Cats Handbook Jdm

Critical and Theoretical Studies. Year 1 level 4

Faculty of ArtsHull School of Art and Design

BA (Hons) Journalism & Digital MediaModule Handbook 2013-14

Frameworks for Understanding:histories, theories and perspectives

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Handbook Contents:

Introduction

Module Overview

Teaching and Learning Strategies, Assessment and Learning Outcomes

Weekly plan for the module

Reading list and Electronic resources

Assignment brief 1 (semester1)

Contextualised grading descriptors

Glossary

Key texts /sources

Ethical Guidelines Declaration

CATS work and evidence

Using EBSCO host

Using Issues Online

Using Britannica Online

Harvard referencing

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Introduction

Welcome to Cats which stands for Critical and Theoretical Studies

Our aim over the next three years is to develop your critical skills, your knowledge and understanding so that you can situate your own developing practice as an artist/designer within a wider context. We will be working closely with your studio staff

In the handbook you will find information about indicative timetables, includingassignment deadlines, hand-in procedure and other aspects that we think youwill find useful.

At the bottom of this page are the details of the module tutor and Course Leader and how you may contact them. Your tutor is there to help so, if you have any concerns about the module please get in touch, if they cannot help with your query they will put you in touch with someone who can.

Good Luck

CATS team

Your tutor for this module is: Dave Windass

Your Course Leader is : Jackie Goodman

The CATS office location is: AT003

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Frameworks for Understanding histories, theories and perspectives During this 1st (level 4) year CATS course you will be introduced to history, theory and context in relation to journalism and digital media. This is a genericmodule which is taught and interpreted within specialist areas.

During the first semester there is an introduction to studying at this level through tackling skills, vocabulary and frameworks for understanding your own practice and the work of journalists. There will be an emphasis on analysis of visual and written texts, an exploration of historical developments and an introduction to theoretical perspectives.

By the end of the first semester you will have completed a number of exercises in your log book/ research file as well as researched and delivered a presentation.

During the second semester you will develop your critical reading skills and contribute to seminar discussion and debate. There will also be an essay task,in which you will synthesise and apply the historical, theoretical and contextual perspectives introduced throughout the course.

Study skills will be developed including research methods, communication and presentation skills, essay writing and referencing.

We will engage with a wide range of assessment processes including peer assessment and feedback. Students are expected to use the processes of evaluation, reflection and target setting to shape the content and methods of study.

The learning outcomes are written so that we can acknowledge activities undertaken outside of taught sessions. We hope that students become involved in wider contemporary culture through attending exhibitions, conferences and other events. This engagement is recorded in research files and is crucial for personal development and independent study as well as informing essay writing and other assessment tasks.

By the end of this first year key perspectives, approaches, skills and methodologies will have been introduced to enable you to progress on to the next level of study. You will have begun to explore and reflect upon the connections between theory and practice essential to your future creative and academic development.

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Teaching and Learning Strategies

Lectures and/ or screenings: To introduce concepts, theories, chronologies, movements and practitioners within historical and cultural contextsPeer learning: To provide opportunities for active and cooperative learning through presentations, discussion and group activitiesSeminar activity: To introduce the purpose of the seminar process: to discuss issues, explain and listen to viewpoints and engage in debate. To develop critical reading skills.Individual tutorials: To monitor and support progress including summative and formative feedbackLectures, workshops & library sessions: To introduce research methods, study and essay writing skills.Reflection, planning and target setting: To introduce evaluation and reflection to identify strengths, weaknesses and areas of interest for target setting and to inform the content and mechanisms of future study.Independent Study: To encourage students to engage with broader culture, to seek their own links between the themes of the module, their practice and their cultural interests. To facilitate interdisciplinarity and ownership.

Assessment Assessment items will include:

Essay: 30% (semester 2)

Timeline presentation: 20% (including notes and evaluation) (sem.1)

Coursework: 50% (across both semesters) to include:

Analysis and critical perspectives tasks

Text seminar tasks including preparation, participation and evaluation

Supporting file containing notes, research, drafts, planning, reflection and evaluation, independent study

This is a year- long module comprising of 2 assignments one per semester.

