Drama and English BA (Hons)

Single and Joint Honours, Full-time

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Key Details

  • 3 Years
  • 88/96 Typical UCAS Tariff
  • WQ43 Course Code
  • Full Time
drama students

Overview

Why study Drama and English?

Drama and English gives you the opportunity to explore and perform both dramatic and literary texts in an active, hands-on way which will both engage and challenge you.  This combination is also attractive to employers seeking graduates with a confident command of both written and verbal English and excellent critical thinking skills.

Studying both Drama and English together provides a real opportunity to approach a range of texts from different angles and perspectives, each enhancing the other in ways which will broaden your understanding and appreciation of the different ways they work.  Our links with local theatres and theatre organisations such as the Birmingham REP, the Hippodrome, Sampad, the Birmingham Book Festival, and Writing West Midlands enable us to access some of the best contemporary theatre practitioners and writers of all kinds to hear their views on drama and literature.

As a Drama student at Newman, you have the opportunity to get involved with the Community & Applied Drama Lab (CADLab). CADLab is a research unit established within Newman’s Drama department. Read more about CADLab.

What does the course cover?

Over your three years you will study of the history and development of drama and theatre, which will provide you with a strong foundation for your understanding of the subject. You will also have the opportunity to take part in three major productions. The modules you will take cover a range of times and genres, many centred round the twin axes of tragedy and comedy, from the first plays ever written, 2500 years ago in Ancient Greece, through Shakespeare to the controversial postmodern plays of recent times. You will also look at the ways in which you can use drama in your career, with modules on Drama and Theatre in Education, Drama as Therapy, Writing for Theatre and Community Drama. You will get to decide how you would wish to use drama and begin to set out on your own path.

The English component of the course enables you to extend your reading and appreciation of literature and encourages the exploration of a range of personal, cultural and historical issues. Modules are carefully selected to make close links with the Drama element of the programme ensuring you get a blended learning experience that makes the most of studying the two subjects. First year modules help you reflect on the nature of the English canon and approaches to film adaptation. In your second year you will explore engage with a range of works of literature including Shakespeare’s plays, and may select to study Victorian novels, or children’s literature. In the final year you focus on contemporary literature with a choice from a wide range of modules including contemporary Drama in the Realist tradition, Gender Trouble, and Postcolonial British Literature.

How will I be assessed?

We pride ourselves on giving excellent academic and individual support to each of our students. The course uses a variety of assessments to help develop a range of different skills from traditional essay and report writing to presentations, dramatic productions, analysis tasks, reflective logs, and research projects. Your assessments serve a vital role in helping you gain the skills that employers need and our diverse assessment strategy helps ensure you have a range of skills.

What makes this course noteworthy?

One of the main attractions for those studying drama at Newman is the close personal attention you receive from tutors. The 100% Overall Student Satisfaction achieved in 2015 in both Drama and English is evidence of the high quality student experience. Small groups mean tutors can observe your development and help you to improve your skills on an individual basis. Newman has excellent links with a wide variety of people currently working in subject specific industries in both Drama and English.

There is a large element of practical work such as workshops, field trips and work experience to help you define your career plans and gain vital work experience in the theatre. Field trips to local theatres and extra-curricular opportunities will enable you to gain experience with our partners such as The Hippodrome, SAMPAD (South Asian arts), and Birmingham REP.

There is the chance to perform in professional spaces such as Midlands Arts Centre, Birmingham and The Crescent Theatre and an opportunity to be involved in applied drama projects in schools, hospitals and community venues as part of Newman’s Community and Applied Drama Lab (CAD Lab). In recent years, Drama students have taken placements at the Birmingham Rep, Birmingham Hippodrome and The Crucible Theatre in Sheffield, amongst others, which will help you prepare for the world of work.

The Mantle of the Expert Teacher Network, and the Community and Applied Drama Laboratory (or CaDLab) both run from Newman to support further work in the area of Drama in Education and Theatre in Education in school contexts and Applied Drama with/for Children in the community. The network links students with local drama teachers at conferences and Professional Development events, and offers a specialised drama pathway on Newman’s newly validated Master’s Degree in Education. We also have links locally with Woodrow First School in Redditch, where standards have been raised by delivering the entire curriculum through drama. Woodrow staff train teachers in Drama in Education methodology internationally, and offer world-class practice on a day to day basis for students to observe.

Studying English at Newman will allow you to deepen your understanding of a wide range of different styles of writing, from the Victorian realist novel to children’s literature and ranging from Shakespeare to writers working today. Visiting speakers, including creative writers and performance poets, will enrich your study experience, and there will be opportunities to attend events involving well-known contemporary writers. You will be taught by experienced teachers who are experts in their field.

The compulsory work placement not only provides you with valuable graduate level experience of work within an area you may be considering for a career, but is a key asset when applying for jobs. In addition to a work placement you will have the chance to do an extended dissertation in either subject or on an interdisciplinary basis, linking the two subjects together.

What careers can I consider?

Drama and English is an excellent combination for a number of careers, including teaching, acting, directing and creative writing, as well as a much wider range of careers where strong communication, research, planning and organisation skills are highly valued. Such careers include marketing, publishing, journalism, media, management roles, or positions requiring the skills to understand, motivate and communicate with people.

Entry Requirements

All applicants will be invited to prepare a short audition piece.

September 2018 Entry Requirements

You must achieve either at least 96 UCAS points including a minimum of CC at A level or equivalent (e.g.MM at BTEC Diploma), or a total of 88 points from a maximum of 3 A levels.

Access Students can achieve the requirements with the following combination of Distinction, Merit and/ or Pass grades at level 3 achieved from a completed Access course. 96 UCAS Points: D21-M3-P21; D18-M9-P18; D15-M15-P15; D12-M21-P12; D9 M27-P9; D6-M33-P6; D3-M39-P3; D0-M45-P0.

5 GCSEs at grade C or above including English or a recognised equivalent, are also required.

All applicants will be invited to prepare a short audition piece.

Contact details

ContactAdmissions Tel: 0121 476 1181 (Ext. 2378) Email: admissions@newman.ac.uk

Graham Stephenson (Head of Drama) Tel: 0121 476 1181 (Ext. 2468) Email:G.Stephenson@newman.ac.uk

Directions

Course Fees

Fees per academic year: 2017/18

Full-time UK/EU Students: £9,250*

Please note for 2018/19 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Finance and Scholarship information

Additional costs:

A Disclosure and Barring Service (DBS) is not required for entry into this programme, although it is in many cases required by employers before students can begin their Year 2 (level 5) work placement. The cost of the DBS is currently £50 (including processing fee) with the option of subscribing to the update service which is currently £13 per year. For more information on your DBS application please click here.

ENU505 and ENU615 are both optional modules and if you choose to study either one of these modules you will be expected to attend events run as part of Birmingham Literature Festival (as well as other festivals and events). Students will incur costs such as travel and possibly an entrance fee. The programme will reimburse students up to a set amouth. Based on the previous year the module ran, students were reimbursed up to £10. Please note that not all optional modules run every year.

Modules

As a full-time undergraduate student, you will study a total of 120 credits each year. Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Please note, not all optional modules run every year.  All modules are listed below and you may not be required to complete all of these modules. Most modules are 20 credits and the dissertation is 40 credits.

  1. THE TERRIBLE TRUTH: ANCIENT GREEK AND EARLY MODERN TRAGEDY AND COMEDY
    (Compulsory) dru401
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    MODULE SUMMARY :

    This ‘Introduction to Drama’ module will explore the essential dramatic tropes of Comedy and Tragedy from the Ancient Greek and British Early Modern periods. Students will read selected plays from the two periods and explore traditional methods of staging them, to understand how the spoken text and performing body can combine to elicit the power of the tragic or comic response from an audience. The module will normally include a field trip to the theatre. 

    CONTACT HOURS :

    Scheduled : 48.00 Independent : 152.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Acquaint students with selected plays from the Ancient Greek and Early Modern canon.
    • Explore how Tragedy and Comedy were staged; how these tropes varied and evolved.
    • Begin to examine how Drama brings words and bodies together in different ways.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Recognise, and identify, how different dramatists approach comic and tragic drama in different ways.     
    • Explore, discuss and experiment with ways in which staging impacts on audience reception.
    • Present findings verbally and performatively.

    METHOD OF ASSESSMENT :

    Component 1 - 30% ABSTRACT 1000 WORDS, EXC. BIBLIOGRAPHY

    Component 2 - 70% PERFORMANCE (FIVE MINS PER STUDENT INVOLVED)

  2. APPLIED DRAMA 2 - PRACTITIONER SKILLS
    (Compulsory) dru402
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    MODULE SUMMARY :

    This module will be focused on Applied Drama/Theatre practitioner skills such as, for example, Augusto Boal’s ‘Theatre of the Oppressed’ participatory work and Forum Theatre (FT). You will undertake classroom both theoretical and practical sessions (lectures and workshops) to understand the theoretical perspectives on practice and to develop your skills as an Applied Drama practitioner with understanding of the actor/facilitator role. You will take part in FT games for actors and non-actors, body exercises, group work, and interactive theatre techniques. You will be assessed on a reflection to your learning through the sessions in order to take responsibility for participating, understanding and demonstrating progress of your skills. You will be encouraged to review your development and discuss Applied Drama/Theatre practice.

