Bachelor of Film Arts

Purpose

The Bachelor of Film Arts qualification aims to provide learners with a broad educational base in audio-visual communication and to be introduced to a wide range of skills that will enable them to work in tomorrow's demanding time-based media environment. Emphasis is placed on the innovative problem solving solutions and being able to use appropriate media as a means of delivering effective audio-visual communication to targeted audiences.

Learners are encouraged to develop an interdisciplinary audio-visual awareness and be flexible and lateral in their approach to solving complex moving/sound image communication problems. They will be made aware of the technological, socio-economic, cultural, and political context of the issues facing tomorrow's audio-visual communicator in Africa and abroad.

Rationale

The Bachelor of Film Arts qualification at The Open Window has evolved out of the need for the learners who are enrolled in Diplomas of film and television and 3D animation majors to enable them to progress with their academics. Learners have also expressed a need to have a Degree that reflects their field of specialisation.

This qualification is designed to offer the learner a sustainable career by specialising in a discipline of their choice, while being significantly exposed to a range of disciplines across the motion picture entertainment and visual communication industries. Learners will be enabled to gain an understanding of the visual storytelling and the relationships between its components.

This qualification is intended for scriptwriters, broad base filmmakers, sound designers, 3D animators, motion designers, game designers, production designers and screen actors in the field of film and television production and transmedia.

Recognition of Prior Learning (RPL)

The Open Window School of Visual Communication (TOW) believes that RPL has an important place in the country's skills development agenda, as represented in seminal documents like the New Growth Path, the National Qualifications framework Act, the National Skills Development Strategy (NSDS) and the Human Resource Development Strategy. Learners who wish to enrol may apply for RPL. RPL involves the assessment of previously accumulated skills and knowledge achieved outside the formal education and training system.

TOW ensures that all potential candidates for enrolment and all current learners have access to the RPL policy and procedures. Appropriately qualified assessors, using a process, which is valid, fair, sufficient and authentic, will evaluate RPL applications efficiently. The candidate is responsible for the provision of suitable evidence, with guidance available from the assessor. Final interviews will be held with the assessors and the particular Head of Department. These assessors will give feedback to the Head of that particular department. The Head of Department will motivate the case to the RPL committee which includes the following people: The Academic Head, the Learner Registrar and the two Deans.

Credit for units of competency will be provided if a candidate who applies for RPL is able to demonstrate learning, skills and knowledge that meet the performance criteria of the units of competency for which the candidate is applying for RPL.

TOW provides and ensures

• Opportunity for South Africans to have non-formal and informal learning recognised and counted towards a qualification; we also incorporate candidates into our short courses where necessary.
• Diverse and inclusive pathways to lifelong learning.
• Consistency in the principles used in implementing RPL within the Education sector.
• The quality, integrity and standing of the South African Education framework in line with the CHE requirements.
• TOW further recognises learning regardless of how and where it was acquired, provided that the learning is relevant to the learning or competency outcomes in a unit, module, elective or qualification. TOW will investigate and check the currency of the evidence in relation to the qualification on a case-to-case basis.

Entry Requirements

To be able to gain access to the Bachelor of Film Arts Degree applicants should be in possession of a

• National Senior Certificate (NSC) with admission for Degree purposes.

Or

• Senior Certificate (NSC) with admission for Degree purposes.

Or

• National Vocational Certificate (NCV), NQF Level 4.

This qualification comprises fundamental modules, core modules and elective modules at NQF levels 5, 6 and 7 totalling 360 Credits.

Fundamental Modules at NQF Level 5

• Media Aesthetics, 15 Credits.
• Story and Ritual, 15 Credits.
• Academic Skills, 6 Credits.
• Essential Software, 9 Credits.

Core Module at NQF Level 5

• Film Theory, 15 Credits.

In addition, choose 4 core subjects (15 Credits each) leading to major subjects on 2nd and 3rd year

• Film and Television.
• 3D Animation.
• Game Design.
• Motion Design.
• Sound Design.
• Screen Acting.
• Screen Writing.
• Production Design.

Total Credits at NQF Level 5, 120.

Core Module at NQF Level 6

• Film Theory, 15 Credits.

Choose 1 major (50 Credits) from the following core subjects or Choose 2 major subjects (50 Credits each) from the core subject list and 1 elective (5 Credits) from subjects outside of your major subjects:

• Film and Television.
• 3D Animation.
• Game Design.
• Motion Design.
• Sound Design.
• Screen Acting.
• Screen Writing.
• Production Design.

Elective Modules at NQF Level 6

Choose 11 electives (5 Credits each) from the list of subjects outside of your major subject

For Film and Television

• Genre filming and lighting.
• Complete HD broadcast workflow.
• Directing actors for the screen.
• The film producer's toolkit.

For 3D Animation

• 3D character development.
• 3D character setup for animation and games.
• Photorealistic 3D rendering.
• 3D compositing and effects.

For Game Design

• Game architecture and design.
• Game player setup.
• Virtual environment setup.
• Game programming fundamentals.

For Motion Design

• Motion Design techniques.
• 2D character animation.
• Digital compositing.
• Visual effects.

For Sound Design

• Introduction to Pro Tools.
• The art of foley.
• Studio and location sound recording.
• Creating soundscapes.

For Screen Acting

• Acting for screen vs. the stage.
• The screenplay from the actor's POV.
• The actor and the camera.
• Genre acting.

For Screen Writing

• The three-act structure of the screenplay.
• Screenwriting for advertising and the corporate video.
• Screenwriting for interactive media.
• Screenwriting methods for the short animation.

