BACHELOR OF ARTS (SCREEN) COURSE GUIDE · Animation, VFX & Editing ... in an industry subject to constant changes ... The Bachelor of Arts (Screen) is for students with a passion

BACHELOR OF ARTS (SCREEN)COURSE GUIDE

LOCATION: Building 130The Entertainment Quarter, Moore Park Sydney, New South Wales

QUALIFICATION: Bachelor of Arts (Screen)

LEVEL: Undergraduate (AQF Level 7)

DELIVERY MODE: Full Time

DURATION: 3 years 2 semesters per year (32 weeks) COURSE ENTRY: By merit selection

BACHELOR OF ARTS(SCREEN)

CONTENTS

AFTRS EDUCATION VISION 4COURSE OVERVIEW 5 COURSE AIMS 6GRADUATE ATTRIBUTES 7CURRICULUM OVERVIEW 8COURSE LEARNING OUTCOMES 10LEARNING & TEACHING 10COURSE STRUCTURE 10SUBJECTSHistory of Film 11Story & Writing 14Directing Performance 17Cinematography & Design 20Cinematography 22Design 23Animation, VFX & Editing (AV&E) 24Factual 27Sound & Music 30Music 32Sound 33Screen Business 34Projects, Placements & Exercises 36Application Processand Tasks 38Fees & FEE-HELP 39

WHY AFTRS?

Creative intensity Structured learning

Best facilities & gear in Australia Rated one of the top film schools in the

world, by The Hollywood ReporterLargest screen arts and broadcast

library collection in AustraliaState-of-the-art campus

FEE-HELP Approved Industry connections

Central location

AFTRS is an elite specialist institution that provides excellence in education through its practice-based model, and

aspires to deliver a dynamic education offering that prepares the most

talented and creative students to be platform agnostic, creative and resilient in an industry subject to constant changes

in knowledge and technology.

AFTRSEDUCATION

VISION

COURSEOVERVIEW

• Think sharply and deeply about screen, from its historical roots to its contemporary forms

• Explore the world of story so they can strive to create original, rich and exciting stories of their own; who are imaginative, and want to take creative risks and critically reflect on their experiential learning as the means to evolve their creative process; and for those who have the capacity and disposition to value the opportunity of deep learning as the pathway to be future creative leaders in their fields.

The AFTRS Bachelor of Arts (Screen) provides creative and talented students the opportunity to watch, consume and learn all about film and, more broadly, screen.

Students will have the opportunity to creatively engage, explore and understand the rich diversities of film and screen culture, and the way the dynamic history of all the screen arts shapes each of the distinctively designed subjects that reflect the different facets of screen creation: History of Film, Story & Writing, Directing & Performance, Cinematography & Design, Animation VFX and Editing, Sound & Music, Factual, and Screen Business.

In second year the course provides students with the distinctive entrepreneurial challenge to secure and experience a placement with an external organisation from within the screen sector, or with an NGO, with a philanthropic organisation or through an international exchange. Wherever a placement is secured it allows space for students to develop as creative educated individuals, culturally aware with the capacity to exercise ethical considerations. And the course provides students in years 1 and 3 the opportunity to pursue – individually or collaboratively – projects of their own, to apply new perspectives and insights, to exercise imagination and play and to express their developing creative vision.

Driven by the principles of critical thinking and reflection exercised through engagement with exciting course content, students will have the opportunity to be immersed every day in their learning with a community of like-minded individuals as they pursue their creative passion in an innovative screen degree.

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The Bachelor of Arts (Screen) is for students with a passion for all things screen who want to:

Building on a conceptual approach, AFTRS aims to produce platform-agnostic practitioners with deep knowledge and the capacity for critical thinking, who are keenly aware of the complexities of the world, which they seek to illuminate through creative, innovative content.

Through this course students will gain a sound foundation of relevant knowledge as much as subject-specific content, which will guide them towards an understanding of the big picture.

COURSE DESIGN:

Year 1: History and Concepts. Students will be introduced to the historical overview and the essential concepts that constitute a subject. They will explore the historical roots of each subject and understand the cultural contexts that shape and give meaning to works of art. Students will approach film from a global perspective, and will develop a broad and deep knowledge of its philosophical, cultural, and historical underpinnings.

Year 2: Form and Context. Building on the histories and philosophies learned in Year 1, students will focus on a variety of genres and forms of the moving image. Choosing from four of five elective subjects, students will undertake an application of the principles and techniques of each craft. As well, students will engage a placement outside of the school in order to experience collaborative problem-solving firsthand.

Year 3: Deep Learning. In Year 3 students will deepen the knowledge and skills acquired in the first two years of the degree through application and reflection. Undertaking an individual project in the first semester of the year, students will have the opportunity to both reflect on and develop their individual point of view. In year 3 students can choose three of seven elective subjects at a high level of specialisation. Honours: Specialisation. Students with a grade point average not less than 70% will be eligible to undertake an honours year. Students will engage in discipline-specific coursework to research, develop, and realise a creative project.

COURSEAIMS

The BA (Screen) will provide students with a well-rounded, comprehensive screen

education that is broader & deeper than specialised technical training.

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cultural awarenesscritical thinkingethical practice

creativityentrepreneurship

collaborative skillsglobal citizenship

deep knowledge in screen arts

GRADUATEATTRIBUTES

The graduate attributes that AFTRS aspires it’s

graduates to be known for are:

CURRICULUMOVERVIEW

• Course includes core, required, and elective subjects• Students are required to complete all subjects in Year 1. • In Year 2, students choose four out of fi ve electives and in

Year 3, three out of seven electives. • Honours year is only offered to students with a grade point

average of not less than 70%

Year 2Form & Context

Year 3Deep Learning

Year 4Specialisation

Year 1History & Concepts

CORE SUBJECTS• History of Film• Story & Writing• Directing Performance• Cinematography & Design

• Animation, VFX & Editing• Factual • Sound & Music• Creative exercise

CORE SUBJECTS• History of Film• Story & Writing• Screen Business• Placement

ELECTIVES• Directing Performance• Cinematography & Design• Animation, VFX & Editing• Factual• Sound & Music

CORE SUBJECTS• History of Film• Story & Writing• Screen Business• Project

ELECTIVES• Directing Performance• Cinematography• Design• Animation, VFX & Editing• Factual • Music• Sound

Specialisation: Discipline specific coursework. One specialisation only. Research skills. Development and realisation of a creative project. Only students with a Grade Point Average of no less than 70% may apply

YEAR 1: ALL SUBJECTS ARE CORE

YEAR 2: 4 CORE + 4 ELECTIVES

YEAR 3: 4 CORE + 3 ELECTIVES

YEAR 4: HONOURS

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By the end of this course, students should be able to address the following six pillars:

COURSE KEY CONCEPTS COURSE LEARNING OUTCOMESScreen Histories Analyse and explain the social, cultural and political

contexts of screen histories to inform creative voice.Theories Identify, evaluate and apply screen arts, social, and

cultural theories.Original and Critical Thinking Apply a range of creative, critical and reflective

approaches to inform original individual and collaborative practices

Production Identify and evaluate potential approaches within defined constraints and apply high-level multi-disciplinary creative skills to produce screen content.

