relevant;
  • To promote the importance of networking in the creative industrie
  • To develop students' appreciation of the transferability of their accumulated knowledge, experience and skills;

Module content:

The creation of a film or television series often involves a great number of crew and cast, yet it is common to talk about the director as the creative force behind a project. But why is this, and is it fair? This module focuses on the significance of the director as an artistic figure and explores the concept of the ‘auteur’ in depth. It invites students to consider why particular directors are considered to be auteurs, how different directors have approached the creative process, and what the limitations of the auteur canon might be.

In this module, students examine a wide variety of classic and contemporary directors from a number of different perspectives. Though auteur theory has traditionally been applied to film, the module also considers significant directors working in television. A diverse range of directors are considered, allowing for an examination of the myriad creative, artistic, political and economic choices that influence a production.

Despite its dominance, students are also encouraged to question the dominance of auteur theory and the historical exclusion of particular directors, as well as consider the significance of other creative roles (e.g. screenwriter, editor, performer).


Module aims:

The aims of the module are as follows:

  • To engage students in auteur theory as a key theoretical framework in studying screen media
  • To develop the students' textual analysis skills in relation to the texts of specific directors
  • To encourage students to interrogate the dominance of auteur theory, recognising its significance and its limitations
  • To foster a diverse and inclusive approach to the auteur canon, beyond its traditional application

Module content:

The role of the critic is to act as mediator between the art and its audience, a voice of authority, knowledge, wit and insight that may illuminate, intrigue or indeed infuriate its readers. This module focuses on the development of an accessible, critical voice as a very particular skill, distinct from other forms of academic writing.

Students will be introduced to the history and function of criticism in relation to a range of visual and aural media, including film, television, music, games and radio. Throughout the module, the styles and approaches of individual critics working in these different areas are examined and analysed to gain an insight into the ways critics can shape opinion, foster controversy, spark debate and influence the media landscape. 

Through an understanding of the role of the critic, students are encouraged to find and hone their own creative style, developing skills in writing, presenting and recording original reviews. To foster this, the module offers consistent opportunities for presentation, analysis and peer critique.


Module aims:

The aims of the module are as follows:

  • To provide an overview of the history, role and function of the critic
  • To facilitate students development of skills in analysis
  • To foster confidence in the development and presentation of original work

Module content:

In this digital age of exponential development, the plethora of broadcast and streaming platforms has never been more accessible. This module provides final year students with opportunities to pursue their own ideas, originality and creativity as filmmakers, and to advance their production skills within an atmosphere and philosophy of innovation and experimentation.

During this module students engage with a range of exciting specialist equipment, develop new techniques and increase their knowledge in alignment with contemporary industry environments. Some examples include: green screen production, 360 filmmaking, jib, track and dolly operation, handheld gimbal techniques, virtual reality and post-production effects. In the development of ideas and projects, students are also able to advance their critical thinking, story-telling, and problem-solving skills.

This practical based module engenders in students a risk taking and explorative attitude to the creative development of their media production work.


Module aims:

The aims of the module are as follows:

  • To enable students to develop a coherent and advanced understanding of current media practices and techniques
  • To encourage students to develop their own advanced practical/creative production skills and a sophisticated understanding of production roles
  • To facilitate an environment where students can exercise their initiative, taking editorial and personal responsibility for their production work

Module content:

Digital and social media are now firmly part of the contemporary media landscape and integral to many people’s everyday lives: from social activity to news consumption, entertainment, health and fitness, education, finance, shopping and more. This module asks students to consider how the digital media that we use, consume, and even produce shapes our lives, our identities, and our perspectives on the world.  

Recognising the global reach of these digital media cultures, the module looks at examples of, and innovations in, digital media from around the world. Students will also have the opportunity to think critically about their own use of digital media and its individual impact.  

The module explores a range of topics, reflecting recent and emerging theory in the area of digital media cultures. This includes considering the impact of new technological developments in digital media; the ways that digital and online spaces are used by media audiences; the changing roles of producers and consumers; and the benefits and limitations of digital platforms as spaces of information, entertainment and community, drawing on a range of examples and case studies. 


