2011-2012 YEAR THREE - Cardiff University

`
CARDIFF SCHOOL OF
JOURNALISM, MEDIA AND
CULTURAL STUDIES
BA JOURNALISM,
FILM & MEDIA
DETAILS OF
UNDERGRADUATE MODULES
YEAR THREE
2011-2012
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YEAR 3

YEAR 3 STUDENTS
IMPORTANT INFORMATION REGARDING
MODULE CHOICES FOR 2011/2012
Please note the following:
Before Pre-Enrolling ALL students must see their Personal Tutors to
discuss module choices for their next year of academic study.
A list confirming Personal Tutors is available for all to see on Blackboard
under the JOMEC Year Two Module.
Personal Tutors will be available for discussion on Friday 8 th April 2011,
Monday 11 th April 2011 and Tuesday 12 th April 2011 and will have
appointments on their door for you to sign up to.
Pre-Enrolment
The school will confirm to you via email by 9am on Thursday
14 th April 2011 the modules you are permitted to take.
You will then be able to pre-enrol online via your online Sims
Account.
You will not be allowed to pre-enrol unless you
have seen your Personal Tutor.
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YEAR 3

DISCLAIMER
All students are notified that the modules advertised or referred to in this
catalogue are liable to be changed or withdrawn both before and after
selection for any reasons including those set out below. Cardiff University
accepts no responsibility for any such changes or withdrawals of modules.
Students select modules on this understanding.
Reasons that may cause the change or withdrawal of modules include:
• Changes in lecturing staff
• Insufficient students enrolled on a module.
SEMESTER DATES 2011 - 2012
Provisional Semester Dates for Undergraduate Modular Programmes
Please check for final dates on the Cardiff University Website during the
Summer Recess.
AUTUMN SEMESTER
Monday 03 October 2011 to Sunday 29 January 2012
Christmas Recess: Saturday 17 December 2011 to Sunday 08 January 2012
SPRING SEMESTER
Monday 30 January 2012 to Friday 15 June 2012
Easter Recess: Saturday 31 March 2012 to Sunday 22 April 2012
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YEAR 3

1. Calculating Your Degree
The second and third year of your degree is weighted 40/60. Your overall
degree is calculated by the average mark calculated from modules studied
over this final two year period. You need to have gained a total of 360 credits
over the three year period spent studying the degree.
The degree classes and the average mark needed to obtain them are listed
below:
Combined Weighted
Average
70% +
60%

plagiarise in their written work whether assessed or nonassessed.
If they do so, their mark will be affected and, in the
case of assessed work, they will also have committed an unfair
examination practice.
2. Students may, of course, make use of the ideas of others.
However, this must be acknowledged according to the
following conventions.
3. Each use of the ideas or words of another must be individually
acknowledged in a footnote. In addition each work consulted
must be listed in the bibliography. The mere presence of a work
in the bibliography does not override the need for
acknowledging each individual use of that work in a footnote
and, though necessary, is by itself insufficient.
4. Any use of the exact words of another must be acknowledged
by enclosing them in quotation marks and by stating their
source in a footnote, using the Harvard referencing system.
3 Method of Teaching and Assessment
3.1 LECTURES AND SEMINARS:
Attendance at lectures and seminars is COMPULSORY. Poor
attendance at lectures and seminars will be deemed inadequate
performance and will be reported as such to the Examining
Board. Persistent non-attendance at lectures and seminars
may result in a Student being issued with a notice of
exclusion. (The Examining Board concerned shall have
discretion to decide whether, on the basis of evidence received,
a student has been absent with good cause.)
3.2 GROUP WORK:
Some modules are assessed by group work. Students should be
aware that this may mean that no re-sit option is available due
to the nature of the assessment. Please check with the relevant
module co-ordinator for further details.
3.3 DEADLINES:
Students will be informed in writing of dates for written work
submission for each module. Work submitted after the
specified date without a reasonable documented excuse will
result in a maximum mark of Pass only (40%).
3.4 WORD PROCESSING:
All pieces of submitted work must be word-processed and
carried out according to the Document Guidelines issued to all
Year 1 students upon entry to the School. (A copy may be
obtained from the Office).
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3.5 NOTIFICATION OF RESULTS:
Module results will be published at the end of the semester in
which that module has been assessed.
3.6 SECOND MARKING:
A sample of all student work on each module is second-marked.
This sample consists of all Firsts, all Fails and a sample of all
other mark bands; it also includes problem cases, e.g. suspected
plagiarism or marks contested by the student. A reduced
second-marked sample will then be sent to the External
Examiner for consideration and comment.
Please note: All Marks Are Provisional Until After External
Examiners’ Moderation & Final Exam Boards at the end of the
Spring Semester.
3.7 ABSENCE FROM ASSESSMENT:
The Examining Board concerned shall have discretion to decide
whether, on the basis of the evidence received, a candidate has
been absent with good cause.
3.8 EXTENUATING CIRCUMSTANCES:
A Student who is absent with good cause, or who is unable to
submit written work at the specified time who produces
documentation of illness, accident, close bereavement or on
closely related compassionate grounds shall be deemed to have
Special Circumstances.
Please note: The Undergraduate Examination Board will not
consider Special Circumstances retrospectively [i.e. after an
Examination Board], or at Appeal stage.
3.9 PROGRESSION:
The Examining Board shall meet at the end of each session in
order to consider the performance of a Student in each module
completed during the academic year.
The pass mark for each module is 40%.
Core Modules cover knowledge considered fundamental for the
degree and as such must be passed before any student can
progress to Year Three.
Students who fail to obtain 120 credits in Year 1 shall not be
eligible to proceed to their next year of study, except at the
discretion of the Examining Board.
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YEAR 3

