Classes cover not only the technical and creative aspects of photography, but also the business skills needed for the field. Outside of class, the school offers a Special Housing Interest Program, allowing photography students to live together in a dorm.
The school offers the Mel Jenkins Photography Scholarship. The program offers the following areas of emphasis: Students also have the option of crafting an individualized plan of study in fields such as critical theory, cinematography, sound design, and experimental filmmaking. Master of Arts degrees in cinema studies and Master of Fine Arts programs in cinema are available.
The BFA program offers training in film and media production, including screenwriting, visual effects, and computer animation. The BA in Film Studies is focused on film history, criticism, and theory, with a liberal arts curriculum.
Recent UNL students have had their short films accepted to the Cannes Film Festival, and the Cinema 16 student filmmaking group supports student-led creative projects. The undergraduate Cinema Studies program includes a foundation in film styles and aesthetics with students moving on to production courses and critical analysis. The Department of Art at the University of Houston recognizes the field of photography is evolving thanks to advances in technology.
Technical skills, such as lighting and film processing, are combined with study of photography history and criticism. The school offers digital photography and wet photography labs, with fully equipped photo editing computer labs. Students also have access to specialty photographic equipment and video cameras. Students are required, however, to supply their own laptop. Students are required to take an introduction to film class as well as courses in the history of filmmaking and in film production.
Students can customize their program by enrolling in elective classes that reflect their interests. Students are required to pass a comprehensive test in film history, submit a portfolio of work, and write a thesis in order to graduate from the program.
Graduate students are offered teaching assistantship positions that include tuition benefits. Students in the film and video production major are also required to complete 22 credits of foundation coursework, 15 credits of emphasis coursework and one to six credits of internship or thesis coursework. The photography major requires 31 to 34 credits of core coursework, including a three to six credit senior capstone.
Additionally, students are required to complete a minimum of nine credits of electives, with the option to complete an independent study and an internship. The university provides state-of-the-art facilities with practical experience and courses that include hands-on work. Students are encouraged to seek internships, freelance work and volunteer positions that enhance their coursework.
Students may also find positions with the campus radio station. The Clifford Center includes a broadcast production lab, imaging lab, graphics programs and a multimedia auditorium, with cameras and equipment available for students to use. Some graduates and professionals claim film school is useless.
There is no right or wrong answer here. The question is what works for your personality and goals. Benefits of going to film school include:. Crappy film schools abound. Quentin Tarantino never earned a degree. A career in film takes luck, talent, stubbornness, and a knack for getting to know people. These degrees are offered by a variety of community colleges, technical schools, and universities. Shop around — you may find that facilities at a community school are just as good, or even better, than a conventional film school!
A high school diploma or GED is needed to apply. Please see our section on Common Film Majors for more information on common coursework in each major. Most bachelor programs are a mixture of general education requirements and courses in a specific film major. Baccalaureate programs are offered by a wide range of colleges and universities. A high school diploma or GED is required to apply.
Film and photography are highly competitive fields. For every 1 job, there are qualified candidates. Having said that, a strong degree from a well-known school, a stunning portfolio, and a bucketload of luck can qualify you for a variety of careers, including producer, director, cinematographer, camera assistant, video editor or screenwriter. Eligibility will depend on your choice of program, but most universities will expect you to have an undergraduate degree in film or a closely related field from an accredited film school.
For general information on degree choices, please see our section on Common Film Majors. For example, you might wish to focus on documentaries or advanced film production. The MFA is considered a terminal degree — i. A Doctor of Philosophy PhD in Film is a year advanced degree and the highest academic qualification you can achieve. Regardless of the subject, PhD programs are typically split into two major parts.
The first few years are spent in advanced coursework and early stages of research. The remaining years are devoted to original research and writing a doctoral dissertation. Many PhD students supplement their income by teaching classes to undergraduates.
PhD graduates frequently go on to teach film at the university level. Others become researchers or go back to working in their original field. Like a minor in a conventional degree program, undergraduate and graduate certificates are intended to provide students with specific skills in an area of film. Please talk to your academic adviser to see what combination of qualifications might work for your goals.
