UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1. Title of the module
Anglo-Saxon Culture: Word, Image, Power
2. School or partner institution which will be responsible for management of the module
School of History
3. Start date of the module
Spring 2014
4. The number of students expected to take the module
36
5. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
None
6. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
I and H
7. The number of credits and the ECTS value which the module represents
30 (ECT credits: 15)
8. Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
9. Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
History (single and combined honours); also available as a wild module
11. The intended subject specific learning outcomes
Intermediate Level:
a. 11.1 To develop a critical understanding of how different languages and alphabets were used in the Anglo-Saxon kingdoms, how and why this changed over time.
b. 11.2 To gain a critical understanding of the power of the written word in the Anglo-Saxon period, and the ways in which this was expressed and deployed.
c. 11.3 To gain knowledge and understanding of a wide range of different types of primary sources.
d. 11.4 To acquire skills in the interpretation of those primary sources.
e. 11.5 To cultivate an awareness of the problems involved in interpreting such sources.
f. 11.6 ‘Knowledge and understanding of the complexities of human existence in the past, both within our own culture and cultures different from our own’
g. 11.7 ‘Knowledge and understanding of texts and other source materials, read both critically and empathetically, while addressing questions of genre, content, perspective and purpose’
h. 11.8 ‘Knowledge and understanding of the problems inherent in the historical record itself, and the limits within which interpretation is possible’
i. 11.9 ‘Knowledge and understanding of the value of neighbouring disciplines, recognised through the interdisciplinary nature of History itself’
j. 11.10 ‘Critical thought and independence of mind: the ability to challenge received conclusions and evaluate the work of others.’
k. 11.11 ‘Ability to synthesise material from a variety of sources to gain a coherent understanding of issues.’
l. 11.12 ‘Access a range of sources of information, including textual and non-textual material.’
Honours level
a. 11.1 To develop a critical understanding of how different languages and alphabets were used in the Anglo-Saxon kingdoms, how and why this changed over time.
b. 11.2 To gain a critical understanding of the power of the written word in the Anglo-Saxon period, and the ways in which this was expressed and deployed.
c. 11.3 To gain knowledge and understanding of a wide range of different types of primary sources.
d. 11.4 To become more sophisticated in the interpretation of those primary sources.
e. 11.5 To cultivate a more sophisticated awareness of the problems involved in interpreting such sources.
f. 11.6 ‘Knowledge and understanding of the complexities of human existence in the past, both within our own culture and cultures different from our own’
g. 11.7 ‘Knowledge and understanding of texts and other source materials, read both critically and empathetically, while addressing questions of genre, content, perspective and purpose’
h. 11.8 ‘Knowledge and understanding of the problems inherent in the historical record itself, and the limits within which interpretation is possible’
i. 11.9 ‘Knowledge and understanding of the value of neighbouring disciplines, recognised through the interdisciplinary nature of History itself’
j. 11.10 ‘Critical thought and independence of mind: the ability to challenge received conclusions and evaluate the work of others.’
k. 11.11 ‘Ability to synthesise material from a variety of sources to gain a coherent understanding of issues.’
l. 11.12 ‘Access a range of sources of information, including textual and non-textual material.’
12. The intended generic learning outcomes
a. 12.1 Students will develop their ability to communicate about complex concepts effectively.
b. 12.2 Students will develop their ability to manage their own time and to work autonomously.
c. 12.3 Students will develop their ability to present information orally and to use images as a communication tool.
d. 12.4 ‘Communication: organise information clearly; respond to written sources; present information orally; ... use of images as a communication tool
e. 12.5 ‘Improving own learning... time management...; develop autonomy in learning’
Additionally, H level students will be able to:
f. 12.6 ‘demonstrate the acquisition of an independent learning style when engaging with the course content.’