Literacies and Communication Construct a range of texts appropriate for the purpose demonstrating a high level of academic, technical and information literacy.

Creative Practice Generate original ideas through curiosity, experimentation and practice.

COURSE LEARNING OUTCOMES

LEARNING & TEACHING APPROACHAFTRS aspires to provide students with a well-rounded, comprehensive education in screen and to give students the critical thinking and problem solving skills to work in a multiplicity of ways in the screen sector. Students will gain a sound foundation of history and concepts and build towards subject-specific details. To achieve this, learning activities are designed in a way that students will engage with a task equipped with the knowledge and skills in underlying meanings, main ideas, themes, and principles.

The students who will be attracted to the Bachelor degree program are those with the strong desire to:

• immerse themselves in deep reflection, exploration and experimentation of ideas about film, screen, and story • develop their understanding of the creative process to a sophisticated level• apply their skills and knowledge in multiple and different roles within a creative team and across any, or all, platforms • be aware of the ethical and cultural context in which they work, and the choices they have as creative professionals• develop their skills as creative entrepreneurs• exemplify their qualities as a globally-aware citizen

COURSE STRUCTUREThe BA(S) degree is structured as follows:

BACHELOR DEGREE STRUCTURENumber of years 3Total weeks per year 32Length of Semester 16Number of semesters per year 2

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SUBJECT: HISTORY OF FILMOVERVIEWHistory of Film provides students with the opportunity to study the historical, social, political, and cultural dimensions of film within different contexts and from a variety of perspectives. Students will investigate the history of style and form, genres, national cinema and movements, and innovation and change.

History of Film Year 1: History and Concepts

Core Subject8 Credit Points 2 semesters

Students will be introduced to cinema as an art form from its earliest incarnations to its latest manifestations across national and cultural borders. Students will survey each decade of filmmaking from the silent era to the 21st century and develop critical thinking and analytic skills to express ideas about fictional cinema.

The aims of the subject are to provide students with the opportunity to:• explore and recognise cinema as an art form from the silent era to the present day• acquire knowledge and understanding of film to effectively articulate and communicate cinematic ideas• develop and apply the techniques of academic research and writing.

Learning OutcomesOn successful completion of this subject, students should be able to:1. describe and explain the development of cinema as an art form within its historical context 2. outline evolutions of techniques and styles in their historical, social, and cultural context 3. critically analyse and evaluate cinematic ideas 4. write clear, well-structured assignments in an appropriate academic style.

History of Film Year 1: Outline

Topics Year 1: History and Concepts

Introduction: The Story of FilmThe Silent Era – Comic GeniusesAmerican Movie GenresEarly European FilmCinema Innovations around the WorldThe Devastation of War and A New Movie LanguageItalian Neo-RealismFilm NoirJapanese Film in the 1950sHitchcockGlobal New WaveThe French New WaveAustralian Film Re-bornAmerican IndependentsPolitical CinemaBlockbustersNarrative ComplexityDigital Filmmaking21st Century: World CinemaThe Future of Movies: Contextualising Innovation in Film

History of Film Year 2: Form and Context


Students will explore the development of cinematic forms, and will analyse the historical roots and conventions of different cinematic genres from classical Hollywood to Zombies and Vampires.

The aims of the subject are to provide students with the opportunity to:• contextualise cinematic forms and genres within their history and cultures• engage with a diverse range of forms and genres and develop criteria for evaluating them• understand how the conventions of form and genre have informed cinematic work over time• further develop and apply the techniques of academic research and writing.

Learning OutcomesOn successful completion of this subject, students should be able to:1. analyse, interpret and relate political, social, cultural, technological, and economic contexts and how these have informed genre and form 2. apply critical thinking concepts and skills of analysis in the examination and evaluation of screen arts 3. conduct research and synthesise and build on existing information to extend knowledge and understanding 4. write clear, well-structured academic texts with a high degree of grammatical accuracy and in an appropriate style.

History of Film Year 2: Outline of Content

Topics Year 2: Form and Context

Genre and Classical HollywoodDramaComedy and Romantic ComedyWesternMusicalGangster/Crime and Film NoirMelodramaEpicAction and Adventure / WarScience FictionThriller / Horror Road MoviesZombies and VampiresTeenSportMartial ArtsFantasyDisasterBiopicCinema of the Imagination

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History of Film Year 3: Deep Learning

Core Subject8 Credit Points 2 semesters Students will explore influential movements, national cinemas and innovation throughout screen history. They will analyse and interrogate existing frameworks that have been applied to the study of screen culture over time.

The aims of the subject are to provide students with the opportunity to:• explore influential movements, national cinema and innovation• identify critical constructs in the analysis of national cinemas and movements• examine the impact of technology on screen content and how that may inform future developments.

Learning OutcomesOn successful completion of this subject, students should be able to: 1. analyse, interpret and relate political, social, cultural, technological, and economic contexts and how these inform screen arts2. identify the trends and evaluate how historical contexts motivate movements and ideas and impact upon screen arts 3. identify and outline key technological developments and discuss the relationship between creativity and innovation.

History of Film Year 3: Outline of Content

Topics Year 3: Deep Learning

Introduction: National/World/Transnational CinemaSoviet CinemaFrench Cinema (French Poetic Realism; French Impressionism)Scandinavian German CinemaSpanish CinemaAustralian Cinema Asian CinemaHindi CinemaPostcolonial CinemaThird CinemaAfrican CinemaMiddle-Eastern CinemaMovements / Experimental CinemaSurrealismDogme 95MumblecoreBlack American CinemaQueer CinemaMagic Realism Cinema

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OVERVIEWStory is as old as we understand human behaviour to be. Story & Writing will introduce students to the histories and philosophies of storytelling across cultures. From prehistoric art to social media, students will examine the power of story to create meaning, understand human experience, and influence behaviour. Through an understanding of story forms, students will explore the principles of storytelling and how it informs the human condition. Students will understand the craft skills of writing for the screen to realise a story idea.

Story & Writing Year 1: History and Concepts


Students will be introduced to the histories and philosophies of storytelling and their role in shaping our understanding of culture. They will explore how the need for humans to communicate as social beings has evolved over time and analyse stories in their social contexts.

The aims of the subject are to provide students with the opportunity to:• understand the significance of storytelling in making sense of the world across cultures and time• understand the development of dramatic principles throughout history and how they inform current approaches• test and compare these different approaches in the critical analysis of story across cultures and time.

