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FS30230

Academic Year 2026/2027

Cinema and the City: New York (FS30230)

Subject:
Film Studies
College:
Arts & Humanities
School:
English, Drama & Film
Level:
3 (Degree)
Credits:
10
Module Coordinator:
Dr Martha Shearer
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module focuses on the multifaced relationship between cities and cinema, drawing on the rich interdisciplinary scholarship on the topic that has been produced over the last 20 years or so, examining how cinema represents cities and how cities have served as sites of film production and film culture, situating cinema as a spatial form, continually shaped by and responsive to urban change. It uses New York as a case study, given its cinematic prominence, but will also provide skills and theoretical and historical frameworks to bring to other urban contexts. The module is organised historically, from New York’s role in the development of cinema—as a subject and a production centre—to the relationship between cinema and urban modernity, the construction of New York in the Hollywood studio system, the impact of postwar suburbanisation and urban decline, up to more contemporary issues such as globalisation and gentrification. The module will encourage students to think about how film studies and urban studies can speak to each other and how film studies methodologies (e.g. textual analysis, film history) can be adapted to the study of cinema and the city.

About this Module

Learning Outcomes:

● Develop an in-depth understanding of the history of New York on/and film
● Engage in major critical debates in urban film studies and identify key points of contact between film studies and urban studies
● Demonstrate ability to analyse film texts in relation to urban geography, history and theory
● Produce comprehensive and relevant individual research
● Demonstrate ability to discuss complex ideas in class and in written assignments

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Not addressed

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Not addressed

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Advanced Beginner

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Advanced Beginner

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Not addressed

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

End poverty in all its forms everywhere 1

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Achieve gender equality and empower all women and girls 3

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 1

Reduce inequality within and among countries 3

Make cities and human settlements inclusive, safe, resilient and sustainable 3
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

76
Autonomous Student Learning

76
Seminar (or Webinar)

24
Studio

24
Total

200

Approaches to Teaching and Learning:
Seminar involving elements of lecture, discussion (including student-led small group discussion), close textual analysis

AI Not Permitted: The use of AI tools is not permitted in this module. Students are expected to engage directly with module materials and activities without the use of AI tools.

A proportion of written assignments in each module in the School of English, Drama and Film are subject to moderation, meaning they undergo a second layer of review by another grader. This is to promote consistency within and between modules in the same level and discipline.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Mapping exercise - students choose a short film/tv sequence of their choice and produce (a) a map of locations and/or settings in that sequence and (b) a 1500-word sequence analysis based on the map. Week 7 Graded No
30
 No
Assignment(Including Essay): Essay proposal - a 500-word proposal for the final essay, including abstract and 5-source indicative bibliography. Week 11 Pass/Fail Grade Scale No
10
 No
Assignment(Including Essay): 3000-word final essay based on the essay proposal. Week 14 Graded No
50
 No
Participation in Learning Activities: Participation in seminar discussions. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 9, Week 10, Week 11 Graded No
10
 No

Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Written/annotated feedback through Brightspace for written assignments and oral feedback in meetings.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Film Screening Offering 1 Week(s) - Autumn: All Weeks Tues 16:00 - 18:50
Autumn Seminar Offering 1 Week(s) - Autumn: All Weeks Wed 15:00 - 16:50
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