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
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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Modules to be withdrawn on the introduction of this proposed module and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 techniques (12.3, 12.4)
PLO A5 Knowledge of history of the development of visual anthropology as a discipline (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 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 cross-cultural
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 (20 hours), the film analytic note (28 hours) and the essay (38
hours) will constitute the remaining 86 hours of the total 200 total study hours. MA students have
a heavier coursework load than BA students and carrying out both the photographic analytic note
and the film analytic note. By contrast, BA students chose one of the two according to their
preference and their choice of the Video or Photographic project in the Spring term.
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 the 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
Analytic Note
Film Analytic
Note
Seminar
Participation
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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
112.1, 12.2, 12.3, 3.1, 13.2, 13.6, 13.7
12.1, 12.2, 12.3, 13.1, 13.2, 13.6, 13.7
13.3, 13.4, 13.5, 13.6
Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Essay
Photographic
Analytic Note
Film Analytic
Note
Seminar
Participation
12.1, 12.2, 12.3, 12.4
112.1, 12.2, 12.3, 3.1, 13.2, 13.6, 13.7
12.1, 12.2, 12.3, 13.1, 13.2, 13.6, 13.7
13.3, 13.4, 13.5, 13.6
Assessment is by 100% coursework: 40% for essay (word limit: 2000 words) , 20% for a
photographic analytic note 1 (word limit: 1000 words), 30% for a film analytic note 2 (word limit:
1500 words) and 10% for seminar participation. 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 ethnographic monographs 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, considering how it conveys anthropological knowledge of its subject,
and how the visual medium of film is effectively employed to do this. Seminar participation will be
assessed based on the weekly tracking of each student’s level of preparedness for seminars in
terms of: their oral contributions to discussion, degree of participation in the debates around
which many of the seminars will be structured and the presentation of key readings. During each
session these variables are tracked on index cards as major /minor or no contribution. A major
contribution is based on active involvement in debating with a demonstration of having read the
material. A minor contribution is based on either the student’s ability to participate in a debate or
show knowledge of the readings but not both. ‘No contribution’ is based on an inability to respond
to broad random questioning and only a minimal head-nodding level of participation in debates.
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Implications for learning resources, including staff, library, IT and space:
None
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A statement confirming that, as far as can be reasonably anticipated, the curriculum,
learning and teaching methods and forms of assessment do not present any nonjustifiable disadvantage to students with disabilities
Given appropriate support, no student with a disability should be at any disadvantage in either
learning or assessment for this module.
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
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Print Name
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Date