A Student who has failed to obtain 120 credits in Year 2 shall be
permitted to progress to Year 3 providing he or she has not
failed more than 20 credits and at the discretion of the
Examining Board.
At the discretion of the Examining Board, a Student who has
failed one or more modules may be given the opportunity to
retrieve these credits during a re-sit period.
Chair of Undergraduate Board of Studies
Chair of Undergraduate Examining Board
Executive Officer:
Dr John Jewell
Jewellj@cf.ac.uk
Dr Matt Hills
HillsM2@cf.ac.uk
Ms Rebecca Harris
HarrisRL@cf.ac.uk
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YEAR 3

THIRD YEAR MODULES
Students are required to take three modules from each semester worth a total
of 60 credits per semester, 120 credits for in total for the year. Each module in
Journalism, Film and Media Year 3 counts for 20 credits, with the exception of
the Dissertation module which counts for 40 credits and runs through both
semesters. Completing these will fulfil your degree requirements.
PLEASE NOTE THE FOLLOWING
1. You cannot repeat modules that you have already taken in your second
year.
2. We will endeavour to allocate you to at least one practice-based module
if it is part of your selection.
3. If you select the dissertation, which is 40 credits, you take the module in
both semesters 1 & 2.
AUTUMN SEMESTER MODULES
CODE MODULE TITLE TUTOR
MC3103 Dissertation
Dr Kerry Moore
[co-ordinator]
MC3513 Media Law Prof. Duncan Bloy
MC3457
Advertising and the Consumer
Society
Dr John Jewell
MC3564 About Photographs Dr Daniel Meadows
MC3566 Writing with Light Dr Sara Jones
MC3593 Media, Racism, Conflict Dr Kerry Moore
MC3596
MC3599
Spin-Un-Spun: Public Relations and
the News Media
Journalism, New Media and the
Public
Dr Andy Williams
Inaki Garcia-Blanco
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YEAR 3

MC3103 Dissertation Autumn & Spring
40 Credits
TUTOR: Dr Kerry Moore – Co-ordinating Tutor
Conditions of Enrolment
Any student wishing to enrol for this module should have attained, or have
the potential to attain, an overall average of above 60% for work undertaken
in their second year of study.
The Dissertation
The dissertation involves two semesters of independent research on a
problem or question identified by the student. A supervisor will be
appointed to advise and oversee the different stages of the research and
students will be offered a short series of seminars on Approaches and
Methods for Media Research. The research may be primarily theoretical in
nature, for example, surveying and addressing the relevant literature /
research in a particular field. Alternatively, the research may be based upon
empirical work and involve the collection of data using social scientific
methods and techniques such as surveys, interviews, participant and nonparticipant
observation. In either case, a specific thesis or argument is
developed throughout the dissertation and substantiated with appropriate
evidence. Ideally, a combination of empirical and theoretical research will be
undertaken.
Dissertations completed by previous students have covered such broad areas
as Islam and Western media, violence and the media and gender issues. In
each case, a highly specific question is tackled and contextualised within the
general area. The more specific the question the better.
Permission to take this module will depend upon your grades and be subject to
approval of your dissertation proposal. You will be assigned an individual
Dissertation supervisor.
Methods of Assessment:
Assessment will be based on production of a 10,000 - 12,000 word
dissertation, subject to approval of a thesis proposal, the whole worth the full
100% of the marks.
Methods of Teaching:
Lectures, seminars, independent and guided study.
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YEAR 3

