Forms and Genres (15 cr)

Objectives (course unit)

The module gives a hands-on introduction to storytelling tradition to develop understanding of the centrality of a variety of genres to film, distribution and consumption. To develop a critical understanding of genre as a categorizing methodology within film studies. To develop a systematic understanding of genre and its relationship to audience expectation and reception of film material.

Content (course unit)

The module covers ideating, conceptualizing, pitching, outlining and step-outlining story as well as developing character arch and making use of turning points, understanding screenplay structure composed of acts, sequences and scenes and using film and screenplay analysis as screenwriter’s tool.

Assessment criteria, satisfactory (1-2) (course unit)

Satisfactory
1 = approved; half of the course tasks submitted; some misunderstandings finalizing the tasks; attendance level low; no feedback to peers and teacher
2 = satisfactory; more than half of the course tasks submitted; quality of tasks below average; attendance level low or average; hardly any feedback to peers and teacher(s)

Assessment criteria, good (3-4) (course unit)

Good
3 = good; all course tasks submitted and done in an average way; course attendance and feedback to peers and/or teacher satisfactory
4 = very good; all tasks finalized and submitted correctly in due time; good course attendance and activity; active feedback to peers and teacher

Assessment criteria, excellent (5) (course unit)

Excellent
5 = excellent; all tasks done in an outstanding way and submitted on schedule; high attendance and activity; active and well-thought feedback to peers and teacher

Location and time

31.8. – 3. 9. 2020 General introduction. Developing ideas, concepts and outlines
Week starting 7.9. Independent work Developing story, concept and outline for the screenplay
15. - 17.9. Analysis of film/screenplay practice
Week starting 21.9. Independent work Developing sequence- and step-outline for the screenplay
29. 9. – 1.10. Writing television series in the age of Netflix, HBO etc. 1 What it takes and how it is done. The role of writer, showrunner, scripteditor.
6. - 8.10.Developing ideas, concepts and (short) season and episode outlines
Week starting 12.10. Independent work Rewriting and preparing the concept and outline
20-22.10 Checking and developing story, concept and outlines done
Week starting 26.10. Independent work Structured approach to story and outlines of the screenplays
3-4.11 3-4.11 analysis + Workshop probably end of the week!
Please note the dates 11.-13. 11 Writing television series: ideas, concepts and outlines
Week starting 16.11 Independent work: Writing the actual first screenplay version
24. - 26.11. Checking the screenplays (stories, concepts and outlines)

Assessment scale

0-5

Teaching methods

The module gives a hands-on introduction to storytelling tradition. It covers ideating, conceptualizing, pitching, outlining and step-outlining story as well as developing character arch and making use of turning points, understanding screenplay structure composed of acts, sequences and scenes and using film and screenplay analysis as screenwriter’s tool. Students will also start to write a self-analytical document of their writing process.

Learning materials

We recommend that you read Snyder (the first STC at least) and Truby as early as possible, ideally before the course starts: Save the Cat (I-III), Blake Snyder, Michael Wiese Productions, 2010 Anatomy of Story, John Truby, Faber & Faber, 2011

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Fail; less than half of the course tasks submitted and/or done incorrectly; no or hardly any attendance; no feedback to peers and teacher(s)

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

1 = approved; half of the course tasks submitted; some misunderstandings finalizing the tasks; attendance level low; no feedback to peers and teacher
2 = satisfactory; more than half of the course tasks submitted; quality of tasks below average; attendance level low or average; hardly any feedback to peers and teacher(s)

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

3 = good; all course tasks submitted and done in an average way; course attendance and feedback to peers and/or teacher satisfactory
4 = very good; all tasks finalized and submitted correctly in due time; good course attendance and activity; active feedback to peers and teacher

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

5 = excellent; all tasks done in an outstanding way and submitted on schedule; high attendance and activity; active and well-thought feedback to peers and teacher