Learning OutcomesOn successful completion of this subject, students should be able to:1. examine and articulate key principles of story through an analysis of historical developments 2. critically analyse a range of stories3. research and investigate the history of ideas and their realisation 4. write clear, well-structured academic texts with a high degree of grammatical accuracy and in an appropriate style.

SUBJECT: STORY & WRITING

Story & Writing Year 1: Outline of Content


From Gods to Humans: Stories Deriving from Oral to Literate SocietiesSurvival: Stories to Explain and Confront the Physical WorldThe Life Cycle: Stories to Ensure Fertility, Reproduction and BirthRitual and Theology: Stories of the Body, Sacrifice and DeathUniversal Forces: Stories of The CosmosRites of Passage and Encountering the Other: Stories of Inclusion and ExclusionFear: Monsters and Demons in Myths, Legends and TheologiesThe Collective: Stories Deriving from Ancient and Early Modern SocietiesConnection: Stories to Structure and Control the Social WorldReformation and Dissemination: Stories of Power and Knowledge Morality and Marriage: Social Groups, Property and Cultural CustomsRipped Apart: Stories of Rebellion and WarThe Superstitious World: Stories of Ritual, Taboo and MagicLevity: Comic Stories and Human ConnectionAcheivement: Stories of the Individual in a Modern WorldUnderstanding the Individual: Stories of Madness, Identity and the SoulPassion: Stories of Love, Romance and LustHeroism: Stories of Conquest and TriumphThe Deviant Individual: Stories of Alienation and TransgressionThe Individual in Progress: Stories of Transformation

Story & Writing Year 2: Form and Context


Students will develop their understanding of storytelling form and context. They will explore how dramatic methodologies are applied to different forms to engage audiences, from theatre to interactive media, with a concentration on screen. Students will apply these principles to writing for the moving image.

The aims of the subject are to provide students with the opportunity to:• critically analyse and evaluate how and what dramatic principles most successfully engage audiences • develop an understanding of cinematic storytelling by exploring how to build a story using images, sound and action• synthesise theoretical and practical understandings of drama through different forms to strengthen their storytelling process.

Learning OutcomesOn successful completion of this subject, students should be able to:1. articulate story ideas to engage an identified audience2. evaluate, choose, and develop ideas aligned to articulated approach 3. identify and critique a diverse range of story theories as applied to content and form.



Modes of StorytellingMoving from the Why to the How: Motivation and CommunicationMimesis: Understanding the World through Representations Catharsis: Building and Releasing TensionStruggle: Action, Antagonism, and Conflict Moral Dilemma: Choosing between two Compelling Options Resolution and TransformationTragedy, Rebirth, Voyage and Return, Redemption, and SerialisationComedy: Stasis and Character Naiveté Premise and Theme: as Manifest in Plot, Character, and StoryworldConcept and Idea: Beginnings, Research, Scale, and ResourcesThe ToolboxStructure: Scenes, Sequences, Arcs, and ClimaxesPlot: Hooks, Pacing, and Reversals Plot: Tension and Release, and Cause and EffectCharacter: Internal and External JourneysCharacter: Motivation, Drivers, and SubtextStoryworld: Time, Place, and ScaleStoryworld: What are the Stakes, What are the Problems?Tone and Voice: Authorial Point of View

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Story & Writing Year 3: Deep Learning


Students will apply both the dramatic principles of storytelling and the craft skills of screenwriting in relation to the moving image. Students will create, analyse and evaluate stories for the moving image, and develop their craft skills of writing for the screen to realise their story idea.

The aims of the subject are to provide students with the opportunity to:• apply an advanced and practical understanding of the principles of storytelling in screen• understand what craft skills apply to the different forms of writing for the screen• explore and develop a process for the creation, execution and revision of screen story ideas.

Learning OutcomesOn successful completion of this subject, students should be able to: 1. apply high level techniques and skills to realise a specific vision 2. critically analyse the principles of screen story telling3. conduct research to extend knowledge and understanding of their own practice 4. apply knowledge of the history of story in the creation of screen stories.



Idea GenerationCreative PracticeDeveloping an Idea: Inside Out and Outside InResearching an IdeaWorking with Genres and AdaptationVoiceDrafting: Loglines, Synopses, and Short DocumentsDrafting: Treatments, First, Second, and Polished DraftsThe Toolbox in PracticePlottingScene WritingWriters’ Tables, Workshopping, and CollaborationGenres, Voice and ConventionsAdaptation, Voice and StructureImprovisation: Character Drivers, Dialogue and Structure Revisions Script AnalysisTaking Notes: Script Editors and Reader’s ReportsGenre and Adaptation in RevisionCritique, Evaluations, and Solutions

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OVERVIEWDirecting Performance provides students with the conceptual and practical tools to understand how character and performance engage an audience with a story. Students will be introduced to the history of acting and investigate how different approaches to performance create meaning in different forms. They will further develop these skills through solving challenges of increasing complexity with focus on how different performances affect a story’s meaning.

Directing Performance Year 1: History and Concepts

Core Subject4 Credit Points 1 semester

Students will be introduced to the history of acting from exploring the art of performance in oral societies through to the 21st century. Students will learn how to interpret story and create meaning through a conception of performance and different acting techniques ranging from performance as psychological truth to performance as exploration of identity and cultural exchange.

The aims of the subject are to provide students with the opportunity to:• acquire an overview of the history of acting• understand how to analyse and interpret story to create character • explore how different approaches to both acting and directing create meaning.

Learning OutcomesOn successful completion of this subject, students should be able to:1. historically contextualise and experience a range of significant performance techniques and identify which methods to apply2. explore a variety of approaches to interpret story and create character3. compare acting and directing techniques and explain how they create meaning.

Directing Performance Year 1: Outline of Content


The ‘Why’ and ‘How’ of Performance: An OverviewUnderstanding Performance in Oral Societies A History of Acting: The Greeks to Renaissance A History of Acting: Elizabethan Era to Pre-StanislavskiActing Theorists: An Overview of Innovators and ModesA History of Acting/Practice: Performance as Psychological TruthA History of Acting/Practice: Performance through Body and MovementA History of Acting/Practice: Performance as a Catalyst for Political and Social ChangeA History of Acting/Practice: Performance as Exploration of Identity and Cultural ExchangeThe Contemporary Acting/Performance Toolkit

SUBJECT: DIRECTING PERFORMANCE

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Directing Performance Year 2: Form and Context

Elective Subject4 Credit Points 1 semester

Students will gain an advanced understanding of the interconnection between story and performance in relation to form, from theatre to interactive multi-strand narratives and will investigate how form affects approach. From script interpretation to inventing a character, students will gain a deep appreciation of how techniques, cinematic languages, and processes of collaboration affect the realisation of the director’s vision.

The aims of the subject are to provide students with the opportunity to:• explore acting theories and techniques • apply script analysis to different forms• understand performance techniques relative to form and story• develop their communication and collaboration skills.