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 76.00 Placement : 0.00 Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Have developed an understanding of the underpinning theory of Applied Drama (FT) practice.
    • Have developed skills as an Applied Drama practitioner (FT facilitator).
    • Have developed responsibility for reflecting to your understanding and practical execution of at least three FT techniques with you as facilitator.
    • Have produced a reflective digital artefact (e-journals) aimed at an external audience, to reflect to their own learning and contribute towards work transitions.
    • Have learned to work effectively as a member of a drama group.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Develop an understanding of the principles and values of Applied Drama/FT practice.
    • Undertake workshop sessions to develop your skills in a FT context.
    • Take part in a practical demonstration of FT techniques and theatre games to develop your skills as a practitioners and facilitator in Applied Drama.
    • Present a creatively engaging argument within an appropriate digital medium (e-journals) for an external audience.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Learning Logbook (1500 word equivalent)

  3. SOUND AND PERFORMANCE
    (Compulsory) dru406
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    MODULE SUMMARY :

    This module aims to provide an introduction to the diverse ways in which sound both informs and is integral to contemporary theatrical practice. It will examine a range of techniques for the production of sound in and for performance through practical workshops underpinned by theoretical and historical contextualisation leading up to the presentation of students own group devised performances.  Although the module will focus on Contemporary practice it will provide historical context through the examination of the history of sound in theatrical performance and will also examine the influence of cinema and the use of music and sound in a theatrical setting. The module will examine the use of sound in contemporary practice in a range of performance disciplines including theatre, music, Live Art, Performance Art, and sonic art examining performance in traditional and non-traditional settings. Students will be introduced to a variety of approaches such as the use of voice - both in the interpretation of text and as a sound producer, the creation of music and sound to accompany and enhance a theatrical performance, and the role increasingly played by new technologies. Students will be introduced to the work of a range of practitioners.  These may include such theatre practitioners as Samuel Beckett, Robert Wilson and the Wooster Group; film-makers such as Jaques Tati and Stanley Kubrik; Artists concerned with sound and performance such as those involved with the Fluxus movement and musicians and musical groups whose work incorporates non-traditional approaches to sound and performance such as John Cage, Christian Wolff, and Cornelius Cardew and the Scratch Orchestra.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Provide an introduction to the diverse ways in which sound both informs and is integral to contemporary theatrical and performance practice.
    • Examine a range of techniques for the production of sound in and for performance
    • Enable students to devise and perform group performances incorporating ideas explored during the module

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Demonstrate a knowledge and understanding of the performance practices of a range of relevant practitioners. 
    • Demonstrate an ability to devise performance involving sound informed by an engagement with the ideas of relevant practitioners
    • Demonstrate an ability to evaluate their own devising and decision-making process.
    • Demonstrate an ability to undertake research into the work of appropriate practitioners and relevant performance techniques
    • communicate their ideas in written form and to an audience through performance
    • Demonstrate problem-solving skills in relation to the devising and performance of their own practical work
    • Demonstrate the ability to work sensitively as an effective member of a team

    METHOD OF ASSESSMENT :

    Component 1 - 100% Group Theatrical Performance (10 to 15 minutes) & Reflection (2500 words)

  4. WAYS OF READING I
    (Compulsory) enu401
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    MODULE SUMMARY :

    This module prepares students for university study and continues from induction week subject sessions. In terms of English subject content it covers, for prose: close reading, context and intertextuality, genre, figurative language, narrative structure, perspective, time, character, and, theoretically, structuralism; for poetry: close reading, poetic forms, rhyme, metre and scansion, figurative language. 

    The following skills for studying English will also be taught in this module: transition from college to university study; using the range of university systems supporting learning (for example: Moodle, eBooks Dawsonera and Cambridge Companions Online, support services, library help desk, email) and understanding who to contact for particular support; understanding that interpretation of text is multiple and contextual (that there is no one right answer); essay writing skills including thesis statements, topic sentences, paragraph organisation, and building an effective argument; target setting from assessment feedback; finding accurate context for individual texts; using secondary sources to support argument. (NB this module does not cover the skills of independently finding secondary reading (see Reading Strategy below); this is covered in Introduction to Drama and Ways of Reading II.)

     

    CONTACT HOURS :

    Scheduled : 42.00 Independent : 152.00 Placement : 0.00 Total :  194.00

    MODULE CURRICULUM LED OUTCOMES :

    This module will allow for formative assessment through developing the essay component of assessment in sections; for formative feedback students will be required to upload elements by specific dates set throughout the module. The bibliographic element of the essay will be formatively peer-assessed within a seminar. 

    This module aims to:

    • Introduce students to some texts from a range of genres and periods
    • Enable students to gain a basic knowledge of the historical, cultural and social contexts of the production of texts
    • Teach students the basis of narrative theory and poetic analysis, and how to apply these to make meanings from their close reading of texts
    • Develop, in students, an ability to use critical and analytical terminology and appropriate scholarly citation
    • Teach students how to create work that is coherently structured
    • Develop students’ self-efficacy by explicitly discussing and practising ways to manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.

     

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Gain a introductory knowledge of a some texts from a range of genres and periods
    • Gain a basic knowledge of the historical, cultural and social contexts of the production of texts
    • Gain a basic knowledge and understanding of how prose and poetic texts work in narrative terms
    • Apply narrative theory and poetic analysis to make meanings from their close reading of texts
    • Develop a basic ability to use critical and analytical terminology and appropriate scholarly citation
    • Demonstrate the ability to create work that is coherently structured
    • Begin to develop their self-efficacy by showing their ability to manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.          

     

    METHOD OF ASSESSMENT :

    Component 1 - 50% Examination (90 minutes)

    Component 2 - 50% Portfolio (2000 words)

  5. READING FILM
    (Compulsory) enu406
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    MODULE SUMMARY :

    This module will introduce students to the basic vocabulary of film language and develop their critical skills in reading visual texts. Through a study of two or three key films, there will be a particular focus on the ways in which space and time are organised within the Hollywood continuity system through the technical elements of mise-en-scene, including iconography, camera framing, editing and sound. There will also be a consideration of how spectator point of view can be controlled and directed in film in different ways than in prose fiction. Students will be encouraged to be articulate about their experience of the workings of film narratives and to begin to see textual analysis as part of a wider consideration of cultural history. After an introduction to scriptwriting, they will apply their knowledge and understanding of the language of film in their assignments. Assignment 1 will comprise a short analysis of the characteristics of a prescribed film scene. In assignment 2, they will choose, from among a range of stories, an extract to adapt into a film script. They will also provide a commentary, constituting an interpretation of the meanings of their chosen story and a discussion of the film forms and technical strategies which they have incorporated into their script.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Help students gain a detailed knowledge of the distinctive characteristics of a range of films and some short stories
    • Help students' gain an introductory knowledge and understanding of the historical, cultural and social contexts in which films are produced and how these can affect their interpretation;
    • Develop students' ability to think critically about film and literature and to write about it in ways that are structured, reflective and analytical;
    • Develop students' knowledge, understanding and ability to evaluate critically some  theoretical approaches to texts, including basic narrative theory, concepts of ideology and semiotics
    • Develop students' skills and abilities in the finding, retrieval, synthesis and use of  secondary critical material and resources
    • Encourage creative practice in order to engender a sensitivity to the affective power of film language
    • Generate an awareness of how the study of literature and film can be integrated and an appreciation of the ways in which film and literary forms and narrative strategies differ.

     

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Gain an introductory knowledge of a range of films
    • Gain a basic knowledge of the historical, cultural and social contexts of the production of films
    • Gain a basic knowledge and understanding of narrative theory, structural theory (semiotics) and ideology in relation to short stories and film productions
    • Gain knowledge and understanding of the distinctive audio and visual conventions through which meanings and representations are constructed in cinematic genres.
    • Apply critical approaches in their close reading and analysis of films and short stories
    • Develop a basic ability to use critical and analytical terminology appropriate to the discussion of film and appropriate scholarly citation
    • Gain some knowledge and understanding of generic conventions and the effects of authorship, production and audience on texts
    • Gain some experience of creative practice primarily as a means to critical reflection
    • Demonstrate literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;
    • Develop their research skills including the ability to acquire, use, evaluate and interpret  information from diverse sources and to synthesise such material, at an introductory level;
    • Begin to develop their self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning

     

    METHOD OF ASSESSMENT :

    Component 1 - 30% Written Critical Analysis of a Film Scene (1000 words)

    Component 2 - 70% Portfolio

  6. INTRODUCTION TO LANGUAGE AND LITERATURE
    (Compulsory) enu408
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    MODULE SUMMARY :

    This module provides students with a broad and basic understanding of Linguistics as an academic discipline. It is designed to equip students for further studies in the field of Linguistics as a whole, and to develop individual specialisms in the future. Areas of study with include: Phonetics and Phonology, Morphology and the structure of words, Syntax, Semantics, Pragmatics, Text and textuality, and the methods employed to study language in each of these areas. At the end of this module, students should be able to define the discipline, and the main pre-occupations of its sub-fields. Students will have developed an understanding of linguistic contrasts, from the phonological to the pragmatic level, and of the types of analyses open to students of those fields.