MC3213 Media Law (capped at 50) Autumn
TUTOR: Professor Duncan Bloy 20 Credits
Aims of the Module
The media law course aims to evaluate the legal context within which the UK
media operates. From a media perspective the overriding consideration is the
exercise of its Article 10 (European Convention of Human Rights) right to
freedom of expression. This module will show how the media and the law
can co-exist happily but also what happens when tensions arise. It is practical
in approach and will consider major issues such as defamation, breach of
privacy and confidentiality, reporting restrictions, contempt of court,
protection of journalistic sources and material, media regulation, copyright
and image rights issues. This module will be helpful to those who are
intending to make a career in the media.
Learning Outcomes
At the culmination of your studies you will understand the ways in which
legal intervention and self regulation affect the media. You will also be aware
of the restrictions imposed by law upon print journalists and broadcasters..
Method of Teaching
This will depend on the numbers but irrespective of whether it is a lecture,
seminar or workshop environment it will be as interactive and participative
as possible.
Method of Assessment
One piece of coursework of approximately 1750 words counting 40 %
towards the final total
A second piece of coursework of approximately 2250 words counting
60% towards the final mark.
All students will attempt the first piece of coursework and receive feedback
prior to embarking upon the second coursework. For this students will have a
choice of topics or have the option to ‗negotiate‘ a question with the tutor.
Syllabus Content
1. Freedom of Expression
2. Defamation Law
3. Reporting the Courts
4. Contempt of Court
5. Protection of Sources
6. Breach of Privacy and Confidentiality
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7. Media Regulation
8. Copyright
Suggested Reading
1. Bloy D: Media Law Sage Publications London 2007
2. Hadwin and Bloy: Law and the Media: Sweet & Maxwell London 2007
3. Greenwood, Welsh & Banks: Essential Law for Journalists Oxford
University Press 2009. (Latest Edition ).
Other reading material will be recommended at the commencement of the
course.
IN CASE YOU ARE WORRIED: NO PREVIOUS LEGAL KNOWLEDGE IS
NEEDED TO STUDY THIS OPTION!
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YEAR 3

MC3457 Advertising and the Consumer Society (capped at 50)
Autumn
TUTOR: Dr John Jewell 20 Credits
Aims of the Module:
The module intends to furnish the students with the ability to study
advertisements semiotically and to make them aware of the processes
involved in the construction of advertisements. The course will examine
representations of race, gender and stereotype in both print and broadcasting
media. Crucially, the course seeks to establish the advertising industry within
global, economic, cultural and political frameworks.
Learning Outcomes:
It is intended that by the end of the programme students will be able to relate
advertisements and the advertising industry to the wider cultural framework.
Students will be able be able to gauge the impact of the marketing strategies
of multinational companies upon the global market.
Methods of Teaching:
1. Weekly lecture and occasional screening.
2. Weekly seminars in which students will be required to make group
presentations.
3. Guided independent study.
Methods of Assessment:
Written Exam Contribution 0%
Other Percentage Contribution 100%
To include:
1. Seminar Presentation 10%
2. Essay of 2,500 words 50%
3. Research project of 2,500 words 40%.
Indicative Reading List:
Berger, A (2004) Ads, Fads and Consumer Culture. Lanham, Md.: Rowman &
Littlefield.
Cohen Sande and Rutsky R. L. (2005) Consumption in an age of Information.
Oxford: Berg.
Dyer, G (1996) Advertising as Communication. London: Methuen.
Jones, John Phillip (2000) International Advertising. Thousand Oaks, Calif.:
Sage.
Kellner, D (2003) Media Spectacle. London; New York: Routledge.
Klein, N (2000) No Logo. London: HarperCollins.
Lawson, N (2009) All Consuming. London: Viking.
Lubbers, E (ed) (2002) Battling Big Business: Countering Greenwash, Front
Groups and Other Forms of Corporate Deceptions. Totnes: Green
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Miller, G (2009) Spent: Sex, Evolution and the Secrets of Consumerism. London:
Heinemann.
Monbiot, G (2000) Captive State. London: Pan.
Sassetelli, R (2007) Consumer Culture: History, Theory and Politics. London:
Sage.
Spurgoen, C (2008) Advertising and New Media. New York: Routledge.
Turrow, J and Matthew P. McAllister (2009) The Advertising and Consumer
Culture Reader. New York: Routledge
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YEAR 3