g. 12.7 ‘analyse, discuss, deconstruct and demonstrate cogent understanding of central texts and assemble and present arguments based on this analysis’
h. 12.8 ‘approach problem solving creatively and form critical and evaluative judgments’
13. A synopsis of the curriculum
The written word was extraordinarily powerful in the Anglo-Saxon period. Words traced with a finger in a bowl of water were drunk as a remedy for sickness; engraved on helmets they protected their wearers; inscribed in the first person they made swords speak. In Latin, Old English and Old Norse, in the Roman alphabet, in runes and sometimes in code, words were used to govern, persuade, protect, heal, ward off evil, inspire meditation, and work magic. This course examines how the use of the written word changed in the Anglo-Saxon period, how Old English increasingly became the language of government and prayer, how runes were used, and evidence for levels of literacy. We will look at a wide variety of sources including illuminated manuscripts, stone sculpture, medical remedies, rituals, lawcodes and inscriptions on objects such as helmets and swords. This course thereby serves as an introduction to many aspects of Anglo-Saxon culture. All texts will be read in translation and no prior knowledge of the period is required.
14. Indicative Reading List
a. J. Backhouse, D. H. Turner, and L. Webster, eds., The Golden Age of Anglo-Saxon Art 966-1066 (1984)
b. R. McKitterick, ed. The Uses of Literacy in Early Medieval Europe (1990)
c. C. A. Lees, ed., The Cambridge History of Early Medieval Literature (2012)
d. E. Treharne, Living through Conquest: The Politics of Early English (2012)
e. L. Webster, Anglo-Saxon Art (2012)
f. L. Webster, J. Backhouse, ed., The Making of England: Anglo-Saxon Art and Culture AD 600-900 (1991)
15. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
Contact hours: 3 hours per week, including 10 lectures and 10 seminars, plus one writing week and one essay handback week.
Hours of study: 22.5 hours per week across 12 weeks, this includes time to prepare for seminars, write essays and revise for the exam.
Total number of study hours: 300
This course will be taught through lectures, seminars and tutorials. The lectures aim to stimulate interest, guide students to an understanding of the broad topic being considered each week, and make links with other parts of the module (11.1, 11.2, 11.3, 11.5).
Seminars will focus on particular sources and topics in much more detail and will be led substantially by the students themselves. They will involve whole-class discussion, individual and group presentations (11.1, 11.2, 11.3, 11.4, 11.5, 12.1, 12.2).
Individual essay returns provide an opportunity for discussion about how students can improve their own ability to learn and communicate (12.1, 12.2).
16. Assessment methods and how these relate to testing achievement of the intended learning outcomes
This course will be assessed by:
· Final exam 50%
· Two 3,000 word essays 20% + 20 %
· Presentation 10%
The essays and exam (which will last for two hours) are designed to help students develop their ability to analyse evidence, marshal arguments, communicate complex ideas in writing, undertake independent research and manage their time effectively (11.1-5, 12.1-2).
The presentation (roughly 5-10 minutes long) is additionally designed to help them develop their ability to present information orally and to use images as a communication tool. (12.3)
Honours level students will be required to write detailed, discussions of specific primary sources in both their essays and exams. In order to be able to do this they will need to demonstrate a higher degree of skill and sophistication in the interpretation of primary sources than is required for Intermediate level students (11.4, 11.5)
17. Implications for learning resources, including staff, library, IT and space
It will be necessary to purchase a limited number of new books for the library but it will mostly draw upon the substantially holdings the library already has in early medieval history.
18. The School/Collaborative Partner (delete as applicable) recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s/Collaborative Partner’s (delete as applicable) disability/dyslexiasupport service, and specialist support will be provided where needed.
If the module is part of a programme in a Partner College or Validated Institution, please complete the following:
19. Campus(es) where module will be delivered: Canterbury
20. Partner College/Validated Institution:
21. University School responsible for the programme:
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies (as appropriate): "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
......Director of Learning and Teaching/Director of Graduate Studies (delete as applicable)
…………………………………………………
Print Name / ......
Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the module and, where the module is proposed by School staff, will be responsible for its resourcing"
......Head of School
…………………………………………………….
Print Name / ......
Date
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the module and will be responsible for its resourcing"
......Nominated Responsible Officer of Partner College/Validated Institution
………………………………………………….
Print Name
…………………………………………………..
Post / ......
Date
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated October 2012
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