SEL3375 : Cultures of Decadence: From the Wilde 90s to the Jazz Age (Inactive)
- Inactive for Year: 2017/18
- Module Leader(s): Dr Kirsten MacLeod
- Teaching Location: Newcastle City Campus
|Semester 2 Credit Value:||20|
The period from the 1890s to the 1920s in Britain and America was characterised by artistic and social rebellion. The Decadents of the 1890s, led by Oscar Wilde, revolted against Victorian gentility in their endorsement of sexual and social transgression. Their art and hedonistic lifestyles exploited and heightened anxieties about the degeneration of Western culture. This revolt against Victorian values and ideals continued into the twentieth century up through the First World War, the consequence of which was another era of decadence and excess -- the 1920s.
In exploring the literature of this period, the module has four principal aims. First, it will consider the relationship between the subversive subject matter of the literature (sexual transgression, drug and alcohol abuse, challenges to gender roles) and the innovative and experimental styles being developed by writers at this time. Second, it will take up the treatment of the issues by canonical and non-canonical writers across a range of genres. Third, it will explore the complex relationship between these two periods: how, for example, 1890s Decadence anticipates and serves as an important influence on Jazz Age literature and culture. Fourth, in contrasting canonical and non-canonical writers and texts, the module will prompt students to engage with ongoing debates about notions of literary value, processes of canonisation, and the relationship between high and popular culture.
Some of the writers will be familiar to students, while others will not. Typical examples might include Oscar Wilde, Marie Corelli (a globally popular best-selling writer of this period), T. S. Eliot, James Joyce, Katherine Mansfield, Dorothy Parker, Virginia Woolf, Claude McKay, A. S. M. Hutchinson (best-selling author of the 1920s), and Cole Porter. Genres covered include Decadent poetry and fiction; high Modernist poetry and fiction; "middlebrow" fiction and "bestsellers"; "Jazz" poetry; "Tin Pan Alley" jazz and the Blues; "Harlem Renaissance" (African-American) literature; "little magazines" (avant-garde periodicals) and "slicks" (popular magazines).
Outline Of Syllabus
The material ion the module comes from the late-Victorian period and the Modernist period, canonical and non-canonical texts.
|Scheduled Learning And Teaching Activities||Lecture||12||1:00||12:00||N/A|
|Guided Independent Study||Assessment preparation and completion||1||40:00||40:00||N/A|
|Guided Independent Study||Directed research and reading||1||80:00||80:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||12||2:00||24:00||N/A|
|Scheduled Learning And Teaching Activities||Workshops||1||2:00||2:00||N/A|
|Guided Independent Study||Student-led group activity||1||10:00||10:00||N/A|
|Guided Independent Study||Independent study||1||32:00||32:00||N/A|
Teaching Rationale And Relationship
Lectures provide students with an intellectual map of the the module, introduce contextual information, and guide their private study. In research groups and seminars, set tasks and questions help students deepen their understanding of the material, develop research skills, and work with others. Extensive private study is essential to allow students to undertake careful independent reading of the primary and secondary materials the module studies.
The format of resits will be determined by the Board of Examiners
|Research paper||2||A||60||Research essay or project. 2500 words or equivalent.|
|Research paper||2||M||40||3 options: 1. Based on primary research on databases 2. Materiality of texts 3. presentation w ppt|
Assessment Rationale And Relationship
The distribution of assessment forms supports the School's overall assessment strategy and allows the students to demonstrate different strengths while balancing their workload over the course of the module. the mid-module assessment is an opportunity for students to engage with intensively with methodologies/approaches/material that is unfamiliar (history of the book, materiality of texts, periodical studies). The research essay or project allows for the development of a critical and independent understanding of the course material.
- Reading List Website : rlo.ncl.ac.uk