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PG, Term(s) Taught: Autumn
This module is concerned with social and cultural constructions and understandings of gender, sexuality and the body as discussed in anthropology and beyond. The main aim of the module is to develop a critical understanding of some of the major theoretical approaches to gender, sex and the body, as they have been and are relevant to anthropology. In European intellectual history ideas about the body have often revolved around the biological binary categories male and female. In this module, however, using a range of ethnographic examples we look at ways in which the idea of male and female is perceived, embodied and challenged, cross-culturally, in different contexts, and at different historical moments. The topics addressed range from work, performance and narrations of the self, to queer communities and families, and from biopolitics, and new technologies of the body/reproduction, the body, gender, and nation, and gender and globalisation. By the end of the module, you will be expected to be familiar with the main theoretical perspectives in anthropology on gender, sexuality and the related politics. You should also be aware of the historical changes which have marked the analysis of these concepts and be able to use ethnographic material as evidence for theoretical points.
UG, 1, Term(s) Taught: Spring
This module explores some of the ways in which it might be possible to begin to understand something as complex as London from an anthropological perspective. Beginning with a distinction between an anthropology of London, as opposed to an anthropology in London, it will ask whether there really is any kind of stable entity or ‘thing’ we could begin to study as ‘London’, or actually a plurality of ‘London’s’ - a multitude of different forms? If it is so difficult to define a distinct ‘field’ or an object of study, how do we begin an anthropological study?
These questions and others will be tackled through a range of field trips and practical documenting exercises, as well as lectures and screenings. We will consider what an anthropology of London would need to include, how it would go about collecting the relevant information, and we will be putting some of this into practice by taking a series of direct experiences of London as the starting points for considering possible anthropological approaches to the city. The module will involve exploring London at first-hand, as well as looking at its portrayal by anthropologists, writers, artists and filmmakers.
By the end of the module you will have an understanding of a variety of different anthropological approaches to the complexity of London, and have had experience of putting some of those into practice.
Assessment: 1,500 word report
UG, 2, Term(s) Taught: Spring
This module introduces you to different anthropological approaches to visual and material culture and gives you the opportunity to conduct a piece of visually oriented anthropological research.
The module provides a critical introduction to the many ways anthropologists engage with the visual from their use of visual methodologies and analysis of representations to their ethnographic study of everyday visual forms. Focusing on a wide range of visual media from photography, museum exhibitions and popular representations on TV to dress, body art, architecture and other everyday visual and material forms, the module raises issues about the significance of visibility, the politics of representation, the social life of visual and material forms and the relationship between seeing and other senses.
Assessment: 2,500 word report
UG, 3, Term(s) Taught: Spring
The module aims to provide students with a critical understanding of international development as a social, political and historical field, and of anthropology’s engagement with development and processes of planned social change. The early parts of the module provide students with an understanding of, the emergence of development as an idea, the architecture and infrastructure of aid, and introduce key theoretical approaches in the study of inequality. We also examine the tensions inherent in anthropology’s long and intimate relationship with development, through the early production of expert knowledge about tradition and culture; through its critical engagement with policy processes and planned interventions, and through the professional negotiation of the fields of development anthropology and the anthropology of development.
The module then goes on to contextualise these theoretical and critical approaches to development through a series of interlinked topics and ethnographic case studies. These take students beyond the idea of development as linear progression, or as a monolithic force acting on the world, and instead reveal a field fractured by contradictions, contestations and contingencies that is produced, reproduced and interpreted across multiple locations and cultural contexts.
Assessment: 1,500 word essay (formative), 3,000 word report (summative)
The aim of this module is to push you to think about history, theory and ethics in anthropology. This will be explored through the prism of controversy. We will be looking at a number of different controversies in anthropology, how they shaped the discipline and what we can learn from them. While doing this we will be looking at some of the key figures in the history of anthropology, the relationship between anthropology and the public and locating these people and events in an historical perspective. Anthropology is not static – it changes constantly. This module is designed to interrogate some of these changes through one particular driving force – controversies. While controversy may sound enticing or exciting, it should be kept in mind that many of these controversies massively affected the lives of researchers, research participants and others – in some cases resulting in deaths or policy shifts that detrimentally impacted on the lives of informants and those around them.
Assessment: 1,000 word report (formative), test (100%)
UG, 3, Term(s) Taught: Autumn
This module explores the role of visual representation in anthropology in terms of both the history of its use within the discipline, and also the potential it holds for new ways of working. It looks at work in a wide range of media – photography, film/video, performance – and the ways in which they might be used in an anthropological context, and this will involve looking at work from outside anthropology such as photojournalism and contemporary art, as well as the work of visual anthropologists.
Assessment: 1,500 word essay (formative), 3,000 word report (100%)
This module looks at the ways in which anthropologists have dealt with violence, how we explain it, the specific problems of researching this topic, the involvement of anthropologists in military projects and other issues. We will be looking at the practices of researching; writing and engaging with violence and the problems these pose contemporary anthropologists. Some of the readings, lectures and other sources we might look at in this module inevitably deal with issues, descriptions and images of violence. Please be aware of this before taking the module and if it’s an issue discuss this with module convenor sooner rather than later.
Assessment: 1,500 word essay (formative), 3,000 word report (100%)
3, Term(s) Taught:
Anthropology and the Environment examines areas of anthropological enquiry into human-environment relations. These arease of enquiry include: different societies’ experience of and thoughts about their biophysical surroundings (beliefs, practices, dwelling); human shaping of landscapes (living in balance with nature, enhancing or destroying it); and environmental politics, or political ecology (small and large scale resource conflict, science and policy processes, environmental movements).
Each topic is examined through one or two key studies, drawn from different parts of the world (e.g. Amazonia, West Africa, India, Indonesia) and relating to different resources (e.g. forests, soil, water, oil).
Throughout the course, we will also discuss the bearings of the anthropological ideas examined on public discourses of environmentalism and on conservation policy.
Contact hours: 1x 1 hour lecture per week, 1x 2 hour seminar per week, 4 hours independent study per week
Assessment: 2x take home paper
PG, 3, Term(s) Taught: Spring
Arguably modern anthropology and modern art are close in terms of both their origins and their critical reflection on the relationships between images, objects and persons, and a concern with anthropological or ethnographic issues is often an explicit feature of contemporary artworks. But despite a long history of dealing with the so-called ‘art’ of other cultures, what does anthropology have to contribute to an understanding of the kinds of artworks you might find at Tate Modern today? Using ethnographic case studies this module will consider key anthropological approaches to art both historically and thematically, and will explore how art and anthropology are entangled with each other, including suggesting ways in which anthropology can productively learn from contemporary art.
Anthropological Methods is an introduction to practices of ethnographic research. The module examines the relationship between theory and method within anthropology. We are concerned with the specific techniques that are used by anthropologists as they conduct their fieldwork. This module also draws attention to how ethnographic knowledge produced during fieldwork is both relational and contextual. We therefore consider certain historical conjectures and power dynamics that have contributed to the way ethnography is (perhaps at times rather paradoxically) at once defined as a product and perceived as a process. To this end, the module explores the epistemological and ethical foundations of anthropological methods in order to encourage you to think about fieldwork as an encounter and ethnography as the relation between anthropological practice and theory.
Assessment: 1,500 word essay (formative), 1,500 word report (100%)
You'll be provided with an introduction to modern comparative and evolutionary psychology. The module material addresses profound questions such as: what is it to be human? What distinguishes us from other animals? What is our place in nature? What are the core psychological and behavioural characteristics of human beings? Are humans infinitely behaviourally flexible or are we channelled by inherited tendencies from our primate past?
We will examine comparative theory and research on the nature of intelligence, theory of mind, culture, language, cooperation and aggression.
Assessment: 1 x 1,500 word research proposal, 1 x 2 hour exam
Contact hours: 2 hour lecture per week, 1 hour seminar per week
Anomalistic psychology attempts to explain paranormal and related beliefs and ostensibly paranormal experiences in terms of known (or knowable) psychological and physical factors. This module provides a comprehensive introduction to the field by outlining the insights provided by each of the sub-disciplines of psychology in understanding a wide range of paranormal beliefs and experiences. The module also includes discussion of the current status of parapsychology and the distinction between science and pseudoscience.
Topics include: individual differences; perspectives from clinical, developmental, psychobiological, cognitive, social, and evolutionary psychology; parapsychology; philosophical issues; future prospects for anomalistic psychology and parapsychology; the psychology of belief in conspiracy theories.
Contact hours: 2 hour lecture per week, 1 hour seminar per week.
Assessment: exam (70%), essay (30%)
This module aims to enhance students’ understanding of a variety of media texts, including TV and radio programmes, magazine advertisements, newspaper stories and instant messaging. ‘Text’ is understood here in its broadest sense to refer to written and spoken language but also visual images intended to express meaning. Critical discourse analysis, multimodal textual analysis, conversation analysis, semiotic approaches to texts as well as other linguistic and interdisciplinary approaches will form part of the key theories in linguistics and communication studies students will use to explore language use in the media.
Examples of questions this module will address are as follows: What distinguishes media genres? How are particular groups of people and events in the world represented through the media? What effect is new technology having on our communication practices? How has media discourse changed over time and how does it change across cultures?
Assessment: 1x essay
UG, 1, Term(s) Taught: Full year, Autumn
Enabling you to become a more observant, perceptive and analytical reader and critic in your own right, this module introduces you to essential concepts in modern literary study.
You are introduced to the history and nature of literary studies, and to contemporary critical debates. You learn a vocabulary in which to discuss literary language, ideas of literary convention and genre, poetic rhythm and form, and the nature of narrative voice and narrative structures. You will also be introduced to debates about the relation of texts on the page to texts in performance, and to wider questions about the interpretation of texts.
Term(s) taught: Full year, Autumn, Spring
(If you take this module for one term only then you will be awarded 15 credits)
Contact hours: 1 x 2 hour lecture per week
The purpose of the course is two-fold: to provide a theoretical background to Teaching English as a Foreign Language to Adults (TEFLA); and a systematic and practical introduction to the skills and techniques of language teaching, with particular reference to English.
The course will be highly reflective in an attempt to help students construct a personal understanding of language teaching and, with this goal in mind, the course will be as much as possible hands-on and will take the form of mini lectures, workshops and micro teaching. Sessions will include an overview of how language operates and of learning and teaching theory and emphasis will be given as to how these ideas may be related to the classroom, with particular reference to communicative and post-communicative approaches to teaching.
Thus there will be sessions on the methodology for teaching English as a Foreign Language to Adults, including techniques for teaching the language areas of phonology, lexis and structure, as well as sessions on teaching the four major skills of listening, speaking, reading and writing. Links with other aspects of the degree programme such as those concerned with First Language Acquisition, Study Abroad, and culture and identity will also be encouraged.
Assessment: 1 x 2,500 word essay
Term(s) taught: Full year, Autumn
If you take this module for one term only, you will earn 15 credits
Contact hours: 1 hour lecture each week plus 1.5-hour seminar
This module introduces and explores key critical issues in drama and performance through a focus upon textual analysis of a range of plays. The play texts which are considered can be approached via a range of theoretical perspectives and the module examines some major interventions in theatre over the centuries, in order to assess the creative developments and outcomes in the light of key playwrights and theorists.
Students will be asked to engage in textual analysis of individual plays and the module will consider the contextual influences of history and culture as well as genre and form. A variety of approaches are covered which can be used individually (or in conjunction), with the intention of providing the student with the tools necessary for rigorous critical and conceptual interpretation.
Assessment: 1x 2000 word essay, 1x 2 hour exam
UG, 3, Term(s) Taught: Full year, Autumn, Spring
Further developing practical performance skills, critical listening skills and interpersonal skills is the aim of this module. You are given the opportunity for several (unassessed) short solo performances in tutor-led seminars at various times throughout the module; you receive feedback both from the tutor and your peers on these performances.
Each performer also presents a lunchtime or evening recital (unassessed) throughout the module. You will be paired with ‘an assistant’, or a ‘concert manager’ (a fellow student), who should also review your concert, and upload the review on learn.gold’s Concert Review webpage.
Assessment autumn: 17 minute performance & presentation, plus c.1,000 words programme notes
Assessment spring: chamber performance (50%), performance/presentation (50%)
Assessment full year: chamber performance (20%), 30 minute performance & presentation (60%), 15 minute performance (20%)
Pre-requisite: as this is a performance-based class, a reference, a performance recording, and a written statement may be requested before you can enrol on this module.
Students will be introduced to the music they will encounter, the debates they will need to consider, and the critical skills they will require in studying musics of the period 1900 to the present.
While exploring musical repertoires of all kinds, from classical to electronic to popular, the module will: investigate the ways this music has been thought and written about; explore the historical contexts of contemporary issues in music and musicology; and develop students’ skills in critical reasoning, conducting research and presenting written arguments
Assessment: 3,000 word essay
UG, 2, Term(s) Taught: Autumn
All musicians have views on aesthetic issues – on how music should be defined, on its ability to ‘express’ and have meaning, and on how it should be understood and valued. This course attempts to clarify these issues by discussing them systematically, by carefully analysing the concepts involved, and by uncovering the cultural conditions implicated in the construction of our values.
Assessment: 1 x 3,000 word essay.
Contact hours: 1 x 1.5 hour lecture per week, plus additional independent study.
You will be introduced to common arranging techniques found in modern jazz and commercial musics. You will study subjects such as instrument ranges and characteristics, voicing techniques, countermelody, woodwind/brass/strings groupings and form and structure. The focus is not only on technical conventions but also on creative approaches to arrangement, structure and orchestration.
Assessment: module workbook (50%), full score (50%)
Pre-requisites: Compotence in jazz harmony. Please bring manuscript paper and a pencil to each class.
You will be introduced to key themes and authors in the sociology of art, classical and contemporary. Each session is enshrined in a thematic approach that highlights crucial issues, such as, for example: is art about beauty? What is an artist? Is art beyond society? Should art be political? The module provides both an outline of theoretical approaches and an overview of major results and trends in empirical research; key case studies illustrate and interrogate the thematic core of each lecture.
In this module you will learn:
• To introduce you to key investigations on the relationship of art and society
• To provide a map of the historical development and contemporary debates in sociological theory and research on the art
• develop a critical understanding of key classical and contemporary approaches in the sociology of art
• appreciate the variety of key issues in the sociology of art and how they have been conceptualized differently within diverse traditions of sociological analysis
• be able to understand and engage with current debates in the theoretical reflection on art and aesthetics
• be able to understand and engage with current debates and trends in sociological research on the arts
Assessment: 1x 3500 word essay
Terms taught: Autumn
This module uses anthropological methods to examine tourism and its effects on contemporary culture. It will explore the phenomenon of tourism from multiple perspectives, including the tourist experience, the tourist industry and the re-shaping of places and spaces as a result of the challenges and opportunities presented by tourism.
Theories of tourism as a category of experience (pilgrimage, role-playing, rite of passage….) and as an increasingly globalised socio-cultural practice will be analysed alongside the political economy of modern tourism and travel. Ethnographic case studies will draw on examples from Oceania, Asia, Africa, Europe and the Americas.
Assessment: 1x 2,000 word report
Terms taught: Spring
This module introduces the methods used by anthropologists. It covers the collection of different types of data including surveys, the use of archives, images and film, in-depth interviews, participant observation and participatory research, conflicts of interest, ethical codes, informed consent, and other challenges.
Assessment: 1x 4,000 word report
PG, 3, Term(s) Taught: Autumn
You examine key themes in medical anthropology, ranging from ideas about healing to social inequality and the ‘new biology’. The course addresses issues of biomedicine in the UK alongside alternative therapies and explanations of health/illness in different parts of the world, and approaches to the political economy. Specific sessions include the application of medical anthropology, ‘new’ diseases and technologies.
PG, Term(s) Taught: Spring
The aim of this module is to introduce you to rights in terms of their philosophical foundations, the history and shape of the UN system and anthropological contributions. We will be exploring human rights and humanitarian law a bodies of law, institutions, systems of practice and ideologies – with particular focus on the issue of cultural relativism (historically the key stumbling block for anthropological engagement with rights) and cross-cultural experiences of engagement with, or resistance to, rights.
This module introduces the fascinating domain of the anthropology of religion: a vast and wide ranging subject. It introduces some of the many ways anthropologists have approached religious phenomena and highlights what is unique about anthropology’s contribution to the understanding of religion. It raises questions concerning what counts as ‘religious’ and includes within the remit of the module consideration of a variety of non-human agents (gods, God, spirits, witches) and religious practices (meditation, worship, performances).
Assessment spring: 1,500 word essay (formative), 2,500 word report (100%)
This module is concerned with social and cultural constructions and understandings of gender, sexuality and the body as discussed in anthropology and beyond. We will start with a brief review of the roots of gender analysis in social anthropology, looking at early feminist anthropology whose work influenced the development of an ‘anthropology of women’, and then consider the impact of feminist theory in the late 1960s and 1970s, particularly the big dichotomies of public/domestic, nature/culture, and production reproduction. We then follow the move from feminism to gender in the anthropology of the 1980s, and finally the growing emphasis, from the late 1980s, on sexualities and bodies, and on masculinity.A major theme running through all of the lectures is the relationship between kinship and gender as emphasised throughout the development of feminist anthropology. The first section of the module is concerned with theoretical origins and developments in theory over the past two decades a focus on the ‘status of women’, on kinship, on performative approaches. In the second section, the lectures place more emphasis on the politics of gender, and on gendered practices of reproduction. Thus, here we move to questions of the body politic, nationalism, and new technologies.
An introduction to key areas of medical anthropology, ranging from ideas about healing to questions of social inequality and a contemporary biological turn. The module will be divided broadly into three sections, looking first at the body, then at political economies of health, and finally therapeutics. We shall explore ideas about biomedicine, relationships between different medical traditions in a historical perspective, and anthropological approaches today, including practice (applied work, activism) and currently popular themes based around narratives and new technologies.
Assessment: 1x 2 question take home paper
The aims and objectives of this module are to introduce students to major subfields of modern anthropology and to do so in a broadly historical and comparative framework. The lectures will enable students to see how different anthropologists approach a number of central contemporary issues.
The topics chosen will focus upon some of the theoretical developments and methodological strategies pursued in response to profound and widespread social transformations. Each week the module will focus on a single technique, methodology or strategy in anthropology in the work of a specific anthropologist.
Historians and anthropologists share some common epistemological grounds, but the relationship between the two disciplines is one characterised by certain frictions, the aim of this module being their elucidation. Modern social anthropology was formed in the early twentieth century by a rejection of evolutionism and its replacement by synchronic site-specific studies, a move that effectively eclipsed history’s theoretical significance to the discipline.
Yet, dissatisfaction with the ways in which synchronic functionalist ethnographic analyses ignored history and social change brought about lasting debates about continuity and rupture; the relation between pasts and presents, and the wider humanistic turn of both disciplines under the theoretical influence of Marxism, feminism, and other critical social theories under debate since the 1960s.
This module is, in many ways, an examination of the possibilities of a historicised anthropology and poses several intertwined empirical and theoretical questions about the place of structure and agency, consciousness and historicity, and memory and silences within ethnography. Through historical ethnographies and selected social historiography, we aim to understand not only how to approach the past anthropologically, but also grasp ethnographically the uses of history as a collectivist political project implicated in nationalism, racist ideology, transitional justice, and categories like world heritage.
Assessment: 1x 4,000 word report
Although ‘visual anthropology’ is usually taken as synonymous with a certain kind of ethnographic/ documentary filmmaking, this module will look at issues concerned with a broader sense of the visual and its use within anthropology through a focus on two media – photography and sound – both of which present a set of productive possibilities for anthropologists. In doing so it takes up Eliot Weinberger’s criticism of contemporary visual anthropology for adopting a narrow definition of its field and available tools, when the conjunction of ‘visual’ with ‘anthropology’ should open up a whole range of creative possibilities for conducting and presenting research.
Terms taught: Spring
This is a practical module in which students find and negotiate a work placement with a Non-Governmental Organisation (NGO) with offices in London.
The placements entail working half a day a week for an agency, carrying out a project useful to the organisation.
Students will gain an understanding of the demands, constraints and concerns of NGO-sector development work and will be able to draw out connections between the practical issues of concern to the organisation in their applied work and the theoretical issues addressed in the rest of the module.
To understand some of the implications and practical concerns of communicating anthropological themes and issues through visual and aural, as well as written media. This is a production-based module and does not follow the usual lecture/seminar format. It is centered on the development of your own individual practical visual or sound project and seeing that through to completion, hopefully by the end of the term. As such the contact hours are mostly made up of one-to-one tutorials, although there will be some sessions when we meet as a whole group. We will have a group viewing session in the last week of the Spring Term. Above all else, the module requires you to engage in a process of practical production, not to take a few photographs, or record a bit of sound at the end of the term, but to develop and refine a project through all the various stages and forms necessary for its successful completion. Students typically produce several versions of the practical work as they refine their project over the module of the term.
In planning their project students should - if necessary - look at a practical ‘how to do it’ books, although technical advice will also be given in tutorial sessions. Even if you have had a good deal of photographic experience, this is likely to draw attention to issues you have not so far considered.
Students must have completed AN71085A Anthropology and the Visual 2, or have knowledge of visual anthropology before taking this module.
(Please note that you have to hand your assessment in person at the end of April. Students leaving Goldsmiths before this date will need to ensure that their work is submitted on time by post or by another student).
This module offers you the opportunity to conduct a short piece of research in the field broadly defined as the Anthropology of Art. Picking up on theoretical issues introduced in the module Anthropology of Art 1, you will be expected to select your own topic for research. The topic may relate to areas such as:
Your research may make use of fieldwork methods (such as participant observation, interviews and photographic documentation) and/or the analysis of documents including visual (pictures, films, material artefacts) and written materials (museum archives, newspapers, essays, books, internet sites). The appropriate methods for your research will be determined by the topic, the time-frame, issues of access, etc. Once you have selected your topic, you should confirm its suitability with your module tutor before embarking on fieldwork.
In order to be able to make sense of what is happening now in our culture of moving images, we need to understand its past. This course situates itself within the emerging field of inquiry called “media archaeology,” which searches through the archives in order to account for the forces that make up the contemporary world.
The course will look at the deep history of audiovisual mediations through specific “turning points” so as to understand the recurrent forces, motives and forms of experience that have animated the movement of images for the past 400 years.
It seeks new methodological approaches to understand the history of technical images, which bridge the rift between criticism and creation, that is, between thinking about and (re) inventing images. In this way, the course requires students to critically reflect on their own relationship to moving image media, relationships that may be productive, poetic and arbitrary as much as they are disciplined, rationalised and controlled.
Also available as a postgraduate module
Explores the history and historiography of violence, focusing especially, but not exclusively, on Europe between the medieval period and the present day. The module has two principal themes. First, it examines the recent, important debate on whether and why violence has declined in the past half millennium.
Domestic violence and crime, terrorism, war and genocide will all be discussed. The role of religion and secular ideologies, concepts such as honour, and the growth of state power will be among the issues covered. Second, the module investigates the methodologies that scholars have used to explain the causes of violence, the different forms in which it has been practised and its incidence in history.
Students will study cultural histories of violence and will explore how disciplines such as anthropology, sociology and more recently behavioural sciences such as psychology and neuroscience have contributed to understanding of human violence in history.
Assessment: 1x 5,000 word essay.
Contact hours: 2 hour lecture per week.
The objective of this module is to provide an introductory overview to the theory and practice of personnel assessment and selection. A guiding principle of the module will be the scientist-practitioner perspective, with particular emphasis on the value of scientific, theory-driven research for understanding and addressing pragmatic problems.
Assessment: 1,500 word essay (50%), exam (50%)
The history, politics and ideology of anarchism chiefly from its origins in the nineteenth century to 1939 is considered during this module.
There were will be a discussion of anarchism in the post-1945 period but the main aim of the unit is to trace the origins and development of anarchist ideology (Godwin, Proudhon, Stirner, Bakunin, Kropotkin, Malatesta, Goldman etc) and the associated social and labour movements in Europe and the Americas (from the Paris Commune of 1871 to the Spanish Civil, 1936-1939, and from the Haymarket Riot of Chicago in 1886 and the Mexican Revolution of 1910-1920 to the Russian Revolution and Civil War of 1917-1921).
But there will also be a substantial time devoted to anarchist-type movements and ideas which developed throughout the world before 1800 and as well as a discussion of the 'ism', anarchism, its reception and interchange with thinkers, ideas, and movements in Asia and Africa.
Assessment: 1 x 4,000-5,000 word essay.
Contact hours: 1x hour lecture per week, 1x hour seminar per week.
Consider and evaluate the extent to which behaviours commonly described as ‘addictive’ – including not only dependence on drugs and alcohol, but also excessive engagement in behaviours such as gambling – are motivated by similar outcomes and reflect the involvement of similar processes.
The module will outline individual differences in risk for addiction and consider how these differences interact with features of social environments to predict addiction development and relapse. Lastly, the efficacy of different treatment approaches will be considered.
Assessment: exam (70%), 1,000 word essay (30%)
UG, 1, Term(s) Taught: Autumn, Spring
Advanced Mandarin is taught in two parts: Advanced Mandarin A and Advanced Mandarin B.
In order to join Advanced Mandarin A you must have studied the module Upper Intermediate Mandarin B or have a good command of around 2000 Chinese words and expressions. In order to join Advanced Mandarin B you must have completed Advanced Mandarin A or have a command of around 2200 Chinese words and expressions
Contact hours: 4 hours per week
Assessment: 45% written exam, 20% oral exam, 20% listening exam, 15% coursework
The module introduces the essential principles of artificial intelligence as part of computer science. The emphasis is on heuristic problem solving methods.
Material includes the following topics: heuristic search techniques, knowledge representation, rule-based systems for deductive problem solving, search-based planning, and inductive machine learning.
The covered heuristic techniques are: depth-first search, breath-first search, iterative deepening, bi-directional search, hill climbing, and adversarial search.
There are guidelines provided for implementing practical expert systems, planning systems and empirical learning systems with version spaces using the candidate elimination algorithm.
Pre-Requisites: Programming and at least an introductory maths course
Contact hours: 2 hour lecture and 1 hour lab per week
Advanced Audiovisual Processing aims to enhance your skills and experience in the development of software for the creation and manipulation of sounds and images, both in real and non-real time.
The course extends the principles of creative engineering for use in arts, games and more general interaction scenarios so that you can develop your own projects through the use of computational approaches to audiovisual processing.
Assessment: 100% coursework
Contact hours: 2 hour lecture/lab per week
Term(s) taught: Autumn
Contact hours: 2 hour lecture and 2 hour lab per week
This module will cover advanced methods used in current state-of-the-art graphics and animation systems.
It will cover the mathematical foundations, computational techniques and their use in creative practice.
Assessment: 1x coursework, 1x exam
Term(s) Taught: Full year, Autumn
Please Note: English Language Development modules are only available for students whose first language is not English.
The module covers the key aspects of writing an essay. These include features of academic style, the planning process, structuring an argument, summarising, paraphrasing techniques, referencing, avoiding plagiarism, and drafting and editing. Emphasis is given to the logic underlying Western academic writing conventions, rather than simply looking at the procedural aspects. This is supported by work on the main areas of English grammar, with a particular focus on improving grammatical range and accuracy in students’ writing.
Reading skills are also developed. Textual analysis enables students to learn about cohesion, extend their vocabulary, read for gist and specific information, infer meaning, as well as develop summary skills. The texts generally focus on a background to Western thought and culture, taking into account ancient Greeks and Romans, the Renaissance, the Enlightenment and the influence of modernity, feminism and Marxism.
There is an emphasis on how to use reading in writing: to learn from other writers’ style and using their points as evidence for students’ arguments.
To enhance listening skills, the module makes use of a wide range of texts, drawing firstly on commercially produced EAP materials to help students acquire the skills of listening for gist and specific information and taking useful notes. Later, the course moves on recordings from Goldsmiths library as well as BBC radio shows. Students are exposed to a range of challenging and interesting recordings related to the arts, current affairs, media, education and aspects of British culture. Many of the recordings are relevant to subjects studied at Goldsmiths, for example, race and ethnicity, representation, identity and culture. Where possible, the recordings are exploited for vocabulary development.
To develop speaking skills, students will have to research and give seminar presentations and lead the class through discussion of their chosen topic. They will receive input on effective seminar techniques and functional language. There is also ongoing feedback on their presentations.
Pre-requisite: college-level political science, ideally including some coverage of international relations.
This is an experimental and speculative module that seeks to question the priority accorded to theories and perspectives of the International emanating from the North. It will draw upon different materials taken from Postcolonial and subaltern studies, historiography, development theory, and the margins of contemporary IR as well as non-traditional authors. You are encouraged to embrace this spirit of experimentation to bring materials and ideas from other disciplines and from your own wanderings through the political rather than being reliant on textbook views from on high.
Assessment: 1x 4,000 word essay
Focusing on contemporary popular culture in Japan as a particularly significant site for understanding current political concerns, this module treats culture as central to an understanding of politics and ideology.
It is through an examination of literature, cinema, animation, manga, and other cultural forms in times of momentous political changes that the module seeks to chart how political anxieties and passions come to be articulated in different periods in Japan’s history.
Assessment: Either 4,000 word essay OR 12 page manga
Glimpses of, and insights into, the lives of ordinary Chinese people and the rules and rituals that govern their existence, create the backbone of this module. Students will discuss the ways everyday life was governed under socialism and the ways that control is now breaking down with the emergence of a consumer culture, enabling a close scrutiny of the politics of everyday life.
Picking up on themes as diverse and quirky as Mao badge fetishists, hoodlum slang, and taboo’s and tattoos, the subject examines the way a range of people not only live but resist dominant social discourse.
Assessment: 1 x 1,500 word book review, 1 x 2,500 word essay.
UG, 2, Term(s) Taught: Full year
Be exposed to standard data structures and the algorithms for manipulating them. In particular, you'll learn to choose appropriate data structures for representing problems and to convert algorithms expressed non-programmatically (ie. informally or mathematically) into efficient programs which solve the problem at hand.
Pre-Requisites: Java or C++, discrete maths
Contact hours: 2 hour lecture, 2 hour lab per week
What does it mean to be human? Animals are excellent resources with which to think about human identity since they are similar (animate, sensitive) but also different from us. The interesting thing for anthropologists is the lack of agreement about the nature of these similarities and differences. Dogs, for example, are simultaneously both ‘man’s best friend’ in the heroic animal novels popular in post depression USA, and genital licking polluters to some Muslims.
Animals are also capital. The production of animals is the largest industry in the world. Their production and consumption reflects important aspects of socio-political organisation. It has changed rapidly since the domestication of animals, and has recently entered an unprecedented phase of extreme exploitation epitomised by the factory farms of Euroamerica. At the same time, wild animals have been commodified in zoos and rare species are preserved in parks that exclude human inhabitants.
How are we to understand these apparently contradictory impulses? Why are cows food and pandas poster children for the Worldwide Fund for Nature? This course will provide a background to current debates about animals that will enable you to contribute to arguments about classification, animal rights, biotechnology, and the desirable limits of human intervention in processes once thought of as residing in 'nature'.
You will learn to make connections between anthropology, geography, political philosophy, ethics, literary theory and science. At all times you will be encouraged to relate different ways of thinking about animals to ethnographic examples.
Contact hours: 1x 3 hour seminar per week, 4 hours independent study per week
While historians and anthropologists share some common epistemological grounds, the relationship between the two disciplines is one characterised by certain frictions, the aim of this module being their elucidation.
Modern social anthropology was formed in the early twentieth century by a rejection of evolutionism and its replacement by synchronic site-specific studies, a move that effectively eclipsed history’s theoretical significance to the discipline. Yet, dissatisfaction with the ways in which synchronic functionalist ethnographic analyses ignored history and social change brought about lasting debates about continuity and rupture; the relation between pasts and presents, and the wider humanistic turn of both disciplines under the theoretical influence of Marxism, feminism, and other critical social theories under debate since the 1960s.
This module is, in many ways, an examination of the possibilities of a historicised anthropology and poses several intertwined empirical and theoretical questions about the place of structure and agency, consciousness and historicity, and memory and silences within ethnography. Through historical ethnographies and selected social historiography, we aim to understand not only how to approach the past anthropologically, but also grasp ethnographically the uses of history as a collectivist political project implicated in nationalism, racist ideology, and categories like world heritage.
Contact hours: 1x 2 hour lecture per week, 1x 1 hour seminar per week, 4 hours independent study per week
Assessment: 1x 3000 word report
Part I: Key Concepts in Aesthetics
The first half of the module introduces you to theories of aesthetics in the history of continental philosophy. The module offers a close engagement with fundamental topics in aesthetics with the aim of establishing a philosophical framework in which distinct views are discussed and studied. This part of the module will engage with several topics. It will discuss the nature of art in its relation with aesthetics; the question of representation in relation to the classical views of beauty and truth; the problem of expression and its logical underpinning; the nature of sensation and its relation to the aesthetic object; and the question of taste and judgement. These topics will be addressed through the analysis of classical texts and of leading contemporary theorists in the field. This first part of the module will provide you with a wide range of theoretical debates aiming to contextualise the study of key texts discussed in the second part.
Part II: Key Texts in Aesthetics
The second half of the module will focus on the sustained reading of one major text in the philosophy of art and aesthetics, contextualising it within the historical moment in which its key premises and arguments emerged, isolating its major claims and interlocutors, and evaluating its contributions to fundamental debates on art, aesthetic experience, and the claims and limits to the autonomy that the aesthetic implies.
In 2017, this part of the module focuses on the first part of Kant's Critique of the Power of Judgment (pertaining to aesthetic judgment), key texts that surround the historical development of the field of aesthetics as a science of sensation and judgments on taste, the ramifications for the theory of moral sentiments and the genesis of art criticism in early German Idealism, and contemporary interpretations of the significance of Kant's argument for human freedom and the autonomy of reason.
Assessment: 1,500 word essay (formative), 3,000 word essay (100%)
Firstly, this module examines the external economic and military challenge which Germany’s unification in 1871 posed to established European states, and their efforts during the following century to compromise with, subdue and accommodate the new power.
Secondly, the module traces Germans’ own struggle of self-identity. From its inception, the new country was torn by competing ideas of governance, as well as differing conceptions of nationhood. During the twentieth century, ideologies such as nationalism, militarism, Nazism, Communism, Social and Christian Democracy vied to shape Germans’ perceptions of themselves and their relations with the outside world.
By fusing cultural history with the study of international relations, this course traces Germany’s path from nascent world power through war, division and reunification to peaceful coexistence within Europe.
This module focuses on Austria-Hungary, the multiethnic empire that ruled much of Central Europe until 1918. It investigates this empire’s peacetime internal strains and its leaders’ key role in instigating the First World War.
It scrutinises the empire’s military experience, with its atrocities against civilians, campaigns of conquest and nervewracking attritional battles. Everyday life on the home front, including popular mobilisation, dissent and the rise of radical ideologies, is also examined to explain how consent was first built and then broken under unprecedented suffering and deprivation.
The impact of all these experiences on mentalities in Central Europe, their cultural and political legacies and their role in ushering in a new age of totalitarianism, genocide and conflict is considered. Through its broad scope, the module offers the opportunity to understand how a Central European state and its people grappled with and were changed by the extraordinary demands and costs of fighting the world’s first ‘total war’.
UG, 1, Term(s) Taught: Autumn
Gain an introduction to a range of key theoretical perspectives that can be used to analyse a range of playtexts. The module also examines some of the major interventions in theatre over the centuries in order to assess the creative developments and outcomes in the light of key playwrights and theorists.
You will be asked to engage in textual analysis of individual plays, considering the contextual influences of history and culture as well as genre and form. A variety of approaches are covered, which can be used either individually or in conjunction, with the intention of providing the student with the tools necessary for rigorous critical and conceptual interpretation.
You will be introduced to a range of key theoretical perspectives that can be used to analyse a range of playtexts. The module also examines some of the major interventions in theatre over the centuries in order to assess the creative developments and outcomes in the light of key playwrights and theorists. Students will be asked to engage in textual analysis of individual plays, considering the contextual influences of history and culture as well as genre and form. A variety of approaches are covered, which can be used either individually or in conjunction, with the intention of providing the student with the tools necessary for rigorous critical and conceptual interpretation.
Assessment: 10-15 minute presentation (formative), seen exam (100%)
2, Term(s) Taught:
This module surveys the history of journalism from the mid 19th century to the end of the 20th century through three interlocking themes: the political and commercial power of the press; the centrality of journalism in mass culture; and its role during moments of major historical upheaval such as war and revolution.
While focusing on Britain and the United States, the module will examine how journalism became a force throughout the world and a key mode of expression for nationalists, anti-colonialists and champions of human rights.
Each week we will use pieces of journalism to explore the lecture topics which include: Press Tycoons, Spain in the 1930s, the Vietnam War, the Irish Revolution, Civil Rights in the United States, the Sandinista Revolution, Apartheid in South Africa.
Assessment: 2x essay (autumn students), 2x essay (spring students), 1x 6,000 word essay, book critique, practice essay, presentation (full year students)
You'll explore key developments and trends in the novel form the early eighteenth century to the present day. Beginning with Defoe’s Moll Flanders, the module goes on to look at representative landmarks of eighteenth- and nineteenth-century ‘realism’ and of later modernist and postmodernist fiction.
As well as attending to the distinctive features of the individual novels, we will investigate critical and theoretical accounts of the genre, paying particular attention to debates about mimesis, character, narrative voice and plot.
This module presents advanced topics in the analysis of social enterprise. It will examine a number of perspectives on the relationships between social enterprise and social policy, making reference to theory and practical examples. The module will focus particularly on the context of deep and extensive global shifts in the balances between the public, private and third sectors of economy/society.
There will also be a focus on a number of advanced practical issues in the development and management of social enterprises. This will be accompanied by an emphasis on developments within the UK such as changes in health and social care and the emergence of support systems. The material will also cover different dynamics in developed versus developing economy contexts.
Overall the module will encourage students to take a critical view when analysing policies, academic analyses and practitioner-focused commentaries and guidance concerned with social enterprise.
UG, 2, Term(s) Taught: Full year, Autumn, Spring
Through a series of workshops, you will develop skills in interpretation, meaning making and working with materials and develop your own critical practice in the arts.
You will be taught a range of techniques in printmaking, performance, embroidery, plaster casting and ceramics. You'll develop pedagogical knowledge, reflecting on how art activities are planned, resourced and taught or facilitated in a range of contexts. Site visits and lecture/seminar sessions will explore educational, cultural and community settings as case studies.
Contact hours: 3 hours per week
Assessment autumn: 2,500 word essay
Assessment spring: 2,500 word essay
Assessment full year: 1x presentation & 1x exhibition and rationale
The aim of the module is to explore some of the different ways that anthropologists use theory in designing and doing research and to create and extend theoretical arguments in and through ethnography. In doing so we seek also to further foreground the possibility for both ‘other’ anthropologies and anthropologies ‘otherwise’.
Assessment: 1,000 word project (formative), 1,000 word project (100%)
There are long held tensions between the disciplines of anthropology and history, although they share some common epistemological concerns.Increasingly, anthropologists have incorporated historical accounts towards expanding ethnographic possibilities, and to explore theoretical questions of continuity, social change and periodisation, and to examine colonialism as a set of historical conditions. As part of a historicised practice, anthropologists have challenged assumptions about relationship between myth and history, and explored complex temporalities.
In turn, historians have borrowed from anthropological methodologies to underpin radical ideas about microhistories, oral history practices, which have also contributed towards the anthropological project. More recently, both historians and anthropologists have turned to memory as a way of accessing the past through practice, policy and the emotions.This module sets up these questions through three interconnected threads: the history of anthropology, historical anthropology, and anthropologies of history.We examine the different kinds of evidence that may be used to understand the past, and how the past is made sense of in the present, through archives, images and material culture. Together this provides us with a model for approaching the past anthropologically, in order to gain ethnographic understandings of the dynamic processes of historicity in everyday contexts, where the past can be deployed, imagined and evidenced.
This module addresses historical and contemporary links between avant-garde theatre practices and political activism. It expands and deepens the study of artistic practices begun in Modernisms and Postmodernity A, with a focus on the activist elements of theatrical movements and parallel political organisations. Through the critical analysis of 20th-century case studies, participants in this module will develop an understanding of the adoption of avant-garde techniques from Dada to Live Art to 'In Yer Face' realism. Students will consider particular theatrical protest performances drawn from organisations including Bread and Puppet Theatre, Vietnam Veterans Against the War, El Teatro Campesino, Solidarity, Greenham Common Women's Peace Camp, ACT-UP and more. Through targeted critical readings, students will situate their analyses of these performances within recent scholarship on the efficacy of political performance in a globalised, postmodern world.
Assessment: 4,000 word essay (100%), 15 minute presentation (formative)
The central goal of this module is to examine and reflect upon the nature, function and operation of art and popular culture in times of war and conflict. Focussing largely on contemporary and 20th century visual production, the module draws on a selection of artworks and visual examples to critically address the following key questions:
Looking at key contemporary and ‘historical’ artworks and events, this module cuts across historical trajectories in order to examine both the representation of violence and the violence of representation. It investigates the various roles of art and visual culture in relation to the two World Wars, the Cold War, the cultural and ideological battles of the 1960s and 70s, the ‘armchair’ wars, the so-called ‘war on terror’ and many other conflicts in recent years. Using Agamben, Baudrillard, Virilio, Butler and others, it considers the impact of military surveillance techniques on culture, both in terms of art practices and more broadly, as experienced in everyday culture. It reflects on artists’ enduring fascination with war and terror and shows how art can be understood as a form of politics, knowledge and experience.
Assessment: 1x 2,000 word essay
This module is a critical social history of the Middle East focussing on the roles that subaltern groups and social movements played in in the social, political and economic transformations of the region from the late 19th century to the contemporary era. The module will utilise a wide range of primary and secondary sources across interdisciplinary boundaries in order to explore the major events of the period through the eyes of some of the people who experienced them. It will cover themes such as the struggle against colonial rule, the rise of nationalist, communist and Islamist movements and the interactions between them, the impact of the Israeli-Palestinian conflict and the roles that gender, sexuality, class and ethnic/linguistic/communal differences have played in forging the diverse experiences and identities of people in the region. In addition the course will focus on the major methodological and disciplinary debates in the writing of the histories of social movements in the Middle Eastern context, and cover thematic issues such as revolt and revolution, the characteristics of religious movements and the role of the body in protest.
The course will also aim to explore pedagogical methods which encourage student participation in involving students as co-creators of the curriculum alongside the instructor. Research increasingly shows that partnership in curriculum development and design helps students engage with the course, encourages students to become more engaged with the ways in which they are taught and gives them useful transferable skills in communication, negotiation and problem-solving (Bovill 2009, Brew 2006, Zamorski, 2002).
Assessment: 2x essay (autumn students), 2x essay (spring students), 3000 word portfolio, 1,500 word journal, draft essay, presentation, proposal (full year students)
This module will give the student depth of knowledge into aspects of contemporary algorithm and data structure design. The exact syllabus will vary from year to year, but will cover topics such as:
- More advanced classical data structures (interval trees, B trees, Fibonacci heaps)
- Probabilistic data structures (the Bloom filter and skip list) - Purely functional data structures (Real-time Queues)
- Algorithms for computing properties of graphs (topological sorting, travelling salesman approximations, or transitive closure)
- Randomized algorithms (the Solovay-Strassen or Miller primality tests, Karger's minimum cut)
- Concepts in concurrent and distributed algorithms (deadlock, livelock, commit protocols)
- Concepts in quantum algorithms (superposition, coherence, entanglement of qubits)
- Concepts in computation (encoding, NPcompleteness, Turing machines and the halting problem)
Term(s) Taught: Autumn
This module serves as an introduction to the theorising and analysis of film and other audiovisual media. It presents an overview of the historical development of cinematic modes of expression and experience and their key conceptualisations. Specific questions explored range from the realism of cinema to the expressionistic powers of montage, from cinema's primal qualities as an immersive embodied experience to narrative, story-telling forms, as well as from the classic nature of film spectatorship to the novel forms of engagement emerging today with 3D, VR and AR.
Prior to the lectures, pre-reading classes contextualise the lecture content, introducing students to key concepts and vocabulary. Post-lecture feedback classes enable students to compare their notes, check their comprehension and discuss key arguments and themes. These classes are taught by the English Language Centre.
The aim of this module is to introduce you to rights in terms of their philosophical foundations, the history and shape of the UN system and anthropological contributions. We will be exploring human rights and humanitarian law as bodies of law, institutions, systems of practice and ideologies – with particular focus on the issue of cultural relativism (historically the key stumbling block for anthropological engagement with rights) and cross-cultural experiences of engagement with, or resistance to, rights.
The intention of this module is to focus on the development of a performance vocabulary applicable to working as an actor in a contemporary British theatre ensemble (such as the English Stage Company at the Royal Court Theatre or the specialist new writing company, Paines Plough), while introducing students to a practical approach to performing dramatic texts produced professionally in London in the last twenty years.
In a series of practical exercises, students will consider the nature of performance and the potential collaborative link between performer and playwright.
Practical work will include:
Play-scripts will be analysed closely in terms of their potential impact and meaning in the theatre. A selection of contrasting plays will be studied and explored in class.
Potential titles include:
Assessment: practical coursework (70%), 3,000 word reflective journal (30%)
This module is only available to Study Abroad students.
This module will only run if enough students enrol on it.
The aim of this module is to allow students to explore the possibilities of communicating anthropological themes and issues through visual and aural media by producing practical work.
This is a production-based module and does not follow the usual lecture/seminar format. It is centered on the development of your own individual practical visual or sound project and seeing that through to completion. As such the contact hours are made up of some joint screening sessions and group workshops, as well as some one-to-one tutorials.
The module requires you to engage in a PROCESS of making a visual piece of work, to develop and refine a project through all the various stages and forms necessary for its successful completion. Students typically produce several versions of the practical work as they refine their project over the module of the term.
