Skip to main content
Unit outline_

GCST1603: Screen Cultures and Gender: Film to Apps

Intensive February, 2024 [Block mode] - Camperdown/Darlington, Sydney

This unit traces the history of screen cultures from film to apps, focusing on how popular media is used to produce and represent masculinity and femininity. Students will consider cinema, television, videogames, the internet and mobile devices, asking how changing media forms and practices impact on our gendered identities and everyday lives.

Unit details and rules

Academic unit Gender and Cultural Studies
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Jessica Kean, jessica.kean@sydney.edu.au
Lecturer(s) Grace Sharkey, grace.sharkey@sydney.edu.au
The census date for this unit availability is 25 January 2024
Type Description Weight Due Length
Participation hurdle task Participation
Participation
10% Ongoing n/a
Outcomes assessed: LO1 LO5 LO3 LO2
Small test hurdle task Early feedback task
Short, compulsory task to link students to supports if needed
0% Week 01
Due date: 18 Jan 2024 at 23:59
5-10 minutes
Outcomes assessed: LO1 LO2
Assignment Media Analysis Journal 1
Journal entry
20% Week 03
Due date: 02 Feb 2024 at 23:59
500-700 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Assignment Media Analysis Journal 2
Journal entry
30% Week 05
Due date: 16 Feb 2024 at 23:59
1250-1500 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Assignment Final essay
Long essay
40% Week 06
Due date: 25 Feb 2024 at 23:59
2000 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
hurdle task = hurdle task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

  • 1x 650 wd media analysis journal-1 (10%)
  • 1x 850 wd media analysis journal- 2 (15%)
  • 1x 1000 wd media analysis journal-3 (25%)
  • 1x 2000 final essay (40%)
  • Tutorial participation (10%)

All assessments must be attempted in order to be eligible to pass this unit.

The early feedback task is compulsory. It is used to connect students to academic advice and support services, as needed.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

85%+ (High Distinction)

Work of exceptional standard.
Written work demonstrates initiative and originality in research and reading; clear, critical analysis of the examined material; and innovative, insightful interpretation of evidence. Interdisciplinary work at this level effectively incorporates different perspectives to develop a rich and thorough analysis of its object of study. It makes an important contribution to debate, engages with the values, assumptions and contested meanings contained within original evidence, and develops abstract or theoretical arguments on the strength of detailed research and interpretation. The work is properly documented, and the writing is characterised by creativity, style, and precision.

75-84% (Distinction)

Work of a superior standard.
Written work demonstrates initiative in research and reading, complex understanding and original analysis of subject matter and its context. The work takes a critical, interrogative stance and makes a good attempt to move beyond the underlying assumptions of a topic, recognizing key concepts, theories and principles. Interdisciplinary work at this level successfully integrates differing perspectives. The work is properly documented and the writing is characterised by style, clarity, and some creativity.

70-74% (High Credit)

Highly competent work, demonstrating clear capacity to complete Honours successfully. This level of work is considered “above average”.
The work shows evidence of extensive reading and initiative in research, a sound grasp of subject matter and appreciation of key issues and context. The work engages critically and sometimes creatively with the question or task, and attempts an analytical evaluation of material. It makes a good attempt to critique various interpretations, and shows evidence of the ability to conceptualise and problematise issues and to go beyond the face value of core concepts. It demonstrates some evidence of the ability to think theoretically as well as in concrete terms. Interdisciplinary work at this level has a reasonably strong awareness of the fields and contexts that inform the work. Well written and properly documented.

65-69% (Low Credit)

Very competent work though not necessarily of the standard to complete Honours
Written work contains evidence of comprehensive reading and some evidence of independent thought. It offers a synthesis and critical evaluation of material and takes a position in relation to various interpretations. It makes a coherent and sustained argument, drawing on relevant concepts from readings. Interdisciplinary work at this level demonstrates some awareness of the fields and contexts that inform the work. Well written and properly documented.

60-64% (High Pass)

Work has considerable merit, though Honours is not automatically recommended.
Written work contains evidence of a broad and reasonably accurate command of the subject matter and some sense of its broader significance. It offers some evaluation and synthesis of material and demonstrates an effort to go beyond the essential reading. The work contains clear focus on the principal issues, understanding of relevant arguments and diverse interpretations, and a coherent argument grounded in relevant evidence, though there may be some weaknesses with regard to clarity and/or structure of the argument. Clearly written and properly documented.

