Module Catalogue 2019/20

CAC8009 : Performance and Text

  • Offered for Year: 2019/20
  • Module Leader(s): Professor Jakob Wisse
  • Owning School: History, Classics and Archaeology
  • Teaching Location: Newcastle City Campus
Semesters
Semester 2 Credit Value: 20
ECTS Credits: 10.0
Pre Requisites
Pre Requisite Comment

N/A

Co Requisites
Co Requisite Comment

N/A

Aims

This module focuses on the performance culture in Graeco-Roman antiquity, broadly defined and including reception. In terms of the structure of the MA programme in Classics and Ancient History, this module serves as a signature research specialism for the Classics pathway. Emphasis will be placed on the active development of research skills, in the first instance through dialogue around a carefully chosen series of sub-fields connected with performance (to be based on the teaching staff’s own research specialisms), in which scholarly and theoretical approaches, new research directions, and evidentiary corpora will be foregrounded and subject to searching scrutiny.

It is also the aim of this module to foster the development of the students’ own research trajectories through including in the contact hours and in the assessment conspectus the delivery of a workshop-style oral research paper. All student papers will be hosted at an end-of-module colloquium (alongside its sister module, CAC8011: The Writing of History), and preparatory support will also be provided through briefings and individual supervisions. This oral paper will serve a formative function in turn, feeding into the other assessment component of the module, namely the written research-essay.

A major aim behind the conception and the design of the module is to promote a productive alignment between the module’s content and the active research culture of the School of History, Classics and Archaeology, as represented particularly by the School-wide strategic research strand named ‘Performance’. This will be achieved by two principal means: (i) teaching on the module will be research-led, i.e. drawn from the strand-affiliated teaching staff’s own research, including ongoing projects; and (ii) students themselves will contribute to the research culture of the School and the strand, through both the nature of the teaching activities (e.g. discussions of ongoing research) and the methods of assessment (in particular the research workshop at the culmination of the module).

Outline Of Syllabus

Typically, this module will be structured around major research case-studies relating to performance (incl. reception), to be presented by teaching staff and discussed with students in a dialogic, seminar-style forum, before moving onto support for the students’ own oral research-papers, all of which will be delivered at an interactive colloquium at the end of the module. The breakdown of the 24 contact hours may thus take the following form:

1 Introduction and briefing for the module
2-7 Research case-study I
8-15 Research case-study II
16 Briefing on oral research-paper
17-20 Supervisory sessions with individual faculty members
21-23 End-of-module colloquium: presentation of research-papers
24 Summary of feedback on the colloquium, plus briefing on research-essay

Learning Outcomes

Intended Knowledge Outcomes

1.       To acquire a substantial knowledge and understanding, as structured by the presentation and discussion of selected case-studies by both teaching staff and student peers, of original research undertaken in line with the thematic focus of performance;

2.       To gain a rounded and expansive familiarity with complex scholarly and theoretical apparatuses in the field of Classics, and a knowledge of the ways in which these might be applied to self-chosen areas of textual study
3.       To obtain, under guidance but principally via independent work, an extensive, systematic understanding of a self-chosen field of research under the ambit of performance, as a stepping-stone to the development of original interpretative positions in this field.

Intended Skill Outcomes

1. To further expand critical abilities with respect to evaluation of scholarly ideas and interpretation of evidence;
2. To engage in respectful, productive dialogue with others’ research, both teaching staff and student peers, and so learn the importance of research-collaboration;
3. To develop, through structured briefings and supervisory sessions and then practical experience, competence in writing and delivering an oral research-paper;
4. To consolidate and expand competence with respect to the presentation of individual work in written form;
5. Overall, in contributing to and drawing benefit from the School’s research culture, to take ownership of a continuing, autonomous trajectory towards developing original research.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion1321:00132:0075% of guided independent study
Guided Independent StudyDirected research and reading441:0044:0025% of guided independent study
Scheduled Learning And Teaching ActivitiesSmall group teaching171:0017:00Seminars
Scheduled Learning And Teaching ActivitiesWorkshops13:003:00Student presentations
Scheduled Learning And Teaching ActivitiesDissertation/project related supervision41:004:00Supervision for presentations
Total200:00
Teaching Rationale And Relationship

The learning outcomes, both knowledge and skills, for this module fundamentally underpin the teaching and learning methods employed.

Seminars will principally consist of teacher-introduced case-studies which will serve as the basis for discussion over several sessions. Reading will be assigned in advance and will inform this discussion. Ultimately, the aim is to open up a productive, two-way dialogue on original research relating to text and performance. This type of learning activity aligns with knowledge outcomes 1 & 2, and skills outcomes 1, 2, & 5.

After coverage of major case-studies in seminar form, one-on-one supervisions will be introduced which aim to ensure that each student receives tailored, expert guidance on the forthcoming task of researching, writing, and delivering an oral research-paper. This activity aligns with knowledge outcome 3 and skills outcomes 2, 3, & 5.

After the supervisions have been completed, the extended workshop will be the site for the delivery and assessment of the oral research-papers, to be performed together in an end-of-module colloquium held in the style of an academic research workshop, with each speaker allocated twenty minutes for the paper
plus ten minutes for audience-facing Q&A. This activity aligns with knowledge outcomes 2 & 3, and with skills outcomes 1, 2, 3, & 5.
The final seminar of the module provides a summary of feedback from the oral research-papers, which will serve as formative feedback ahead of the final assessment, a written research-essay, the nature of which will also receive a full briefing. This activity aligns with knowledge outcome 3 and skills outcome 4.

Reading Lists

Assessment Methods

The format of resits will be determined by the Board of Examiners

Exams
Description Length Semester When Set Percentage Comment
Oral Presentation202M35Oral research-paper followed by Q&A
Other Assessment
Description Semester When Set Percentage Comment
Essay2A653,500-word research essay
Assessment Rationale And Relationship

The assessment for this module has been designed in tandem with the learning outcomes and with the chosen teaching and learning activities.

The oral research-paper will be twenty minutes long, followed by ten minutes of Q&A. This assessment component aligns with knowledge outcomes 1, 2, & 3, and with skills outcomes 1, 3, & 5.

The written research-essay, 3,500 words long and due after the close of teaching for the semester, builds on the content introduced in the oral research-paper and is positioned so as to allow reflection on the formative feedback obtained from that task (both from the teaching staff and from student peers in the form of Q&A). This assessment component aligns with knowledge outcomes 1, 2, & 3, and with skills outcomes 1, 4, & 5.

This module can be made available to Erasmus students only with the agreement of the Head of Subject and of the Module Leader. This option must be discussed in person at the beginning of your exchange period. No restrictions apply to study-abroad, exchange and Loyola students.
All Erasmus students at Newcastle University are expected to do the same assessment as students registered for a degree.

Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. This will take the form of an alternative assessment, as outlined in the formats below:

Modules assessed by Coursework and Exam:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be one essay in addition to the other coursework assessment (the length of the essay should be adjusted in order to comply with the assessment tariff); to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.

Modules assessed by Exam only:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be two 2,000 word written exercises; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.

Modules assessed by Coursework only:
All semester 1 non-EU study abroad students will be expected to complete the standard assessment for the module; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Study-abroad, non-Erasmus exchange and Loyola students spending the whole academic year or semester 2 are required to complete the standard assessment as set out in the MOF under all circumstances.

Timetable

Past Exam Papers

General Notes

N/A

Disclaimer: The information contained within the Module Catalogue relates to the 2019/20 academic year. In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described. Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2020/21 entry will be published here in early-April 2019. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.