Pre-requisite: students must have a background in Visual Anthropology theory
Assessment: 5-10 minute video/film/sound project or photo project (75%), 2,500 word report (25%)
This is an intensive, module which combines lectures, seminars, workshops and site visits. The module is concerned with the economic, social and aesthetic role of art in urban social life. It provides students with an overview of contemporary theoretical debates regarding the role of the arts and the creative economy in processes of urban renewal and change. This is complemented with a series of site visits and meetings with arts professionals, which enhance and exemplify the themes of the lectures. The overall intention is not just to study texts but also to examine the ways in which ‘the arts’ and culture are operationalised in cities. Arts and urban cultures and the surrounding fields of policy and practice are our focus of study. The module will introduce students to cultural theory with focus on the cultural politics of taste and aesthetics. It will also acquaint students with a range of sociological perspectives on the role of arts and creativity in urban life and expose them to a selection of studies concerned with arts, creativity and the city.
This is a module that is particularly well-suited to students who want to explore the potential of doing sociological research through creative research methods such as drawing, film, photography, walking, and mapping.
Intensive 5 week module that runs first 5 weeks of spring term
Assessment: either 4,000 word essay, OR 2,000 word report & 15 minute presentation
Recent work in Animal Studies (in the social sciences and humanities) and in animal science (the biological sciences), have far-reaching implications both for the how we understand the shared social world of humans and animals, and how we investigate it. This module asks: what new interdisciplinary forms of critical analysis are required to address animal/human relations in the 21st century? What new methodologies and methods are being pressed into service by recent, changing, conceptions of animals? How does the study of animals today challenge the very foundations of the sociological tradition, when it is conceived of as a human/humanist project?
This module will draw on a wide range of emerging theoretical and methodological work on animals in the social sciences and humanities. It also requires students to understand some of the implications of recent developments in the animals sciences, as these have been taken up and developed especially by philosophers of science.
In this module, we will undertake a critical study of short stories by African American writers in the 20th and 21st Centuries. Our dual focus will be on the short story form alongside the thematic and stylistic diversity demonstrated by authors such as Langston Hughes, James Baldwin, Toni Morrison, Ann Petry, Alice Walker, John Edgar Wideman, and Andrea Lee. Our work will be to analyse African American literature within varied social, political and artistic contexts such as the Harlem Renaissance, the Black Arts Movement, the post-Civil Rights period through to the present. We will examine debates about creative expression, American culture, identities, and ‘race’ that are central to, and contested by writers as we trace the development and the art of the African American short story.
The course offers an in-depth and critical anthropological analysis of western political economy through a Marxian and post-colonial framework. Combining historical contextualization and anthropological comparison, the course develops not only an historical materialist and cultural critique of western capitalism, but also a space of hope and prefiguration of post-capitalist life.
Overview of the module content:
To introduce you to the core concepts and theories relating to economic and political organisations and the problem of accounting for change, both empirically and theoretically.
To familiarise you with a number of empirical contexts in order that you may be able to conceptualise the complex socio-economic processes that are affecting the peripheral areas that have long been the concern of anthropologists.
To explore a number of contemporary problems relating to such issues as the apparent contradiction between local or national autonomy and globalisation that do not fit easily into definitions of the "economic" or "political".
Assessment: 2x 1,500 word essay
An understanding of the interrelation between biological mechanisms and behaviour in animals and humans is developed during this module.
Topics covered include:
Assessment autumn: 2,000 word essay
Assessment spring: 2,000 word essay
Assessment full year: 1,000-1,500 word essay (15%), exam (85%)
UG, 1, Term(s) Taught: Full year, Autumn, Spring
You will explore the biological bases of mind and behaviour throughout this module. Whilst cognitive psychology focuses upon the way in which human and non-human animals process information about the world, biological psychology considers the physiological substrates which support such processing.
Contact hours: 2-hour lecture and 1-hour seminar each week
Assessment spring: 2,000 word essay
Assessment full year: 1,500 word essay (15%), exam (85%)
Behavioural genetics is systematically introduced through this module. Conceptual, historical, theoretical and ethical issues will be discussed alongside developments in specific fields (e.g. behavioural genetics and psychopathology).
Students will move schematically through key artists, movements, and conditions of beholding, from the late 18th century until today, to explore this relationship and consider art's dual role as pioneer and antagonist of biopolitical power.
This module will begin by exploring the links between language, experience and culture, using autobiographies of migration as a means to understanding entry into a new world at different stages of life. We will examine ethnographic studies of language socialisation and literacy development in cross-cultural contexts, revealing how learners deploy and develop their multilingual resources in home and community learning settings. We will consider the role of migration in the negotiation of pupil/teacher identities and the relative status of different languages and language varieties in interactions inside and outside the classroom. We will discuss theories on how power relationships and beliefs about global languages, majority and minority languages, standards and vernaculars affect the construction of multilingual identities, including students’ identities as learners. This body of research challenges assumptions on the nature of teaching and learning in schools, leading to questions on how teachers and students can negotiate an inclusive classroom culture, what the use of bilingual pedagogies might look like and what the role of creativity, criticality and technology might be in a range of learning settings. Finally, we will compare UK and international research into alternative curricula that expand and enrich learners’ multilingual/multicultural repertoires. Throughout this module, the examination of case studies of learners of different ages and from different linguistic and cultural backgrounds will enable us to critically engage with a wealth of theoretical and methodological perspectives on bilingualism and biculturalism in education, nationally and internationally.
Beginners Mandarin is taught in two parts: Beginners Mandarin A and Beginners Mandarin B. Beginners Mandarin A takes place in Beginners Mandarin B takes place in Spring.
In order to join Beginners Mandarin A you do not need any prior knowledge of Mandarin. In order to join Beginners Mandarin B you must have completed Beginners Mandarin A or have a command of around 150 Chinese characters.
We will look at the ways in which experiences, identities and social issues have been represented on the screen in Britain, in order to explore the social and cultural history of Britain in the 20th century and the ways in which social 'problems' are identified and responded to by different groups in society.
This module will provide a broad overview of the history of medicine, introducing you to the history of Eurasian medical traditions: from ancient Babylonian medicine to modern neuroscience.
Assessment: 2x essay (autumn students), 2x essay (spring students), 2x 2,500-3,000 word essay, gobbet, exam (full year students)
Modern philosophy inherited the Enlightement ideal of founding politics upon rational grounds. Reason, as opposed to tradition or dogma, involves defining transparent rules that we freely give ourselves. But can such rules ever be devised? How do we account for the utterly irrational dimensions of human existence or the tragic persistence of evil? When so much of modern life seems beyond all reason, how can human freedom ever form the basis of a secure community?
This course examines the ideas of selected thinkers in the Continental tradition over the course of the last two hundred years. It follows the rise and decline of rationalism and the effort to discover redemption both inside and outside philosophical thought.
Assessment: 1 x 4,000 word essay.
Grapple with emerging online technologies and how they influence the electronic commerce marketplace by designing and building your own business computing systems. You will work independently and in groups and learn to reflectively evaluate your own work.
In this module you will cover:
Assessment: group project (50%), essay (50%)
Contact hours: 3 hours lecture/lab per week
Engage and theorise the body in an interdisciplinary way. Models discussed include: scientific understandings of the body; cultural understandings of the body; and the social construction of gender and sexuality. Specific areas considered may include: body beauty; cosmetic and other surgeries; age and ageing; illness, disability and eating disorders.
The impact of European integration on British politics, policymaking and political culture since the middle of the twentieth century is considered throughout this module. It will examine the effect of the legacies of British Great Power and imperial status upon its relationship to European integration.
Whilst this course will examine the interaction of successive British governments and the dynamics of party politics in the shaping of European policy, it will also employ a broader sociological and historical perspective to determine whether or not Britain was a ‘reluctant European’ before joining the EEC in 1973 and an ‘awkward partner’ ever since it joined.
Assessment: 1 x 4,000-5,000 word essay.
Explore the interrelationship between the prose, theatre, radio and film work of Samuel Beckett and the work of a range of visual, aural and performance artists such as Bruce Nauman, Rebecca Horn, Roman Opalka and Janet Cardiff.
You will study key debates in contemporary art concerning the body and the identity and examine the philosophical foundations for a contemporary understanding of aesthetics.
Assessment: 1 x 3,000 word essay
Exploring ideas of originality, appropriation, transformation and representation, this module questions the ways in which concepts such as perception, negation and the sublime function in the literary and visual arts.
You will explore the interrelationship between the prose, theatre, radio and film work of Samuel Beckett and the work of a range of visual, aural and performance artists such as Jasper Johns, Morton Feldman, Doris Salcedo and Walter de Maria.
Assessment:1,500 word practice essay (formative), 3,000 word essay (100%)
UG, 1, Term(s) Taught: Full year
This module critically reviews the role of religion in the modern world by examining how religion is being re-asserted in the public sphere.
In an increasingly globalised world, the role of religion can no longer be relegated in the academic or public imagination to a `private', personal preference. Its effect on geo-politics, international security, media behaviour, global crime networks, criminalisation, gender and sexuality, modern warfare and human rights needs sharp, theoretically informed thinking. The rise of the Far Right in the UK and Europe, civil wars in the Middle East and Africa, terrorist attacks in the UK and Europe, sectarian violence in Ireland, and mass shootings in the United States are often linked to religion. Hate crimes are increasing and universities are being increasingly scrutinised for any role in fostering `extremism'. The securitisation of nations, borders and digital media in response to ethno- national-political-religious- violence is creating deep divisions and misunderstandings in societies worldwide.
This module will help students understand what fuels those conflicts and what an appropriate response might be. The inter-disciplinary, critical, academic culture and cutting edge research in the module will provide the necessary mix of theory, practice, reflection and analysis through subjects of anthropology, politics and international relations, media and sociology.
The management of brand is a crucial component of marketing management and it is a strategic decision for the success of a company. Brands are strategic assets, and as such a marketing manager should acquire the implicit and explicit skills that can help them maximise the profitability of a brand. This module aims at providing a holistic approach to brand management both based on theory and practice. The module will be divided into five sections according to different brand approaches within marketing literature.
In the first section, you will be introduced to brand management, the strategic role of brand within the company, the role of brand within an organisational strategy, marketing strategy and communication strategy. You will also explore how to manage multiple brands adopting a brand portfolio perspective. In this section you will also be introduced to three different brand strategies to be unpacked in the following section: mindshare, emotional and cultural branding.
In the second section, the module will look into mindshare branding more in detail. This section will focus on how to build customer-based brand equity, and it will explore concepts such as brand image, brand identity, brand awareness, brand value etc. This section will then investigate how all these elements together help in building customer-based brand equity and how these decisions can be translated into marketing strategies.
In the third section, the module will look to emotional branding as a complementary strategy to brand management. Specifically, it will look at how consumers can build relationships with brands, and it will look at constructs such as brand personality, brand relationship and brand communities. These strategies will be linked to the second section, analysing how emotional branding could contribute to the creation of brand equity and brand value.
In the fourth section, you will look at cultural branding strategies. Specifically, you will analyse the role of branding within culture and society, and how brands become icons within the consumer society. You will also be exposed to contemporary issues to branding such as how to build a global brand, or how branding works within social media.
In the fifth section, you will learn how to evaluate brand strategies. you will be exposed to different techniques of brand evaluation and brand audit that will help them to assess the success of brand strategies and how to feedback these results into their strategy.
All these concepts will be approached both from a theoretical and practical standpoint. Case studies and examples will be used to show how these theories work in practice.
Assessment: 1,000 word essay (20%), 2,000 word essay (40%), 2,500 word report (40%)
This module will consider the border politics involved in the making of 'transnational', diasporic', and 'local' communities.
We will theorize the border as a material, political, cultural and linguistic boundary that is increasingly defining social life as well as engage with the experiences of those who cross borders.
We will ask: How are borders constructed and contested? How do migrants experience borders? How is the discourse of citizenship destabilized when movement and borders become central heuristics by which to understand belonging and membership?
Throughout the 5 week module we will read academic texts as well as engage with films and literature that focus on migrant lives and border crossings to develop a theoretical and practical knowledge of border politics in relationship to migratory flows.
A broad survey of the rise and fall of the British empire. This course takes a multi-pronged approach to the study of the empire, focusing not just on the growth and expansion of the British imperial state, but on themes within British imperialism.
The course begins with an examination of the varying understandings of modern empire, imperialism and colonialism. It explores the emergence of ‘modern’, European imperialism: the rival European maritime empires and the rise of the English East India Company.
While looking at the global spread of British power, we also focus on key themes within British imperial history, including ideology, gender, race, religion, and nature. We conclude with an exploration of the aftermath of empire and resonations of the empire in contemporary Britain.
This module will consider the border politics involved in the making of ‘transnational’, diasporic’, and ‘local’ communities. We will theorize the border as a material, political, cultural and linguistic boundary that is increasingly defining social life as well as engage with the experiences of those who cross borders. We will ask: How are borders constructed and contested? How do migrants experience borders? How is the discourse of citizenship destabilized when movement and borders become central heuristics by which to understand belonging and membership? Throughout the module we will read academic texts as well as engage with films and literature that focus on migrant lives and border crossings to develop a theoretical and practical knowledge of border politics in relationship to migratory flows.
The role played by literature in bearing witness is a central one in contemporary society and culture. From the Holocaust of World War 2, to Apartheid experiences in South Africa and Palestine, to ‘hidden’ histories of domestic violence, literature is frequently used to uncover, make public, and ‘work through’ extreme experiences and their aftermath. Yet the problems involved in witnessing to such projects sometimes threaten to quash those they have impacted once more, whilst the tensions surrounding designations such as 'perpetrator', 'witness' and 'victim' can impede opportunities for reconciliation and recovery.
This module examines the literary tradition of bearing witness and how this both shapes the process of testimony and inflects English literature itself. It is designed to provide a historical account of 'bearing witness' as an emergent genre, and covers a range of material from the latter part of the twentieth century, ranging from: trauma theory and crises of witnessing; 'testimonio' and paratexts in comparison with other literary genres; being an eye-witness to 'hidden' atrocities; intersections between narration and testimony. It will give attention to (some of) the following: the Holocaust literary tradition; bearing witness to other genocides; domestic violence; Apartheid; 9/11, African American experience, Palestinian Apartheid, Partition of the Indian subcontinent.
Assessment: review (20%), essay (80%)
This module examines the economic, financial, and social origins of crises under capitalism drawing on examples from American economic history. The first segment of the module will introduce students to some of the major theoretical contributions to the study of economic crises. We will examine different crisis theories and learn key political economy concepts that will greatly aid us in the subsequent analysis of actual crises. The second segment of the module will examine the three deepest crises in American economic history – the Great Depression of the 1930s, the crisis of the Fordist model in the 1970s, and the recent Great Recession.
In 1721, a ‘free Negro’ employed as a seaman upon the ship Zant led an (unsuccessful) mutiny against the white captain, for which he was detained on a naval man-a-war. Sixty years later, the Liverpool-registered slaveship Zong was at the center of a court case that shone light upon the horrors of the slave trade and the disregard for black lives. The revelation that the Captain of the Zong had dealt with disease and overcrowding by throwing 133 slaves overboard and then sought financial compensation of £30 a head for his losses, caused popular outrage and directed emerging debates about the slave trade into a fully-fledged movement to abolish it.
Much has been written about the abolition of the transatlantic slave trade and the abolition of slavery and the influence of individuals such as Thomas Clarkson and William Wilberforce and organizations including the Committee for the Abolition of the Slave Trade. This module, however, focuses more upon black abolitionists in Britain and the influence that they and their writings had upon the abolition movement. Familiar figures such as the writer and campaigner Olaudah Equiano, the writer Ingnatius Sancho, and the abolitionist and author Mary Prince, are examined and analysed alongside arguably less familiar and less discussed individuals; Ottobah Cugoano, Ukawsaw Gronniosaw, and Louis Celeste Lecesne being among them. The module engages with the ‘slave narrative’ as a source and will explore Britain, and in particular London, through the writings of those who experienced the trade and who fought for its abolition. The module also examines the local south-London connections to abolitionist movements, including Joseph Hardcastle and Hatcham House.
This module explores the presence, perceptions and experiences of people of African origin and descent in Britain in the nineteenth and early twentieth centuries, particularly the period 1850-1950. The module provides an overview understanding of black British history in this period and focuses on selected and timely case-studies relating to particular social, cultural, religious and political themes. This approach provides students with a developed understanding of the black presence and influence in Britain at this time as well as offering potential focus points for further development into dissertation topics.
The remit of the module is especially broad for that reason and it should be considered as much a primer for developing areas of study as it is an in-depth analysis of particular case studies. This period in history offers numerous opportunities for case studies: black radicals and Chartism; employment and organised labour; the Morant Bay Rebellion; the influence of religion; Pan-Africanism; and the First and Second World Wars.
This module examines the long and varied history of black Britain, from the Romans through to Black Lives Matter. The module focuses on the histories of people of African origin and descent in Britain, although those histories will be situated in wider explorations of immigration, emigration, race and identity. The module considers themes and topics such as Blackamoors and black Tudors, the transatlantic slave trade, abolitionist movements, black Georgians and Victorians, the First and Second World Wars, postwar immigration and the ‘Windrush generation’, policing and politics in the 1970s and 80s, discussions around race, whiteness and Black Lives Matter. Where possible, the module examines these topics from the black British perspective, rather than via the more ‘traditional’ colonial and imperial perspectives. The module takes a multidisciplinary approach, applying social, cultural, political, postcolonial, sociological and anthropological thinking and engages with a wide range of source materials, including visual and material culture alongside oral histories and textual documents.
A Critical Introduction to Art Psychotherapy I: Theories and Practice will offer a comprehensive and critical overview of the main theories and approaches that characterize the diverse field and practice of art psychotherapy, its historical roots, development and its present in view of the rapidly changing art therapy world of the 21st century. The module will be taught within a critical framework that will incorporate insights from feminist, cultural and gender theory. The module will be of interest to those who wish to learn about the profession and who may be interested in going on to train as art psychotherapists.
Assessment: 2,000 word essay
The module will develop an understanding of art psychotherapy through an immersive and reflexive experiential learning process.
Students will participate in an experiential art therapy group, where learning is through doing in an ‘as if’ experience of the therapeutic process. This is to facilitate development of insight into the self and others; and the dynamic interaction between art making, communication and group processes within a boundaried frame. Awareness of working with differences related to race, culture, class and gender will be developed and explored.
This module explores art-making as a philosophical practice with particular reference to art that has been created in Japan, created by those of Japanese origin, or inspired by Japanese culture.
The particular perspectives investigated cover art practice that engages with aesthetic and philosophic notions such as an 'art of spectatorship', the notion of 'daily life as art', the concept of emptiness and the concept of 'void'; and art that engages with 'nature'.
Assessment: 2,000 word coursework (50%), 2,000 word journal (50%)
Focusing particularly on work with young people in schools and other settings, this module examines the history and current practices of educational theatre practitioners, assessing their efficacy in delivering learning outcomes for young people.
As well as studying significant practitioners such as Augusto Boal and Dorothy Heathcote, we also study key play texts and case studies of leading theatre companies.
UG, 3, Term(s) Taught: Full year, Autumn
Through focusing upon contemporary literature (primarily short stories, poetry and novels), this module intents to reflect the ethnic diversity of the region and its major thematic concerns.The historical context of the Caribbean and its relation to various traditions within Caribbean literature are explored. In addition, a range of critical approaches to texts will be examined alongside consideration of issues of literary production. Topics to be studied include issues of gender and genre, oral culture, slavery, the construction of black womanhood, the Creole voice and migratory subjectivities.
Contact hours: 2 hour seminar per week
You will be introduced to sociological theory that you received in the first year, whilst also preparing you to engage with critiques and the most current developments in the third year. It will help you to develop your understanding of sociological analysis through considering its origins in the classical tradition as well as discussing contemporary issues.
In the first half of the module, we explore five key thinkers and their central concerns as a way of exploring distinct approaches to social analysis. In the second half of the module, we explore five key concepts as a way of thinking through how social theory is put to work as a tool to understand and illuminate the social world.
Throughout these lectures we be explore different assumptions about the nature of social order and different approaches to practice. Throughout the module, we examine the way in which different kinds of sociological explanation are grounded in different assumptions about the way the social world works. On completing this module you should have a good understanding of the theoretical positions that form the point of departure of current debates in social theory and in sociological research. You will have practiced thinking in different ways and will be able to make more informed choices about the tools and concepts you use to think about the central issues in sociological analysis.
In this module you will learn:
• To introduce you to some of the most influential and distinct traditions of sociological analysis;
• To enable you to make considered choices between different ways of looking at the social world and different theoretical tools for analysing it.
• To demonstrate how different kinds of sociological explanation are grounded in different assumptions about the nature of social order, the nature of practice, and the role of the material in the social world;
• To employ analytical tools from different traditions in sociology to examine the empirical social world;
• To think critically about the sociological theory that you encounter - explicit and implicit - in sociological or other research, and in public discourse; and
• To make links between important debates in social and political life and sociological theory.
Assessment: 1,500 word essay OR 1,000 word practice exam (formative); exam (100%)
Consider childhood in the context of the social, political, cultural, and economic. Of importance are the ways in which children are now conceived as distinct social subjects within complex fields of social and economic investment and government. The course considers some of the key debates in the sociology and social theory of childhood (e.g. concerning power, construction, and agency), but does so in the context of central questions regarding the validity and legitimacy of this sociological model of childhood.
You will learn to:
• Understanding of sociological and social theoretical literature in fields pertinent to the topic and the ability to synthesise literature in these different fields;
• Ability to critically examine, assess and apply such literature;
• Ability to gather empirical data for the purpose of example and argument and to analyse such data in the context of theoretical ideas discussed on the course.
• A critical theoretical framework within which to interrogate some of the significant ways in which childhood is constructed and regulated;
• An ability to analyse where and how children appear in the social world with reference to sociological thought and relevant studies;
• Substantial knowledge of relevant literature relating to childhood and in-depth knowledge of one topic on which s/he chooses to submit assessed coursework.
Assessment: 4500 word essay
This module aims to understand children's cultural worlds and social interactions within the context of schooling. We will explore the idea of schools as social microcosms and children as astute social actors engaged in processes of identity formation and social power plays.
We will examine some of the ways that children come to understand themselves in these complex, engrossing settings by considering processes that are particularly significant for children's identity constructions including gender, ethnicity, sexuality, religion and race.
The module begins from the premise that much of children's social learning takes place outside of the official curriculum and that children create for themselves complex social worlds and meanings in and around the spaces of schooling.
Although we will focus on research that has taken place in schools, we will also go beyond this to look at other important sites of learning and meaning-making for children including the playground, neighbourhood and home.
The module will begin with an introduction to childhood studies and will go on to look at the social construction of childhood from a historical and sociological perspective. We will look at the ways in which children are produced as subjects within schools and at the historical significance of schools as sites for disciplining, containing and developing children into socially competent adults.
We will then go on to look at some important studies of children's cultural worlds that have been set in and around the school. Specific topics we will explore include: children's learner identities and testing cultures, the playground and children's use of space, children's gender and sexual cultures, friendships and peer hierarchies, sport and extracurricular activities, children's engagement with the media and online activities and family backgrounds and relationships.
The module will also touch on some ongoing controversies in relation to childhood including risk dismodules and children's physical safety, the sexualisation of childhood and the obesity epidemic.
Assessment autumn: 2,000 word report
Assessment spring: 2,000 word report
Assessment full year: 2,000 word report (40%), 2,500 word essay (60%)
By considering issues that are relevant to young people’s lives, this module will look at the role that children literature has in dealing with controversial issues. It will also look at how books themselves can be a source of controversy. We begin with a discussion of what makes an issue controversial, and trace the developing role of children’s literature over time as a means to challenge and contest existing social orders. We will be approaching these topics through focussing on particular texts each week, as well as significant authors in the area.
You will be able to deepen your knowledge of controversial children’s literature and explore your own reading past. We will debate issues around children’s texts and explore some key research in this field. There will also be opportunities to reflect upon the place of texts to help young people address personal concerns, the power of literature to engage young people in broader political agendas, and the tensions generated by controversial texts.
Assessment: presentation (20%), essay (80%)
Contact hours: 2 hours per week
This module takes, as its starting point, a sociological perspective. It does not dismiss the idea that children’s rights are legal claims (argued, contested and upheld or not through forms of legal practice and institutionalisation), but it considers such claims to rights as social and cultural phenomenon worthy of sociological investigation and social theoretical analysis. As such, the module is informed by a growing body of research on the sociology of rights and human rights and work on the sociology and social analysis of children and childhood.
The module considers key focal points of contestation about children’s rights as ways into the study of the sociology of children’s rights. It considers inter alia key problems regarding: religion, dress and schooling; gender, transgender and identity; sexuality and contraception; race and civil rights; undocumented children; nature, anthropocenic claims and futurity.
This module explores the connection between literature, culture and identity. Written literature throughout the world has been dominated by the Western European canon, by way of colonisation and conquest. It is argued that the canon reflects the values of the white, predominantly male, middle class authors. In recent decades various genres have been appropriated, in writing and film, to give voice to other ways of living. A new literature has grown up around these experiences. This module explores what is distinctive about children’s literature. You will critically examine a range of genres from the earliest oral traditions to picture books to the latest media and will look at a range of texts written for children and young people. During the sessions you will examine such areas as folk and fairy tales, poetry, the history of literature for children, graphic novels and ideology in children's books. The module intends to raise questions and stimulate debate about the kinds of texts that qualify as children’s literature and the issues surrounding their use.
The proposed module 'Chinese Literature-1919 to 1949' engages in discussions of Chinese literary works from a socio-historical and comparative perspective. It provides students with an historical overview of Chinese literature from May 4th Movement to the start of the People's Republic of China with a focus on how literacy works reflect and influence the social, political and cultural aspects of the society.
Students will have opportunities to appreciate various forms of Chinese literacy works including poetry, prose, and fiction, to explore representative pieces of literacy works in different stages of China's development with guidance and explanations of the background information. Students will be expected to develop critical reading and thinking skills by analysing a range of images in literacy works and discussing particular aspects of literacy works (i.e. feminism in literacy, political poetry) in the historical and social contexts. Literacy works will also be analysed from a comparative perspective where Chinese literacy works will not only be studied in comparison with literacy works in other languages (in particular English), but also be analysed against the time when the work was conducted as well as the current time.
The proposed module is suitable for both speakers of Chinese and people who do not know the Chinese language, and does not require prior knowledge in Chinese literature or literature studies.
The proposed module 'Chinese Literature – 1949 onwards' engages in discussions of Chinese literary works from a socio-historical and comparative perspective. It provides students with a historical overview of Chinese literature from the start of the People's Republic of China to China today with a focus on how literacy works reflect and influence the social, political and cultural aspects of the society.
Students will have opportunities to appreciate various forms of Chinese literacy works including poetry, prose, and fiction, to explore representative pieces of literacy works in different stages of China's development with guidance and explanations of the background information. Students will be expected to develop critical reading and thinking skills by analysing a range of images in literacy works and discussing particular aspects of literacy works (for example feminism in literacy, political poetry) in the historical and social contexts. Literacy works will also be analysed from a comparative perspective where Chinese literacy works will not only be studied in comparison with literacy works in other languages (in particular English), but also be analysed against the time when the work was conducted as well as the current time.
The proposed module is suitable for both speakers of Chinese and people who do not know the Chinese language and does not require prior knowledge of Chinese literature or literature studies.
Assessment: 2,500 word essay
The proposed module of 'Chinese Philosophy-Confucianism and Taoism' provides students with unique opportunities to appreciate a range of classical Chinese philosophy works on Confucianism and Taoism through guided reading, discussions and tutorials. Students will come to develop their understanding of Chinese early world-views as well as some fundamental concepts of Confucianism and Taoism on nature, society and life. An important aim of the module is for students to develop critical understanding of Chinese philosophical concepts in the framework of modern society, and appreciate the similarities and differences between Chinese and western philosophies.
Students will be encouraged to think critically about in what ways classical Chinese philosophies such as Confucianism and Taoism are embedded in Chinese people's lives today.
Students will get opportunities to read classical works of Confucius, Mengzi, Chuang Tzu, and others. Tutorial sessions will be arranged for guided reading and discussions.
Students will also be able to participate in related cultural events and activities organised by Confucius Institute.
Through guided reading, discussions and tutorials you will develop your understanding of Chinese early world-views as well as some of the fundamental concepts of Legalism, Mohism and Buddhism on nature, society and life. You will have the chance read the classical works of Hanfeizi, Mozi and Buddhism works and others, and think critically about the ways in which classical Chinese philosophies such as Legalism, Mohism and Buddhism are embedded in Chinese people's lives today.
This module will provide an insight into a form of politics that is very different from that of liberal democracy. You will engage with an overview and background to contemporary Mainland Chinese political culture.
This module is a lot more historically oriented than many of the other survey courses offered in the Department of Politics and International Relations but to understand this country requires an understanding of this history which is still lived very much as an on-going set of norms and values. It is difficult to understand China today without an understanding of this history and what this course offers is a survey account of this period.
Assessment: report (25%), essay (75%)
Contact hours: a 1-hour lecture and a 1-hour seminar per week
Human rights are universal: in principle they apply equally to all humans. Citizenship, on the other hand is restricted to those who can show that they belong to a political community that is territorially bounded and governed by a state.
What is the relationship between universal human rights and citizenship? How have they been linked conceptually and historically? We will begin to familiarise ourselves with the terms of these questions, bringing them up to date and considering the role of citizenship in securing human rights today.
In this module you will learn to:
• enable an understanding of the historical background of the relationship between citizenship and human rights;
• introduce and discuss the principal debates concerning citizenship and human rights today;
• critically consider the questions raised in these debates, using sociological theory and evidence to address them
Assessment: 3 x 750 word essays + 1 x 2,250 word essay OR 1 x 4,500 word essay
This module examines four of the most influential Greek and Roman epics - Homer’s Iliad and Odyssey, Virgil’s Aeneid and Ovid’s Metamorphoses – and their reception in the work of contemporary writers who have turned to the classics for inspiration. While classical literature is a potent influence on writers in many literary periods, there has been an upsurge in creative interpretations and reworkings of classical epic from the 1990s to the present. You will develop a good working knowledge of four major epics and an understanding of their reception in the work of writers such as Michael Longley, Alice Oswald, Christopher Logue, Ted Hughes, Derek Walcott, Margaret Atwood, Eavan Boland, Rita Dove, Seamus Heaney and Louise Glück. Working within the epic tradition allows these writers to demonstrate skill in the handling of inherited materials, to take a playful approach to the canon, to experiment with form, to address controversial issues or identities, and to introduce the voices of characters who were silent in the ancient epics. You will examine the ways in which the formal and thematic characteristics of ancient epic are appropriated and adapted by contemporary writers who engage with classical epics to question constructions of gender, notions of heroism, exploration and returning home, the representation of conflict, and the role of the storyteller.
Understand the theories that underpin the practice of CBT; how CBT has developed and how research and practice articulates with the current social, political and economic contexts of mental health care.
You'll also address claims and methods of Cognitive Behavioural Therapy in relation to resolving issues of personal distress.
Explore the neural basis of cognitive functions such as attention, motor control, personality and social cognition. The lectures will cover the basic principles and methods that are used to study the links between brain and behaviour.
A detailed analysis of cognitive psychology, the ways in which mental processes operate, theories behind those processes, and the research methods employed in cognition, are all considered throughout this module.
Consider the social production of art with attention directed towards the environmental and ecological.
This is accomplished by concentrating on two main strands: The first five weeks look at the dialectic of nature and culture and its significance for visual art and its histories. The second half of the module culminates in the emerging fields of ‘speculative realism’ and ‘new materialism’
Assessment: 1x 1,000 word essay, 1x 3,000 word essay
Students will be introduced to some of the ways in which the non-Western world confronted the violence and inequality of colonialism throughout this module while also looking at the colonising process.
Focusing on specific thinkers and themes, it engages with the political thought of significant intellectuals and political leaders (including MK Gandhi, Nehru, and Fanon), and examines different forms of anti-colonial politics, including nationalism, socialism and ‘third-worldism’.
Assessment: 1x 3,000-3,500 word essay
Contact hours: 1x hour lecture and 1x hour seminar per week
Students will examine education in one country by using data and insights drawn from the practises and situation in another country, or countries. The course will help students review the impact of globalisation on education across nation states, examine research on significant international issues, and explore the comparative approach to the investigation of educational issues, and to the formulation of an appropriate solution.
Assessment: 2,250 word essay
Develop your understanding of 20th/21st-century compositional techniques, and to apply them in your own original creative work throughout this module. Following a series of introductory exercises, a number of creative strategies are actively explored, including experimental notation, visualisation and improvisation.
The module introduces you to a number of techniques with respect to pitch (linear/harmonic), rhythm, texture, instrumentation and scoring and then goes on to consider a range of structural methods as evidenced in music from the early 20th C onwards, (such as serialism, isorhythm, block form, process-based form). You are expected to implement a selected number of techniques in your own work, and evaluate the effectiveness of your approach.
Assessment autumn: composition portfolio (80%), 1,000 word essay (20%)
Assessment spring: group project (30%), ensemble composition (30%), score and commentary (40%)
Assessment full year: composition portfolio (40%), group composition project (20%), ensemble composition & commentary (40%)
Composition: Creative Strategies allows you to experiment with a number of creative strategies for composition and sound art practice. Students undertake a series of creative tasks to explore different strategies for making work such as working with found sound and musical borrowing, working with images, texts and other aural sources, and working with chance operations and performer choice.
Examples of topics explored on the module include: Musical borrowing, found sound and quotation; Indeterminacy and Improvisation; Collage and Juxtaposition; Music with text / performance / visual media.
Assessment: compositional portfolio (50%), ensemble composition (50%). Hard copy submission required in May
Term(s) Taught: Full Year or Autumn or Spring
(module can be taken for one term only for 15 credits)
This module provides Computing students with the opportunity to develop their own creative software projects through a variety of means, by focussing on a particular approach, task, concept and platform. It will also take students through the entire software production process, from user centred design, to proposal development and implementation. This will re-enforce abilities in project management, planning, critical awareness and design that students need to develop in order to create better software and creative projects.
• Understand and reflect upon the broader professional issues involved with creating and realising creative computing projects.
• A critical understanding of the potential impact on society of software and digital media
• Understand and contrast different models of software project management
• Research the technical, social and creative context of a particular software application and apply this research to the design of software
• Design and implement software that fits a particular project need and that demonstrates a clear aesthetic design
• Plan the design, production and dissemination in a professional creative context of software using state of the art industry standards
• Make critical judgements about their work and its relationship to contemporary art practice
• Evaluate a project in terms of its technical outcomes, aesthetic/creative success and business requirements
• Work independently and in groups to produce a substantial piece of work
• Propose, plan and execute a medium scale project
• Apply the right software with suitable documentation and awareness of professional issues for a range of different software design problems and environments
*If here for one term only: alternative assessment given
Additional Information: Recommended: Combine with; Principles and Applications of Programming
This course aims to give students an understanding of the need for computer security and the technologies that support it. It will have practical emphasis which allows students to discover for themselves the pitfalls of security design and to comprehend the mathematics underlying the protocols by programming small examples.
Assessment: coursework (50%), exam (50%)
PG, Term(s) Taught: Full year
Organised thematically around concepts, products and processes, this module considers questions of space, politics, aesthetics, human rights, and the law. It integrates historical, theoretical, and contemporary understandings of issues and introduces students to a wide-ranging set of thinkers, spatial practitioners, artists and activists in order to develop a common language and set of tools for unpacking and working through several theoretical positions.
These thematic seminars will help to construct different, and sometimes contradictory understandings of the spatial dimension of social, environmental, and political conflicts.
Assessment: 1x group project, 1 x 7000-word essay or combination of essay/and individual project equivalent in weighting to a 3500-word essay. If you choose the latter the essay must be at least 3500-words plus a substantial project.
You will be introduced to the concepts you will need to study human rights, beginning with ‘social construction’. From there we will begin to think about the political, social and cultural forms in which constructions of human rights are developed, gain credibility, and are (usually partially and often controversially) institutionalised.
In particular we will look at how human rights are constructed ‘culturally’ through processes of (generally mediated) framing. 'Cultural’ here encompasses the legal framing of human rights, but we will look at how human rights are constructed in a variety of forms, organisational, institutional, and artistic.
You will be introduced to the fundamentals of consumer psychology and behavioural economics. You’ll gain an understanding of the fundamental decision making processes and the factors that influence these processes.
It covers topics such as prospect theory and classical economics, brain structures and information processing, heuristics and rules of thumb, and framing and influencing techniques. You’ll explore the various strategies used by marketers to differentiate their products, leverage brands, set strategic prices, reduce the effectiveness of consumer search, and it compares the effectiveness of each.
The course covers topics such as the types and effectiveness of pricing strategies, individual differences in uptake of pricing strategies, value perceptions and subconscious influences, and ethical and legal issues around influencing consumer choice. The lectures will be supplemented by several assignments designed to develop and enhance practical skills, and further develop familiarity with consumer psychological methods and theories.
Assessment: report (50%), exam (50%)
Contact hours: 2-hour lecture per week, 2x 1-hour seminar
This module is also available at postgraduate level
Migration has been a central concern of human rights debates at the UN and international NGOs, in the policies of European and North-American governments and in interdisciplinary academic conversations and theoretical reflections. Literature and film have made some of the most imaginative, productive and influential recent contributions to the study of migration and human rights. Triggered by conflicts and socio-economic factors, new waves and forms of migration from the African continent have inspired powerful portrayals of the "migrant's crisis".
In this module, we will examine selected contemporary African novels, short stories, and films in relation to human rights violations and the question of the "human" in both the country of origin and the host country. The issues that will be explored include trauma, hope, labour, exploitation, violence, xenophobia, racial tensions, discrimination, smuggling and trafficking, borders, refugee status, citizenship, diaspora, socio-economic and cultural assimilation, home, immigration policies, globalisation, "migritude", transnationalism and relationality.
We will evaluate how human rights discourse both inflects and is inflected by the imagined realities and imaginative alternatives offered by these texts and films. The material covered will also allow us to address the mass media and social media (mis)representations of African migration.
Assessment: 3,000-4,000 word essay
This module introduces the core theoretical principles of contemporary theory and practice of psychotherapy and counselling which have changed markedly in the past thirty years. During this time, many forces have converged, leading to major alterations in the therapeutic landscape.
The scope of the module encompasses history, theory, practice, trends and research in psychotherapy and counselling at the beginning of the twenty-first century. Like every human practice or set of beliefs, psychotherapy has its own particular historical context forged by major traditions in the field such as psychoanalytic, cognitive-behavioural, humanistic and existential.
At the same time, therapeutic cultures will be placed within a critical socio-political and philosophical context, considering Foucault, Feminist and intercultural critiques.
This module examines the transcultural and transnational spaces imaginatively created in the works of Arab writers who are originally from North Africa and the Middle East and migrated to European and North American countries. The core module texts are novels, memoirs, as well as short stories that cross boundaries spatially but also socio-culturally and linguistically. These works confront the waves of political repression, socio-economic crises, conflicts and geopolitical upheavals in the Arab world, as well as unprecedented rates of illegal migration, especially to Europe. The module texts are mostly Anglophone Arab literature and translations from Arabic and French, since 1999. We will approach the texts as both specific to particular political and cultural geographies and also reflective of people’s physical and intellectual itineraries in a world where borders are alternately opened and closed. We will mainly look at place, memory, identity, home, diaspora, exile, refugee status, clandestine migration, surveillance, human rights, conflict, resistance, postcolonialism, nationalism, transnationalism, multiculturalism, assimilation dynamics and integration policies, gender, religious diversity and extremism, life-writing, as well as language, translation and the transcultural imagination.
Term(s) Taught: Spring
By embarking directly into the complex and colourful landscapes of present-day practices, this module aims to familiarise you with the vocabularies and context of visual culture as it has developed from art history. The first half focuses on particular artists and the various inflections that situate their work within modernity and Postmodernity; concentrations on case studies will yield fundamental skills of reading and thinking the visual.
The second half then shifts attention to spaces of exhibition and display, whilst also introducing you to wider topics such as (inter)nationalism and its impact on contemporary theory. Importantly, by laying these specific foundations, Contemporary Art Worlds will prepare you for the first year of the BA History of Art programme.
Assessment: 10-15 minute presentation (formative), 1,000-1,500 word essay (100%)
Contemporary Arts and Cultural Theory builds on the prior year’s module ‘Introduction to Arts and Cultural Theory’. It develops these themes and addresses them to the idea of the Contemporary more fully by thinking about Arts and Cultural Theory through some additional lenses around: post/de-colonial theory and the questions of cultural geopolitics; media theory and digital culture as a condition of the contemporary; the question of gender and feminism; and the arts in the times of ecological culture expressed both in art and in the environmental humanities.
All of these questions are addressed by reference to theoretical texts and by extensive recourse to cultural projects across the arts. The arts and culture are a fundamental part of how the contemporary world comes into being and we want to give students a sense of their power and the possibilities and problems in this context.
Assessment: 1 x 3,000 word essay.
Contact hours: 1x 1 hour lecture per week, 1x 1 hour seminar per week, 2 tutorials per term, 10 hours independent study per week.
A selective study of contemporary indigenous writing from Canada, the United States, Australia, New Zealand and Guatemala, this module questions literature’s ability to comment on matters such as indigenous sovereignty, cultural distinctiveness, colonial encounters, and geographical presences. By exploring the work of nine authors and their particular engagement with identity, place and politics, the module offers an in-depth understanding of contemporary tribal literature and its contexts. A number of literary genres will be discussed, including prose, poetry and autobiography, and we will consider how various modes of writing have been used to reflect—and construct—an aboriginal world-view in the twentieth and twenty-first century. Seminars will also reflect on perceptions of tribal identity as well as cultural or personal trauma arising from genocide and internment, and students will be asked to consider the attempt to mesh storytelling and traditional narrative with contemporary literary aesthetics. Themes studied will include: the use of literary tropes, (re)interpretation of oral narratives, identity politics, intertextual movement, magical realism and historical representation. It should be noted that all of the texts studied (both primary and secondary) were written after 1969, and are in English.
Assessment: 3,000-4,000 essay
Principal debates and issues that have been shaping world politics since the end of the Cold War are the focus of this module. The module provides a detailed review of the main theoretical perspectives contributing to contemporary IR Theory, critically assesses what IR theory is about, identifies the abstractions and logic it deploys, and interrogates its relation to the outside world.
Contact hours: 1 x hour lecture per week, 1x hour seminar per week.
Contemporary Issues in Cultural Policy explores a range of trans-disciplinary topics that concern those researching and practicing in the areas of cultural policy. The module will consider key questions faced by all countries, regions and cities in creating and delivering policy. As globally most cultural ministries and their agencies are also responsible for a range of areas of policy often including international cultural relations, tourism, information and broadcasting and sport and also cross over with other ministries responsible for foreign affairs, education and creative industries the scope of the module will be broad.
Those topics will be addressed in a rigorous and structured way using methodologies conducive to student in depth and collaborative learning. Learning will be delivered through lectures, seminars, case studies, group work and presentations. Students will be taught in a single lecture environment each week before breaking off into smaller groups to conduct topical seminars, discussions or group work.
Please note that this module is taught in the summer term.
This module explores questions such as what narratives are, how they differ from non-narratives, what forms they may take and what functions they serve. It also looks at how elements of narrative creation and screen production contribute to the intellectual and emotional impact of various screen narrative examples.
Contact hours: 1x hour lecture per week, 1x hour seminar per week
This module explores the contemporary security agenda in world politics. It addresses both theoretical debates over the nature of security and the range of phenomena currently identified as security threats.
By the end of the course you will have developed a sophisticated understanding of the notion of security and be able to contextualise its place in the study of international politics broadly defined.
Assessment: 1 x 4,500-5,000 word essay
Terms taught: Full Year
This module provides critical perspectives from anthropology and social theory on the contemporary social issues that community development and youth work are concerned with, bringing together perspectives from the 'global north' and the 'global south'. We’ll examine a ‘keyword’ in social analysis, such as class, race, culture, gender, community, and power.
We explore how these categories have been conceptualised within anthropology and other disciplines, and how they shape communities and the lives of young people today.
UG, 3, Term(s) Taught: Full year
Be introduced to a range of contemporary debates, which relate broadly to the theorisation of identity and identification.
The first half of the module will examine a variety of theories concerned with the examination of social class, gender, race, ethnicity and sexuality, and the way in which wider structural concerns intersect to both enable and constrain identification.
Lectures 6-8 build on the ideas presented in the first half of the module in order to examine the relationship of identity to social memory, before the final two lectures consider the importance of emotion to the process of identification.
• Critically engage with identity and identification.
• Understand how identity is constructed.
• Demonstrate the way in which wider structural processes and historical events impact on identity and identification.
• Use a range of different theories to interrogate the processes of identity formation.
• Understand the political significance of identity and identification.
‘It is only from the selfishness and confined generosity of men, along with the scanty provision nature has made for his wants, that justice derives its origins.’ (David Hume, 1739)
Given the scarcity of the means available for the satisfaction of human ends, a chief concern of political philosophy is to provide moral principles from which to derive the appropriate social and economic institutions that can facilitate the just distribution of benefits and burdens in society. In this module we will examine the ideas of some of the major contemporary theoreticians of distributive justice in the analytic tradition: John Rawls, Robert Nozick, G.E. Cohen and F.A. Hayek.
Through the writings of these thinkers, the module addresses questions such as the following. Are there principles of justice that all impartial rational individuals can adhere to? Is the just society that which arranges distributions of social and economic goods so as to benefit its least advantaged members? Is the principle of self-ownership capable of grounding a theory of property rights over things beyond oneself; things, which once the property of an individual, are not 'available' for distribution in order to achieve some desired distributional outcome? Are greed and selfishness deplorable motives for productive action and, if so, are they unnecessary obstacles for the realisation of an intrinsically desirable socialist society that would promote equality of condition as well as human prosperity? Rather than a rational construction, is modern society a 'spontaneous order' that cannot be centrally planned or directed according to one's moral preference or conception of the just pattern of economic distribution? If so, is social justice merely a mirage?
Year 1 Context Course is split into three:
1) Histories and Theories
This module investigates the historical and theoretical context of design in the twentieth and twenty-first centuries. Through a series of lectures, visits and practical exercises you will begin to unravel the main theoretical influences on design culture. You will be encouraged to consider biographical uses of theory in practitioner accounts of their designs, and the use of theory by curators in the exhibition of groups of design outcomes. In this way you will be able to consider how history is not a monolithic entity, and understand how different versions of design history can be proposed and argued for.
