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MMCS303 – Music, Sound and Moving Image

2015 – S1 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Liz Giuffre
liz.giuffre@mq.edu.au
Contact via liz.giuffre@mq.edu.au
Stephen Collins
stephen.collins@mq.edu.au
Credit points Credit points
3
Prerequisites Prerequisites
39cp
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
Moving images, in whatever form we consume them, are nothing without the soundtracks that underpin them and the soundscapes that surround them. This unit allows students to explore, analyse and create screen soundtracks building on theories of film and television studies, popular music studies, interactivity and gaming, genre, cultural history, audience engagement, narrative and character development. Fans, musicians, screen makers and anyone interested in exploring multimedia communication would benefit from this exploration into the unique interactions between music, sound and the moving image, as we break down the effectiveness of visual and sonic storytelling in a variety of contexts. Music, Sound and the Moving Image explores histories of screen and sound technologies and their interactions, but also uses these as a way to track and predict how future developments might play and sound out.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • Understand and recall 'vocabulary' for screen sound analysis
  • Create/synthesise practical skills in screen sound creation
  • Apply focused listening skills directly related to soundtracks
  • Evaluate the historical and technological developments in screen sound
  • Analyse the role of sound in different genres

General Assessment Information

All assignments must be submitted in order to be eligible to pass the unit.  The submission method for each assessment task is included under the listing for each task

Assessment Tasks

Name Weighting Due Groupwork/Individual Short Extension AI Approach
Assignment 1: 30% 27 March 5pm No
Assignment 2 30% 5-6th May during tutes No
Assignment 3 40% May 29th, 5pm No

Assignment 1:

Due: 27 March 5pm
Weighting: 30%
Groupwork/Individual:
Short extension 3: No
AI Approach:

Assignment Length : Must not exceed 1500 words

Submission is via TURNITIN - no hard copy submission

Choose ONLY ONE of the THREE scenes listed below from Strictly Ballroom (Baz Lurhmann, 1992) and complete an analysis of screen sound including, but not limited to, music’s emotional effect and relationship with narrative.

These are the only scene choices for analysis:

1)    “Scott Breaks the Rules”  

http://aso.gov.au/titles/features/strictly-ballroom/clip1/

2)    “I want to dance with you”          

http://aso.gov.au/titles/features/strictly-ballroom/clip2/

3)  “Triumph”,

http://aso.gov.au/titles/features/strictly-ballroom/clip3/

While you only need to engage closely with this ONE section, you will need to see the rest of the film in order to understand the contextual importance of the scene you are analysing and develop an argument of the overall impact of this scene.

Students are provided with one existing ‘reading’ of the clip to use as a model to argue for, or argue against, using screen sound elements as tools, but they are also encouraged to explore other readings of this film to help support their analysis. This assignment will explore the differences Tagg described for film sound; “what do we mean by music [and sound]?” and “what does music [and sound] mean?

Students will present their findings as an annotated cue sheet (a blank template will be provided in class and also be placed on iLearn), and they must label this reading with an introductory summary (no more than 50 words).

The most productive responses will begin by diagnosing key aspects of the relationship between audio/vision, then exploring how these impact the film overall. You don’t have to note every sound and vision edit, but you will be expected to note at least 10 cues (depending on the scene and the meaning you are arguing, you may need many more, however more than one cue may contribute to the one overall impact).

You will be assessed on your ability to diagnose screen sound as it occurs (ie: log sound cues as they occur) AND comment on their significance critically. You will need to use appropriate vocabulary for film sound analysis.

 
On successful completion you will be able to:
  • Understand and recall 'vocabulary' for screen sound analysis
  • Apply focused listening skills directly related to soundtracks
  • Analyse the role of sound in different genres

Assignment 2

Due: 5-6th May during tutes
Weighting: 30%
Groupwork/Individual:
Short extension 3: No
AI Approach:

Working in groups of 3-4 that will be allocated by Liz students will create the soundtrack to accompany a short section of a film as well as a 500 word justification (each student submits their own justification which will be marked seperately to the group work). 

ASSIGNMENTS ARE TO BE SUBMITTED IN PERSON DURING YOUR TUTORIALS ON MAY 5 and 6. EACH MEMBER OF THE GROUP MUST BE PRESENT TO SUBMIT. ONE AUDIO/VISUAL FILE PER GROUP (PLEASE LABEL WITH ALL CONTRIBUTOR'S NAMES/STUDENT NUMBERS), BUT EACH INDIVIDUAL NEEDS TO PRINT AND SUBMIT THEIR OWN 500 WORD JUSTIFICATION. 

The tracks are:

http://aso.gov.au/titles/features/kid-stakes/clip3/

http://aso.gov.au/titles/features/kid-stakes/clip2/

http://aso.gov.au/titles/features/kid-stakes/clip1/

Note: you must synch the sound to the given image in order to complete the task. You can download these directly from the links above

The focus of the assignment is to create a soundtrack that works effectively with the narrative feel of the film and does not inhibit the power of any sonic elements already present on the soundtrack.

