15082: French Language Skills III Module Rationale Core module for level 5 French, semester 1. Aims and Distinctive Features The module aims to develop fluency and accuracy in existing skills of reading, writing, listening and speaking; to develop general communication skills (including such socioprofessional skills as overcoming inhibitions, speaking in public, and working in groups); to extend understanding of aspects of contemporary French life in preparation for residence in France. Learning and Teaching Strategies Two 1-hour practical classes per week (written skills) One oral class per week (oral strand) Arrangements for Revision and Private Study Ample arrangements for private study are built into the module through guided reading, class discussions. Assessment topics provide guidance for revision. Assessment Continuous assessment Written skills 80%, Oral skills 20% Reassessment 2-hour examination. Learning Outcomes The module will build on the intellectual, subject-specific and transferable skills acquired in the Level 4 French Language Skills modules. Students who successfully complete the module will have shown ability to comprehend and analyse texts, write French of the appropriate register showing variety and accuracy in grammar and lexis. Students will be able to communicate their understanding in written and spoken French. Students will be able to engage in constructive group work, work to deadlines and develop their research skills (using both printed and internet sources). Indicative Module Content Students will develop the skills outlined above through a variety of language exercises including comprehension, grammar exercises, transcription, extended writing and oral presentation. Co-ordinator: Dr AM Kimyongür Tutor Mr R Stow Recommended Reading Jacky Giradet, Panorama de la langue française 4, Paris: Clé International M. Jubb et A. Rouxeville, French Grammar in Context, London: Arnold (2nd edition) A complete reading list covering all aspects of the module will be included in the module handout. 1 15083: French Language Skills IV Module Rationale Core module for level 5 French, semester 2. Aims and Distinctive Features The module aims to advance the communication skills developed in Module 15082 French Language Skills III; it also seeks to improve students' translation work in a variety of registers as a necessary and practical preliminary for those students opting for the level 6 module on translation methodology and commentary and practical translation. Learning and Teaching Strategies One-hour French Translation class per week One-hour oral classes (oral strand) per week One-hour practical classes (written strand), per week, to include translation, grammar work, comprehension exercises, rédaction (about 400 words) Arrangements for Revision and Private Study Ample arrangements for private study are built into the module through guided reading, class discussions. Assessment topics provide guidance for revision. Assessment Written coursework (35%) 17.5% + 17.15% Oral examination (30%) 10% + 20% 2-hour written examination (35%) 17.5% + 17.5% Reassessment 2-hour written examination. Learning Outcomes The module will build on the intellectual, subject-specific and transferable skills acquired in the earlier French Language Skills and Business French modules. Students who successfully complete the module will have shown ability to comprehend and analyse texts, write French of the appropriate register showing variety and accuracy in grammar and lexis, achieve accuracy and stylistic awareness in their translation work through exposure to texts of different genres, styles and content, refine their appreciation of the differences between French and English. Students will be able to communicate their understanding in written and spoken French. Students will be able to communicate in writing and in speak; engage in constructive group work; work to deadlines. Co-ordinators: Dr AM Kimyongür Dr C Greensmith Dr MA Ramsden Recommended Reading Jacky Giradet, Panorama de la langue française 4, Paris: Clé International M. Jubb et A. Rouxeville, French Grammar in Context, London: Arnold (2nd edition) A complete reading list covering all aspects of the module will be included in the module handout. 2 15096: Reading French Culture: Text, Image and Sound Module Rationale An innovative French culture module, core for Single Honours and available to Joint and Combined Languages students. Aims and Distinctive Features This is an innovative Level 5 module, bringing together, in lectures and seminar-workshops, examples of French culture drawn from various discrete areas, and studying them by means of critical analysis and reception aesthetic. Semester 1 will introduce students to textual commentary, to Barthesian interpretation and to French films. Semester 2 will pursue the nature of French Impressionism in its most celebrated form (that of painting), before moving on to study various aspects of socio linguistics and popular culture. The order of study may vary according to staff availability. Learning and Teaching Strategies Each strand of this module will be taught via 4 to 5 lectures, backed by a seminar-workshop. Arrangements for Revision and Private Study Ample time built into module work. Assessment Semester 1 2500-word essay (30%) Semester 2 2500-word essay (70%) Reassessment Essay Learning Outcomes Students will have gained an appreciation of different aspects of French culture, and also of the different critical approaches involved. Indicative Module Content Semester 1 will start with an introduction to the principles of semiology, structuralism and Barthesian interpretation; students will then move on to French films. Semester 2 will consider critical approaches to two other French cultural media: firstly, Impressionist painting and then practical involvement in linguistic variations. Co-ordinator: Dr C Greensmith Recommended Reading A complete reading list covering all aspects of the module is included in the module handout. 