This is the broadest film major and one of the most popular. Film production majors learn how make a film by getting involved in everything from set design, camera operation, screenwriting, lighting, cinematography, broadcasting, sound engineering, editing, and scoring. They may also study theory, film history, and the business of television and Hollywood.
Much of the work in a film production program is supposed to be hands-on. Students are often required to alternate jobs, serving as a production manager one day and an editor the next. Almost everyone is expected to produce a portfolio with a variety of shorts, documentaries, and feature-length films. Film studies is often less practical and more theoretical than film production. Film studies majors explore areas like film history, theory, criticism, and media studies. Like their buddies in film production, animation majors learn how to create films — from planning and storyboarding, to sound design, screenwriting, and editing.
A lot of their time is spent learning how to use digital animation software, editing equipment, and similar facilities. They may also take classes in areas such as interactive media, 3D modeling, and the history of animation.
When it comes to conventional universities and colleges, we suggest you look for ones with regional accreditation. Southern Association of Colleges and Schools. You can learn more about the difference between regional accreditation and national accreditation in Accreditation: Regional accreditation only applies to a college or university, not to individual film or photography programs.
We talk more about the debate between For-Profit vs. Postsecondary, non-degree granting schools such as the for-profit New York Film Academy are eligible for accreditation. Generally speaking, traditional colleges and universities are built on a liberal arts education framework.
For example, they may ask you to take survey courses in film history and theory. Having said that, you may be able to find BFA or BS degrees that give you more opportunities to specialize. For-profit schools, often called trade or vocational schools, usually skip the academics and head straight for practical work and labs.
For example, you might spend a great deal of your week working on film projects and building your technical skills. If you are thinking of for-profit schools, be aware that they may have high student loan default rates. And be sure to check your budget.
A for-profit school may be just as expensive — if not more — than a non-profit. No matter which film school you go to, it can be really tough finding work. Your best bet is to aim for a program with a great reputation that provides plenty of networking opportunities. Data Sources for Our Rankings collegescorecard. Advertisement This search widget accesses a list of schools that help sponsor this website by paying a small fee for student inquiries.
They are all accredited institutions. Some may be included in our rankings, but that is not related to their participation as an advertiser. In general, evaluating as many schools as possible whether through this widget or through other sources of information will help you find the best fit. Select a Category -- Select a Category Select a Subject -- Select a Subject Filmmakers and creative professionals have the best — and worst — jobs in the world.
On the one hand, they bring a magic world of entertainment to life, working as directors, producers, game designers, editors, cinematographers, screenwriters, and special effects gurus. History of Decorative Arts. Examines the major historical developments in the decorative and applied arts, landscape design, and material culture from the Renaissance to the Modern period. Survey of the mainstreams of European art during the late eighteenth and nineteenth centuries, including discussion of architecture, sculpture, painting, and the graphic arts.
American Art Before A survey of American art from the colonial period through the Civil War, focusing on the development of a native style in painting, sculpture, the decorative arts, and architecture. American Art Since A survey of American art from the Civil War to the present, focusing on the development of internationally-influenced styles in painting, sculpture, photography, printmaking, architecture, and the decorative arts.
An examination of the development of photography as a scientific curiosity, a tool for artists, and as a fine art in itself from the early nineteenth century to the present day. Surrealism and other Utopias. Abstract Expressionism and its Discontents. An intensive study of the two decades when modernist styles and theories in art, design, and architecture were codified and challenged internationally.
A study of the analysis, theoretical approaches, methodologies, and effects of the practice of art criticism. This is a writing-intensive course. Research Methods in Art History. An investigation of past and present approaches to scholarship in art history. Students participate in a series of writing assignments designed to strengthen their research and writing skills, culminating with the presentation of original research in oral and written form.
Lectures and critical discussion of the development and configurations of the various styles emergent since , both in America and Europe. A structured work experience in a museum, gallery, archive, or related environment, either with or without remuneration.