Learning OutcomesOn successful completion of this subject, students should be able to:1. analyse a text and explore acting theories, techniques and skills to direct performance in relation to form 2. apply script analysis skills to enhance a story through different acting techniques and forms 3. communicate appropriately and effectively within the context of performance.



What is Character? What is Acting? What is Directing?A Taste of Performance: Being the ActorScript Interpretation: To Create Character Inventing Character: Approaches to Directing a SceneInventing Character: Improvisations and GamesInventing Character: Combining Different Acting TechniquesBringing it to the Screen: Adding Sound and ImageCinematics and Cinematic Language: Mise-en-scène, Storyboards, Concept BoardsDirector’s Vision: Performance within CollaborationInterpretation of Text and Experimentation

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Directing Performance Year 3: Deep Learning


Students will further explore how performance creates compelling characters and story relevant to a chosen form of screen content. They will develop a deeper understanding of how different approaches to working with actors, from non-professional to trained actors, can vary the meaning of story. Students will experience casting and rehearsal techniques and synthesise their knowledge of cinematic language and directing to articulate their approach to performance in relation to storytelling.

The aims of the subject are to provide students with the opportunity to:• explore characters and stories for the moving image through understanding performance• understand how to create engaging performances through techniques relevant to form• demonstrate the capacity to apply creative solutions to challenges and obstructions in storytelling.

Learning OutcomesOn successful completion of this subject, students should be able to: 1. evaluate and apply techniques in order to realise a specific vision 2. demonstrate individual and collaborative modes of working and apply skills in self-management and teamwork3. demonstrate the ability to find creative solutions to challenges and obstructions.



Using Performance Techniques to Explore Confidence, Communication and Collaboration Visualising Cinematic Language: Storyboarding, Concept Boards and Colour Mapping; Plotting a Two-HanderCreating Performances: Professional ActorsCreating Performances: Non-Professional ActorsCreating Performances: Non-Scripted ContentCasting and Directing Voice for Animation Casting and Rehearsal TechniquesCreative Challenges and ObstructionsActor/Director Relationship: Trust, Ethics, RolesSynthesising Knowledge to Create a Palette of Directing Techniques

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Cinematography & Design Year 1: Outline of Content


Historical Overview: Visual Arts, the Contexts and Cultures that shape Screen VisualsVisualising Cinematic Language: Storyboarding, Concept Boards and Colour Mapping; Plotting a Two-HanderVisual Interpretation: Script Analysis and Character DevelopmentColour Theory and the Cultural Meanings of Colour Choosing and Capturing Objects, Pattern, and Texture to express Visual InterpretationThe Impact of Value, Contrast, and Lighting on StorytellingThe Importance of Composition and Lensing to Image ConstructionThe Concepts of Perspective and Point of View in Visual StorytellingCreating, Capturing, and Integrating Movement with StorytellingSynthesis of History, Culture, Elements and Principles

SUBJECT: CINEMATOGRAPHY & DESIGNOVERVIEWCinematography & Design provides students with the opportunity to explore visual storytelling through the foundations of image creation and screen design across forms. Students will critically analyse topics such as colour, lighting, framing, composition, movement and space. With knowledge of the historical contexts informing cinematic images, students will explore the significance and impact of visual choices through the expressive power of mise-en-scène.

Cinematography & Design Year 1: History and Concepts


Students will be introduced to the fundamental concepts of image and design. They will gain knowledge of visual storytelling by investigating historical and cultural contexts and point of view. Students will have the opportunity to explore visual choices in storytelling and analyse their impact on character, story, and structure.

The aims of the subject are to provide students with the opportunity to:• explore image creation in social and cultural contexts through examples from painting, photography, film and TV, and consider how images convey story, emotion, and narrative• draw meaning from visual references• learn how to interpret a text to elucidate its key visual elements• understand and consider the importance of image construction in storytelling.

Learning OutcomesOn successful completion of this subject, students should be able to:1. analyse and interpret historical, social, and cultural contexts and how these inform visual arts 2. apply critical thinking concepts to analyse visual elements and texts 3. research and investigate the potential of cinematographic and design ideas 4. identify and outline key creative and technical developments.

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Cinematography & Design Year 2: Form and Context


Students will learn the techniques and skills of image and design, understanding the “how-to” of the discipline’s fundamental principles. They will interrogate the importance of visual conventions across cinematic genres and platforms.

The aims of the subject are to provide students with the opportunity to:• understand the choices that inform and shape the significance of mise-en-scène in the screen arts and how that is affected by form• understand how research and references inform design and apply an appropriate methodology to the development and analysis of images• examine a range of approaches to the style and look of images • establish the importance of focal length, lighting, lens choice, movement and staging in the construction of cinematic images.

Learning OutcomesOn successful completion of this subject, students should be able to:1. understand and apply a range of visual approaches to a given text 2. discern and evaluate how visual elements are aligned to articulated concepts in an existing work of visual or cinematic art 3. apply a methodology to develop a project and articulate design choices 4. apply camera and staging skills to the construction of cinematic images.

Cinematography & Design Year 2: Outline of Content


How-to: Introduction to Tools and TechniquesConstructing a Visual Interpretation using Elements, Principles, and TextAnalysing Script and Character DevelopmentWorking with ColourCreating and Capturing Texture, Selecting and Shooting ObjectsUsing tools to shape Value, Contrast, and LightComposing a Shot, Choosing and Employing a LensEmploying Perspective and Point of ViewCreating and Shooting MovementSynthesis and Reflection

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Cinematography Year 3: Deep Learning


Students will synthesise their knowledge of cinematography through a practical exploration of lighting and operating. Working collaboratively, students will design and present sophisticated cinematographic storytelling solutions.

The aims of the subject are to provide students with the opportunity to:• explore the importance of interpretation, research, and communication to cinematography• use lighting skills to enhance story• deepen their understanding of the importance of lens choice and movement in relation to story progression• understand the roles and collaborations relevant to cinematographers.

Learning OutcomesOn successful completion of this subject, students should be able to: 1. effectively combine interpretation and research to communicate a coherent visual style2. synthesize the skills of lighting in the production of screen visuals3. effectively use lens choice and movement to create compelling story progression4. develop effective collaboration skills as a cinematographer.

Cinematography Year 3: Outline of Content


Camera Department Roles and ResponsibilitiesPrinciples of Lighting ContinuityLighting the Close-upSpecific Lighting Techniques: Studio and LocationShooting for Visual EffectsShooting StylesMovement and ContinuityImage GradingChallenges of Collaboration for CinematographersResearching the Look

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Design Year 3: Deep Learning


Students will synthesise their knowledge of screen design through a practical exploration of the discipline. Understanding how the choice of each element within the frame contributes meaning to a story, students will work collaboratively to present sophisticated visual storytelling designs for a range of screen arts.