MC3564 About Photographs (capped at 20) Autumn
TUTOR: Dr. Daniel Meadows
20 Credits
Aims of the Module
This is a practical module. It requires you to be creative. You will learn how
to tell the kind of story which emerges only when you uncover what a
photograph means to the people depicted in it. You will do this by seeking
out and working with the private picture archive of someone from outside
the university community, someone of your own choosing from Cardiff,
someone who, prior to starting this module, was a stranger to you. You will
learn to listen and make connections. Your findings will be astonishing for
their elegance and humanity. You will present them using multimedia tools
and deliver the results as a "Digital Story" (a kind of mini-movie) on DVD.
.
Learning Outcomes
You will acquire knowledge and understanding of the enormous
potential for storytelling that is tied up in picture archives, particularly
personal archives.
You will learn some skills in the critical appreciation of photographs
and of oral history.
You will learn how to think "outside the box" of traditional media
practice; to open yourself to the notion that the future of journalistic
practice is likely to involve the "facilitation" of — rather than merely
the "telling" of — other people's stories.
You will acquire the ability to script, edit and produce a story using
multimedia technology and also develop skills of interviewing, voiceover
recording, audio and video editing .
Methods of Teaching:
In the lectures you will be shown many examples of how photographs have
been used as the source material for storytelling. Relevant production tools
will also be discussed and demonstrated. Each week you will attend one
lecture and one practical workshop. The module is capped at 24 students and
workshop numbers are restricted to 12 in order to make the most of
dedicated multimedia equipment. Away from the classroom you are
expected to research stories, conduct interviews, gather multimedia assets,
prepare drafts of scripts, work on building your output DVD and keep a
reflective log of your progress.
Method of assessment:
60% of the mark will be awarded for the "Digital Story".
40% of the total mark will be awarded for the production of a reflective log.
Syllabus Content:
The media form. Inspirations.
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Case studies from the documentary tradition.
Case study: Digital Storytelling BBC Capture Wales.
Making judgements about photographs. Preparing photographs in the
computer.
Non-linear video editing, making a DVD.
Reading and Viewing:
Agee, J. and Evans, W. 1941. Let Us Now Praise Famous Men. Boston:
Houghton Mifflin. (Bute Library HN79.A5.A4)
Auster, P. 2001. True Tales of American Life. London: Faber and Faber.
(Arts & Social Studies Library E169.12.T7)
Gillmor, D. 2004. We the Media. Sebastopol (CA): O'Reilly. (Bute
Library PN4784.O6.G4)
Illich, I. 1975. Tools for Conviviality. London: Fontana. (Bute Library
HD6955.I5 and other libraries)
Lester, P. 1999. Visual Communication: images with messages. Belmont:
Wadsworth/Thomson Learning. (Bute Library P93.5.L3)
Meadows, D. 2001. The Bus: The Free Photographic Omnibus 1973-2001.
London: Harvill. (Bute Library PN4784.P5.M3)
Meadows, D. 2011. Photobus at http://www.photobus.co.uk
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YEAR 3