Assignment 1 (semester 1) will be summatively assessed and the grade given will contribute 40% to your overall grade for the module. The rationale for this is to advantage the student by allowing the learner to develop skills over the course of the year.Frameworks for Understanding: Histories, Theories & Perspectives: Year Long Module = 100%

Frameworks for Understanding Histories, Theories & Perspectives Part 1 = 40%

Frameworks for Understanding Histories, Theories & Perspectives Part 2 = 60%

Coursework = 20%

Presentation = 20%

Essay = 30% Coursework = 30%

Analysis tasksCrit. Perspectives taskSupporting file

PresentationResearchEvaluation

Comparison essay

Crit. PespectivestaskText seminarSupporting file

Assessment will be staged to provide both formative and summative feedback to students. Formative feedback is on-going through the tutorial and seminar process and may include peer feedback. There will be written feedback on summative assessment

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Learning Outcomes

At the end of the module, students will be expected to:1. Apply historical knowledge, both subject specific and socio- political, to

explore the relationship between cultural products and social context2. Undertake analysis of cultural products and processes using the skills

of observation, description and interpretation

3. Use theoretical perspectives and text analysis to underpin the interpretation and discussion of cultural products and issues.

4. Produce outcomes which demonstrate research skills, reflective practice and effective communication through appropriately structured and presented written, spoken and visual forms.

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Year 1 CATS: Games, Web and Interactive Media - Weekly Planner

Week Date: Topic/ActivityMajor Project

1 23.09.13Semester1 startInduction

CATS introductory session The washing line historical context.Trips to galleries.Preparation for next week; set reading

2 30.09.132nd & 3rd years start back:

Introduction to Cats and the handbookWhat is journalism and digital media? Introduce module, brief and semester 1. Vocabulary worksheet. Homework task.

3 07.10.13 Introduction to Visual/Cultural AnalysisWhat does this mean for journalism and digital mediastudents? What is its relevance?Lecture: History of journalismIntroduce semioticsPreparation for next week, description and interpretation (identifying and interpreting media texts)

4 14.10.13 Semiotics and communications theory: Encoding and Decoding Meaning

What is Semiotics? Discuss set reading. What is its relevance to journalism? Why do journalists need to know communications theory?Lecture: PropagandaIntroduce Contextualisation - research your chosen media textPreparation for next week: write up analysis exercise and research task (preparation for timeline task).

5 21.10.13 Contextualising journalism: HistoriesLecture: Media OwnershipIntroduction to timeline task Mapping the 20th and 21st Century for journalismLibrary session introduction to e-resources with librarians/ getting started on presentation research. Set reading for over Reading WeekSubmit visual analysis task

6 Reading Week Mark analysis task

Students working on presentation research, updating log books, reading set text.7 04.11.13 Contextualising Digital Culture 2: New Media

Lecture: Ideology

Film screening CCitizen Journalism: From Pamphlet to Blog John Pilger - The War You Don't See

8 11.11.13 Contextualising Digital Culture 3: Futures

Discuss set reading from before reading week. Debate key issues and round up timeline.Tutorials: Formative feedback/ time line progress

9 18.11.13 Introduction to Critical Perspectives: Journalism

Tutorials: Formative feedback/ time line progress10 25.11.13 Using Critical Perspectives: Discussion and reflection/ Workshop on

Critical Perspectives

Timeline - workshop11 02.12.13 Timeline Presentations

Introduce Peer evaluation taskOutline self-evaluation

12 09.12.13 Timeline Presentations13 16.12.13 Evaluation and round up week. Submission checklist

Submission of work Monday 16th December 4.00pm Set reading task for semester 2.

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Reading List and Electronic Resources

Key reading list - genericAuthor Year Title Publisher LocationBarry, P. 2009 Beginning Theory: An

introduction to literary & cultural theory

Manchester University Press

Manchester

Chandler,D. ** 2007 Semiotics: the Basics Routledge LondonClarke, G. 1997 The Photograph Oxford University Press OxfordHall, S 2007 This means this, this means

that: a user's guide to semiotics

Laurence King London

Hall, S. and Evans, J. (eds.)