For Production Design

• Storyboarding.
• Introduction to production design software.
• Production design conceptualisation.
• Costume, hair and make-up.

Total Credits at NQF Level 6, 120.

Fundamental Modules at NQF Level 7

• Research Skills, 5 Credits.

Core Modules at NQF Level 7

• Film Theory, 15 Credits.

Please note

• Learners who have completed 2 major subjects on NQF Level 6 can continue with either 1 or both major subjects at 3rd year level.
• Learners who continue with 2 major subjects do not need to select any elective subjects.

If 1 major is chosen, 10 electives (5 Credits each) from subjects outside of your major subject need to be chosen

For Film and Television

• Excursions into essential cinema.
• Audio-visual installation.
• Post-production finishing techniques.
• Professional practise: Film and Television.

For 3D Animation

• Animation short-film pitch.
• 3D animatic for audio-visual productions.
• Performance animation.
• Professional practise: 3D Animation.

For Game Design

• Game prototype development.
• Game enhancement technologies.
• Game art and user interface design.
• Professional practise: Game Design.

For Motion Design

• 3D for Motion Design.
• Stop-motion puppet techniques.
• Stop-motion puppet animation.
• Professional practise: Motion Design.

For Sound Design

• The science of acoustics.
• Audio post production for Film.
• Audio mastering.
• Professional practise: Sound Design.

For Screen Acting

• Preparing for the screen performance.
• Voice over techniques for animation and film.
• Commercial and corporate acting.
• Professional practise: Screen Acting.

For Screen Writing

• Writing cinematic characters and dialogue.
• Writing the television screenplay.
• Outlining and developing the feature film.
• Professional practise: Screenwriting.

For Production Design

• Exhibition design.
• Psychology of colour and texture in film.
• Symbology in design for film.
• Professional practise: Production Design.

Total Credits at NQF Level 7, 120.

1. Explain, evaluate and apply contemporary research-based theorising of transmedia moving sound/image as it both reflects and contributes to local and global culture.
2. Gain a contextual understanding of the entire process of visual storytelling and the relationship between the components of that process whether expressed as live action, animation or game. These components include screenwriting, design, cinematography, editing, sound, production, directing and performance.
3. Develop the practical skills needed to compete internationally in their chosen field(s) of specialisation in screenwriting, filmmaking, production design, sound design, 3D animation, motion design, game design and screen acting. Communicate their ideas professionally and solve problems creatively using visual, oral, and written/drawn presentation skills relevant to their field.

Associated Assessment Criteria for Exit Level Outcome 1

• Film history and its conventions, and, specifically, the current state and prospects of African and South African cinema is described and explained.
• Problem-driven research into live action and animated film production is carried out.
• Generally recognised principles, concepts and methods of rigorous, open-ended research are applied and evaluated.
• Critical analysis and interpretation of academic material and moving sound/image material is performed.
• The results are documented and substantiated with theory based oral and written arguments.
• A knowledge of narrative structure, ritual, and mythology (with an emphasis on African mythology) when generating concepts is applied.

Associated Assessment Criteria for Exit Level Outcome 2

• Knowledge of the pluralistic range of contested theoretical perspectives that are active within the current discourse on the nature and cultural significance of film is integrated, whether live action or animated, mainstream or experimental.
• A range of concepts - such as film form, narrative, genre, authorship, realism, ideology, viewer engagement, and transmediality - that are inherent in filmmaking, as well as in film viewing, interpretation, analysis and criticism are applied and evaluated.

Associated Assessment Criteria for Exit Level Outcome 3

• Production and technical processes are explained and demonstrated within the different media sectors (film, game, animation sound).
• Brainstorming techniques and measuring creative outcomes against applicability to the project at hand are used.
• Creative problem solving is applied across the audio-visual media: Film and Television, Animation, Game, Sound, Motion Graphics, Screen Performance, Screenwriting and Production Design.

Integrated Assessment

Formative Assessment

The learners' ongoing competencies in both their major subject and electives are assessed during the year through

• Practical projects supported by applied research assignments.
• Workshops with technical requirements.
• Tests and theoretical assignments.
• Applied research assignments.
• Academic research assignments.
• Presentations.
• Group projects.
• End of module Film Theory revision and feedback sessions.

Feedback and informal assessment are conducted though periodic group critique sessions and one-on-one critique sessions with lecturers/mentors.

Summative Assessment

Mid-year assessment

• A mid-year review of the learner's practical work in their chosen field of specialisation is presented before a panel of internal examiners that assess the learner's progress up to that stage.
• A key objective is for the examiners to offer pertinent advice to help the learner achieve the desired level of excellence.
• This is also an opportunity to identify struggling learners and to guide their subsequent efforts and activities towards a successful end of year assessment.
• A midyear examination for the Film Theory component.
• End of course research essay for the Research Skills component at third year level.

End-year assessment

• An end-year portfolio review, at second and third year level, of the learner's total body of practical work in their chosen field of specialisation collated from the year's assignments, private work, and experiential learning is presented before a panel of internal and external examiners made up of academics and industry professionals. (See moderation)
• The objective is to review the overall standard of work and growth of the learner over the course of the year, and to provide the learner with a concise and articulate summation of where they are located in terms of their expertise and skill in their field of specialisation.
• Since the qualification is ultimately an applied arts expression, concerted attempt is made to balance the feedback from the industry professionals with the feedback from the academics.
• An end of year exam for the Film Theory component in first and second year level, and a critical essay at third year level.