MC3566 Writing with Light (capped at 50) Autumn
TUTOR: Dr Sara Jones 20 Credits
Aims of the Module
This module will introduce students to the histories, development and
interrelationships of visual media, focusing on photography, cinema,
television and digital media. We will consider technological developments
and conceptualisations of visual media forms in their wider historical and
cultural contexts, exploring the ideas and forces that have shaped their
evolution. We will examine the roles of key pioneers of visual media
technologies and debates around topics such as aesthetics, ―art‖, industry and
―truth-telling‖.
Learning Outcomes
Conduct research in the field of visual media history
Apply a range of theoretical approaches to visual media technologies,
texts and key developments
Debate knowledgeably about contemporary visual media forms and
their roles and meanings in wider cultural contexts
A sound grasp of the histories of four key visual media forms
An understanding of the relationships between theory and practice in
visual media
An understanding of key historical debates around different visual
media forms
An understanding of the changing roles and understandings of visual
media through history
Methods of Teaching:
Lectures and Seminars and Screenings.
Method of assessment:
Assessment will be in two parts and consist of one project and one essay. The
project will enable students to focus on a particular topic, researching and
exploring it in relation to factors such as technological developments,
aesthetic movements, reception, and cultural/historical context.
The essay will enable students to demonstrate their understanding and
application of theoretical and analytical approaches to aspects of visual media
history.
Syllabus Content
1. Pioneers of photography
2. Photography in the 20 th Century: art, aesthetics, reportage and ―truth‖
3. Photography: key theories and debates
4. Pioneers of cinema
5. History of the film industry: Hollywood and beyond
6. Film studies: key theories and debates
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7. Television and its evolution
8. Television studies
9. Digital imaging: technologies
10. Digital imaging: key concepts and debates
Suggested Reading:
Gillian Rose, Visual Methodologies (Sage, 2001)
Liz Wells, Photography: A Critical Introduction (Routledge, 2004)
Mary Warner Marien, Photography: A Cultural History (Laurence King, 2003)
Theo van Leeuwen and Carey Jewitt, Handbook of Visual Analysis (Sage, 2001)
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YEAR 3

MC3593 Media, Racism and Conflict (capped at 50) Autumn
TUTOR: Dr Kerry Moore 20 Credits
Aims of the Module
Following 9.11 and the 7.7 London tube bombings, stories about terrorism
were rarely absent from media headlines. Religious and cultural difference in
Britain became a politically hot topic, and multiculturalism was subjected to
vigorous critique for supposedly fuelling social division and conflict.
Meanwhile, concerns about national and border security have featured
within in a hostile public debate about immigration, asylum and refugee
issues, and alarming stories about the rise of gun and knife crime have
pervaded the news in recent years, presenting images of violent urban youth
cultures and dangerous city streets.
Media, Racism and Conflict will explore a range of contemporary issues,
focusing upon how these have been constructed as conflicts in the media and
the extent to which racism has played a role within these conflicts. The
module will critically examine print and broadcast news media, but also
current affairs and documentary programming, film and television drama in
order to explore a series of questions about racialised conflict in the media,
including how boundaries are drawn between ‗legitimate‘ and ‗illegitimate‘
cultural identities, the role of policing and counter terrorism and the media‘s
role in public debates about cultural diversity, national identity and public
security.
Learning Outcomes
Knowledge and understanding of the main academic debates
surrounding questions of representation, conflict and racism in the
media
Ability to analyse and critique public debates and media
representations in this area
Develop methodological skills and the ability to design and undertake
small-scale empirical research
Methods of Teaching:
Teaching will be in the form of lectures, screenings and student-led seminars.
Method of assessment:
Critical Review of a Film or Television Programme (20%)
Seminar Participation (20%)
Research Essay (60%)
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Syllabus Content:
Topics to be taught will include: Introduction to Media, Racism and Conflict;
Diversity and Britishness; The Far Right and Social Unrest; Reporting Gun
and Knife Crime; National Security and Migration; Asylum seekers and
Refugees; The Multiculturalism Debate; War on Terror Representations of
Islam; Human Rights and Gender Stereotypes; Challenging Racism
Suggested Reading:
Cottle, S. (2006). Mediatized Conflict. Maidenhead, Berkshire, Open
University Press.
Gilroy, P (2004) After Empire: Melancholia or Convivial Culture?
Oxfordshire: Routledge.
Hage, G. (2003). Against Paranoid Nationalism: Searching for Hope in a
Shrinking Society. London, The Merlin Press.
Hall, S., Critcher, C., Jefferson, T., Clarke, J., Roberts, B. (1978) Policing the
Crisis: Mugging, the State and Law and Order. Basingstoke: Palgrave
MacMillan.
Lynn, N. and S. Lea (2003). "'A Phantom Menace and the New
Apartheid':Social Construction of Asylum-Seekers in the United Kingdom."
Discourse and Society 14(4): 425-452.
Marsden, L. and H. Savigny, Eds. (2009). Media, Religion and Conflict.
London, Ashgate.
Poole, E. and J. E. Richardson, Eds. (2006). Muslims and the News Media.
London & New York, I.B.Tauris.
Squires, P. (2009). "The knife crime epidemic and British politics." British
Politics 4(1): 127-157
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YEAR 3