Criteria for evaluation will be determined by work supervisor and cooperating faculty advisor. May be repeated for credit. Approval of the program director and Career Development Services. A specialized field activity outside of the classroom. Qualifies as a CAP experience. Approval of the program director. An extracurricular activity approved for credit based on objectives, criteria, and evaluative procedures as formally determined by the department and the student prior to the semester in which the activity is to take place.
Such credit is subject to review by the provost. Topics in Art History. A study of selected topics in art history to be specified in the class schedule each semester.
May be repeated for credit as topics vary. A survey of the aesthetic, technological, and social forces that transformed international architecture in the 18th and 19th centuries.
An examination of the architecture, planning, and related design of the twentieth and twenty-first centuries around the globe. Special emphasis is placed on the formation of the international style between the world wars and its disintegration in the recent past. This is a writing intensive course; the course also satisfies the general education impact of technology requirement. This course is a collaborative exploration of the problems and opportunities of national and international public art that combines the practical with the theoretical, and the studio with the art-historical.
The research and writing of a thesis on an advanced topic in art history to be determined by the student in concert with a faculty advisor. The thesis option is intended for students preparing for graduate study in the field, and it may be taken in place of another upper-level art history elective within the major.
Senior standing; 12 hours of art history electives at the and levels. A seminar in advanced practices in art history that includes topical and theoretical readings. Students will refine and present a paper to the class according to professional standards. Tutorial Work in Art History. Independent research on a topic to be selected under the guidance of the instructor. Permission of the instructor.
An introduction to essential themes and means of visual communication in the fine arts with an emphasis on studio experience in techniques from the different disciplines in studio art. Two-Dimensional Design and Color Theory. An introduction to pictorial design via an intensive study of the elements and principles of art and design and Gestalt Theory. These fundamental ideas are reinforced as color theory principles are introduced, such as: A basic course examining the relation of form and structure in a three-dimensional environment.
Foundational Concepts in Studio Art. This course provides students an overview of the options, methods, and strategies by which modern and contemporary artists operate. One of the primary learning outcomes is for students to be conversant with the discourse and ideas that they have inherited as artists, designers, and scholars in the 21st century in order to enrich their own creative practices. Introduction to Digital Photography.
Introduction to conceptual, technical and historical aspects of photography as a creative medium using digital technology. Technical areas covered include camera use, digital image processing, and digital printing. Class time is divided between demonstrations of applicable skills, in class work time, lectures and critiques. This is an introductory darkroom course that will focus on alternative as well as conventional techniques of the black and white darkroom.
The class will approach image making with a focus on experimentation. Techniques covered will include photograms, pinhole photography, Van Dyke brown and gelatin silver prints. In addition to production of images, an early history of photography, beginning with the camera obscura, will be discussed.
Students will create a final portfolio to be reviewed as a class at the end of the semester. An intensive studio course that fosters observational and visualization skills through a comprehensive exploration of composition, linear perspective, and sighting and measuring techniques.
These principles are executed by utilizing line and value with a variety of media including graphite, charcoal, and ink. An observational painting course that serves as an introduction to the fundamental concepts and competencies of oil painting. Primary emphasis is on composition, accuracy of color mixing, description of form and space as well as paint application techniques.
An introduction to basic relief printing techniques including woodcut, linocut, letterpress, and collograph. A basic introduction to the aesthetic and conceptual possibilities of print media, focusing primarily on Intaglio and Relief printing techniques.
Studio projects and demonstrations will be supplemented with lectures and readings exploring the significance of print to contemporary artists. A basic introduction to the aesthetic and conceptual possibilities of print media, focusing primarily on Screenprinting and Lithography. Letterpress and Book Arts. A basic introduction to the aesthetic and conceptual possibilities of print media, focusing primarily on Letterpress and Book Arts. Conceptual thinking in three dimensions; the development of visual capacity and spatial sense through direct experience in materials.