     

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Help students gain a detailed knowledge of the field of linguistics, including main areas and subareas;
    • Help students gain a detailed knowledge and understanding of how linguists investigate language in particular historical, cultural, literary, and social contexts;
    • Develop students' ability to think critically about language and to write about it in ways that are structured, reflective and analytical;
    • Develop students' knowledge, understanding and ability to evaluate critically a range of theoretical approaches to language study.
    • Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range of resources including linguistic texts and journal articles;
    • Ensure students have a clear, comprehensive declarative knowledge of the field of linguistics, equipping them to begin their own basic analysis of language data and literary texts.

     

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Gain an introductory knowledge of a substantial range of linguistic approaches to language from the study of phonetics to discourse analysis;
    • Gain a basic knowledge and understanding of a range of linguistic theoretical approaches to language description and analysis;
    • Develop their basic knowledge and understanding of how linguistics is used to describe and analyse the social world and literature.
    • Apply a basic range of critical approaches to language study, with a focus on a student’s own interest, and a basic ability to discuss and choose between different approaches available for analysis;
    • Develop their ability to use critical and analytical terminology and appropriate scholarly citation;
    • Develop literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;
    • Learn basic research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material;
    • Develop their self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.

     

    METHOD OF ASSESSMENT :

    Component 1 - 40% Portfolio of Tasks (1500 words)

    Component 2 - 60% Essay (2500 words)

  7. INTRODUCTION TO WORK RELATED LEARNING
    (Compulsory) plu404
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    MODULE SUMMARY :

    This module aims to equip students with the knowledge and self-management skills to make informed choices in preparing for work placement and the transition to employment or further study on graduation.  

    Learners will be provided with the opportunities to develop awareness of the workplace, identify different career and study options, recognise and articulate their own experience, accomplishments and talents and plan and implement career management strategies for the short and long term.

    CONTACT HOURS :

    Scheduled : 12.00 Independent : 88.00 Placement : Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Support students in developing informed choices about the career pathways available to them, in relation to their subject choices.
    • Prepare students for work-based learning and the application / exploration of subject knowledge in the workplace.

    • Encourage students to make connections between their learning, placement choice, future job aspirations and contribution to society.

    • Enable students to build confidence in securing work placements and future employment.

    • Support students in reflecting upon their preparation for their work placement and future employment.  

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have had the opportunity to:

    1. Examine how their experiences, accomplishments, and abilities relate to employer expectations.

    2. Demonstrate engagement with, and an understanding of, graduate employment pathways and employability issues relating to their own career aspirations.

    3. Research organisations for the purposes of securing a work placement.

    4. Reflect upon their learning and development.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Reflective Essay and Appendix, 2000 words

  1. PUNCTURING ASSUMPTIONS: MODERN AND POSTMODERN DRAMA I AND II
    (Optional) dru501
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    Module Summary: This module follows on from ‘The Terrible Truth’, at Level 4, which explores Ancient Greek and Early Modern Tragedy and Comedy. It will focus on changes to comic and tragic tropes in selected Naturalist, Realist, Formalist, Epic, and Absurd plays, to bring students into the era of Post-structuralism. We will explore how to stage the violence of the ‘In-Yer-Face’ British plays of the 1990s, the rise of stand-up Comedy, and the ‘aesthetic of un-decidability’ which characterises ‘post-dramatic’ performance, to examine the fragmented relationship between the spoken text and performing body in the Postmodern era. Digital literacy and scholarship methods will be embedded in this module in preparation for Dissertation and higher study. The module will normally include at least one field trip to the theatre. CATS Value: 20 ECTS Value: 10 Contact Hours: 200 Scheduled: 48 Independent: 152 Placement: 0 Module Curriculum Led Outcomes: This module aims to: • Introduce students to selected plays from the Modern and Postmodern canon. • Begin to explore semiotic theory as a way into understanding notions of structuralism and post-structuralism. Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Identify how key dramatists have developed drama in the Modern and Postmodern eras. • Explore, discuss and experiment with modern and postmodern and intermedial staging, solving problems, taking decisions, and communicating outcomes. • Research and present arguments using own work, demonstrating critical understanding, to engage in wider critical debate. Assessment: Component 1: 50 % The analysis of a contemporary performance seen during the course, which demonstrates your grasp of the theories studied (2,000 words) Component 2: 50% The group presentation of an excerpt from a contemporary play, illustrating and explaining how it exemplifies an aspect of theory we have studied, supported by documentary material relating to research and rehearsal and skills such as working with others. The excerpt should last no longer than five minutes per person, with additional time for discussion.
  2. PRODUCTION PROJECT 2
    (Compulsory) dru505
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    MODULE SUMMARY :

    This module will normally involve students working together or in groups on the production of a single play or a number of short plays. Students may also devise an original play or individual scenes either collectively or in smaller groups, and direct their work under the tutor’s supervision. The first part of the assessment will cover the performance, taking into account the students’ contribution to the rehearsal process. The efficacy of the performance or production aspects will be given equal weight on a qualitative, not quantitative basis to ensure that having a big acting part does not mean automatic high marks. The written aspect of the assessment is designed to help students to be focussed and critical rather than descriptive of process, encouraging an assessment of theory in practice which is appropriate at level 5. While students will work independently in student directed time, the lecturer will be observing/ advising/ directing as needed throughout the process.

    CONTACT HOURS :

    Scheduled : 92.00 Independent : 308.00 Placement : 0.00 Total :  400.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to enable students to deepen and critically apply their knowledge and understanding of:

    • Various forms of drama and the effects of these on audience reception.
    • The operation of different dramatic structures - for example, the processes by which empathy or alienation and deconstruction are achieved on stage, and their consequent effects on audiences in generating sympathy and/or distance.
    • Key practitioners including writers, directors and designers
    • The cultural and historical contexts of such practitioners and practices
    • Utilise and apply a range of methodologies to analyse text
    • Utilise and apply a range of methods to analyse and develop character
    • Processes, by which performance is created, realised and managed
    • The reading of written texts and of how to effect transitions from page to stage
    • The performance and production skills necessary to communicate with an audience.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

    • Demonstrate a critical understanding of key practitioners, such as Stanislavski, their theoretical and practical ideas
    • Use and critically evaluate a range of techniques and methodologies to analyse text and develop character.
    • Document and analyse the processes an actor or director might use to analyse and develop theatrical characters
    • Realise a script or performance technique.
    • Evaluate the performance from a critical perspective and develop competence in a range of drama skills: such as theatre-related performing and production skills; writing and production techniques appropriate for different forms of drama.
    • Gain independence as learners and develop skills that are likely to be employment related.
    • Establish and maintain co-operative working relationships, working as an effective production team(s). Manage rehearsals, learn lines and take group responsibility in a given time frame.
    • Work autonomously, setting and keeping to agreed rehearsal and technical deadlines to complete performance preparation.
    • Develop practical and professional skills, such as personal body and voice projection,
    • Work successfully on face and gesture expression to convey meaning and, build confidence on stage in front of audiences.

    METHOD OF ASSESSMENT :

    Component 1 - 60% Realisation of Performance or Production Skill

    Component 2 - 40% Essay (3000 words)

  3. OPEN TO INTERPRETATION: TWENTIETH-CENTURY THEORY, AND FICTION I
    (Optional) enu500
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    MODULE SUMMARY :

    This module introduces students to modern critical approaches to studying literature. Students will build on the skills demonstrated at Level 4 and extend the ways in which they can approach the critical analysis of literary texts. Students will go on to study ‘Open to Interpretation: Twentieth-Century Theory and Fiction II in semester two of level 5. Over the two modules, students will develop their knowledge of a number of critical approaches, such as: Formalism, New Criticism, Structuralism, Poststructuralism, Deconstruction, Marxism, Cultural Materialism, Feminism, Postfeminism, Postcolonialism, Psychoanalysis, Ecocriticism, and Postmodernism. Lecture sessions will include practical workshop tasks that will help students to analyse literary texts by way of these theories. The module will also include a reflective element and support the Personal Tutorial system established at Level 4.

