Framing the Contemporary will introduce students to a variety of approaches to studying the art, culture, and thought of the period post-1945 to the present. Because the MA is interdisciplinary, the core course will have a strong methodological bent, providing students with an introduction to the various means by which they might conceptualize and analyse the period. The module will be team taught with tutors from the different departments and centres involved, each contributing sessions that highlight a central way in which their discipline categorizes the period (for example, the shift from modern to postmodern in English, or the end of empire in History), while providing examples of the methodological tools used to construct this way of reading the period. Students should emerge from the core course with a sense of both the unique lens each discipline provides for viewing the post-1945 era and the way in which the disciplines overlap and enter into conversation with one another in their approach the contemporary.
Module learning outcomes
familiarity with a range of ways of understanding the post-1945 period
awareness of different methodological and conceptual approaches used by different disciplines with regard to the contemporary
ability to identify points at which different disciplinary approaches to the period converge and inform one another
Academic and graduate skills
familiarity with and the use of a range of research methods and tools (for example, library and archival catalogues and online databases)
familiarity with and the use of recognised discipline-related methods of bibliography and citation;
the ability to apply, explore and develop new knowledge and understanding through seminar debate, supervisory discussion and independent research;
the ability to articulate ideas lucidly and persuasively;
the ability to present lengthy and complex arguments in writing.
Other learning outcomes (if applicable)
the independent organisation and management of research materials and information;
appropriate professional conduct within a range of learning environments;
effective communication (including informal debate and the formal presentation of research before an audience);
effective and efficient use of electronic research resources.
% of module mark
Special assessment rules
% of module mark
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