A studio core course designed as an introduction to ceramics. Students will explore functional and sculptural techniques through handbuilding and wheel-throwing, as well as basic claybody, glaze and firing theory. Students will also develop a basic understanding of the historical and cultural aspects of ceramics. Introduction to Graphic Design. This course is restricted to graphic design intended majors, and is the first course in the graphic design sequence. This course includes intensive study of the basic principles, theories and methods of graphic design, and the creation of visual communication.
Topics of study include the characteristics and compositional principles applied to symbol, image, and letterform, as well as the history and practice of graphic design. Emphasis will be placed on creative process, developing visual concepts, formal values, use of materials, and craft. Offered fall only Prerequisites: An introduction to the Macintosh computer and operating system and its applications to visual arts project production. Includes an overview of computer hardware and software used in print multimedia and imaging for visual communications and examines the impact of digital technologies upon art and design.
An introduction to various looms, tools, materials and techniques used in weaving and fabric dyeing; individual design projects. An introduction to the basic tools, materials and techniques used in centrifugal casting, soldering and piercing. Individual projects in silver, brass and copper. A study of the underlying principles of color interaction, color selection, contrast and harmonies, relationships between light, color and vision, as well as the basics of pigments, mixing, and color terminology.
An option for the interdisciplinary minor, the Designed World. Designed for students majoring in art education and early childhood education, this course covers the conceptual foundations of art education in the early years. An exploration of art materials and teaching methods for kindergarten and elementary school teaching.
It provides introduction to unit planning, lesson planning and classroom management. Demonstrations, workshops, and community service learning place special emphasis on the scope and philosophy of art in the elementary curriculum. This course encourages the refinement of technical skills as well as emphasizing the critical framework in which to place photographic imagery.
Assignments will challenge students to think creatively and develop their unique perspective. Reading, research, and discussion introduce students to the major photographic movements that have shaped current theory.
This class explores controlled lighting for photography both inside and outside the studio. Emphasis is placed on exploring photographic concepts and the creative application of lighting technique and style both inside the studio and on location.
Students will also investigate ways to communicate ideas through strong photographic imagery and how photography shapes and influences society through class readings and discussion. Using a variety of media including ink, charcoal, graphite, and chalk pastels, initial coursework will act as a review of direct observational drawing skills with an introduction to the formal optics of color perception and interaction through the framework of drawing.
Students will begin exploring the expressive potential of drawing through thematically-driven projects during the second half of the semester. Introduction to various compositional approaches as specifically applied to painting. This course serves to expose students to various techniques in contemporary abstraction. Further investigation of chosen print technique screenprint, lithography, relief, or intaglio with special attention to the implementation of color.
Students investigate the integration of traditional print media with digital prints, photographic techniques, and rapid prototyping technologies. Readings and discussions will explore the relationship between analog and digital media. Students choose a conceptual theme that will guide their work throughout the semester. Use of color, registration, and alternative techniques will be emphasized within a given medium.
Investigation involves the combination of various materials and construction techniques. An intermediate course in ceramics with an emphasis on more sophisticated throwing and hand-building techniques toward the development of a personal image. The class includes glaze chemistry, firing procedures, ceramic history and contemporary ceramics.
Graphic Design Continuance Review. This course is restricted to graphic design intended majors seeking continuance into the Graphic Design program, and is the third course in the graphic design sequence. At the conclusion of the semester, students will submit their review materials and complete the test of digital imaging skills.
Students must pass this course to be admitted into the graphic design program. Offered spring only Corequisite: A structured work experience involving aspects of design or craft, filmmaking, video, museum or gallery work, either with or without remuneration. A structured research experience, under the supervision of an art department faculty member. This course is restricted to graphic design intended majors, and is the second course in the graphic design sequence.
It includes intensive study of the history, terminology, theory, and application of typography, and the creation of visual communication with particular emphasis on typographic content. Topics of study include typographic form and meaning, hierarchy, legibility and readability, structure and composition, and the management of written content within the design process. Offered spring only Prerequisite: This course is restricted to students admitted to the graphic design program, and is the fourth course in the graphic design sequence.
This course includes intensive study of the development of creative and effective ideation for application to graphic design problems from selected aspects of the field. Topics of study include project research, content development, messaging, and individual and collaborative creative processes.