3 18013: German Language 3 Module Rationale Core module for level 5 German, semester 1. Aims and Distinctive Features To build on skills in German by improving intuitive and cognitive knowledge. Interaction with increasingly complex texts with geographical and linguistic variety, including those of a topical nature, will enhance intercultural as well as language skills. Oral classes will deal with issues of general and German interest. Learning and Teaching Strategies Students will prepare written exercises additional to assessments and will give oral presentations in oral classes. Three contact hours per week. Two focus on written materials, which will concentrate on topical texts and on other written registers. One contact hour per week is devoted principally to oral skills. Arrangements for Revision and Private Study Language improvement is an active learning process. Continual interaction with written and oral German outside of classes will be encouraged. Advice and guidance will indicate sources of material and strategies for self-improvement in language skills. Such active learning is more significant than revision. Assessment 2 hour written examination (50%) Coursework (25%) Oral assessment (25%) Reassessment 2-hour written examination Learning Outcomes Analyse and respond to orally and in writing to complex authentic texts including contemporary material. Discuss in German a range of contemporary issues and concerns. Indicative Module Content Contemporary authentic German materials will be distributed during the class, as will language exercises appropriate to content of classes and learning outcomes. Co-ordinator: Dr AR Deighton Recommended Reading A complete reading list covering all aspects of the module will be included in the module handout. 4 18024: German Language 4 Module Rationale Core module for level 5 German, semester 2. Aims and Distinctive Features To build further on skills in German by improving intuitive and cognitive knowledge. Interaction with increasingly complex texts with geographical and linguistic variety, including those of a topical nature, will enhance intercultural as well as oral, aural and written language skills. Oral classes will deal with issues of general and German interest. Learning and Teaching Strategies Students will prepare written exercises additional to assessments and will give oral presentations in oral classes. Three contact hours per week. Two hours will focus on written materials which will concentrate on topical texts and on other written registers. One hour per week is devoted principally to oral skills. Arrangements for Revision and Private Study Language improvement is an active learning process. Continual interaction with written and oral German outside classes will be encouraged. Advice and guidance will indicate sources of material and strategies for self-improvement in language skills. Such active learning is more significant than revision. Assessment Written assignments (45%) Oral examination (25%) 2-hour written examination (30%) Reassessment 2-hour written examination Learning Outcomes Discuss in German a range of contemporary issues and concerns. Analyse and respond to more complex authentic texts including contemporary material. Co-ordinator: Dr A R Deighton Recommended Reading A complete reading list covering all aspects of the module will be included in the module handout. 5 18046: Language, Nationhood and Politics in the Germanspeaking World Module Rationale A German cultural module, core for Single Honours students and available to Joint and Combined Languages students. Aims and Distinctive Features The module will introduce students to key aspects in the development of the German language and its use as a constituent marker of German identity. It will introduce students to the regional, social and functional variation in dialect and register upon which the pluricentric standardised language is based. Learning and Teaching Sixteen one-hour lectures and eight one-hour seminars, in which students will be expected to present short individual or group papers analysing relevant features of illustrative texts. Assessment Semester 1: one 45-minute class test (5%) Semester 1: one 1500-word essay (25%) Semester 2: one 2-hour examination (70%) Reassessment 2-hour examination Arrangements for Revision and Private Study Students will receive a handbook of primary tests; the university library provides material for background reading and students will also be encouraged to access a range of online materials. Learning Outcomes demonstrate detailed knowledge of the history and development of linguistic variation and the processes of standardisation in the German-speaking world. Demonstrate a clear understanding of the implications of the relationship between language and national identity in the German-speaking world. Demonstrate a knowledge of the vocabulary and concepts of linguistic description. Select and organise material in order to produce a coherent written or oral argument supported by textual evidence and secondary reading. Provide accurate bibliographical information according to established guidelines. Indicative Module Content The German language exists in many forms