| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Australian Screen in Global Contexts |
| Unit ID: | BADIG3005 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (BADIG1001 or BATCC1001) (At least 30 credit points from BADIG or BAFLM or FLMES subject-area at 2000-2999 level) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (BADIG2005 and BAFLM2002 and BAFLM3002) |
| ASCED: | 100701 |
| Other Change: | |
| Brief description of the Unit |
What is Australian screen content in a global media landscape? The concepts we use to understand what is Australian on screen are changing in today’s digitised environment. This advanced unit examines the contexts and development of Australian screen content and industries in the twenty-first century. Using examples from television, film, video games and online videos, the unit invites students to have an active role in interpreting and contributing to current discourse about screen media. After an introduction to cultural nationalism and government funding, the unit gives attention to factors and challenges facing Australian creators in a global context. Topics include international genres, transnational productions, ethnic and social diversity, Indigenous content, non-fiction and fictional content, and global platforms. Students learn concepts and frameworks for identifying and reflecting on challenges and issues for Australian screen productions in changing environments. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Have advanced knowledge of developments in Australian screen industries and productions. |
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| K2. | Know concepts and frameworks for situating Australian screen creators and content in international contexts. |
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| K3. | Critically examine the dynamic relationship between screen industries, screen texts and society in the digital era. |
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| K4. | Explore a diverse range of industrial, creative, market-oriented and medium-specific processes at work in contemporary Australian screen production. |
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| Skills: |
| S1. | Analyse screen industries and content in relation to secondary publications and discourses about Australian and international developments. |
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| S2. | Identify and analyse significant issues and debates about screen industries and content. |
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| S3. | Communicate ideas and models for understanding current and emerging screen developments. |
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| S4. | Apply advanced skills in academic research, writing and referencing. |
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| Application of knowledge and skills: |
| A1. | Apply ideas from secondary publications to Australian screen industries and texts. |
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| A2. | Critially analyse a range of institutional, global, conceptual, theoretical and/or thematic aspects of Australian screen industries and content. |
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| A3. | In written and/or verbal form, apply concepts and analytical skills to emerging screen developments. |
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| A4. | Develop a topic and devise a written argument informed by research, critical thinking and analysis of Australian screen content and/or a screen industry. |
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| Unit Content: |
Topics may include:
1. Concepts of cultural nationalism, nation and/or national identity
2. Transnational, international and/or global screen contexts
3. Roles and functions of screen media
4. Government funding and support of screen industries, including contemporary approaches
5. The digital transition and its impacts on Australian screen production
6. Transnationalism in production, marketing, platforms and/or audiences
7. Foreign productions filmed in Australia and/or Australian productions filmed abroad
8. Ethnic and cultural diversity
9. Gender and sexuality
10. First Nations screen production
11. Genres that have or not migrated to digital platforms or global contexts; e.g. road movie, western, soap opera, children’s television, documentary, reality/popular factual TV
12. Twenty-first-century production trends, current and/or emerging
13. Social media video creator as a profession
14. Australian vs global content in social media video content
15. Australia in the global video games industry
16. Other emerging developments in screen platforms, mediums, genres, creative communities |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, S1, S2, A1, A2, A3 | Find and post content in online forums in response to set questions or tasks, relating to a range of topics in the unit. The weeks and tasks are to be specified in the unit description.
| Online activities | 15-30% | | 2. | S1, S3, S4, A1, A2 | Addressing a topic designed for advanced-level students, present a written analysis of an issue or concept relating to an Australian screen industry or content, for the purpose of demonstrating understanding of unit reading and concepts taught. | Written analysis | 25-40% | | 3. | K1, K2, K3, K4, S1, S2, S3, S4, A1, A3, A4 | Develop own topic, research and present an argument about an aspect of contemporary Australian screen industries and/or content. This task is designed to demonstrate an accumulation of knowledge and skills relating to the unit. The specific format and requirements are to be detailed in the unit description. | Written and/or visual report | 40-50% |
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