1999 Visual Culture: the Reader. Sage. London

Hobsbawn,E. 2000 The New Century Abacus London

Wilk, C (ed) 2006 Modernism: Designing a newworld

V and A Publications London

** These books are available as e books

Key reading list subject specific DMJ year 1Author Year Title Publisher Aldridge, M. (2007) Understanding the

Local MediaOpen University Press.

Branston, G & Stafford, R

(2010) The Media Student's Handbook (5th ed.)

Routledge

Conboy, M. (2011) (2011) Journalism in Britain: AHistorical Introduction

Sage

Salter, L. and Jones, J..

(2010) Digital Journalism Sage

Smith, J. and Butcher,J. (2007)

(2007) Essential Reporting Sage

Waterhouse, K. (2010) On Newspaper Style Revel Barker

Lee-Wright, P. (2009) The Documentary Handbook

Routledge

McLeish, R. (2005) Radio Production Focal Press

Gillmor, D. (2004) We The Media O'Reilly Media Ltd

Harcup, T. (2009) Journalism: Principles and Practice

Sage

Electronic resourcesGeneric a full list of e- resources is on the library web site, available via moodle: the following are particularly recommended:-Jstor http://www.jstor.org/ - Archive contents of 150 journals relating to art, music, literature and the performing arts.Ebsco host http://tinyurl.com/hcukebsco - Archive contents of 150 journals relating to art, music, literature and the performing arts.

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Artstor http://www.artstor.org/ - Nearly a million images from a range of art and design collectionsIssues online http://www.independence.co.uk/issues-online/ - A wide range of information on contemporary social issuesBritannica online http://original.search.eb.com/ - Online encyclopaedia - includes a dictionary and thesaurusDawsonera http://www.dawsonera.com - A selection of textbooks available to view online or downloadResearch Skills: http://library.hull-college.ac.uk/researchskills/researchskills.htmlStudy skills for level 4+: http://moodle.hull-college.ac.uk/webs/Study-Skills/-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------V&A - Modernism : Designing a new world 1914-1939www.vam.ac.uk/vastatic/microsites/1331_ modernism

V&A Post Modernism: Style and Subversion 1970-1990www.vam.ac.uk/content/exhibitions/ postmodernism

Open University: Learning Space; Essay and report writing skillshttp://openlearn.open.ac.uk/mod/oucontent/view.php?id=398972&section=1

Open University: Learning Space: Writing what you knowhttp://openlearn.open.ac.uk/mod/oucontent/view.php?id=397185&section=2.1

Semiotics for Beginners; Daniel Chandlerhttp://www.aber.ac.uk/media/Documents/S4B/semiotic.html

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Critical and Theoretical Studies, year 1 level 4

Programme: BA (Hons) Journalism and Digital Media.Assignment 1, Semester1.

Start: 30.9.13

Finish: 16.12.13

Module code:

Module title: Frameworks for Understanding histories, theories and perspectives

Module Co-ordinator:Jill HowittModule Tutors:Dave Windass

ContextDuring this first semester of the course we will introduce the historical and theoretical element of the course by tackling skills, vocabulary and considering different ways that you might situate and understand your own practice and the work of other journalists. There will be an introductory exercise to explore the process of analysing pieces of journalism and to provide a framework for such analysis.

Thereafter there will be a series of lectures examining journalism in the context of political, historical and technological developments. There will be an associated assignment task, which will involve you researching a segment of time within the twentieth or twenty-first century. You will be asked to research major developments in journalism and its wider cultural, social and historical context. You will present your findings both verbally and visually. You will be asked to reflect on how the work of practitioners from your discipline associated with this particular historical moment is relevant to an understanding of developments in the history of journalism.

During this semester we will also introduce theoretical perspectives including subject specific viewpoints and critical perspectives. You will be asked to reflect on how a critical perspective might allow us to consider the relationship between journalism, technology and digital media and society inmore depth.