besides the standardised written version that foreigners learn. There are variations in the written norms accepted in Germany, Austria and Switzerland; regional variations (dialects); variations in register from the very formal to slang; indeed, some German-speaking countries use two forms of the language in generally mutually exclusive contexts. During the nineteenth and twentieth centuries especially, but also in earlier periods, the German language has also been regarded as a marker of national status and unity, and also identity: this has applied to speakers both within Europe and overseas and affects, for instance, their attitudes to their language and the acceptability of foreign influences upon it. Using a range of illustrative material, this module will look at the processes that have given rise to this variation, the factors governing individual speakers' linguistic choices and their attitudes to the language. Although the main focus of the module will be on Europe it will also look at the use of German and related forms of the language in the Americas and Africa. Co-ordinator: Dr Alan Deighton 6 Recommended Reading C J Wells, German, A Linguistic History to 1945. Oxford 1985 C V J Russ, The German Language Today. A Linguistic Introduction. London/New York 1994 S Barbour & P Stevenson, Variation in German: a critical introduction to German sociolinguistics. Cambridge 1990 M Clyne, The German Language in a Changing Europe. Cambridge 1995 7 A Film Studies module available to Single Honours German Students SEMESTER 1 90206: A History of German Film: From Caligari to Downfall Aims and Distinctive Features This module will introduce students to the rich and diverse history of German cinema from the silent period through to the present day. Particular attention will be paid to the relationship between German film, and the political, social, cultural and economic history of the country. Learning Outcomes Learn about the course of German 20th and 21st century history, through close study of key films of the national cinema canon. Learn more generally about the relationship between cinema and history. Develop confidence in their ability to assess and appreciate films, their content, style and historical context. Improve their critical, argumentative, analytical and bibliographical skills through preparation for seminars and essay writing. Demonstrated the ability to write using satisfactory grammar, spelling, diction, syntax, as well as expressing his/her ideas with lucidity, logic and cogency. Learning and Teaching Strategies 1 hour lecture and 1 hour seminar, weekly. Assessment 1 x 3000 word essay (70%) 1 x 1000 word analysis essay (30%) or 1 x 1000 word presentation essay (30%) Indicative Module Content “ Early silent cinema: Der Golem (1915), The Cabinet of Doctor Caligari (1919), Nosferatu (1919). Issues explored include German Expressionism, the effects of the First World War, anti-Semitism, and the creation of UFA. “ Neue Sachlichkeit cinema: Metropolis (1927). Issues explored include the role of women in society, urbanisation, economic depression, and Weimar culture. “The rise of Nazism: The Blue Angel (1930), Munchhausen (1943), M (1931), Jud Suss (1940). Issues explored include eugenics and Nazi racial policy, the legacy of German Romanticism, and the use of propaganda in wartime. “Defeat, division and reconstruction: The Murderers are among us (1946). Issues explored include Vergangenheitbewaltigung (coming to terms with the Nazi past), reconstruction and beginning of economic boom, and the onset of the cold war and the partition of Germany. “Repression and nostalgia. Sissi (1955), Die Trapp Familie (1956). “ The German New Wave: the work of Alexander Kluge, Rainer Werner Fassbinder, Werner Herzog, Wim Wenders. Issues explored include youth culture, immigration, consumerism, gay politics, Germany’s role within Europe and the wider world, and the creation of a German cinematic avant garde. Die Ehe der Maria Braun (1979). “Unification and beyond: Das Boot (1981), Heimat (1984), Run Lola Run (1998), Goodbye Lenin! (2003), Downfall (2004). Issues explored include the fall of the Berlin wall, major revisions and reassessments of German history and German cinema. Lecturer: Dr IS Kleinecke-Bates Recommended Reading “Tim Bergfelder, Erica Carter and Deniz Göktürk (eds.), The German Cinema Book (London: BFI, 2002) 8 “Lotte Eisner, The Haunted Screen : expressionism in the German cinema and the influence of Max Reinhardt (London: Thames and Hudson, 1969) “Thomas Elsaesser, Fassbinder’s Germany : history, identity, subject (Amsterdam: Amsterdam University Press, 1996) “Thoma Elsaesser, Weimar Cinema and After : Germany’s historical imaginary (London: Routledge, 2000) “Sabine Hake, German National Cinema (London: Routledge, 2002) “David Stewart Hull, Film in the Third Reich : a study of the German cinema, 1933-1945. Berkeley (Calif): University of California Press, 1969. “Siegfried Kracauer, From Caligari to Hitler : a psychological history of the German film. (Princeton: Princeton University Press, 1947) “Roger Manvell and Heinrich Fraenkel, The German Cinema (London: Dent, 1971) “Julian Petley, Capital and Culture : German cinema, 1933-45. (London: BFI, 1979) “Klaus Phillips (ed.), New German filmmakers : from Oberhausen through the 1970s (New York: Frederick Ungar Publishing Company, 1984) “Robert C. Reimer (ed.), Cultural History through a National Socialist Lens: essays on the cinema of the Third Reich (Rochester, NY : Camden House, 2000) 9 19031: Spanish in Practice 1 Module Rationale Core module for level 5 Spanish, semester 1. Aims