2) Design and Meaning
This eight-week lecture series investigates the role that psychology and semiotics play in design. The module looks at the complex nature of thinking and creative techniques and suggests a number of ways in which these things relate to practice. Though a series of lectures, practical exercises, problem-solving activities, forms of co-operative learning, and small group discussions, students will be encouraged to explore their own personal and collective responses to the design process.
3) Ecology and Design
5 day intensive - morning lectures, afternoon set activities
In the face of climate change and revelations in science to the extent of human-made impact on our environmental systems, the ecology movement aimed to create a moral and practical urgency for the need to establish new principles to govern human behaviour to ensure a sustainable future. For design, as an emerging commercially significant practice, movements were established with the aim of turning the principles of ecology into new practical and applied design activity. Over half a century on, there is increasing recognition that these established design movements may not be enough to meet the complexity of the global challenges of ‘unsustainability’ we face today. This module aims to explore expanded ideas and notions of ecology and its relation to design. It aims to establish that in order for design to have any significant impact, new practices must be evolved and established that can challenge the embedded logic systems and structures of consciousness that continue to perpetuate unsustainability within a complex global world. Through the exploration of a range of existing design practices and through examination of an evolving theoretical context of ecology and sustainability, the module will aim to equip designers with the insights and practical knowledge to enable them to evolve their own practices towards having greater impact.
This module is only available to students studying the Design programme
This course provides a practical and theoretical grounding for designers who want to engage with, work through and immerse themselves in the systems of contemporary culture. Regimes of meaning and the various forms of semantic commitment we make to the social world that are available through philosophy, semiotics, psychology and anthropology will form the dominant modes through which this engagment will take place. The central concern will be to demonstrate not only how meaning is to be analysed through, and via, the ideologies of Late capitalism, but also to show how meaning can be created anew by going beyond, or by acting alongside, these ideologies. The course will thus provide a reflexive tool for design to, as it were, engage in the practice of self-criticism through its embodiment in the central disciplines of graphics, multi-media, product and furniture.
Contact time: lectures/sessions - 8 x 1.5 hours
Assessment: 1500 word essay
This intensive course introduces key ideas of ecological understanding and thinking in theory and practice, for design and the wider world. It investigates and challenges both current design in a consumer society and current notions of sustainability. The context for this course is the emerging field of eco design and acts as a foundation in this broad field. It draws most of its content from current practice in eco design and contemporary environmental and social concerns.
Contact time: lectures/sessions - 4 x 6 hour sessions
This lecture programme investigates the historical and theoretical context of design in the 20th century. Through a series of lectures, visits and practical exerciese, students will begin to unravel the main theoretical influences of design and designing.
Contact time: lectures/sessions - 8 x 2 hours
Assessment: portfolio of assessment exercises (equivalent to 1500 words)
Students in this module will engage in the critical evaluation of the definition, scope and application of criminal offences and the theories that underpin them, and will obtain a systematic understanding of the practical, cultural, ethical, institutional and socio-political context within which these apply, including with reference to feminist and human rights perspectives. Analysis will be continually informed by reference to criminalisation theories, with a view to identifying, and critically reflecting upon, liberal or more conservative interpretations. The need for reform will be critically assessed from a normative and practical, evidence-based, perspective.
Key Criminal Law themes will include general principles of criminal liability, homicide offences and non-fatal violent offences against the person, sexual offences, property offences, secondary participation in crime.
Key Criminal Practice discussions will include engagement with police station procedure and suspects’ rights, prosecutorial discretion, pleas, pre-trial hearings, and trial procedure including the exclusion of improperly obtained evidence.
The module will integrate theory into practice in the following ways: (a) the synoptic teaching (and assessment) of criminal law theory and aspects of relevant functioning knowledge (in line with relevant qualifying examination guidance, particularly in relation to SQE1); (b) the systematic incorporation of guest lectures and functioning legal knowledge workshop(s) into the curriculum; these will be delivered by criminal justice professionals: solicitors, barristers, judges, Law Commission and criminal justice NGO experts (particularly in relation to criminal law reform); (c) the organisation of study visit(s) to the Old Bailey and/or local Magistrates and Crown Court; (d) the participation in relevant VR experiences supported by the use of appropriate technology (in computing/video lab); (e) the observation of/participation in mock Crown Court trial and mooting. The criminal law team will select appropriate activities from the above indicative list, and may replace these with other activities.
Where relevant, the module will also introduce students to examples from the Criminal Law of foreign jurisdictions and international criminal tribunals, inviting them to reflect on cross-cultural differences and similarities, in relation to criminal law theory and legal practice. The criminal law and process related jurisprudence of the European Court of Human Rights will likewise provide a key point of reference.
Assessment: 2x coursework, 1x exam
Pre-requisite: field of study must be sufficiently connected with the study of Law
Over the past three decades, customers have gained centre stage in marketing education and practice. Establishing close and intimate relationships with customers is considered to be key to marketing success, and customer equity has become an important marketing performance indicator. The advent of digital technology and social media have had a major impact on the nature of customer relationships. Today, companies are seeking to engage the customer by creating interactive, participative marketing landscapes which will be the focus of this module.
Based on a solid understanding of traditional customer relationship management and contemporary customer engagement theories, this module discusses the creation of customer experiences from two perspectives. First, the module will teach students how managers involve customers throughout the marketing process. Existing technology allows customers to participate in product design (e.g., online product customization), pricing (e.g., pay-what-you-want), and marketing communications (creation of viral online content). 3D printing may revolutionize the distribution of material goods, with customers designing products online and printing them at home. Virtual Reality will add further customer touch points to our existing marketing landscapes in the near future. Specifically, Virtual Reality has the potential to transform retail environments and create entirely new marketing communication channels. Furthermore, companies are increasingly engaging customers in brand building, especially via brand communities. The merits as well as the limitations of participative customer experiences will be discussed in this module. Also, the potential impact of other emerging technologies on the customer experience will be examined.
Second, this module focuses on customer involvement in the innovation process. Companies are increasingly involving customers directly in the development of novel products and services. On the one hand, this occurs via crowdsourcing efforts and product idea competitions. On the other hand, selected customers may work directly with engineers and managers during the innovation process. Furthermore, customers often innovate on their own, which is well-documented in the lead user and market creation literature. The module demonstrates how managers can create fertile grounds for successful customer co-creation of new products and services. Also, it will debate the value and limitations of customer engagement in companies’ innovation efforts.
UG, 2, Term(s) Taught: Full year, Autumn
You’ll be introduced to hybrid business models and learn how to critically review the value created by cultural, creative and social enterprises.
You’ll develope an understanding of business model paradigms and the ability to articulate and represent a business model’s financial and social assets. You’ll have the opportunity to review how to generate incomes and mixed revenue streams from creative content.
Contact hours: 2 hour lecture per week, 2x1 hour seminar
Term(s) Taught: Full Year, Autumn, Spring
(If you take this module for one term only, you will be awarded 15 credits)
Contact hours: 1 x 1.5 hour lecture per week, plus additional independent study
This course provides an opportunity for students to creatively develop music technology core skills.
They will also have the opportunity to work both individually and collaboratively in a recording studio, developing knowledge of good practice in this environment, which also provides a general induction into the studio facilities & technologies available within the Department of Music.
Assessment: 1 x software assignment (either Logic or ProTools), 1 x online recording techniques quiz
If you're here for one term only then an alternative assessment will be given.
Students be will familiarised with standard principles of orchestration and arrangement as found in various forms of late 20th-century music drawing from diverse source material – concert composition and orchestral transcription, film scoring, and jazz/popular music studio arranging.
It will examine the idiomatic use of orchestral instruments and instrumental groups, standard techniques of orchestration and orchestral transcription, and offer creative resources for arrangement. You will also develop the conceptual and analytical tools to ‘reverse engineer’ techniques of orchestration and arrangement in scores and recordings.
Assessment: 1x portfolio of short exercises, 1 x principal assignment – a short complete piece or film cue, orchestrated or arranged for a large orchestral group, and submitted as a full score with sample orchestral parts. There is a choice of three types of assignment: an orchestral transcription from a piano piece; a film orchestration from a short score; or a studio arrangement from a leadsheet.
Students work individually and/or in groups to conceive, develop and produce finished practical software projects in creative computing, making the fullest possible use of their creative and programming skills.
Each project is uniquely specified to allow students the fullest possible creative choice, and projects are mentored by the module leader to ensure that they are at the appropriate level, and to provide students with specific programming and practical suggestions where required. All student projects must feature the creative use of digital media technologies through applied programming.
In addition to allowing students to develop their skills in a chosen area of interest, this unit encourages students to make coherent judgments regarding the application of their computing skills as they develop and reinforce their technical knowledge through creative projects.
Contact hours: 3 hour lecture/lab per week
This module provides students with an in-depth engagement with the principles and practices of creative social media. The course introduces the foundations of a marketing approach to social media, but moves beyond this, focusing on the creative use of social media for storytelling, political campaigning, audience engagement, multiplatform and interactive production. From a theoretical perspective, it will look at how digital identities are created, and how we perform ourselves online. By specifically referencing the work of Douglas Rushkoff, Sherry Turkle, Jose Van Dijk, most recently looking at the ideas of ‘Lively Data’ (Lupton:2016) we examine the uses and abuses of the information that we leave behind. It will also take in the work of Goldsmiths’ Liz Moor and the rise of brands in modern culture and how this has impacted on the idea of ‘personal brand’.On a practical level, it will explore creative uses of tools and techniques such as GIFs, live streaming, pre-roll advertising, click-bait, social storytelling and virality. The syllabus will respond to developments in the creative industries and fields of research related to social media. It will also ground students in the relevance and significance of social, aesthetic, theoretical, political and historical contexts in which social media operate. This provides students the opportunity to develop proficiency in the techniques and relevant software packages for realizing and analysing creative projects. Students will develop an ability to generate and develop social media strategies, they will understand the process by which a digital brand is created, and the production techniques to that respond to a range of different creative ideas – led by themselves and others working across different platforms – and potential client needs. They will learn how to translate narrative, conceptual and some marketing ideas into creative social media form.
This module provides you with an in-depth engagement with the principles and practices of creative social media. The course introduces the foundations of a marketing approach to social media, but moves beyond this, focusing on the creative use of social media for storytelling, political campaigning, audience engagement, multiplatform and interactive production.
From a theoretical perspective, the module will look at how digital identities are created, and how we perform ourselves online. It will focus on ideas of ‘lively data’, examine the uses and abuses of the information that we leave behind and will consider the rise of brands in modern culture and how this has impacted on the idea of ‘personal brand’. On a practical level, it will explore creative uses of tools and techniques such as GIFs, live streaming, pre-roll advertising, click-bait,social storytelling and virality. This will ground you in the relevance and significance of social, aesthetic, theoretical, political and historical contexts in which social media operate.
The module provides you the opportunity to develop proficiency in the techniques and relevant software packages for realizing and analysing creative projects. You will develop an ability to generate and develop social media strategies, digital branding, and the production techniques to that respond to a range of different creative ideas – led by themselves and others working across different platforms – and potential client needs. You will learn how to translate narrative, conceptual and marketing ideas into creative social media form. The module is assessed by a practical, creative online festival, which you will design.
This module offers students the opportunity to explore a range of educational and cultural approaches towards creative writing and develop both their own creative writing practices and those of young people. On this module, students will engage collaboratively with professionals working in local cultural institutions: British Library, Poetry Society, English and Media Centre, Apples and Snakes, Ministry of Stories, The Complete Works. They will explore a growing interest in linking cultural sector practices to those of Education and reflect upon the changing nature of the relationship between creative writing and pedagogy. The module combines contemporary writing practice, theory and pedagogy. The module relates to the Workshop in Creative and Life Writing, but explores writing practices in a range of cultural contexts.
The three-hour sessions in this core module are attended by all full-time and all part-time students in their first year. The module runs throughout the spring term. Students develop critical understanding of their identity as writers and educators in informal and formal learning contexts. Students are exposed to the work of experienced practitioners from local cultural institutions (British Library, Poetry Society, English and Media Centre, Apples and Snakes, Ministry of Stories, The Complete Works). This will enable students to extend their own practice as both writers and educators and bring these practices into a productive relationship. Issues relating to creative writing practices and pedagogy are raised and debated during sessions and will build on earlier discussions in the Workshop in Creative and Life Writing.
Consider the growth and development of criminological theories and methodologies - from the late nineteenth century to the present day - by looking at forms of representation, policing, constraint, and the government of people and things. These theories and methodologies will be located within the context of the city and the nation, as well as on a global scale. Lectures 1-5 will introduce the main themes of the module by considering the birth of criminology. Lectures 6-10 will examine different critical perspectives on crime and deviance. Lectures 11-15 will enable students to consider how they might research institutions of control and order (such as prisons), both conceptually and methodologically. Lectures 16-20 will conclude the module by considering some of the theoretical and methodological issues associated with studying crime at the global level. Revision sessions in the Summer Term will provide an overview of the module and guidance on revision.
Assessment: 1x 3 hour exam
In terms of social theory, this module asks what it might mean to say that something is a crime against humanity as a whole, or against the human condition, rather than simply a crime against a particular state or a particular national law. You will consider the meaning of key concepts such as humanity, state, universal jurisdiction, and individual responsibility.
The introduction to this module will also look at sociological theories of nationalism and the distinction between civic and ethnic nationalism. It will go on to consider totalitarianism, comparing Bauman's analysis of totalitarianism as a prototype of 'modernity' with Arendt's understanding of totalitarianism as a revolt against modern forms.
You will study what kinds of behaviour constitute crimes against humanity; how, why and by whom such crimes are committed, and consider what kinds of international legal instruments and institutions have arisen to designate crimes against humanity as such and to try to prevent or punish them. The module will also explore the difficulties of cultural representation of crimes against humanity, through movies including Shoah, Schindler's List, Ararat, Hotel Rwanda and The Act of Killing.
Throughout this module, you will develop a materialist sociological methodology: using concepts to understand case studies and case studies to shed light on concepts.
Assessment: 1,750 word essay (50%), 1,750 word essay (50%)
Consider the institutions of criminal justice systems and explore the space between the law's conceptualisation of itself as being neutral, above and outside society, and a social critique of that conceptualisation which focuses on all the ways in which the law falls short of its own ideals.
Law is understood as a relationship between concepts and their actualisations by social actors; a relationship between the conceptual and the material.
In this module you will learn to:
2x 1,750 word essay
Pre-requisite: field of study must be sufficiently connected with the study of Law
What is critical theory, and whence the notion of critique as a practical stance towards the world? Using these questions as a point of departure, this module takes critical theory as its field of inquiry.
Part of the module will be devoted to investigating what critique is, starting with the etymological and conceptual affinity it shares with crisis: since the Enlightenment, so one line of argument goes, all grounds for knowledge are subject to criticism, which is understood to generate a sense of escalating historical crisis culminating in a radical renewal of the intellectual and social order.
We will explore the efficacy of modern critical thought, and the concept of critiqueʼs efficacy, by examining a series of attempts to narrate and amplify states of crisis—and correspondingly transform key concepts such as self, will, time, and world—in order to provoke a transformation of society.
Through first hand experience of practice this module aims to develop knowledge of the Arts; develop confidence in negotiating the creative process; and to develop an identity and self-confidence as a critical arts practitioner with an awareness of the social and cultural context of working in the arts. The module explores the relationship between the arts and social and cultural change through case studies and workshop based experimentation.
The course seeks to enable students to steadily develop and refine their skills in discrimination, articulation and execution, as demonstrated through the selection, organisation and production of realised thought and response.
Contact hours: 3 hours per week.
This module is an introduction to key issues in the study of multilingualism and multiculturalism. It takes a closer look at issues, policies, and research for multilingual and multiculturalism in education. Module study will cover sociolinguistic, and educational aspects of multilingualism and multiculturalism. You will have the opportunity to engage critically with the theory and current debates in the field.
We will ask questions about language, languaging and translanguaging. We will focus on language as an expression and marker of nation, culture and identity. We will analyse dominant discourses about individual and societal multilingualism, linguistic landscapes and multiculturalism.
The module approach includes and draws on your own experiences and perceptions of multilingualism and multiculturalism, examining them through a critical lens, both as an individual and as member of society. The module includes ethnographic and sociocultural research approaches.
Contact hours: 2 hours per week.
This Module, in partnership with Tate Modern, continues to support and develop your praxis (practice with theory) through engaging with the theories and concepts of Critical Pedagogy. You will explore the potential of the artist teacher to operate at a level beyond orthodoxy - toward a critical pedagogy. Contemporary art practices will be placed within a socio- political framework to illustrate the position of artist educators within this current and critical pedagogical agenda. Key critical pedagogues: Paulo Freire, Ira Shor, Antonio Darder and Henry Giroux as well as the theories and philosophies of John Dewey, Jean Piaget and Karl Marx.
Assessment: End of Module exhibition/presentation-practice, 30 minute viva, essay 3000 words.
1, Term(s) Taught:
This is an example of ‘the sociological imagination’ and is a key theme of this module. You will have to learn to get into the mind of the writer. You will come across dense writing that uses many unfamiliar words and concepts – and you will learn how you can ‘see through the language’ and identify the argument that the writer is making, the steps they take in their argument, and the strengths and weaknesses of their argument.
• The ability to think critically about what you read.
• The ability to recognise, understand and explain an argument or idea.
• The ability to compare and contrast arguments and ideas across a range of thinkers and writers, and the ability to identify the historical context of these arguments.
• The ability to approach and analyse texts with confidence
1x 1500 word essay
In this module our approach to the ‘sociological imagination’ is to understand Sociology as a discipline that has its own history. That history has influenced how we do Sociology today. It has given us different approaches, perspectives and different methods. These didn’t arrive all at once, but arose at different times, often in response to social events or changes in philosophical thinking. New perspectives and questions have arisen that have taken Sociology in new directions. We have to gain a sense of the history of our discipline in order to see where Sociology came from and how that history has changed. Those changes in approach have shaped the Sociology we study today, and we have to understand as much as we can about it in order to understand our own inheritances. But we also have to read this history critically, because it doesn’t have to determine how we do Sociology in the future.
In this module our approach to the ‘sociological imagination’ is to understand sociology as a discipline that has its own history and that history has influenced how we do sociology today. It has given us different approaches, perspectives and different methods. These didn’t arrive all at once, but arose at different times, often in response to social events or changes in philosophical thinking. New perspectives and questions have arisen that have taken sociology in new directions. We have to gain a sense of the history of our discipline in order to see where sociology came from and how that history has changed. Those changes in approach have shaped the sociology we study today, and we have to understand as much as we can about it in order to understand our own inheritances. But we also have to read this history critically, because it doesn’t have to determine how we do sociology in the future.
Assessment: 5-10 minute presentation (formative), practice exam (formative), exam (100%)
This module considers the contemporary security agenda in world politics. It addresses both theoretical debates over the nature of security and the range of phenomena currently identified as security threats.
The module takes as its point of entry the emergence in the post-Cold War world of the idea of human security, which challenged the traditional view that the state was the primary referent of security. Contemporary security studies now focus on a broad range of actors - states, individuals, substate groups, transnational NGOs and intergovernmental organisations.
These actors are studied as:
Assessment: 3,500 word essay
Students will engage with a critical understanding of international development as a social, political and historical field, and of anthropology’s engagement with development and processes of planned social change.
The early parts of the module provide students with an understanding of, the emergence of development as an idea, the architecture and infrastructure of aid, and introduce key theoretical approaches in the study of inequality. We also examine the tensions inherent in anthropology’s long and intimate relationship with development, through the early production of expert knowledge about tradition and culture; through its critical engagement with policy processes and planned interventions, and through the professional negotiation of the fields of development anthropology and the anthropology of development.
The module then goes on to contextualise these theoretical and critical approaches to development through a series of interlinked topics and ethnographic case studies. These take students beyond the theorisation of development as linear progression, or as a monolithic force acting on the world, and instead reveal a field fractured by contradictions, contestations and contingencies that is produced, reproduced and interpreted across multiple locations and cultural contexts.
A detailed study of the scientific investigation of attention, a highly topical aspect of human cognition that plays a fundamental role in our awareness of the world will be provided by this module. Theories of attention will be introduced and cross-cultural and individual differences in attention and awareness considered in the light of these theories.
Topics covered will include (1) current models of attention; (2) attention and culture; (3) attention and emotion; (4) attention and social psychology; (5) attention and individual differences; and (6) attention and clinical populations.
This module critically analyses the growth and character of cultural tourism and the growing relationship between the creative industries and cultural tourism. It critically interrogates notions of the creative class, the creative city and the experience economy which have been used to underpin strategies in cultural tourism development. Ideas about the growing sophistication of cultural tourists and their changing tastes suggest that travellers wish to move beyond consumption to ‘prosumption’. With increasing competition between tourism destinations, the development of timely, attractive and innovative tourism products has never been more necessary – whether using the historic environment in creative ways or exploiting contemporary cultural forms.
This module looks at the governance of cultural tourism at different spatial levels (from UNESCO to local government and local partnerships), best practice in destination management and the development of new tourism products. The geographic spread of cultural tourism and the greater diversity of products, necessitates the examination of issues related to contested meanings, authenticity, ethics, and sustainability.
This module comprises weekly lectures delivered by the module tutor and guest speakers followed by seminar sessions to develop, explore and apply the ideas developed in the lectures. Group and individual tasks will give student the opportunity to work with the key concepts developed in the module. The seminars will also be used to support students in the development of their own research. Fieldwork in week 5 will introduce the students to key cultural and creative tourism ideas in central London.
Cultural policy, especially at local level, has been called on to play an increasing set of functions in recent decades. Cities, in particular post-industrial cities in the West, have seen in ‘culture’ a lever for regeneration, one that could be harnessed by targeted policies. However, all the main concepts at play – city, culture and policy – have been subjected to increasing scrutiny in social theory and research: expansion but also problematisation of the notion of culture; diversification and renewed centrality of the city as physical, social and political context; reformulation of cultural policy beyond regulations and policy process towards wider issues of governmentality, democracy and participation.
The module will present recent theoretical advances as well as empirical findings on these topics, focusing on key themes such as culture-led regeneration, place branding, cultural taste, and others relevant to the understanding of contemporary cities. These key themes will also be explored through a case study approach, aimed both at providing a space for in-depth investigation, and inspiration for students to identify and select contemporary cases to be developed for their final essay.
Cultural Policy and Practice will address a range of issues relevant to cultural policy and practice in the UK and other European countries. It will discuss the relationship between cultural production and policy and deal with issues of ‘what is culture’ in different cultural contexts and countries.
Assessment: 1x 6,000 word essay.
This module covers key issues in ‘cultural policy’ as applied to the arts, including debates over the meaning of ‘culture’, the differences between individual nations’ understanding of the term, and key contemporary debates around notions of cultural value. It contains a comparative component, examining approaches to cultural policy in the UK, USA and Europe, providing different models of cultural policy.
The module will equip you with knowledge of the key debates taking place in the field of cultural policy studies, and the contexts in which cultural policy-making takes place. You will also have an understanding of the economic, social and political theories necessary to study cultural industries, especially the supported arts sector.
The module has three main aims:
Assessment: 3 page group-based report (20%), 2,500 word essay (80%)
Students are introduced to the contested concept of ‘cultural policy’, beginning with debates over the meaning of ‘culture’, the differences between individual nations’ understanding of the term, and key contemporary debates around notions of cultural value.
The module also serves as an introduction to the governance of culture in the UK, USA and Europe, presenting the students with different models of cultural policy. The module will equip students with knowledge of the key debates taking place in the field of cultural policy studies, and the contexts in which cultural policy making takes place.
They will also have an understanding of the economic, social and political theories necessary to study the cultural and creative industries. Finally students will engage with core debates around funding models, censorship and the challenge of digital transformations of culture.
Assessment: 1 x 2,000 word essay, 1 x group presentation.
Contact hours: 1x 1 hour lecture per week, 1x 1 hour seminar per week, 10 hours independent study per week.
Develop a global perspective on cultural policy through focusing on international comparisons and conflicts. The course begins by sketching the global regulation of culture and the range of perspectives within this regime. It then moves to discuss specific case studies of the transfer, transformation and resistance to cultural policy, including global trade in intellectual property rights, the differing global models of creative industries as well as the rise of urban regeneration through cultural policy.
Students will develop a knowledge of the global division of cultural labour, using examples such as Apple’s business model; gain an understanding of global organisations and institutions in the field of cultural regulation and policymaking (e.g. WTO, UNCTAD, GATT, WIPO); and understand global cultural markets, audiences and consumption patterns. They will also examine the importance of debates about trade, cultural rights, global markets and cultural exemptions.
By the end of the course they will recognise and analyse the contested nature of globalisation and debate issues such as: Will local cultures fall victim to a globalised culture? How do localisation strategies work? What are the tensions and trade-offs between local cultural identity and international markets? And how is the global transfer and transformation of key elements of cultural policy made possible?
Assessment: 1 x 1,500 word report, 1 x 3,000 word essay.
In our increasingly globalised world, the traditional cultural representations and relations of countries are being challenged to incorporate a multidimensionality of identity and a plurality of actors.
This module will introduce you to the major theories and ideas within international cultural relations and will provide insight into its practice by a wide range of actors (governments, international organisations, corporations, non-governmental organisations and individuals). The role of the arts, their practitioners and mediators is highlighted in relation to their importance in the establishment of relations between the peoples of different countries.
Topics include learning about the history and theory of international cultural relations, discussing the notions of cultural diplomacy and public diplomacy, analysing the relation between the arts and diplomacy, investigating the concepts of cultural diversity, intercultural dialogue, mutuality, cultural and linguistic human rights, soft power and hegemony, and connecting these with contemporary developments in areas such as communication technology, transport and economic flows.
This module places emphasis on the discussion of current themes and issues at policy and practice level in this transdisciplinary area. The module fosters a reflexive and entrepreneurial approach to international cultural relations, by encouraging students to actively engage in the area by developing their own research and projects, relating them to wider debates.
The module covers a range of transdisciplinary contemporary issues that concern those researching and practicing in the areas of cultural relations and diplomacy. The module will consider key questions faced by countries, regions, cities, organisations and individuals in creating and delivering policy and projects. The topics are broad and changeable responding to the current issues concerning policy makers, practitioners and the public engaged in the field.
The critique of capitalism has remained an important horizon for research and theory in Cultural Studies since its inception as a discipline. With the rise of industrialisation and urbanisation in modernity, culture, in addition to being the discursive and material sphere in which capitalism justifies itself, became the medium for new sites and modes of consumption; with the rise of information and networking, it increasingly becomes a primary resource and sphere of production for capital.
In this course we explore key concepts from the cultural theorisation of capitalism, such as commodity fetishism, gift-exchange and its counter-paradigms (e.g. debt, parasitism), neoliberalism, information capitalism and biopolitics (or necropolitics). We look at the intersectional ways cultural studies research has combined the critique of capitalism with critiques of other cultural hierarchies and power relations, e.g. in terms of gender, race, sexuality, (post)colonialism and ideal conceptions of the human subject.
Especially in the latter part of the course, we examine the effects of major recent and contemporary global trends and phenomena that appear to mark or presage major shifts in the way capital functions, such as digital networking, climate change, financial crisis and the rise of the megacity. What threats do these represent to both capitalism and life? Do they provide conditions for new opportunities for activism and socio-political change, or simply more nourishment for an infinitely adaptable socio-economic and cultural-political system that has always thrived on both crisis and the production of the new?
This course addresses the emergent relations of virtual and material geographies and focuses on questions of territory, communication and speed. It is concerned with the mobilities of information, people and objects and will address topics such as: the dynamics of migrancy/nomadology and sedentarism; questions of globalisation, regionalisation and the reassertion of border controls; the role of tele-technologies in the transformation of temporal and spatial relations; processes of de/re-territorialisation and `new mobilities `; differential demographies of technology use; etc. These issues will be considered from an interdisciplinary perspective, and will draw on cultural studies, cultural geography, communication studies, anthropology and logistics. The course`s concerns will be exemplified through foci on three of the iconic figures of the contemporary era of modernity - the migrant the mobile phone and the container box.
Terms taught: Autumn
This module asks the questions: What is cultural studies. and, what is culture? A wide range of cultural theory dealing with issues concerning technology, art media, philosophy, and the economy, are explored in order to address a number of connected questions that span the field of contemporary cultural studies.
Assessment: 1x 4,000 word report
The proposed module offers a general introduction to contemporary Chinese culture with a focus on visual arts from the start of the People's Republic of China to China today.
You will get an overview of contemporary Chinese culture, through exploration and study of Chinese thinking and practice as reflected in the visual arts during China's socio-political and economic development during the period, with a focus on visual art techniques and media, ranging from paintings, sculptures to photography.
We will discuss art production, artists and audience in the wider context of China's political, economic and social development, and how these changes and developments are reflected in artworks and trends.
You will have opportunities to explore and discuss how western art ideas and trends, including modernism, neorealism, pop-art and post-impressionism, have affected contemporary Chinese art.
Assessment: 2,500 word essay
The proposed module offers a general introduction to contemporary Chinese culture with a focus on visual arts from the turn of the 20th century with the 1919 May 4th Movement as the starting point to the start of the People's Republic of China.
Students will get an overview of contemporary Chinese culture, through exploration and study of Chinese thinking and practice as reflected in the visual arts during China's socio-political and economic development during the period, with a focus on visual art techniques and media, ranging from paintings, sculptures to photography.
Art production, artists and audience will be discussed in the wider context of China's political, economic and social development, and how these changes and developments are reflected in art works and trends. Students will have opportunities to explore and discuss how western art ideas and trends, including modernism, neorealism, pop-art and post-impressionism, have affected contemporary Chinese art.
Students will develop an understanding of contemporary Chinese art, its trends and development in relation to international art trends, as well as how Chinese contemporary arts situate in global art market.
Throughout this module, you'll study culture and the emergence of cultural studies. You’ll start by looking at a general introduction to the idea of culture, and some of the problems associated with defining it.
You’ll also examine the context within which cultural studies emerged from the Centre for Contemporary Cultural Studies (CCCS) in Birmingham in the late 1960s. You’ll take a close critical look at some of the key texts and theories that emerged from the Centre in the 1970s.
This will be followed by some detailed analyses of a number of ideas associated with cultural studies - identity, hybridity, essentialism, resistance - and a number of cultural products and practices – soap operas, shopping, music and city life.
Assessment: 1,500 word review (formative), take home exam (100%)
This module provides an introduction to issues of culture and identity. These are very complex concepts which will underpin your understanding of most areas of your degree. The approach we will take on the course will be based in sociology and cultural studies. Within this, people are viewed as having multiple positions in terms of constructing their own identities. There is no such thing as having one identity or of there being one essential identity that fundamentally defines who we actually are. Who we are depends on our socio-political position within society. Furthermore, the key concepts of knowledge, power and status also play a major role as to how others define us which in turn affects how we view our own identities.
As such, identity, like culture, is relational, multifaceted and variable and is in a constant state of flux. This course unit crucially allows you to bring within the classroom your own personal experiences of identity and culture and discuss them within an academic and theoretical framework. A central question to think about throughout the course is: in the modern global world that we are a part of, how do we negotiate our own identities as we cross geographical, political, social and psychological borders? Your first assignment allows you to explore the issue of identity by examining your own life history.
Other aspects of identity are traced through important ideas and forces which shape our sense of self, specifically, the family, childhood and adolescence, citizenship, globalisation and schooling, social class, gender, race and language. Your second assignment allows you to look at one of these in more detail.
Assessment: 1x 2,500 word essay (autumn students), 1x 2,500 word essay (spring students), 2x 2,500 word essay (full year students)
In these modules you will investigate contemporary notions of identity and culture in the UK and around the world in relation to an increasingly globalised world. Contemporary Britain is perceived as progressively more multicultural; at the same time, there is an evolving awareness of the impact of global trends in society and culture. These and other factors are challenging our extant notions of individual and collective identity and culture, as well as community.
Culture and Performance begins with a single module taken by all students in the Autumn term – 'Culture and Performance: Critical Cultural Theory'. This 10-week module introduces students to key theoretical perspectives on the function of performance for the negotiation and perpetuation of cultures and societies. Students will become familiar with current debates on interculturalism, multiculturalism, nationalism, and the globalisation of cultures, through a diverse range of historical and contemporary case studies. In weekly seminars they will be encouraged to interrogate and debate their own creative and political relationships to performance cultures of various kinds. This module will equip students with the necessary theoretical tools to effectively position themselves as artists within global, postcolonial, multicultural, and/or intercultural communities.
The subject of much mythologisation (not least his own), Artaud’s legacy remains a haunting presence in many fields of cultural studies – principally in histories of resistance to institutionalised forms of knowledge and their modes of practice. This can be traced not only in theatre, but in literary studies and philosophy, as well as in anti-colonial and anti-psychiatry debates, while Artaud’s inspiration can also be seen in the work of many visual artists and composers. What kinds of cultural history, however, does Artaud speak of and to? Through various dialogues and correspondences in his work, we will explore how his biography offers a profound testimony to the ways in which cultural otherness has been construed in the history of “heterologies” in the twentieth century. The module aims to discover – or to rediscover – what is still vital in Artaud’s after life. By reflecting on its various media, we will try to understand why his presence so touched the creative and critical thought of others.
The module will be structured around a set of letters written by Artaud (although not necessarily sent to their particular addressee), which continue to have an extraordinary resonance in their being addressed to society more widely (like the proverbial message in a bottle) through their publication. These will include letters addressed to Jacques Rivière, André Breton, Peter Watson, Jacques Latrémolière, Paule Thévenin, Adolf Hitler and the Pope. The relation between self and Other, as between individual and society, consciousness and the corporeal, will be explored in their mutual haunting, as cultural practices perform a doubling of life.
Starting with Artaud’s own lecture-performances in Paris and Brussels, the module will look at questions of autobiography, orientalism, magic, out-of-body experience, film and painting, as well as acting. Non-Western body practices of breath, voice, and of writing, for instance, interweave with an engagement in modern technologies, such as radio and cinema (as well as narcotics). Concluding with his great essay on Van Gogh, the module will consider what the figure of the “man suicided by society” might mean, and to reflect on the fundamental question voiced by Artaud for French radio (in 1946): “But what guarantee do the obvious madmen of this world have of being cared for by those who are authentically alive?
Term(s) taught: Spring
Goldsmiths Year: Year 3Contact hours: 2 hour lecture/seminar session per week
This module offers a range of options in which students further their knowledge of critical cultural theory in the context of particular traditions and practices.
This is a continuation of the themes explored in Culture and Performance A (described above), but the module may also be taken as a stand-alone option by Spring-term only students. The available options vary each year depending on staff research specialisms.
Assessment: 1 x 4,000 word essay
In the 21st century, political movements are becoming increasingly performative. This module brings together emerging strands of theory from Theatre & Performance and International Relations to explore the cultural performances at the root of global political movements. Many of these movements arise from marginalised or obscured cultures, and so the enactment of political campaigns frequently rests on theatricalised bids for cultural visibility.
From protest movements to revolutionary uprisings to anti-austerity campaigns, groups often seek to perform their identities in ways that evoke recognition and empathy from public audiences. These performative negotiations of identity and culture are foundational to the subsequent stagings of protest, resistance, and revolution.
This module will consider a range of recent events including the Global War on Terror, Anti-War protests, the 2011 London Riots, the Occupy Movement, the Arab Spring, the Saffron Revolution and more.
Drawing on a variety of materials including video documentary, first-person testimonies and critical theoretical analyses, you will consider the kinds of theatricality that prove efficacious in particular political circumstances.
Assessment: reflection log (50%), writing exercise (50%)
Along with love, warfare has been one of the most constant themes since the earliest European theatre. Rather than just studying theatrical representations of war, this module examines how theatre might contest war, condemn war, and seek peace, justice and respect for human rights. Significantly, given the context of the ‘Culture and Performance’ umbrella under which this module will be taught, you will examine how theatre might challenge the ways in which elements of performance – spectacle, theatrics, mise en scène – are militarised by the military, states and the dominant media during times of war. The module asks the following questions: To what extent can/does theatre reveal the atrocities of war that tend to be omitted from more mainstream formats, which tend to glorify or sanitise war? To what extent is it appropriate to stage these atrocities? In each case, the module will situate the play within the historical, geographical and cultural contexts in which it was written and produced. Given current debates around viewing images of beheadings, or chemical gas attacks in the news, and the theatricality intrinsic to the creation of these images, these questions concerning the ethics of spectatorship are timely and urgent.
Term(s) taught: AutumnContact hours: 1 hour lecture per week, plus 1.5-hour seminar
Pre-Requisites: Fluent English is essential. It is also recommended that the student have some prior knowledge of theatre history and/or cultural theory
This module is designed to achieve one major objective: to help students develop the sensitivity necessary for the reception and interpretation of diverse cultural materials. This is done through exposure to performance forms and styles from other cultures, and also through an engagement with the politics and debates surrounding cultural contact and exchange.
You will investigate contemporary notions of identity and culture in the UK and around the world in relation to an increasingly globalised world. Contemporary Britain is perceived as progressively more multicultural; at the same time, there is an evolving awareness of the impact of global trends in society and culture. These and other factors are challenging our extant notions of individual and collective identity and culture, as well as community.
This module takes up the two strands introduced in Culture and Performance in Term one, namely black American and British drama from the twentieth century to the present. The texts studied investigate points of convergence and divergence in representing blackness and black people’s experiences on both sides of the Atlantic. From the American perspective the chronological starting point is Angelina Weld Grimke’s legacy and how the drama produced throughout the 1920s prefigures the later influential cultural activism of the 1960s Black Arts Movement and continues women playwrights’ longstanding associations with experimental writing. In the British context, the initial investigations reside imperfectly in white writers’ representations and the dominance of black performers from abroad due to the absence of any plays penned by a black writer in Britain before the 1930s.
The module initially creates a broad contextual and generic scope which is narrowed to single-authored studies in the latter half. This enables you to access key informing debates as historically specific, but also to inter-weave these in order to construct a continuum in theatre histories which have been characterised by absence, sporadic inclusion or distortion. Attention to single authors enables detailed application of these ideas to a body of the dramatists’ work and requires the reading of no fewer than two of their plays each week. From time-to-time, there will be comparative analyses of plays by white peers bearing in mind the dominance of white-centred experience in both nations’ artistic contexts and theatre complexes. Theorisation models will expose you to Afro-centric and Euro-centric examples. By virtue of the newness discursively of the field of Black British writing and drama in particular, the module is to be viewed as a series of incisive snapshots aimed to facilitate student interest with the expectation that further research will add to the emerging critical mass. In particular, the historical dominance of Caribbean-derived experiential models from the 1970s-2000s is later contoured by the increased Nigerian-centring theatrical presence of neo-millennial playwrights which, although beyond the scope of the module in any detail, you are welcome to pursue this as a research area for the assessed essay.
Given the political and ideological conditions of enslavement and colonisation heritages, the module acknowledges the shared ground of racial oppression (amongst other inhibitors) but aims to explore the nuanced and distinctive politicised aesthetics which have emerged across the century as responsive to the very different locations of the United States and the United Kingdom.
Assessment: 2,000 word coursework (50%), 2,000 word journal (50%)
Prerequisite: Culture and Performance: Critical Cultural Theory, DR53033A.
You choose a 10-week seminar option which contextualises the theories and discourses studied in Culture and Performance A. For example, options offered recently were: Art and Japan; Voicing the Margins; and Translation across languages, cultures and genres. Options may change from year to year, depending on staff availability and research interests.
Primarily concerned with the relations between culture and social processes, this module approaches these in a variety of ways: by outlining various sociological uses of ‘culture’, by identifying the role of culture in examples of macrosocial phenomena (eg education, consumption, the city), and by discussing microsociological analyses of the role of culture in social interaction.
Assessment autumn: 2,500 word essay
Assessment spring: assessed by a take home exam paper in May
Assessment full year: practice exam (formative), 5-10 minute presentation (formative), exam (100%)
The aim of Culture and the Construction of Identity is to provide you with theoretical lenses through which to investigate in more detail how identities develop and are maintained in social and cultural contexts. We will look in particular at the ways in which gender, ‘race’/ethnicity, religion, social class and sexuality are socially produced and how they intersect. We will also explore the processes of identity construction in relation to educational policy and practice. We will address the interrelationship between the child's identity and the culture of the school within the existing economic, social and political context, and some of the power relations involved in this.
Assessment spring: 2,500 word essay
Assessment full year: 4,500 word essay
This module is the core taught module of the MA in Education: Culture, Language and Identity. As such, it provides an introduction to the concepts of culture, language and identity and explains why they matter in the study of educational theory and practice. The module will investigate the social and cultural nature of teaching and learning and how teacher and learner identities are formed. It will explore a range of material from British and other national contexts, enabling students to become familiar with some of the main ways in which ‘culture’, ‘language’ and ‘identity’ have been conceptualised. This will form a starting point from which these ideas can be developed in other modules on the programme. The module will also provide students with support for their academic development. In addition to considering the content of the chapters and articles we read, we will dissect the structure, argument and tone of key writings to enable students to develop their own abilities as readers and writers at this level.
Introducing you to the concept of representation and its relationships to meaning, culture and difference this module will engage with the disciplines of sociological and cultural studies. It covers theoretical ideas and debates that will be exemplified through historical and contemporary examples. The module will provide opportunities for you to develop your skills in critical thinking, sociological reading and writing.
• Discuss at least three different theoretical approaches to the concept representation
• Apply sociological concepts and theories to the analysis of different aspects of cultural life, using relevant sociological terminology to communicate your knowledge and understanding of module themes
• Identify ethical and political questions that are raised by representations of social differences and evaluate competing claims and positions
• Demonstrate skills in sociological writing and cultural analysisgical concepts and theories to the analysis of different aspects of cultural life, using relevant sociological terminology to communicate your knowledge and understanding of module themes 3. Identify ethical and political questions that are raised by representations of social differences and evaluate competing claims and positions 4. Demonstrate skills in sociological writing and cultural analysis
1x 3,500 word essay OR 2x 1750 word essay
Investigate some of the key changes in society, from family, love and intimacy to education and welfare. You’ll also receive a sessions from other Goldsmiths academics including Chris Brauer (Institute of Management Studies) and Angela Phillips (Media and Communications). The module is divided into two blocks, first we examine:
Then we focus more directly on the post-Fordist society, including:
Throughout the module students are encouraged to reflect on their own work experience in creative worlds.
Assessment: 1x 3,000 word Essay
Contact hours: 1 hour lecture per week, 1x 1 hour seminar**Please note that this module cannot be taken with Moving Image and Spectatorship
This module explores the relationship between culture, tourism and regeneration.
Tourism has long played a role in the economic social and physical transformation of towns and cities in cities famed for their proximity to coast or spectacular scenery - from the centres of the grand tour, to spas, coastal resorts and cultural centres. However, in recent decades the nature of city tourism has changed.
This module explores the growth and increasing diversity of cultural tourism, the role it plays in urban centres and their regions and the ways in which cities have reinvented and rebranded themselves as centres of leisure and recreation consumption using major cultural infrastructure investment, heritage commodification, events and festivals.
This module is also available as a 30 credit module.
What does it mean to have an ethical position today? More specifically, what is the ethical role of curators today? If the word “curator” derives from the Latin cura, which means “care,” then what ethos of care should curators adopt? Finally, what can philosophy do to address and/or support these ethical positions?
This course explores the act of taking on an ethical position in curating today. It mainly focuses on attempting to establish some kind of ethical basis for the practice of curating.
The material explored mainly focuses on philosophical explorations in ethics, but it also takes on board key exhibitions that have defined the way curating engages ethical issues. Authors studied are taken from both Western and non-Western traditions and range from Aristotle, Spinoza, Kant, Kierkegaard, Lyotard, Levinas, Derrida, Bal, Mudimbe, Eze, Ramose, and de Zegher. Teaching involves lectures, student-presentations, and discussions of key art historical and philosophical texts.
Focus on the technology underpinning modern web, internet and client-server applications. This includes relational database systems, mainly from a development perspective, emphasizing issues related to data modeling and database implementation in SQL.
It also introduces the theoretical underpinnings of networks, and uses these underpinnings to explain in detail the implementation of computer networks and the observed characteristics of Webbased social networks. It includes practical work related to programming client server web applications.
Assessment: 2x practical coursework, 1x 3 hour exam
Contact hours: 2 hour lecture, 2 hour lab
Term(s) taught: Autumn, Spring, Full year(If you take this module for one term only, you will be awarded 15 credits)
Goldsmiths Year: Year 2
This module introduces a number of advanced statistical techniques and will extend your understanding of the role of statistics in research and the evaluation of research outcomes.
Topics covered include: the design and analysis of factorial designs , factorial analysis of variance, power analysis and design sensitivity, correlation, simple and multiple regression, principal components analysis and factor analysis, reliability, meta analysis
Assessment: 1 x 2 hour exam*
*If you're here for one term only, an alternative assessment will be given
The different methods and models used to study typical and atypical development across domains are considered during this module, along with an overview of developmental psychology. You will also study the underlying factors that contribute to development.
You will take topic-based and life-span approaches to development, reviewing first lifespan periods of development and addressing then specific topics, including sensorimotor, cognitive, social, and atypical development.
Assessment autumn: 1,000 word essay (50%), 1,000 word essay (50%)
Assessment spring: 2,000 word essay
Beginning with definitions of the term ‘Decadence’ and its antecedents in antiquity, the module considers the emergence of Decadence as a literary tradition in France as a challenge to the orthodoxies of Romanticism and its subsequent treatment by English Decadents and European Symbolists at the Fin de Siècle.
The module is structured chronologically and the focus each week is on one or more set texts. The principal themes of Decadence - degeneration, disease, sex, death – are traced in the work of writers in the 19th century and understood against the backdrop of contemporary cultural anxieties and controversies.
Assessment: 2x essays amounting to 6,000-8,000 words, 1x 3 hour exam. If here for one term only: alternative assessment given.
Contact hours: 2 hour seminar per week.
Students gain an introduction to the main organisational elements of primary school through this module. It considers what children learn and why, the manner in which their learning is organised and assessed, the ways in which primary schools are managed and the ways in which schools engage children’s families and communities in their learning.
Assessment: 1x 2,500 word essay (spring students), 1x 3,000 word essay & 1x 1,500 word report (full year students)
A practical and theoretical overview of Dance Movement Psychotherapy in the UK. This module will describe how DMP developed from the work of dancers and dance/ movement teachers into a recognised profession that is regulated by the Health and Care Professions Council.
