UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
21/11/14 (Chair’s actions)………………………………………………….(date)
MODULE SPECIFICATION
1.
Title of the module
HI397, Cinema and Society: 1930-1960
2.
School or partner institution which will be responsible for management of the
module
History
3.
Start date of the module
Original start date unknown; pre-2009 (revised start date – January 2015)
4.
The number of students expected to take the module
72
5.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
C
7.
The number of credits and the ECTS value which the module represents
15 credits (7.5 ECTS credits)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Either Autumn term (Weeks 1-12) or Spring term (Weeks 13-24).
9.
Prerequisite and co-requisite modules
None.
10. The programmes of study to which the module contributes
BA in History, all single- and joint-honours programmes.
BA in Military History.
1
Module Specification Template (v.October 2014)
UNIVERSITY OF KENT
11. The intended subject specific learning outcomes
Upon completion of this module, students will have:
11.1 Been introduced to the disciplines of social and cultural history, through the lens of
film history
11.2 Gained the skills needed to understand evaluate, contextualise and communicate
effectively their knowledge of history.
11.3 Developed their intellectual interest in cultural history and the history of film, and
their skills in researching historical subjects and in communicating their knowledge
and ideas, both orally and in writing.
11.4 Critically examined, evaluated and interpreted primary sources within their specific
context.
11.5 Learnt to marshal an argument; to summarise and defend a particular interpretation
or analysis of historical events and challenge historiographical debates on the topic.
12. The intended generic learning outcomes
Upon completion of this module, students will have:
12.1 Considered critically relevant intellectual concepts as well as differences of opinion
and interpretation both amongst historians, and they will have also developed their
ability to identify and solve problems
12.2 Worked both independently and within groups. Students will have engaged in
independent work, using library resources, and will have practiced and improved
their skills in time management, historical research, organisation and analysis of
material, oral presentations and essay-writing.
12.3 Engaged in group work, in which they will have interacted effectively with others and
worked co-operatively to enhance one another’s learning.
12.4 Acquired the skill to communicate complex concepts effectively through written
work. They will have acquired the ability to further develop skills they have already
gained, which will be of use to them in future study or occupations.
12.5 Improved their communication skills and skills with IT.
12.6 Acquired the skill to present information creatively and accessibly.
13. A synopsis of the curriculum
The aim of the module is to provide students with an introduction to the ways in which
historians use film as evidence. It draws on a wide range of films, and stresses that they are
to be understood in the context of the societies that produced them. The films themselves
reflect the ways in which the national cinemas of Britain, Europe and America portrayed the
world around them. The module will question the extent to which cinema, the most potent
method of mass communication during this period, influenced hearts and minds by looking
at films that were commercially successful and popular. In this way, students will be
introduced to the use of non-literary sources as historical documents, will be taught how to
interpret them and become aware of the importance of contextualising evidence within a
wider framework.
14. Indicative Reading List
A. Aldgate & J. Richards. (2009) The Best of British: Cinema and Society from 1930 to the
Present. New York: I.B.Tauris
D. Bordwell and K. Thompson. (1994) Film History: An Introduction. New York: McGraw-Hill
M. Cousins. (2011) The Story of Film. London: Anova Books
2
Module Specification Template (v.October 2014)
UNIVERSITY OF KENT
A. Kuhn. (2002) An Everyday Magic: Cinema and Cultural Memory. New York: I.B.Tauris
N. Reeves. (1999) The Power of Film Propaganda: myth or reality?. New York: Continuum
T. Schatz. (1981) Hollywood Genres. Philadelphia: Temple University Press
R. Taylor. (2009) Film Propaganda, Nazi Germany and Soviet Russia. New York: I.B.Tauris
D. Welch. (2001) Propaganda and the German Cinema, 1933-1945. New York: I.B.Tauris
15. Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended module learning outcomes
Contact hours: 10 lectures and 10 seminars. There will be one writing week and one week
devoted to individual essay return. 20 hours in total. [LOs 11.1-5; 12.1, 12.3-6]
Study hours: 11 hours per week
152 hours in total.
16. Assessment methods and how these relate to testing achievement of the intended
module learning outcomes
If the module runs in the Autumn term, the module will be assessed by 100% coursework.
 Two essays (2000 words each – each essay is worth 40% of the overall module mark).
Through the essay, students learn to research a subject and to formulate and present their
own opinions. [LOs 11.1-5; 12.1-2, 12.4-6]
 Participation in seminars (20% of the overall mark). The criteria for this mark will be based on
the level of engagement with the seminar readings and with one another’s responses and
opinions displayed in seminars. [LOs 11.1-5; 12.3-4, 12.6]
If the module runs in the Spring term, the module will be assessed by 50% coursework and 50%
examination. The coursework element will include:


One essay (2000 words – worth 70% of the coursework mark; 35% of the overall mark).
Through the essays, students learn to research a subject and to formulate and present their
own opinions. [LOs 11.1-5; 12.1-2, 12.4-6]
Participation in seminars (30% of the coursework mark; 15% of the overall mark). The criteria
for this mark will be based on the level of engagement with the seminar readings and with one
another’s responses and opinions displayed in seminars. [LOs 11.1-5; 12.3-4, 12.6]
The examination will be taken during the Summer term, and will take the form of one 2-hour
paper, during which students will answer two essay-style questions selected from a list of
between eight and twelve questions. Careful attention will be given to the construction of
questions to ensure that no overlap between coursework essay questions and examination
questions occurs.
17. Implications for learning resources, including staff, library, IT and space
The Templeman library already contains a good set of resources on the topics, but over time
this will need to be supplanted by recently published work
18. The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the University’s
3
Module Specification Template (v.October 2014)
UNIVERSITY OF KENT
disability/dyslexia support service, and specialist support will be provided where
needed.
19. Campus(es) or Centre(s) where module will be delivered:
Canterbury
4
Module Specification Template (v.October 2014)