and Distinctive Features To build on skills in Spanish by improving intuitive and cognitive knowledge. Interaction with increasingly complex texts with geographical and linguistic variety, including those of a commercial nature, will enhance intercultural as well as language skills. Oral classes will deal with issues of general and Hispanic interest. Learning and Teaching Strategies Two class hours focus on written materials, of which one will concentrate on commercial texts and the other on other written registers. One class hour is devoted principally to oral skills. Materials used will be authentic and recent. Students will prepare written exercises additional to assessments and will give oral presentations in oral classes. Language exercises may include summary, translation, essay, comprehension, letter- writing and other exercises appropriate to materials used. A course book plus specially selected materials are used. Arrangements for Revision and Private Study Language improvement is an active learning process. Continual interaction with written and oral Spanish outside of classes will be encouraged. Advice and guidance will indicate sources of material and strategies for self-improvement in language skills. Such active learning is more significant than revision. Assessment Students will be assessed on two written assignments, in Spanish, one commercially related and one on another field of activity (20% per assessment). An assessment of oral skills (10%). 2-hour written examination (50%). Reassessment 2-hour written examination. Learning Outcomes Students will be able to analyse and respond to complex authentic texts including commercially oriented material. Students will be able to discuss in Spanish a range of contemporary issues and concerns. Co-ordinator: Mr Miguel Bonet-Mateo Recommended Reading Contemporary authentic Spanish materials will be distributed during the class, as will language exercises appropriate to content of classes and learning outcomes. The following course book must be bought: Abanico Curso Avanzado de Español Libro del alumno & cuaderno de Ejeracios. Maria D Chamorro et al. Difusón. Module Reading List J Butt, A New Reference Grammar of Modern Spanish, Edward Arnold The Oxford Spanish Dictionary, Oxford University Press 10 19041: Spanish in Practice 2 Module Rationale This continues the development of language skills at Level 5 Spanish. Aims and Distinctive Features To build on skills in Spanish by improving intuitive and cognitive knowledge. Interaction with increasingly complex texts with geographical and linguistic variety, including those of a commercial nature, enhances intercultural as well as language skills. Oral classes will take place, and will deal with issues of general and Hispanic interest. Learning and Teaching Strategies There will be three contact hours per week. Two focus on written materials, of which one will concentrate on texts on business topics and the other on other registers. Students will submit written assessments preceded by formative practice exercises. In some cases, texts will be relevant to preparation for a year abroad. Material used will be authentic and of recent date, and include a course book. The third class hour is devoted principally to oral skills. They will give presentations in oral classes. Language exercise may include summary, translation, essay, comprehension, letterwriting and other exercises appropriate to materials used. Arrangements for Revision and Private Study Language improvement is an active learning process. Continual interaction with written and oral Spanish outside classes will be encouraged. Advice and guidance will indicate sources of material and strategies for self-improvement in language skills, and of information about year abroad destinations. Such active learning is more significant than revision in languagelearning modules. Assessment Students will be assessed on two written assignments, in Spanish, one related to Spanish in business and the other on another field of activity (20% per assessment) Assessment of oral skills (10%) 2-hour written examination (50%) Reassessment 2-hour written examination. Learning Outcomes Students will be able to analyse and respond to complex authentic texts including material sourced from business contexts. Students will be able to discuss in Spanish a range of contemporary issues and concerns. Indicative Module Content Level 5 Semester 2 Spanish for language specialists. Co-ordinator: Mr Miguel Bonet-Mateo Recommended Reading Contemporary authentic Spanish materials will be distributed during the class, as will language exercises appropriate to the content of classes and learning outcomes. Below are recommended purchases if not already acquired. The following course book must be bought: Abanico Curso Avanzado de Español Libro del alumno & cuaderno de Ejeracios. Maria D Chamorro et al. Difusón. Module Reading List J Butt A New Reference Grammar of Modern Spanish, Edward Arnold The Oxford Spanish Dictionary, Oxford University Press 11 19035: Through Hispanic Eyes Module Rationale A module on Hispanic history and culture available to Single, Joint and Combined students. Aims and Distinctive Features This module provides a study of Hispanic Culture through the detailed study of authentic cultural products, in Spanish. Theatre, film and other texts from Spain and Spanish America will be considered in detail and responses to them analysed. Learning and Teaching Strategies One-hour class per week for 20 weeks in the form of an informal lecture in which interactivity between lecturer and students will be a