Brief:

Your grade for this semester will be awarded for:A group or individual presentation, a log book/research file and an end of semester evaluation

Log Book/ research fileThroughout the course you are asked to keep a record of images, ideas and research related to your CATS sessions, your studio work or simply of interest to you. This might include:

Initial exercises on vocabulary and analysis Lecture/session notes with follow up research Independent research and research for assignments Reflection and evaluation

AnalysisWhat do we mean by analysis, who analyses and why? Vocabulary and criteria will be discussed in your first sessions. As well as producing a detailed analysis of an image or news article you will be expected to reflect on and challenge the process. Semiotics and communications theory will be introduced at this stage.

History timeline presentationIn this section we are going to research past moments, methods and theories in the development of journalism and digital media. You will be assigned a segment of time and asked to research major developments in communications and technology, relating to your specialism, within their wider cultural, social, historical contexts. The research will be presented as a talk and via a visual display of image and text appropriated to the era. Seen together these will create a giant timeline and you will be expected to reflect on the links between different presentations as well as the benefits and drawbacks of employing a historical framework. You will be given further information on how to develop your timeline presentation, including more detailed information on the task as we move through semester 1.

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Critical perspectivesYou will be asked to research a number of areas in critical theory. Each concerns theory ideas, approaches or perspective that we can apply to looking at cultural production and its relationship to society and the subject (journalism and its audience). You will need to present your research in yourlog book in a creative way and define key thinkers and ideas. Using this research you will be asked to analyse a piece of photojournalism, an item of news, an example of journalism relating to your subject specialism using and demonstrating your understanding of one or more of these critical perspectives. This material will be introduced in the first semester and continued into the second.

Evaluation and reflectionSelf-awareness of your learning and the directions you take should be on-going and documented in your log book. You should try to link and contrast the different elements of the module. What you have learnt should be seen in relation to other aspects of the course as a whole.You will be asked to complete a skills audit and to evaluate your presentation as well as evaluate and provide feedback on another student presentation.At the beginning of semester 2 you will receive tutor feedback and you should use this, alongside self and peer evaluation, to set targets for the next body of work..

AssessmentThis is a year- long module comprising of 2 assignments one per semester.This assignment (semester 1) will be summatively assessed and the grade given will contribute 40%to your overall grade for the module.

If any of the submission fails, or is not handed in, there will be an opportunity to retrieve the assignment. You will discuss this with your tutor in the feedback tutorials in the last week of January.However work that is readdressed in this way is capped at 40%

Submission Requirements: (Assignment 1 semester 1)Hand in date 16.12.13 for log book/ file. By 4pm at reception

An individual or group presentation accompanied by a visual presentation of image and text (for example a power point presentation). A schedule for these talks will be provided nearer the time. The research, preparation and notes for the talk, printouts of any power point presentations and an evaluation should be included in your log book/ research file.

A supporting log book / research file including: The initial exercises on vocabulary and analysis Lecture/session notes with follow up research Independent research Reflection and evaluation

Learning OutcomesUpon successful completion of this module, students will be ableto:

1. Apply historical knowledge, both subject specific and socio- political, to Time line

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explore the relationship between cultural products and social context presentation

2. Undertake analysis of cultural products and processes using the skills of observation, description and interpretation

Analysis exercisesin log book/ file

3.Use theoretical perspectives and text analysis to underpin the interpretation and discussion of cultural products and issues.

Text analysis and theory task in log book/ file

4. Produce outcomes which demonstrate research skills, reflective practice and effective communication through appropriately structured and presented written, spoken and visual forms.

Across the whole submission

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Contextualised grading descriptors Level 4

Outstanding outcome: 80% + Outstanding grasp of theoretical/conceptual elementsOutstanding knowledge of historical developments within the discipline and of the relationship between cultural production and its social and/or political context. Complex and original analysis and interpretation, drawing widely on texts and theoretical perspectives. Initiative and independent study displayed throughout and a commitment to challenging values and opinions. Outstanding communication: well -structured and argued presentation(s); exploring a wide range of opinions; forming and justifying complex conclusions. Use of creative strategies to engage the audience/reader. Excellent research using a broad range of academic sources, accurately referenced. Very well- constructed essay(s): complex integration of research, context, theory and analysis; displaying originality in creating an argument and drawing conclusions. Complex reflection on learning and use of feedback and self -evaluation to plan targets. Detailed and effective planning.

