EL6009 - Romanticism and Childhood

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What will I learn on this module?

This module will inform you about the transformations to the concept of childhood that occurred in the Romantic period (1760-1830). It will challenge you to analyse various celebrated representations of children and childhood in British Romantic literature. A new and distinctive attitude towards childhood was a core element of Romantic culture. Many British Romantic writers were invested in such issues as children’s education, imaginative fantasy literature, child-psychology, social injustices afflicting children, and religious questions of childhood innocence. This module will encourage you to develop an historical awareness of the changing culture of childhood in the late eighteenth and early nineteenth centuries. You will engage with the politics of education and children’s imaginative reading in the wake of the French Revolution (1789). Authors studied include William Wordsworth, William Blake, Samuel Taylor Coleridge, Mary Shelley, Jean-Jacques Rousseau, and many more important writers of the period. This module encompasses a range of significant literature of the period, including poetry, prose, novels, and children’s literature.

How will I learn on this module?

1 x weekly 1-hour lecture
1 x weekly 2-hour seminar

This module will be delivered through a combination of lectures and seminars. Each week, a 1-hour lecture will establish the critical and contextual framework for the text or texts under discussion. This framework will then be both reinforced and interrogated in a 2-hour seminar. The seminar will provide you with the opportunity to explore texts discursively through small-group exercises, presentations, and debate.
In addition to learning during contact hours with the module tutor, you will be expected to undertake both directed and independent learning. Directed learning generally will take the form of preparation for seminars where you will be expected to contribute to discussion. Informal presentations will be used as well as group work to facilitate student engagement.
Independent learning generally will take the form of further reading and investigation, the consolidation of seminar notes, and revision/preparation for the assessment of the module.

How will I be supported academically on this module?

You will engage with primary, secondary, theoretical, and contextual materials through lectures, seminars, and independent learning tasks. These will allow you to attain the module learning outcomes and develop your understanding of representations of children and childhood in British Romantic literature. The module handbook provides details of lectures, seminars, reading lists and assessment criteria. Lecture PowerPoint slides are made available on the e-learning portal. The module tutor will be available in lectures and seminars, as well as in office hours and on email/phone, to discuss any queries or concerns you have about how to excel academically on the module. Moreover, feedback on formative work and the first summative assessment will also serve as ‘feed forward’, giving guidance on how to improve during the module. In addition, you have a designated Guidance Tutor throughout the entire duration of your programme. The academic side of the Guidance Tutor’s role includes:
• monitoring your ongoing academic progress
• helping you to develop self-reflection skills necessary for continuous academic development
• directing you to further available services which can help them with their academic skills (e.g. Library’s Skills Plus)
You are advised to see your Guidance Tutor at least twice each semester to review your academic progress. The Guidance Booklet, which you receive at the start of your first year, includes structured materials designed to help you develop your self-reflection skills. These materials underpin the academic side of the regular Guidance meetings, helping you to learn how to best use the feedback you receive on your assignments, how to build on your strengths, and improve in the areas where you could perform better.

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

What will I be expected to achieve?

Knowledge & Understanding:
• Knowledge of British Romantic literature.
• Knowledge of the cultural history of childhood in the long eighteenth century.

Intellectual / Professional skills & abilities:
• Enhanced reading and writing skills.
• Independent learning and research.

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
• Curiosity.

How will I be assessed?

The formative essay plan of 500 words will help prepare the student for the first summative assignment, weighted at 40%. It will teach the informed selection of primary and secondary texts, and scholarly preparation and planning skills for both assignments. Time will be made available for 1-2-1 tutorials for discussion with the module tutor and to think through the student’s ideas before committing to a question or particular approach. This addresses IPSA 2.

The summative assignment consists of 1x 2000-word essay (40%) and 1x 2500 word essay taken from a list of 12 assignment questions in the module guide. Questions must address 2 texts for assignment one, and 2-3 texts for assignment two. Texts and secondary materials may not be repeated in successive assignments. As with the formative assignment 1-2-1 tutorials with the module tutor will be available for students to talk through any issues or problems they might have in relation to the work set.

The effective mixture of summative and formative assessment and weighted assignments helps avoid the pitfalls of a high-stakes all or nothing assessment strategy and to ease the pressures that lie therein.

Feedback on this plan will be reinforced by one-to-one meetings during the semester. The rationale for this is to enable students to road-test ideas before committing themselves to an argument.

In addition to formative oral feedback throughout the semester delivered in seminar discussions, students will receive written and oral feedback on their 500-word essay plans and on their summative work.
This addresses the Module Learning Outcomes: KU 1 & 2, IPSA 1 & 2 and PVA 1.

Pre-requisite(s)

N/A

Co-requisite(s)

N/A

Module abstract

Please find details of this module in the other sections provided.

Course info

UCAS Code QV31

Credits 20

Level of Study Undergraduate

Mode of Study 3 years full-time or 4 years with a placement (sandwich)/study abroad

Department Humanities

Location City Campus, Northumbria University

City Newcastle

Start September 2019 or September 2020

Fee Information

Module Information

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