The aims of the subject are to provide students with the opportunity to:• combine research and pre-visualisation skills to develop concepts and visuals• communicate well-informed visual interpretations of story• explore costume design, architecture, model making, and digital effects as they relate to screen design.

Learning OutcomesOn successful completion of this subject, students should be able to: 1. synthesize the skills of research and pre-visualisation in the production of screen visuals 2. effectively communicate visualisations of an existing or original work 3. effectively use costume design, architecture, model making, and digital effects to create screen designs.

Design Year 3: Outline of Content


Research Methodologies and Reference Skills for Screen DesignKey Creative Collaborations, Art Department Roles and ResponsibilitiesDesign Briefs and Visual ResponsesDrawing and Previsualisation SkillsCostume Design and Set DecorationArchitecture and the Built Environment Logistics, Management, Art Direction, and Script BreakdownsSet Designs Skills, Drafting, Model Making, and Digital Design SkillsDigital Visual Effects in a Screen Design ContextChallenges of Collaboration for Designers

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Animation, VFX & Editing Year 1: Outline of Content


Learning from the Ancients: Precursors to Cinematic Storytelling The 1890s: Persistence of Vision and the Beginnings of Cinematic Innovations In-Camera Effects and Screen Grammar: The Silent Era, 1900-1920sPioneering Animators of the 1920s and 1930sThe Coming of Sound: the 1930s and Changes brought by the Studio System A Golden Age, 1930s-1950s: The German Migration to HollywoodNew Frontiers, 1960s-1970s: Motion Control, Model Animation, French New Wave, and Cinema Verite Editing A Computer Age, 1980s: The early Development of Computer Graphics1990s, 2000s: New Innovations in Digital Animation and The Development of Non-Linear Editing2010s-present: The integration of Digital Editing, Animation, and VFX

SUBJECT: ANIMATION, VFX & EDITING (AV&E)OVERVIEWAnimation, VFX & Editing (AV&E) provides students with the opportunity to explore story construction through the manipulation of shots, effects, and computer-generation in screen arts. Students will critically explore key conceptual and creative aspects of shaping story across different forms through the techniques of animation, visual effects, and editing. Students will evaluate how the manipulation of footage creates meaning through juxtaposition, digital and hand-drawn animation, and real and fantastical effects.

Animation, VFX & Editing Year 1: History and Concepts


Students will be introduced to the fundamental principles of image shaping and manipulation and how these principles can be used effectively in screen narrative. Students will have the opportunity to examine how filmmakers ‘build’ their films through the construction of animated elements, computer-generated effects, and sequencing. Students will explore these subjects in relation to the history of successive images in storytelling.

The aims of the subject are to provide students with the opportunity to:• gain an overview of the history of successive images in storytelling• gain an overview of the histories of animation, visual effects (VFX), and editing in cinema including innovations and technical advancements• explore how key concepts of manipulation and shaping create meaning through animation, VFX, and editing • explore how these concepts create ideas and elicit emotions through the manipulation of time, movement, and realism.

Learning OutcomesOn successful completion of this subject, students should be able to:1. understand the history of storytelling through sequences and successive images2. critically analyse the histories and innovations of animation, VFX, and editing 3. explain how techniques and innovations manipulate and shape the elements of screen visuals4. critically examine how key concepts of manipulation create ideas and elicit emotions.

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SUBJECT: ANIMATION, VFX & EDITING (AV&E) Animation, VFX & Editing Year 2: Form and Context


Students will deepen their understanding of animation, VFX, and editing through the exploration of form, ranging from mash-ups, trailers and games through to episodic drama. Students will explore how the application of different techniques creates alternative narrative meaning for an audience and how generic conventions inform stylistic approach

The aims of the subject are to provide students with the opportunity to:• understand the choices that inform and shape the significance of mise-en-scène in the screen arts and how that is affected by form• explore the different techniques that are employed across genre conventions to affect audience • understand and create meaning through the juxtaposition of images, sound and score• approach and shape material using the skills of animation, VFX, and editing.

Learning OutcomesOn successful completion of this subject, students should be able to:1. demonstrate an understanding of a range of techniques relevant to animation, VFX, and editing across genres2. apply editing skills to create meaning through the juxtaposition of images, sound and score3. analyse material to shape an approach to the manipulation of animated elements, VFX, and sequence in order to realise a narrative4.apply fundamental technical skills of animation and VFX to realise a screen sequence.



Project Breakdown: Story and Script Analysis from the point of view of EditingEditing Concepts: Spectatorship and Point of ViewEditing Techniques and Tools: Juxtaposition and Rhythm Editing Techniques and Tools: MontageProject Breakdown: Story and Script Analysis from the point of view of Animation and VFXAnimation and VFX: Technology, Methodology, and ChoiceAnimation and VFX: Character Design, Sketching and AnatomyAnimation and VFX: Worlds and EnvironmentsAnimation and VFX: Movement, Physics, and KineticsAnimation and VFX: Verisimilitude, Perceptual Realism and the Uncanny Valley

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Animation, VFX & Editing Year 3: Deep Learning

Elective Subject4 Credit Points 1 semester Students will have the opportunity to apply a deeper understanding of animation, VFX, and editing. The subject covers the creative and collaborative process of creating and shaping material to construct a coherent narrative according to an articulated approached. Students will explore and compare different approaches to animation, VFX, and editing.

The aims of the subject are to provide students with the opportunity to:• explore script breakdowns as they pertain to animation or visual effects projects• gain an overview of the relationship between coverage, editing, and meaning as they relate to story• explore the manipulation of narrative within a defined approach through the application of advanced animation and visual effects techniques• explore the roles and complexity of post- and visual effects production teams.

Learning OutcomesOn successful completion of this subject, students should be able to: 1. devise a script breakdown relevant to animation and visual effects roles2. demonstrate the role that coverage plays in assigning meaning to texts3. articulate a defined approach to story using research and development for animation and visual effects production4. understand and explain the roles and complexity of post- and visual effects production teams for live action and computer-generated film.



Text, meaning, and choices: Finding the Voice and Language of your ToolsScript Analysis: Making the right Choices for the ProjectPipeline and process: for Animation, VFX, and EditingEditing: Coverage and Shot-to-Shot RelationsEditing: the inheritance of Russian Formalism and Soviet MontageResearch and Development for Characters and a VFX projectAnimation: Mixing Live Action and Computer GraphicsDirecting for AnimationAnimation and VFX: Editing, Balancing Creativity and EfficiencyPost-Production skills: Grading and Dubbing

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Factual Year 1: Outline of Content


The Origins of Factual Storytelling: Photography and Visual EvidenceThe Moving Image: The Beginnings of Documentary FilmDocumentary as Propaganda: Political, Social, Cultural Redefining Documentary Film: The 1960sFactual Content as Popular Entertainment Style and Form: From Observational to PoeticResearch Principles and Sources of Information Narratives, Creativity, and EditingEthical Questions and Moral DilemmasThe Implications of Changing Technologies and the Future of Factual Storytelling

SUBJECT: FACTUALOVERVIEWFactual provides students with the opportunity to explore stories from the real world in their various forms, from one-off documentaries through to reality TV, within a historical and theoretical context. The subject covers the fundamental components in the art of factual storytelling: seeing, investigating, and defining a point of view and its ethical implications. Students will also gain an understanding of topics such as generating platform-agnostic ideas for storytelling based in reality for the screen, interviewing, research methodologies, and ethical implications of representation.