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 76.00 Placement : 0.00 Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Develop students’ awareness of modern critical approaches to studying literature
    • Extend students’ knowledge of the theoretical underpinnings, terminology and specific concepts relating to various critical approaches
    • Enable students to select and apply appropriate methods of criticism to literary texts
    • Develop students’ awareness of the ways in which literary texts may be interpreted differently within particular literary, cultural and socio-historical contexts
    • An ability to produce independent work of an appropriately academic standard.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Discuss the background, theoretical underpinnings and key strategies of a number of critical approaches in an intelligent and coherent manner
    • Understand the ways in which the interpretation of literary texts can vary in accordance with literary, cultural and socio-historical factors
    • Use critical terminology accurately
    • Produce sophisticated and imaginative analyses of literary texts using relevant critical concepts
    • Make appropriate use of both primary and secondary source materials, including theoretical essays.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Portfolio (2500 words)

  4. SHAKESPEARE AND HIS CONTEMPORARIES
    (Compulsory) enu503
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    MODULE SUMMARY :

    Students will be introduced to a range of early modern texts focussing on drama but also including prose and poetry. The module is intended to introduce students to the variety and richness of early modern literature and to the different dramatic genres of comedy, tragedy and history. Thematically, the module will explore issues of identity in the early modern period including such issues as gender, sexuality, race, social class, nationality, religion, interiority and kingship. Students will both contextualise early modern writing within its own period and learn to apply relevant theoretical and critical approaches such as feminist, psychoanalytical, gender studies, new historicist and cultural materialist theories of criticism. The module also introduces students to writing reviews of productions. Students will write a critical essay but will also see a live production of one of the plays studied and write a review of it. This contrast of writing forms is intended to help students understand the different expectations of different forms and to learn to write both in a concise way in the review and in a more structured and extended form in the essay.

    CONTACT HOURS :

    Scheduled : 44.00 Independent : 156.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Help students gain a detailed knowledge of a substantial range of texts written by Shakespeare and his near contemporaries in the early modern period
    • Help students' gain a detailed knowledge and understanding of the historical, cultural and social contexts in which the texts were produced and how these can affect their interpretation
    • Develop students' ability to think critically about literature from the period and to write about it in ways that are structured, reflective and analytical
    • Develop students' knowledge, understanding and ability to evaluate critically a range of theoretical approaches to texts, such as New Historicism, Cultural Materialism and those pertaining to issues of identity
    • Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range of secondary critical material and resources such as JSTOR, Project Muse, the internet
    • Ensure students see at least one live performance of a play from the Renaissance period.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Gain a detailed knowledge of a substantial range of texts from the renaissance
    • Gain a detailed knowledge of the historical, cultural and social contexts of the production of texts from the renaissance
    • Develop their knowledge and understanding of a range of theoretical approaches to texts, especially those pertaining to issues of identity
    • Apply a range of critical approaches in their close reading and analysis of texts from the renaissance
    • Develop their ability to use critical and analytical terminology and appropriate scholarly citation
    • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured
    • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material
    • Develop their self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.

    METHOD OF ASSESSMENT :

    Component 1 - 30% Critical Review of a Theatrical Production (1500 words)

    Component 2 - 70% Essay (3000 words)

  5. THE LITERARY SCENE
    (Optional) enu505
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    Module Summary: Students on this module will engage with contemporary literary production covering: • Literary Prizes and Bestsellers - literary prize-winning culture, its controversies and purposes for different stakeholders; the notion of ‘literary value’ through exploring inter-linked ideas of popularity, bestsellers, and high cultural forms. • Publishing and Promotion - the popularity and proliferation of literary festivals, author readings and interviews and other literary events; the resurgence of ‘the author’ as a material presence in literary culture; spin-offs from literature into other media (e.g. film and TV); the development of online publishing). • Readers and Reading - reading as an individual and a group activity; reading groups and book clubs; the place of libraries in promoting reading. As part of this module, students will be expected to attend literary events. The timing of the module allows attendance at events run as part of Birmingham Literature Festival (as well as other festivals and events). There will also be an opportunity to visit the central Library of Birmingham, and local libraries. The module has potential for students to develop understanding of work opportunities in this field. CATS Value: 20 ECTS Value: 10 Contact Hours: Scheduled: 36 Independent: 164 Placement: 0 Total: 200 Module Curriculum Led Outcomes: This module aims to: • Develop students’ knowledge of cultural and social contexts of the production of texts in the contemporary period; • Develop students’ awareness of relevant employment opportunities; • Teach students how to apply a sociological and cultural approach to literature in their analysis of texts; • Enable students to gain a detailed knowledge and understanding of the effects of authorship, production and audience on texts; • Show students how to write in different contexts, to produce work that is coherently structured, written in an appropriate way, using appropriate citation whilst maintaining advanced literacy and communication skills; • Further develop students’ abilities to use advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material. Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Gain a detailed knowledge of cultural and social contexts of the production of texts in the contemporary period; • Develop a critical knowledge of relevant employment opportunities. • Apply a sociological and cultural approach to literature in their analysis of texts; • Gain a detailed knowledge and understanding of the effects of authorship, production and audience on texts. • Develop advanced literacy and communication skills and the ability to apply these in different contexts of writing to produce work that is coherently structured, written in an appropriate way, using appropriate citation; • Practice advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material. Assessment: Component 1: 50% Review of a literary event (2000 words) Component 2: 50% Group project and presentation (2500 word equivalent)
  6. VICTORIAN LITERATURE ON SCREEN
    (Optional) enu506
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    MODULE SUMMARY :

    In this module, students will study theories and approaches related to text- to- screen adaptations with a particular focus on the ways in which canonical Victorian novels and narrative poems have been translated for film and television. They will explore the workings of prose in relation to visual narratives, concentrating on the differences between the two media. They will examine the debates about whether film adaptations should be judged according to their fidelity to the source text and how far it is useful to read them as successful or unsuccessful depending on how particular directors have illuminated or even obscured the ‘meaning’ of source texts in their film interpretations. They will be encouraged to see textual analysis as part of a wider consideration of cultural history through a study of how films and TV productions from 1940 to the present day have variously interpreted the issues of Victorian identity inscribed within their sources, and particularly how they have represented nineteenth century conceptions of cultural power, faith and human psychology. Following a study of specific film adaptations, students will analyse a Victorian text and film adaptation or adaptations of their choice.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Help students gain a detailed knowledge of a substantial range of Victorian texts and their film adaptations
    • Help students' gain a detailed knowledge and understanding of the historical, cultural and social contexts in which the literature was written and the film adaptations produced and how these can affect their interpretation
    • Develop students' ability to think critically about Victorian Literature and film adaptations and to write about it in ways that are structured, reflective and analytical
    • Develop students' knowledge, understanding and ability to evaluate critically a range of theoretical approaches to Victorian literature and film adaptations including adaptation theory, New Historicism and Cultural Materialism
    • Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range of secondary critical material and resources such as JSTOR, Project Muse and the internet
    • Explore the relationship between literature and film, with a focus on the different conventions through which meaning is generated within these two forms.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Gain a detailed knowledge of a substantial range of Victorian texts and their film adaptations
    • Gain a detailed knowledge of the historical, cultural and social contexts in which the literature was written and the film adaptations produced
    • Develop their knowledge and understanding of a range of range of theoretical approaches to Victorian literature and film adaptations including adaptation theory, New Historicism and Cultural Materialism
    • Gain a detailed knowledge and understanding of the distinctive literary characteristics of nineteenth-century literature and the audio and visual characteristics of different film and TV adaptations
    • Gain a detailed knowledge of the relationship between literature and film
    • Recognise the relationship between literature and film
    • Apply a range of critical approaches in their close reading and analysis of Victorian texts and their film adaptations
    • Develop their ability to use critical and analytical terminology associated with literature and film and appropriate scholarly citation
    • Gain a detailed knowledge and understanding of generic conventions of Victorian literature and film adaptations and the effects of authorship, production and audience on texts
    • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured
    • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material
    • Develop their self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4500 words)

