Composing for Screen

Overview

This module explores the craft of scoring for screen and new media. Students build on previous experience of composing instrumental and/or acousmatic music and learn how to creatively establish coherent audio-visual relationships in music. Students will gain knowledge, understanding and practical experience of screen scoring techniques including ‘reading’ the media, continuity and contrast, ‘spotting’, underscoring a scene, optimal cue durations, and managing transitions and pacing. The role of technology in scoring for screen is also explored and students are provided with access to a range of professional electronic and instrumental sample libraries for realising practical work.

Learning Objectives

On completion of this module students will be able to:
(i) critically evaluate the dramatic intent of a scene
(ii) understand how to support or heighten the dramatic impact of a scene through sound and/or music
(iii) utilise technological resources to construct electronically scored screen ‘cues’
(iv) utilise technological resources to emulate orchestrally scored screen ‘cues’

Skills

(i) Identify, analyse and solve problems by prioritising tasks, coping with complexity, setting achievable goals and taking action.
(ii) Apply subject knowledge and understanding from the degree pathway.
(iii) Possess high level transferable key skills such as the ability to work with others in a team, to communicate (both orally and in writing), influence, negotiate and resolve conflict.
(iv) Have the ability and desire to learn for oneself and improve one's self-awareness and performance, to uphold the values of lifelong learning and demonstrate emotional intelligence.
(v) Demonstrate confidence and motivation to start and to finish the job, adaptability / flexibility, creativity, initiative, leadership, decision-making, negotiating and the ability to cope with stress.
(vi) Demonstrate critical evaluation of the outcomes of professional practice.
(vii) Reflect on and evaluate their own practice.

Assessment

None