Contact hours: 2 hours per week (plus one Saturday for 4 hours)
Digital Research Methods examines current digital research technologies, the process of conducting research and evaluating results, techniques for conducting advanced research of online and offline social life, and tools and techniques for finding and analysing big and small data. It covers qualitative and quantitative approaches to dealing with data and analysis. It aims to create hybrid social researchers capable of moving seamlessly across online and offline spaces to access and analyse data.
Assessment: 1x research report 1 (essay + research output summary), 1x research report 2 (a piece of writing and/or practice-based work reflecting methods used).
This module promotes a critical attitude to media; its systems, and its ecologies. We will use a series of defamiliarisation techniques to create an environment where media becomes strange again and thus a site of experimentation.
The practical methods employed are not illustrations of the theoretical, just as the theory is not a simple distillation of the practical. Our methods will become tangible speculations, prods and pokes into the mediasystems that reassemble, block, or make possible our worlds.
You'll be introduced to the machine learning techniques that are utilised in the process of discovery of knowledge or hidden patterns in potentially large volumes of data.
Practical data mining is introduced through assignments consisting in theoretical exercises, algorithm implementation and data mining suite utilisation for knowledge discovery. The module also offers pointers towards new developments in the field as the multimedia data mining, in particular text, web, and music data mining.
A large amount of data is available in electronic resources, both offline and online. This module will give a broad introduction to techniques for gathering data from electronic sources, such as databases and the internet.
It will cover both fundamental ideas and the use of some of the most important currently available tools.
The module will also present tools and ideas for more effectively using the internet to communicate, visualise and generate news stories.
Pre-Requisites: Basic web programming HTML + CSS
Students on this module will be presented with tools and ideas for more effectively using the internet to gather data, communicate, visualise and generate news stories.
A large amount of data is available in electronic resources, both offline and online. This module will give a broad introduction to techniques for gathering data from electronic sources, such as databases and the internet.
Contemporary discourses involve interaction through a number of new media, afforded by new technologies. This module introduces key issues relevant to the study of language used in digital contexts. Drawing on sociolinguistic, discourse-analytic, and ethnographic approaches we explore the use of language and other semiotic resources in digital media, focusing on identity performance, social engagement, and aggression and conflict.
The module starts with an overview of initial approaches to computer mediated communication, looking at attitudes and ideologies towards these new practices. It then presents recent theoretical approaches and frameworks to the study of digital contexts (e.g. Computer Mediated Discourse Analysis).
Specific topics examined include: stories and identities on facebook; the language of blogs and wikis; microblogging practices and the meaning of hashtags; multilingual and multimodal practices and mixing of semiotic resources; frameworks of participation; impoliteness and conflict in e-fora and other digital settings. You will be encouraged to reflect on the public-private dichotomy, online and offline identities, the communication of space and time and your own use of digital media.
The module will expose students to state-of-the-art techniques, tools, and open questions related to creative uses of data, signal processing, and machine learning. The emphasis will be on developing hands-on skills using these techniques in creative projects, and on exploring the creative potential of these techniques.
Considering a range of approaches to conflicts between divine or political authority and human claims to self-assertion and freedom is the focus of this module: submission to orthodoxy; co-existence of orthodoxy and humanism; reconciliation of autonomy and theonomy; and the demise of divine law. The module introduces you to epoch-specific types of overlaps and tensions between religious and positive law, divine and human reason, feeling and understanding.
The module also aims to increase your awareness of issues of gender and power, and investigates the nature of female revolt and violence in the light of Aristotelian theories and traditional male academic and religious discourses. We will examine a selection of dramatic texts which not only negotiate the significance of conflicts between protagonists (male and female) and the divine or the state in ways that are typical of key stages in the European history of ideas, but also handle the attempts by women to achieve independence of spirit and freedom of action in patriarchal societies.
Contact hours: 1 hour lecture and 1 hour seminar per week
How can or must we think evidence today? How can evidence be given of relations of force and political violence, from the micro-political to local conflicts, war and injustice, while at the same time notions of authenticity, veracity and truth are contested? Why and how to give evidence when its relation to and effect on the sphere of the political is in doubt? To explore a small aspect of this fundamental challenge this course chooses as its core arena documentary mode audio-visual material that we encounter in art, cinema and activist contexts.
Can creative documentary practice productively address situations of crises and emergency? How to think of documentary forms as propositional? How can we work out the relations between experimentations with documentary forms and new constitutions of the evidential, the political or the judicial?
To develop a solid ground for addressing those questions we will begin working with key writings in documentary film theory and selected historical moments, which brought about significant political cinemas, such as e.g. the Latin American Militant Cinema, revolutionary cinema from African and South Asian contexts or cinematic instances of socio-political change within Europe and North America post WWII.
Looking at how documentary language and form came about at moments of radical change we want to think through the specific constellations at the time of their making and interrogate the implications this has for the thinking and practising with documentary mode material now, thus think trough genealogies, legacies and ruptures between historical and contemporary contexts.
Assessment: 1 x 6,000 word essay + collaborative documentary project
You'll be introduced to the basic concepts essential in the design and implementation of client-side web-based applications.
The purpose of this module is to educate a new generation of managers, planners, analysts, and programmers in the realities and potential for electronic commerce.
It aims to familiarise individuals with current and emerging electronic commerce technologies using the internet.
The goal of this module is to provide students with a detailed analysis of the concepts and techniques required to complete the third year module on electronic commerce. In achieving this, a further goal is to equip students with a detailed understanding of the major issues regarding the deployment of Internet technologies within organisations and between organisations.
Assessment: coursework (50%), exam (50%)
Over the past three decades, the internet and digital technologies have transformed marketing landscapes beyond recognition. Indeed, they have created an entirely new marketing discipline: digital marketing. This module demonstrates how marketers navigate digital marketing environments successfully: how they implement effective marketing communication strategies, how they create successful digital business models, and how they build strong brands in digital marketing environments.
The module will ensure a solid understanding of fundamental theories on marketing communications and brand management. Based on this theoretical foundation, classroom discussions will be directed at the latest insights from an ever-growing body of research on digital marketing and digital branding. The first part of the module will focus on the idiosyncrasies of digital marketing communications. Students will learn how to develop a digital communication strategy and will be familiarised with relevant digital marketing metrics. Digital communication activities include, but are not limited to, mobile marketing, social media marketing, blogging, email marketing, and search engine optimisation. The lectures will also explain how to combine different social media (i.e., Blogs, Twitter, Facebook, Google+, YouTube, Instagram) in order to achieve strategic marketing objectives. In the second part of the module, the lecturer will examine different online business models including, for instance, internet retail, subscription and curated commerce, two-sided markets, freemium products, and the sharing economy. Finally, the third part of the module will identify effective branding strategies and tactics for digital marketing environments. Specifically, students will learn how digital technology has changed the nature of customer relationships with brands. The module aims to enable students to leverage digital technology for the development of compelling brand identities.
Throughout the module, students will be challenged to identify unintended negative social consequences of the growing digitalisation of consumer worlds, and to understand the dark side of social media. For example, mental health issues of users, the emergence of the “gig economy”, and the proliferation of “fake news” will be discussed. This aims to ensure that students will employ digital technology thoughtfully in their future careers.
Ideas for film, TV, music video and web content are developed from a huge range of sources, from the “purely imagined” to those based on news, and real events; on plays, written fiction or graphic novels; or inspired by songs and other art works. What makes a screen idea a good one? Are there rules? Can we apply the conventions used by Hollywood and the major media industries around structure and genre, to best advance our ideas? What other approaches are there in the industry and the independent scene?
Once committed to a core creative idea or concept, how do we best advance its development, and find the most appropriate form and production framework to make it best deliver on screen? How do we factor in image, sound, and montage so that these elements are integrated most productively throughout development and later production stages?
We will look at real-world examples of movies, music video, TV, web drama and interactive fiction, and explore together how to take ideas forward. The Masterclasses are convened and mainly taught by Prof Sue Clayton, herself an experienced fiction film writer and director who has worked across all formats. She will also chair sessions with other Media and Communications staff and guests from the industry and the indie sector.
This course aims to examine the politics and aesthetics of American literary practice in the context of the Roosevelt Era. Taking as its starting point some of the historical and economic reasons for the Depression, the course focuses specifically on the artistic responses to these changes and the politics involved in trying to get to grips with a practice of writing which reflects, as well as critiques, the status quo. Students will be introduced to different responses - starting with a seminal realist text Grapes of Wrath - to more overtly populist approaches in hard boiled fiction and film. Themes such as alterations in the agrarian power structure, upheavals in the traditional family, the potentially propagandistic nature of realist fiction will be introduced as key issues for the course overall. In this context we will examine how adversity within agrarian, racial and family structures create a narrative and emotional impetus for a particular type of narrative.
Through a comparative analysis of fiction, photo-journalism and cinema, the course will also illustrate the emergence and popularization of visual aesthetics in literature of the period, how various collaborations between writers and photographers enabled this, and lastly how Hollywood adaptions of popular narratives and the use of melodrama can be seen as part of an overall project of literary and political inquiry in the 1930s.
We will look at how dialogue, and use of landscape in particular, is mirrored as well as altered in filmic versions of the books read. Cinematic aesthetics will be compared to that of 1930s photography as well; the issue of a black and white aesthetic being superseded and/or complimented by Technicolor will also be discussed.
This module is organised around the idea development process, particularly as it relates to generating business ideas, recognising and evaluating business opportunities, and relationships between these concepts. Students will reflect critically on the different definitions, theories and empirical work on business ideas and opportunities, where they come from (e.g., sources of change, trends) and how they are shaped. They will learn how to generate and identify their own business ideas and opportunities using different approaches (e.g., problem or human-centered). Students will also learn how to evaluate these ideas/opportunities, applying both business-focused and person-focused criteria. Using business focused criteria, they will be required to carry out an in-depth feasibility analysis which necessitates research across several areas that are central to the business idea – e.g., the product/service, industry-target market (customer needs), the organization/management and finance. Person-focused criteria will take in to consideration the experience of the student/entrepreneur, the entrepreneurial mindset, background factors and other characteristics.
Assessment: 1,500 word report (40%), 2,500 word report (60%)
Disability is often understood as the natural lack, defect or ‘wrongness’ of particular bodies and minds. In this module, we will draw on the work of a range of critical disability theorists to interrogate disability as a cultural, political, and embodied phenomenon. We will examine the historical emergence, and social enforcement of modern concepts of normalcy and (un)fitness, considering these developments in a postcolonial framework. We will ask how the disabled are marked, excluded and devalued through, for example, practices of the state, medical discourse, and cultural representation, paying close attention to entanglements with race, class, gender and sexuality. Within this context, we will consider different approaches to theorising the social and embodied experience of physical and cognitive impairments, chronic illness, mental health problems and neurological difference. We will also think about how the pervasive, but often invisible, ‘ability/disability system’(Garland Thomson 2002) shapes perceptions and experiences of ‘normal’ bodies and identities.
This module looks at various ways in which anthropology has engaged with images, in terms of the production of narrowly anthropological research material through ethno-photography and ethnographic film as well as in terms of a broader set of interdisciplinary concerns with theories of representation, modern media, translation and political advocacy.
The ethnographic project of modern anthropology has been a hybrid scientific/literary enterprise and visual complements, film in particular, have provided links both to cognate fields and non-specialist audiences. The module is grounded in a wide-ranging literature that informs the history of anthropological and social theoretical concerns.
Ethnographic film aims to encourage a critical appreciation of anthropological ethnographic film. This module introduces some of the growing literature on visual anthropology, and raises general issues of representation in anthropology as a whole.
Assessment: 1x 500 word film review
Contact hours: 1x 3 hour seminar per week, 3 hours independent study per week
Explorations & Debates in History investigates the ways historians have conceptualised and contested historical practice in the modern and early modern periods. It considers the relationship between History and other disciplines, and between material life and linguistic and visual symbolisation, as well as the impact of cultural processes on material life. Presentations and discussions in the seminars as well as the writing of essays provide students with the opportunity to investigate the key theoretical and conceptual questions in a variety of ways.
The module explores the violent relationship between the nation and the state, focusing on attempts and failures during the 20th century to protect ethnic minorities against the majority populations. Efforts to achieve post-conflict justice and reconciliation will also be analysed. The module looks at Europe as a whole, but concentrates on its peripheries: the Balkans and the Near East, and East-Central Europe - areas often ignored by scholars of modern European history. Key events studied will include: population movements during and in the aftermath of the two World Wars, including the Armenian genocide, the Greek-Turkish population exchange of the early 1920s, and the expulsion of ethnic Germans from East-Central Europe in the second half of the 1940s, and the Balkan and Yugoslav wars.
Changing meaning(s) and political (mis)use of concepts such as ‘genocide’, 'holocaust', ‘population transfers’ and ‘ethnic cleansing’ will be discussed throughout the module, as will questions concerning overcoming the past in post-conflict societies. There is no foreign language requirement for this module.
Contact hours: 1x 1 hour lecture per week, 1x 1 hour seminar per week, 3 hours independent study per week
This module introduces major anthropological themes such as politics and the state, formal and informal economy, property, markets, ideology and religion, and kinship, gender and generation through close readings of ethnographies of socialist and post socialist states.
Beginning with the Bolshevik Revolution in 1917, the readings and lectures concentrate on the lived worlds or socialism, the effects of turning to a market-based system, and the strategies for basic survival which are graphically documented in ethnographies of post-socialism.
Assessment: 2x 1500 word take home paper
This module addresses major contemporary debates and historical themes in the anthropology of Highland Latin America. Through detailed reading of ethnography, as well as films and other relevant media, major themes of anthropology such as identity, community, local and global politics, inequality and processes of social and economic change are explored.
Assessment: 2 x take home exam
Contact hours: 1x1 hour lecture per week, 1x 1 hour seminar per week, 3 hours independent study per week
This module introduces the ethnography of the Caribbean region, highlighting the anthropological theories informing this ethnography. Central themes are the creation of Caribbean societies, communities, cultures and identities in response to colonialism and to the contemporary opportunities and constraints, and the significance of the study of Caribbean culture-building for changing ethnographic approaches and anthropology.
In this way, students will be able to make links with wider anthropological debates about the construction of society, changes in ethnographic research and the relationship between anthropology and its subjects.
Assessment: 1,500 word essay, 2,000 word report
Providing an overview of significant trends in European cinema since 1945, this module considers a number of specific films which reflect changing attitudes to contemporary European society and shifting notions of European identity.
The first half of the module explores the emergence of the various new cinemas in Europe after 1945. We will look at work by representative film-makers, examine the aesthetics and politics involved in the movements they represent, and explore issues of 'national', 'European', and transnational cinema. The second half of the module examines a number of key films to explore how European identities are projected and dramatised. In particular, we will look at issues of memory and history, and the linkages between space and national, ethnic, and transnational identities.
Please note: This module cannot be taken alongside Hollywood Cinema
Assessment: 1x essay (autumn term students), 1x essay (spring students), essay portfolio (full year students)
Introducing students to a range of poetic and verse forms in English from the early modern period to the present day, this module provides coverage in both breadth and depth across the genre of poetry. Using the structure of the four, five-weekly slots for teaching across the two terms, the module will divide into four individual and yet integrated and coherent parts:
Chronological issues will blend with more individualised approaches to the reading and understanding of poetry, and due attention will be given to verse forms from medieval to modern lyric. The module will be the starting point for your engagement with both the critical and practical appreciation of poetry and will be supported by the participation of the department’s creative practitioners.
This module introduces to a wide range of works from the literary canon, from ancient Greek texts in translation to the contemporary, covering the major genres, and embodying significant interventions or influences in the literary history. The emphasis is on reading primary texts voraciously and discovering – or rediscovering – diverse writers and cultures.
Not being limited to a period, genre or single approach, this module cultivates difference and chronological sweep; it aims to challenge and surprise, as rewarding ‘exploration’ should. However, lectures and seminars also sustain the thematic continuity of the module by encouraging you to consider contrasts and dialogues between texts. Cohesion is also supplied by the fact that many of the texts articulate literal and metaphorical ‘explorations’, quests and searches.
Contact hours: 1-hour lecture and 1-hour seminar per week
Assessment: exam (full year students), portfolio of essays (autumn/spring students)
With special reference to cultural contexts, students will explore ideas and issues in the area of young children’s learning. Students will become familiar with the techniques and approaches used when observing and analysing young children’s learning. We will also critically evaluate the variation in type and extent of provision available for young children.
You will also have the opportunity to analyse the concept of childhood in the UK and its impact on policy development in the field of education and care of young children. We will discuss different issues related to growing up in a multicultural and diverse society.
Assessment spring: 3,500 word essay
This module examines the significance of empires in history through a comparative survey of the vast land empires of Asia and ‘modern’ European maritime empires. The module begins with an examination of the varying understandings of empire, imperialism and colonialism. It questions how empires develop, thrive and fall. The first term highlights the different component parts of empire – including bureaucracy, ideology, military strength, and culture through a study of land empires in ancient and early modern India and Eurasia. The second half of the course shifts to explore ‘modern’, European imperialism, beginning with the Portuguese and Dutch maritime empires and the rise of the English East India Company. We then focus on different themes within ‘modern’ European imperialism, including ideology, race, religion, and nature. The module concludes with the question of the enduring legacies of empire today and asks how we might begin to redress some of these issues.
You will examine a rich period of philosophic thought in European history through the work of the ideas and arguments of these philosophers and see how they engaged with the important debates of their day.
In addition, students will gain an awareness of how early modern European philosophy is both a continuation and a departure from earlier schools of thought, as well as of how modern scholars have engaged with these important texts.
Three seminal figures in the Russian theatre of the first half of the 20th Century have had an extraordinary impact on the development of world theatre to this day: Konstantin Stanislavsky, Vsevolod Meyerhold and Avgeny Vakhtangov.
This module focuses on their different views of the theatre, their directorial principles and their collaboration with actors, playwrights and designers in the context of unprecedented political and social upheaval.
Names such as Calderón and Lorca are firmly located in the repertoire of western theatre, but audiences often have no awareness of the tradition hidden behind the famous titles. This course concentrates on texts from two periods which are particularly rich in the history of Spanish theatre: 1580-1680 and the twentieth century.
The unique nature of the Renaissance in the peninsula produced highly developed dramas, as interesting as their Elisabethan and Jacobean counterparts. However, concepts such as sexual identity, religion and honour were viewed from a very different perspective. Moreover, an independent form of theatrical technique evolved.
Similarly, although many modern Spanish plays appear closer to the mainstream of the European avant-garde, they are inextricably linked to the social and aesthetic circumstances of their creation.
The texts will thus be studied within a political-historical context, while questions of staging will also be covered in relation to the specificity of theatrical art in Spain. The course culminates in the study of a play originally written in Catalan (another of the languages spoken in Spain) and the work of a Catalan performance group which often dispenses entirely with text.
British Theatre since the end of the Second World War has undergone a series of profound changes. From the abolition of censorship on the stage in 1968, through to the explosion of information brought on by the technological age, and the changing role of women in society, theatre has remained consistently relevant, engaging blatantly with social and political commentary.
This option considers the relationship between post-war drama and the cultural, political and social milieu in which it has been situated. It explores the social history and creation of ‘In-Yer-Face’ theatre and its relationship to class. It also examines the theatre as an arena for engagement with political dialogue in the guise of verbatim theatre, which presents its own unique challenge to authority.
It considers a contemporary understanding of 'Britishness', looking at Black and Asian playwrights as well as the new generation of young female playwrights and what they have to say about the state of the nation in a fragmentary, ‘post-modern’ Britain. The course culminates by looking at the relatively new discourse of eco-criticism and what the theatre has to say around issues of climate change.
This option provides a detailed examination of a range of the dramatic works of William Shakespeare and his contemporaries in the English Renaissance to develop a broad understanding of themes, forms and issues (political, historical, theoretical and religious) characteristic of English culture during the reigns of Elizabeth I, James I and early Charles I. Accompanying analysis of the ideologies underpinning cultural production is an examination of the physical conditions of theatre making and the evolving conditions of the playhouse. The module analyses the position and authority Shakespeare holds within the canon and considers the means by which his work has come to occupy this central space in English culture and literary/dramatic criticism.
Assessment: seen exam (100%), 10-15 minute presentation (formative)
If you take this module for one term only, you will be awarded 15 credits
Contact hours: 2 hour lecture/seminar session per week
Pre-Requisites: Fluent English is essential
Students will be asked to choose from a range of 10-week options within the module upon their arrival at Goldsmiths (unfortunately we cannot guarantee particular options in advance)
The aim of this module is to develop an understanding of the relationship between a work and its historical - that is social, cultural and intellectual - context, and of the problems inherent in the task of divining such a relationship.
The module will enable you:
Assessment: 1x 4000 word essay
We will look at African theatres and performances, both as products and shapers of their historical, social and cultural contexts and processes, given Africa's rich historical diversity of traditions of performance.
This module examines the impact of colonialism on the development of theatre in Africa, as well as the responses of these theatres to key historical facts and events in Africa.
Assessment: 4,000 word essay (100%), 10-15 minute presentation (formative)
You will explore Greek plays in their original performance context and in the context of the modern theatre. Political and social ideas and issues are explored in order to comprehend the role of theatre in Ancient Athenian society. Students will lead seminar discussion on selected topics and, where possible, plays will be viewed on stage or on video.
By looking in depth at nine plays alongside a number of key groups and movements (such as the Provincetown Players, the Black Arts Movement and the American Avant Garde,) and through student led presentations, we will gain a sense of the diversity and development of American Theatre throughout the century.
This option studies five key texts in the history of French Theatre from the point of view of genre and generic shift in time and space.
The genres of greatest importance for the purposes of this module are tragedy, romantic drama and avant-garde anti-theatre.
The approach taken here is specifically sociological, all issues to do with the relationship between a work and its context being filtered through a social and societal understanding of both the theatre and history as such.
Assessment: 1x 4,000 word essay, 1x presentation
The objective of this module is to introduce students to some of the key factors that shape entrepreneurial behaviour, with a special focus on entrepreneurial cognitions and emotions. It provides insights in to why some people start up and grow businesses, while others do not. To provide a rich understanding of this area, the module draws from research across the fields of Psychology and Micro-sociology, as well as from Management and Entrepreneurship generally.
Assessment: 2,000 word report (50%), 2,000 word essay (50%)
We revisit some of the key questions of the previous term in the context of contemporary politics and drawing connections between economic and political institutions. We look at nationalism, regionalism and new forms of migration; at reproductive and care labour, and how migration challenges and/or upholds gendered labour relations. We will discuss the role of consumption on class relations and expand our focus from the flow of objects to the movement of ideas and images and on new technologies.
We ask how the compression of space and time and the notion that new technologies are ‘disembedding mechansisms’ challenge ideas and territoriality, while also opening up new spaces of belonging. We will explore the role of the media, considering the ways in which ‘local’ action groups are using new technologies to promote their political aims on a transnational scale.
We thereby reflect upon the extent that technology can be regarding as an alienating force. We then focus on indigenous rights movements. We explore how indigeneity is constructed through political discourse, thinking particularly about notions of ‘authenticity and territoriality. We ask ‘who speaks for the indigenous’, and examine the legal and ‘rights’ frameworks through which political claims are made. Finally we reflect back on Autumn Term’s discussion of property and consider debates over intellectual property, ‘indigenous’ knowledge and the new commons.
Building on the theoretical concerns addressed in the Photography and Sound module, this production based module centres around the development of your own practical visual or sound-based project. It will give you an understanding of some of the implications and practical concerns of communicating anthropological themes and issues through still visual and aural media.
This is a production-based module and does not follow the usual lecture/seminar format, but is centered around the development of your own individual practical visual or sound project and seeing that through to completion.
The module requires you to engage in a process of practical production, and develop and refine a project through all the various stages and forms necessary for its successful completion. Through group meetings, screenings and regular supervision you will produce a practical project using the medium of photography and/or sound.
Assessment: 1x photographic project, 1 x 1,500 word report
Building on the theoretical issues discussed in the Intercultural Film module, this production based module centres around the development of your own practical film project which explores some of those concerns. It will give you an understanding of some of the implications and practical concerns of communicating anthropological themes and issues through moving visual image and aural media.
This is a production-based module and does not follow the usual lecture/seminar format, but is centered around the development of your own individual practical project and seeing that through to completion.
Assessment: 1x 5-10 minute film, 1x 1,500 word report
This includes small and large scale resource conflict, science and policy processes, conservation politics, and environmental activism, such as environmental justice movements. Each topic is examined through several studies from different regions of the world, and relating to different ‘elements’ (e.g. forests, soil, water, oil, minerals, land, animals).
In this way, the course provides an introduction to key themes and questions in environmental anthropology as a whole, whilst also discussing many of the most topical issues environmental anthropologists as well as activists are currently grappling with, such as climate change, resource extraction and land grab.
Modern anthropology and political economy have their origins in the democratic revolutions and enlightenment philosophy of the 18th century. How could the arbitrary social inequality of the old regime be replaced by a more equal society founded on what all people have in common, their human nature? We consider different approaches to political economy – Marxist, neo-institutionalist and anthropological – and look at the relationships between the state and the economy both historically and how they are experienced in everyday encounters.
Ethnographic Film and Cinema Studies consists of film screenings followed by seminars. The emphasis will be on key feature, documentary and ethnographic films, from Nanook of the North (Flaherty) to Burden of Dreams (Blank) to Blade Runner (Scott). A focal theme of the seminars will be the examination of the 'language of film'.
The moving image created a revolution in perception. It changed much more than the media: it opened new ways of seeing. Fairly quickly after about 1906 the standard forms of the modern cinema began to stabilise; just as later TV would stabilise around the half-hour segment and the 30-second advert. This module focuses on those who refused to settle down, and who continued the immense deregulation of perception inaugurated by the cinema in 1896.
Between the industries of cinema, TV and digital on one side and art institutions on the other, generations of artists have worked in and on moving image technologies to offer alternative projections of the world. Sometimes personal, sometimes spiritual, sometimes political, this diverse body of work is both a treasury of advanced forms of creativity, and a storehouse of techniques and ways of thinking for new generations. Experimental Media will address moving image and other recording technologies to analyse the breadth and boundaries of what might be considered an experiment, in artistic, activist and popular forms of media production. Topics may include the idea of beauty, medium-specificity, abstraction, sound, time ‘poor’ and ‘imperfect’ cinema, DIY aesthetics, expanded media and installation works.
Assessment: One 3,000 word essay that curates an exhibition of 5 moving image artworks around an idea developed in the course.
We will draw from an exciting interdisciplinary field of body studies, which crosses the arts, sciences and cultural theory. The theories and concepts we consider will allow us to consider all the ways in which media touch our lives in registers that exceed rational, conscious experience.
As part of the module the student is invited to consider an aspect of their own embodied experience as a topic and resource in order to reflect on the theoretical issues at stake.
You will learn:• To evaluate the concept of embodiment through attention to some of the competing ways this concept is currently theorised across the disciplines of sociology, cultural studies and critical psychology.• To apply particular techniques of analysis to an example, either from those covered on the module, or one the student wishes to focus on (with consent by the module leader).• To consider how these arguments impinge on the kinds of relationships we construct with our own bodies and sense of selfhood.• To apply personal reflection in the development of a personal lexicon, the assessment of source material and in the application of critical thinking.• Effective written communication skills in the formulation, structuring and presentation of coherent and persuasive arguments• The confidence, knowledge and skills to work independently, flexibly, responsibly and to deadline in the research and writing of academic work
Gain an insight in to the characteristics of successful entrepreneurs and enterprises through the introduction to a range of business modelling tools. The course has evolved from NESTA’s Creative Pioneer Programme and will use the Modelling Techniques that were designed and have evolved from The Academy, Starter for Six and Insight Out which provide approaches to commercialising creativity.
It will critically review the key characteristics of successful enterprises, entrepreneurs and leaders, within the social innovation field, cultural and more commercially focussed creative industries. It will look at the range of business models that exist and review how best to build a financially sustainable organisation.
Assessment: 1x 6,000 business plan.
Contact hours: 2 hour lecture per week, plus additional workshops.
Contact hours: 1 x hour lecture per week, 1x hour seminar per week
This module investigates the history of European society since 1945. This historical overview is divided into four thematic sections of several lectures each:
Investigate how the Arts of the moving image have critically operated with regards to the audiovisual media conditions of their time from the 1950s onwards. We will analyse how the Arts have appropriated and opened up avenues of political and aesthetic experimentation by analysing the two key audiovisual media of the 20th century and their interaction: cinema and television. The course focuses on artistic practices concerned with the media regime they inhabit, from artistic initiatives developing an inventive audiovisual critique to post-medial practices constructing ecologies at a distance from dominant media regimes. These different practices seek to emancipate images and sounds by challenging industrial mechanisms and inventing new processes of production, representation, distribution and/or reception. We will explore the various questions that agitate these initiatives to stimulate our investigation of the complexity that is the image with the help of relevant theoretical texts from the fields of film theory, media archaeology, art, philosophy and visual.
Elementary Mandarin is taught in two parts: Elementary Mandarin A and Elementary Mandarin B. Elementary Mandarin A is taught in Autumn and Elementary Mandarin B is taught in Spring.
In order to join Elementary Mandarin A you must have studied the module Beginners Mandarin B or have a good command of around 250 Chinese characters. In order to join Elementary Mandarin B you must have completed Elementary Mandarin A or have a command of around 400 Chinese characters.
This module introduces students to economic reasoning and basic issues in economic methodology.
The module starts off with a concise introduction to key questions in the philosophy of science, such as explanation, laws, inductive and deductive reasoning, verification and falsification, scientific paradigms, and theories and models. These tools are then used to discuss the epistemological status of economics.
The following two weeks are devoted to what economics studies, and how. Competing definitions are presented, with a special focus on production and exchange paradigms, and the types of reasoning associated with them (economic change and systemic coherence vs. equilibrium and optimal allocation).
The next two weeks focus on levels of analysis (micro, macro, and intermediate) and methodological issues associated with them, such as individualism vs. holism.
The fourth part of the module addresses the dichotomy, which has divided economic analysis since the Methodenstreit, between general principles and historical contingency. It discusses the divide between economic theory and economic history, as well as possible ways ahead.
The last two weeks are devoted to rationality. They cover classical rationality, forms of bounded rationality, the problem of determination and freedom, and possible ways to overcome existing dichotomies and limitations.
Assessment: 2,000 word essay (50%), 2,000 word essay (50%)
The central purpose of this module is to investigate the methods of historical enquiry useful for an economist and give a survey of the economic and social conditions from the industrial revolution until the fall of the Berlin Wall.
The first week covers historiography with special emphasis on the techniques economists and economic historians use. This week will focus on the various methods economic historians use, from statistical and data analysis, to economic theory applications and narrative histories, analysing the strength and weakness of each approach for different types of enquiry.
The rest of the module provides an overview of key economic and social changes in Europe for the period from the start of the industrial revolution until the fall of the Berlin Wall. You will learn about the economic, social and technological changes that occurred during these 250 years. You will learn about changes in wealth, aggregate income and income distribution, consumer habits, wages, trade and monetary aggregates. You will also learn about institutional changes (Labor and Poor Laws, Welfare State) and social changes (family structure, workers unions, literacy) and the interplay between institutional/social and economic structures. Finally, you will discuss the changing technological conditions of society during this period and its ramifications for the social and economic organisation of society.
This module not only gives you general knowledge of the economic and social evolution of Europe, but also provides context and gives you an understanding of why economic theory developed the way it did.
This module examines our contemporary media regime by focusing on artistic and activist practices that test the received boundaries of video, television and web culture in order to imagine or construct alternative post‐media ecologies.
Assessment: group research project (formative), 3,000 word essay (100%)
Thinking critically about ethical and economic approaches to environmental protection issues and the relationship between the two, is the main focus of this module.
It will examine human rights, eco-centric, utilitarian and economic perspectives both at the theoretical level and in the practical context of policy arguments over the appropriate role of regulatory, community-centred, and market-based forms of environmental decision-making.
Assessment: 1 x 4,000 word essay.
Focuse on ‘sociology-in-the-making’, examining the processes of social research rather than its products. The module follows the ‘empirical cycle’, providing an overview of key formative moments of sociological research, from formulating research questions, to producing and analysing data, to the public presentation of results.
It pays specific attention to how sociology may be transformed in the age of visual, digital and other empirical technologies, and examines the ‘doubling of social research’: partly as a consequence of the proliferation of social research tools and practices across social life, key empirical tasks of social research now refer both to social practices ‘out there’ as well as to our own work as social researchers.
The module also examines the the techniques, objects and settings in and with which social research is performed, both in and outside the academy.
This module draws on ongoing research by a number of departmental staff to provide students with a historical overview of alternative theatre practices in Britain since 1968. Weekly topics will address the diversity of alternative theatre practice in the late 20th century, including, for example, experimental, political, community, black and Asian, gay and lesbian, and disability theatres. The study of each particular performance, company, play or practice will be contextualised within the political and social issues of its time period. In this way students will gain a sense of the rich diversity of theatrical responses to major events of the time period. In addition, students will engage in readings and activities that further their understanding of theatre history as an academic practice. They will be introduced to particular historiographic approaches and methods, including the treatment of various source materials such as biographies, recorded testimonies, archived documents, published reviews, and oral histories. These skills will be practiced through the development of a small digital archive project, which will provide a basis for the final essay.
This module explores experiences, articulations and understandings of lesbian, gay, bisexual, trans and queer lives and desires across period and region from medieval and early modern Europe to the present.
Queer history is a rich area of inquiry in which scholars have approached historical problems and debates employing a diverse range of strategies. It pays particular attention to prosecutions and pathologisations as well as to forms of resistance and other ways that queer subjects have strived to forge opportunities for themselves. The goals of this module are threefold
First, using thematic case studies, we will gain insights into the range of sources and methodologies used in queer history including: official documents, news media accounts, diaries and personal letters, oral history, visual and popular culture, and much more.
Second, we will explore queer historiography. Over the past half-century historians have built an expansive and dynamic field, but students will be encouraged to question its limitations, silences, and occlusions. Who is left out and why? Finally, we will think about the theories that have been deployed by those who study queer history and the ways that these theories have been historically situated.
Covering both classical and modern theatre, this module will introduce students to the history of Chinese theatre by looking, firstly, at traditional styles and genres (zaju, kunqu, Beijing Opera and various forms of regional and folk theatre) and, secondly, at how theatre changed through the impact of Westernisation during the 20th century.
Great emphasis will be given to the study, analysis and contextualisation of primary texts and students will be encouraged to reflect not only on the impact of the socio-political changes but also on theatrical aesthetics. A good understanding of the philosophical foundations of Chinese culture (Confucianism and Taoism) will be crucial when approaching the classical plays, whereas the connection between the social, the political and theatre will be particularly relevant when looking at the theatre from 1920s/1930s through to the Cultural Revolution (1966-76).
This module will end with the rise of avant-garde theatre in the 1980s and the work of Nobel Laureate Gao Xingjian. Furthermore, this course will include a session on the work of Beijing Opera star Mei Lanfang and his role in the popularisation of Chinese theatre abroad.
This module serves to critically examine existing research on the content and processes vital to the management and growth of small and entrepreneurial businesses. It synthesises research on the experiences, ambitions and concerns of entrepreneurs and small business owners and elaborates on the different processes and strategies required to develop businesses; this occurs through in-depth readings, interactive in-class discussions, activities, presentations, and individual/group work focused on real businesses.
Assessment: 3,500 word group project (50%), 2,000 word individual project (50%), 10 minute presentation (formative)
Gender is a central category in contemporary society. What gender someone is influences how we see them, and how we expect them to behave. But what do we mean by gender? What aspects of gender are inborn and what arise from our experiences as babies, children and young people? How is gender related to sexuality and sexual orientation? What do young children think about gender, and how does this change as they get older? How does gender feature in religious and cultural practices, in career choices, and in family life? How does it relate to ideas of ability, popularity and success in school? Do we interpret the same behaviour differently when it comes from boys and girls? Do we have to have two genders, or are there other ways of thinking about gender? Do gender differences even matter? In this module we will explore the relationship between gender, identity and society, with a particular focus on children and young people.
We will examine the different ways in which gender is understood theoretically, and how these interpretations are reflected in how people live their lives. Specifically, we will consider how gender operates as a central aspect of identity, and look at masculinities and femininities in relation to this. We will study the relationship between gender and embodiment, including transgender, genderqueer and intersex identities. We will look at how gender, sexuality and sexual orientation interact in different communities. We will explore the relationship between gender and knowledge, and how this is connected with different forms of thinking, including approaches to how people make ethical decisions. In relation to this we will also look at aspects of gender and schooling, including the gender-marking of school subjects, how boys and girls are seen by teachers, and gender issues in achievement. Finally, we will look at how gender is presented in the media, and how young men and women's identities are constructed through new media such as Facebook.
This option introduces students to a history of German Theatre from the 18th century to the present, exploring the work of key figures such as Goethe, Kleist, Brecht, and Grass, including recent performances of post-migration theatre. The approach taken is mainly chronological, but the first four classes are designed to provide students with an overview of key themes, exploring areas such as the influence and representation of Jewish culture, the intersection between theatre and music (opera in particular), and theatrical exchanges between Germany and England. The last six classes cover productions from the early 20th century to the present day, discussing Expressionist theatre, the work of Bertolt Brecht, the distinct theatrical traditions of West and East Germany from 1945 to 1989, and the impact of migration on contemporary German theatre. The course intends to stress the relevance of German theatre within the European theatrical scene, and it will therefore examine playwrights from Austria and Switzerland, as well as from Germany. Plays will be studied in English translation, but students are welcome to read texts in the original language.
Assessment: 4,000 word essay
Delivered in very close proximity to the heart of legal London, this module introduces students to domestic sources of law and key institutions of the English Legal System, including fundamental principles and rules of the civil justice system, in line with the new qualifying examinations for solicitors and barristers (e.g. regarding permitted rights of audience) (the corresponding principles of the criminal justice system are covered in the ‘Criminal Law Theory and Practice’ module).
The module adopts a highly contextual and cosmopolitan approach. Systematic visits to legal courts and other venues of legal significance in London give students a deeper understanding of how these institutions work in reality, and how professional parties operate in practice. Principles, rules and institutional aspects of the English Legal System are also compared and contrasted with selected examples from foreign and international jurisdictions; Canada, the United States, Singapore, Malaysia, France, Greece, the European Court of Human Rights, the Court of Justice of the European Union and International Court of Justice can be indicatively mentioned.
Students are enabled to conceptualise the English Legal System in the institutional and professional context within which it applies, from a domestic, comparative and international law perspective.
Assessment: 2x coursework
This module asks how visions of Europe, including the European Union, are constructed and who are their architects? Whose vision of Europe will prevail and how are certain discourses made authoritative, while others are silenced? Given the vast amount of literature that is written on the subject of Europe, the module will be multidisciplinary in approach, drawing on perspectives from history, economics, international relations and media studies as well as anthropology. Using these resources, we will explore how key concepts in anthropology (such as ‘nationalism’, ‘identity’, ‘culture’ and ‘power’) shed light on the various institutions, ideologies, and representations of Europe both as a region and as an idea.
Assessment: 1,500 word essay (formative), 2 x 1,500 word take home exam (100%)
Drawing on the expertise within the Department and in consideration of our commitment to preparing students for the world of work this module is designed for students who wish to apply for a primary PGCE after graduating. The content focuses on Teacher Education and the current state of education policy in England. It explores routes into teaching, as well as the entry requirements and preparatory pre-application experience.
The current discourse surrounding the ‘standards agenda’ in the education system will be scrutinised in relation to shaping the work of schools and what it means for the teachers of the future. We will discuss the role of Ofsted in the English education system, and the influence Ofsted has on the work of a teacher and pupil learning. What it means to be a reflective teacher as well as the challenges and benefits of teaching in an urban context will be explored. Students will consider the ways in which teachers navigate these challenges alongside developing an awareness of how teachers’ well-being can be supported. We will compare the education system in England with those abroad, capitalizing on our ERASMUS links there will be a particular focus on the education system in Luxembourg. We will also consider the shift to a privatized education system, as more and more schools pass from the control of local authorities into those of trusts and chains.
Sessions will feature an emphasis on current policy implications for schools and teachers. Examples will include; how schools understand and operate within the Equality Act, issues of quality and inequality, and how the recent Prevent agenda is being implemented in English schools. With this in mind students will be encouraged to consider how new patterns of education provision affect pupil access and attainment among social groups which, historically, have not been successful in the school.
Aimed at aspiring beginning teachers this modules aims to stimulate lively debate around key educational issues and equip individuals with essential knowledge required to navigate the initial teacher education application process.
Games exist within an ecosystem of interactive and expressive technology. It is important that anyone aiming to work within this industry understands the context within which games exist and the opportunities for using knowledge from other related disciplines.
This module aims to teach students the foundations of game design practice with the particular view of how game design can be influenced by and take advantage of other forms of expression. The module will focus on how literature, comic writing, cinema, architecture, photography and other arts can influence and change the game design process. In this module, game design will be framed as a language and it will encourage students to use a broader vocabulary in order to create more interesting game mechanics. It will also focus on emotions and on the ways that games are able to empower/evoke a particular kind of emotion.
Throughout the module the students will be taught how to take a critical approach to playing games and will be encouraged to analyse how mechanics can improve certain feelings. This critical mindset will be paired with practical game design exercises to aid students’ understanding of the critical approach.
Pre-requisite: must have programming experience
Assessment: written report (40%), exhibition art/object (60%)
This module explores experiences, articulations and understandings of people of African descent and origin within a British context from the early modern period through to the present. The module is much in line with David Olusoga’s position that black British history ‘is an attempt to see what stories and approaches emerge if black British history is envisaged as a global history and as a history of more than just the black experience itself’ (Olusoga, 2016). The module is situated in the context of current and wider reimagining and recontextualising of what is meant by ‘black history’ and how boundaries and borders around black British history might be drawn. The goals of this module are threefold. First, using thematic case studies, insights are gained into the range of sources and methodologies used in black British history including: official documents, news media accounts, diaries and personal letters, oral history, visual, material and popular culture, and much more. Second, black British historiography is explored, charted and analysed. Over the past half-century, historians have built an expansive and dynamic field, but students are encouraged to question its limitations, silences, and occlusions. Who and what is included and left out and why? Finally, the theories and methodologies that have been deployed by those who study black British history and the ways that these theories have been historically situated are considered and analysed. By the end of this module, students are able to meaningful reflect on what black British history and theory offer for understanding the history of Britain and the history of people of African origin and descent in Britain with particular considerations to wider global contexts, and the contributions that black British history has made to the wider of study of history in the past and the present and directions in which it is likely to develop in the future.
This module explores the diverse range of factors that influence the education of young children, including theories about childhood and learning, cultural views about what is appropriate for young children, sociological, economic and political factors as well as perceptions of the gendered nature of early childhood education and care. This module offers the opportunity to explore key ideas and issues in the area of young children’s learning, with special reference to the cultural context of that learning including the study of educational theory and practice with particular reference to culture, language and identity. It will also involve an interrogation of pedagogical approaches and assumptions including the importance of play in children’s learning and development, the role of families and the community in the education of young children. The module will explore key concepts of childhood, young children’s social and cognitive development, the political and cultural context of policy development. In all areas of the course students will be encouraged to explore the development of early years policy and practice from an historical, cultural and universal perspective. We will also explore the importance of language in the development of identity and principles of inclusion. Through this module you will develop a critical understanding of the key ideas and principles, which relate to the education and development of young children. Historical and cultural context of theories on child development and early childhood education will help you to locate the concept of a “developmentally appropriate curriculum”. The course will also involve the examination of alternative models of the Early Years curriculum, both nationally and internationally in addition to providing an opportunity to identify and debate the social and cultural factors that contextualise children’s learning in the early years.
This module is available in the summer term
This module serves as an introduction into the theorising and analysis of film and other audiovisual media. You’ll study an overview of the development of cinematic modes of expression and experience and their key conceptualisations.
Topics will range from the realism of cinema to the powers of montage, from cinema's quality as bodily attraction to narrative film forms, as well as from the nature of film spectatorship to novel forms of engagement emerging today.
Each lecture will be accompanied by a film screening.
Assessment: 1x 2,000 word project.
Contact hours: 1 hour lecture per week, 1x 1 hour seminar (each lecture will be accompanied by a film screening)
Contact hours: 2 hour lecture per week. 2x1 hour seminar
This module covers the core concepts of both finance and accounting. You'll be introduced to the important financial and managerial accounting principles that are necessary when running any type of organisation- whether it is manufacturing, merchandising, service, non-profit, or government.
You'll gain and understanding of how management accounting information is used by managers in their planning and control activities and, is designed to prepare graduates for a variety of professional managerial roles in both the public and private sectors.
This moduel covers topics such as financial accounting and reporting, foundation and tools for management accounting, strategy development and using costs in decision making, costing systems and activity-based costing, managing customers, processes and life cycle costs, and using budgets for planning, coordination and control.
In the financial component of the module, you'll look at the three traditional accounting statements:
The module has two distinct elements: managerial finance with a focus on understanding financial statements, and management accounting with an emphasis on costing, budget and control. The lectures in the module will be supplemented by several assignments designed to develop and enhance practical skills.
Assessment: 2x reports, 1x exam
Students will focus on the political and cultural economy of finance through the empirical lens of the global economy. It seeks to foster a deeper understanding of finance as a technical practice but also as a powerful transformative process that shapes politics and public policy.
Assessment: 500 word report (formative), 3,000 word essay (100%)
This module provides a foundation for understanding the key creative elements common in many forms of popular music.
Term one focuses on roots of popular style in US and European folk music, stressing the importance of orality, song form, interaction/improvisation, modality, standard progressions, rhythm and the role of social processes in shaping music.
Terms two and three focus on the creative concepts at the heart of 20th-century popular music in the Western world – for example, riffs, repetition, cycle of fifths, fragmentation, recycling/ sampling, lyrics and use of new technologies.
A notorious mistranslation of Frantz Fanon’s fifth chapter of Black Skin, White Masks provides us with the title of this moduel. More adequately translated as “The Lived Experience of the Black Man,” the text explores the production of black identity as an explicitly visual process—a result of seeing oneself be seen.