feature. In addition six 1 hour-long seminars will be student led and involve presentations and discussions of appropriate questions. Arrangements for Revision and Private Study Students will have to obtain copies of texts and will be given additional materials. The university library provides background reading and the Language Institute has additional materials of relevance. Assessments will be set well before deadlines, and revision time will be allowed before the final exam. Assessment Semester 1: Essay of 1250 words (25%) Semester 2: Essay of 1250 words (25%) Semester 2: 2-hour examination (50%) Reassessment 2-hour examination. Learning Outcomes To identify features of authentic Hispanic texts. To understand aspects of Hispanic cultural identity. To interpret texts and their impact on readers of them. Indicative Module Content Unamuno, M de, San Manuel Bueno Martir. Lorca, G, La Casa de Bernada Alba García Marquez, G, Crónica de una muerte anunciada. Valle Inclán, R de, Luces de Bohemia Co-ordinator: Dr AR Loxham Recommended Reading Reading lists will be supplied during the module. 12 21031: Italian Language III Module Rationale Core module for level 5 Italian, semester 1. Aims and Distinctive Features This module aims to complete and consolidate the study of Italian by studying further points of Italian grammar, developing the comprehension of contemporary written communication, and practice oral communication. Report writing skills are introduced and put into practice with the aid of a variety of audio-visual materials. Learning and Teaching Strategies 1-hour oral conversation class per week. 1-hour grammar and written comprehension class per week. 1 hour aural comprehension class per week. Arrangements for Revision and Private Study Detailed advice will be provided for private study and revision is built into the structure of this incremental language-learning module. Assessment Coursework (10%) 10-minute oral examination (20%) 1-hour aural comprehension examination (20%) 2-hour written examination (50%) Reassessment 2-hour written examination Learning Outcomes To have become fluent in oral communication on a range of selected topics. To have mastered the subjunctive and the correct sequence of tenses. To be able to write reports from aural sources. To be familiar with written registers used by the Italian media Indicative Module Content After following the module students should be familiar with the subjunctive and have acquired some knowledge of the correct sequence of tenses, be familiar with the written registers used by the Italian media, have become fluent in oral communication on a range of selected topics and to be able to write reports from aural sources. Co-ordinator: Ms S Rizzardi Recommended Reading A complete reading list covering all aspects of the module will be included in the module handout. 13 21041: Italian Language IV Module Rationale Core module for level 5 Italian, semester 2. Aims and Distinctive Features This module aims to complete and consolidate the study of Italian by studying further complex points of Italian grammar, developing the comprehension of advanced contemporary written communication, and practice oral communication. It includes preparatory studies leading to the study of translation and elements of business communication. Learning and Teaching Strategies 1-hour oral conversation class per week 1-hour language awareness/business language class per week 1-hour grammar and comprehension class per week Arrangements for Revision and Private Study Detailed advice will be provided for private study and revision is built into the structure of this incremental language-learning module. Assessment Coursework assessment (10%) Oral examination (30%) 2-hour written examination (60%) Learning Outcomes To acquire a basic grounding for the study of translation and elements of business communication. To have fluency of listening and speaking skills, To be well prepared for a Year Abroad in Italy in terms of reading and writing skills. To have familiarity with registers used in different contexts including business situations. Indicative Module Content Students should have to mastered the subjunctive and the correct sequence of tenses and be able to use indirect speech, be familiar with sophisticated registers used in written communication including business communication, understand the aims and techniques of translation in different contexts, be fluent in oral and written communication on a wide range of selected topics including business situations. Co-ordinator: Ms S Rizzardi Recommended Reading A complete reading list covering all aspects of the module will be included in the module handout. 14 21035: Italian History and Culture from the Enlightenment to the Present (1750 - 2000) Module Rationale Survey of modern Italian society and culture. Aims and Distinctive Features This module is partly historical and partly literary. It examines the connection between society, politics and literature throughout the nineteenth and twentieth centuries. Learning and Teaching Strategies 18 1-hour lectures 12 1-hour seminar Arrangements for Revision and Private Study Detailed bibliographies will be provided for private study and revision seminars will be arranged towards the end of Semester 2. Assessment Semester 1: 2500-word essay (30%). Semester 2: 20-minute oral examination including a presentation (70%), which is preparation for students who will spend the Year Abroad in Italy, where oral examinations are the norm. Learning Outcomes Students should have an overall view of the cultural panorama of 19th and 20th