Factual Year 1: History and Concepts


Students will be introduced to the fundamentals of factual storytelling within a historical and theoretical context. From the introduction of photography to the popularity of reality shows in the 21st century, students will gain an understanding of the social, political, and historical components that shape the representation of real life stories. They will also explore research principles in relation to narratives, creativity, and editing.

The aims of the subject are to provide students with the opportunity to:• acquire an overview of the history of the documented image, from the beginning of photography to the present day • understand the approaches required to generate stories from real life• identify the challenges to factual storytelling.

Learning OutcomesOn successful completion of this subject, students should be able to:1. identify and outline key developments in the history of factual storytelling 2. discuss approaches and forms of representation to generate stories from real life 3 outline challenges to factual storytelling to contextualise knowledge and ideas.

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Factual Year 2: Form and Context


Students will focus on the different modes of factual storytelling through the principle of observation; from one-off documentaries to reality TV. Students will have the opportunity to compare various forms of reality-based content such as the observational documentary, the presenter-led documentary, and the documentary drama, both theoretically and conceptually. Students will also discuss documentary as a tool for social change and for propaganda and polemic.

The aims of the subject are to provide students with the opportunity to:• develop a theoretical and critical understanding of factual screen content• explore the styles of factual storytelling, recognising the diverse modes of narratives in documentary filmmaking and factual television formats• understanding how a filmmaker’s interpretation of a story creates meaning and its implications on both subject and audience.

Learning OutcomesOn successful completion of this subject, students should be able to:1. critically investigate the potential of ideas and their realisation 2. compare the styles of factual storytelling and modes of narratives in creating stories from real life3. discuss how a filmmaker’s approach to and representation of a story creates meaning.



The Principle of Observation: Modes and FormatsObservational DocumentaryConstructed FormatsReality FormatsThe Presenter-Led DocumentaryThe Documentary DramaInconvenient Truths: Documentary and Social ChangePersonal Documentaries and Essay FilmmakingScience and NaturePropaganda and Polemic

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Factual Year 3: Deep Learning Elective Subject4 Credit Points 1 semester

Students will have the opportunity to further investigate the three essential processes and modes of factual filmmaking practice: observational filming and editing; interviewing and research; and applying a point of view to create meaning through narrative. Students will synthesise their knowledge of documentary filmmaking to inform how they might approach telling a factual story and engage with an identified audience. They will also consider practical requirements such as schedules and financing, scripting, and constructing a pitch document.

The aims of the subject are to provide students with the opportunity to:• explore aspects of developing a reality-based idea and how it connects to an audience• develop a conceptual framework and practical toolkit to transform ideas into screen content• acquire the abilities to conduct ethical research and identify sources in order to create compelling stories• explore forms appropriate for telling real-life stories.

Learning OutcomesOn successful completion of this subject, students should be able to: 1. conduct research and investigate the potential of ideas and their realisation within ethical considerations2. define an audience focused and ethical project plan 3. conduct research and synthesise information to create a professional proposal for a factual project 4. determine and apply creative solutions to challenges in a screen production context.



Research, Ethics, and Development of the IdeaConstructing a Story and Developing a Project for the MarketplaceStorytelling and Audience Understanding Budget, Schedules, and Financing Research for CastingScripting Constructing a Pitch Document Visual Proof of a ConceptProject Slate DevelopmentLegal Issues

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Sound & Music Year 1: Outline of Content


Historical Overview: Where Do We Come From? What is Music? What is Sound?Cultural Representations of Sound, Music, and SilenceTechnologies and Mechanics of Sound Unpacking the SoundtrackContemporary (Immersive) TechnologiesPsycho-Acoustics: Understanding How Sound and Music Affect UsMusic Construction. Creating Performance Specifics: Performers and AudiencesThe Audio-Visual Contract. Structuring Sound Through Time to Re-define SpaceSound Design ConstructionHow to Make Music. Presentations and Performance

SUBJECT: SOUND & MUSICOVERVIEWSound & Music explores screen music and screen sound, beginning with the history of music as an art form. Exploring fundamental ideas and practice in the art and history of screen sound, students will critically analyse topics such as oral storytelling, imaginative radio, cinematic sound design, soundtrack construction and music composition. Students will learn skills required to generate a range of sound pieces.

Sound & Music Year 1: History and Concepts


Students will explore the history of music across cultures and time and how that informs screen composition. Developing critical listening skills, they will study how sound affects meaning within historical context, and the significance of how, when, and where sound and music are introduced in screen narratives. Students will explore the powerful role that sound and music play in an emotional engagement with story.

The aims of the subject are to provide students with the opportunity to:• explore the significant history of music• gain an overview of screen sound• understand how and when sound and music elicit meaning and emotion in screen works through an understanding of key concepts• develop critical listening skills and a language to articulate aural concepts.

Learning OutcomesOn successful completion of this subject, students should be able to:1. examine through critical historical analysis the development of sound and music2. critically listen and articulate aural concepts in the examination of music3. understand and articulate through critical analysis the relationship between aural media, visual culture, and emotion.

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Sound & Music Year 2: Form and Context


Students will study music and sound across cinematic forms, gaining an insight into the myriad contributions that both make to screen storytelling, with a particular emphasis on music composition. Exploring a range of screen genres, students will analyse how relevant conventions generate emotional responses across forms. Students will have the opportunity to experiment with music and sound as they relate to the moving image.

The aims of the subject are to provide students with the opportunity to:• explore the relationship between soundscapes and music and various forms of the screen arts• understand how music and sound operate across a range of screen genres• explore musical composition to emotionally affect an audience.

Learning OutcomesOn successful completion of this subject, students should be able to:1. apply critical thinking concepts and skills in the analysis of screen music 2. critically analyse the relationship between music and genre across screen forms3. generate ideas for a musical composition through experimentation and reflection.

Sound & Music Year 2: Outline of Content


Sound and Music and Story The Audio-Visual Contract: Affect, Emotion, Meaning and Culture on the ScreenSound Production: Principles and Practice The Technology of Sound Music Composition: Principles and PracticeComposition Workshop Sound and Music Capture: ProductionSound and Music Processing: Post-ProductionDesigning Sound for the ScreenSound, Music, Screen Story in Practice

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Music Year 3: Deep Learning

Elective Subject4 Credit Points 1 semester Students will incorporate their knowledge of music history and cinema practice to explore how music works to generate meaning and affect in contemporary screen narratives and in the performance art of cultures through time. Employing a range of techniques, students will compose music that combines with the other elements of film to create affective and meaningful content for the moving image.