Centralising Fanon’s insights for theorising the production of difference in the visual field, this course analyses the ways in which anti‐colonial and anti‐racist thought has been central to the theorisation of subjectivity within colonial modernity.
Assessment: 1 x 3,000 word essay
This module covers the core concepts of both finance and accounting. It will introduce students to the important financial and managerial accounting principles that are necessary when running any type of organisation- whether it is manufacturing, merchandising, service, non-profit, or government. It will give students an understanding of how management accounting information is used by managers in their planning and control activities and, is designed to prepare graduates for a variety of professional managerial roles in both the public and private sectors. It covers topics such as financial accounting and reporting, foundation and tools for management accounting, strategy development and using costs in decision making, costing systems and activity-based costing, managing customers, processes and life cycle costs, and using budgets for planning, coordination and control. In the financial component of the module, students will look at the three traditional accounting statements, balance sheet, income statement, and cash flow statement. The module has two distinct elements: managerial finance with a focus on understanding financial statements, and management accounting with an emphasis on costing, budget and control. The lectures in the module will be supplemented by several assignments designed to develop and enhance practical skills.
Assessment: 1,000 word essay (50%), exam (50%)
The Centre for Feminist Research and the Methods Lab are offering an intensive hands-on four day workshop to understand as well as enact feminist research methods. A student-centred collaborative learning environment will deliver an interactive method of learning and exchange led by specialists in the field. Drawing on a multi-disciplinary approach this module facilitates multi-methods.
Taught by feminist researchers sessions consist of lectures, field visits, small group work and peer feedback sessions. Ethnography, statistics, maps, walks, film, experiments, interviews, audio, documents, narrative, architectural encounters and exhibitions will all feature across the period of exchange. A series of case studies will offer students the opportunity to explore the developments of feminist methods, within an inter-disciplinary critical and practice-based approach. The assessment consolidates both the creative and theoretical aspects of this multi-disciplinary module.
Runs intensively Monday-Friday, 9am-6pm during reading week
Bootstrap the ability to understand, and to interact with, computer systems. This largely practical module is delivered through labs and two assignments.
Contact hours: 2 hours lecture and 1 hour tutorial per week
This module builds on Mathematics for Economics and Business and introduces students to more complex mathematics operations that are necessary for the 2nd and 3rd year compulsory courses in mathematical economics and econometrics for the BSc Economics with Econometrics.
Topics include: first and higher order derivatives, partial derivatives, constrained and unconstrained optimisation, exponential and logarithmic functions, basic statistical concepts (summation operation, measures of central tendency and measures of dispersion) and basic matrix algebra.
These topics will be presented in relation to their economic applications, so that students will learn about marginal utility, profit maximisation and cost minimisation, short run and long run profits in different market structures, and utility maximisation given a budget constraint.
Assessment: 1x class test, 1x exam
The module considers the development of feminism as a political ideology and a social movement through history and explores how feminist theory, policy and activism have developed in relation to each other to address pressing contemporary issues around the world. The module analyses empirical and theoretical aspects of feminist politics, drawing upon a range of feminist theorists and using examples from various world regions and time periods.
By examining the conceptual and empirical impact of feminism upon the study of politics this module introduces students to the complex ways in which gender relations permeate both formal institutions and societal relations. Feminist theory has provided a radical and challenging critique of mainstream political ideology and the module will consider the various contributions of thinkers such as bell hooks, Judith Butler and Andrea Dworkin, alongside the recent turn towards intersectionality. The module considers specific substantive topics, such as reproductive justice, violence against women and pornography, as a means of exploring the application of feminist theory, the development of legislation, and the mobilisation of activism and campaigns. Underpinning this analysis, we will be reflecting upon the wide range of protest repertoires activists use to further the goals of the feminist movement.
Term(s) Taught: Spring
Goldsmiths Year: Year 1
Contact hours: 1 x 2 hour class per week
This course will explore the art of listening and how to practically incorporate the audio of our surroundings into creative compositions.
You will become inspired by current and historical contexts of phonography and the soundscape. You will demonstrate an understanding space and place as well as other important factors such as time and the socio-political.
Assessment: You will present one example of a recorded week
Explore the provocative and fraught encounters feminist and queer politics have with science and technology in the 20th and 21st centuries. We will consider intersectional interventions into the histories of science, technology, and digital media and study the biopolitical co‐construction and co‐evolution of the body with technology, focusing upon figures of the cyborg, posthuman, transgender body, and molecular body.
We will also engage the militarized, ideological, and sociopolitical underpinning of formal technological architectures, such as binary logic, computer code, and DNA.
Money is a key ingredient in the production of the arts. Performances, exhibitions, and festivals need a financial base, as does the making of objects or audio/audio-visual recordings. Art produced or exhibited in or by formal organisations, as individual events, or by individual artists all require funds (or in-kind equivalent). A key skill set of an arts manager, therefore, is seeking and ensuring funding. In a competitive environment, these skills involve significant creativity and ingenuity.
Funding the arts falls into two main categories, earned income (from ticket sales/admissions or subsidiary activities) and fundraising. The module covers principles of earned income, such as fixed, variable and sunk costs, and pricing, and then turns to fundraising, covering grants, sponsorship and philanthropy, as well as donor development and a brief consideration of major gifts. The module considers approaches to government agencies, corporations, and individuals as well as digital approaches including crowd-funding. The module also considers the costs of fundraising.
Assessment: 5 minute presentation (25%), 1,500 word case for support (75%)
Why – and how – do live, embodied actions matter to art history, and to visual cultures more broadly? How is embodied experience changing today?
Over the past century, countless artists have developed ways to assert the primacy of the lived, performing body. From Dadaist experiments at the Cabaret Voltaire in the 1910s, to 1950s Fluxus happenings, to 1970s feminist performances, a rich history of liveness pulses throughout twentieth century art, and continues to the present day. Yet performance art’s liveness rarely reaches audiences unmediated. Photographs and videos extend embodied actions’ reach in time and space. Texts, diagrams, archives and gossip accumulate around performance, producing pathways of transmission to wider audiences. Even initial, live audiences for performance art might find their reception of it mediated by unreliable memory, or preconceptions about identity that colour interpretations of the performing body, and complicate the assumption that liveness straightforwardly translates into ‘direct’ experience.
Rather than assuming that the documentation of performance somehow compromises the live event (as in the adage “you just had to be there”), this module explores the productive tensions between performance and documentation in contemporary art. We will consider how the meeting points between performance and its documentation might open up new ways of thinking about the complex relationships between lived, embodied experience; its presentation as performance; and its representation through documentation. In the first half of the module, we will focus on frontiers of performance art at key historical moments, questioning why liveness was such an urgent concern for cultural practitioners at various points in time. From celebrated figures to the fringes of visual culture – Baroness Elsa von Freytag Loringhoven, Hugo Ball, Allan Kaprow, Robert Filliou, Yoko Ono, Lynn Hershman Leeson, Vito Acconci, VALIE EXPORT, Eleanor Antin, Suzanne Lacy, William Pope L, Mammalian Diving Reflex, Fred Wilson, Coco Fusco, Rammellzee, Leigh Bowery – we will explore how various performers have translated their acts into documentation, and been circulated as images or accounts. We will also introduce some key concepts, such as performativity, identity, persona and embodiment, that help to explain how, and why, performance art enabled artists and cultural practitioners to produce new ways to think through, and about, being.
In the second term, we will question how the relationships between lived, embodied experience and its documentation are currently changing, given the myriad new ways in which contemporary bodies are being identified, quantified, monitored, tracked, and circulated as images today. Online spaces are drastically reshaping how embodied experience is being pictured, circulated and monitored across social networks. In the age of ‘big data,’ Silicon Valley entrepreneurs aim to intervene in consumer habits for a profit. Ubiquitous calculation places great emphasis on performances of reputation and creditworthiness online. Using what we learned about the histories of liveness and documentation in the first term, we will aim to understand how contemporary artists explore the new tensions between embodiment and its representations. Examining works by artists such as Erica Scourti, Amalia Ulman, Jacolby Satterwhite and Cassie Thornton, we will think through the ways in which artists are approaching the new frontiers of represented embodiment – and aim to produce our own responses to these new conditions.
The module comprises two elements: Studio Practice and Critical Studies.
Studio Practice in Year 1 covers the acquisition of fundamental knowledge and basic practical skills necessary for initiating independent research. In Year 1 students are subject to continuous evaluation assisted by a presentation of their Studio Practice coursework in term 3.
At the end of each term progress reports provide students with an indication of their current level of achievement and tutor feedback reports advise them on how to improve their performance.
In Critical Studies the lecture and seminar series offers the occasion to explore and examine the historical and critical context in which art is made, seen and understood. Students are required to write 2 essays for assessment, one at the end of both the first and second term. The first essay is formative but must be submitted and the second essay is summative.
The Research Laboratories are equipped with specialist equipment and are staffed by qualified and experienced technicians who support the students.
This module is only available to students studying the Art programme.
The Art programme is only available for the full academic year.
This course is an introduction to the complexities of how our bodies relate to the world-wide system of food. The course tries to think together sociological issues of industrial and agricultural food production with our lives as consumers, eaters and cooks. The module will endow students with variously delectable and disgusting examples through which they might better understand the social, geographic and political aspects of contemporary society. From the social significance of omnivorous-ness, through the increasing potency of national dishes, into considerations of industrialisation and animal welfare, to the production of class, race and gender, the module animates core issues within sociological research. To connect these issues, the course is based on a number of food-based exercises that the students conduct during the course. The experiments include both a level of analyzing food, but also of tinkering with and preparing food. These experiments serve to first understand where the food we buy comes from, how it is produced and its economic, environmental and cultural histories.
As part of the course we try to understand what food labels are, what natural varieties and breeds are, and how these tell histories of standardization and regulation. We will also look at different food traditions, their geographies, histories and how they become to exist as local and national cuisines. We will also consider how foods are codified as intellectual or cultural property, as well as how these are challenged. We also look at how food traditions exclude certain kinds of food, as well as exploring the importance of distaste in shaping food systems. As part of the course we also discuss different kinds of food preparation, from eating on the go, to home cooking and restaurant work, and how these relate to social and gender roles and how they exist in different cultures. This also includes tools to eat and prepare and ideas of what a meal is, how it is sequenced. Finally, we look at the role of language in representing taste experiences and in the writing of menus and advertisements.
This module approaches the concepts of time and space through the speculative within visual cultures and art practices. It focuses on the aesthetic and political practices within the genre of science fiction, with its spectacular imaginations and inventive possibilities, with its narratives and visuals collapsing and spanning time, reality, technology and the human condition. We will analyse visual cultures and art practices with and through theories of the imagination as a collective process and the spatial politics of time and explore what science fiction has to do with colonialism, migration, with diaspora and improvisation.
Assessment: 1,000 word review (formative), 15 minute presentation (formative), 3,000 word essay (100%)
In this first part we pay attention to the colonial history of science fiction – or science fiction as a colonial project – before we turn to resistant forms of speculative narratives and practices, before we explore the question of science fiction from a post-colonial perspective. By doing so we will consider science fiction not as an attempt to predict the future, but rather as Samuel R. Delany argues, as offering a (political) distortion of the present. We consequently want to analyse visual cultures and art that take us to different spaces, to improvised spaces, that seek to imagine the world differently, while simultaneously being attentive to the experiences of cultural dislocation, estrangement and alienation – as articulated in the concept of Afrofuturism - that continue to define the African and African diasporic present.
You'll be taken through the entire games development process, from pre-production and the creation of design documents through to production and testing, with a particular focus on player-centred design.
This module develops abilities in project planning, management, critical awareness and design that students need in order to create digital games.
Pre-Requisites: Programming experience and experience of using games art software e.g. Unity
Contact hours: 2 hour lab per week
Globalisation is both a dominant discourse of powerful actors on the world scene, as well as the main target for one of the most vibrant new social movements. This course aims to develop a critical and historical understanding of the issues which inform contemporary debates on globalisation. The disciplinary perspective is that of development studies and sociology of development, focusing on political economy and institutions mainly. We shall place contemporary anti-globalisation protests in historical context by building on classic theories of imperialism and studies of anti-imperialism followed by exploration of modernisation theories and theories of underdevelopment. We shall look at the role of culture in development. The course will be taught by weekly one-hour lecture followed by seminar and discussion. Students will be expected to attend seminars and make presentations.
• An understanding of the following key concepts: imperialism, globalisation, neo-liberal economics, development, global finance; social movements; anti-globalisation.
• An understanding of the history of: imperialism, development studies, the sociology of development.
• An understanding of the epistemological, ethical, and methodological issues involved in the sociology of development.
• An understanding of the following perspectives in development studies: classical theories of imperialism; modernisation theories; development of underdevelopment; world systems theory; grass roots development; neo-liberalism.
• An appreciation of the range of approaches adopted by theorists and movements concerned with international development and globalisation
Assessment: 4,500 word essay
During the term you should acquire an overview of the relationship between anthropology, feminist theories and theoretical and applied issues within the field of development and politics. The emphasis will be on critical engagement and debate, and on a comparative approach to gender and gender systems of power in developed and developing countries. We will draw on the theories and debates covered in other modules to examine the implications of gender differences within specific economic and political systems.
Assessment: 20 minute group presentation (formative), 3,000 word report (100%)
This module aims to provide students with the theoretical tools necessary for understanding postcolonial transformations in today’s Global South. The political imperative behind Postcolonial Studies – which emerged as an academic discipline in the 1980s – was metropolitan multiculturalism. Multiculturalism emerged as a key agenda of progressive politics – responding largely to mobilizations around race, diaspora and the politics of gender. Grounded in certain notions of representation, discourse and text, it enabled the theorist to mount an attack on the ethico-political enterprise of post-Enlightenment humanism on behalf of those who were excluded from its universalist schema. The module seeks to familiarise students with both analytical tools and activist models developed over the last few decades to comprehend, analyse and intervene in these transformations.
This module explores the degree to which theoretical frameworks fit or contort the reception of Black British writing and performance. Through a survey of sources of critical languages including reviews, theatre criticism, and academic scholarship, you will participate in the task of evolving an inter-referential methodology that can meet the demands of writing that slips between, and re-works literary genres and performance traditions. In this process, you will closely analyse aesthetic techniques and be attentive to the pressures that Black British writers place on the standard conventions of literary genres in order to create new and innovative literary works.
Buddhism has had a profound influence not only on Asia, but also on western culture.
The module will follow two trajectories: the first half will comprise of a brief history of Buddhism in India, South East Asia, China, Japan, Tibet and the West.
In the second half we will focus on five themes: Buddhist visual art; Buddhist literature and film; gender in Buddhism; health and well-being; Buddhism in London (a visit to a Buddhist centre in London).
Contemporary video game production draws on a range of techniques from artificial intelligence (AI) to perform tasks such as controlling virtual agents and generating novel game content. Compared to mainstream AI, the emphasis is less on optimal problem solving and more on entertaining the player with limited computational resources.
This module gives students practical experience of programming game AI systems and an understanding of the relevant theory.
Assessment: programming assigments (60%), project (40%)
This module is also available as a 30 credit module
How can the altered relations between the world, the earth and the planet be made audible, visible and sensible? How do the volatile spaces and non-local times of anthropogenic violence change the methods and modes of contemporary cultural production? The Geopoetics module engages with historical and contemporary narrations that respond to the multiple scales and inhuman matters that confront the critical humanities. What kinds of fictions and what kind of fabulations can be productively reread as prefigurations of tomorrow’s climates today? How do artistic practices narrate the collisions between the strange weather of the present, the deep time of the earth and the abstract future of extinction?
The Geopoetics module explores a range of theoretical-fictions and fictional theories that narrate the entanglements between the surface world, the extractivist earth, the geological planet and the energetic Sun. Geopoetics introduces you to critical, creative and artistic practices produced by artists, novelists and theorists that complicate the borders between the humanities and the sciences, philosophy and horror and science fiction and critical theory. It focuses on the weird sciences, technometabolisms and geomythologies that articulate planetary matters of concern. Geopoetics thus aims to equip you with a theoretical and speculative vocabulary that is capable of analyzing, envisioning, and participating in ongoing critical and cultural debates on the forces and the futures of the planet.
This module explores the place and the role of international organisations in the international system. You'll cover historical, theoretical, legal and policy-related aspects of the evolving nature and roles of international organisations in world politics. A particular focus is the widening and deepening of international governance that has occurred since the end of the Cold War.
This process of global governance is framed as a response to the increased prevalence of transnational concerns and problems that cannot be resolved by individual sovereign states. The module explores how international organisations, in alliance with states and non-governmental actors, identify and respond to these problems.
Assessment: report (30%), exam (70%)
Greek tragedy has made a powerful, subtle, and often abiding impression on numerous traditions of drama, poetry, theatre, philosophy, art, music, aesthetics and criticism. From Rome to rap, writers, artists and composers have engaged closely with, and even talked back to, these tragedies. But why were these plays first created, and what did they mean within the culture and society that created them? To what extent is the meaning of the tragedies conveniently coherent, and to what extent does it replay the contradictions inherent in that culture and society? The module seeks to answer these questions by examining several representative Greek tragedies within the political context of classical Athens.
These plays will be investigated as both expressions of and responses to the peculiar political identity of the city state. Other, related themes will include the representation of women and outsiders, the problematic figure of the hero, and the self-consciousness about dramatic form that marks many Greek tragedies. The module will consider the selected dramas principally as texts, and reflections on the practical theatre of this culture will be limited.
All selections will be read in English translation. Although the plays will be treated mainly as texts, they will be understood as dramatically engaged in contemporary culture and society, in the sense that they dynamically debate the most pressing issues. The module will support the inquiry into these primary texts by way of extensive reference to some of the most resourceful modern criticism of Greek tragedy. Where possible, the module will acknowledge current productions of Greek tragedy on the London stage.
Assessment: 1x 3,000-4,000 word essay.
Contact hours: 2 hour seminar per week.
Explore the ways in which gender and sexuality are constituted through a broad range of media, and how they may be resisted, intervened in and created differently. The module considers media in an open sense, understanding it to include practices of mediation, technological processes and modes of production and consumption, as well as particular cultural forms including television, film, music, digital and social media, art and design. It attends to how gender and sexuality are not stable identities or classifications but are instead processes involving relations with media and technologies, and with ‘race’, ethnicity, class and dis/ability.
The module is taught in a combination of lectures, seminars, screenings and workshops. As well as exploring media through different theoretical, conceptual and methodological approaches, practice-research is embedded in the module, meaning that you will try out different practices of making and analysing media. As examples, these practices might include experimenting with creative writing, blogging, collaging, photography, video, drawing. This work will go towards a portfolio that you will build up over the term.
Develop an intuitive understanding of the expressive power of computation and reinforce important mathematical and programming concepts through engaging and creative work.
You will be introduced to a variety of generative techniques through analysing the work of other artists and studying code examples. Possible techniques you will use include phase modulation, uses of the sine function, additive synthesis, stochasticism, perlin noise, and extensive variation through parametrisation.
This module must be taken alongside 'Introduction to Programming part 1' in the autumn term.
Assessment: portfolio of exercises
Amongst the things you'll study are manipulating images for creative contexts, image processing, application of 2D and 3D geometry for animation and interaction, creating simple physics simulations.
You'll practice this knowledge through a series of practical and creative exercises that you'll undertake throughout the module. You'll carry these out using an appropriate programming environment with graphics capabilities.
This module needs to be taken alongside 'Introduction to Programming part 1' in the autumn term.
Assessment: course and lab exercises
Global issues of crime and crime control are of double importance in criminology. Firstly, they demand sophisticated new methods for their comprehension and secondly, they demand that we revisit the theories we have previously used.
Criminologists now recognise that many of our theories, developed during colonialism and empire, are not relevant outside of the global north, and may even be harmful. As a result, contemporary criminologists need to learn to think globally in comprehending and researching transnational and global forms of crime.
This module has a theoretical core that draws on post-colonial theory and critical theory of globalisation. Substantively, it examines a wide variety of forms of transnational and global crime including organised crime, drug trafficking and human trafficking, the so-called war on drugs and border control.
Assessment: factsheet (50%), essay (50%)
An innovative, exciting, and dynamic body of work continues to grow within the field of Queer History. Going beyond the Anglo-Euro-American context and academy, much research and publication is being undertaken in other parts of the world. This module will critically examine recent scholarship, sometimes beside earlier work in Queer History, to gain insights into the new directions, innovations, and emphases of Queer History in a global context. How, for example, does recent scholarship build on or depart from more foundational pieces, which students will also read, or have read in the Explorations and Debates in Queer History module? How are queer identities and communities differently inflected and experienced in non-Anglo-Euro-American contexts and regions? This module will ‘queer’ queer history even further through the use of global scholarship and contexts to break down familiar categories, binaries, and labels.
This module will address the nature of globalisation across cultures.
Globalisation is one of the most far-reaching and widely discussed phenomena of modern times. It affects all our lives and has an impact on all areas of study. The globalisation module will give you an overview of the main theories regarding globalisation, and you will consider how it influences cultures across the globe as well as their own countries, their academic subjects and the world at large.
By taking this module, you will be able to develop their English in a genuine academic setting, and you will practice the key skills of reading academic texts, researching and writing assignments, listening to lectures, discussing theory and giving academic presentations.
You will also develop vital study skills such as evaluating the strengths of competing arguments and discussing their project proposal in tutorials with the supervisor.
Assessment: 1,200 word project
This course focuses on the management, regulation, oversight, accountability – in short, the governance – of everyday life. Our everyday lives seem increasingly subject to governance. Whether we are shopping, working, dating, eating, driving, or doing a combination of these activities or many more, there seems to be an explosion of rules, guides, technologies, and forms of scrutiny to which at some point we are likely to be subjected. We can no longer just throw things away, we need to become expert in the management of our own detritus, reducing or reusing or recycling our waste. Driving a car demands that we pay attention to speed cameras, road safety and re-engineering devices, alongside our environmental impact, our use of fossil fuels and our need to be responsible for the future of the planet. If we shift our supermarket shopping online, that now means we will be entered into behavioural profiles in order that multi-billion dollar data broker firms can construct a profile to be sold to the highest bidder in order that we can be sent mostly irrelevant advertising. And this is before we get into the complexities of our eating habits, what we are expected to do to maintain our health or the numerous further ways that the environment is invoked as a basis for managing everything. Developing an understanding of these pervasive forms of governance requires a focus on the ordinary, everyday ways of acting and relating to each other through which our activities are held to account. But we also need to pay attention to the objects, technologies and politics structures that are required to give governance an effect. In particular, making sense of governance needs a move beyond law or structured regulation to understand how governance is mediated through social, political and material relations involving ordinary, everyday activities, objects and technologies.
In order to get to grips with this array of concerns, the course has four focal points. These comprise: a focus on the history of governing everyday lives, exploring how our contemporary situation has emerged and looking at what questions this has previously raised; a look at contemporary examples of everyday governance, how these are held together, occasionally full apart and have different kinds of effects for different communities; a focus on methods and how we can usefully go about studying and critically engaging with everyday governance; and finally a focus on the future of everyday governance, with widespread political changes taking place on both sides of the Atlantic, the course will conclude with an assessment of where we might go next. Through these four themes, the course will engage with a variety of everyday examples of governance that could include: health, the environment, driving, buying and selling and the economic, travel and transport, packaging and branding, dating, the weather, democracy, metrology, communication and other forms of infrastructure (depending on what is happening in the news and seems relevant in any particular week).
Assessment: 1x 3,500 word essay
One of the most intractable debates in human rights is the relationship between claims of universalism and the diversity of cultures and cultural values around the globe. At the same time, it is often around issues of gender and sexuality that the apparent conflict between culture and rights seems to be most aggressively asserted. Why is this the case?
In this module we explore this question by examining the points at which debates about gender, culture and rights intersect. We situate these debates within historical, social and political contexts. How do legacies of imperialism and anti-imperialism impact on this issue? What role do contemporary geopolitics play? We then go on to ask: How is culture deployed, when and by whom? What are the assumptions underlying rights discourses that facilitate this opposition? Are rights truly universal? Is gender? Is culture fixed? And how do constructions of gender and culture interact with other social, political and economic factors?
Term(s) taught: Autumn, Spring
Contact hours: 1 hour lecture and 1 hour cinema
Please note: This module cannot be taken alongside European cinema
This module provides an analytical overview of some of the major areas of Hollywood Cinema and its connection to the wider cultural landscape of the United States. Topics will include: the rise of cinema and modernity, narrative cinema, definitions of melodrama, Noir, Westerns and comedy, auteur and genre theory, theories of spectatorship and reception, semiotics, psychoanalysis, and femininity and masculinity as spectacle, amongst others.
Our chief aim will be to integrate these methods into a responsive practice that allows students to apply a variety of theoretical approaches to a range of cinematic texts.
Assessment: 1x 3,000-4,000 word essay, 1x 2 hour exam*
(Only available to students with a Tier 4 visa)
This half unit will be based on work experience. You will spend one day per week (day to be negotiated with the individual institution) over one term working with the chosen institution on a relevant project, which might involve archiving, conservation, building an exhibition, responding to public enquiries or developing a public engagement project. Partner institutions will be announced in due course. Recent partner institutions have included Lewisham Local History Archive, Wellcome Library, Royal Pharmaceutical Society, London Transport Museum, Museum of Childhood, London Metropolitan Archive, St Paul's Cathedral, Goldsmiths Library Special Collections. While taking this module you will have regular meetings with your Goldsmiths supervising tutor.
UG, 2, Term(s) Taught: Full year, Spring
The course presents a history of early modern Europe through consideration of the individual and collective beliefs and mentalities that constituted the way people understood their world - and the way they wanted to change it. This crucial period of history from the Reformation to the Enlightenment was a time of political, social, economic and religious upheaval, and the ideas that circulated were closely bound up with this upheaval.
Many of the ideas that we consider on the course are ordinarily considered to be outside the parameters of the doctrines of the established Church from 1450 to 1750; they include heretical ideas, beliefs based on concepts of magic and the occult, and radical apocalyptic and prophetic thinking.
There is currently a growing demand for communicating historical information and research beyond the traditional text-based formulas. In this module, along with an overview of the history of Asian medicine, students will learn how to utilise new media in order to communicate historical information. The module will focus on creating short historical clips using iMovies; Students will acquire hands-on experience of adapting historical narratives to short clips which could be posted on YouTube. Related topics to be addressed: internet-based image copyrights; researching digital manuscripts and historical images.
The module will also deal with blogging for historians and writing for Wikipedia. We will meet one historian-blogger and have one session with a Wikipedian.
Increasingly in the developed world, issues surrounding African health and well-being have become part of a growing public consciousness - in Britain alone, 2005 marked the successes of Bob Geldof’s LiveAid concerts and the Campaign to End Poverty, the inauguration of Tony Blair’s special Commission for Africa, and a host of cultural events which commemorated the declaration of 2005 as the Year of Africa. However, these hopeful initiatives sat uneasily with media images that same year, of the tremendous human fallout from armed conflict, drought, famine, and diseases such as HIV/AIDS and malaria which continue to ravage parts of the continent.
This course aims to go beyond simplistic formulations of an ‘African crisis’ or an ‘African renaissance’ to look at the historical roots of health, healing and illness in Africa. The chronological range of this course stretches from pre-colonial Africa through to the present day. We will be learning about the history of various infectious diseases on the continent (such as influenza, syphilis, sleeping sickness, bubonic plague, malaria, tuberculosis and HIV/AIDS).
However, the focus of the course is NOT to compile a simple medical history, but rather to examine how health was understood and managed, and how these reveal the history of a place and a people.
Students will gain an understanding of how to move an inspired idea forward in either practice or a project. Through this understanding they will develop insight in to how to develop a sustainable enterprise from creative thought, gaining insight in to the key elements that lead to success. Students will be introduced to a range of methods and frameworks that support creative thinking and problem solving, and review current research on how theories can be adapted to a develop a strong creative, entrepreneurial approach to business.
The lectures in this course will be supplemented by workshop sessions designed to develop the students’ familiarity with creative thinking concepts and the range of frameworks, theories and techniques used in the creative, cultural and social sectors.
In this module you will:
• Understand key concepts and principles in creative thinking techniques and theories that have influenced the evolution of sustainable enterprise;
• Distinguish between an interesting creative idea and a creative concept that can be developed in a project, sustainable practice or enterprise;
• Comprehend research and how theories can be adapted to a develop a strong creative, entrepreneurial approach to business;
• Be familiar with key terms and concepts in creative thinking.
1x 2000 word essay
1x presentation and report
Black writers have been published in Britain over the past three centuries – although there is no extant evidence of this in drama before the twentieth century. What are the lines of descent and tradition that connect writers and performers across time and place? What were the formative conditions of production and reception for early black writers and artists in Britain? What part do retrospective historical novels, poetry, visual arts, or drama play in retrieving and reviving past times, to re-circulate and celebrate marginalised voices? Does reviewing the past via a problematised continuum refashion history for its inheritors?
This module offers a thorough historical and socio-cultural grounding in the presence of black writers in Britain across literary and performance contexts from earliest extant evidence to the present. The changing sense of nation wrought by political and cultural contingencies across time will be examined in relation to the participation of black writers from migratory, settler and indigene standpoints who have represented the gamut of identities and experiences of black people in the UK. The broad sweep works chronologically to create a problematized continuum to understand and analyse the field of indigenous Black British culture and its shaping of national identity as it is perceived at home and from abroad.
Discussing key theoretical insights in depth from alternative schools of economic thought is the focus of this module. It traces the evolution of the ideas emanating from, or strongly related to key texts, through time.
The five main texts analysed are: Adam Smith’s Wealth of Nations, David Ricardo’s Principles of Political Economy and Taxation, Alfred Marshall’s Principles of Economics, Wicksell’s Interest and Prices and John Maynard Keynes’ The General Theory of Employment, Interest and Money. Each text is used as a starting point for a discussion on the evolution of the following economic concepts: specialization and gains from trade, distribution theory, theory of the firm, theory of money, and the theory of aggregate macroeconomic relationships.
Finally, the course discusses the link between past and contemporary economic thought, contextualising it within a broader perspective that includes points of view such as those of feminist economics and from geographically diverse traditions, and the use of these theoretical structures in analysing contemporary economic problems.
Assessment: 2,000 word essay (50%), 2,000 word essay (50%)
The proposed module 'History of Contemporary China-From 1840 to 1919' is designed to give students an overview of the history of contemporary China from the end of Qing dynasty to May 4th movement in 1919. Module contents will be delivered through seminars, tutorials and guided readings. Topics will be arranged in a chronological order with highlights on events that have significant influence on China and Chinese people's viewpoints today.
As arguably the most fast-developing country in the world, and one of the super powers on the global stage, China is not only one of the fastest growing economies, but a historical country with fascinating cultures. Modernism and traditions co-exist in contemporary China. It is aimed that the proposed module shall provide the students with a historical overview of contemporary China that enables them to think critically how modern China is shaped.
Students will also learn to analyse historical events of contemporary China in relation to international politics and external factors, as well as in the context of globalisation.
Students are expected to develop understanding and skills of conducting socio-historical research.
As arguably the most fast-developing country in the world, and one of the super powers on the global stage, China is not only one of the fastest growing economies, but a historical country with fascinating cultures. Modernism and traditions co-exist in contemporary China. This module will give you a historical overview of contemporary China, especially in relation to international politics and globalisation.
This module is designed for students of language and literature and provides an interactive introduction to the complexities and pleasures of reading in translation. It focuses on literature translated into English and requires no foreign language experience or expertise.
Much of what we read in a university context has been translated into English from another language. By navigating concepts of imitation, mimicry, hybridity and hermeneutics, this module will expose students to the power of translations both to illuminate and elide cultural differences. We will question why literature from some languages remains undertranslated, and what influence changing literary tastes, societal developments, political regimes, and the cultural and financial interests of the bookselling industry have on translation.
We will study a selection of poetry, prose and theatre in translation, by comparing various translations of the same original text together with their critical and popular reception.
This module explores changing regimes of sexuality and experiences of intimacy in various historical periods and geographical regions.
It puts specific emphasis on historicising sexual categories and identities and asks, when, how and why the binary conception of gender and the homo-hetero-distinction came to dominate modern understandings of sex in the West.
Assessment autumn: written coursework (formative), 3,000 word essay (100%)
Assessment spring: written coursework (formative), 3,000 word essay (100%)
Assessment full year: 2,500 word essay (formative), 10-15 minute presentation (formative), 6,000 word essay (100%)
In a time of critical concern about the effects of consumer capitalism and also ongoing interest in the civil rights of gays and lesbians, it is remarkable that we know so little about the relationship between the two.
The goal of this module is threefold. First, it identifies the significant relationship between consumer capitalism and homosexuality, sometimes described as the ‘pink economy’.
Second, we will consider the fullest range of discourses and debates on homosexuality and the public commercial sphere, including progressive, conservative, and homophobic perspectives.
Finally, we will explore the relationship between consumer capitalism and homosexuality going beyond 1970s and the onset of the gay liberation movement to consider more expansively about what can constitute the pink economy.
This module provides an analytical overview of some of the major areas of Hollywood Cinema, from the post-World War Two era to the present day, and its connection to the wider cultural landscape of the United States (US).
The module is designed to follow on from the module Hollywood Cinema 1915-45, exploring the development of Hollywood cinema and its preoccupations. Topics will include genre – the Western, musical, melodrama, Noir, horror, science fiction, and the war movie – how it evolves in relation to and is inflected by specific historical, social and cultural circumstances in the post-1945 US.
Filmic representations of themes such as the city, gender, race, migration, sexuality, war and terrorism will be examined and theorised, with reference to film criticism and theory, as well as cultural studies where applicable.
Alongside the thematic and the generic, students will be introduced to and work with psychoanalytical, Marxist, historical-materialist, and feminist approaches to film, amongst others, all the while revising concepts of film narrative, editing and style established in relation to the Hollywood cinema of 1915-45.
Through exploring trajectories of Hollywood cinema, post-1945, students will become familiar with certain periods of film history within this era, particularly the 1950s and 1960s, and what characterises them in terms of the historical, political, social, cultural and stylistic preoccupations of film, as well as with a more general evolution of Hollywood film from the post-war era to the present.
Ultimately, students will be able to analyse the ways in which film is informed by, shapes, affirms, and critiques particular versions of the US and American identity, from 1945 to the present day.
This is an introduction to some of the fundamental key theorists of story-structure and story-telling, as a foundation for creating your own material. You will be encouraged to watch live storytelling performance and recordings, as well as reading theoretical and creative texts. You will be guided through research and improvisation exercises to explore the act of telling. Finally, you will write your own story to tell, live.
You will also write reflective/critical comment that contextualises your choices in approaching the task. The emphasis is on the relationship between form and content, style and performance delivery. This course will help you develop your creative writing, communication skills, literary critical ability, performance confidence, and help you ‘find your own voice’.
UG, 2, Term(s) Taught:
This 15-credit module offers a historical perspective on the headlines and shows how historians can use their knowledge and skills to evaluate and critique the news. Each week we will examine a story or an issue currently making the news. Having been introduced to the historical background through lectures and readings, you will evaluate how newspapers, television, and online news outlets make the news, and discuss what a historical perspective might add. By completing this module you will have gained a solid understanding of how historical knowledge can inform current debates, and why mass media coverage of news stories sometimes glosses over such historical questions.
Because the module’s aim is to focus on the current headlines, it is not possible to offer a definitive list of subjects. However, likely topics include the question of ‘fake news’, mass migration, the rise of the far right and populist movements across the world, Brexit (and the Irish Border), Russia and the west, and Black Lives Matter. Through these topics you will be introduced to a number of crucial topics for understanding the relationship of media to history: media’s framing of events, its use of language, its employment of stereotypes, and its use of experts.
The module will be taught as ten one-hour lectures, which give the historical background to an issue in the news, accompanied by ten one-hour seminars where we discuss and analyse news coverage. Assessment will be through a 1200-word opinion piece offering a historical perspective on an issue in the news (formative) to be submitted after reading week, and a 3500-word essay on the connection between news and history.
While history of medicine is usually taught focusing primarily on either ‘western’ or ‘eastern’ traditions, this course will focus on transmissions of knowledge along the Silk Roads. More than just routes on which missionaries, travellers and merchants moved between east and west Asia, the Silk Roads has become a metaphor of east-west connections. This module will analyse the term “Silk Road”; look at how knowledge moved along the Silk Roads; analyse the fuzzy borders between “healing” and “magic”; discuss some narratives of medical history; look at what led to the archaeological expeditions of the Silk Roads; and deal with a few case studies of medical interactions between “east” and “west”: during the Mongol era, in the court of the Russian Tsar and current day uses of mindfulness.
The module will include a visit to the British Library to see some of the Dunhuang manuscripts and meet with some of the International Dunhuang Project staff.
This module examines anthropological contributions to public understanding and discourse. This module emphasises the unique methodologies that anthropologists use to engage with contemporary issues that affect us all, including exploitation and the distribution of wealth, gender inequality, social networking, and illegal immigration. These are age-old topics of anthropological analysis, but take on new meanings in rapidly evolving contexts, even as anthropologists themselves devise new methodological strategies for understanding them through the process of ethnographic fieldwork.
This module examines anthropological contributions to such public debates through four key ethnographies that represent a range of approaches and perspectives on the meaning of anthropology and its role in the world. In the process of understanding anthropological perspectives on important topics that affect our everyday lives and the world as a whole, we will develop a familiarity with the state of anthropology today and how we got here.
As a self-avowed critical discipline, anthropology’s present institutional identity and theoretical dispersal is rooted historically in a presumptive project of interrogating the idea of a natural, given, and commonsensical order of things. But from where does this stance of cultural critique spring? Moored in institutions that largely derive their epistemic and political authority from secular powers, what consequences might this have for anthropological studies of ideology and religion? This module aims to teach a more reflexive approach to the anthropology of ethics, morality, and the law as a way of understanding the subtleties of governance in the world today and the disputing it engenders.
Given the faltering hegemony of the secular nation-state in attempts to govern the very possibilities left open to human life, critical anthropological analyses of the state may appear having never been more salient than they are today, but by taking this position anthropologists must not bypass and ignore secularism and the proliferation of ideologies tied to modernist state formation as objects of future research.
As a module examining the specific transformations of everyday life through an ‘-ism’, our collected purpose will be to develop the conceptual and methodological means to study the ethics, moralities, and laws that govern secular subjectivities. Assessment: 1x 3000 word report
Contact hours: 1x 1 hour lecture per week, 1x 1 hour seminar per week, 4 hours independent study per week
This course is organised around a number of anthropological themes focused on Brazilian Amazonia, but with substantial reference to work in other disciplines.
Assessment: 1 x 3,000 word report
A conceptual overview of cognitive psychology as well as an introduction to topics that are central to the study of human information processing, are provided throughout this module. The methods used by cognitive psychologists are illustrated with examples from the various topic areas. The history of the development of cognitive psychology from other schools of psychology (e.g., behaviourism) is emphasised.
Topics include: visual perception; models of attention and short-term memory; encoding and retrieval of information from long-term memory; learning theory; decision making.
Contact hours: 2-hour lecture per week, 1-hour seminar per week.
This module considers how ideas of Africa (its people, environment, history) were expressed through the writings of both prominent and lesser-known figures in Africa and the Diaspora.
Through the examination of texts – ranging from slave narratives to autobiographies, speeches, essays, plays and novels – we explore how those ideas took shape within their particular historical and regional contexts.
Assessments: 3,000 word essay
This module develops study, academic and communications skills, such as written and verbal communication, academic writing, self-reflection, the use of academic resources and presentation skills, which are required for undergraduate level study in social sciences.
Creativity in performance is the main focus of this module. By engaging with some of the key ideas on improvisation, from the highly technical to the purely spiritual, you are introduced to the concepts of spontaneous creativity. Lectures and workshops present improvisation in many forms – from completely free improvisation to creativity housed within more restricted musical parameters. You can choose to focus on one style of improvisation on which to be assessed.
Pre-requisites: Previous experience of music improvisation.
Assessment: 15 minute performance
The objective of this module is to introduce students to key theories and practices in international business and ‘why’, ‘how’ and ‘where’ they occur.
These theories and case studies, to which they may be applied, will raise and explore key issues in international business. Key issues will be drawn from a broad range of Management sub disciplines and other academic disciplines, such as International Relations, Economics, Geography, Psychology and Sociology.
Assessment: 1x essay, 1x exam.
Contact hours: 2 hour lecture per week, 2x1 hour seminar.
Gain an understanding of the theoretical and methodological issues that can be applied to the design and evaluation of interactive computer-based systems.
Why is film so affective? What do we understand about how film works? These questions are absolutely fundamental if we are to consider anthropology’s relationship to the moving image. This module will critically consider the general assumption that visual anthropology equals documentaries with ethnographic (ie. exotic) content. It will instead, explore a series of creative approaches to the moving visual image as evidence and witness from an anthropological perspective.
The proliferation of so-called ‘indigenous media’, particularly on the web, arguably redefines the role of the visual anthropologist, and we will the problems and productive possibilities of intercultural looking.
These questions are central to a renewed interest in various kinds of ethnographic film as a result of the recent convergence of contemporary art and documentary. The module will argue for an experimental approach to intercultural filmmaking and suggest what the future of anthropological film might look like.
Assessment: 1x 2,000 word report
It is not uncommon for the modern art museum to use words like interpretation, education and communication as a way of differentiating between the remit of individual departments and the type of responsibility each member of staff might have. But there are important fundamental differences inherent within each term that are rarely examined or explained.
This course will focus on the way in which art museums define their relationship to content, meaning and context, how they communicate their ‘message’, the methods they use to address the diversity of their visiting publics and the kind of institutional struggles that sometimes take place.
The course will look at the relationship between museums, government and their agencies and other cultural organisations. There will be an emphasis on examining education and learning, the importance of access, diversity and the role of marketing and income generation. It will introduce theories, which relate to the writing of interpretative text, and consider how the experience of looking at art might be different if text were not available. There will also be a discussion regarding the role of the aesthetic in art education and the range of expectations visitors have from a museum visit.
This module will give you access to executives from industry, who'll discuss and debate the merits of different approaches to the management of innovation. Recent speakers have included fashion designer Paul Smith, 'city super woman' Nicola Horlick, and editor of Monocle Tyler Brûlé.
You'll also earn about a variety of innovation approaches and challenges, translate conceptual and theoretical implications of innovation to practical applications, understand current and future potential issues reshaping commercial and non-profit practices and ritically evaluate debates on the value and potential of intersections between disciplines and emerging innovation practices, particularly as these relate to transformation and change.
Assessment: 2x 1500 word case study essays
Intermediate Mandarin is taught in two parts: Intermediate Mandarin A and Intermediate Mandarin B. Intermediate Mandarin A is taught in Autumn and Intermediate Mandarin B is taught in Spring.
In order to join Intermediate Mandarin A you must have studied our module Lower Intermediate Mandarin B or have a good command of around 850 Chinese characters and 1200 words and expressions. In order to join Intermediate Mandarin B you must have completed Intermediate Mandarin A or have a command of around 850 Chinese characters and 1400 words and expressions.
Inhabitations considers artistic creativity’s historical connection to private or personal space and place. This is accomplished by concentrating on two main strands:
The first five weeks look to ideologies of home, in terms of its modernist and poetical dimensions, with reference to design but with emphasis placed on modern and contemporary fine art practices that engage with these dimensions; socio‐political issues such as the division of labour are also addressed through masculinised and feminised models of domesticity.
Modernist dreams of home, reconfigurations of everyday life within the historical and neo‐avant‐gardes, illusions of interiority and exteriority, theoretical reassessments of hospitality, and various localised experiences serve to form a notion of what it means to dwell and how such a spatial notion has been developed within visual culture.
The second half of the module turns to the inevitability of ‘domestic disturbances’ and to writings and visual works that critique, reveal, and extend the overlooked and mundane aspects of everyday life; psychologies and global politics of home accompany concepts of the culinary, the unkempt, homelessness, and transience.
Students will gain a more in depth perspective of microeconomic theory and its technical apparatus through this module.
The first six weeks give an overview of the technical and theoretical analysis that forms the core of the neoclassical theory of consumption, production and market interaction. It introduces the following topics: choice under uncertainty, inter-temporal choice, incomplete and asymmetric information, principal-agent problem, basic game theory, dynamic and static oligopoly, price differentiation, markup pricing and market concentration.
In contrast, the rest of the module focuses on aspects of microeconomic behavior that do not conform to rational choice theory as developed in traditional neoclassical economics. Each week will explore a different alternative approach, icluding: Simon’s Bounded Rationality, Sen’s Capability Approach, Behavioural Economics.
Gaining a good understanding of the key areas of macroeconomics, through the analytical tools of different schools of thought is the main aim of this module.
This module covers the evolution of macroeconomic analysis through a succession of key models, including Keynesian, Monetarist, New Classical, Real Business Cycle, New Keynesian, and Post Keynesian approaches. It studies the analytical details, the underlying economic assumptions, and the historical context in which they emerged. It also provides an introduction to structural theories of business cycles. You study economic growth and economic development, explaining the differences between the two and using historical examples. Classical, Keynesian, and neoclassical theories, as well as structural dynamics are discussed.
The final two weeks are devoted to the political economy of economic policy, from the viewpoint of different schools of thought: controversies on the effectiveness of fiscal and monetary policy, individual rationality applied to policy decisions, economic and political disagreements, models of voting on macro-policy, and recent developments.
This module compares and contrasts the behaviour of individuals and other institutions at economically significant levels of aggregation. It thus provides a more detailed understanding of the various levels of analysis that students have encountered throughout the programme and provides an applied discussion of the issues surrounding methodological individualism, including the construction of the individual from different geographical and disciplinary traditions.
The first eight weeks cover four levels of aggregation: i) the individual; ii) firms and organisations; iii) the state; and iv) the supranational and international level.
The last two weeks are devoted to how individuals and institutions cope with uncertainty. The view of uncertainty as risk is integrated and contrasted with theories of strong and fundamental uncertainty, as well as perspectives from other social sciences.
A critical and historical study of political thinking and political argument in the United Kingdom since the early twentieth century, examining liberalism, socialism, conservatism, anarchism, feminism, the rise of the modern state, the nature of politics, and the character of the political community.
Assessment: 3,000-3,500 word essay
Students will be introduced to the study of international trade. Topics covered include the basics and critique of classical and neoclassical trade theory, economies of scale, international factor mobility, and the effect of trade on wages and income distribution.
