50825 Screen Soundtrack Production
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 8 cp
Result type: Grade and marks
Requisite(s): 40 credit points of completed study in spk(s): MAJ10025 Music and Sound Design Major BMusSoundDes OR 48 credit points of completed study in spk(s): MAJ10062 80cp Music and Sound Design Major OR 48 credit points of completed study in spk(s): MAJ10063 80cp Music and Sound Design Major
Anti-requisite(s): 50839 Sound for Time-based Media AND 50855 Sound for Time-based Media
Description
This subject considers screen soundtrack production from a theoretical and practical perspective. Students examine how the soundtrack develops narrative, character, genre and affect for screen, with particular emphasis on different media forms and modes of address. Key historical and technological developments are highlighted, and a variety of screen sound productions considered. Current industry models are given specific attention. Assessment allows students to follow their interests in analysis and creative design, with the opportunity to demonstrate new innovative approaches to screen soundtrack production in their final work. Opportunities for collaboration are encouraged both within and beyond the scope of this subject.
Subject learning objectives (SLOs)
| a. | Analyse the role of the screen soundtrack in multimedia communication |
|---|---|
| b. | Evaluate screen sound productions, using appropriate research and examples |
| c. | Critique the nuances of specific screen soundtracks across media forms |
| d. | Create responses to existing screen soundtracks in written or other formats |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences:
- Graduates possess a well-developed awareness of culture and professional practice of music and sound in the context of the technological and creative industries (1.1)
- Graduates are able to present, explain and evaluate their own and others' work in independent and collaborative contexts (1.2)
- Graduates are reflexive critical thinkers and creative practitioners who are intellectually curious, imaginative and innovative (2.1)
- Graduates possess the awareness and skills to behave ethically in personal and professional contexts (5.1)
- Graduates possess reflective and analytical skills enabling them to synthesise ideas from a diverse range of sources and communicate effectively to different audiences using appropriate media and modes (6.1)
- Graduates possess the technical and creative skills to express themselves in multi-platform contexts (6.2)
Teaching and learning strategies
This subject will develop students’ knowledge and interest in screen soundtrack production, however this development relies on a shared commitment by students and teaching staff. The teaching and learning strategies in this subject include delivery of face-to-face, online and ‘in the field’ activities, with the effectiveness of these determined by each student’s regular participation. The subject includes a mixture of collaborative in class exercises and interactive educational resources. Students are required to engage with online, pre-class learning materials before coming to tutorials, with formative feedback provided during these activities.
All required references will be made available on UTS online, with links to the library resources and other repositories as required. This subject relies on a ‘flipped’ model of learning, which expects students have done the required preparation before coming to class. This will ensure that feedback can be provided regularly and in person prior to assessments, and thus aid in deeper learning and understanding.
Content (topics)
This subject examines screen sound production by combining theoretical perspectives with practical experience and new industry innovations. Topics covered include Why and how sound matters in screen storytelling; Understanding the soundtrack’s role in narrative development; Understanding the soundtrack’s role in character development; Understanding the soundtrack’s role in establishing time and place; Genre and agenda setting – moving beyond the Wilhem Scream; Working with other screen producers (taking and giving direction); Learning when (and how) to negotiate); Giving, receiving and taking feedback and Ethics, innovations and industry expectations (relating specifically to copyright and the acknowledgment of adapted or derivative works).
Assessment
Assessment task 1: Screen Soundtrack Production - Practical task
| Objective(s): | a, b, c and d | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||||||
| Length: | The length is 90 seconds | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Screen Soundtrack Production - Practical task
| Objective(s): | a and b | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||
| Length: | Composition/sound design task - students will be given short screen works of up to 5 minutes to produce their soundtracks for | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Screen Soundtrack Production - Written task
| Objective(s): | a, b, c and d | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||||||||||
| Length: | 1200 words plus references | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Classes are based on a collaborative approach that involves essential work-shopping and interchange of ideas with other students and the tutor.
In this subject assessment tasks are cumulative so that each task builds understanding and/or skills, informed by formative feedback. Consequently, all assessments must be submitted in order for you to receive feedback. Students who do not submit all assessments will not pass the subject.