  7. CHILDREN'S LITERATURE
    (Optional) enu517
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    Module Summary: Students will be introduced to a range of written, visual and oral texts drawn from different genres within Children’s Literature. These will include picture books, fairy stories and traditional stories, stories from other cultures, classics, social realism and possibly some poetry. The different stylistic feature will be considered in relation to reaching judgements about literary qualities and suitability for child readers. Students will consider how it is possible for an adult writer to communicate effectively with the child reader. This work will include a consideration of how texts manage to retain their popularity with succeeding generations and will link with discussions on the nature and construction of childhood in different historical contexts. Students will apply theoretical perspectives to these texts as well as giving particular attention to the thematic issues addressed and the stylistic features employed. Issues and themes addressed will include such topics as 'children's' literature, 'adolescent' literature, the creation of narrative through images and the relationship of text and image, and issues of identity such as the family, gender, race, social class, childhood and parenthood. Students will also contextualise their discussions by considering a range of cultural, historical, ideological, and social contexts. The module will aim to bring at least one published children's author to talk to the students on the module. CATS Value: 20 ECTS Value: 10 Contact Hours: Scheduled: 36 Independent: 164 Placement: 0 Total: 200 Module Curriculum Led Outcomes: This module aims to: • Help students gain a detailed knowledge of a wide range of children's literature; • Help students' gain a wide-ranging and detailed knowledge and understanding of a variety of contexts (including, social, historical, economic, political, philosophical and ideological contexts) in which the texts were written and produced and how these can affect their interpretation; • Help students gain a detailed appreciation of the range of issues addressed by writers of literature for children; • Give students a detailed understanding of the issues involved in the act of communication between an adult writer and a child reader. • Help students gain a detailed knowledge and understanding of the generic conventions of children's literature and the effects of authorship, production and audience on texts; • Develop in students advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured; • Develop in students an advanced level of knowledge, understanding and ability to evaluate critically a range of theoretical approaches to children's literature; • Help students apply advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level. Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Gain a detailed knowledge of a wide range of children's literature; • Gain a detailed knowledge of the various contexts in which children's literature was written and produced and how these can affect their interpretation; • Develop a detailed knowledge and understanding of the generic conventions of children's literature and of the range of issues addressed by writers of literature for children; • Develop a detailed understanding of theoretical approaches to texts and of the issues involved in the act of communication between an adult writer and a child reader • Apply a range of critical approaches in their close reading and analysis of children's literature; • Help students gain a detailed knowledge and understanding of the generic conventions of children's literature and the effects of authorship, production and audience on texts; • Develop in students an advanced level of knowledge, understanding and ability to evaluate critically and use appropriately a range of theoretical approaches to children's literature; • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured; • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from a wide range of sources and to synthesise such material; • Develop their self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances. Assessment: Component 1: 100% Essay (4,500 words)
  8. OPEN TO INTERPRETATION: TWENTIETH-CENTURY THEORY AND FICTION II
    (Optional) enu520
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    MODULE SUMMARY :

    This module introduces students to modern critical approaches to studying literature. Students will build on the skills demonstrated at Level 4 and in the first semester module ‘Open to Interpretation: Twentieth-Century Theory and Fiction I’. Students will continue to extend the ways in which they can approach the critical analysis of literary texts. Over the two modules, students will develop their knowledge of a number of critical approaches, such as: Formalism, New Criticism, Structuralism, Poststructuralism, Deconstruction, Marxism, Cultural Materialism, Feminism, Postfeminism, Postcolonialism, Psychoanalysis, Ecocriticism, and Postmodernism. Lecture sessions will include practical workshop tasks that will help students to analyse literary texts by way of these theories. The module will also support the Personal Tutorial system established at Level 4. The final weeks of the module are specifically designed to prepare students for the Level 6 dissertation.

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 76.00 Placement : 0.00 Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Develop students’ awareness of modern critical approaches to studying literature
    • Extend students’ knowledge of the theoretical underpinnings, terminology and specific concepts relating to various critical approaches
    • Enable students to select and apply appropriate methods of criticism to literary texts
    • Develop students’ awareness of the ways in which literary texts may be interpreted differently within particular literary, cultural and socio-historical contexts
    • An ability to produce independent work of an appropriately academic standard.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Discuss the background, theoretical underpinnings and key strategies of a number of critical approaches in an intelligent and coherent manner
    • Understand the ways in which the interpretation of literary texts can vary in accordance with literary, cultural and socio-historical factors
    • Use critical terminology accurately
    • Produce sophisticated and imaginative analyses of literary texts using relevant critical concepts
    • Make appropriate use of both primary and secondary source materials, including theoretical essays

    METHOD OF ASSESSMENT :

    Component 1 - 60% Individual Presentation (10 minutes)

    Component 2 - 40% Proposal (750 words)

  9. WORK PLACEMENT
    (Compulsory) plu502
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    MODULE SUMMARY :

    This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of work place learning. The placement supervisor in the work place will negotiate the focus for the learner’s role on placement, with the learner. Students complete 100 hours in the work setting. The learner will reflect critically on different dimensions of the work place setting.

    CONTACT HOURS :

    Scheduled : 10.00 Independent : 90.00 Placement : 100.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Encourage students to take responsibility for initiating, directing and managing their own placement in a workplace setting.

    • Encourage students to work constructively with their workplace supervisor and university placement tutor, taking ownership of the placement and of their independent learning throughout the experience.

    • Enable students to negotiate the relationship between academic theory and their understanding of workplace settings and their roles within those settings.

    • Encourage students to reflect critically on their experiences.

    • Encourage students to produce a reflective digital resource aimed at an external audience, to contribute towards work and study transitions.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have had the opportunity to: 

    1. Secure, negotiate and undertake a specific role in a workplace setting.

    2. Evaluate features of the workplace setting and their role within it.

    3. Critically evaluate the learning opportunities provided by the workplace experience and understand that learning will benefit current and lifelong learning, values and future employability.

    4. Present a creatively engaging argument within an appropriate digital medium for an external audience, which critically reflects upon an issue or interrelating issues affecting the workplace setting.

     

    METHOD OF ASSESSMENT :

    Component 1 - % PLACEMENT REGISTRATION FORM

    Component 2 - 60% WORK PLACEMENT REFLECTION (2500 WORDS)

    Component 3 - 40% WORK PLACEMENT EVALUATION: DIGITAL RESOURCE (1500 WORDS EQUIVALENT)

  1. DISSERTATION
    (Optional) dru601
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    MODULE SUMMARY :

    The dissertation provides an opportunity for a sustained and focused study on a particular area of Drama, Theatre and Applied Performance.  By the end of the module, students should be able to demonstrate a comprehensive knowledge of a wide range of concepts, theories and methodologies.  The dissertation must reflect critical reading and independent research.  Wherever possible, and appropriate, the writing should relate theoretical studies to applied methodologies, and/or practice. The written work should establish clear lines of original enquiry in independent research.  Academic conventions are essential – elegant and lucid writing desirable.

    CONTACT HOURS :

    Scheduled : 12.00 Independent : 388.00 Placement : 0.00 Total :  400.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to offer an opportunity to: 

    • Produce an extended piece of work on a topic of the students own choice
    • Foster an independent approach to learning
    • Develop research skills
    • Successfully gather, sort, synthesise and critically analyse a large amount of material from a range of literature or language sources
    • Construct rational, coherent and sustained arguments using a wide range of evidence, largely from secondary sources
    • Work autonomously, setting goals and deadlines as appropriate in order to complete set tasks
    • Communicate clearly, coherently, fluently and with structure in writing employing the standard referencing techniques of the discipline
    • Use a variety of information technologies proficiently and appropriately, including word processing, electronic information catalogues and the internet.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Demonstrate knowledge and understanding of the distinctive character of dramatic texts and / or performance elements from a given historical/social period
    • Show knowledge of the structure, vocabulary and functions of drama
    • Appreciate the power of imagination in dramatic creation
    • Be aware of and critically evaluate critical traditions in shaping drama over period of time
    • Articulate knowledge and understanding of texts, concepts and theories relating to Drama
    • Demonstrate a response to the central role of performance in the creation of meaning and a sensitivity to the affective power of drama
    • Command a broad range of vocabulary and an appropriate critical terminology,
    • Use bibliographic skills appropriate to the discipline, including accurate citation of sources and consistent use of conventions in the presentation of scholarly work.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Dissertation (10000 words)

  2. PRACTICAL DISSERTATION
    (Optional) dru602
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    MODULE SUMMARY :

    In this module students, drawing on their previous experience, will have the opportunity to develop a small-scale theatrical performance that engages with the ideas and practice of relevant theatre practitioners. This may be either a performance of an existing theatrical text or an original piece of work devised by the student.   Performances may take the form of a solo piece but may also involve collaboration with other performers.   Students, whether working on group or solo productions, will take directorial responsibility for all aspects of the production including issues relating to performance and technical, scenographic and administrative requirements. Students will be expected to work independently in the planning, researching and rehearsal processes but will be allocated a member of staff who will supervise the process. Students will be expected to keep documentary evidence of their process, as well as undertaking independent research, which will form the basis of an accompanying reflective logbook.