Further, we will discuss the tools used by governments to conduct trade policy (e.g. tariffs and quotas) and their impact on trade volumes and welfare. Finally, we will turn our attention to the experience of developing countries in the global economy in order to examine key debates on trade and development, trade liberalisation, trade policies and development strategies.
Assessment: 1 x 1.5 hour exam.
Contact hours: 1x hour lecture per week, 1x hour seminar per week.
The purpose of the module is to provide students with a set of tools to understand and systematically analyse the monetary side of the international economy.
Key topics covered include the balance of payments, the determination of exchange rates, interest rates and prices in open economies, different exchange rate regimes (fixed vs. floating), interdependence of economies, and the international financial markets.
Pre-requisites: Basic knowledge of macro and micro economics.
The aim of this module is to acquaint you with the main bodies of theory within social anthropology and the classical sub-fields within the discipline (political anthropology, economic anthropology, anthropology of religion and kinship) and key debates within the discipline. The module begins by locating the discipline in a historical perspective before proceeding to an exploration of key theories and central themes within the discipline. Although the lectures will draw heavily on what might be considered classical texts in anthropology, which will often mean that the literature dates from the early or mid-20th century and sometimes from the 19th century or earlier, the emphasis will be on the exploring ways in which these keys areas of work within the discipline might inform our understanding of contemporary issues and problems.
As the module progresses you will hopefully gain a growing sense of what social anthropology is and feel more confident to enter discussion concerning the kinds of questions it asks. Reflecting this gradual build-up of confidence and understanding, the essay assignment for the first term has been broken down into two distinct yet related stages.
Assessment spring: 2,000 word report
Develop your own creative computing practices. You will combine the specialist technical skills acquired in other Computing modules with industry standard software and to relate your learning in Critical Studies to your own practice.
Assessment: 1 x coursework
Contact hours: 2 hour lecture and 2 hour lab per week
PG, 1, Term(s) Taught: Full year
Combine your technical skills with our industry standard software to develop your own computer game. You’ll be using engines, tools and middleware.
In this module you will learn to:
• Explain the types of software used in games development (e.g. engines, middleware, editing tools)
• Explain and critique the development practices used in the games industry
• Present and critique prior examples of games and other cultural applications
• develop a complete computer game to a specific spec
• Work independently and in groups to produce a basic piece of work
• Propose, plan and execute a small project
Assessment: 1x Group project
Contact hours: 3 x hours lecture/lab a week
Discover the fundamentals of programming and object orientation, improve your problem solving skills and learn to build and develop small computer programs.
Additional Information: Recommended to combine with; Yr1 Creative Projects AV Computing
Contact hours: 2 hours lecture and 2 hour lab per week
Writing in Britain between 1830 and 1870 is the focus of this module. Perhaps no period of literary history has been so subject to stereotyping as the Victorian, yet, as its chronological span alone suggests, Victorian literature is marked above all by its diversity. The literature of the Victorian period contains both the legacy of romanticism and the origins of modernism; its aesthetic and moral ideals are powerful, varied, and unstable. Most crucially, it is the site of debate: about morals, politics, religion, science, sexuality, gender, nationhood, empire, and, at its very basis, about the nature and function of literature itself. The texts featured on this module will represent the early Victorian period as well as a range of its genres, including poetry, novels and essays.
Introduction to Poetry subdivides into two five-week sections, on ‘practice’ and ‘close readings’. The first concentrates on pivotal and innovative figures and movements in poetry from the early modern period to the present day, and the second explores fundamental issues in poetry through the lens of individual poems. Both sections are presented with the support of the department’s creative practitioners.
Assessment: 1,500-2,000 word essay (formative), exam (100%)
The purpose of the course is two-fold: to provide a theoretical background to Teaching English as a Foreign Language to Adults (TEFLA); and a systematic and practical introduction to the skills and techniques of language teaching, with particular reference to English. The course will be highly reflective in an attempt to help students construct a personal understanding of language teaching and, with this goal in mind, the course will be as much as possible hands-on and will take the form of mini lectures, workshops and micro teaching.
Sessions will include an overview of how language operates and of learning and teaching theory and emphasis will be given as to how these ideas may be related to the classroom, with particular reference to communicative and post-communicative approaches to teaching.
Thus there will be sessions on the methodology for teaching English as a Foreign Language to Adults, including techniques for teaching the language areas of phonology, lexis and structure, as well as sessions on teaching the four major skills of listening, speaking, reading and writing.
This module provides an introduction to qualitative research methods and how they are used to look at culture and society.
We will introduce you to some of the basic principles of qualitative methods and outline the differences between qualitative and quantitative research. We will consider how qualitative researchers approach their work, how to read statistics, reading and critiquing research, and research ethics. Linked to these strategies and methods we investigate sampling, gaining access to the research field, and ethical dilemmas. We will seek to nurture a critical and reflexive approach to research; one where knowledge, wisdom and understanding are both subject and object of enquiry, probing the interpretive gaps and forms of power inevitably bound up in their pursuit.
In the spring term, you will plan and carry out your own piece of qualitative social or cultural research. We will introduce you to the practices of qualitative research and how qualitative methods are used to look at culture and society. Some of the areas we will cover include research design, participant observation, qualitative interviewing, assessing qualitative research, reflexivity in social research, data analysis, discourse analysis, and researching online. Linked to these we investigate sampling, gaining access to the research field, and ethical questions. We will seek to nurture a critical and reflexive approach to research: one where knowledge, wisdom and understanding are both subject and object of enquiry, probing the interpretive gaps and forms of power inevitably bound up in their pursuit.
Assessment: 1x 2,500 word essay (autumn students), 1x 2,500 word essay (spring students), 1x 2,500 word essay & 1x 2,500 word research proposal (full year students)
This course is offered as an option in the Media, Culture and Society pathway in the Spring term. It introduces students to Cultural Studies as a discipline, with particular reference to Western cultural production. The main content is delivered in first year Media and Communications lectures, which students audit. As students will have to attend and understand lectures on their undergraduate degree programmes, this course enables students to audit a real undergraduate lecture course and supports this with structured pre-reading and feedback classes. This is so that students can learn to get the most out of their lectures, and so the content is properly contextualised and students prepared. The lecture content is relevant to social sciences in general and provides students with a broad awareness of developments in contemporary Western culture. As an integrated skills course, it allows students to make practical use of the skills developed in the Academic Speaking and Listening and Reading and Writing courses.
Assessment: 1,000-1,500 word essay
Introductory Economics has three distinct sections. The first part, made up of six weeks of lectures, deals with different schools of economic thought. The focus of this section is to present important schools of thought, their core ideas, and discuss why their viewpoints are so different. It covers Classical, Institutional, Marxist, Historical, and Neoclassical schools of thought.
The next six weeks focus on microeconomic theory, in particular deductive reasoning used in mainstream rational choice and perfect competition theory. This section covers preference theory, demand and supply, income and substitution effects, cost and revenue curves, perfect competition and partial equilibrium theory. This progression will end with a description of general equilibrium and the two welfare theorems.
The last six weeks looks at macroeconomics. In this section the focus is on specific concepts: national accounting, inflation, unemployment and business cycles. These concepts are analysed through the use of contemporary schools of economic thought (New Classical, New Keynesian, Post Keynesian, and Monetarist) and their analytical frameworks, prompting open discussions and debate.
Assessment: 3x 2000 word essay, 1x 2hour exam.
Contact hours: 2 hour lecture per week. 2x1 hour seminar.
This course combines a critical introduction to key topics in theoretical linguistics with hands-on practical experience of developing applications to process texts and access linguistic resources such as Corpora.
Assessment: 1x coursework, 1x 2 hour 15 min exam
The main theories, concepts, and topics in the field of political economy are the focus of this module. The principal aim of the module is to explore how, in the “real world”, politics and economics are inextricably linked.
Though it is usually studied in abstraction, economics has an inescapably political dimension, while political questions are, in practice, usually understood in terms of their economic effects.
Assessment: 1 x 2,000-2,500 word essay, 1 x 2 hour exam.
Students will gain an introduction to the main theories, concepts, and topics concerning economic policy.
The principal aim of the module is to examine the ways in which public, economic, and international policies (which are in practice interchangeable) are bound up with political economic understandings of the economy and economic agency. Put differently, the aim of the module is to explore the deep and ineradicable links between political practice and economic ideas.
The fundamental concepts, debates and theories in political philosophy is the main concern of this module. The course will aim to introduce students to:
This ten-week module uses a professional model for rehearsing from a text to provide you with a strong foundation for all your creative practice. The detailed methodology introduced on the module allows you to decode a play to discover all its clues and meanings but also to explore how writing can be composed.
Taking the selected text and working on it from every necessary angle for creative production, you will investigate the methodologies of the director and dramaturge in the creative process.
You will also be encouraged to question the contemporary valence of a classical text by digging deep into its structure and meanings so that you can imagine your own interpretation for a contemporary audience. At the end of the module you will be expected to have a good grasp of how to work on existing text, how you might adapt or devise from an existing text, and how to initiate writing towards the development of a performance text.
You will be introduced in depth to the analytic method derived from Stanislavskian roots, to form a solid basis for the rest of your studies and for any later experimental approach to text taught.
Assessment: 1x annotated play text, 1x group presentation.
Contact hours: 2 hour tutor led session each week plus 1 hour student led session
You will be given an introductory understanding of the history of arts. It will take a synoptic and synthetic view of arts and their histories amidst broader cultural histories. The form of the course will take students through two key periods in art and cultural history- the Modern and Contemporary- up to the present day.
It will look at the key themes of the developments of aesthetic concerns across a range of cultural forms these periods. It will address the way these periods have been theorised by arts practitioners, theorists and philosophers and understood in wider social terms. Indicative lecture titles will include; What is Art and Culture?; Ways to Look and Hear; Movement; Formalism; Expression; Selves: High/Low; Originality; Art and Life; Culture and Media.
Assessment: 1 x 2,000 word essay
Contact hours: 1x 1 hour lecture per week, 1x 1 seminar per week, plus 2 additional tutorials per term and 10 hours independent study per week
One of the most productive and significant periods in American Literature will be covered in both breadth and depth by this module.Major authors of this period will be situated in the context of some of the key themes in political, social, intellectual and cultural history.
The module will cover some of the key intellectual and literary movements of the period, including slave narratives and African American fiction, the radical philosophy of Transcendentalism and related forms of protest literature, sentimental fiction, early American feminist writing, colonial travel narrative, epic, avant-garde and gothic poetry, Civil War writing, and representations of the West and westward expansion.
Throughout, the module will continually demonstrate the self-fashioning nature of American cultural identity and the struggle of different American writers to mould the emerging nation in their image. It will address questions of national identity, race, gender, political institutions, religion, and American literary form.
Assessment spring: 1,500-2,000 word draft essay (formative), 3,000-4,000 word essay (100%)
Assessment full year: 2,000 word essay (formative), 3,000-4,000 word essay (50%), exam (50%)
The module aims to introduce students to a range of contemporary debates, which relate broadly to the theorization of identity and identification. The first half of the module will examine a variety of theories concerned with the examination of social class, gender, race, ethnicity and sexuality, and the way in which wider structural concerns intersect to both enable and constrain identification. Lectures 6-8 build on the ideas presented in the first half of the module in order to examine the relationship of identity to social memory, before the final two lectures consider the importance of emotion to process of identification.
Assessment: seen exam (100%), timed practice exam (formative)
Critical and cultural approaches to the major policy problems of today are considered along side key questions of contemporary political economy throughout this module.
The module focuses on the failure of elites to respond to recent crises, such as the financial crisis and environmental crises, and offers some ways of analysing where power lies, the role of experts in contemporary economic policy, and how the notion of ‘neoliberalism’ helps us to understand the current state of political economy.
Assessment: 1 x essay outline, 1 x 2,500 word essay, 1 x group project, 1 x policy report presentation.
Contact hours: 1 x hour lecture per week, 1 x hour seminar per week.
Learn the basics of programming and develop games and graphics using a programming environment called p5. You don’t need previous programming experience.
Topics include: drawing on screens, interaction with mice and keyboards, simple statements, variables and conditionals, for and while loops; loops within loops, arrays; functions, objects.
This module introduces students to the sub-discipline of international or global political economy (IPE). Its focus will be on the connections and interactions between domestic economic processes and policies and international economic developments.
You will be introduced to the major theoretical traditions in IPE and the overarching debates concerning international collaboration, coordination and competition, before exploring the various issues and problems faced by international actors, such as those concerning trade, finance and the environment. The module will draw attention to the potential (and contested) links between international developments/issues and domestic political and economic issues throughout, with the intention of encouraging you to develop a perspective on both the constraints the “international” poses upon domestic actors and the duties domestic actors have to the former.
Assessment: essay (50%), exam (50%)
You will develop an introductory understanding of Art Therapy, Dramatherapy and Play Therapy and their application in the mental health field.
Students will be encouraged to learn and reflect on the group experience and the experiential and therapeutic aspects of play and dynamic communication in group settings (e.g. group therapy, experiential groups, organisational work groups).
You will be offered a general overview to the history of the Middle East from the decline of Ottoman rule in the area in the late 19th century until the present.
The course focuses on political, social, and cultural trends that shaped the history of the region vis-à-vis the intervention of foreign colonial powers, the rise of nationalistic and Islamic movements and the place of the region as a geo-economic strategic place in the 20th century.
The module is divided in two parts. During the first ten weeks, we will look at the history of the Middle East from an overarching perspective, discussing key elements and concepts that will helps us convey a holistic picture of the region.
The second part will be dedicated to the study of specific case-studies that will inform a more nuanced understanding of the different areas. The goal of the course is to go beyond stereotypes that overburden our understanding of the region and its peoples.
Assessment autumn: written coursework (formative), 3,000 word essay (100%)
Assessment spring: written coursework (formative), 3,000 word essay (100%)
Assessment full year: draft essay (formative), 250 word film review (formative), 10-15 minute presentation (formative), 1,500 word film review (40%), 3,000 word essay (60%)
Business Statistics aims to provide students with quantitative literacy skills to enable them to search out numerical information, understand it, critique it, reflect upon it, and apply it in making decisions. This module introduces students to the principles and concepts of statistics when applied to business computing activities and challenges. It will equip students with quantitative skills necessary for them to interpret, analyse and communicate information derived from numerical data. The module will equip students with an understanding of how to present business numerical information in a variety of formats, and give them an understanding of the tools necessary to present such information. The module theme is to look at numerical data in a variety of forms, to determine the ‘story’ that this data is telling and to tell that ‘story’ to others. Subjects covered by the module will include some or all of the following:
Data classification, tabulation and presentation
Measures of central tendency, disperson, skew
Probability, sampling, and distributions
Correlation and regression
Time series and forecasting
The subject knowledge in this module will be presented in a context relevant for business and/or computer science.
Assessment: portfolio of small assignments (50%), 1,500 word essay (50%)
This module introduces students to the study of the political dynamics affecting the Middle East. It will provide a historical overview of the roots of these dynamics as well as the major conflicts in the region throughout the twentieth century to the present day, exploring the legacy of imperialism, the rise of Arab nationalism post-Second World War, the emergence of the state of Israel and the implications of the ongoing Israel-Palestine conflict, the Iranian Revolution, the Sunni-Shia conflict, the Arab Spring and the rise of radical Islam. It will also examine the broader implications of these dynamics for the international system.
The module is divided in three parts. The first part, Theoretical and Methodological Overview, offers an introduction to the main theories and debates about the Middle East. We will look at key approaches to the Middle East in International Relations and the Areas Studies, examining major differences and limits of these theories, as well as the effects of the so-called Orientalist debate, and its association with colonialism and state formation in the region.
The second part, Identity and Politics in the Middle East, inquires into the role of identities and ideologies in the politics of the Middle East. We will examine the ideological battle between nationalism, Arabism, tribalism, and political Islam in the twentieth century, discussing how different actors have negotiated between national, sub-national and super-national ties. In the last part of the module, Hegemony and Political Change in the Modern Middle East, will explore the geopolitics of the region. We will examine the interaction between the different states in the region (the Gulf monarchies, the Israeli-Palestinian setting, the Arab Republics), international actors and the overall social context of Arab countries.
This module combines a variety of approaches from history, sociology, and political economy in the study of the global political economy. Its focus will be on the connection between international economic integration and domestic socio-economic transformation in the making of the contemporary world order.
Further, we will examine how theories have shaped policies in the context of increasing integration of the global economy. In the first segment of the module, we will examine some of the major scholarly contributions to political and economic theory and thought. We will further develop an interdisciplinary theoretical framework incorporating political economy and world history that will greatly aid us in the subsequent analysis of the global political economy.
The second segment of the module will trace the historical development, structure, and function of the global political economy. The theoretical framework will include a brief introduction to the national income accounting and the balance of payments, the determination of exchange rates, and different exchange rate regimes. Further, we will employ this theory to better understand the historical evolution of the International Monetary System and the role of the International Financial Institutions in the global political economy.
The last segment of the module examines the origins and nature of global trade integration with a particular emphasis on the experience of developing countries in the global economy. Key topics include the debate on trade and development, trade liberalisation, trade policies and development strategies, political economy of Foreign Direct Investment and the impact of Transnational Corporations.
Ireland’s engagement with the First World War was profoundly connected with the politics of the day and the development of the Irish Revolution. Memory of the conflict remains live in today’s politics, with the war playing a central role in unionist identity formation and expression, and nationalist attitudes continuing to change. Meanwhile, the history of Ireland’s First World War is intimately connected to the wider context of the United Kingdom’s war and the way that is remembered through the influence of popular culture. This module is focused on the day-to-day experiences of Irish soldiers in the British army. It also considers connections between the war and wider Irish politics, including the Easter Rising. Battalion war diaries are the core sources, recording the detailed movements of battalions once they had finished training. They provide both much detail and often, vivid description with the main focus being on eleven Irish battalions (1st, 2nd, 6th, 7th, 8th & 9th Royal Dublin Fusiliers, 1st, 2nd and 9th Royal Irish Rifles, 6th Connaught Rangers, and 7th Leinsters) which are central to the module convenor’s books Belfast Boys and Dublin’s Great Wars. A wide range of other sources is used including historical artefacts, poetry, and individual letters/diaries. An optional visit to the National Archive at Kew is arranged to support research, while there is strong academic support and encouragement for research in other archives. An optional residential visit to key Western Front sites takes place at the end of the term following the module. Students make a contribution to the cost of that visit, with the rate published alongside the publication of options each year.
Jock Young’s call to the criminological imagination and his critique of a criminology based on a realist, positivist and often quantitative conception of evidence leads the direction of this modul. It is a direction that brings to the fore an understanding of what is referred to as ‘cultural criminology’, one which seeks to make sense of the lived cultures and phenomenological experiences of crime.
• Demonstrate an understanding of, but also critically interrogate and asses, what Jock Young means by the ‘criminological imagination’;
• Describe how culture (as a set of representational forms, devices and practices) shapes and constructs the meaning of crime;
• And identify and explain how such cultural construction differs across different media forms and social and historical contexts.
We examine how the world has changed since classical sociological theory was produced and the need for a framework for understanding the changes. Topics include:
Term(s) Taught: Full Year, Spring(If you take this module for one term only then you will be awarded 15 credits)
This course focuses on an introductory exploration of the key concepts of creativity and it’s function in education, in society and in the arts. The course will combine theory with practice where the focus is on students’ experience of creative practice in a range of contexts. These include the art studio, computer lab, and performing arts spaces. Students will explore and combine a range of traditional and new technologies.
Two introductory sessions will encourage students identify and reflect on the nature of creativity and creative learning through analysis of their own prior experience, engagement in the course activities, lecture and workshop discussion and focused reading. Students will be involved in researching the notion of creativity and will receive a lecture that introduces key theoretical concepts that explore aspects of creativity.
Students will be introduced to definitions, issues, cultural contexts and current research perspectives into creativity and learning through a selection of readings. This is followed by four elements, which progressively allow students to explore creative practice; through visual and performance based methodologies. Students will be encouraged to make links between the creative processes in the different fields and expand their own conceptual and procedural understanding of creative learning and practice.
Assessment: 1x coursework (practical assessment), 1x essay, 1x critical and conceptual journal**If here for one term only: alternative assessment of 2500 word essay
You will be introduced to the major theoretical debates in the study of journalism. We will cover: the current crisis in journalism, questions of political power and the public sphere; ownership forms and how they are changing; the role of audience: as well as regulation and representation.
We will also look at journalism as a narrative form. All these debates will be situated firmly in a current and practical context and you will be encouraged to make connections between formal lecturers, seminar presentations and practical discussions of the day’s events and how they are reported.
This module is also available as a 30 credit option.
Focus on philosophical texts either developing a theory of judgment and/or creation or critically discussing the centrality of the relationship that has been ascribed to them throughout this module.
Central to the course will be the question of how a concept of ‘judgement’ can continue to be a major pivot of philosophical thought in the wake of the numerous instabilities that have been introduced by post-structuralism and other lines of critical thinking.
In addition, it will discuss texts by artists, critics and also activists calling for new modes of relating to creation, sometimes beyond the centrality of judgement. It will finally highlight, through readings of both historical and contemporary texts, the question of criticism and critique as a crucial practice that has long been linked precisely with modes of judging.
1 x 8,000 word essay, 1 x 4,000 word essay
Focus on important debates concerning media power and mediated identity and examines the different traditions and disciplines that have contributed to media analysis in this area.
You’ll explore the roles played by ideology, politics and audiences in the making of meaning and requires students to use a critical perspective in the analysis of specific media texts and media events.
Assessment: 1x 2,000 word essay.
Contact hours: 1 hour lecture per week, 1x 1 hour seminar
Examine the relationship between knowledge and power within the sociology of education and society and culture more generally. The module seeks to explore, analyse and locate educational institutions and educational practices within a wider socio-political context.
The module is explicitly concerned with the constitution and institutionalisation of knowledge in a socio-political context; and its transmission, acquisition and evaluation in a wide variety of educational settings. It examines the ways in which knowledge is constructed and its relationship to power in contemporary society and culture generally and in educational institutions and practices specifically.
Assessment full year: 2,500 word essay (50%), 2,500 word essay (50%)
Focus on the day-to-day experiences of soldiers in the British army, using battalion war diaries as the core sources. These diaries record the detailed movements of battalions once they had finished training. They provide both much detail and often, vivid descriptions, with the main focus being on four Irish battalions (2nd and 9th Royal Irish Rifles, 6th Connaughts and 7th Leinsters.
These diaries will be used as one way of judging the accuracy of popular memory of 1914-18, which is so deeply rooted in popular culture. In so doing, the module will also use poetry, film and individual diaries. A visit to the National Archive at Kew will be arranged to support primary research.
The fourteenth century was a turning-point in writing in the English language. There is an attractive familiarity amidst the pastness of its texts, and they respond productively to modern critical approaches.
The principal texts in this survey will embrace several genres: social satire (in the prologue-poems of Chaucer and Langland and Henryson’s beast fables); the comic tale (e.g. Chaucer’s Miller’s and Shipman’s Tales); the exemplary tale (e.g. Clerk's Tale); varieties of romance such as the Franklin's Tale, the alliterative Sir Gawain and the Green Knight, Malory’s Morte Darthur and some verse romances (with a retrospective look at the 'lais' of Marie de France); narratives of martyrdom and interrogation; and autobiography- the first one in English, dictated by Margery Kempe. We shall study a range of works from ‘popular’ culture (e.g. medieval drama). A broad focus of the survey is the relation of individual to society in these writings.
The module encourages investigation of how the writers’ constructions of society are ideologically driven; how elitism, misogyny and patriarchy attempt to remain dominant in both low comedy and knightly romance; yet how the loosening deference to authority in the period generates dissent and an increased interest in individual consciousness.
Contact hours: 1 hour seminar and 1 hour lecture per week.
PG, 1, Term(s) Taught: Full year, Spring
Writing in Britain between 1830 and 1900 is the focus of this module. Perhaps no period of literary history has been so subject to stereotyping as the Victorian, yet, as its chronological span alone suggests, Victorian literature is marked above all by its diversity. The literature of the Victorian period contains both the legacy of romanticism and the origins of modernism; its aesthetic and moral ideals are powerful, varied, and unstable. Most crucially, it is the site of debate: about morals, politics, religion, science, sexuality, gender, nationhood, empire, and, at its very basis, about the nature and function of literature itself. The texts featured on this module will represent the full chronological sweep of the Victorian period as well as a range of its genres, including poetry, novels, short stories, and essays.
Major texts might typically include B Richards', English Verse 1830–1890, Dickens' Bleak House, C Brontë's Villette, Eliot's Middlemarch, Hardy's The Return of the Native, and Collins' The Moonstone.
Assessment spring: 4 x 500 word journal entries (10%), 500 word annotated bibliography (10%), 2,000-2,250 word essay (80%)
Assessment full year: 4 x 500 word journal entries (10%), 500 word annotated bibliography (10%), 2,250 word essay (40%), 2,250 word essay (40%)
Nineteenth century London easily outstripped all other contenders as the largest and most vibrant metropolis in the world. Inevitably, the city, with its extraordinary contradictions, was intimately involved with some of the century’s most major literary developments.
In literary historical terms, London provided a vital milieu for the broad transition from the Romantic to the Victorian sensibility and beyond, to the new departures associated with the close of the century.
This module will focus on representations of the metropolis by a range of writers living and working in London across the nineteenth century. With London as its unifying theme, our study will remain primarily author-based, addressing the particular characteristics and concerns that emerge in each writer’s response to, and representations of, the city. At the same time, the module will achieve a broad coverage both of genre (poetry, autobiography, the essay, the novel, short fiction, drama) and subject (society, poverty, drugs, crime, law, empire)
Assessment autumn: 1,500-2,000 word essay
Assessment spring: 3,000-4,000 word essay
Assessment full year: 1,500-2,000 word essay, 1,500-2,000 word essay (33%), exam (67%)
Learning to talk is one of the most difficult things we will ever have to do and yet we generally manage it when we are so young we do not even remember. Some young children are learning to speak, and read and write in more than one language. Does that confuse them or does it actually give them a sensitivity to language that will help them think and learn more effectively?
There has been a great deal of research into how young children learn to read and write which has led to many debates amongst educationalists and others. What do we mean by literacy? Is it a set of technical skills universally practised or are there different literacies that vary and are bound up with families and communities and ultimately individuals’ cultural identity?
Are all young children’s experiences of literacy learning the same when they start school or are they influenced by observing and participating in reading and writing events at home and in their communities?
Assessment spring: 10 minute presentation
Assessment full year: 5 minute presentation (30%), 3,500 word essay (70%)
This module introduces you to the central concepts of learning and thinking and the ways these have been constructed historically and culturally. The first elements of the course introduce you to theories of learning which encompass an introduction to the key debates about cognition. The final element encourages you to apply some of the theories to education.
Assessment autumn: 10 minute group presentation
As the perceived seat of power and, historically, the most densely populated and socially and culturally diverse city in Britain, London has, since the mid-eighteenth-century, been the central focus of modern social movements and the theatre within which many of the most significant protest actions of the modern period have taken place.
Consequently, while the theoretical elements of the module will be generic, the case-studies will all relate to London-based movements or actions, including; Chartism, the women’s suffrage campaigns, anti-fascism/racism movements, gay and LGBT liberation movements, and protests against war or in support of peace.
The course is broadly structured into two sections but with considerable interplay between the two. The first part is an outline and overview of the theoretical approaches to the study of social movements, public protest, spacial geopolitics and violent disorder. The second part adopts a thematic approach and examines case-studies of some key social, cultural and political social movements and their public protest activities in and around London.
This will allow students to not only understand the political or ideological basis of such movements but also to discover how that translated into direct action in the capital.
Assessment: 1,500 word essay (formative), 2,000 word blog (70%), 1,000 word coursework (30%)
‘Leisure is free time’. But is it? We need only think about the annual subscription to gymnasiums to recognise that leisure-time really isn’t ‘free-time’. ‘Leisure is a marker for time away from work’. But we need only think of the time of the harried vacation to know that the clock-time of work never ceases to operate. In critical theory, leisure-time is defined as functionally dependent on the labour market system. Indeed leisure is revealed as big business, as leisure-time becomes ever more central to consumer culture. This module examines the interconnections between leisure, culture and society.
The first part of the module examines capitalist development and the development of leisure. The module progresses to examine the Frankfurt School and the seminal analyses of the ‘culture industry’. This module fundamentally seeks to reveal how the study of culture and society are essential to understanding leisure.
Assessment: 1x 3500 word essay.
Unlike other modules this is short and intensive: equivalent in time to a 10-week module, it takes place over five weeks of double time. It is organized into an introductory lecture, workshop and walk followed by 4 x 4-hour walking sessions. It is organized this way to give us sufficient time to explore London while learning key areas of urban theory. Sometimes we will meet at Goldsmiths and move on; at other times, you will meet me at a designated meeting point. While most walks will be at the same time each week exploring the city at the most opportune moments means that we will have to be flexible.
In this module yo will learn:
• Social inequalities and the ways in which cities generate and sustain them;
• The operation of globalization through London and the ways in which this inscribed in the city's built and social fabrics;
• Theories of space, time and rhythm and help you use these concepts as a lens through which to see and understand the city;
• Theories of 'pastness' and help you identify signs of the past in London’s buildings and streets;
• Ways of doing urban sociology with the camera lens.
• Demonstrate understanding of key urban theories and debates in group discussion and written work;
• Apply this understanding of urban theory to specific parts of London as evidenced in the assessment;
• Demonstrate knowledge of social inequalities and the ways in which cities sustain these in written work and group discussion;
• Demonstrate knowledge and understanding of the operation of globalization through London and the ways in which this inscribed in the city's built and social fabrics in group discussion and assessment tasks;
• Demonstrate knowledge and understanding of space, time and rhythm and apply these concepts to specific areas of London in assessment tasks and discussion;
• Take your own photographs and use them in developing your learning about London as set out in the objectives above.
2x 1500 word essay
Goldsmiths Year: Year 3
Contact hours: 2 hours per weekThis module supports students to deepen their knowledge of language in all its guises and allows them to explore their own language usage and the language of others. They will be able to debate language issues and explore some key research in this field, and there will be opportunities to reflect upon creative approaches to language use.Assessment: 1x 2500 word essay
Arguably the most active and diverse musical city in the world, this module engages you with music making in London.
You are introduced to a range of musical activities, from the O2 Arena to the wealth of musical events on London’s South Bank, as well as a number of smaller alternative venues. Visits to events in the city are discussed and put in context in seminar groups in the following week.
Offering an alternative take on the politics of liberalism, this module considers the concept of government, and how has developed since the late 18th century.
While optimistic and normative theories of liberalism stress its commitment to individual rights and legal freedoms, the approach taken by this module is to view it more sociologically and empirically, in terms of the instruments of control and intervention which make it possible to influence and know how seemingly autonomous individuals will behave.
With the collapse of ‘socialist’ regimes in Eastern Europe and the former Soviet Union, liberalism today is a triumphant political theory and system. Yet from the moment of its birth, liberalism has been subjected to sharp criticism, and alternatives to it have been and continue to be urged.
This module is an introduction to liberal theory; to the circumstances of its historical emergence and, in particular, to the concepts and values which are central to liberal thought. It aims to promote critical reflection upon the political and ethical values that underlie Western liberal democracies.
Assessment: 750 proposal (formative), 3,000-3,500 word essay (100%)
You will be introduced to the wide diversity of theatre in London from the major subsidised companies, through the commercial West End, to smaller fringe venues and productions.
Weekly visits to new or recently opened events in the capital are introduced with a critical context and are discussed the following week in seminar conditions. We will be challenging the narrow or conventional definitions of ‘theatre’ and ‘performance’, encouraging students to explore a wide spectrum of genre, styles and techniques.
Key areas of study:
Assessment: 3,000-word reflective journal.
Contact hours: 2 hour class session per week, plus weekly London theatre visit (tickets provided).
This module is only available to Study Abroad students.
This module will only run if enough students enrol on it.
Through developing ideas such as learning and education being distinct from schooling, this module considers the application of learning and education theory in the community setting.
Students will consolidate their understanding of theory through considering its application within a placement situation. Conversely, students will critically analyse theory in the light of their practice. We will draw on literature related to groups and how they work; communities of practice; community learning; and education and a tool for social justice.
The politics of everyday life is analysed, critiques and experimented with throughout this module. It starts from the position that the study of daily life (or what the French call le quotidian) provides a necessary concrete specificity with which to address, engage with, or resist a range of important issues. In the course of our investigations, the insights of de Certeau, the Situationists, the Trapese Collective, CrimethInc and many others are extended into detailed investigations of the structures and mythologies of ‘everyday life’.
Assessment: 1 x group project, 1 x 2,000 word essay.
How do people learn a second language? What factors facilitate or prevent learners from becoming successful speakers? What pedagogical aspects should be considered to facilitate learning?
This module explores these questions and other controversial issues related to the development and use of a second language within a multilingual perspective. Initially, the module will briefly overview research on how babies and children learn languages (First Language Acquisition) and then move on to how adults do so (Second Language Acquisition), including the individual/internal processes involved in second language acquisition, such as age, motivation, attitudes and learning strategies.
Then the module will consider the social factors and processes that influence language learners, such as learner identity, culture, power relationships, learning communities and contexts, discussing these in light of a multilingual turn. For each aspect of language learning the module will discuss how different teaching approaches can be considered and how these play out in the classroom. The module will finish with a consideration of language learning and teaching outside the classroom, with new media and in a multilingual context.
Assessment: essay (80%), presentation (20%)
Students will gain a comprehensive introduction to the study of language and gender. We will examine how gender is reflected and constituted in language, that is, how women and men speak, how language is used to accomplish femininity and masculinity.
Students will become familiar with a wide range of studies exploring the language used by women, men and children in a range of different contexts, including informal talk among friends and talk in work or public settings. The module encourages a critical engagement with past and present approaches to the study of language and gender and draws on a range of different theoretical and methodological frameworks to show how gender and identity can be analysed in language.
Questions which will be addressed on this module include: Do women and mean speak differently? How do men and women speak to their friends and to their colleagues at work? How does gender interact with other social variables such as ethnicity, class, and age? In what way does language constitute a resource for the construction of gender and sexual identity? What is the relationship between (sexist) language and (sexist) ideology? The module builds on theoretical knowledge and analytic skills developed in Varieties of English, which would be a recommended but not required preparation.
Assessment: 1x 3,000-4,000 word essay.
Contact hours: 1 hour lecture and 1 hour seminar per week.
London’s history is examined through the work of writers who have lived in London, who have written about the city, or who have used London as the background or setting for their work. As well as secondary literature on the city’s development, a range of primary texts from Shakespeare to Orwell will be studied.
By the end of the module you will have a good knowledge of London’s history, an appreciation of the works of a number of important writers, a sense of different historical periods and knowledge of the variety of locations that make up the textual map of London.
Lower Intermediate Mandarin is taught in two parts: Lower Intermediate Mandarin A and Lower Intermediate Mandarin B. Lower Intermediate Mandarin A is taught in Autumn and Lower Intermediate Mandarin B is taught in Spring.
In order to join Lower Intermediate A you must have completed the module Elementary Mandarin B or have a good command of around 550 Chinese characters. In order to join Lower Intermediate Mandarin B you must have completed Lower Intermediate A or have a command of around 700 Chinese characters.
This course explores London as a diverse and vibrant capital of the arts. Students will be introduced to a range of musical, theatrical and visual art activities taking place in well-known institutions, as well as in smaller alternative venues. Visits to events in the city are put in context in follow-up discussions.
This module is designed to provide you with a thorough understanding of the theory and practice of leadership development and talent management in organisations, including perspectives from training, selection and leadership.
Through studying this module you will:
Contact hours: 2-hour lecture per week, 1x 1-hour seminar
This module is also available at postgraduate level
This module revolves around contemporary debates in the anthropology of social movements. It considers the contribution of ethnographic approaches to activism and protest for thinking about politics, collective action and social change.
Examples of topics explored include:
Rather than 'explaining away' these movements, this module is based on learning from them, for instance, devising ways of conceptualising their practice, methods and transformative power. The module will also consider, as a transversal issue, the question of 'engaged' or 'militant' research and, more broadly, the relationship between the production of academic and activist knowledges.
Assessment: portfolio (1,500 words plus 10 images or 3 minute film)
Surveying London from the early modern period until the 1970s, students will be able to assess key themes in development of London as a world city and compare them to current perceptions of the urban environment. A key aspect of the module is the idea of simultaneity; that past and present London and Londoners develop, grow and are built on top and alongside each other.
The module will also engage students with methodological approaches to urban and metropolitan history and ask questions about how the history of a city like London can and should be approached and studied.
The module takes a primarily thematic approach to London history, looking at ‘landmarks’ in terms of periods, events, people, ideas, locations and buildings. Themes covered on the module may include any of the following: health and disease, fire and disaster, rivers and water, wealth and poverty, social mobility, social geography, art and entertainment, transport, First and Second World Wars, migration and immigration, and suburbia.
This option will build upon work from years 1 and 2 in the areas of language, literacy and creativity. If ‘language … is the very medium in which we move’ (Eagleton, 1996), what are its links with culture, identity and communication?
In this module we will consider the following topics:
This module supports you to deepen your knowledge of language in all its guises and allows you to explore your own language usage and the language of others. You will be able to debate language issues and explore some key research in this field, and there will be opportunities to reflect upon creative approaches to language use.
This module revolves around contemporary debates in the anthropology of social movements. It considers the contribution of ethnographic approaches to activism and protest to the theorization of politics, collective action and social change.The anti- globalisation movement, #occupy, the anti-corruption movement in India, the anti-foreclosures movement in Spain (PAH), the Landless Workers' Movement, right-wing extremism, feminist reproductive health activists, independent-living activism, queer movements and the Indigenous Environmental Network are some of the examples that the module will explore. Rather than 'explaining away' these movements, the pedagogical orientation of the module is based on learning from them, i.e. devising ways of conceptualising their practice, methods and transformative power.The module will also consider, as a transversal issue, the question of 'engaged' or 'militant' research - and more broadly the relationship between the production of academic and activist knowledges.The assessment is organised around student projects that will present, in a multimedia portfolio format, the result of research conducted about/with social movements.
This module looks at the law through a sociological lens. Treating it as a social institution, we explore the role of law in the organisation of society and the establishment (and maintenance) of social order. We consider the relationship between legal and social norms and the ways in which they inform, reinforce and/or challenge each other. Through a series of local and international case studies focused on contemporary social issues affecting our world, we examine how the law responds to and in some cases triggers social change. We also explore law outside of legal institutions to consider its role in broader social processes and discourses.
Examples of the types of case studies we may consider include:
Assessment: 1,750 word report (50%), 1,750 word essay (50%)
This course explores key theories of the relationship between identity and the law. What is the relationship between legal and social identity? How do we understand the politics of that relationship? How do we consider this relationship in terms of questions of justice? In this course, you will examine key contemporary debates concerning identity and law, from critical race feminism to deconstruction. You will engage in a critical analysis of a range of contemporary approaches to understanding identity and law. You will apply these different approaches to case studies such as sexual assault; asylum law; human rights; terrorism and war crimes.
This module explores different spatial dimensions of queer history ranging from issues around imperial formations, across migration and diaspora, to queer lives between urban and rural settings, and to enquiries into spaces where LGBT people met. By highlighting how such spatial configurations changed across time and what these changes entailed for queer communities and societies at large, the module brings new vistas to debates about queer history. Geographically the course is transnational in outlook, while historically it focuses on the 20th century.
How do people learn a second language? What factors facilitate or prevent learners from becoming successful speakers? This module explores these questions and other controversial issues related to the development and use of a second language within a multilingual perspective. Initially the module will briefly overview research on how babies and children learn languages (First Language Acquisition) and then move on to how adults do so (Second Language Acquisition), including the individual/internal processes involved in second language acquisition, such as age, motivation, attitudes and learning strategies. Then the module will consider the social factors and processes that influence language learners, such as learner identity, culture, power relationships, learning communities and contexts, discussing these in light of a multilingual turn. It is recommended that students wishing to take this module also select Language Teaching as an option.
This module provides a background to the theory and methods of language teaching. It is an ideal introduction for those interested in teaching English as a second language, English as a foreign language or a lingua franca. Students will be introduced to different linguistic areas (e.g., Vocabulary, Grammar, Culture) and explore the methods in which they can be learned and taught effectively. Students will be encouraged to develop and apply these methods within a teaching context. Students will familiarize themselves with wider theoretical and applied issues through the exploration of developments in language learning as a multilingual activity and consideration of the status of English as a global Lingua Franca. It is recommended that students wishing to take this module also select Language Learning as an option.
Assessment: 2,000-2,500 word essay (80%), 10-15 minute presentation (20%)
This 15-credit module will explore the wave of revolutions that re-shaped Latin America in the second half of the twentieth century, capturing the attention of the world. The engagement of the United States in the Second World War enabled reform movements to push back against authoritarian regimes that had been supported by the US, demanding democratic elections and land reform. But the challenge to US hegemony did not go unanswered. From the 1950s onwards the US government and media viewed political change in Latin America through the prism of the Cold War. Reformists and radicals alike were regarded as “Communists”, proxies for Soviet ambitions in the Americas. Revolutionary upheaval was met by brutal repression.
Students will examine key moments in Latin America’s revolutionary decade and how they were connected: the CIA backed overthrow of the Guatemalan government in 1954; the Cuban revolution five years later; the dirty wars of the 1970s in Chile and Argentina and the upheaval in Central America in the 1980s. Students will explore the conditions that gave rise to this turbulent period in Latin American history, the influence of the Cold War, the role of the Catholic church and the fate of the revolutionary blueprints for change.
In addition to secondary sources, students will read original pieces of reportage describing and analysing events. Formative assessment will be a piece of mock reportage demonstrating their understanding of the causes of revolutionary change in Latin America. Summative assessment will be a 3,000 word essay exploring a question related to the key topics explored in the module.
Approache learning about social research through data analysis. Data analysis is used as an exploratory device a means to generate questions about topics such as class, gender and race and then attempt to suggest possible answers supported by evidence. The module is made possible by the existence of vast archives of sociological data that can be accessed from the ESRC survey resource network including the qualidata archive.
We will start by looking the history of magic, and role that magical thinking plays in everyday life. We will then move on to look at distortions in perception (visual illusions), awareness (misdirection), memory and errors in introspection.
Next we will challenge your sense of free will and focus on unconscious persuasion techniques, and current theories of hypnosis and suggestion. In the final part we will look our ability to detect lies and deceptions.
Through an examination of key works, concepts and stylistic trends this module maps the development of musical style and culture across the 20th Century, with a particular focus on repertoires and works related to art, and experimental popular, musical practices. Areas of study include the inception of Modernism and the breakdown of tonality, the resultant reaction and nationalism, the Experimental movements in Europe and America and the post-war avant-garde to Minimalism, the rise of Postmodernism and the development of hybrids and crossovers. Through listening and research the course introduces a variety of conceptual approaches and developments of musical style and technique, along with a consideration of the process of musicological research and criticism. The module builds on work done at Level 1 in Approaches to Contemporary Music, but focuses more closely on particular repertoires and works.
Inspired by Fredric Jameson’s notion of ‘cognitive mapping’, understood as the demand to achieve a representation of one’s place in the system and the logic of global capital, this module explores contemporary efforts to provide social and political ‘cartographies’ of capitalist society, with particular attention to the question of race. To this end, the course will bring the literature on cognitive mapping in critical dialogue with theories and analyses of ‘racial capitalism’, as well as to a range of theoretical and analytical texts on the interlocking of race, class and gender, as well as their articulation in different films and visual works. Having laid the theoretical groundwork in an initial session on the relation and contrast between the paradigms of cognitive mapping and racial capitalism, we will move to think the relation of race and representation through Frederick Douglass’s 19th century lectures on photography, in the context of a broader consideration of the visual culture of abolitionism. This will be followed by a consideration of the way in which the visual presentation of data on racial exploitation and black experience were a crucial part of WEB Du Bois sociological inquiries. Our attention will then turn to Cedric J. Robinson’s crucial analysis of the ‘racial regime’ pertaining to the place of African-Americans in the pre-war US film industry. Robinson, perhaps the key reference for the debate on racial capitalism (see his Black Marxism), presents a powerful analysis of the complex and contested place of race in US film, and especially in the works of Black filmmakers like Oscar Micheaux. We will also consider Robinson’s analyses of the nexus of race and film representation in later works and genres, including ‘blaxploitation’, postcolonial cinema, and the ‘mulatta film’ – analyses in which issues of sex, gender and class are foregrounded. Robinson’s theoretical and analytical framework will also be compared to the work on race and cinema by other scholars, especially bell hooks. In the second half of the course, we will try to develop further the articulation between cognitive mapping and racial capitalism by considering the writings of Ruth Wilson Gilmore on race, violence, geography and the state, touching on her response to the Rodney King police brutality case and the LA uprising of 1992, relating it to Judith Butler’s analysis of the same conjuncture in terms of the ‘racial schematization of the visual field’. We will bring these theoretical debates into dialogue with several filmic and visual works, including the films Killer of Sheep, Handsworth Songs and Ferguson: A Report from Occupied Territory.
The course will conclude with a reflection on the tensions between Jameson’s cognitive mapping paradigm and the analysis of racial capitalism, as evidenced by Fred Moten’s contrasting analysis of the League of Revolutionary Black Workers’ film Finally Got the News, and its argument that Jameson’s approach to totalization neglects a ‘sonic’ dimension critical to grasping the political and aesthetic dimensions of black struggles in the US. Throughout, we will try to think of how bringing together a 'cartographic turn' in contemporary theory, art and political activism with arguments around ‘racial capitalism’, can challenge our presuppositions about the relationship between social inquiry, spatial analysis and political aesthetics.
This module addresses a number of themes that relate to questions of nationalism, imperialism, identity and gender, focusing on Japan’s emergence as a modern nation state, its imperial project and its catastrophic defeat, culminating in the dropping of the bombs on Hiroshima and Nagasaki, and its occupation by Allied forces.
The historical perspective, which the module seeks to offer, is central to an understanding of Japan’s troubled relationship with its Asian neighbours, and of its claims of uniqueness, which have their legacy in its position as both coloniser and colonised.