century Italy and be familiar with some of the major ideas which characterise the artistic, political and cultural movements. Students should be able to put forward their ideas in an essay and seminar presentation and to discuss and defend them in the context of an oral examination. Students should be aware of the link between arts, society and politics in the last two centuries. Indicative Module Content A selection of Italian texts, literary, operatic and cinematic, all provide illustrations for the study of fundamental movements and topics such as the Enlightenment, Romanticism, Risorgimento, Realism, Futurism, Neo-realism, Terrorism and Women's Writing. The module is supported by the Blackboard virtual learning environment, which includes online learning resources and bibliographies. Student seminar presentations will follow a lecturer-led seminar at the beginning of the module, addressing the nature of effective seminar presentation. The student presentations are an opportunity for students to demonstrate their understanding of the subject and their analytical and presentation skills, while setting an agenda for discussion with their peers of specific aspects of the course, moderated by the lecturer. Preparation material for the seminar presentations are available on a closed-access website, developed by the lecturers. The effectiveness of these materials in the learning process will be closely monitored and evaluated. Co-ordinator: Ms D de Ferra 15 20325: Italian Renaissance Art – The High Renaissance in Rome Module Rationale To provide an art history module covering a key period of Western art. Aims and Distinctive Features This module introduces students to High Renaissance painting, sculpture and architecture, from its origins in Florence and Milan with Leonardo da Vinci, to the achievements of Raphael, Bramante and Michelangelo in Rome in the early Sixteenth Century. It examines the stylistic development and sources of the artists, artistic patronage and the content and functions of the works, as well as the artistic techniques. Besides developing students’ practice of the techniques of art history the module seeks to equip students with the knowledge and understanding to derive pleasure from probably the most creative period in Western art. The module aims to provide students with knowledge and understanding of: a) The work, stylistic development, sources, and patronage of major artists associated with the High Renaissance in Rome (particularly Leonardo, Raphael, Michelangelo and Bramante). b) The content, function and context of major works of art and architecture of the period. c) Appropriate art historical methods of inquiry and analysis. Learning and Teaching Strategies Examination preparation 46 hours Seminar preparation @ an average of 3 hours a week for 10 weeks 30 hours. 10 1-hour weekly lectures 10 hours Fieldtrip and/or video presentations 10 hours General reading @ an average of 4 hours a week for 10 weeks 44 hours 10 1-hour weekly seminars 10 hours Essay preparation 96 hours Assessment 1 x 20 minute seminar paper (20%) Essay of c.2000 words (40%) Unseen 1 hour photographic examination (40%) Learning Outcomes Interpret works of art in relation to their historical context. Construct art historical arguments based on knowledge of the stylistic development, artistic sources and patronage of individual artists. Identify (from photographs) the work of major artists associated with the High Renaissance, and date them, and analyse their form and function. Prepare and deliver a presentation employing appropriate visual aids (including slideprojection). Communicate ideas and information in written form. Indicative Module Content This module focuses on the achievements of Leonardo, Raphael, Michelangelo and Bramante in what was probably the most creative period in Western art, known as the High Renaissance. It looks at the stylistic development and sources of individual artists, artistic patronage, and the content and functions of the works, as well as the artistic techniques and studio organisation. Co-ordinator: Mr JG Bernasconi Recommended Reading Linda Murray, The High Renaissance and Mannerism Loren Partridge, The Renaissance in Rome 16 20326: Venetian Renaissance Art Module Rationale To provide an art history module covering a key period of Western art. Aims and Distinctive Features The module introduces students to Venetian Renaissance painting, sculpture and architecture, in the unique and influential context of the city of Venice and its mainland empire. It examines the stylistic development and sources of the artists, artistic patronage and the content and functions of the works, as well as artistic techniques. Besides developing students’ practice of the techniques of art history, the module seeks to equip students with the knowledge and understanding to derive pleasure from the art and environment of one of the most beautiful and remarkable cities on earth. This module aims to provide students with knowledge and understanding of: a) The work, stylistic development, sources, technique and patronage of major artists and architects of the Venetian Renaissance (particularly Bellini, Mantegna, Antonello, Carpaccio, Giorgione, Titian, Tintoretto and Veronese, Sansovino and Palladio). b) The content, characteristic forms, function and context of major works of art and architecture of the period. c) Appropriate art-historical methods of inquiry and analysis. d) The historical and cultural context of Venetian art c.1450-1570. Learning and Teaching Strategies Examination preparation 50 hours Seminar preparation @ an average of 3 hours a week for 10 weeks 30 hours. 