Last modified: 05 Oct 2023 08:46
Leatherface, Freddy and Michael Myers might be pop cultural icons, but what do such figures represent and how did they come to prominence? Providing a scholarly analysis of horror cinema, from early silent classics to today’s “post-horror”, so-called “paracinema” and beyond, this course will give students insight into the evolution of society’s many screen nightmares. From landmark works to cult favourites, from Murnau to Argento, this is a course that will give an insightful look at some of the major trends, and theories, related to a genre that remains one of celluloid’s most provocative, and frequently controversial, forms.
| Study Type | Undergraduate | Level | 3 |
|---|---|---|---|
| Term | First Term | Credit Points | 30 credits (15 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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The course will introduce students to some of the classic theories in horror film studies, beginning with Siegfried’s Kracauer’s writing on the collective unconscious, relating to Weimar era output such as The Cabinet of Dr. Caligari, Nosferatu and Metropolis to Robin Wood’s “American Nightmare” and Carol Clover’s work on the "final girl”. An industry-focused approach will also be taken to analysing some of the key moments in the genre’s evolution, such as the “video nasty” scandal, and its inclusion of a supposed “foreign terror” antagonising British shores (here represented by the “Spanish-fantastique”), the rise of the teen slasher trend and the critical dichotomy that, perhaps unfairly, exists between presumptions of the “highbrow” and the “lowbrow”. Also taking an international approach to our learning and understanding of this unique outlet, students can expect to engage with cinema from Indonesia, Italy, and South Africa, as well as post-horror and such formative if underrated female filmmakers as Amy Holden Jones and Black directors that include Bill Gunn. It should be noted that due to the adult material viewed and studied on this option, students should anticipate material that might cause offence, including depictions of terror and violence (please note that this includes sexual violence as with the unavoidable work of Wes Craven, pivotal to any module on horror) and bloody special effects. Whilst weekly content warnings will be provided, students who might find this material offensive may wish to consider another module option.
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 30 | |
|---|---|---|---|---|
| Assessment Weeks | 22 | Feedback Weeks | 26 | |
| Feedback |
Critical Blog Project: 1,500-words Video Essay: 7-minutes Written feedback provided. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Factual | Apply | Relating into wider school teaching, students will debate how an “art”, such as filmmaking, is often caught within a wider “high” and “low” (or “trash” and “treasure”) dichotomy. |
| Factual | Apply | Students will also discuss how horror films have tackled changing gender and race representations. |
| Factual | Apply | Develop an understanding of how horror cinema has been seen to express society’s nightmares during especially turbulent political periods. |
| Assessment Type | Summative | Weighting | 20 | |
|---|---|---|---|---|
| Assessment Weeks | 22 | Feedback Weeks | 26 | |
| Feedback |
Written feedback, students expected as part of their TAM mark to submit at least four brief written reviews of films viewed during the semester. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Factual | Apply | Develop an understanding of how horror cinema has been seen to express society’s nightmares during especially turbulent political periods. |
| Factual | Apply | Relating into wider school teaching, students will debate how an “art”, such as filmmaking, is often caught within a wider “high” and “low” (or “trash” and “treasure”) dichotomy. |
| Factual | Apply | Students will also discuss how horror films have tackled changing gender and race representations. |
| Assessment Type | Summative | Weighting | 50 | |
|---|---|---|---|---|
| Assessment Weeks | 21 | Feedback Weeks | 26 | |
| Feedback |
Written feedback |
Word Count | 2500 | |
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Factual | Apply | Students will also discuss how horror films have tackled changing gender and race representations. |
| Factual | Apply | Develop an understanding of how horror cinema has been seen to express society’s nightmares during especially turbulent political periods. |
| Factual | Apply | Relating into wider school teaching, students will debate how an “art”, such as filmmaking, is often caught within a wider “high” and “low” (or “trash” and “treasure”) dichotomy. |
There are no assessments for this course.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
Written feedback provided. |
Word Count | 3000 | |
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Factual | Apply | Develop an understanding of how horror cinema has been seen to express society’s nightmares during especially turbulent political periods. |
| Factual | Apply | Relating into wider school teaching, students will debate how an “art”, such as filmmaking, is often caught within a wider “high” and “low” (or “trash” and “treasure”) dichotomy. |
| Factual | Apply | Students will also discuss how horror films have tackled changing gender and race representations. |
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