The module approaches questions of politics through a very expansive definition of the term, treating cinema, animation, manga, and other popular cultural forms as important sites for the articulation of political anxieties and concerns, which are not necessarily reflected in more conventional forms of political activity, such as political debates, deliberations of the Diet and so on.
The goal of the module is to provide a broad understanding of arts organisations and cultural businesses, describing different business models, as they apply across creative industries.
The module discusses some of the difficulties or contradictions inherent in cultural organisations. After this introduction, the module covers practical understandings of organisations, including organisational behaviour, organisational culture, strategic management, and entrepreneurship in organisational settings. These topics, drawn from the management literature, will help develop skills that will allow students to work more effectively in organisational settings, and to gain tools that are useful in the management of art and culture that is set in non-profit organisations or for-profit businesses.
The module will use a case-study approach, allowing students to apply knowledge from research on organisations to real-world situations.
Assessment: 1 x 2,000 word essay, 1 x portfolio, 1 x 2,000 word case study
Contact hours: 1x 1 hour lecture per week, 1x 1 hour seminar per week, 10 hours independent study per week
Medicine on the Silk Roads: Traditions and Transmissions deals with Asian medical traditions as they are represented in manuscripts found in sites along the Silk-Roads, primarily the Dunhuang caves and Turfan. The discussion of these medical traditions will be contextualised within the multi-cultural aspects of the Silk-Roads and within processes of transmission of knowledge along the Silk Roads.
The module will also deal with the historical background leading to the discovery of the Silk Road sites and with how the internet is transforming research of the Silk Road.
The primary sources used in this course will mostly consist of manuscripts found in Dunhuang (in translation from Chinese, Tibetan, Khotanese and Uighur) as well as visual material and artefacts from the Silk Roads. The texts and artefacts mostly date from the later centuries of the first millennium.
Throughout this module you’ll have the opportunity to explore:
Assessment: 1,500-2,000 word essay (formative), 2,000 word essay (100%)
Beginning with Franz Boas, the study of material culture has formed an integral part of the discipline of anthropology. The study of material culture encompasses everything from consumption practices, art, architecture, cultural heritage, cultural landscapes, dress, memorials and museums. This module will take a critical perspective to investigate how things and people relate and are related to each other, the way in which objects can mediate social relationships and the entanglements of objects and memory.
This course aims to introduce students to critical debates about knowledge and method within anthropology and sociology, and to examine how these debates have shifted over the history of these disciplines. The objectives of the course are:
Assessment: 1 x 2 hour exam
An introduction to the basic mathematical tools for supporting computational and algorithmic inquiry. You’ll focus on options of experimentation, reasoning, and generalisation.
Assessment: 4 twice-termly written tests, 3 hour unseen examination. If here for one term only: alternative assessment given
Examine the connected history of the two most powerful states in the early modern Eastern Mediterranean, the Venetian and the Ottoman Empires, from the fall of Constantinople in 1453 to the occupation of Venice by Napoleon in 1797.
Through a range of textual and visual sources, the course explores a variety of topics: the Venetian-Ottoman wars; religious coexistence and antagonism; diplomatic relations and mediation; commercial and economic exchange; cultural and artistic transactions; the circulation of goods and material culture; travel and the movement of people; imperial rule and colonial subjects; the formation of pre-modern identities; the genealogies of orientalism.
Throughout the course, students will be encouraged to challenge the notions of ‘East’ and ‘West’ as distinct entities and develop alternative approaches for understanding cultural interaction in specific historical and geographical contexts.
Contact hours: 1 x 1 hour lecture per week, 1 x 1 hour seminar per week, plus additional independent study per week
Assessment: 2x essay (autumn students), 2x essay (spring students), 2x essay, 1x presentation, 1x exam (full year students)
Explore the tragic history of East-Central Europe’s minorities from the late nineteenth century to the immediate aftermath of the Second World War.
The module examines how the multi-ethnic empires and national or nationalising successor states which covered the area between Berlin, Kiev, Bucharest and the Baltic not only sought to rule but also reshape their highly diverse populations.
We will consider how the concept of ‘minority peoples’ developed: who was categorised as a ‘minority’, what criteria were used and why was the existence of minorities considered to be such a ‘problem’? It studies the diverse and increasingly radical solutions that states pursued; Habsburg Austria’s attempts to arbitrate between peoples, German, Hungarian and Russian efforts to assimilate minorities and, in the aftermath of the First World War, widespread programmes of exclusion, expulsion or even ultimately annihilation.
The module focuses not only on state plans but also on minorities’ actions, aspirations and relations with their neighbours of different language, culture, religion or ethnicity. It explores, for example, Czech activists’ plans for autonomy and independence, Polish nationalists’ rival schemes for a resurrected Poland and the spread of a Ukrainian national-identity.
It examines how, as state borders shifted, majorities like Germans or Hungarians might suddenly find themselves as minorities, and how they and the nation-states from which they were separated reacted.
It considers how Jews responded to the intensifying anti-Semitism characterising the period. Finally, it investigates how individuals marked as members of minorities experienced state action, from discrimination to deportation and extermination.
A number of technical and creative approaches to the composition of music for media such as film, video, games, working with music technology software including Logic and Sibelius will be introduced throughout this module. This will include an overview of core concepts such as the role of synchronisation and illustration, awareness of genre, and how elements combine in multimedia forms, as well as of composition strategies in creating music for other media – for example, using thematic organisation, role models, orchestration/arrangement/ production, and when working to tight instruction. Case studies will be drawn from a number of prescribed films and works.
Pre-requisites: Previous experience of composing and producing using a DAW.
Assessment: portfolio (80%), 1,000 word commentary (20%). Hard copy submission required in May
Through this module you will assess the history, techniques and aesthetics of musical minimalism in the context of contemporary cultural practice. The period covered ranges from its prehistory in the output of composers such as Satie, through its early maturity in the work of Young, Riley, Reich and Glass, to some of the manifestations of their heritage in the music of younger composers such as Pärt, Branca and Skempton.
Basic concepts of Marxist theory that continue to be of critical importance to social and political thought, such as class, value, alienation, exploitation, and fetishism will be looked at throughout this module. Each week will focus on a basic concept (or problem). We will consider its original formulation; explain, contextualise, and trace its development; and think critically about its uptake into contemporary social theory and sometimes into popular uses. Each concept (or problem) will be interrogated then developed in relation to contemporary issues, exploring its significance and explanatory power as a critical sociological tool. A seminar will follow each lecture. Students must read the original text and secondary commentary for each week. This is an intense close- and critical reading course.
• To introduce you to basic understandings of capitalism
• To enable you to apply concepts from Marxist social theory to contemporary problems
• A substantial understanding of the key concepts that have developed from Marxism, such as alienation, exploitation, value and class.
• An ability to apply these concepts to other theoretical developments in social theory such as post-structuralism.
• An ability to apply these concepts to everyday life, such as issues of economic crisis, global conflict, inequality.
• Substantive knowledge of one key concept to be developed in the essay.
1x 3500 word essay
The objective of this course is to equip you with knowledge and tools to analyse internal and external business environments and devise marketing strategies that help to distinguish businesses from their key competitors.
Whilst studying this course you will:
Assessment: 1x group marketing plan, 1x essay
Knowledge and skills to avoid the transgression of defamation and contempt and other principal media laws in the UK, the USA and Australia; An appreciation and ability to critically apply principles of ethical conduct in all fields of the media; A critical understanding of the cultural, social and political context of media law making and professional regulation; A critical appreciation of alternative methods of media law and those factors contributing to self-regulation by media practitioners.
Assessment: 1x 4000 word essay
By taking a non ‘media-centric’ perspective, this module focuses on the different historical and cultural contexts within which these technologies operate and on the articulation of material and virtual geographies.
The module highlights the role of what we have come to know as ‘television’ - as the most important medium of the last half century, with a particular focus on its contexts and modes of consumption.
The question of technological change will be approached from a historical perspective, for instance, in relation to the late 19th century – as a period featuring a particularly rapid rate of technological change, compared with our own times.
In this module you will become: • familiar with a range of different theories and models in audience studies, and theorisation of the role of the media in the conceptualisation of postmodern geography.• aware of the critical debates surrounding these issues.• able to understand the development of research in this field in its specific historical contexts.Assessment: 1x 4000 word essay
This module explores how the media operate as a focus of ritual action, symbolic hierarchy and symbolic conflict. In particular, it explores to what extent theoretical frameworks already developed in anthropology and social theory can help us analyse contemporary media and mediated public life.
This module explores various approaches, theoretical and empirical, to understand what might broadly be called the ritual dimensions of contemporary media.
Investigate media by a close analysis of key texts and authors in this field throughout this course. We understand media as much from an engineering point of view as from a philosophical one.
We look at how information and media comprise self-reproducing non-linear systems; and how this involves the interchange of information between media and ourselves as physical, social and cultural beings.
This course is uncompromising in dealing with the philosophical questions underpinning contemporary media and technology and is at the same time always embedded in the critique of today's capitalist political economy.
Look at some of the different ways in which artists have used media and technology across different historical periods. Through this, the module introduces aesthetic concerns to the study of media, raising questions about cultural appreciation, value and taste, but also about social and political issues concerning art.
You’ll develop a critical approach of reviewing many forms of media art – both old and new. The notion of ‘art’ as a unified field of specialist cultural production is then put into question in the context of the wider discussions of creativity and amateur media practices. By studying contemporary forms of media production via social media, open web, etc., you’ll consider whether in the age of online media and cheap digital technology everyone is potentially an artist.
Assessment: 1,000 word review (formative), project (100%)
Media representations of both historic and recent conflicts, social movements and popular struggles play a significant part in the way these events are subsequently remembered and commemorated. Media portrayals are also significant in terms of psychological affect and emotional responses to violence upheaval and social change.
You’ll be equipped with the skills to understand the relationship between symbolic, mediated aspects of violence and conflict and the underlying social, political and economic processes which may be lost in the process of remembering. You’ll gain the skills to analyse visual and textual representations of war and social conflict in a variety of media material including newspapers, feature and documentary film, archive newsreels and photographs and digital sources.
After a theoretical induction, this module will explore the importance of memory in relation to some key experiences and events over the past century. We’ll then shift to a more thematic discussion of how memory affects experiences according to race, gender, sexuality and class. However, throughout the module the impact of these categories upon memory will remain an important element of our work. Assessment: 1x 3,000 word research project
Contact hours: 1 hour lecture per week, 1x 1 hour seminar*
*Please note, this module cannot be taken with Money and the Media or Television and After
The purpose of this course is to give you the opportunity to gain a basic knowledge of the thought of some of most prominent social theorists (Marx, Weber, Durkheim and Simmel) and to explore how these works have influenced our understandings of the media, modernity and power. This course provides you with a theoretical map on which to locate some of the key issues confronted in media, communication and cultural studies.
Assessment: 1x 1,000 word analysis, 1x 2,000 word essay.
Contact hours: 1 hour lecture per week, 1x 1 hour seminar.
Focuses on modern and contemporary visual practices in which material presence is foregrounded. Often accompanied either by an explicit sense of ‘stylelessness’, these are visual formations that challenge various conventional understandings authorship, communicativeness, utility and meaning.
When we first experience these practices, they may barely register as art; may barely register as worth observing or engaging with. This course examines these practices and the contexts and impacts of their emergence and offers theoretical arguments for their cultural, even political significance, including recent thinking in the field of ‘new materialism’.
Assessment: 1,500 word draft essay OR 750 word research file (formative), 3,000 word essay OR 1,500 word research file (100%)
Mathematics topics covered are linear and non-linear equations, differentiation, and unconstrained and constrained optimisation. Basic concepts in statistics such as averages, mean, and standard deviation will also be introduced.
The module focuses on economics examples, and how mathematics and statistics are used in microeconomic theory. You will study the logic behind microeconomic and macroeconomic analysis and learn to use computer programs to do basic statistical operations.
Assessment: 1x project.
Contact hours: 2 hour lecture per week plus 2x1 hour seminar.
Pre-requisite: Equivalent of Grade B/Grade 6 in GCSE Maths or Statistics.
Chart the gender dimensions of transnational migrations in the contemporary world from an interdisciplinary approach with this module. As a growing number of migration scholars emphasize, a gender perspective is crucial to orienting our theories and understanding of migration and global human geographies in the twenty-first century.
The module will be divided in two parts. First, you will analyse the recent history and political economy of migrations through the lenses of gender, as well as ‘race’ and class theories. We will focus particularly on the notions of ‘feminisation of migrations’ and ‘crisis of social reproduction’ in order to examine their root causes and dimensions. Second, you will learn to explore the social and cultural representations of migrants in the Global North and to identify the ways these representations can be scrutinized through theories of gender, ‘race’ and class. We will thus take a critical perspective on key concepts such as ‘sexualization of racism’, ‘racialization of sexism’, ‘gendered assimilation’, ‘civic integration of migrants’ and ‘gendered colonial technologies of domination’.
Taking a case study approach throughout the course, you will also learn how to evaluate the feasibility and appropriateness of different methodologies and techniques of social research when undertaking empirical research projects involving migrants.
1 x 4000 word essay
Students will explore multiple dimensions of the concept of subjectivity in relation problems of health and medicine: the epistemological dimension, where ‘subjectivity’ implies a reference to the subject/object dichotomy and to different forms of knowledge; the phenomenological dimension, where ‘subjectivity’ points to questions of embodiment, experience, and transformation; and the political dimension where ‘subjectivity’ points to the construction of different types of subject within different forms of governance. We will trace a path across these dimensions by examining a range of phenomena at the margins of conventional/mainstream biomedical knowledge, from contested illnesses to placebo/nocebo effects, to pedagogical programmes designed to restore to medicine the element of ‘art’ it has allegedly lost to science.
• Demonstrate a historically informed understanding of how the subject/object dichotomy informs the construction of medical knowledge
• Demonstrate an understanding of the concept of ‘subjectivity’ in the context of approaches to health, illness and medicine in social science
• Critically apply arguments and make use of empirical knowledge gained in analysing substantive examples related to subjectivity, health and medicine
• Demonstrate ability to research and study independently in order to present findings of independent study, orally and/or in written work
1x 4000 word essay
This course offers a series of workshops that focus on specific skills and techniques necessary to designing and producing work in different areas of design. The workshops offer a diverse set of skills that aim to complement the first level of study. They are designed to provide a technical foundation and build critical reference so that these can be taken into the studio work and drawn on to develop more sophisticated ways of producing design work.
Workshops include: digital fabrication, physical computing, graphics, materials, web, textiles, moulding and casting, image
Assessment: technical journal
This module aims at providing a good understanding of core marketing management principles applied in consumers, industrial services and organisation both from a theoretical and a practical standpoint. It seeks to explain the value of a marketing focus to both customer and supplier, and analyses what marketing can do and does contribute to both individual and organisational users.
This module will cover all the topics needed for marketing management and planning. The module will start analysing strategic tools for marketing strategy definition such as segmentation, targeting and positioning. It will then analyse the marketing process through a review of the marketing mix principles i.e. the 4Ps (Product, Place, Promotion, and Price). It will then explore in detail each one of these tactics. Specifically, students will learn about the strategic role of the product within marketing strategy looking at product management practices and the product innovation process. Students will then analyse the elements of the augmented product model with a focus on the role of branding within marketing management and they will be exposed on how to build brand equity within the company. Finally, students will look into differences between the definition of product and services, and they will be introduced to service marketing practices.
The module will then move to analyse other tactics of the marketing mix. Specifically, students will look into pricing strategies as tools for maximising the profitability of the company and as a promotional tool for reaching consumers. The module will then focus on the Promotion tactics. Students will analyse the topic of Integrated Marketing Communications in order to understand how the different promotional practices used by the company do not happen in isolation, but they are the result of an integrated strategies in order to reach the objectives of the company. The module will then investigate the elements of Integrated Marketing Communication (or Marketing Communication Mix) with a particular focus on advertising, digital advertising and PR (from a management perspective). Furthermore, the module will look at the relationship between sales promotion and sales management, with a particular focus on how Integrated Marketing Communications influence the sales of the company.
Finally, the module will investigate the Place tactics looking into distribution strategies. This section will explore both on B2B and B2C distribution tactics. However, the focus will be mostly on retailing practices within the company. The theories presented so far will be complemented with real life examples and exercises. Students will also be exposed to case studies analysis to apply the theory into practice.
Assessment: exam (50%), 1,250 word essay (25%), 1,250 word essay (25%)
This module will provide students with the theories, principles and practice of marketing communications. Students will be exposed to a variety of theories and real life case to learn. They will learn to evaluate the strengths and weaknesses of the marketing communication campaigns, and how to create their own marketing communications plan. The module is divided into three section: the marketing communications process, the communication mix, and media planning and evaluation.
The first section will explore the marketing communication process and all the different channels and practices used by companies in order to reach the customer. Students will then explore the integrated marketing communication strategies and the marketing communication mix in order to understand how the communication process happens as in integration of strategies, content and channel. In this first section, the students will also investigate the relationship that exist between marketing communications and branding.
The second section will then explore the different elements of the marketing communications mix. The first element, and the most famous one, is Advertising. The module will differentiate between online and offline adverting, and it will investigate both of them separately and together. This section will explore different types of advertising and their impact in consumer behaviour.
Specifically, it will look at different strategies of persuasion within the communication process. Second, students will be exposed to other forms of marketing communications such as PR, direct marketing, sales promotion, events management, trade fairs and guerrilla marketing. In the last part of this sections, students will look into digital marketing and social media marketing.
The third section will look into marketing communications planning and evaluation. In this section, students will look specifically into the media planning process and how it relates to the overall marketing strategy of the company. Then students will look into the measures that companies should use in order to evaluate the performance of their marketing communications strategy. Students will also be exposed to an overview of how the marketing communications industry works, and who are the players in the marketing communications chain.
After completing this module you are expected to be able to: a) demonstrate your skills in creating, editing and performing quality control on data-sets in SPSS; b) choose an appropriate statistical technique to answer specific hypotheses when analysing typical psychological research datasets (from a variety of types of research domains); c) interpret statistical findings in relation to the hypotheses tested d) demonstrate practical skills in executing these analyses using SPSS and other statistical and computer/WWW resources.
Assessment: 1 x 2.5 hour exam*
Modern American Fiction provides an introduction to American fiction since 1945, encompassing the diverse forms, genres, histories and identities which have helped shape literature and culture in modern America. The module covers both canonical and ‘marginal’ texts of the period, reflecting the variety and complexity of American culture.
We will look at texts through the lenses of form (Realism, Postmodernism), genre, regional identity and racial/ethnic identity (Black writing, Jewish writing, Native American writing), as well as addressing issues of gender and sexuality.
Assessment autumn: 2,000 word draft essay (formative), 3,000-4,000 word portfolio (100%)
Assessment spring: 2,000 word draft essay (formative), 3,000-4,000 word portfolio (100%)
Assessment full year: 3,000-4,000 word portfolio (50%), 3,000-4,000 word portfolio (50%)
Designed to develop your understanding of the literature and culture of the twentieth century, this module intends to strengthen your abilities in literary analysis. Through a close reading of representative texts, the module will explore the historical and critical contexts within which modern writers strove to ‘make it new' in poetry, fiction and drama.
Assessment autumn: 1,500-2,000 word draft essay (formative), 3,000-4,000 word essay (100%)
Assessment spring: 1,500-2,000 word draft essay (formative), 3,000-4,000 word essay (100%)
Assessment full year: 2,000-2,500 word essay (33%), 2,000-2,500 word essay (33%), 2,000-2,500 word essay (34%)
Whilst modernist drama on the European continent is characterised by a variety of pronouncedly anti-realist tendencies, modern English drama continues the tradition of Realism. The module explores the main contrasts and affinities between these modernist and realist trends, focussing on major innovative approaches to Realism and on precursors and varieties of modernist drama from 1880-1930.
Through a close reading of representative texts, you will be introduced to a range of dramatic forms and techniques of the period in question. Examples from expressionist film will acquaint you with questions related to performance, stage set, and lighting.
(If you're studying this module for only one term then you'll be awarded 15 credits)
Contact hours: 2 hour seminar each week
The module examines representative poets, schools, and trends in the post-1945 period of English-language poetry, chiefly in Britain, Ireland and the USA. Close attention is paid to the linguistic, formal, and stylistic resources of modern poets. Patterns of influence and reaction are traced among individual poets, within and across national traditions, and among such schools as the British ‘movement’, the American ‘confessionals’, and the Northern Irish ‘renaissance’ group.
Authors to be studied include W.H.Auden, Dylan Thomas, R.S.Thomas, Robert Lowell, John Berryman, Elizabeth Bishop, Philip Larkin, Allen Ginsberg, John Ashbery, Frank O’Hara, Ted Hughes, Sylvia Plath, Geoffrey Hill, Tony Harrison, Seamus Heaney, Derek Mahon, Louise Glück, Eavan Boland, and a range of younger poets born after 1950.
Assessment: 3x essays amounting to 6,000-8,000 words*
Explore the history of modern revolutions. Examples will include the American, French, Russian, and Chinese Revolutions, but also mid-20th century anti-colonial revolutions and history still in the making—the ‘Arab Spring’.
We will scrutinise various definitions of revolutions, compare their course and causes, examine revolutionary symbols and rituals, identify winners and losers, analyse the ideas underpinning revolutions and try to grapple with the disturbing phenomenon of extreme violence in the name of extremely good causes.
You'll be introduced to South Asian history, from the height of Mughal power through to Partition and Independence. You'll look at these topics through the lens of medicine, disease and imperial encounters in both the Subcontinent and ‘metropolitan’ Britain.
By exploring a number of themes and measuring the impact of specific diseases on South Asian and British society, this course investigates some of the ways in which diseases shaped peoples, the British empire and the Indian nation. Topics will include the decline of the Mughal empire and the rise of the East India Company; imperial structures; ‘tropical’ climates and changing disease theory; race and caste; the encounter between ‘Western’ medicine and Ayurveda and Unani; imperial information networks and the creation of colonial knowledge; gender, sex and disease; epidemics and imperial control; Gandhi’s approaches to the body and mass nationalism; and partition and independence.
An examination of some of the diseases that had a specific impact on imperial rule, including plague, venereal disease and malaria, will be interwoven throughout.
Term(s) taught: Spring Contact hours: 2 hour lecture/seminar session per weekPre-requisites: Fluent English is essential. We also recommended that the student have some prior knowledge of avant garde theatre history and/or modernism/postmodernity.
The module aims to:
Assessment: 1x 4,000 word essay
This module investigates the relationship between modern women playwrights (writing in English) and the ways in which their work intersects with the tenets of feminist thought. Each week two polemical pieces: one on social history or feminist theory, the other on drama or theatre will be analysed in tandem with the play under discussion.
This module introduces students to the debates and issues about the scope and frame of the postcolonial field and its critical theory.
It will specifically look at the relationship between postcolonialism and postmodernism; the shifts and tensions in the centre-periphery relations, issues of cultural imperialism and oppression and strategies surrounding the politics of culture, identity and representation.
More information coming soon.
The nature of identity is engaged with in this module through considering fundamental theoretical questions. We start by exploring the issue of identity very generally speaking. This theme is developed with references to music-mediated ideas of social constructivism, gender and ethnicity.
We consider how notions of authenticity and expression are debated and valued within discussions of music, and survey a wide array of topics that fall broadly under the overriding theme of identity, from musical authorship to music in everyday life and fandom. The module draws from theoretical debates in musicology, sociology and cultural studies, and encourages a critical and reflexive approach to questions of identity.
What is distinctive about sociology? With a focus on knowledge and power, the module looks at how sociology has developed, with an emphasis on the study of relations between individuals and groups in modern industrial societies.
This module aims to:
Assessment autumn: 2,500-3,000 word essay
Assessment spring: 2,500-3,000 word essay
Assessment full year: exam (100%), 500 word essay (formative), practice exam (formative), 5-10 minute presentation (formative)
Why does music matter so much in our lives? This module will concentrate on answering this simple yet complex question through focusing on msuic and sound as forms of communication, th
Students are not expected to have technical knowledge or a background in music theory, but they must have an interest in analysing songs and finding their deeper meanings, that go beyond lyrics. An open-mind is a must as we will be listening to a wide variety of music from dubstep to disco to death metal. Students are encouraged to share their own musical examples too, either in class or on the module’s collaborative Spotify playlist.In this module you will learn to:Demonstrate a systematic understanding of the key methods which enable us to analyse musical communication and the signifying practices through which sounds, words and images acquire social meaning.Identify the main ways that music has been theorised, and be able to relate these different approaches to various social and historical conditions and processes.Understand how to analyse a wide range of musical forms and styles as sound events and social practices.Critically evaluate the usefulness of specific theoretical ideas and be able to apply these to music that you are familiar with and to music with which you are not so well acquainted.
Explore both the way spectatorship has been understood in film theory and the dispersal of moving images and screen technologies in contemporary visual culture.
We aim to reflect on our everyday encounters with moving images, in public space, at home, on the move, in the gallery and the museum, and in the cinema, by focusing on the screen technologies and viewing conditions that mediate and structure that encounter.
In the process, we'll critically evaluate the explanatory reach of a range of theories of spectatorship derived from scholarship on cinema for the audio-visual technologies and practices of the present.
Assessment: 3,000 word essay *Please note - this module cannot be taken with Culture, Society & the Individual
This module asks students to think about the ways in which different forms of communication shape our experiences of money and the economy. How do the media influence our understanding of wealth, poverty, and inequality? How is economic news reported, and why is it often difficult to understand? How might phenomena such as digital currencies and online auctions change our economic behaviour? How do financial advice columns shape our understanding of the ‘good life’?
This module explores the role of media and communication in economic life through a range of theoretical approaches and case studies. It encourages students to think about the economy both as a mediated phenomenon – something that is represented in the news, in culture and in everyday life in a variety of ways – and as a set of mediating concepts and ideas (‘markets’, ‘value’, ‘worth’) that shape the way we understand the world.
Contact hours: 1 hour lecture per week, 1x 1 hour seminar*Assessment: 1x 2,500 word essay, 1x 1,000 word analysis of everyday economic communication*Please note this module cannot be taken with Television and After or Media, Memory and Conflict
Museums and Galleries of art make an important contribution to income generation in the UK. To achieve this successful outcome it is necessary for them to understand the role that culture plays in our society. The manner in which they display works of art, provide information and education, are committed to making their collections more accessible and generally strive to be welcoming, entertaining, friendly and rich in diverse opportunities shows how well they have understood the part they play in establishing culture at the heart of all that we do.
This course will focus on the growing importance of cultural organisations, how key texts still have relevance for cultural studies today, how taste is shaped by museums and galleries and how commercial organisations are keen to engage in large-scale cultural projects as a way of attracting a new, younger audience and establishing themselves as key players in a modern society.
During the course, references will be made to important writers on culture like Clement Greenberg, Raymond Williams and Brian Eno and the connections between culture and class and class and taste. The course will also use case studies of large scale public cultural projects like the Unilever series in Tate Modern’s turbine Hall and the Fourth Plinth project in Trafalgar Square.
Many of the sessions will take place in a museum or gallery and where possible, will involve a member of staff. There will also be opportunities for interactive and workshop activities.
Museums and galleries of art make an important contribution to income generation in the UK. To achieve this successful outcome it is necessary for them to understand the role that culture plays in our society. The manner in which they display works of art, provide information and education, are committed to making their collections more accessible and generally strive to be welcoming, entertaining, friendly and rich in diverse opportunities shows how well they have understood the part they play in establishing culture at the heart of all that we do.
This ten-week course will focus on the growing importance of cultural organisations, how key texts still have relevance for cultural studies today, how taste is shaped by museums and galleries and how commercial organisations are keen to engage in large-scale cultural projects as a way of attracting a new, younger audience and establishing themselves as key players in a modern society.
We examine the modern tradition of political thought throughout this module. Students will be introduced to the major figures in this tradition – English thinkers such as Hobbes, Locke and Mill and continental thinkers such as Rousseau and Marx.
Through these thinkers, we will explore key themes and concepts such as sovereignty, justice, human nature, property, rights, liberty, democracy and equality.
Assessment: 1x 3,000 word essay
The course brings an historical perspective to key issues in British politics from 1979 to the present day.
It does that by examining themes such as rise of Thatcherism, the divisions in the main political parties, the rise and fall of New Labour, and the politics of the 2010 Coalition.
The aims of this module are:
Assessment: 1 x 3,000-3,500 word essay
Consider a wide range of institutions and investigate different frameworks for understanding and defining museums. In addition, this module examines key exhibitions and museum collections, asking how our understanding of contemporary culture is constructed and displayed. A particular emphasis is placed on critical concepts such as representation and institutional critique.
What are the philosophical foundations of museums – and how can those theories of museums be critiqued? This module explores the origins of the museum, its many disciplines and it politics.
We will look at various narratives of display and collecting at the turn of the nineteenth century, exploring museums’ and exhibitions’ role in shaping our understanding of history, culture and society. We will also considers the development of the museum from a colonial tool ‐ an apparatus of the modern state – into a multi‐layered, socially diverse space – a space in which multiple narratives of the modern unfold.
As a social and cultural history of the ‘Company Raj’, this course will explore the transition from Mughal rule to British colonial rule in the eighteenth and nineteenth centuries. It will examine the interface between ‘Indian’ forms of rule and ‘European’ and what it meant to be each at this time.
We will discuss Indian rulers, intermediaries and collaborators in the context of how each shaped early colonial rule in areas of law, education and revenue. We will then turn our attention to a series of contemporary social debates: on the family, sati, education, widow remarriage and social ‘vices’ in order to gain a fuller understanding of this dynamic period in Indian history.
How do social identity categories function politically in contemporary society? What role does gender play in promoting social and political norms? Can the performance of transgressive genders and sexualities create challenges to these norms, or do we inevitably reproduce dominant frames of power and belonging? This module responds to these questions with an introduction to third wave feminism and queer theory.
The module's broad emphasis on the trangressive performance of identities will enable you to gain a comprehensive understanding of key debates in postmodern gender theory and practices.
Through an examination of plays, theatre companies, activist groups, and social performance, you will learn to apply critical concepts to the form and content of relevant performances.
The diverse musical traditions of Africa and Asia are explored throughout this module. It concentrates on traditional musical practices, although some attention is also given to newly created styles. Geographical areas covered include Southern Africa, West Africa, North Africa, Central Asia, South Asia, Southeast Asia (mainland and island), Oceania and East Asia.
You are expected to become familiar with the sounds of the music of these areas, and to understand something of their underlying structural principles and the social and cultural contexts in which they are performed.
Assessment: 2,000 word essay (70%), exam (30%)
‘Manhattan’, Le Corbusier wrote in 1935, ‘is hot jazz in stone and steel’. The architect wasn’t alone in imagining both built and sounding constructions as articulating a singular design for future living, but what were these modernist ideals that you could touch as well as hear? The theorist Charles Jencks would later date the death of that dream to 1972, and the detonation of the modernist Pruitt-Igoe housing project in St Louis, Missouri – a citation that would become as ubiquitous in the cliché-happy postmodern era as that of John Zorn, the composer-improviser who traded in cut-ups and cartoons and who, in the words of Susan McClary ‘revelled in the rubble’ of a once-proud Western cultural edifice. Futurism and referentiality, confidence and anxiety, from the solid to the fragmented and on to the airlessly virtual: now, in the twenty-first century, music of all kinds flits around the borderless internet, meshing with other media forms in endlessly mutable networks. Does the work of a composer like Jennifer Walshe – whose operas are based on video game footage, and who, in multiple personae, performs musics ranging across drone, telepathic improvisation and Irish dada sound poetry – sound a digitised post-postmodernity? This module explores notions of the modern, postmodern and post-postmodern in music of all kinds and culture more broadly, considering classic and emerging characterisations of each moment. Warily though: students are encouraged to sidestep illiquid periodisations, and to think nimbly about the creative and theoretical uses made of the new and the old, the human and the machine, the local and dematerialised, the fast and the faster, across music’s modernities.
The phenomenon of film music and the theory that has accompanied it through various genres, will be considered in this module through active engagement in interdisciplinary study.
It will introduce a number of perspectives on the use, function and reception of music in (primarily) narrative film. This will include a discussion of practices from the so-called 'silent era' through to contemporary mainstream Hollywood cinema; exploration of the distinctions between the deployment of dramatic scoring and pre-existent music; the position of music in film's narrative fabric; and the interaction between music and other elements of film sound.
Key concepts and theorists in film music and film sound scholarship will be introduced, and the module will be supported by engagement with significant literature.
Assessment: 1 x 3,000 word essay (cuesheet and analytical essay).
Since the emergence of the printing press, the performance, dissemination and reception of music has been integrally linked to various media and industries. From the late twentieth century the internet and digital technologies have been dramatically reshaping the production, circulation and consumption of music due to the increasing shift from physical artefact (CDs, cassettes, LPs) to non-material digital distribution, with streamed access challenging the idea of owned musical artefacts.
This module examines the role of various media and industries in the music making process. It considers the historical significance of printing, recording, radio, the moving image media, digital technology and the internet. It also considers the range of different companies that have a vested interest in music making, and explores how music has become ever more significant for corporate promotion and branding.
Introduces the overarching themes of music computing: how computers listen and analyse sound and music, how they can generate musical and sonic processes and structures, and how they can render these patterns as sound and music. You develop an understanding of the origins and development of computer-aided composition and computer-based electronic music, presented in a short series of repertoire-based case studies.
This module introduces advanced concepts in music computing as applied to analytic study and creative practice. Methods, concepts and wider implications of music information retrieval and computer-based musicology are explored with reference to notated scores, MIDI data and audio. We also explore the application of artificial intelligence (AI) to music, improvised performance and live DSP.
You develop your expertise in a music programming language, and learn how to interface audio systems with AI modules. A key concern is the interaction between users and performers and computer music systems in a real-life setting. You develop an understanding of practical and aesthetic issues in the production and presentation of such work.
Contact hours: 1x 1.5-hour lecture per week, plus additional independent study.
Cinema has the unique visual capacity and the power to communicate something about the complexity of human emotions and offers a different insight into the human psyche and the workings of the unconscious.
Far from merely representing reality, film questions reality and common perception and produces through visual means a new thinking and understanding of the subjective experience of mental distress, emotional suffering and symptoms. The art of cinema can offer a new language (different from psychiatry and psychology) to think and talk about madness, insanity and psychopathology.
In this module students will explore the links between films and psychoanalysis and will study a series of films that portray different forms of mental distress (for example anxiety, depression, schizophrenia, narcissistic personality disorder). Some of the selected films the module will focus on are Vertigo, A Beautiful Mind, Melancholia, Black Swan, An Angel at My Table, Zelig.
Students will be encouraged to think critically and respond creatively to some of the following questions: how can cinema affect our understanding of ‘mental illness’? Does cinematic language provide an alternative to an increasing medicalised understanding and definition of mental and emotional distress and anguish? How can the cinematic image produce meaning and its own thinking on the human psyche and human emotions?
The module ‘Multiculturalism, Identity and Difference’ critically revisits the tensions between identity and difference, individual - community and introduces students to major theoretical and political debates around citizenship rights, politics of race, sexuality/gender and multiculturalism throughout the 20th century (civil rights movements of the 60s and 70s) and 21st century (Islamophobia and war on terrorism, the veil debate, politics of forgiveness and cultural trauma). The module will depart by reviewing critical reflections on the universalism of human rights discourses.
This course provides a broad introduction to machine learning and statistical pattern recognition. The very general topics will include supervised learning (generative/discriminative learning, parametric/non-parametric learning), unsupervised learning (clustering, dimensionality reduction), and learning theory (bias/variance tradeoffs).
The course will also discuss recent applications of machine learning (e.g., in computer vision, or other applications relevant to the research orientation of the department of computing).
Assessment: exam (50%), coursework (50%)
Digital technologies allow for the creation and storage of an unprecedented amount of data. The advent of the Internet of Things will further accelerate the growth of digital data, as more and more devices and physical objects will connect to the internet. The ‘digital universe’ is expected to grow from 4.4 trillion gigabytes today to around 44 trillion gigabytes by 2020. This deluge of data presents an immense opportunity for marketing, yet seizing this opportunity requires specific market research skills.This module will introduce students to the rapidly growing field of data science and will familiarise them with its basic principles and general mindset. Students will learn concepts, techniques, and tools that are used to deal with various facets of large data sets. It is essential to develop a deep understanding of the complex ecosystem of tools and platforms, as well as the communication skills necessary to explain advanced analytics. This course will provide an overview of the wide area of data science and the tools available to analyse large amounts of data. The module will also highlight limitations of big data analytics. Specifically, big data analytics assist in improving and developing existing product portfolios, yet their ability to derive insights that may inform the creation of radical innovations and new markets is limited. Potential approaches to address this limitation will be discussed (e.g., combinations with qualitative/netnographic research methods).
In summary, this module aims to provide students with the skills needed to work in data-driven marketing environments.
Museums and Galleries of art make an important contribution to income generation in the UK. To achieve this successful outcome it is necessary for them to understand the role that culture plays in our society. The manner in which they display works of art, provide information and education, are committed to making their collections more accessible and generally strive to be welcoming, entertaining, friendly and rich in diverse opportunities shows how well they have understood the part they play in establishing culture at the heart of all that we do. This ten week course will focus on the growing importance of cultural organisations, how key texts still have relevance for cultural studies today, how taste is shaped by museums and galleries and how commercial organisations are keen to engage in large-scale cultural projects as a way of attracting a new, younger audience and establishing themselves as key players in a modern society.
With migration frequently presented as a situation of ‘crisis’, this module considers broader contexts and longer histories of migration to and within Europe, and will consider the academic field migration as an inter-disciplinary field of study. Exploring contemporary literature from writers and theorists working in a European context, the module will present students with starting points from which to consider migration using core sociological concepts, particularly of place, ‘race’ and power. The module will follow a migration pathway, with focus points considered through lenses of: leaving, moving, arriving and staying.
The module begins with an introduction to the notion of method and process. The group examine whether and what methods and processes exist in their work. You are asked to question whether the analysis of creative processes is necessary in developing yourselves as designers. And if it is how, and in what way, may different methods and processes be used to produce shifts in design outcomes.
The module is constructed through a range of standalone workshops that aim to give you a range of methods and processes to expand and apply in your studio practice. All of the staff teaching the module have developed their own methods and processes throughout their careers and education, this module aims to share these methods with you.
The module focuses on three main areas; research, modelling and idea generation. The workshops start to build a range of different tools that can be used, adapted and co-opted into your design process.
This module aims to explore the nature of the musical as the predominant form of popular theatre in the twentieth century. Background lectures and seminars introduce you to the history and aesthetics of the form. By examining and reviewing a selection of shows in detail, you will learn to analyse and assess the contribution of various artists to the success of a show and to the evolution of the genre as a whole.
After taking a close look at the main components of the genre, the course focuses on the chronological development of the musical. You will learn about the British and American roots of the genre (operetta, vaudeville, minstrel show), before discussing seminal Broadway shows such as Show Boat and Oklahoma! The course will then trace the development from the classic book musical to concept musicals and the mega-musicals of the 1980s, before finishing with a discussion of the current state of the stage musical on Broadway and in the West End.
The course will include theatre visits and the content of certain classes may be amended slightly during the semester to take account of the shows available.
This is a practice based module aimed at teaching students how to create journalistic video content using a mobile phone or similar device.
Students will learn the practical and editorial skills involved in recording video with sound and editing content to produce multimedia journalism.
Students will also learn how to identify stories with potential for mobile journalism and how to upload and configure their work for social media and online publication.
The module will be taught in a series of three-hour workshops, which will include presentations, essential skills teaching and, in the second half of term, will focus on editing and feedback on student work. Students will be expected to work on some assignments outside the classroom for editing and feedback during workshops.
Assessment: 1x news report, 1x essay
This module considers various forms of masculinity and femininity and how they impact upon identity, and upon education. In it we discuss the social construction of masculinities and femininities and how this construction is enacted through and underpinned by the ways in which gender roles are practised. We will consider how stereotypical gender roles —and the behaviour they prescribe— are learned, and how these impact on our sense of ourselves and of others. We will also look at the extent to which personal identity, including gender identity, is affected by expectations of masculinity and femininity in Western society. The module will also be concerned with how particular masculinities and femininities and the identities associated with them affect how people are able to learn, both inside and outside of educational institutions. We will also look at the role of policy – state and educational – in reifying particular gender identities.
The topics we will address include:
Some might say that Museums and Galleries of art have been forced to develop an entrepreneurial strategy so that they can remain free, look after their buildings, realise ambitious new projects, compete with other forms of entertainment, including educational and leisure venues and establish themselves as important players on the international art scene. It may be unsurprising that working in an entrepreneurial way has come naturally to those in the creative industries and museums and galleries have enthusiastically embraced the challenges before them to increase audiences, embrace issues of diversity and offer a visitor experience that is both educational and enjoyable. This ten-week course takes place on Thursday afternoons and will include visits to museums and galleries such as Tate Britain, Tate Modern, the National Gallery and the National Portrait Gallery, and where possible other smaller galleries. Individual sessions will examine how museums use their collections for education, interpretation and event programming and have successfully developed a dedicated communications strategy to market, promote, fund-raise and attract sponsorship.
The course will focus on education and interpretation as well as communication, sponsorship, fundraising, event management and curating.
Many of the sessions will take place in a museum or gallery and where possible, will involve a member of staff. There will also be opportunities for interactive and workshop activities.
Museums and Galleries of art make an important contribution to income generation in the UK. To achieve this successful outcome, it is necessary for them to understand the role that culture plays in our society. The manner in which they display works of art, provide information and education, are committed to making their collections more accessible and generally strive to be welcoming, entertaining, friendly and rich in diverse opportunities shows how well they have understood the part they play in establishing culture at the heart of all that we do. This ten-week course will focus on the growing importance of cultural organisations, how key texts still have relevance for cultural studies today, how taste is shaped by museums and galleries and how commercial organisations are keen to engage in large-scale cultural projects as a way of attracting a new, younger audience and establishing themselves as key players in a modern society.
Assessment: 3,000 word report. Hard copy hand in is requried, but this can be sent via post
From #BlackLivesMatter to the ‘refugee crisis’, from the ‘war on terror’ to school shootings in the US, the framing of and responses to urgent political and cultural debates often rely on the mediation of violence. Violence is mediated as something palpable, recognizable, physical, spectacular, and something that evokes strong emotions. Increasingly, violence is also often mediated as distant, routine, and normalized, sparking fears of ‘viewer’ desensitization and fatigue. This module draws on interdisciplinary feminist, queer, and decolonial theory to unpack and interrogate violence and its mediation. It asks – What is violence and how is it represented and mediated? How is violence theorized and understood? What forms and shapes does violence take? What are the material and affective economies of violence? How does gender, sexuality, race, class, caste, and (dis)ability intersect with violence? How do social justice struggles and activisms relate to violence? By foregrounding critical feminist, queer, decolonial perspectives in cultural, social, media, and political theory, this module illuminates the intersectionalities and assemblages of power that ‘make’ and mediate violence and the racial-gendered-sexual grammars that connect the seemingly disparate locations of (everyday) violence. In the first weeks of the module, we visit key debates in the feminist, queer, decolonial theorizations of violence and its mediation. In the following weeks, we examine the mediation of violence through several ‘sites’ and ‘processes’ (such as bodies, borders, migrations, nations, nationalisms, empires, capitalism, war, torture, death, debility, trauma) using feminist, queer, decolonial theory and examples/case studies from popular media.
Assessment: 1,000 word essay (25%), 3,000 word essay (75%)
Effective computational experimentation will be introduced, alongside the numerical tools that you will use to support areas of computational and algorithmic inquiry.
Contact hours: 2-hour lecture and 1-hour tutorial per week
This module provides an introduction to neurodevelopmental disorders. Conceptual, historical and theoretical issues will provide a framework within which disorders of development can be discussed.
Assessment: 1,000 word essay (30%), exam (70%)
The effects of new media on education are considered in this module, with the intent of giving students a detailed understanding. It will focus on aspects of social media and other types of centralised media and will recruit the ideas of theorists such as Foucault, Barthes, Saussure, Friere, McGann, McLuhan, Bakhtin and Bourdieu.
Since this is an area of study that is developing very fast the course will refer to the most up-to-date material available and will look at all new developments that affect this area. In addition students will learn about movie making and how to represent ideas using this most effective media. We shall be examining areas such as Auteur, visualisation, editing, deformance, emotion, acting and message.
We will examine the work of people trying to use moving images to influence others as well as learning from the work from a canon of established directors such as Orson Wells, Trufaut, Kitano, Hitchcock and Silberman.
You will be expected to engage with theories of representation and narrative in order to analyse how popular songs combine words and music to convey information about, comment upon and tell stories about the world throughout this module.
We will also consider the non-representational, and non-narrative, along with the ambiguous and elusive qualities of songs. The course encourages you to think critically about questions of meaning, authorship, character and expression, along with the assumptions we make when interpreting songs.
Address significant issues in the contemporary organisation of urban landscapes, urban life and connections between cities as well as the interface between human and architectural fabric. Drawing on specific empirical examples in based in China, Hong Kong, the US, London and parts of mainland Europe this module examines key debates in urban sociology and research. There is a strong focus on visual apprehension of cities and ways of accessing and researching cities through photography.
Learn the principles of neuro-computing with artificial neural networks widely used for addressing real-world problems such as classification, regression, pattern recognition, data mining, timeseries prediction, etc.
The module offers the principles of neuro-computing with artificial neural networks widely used for addressing real-world problems such as classification, regression, pattern recognition, data mining, timeseries prediction, etc.
Contact hours: 2 hour lecture and 1 hour tutorial per week
Key issues in the field of contemporary radical political economy are considered during this module. It will outline and critically evaluate orthodox economic approaches to globalisation as well as challenges from the anti-capitalist movement.
Marxist, autonomist and green economics will be examined and criticised. The module will look at the effects of global capitalism on poverty, equality and environmental sustainability. Alternatives to the market and state regulation of economic activity such as commons regimes, open source and social sharing will also be put under the microscope.
Providing a survey of some major perspectives in modern narrative writing on the problematics of the Great War, this module engages with appropriate strategies for analysing and interpreting literary techniques for the exploration of representative themes; it deals with perceptions of the war as part of contemporary history in narratives published between 1916-1922. Particular attention is paid to the significance of gender and to divergent cultural perspectives in Britain, Germany, and France.
Assessment: 3,000-4,000 word essay.
