Arts and Humanities. History Postgraduate Taught Masters Module Information.

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1 Arts and Humanities History Postgraduate Taught Masters Module Information

2 Welcome to History in the College of Arts and Humanities at Swansea University. Our exciting and innovative teaching and research enrich our Postgraduate Taught Masters programmes. For information on the course and the structure of our programmes, please read this module information booklet. MA DEGREE STRUCTURE Each programme is divided into two parts. Part One consists of 120 credits of core and optional modules. Full-time students study these over two semesters, part-time students over four. Part Two consists of the Dissertation worth 60 credits. It is undertaken following the successful completion of part one. Each programme contains compulsory and optional modules. Visit: for information on term dates. DISCLAIMER The Department has made all reasonable efforts to ensure that the information contained within this publication is accurate and up-to-date when published but can accept no responsibility for any errors or omissions. The Department reserves the right to revise, alter or discontinue programmes or modules and to amend regulations and procedures at any time, but every effort will be made to notify interested parties. It should be noted that not every module listed in this handbook may be available every year, and changes may be made to the details of the modules. 2

3 Undergraduate modules available to Visiting Students Programme (Part One) Early Modern History Modern History History Semester One Compulsory HI-M01 Historical Methods and Approaches HI-M01 Historical Methods and Approaches HI-M01 Historical Methods and Approaches HI-M38 New Departures in the Writing of History HI-M38 New Departures in the Writing of History HI-M38 New Departures in the Writing of History Semester One Optional HI-M80 Directed Reading in History HI-M80 Directed Reading in History HI-M80 Directed Reading in History ML-M10 Gender & Humour in Medieval Europe Semester Two Compulsory HI-M39 Research Folder HI-M39 Research Folder HI-M39 Research Folder Semester Two Optional HI-M53 From Princely Possessions to Public Museums: A History of Collecting & Display HI-M53 From Princely Possessions to Public Museums: A History of Collecting & Display HI-M53 From Princely Possessions to Public Museums: A History of Collecting & Display HI-M81 Power, Conflict, and Society in the Modern World HI-M81 Power, Conflict, and Society in the Modern World HI-M61 Venice and the Sea HI-M61 Venice and the Sea HI-M61 Venice and the Sea HIMM03 Medieval Manuscripts HIMM03 Medieval Manuscripts HI-M77 Communicating History HI-M77 Communicating History ML-M02 Fascism & Culture ML-M02 Fascism & Culture June to October (Part Two) HI-M22 Dissertation HI-M22 Dissertation HI-M22 Dissertation 3

4 Undergraduate modules available to Visiting Students SEMESTER ONE COMPULSORY MODULES HI-M01 Historical Methods and Approaches Dr Adam Mosley (convenor) This module provides training in advanced historical research. It is designed to introduce students to methods of historical investigation, writing, and presentation, and to important historical resources (including archives, collections of sources, and museums). Attention will be given to the use of IT in historical work as well as more traditional paper-based methods. Topics covered may include: Academic skills Writing and editing Presenting Quantitative methods Bibliographical research and record-keeping Referencing Geographical information systems and data visualization Academic forums and networks, table of contents alerts, and other information sources Secondary sources Online databases and works of reference Primary sources Primary sources in the University Library Primary sources online Archives and their use Location and use of non-textual sources Oral history 4

5 SEMESTER ONE COMPULSORY MODULES HI-M38 New Departures in the Writing of History Dr Adam Mosley (convenor) This module provides an introduction to advanced historiography. It is designed to develop students awareness of traditional historiographical concerns alongside their knowledge current trends and new directions in writing and thinking about the past. Topics to be treated may include: Periodisation Key themes in history (e.g. gender, class, sexuality, empire, nationality, race) Forms of history (e.g. social history, cultural history, economic history, global history, gender history, history of science and medicine, history of the body) Ethical obligations of the historian The uses of history Multidisciplinary approaches to the study of the past The history of history Philosophy and theory of history 5

6 SEMESTER ONE OPTIONAL MODULES HI-M80 Directed Reading in History Dr Adam Mosley (convenor) Under the guidance of an expert supervisor, students analyse developments in research and historiography relating to a topic in history which they choose from a wide range of options. Through regular supervision sessions, students will analyse the following aspects of their chosen topic: evolution of the historiography key themes and debates current developments and approaches primary sources and their use by historians. 2 x 2,500-word assignments (50% each) Learning Outcomes By the end of this module, a student should have: acquired an understanding of the evolution of the historiography and awareness of key debates relating to a topic in history acquired an understanding of current trends in research relating to a topic in history acquired awareness of primary sources related to a topic in history and of issues surrounding their use by historians developed skills of historical analysis through concentrated study of a topic acquired the academic independence and degree of specialisation required for the dissertation Research Folder (HI-M39) in the second semester. 6