10 1-hour weekly lectures 10 hours Fieldtrip and/or video presentations 6 hours General reading @ an average of 4 hours a week for 10 weeks 44 hours 10 1-hour weekly seminars 10 hours Essay preparation 50 hours Assessment 1 x 20 minute seminar paper (20%) Essay of c.2000 words (40%) Unseen 1 hour photographic examination (40%) Learning Outcomes Interpret works of art and architecture in relation to their artistic sources, Characteristic forms, and historical and cultural context. Construct art historical arguments based on knowledge of the stylistic development, artistic techniques and patronage of individual artists. Identify (from photographs) the work of major artists associated with the Venetian Renaissance, and date them, and analyse their form and function. Prepare and deliver a presentation employing appropriate visual aids (including slideprojection). Communicate ideas and information in written form. Indicative Module Content This module focuses on the achievements in art and architecture in Venice in the golden age of its civilisation, in the 15th and 16th centuries, including the work of outstanding artists including: Bellini, Giorgione, Titian, Tintoretto and Veronese; and Sansovino and Palladio in architechture. It examines the stylistic development and sources of their work, the artistic patronage and the content and functions of the works, as well as artistic techniques. It also looks at the context of their work, the remarkable city of Venice itself. Lecturer: Mr JG Bernasconi Recommended Reading C Hope, Titian. (1980) J Morris, Venice P Brown, The Renaissance in Venice. (1997) P Humfrey, Painting in Renaissance Venice. (1995) 17 OTHER MODULES SEMESTER 1 88022: Sociolinguistics Module Rationale This module provides a more specialized module building on introductory modules such as Introduction to Linguistics 88020 and Patterns of Language 88021. It appears in the programmes for English and Modern Languages. Aims and Distinctive Features The aim of the module is to introduce a number of perspectives on language variation. It is designed for students who have taken an introductory linguistic module in their first year or have been studying a modern language to A-level or beyond. With English-speaking communities as the main source of exemplification, the following topics will be included: language issues at a societal level, multilingualism and language policy; the quantitative analysis of language variation and change in relation to categories such as class, gender, style, geography; data and method's in sociolinguistic research. The intention is to equip students to achieve the first two learning outcomes. If they wish, students can use their seminar presentation as the starting point for the assessed essay. Learning and Teaching Strategies Lectures will be used to present material to the students, explaining key concepts and presenting examples; seminars will be used to provide clarification, where necessary, and for student-led presentations. One hour lecture per week and one 1-hour seminar per week, total class time 20 hours. Arrangements for Revision and Private Study A lecture and seminar will be devoted to revision for the classroom test and students will be encouraged to explore possible essay topics in good time. Assessment A 50-minute classroom test is designed to test students' performance across a wide range of topics, as indicated in the first two learning outcomes (25%) and a 3,000 word essay to test students' familiarity with material relevant to one chosen topic, as indicated in the third outcome (75%) Reassessment Where reassessment is offered it will be the part of parts of the assessment (i.e. test and/or essay) not passed at the first attempt. The reassessment for the test will take the form of a written task of approximately 1,000 words in length. Learning Outcomes On successful completion of this module students should: (1) Understand a range of important concepts central to the discussion of language in relation to society (2) Be able to discuss different types of data gathering from the point of view of practical and ethical issues (3) Have written an essay that shows familiarity with academic literature on a particular sociolinguistic topic and combines an empirical and theoretical account of the subject matter 18 Indicative Module Content This introduction to sociolinguistic study uses English-speaking and other communities as sources of exemplification and will include topics under the following three general headings: language issues at a societal level, such as multilingualism and language choice; quantitative analysis of phonological and grammatical variation and change in relation to categories such as class, social network, gender, style, and geography data and methods in sociolinguistic research. Lecturer: Dr M Lumsden Recommended Reading Chambers, J K Sociolinguistic Theory Oxford: Blackwell (2003) Coupland, N and Jaworsi, A Sociolinguistics: A Reader and Coursebook Basingstoke: Macmillan (1997) Fasold, R Sociolinguistics of Society Oxford: Blackwell (1984) Fasold, R Sociolinguistics of Language Oxford: Blackwell (1990) Hudson, R A Sociolinguistics Second Edition Cambridge: CUP (1996) Milroy, L Observing and Analysing Natural Language Oxford: Blackwell (1987) Romaine, S Language in Society: An Introduction to Sociolinguistics Second Edition Oxford: OUP (2000) Trudgill, P and Cheshire, J (eds) The Sociolinguistics Reader Volume 1: Multilingualism and Variation London: Arnold (1998) Wardhaugh, R (2002) An Introduction to Sociolinguistics Fourth