Throughout history, nature has been a source of inspiration for scientists and researchers. Observations, many made accidentally, have been triggering inquisitive minds for centuries.
In this module, students will be introduced to various concepts in nature to build an understanding of nature-inspired swarm intelligence and evolutionary computation techniques.
Students are then guided through the process of implementation of adaptation of these techniques to apply to various existing real-world problems (e.g. clustering, medical imaging, optimisation and visualisation).
You'll gain an understanding of some major perspectives in modern narrative writing on the problematics of the Great War, with appropriate strategies for analysing and interpreting literary techniques for the exploration of representative themes; it concentrates on ways of remembering and/or historicising the war in narratives published between 1923 and 1933.
Particular attention is paid to the significance of gender and to divergent cultural perspectives in Britain, Germany, and France.
Covering the period from the attempted revolution by the United Irishmen to the Good Friday Agreement, this module focuses on the political history of the island of Ireland, with close reference to political cultures and identities. At its core are the two political allegiances around which politics has been organised for the past two centuries: nationalism and unionism.
The module considers the key political events of the period: the 1798 rebellion, the Act of Union, the famine and debates on land/religion, Home Rule, the First World War and the Rising, and the subsequent politics of the two states on the island before and during the Troubles. Special attention will be paid to aspects of political culture, including the roles of religion and sport, and to theoretical perspectives on conflict. It will also consider issues around sectarianism, violence and paramilitarism.
The module aims to provide an introduction to individual and organisational health and the ways in which organisational environments can be designed to facilitate this. The module begins with a discussion of the antecedents of individual and organisational health and wellbeing, and also discusses the likely symptoms of when health and wellbeing are poorly managed by organisations. The ways in which this process can be mitigated is then discussed in light of the impact of individual differences as well as the impact of health and safety management systems. After this, the module broadens out to discuss the organisational context for health, wellbeing and performance in more detail through the design of work, organisational structure and culture, and planned change for improving organisational effectiveness.
Contact hours: 2 hour lecture per week, plus additional tutorials
Students will be introduced to the earliest literature in English. The module explores the origins and development of both the English language and literary forms such as the dream-vision, elegy, epic and romance. In order to appreciate the literature of the pre-Conquest period, a good reading knowledge of Old English is acquired, through regular weekly exercises and translations. This close attention to language raises important issues such as language's lack of transparency and the gaps between signifiers and signifieds.
This module examines key social, economic and political developments in the history of 20th-century South Africa. Topics include the mineral revolution, the migrant labour system, segregation and apartheid, resistance and the transition to democracy in 1994. The module charts important social transformations in the context of this changing political history.
How organisational, team-level and individual characteristics affect productivity and mental health is explored in this module through introducing students to psychological theories and research.
This module will also consider the limitations of our understanding of these issues and how occupational psychology theory and research is trying to overcome them.
Assessment: 2x essays.
Examples of modern and contemporary art, architecture and design in which ornamentation is foregrounded are explored throughout this module. Our visual resources embrace 19th and early 20th practices—such as the Arts and Crafts Movement, Symbolism, Art Nouveau, Art Deco and Surrealism—as well as contemporary visual and digital works like Natalie Bookchin's single‐channel video installation Mass Ornament of 2009 and Isaac Julien's critical/decorative film installations.
We investigate the cultural and political contexts surrounding the emergence of these ornamentally‐inclined works and examine how their impact and worth have been analysed and interpreted.
Within the context of these studies we will consider models and logics of ornamentation drawn from African, Islamic and Oriental as well as Western cultures, make use of Goldsmiths’ rare books and 4 textile collections, and experiment with a range of visually‐orientated research techniques
Assessment: 1 x 3,000 word essay and research file
Students will begin by investigating the ways in which the discursive field has been analysed by postcolonial, feminist and queer theorists of capitalism and biopolitics, but we will then move forward to consider the ways in which “objects can and do resist” through particular strategies and performances of opposition including community‐building, improvisation, film‐making, activism, and other forms of fine art practice including sculpture, painting, and site‐specific installation art.
Assessment: group presentation, 3,000 word essay (100%)
You will be introduced to key theories, insights and methods within Organisational Studies through this module. In particular, it will critically examine different organisational forms, processes and contexts.
The module places an important emphasis on the meaning and content of organisational strategies. It will help you develop the tools you need to analyse an organisation’s positioning within the marketplace, and think/plan strategically in order to make it more competitive.
You'll gain an understanding of strategic management and appreciate the interrelated dynamics of both strategic and organisational research and practice.
Aimed at students who want practical hands-on experience of journalism, it offers a grounding in the principles of online news and short feature research and writing and the use of images and other digital material to illustrate your work. You will be given the opportunity to work as a reporter and your skills into practice working for Southlondonlines or Eastlondonlines, the news websites run by the Department.
You will be taught key journalistic skills in researching, interviewing and writing and how Wordpress works in a journalistic context. This will assist in potential journalistic careers but are also all important skills for those pursuing communications-based careers such as brand development, public relations or perhaps working with think tanks or NGO’s
Each weekly workshop will focus on specific skills, with weekly assignments. Students will research and write a number of news stories and/or short features for their portfolio. Feedback will be given as appropriate and are in both group and individual formats.
All sociologists have had to deal with some conflict between the idea of sociological knowledge as scientific, guided by reason, and human subjectivity, which gives us differing conceptions of what is real or true. This module looks at some problems in finding out about the social world, dealing with values, and interpreting social reality or realities.
The module provides a basis to think about problems and methods of producing sociological knowledge. The sorts of question we will be asking include:
• To develop students’ understanding of classical approaches to sociological knowledge, and to introduce students to important recent contributions to these debates.
• To examine the status of sociology as a social ‘science’.
• To trace the connections between theory and methodology within social research.
• To critically examine the forms of knowledge produced by sociologists in relation to issues of values, politics, subjectivity and difference.
• To understand key classical and contemporary approaches to knowledge and methodology within sociology and related social sciences
• To analyse sociological knowledge in relation to wider debates about scientific knowledge and method
• To analyse the relation between theory and methodology in social research
• To examine sociological knowledge in relation to issues of fact and value, objectivity and subjectivity, power, difference and ethics
Assessment: 1x 2 hour exam or alternate assessment
Considering the work of Hannah Arendt, Michel Foucault, Judith Butler, Wendy Brown and others in order to explore what they understand by the term ‘politics’ and the political constitution of difference/alterity. In pursuit of this aim, we will consider the importance of spatiality and especially borders, the construction of subjectivity as a political process, the importance of contemporary geo-political formations and the different analyses of resistance offered by these theorists, whether that be in terms of revolution and uprising, or in terms of aesthetic interventions. My hope is that in our discussions we will be able to use our reading and explorations not only to understand the work of these thinkers, but also to turn our collective attention to current geo-political controversies and the legacies of those from the past.
• To display detailed written knowledge of a selected article or chapter by one of the chosen thinkers in the context of the writer’s other works
• To show knowledge of context, both theoretical and historical, of development of thought of their chosen thinker(s)
• To relate key arguments of different perspectives on the course themes to each other, orally and/or in written work
• To give examples of how philosophical and/or political concepts have potential contemporary relevance
• To research and study independently in order to present findings of independent study, orally and/or in written work
Assessment: 1x 4500 word essay Or 3x coursework (1000 word critical study, 1000 word creative piece and 2500 word essay)
Gain a detailed appreciation of human visual and audio perception and explain the limitations of your own sensory gamut. You'll be able to exploit similarities and differences between observers perceptual systems.
You will learn the fundamentals of signal processing and systems, including a programming language suited to the signal processing domain, and how they are applied in typical multimedia applications; you'll then be shown how to combine these signal processing techniques with an understanding of perception to produce multimedia information retrieval systems.
Pre-Requisites: Programming experience. You must also have taken an intro to maths course
This module explores individual differences, the psychology of how and why people differ, and what the implications those differences have.
Contact hours: 2-hour lecture per week, 1-hour seminar per week
How has the notion of the ‘normal’ arisen? How are we to understand the changes in diagnostic classification which have occurred over the last 40 years or so? What kinds of ‘selves’ do counselling and therapy promote?
This module addresses notions of the ‘abnormal’ and ‘pathological’ and introduces you to a range of diagnostic categories
Building on the musical performance skills acquired at Year 1 level, this module develops not only practical performance skills but also critical listening skills and interpersonal skills. Individual tuition is provided by expert visiting staff. You will give several unassessed performances as part of Tutor-led performance seminars, as well as assessed mid-term and end-of-year recitals. You will also work with a composer during the second term on a new work for your instrument or voice, the premiere of which will also form part of your assessment.
Assessment autumn: 12-15 minute recital performance/presentation plus programme notes c. 600-800 words
Assessment spring: performance (50%), performance/presentation (50%). Performance will take place in class in May
Assessment full year: 10-12 minute performance (25%), chamber performance (25%), final recital plus programme notes (50%)
This compositional module creatively explores the domain of field recording, including the use of recorded sounds in documentary, acoustic ecology and sound art. It theoretically and practically tackles the salient issues and simultaneously builds up the technical skills required in the practice of phonography.
Pre-requisites: Experience of using music technology and sonic art techniques.
Assessment: 1 x compositional project, 1 x written project.
Develop not only practical performance skills but also critical listening and interpersonal skills. The module is closely linked to individual specialist tuition on your first study instrument or voice, thus building a strong technical and musical foundation for confident performance in a range of genres.
Assessment autumn: 10-12 minute performance (80%), learning journal (20%)
Assessment spring: ensemble assessment (35%), final performance (65%). Assessments will take place in class in May
Assessment full year: technical test (20%), ensemble performance (20%), final performance (40%), exam (20%)
This is an introduction to political theory and an exploration of why central political ideas and concepts influence our understanding of the world around us.
Assessed by: one essay and a two-hour unseen examination.
Students gain a broad range of historical and critical concepts of capital through engaging with this module. It provides a context for how humans have engaged in trade, and the different mechanisms and systems they have put into place in order to distribute the resources different societies have needed over time.
In doing so, the first half of the module is divided between three main themes; pre-capital societies, the birth and dominance of capitalism as influenced by the Industrial Revolution, and expanding and contesting theories of capital in our current digital revolution age.
The second half of the module covers in more detail the different forms of capital (physical, social, human and financial), the theories and evidence around each, and how each applies to Management and Entrepreneurship.
Assessment: 1500 word essay (50%), 1500 word essay (50%)
Photgraphy and Sound takes up Weinberger’s criticism of contemporary visual anthropology for adopting a narrow definition of its field and its available tools, when the conjunction of ‘visual’ with ‘anthropology’ should actually open up a whole range of creative possibilities for conducting and presenting research. It will explore the role of photography and sound in anthropology in terms of both the history of their use within the discipline, and also the potentials they hold for new ways of conducting research. The module will take an anthropological approach to develop a new understanding of photography and the way in which it participates in society.
Photographs have become one of the primary and most tangible forms for recording memory, and we will explore the magical animist nature of photography. The module will also consider the potential of sound as a means of anthropological description and a way of researching space and place, time and memory, identity and belonging.
We will consider the relations between words and sounds, and ways of knowing and being in the world. The distinctions between the word as it is written and as it is spoken is important here, as are issues of translation – sound into recording, sound into text, one sense into another, as well as adequate cross-cultural translation.
Take a selective route through 20th and 21st century philosophical reflections on politics & philosophies of difference. The module seeks to locate contemporary debates as part of a longer discussion.
Each year certain key themes are pursued. In 2016-7 we will explore questions of politics and difference through the entangled themes of radical pluralism, relationality, divergence, multiplicity, and becoming.
The course has been designed to critically review the continuing relevance of questions raised by our key thinkers by pairing them with other contemporary writers who either explicitly speak to that thinker or who share the key thinker’s attentions or philosophical imaginary in some way. So each week we will have two set readings, and students are encouraged to read both if possible. In this way it will be possible for students to follow a more overtly theoretical route through the course, or follow a route that stays closer to theoretical controversies as they are played out in contemporary sites or issues.
Some of the philosophers and writers covered this year include: William James, Gilles Deleuze and Félix Guattari, Edouard Glissant, Eduardo Viveiros de Castro, Clarice Lispector, Donna Haraway, Isabelle Stengers, and Catherine Keller, among others. Relevant journals include: Public Culture, Philosophy and Social Criticism, Cultural Studies, Cultural Criticism, Cultural Anthropology, Critique, Diacritics, Feminist Theory, Feminist Issues, New Formations, Signs, Theory, Culture & Society, Radical Philosophy, South Atlantic Quarterly, Positions, Angelaki.
Since the beginning of moving images, the world has moved from industrial and imperial to digital and global. Among the political movements that have been most important in the period since the invention of the movies are (neo)liberalism, Marxism, fascism, nationalism, feminism and anti-colonial struggles. These trends are inescapably bound up in the technologies, techniques and forms of the moving image and the sound arts, from the early days of cinema to contemporary handheld and immersive media.
This module investigates the politics of these forms and technologies as attempts at controlling the dispositions of minds and bodies as well as struggles for their emancipation. It will address a broad range of topics from the power of images and visual apparatuses in the 20th and 21st centuries to the relationship of politics and aesthetics, the problem of democracy, and ideology critique.
Assessment: 1,000 word review (25%), 3,000 word essay (75%)
What part do the media play in the democratic processes of society? What influences the media? How do different societies organise their media systems? To what extent do ‘new media’ change things? And (briefly) what influence do the media have? This is a module about the transformations of the media and media systems.
From changes in the mass media of broadcasting and print, to multimedia and the Internet, we look at different ways of making sense of these transformations and consider a range of questions concerning media power and influence. This is also a module about the political and economic organisation of the media. We explore a central claim of political economists that there are important relationships between the content and output of media and the way in which media production is organised in a particular economy and social system.
Political economy is concerned with questions about the relationship between media and society, with questions of media influence, and questions about how media power connects with other forms of power in society. It is concerned with questions about how media industries and cultural work is organised, and why this matters for the range and quality of what is produced by journalists, media professional and creative workers. It considers such issues as the influence of policy and regulation, market forces and commercial dynamics. In doing so, the module compares culturalist interpretations with studies emphasising the role of the state, media ownership, advertising and market structures as forms of media control.
Encompassing basic physics, electronics, programming and software engineering, this module will help you develop the skills needed for designing and building interactive physical devices.
The module will be taught as a series of seminars and lab sessions oriented around the popular Arduino platform and development environment.
Assessment: 4x lab coursework, 1x mid-term quiz, 1x final project
Contact hours: 1 hour lecture and 2 hour workshop each week
This module introduces the various attempts to clarify and understand the links between economic and political processes, which come under the banner of ‘political economy’.
As a whole, the module is intended to draw out the links between the broad “school”-level approaches (such as Marxism, economic sociology, methodological individualism and institutional economics) and contemporary issues and analyses (concerning questions of resource scarcity, predation, coordination failures and trust).
The visual and its discursive political effects are considered in this module. It starts from the premise that vision is not merely a neutral way of seeing the world, but rather is intimately bound up with the political.
As such, the module is interested in unpacking the political nature of how we code and construct the world through vision, the position that art and aesthetics play in moderating political debate and even knowledge construction itself, as well as investigating the relationship between ‘seeing’ and ‘doing’ more broadly in terms of surveillance, control and power.
Assessment: 1 x 1,000 word project, 1 x 2,500 word essay.
Compare the viewpoint of economics with that of sociology, psychology, management and politics through this module. The first two weeks are devoted to key themes in the philosophy of the social sciences.
The remainder of the module consists of four two-week “workshops”, each devoted to the possible interfaces between reasoning in economics and another social science. In each workshop, the first session is led by a guest lecturer from the relevant department, and raises questions such as, what is this discipline’s viewpoint? What makes it different from other disciplines? What methodologies does it use? What is its view of the social world?
The second session, led by this module’s convener, relates the first session to economics, also by discussing insights from classic works in the discipline that have direct relevance for economics.
Assessment: 2x 2000 word essay.
The question of power cuts across many school and texts of modern and contemporary philosophy. Though principally associated with the field of political philosophy, from ancient disquisitions on the relation between ethics, justice and political power, to contemporary explorations of power as a multi-dimensional social relation, power has also been crucial to debates in ontology and metaphysics, as well as to philosophy's complex interactions with other disciplines, from sociology to psychiatry, anthropology to feminism and gender studies.
UG, 3, Term(s) Taught: Full year, Spring
You will explore cross-cultural and international themes as they relate to young children and their families. This will include beginning to understand the diversity in the structure and purpose of Early Years settings and the reasons for this, children’s rights domestically and internationally, and a comparison of what constitutes quality in Early Years settings and the role of adults in ensuring this.
Assessment full year: 3,000 word essay (50%), 10 minute presentation (50%)
This module explores the origins and dynamics of conflict in Africa and evaluates interventions aimed at peace and political transformation. It examines the different forms of conflict that emerged on the continent in the post-Cold War period, including genocide, civil war, electoral violence and non-violent protests. It considers the political significance of the historical characteristics of the African state and social forces, and the influences of regional and international actors. It draws on relevant theoretical debates on the drivers of conflict to inform the analysis of country case studies, and to identify critical issues such as ethnicity, resources, land grabbing, militarised masculinity, corruption and globalisation. It looks both at international interventions in peacebuilding, and at less visible initiatives by local actors. The module provides an in-depth understanding of recent African experiences and offers insights into the wider problems of conflict and challenges for peacebuilding in the contemporary era.
Assessment: 4,000 word report (100%), 10 minute presentation (formative)
In this module we will consider the relationship between theory, research and practice, particularly in an education context, with sessions delivering both a critical framework and an opportunity to discuss new ideas and alternative approaches. We will consider a number of themes including the impact of a move towards ‘craft based’ teaching on classroom inclusion and the impact of the recent Prevent agenda and The Equalities Act on classroom practice, as well as the political, social and economic forces that shape them. We will explore how policy can be adopted to enhance and inform practice, in tandem with professional expertise, rather than undermining it.
All participants will be encouraged to link theory with their own practice and, through research, to further develop their engagement with active professional, and school development in collaboration with colleagues and/or pupils in their own context. Students will also have the opportunity to investigate an area of their own choosing through an assessment based in research-engaged practice.
Please note this module will be taught in the summer term.
Term(s) Taught: Autumn
Art, art history, critical theory and philosophy are considered together throughout this module to introduce theories and experiences of perception that have been influential within western and world culture.
The major focus of the module is on a series of influential critical theories and philosophies for which perception is of central concern, and which have provided important models for cultural criticism and art history.
For instance, phenomenological and psychoanalytical approaches to understanding sensory experience, and a range of artistic and critical responses to these, will be of central concern in this module.
Questions concerning perception are crucial to the study of art history and visual culture for many different reasons. But just what the term perception means has been the subject of long‐standing and vigorous debates spanning many historical periods and intellectual disciplines.
This ten‐week module brings together key sources in art, art history, critical theory and philosophy to introduce theories and experiences of perception that have been influential within western and world culture. The materials studied in this module are linked to and build upon those discussed in Patterns of Perception Part 1.
Assessment: 1,000 word practice essay (formative), 3,000 word essay (100%)
The module engages with fundamental questions about governance, institutions, practices, politics, and social change through a focus on the state. We begin with some key questions related to the Anthropology of the State, which are discussed in the context of contemporary politics.
We look at how the state has been theorised, researched and whether ethnographies of nationalism, citizenship and labour are challenged by comparative ethnographic approaches. We will study institutions like the family, movements and migration in relation to questions around the state and will discuss intersectionality of gender, class, race and ethnic community in relation to citizenship, resources, labour relations, and social formations. It is crucial for this course to engage with comparative work, especially ethnographies, which will allow us to discuss the many layers in which state is experienced, researched and ultimately becomes real in different contexts.
Assessment spring: 1,500 word essay (formative), 2,500 word report (100%)
This module will enable students to design and implement large scale computer programs. The main areas covered are:
Additional Information: It is recommended that you combine with; Yr2 Creative Projects OR Computational Arts Practice. You must also have programming experience.
Students will analyse the literature and culture produced in the aftermath of, and in response to, the end of European formal colonialism. It will address representations of colonialism and decolonisation, of the experience of postcolonial societies and of diasporic peoples.
Attention will be paid to the issues of ethnicity, class and gender in postcolonial literatures, the claims of nativist ideologies and cosmopolitan theories of hybridity. The module is designed to provide an historical account of the development of postcolonial literatures and to investigate their formal specificities, their commonalities and differences through a comparative analysis of different genres, regions and historical experiences of (post) colonialism.
By examining selected literary works across several genres in the period 1901-36, this model concentrates upon English-based writings in the non-modernist tradition. Topics for consideration include responses to social change and warfare, and new conceptions of Englishness and modern sexuality. Authors include Hardy, Forster, Brooke, Owen, Graves, Mansfield, Lawrence, Waugh, Joyce, Huxley and Orwell.
The module focuses on wide-ranging concerns and controversies which are informing therapeutic culture(s) today, including state regulation of the ‘psychological therapies’ ; issues associated with the concept of ‘therapeutic relationship’; codes of ethics governing therapeutic cultures and issues of difference.
Assessment: 2,000 word take home paper
Engage with issues of privacy, surveillance and security through this module. Recent years have seen a huge growth in demands for: certainty in the verification of identity; accountability of individual and organisational activity; and mechanisms designed to accumulate knowledge of what individuals and groups may do in the near future.
• The major theoretical developments in the fields of privacy, surveillance and security;
• Key examples of technologies, developments, issues and policies within these fields;
• Empirical research which has been conducted in this area
• Critically engage with the fields of privacy, surveillance and security;
• Trace the trajectory of these issues from historical examples to contemporary society;
• Engage creatively and imaginatively with this field in producing a response to the issues presented
• Display a thorough and detailed knowledge of historical and contemporary issues in the area of privacy, surveillance and security
• Critically assess contemporary social, political and technological developments oriented toward the regulation of everyday life
• Understand and assess the sociological literature on forms of order and disorder, privacy invasions and the emergence of a surveillance society
• Demonstrate the ability to address these concerns in writing an essay
In each area, questions will be asked about the influence of promotional practices on the production, communication and consumption of ideas and products as well as larger discourses, fashions/genres and socio-economic trends.
Project Management involves all aspects of defining, designing, delivering, and supporting organisational initiatives and product development. These aspects include planning and controlling for scope, time, cost, quality, HR, communications, risk, procurement, and their integration. It involves all activities from initiating projects to managing, directing, controlling, and closing them.
This course will address all of these areas in a rigorous and structured way, using the four dominant methodologies currently active in operational environments. It will provide students with an active skillset in project management and prepare them to pursue certification in any of these three methodologies.
Driven by questions of practice, this core module is organised around a series of more detailed analyses of specific cultural dynamics, where the theoretical models from part one are brought to bear on individual areas of practice and the ways that they can and cannot be thought of in terms of ‘industry’.
The section will focus on the empirical structure of particular, methodologies for researching the culture industries, and the practice of cultural workers within these fields.
Contact hours: 1 hour lecture per week, 1x 1 hour seminar.
Canonical and founding texts of Postcolonialism form the backbone of this module. Close, first-hand reading of texts is emphasised and you are required to probe the whole spectrum of postcolonial thinking - from literary theory, politics, psychoanalysis, diaspora studies, race and gender studies to philosophy, art, anthropology and history.
Geopolitically, the emphasis is on the non-West and on the connections, linkages and translatory cultures forged through colonisation, movements, travel and deterritorialisation. We seek to problematise the very notion of post-coloniality - understood not as a temporal marker but more as a style of thought - as a problem.
We use a series of defamiliarisation techniques to create an environment of enquiry rapidly producing small projects. As the lab work is student centered, the specific experiments undertaken depend on the current mix of students’ backgrounds.
Subjects covered might include Introduction to Media systems and Media ecologies; Linux command line; Formal Language vs Informal Language; the dissection of a unix file; Eco-media;programming Perl; variables lists, hashes, modules; editing with Vim; introduction to networking; introduction to electronics; introduction to physical computing (Arduino); Free-media; Radio waves including video sniffin; Telegraphy, submarine cables; garden hose telephones; introduction to Relational Machines- Database; introduction to Natural Language processing.
This module culminates in a group project and presentation. During previous years the module has culminated in the creation of a network of Coin Laundries, in a performance, reconfiguring a Laurie Grove Bath House as a media-scape. Working with world renowned artist Shu Lee Chang on Moving Forrest in 2011, students have created performances on the Thames as an analogue computer. In 2013, students have produced Evil Media for YoHa at Transmediale.
As a result of attending this module, you'll have the confidence to tackle problems using general and abstract approaches to algorithmic solutions.
Assessment: coursework assignment (20%), exam (80%)
Pre-Requisites: Some web programming experience and knowledge of discrete maths
Practical Popular Music Studies allows you to develop your practical skills in the broadest sense via a weekly performance class and individual vocal/ instrumental lessons.
It provides instruction in all areas of practical musicianship including aural skills, transcription, sight-reading and improvisation as well as ensemble playing and performance. You will be given supporting classes in performance technology (how to use PA, Mics etc) and other issues relating to rehearsal, practice and presentation.
Contact hours: 1 x 1.5 hour lecture per week, 10 hours of weekly vocal/instrumental tuition, plus additional independent study.
This is an intensive, fieldwork-based module, aimed at further developing your skills and experience of doing and writing ethnographic research. Learning is framed around encouraging you to develop detailed knowledge and understanding of how to design, carry out and write up an ethnographic research project. In this way, the module aims to develop your capacity to apply ethnographic research skills. The central feature of the module is your participation in a collaborative ethnographic project taking place in Reading Week. This is a module that is particularly well-suited to students who want to the opportunity to further enhance their ethnographic research skills by conducting a more sustained piece of ethnographic fieldwork under the guidance of an experienced ethnographer.
• Describe and explain ethnographic research from principles to practice
• Draw on their own experiences of doing urban ethnography to develop their knowledge and understanding of ethnographic practice
• Understand the different stages in the process of conducting ethnographic research
• Critically discuss the strengths and values of conducting ethnography for sociological research
• Develop capacity in leadership, team work and organisation
• Design, plan and carry out ethnographic research
• Demonstrate detailed knowledge and understanding of the methods, tools and devices involved in ethnographic research
• Critically evaluate the ethical issues relating to ethnographic research
• Produce sociological knowledge on the based on the analysis of ethnographic information
• Critically evaluate the contemporary ethnographic practice of themselves and others
Assessment: 1x 3500 word research report
A new angle on the debates about modernism and postmodernism is constructed through this module. It will posit the concept of popular modernism as an alternative both to “high” modernism and to post‐modernism. It will show that, especially during the period 1950‐1985, many techniques and approaches pioneered in modernism were not only disseminated, but extended and transformed in popular contexts.
The module will therefore explore connections, lines of influence and resonances coming out of theory, visual art, literature, music, film, and television. It will also analyse the political, economic and culture infrastructure that allowed popular modernism to emerge, focusing for instance on the role of art schools, paperback publishing and public service broadcasting in opening up a circuit whereby the avant‐garde could connect with the popular.
Key figures discussed will include Alfred Hitchcock, Patricia Highsmith, Andy Warhol, Richard Hamilton, William Burroughs, J. G. Ballard, Delia Derbyshire and Patti Smith.
Pre-requisites: Basic web programming HTML + CSS
Contact hours: 2 hour lecture, 2 hour lab with Data Networks plus additional 1 hour lecture per week
This module will introduced the methods used to programme dynamic web site, i.e. sites whose pages are generated dynamically from data (normally data from databases).
NB This is a 15 credit version (term 2 only) of IS52027B Data Network and the Web
This module is also offered as a 30 credit option
Consider recent debates on post-capitalism from the perspective of political aesthetics. This module will explain and analyse some of the most influential theories of post-capitalism and ask whether post-capitalism is the best concept for theorising a shift out of capitalism.
What advantages does it have over older terms such as communism and socialism? The module will identify the antecedents of theories of post-capitalism in socialist-feminism, anti-authoritarian leftism, cyberfeminism and accelerationism.
At the heart of the module is the question of what role culture and aesthetics can play in imagining, pre-figuring and facilitating a move beyond capitalism.
What are the major obstructions to the development of post-capitalist desire? How has capitalism’s use of culture enabled it to engineer and commandeer desire, and how can this be overcome?
Leadership in schools requires educators to manage large, complex systems. This requires specialized understandings and strategies, ranging from a deep comprehension of how policy is made and implemented and the training of new staff-members; to the development of empowering, collaborative relationships, and the important business of involving the pupil voice in managing an institution that has been organised for them. In this module we engage with issues of equity, identity, self-awareness, policy into practice, youth participation in governance, learning as leadership, organisation, change management, and the embedding of meaningful strategic objectives through pragmatic action. We examine the relationship between management and education, considering what this means in practical terms in the school context, through developing the skills necessary for effective communication, strategic thinking, and the leading of whole-school initiatives. The link between theory and practice will be the backbone of our seminars, with sessions delivering both a critical framework and a useful set of leadership strategies with which to engage. The mentoring component will offer participants the skills to support and embed teacher training as a tool for school improvement. It will constitute a case study for dovetailing leadership and management tasks so that they work in harmony with each other.
Students will consider a new angle on the debates about modernism and postmodernism.
It will posit the concept of popular modernism as an alternative both to “high” modernism and to postmodernism. It will show that many techniques and approaches pioneered in modernism were not only disseminated, but extended and transformed in popular contexts.
Assessment: 1,000 word practice essay (formative), 3,000 word essay (100%)
Critical analysis of professional communication in contemporary society is the main focus of this module. Using a variety of linguistic tools, we will analyse language as social practice in a range of spoken, written and computer mediated contexts.
The module starts with an overview of basic theories in the field of genre analysis and more broadly discourse analysis. You will then explore how language is used in the workplace, issues in intercultural communication, successful communication and misunderstanding in multilingual/transnational organisations, doctor-patient interaction, courtroom discourse, service encounters in face to face and online contexts and political discourse.
In the second term you will explore classroom interaction, scientific and academic communication in a globalising world, drawing on corpus-based as well as ethnographic approaches (and reflecting on methodological choices in research).
The final part of the module looks at discourses of food, sustainability/climate change, tourism and finally discourses of trust. We will conclude by reflecting on the role of power and social responsibility in institutional contexts
This module aims at investigating more in depth product management and product innovation strategies within the marketing process. The objective is to show the importance of product management and new products within the company, to present a practical approach to product and innovation management and investigating the principles of new product development.
The module will develop into three section: product strategies, innovation management and new product development. First, the module will review the definition of product within the marketing mix. In this module, we will define the concept of products as including also services. This type of perspective is widely acknowledged in marketing management practice and within academic literature. Furthermore, the module will explore how product strategy relates to brand strategy, portfolio management and to packaging.
Second, the module will look at the concepts of innovation and innovation diffusion. Initially, the module will define what innovation is and how it relates to the concept of creativity within marketing literature. Then students will learn how to manage creativity and idea generation process. Then the module will move into the topic of innovation management and how innovations are managed within the company. Specifically, the module will explore the relationship between innovation and research and development, organisational knowledge, the operations and the strategic alliances of the company. The students will be then exposed to the concept of open innovation, and how this idea of open innovation relates to the traditional concept of innovation explored by marketing research and practice. Finally, this section will look into the relationship between innovation and management of the intellectual property, especially in relation to new technologies.
Third, the module will look into the new product development area. Specifically, the students will look into new product development strategies, new services innovation, product testing, how market research influences new product development, commercialisation strategies and how to manage the new product development. Finally, they will learn how to manage the performance within new product development and launch.
The module will present different theories about innovation and new product development. Theories will be complemented with real-life example and cases to put the knowledge acquired with these theories into practice.
Assessment: exam (50%), 2,000 word essay (50%)
Popular Music History will extend our knowledge of popular music history across the ‘long’ 20th- century, giving us a better understanding of what happened, when, and why. Through set listening and discussion, we will think about how to recognise, analyse and verbalise the workings of different historical styles and techniques of creation and production. In lectures and through set readings, we will explore concepts – like ‘tradition’, ‘agency’, or ‘emergence’ – that will enable us to think critically about key problems in popular music history.
These problems are primarily concerned with musical creativity: how do we account for the historical appearance of new genres? How has ‘influence’ worked? How freely have individuals been able to create and innovate, and how far have they been constrained or steered by context?
However, a full appraisal of these issues will mean thinking not just about the ways music has been made, but also how it has been disseminated, listened to and talked about. Additionally, we will reflect on the processes of history writing itself, and ask questions of the pop histories that surround us in print, on TV, on the internet and in sound.
Who is included in these histories, who gets left out, and on what grounds? How much can we really learn about a period or place in social history just by listening to its music? The module will consist of lectures, in which we will examine theoretical issues, along with key historical styles and moments; and seminars, in which we will discuss and critique both music and histories constructed in various media.
Outside class, students will be expected to complete set weekly listening, reading and discussion tasks. These are designed to extend students’ knowledge and test their thinking as they develop towards their written assignments.
We concentrate on three contextual areas in particular:
In approaching these issues we make use of scholarly literature, but we also consider the different (and often competing) ways that they have been interpreted in journalistic writing and audience discourses.
The opportunity for advanced study of psychological science applied to the investigation of crime and the process of criminal law will be available to students through this module. Research will be primarily, but not exclusively, drawn from applied cognitive psychology. It will be of interest to students considering postgraduate study in forensic psychology.
The module will cover current issues in psychology and law including:
This module will be of interest to students considering postgraduate study in forensic psychology.
Assessment: exam (70%), 1,500 word essay (30%)
You'll gain an insight into how psychological theory and practice can inform education. The module includes an overview of how psychology and education can interact and will consider how the latest psychological findings and theory might be applied to the classroom and education policy.
You will be encouraged to develop their applied psychology skills including critically evaluating available literature and begin to formulate ideas for working with children with special educational needs.
Assessment: 1,500 word case study (50%), exam (50%)
Psychopathology is designed to introduce students to different forms of psychopathology and to demonstrate how psychological theories have contributed to the understanding of their aetiologies and to the development and evaluation of interventions.
Three major forms of psychopathology (depression, anxiety and related disorders, and schizophrenia) and personality disorder will be considered in depth, addressing:
Interrelationships between different psychopathologies will also be highlighted.
Assessment: 1,000 word case study (formative), 2 hour exam (100%)
Students will gain an introduction to the study of music psychology. Lectures will focus on the perception, cognition and neural basis of musical understanding, perception of musical structure and emotions and theories about music’s evolutionary roots. The scientific methods used in research will be explored in a research participation session and in lectures.
Assessment: 1,500 word essay (30%), exam (70%)
Through concentrating on key scholars, Psychology and Anthropology will engage historically and thematically with ways to bring psychological dimensions into anthropology. It will focus on issues such as personality and culture, psychoanalysis, ‘madness’, cognition, and conceptions of the self and personhood. The relationship between the self, human agency and the sociocultural context is a central theme of the module. We will discuss the contributions of psychological anthropology to transcultural psychiatry and psychotherapy.
Assessment: 1x 1 question take home paper
This module will introduce students to the science of marketing and advertising. It will compare and contrast the old and the new in terms of theory and research, and examine the scientific literature on buyer behaviour and psychology in order to provide the state-of-the-art in the field. It also considers research on the most effective ways of communicating information to consumers – knowledge very much rooted in cognitive psychology and information processing models. It will examine different types of media, present research on the relative effectiveness of each, and identify best practices within each media strategy. The module will cover topics such as: advertising effectiveness, different types of media: online, TV, radio, print, communication strategies and cognitive psychology: Attention and Memory, and the six general principles of influencing. This information will help students understand the complexities and best marketing and advertising practices in creating and growing products, brands, and organisations.
The lectures in this module will be supplemented by several assignments designed to develop and enhance practical skills, and further develop familiarity with consumer psychological methods and theories.
Assessment: 2,500 word business report & presentation (50%), exam (50%)
Students will be encouraged to interrogate their own self-formation and autobiographies and help to situate these narratives in relation to concepts such as power, discourse, desire, imagination, affect and corporeality throughout this module.
The module will extend the usefulness of the concept of subjectivity by exploring both Foucauldian and psychoanalytic approaches to subjectivity and illustrate their application by exploring certain themes and issues which will include:
You’ll also consider how we might begin to understand the complex relationships between sexuality, class, race and gender in relation to the performative force of communication practices such as magazines, film, television, etc. Assessment: essay plan (formative), 3,000 word essay (100%)
This module focuses on the emergence of psychoanalysis and how this has influenced ways of theorising and historicising the arts. A major aim of the module is to explore the juncture in the history of therapeutic theories and practice wherein the concerns of Freudian psychoanalysis with sexuality and the unconscious became articulated with expressionism, the abstract, and the surreal, as well as examining these in postmodern approaches beyond 1930.
This module uses a range of data to focus on the relationship between Anthropology and Psychology. Although anthropology has often been described as a `bridge’ between the natural sciences and the humanities, the relationship between anthropology and psychology (or Psychoanalysis) has always been fraught with tension. This module explores these tensions and some attempts to overcome them.
Assessment: 1,500 word essay (formative), 2 x take-home exam (100%)
Think in depth about the legacy of the 1980s in terms of key concepts and debates througout this module for example about identity, class, race, gender and sexuality, which have an enduring impact on current sociological thought. In so doing it bridges more traditional canons of sociology (e.g. Marx, Durkheim, Weber) and post-identity claims from the early 1990s (e.g. Butler). It will allow students to identify the legacy of these ideas within current events - for example the activities of groups such as Occupy – through a sociological lens.
We cannot understand the legacy of 1980s without tackling the sociological concepts that arose in terms of Thatcherism and its goals for a ‘free economy’ and ‘strong state’ (Gamble, Hall), but also those internal debates in the discipline around gender, class analysis and the professions (Goldthorpe, Crompton, Dale). The riots of the 1980s stimulated new perspectives on urban culture, race and ethnic conflict (Solomos, Gilroy).
Week by week students will be introduced to a series of case studies and the sociological research and concepts that emerged in relation to these cases. These will include the New Cross fire (and links to the rise of the National Front), Brixton riots, the miners’ strike, protests about Nicaragua, Greenham Common peace camp, the Alton Bill, Clause 28 and the introduction of student loans.
Each case study will foreground a set of sociological concepts, and also allow students to understand the genealogies of contemporary sociology. The module will draw on theoretical and empirical sources, including texts and audio-visual material, including films such as Which Side Are You On (1984) and Carry Greenham Home (1983).
Pervasive gaming and immersive theatre are two related fields that have enjoyed significant interest and growth over recent years.
This module provides an opportunity to create embodied experiences, ranging from pervasive games, to escape rooms and theatrical installations. As well as consolidating skills learnt in other modules, you will be taught a range of technical and soft skills necessary for producing large interdisciplinary projects.
Various approaches to the imaginative, physical, and vocal training of the actor drawing from a wide range of Twentieth Century key practitioners are addressed through this module.
You will be introduced to a selection of approaches to ensemble training that will include the core skills and principles needed for this practice. In tandem will explore key research strategies, and you will carry out your own experimentation and critical questioning. Practical exploration of the ensemble is complimented by seminar discussions and film screenings that assist you in making links between historical and contemporary precedents and what you are discovering in your own training and experiments.
You will focus on how meaning is generated in performance, and begin to ask basic questions about Theatre Making, to explore further in your own work and your analysis of material created by other artists.
Focus on how performers and spectators socially and culturally encounter space throughout this module. This includes exploration of space as a tangible entity, space as an internalised experience, and space as resonant with readings from different cultural, historical, political, psychological perspectives.
This module explores the process of creating site-specific ensemble performance in response to a chosen space and spectators. Your company is able to choose from a range of interesting spaces in which you can locate your performance and learn how to work creatively within, and in response to, your chosen environment and site. Space generates its own narratives and meanings, and in both theory and practice, you explore different approaches to working with non-traditional theatre spaces or alternative spaces.
You will consider how space impacts upon reception, our relationships to the audience, and on how it is integral to the making and meaning of a work. Such work can be called environmental, site-specific or site-sensitive, but integral is an emphasis on the site as a prime location of material, process and engagement.
Assessment: ensemble contract (formative), 250 word statement of intent (formative), programme (formative), 10 minute ensemble performance (50%), 1,000 word essay (50%)
Money is a key ingredient in the production of the arts. Performances, exhibitions, and festivals need a financial base, as does the making of objects or audio/audio-visual recordings. Art produced or exhibited in or by formal organisations, as individual events, or by individual artists all require funds (or in-kind equivalent). A key skillset of an arts manager, therefore, is seeking and ensuring funding. In a competitive environment, these skills involve significant creativity and ingenuity.
Funding the arts falls into two main categories, earned income (from ticket sales/admissions or subsidiary activities) and fundraising. This module covers principles of earned income, such as fixed, variable and sunk costs, and pricing, and then turns to fundraising, covering grants, sponsorship and philanthropy, as well as donor development and a brief consideration of major gifts. The module considers approaches to government agencies, corporations, and individuals as well as digital approaches including crowd-funding. It also considers the costs of fundraising.
Along with love, warfare has been one of the most constant themes since the earliest European theatre. Rather than just studying theatrical representations of war, this module examines how theatre might contest war, condemn war, and seek peace, justice and respect for human rights. Significantly, given the context of the ‘Culture and Performance’ umbrella under which this module will be taught, students will examine how theatre might challenge the ways in which elements of performance – spectacle, theatrics, mise en scène – are militarized by the military, states and the dominant media during times of war. The module asks the following questions: To what extent can/does theatre reveal the atrocities of war that tend to be omitted from more mainstream formats, which tend to glorify or sanitise war? To what extent is it appropriate to stage these atrocities? In each case, the module will situate the play within the historical, geographical and cultural contexts in which it was written and produced. Given current debates around viewing images of beheadings, or chemical gas attacks in the news, and the theatricality intrinsic to the creation of these images, these questions concerning the ethics of spectatorship are timely and urgent.
This course is designed to provide intellectual and analytical tools to understand the phenomenon of political Islam in contemporary world politics. Taking an in-depth perspective and highlighting the complex interaction between history, religion and politics, the module looks at the ideology and discourse of political Islam, examining its historical and intellectual origins as well as the reasons, implications, and effects of its evolution from its emergence in the early twentieth century to the Arab Spring and afterwards.
While offering an analysis of the main ideas and doctrines that have inspired Islamist theorists and movements, it critically examines key historical junctures in the complex development of Political Islam as a political force inside and outside the Middle East. The course will explore the variety and diversity of approaches of main Islamist organisations, from mainstream and domestic groups as the Muslim Brotherhood, al-Nahda and Hamas to the late emergence of global jihadism, al-Qaeda and Daesh. Focus will also be given the phenomenon of Islamic terror in Europe, and the debates about the social and political dynamics behind recent terrorist attacks.
Assessment: 1x group presentation, 1x 3,500 word essay
This module introduces students to key theories, debates, and interdisciplinary interrogations across the human sciences around the question of subjectivity. The concept of subjectivity intimates a provocative relation between the personal and the political: it at once points to the question being a “self”, of “who we are”, and it reminds us that to be a subject is also to be “subjected”– to exist in intimate ties that bind us to other subjects, as well as to wider historical, social, cultural and political arrangements.
Following the thread of a guiding question, “How have we become who we are?”, this module will introduce students to the historical, social, cultural, and political dimensions through which subjectivities are formed by exploring relevant debates in social and cultural theory, feminist theory, psychoanalysis, historical sociology, and cultural anthropology. It will explore how these theorists and social scientists have understood the processes of the formation and transformation of subjectivities, the varying tensions between subjectivity and subjection, the construction of habits and desires, and the imbrications of subjects in different forms of power and practices of resistance.
Assessment: essay (70%), diary (30%)
This module explores the interrelationship between power and subjectivity with a particular focus on the question of ‘psychopower’. The problematic of ‘psychopower’ (as proposed, in varying terminologies, by Bernard Stiegler and others) signals that more than ever, and in pervasive ways, power relations today draw on subjective capacities and specifically operate on capacities of the subject which are constitutive of its psychic life: attention, care, concern, desire, the capacity to relate to others, anxiety, guilt, etc. As a result, new forms of ‘dispossession’ and suffering have emerged which require a new critical language informed by various disciplines such as philosophy, political theory, media theory, psychoanalysis, and theories of contemporary labour relations. Moreover, the problematic of psychopower intersects with new regimes of visuality and a new aesthetics, and is thus crucial for an understanding of various contemporary art practices.
This module introduces students to the theoretical principles, institutional structures and legal practices that underpin Constitutional and Administrative Law in the UK, and their intricate relationship with human rights law.
A contextual approach is adopted, placing significant emphasis on the constitutional crisis generated by Brexit, and leading students to explore fundamental constitutional law concepts from the angle of the current ‘political crisis’: parliamentary sovereignty; the Royal Prerogative; the relationship between the House of Commons and House of Lords; the separation of powers; the role of the UK Supreme Court in constitutional matters and challenges to judicial independence; devolution; the absence of a written Constitution.
Significant emphasis is also placed on the effect of the Human Rights Act on common law doctrines in public law. The module confronts students with the critical question of whether the Human Rights Act has fundamentally altered the balance of power between the judiciary, legislative and executive powers, and whether traditional principles of public law need replacing, particularly in the light of the UK’s imminent departure from the EU.
The links between Brexit and the debate on the repeal of the Human Rights Act are investigated from a historic and socio-legal perspective, with direct reference to Eurosceptic and isolationist trends in the UK.
The module also examines the range of public law processes that regulate the relationship between the individual and the state, with a focus on judicial review.
To bridge the gap between theory and practice, and introduce students to key players in the relevant debates, the module integrates research and public engagement activities undertaken as part of the ‘Britain in Europe’ think tank and ‘Knowing Our Rights’ (KOR) research project. The following can be indicatively mentioned: meeting MPs, select committee and ‘Britain in Europe’ experts; attending research events; taking part in human rights workshops delivered at local schools as part of KOR (selected groups of students); visiting Parliament, when in session, or attending select committee hearings.
Assessment: 1x essay, 1x exam
In this 10 week x 20 hours course you will be introduced to the theory and practice of Shakespearian verse speaking by close examination of texts as performance material. In a page-to-stage process of textual analysis and interpretation, you will approach this material as a research exercise. By learning the construction, imagery, language, alliteration, rhythm and meaning of chosen text(s) you will study an appropriate monologue and develop this to an off-the-page performed presentation.
UG, 1, Term(s)