Excellent outcome: 70-79% Excellent grasp of theoretical/conceptual elementsExcellent knowledge of historical developments within the discipline and of the relationship between cultural production and its social and/or political context. A high level of analysis and interpretation, drawing on texts and theoretical perspectives. A high degree of initiative and independent study and willingness to challenge values and opinions. Outstanding communication: well -structured and argued presentation(s); exploring opinions and forming conclusions. Use of creative strategies to engage the audience/reader. Substantial research using a broad range of sources, accurately referenced. Very well- constructed essay(s): complex integration of research, context and analysis; displaying some originality in creating an argument and forming conclusions. Constructive reflection on learning. Use of feedback and self -evaluation to plan targets. Clear and effective planning.

Above Average Outcome: 60-69% Very good grasp of theoretical/conceptual elementsVery good knowledge of historical developments within the discipline and of the relationship between cultural production and its social and/or political context. Thoughtful and detailed analysis and interpretation, drawing on texts and theoretical perspectives. A good deal of independent study undertaken. Effective communication, coherent and organised presentation(s) of complex material with thought given to different techniques to engage the audience/reader. Research using a wide range of sources, thoroughly referenced. Well-constructed essay(s): effective use of research, theory, context and analysis to support an argument; displaying some original insights particularly in the forming of conclusions. Thorough reflection on learning, self-evaluation and target setting. Clear planning.

Average Outcome: 50-59% Good grasp of the theoretical/conceptual elementsGood knowledge of historical developments within the discipline and of the relationship between cultural production and its social and/or political context. A reasonable understanding of theoretical perspectives and texts used in the analysis and interpretation of cultural products. A reasonable amount of independent study. Good communication, structured presentations- well organised with strategies used to engage the audience. Attempts made to draw conclusions from a range of evidence. Research using a good range of sources and reasonable attempts made with referencing. A coherentessay structure including context, research and analysis. Some reflection on learning, self-evaluation, target setting andplanning.

Satisfactory Outcome: 40-49% Some grasp of theoretical/ conceptual elements. Satisfactory knowledge of historical developments within the discipline and of the relationship between cultural production and its social and/or political context. A limited understanding of theoretical perspectives and texts employed in the analysis and interpretation of cultural products. A minimal amount of independent study. Structured presentation(s) with organised and related sections; mostly factual material, lacking interpretation. Research limited to 2 or 3 sources. Material divided into relevant sections within the essay(s) but limited use of theory and analysis to support the discussion. Limited reflection on learning, evaluation, target setting. Some planning evident.

Unsatisfactory Outcome: 30-39% Knowledge and understanding at a limited level. An inadequate understanding of historical developments, context and theoretical perspectives.No independent study undertaken. Presentation(s) and essay(s) weak in structure, content and coherence. Some ideas and information inadequately explained. Wholly factual, no interpretation, with some errors. Research relying on one source of information. Little attempt to structure an argument. Very limited evaluation and planning.

Unsatisfactory Outcome: 15-29% Knowledge and understanding at a limited levelBasic and descriptive analysis. Presentation(s) and/or essay(s) very weak in structure and content. Some irrelevant material, omissions and errors. Limited and superficial research presented without understanding. Ineffective evaluation and planning. Some work incomplete.

Unsatisfactory outcome below 15% Overall lack of relevant information.Descriptive and factual information not analysed. Presentation(s) and/or essay(s) lacking structure and content. Minimal research. No evaluation or planning. Much of the submission incomplete.

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Start keeping a glossary of key terms that you meet through the course ( if you use a definition from a dictionary or other source make sure that you reference it).There is a fantastic glossary on the Tate web site http://www.tate.org.uk/collections/glossary/default.htm

Begin to keep a list of good books, articles, TV programmes, interviews etc which you maywant to refer to in the future. You may want to add some notes about why they might be useful.

http://channel.tate.org.uk/media/( a fantastic collection of talks, lectures, interviews and discussions).

