Sumários
Close reading and the arts as a reflection of society
28 Janeiro 2021, 15:30 • Cecília Maria Beecher Martins
Close reading of the opening and closing paragraphs of the short story "A Band Apart" (manual).
Discussion and selection of materials from research sets
26 Janeiro 2021, 15:30 • Cecília Maria Beecher Martins
Discussion and selection of materials from research sets.
Presentation of program and evaluation criteria
25 Janeiro 2021, 15:30 • Cecília Maria Beecher Martins
General Objects and Learning Outcomes for English in the World of the Arts: C2
The principle objectives of this Curricular Unit are to encourage students to develop a reflective and analytical encounter with the arts (in particular cinema/TV and literature); while they consider how the arts reflect society at any given time and also propel social change. Moreover, as this is a C2 English language Curricular Unit, students will be expected to discuss and write about literature and film at a C2 level of English.
The objectives will be achieved by introducing students will be introduced to academic texts that encourage the development of reflective and analytical thought in this area. They will also be provided with the vocabulary and analytical techniques that will allow them to discuss and write about film/TV and literature in English at an academic level. The analytical texts include:
1) British philosopher, Miranda Fricker’s, theory of epistemic injustice and her use of the arts (in particular film and literature) to demonstrate how the arts offer illustrations and exemplification of testimonial and hermeneutical injustice and thus a vehicle for social change.
2) John McLeod’s theory on the necessity of the development of the narrative of the self in contemporary post-modern society and a discussion of how connection with the arts can enhance the capacity to develop a suitable and relevant individual narrative of self.
The analytical techniques presented include:
3) Close reading analysis of literary texts (Barnet & Cain 2011), as well as visual images – film and TV (Corrigan, 2012) and graphic novels (Saraceni, 2003), to enhance students’ capacity to work autonomously with literary and visual formats
4) Expansion of the ideas presented in close reading to expand the discussion to include the basic elements of prose fiction and contemplate the devices used in academic literary analysis such as: plot and character development, the narrative voice, point of view (who sees, who speaks), time and space in narrative, use of symbolism and allegory (Barnet & Cain 2011)
5) Expansion of the ideas presented in visual literacy so that students can understand how these underlie the categories (e.g. genre, tradition, auteur) that are often used in academic film analysis techniques (Corrigan, 2012)
6) Introducing students to reader/viewer response techniques (Barnet & Cain 2011) and free associative film (Holland, 2006) and literary criticism (Holland & Schwartz, 2008) tools so that they can perform personally reflective as well as academic analysis
Students will use tools offered in the aforementioned texts in their written assignments. However, while working on technical analysis, students will also be encouraged to reflect on the following questions:
What is art?
What makes great literature?
How come some artists and writers die in poverty but their work makes them immortal – other enjoy fame and fortune while alive, but their work is quickly forgotten?
What contemporary writers/artists will be still valued in the next century and what best-selling authors’ names will be forgotten in the next generation?
Why are some classics, not only revered in their original form, but also transposed into other art forms and/or returned to by successive generations of artists and writers?
Do the arts reflect or impulse change in society?
Are the arts changed by society?
Does the form of a work of art affect expression, i.e. can a painting, graphic novel, film, novel or biographical/journalistic writing permit a different mode of expression?
Grading and Assessment
40%: Written test – 26th/27th April
30%: Continuous Assessment – class participation (10%), abstract for second written assignment (10% - 11th March) and oral presentation (10%).
30%: Two written assignments
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40%: Written test – this will be based on the theoretical content presented and student’s individual reading/viewing.
30%: Continuous Assessment – class participation (10%), abstract for second written assignment (10%) and oral presentation (10%).
Throughout the semester students will carry out individual work applying the theories presented to question.
Class participation (10%): students will be expected to read and discuss the theoretical texts presented during the semester.
Abstract and overview of research 10%): students will work individually with the materials in one or more of the four research sets presented below. They will perform 2 written assignments listed below. They will submit a 200-250-word abstract on the second of these assignments where they will present their central research question and methodology. If they do not submit this abstract, they will not be allowed to submit their second written assignment.
Oral Presentation (10%):
As carrying out individual research is very rewarding, the oral presentation was conceived to give students an opportunity to present the findings of their work in an individual ten-minute oral presentation. This can concentrate on their close reading/visual literacy exercise or their final research essay. The choice is open to the student. It will be accompanied with a Powerpoint support (4-5 slides). This will include the first introductory slide. The topics mentioned below should be discussed:
1) Why they picked the research set they did
2) How you analysed this
3) What you learned from the work
4) A unique feature in the work
5) What avenues you would follow if you continued this research
If the presentation is made over Zoom, students will be able to share their powerpoint with the rest of the class using the “share screen” option on Zoom. Students can make notes, but this is an oral presentation, so texts cannot be read.