Explore UCD

UCD Home >

MFD30010

Academic Year 2026/2027

Capstone Project (MFD30010)

Subject:
Music,Film & Drama
College:
Arts & Humanities
School:
Music
Level:
3 (Degree)
Credits:
15
Module Coordinator:
Dr Emma Kavanagh
Trimester:
Spring
Mode of Delivery:
Blended
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The dissertation and/or creative project forms the capstone of the degree in Music, Film and Drama. Building upon the skills, knowledge, and methods that have been developed over the course of the programme, students will work directly with an academic supervisor to create an original and independently-researched dissertation or creative project (subject to approval). For dissertations, students will propose a topic (following on from the research methods module in the Autumn), work with primary and secondary sources, and finally develop and articulate an argument in a substantial piece of polished writing (8000 words). For creative projects, students need to plan, execute, and carefully edit an artistic work (in drama, film, music, or a combination of these forms), and reflect upon and evaluate this work in an extended essay (2000-4000 words). In both cases, students must submit a proposal at the beginning of the trimester that illustrates both the originality and the feasibility of the project.
The potential use of AI according to the College of Arts and Humanities "Traffic Light System" will be determined by the individual supervisors (see see https://www.ucd.ie/artshumanities/study/aifutures/trafficlightsystem/).
UCD's target to demonstrate its commitment to sustainability in all its varieties will also be contextualised.

About this Module

Learning Outcomes:

At the end of this module, students will be able to:

- Demonstrate their ability to create an original work (through research or artistic process)
- Define clearly and articulate research questions and/or artistic goals
- Construct an appropriate and coherent argument
- Identify and evaluate relevant primary and secondary sources
- Present the results of their research/creative work in a coherent, polished, and professional manner
- Contextualise UCD's target to demonstrate its commitment to sustainability in all its varieties.

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. Expert

Critical Thinking

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

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. Expert

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Expert

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. Expert

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. Expert

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. Expert

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. Expert

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. Expert

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. Expert

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. Expert

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 5

End hunger, achieve food security and improved nutrition and promote sustainable agriculture 5

Ensure healthy lives and promote well-being for all at all ages 5

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 5

Achieve gender equality and empower all women and girls 5

Ensure availability and sustainable management of water and sanitation for all 5

Ensure access to affordable, reliable, sustainable and modern energy for all 5

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 5

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 5

Reduce inequality within and among countries 5

Make cities and human settlements inclusive, safe, resilient and sustainable 5

Ensure sustainable consumption and production patterns 5

Take urgent action to combat climate change and its impacts 5

Conserve and sustainably use the oceans, seas and marine resources for sustainable development 5

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 5

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 5

Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development 5
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

160
Autonomous Student Learning

200
Tutorial

5
Online Learning

10
Total

375

Approaches to Teaching and Learning:
The dissertation or creative project naturally demands a substantial amount of independent work to conceive, research, execute, and edit the final product. That being said, students will work closely with an academic supervisor who will provide them with structured support through each stage of the process. In this sense, students will learn to strike a balance between task-based and reflective modes of learning. Students will meet with their supervisor early on in the trimester to establish expectations in terms of meetings and draft-reading. There will also be detailed content on Brightspace that will help students structure their time.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Co-requisite:
ENG30970 - Dissertation Research Methods


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Individual Project: Final Project - Dissertation or Creative Project Week 14 Graded No
100
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

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

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Self-assessment activities

How will my Feedback be Delivered?

Students will be given opportunities to self-assess (through Brightspace activities) and to receive individual feedback on drafts from their supervisor prior to the final submission of the project. Please note that supervisors will outline procedures for the review of drafts.

Name Role
Dr Laura Anderson Lecturer / Co-Lecturer
Dr Emma Bennett Lecturer / Co-Lecturer
Professor John Brannigan Lecturer / Co-Lecturer
Dr Tupur Chattopadhyay Lecturer / Co-Lecturer
Assoc Professor Lucy Collins Lecturer / Co-Lecturer
Assoc Professor Ciaran Crilly Lecturer / Co-Lecturer
Assoc Professor Luca Crispi Lecturer / Co-Lecturer
Professor Nicholas Daly Lecturer / Co-Lecturer
Dr Treasa De Loughry Lecturer / Co-Lecturer
Assoc Professor Sharae Deckard Lecturer / Co-Lecturer
Dr Diretnan Dikwal-Bot Lecturer / Co-Lecturer
Professor Fionnuala Dillane Lecturer / Co-Lecturer
Dr Katherine Fama Lecturer / Co-Lecturer
Professor Porscha Fermanis Lecturer / Co-Lecturer
Dr Darragh Greene Lecturer / Co-Lecturer
Professor Jane Grogan Lecturer / Co-Lecturer
Dr Paul Halferty Lecturer / Co-Lecturer
Assoc Professor Clare Hayes-Brady Lecturer / Co-Lecturer
Dr Harriet Hulme Lecturer / Co-Lecturer
Professor Eamonn Jordan Lecturer / Co-Lecturer
Professor Margaret Kelleher Lecturer / Co-Lecturer
Professor Adam Kelly Lecturer / Co-Lecturer
Professor Jorie Lagerwey Lecturer / Co-Lecturer
Dr Éireann Lorsung Lecturer / Co-Lecturer
Dr Pedzisai Maedza Lecturer / Co-Lecturer
Professor P.J. Mathews Lecturer / Co-Lecturer
Assoc Professor Naomi McAreavey Lecturer / Co-Lecturer
Dr Anthony McIntyre Lecturer / Co-Lecturer
Dr Peter Moran Lecturer / Co-Lecturer
Professor Diane Negra Lecturer / Co-Lecturer
Dr Harvey O'Brien Lecturer / Co-Lecturer
Assoc Professor Niamh Pattwell Lecturer / Co-Lecturer
Dr Katerina Pavlidi Lecturer / Co-Lecturer
Dr Nicolas Pillai Lecturer / Co-Lecturer
Dr Emma Radley Lecturer / Co-Lecturer
Dr Martha Shearer Lecturer / Co-Lecturer
Assoc Professor Rebecca Stephenson Lecturer / Co-Lecturer
Dr Maria Stuart Lecturer / Co-Lecturer
Dr Ashley Taggart Lecturer / Co-Lecturer
Dr Jeanne Tiehen Lecturer / Co-Lecturer
Assoc Professor Nerys Williams Lecturer / Co-Lecturer
Print this page
Fill in the following details:
Enter the body of your query here.

From time to time UCD would like to send you further information that we feel, based on your enquiry, would be of interest to you.