Soundtracks should reflect theoretical and practical foundations covered throughout the course. It is recommended that groups link the image tracks and music tracks on a simple home computer system such as iMovies (mac) or PC equivalent. IF YOU ARE UNABLE TO DO THIS WITH YOUR EXISTING EQUIPMENT IT IS UP TO YOU TO DISCUSS WITH LIZ SO THAT SHE CAN ARRANGE TIMELY ACCESS FOR YOU
On successful completion you will be able to:
  • Create/synthesise practical skills in screen sound creation
  • Evaluate the historical and technological developments in screen sound
  • Analyse the role of sound in different genres

Assignment 3

Due: May 29th, 5pm
Weighting: 40%
Groupwork/Individual:
Short extension 3: No
AI Approach:

This essay will draw primarily on material from the second half of the course, however material from the first half of the course will also benefit here.

The best way to achieve maximum results for this assignment is to maintain a commitment to the course by keeping up with weekly lectures, tutorials and readings.

Please note: this is a formal essay which will require clear referencing and appropriate research. The course reader and recommending readings are an important place to start for this assignment.

Essay question choices:
(Essay length : 2000 words)

Submission is via TURNITIN - no hard copy submission

1)    Genre: Choose three screen media pieces that conform to a clear genre convention. Discussion how sound is used (with vision) to create and reinforce these genre conventions, confirming this by drawing on and applying the course readings

2)    Screen sound over time: Choose a film/television/game other screen text and examine it in the historical context it was first released in. Then compare it with a more contemporary piece aimed at a similar audience. Please demonstrate how these texts differ in terms of screen sound, and based on your research, offer some explanations for these differences.
On successful completion you will be able to:
  • Understand and recall 'vocabulary' for screen sound analysis
  • Evaluate the historical and technological developments in screen sound
  • Analyse the role of sound in different genres

Delivery and Resources

The readings for the unit have been put together in the unit reader and are compulsory. Some are also available in the library, but not all of them.

Please note you are expected to bring a version of them to class with you.

In addition, there are also some additional recommended texts in the bookshop and library:

Buhler, James; Neumeyer, David and Deemer, Rob (2009): Hearing the Movies: Music and Sound in Film History, Oxford University Press.

Hayward, Philip (2009): Terror Tracks: Music, Sound and Horror Cinema, Equinox Publishing.

Johnson, Bruce (2010): Earogenous Zones: Sound, Sexuality and Cinema, Equinox Publishing.

Coyle, Rebecca (2010): Drawn to Sound: Animation Film Music and Sonicity, Equinox Publishing.

Weekly film suggestions:

Most weeks a selection of films have been provided as suggested viewing (hearing). The films have been ranked in order. The first film listed is essential to the lecture/tutorial material. Obviously it is IMPOSSIBLE to discuss/analyse/critique film sound without actually VIEWING the movies!! More often than not reviewing the films listed will seriously enhance the learning experience of MMCS303. All movies are widely available and most are also in the library.

There has been an increased emphasis on genre and development of discussions of popular music following student feedback. Screen sound has also been explored in more depth to reflect the diverse range of screen production and sound consumption now present in the international marketplace, including television, interactive gaming and new and traditional film formats. 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy  http://mq.edu.au/policy/docs/assessment/policy.html

Grading Policy http://mq.edu.au/policy/docs/grading/policy.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html

Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Additional information:

MMCCS website https://www.mq.edu.au/about_us/faculties_and_departments/faculty_of_arts/ department_of_media_music_communication_and_cultural_studies/ MMCCS Session Re-mark Application http://www.mq.edu.au/pubstatic/public/download/?id=167914 Information is correct at the time of publication

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

IT Help

For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/. 

When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcome

  • Create/synthesise practical skills in screen sound creation

Assessment task

  • Assignment 2

Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

This graduate capability is supported by:

Learning outcomes

  • Apply focused listening skills directly related to soundtracks
  • Evaluate the historical and technological developments in screen sound
  • Analyse the role of sound in different genres

Assessment tasks

  • Assignment 1:
  • Assignment 2

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Learning outcomes

  • Understand and recall 'vocabulary' for screen sound analysis
  • Create/synthesise practical skills in screen sound creation
  • Evaluate the historical and technological developments in screen sound

Assessment task

  • Assignment 3

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

  • Understand and recall 'vocabulary' for screen sound analysis
  • Apply focused listening skills directly related to soundtracks
  • Analyse the role of sound in different genres

Assessment tasks

  • Assignment 1:
  • Assignment 3

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

  • Understand and recall 'vocabulary' for screen sound analysis
  • Apply focused listening skills directly related to soundtracks
  • Evaluate the historical and technological developments in screen sound
  • Analyse the role of sound in different genres

Assessment tasks

  • Assignment 1:
  • Assignment 2
  • Assignment 3

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcome

  • Evaluate the historical and technological developments in screen sound

Assessment tasks

  • Assignment 2
  • Assignment 3

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Learning outcomes

  • Understand and recall 'vocabulary' for screen sound analysis
  • Create/synthesise practical skills in screen sound creation
  • Apply focused listening skills directly related to soundtracks
  • Analyse the role of sound in different genres

Assessment tasks

  • Assignment 1:
  • Assignment 2
  • Assignment 3

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcome

  • Analyse the role of sound in different genres

Assessment task

  • Assignment 3

Socially and Environmentally Active and Responsible

We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.

This graduate capability is supported by:

Learning outcomes

  • Create/synthesise practical skills in screen sound creation
  • Evaluate the historical and technological developments in screen sound
  • Analyse the role of sound in different genres