    CONTACT HOURS :

    Scheduled : 12.00 Independent : 388.00 Placement : 0.00 Total :  400.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Enable students to work autonomously to create an original piece of theatrical performance
    • Enable students to reflect on their creative practice in relation to the work of relevant practitioners and theoretical perspectives
    • Give students the opportunity to apply their knowledge developed through their degree course to organise and control all aspects of a theatrical production
    • Develop and enhance students directorial and/or performance skills.
    • Allow students to present their individual creative work in a public setting

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

    • Demonstrate a critical understanding of relevant practitioners in relation to their own work
    • Successfully realise a script or devised performance in a public setting
    • Work autonomously, setting and keeping to agreed rehearsal and technical deadlines to complete performance preparation.
    • To successfully manage all aspects of a production including issues relating to performance and technical, scenographic and administrative requirements appropriate to their particular performance
    • Develop practical and professional skills, such as personal body and voice projection
    • Develop directing skills either in relation to their own solo performance or the direction of a group of performers
    • To reflect on their creative practice in relation to the work of relevant practitioners and theoretical perspectives

    METHOD OF ASSESSMENT :

    Component 1 - 70% Performance (30-40 minutes)

    Component 2 - 30% Reflective Logbook (4000 words)

  3. WRITING FOR THEATRE
    (Compulsory) dru604
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    MODULE SUMMARY :

    The module will focus on developing the students’ understanding of dramatic structure, their use of basic devising techniques, and their experience of the creative process in devising and / or writing a piece of original theatre.  The teaching sessions will be a combination of the study of dramatic structure, creative writing linked to playwriting, and the development of the student’s own dramatizations.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Deepen students’ understanding of the historical forms and structures of drama
    • Examine the historic and contemporary theories of dramatic structure from a writer’s perspective
    • Introduce students to play texts which exemplify key structural features
    • Further explore the relationship between dramatic structure and text
    • Explore basic devising techniques
    • Develop and experiment with students’ creative writing skills

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

    • Analyse and demonstrate how key writers have impacted on the development of dramatic structure
    • Analyse and show how critical perspectives are related to different uses of structure.
    • Analyse the construction of a dramatic text
    • Analyse and account for the impact of structure on the dramatic possibilities of script.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Treatment and Script Extract for Play, supported by Essay (3000 words)

  4. THE DRAMATIC CLASSROOM: DRAMA IN EDUCATION
    (Compulsory) dru606
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    MODULE SUMMARY :

     

    The module will introduce key aspects of the drama-in-education practice of Dorothy Heathcote and other practitioners, and relate it to learning theorists such as Jerome Bruner, and others. Jerome Bruner’s Modes of Learning will help students recognise and apply the semiotics of ‘play’ in the classroom. The module will include a field trip to Woodrow First School in Redditch, where Dorothy Heathcote’s Mantle of the Expert learning system is used across the curriculum.

     

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    •           Explore through active workshop sessions some of the educational applications of drama, with a particular focus on the work of Dorothy Heathcote.

    •           Relate the work of practitioners in drama-in-education, and the learning theories of Jerome Bruner, and others.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

    •  

      •           Evidence and evaluate the various ways in which the practical drama strategies of Dorothy Heathcote and other practitioners can motivate and engage learners.

      •           Read the work of theorists such as Jerome Bruner and others, and understand how they relate to the practice of drama-in-education      

      •           Evaluate and learn how to apply a range of teaching strategies, such as Heathcote's Conventions for Dramatic Action.

      •           Analyse how the semiotics of ‘play’ engage young people in the classroom.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Written Evaluation (4000 words)

  5. DISSERTATION IN ENGLISH
    (Optional) enu601
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    MODULE SUMMARY :

    The dissertation allows students to undertake a sustained piece of independent research into a topic of their own choosing, and to apply the concepts, theories and methodologies (as relevant) that they have learnt about during their degree. Students can choose to work in the areas of Creative Writing, English literature, English language, Film Studies or Literature and Film; their research should show a grounding in current research and establish clear lines of original enquiry. Research skills specific to the module will be practised in a series of workshops towards the beginning of the module (time management; working with a supervisor; identifying strengths and area for development); thereafter, students will be supported by an individual supervisor with whom they will arrange individual tutorials.

    CONTACT HOURS :

    Scheduled : 10.00 Independent : 390.00 Placement : 0.00 Total :  400.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Enable students to gain an in-depth knowledge of a specific area of English studies in which they are particularly interested;
    • Teach students to develop a detailed knowledge and understanding of the distinctive literary, linguistic and/or visual characteristics of genres, methods and/or theoretical approaches relevant to their dissertation;
    • Teach students how to choose and apply relevant methods and/or critical approaches independently in their close reading and analysis of texts;
    • Use the required institutional scholarly citation and referencing system accurately.
    • Allow student to show their achievement in using advanced literacy and communication skills which produce work that is coherently structured to produce a clear argument or evaluation, written in a scholarly way, including the use of critical, analytical and theoretical terminology;
    • Allow students to show their ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level;
    • Develop, in students, an advanced level of self-efficacy by showing their ability to follow advice, and act independently as appropriate; independently research including scoping and planning a project, developing an appropriate reading list to support the project; manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning;
    • Allow students to identify career opportunities and reflect critically on the attributes, skills, attitudes and approaches expected and required of employees, the self-employed and employers.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Gain an in-depth knowledge of a specific area of English studies;
    • Develop a detailed knowledge and understanding of the distinctive literary, linguistic and/or visual characteristics of genres, methods and/or theoretical approaches relevant to their dissertation;
    • Apply relevant methods and/or critical approaches in their close reading and analysis of texts;
    • Use the required institutional scholarly citation and referencing system accurately.
    • Develop advanced literacy and communication skills which produce work that is coherently structured to produce a clear argument or evaluation, written in a scholarly way, including the use of critical, analytical and theoretical terminology;
    • Show their ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level;
    • Develop an advanced level of self-efficacy by showing their ability to follow advice, and act independently as appropriate; independently research including scoping and planning a project, developing an appropriate reading list to support the project; manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning;
    • Ability to identify career opportunities and reflect critically on the attributes, skills, attitudes and approaches expected and required of employees, the self-employed and employers.

    METHOD OF ASSESSMENT :

    Component 1 - 15% Presentation (5 minutes)

    Component 2 - 85% Dissertation (10000 words)

  6. LITERATURE IN THE MODERN WORLD 1900 - 1950
    (Optional) enu603
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    MODULE SUMMARY :

    The module will engage students in a socio-historical and politically situated study of a number of 20th century texts pre-World War 11. They will examine developments in literary form during this period and the relationship of these emerging forms with the cultural context in which texts were produced and received. The module will begin with a preliminary exploration of the transition between early Victorianism tendencies to optimism and realism in literature through to a growing sense of pessimism and literary experimentalism in fin de siècle writing to the despair and fragmentation of style and mood which characterised literature written after the First World War. Students will then study Modernism as a style, form and set of ideas, exploring the characteristics in modernist novels, short stories and poems. Following this they will be introduced to popular realist and genre novels outside of the modernist paradigm, recently evaluated by critics working in Middlebrow studies as equally valid as iconic modernist texts in their representations of the modern world.    

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Help students gain a detailed knowledge of a substantial range of texts written in the early twentieth century
    • Help students' gain a detailed knowledge and understanding of the historical, cultural and social contexts in which these texts were produced and how these can affect their interpretation;
    • Develop students' ability to think critically about literature from the period and to write about it in ways that are sophisticated, structured, reflective and analytical;
    • Develop students' knowledge, understanding and ability to evaluate literature critically using concepts and ideas associated with modernism and the middlebrow
    • Enhance students' skills and abilities in the finding, retrieval, synthesis and use of a range of secondary critical material and resources such as JSTOR, Project Muse, the internet.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Gain a detailed knowledge of a wide range of texts from the early part of the twentieth century
    • Gain a wide-ranging and sophisticated knowledge of the historical, cultural and social contexts of the production of texts written in the early part of the twentieth century
    • Gain a sophisticated knowledge and understanding of the distinctive literary characteristics of and critical approaches to modernist and middlebrow texts written in the early part of the twentieth century
    • Apply in a sophisticated way a range of critical approaches in their close reading and analysis of texts written in the early twentieth century
    • Develop to an advanced level their ability to use critical and analytical terminology and appropriate scholarly citation
    • Gain a detailed knowledge and understanding of generic conventions and the effects of authorship, production and audience on texts
    • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;
    • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level;
    • Develop an advanced level of self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.

