Module FOUD01W3: Concepts, Methods and Theories in Arts & Humanities

Department: Foundation Year (Durham)

FOUD01W3: Concepts, Methods and Theories in Arts & Humanities

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• CMT Business CMT Science CMT Social Science

Aims

• Programme Aims:
• Foundation students have 3 or 4 core components to their programme, depending on route. The CMT modules are designed to introduce students to concepts, methods and theories within the student’s chosen discipline, and provide a lens through which students engage with knowledge and knowledge creation in their chosen discipline. Meanwhile the Scholarship in Higher Education (SHE) module provides the tool-kit for their engagement and communication of knowledge; whereas the Advanced Scholarship in Higher Education module provides an iterative experience of bringing toolkit and lens together to provide students with the opportunity to actively engage in the process of knowledge generation and communication by completing a research project within the student’s chosen discipline. All students apart from Arts & Humanities also have a maths component.
• This module contributes to the overall aims of the Foundation Programme, which are aligned to FHEQ level four descriptors. By the end of the programme, students will have demonstrated
• knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study
• an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.
• evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work
• communicate the results of their study/work accurately and reliably, and with structured and coherent arguments
• undertake further training and develop new skills within a structured and managed environment.
• the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.
• Module Aims:
• The CMT modules are designed to introduce students to foundational concepts, methods and theories within the student’s chosen discipline. The CMT modules provide a lens through which students engage with knowledge and knowledge creation in their chosen discipline; the Scholarship in Higher Education module provides the tool-kit for their engagement and communication of knowledge; and the Advanced Scholarship in Higher Education module provides an iterative experience of bringing toolkit and lens together to provide students with the opportunity to actively engage in the process of knowledge generation and communication by completing a research project within the student’s chosen discipline.
• This module aims:
• to introduce a range of concepts, methods and theories relevant to a range of Arts and Humanities degree progression routes
• to introduce primary and secondary source materials alongside relevant critical work, which locates these sources in their discipline contexts, as well as within the wider body of academic scholarship
• to develop critical thinking by describing, analysing and evaluating relevant primary and secondary source materials
• to develop academic communication of concepts, methods and theories
• to encourage interdisciplinary and collaborative studentship
• to prepare students for the teaching and learning environment at Durham
• This module also supports the overall programme aims to enable students to have:
• acquired the ability to work confidently with a range of academic materials and sources (as appropriate to progression subject area);
• acquired the ability to work confidently with primary and secondary source material (as appropriate to progression subject area);
• gained various skills for undergraduate study, including the ability to extract and summarise meaning from text, to read rapidly and accurately, to write and present clear and precise arguments using appropriate evidence;
• acquired a level of self-efficacy in relation to workload management, basic academic autonomy and a learner identity as an effective university student;
• gained skills in using libraries, online databases and other reference resources;

Content

• An introduction to the Arts and Humanities and how they intersect
• Concepts, methods and theories from the Arts and Humanities
• Research Methods in the Arts and Humanities

Learning Outcomes

• By the end of the module students will have demonstrated:
• 1. knowledge of a range of academic concepts, methods and theories in Museum Studies
• 2. knowledge of a range of academic concepts, methods and theories in the study of literature.
• 3. knowledge of a range of academic concepts, methods and theories in the history of ideas
• 4. knowledge of a range of contemporary issues and debates in the study of the Arts and Humanities, and of relevant academic theories, materials and sources
• 5. knowledge of a range of relevant vocabulary, and the capacity to deploy this vocabulary effectively in writing.

• By the end of the module students will be able to:
• 1. research disciplinary topics independently
• 2. read effectively and accurately
• 3. extract and summarise meaning from text
• 4. respond critically to primary sources
• 5. use and to critique secondary sources in discipline-appropriate ways

• By the end of the programme students will be able to:
• 1. manage workload independently and effectively
• 2. use libraries and other reference resources
• 3. express ideas in writing intelligibly, clearly and in appropriate style
• 4. demonstrate critical thinking
• 5. demonstrate the use of appropriate sources of evidence
• 6. perform effectively under timed conditions

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

• This module will be delivered using a combination of lectures and seminars/tutorials on a weekly basis. Students will be taught concepts and then challenged to apply them in a variety of contextual tasks that are designed to lead to achieving the module outcomes.
• Lectures and Seminars: Lectures and seminars are used to provide guided access to Concepts, methods and theories. Most teaching is carried out in groups ranging between 10 – 30 students to allow for an interactive teaching/learning style which will encompass some lecture-style presentations by the teacher, teacher-led discussions and discussion in groups. These are supported by reference materials, such as introductory videos, module handbooks, handouts or notes posted on the VLE and are delivered by expert staff from within the DCAD team.
• Lectures and Seminars focus on developing Subject Specific Knowledge and Key Skills
• Workshops/Tutorials: Workshops and Tutorials are used to orient learning, support individual student needs, and to consolidate learning. Tutorials focus on problem-based exercises in small groups or individually.
• Workshops and Tutorials enable students to consolidate their Subject Specific Knowledge and understanding by applying Subject Specific and Key Skills to problems.
• Individual Tutorials: Individual tutorials focus on discussion and feedback between students and tutors on a one-to-one basis in a more informal environment.
• Individual Tutorials support all learning outcomes, enabling students to discuss, question and receive feedback on their progress, to enhance their own self-reflection, and to encourage them to take responsibility for their own study.
• Orientation Tasks and Self-Regulated learning: Orientation tasks support students toward Self-Regulated learning and support students to develop Subject Specific Knowledge and Skills, and Key Skills. Self-regulated learning encourages students to reflect on their own learning; identify strengths and weaknesses; and structure some of their own future learning through self-diagnostic exercises and completion of an extended project.
• Orientation tasks and Self-guided learning support all learning outcomes, enabling students to consolidate and expand on Subject Specific Knowledge gained through other learning methods, and to develop Key Skills, which are applied in the production of formative and summative assignments.
• Summative Assessment: The CMT assessments are designed to ascertain whether students have successfully engaged with foundational concepts, methods, and theories in their chosen discipline, and are able to apply these in response to assessment tasks.
• In this module, Portfolio 1 allows students to demonstrate the range and sophistication of their engagement with the module’s Reference/Factual knowledge, Conceptual, and Procedural knowledge and their capacity for effective academic communication through a series of stages leading to the production of a piece of long-form writing.
• Portfolio 2 allows students to demonstrate the range and sophistication of their engagement with the module’s Reference/Factual knowledge, Conceptual, and Procedural knowledge and their capacity for effective academic communication through the production of an annotated bibliography, and a reflective record of a tutorial discussing this piece of work.
• Portfolio 3 allows students to demonstrate the range and sophistication of their engagement with the module’s Reference/Factual knowledge, Conceptual, and Procedural knowledge and their capacity for effective academic communication through the production of a series of short vlogs.
• The Test’s primary function is to allow students to demonstrate the range and sophistication of their engagement with the module’s Reference/Factual knowledge, with the secondary focus on the key skills of Academic communication under timed conditions (as they are likely to experience in their subsequent years of study).

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

A range of formative tasks are used to help students work towards module outcomes and to iteratively build competency towards each respective summative assessment. Formative assessments will be incorporated into the structures of Portfolios 1, 2 and 3. There will be a formative mock test to help students prepare for the test at the end of the academic year.

■ 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