Module HIST45430: Reading the medieval and early modern past

Department: History

HIST45430: Reading the medieval and early modern past

Prerequisites

• None

Corequisites

• • HIST4???? Writing the medieval and early modern past

Excluded Combination of Modules

• None

Aims

• To introduce students to different disciplinary and interdisciplinary approaches to studying the medieval and early modern periods.
• To enable students to develop advanced skills in analysing and using textual, material and visual evidence.
• To enable students to develop the essential research skills for the successful completion of an MA programme in medieval and early modern studies including writing a dissertation, and for potential future research at doctoral and postdoctoral level.
• To develop students’ critical abilities to evaluate advanced specialist scholarship in at least two disciplines.
• To study the emergence, development and consolidation of textual, material and visual cultures in the medieval and early modern periods through focused study of a specific text (or set of texts) and its contexts, including its prehistory and influences, its contemporary setting, and its afterlife.

Content

• This module focuses on one key primary source or body of sources (usually textual) as a lens through which to explore different disciplinary and interdisciplinary approaches to studying the medieval and early modern periods. The first seminar will consist of an in-depth discussion of the source(s) to develop a good working knowledge of the text and relevant issues connected to study of the material. Subsequent seminars will explore the influences on, contemporary setting of, or afterlives of the source(s), and will employ a range of disciplinary approaches to studying the source(s) and the issues raised. In this way, students will be introduced both to different ways of understanding the source(s), and to different ways in which the source(s) might be situated in time (drawing on past influences, responding to contemporary context, or being reused or recast by later generations).
• There will be ten fortnightly two-hour seminars, each taught by two specialists. The module co-ordinator will attend all seminars to ensure coherence and continuity, and for each seminar s/he will be joined by another specialist from one of the participating departments (Archaeology, Classics, English, History, MLAC, Philosophy, Theology). The final seminar will be reflective, allowing us to bring together the key ideas of the module and to think about the ways in which the source has opened up multi- and interdisciplinary study of the medieval and early modern past. We will also reconsider the nature of interdisciplinary study, and the problems and potential that it offers.
• In addition to the seminars there will be an initial two-hour set-up meeting which will include an introduction to bibliographical resources and to the challenges and opportunities inherent in multi- and interdisciplinary study of the medieval and early modern period. There will also be three two-hour skills workshops: 1) a two-hour archives session in Palace Green Library to introduce students to the practicalities of handling and using medieval and early modern archival material; 2) a two-hour session introducing ways of handling and examining material cultural evidence from the medieval and early modern periods; 3) a two-hour session introducing approaches to visual culture in the medieval and early modern periods.
• Students will be required to read specified items in advance of each seminar, and encouraged to engage in further reading afterwards. For each seminar one or two students may be asked to prepare a presentation as a way of opening up discussion and offering an in-depth examination of some of the issues to be discussed.
• The source chosen for study will depend on staff availability in any given year. Representative possible sources might be, for example, the Song of Roland, Boethius’ Consolation of Philosophy, or Durham Cathedral. A sample teaching outline might include: o Week 1: Initial set-up meeting, introduction to the module o Week 2: Seminar 1 – Reading the Song of Roland o Week 3: Workshop 1 – Archives session in Palace Green Library o Week 4: Seminar 2 – Historical realities: Charlemagne and the Carolingians o Week 5: Workshop 2 – Introduction to material culture o Week 6: Seminar 3 – The Song of Roland and the First Crusade o Week 7: Workshop 3 – Introduction to visual culture o Week 8: Seminar 4 – Writing the Song of Roland o Week 10: Seminar 5 – Material and visual culture of the Song of Roland o Week 12: Seminar 6 – The History of Epic: The Aeneid o Week 14: Seminar 7 – Epic in comparative cultures o Week 16: Seminar 8 – Medieval and early modern Christians and Muslims o Week 18: Seminar 9 – Philosophical questions and the Song of Roland o Week 20: Seminar 10 – Concluding reflective seminar.
• The assessment for the module will be one essay of up to 5000 words, on a topic connected with the themes of the module. Students should devise their own questions in consultation with the module co-ordinator and/or one of the tutors teaching on the module. Students must submit their questions to the module co-ordinator during Week 2 of Epiphany Term.

Learning Outcomes

• Detailed knowledge and understanding of the key source(s) explored in the module, and of the interpretations made by scholars from different disciplinary traditions.
• Detailed knowledge and understanding of the key themes explored in the module, based upon a variety of sources and methodologies from different disciplines.

• An ability to use and interrogate a range of source materials relevant to the medieval and early modern period.
• An ability to understand social, political, religious and cultural changes and trajectories by means of textual, material and visual evidence.

• A high level of ability in writing cogently and persuasively on a specialised topic within the subject area of the module, drawing on the work of previous scholars as necessary.
• A high level of ability in leading and presenting discussion and debate across a variety of media (written work, oral presentations, seminar discussions etc.).

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Teaching is delivered through seminars and workshops; participation in these and the independent reading required for these will enable students to achieve the module’s specified learning outcomes.
• Students will be allocated an advisor for the essay who will offer individual tutorials; the advisor will help students to explore their specialised topic within the subject area of the module and advise on relevant previous scholarship.
• Formative assessment will involve at least one presentation within seminars, and an annotated bibliography (to be submitted by Week 5 of Epiphany Term) in preparation for the summative essay.
• The summative assessment for the module is an essay of up to 5000 words, on a question/topic to be devised by the student in consultation with the module co-ordinator and/or the student’s advisor.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

At least one seminar presentation; an annotated bibliography on the chosen essay topic to be submitted by Week 5 of Epiphany Term.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University