Note that roughly 45-50% of students in junior levels of study and 25-50% of students in senior level units of study will receive marks within the Pass range each semester.

55-59% (Medium Pass)

Work of a satisfactory standard.
Written work meets basic requirements in terms of reading and research, and demonstrates a reasonable understanding of subject matter. Offers a synthesis of relevant material and shows a genuine effort to avoid paraphrasing. The work has a logical and comprehensible structure and acceptable documentation, and attempts to mount an argument, though there may be weaknesses in particular areas.

50-54% (Low Pass)

Work of an acceptable standard.
Written work contains evidence of minimal reading and some understanding of the subject matter, offers descriptive summary of material relevant to the task, but may have a tendency to be purely descriptive, to paraphrase or rely on polemical assertion rather than careful analysis and argumentation. The work makes a reasonable attempt to organise material logically and comprehensibly and to provide scholarly documentation. There may be gaps in any or all of these areas.

Below 50% (Fail)

Work not of an acceptable standard.
Work may fail for any or all of the following reasons: unacceptable levels of paraphrasing; irrelevance of content; polemical assertion without evidence or analysis; presentation, grammar or structure so poor it cannot be understood; submitted very late without extension.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date: Deduction of 5% of the maximum mark for each calendar day after the due date. After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Week 01 Introduction to Screen Cultures and Gender Lecture and tutorial (3.5 hr) LO1 LO2 LO3 LO4 LO5
What’s a Screen Nowadays? Lecture and tutorial (3.5 hr) LO1 LO2 LO3 LO4 LO5
Week 02 The Impact of Popular Cinema Lecture and tutorial (3.5 hr) LO1 LO2 LO3 LO4 LO5
Television, Gender and Genre Lecture and tutorial (3.5 hr) LO1 LO2 LO3 LO4 LO5
Week 03 New TV Suppliers and Gender Diversity Lecture and tutorial (3.5 hr) LO1 LO2 LO3 LO4 LO5
Changing Film; Changing Genders Lecture and tutorial (3.5 hr) LO1 LO2 LO3 LO4 LO5
Week 04 Age, Gender, Government, and Videogames Lecture and tutorial (3.5 hr) LO1 LO2 LO3 LO4 LO5
Inventing Online Life - Lifestyle and Dating Apps Lecture and tutorial (3.5 hr) LO1 LO2 LO3 LO4 LO5
Week 05 Media Fandom and Online Activism Lecture and tutorial (3.5 hr) LO1 LO2 LO3 LO4 LO5
Screen Time Lecture and tutorial (3.5 hr) LO1 LO2 LO3 LO4 LO5

Attendance and class requirements

  • Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.

  • Here are the expectations for this unit:

  • Participation in this unit is worth 10% of your overall mark. The teaching team will define what participation entails in the first lecture and in tutorials. 

  • Students are required to attend a minimum of 80% of classes, INCLUDING lectures. A roll will be taken in tutorials.
     
  • Students who are having trouble meeting these expectations should contact the coordinators immediately. We recognise that there are circumstances (e.g. health, geography, caring responsibilities etc.) that might make face to face attendance difficult, and we are ready to discuss them with you.
     
  • Students who do not meet these expectations and who have not contacted the coordinators to explain their circumstances and negotiate alternatives may be referred to the end of semester Departmental Board of Examiner’s meeting for a determination as to whether they should pass or fail the unit, or, if a pass is awarded, the level of penalty that should be applied.
  • Lecture recording: All lectures will be recorded and made available to students on the Canvas site. Lectures will include opportunities for questions and interactions that will not be available to students watching a downloaded version after the lecture time.

  • Preparation: Students should commit to spend approximately three hours’ preparation time (reading and other preparation, studying, assignments, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All required and also all recommended readings are listed on the unit’s Canvas page and available electronically through that site.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. critically appraise the relations between cultural change and changing media technologies
  • LO2. appreciate the relationships between popular media forms and gendered identities
  • LO3. apply techniques of discourse analysis, cultural historical analysis, and related theoretical concepts to screen-based popular culture
  • LO4. research evidence and articulate arguments about culture, technology and gender
  • LO5. communicate ideas effectively in academic discourse.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9
LO1         
LO2         
LO3         
LO4         
LO5         

This section outlines changes made to this unit following staff and student reviews.

This unit has been adjusted in response to student feedback from previous iterations of the course.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.