Chandler, Daniel, Semiotics for Beginners, available at http://www.aber.ac.uk/media/Documents/S4B/semiotic.html

Jstor, Issues on line, Britannica- on line, Ebsco host (all on our e resources)

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Ethical Guidelines Declaration (students)

NameE mail addressCourseYear of courseCourse TutorDate

I confirm that,

1) I have read the BERA ethical guidelines

2) I agree to be bound by the BERA guidelines when I undertake any research at Hull College for any

reason.

3) I understand that any infringement of the BERA guidelines may result in me being disciplined in line

with College policy.

4) I understand that unless I complete this form accurately and completely I will not receive permission to

start my research activities.

NameSignatureDate

Tutor

When this form is completed please store a copy locally

Cats work and Evidence

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It is important that you keep and record all your cats work in a reasonable manner, not justfor handing in, but you might also need to show your work to external moderators and / or to those interviewing you at the next stage of your career

We would like you to keep a Cats Log Book or Research File for the more informal aspects of your work, such as;

lecture notes and follow up research notes from trips and visiting speakersreflection, evaluation & target settingindependent research & research for assignments

You should keep an A4 ring binder file for this handbook, handouts, briefs, feedback and so on. This is a resource that you will add to and refer to over the three years of study. Log Books and files may be submitted as part of an assignment or used during tutorials. It is important that you evidence your process so that your cats tutor can provide constructive feedback.

Submission of workYour brief will tell you exactly what evidence is required plus when and where you shouldhand in. Sometimes you will be given extra guidelines on presentation requirements for essays or for verbal presentations.All formal assignments should be handed in at reception along with a submission form andyou will be given a receipt.There will be a percentage deduction of marks for every day past the deadline. If in exceptional circumstances you require an extension you should negotiate this in advance with your programme leaders.

Keep a copy of all your formal assignments i.e. print out 2 copies as well as keepinga record of all rough notes and drafts.It is your responsibility to keep back up copies of your work in case of computer failure and to ensure that any work that you present electronically is compatible with the college systems.

AttendanceIn order to develop your skills and knowledge it is important that you attend regularly and on time. If you have to miss a session you should ensure that you copy up notes and collect handouts

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Moodle

Moodle is a software package for producing internet based courses and contains a lot of useful general material about studying, resources and college lifeIn addition, a lot of your course material will be posted on Moodle, there may be power points of lectures, copies of handouts and assignment briefs.

None of the art and design courses have enrolment keys so you have access to material from your own and other specialist courses.

Library

Again an invaluable resourceEnsure you use the library from the outset. There are specialist art and design books at Park St and Queens Gardens and an HE study area at QG.

In addition there are a huge number of E resources available to you (on line resources) which you should start to familiarise yourself with as soon as possible. In addition there will be a number of presentations by library staff to enhance your research skills and makethe most of the resources available.

On section 3 of the library web site there are some useful sites covering study skills, critical thinking and referencing.

There are some help sheets included to get you started.

Each module has an accompanying reading list and these are in your module handbook.

Plagiarism and Referencing

One of the requirements of study at this level is that you reference your sources of information. At Hull School of Art & Design we use the Harvard System of referencing. It isessential that you do this from the outset

o To acknowledge the work of otherso To show the breadth of knowledge and research on which you have based your

worko To enable others to refer to your sourceso To avoid the charge of plagiarism

There will be further lectures and notes on this but to get you started we have included the excellent library help sheet.

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And finally;

There will be many other handouts on aspects of study and course material which will be given to you at the relevant point in your course. So place this hand book in your file and keep adding to it.

Watch out for talks and trips. There will be a speakers programme that all students are welcome to attend. This will include presentations by outside speakers and by cats and studio staff. Watch the notice boards. These will take place on Wednesday lunch times between 12.30 and 1.30pm. Some sessions will be for the whole college and some will be specifically for 1st or 2nd year students

If you need any extra help with any aspect of study make sure you talk to your Cats tutor. There will be a drop in language workshop on Thursday mornings if you need extra help with your assignments. This should be in addition to any additional support you are entitled to as a result of your initial assessment.

Good luck!

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Cats Handbook Jdm

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