Emphasis will be placed on critical skills, articulation, productivity, and response to clients, audiences and contexts. Offered fall only Corequisite: This course is restricted to students admitted to the graphic design program, and is the sixth course in the graphic design sequence. This course includes intensive study of the development of creative and effective ideation for application across coordinated graphic design campaigns. Projects will address design in series and across multiple formats and media for commercial, promotional, educational, and informational contexts.
Offered spring only Prerequisites: This advanced graphic design course is an introduction to the basic methods and techniques used to design for web-based delivery. Topics of study include: Emphasis will be placed on process and research, appropriateness, accessibility, and dynamic user interface experiences.
This advanced graphic design course is devoted to the creation of creative and thought provoking posters for organizations, events, productions and companies. Problem solving is structured to develop conceptual skills and research methodology for the design of posters. The class will utilize analog and digital formats for production.
This advanced graphic design course continues the study of typographic form, context, and communication in graphic design.
Projects will address exploration in application, letterform creation, experimentation in media, and discovery of letterform traditions outside the Western foundry tradition. The course will also explore issues pertaining to meaning, concept, legibility, and expression. Extracurricular activities may be approved for credit based on objectives, criteria, and evaluative procedures as formally determined by the department and the student prior to the semester in which the activity is to take place.
This course is restricted to students admitted to the graphic design program, and is the fifth course in the graphic design sequence. This advanced course continues the development of typographic practice, and the creation of visual communication with an emphasis on the integration of typographic content and image. Topics of study include advanced issues in typographic hierarchies and composition, the organization, management and delivery of content, typeface selection, and typesetting.
The course will also explore issues pertaining to meaning, concept, and expression. An introduction to pattern drafting, advanced loom technique, off-loom weaving, and fabric painting. This advanced graphic design course is devoted to the study and creation of graphic illustration. Through lecture and demonstration, students will explore the particular design and conceptual characteristics and techniques that distinguish the work of notable graphic designers and illustrators.
Over time, the validity of this system was questioned because, rather than reflecting a standard, norm referencing simply maintained a specific proportion of candidates at each grade, which in small cohorts was subject to statistical fluctuations in standards. The criterion referencing scheme came into effect for the summer exams as the system set examiners specific criteria for the awarding of B and E grades to candidates, and then divided out the other grades according to fixed percentages.
Rather than awarding an Ordinary Level for the lowest pass, a new "N" for Nearly passed was introduced. AS-Levels were generally taken over two years, and in a subject the pupil was not studying at A-Level.
Each AS level contained half the content of an A-Level, and at the same level of difficulty. A levels evolved gradually from a two-year linear course with an exam at the end, to a modular course, between the late s and Curriculum was introduced in September , with the first new examinations taken in January and June of the following year.
Prior to Government reforms of the A Level system, A-levels consisted of two equally weighted parts: AS Advanced Subsidiary Level, assessed in the first year of study, and A2 Level, assessed in the second year of study. Following the reforms, while it is still possible to take the AS Level as a stand-alone qualification, those exams do not count toward the full A Level, for which all exams are taken at the end of the course.
An AS course usually comprises two modules, or three for science subjects and Mathematics; full A Level usually comprises four modules, or six for sciences and Mathematics. The modules within each part may have different weights. Modules are either assessed by exam papers marked by national organisations, or in limited cases by school-assessed, externally moderated coursework. A wide variety of subjects are offered at A-level by the five exam boards. Although exam boards often alter their curricula, this table shows the majority of subjects which are consistently available for study.
The number of A-level exams taken by students can vary. A typical route is to study four subjects at AS level and then drop down to three at A2 level, although some students continue with their fourth subject. Three is usually the minimum number of A Levels required for university entrance, with some universities specifying the need for a fourth AS subject.
There is no limit set on the number of A Levels one can study, and a number of students take five or more A Levels. It is permissible to take A Levels in languages one already speaks fluently, or courses with overlapping content, even if not always fully recognized by universities.
