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Lecturer(s)
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Course content
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The course is completed with an assignment and a two-stage realisation of a time-lapse documentary film. After the first semester, presentation of an incomplete project followed, now after the second semester students present their final project realisations. After each meeting students receive homework with several topics which were included in a lecture. Elaborated homework is submitted for the final examination, these are presented as a prove of proper understanding of theoretical principles that were delivered during the lectures.
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Learning activities and teaching methods
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Lecturing, Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Projection (static, dynamic), Teamwork
- Preparation for course credit
- 12 hours per semester
- Participation in classes
- 13 hours per semester
- Home preparation for classes
- 25 hours per semester
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| prerequisite |
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| Knowledge |
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| Prerequisites not specified |
| Prerequisites not specified |
| Skills |
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| Prerequisites not specified |
| Prerequisites not specified |
| learning outcomes |
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| Knowledge |
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| - list the different dramaturgical theories |
| - list the different dramaturgical theories |
| - can identify plot points |
| - can identify plot points |
| - can characterise the structure of narrative patterns depending on genres |
| - can characterise the structure of narrative patterns depending on genres |
| - describe the differences in the structures of different narrative strategies |
| - describe the differences in the structures of different narrative strategies |
| Skills |
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| - apply individual dramaturgical theories to a specific film |
| - apply individual dramaturgical theories to a specific film |
| - can analyse the structures of different types of film narrative |
| - can analyse the structures of different types of film narrative |
| - can demonstrate deviations from structural patterns by means of concrete examples |
| - can demonstrate deviations from structural patterns by means of concrete examples |
| - be able to resolve weak points in the structure of a narrative |
| - be able to resolve weak points in the structure of a narrative |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Projection (static, dynamic) |
| Projection (static, dynamic) |
| Teamwork |
| Teamwork |
| Lecturing |
| Lecturing |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| assessment methods |
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| Preparation of a presentation |
| Conversation |
| Analysis of creative works (Music, visual arts, literature) |
| Grade (Using a grade system) |
| Analysis of creative works (Music, visual arts, literature) |
| Conversation |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
| Preparation of a presentation |
| Grade (Using a grade system) |
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Recommended literature
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CAMPBELL, Joseph. The Hero with a Thousands Faces. New Jersey : Princeton University Press,, 2004.
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Field, Syd. Jak napsat dobrý scénář. Praha, Rybka Publishers, 2007. ISBN 80-87067-65-7.
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MONACO, James. Jak číst film. Albatros, Praha, 2004. ISBN 978-80-00-01410-4.
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NOVOTNÝ, Ján David. Chcete psát scenář. Ediční centrum AMU Praha, 2000. ISBN 80-85883-52-X.
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Plazewski, Jerzy. Filmová řeč. Praha : Orbis, 1967.
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THOMPSONOVÁ, Kristin, BORDWELL, David. Dějiny filmu. Praha, 2007. ISBN 978-80-7331-80-2.
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