7 SEMESTER ONE OPTIONAL MODULES Undergraduate modules available to Visiting Students ML-M10 Gender and Humour in Medieval and Dr Alison Williams Early Modern Europe This module investigates the manifestation and function of different forms of humour in literary texts produced in Europe in the Middle Ages and Early Modern period. The critical approach taken to the texts will particularly concentrate on the varying depictions of men and women as originators and victims of humour and will consider the role played by gender in the performance and reception of humour. To provide a critical context a number of theories of humour will be studied, including those proposed by Aristotle, Bergson, Freud, Koestler and Bakhtin, and an important area of investigation will be the contribution made to humour theory by women.this critical perspective will then be applied to the medieval and early modern texts, which will be drawn from the French tradition and will be studied in translation. Students will, however, be encouraged to make connections with other European cultures (e.g. the Chaucerian fabliaux, German Maeren, and the Spanish picaresque novel). One essay of 4,000-5,000 words, excluding notes and bibliography Learning outcomes By the end of the module students should be able to: demonstrate familiarity with theories of humour from Antiquity to the present day be able to apply this knowledge to literary texts have an increased awareness of comic texts from the medieval and early modern periods understand how gender may play a role in the production, performance and reception of humour, and comment critically on differences or similarities between male and female re sponses to humour both within the texts and in the audience / reader be able to make connections between the texts studied in this module and theories of gender and / or other European literary traditions. 7

8 SEMESTER TWO COMPULSORY MODULES HI-M39 Research Folder Dr Adam Mosley (convenor) This module is designed to help students to identify a dissertation topic appropriate to their interests and expertise, and to tackle the problems of methodology, develop the research techniques, and undertake the project planning which are the necessary preliminaries to researching and writing a 20,000 word dissertation. Each student attends a series of four personal (one-to-one) tutorials with their dissertation supervisor, guiding the production of a dissertation research proposal and an annotated bibliography. The series of tutorials is followed by a series of seminars or a conference, attended by all MA History students together, at which research proposals are presented and discussed. Research Proposal and Annotated Bibliography of primary and secondary sources of up to 5,000 words. As a guide, the Research Proposal should not be more than about 3,000 words in length (excluding footnotes) and the Annotated Bibliography should not be more than about 2,000 words (excluding titles of books, articles, manuscripts etc.). Learning outcomes By the end of the module, students are expected: to have identified a research topic appropriate to their expertise and to the requirements of a 20,000 word dissertation to have explored problems of methodology which their research will involve to have drawn up a critical annotated bibliography of primary and secondary sources to have presented and discussed, orally and then in written form, a research proposal outlining the objectives and scope of their project. 8

9 SEMESTER TWO OPTIONAL MODULES Undergraduate modules available to Visiting Students HI-M53 From Princely Possessions to Public Dr Adam Mosley Museums: A History of Collecting & Display The public museums, libraries and galleries of the modern era first emerged from the princely and scholarly collections of the early modern period. Students taking this module will look at the various motivations for collecting from the late middle ages onwards, examine the different types of collection that resulted, and consider how those collections that have survived became accessible to the public. Particular emphasis will be placed on the role of display in the culture of collecting. Throughout their history collections have been displayed, but the reasons for doing so, and the size and nature of the audience to whom they have been shown, have varied over time and according to setting. The module will therefore provide an opportunity to consider what lessons and values have been and are being conveyed by collections, from princely Kunstkammern of the sixteenth century to national and local museums of the twenty-first century. One essay of 4,000-5,000 words, excluding notes and bibliography Learning outcomes By the end of the module students should be able to demonstrate: knowledge of the history and historiography of collecting since the middle ages understanding of the processes by which public museums, galleries and libraries came into being understanding of the processes underlying the differential survival rates of historic material understanding of the various motivations underlying the collecting and display of material familiarity with primary and secondary sources relating to the history of collecting, display and museums understanding of the relevance of the history of collecting and display to other historical fields and topics (history of art, history of science, history of travel, imperial history, industrial history, etc.) understanding of the relevance of the history of collecting and display to current debates in museology. 9

