CAC8009 : Performance and Text (Inactive)
- Inactive for Year: 2024/25
- Module Leader(s): Professor Athanassios Vergados
- Lecturer: Dr Susanna Phillippo
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
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 colloquium 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.
Introduction and briefing for the module
Research case-study I
Research case-study II
Research case-study III
Briefing on oral research-paper
Supervisory sessions with individual faculty members
End-of-module colloquium: presentation of research-papers
Summary of feedback on the colloquium, plus briefing on research-essay
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 110 | 1:00 | 110:00 | N/A |
| Scheduled Learning And Teaching Activities | Lecture | 1 | 1:00 | 1:00 | Introduction to the module |
| Structured Guided Learning | Structured research and reading activities | 27 | 1:00 | 27:00 | 3 hrs preparation per seminar session |
| Scheduled Learning And Teaching Activities | Small group teaching | 9 | 2:00 | 18:00 | Research-based seminar teaching. Present in person |
| Scheduled Learning And Teaching Activities | Workshops | 1 | 3:00 | 3:00 | Student presentations |
| Scheduled Learning And Teaching Activities | Dissertation/project related supervision | 3 | 1:00 | 3:00 | Feedback on oral paper |
| Scheduled Learning And Teaching Activities | Dissertation/project related supervision | 3 | 1:00 | 3:00 | Supervision for presentations |
| Guided Independent Study | Independent study | 35 | 1:00 | 35:00 | Engagement with materials from the module reading list. |
| Total | 200:00 |
Teaching Rationale And Relationship
The learning outcomes, both knowledge and skills, for this module fundamentally underpin the teaching and learning methods employed.
The introductory lecture will give students a basic orientation to the module and its aims, introduce the teaching team, and address the central questions that will occupy us during the semester. Detailed explanations of teaching methods, expectations, and assessment will also be provided.
Small group teaching 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, 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 workshop will be used for the delivery and assessment of the oral research-papers.
Finally, after the delivery of the oral paper the students will receive feedback, which will help prepare them for their final assessment, a written research-based essay, the nature of which will also receive a full briefing. This activity aligns with knowledge outcome 3 and skills outcome 4.
Class sessions will take place in-person, unless covid-related guidance prevents us from doing so. In that case, class meetings will be held as synchronous on-line sessions on zoom.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Oral Presentation | 15 | 2 | M | 35 | Oral research-paper followed by Q&A |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 2 | A | 65 | 3,000-word research essay |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Written exercise | 2 | M | Response to a piece of secondary literature (350 words). |
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 fifteen 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 to reflect on the 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.
The formative assessment will ask of students to engage critically and succinctly with a piece of secondary literature (peer-reviewed journal article or book chapter) related to the topics studied in the module.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- CAC8009's Timetable