Module Details

The information contained in this module specification was correct at the time of publication but may be subject to change, either during the session because of unforeseen circumstances, or following review of the module at the end of the session. Queries about the module should be directed to the member of staff with responsibility for the module.
Title GO HIGHER STAGE 2: ARTS AND CULTURES
Code GOHI003
Coordinator Dr CG Jones
Faculty of Humanities and Social Sciences
C.G.Jones2@liverpool.ac.uk
Year CATS Level Semester CATS Value
Session 2018-19 Level 3 FHEQ First Semester 10

Aims

  • ·         To introduce certain basic methodologies used in arts and cultural studies.
  • ·         To develop skills in the close reading of a text.
  • ·         To introduce the characteristics and value of historiography.
  • ·         To develop an appreciation of core explanatory frameworks used in the arts and humanities and their difference to those used in the social sciences.
  • ·         To develop written and oral communication skills, critical argument, digital literacy and teamwork.

Learning Outcomes

Describe and apply the appropriate core analytical approaches and methods used in English Literature, History and Philosophy.

Observe and interpret a text using close reading techniques

Use introductory research skills, including library skills, appropriate to English

Literature, Philosophy and History.

Discuss in broad terms the ways in which certain cultures understand and express their worlds.

Describe certain key characteristics of Classical, Medieval, Enlightenment and Victorian cultures.


Syllabus

The syllabus for this module is delivered as blended learning using both classroom and online modes. An example syllabus follows:
 
CLASSROOM: 
How many historians does it take to change a light bulb? An introduction to historiography
We will think critically about history: What are valid – and invalid – ways of constructing the past? Can history be ‘objective’? Is history fact or story? Is there one history or many histories?
Review & Reflect: Academic Writing
This session will debate themes covered so far and provide support for your assignment. We will address the difference between research and writing in the arts as opposed to the social sciences and explore what makes a good essay.
Witchcraft in Medieval England
Witchcraft and the persecution of witches is the subject of varied historical explanations and interpretation; we will sharpen our historiographical skills by exploring the witchcraft trials which saw hundreds of women – and men – accused and punished by death in medieval England.
Robert Louis Stevenson, The Strange Case of Do ctor Jekyll and Mr Hyde Students to have read the novella in advance. We will explore how the ideas of this text build upon those looked at in previous weeks. The session will examine our expectations of the story, and how it responds to nineteenth century concerns of evolution, sexuality and politics.
Enlightenment Philosophy

As belief in witchcraft gave way to reason, and allegiance to unelected authority gave way to democracy, we will explore the political philosophy of Enlightenment thinkers John Locke, Thomas Hobbes & Jean-Jacques Rousseau. Questions include: ‘What is a just society?’ and ‘Why should we – or do we – obey laws?

The City in Literature

Many of key elements of Jekyll & Hyde are explored through Stevenson’s depiction of the city. In this session we will consider the ways in w hich the city has been portrayed in a variety of texts.

ONLINE:
Historical literature
Some of Shakespeare’s plays are described as ‘histories’, but in what sense do we use that term? Exploring a section of the play Richard II we will examine the representation of kingship and historical drama in the play.
No online.
Revisiting Witchcraft 
Examining sections of Arthur Miller’s The Crucible alongside Crabbe’s Poem ‘They Swam a Witch’, an investigation into why witchcraft has been an enduring subject in literature for writers living after the age of the witchcraft trials.
Monkeys, men & metamorphoses  The publication of Darwin’s On the Origin of Species in 1859 caused shockwaves that still reverberate today. We will consider briefly how evolutionary ideas – which threatened to transform humans from angels into apes - were reflected in society and culture in the second half of the nineteenth century.
The city – a place of ‘dreadful delight’?
The city is much more than just a physical presence characterised by different geography: it is also divided by class, respectability, gender, crime and vice. We will explore these other landscapes of 19th century London which provided the setting for Stevenson’s Jekyll and Hyde.

 

 


Teaching and Learning Strategies

Seminar - Lecturers lead group discusions of key texts and topics

Students are expected to offer informed contributions and be properly prepared for sessions.

Online Discussions - Online resources and virtual forums


Teaching Schedule

  Lectures Seminars Tutorials Lab Practicals Fieldwork Placement Other TOTAL
Study Hours   10
Lecturers lead group discusions of key texts and topics
        10
Timetable (if known)   Students are expected to offer informed contributions and be properly prepared for sessions.
 
         
Private Study 90
TOTAL HOURS 100

Assessment

EXAM Duration Timing
(Semester)
% of
final
mark
Resit/resubmission
opportunity
Penalty for late
submission
Notes
Unseen Written Exam  70 minutes  First semester  50  Yes  Standard UoL penalty applies  Examination Notes (applying to all assessments) - none 
CONTINUOUS Duration Timing
(Semester)
% of
final
mark
Resit/resubmission
opportunity
Penalty for late
submission
Notes
Coursework  2000 words  First Semester  50  Yes  Standard UoL penalty applies  Essay 

Recommended Texts

Reading lists are managed at readinglists.liverpool.ac.uk. Click here to access the reading lists for this module.
Explanation of Reading List:

Reading lists are neither exhaustive nor are all items set texts. Students are guided to specific weekly reading requirements via the appropriate VITAL page. Example pertinent texts include:

Ovid Translations including translated sections including Joseph Addison (1704), John Dryden (1717) Arthur Golding (1567), Ted Hughes (1997), A.S. Kline (2000) George Sandys (1632)

John Donne’s Sonne ts
Crabbe, George, ‘Sir Eustace Grey’ from Poems (1807) [Hand-out]
Spalding, Roger & Parker, Christopher, Historiography: An Introduction (Manchester: Manchester University Press, 2007)
Tosh, John, The Pursuit of History (London: Longman, 2009)
Macfarlane, Alan, Witchcraft in Tudor a nd Stuart England (London: Routledge, 1999)
Pickering, David & Pickering, Andrew, Witch Hunt: The Persecution of Witches in England (Stroud: Amberley, 2013)
Sharpe, James, Witchcraft in Early Modern England (London: Pearson, 2001)
Thomas, Keith, Religion and the Decline of Magic: Studies in popular beliefs in sixteenth and seventeenth-century England (London: Penguin, 2003)
Stevenson, Robert Louis, The Strange Case of Doctor Jekyll and Mr Hyde (1886)
Pagden, Anthony, The Enlightenment and why it still matters (Oxford: Oxford University Press, 2013)
Warburton, Philosophy: The Classics (London: Routledge 2006). Chapters on Hobbes, Locke and Rousseau. 8
Freeman, Nicolas, Conceiving the City: London, Literature and Art 1879-1914 (Oxford: Oxford University Press, 2007)
Koven Seth, Slumming: Sexual and Social Politics in Victorian London (Princeton NJ: Princeton University Press, 2004)
Mayhew, Henry, The London Underworld (Dover: Dover Publications, 2005). Originally published 1861.
Walkowitz, Judith, City of Dreadful Delight: Narratives of Sexual Danger in Late-Victorian London (Chicago: University of Chicago, 1992)

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