Module aims:

The aims of the module are as follows: 

  • To encourage students to critically consider the role of digital media technologies in everyday life. 
  • To provide opportunities to explore the impact of digital technology on media production and consumption. 
  • To develop students’ understanding of how digital technology shapes the user’s experience of contemporary media. 

Who you'll Learn from

Dr Katie Barnett

Senior Lecturer and Programme Leader for BA Film and Media Studies and BA Media and Television Production
A dark grey silhouette on a light grey background

Caroline Ford

Senior Lecturer
Caroline Ford

Dr Pamela Barnes

Programme Leader for BA Acting
Pamela Barnes

Mark Hannaby

Senior Lecturer in Journalism
Mark Hannaby

How you'll Learn

The course is taught at our Creative Campus, Kingsway, which houses a range of Mac labs, recording studios and workshop spaces, as well as lecture and seminar rooms.

Beyond the Classroom

On this course, you have the opportunity to spend five weeks working for a host organisation via our innovative Work Based Learning module. You’ll have the chance to test-drive a future career, boost your CV and gain real work experience.

On this course, you’ll have the opportunity to undertake an Experiential Learning module, where you’ll apply what you’ve learnt on the course to real life scenarios and projects.

Our Experiential Overseas Learning module offers a unique opportunity to participate in a short-term placement around the world.

This course offers the exciting opportunity to study abroad for a full academic year at one of our bilateral exchange partners or through ISEP (International Student Exchange Programs), a network of over 300 additional higher education institutions worldwide.

Entry Requirements

104 UCAS points

UCAS Tariff

104 points

GCE A Level

Typical offer – CCC-BCC

BTEC

BTEC Extended Diploma: DMM

International Baccalaureate

26 points

Irish / Scottish Highers

Irish Highers: H3 H3 H3 H4 H4

Scottish Highers: BBBB

Access requirements

Access to HE Diploma, to include 45 credits at level 3, of which 30 must be at Merit or above

T Level

T Level with a Pass grade and C or above in the core

OCR Cambridge Technicals

OCR Extended Diploma: DMM

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs.

Applicants will be required to attend an interview/workshop day.

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.

English Language Requirements

  • IELTS Academic: Undergraduate: 6.0 (minimum 5.5 in each band)
  • Postgraduate: 6.5 (minimum 5.5 in each band)

For those who do not have IELTS or an acceptable in-country English language qualification, the University of Chester has developed its own online English language test which applicants can take for just £50.

For more information on our English Language requirements, please visit International Entry Requirements.

72 UCAS points

UCAS Tariff

72 points

GCE A level

72 UCAS points from GCE A Levels to include grade D in at least one subject

BTEC

BTEC Extended Diploma: MMP

International Baccalaureate

24 points

Irish / Scottish Highers

Irish Highers: H4 H4 H4 H4 H4

Scottish Highers: CCDD

Access requirements

Access to HE Diploma – Pass overall

T Level

T Level: Pass (D or E on the core)

OCR Cambridge Technicals

OCR Extended Diploma: MMP

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs.  If you are a mature student (21 or over) and have been out of education for a while or do not have experience or qualifications at Level 3 (equivalent to A Levels), then our Foundation Year courses will help you to develop the skills and knowledge you will need to succeed in your chosen degree.

Applicants will be required to attend an interview/workshop day.

Where you'll Study Creative Campus, Kingsway, Chester

Fees and Funding

£9,250 per year (2024/25)

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

Irish Nationals living in the UK or Republic of Ireland are treated as Home students for Tuition Fee Purposes.

£13,950 per year (2024/25)

The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950. 

This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study.  

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes. 

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees.

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.

 

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships. 

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.

 

Your Future Career

Job Prospects

Graduates of this course may pursue a range of careers, including roles in the media including researcher, director and editor. The skills and knowledge obtained during their course also prepare graduates for roles in other industries which require excellent communication skills.

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.