10 SEMESTER TWO OPTIONAL MODULES HI-M61 Venice and the Sea Dr John Law In Venice, from the later Middle Ages to the fall of the Republic in 1797, an annual ceremony was held known as the Marriage of the Sea. In this, the Republic's head of state, the Doge, was rowed in the state barge, the Bucintoro, from the city, through the lagoons to the Adriatic. There the Doge cast a ring into the waves as a sign of the city's dominion, or lordship, over the sea. By the eighteenth century, this ceremony had become somewhat of a tourist attraction, but in the middle Ages, and for much of the city's later history, it was an explicit indication - unique in European history - of the importance of the sea to the city. This module will examine the relationship between Venice and the sea in terms of the city's environment, its economy, its security, its overseas possessions. Students will then be encouraged to examine more specific aspects of this relationship, for example: the development of trade routes; naval technology; the origins and social status of sailors; immigration and emigration; the nature of the Venetian overseas empire; the religious and cultural implications of a centuries-long meeting between east and west in the Balkans, the Mediterranean and Venice itself. The main chronological focus will be from the fourteenth to the sixteenth centuries, but students will be able to follow their interests outside this period. One essay of 4,000-5,000 words, excluding notes and bibliography Learning outcomes By the end of the module students should have: acquired a broad knowledge of the key developments in Venetian history as they affected Venice's many different relationships with the sea developed an advanced understanding of the relevant Venetian historiography gained a firm grasp of the key concepts, theories, and debates as they inform analysis of the development and decline of the Venetian maritime empire analysed and discussed critically a wide range of primary source materials constructed extended written and oral arguments supported by appropriate historical evidence. 10

11 SEMESTER TWO OPTIONAL MODULES HI-M77 Communicating History Dr Jonathan Dunnage Under the supervision of staff of the Department of History and Classics and of the Richard Burton Archive, students investigate a historical collection with a view to producing written and oral commentaries about the collection aimed at non-specialist audiences. Working both as a group and individually, students will study the following themes through regular workshops: Introduction to archive and collections Identifying and using research sources from archive collections Contextualisation of archive collections. Using documents to support historical commentary. Preparing texts and images for a webpage. Preparing an oral commentary on historical collections. Seminars will be organised to co-ordinate teamwork and evaluate the results of research undertaken. Students will also receive individual supervision for individually-assessed projects. co-authored research report (10,000 words) (40%) oral examination (illustrated presentation on an archive collection) (30%) coursework (preparation of text and images for webguide to archive collection) (30%) Learning Outcomes Upon successful completion of this module, students should have: the ability to locate, use and interpret historical records relating to a specific subject and under stand their value as primary source material awareness of research methods and the problems of contemporary interpretation and explanation experience of archive-based research a basic understanding of archive procedures, standards and conditions an understanding of how historical knowledge can be deployed in ways that inspire and educate a wide range of public audiences experience in the written and oral dissemination of historical knowledge, documents and arte facts to non-specialist audiences familiarity with the use of appropriate IT tools for the dissemination of historical knowledge experience in historical work of a practical nature through individual and team work. 11

12 SEMESTER TWO OPTIONAL MODULES HI-M81 Power, Conflict, and Society in the Modern World Dr Chris Millington (convenor) This course examines key themes, ideas and processes that have defined 'modern' history. These include the rise of nation states and nationalism, the increasing totalisation of warfare, the rise and fall of revolutionary ideologies and colonial empires and the industrialization of massacre and genocide. This is a wide-ranging comparative course that explores the historical theories and concepts behind such areas, while bringing in case studies to illustrate them. Each theme is dealt with across two seminars. The first seminar introduces students to the debates/theories/concepts for the theme, taking a historical and comparative perspective; the second seminar takes the form of a case study, allowing students to pursue the topic in greater depth and in line with the expertise of the tutor for that theme. Students will develop a broad knowledge of the most significant ideas and developments in modern history and will be challenged to compare and contrast both national contexts and historical periods in order to consider what makes this history modern. 1,500-word review of an academic monograph, suitable for a modern history journal (20%) 30-item bibliography of modern history secondary sources formatted in the departmental style (10%) 3,000-4,000-word essay (70%) Learning Outcomes At the end of this module, students should be able to: understand the historical ideas and historiography behind the core themes that have characterised modern history, 1789-present compare and contrast national contexts within each theme, where applicable compare and contrast historical periods in relation to the particular themes studied. 12