    METHOD OF ASSESSMENT :

    Component 1 - 20% Written Analysis (1000 words)

    Component 2 - 80% Essay (3500 words)

  7. FROM IBSEN TO MILLER: DRAMA IN THE REALIST TRADITION
    (Optional) enu605
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    Module Summary: Students will be introduced to a range of dramatic texts mainly in the realist tradition (but also diversifying from that) from the late 19th century to the modern era and ranging from European plays in translation to British and American texts to give an international perspective. This enables students to trace the rich variety and development of this dramatic tradition and to gain insights into outstanding dramatic texts. It allows them to explore the ways that dramatists, over time and in different locations have had a perennial concerns with using drama to comment on society and the nature of human existence, and a range of issues including identity, gender, politics, race, religion, class, the family, childhood, the nature and purpose of art. Thematically, the module will explore these issues and will contextualise them in their times. Students will also explore different interpretations of these texts in productions. The module will encourage students to apply the theoretical knowledge they have gained earlier in their studies as well as offering the opportunity to trace the development of the realist tradition. Students will also gain insights into different theories and traditions such as Stanislvaski's method acting, Brecht's Epic Theatre and the Theatre of the Absurd. Students will write an essay which explores a theme or topic across a range of texts and take an exam CATS Value: 20 ECTS Value: 10 Contact Hours: Scheduled: 44 (36 plus 8 hour theatre trip) Independent: 156 Placement: 0 Total: 200 Module Curriculum Led Outcomes: This module aims to: • Help students gain a detailed knowledge of a wide range of dramatic texts and of written from the late 19th century to contemporary writing from different geographical areas and to have an awareness of the production history of these texts; • Help students' gain a wide-ranging and detailed knowledge and understanding of a variety of contexts (including, social, historical, economic, political, philosophical and ideological contexts) in which the texts were written and produced and how these can affect their interpretation; • Help students gain a detailed knowledge and understanding of the generic conventions of drama and the effects of authorship, production and audience on texts; • Develop in students advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured; • Develop in students an advanced level of knowledge, understanding and ability to evaluate critically a range of theoretical approaches to texts and theories of drama; • Help students apply advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level; • Ensure students see at least one live performance of a play from the Renaissance period. Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Gain a detailed knowledge of a wide range of dramatic texts and texts pertaining to drama from 19th century to the contemporary period with a focus on the realist tradition; • Gain a detailed knowledge of the various contexts in which these plays were written and produced; • Develop a detailed knowledge and understanding of the generic conventions of drama and the effects of authorship, production and audience on texts; • Develop a detailed understanding of theoretical approaches to texts and of theories of drama; • Apply a range of critical approaches in their close reading and analysis of plays and drama-related texts from the late 19th century to the modern era; • Help students gain a detailed knowledge and understanding of the generic conventions of drama and the effects of authorship, production and audience on texts; • Develop in students an advanced level of knowledge, understanding and ability to evaluate critically a range of theoretical approaches to texts and theories of drama and use theoretical approaches appropriately; • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured; • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from a wide range of sources and to synthesise such material; • Develop their self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances. Assessment: Component 1: 50% Essay (2500 words) Component 2: 50% Examination (2 hours)
  8. GENDER TROUBLE
    (Optional) enu606
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    MODULE SUMMARY :

    This module asks students to examine literary representations of sex, gender, sexuality, and sexual transgression through the lens of relevant modern critical theories, such as: feminism, masculinity studies, gender studies, queer theory, psychoanalysis, postcolonialism, poststructuralism, and postmodernism. Through the analysis of a range of texts from the 20th-21st century, students will engage with concepts such as: the construction of gender and sexuality; performativity; heteronormativity; hegemonic constructs of gender; the relationship between desire and identity; intersections between gender identity, sexuality and race. Primary texts and the issues they raise will be placed in their socio-historical contexts and students will consider the literature’s cultural influence and the politicisation of literary texts. Primary texts may include literary fiction, popular/genre fiction, cinematic representations, poetry, graphic novels and dramatic texts, and thus provide the opportunity for students to consider the relationship between sex, gender and sexuality and particular modes of representation. Students will be required to engage with these topics in a mature and respectful way. The module will require students to undertake research on a specific topic, critically analyse literary texts, and produce a cogent, scholarly argument informed by specific critical concepts.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Enable students to engage with debates surrounding the understanding of sex, gender and sexuality and its representation through a range of literary texts
    • Help students gain a detailed knowledge and understanding of how historical, cultural and social contexts affect the representation of sex, gender and sexuality
    • Develop students’ ability to critically analyse and compare the set texts, evaluating their similarities and differences in representations of sex, gender and sexuality as well as their modes of representation
    • Develop students’ awareness of modern and contemporary critical practices relevant to the examination of sex, gender and sexuality and their ability to select and apply appropriate methods of criticism to literary texts
    • Enable students to articulate cogent, critical arguments about the representation of sex, gender and sexuality using relevant critical concepts and terminology.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Gain a detailed knowledge of a wide range of texts from the 20th-21st century which raise issues about sex, gender and sexuality in the modern world
    • Gain a wide-ranging and sophisticated knowledge of the historical, cultural and social contexts of the production of texts representing sex, gender and sexuality
    • Develop a detailed knowledge and understanding of a wide range of theoretical approaches relevant to the examination of representations of sex, gender and sexuality in literary texts
    • Apply in a sophisticated way a range of critical approaches in their close reading and analysis of modern texts representing sex, gender and sexuality
    • Develop to an advanced level their ability to use critical and analytical terminology and appropriate scholarly citation
    • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;
    • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level;
    • Develop an advanced level of self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4500 words)

  9. A GOLDEN AGE?: POST-WAR LITERATURE
    (Optional) enu607
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    MODULE SUMMARY :

    Students will be introduced to a range of British literary texts from the period 1945-1970 alongside criticism contemporary to the period and more recent literary criticism. Students will place texts within historical, social and cultural contexts and examine the texts’ engagement with pertinent contemporary issues, such as: class, social mobility, education, the welfare state, national identity, gender inequality, second-wave feminism, race, immigration, the move from austerity to affluence, advances in science and technology, the aftermath of the Second World War, and the Cold War. The module will also ask students to consider issues surrounding genre, narrative form, and the relationship between realism and experimentalism in literature of this period. The module aims to develop students’ understanding of a number of critical approaches relevant to the analysis of post-war literature, such as: feminism, postcolonialism, poststructuralism, psychoanalysis, Marxism and ecocriticism. Students will develop an awareness of how literary criticism has evolved over the last 60 years, undertake research on a specific and relevant topic, critically analyse literary texts, and produce a cogent, scholarly argument informed by specific critical concepts.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Develop students’ ability to relate literary texts of the post-war period to their historical, social and cultural contexts
    • Develop students’ ability to critically analyse and compare the set texts, evaluating their similarities and differences
    • Further develop students’ awareness of modern and contemporary critical practices and their ability to select and apply appropriate methods of criticism to literary texts from the post-war period
    • Enable students to explicate and negotiate differences in critical opinion and the literary interpretation of texts at different historical periods

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Gain a detailed knowledge of a wide range of texts from the post-war period
    • Gain a wide-ranging and sophisticated knowledge of the historical, cultural and social contexts of the production of texts in the post-war period
    • Develop a detailed knowledge and understanding of a wide range of theoretical approaches relevant to the analysis of post-war literature
    • Apply in a sophisticated way a range of critical approaches in their close reading and analysis of texts from the post-war period
    • Develop to an advanced level their ability to use critical and analytical terminology and appropriate scholarly citation
    • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;
    • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level;
    • Develop an advanced level of self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.

    METHOD OF ASSESSMENT :

    Component 1 - 40% Examination (2 hours)

    Component 2 - 60% Essay (2500 words)

  10. FROM SUPERHEROES AND SYLVIA PLATH
    (Optional) enu610
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    MODULE SUMMARY :

    This module will begin by exploring how mythic conceptions of America relating to manifest destiny, American exceptionalism and the Western frontier have been employed by writers and film makers: either to sanction the dominant ideology of the ‘American Dream’, principally in Hollywood productions, or to challenge these mythical conceptions of American identity. Close critical analysis of literature and film will be supported by readings on cultural history and students will be encouraged to draw comparisons between the treatment of American identity in ‘related’ texts. Examples will typically include: perspectives on (super) heroism in The Avengers and Arthur Miller’s The Crucible; representations of New York in the 1920s in The Great Gatsby and Ragtime; conceptions of the ‘frontier’ in Huckleberry Finn and mainstream Western films; responses to Vietnam in the novels of Bobby Ann Mason and allegorical Mexico Westerns of the 1960s; discussions of gendered space in The Bell Jar, The Tracy fragments and In the Cut;  the employment of science fiction in Invasion of the Body Snatchers, The Night of the Living Dead, and Bladerunner to reflect cultural anxieties at different points in history; the features of Postmodern novels and the films of Quentin Tarantino; and the politicisation of black female experience in The Bluest Eye and The Color Purple. The module will particularly examine texts which reflected upon and sometimes shaped American foreign and domestic policy of the Cold War and Vietnam periods and the continued relationship between mythical representations of American identity and the global aspirations of American economic and political institutions.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Help students gain an extensive knowledge of a substantial range of American films and literary texts
    • Help students' gain a detailed knowledge and understanding of the American historical, cultural, social, political and economic contexts in which the films and literary texts were produced and how these can affect their interpretation;
    • Develop students' ability to think critically about film and literature from the period and to write about it in ways that are structured, reflective and analytical;
    • Develop students' knowledge, understanding and ability to evaluate critically theoretical approaches related to American Studies, recognising how these pertain to issues of American identity and dominant ideology.
    • Develop students understanding of the effect of American ideology and Hollywood cinema on the international and global community
    • Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range of secondary critical material and resources such as JSTOR, Project Muse, the internet;
    • Promote an understanding of the range and diversity of English Studies and its relationship with Film Studies and American Studies, including appreciation of the integration of these different disciplines.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Gain a detailed knowledge of a wide range of American films and literary texts
    • Gain a wide-ranging and sophisticated knowledge of the historical, cultural, social, political and economic contexts of the production of American films and literary texts
    • Develop a detailed knowledge and understanding of theoretical approaches related to American Studies
    • Gain a sophisticated knowledge and understanding of the distinctive thematic characteristics of American literature and visual and thematic characteristics of American film.
    • Apply in an intellectual and sophisticated way critical approaches associated with American Studies to  their close reading and analysis of American literature and Film.
    • Develop to an advanced level their ability to use critical and analytical terminology and appropriate scholarly citation
    • Gain a detailed knowledge and understanding of the conventions of American literature and films and the effects of authorship, production and audience on these texts
    • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;
    • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level;
    • Develop an advanced level of self-efficacy by showing their ability to follow advice, act independently, manage their time and plan and organise their workload to  meet deadlines.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4500 words)