The aims of the subject are to provide students with the opportunity to:• critically analyse how music functions in visual storytelling• experiment with musical ideas in the construction of score for a screen narrative• construct original screen compositions.

Learning OutcomesOn successful completion of this subject, students should be able to: 1. critically analyse how music generates meaning in screen narratives2. experiment with ideas to generate emotionally affective screen compositions3. apply a range of recording, mixing, and post-production technical skills to create musical compositions4. demonstrate the ability to engage and reflect on individual development in relation to creative practice.

MusicYear 3: Outline of Content


The Functions of Music in Contemporary Screen NarrativeThe Organisation of a Music ScoreTechnology in Contemporary MusicThe Orchestra in Contemporary FilmmakingThe Song as Storytelling DeviceComposition WorkshopMusic and Sound DesignAction and Music on the ScreenEmotion, Affect and Music on the ScreenThe Construction of Meaning: Music as Narrative Formation

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Sound Year 3: Deep Learning

Elective Subject4 Credit Points 1 semester.

Students will synthesise their knowledge of sound and music and deepen their understanding of issues and directions within cinematic sound. Students will experiment with the different elements of sound and apply sound design techniques to create emotionally affective stories.

The aims of the subject are to provide students with the opportunity to:• experiment with emotionally affective storytelling through sound design• discover new approaches to cinematic sound• develop an understanding of the role of individual, specialised skills and the challenges to realise meaning within a collaborative process

Learning OutcomesOn successful completion of this subject, students should be able to: 1. analyse and contrast technical and cultural approaches to sound design2. experiment with potential ideas within the context of cinematic sound3. demonstrate the ability to experiment with approaches to cinematic sound and to create an experimental sound design piece.

Sound Year 3: Outline of Content


Contemporary Issues and Future Directions within Cinematic SoundHistory of Sound-in-Advance Techniques in Early Sound FilmSound-in-Advance: The Musical Genre UnpackedSound-in-Advance: The Animation Film Unpacked Dialogue Recording and Editing Techniques for Sound-in-Advance FilmsFoley, Sound Effects and Atmospheres Capture for Sound-in-Advance FilmsSound Design Workshop: Combining the Elements for a Sound-in-Advance Film sAdvanced Sound Effects Recording and Creation TechniquesAdvanced Sound Design Construction: Editing and Layering of Sonic ElementsAdvanced Sound Design Delivery: Creating Cinematic Worlds

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OVERVIEWScreen Business explores the intersection of creativity, commerce, and craft, taking as its starting point the increasingly close connections between creative communities and spheres of business. Students will have the opportunity to understand their own position within the screen industries and develop their own agency in the pursuit of sustainable personal career goals.

Screen Business Year 2: Form and Context

Core Subject8 Credit Points 2 semesters Students will learn how various screen industries operate, how project decisions are made, and how to reach audiences in a multi-platform environment. Students will understand how to place themselves in the best possible position to succeed within competitive and dynamic industries.

The aims of the subject are to provide students with the opportunity to:• acquire key concepts in media economics, strategy, and competitive positioning• understand fundamental economic principles within social and cultural contexts and as they apply to the screen sector• understand and apply key principles in marketing theory• identify strategies to engage with audience, develop relevant marketing channels, and recognise the dynamics of distribution.

Learning OutcomesOn successful completion of this subject, students should be able to:1 .analyse and interpret economic, social, cultural, and technological contexts and how these inform screen industries 2. appraise trends in current directions in screen arts industries 3. use key principles in marketing theory to recognize dynamics of distribution and engage with an audience 4. select, evaluate, and apply a range of communication technologies suitable for a marketing campaign.

SUBJECT: SCREEN BUSINESS

Screen Business Year 2: Outline of Content


Introduction to the Australian Screen IndustryThe Hollywood Greenlight Process Media TaxonomyOld Media and NewThe Copyright Business Model Supply and Demand in the Creative Economy Media StrategiesCreative EnterpriseForecasting and Decision-MakingColloquium and PresentationsMarket Identification and ProductMarketing, Communication, and Supply ChannelsEffective Messaging and Product DifferentiationMarketing Budgets and Innovative Strategies Market Growth and Consumer Behaviour Reviewing Marketing and Strategies Data Collection and InterpretationBuilding a Project into a Brand The Future of Marketing and DistributionColloquium and Presentations

Screen Business Year 3: Form and Context Core Subject8 Credit Points 2 semesters

Students will explore how to assemble the resources to make projects and build businesses. They will understand their own place in relation to various screen arts industries, and how to build a sustainable career. Exploring their own characteristics, strengths, and challenges, students will reflect on individual development to craft a personal business plan.

The aims of the subject are to provide students with the opportunity to:• acquire basic concepts of finance and management as applied to a project• identify pathways to finance for potential projects • evaluate and reflect on strengths and challenges within screen arts practice• develop and articulate a business plan using relevant theories and concepts.

Learning OutcomesOn successful completion of this subject, students should be able to:1. understand the challenges of financing a screen project 2. analyse industry and information to develop a business plan 3. determine solutions to project financing in a screen industry context 4. reflect upon individual and collaborative development within screen arts practice.

Screen Business Year 3: Outline of Content


Meet the Freelancer: Case Study 1Here’s the Project: Case Study 2Welcome to the Company: Case Study 3Let’s Launch a Start-Up: Case Study 4Business Planning: for a ProjectBusiness Planning: for a FreelancerLeadership and Management: for a ProjectLeadership and Management: for a FreelancerFinance and Accounting: for a ProjectFinance and Accounting: for a FreelancerPublic PolicyThe Regulatory EnvironmentEthical Challenges: for a Project or ProducerEthical Challenges: for an Employee or CompanyCreative Teams Communication and PitchingBusiness Basics: for a ProjectBusiness Basics: for a FreelancerBusiness Basics: for a Start-UpColloquium and Presentations

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CREATIVE EXERCISE: YEAR 1 Core Subject12 Credit Points

Students will explore and creatively realise an idea of their choosing. They will have the opportunity to experiment, play, and imaginatively express their creative voice in any screen format. Working individually or in collaborative groups on themes, ideas, or stories of their choosing, students will develop skills and learn through peer-to-peer collaboration.

The duration of the project is four weeks at the beginning of Semester 2.

The aims of the subject are to provide students with the opportunity to:• explore their creativity through imagination, play, and experimentation• develop the skills to initiate, plan and produce projects• work individually or collaboratively to realise a project• deliver a project to deadline.

Learning OutcomesOn successful completion of this subject, students should be able to:1. generate new ideas through curiosity, experimentation and reflection 2. determine and apply creative solutions to specified challenges 3. critically analyse and reflect on strengths and weaknesses of individual or collaborative development within screen arts practice .

