UNIVERSITY OF KENT
Module Specification
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The title of the module:
Visual Anthropology Theory (SE859)
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The School which will be responsible for management of the module:
Anthropology
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The Start Date of the Module:
2009 (Revised November 2011)
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The cohort of students (onwards) to which the module will be applicable:
2009-10 entry
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The number of students expected to take the module:
4-10
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Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the
withdrawal
None
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The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M]):
M (FHEQ Level: 6)
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The number of credits which the module represents:
20
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Which term(s) the module is to be taught in (or other teaching pattern):
Autumn
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Prerequisite and co-requisite modules:
Co-requisite: SE 554
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The programmes of study to which the module contributes
MA Visual Anthropology, MA Social Anthropology & MA in the Anthropology of Ethnicity,
Nationalism and Identity (others as options by permission of course convenor)
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The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
Module Specific Learning Outcomes:
12.1. To explore the theoretical background of anthropological approaches to visual
material.
12.2. To consider methodological and theoretical issues with respect to visual
representations.
12.3 To address visual and other sensory aspects of anthropological understanding in the
light of visual anthropological theory
12.4 To demonstrate a knowledge of basic techniques of visual production.
Relationship to Programme Learning Outcomes:
PLO A2 Knowledge and understanding of specific themes in visual anthropology (12.1,
12.2)
PLO A3 Knowledge and understanding of a range of different visual video, photographic,
sound and social media production techniques (12.3, 12.4)
PLO A5 Knowledge of history of the development of visual anthropology as a discipline
(12.1, 12.2)
PLO A6 Exposure to the variety of theoretical approaches contained within the discipline
(12.1, 12.3)
PLO A7 Understanding of the application of visual anthropology to understanding issues
of social and economic development throughout the world. (12.3)
PLO C3 Ability to interpret visual material, texts and performance by locating them within
appropriate cultural and historical contexts (12.3)
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The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Key skills which students which will acquire and be encouraged to develop in the course of fulfilling
the requirements of this module, taken in full from the MA Visual Anthropology programme
specifications, are:
13.1
13.2
13.3
13.4
13.5
13.6
13.7
General learning and study skills (PLO B1)
Critical and analytical skills (PLO B2)
Ability to express ideas in writing and orally (PLO B3)
Communication skills (PLO B4)
Group and collaborative work skills (PLO B5)
Ability to review and summarise information (PLO B7)
Data retrieval ability (PLO B8)
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A synopsis of the curriculum
This module is a general introduction to visual anthropology. It includes treatment of crosscultural cognition and symbolic analysis, the contextualisation of the visual within the wider
sensorium, the social history of still photography and film relating to ethnographic subjects,
the process of ethnographic filmmaking in terms of wider debates related to
intersubjectivity, the study of national and regional cinematic traditions (outside Europe and
America), the politics and efficacy of indigenous media, the contexts of visual advocacy
and activist filmmaking, the nexus of the visual and medical and the comparative
ethnography of television and broader consideration of issues of social representation and
political ideology in visual imagery. The module combines empirical ethnographic analysis
of these issues with the alternative (complementary) contributions of scholars of visual
imagery from a literary and humanistic tradition of interpretation.
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Indicative Reading List
Banks, Marcus & Howard Morphy (eds). 1997. Rethinking Visual Anthropology. Yale, UP
Ruby, J. 2000. Picturing Culture: Explorations in Film and Ethnography. U of Chicago
Press
MacDougall, D. 1998. Transcultural Cinema. Princeton University Press
MacDougall, D. 2006. The corporeal image: film, ethnography, and the senses. Princeton,
N.J.; Oxford: Princeton University Press.
Collier, John & Malcolm Collier. 1986. Visual Anthropology Photography as a Research
Method. Albuquerque: University of New Mexico Press
Crawford, Peter & David Turton (eds). 1992. Film as Ethnography. Manchester University
Press
Barbash, I., L. Taylor, S. Murray & C. Vaughan. 1997. Cross-cultural filmmaking: a
handbook for making documentary and ethnographic films and videos. Berkeley: University
of California Press.
Jessica Evans & Stuart Hall (eds). 1999. Visual Culture: The Reader. London: Rivers Oram
Press.
Hockings, Paul (ed.) 1995. Principles of Visual Anthropology. Mouton
Journals:
Visual Anthropology
Visual Anthropology Review.
16.
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 learning outcomes
There will be eleven one hour lectures (as currently taught in SE554 which students will
attend) and eleven 2 hr seminars. There will be a total of 33 contact hours. A total of 66
study hours will be dedicated to assimilation of lecture material and seminar preparation
(assuming minimal preparation of 6 hours per lecture). For those students presenting in the
seminar an extra 5 hours will be required on an average of three occasions (total 15 hours).
Research for, and writing of, the photographic analytic note or the film analytic note (38
hours) and the essay (48 hours) will constitute the remaining 86 hours of the total 200 total
study hours. MA students have a heavier coursework load than BA students as a result of
longer and more critically engaged essays.
Each seminar will be based on a student-led discussion/presentations of particular core
readings of the course, followed by broader discussion and linking to material in other MA
courses. This is specific to the MA students. Students are encouraged in lectures and
seminars to think critically and systematically about different approaches to visual
anthropology; they will be taught how to evaluate theoretical approaches and compare and
contrast older anthropological accounts with more recent ones.
Lectures
Seminars
Essay
Photographic
or film analytic
Note
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12.1, 12.2, 12.3, 12.4
12.1, 12.2, 12.3, 12.4, 13.1, 13.2, 13.3, 13.4, 13.5, 13.6
12.1, 12.2, 12.3, 12.4
12.1, 12.2, 12.3, 13.1, 13.2, 13.6, 13.7
Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Essay
Photographic or
Film Analytic
Note
12.1, 12.2, 12.3, 12.4
12.1, 12.2, 12.3, 13.1, 13.2, 13.6, 13.7
Assessment is by 100% coursework: 65% for essay (word limit: 3000 words), 35% for
either a photographic analytic note or a film analytic note (word limit 2000 words). The
essay tests the achievement of critical thinking and ability in writing on salient issues as
outlined in this module as well as the students knowledge of the key recommended texts.
The analytic notes test the ability to theorise visual media in relation to written text and the
communication of ethnographic knowledge. Analytic Note 1 will analyse three one
ethnographic monograph with photographic plates and diagrams, considering how still
images operate to complement the written text or to communicate independent knowledge.
Analytic Note 2 will analyse one ethnographic film shown in the ethnographic film
screenings or appropriate other documentary film, considering how it conveys
anthropological knowledge of its subject, and how the visual medium of film is effectively
employed to do this.
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Implications for learning resources, including staff, library, IT and space:
None
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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 disability/dyslexia support service, and specialist support
will be provided where needed.
20.
Campus(es) where module will be delivered
Canterbury campus
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required content of
module proposals"
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Director of Learning and Teaching
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Date
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Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
…………………………………………………….
Print Name
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Date