  11. POSTCOLONIAL BRITISH LITERATURE
    (Optional) enu614
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    MODULE SUMMARY :

    This module will explore contemporary British literature using the paradigms of postcolonial theory, for example hybridity, diaspora, language and nation. It will take as its starting point, Mark Stein’s suggestion that, ‘black British literature is related to British literature. It may even be thought to transform British writing into being “post-colonial” in its entirety’ (2004, p. xvi). It will challenge the concept of English canonicity as distinct from British literature, and instead consider the ways in which all contemporary British literature reflects the state of Britain as post-imperial, and its increasing devolvement into its separate regions. It will therefore consider texts by writers from diverse backgrounds including those of English heritage.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Explore postcolonial theory in relation to the literature of post-imperial Britain.
    • Problematise notions of cultural norms and judgements by indicating how these are linked to cultural, social, historical and political specificities.
    • Discuss a range of literature – poetry and prose – through which the theoretical and contextual ideas can be explored.
    • Encourage sophistication in the students’ abilities to write at length on a topic in essay form, forming coherent arguments and fully developing their ideas in dialogue with primary and secondary sources.
    • Promote student led learning and independence by encouraging students to lead discussion and by embedding learning in their lived experiences as ‘postcolonial’ subjects.
    • Encourage students to undertake independent research to support their learning and within assessment.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Compare and synthesise ideas in postcolonial theory relating to language, hybridity, diaspora and nation.
    • Appreciate how literary texts contribute to the problematizing of cultural norms and judgements linked to cultural, social, historical and political specificities.
    • Interpret and debate ideas arising from the close study of literary texts within a British postcolonial context.
    • Show their skills in writing at length in sophisticated forming coherent arguments and fully developing their ideas in dialogue with primary and secondary sources.
    • Gain an understanding of how deeper learning is developed through dialectical engagement with tutors, peers in discussing literature, the ideas of critical thinkers and academics.
    • Develop their skills in independent research.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4500 words)

  12. THE LITERARY SCENE
    (Optional) enu615
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    Module Summary: Students on this module will engage with contemporary literary production covering: • Literary Prizes and Bestsellers - literary prize-winning culture, its controversies and purposes for different stakeholders; the notion of ‘literary value’ through exploring inter-linked ideas of popularity, bestsellers, and high cultural forms. • Publishing and Promotion - the popularity and proliferation of literary festivals, author readings and interviews and other literary events; the resurgence of ‘the author’ as a material presence in literary culture; spin-offs from literature into other media (e.g. film and TV); the development of online publishing). • Readers and Reading - reading as an individual and a group activity; reading groups and book clubs; the place of libraries in promoting reading. As part of this module, students will be expected to attend literary events. The timing of the module allows attendance at events run as part of Birmingham Literature Festival (as well as other festivals and events). There will also be an opportunity to visit the central Library of Birmingham, and local libraries. The module has potential for students to develop understanding of work opportunities in this field. CATS Value: 20 ECTS Value: 10 Contact Hours: Scheduled: 36 (Lectures: 14; Seminars: 14; External visits: 8) Independent: 164 Placement: 0 Total: 200 Module Curriculum Led Outcomes: This module aims to: • Develop students’ knowledge of cultural and social contexts of the production of texts in the contemporary period; • Develop students’ awareness of relevant employment opportunities; • Teach students how to apply a sociological and cultural approach to literature in their analysis of texts; • Enable students to gain a detailed knowledge and understanding of the effects of authorship, production and audience on texts; • Show students how to write in different contexts for different audiences, to produce work that is coherently structured, written in an appropriate way, using appropriate citation whilst maintaining advanced literacy and communication skills; • Further develop students’ abilities to use advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material. Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Gain a detailed knowledge of cultural and social contexts of the production of texts in the contemporary period; • Develop a critical knowledge of relevant employment opportunities. • Apply a sociological and cultural approach to literature in their analysis of texts; • Gain a detailed knowledge and understanding of the effects of authorship, production and audience on texts. • Develop advanced literacy and communication skills and the ability to apply these in different contexts for different audiences to produce work that is coherently structured, written in an appropriate way, using appropriate citation; • Practice advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material. Assessment: Component 1: 50% Review of a literary event (2000 words) Component 2: 50% Group project and presentation (2500 word equivalent)
  13. NEO-VICTORIANISM: REWRITING THE 19TH CENTURY
    (Optional) enu618
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    MODULE SUMMARY :

    Students will be introduced to a range of texts and films from the genre of Neo-Victorianism: contemporary fiction and film which is set in the nineteenth century, but is interested in rewriting the historical narrative of the era. Students will consider aesthetic concerns such as genre and form in neo-Victorianism, and will also explore the historical, social, and politics contexts of neo-Victorian culture. Theoretical approaches such as feminism, queer theory, postcolonialism, and disability studies will develop students’ understanding of the representation of gender, race, sexuality, class, and disability in the module’s primary texts. Students will engage with a range of critical sources about the aesthetics and ethics of neo-Victorianism to develop a detailed knowledge of the significant critical themes and debates of neo-Victorian studies.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Enable students to gain a detailed knowledge of representations of Victorian literature and culture in contemporary literature and film

    • Enable students to relate neo-Victorian literary texts and films to their historical, social and cultural contexts

    • Develop students’ ability to critically analyse how a range of identities (gender, sexuality, race, class, and disability) are represented in neo-Victorian literature and film

    • Develop students’ ability to understand and participate in theoretical and critical debates about neo-Victorianism

    • Enable students to articulate cogent, critical arguments about the politics of identity in neo-Victorian fiction and film.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Gain a detailed knowledge of a wide range of texts and/or films from the 20th -21st century which rewrite the nineteenth century    

    • Gain a wide-ranging and sophisticated knowledge of the historical, cultural and social contexts of neo-Victorian texts and film

    • Apply in a sophisticated way a range of critical and theoretical approaches in their close reading and analysis of texts and/or films within the genre of neo-Victorianism

    • Develop to an advanced level their ability to use critical and analytical terminology and appropriate scholarly citation

    • Develop advanced literary and communication skills and the ability to apply these in contexts and create work that is coherently structured

    • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources, and to synthesise such material to a sophisticated level

    • Develop an advanced level of self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performance

    METHOD OF ASSESSMENT :

    Component 1 - 100% ESSAY, 4500 WORDS

  14. NEGOTIATED WORK-BASED RESEARCH PROJECT
    (Optional) plu601
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    MODULE SUMMARY :

    This module offers students the opportunity to build on their level 5 work placement through the more developed application of a negotiated work-based research project. Students will agree with their placement tutor and workplace mentor a brief for a project which addresses a need within the organisation. Learners should complete a minimum of 100 hours in the work place. It is in the spirit of this module that wherever possible, the focus will be on social or community / sustainable development.

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 276.00 Placement : 100.00 Total :  400.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Enable students to take responsibility for initiating, directing and managing a negotiated work-based research project

    • Encourage students to use appropriate work-based research methods

    • Enable students to work collaboratively in a work setting, establishing continuity from their previous work placement and offering tangible evidence of building on this prior experience, where possible

    • Generate confidence and security in students’ employability on graduation

     

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Secure, negotiate and design a work-based research project

    • Develop an understanding of, and apply, research methods that are appropriate to work-based contexts

    • Interpret gathered information

    • Make a clear and productive contribution to the organization through the development of recommendations arising from the work-based research project

    • Present a creatively engaging argument

    METHOD OF ASSESSMENT :

    Component 1 - 100% NEGOTIATED WORK-BASED RESEARCH PROJECT (8000 WORDS)