13 SEMESTER TWO OPTIONAL MODULES HIMM03 Medieval Manuscripts Professor Daniel Power (convenor) This module introduces students to the study of medieval manuscripts through weekly two-hour seminars. All candidates first study palaeography in a range of languages, from late Roman to late medieval English scripts, dealing with a variety of hands and genres of text. Candidates then choose between studying medieval diplomatic (documents, e.g. genre, purpose, and production) or learning the basics of editing medieval texts. The module gives students a sophisticated understanding of medieval manuscripts. A basic knowledge of Latin is necessary for this module. All candidates have to prepare short palaeographical exercises (totalling c.3000 words). Those then taking diplomatic have to complete short exercises requiring diplomatic analysis of documents (totalling c.3000 words). Those taking the editing texts option have to write a 3000-word essay concerning the challenges of editing a particular text or group of texts. Learning outcomes By the end of this module, all students should have acquired: an ability to read medieval manuscripts in Latin and English (and, where appropriate, in French or Welsh) an ability to assign an approximate date to a medieval manuscript from its script Students taking the Diplomatic path should have acquired: an understanding of the purposes and forms of medieval documents a knowledge of the history of diplomatic as a discipline an ability to analyse the content and composition of medieval documents, using specialist tech nical terminology an ability to relate medieval documentary production to broader historical change as well as to debates in modern medievalist scholarship Students taking the Editing Manuscripts path should have acquired: a knowledge of standard editorial methodologies in medieval studies an ability to produce edited versions of manuscript or transcribed texts an ability to produce and format editorial apparatus. 13

14 SEMESTER TWO OPTIONAL MODULES ML-M02 Fascism & Culture Prof. Julian Preece (convenor) This module examines and compares ideological and cultural manifestations in four fascist regimes (Mussolini's Italy, Nazi Germany, Francoist Spain and Vichy France) with a view to establishing the role played by culture as a vehicle for the (attempted) creation of totalitarian orders. This is based on an analysis of a variety of primary sources, including literary and political texts, film and other visual materials. Topics addressed in the module may include: the enforcement of fascist ideology in the societies concerned political control over cultural manifestations, including censorship fascist cultural policies the development of fascist culture and its interaction with literary and artistic movements, and with mass culture the development of cultural industries and mass media under fascist regimes. Introductory core lectures will be followed by a set of lectures and seminars for each national area. All works studied are in English translation, but comparison with the originals is encouraged where students have the appropriate foreign language expertise. One essay of 4,000-5,000 words, excluding notes and bibliography Learning outcomes By the end of the module students should be able to demonstrate: a knowledge of the policies undertaken by right-wing dictatorships for the purpose of 'fascistizing' societies an understanding of how the development of fascist regimes interacted with the contemporaneous development of culture and cultural industries an understanding of how ideological and cultural measures came to determine the nature of fascist regimes in everyday practice a knowledge of texts/films and other primary sources which address or embody fascist ideological concerns an understanding of the differences between the four regimes analysed in relation to the en forcement of ideology and cultural policy. 14

15 JUNE TO OCTOBER DISSERTATION HI-M22 DISSERTATION Dr Adam Mosley (convenor) Students produce a dissertation of up to 20,000 words on a historical topic, chosen in conjunction with their supervisor. This represents the culmination of the History MAs, and constitutes Part Two of the programme. Learning outcomes Through successful completion of the dissertation, students should be able to demonstrate: capacity to think and work independently on a significant theme that they have identified ability to identify relevant primary sources and secondary literature and engage with them in a direct and critical manner ability to construct a coherent and original argument based on these materials ability to locate their own work within an existing corpus of scholarship competence in the use of critical apparatus such as footnote references and bibliography. Marking criteria Dissertations are marked by two internal examiners and an external examiner. You are asked to submit two copies of your dissertation, one of which will normally be returned to you after it has been examined. The second copy is retained by the College and, ultimately, deposited in the Departmental Library. First copies of dissertations on a topic of relevance to Wales are deposited in the University Library rather than being returned to their author. The examiners use the same criteria as for other items of MA coursework, but they will be looking in particular for the qualities laid out below. It should go without saying that work at this level ought to be grammatical, correctly spelt, and properly punctuated. In addition, the author of a dissertation should have: presented the dissertation using the conventions of the discipline effectively i.e. synopsis, footnotes, bibliography etc. identified, researched and shown evidence of the use of a significant body of primary material and derived the argument/analysis of the dissertation substantially from such sources shown an effective grasp of the historiographical background to the dissertation defined the objects and method of inquiry effectively within the introduction deployed within such narrative or descriptive framework an effective use of analysis so that the argument constantly appears in the foreground and is also sustained across all sections of the 15

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