30 credits at level HE7
The general aim of module MA 4 is to give the students some experience of the wider world of writing and writers following the successful acquisition of the outcomes from the previous or corequisite modules. Specific aims are to enable the students to further develop their own writing, and to enhance thier understanding of the context in which their writing has currency, through contact with:
• Community or education-based writing workshops or projects;
• The media involved in the transmission of poetry or fiction or drama;
- Theatres, broadcast media (TV and Radio), recording;
- Creative industries and the agencies or intermediaries which support them.
The students will aim to establish contact through at least one of the following (related to the above) in order to bring their own creative work into a new context:
• Work-based learning;
• Being ‘mentored’ by a writer;
- Being placed within a theatre, broadcast medium, education institution, community group or creative industry.
The outcomes will enable the students to reflect on their learning to date in the context of their encounter with the professional world(s) of writing and to encourage a mature and challenging staring point for their own MA ‘dissertation equivalent’.
The student group will be given a broad outline of the possibilities in which they will be able to initiate their own projects or activities. They will be expected to think through the possibilities to ensure that they can be set up and carried through and completed within the time-span of the semester. They will be invited to think of the most relevant activities for themselves as individuals. They will be invited to make use of existing contacts, the educational worlds, the publishing world, theatres and the broadcast or film/video media, and writers that they have met through the course or otherwise. After one or two weeks the students will be given group or individual tutorials on their projects as defined. Students may receive help in making contacts but will be expected wherever possible to work independently. Examples include: working at the Octagon Theatre, Granada TV, the BBC, Carcanet Press, Manchester or the Stand magazine office in Leeds; shadowing a writer who leads a community writing group; shadowing a writer in the process of producing drama, poetry or fiction or editing a manuscript. Time and length of such activities will not be prescribed but should be sufficient to meet the students’ own predicted learning outcomes. The student will be offered one or two tutorial sessions part way through the project and one tutorial session towards the completion of the log-book. The module is not intended to be tutor-led or classroom-based as such and it will emphasise the ways in which the student is maturing as an independent writer able to set his or her own goals, to manage their achievement and to reflect on the process and outcomes. However, workshops will be provided in order to facilitate the sharing and development of students' projects. Where relevant, students will be encouraged to develop skills in interview technique, using archival material, self-inquiry and other forms of research in preparation of the project. In the learning context that the students establish they will be expected to spend time in the generation of material (e.g. in helping to work in a creative writing group) or working at a publishing house or working in the media. They will be expected to spend time in reading relevant background material for the activity undertaken – e.g. books on the teaching of creative writing if working in a writing group or manuscripts submitted to a publisher or work on the theatre or media. If the students have the opportunity to interview or work with a writer they will be expected to spend time reading and familiarising themselves with that writer’s work. The student will be assessed on the breadth and relevance of the background material used in this way, and in the way in which this material has been used to help the students to reflect on his or her own writing. The report that the student will produce will include significant reflection on the ways in which the experience has (or has not) developed or modified her or his own creative work and their understanding of its context.
Group and individual tutorial time will normally be at least 21 hours. The remainder of the 300 hours will be spent in the activity itself, reading and preparing as appropriate and on production of the self- reflective log-book.
Assessment Method(s) and Rationale
Assessment will be based on the students' written record and reflection on their experience and learning in context. Whilst the assessment will be based on the written record the student will be credited for aspects of challenge and originality in the project in so far as the student has articulated and recorded the ways in which they have made the experience challenging and have independently defined their own learning outcomes.
They will produce a log-book which will contain the following three elements:
1. A Rationale and plan for the project or activity to be undertaken;
2. A critical account of the project or activity in process;
3. A reflection on the learning outcomes with especial attention to the way in which the project or activity has affected their own writing or their understanding of their writing. This element may also reflect on the effects that the project or activity has had on their planned final ‘dissertation equivalent’ (poems, fiction, drama etc.)
Given that the project or activity is intended to generate independent learning through experience the log-book as such will be judged on its clarity, relevance, originality and self-reflective qualities rather than its length. Normally, a clearly and well presented log of between 2,500 – 3,000 words will be sufficient. Additional material may be presented in annexes or portfolios to illustrate aspects of the project, especially work produced by the student as part of a work-shadowing excercise or work placement. However, this material must be referred to and be subject to comment and discussion in the main text of the report.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.|| be able:
• to place your own writing in a wider context.
be assessed according to:
• the breadth and depth of your ability to identify and reflect upon the place of your own writing in context.
• to understand more clearly the relationship between your own writing and the culture in which you write.
be assessed according to:
• The maturity and breadth of your self-reflection on the learning process concerning your relationship with the wider culture.
• to understand, work in and reflect upon specific elements of the world in which writing such as yours has currency.
be assessed according to:
• The maturity and breadth of your self-reflection on the learning process concerning current material in the wider world of writing
• to communicate effecdtively with people and agencies in the world of writing;
• to work to deadlines and present relevant work to a professional standard.
be assessed according to:
• The effectiveness and relevance of your reflection on the processes and learning involved in the project or activity;
• The clarity and professional standards of the work presented.
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||A project report/log-book containing three elements as defined in (8) above. Precise nature and length will be agreed between tutor and student in relation to the 'proposal' element of the project.|
Before taking this module you must have successfully completed the following:
No restrictions apply.
To be established as relevant to the students’ own projects or activities.
|Host Subject Group:||Creative Studies|
|User Name||Date Accessed||Action|