PLACEMENT: YEAR 2Core Subject8 Credit Points

Students will have the opportunity to understand, in real-world situations, various models of collaborative problem-solving. Using these opportunities to develop professional and community engagement by working for organisations in a range of workplace activities, students will learn through participation, develop their capabilities, and build on the skills that will contribute to their personal learning and development.

Students will find their own placement for up to four weeks in one of the following sectors, either domestically or internationally:(i) Screen content sector (ii) NGOs (iii) Charities (iv) Philanthropic foundations(v) International exchange programs.

The aims of the subject are to provide students with the opportunity to:• investigate organisational modes of problem-solving• gain an insight into the collaborative practices and processes within an organisation • develop their skills of engagement and participation in a real world context • acquire an understanding of the interdependence of individuals and systems and the connection of the global and the local.

Learning OutcomesOn successful completion of this subject, students should be able to:1. Demonstrate initiative and discipline to establish a placement2. Demonstrate initiative and discipline to participate and perform within a context of an organisation 3. Reflect upon individual and collaborative activity, organisational goals or organisational strategies 4. Report their activity in a clear, well-structured academic text with a high degree of grammatical accuracy and in an appropriate style.

Core Subject12 Credit Points

Students will have the opportunity to work on a project and be able to demonstrate their creativity aligned with clear intent. Students will show initiative in all aspects of the filmmaking process to successfully finalise a creative project.

The first four weeks of Year 3, Semester 1 will be committed to the production of the Project.

The aims of the subject are to provide students with the opportunity to:• exhibit storytelling skills across all aspects of screen content• synthesise their knowledge and experience gained throughout their degree• define and assume responsibility for their role as a collaborative creative contributor• communicate and collaborate effectively within a team environment.

Learning OutcomesOn successful completion of this subject, students should be able to:1. critically analyse and evaluate their strengths and weakness in the creative process2. apply high level techniques and skills to realise a specific vision 3. reflect on a collaborative process and how an individual contributes to it 4. write clear, well-structured academic texts with a high degree of grammatical accuracy and in an appropriate style.

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INDIVIDUAL PROJECT: YEAR 3

• Application information is available on the AFTRS website (usually around June). • Applications must be completed and materials delivered to AFTRS by the published due dates. Refer to

the AFTRS website for relevant dates.• Applicants will be notified about the outcome of their application usually in early December.

1. EDUCATIONAL QUALIFICATIONS/RESUME On one page only. List all your achievements, qualifications and work experience. 2. APPLICATION TASKS 2.1 Short Story (500 words): Select one image from the five images available on the AFTRS website (when the application window is open, approximately in mid June) and tell a story based on one of them. AFTRS is interested in your ability to initiate and tell a story and is looking for creativity, an ability to engage the reader and your understanding of character. The story can be told in any genre or voice. It must make sense and have a narrative resolution. 2.2 Critical Essay (500 words max): The critical essay is an analysis of a film or television program. This essay is not a review. You should assume the reader has seen the work you are discussing, so do not include a plot summary. This essay is similar to what you would write in an English literature or film history course. It is your analysis of any aspect(s) of a work you have selected: social observation or commentary, moral or philosophical elements, psychological aspects or relationships of the characters, dramatic structure, the use of design, composition, colour, lighting, sound, etc. 3. CREATIVE WORK Submit your ONE best creative work. This creative work should demonstrate your talent and potential, and illustrate your interest in this course. It can be in any form; a short film, comic book, art work, interactive web site, or a music composition - anything that can be watched, read, looked at or listened to. AFTRS is interested in your ideas and execution rather than production value. Clearly outline your role on the work submitted and why you chose to submit it. (300 words). Ensure that: (i) in total there is no more than 20 minutes of material to watch, listen to, or read (ii) you only include complete sequences of work, not cut montages (iii) the format is playable/readable on both a PC or Mac. 4. PROOF OF RESIDENCY Submit a certified copy of your birth certificate or passport. Specific details with regards to proof of residency can be found on the ‘How and When to Apply’ page on the AFTRS’ website: aftrs.edu.au/award-courses/How-and-When-to-Apply

All questions about the application process should be directed to the AFTRS Student Centre: AFTRS Student Centre:[email protected] P: 1300 13 14 61 or +61 2 9805 6444 F: +61 2 9805 6408

APPLICATION PROCESS & TASKS

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AFTRS award courses are open to Australian and New Zealand citizens and Australian permanent residents.

AFTRS does not offer award courses to people with student (or other) visas. The School is not registered on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS).

AFTRS is an approved Higher Education Provider and is registered with the Tertiary Education Quality and Standards Agency, which means eligible AFTRS students have the opportunity to apply for the Australian Government’s FEE-HELP loan scheme to help pay their course fees if they meet the citizenship and residency requirements and meet the tax file number requirements as follows: -

• You must give AFTRS your valid Tax File Number (TFN); OR- if you do not have a TFN you can give AFTRS a Certificate of Application for a TFN. This certificate is available from the Australian Taxation Office (ATO) you have have a applied for a TFN.

You are NOT eligible for the FEE-HELP loan scheme if you are:• A New Zealand citizen• An Australian permanent resident (other than the holder of an Australian permanent humanitarian visa).

FEE-HELP HOW IT WORKS

• FEE-HELP means you can study without having to pay upfront fees.• You can also pay your fees with a combination of an upfront payment and FEE-HELP.

If you obtain a FEE-HELP loan from the Australian Government to pay for your studies, a FEE-HELP debt is recorded for you with the ATO. You repay the government through the taxation system once your income reaches a set threshold. Repayment of FEE-HELP debt is calculated by the Australian Tax Office and the amount will be included in your income tax notice of assessment.

For further information about FEE-HELP refer to the Study Assist website: http://studyassist.gov.au/sites/StudyAssist/

FEE-HELP forms and booklets are posted to all eligible students. Fee schedules are available on the AFTRS website approximately from mid June.

FEES & FEE-HELP

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DISCLAIMER This publication contains information current as of February, 2015. Changes in circumstances after this date may impact upon the accuracy or currency of the information. While AFTRS takes all due care to ensure that the information contained in this publication is accurate, it reserves the right to vary any information described here without notice. Updated information is posted regularly online on the AFTRS website: aftrs.edu.au.

Readers are responsible for verifying information that pertains to them by contacting the AFTRS Student Centre:

[email protected] P: 1300 13 14 61 or +61 2 9805 6444 F: +61 2 9805 6408 Material included in this handbook was prepared by the: AFTRS Education Division (Teaching & Learning)

COPYRIGHT STATEMENT © All rights reserved. No part of this publication may be reproduced in any form by any process, electronic or otherwise, without the prior written permission of the Australian Film Television and Radio School, Sydney, except as permitted by the Copyright Act 1968.

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