Edition Oxford: Blackwell Wray, A et al, Projects in Linguistics London: Hodder Arnold (2006) 19 OTHER MODULES SEMESTER 2 88002: European Detective Fiction Module Rationale Introduction to an important facet of contemporary culture, in a European context. Aims and Distinctive Features This module aims to examine the complex European tradition of the detective novel, starting the detective novel as an adventure in writing. It will examine a multi-layered genre, which deals with questions of society and gender identity, together with the assumptions and commonplaces of its own literary tradition. One particular focus of the module will be a comparison of European detective fiction with the Anglo-Saxon tradition of the genre. Teaching and Learning Strategies 10 weekly lectures and 4 seminars. In order to allow maximum contact between teaching staff and the students and to maximise the opportunity for discussion, the students are divided into small groups for seminars (minimum 12, maximum 15). Assessment One comparative 5,000 word essay or two 2,500 word single text essays (100%) Learning Outcomes and Teaching & Assessment Strategies (1) By the end of the module students should have acquired a good knowledge of genre, from its origins in 19th century France (Sue and Gaboriau) and North America (Poe) through Conan Doyle and Agatha Christie to the present day. (2) Students will have read some of the 'classics' and also some recent European detective novels from the Netherlands, France, Italy, Germany and Spain. Indicative Module Content The beginnings of the genre: Eugène Sue, Emile Gaboriau, Edgar Allan Poe (The Murders in the Rue Morgue), Sir Arthur Conan Doyle (A Study in Scarlet), Agatha Christie (The Murder of Roger Ackroyd), the heirs of Raymond Chandler (The Big Sleep), French Detective Fiction (G. Simenon, The Madman of Beigeiac), Dutch Detective Fiction (Janwillem Van de Wetering, The Mind Murders), Italian Detective Fiction (Andrea Camilleri, The Shape of Water), Spanish Detective Fiction (Manuel Vazquez Montalban, Murder in the Central Committee). Co-ordinator: Dr Sabine Vanacker Recommended Reading A complete reading list covering all aspects of the module will be included in the module handout. 20 88032: Translation Studies in Context Module Rationale Core module for students on ‘with Translation Studies’ programmes Aims and Distinctive Features To introduce aspects of translation theory and to place translation theory in the context of professional translation work. Teaching and Learning Strategies 10 weekly lectures and 4 seminars. Assessment One project and one two hour examination. Learning Outcomes and Teaching & Assessment Strategies By the end of the module students should be able to Understand issues in translation theory Identify different approaches to translation Evaluate the contemporary role of the translator. Indicative Module Content This module aims to examine the study of contemporary issues related to translation and translators. Co-ordinator: Dr Terry Hale Recommended Reading A complete reading list covering all aspects of the module will be included in the module handout. 21 OTHER MODULES YEAR LONG 88271: Special Language Option 2 Module Rationale To enable students to take two languages to a value of 60 credits in certain programmes. Aims and Distinctive Features Provide tuition in two languages, one per semester, to back up short fat modules taken in the same two languages in alternate semesters. Learning and Teaching Strategies Normally two hours of practical language classes per week for 20 weeks. Assessment 100% Coursework assessments: the exact form of assessments will vary depending on the languages taken and the semesters in which they are taken, but will be selected from the following types: written; oral; listening; computer-based; presentational. Reassessment As appropriate to the original assessments. Learning Outcomes and Teaching & Assessment Strategies Analyse and respond to reasonably complex authentic texts in the languages studied, including commercially oriented material as appropriate. Discuss a range of contemporary issues and concerns in the target languages. Indicative Module Content Students will further develop linguistic skills in two languages, one per semester, as an enhancement of the skills they acquired at the previous Level and also acquire at this Level in the same two languages in short 20 credit modules taken in the alternate semester to the one in which they study the language in this module. They will thus be able to gain knowledge of two languages based on 30 credits of study per language in the academic year. Recommended Reading A complete reading list covering all aspects of the module will be included in the module handout. 22 MODERN LANGUAGES FREE ELECTIVES You can take the following Modern Language Free Electives: 88039 Voyages into the Fantastic The aim of this module is to transport you away from the quiet certainty of your reality into a world of unrest, mystery and science fiction. A number of cultural artefacts such as paintings, architecture, films, Arthurian legends, short stories and graphic novels from a variety of European countries and the New World are the focus of our study. This module is offered at level 5 and does not require any pre-requisites. It provides a perfect introduction to those who wish to study the grotesque, the monstrous and the “Other”. Passport Languages: ARABIC CHINESE DUTCH FRENCH GERMAN ITALIAN JAPANESE PORTUGUESE RUSSIAN SPANISH For further information see the online Free Elective catalogue or ask in the Departmental Office. 23