Those who do not reach the minimum standard required for a grade E receive the non-grade U unclassified. On each assignment, the correspondence of raw marks to UMS is decided by setting grade boundaries, a process which involves consultation by subject experts and consideration of statistics, aiming to keep standards for each grade the same year on year. In Further Mathematics and Additional Further Mathematics, where more than three A2 modules can be taken, the three best-scoring A2 modules count.
Recent research and the corresponding findings have shown that over a time span of several years students from Northern Ireland would outperform students from England and Wales in A-level examinations. This conclusion is based mainly on the percentage of pupils achieving the respective grades in respective exams.
In the United States of America USA the high school diploma is the qualification generally required for entry into colleges and universities. As the more academically rigorous A Levels awarded at Year 13 are expected for university admission, the high school diploma alone is generally not considered to meet university requirements. Students who wish to study in the United Kingdom may additionally participate in the Advanced Placement AP or International Baccalaureate IB programs, which are considered to be at the level of the A Level qualifications and earn points on the UCAS Tariff ,   or may opt to take A Level examinations in British international schools or as private candidates.
The Universities and Colleges Admissions Service UCAS recommends that in addition to a high school diploma, grades of 3 or above in at least two, or ideally three, Advanced Placement exams may be considered as meeting general entry requirements for admission.
For the College Entrance Examination Board tests, a minimum score of or higher in all sections of the SAT or a minimum score of 26 or higher in all sections of the ACT along with a minimum score of in relevant SAT Subject Tests may be considered as meeting general entry requirements for admission.
Access arrangements must be approved by the exam board concerned. There are others available, but these are the most commonly used. A-level examinations in the UK are currently administered through 5 awarding bodies: The present 5 can trace their roots via a series of mergers or acquisitions to one or more of the originally 9 GCE Examination boards. Additionally, there are two examination boards offering A level qualifications internationally: Edexcel and the CIE.
In the UK it is customary for schools to register with multiple examination boards and to "mix and match" A Levels to get a combined curriculum that fits the school profile. A Levels are usually studied by students in Sixth Form, which refers to the last two years of secondary education in England, Wales and Northern Ireland, taken at ages 16— Some secondary schools have their own Sixth Form, which admits students from lower year groups, but will often accept external applications.
There are also many specialist Sixth Form and Further Education Colleges which admit from feeder schools across a large geographic area. Admission to A level programmes is at the discretion of providers, and usually depends on GCSE grades. A Levels are offered as an alternate qualification by a small number of educational institutions in Scotland , in place of the standard Scottish Higher , and the Advanced Higher levels of the Scottish Qualifications Certificate. The schools that offer A Levels are mainly private fee-paying schools particularly for students wishing to attend university in England.
Many international schools choose to use the British system for their wide recognition. Furthermore, students may choose to sit the papers of British examination bodies at education centres around the world, such as those belonging to the British Council.
A Level students often apply to universities before they have taken their final exams, with applications administered centrally through UCAS.
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The General Certificate of Education (GCE) Advanced Level, or A Level, is a main school leaving qualification in England, Wales, Northern Ireland, the Channel Islands and the Isle of intermediapc.tk is available as an alternative qualification in other countries. It used to be the case that students would study over a two-year period, and that they would sit examinations at the end of each year (AS and. Grade of C or better required in both courses and in ENGL C before declaring major in Art History.. Proficiency through level in French, German, Italian, Latin or Spanish; note that proficiency is not met by completion of an associate degree.
Humanities top. The humanities are the cultural heart of universities; foundational for careers as writers, entrepreneurs, educators and more. At Ohio State, you have access to one of the country’s largest gatherings of top scholars in their fields and unmatched diversity and depth of programs. WJEC is a leading awarding organisation in the UK providing assessment, training and educational resources in England, Wales, Northern Ireland and elsewhere. Mae CBAC yn gorff dyfarnu blaenllaw yn y DU sy'n darparu cymwysterau, asesiadau, hyfforddiant i athrawon ac adnoddau addysgol i ysgolion uwchradd a cholegau.