MC3596
at 50)
Spin Un-spun: Public Relations and the News Media (capped
Autumn
TUTOR: Dr Andrew Williams
20 Credits
Aims of the Module:
This module addresses the multifaceted and widespread influence of the
public relations industry on the news media and explores the wider effects of
this influence on society. It will invite students to engage with:
the history of propaganda and the rise of PR throughout the 20 th and 21 st
centuries;
a wide range of theories of news sources and public relations (including
liberal pluralist and critical Marxian perspectives, as well as studies which
focus on the activities of both journalists and source groups);
work which attends to the growing importance of spin, political strategic
communication, and the work of corporate lobbyists; and
a number of illustrative case studies of both media content and distinct kinds
of media management campaigns (including the source battles around
climate change, the management of information during war, and the rise of
celebrity and promotional culture).
Learning Outcomes
On completion of the module a student should be able to:
Critically examine the relationship between news texts, journalism
practice, the practice of source groups and PR professionals;
Demonstrate an in-depth understanding of the influence of public
relations on the quality and independence of the news, and reflect on
the consequences of this influence for the functioning of political,
economic, and social life in Western capitalist democracies;
Develop an understanding of the history and rise of public relations
from the early 20 th century to the present day;
Understand how different varieties of PR practice have contributed to
the construction of important contemporary debates around issues
such as the environment, war, and celebrity culture; and
Be able to test, and to critically apply, the theoretical and empirical
models they have encountered in completing their own studies on PR
and the news.
Methods of Teaching:
This module will be taught as a combination of interactive lectures, seminar
discussions, and investigative media-monitoring workshops.
Lectures will primarily aim to disseminate knowledge. Seminars will be used
to encourage discussion of key texts and films by relevant academics,
commentators, and practitioners, and to provide them spaces to use, test, and
generate relevant ideas and theories. Workshops will primarily be used in
order to train students in critical media monitoring of news source activity
and PR influence.
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In addition to these formal learning settings students will be expected to
carry out their own independent studies and enquiries using the
syllabus/module outline as a guide as well as the physical and electronic
library resources available to them.
Method of Assessment
The module is assessed on the basis of two pieces of coursework:
1) Each student will be asked to develop critical ―Media Watch‖
portfolios which include one news story per teaching week, evidence
of source- and/or public relations influences behind that story, and
brief explanatory notes which reflect on each example
2) Each student will be asked to write an academic essay addressing and
engaging with key theoretical and empirical components of the
module
Syllabus Content
Week 1 The Pre-history of PR: Propaganda and the media in the early 20 th
century
Week 2: PR Nation: The rise of public relations in the 20 th and 21 st centuries
Week 3: Spin, Spin, Spin: Democracy and political communication
Week 4: Watchdog or lapdog? Journalists and news sources
Week 5: Flat Earth News? PR and news sources in the British media
Week 6: The Passive Journalist: Public relations and UK local and regional
news
Week 7: Beyond the News: PR, corporate power, and lobbying
Week 8: Climate Wars: Source struggles and PR battles over global warming
Week 9: From WWI to Iraq II: PR, propaganda, and war
Week 10: Freddie Starr Ate My Hamster: Celebrity PR in the news
Week 11: Revision and assessment guidance
Suggested Reading:
Anderson, A. et al (2005) ‗Communication or Spin? Source-Media Relations in
Science Journalism‘, in Allen, S. (ed), Journalism: Critical Issues, Berkshire and
New York: Open University Press, 188-198
Anderson, A. (1993) ‗Source-Media relations: the production of the
environmental agenda‘ (Chapter 3) in Hansen, A. (ed.) The mass media and
environmental issues, Leicester: Leicester University Press
Baskin, O., & Aronoff, C. (1992), Public relations: The professional and the
practice, Dubuque, Iowa: Wm. C. Brown
Bernays, Edward (2005) Propaganda, New York, NY: IG Publishing
Blumler, J. G., and Gurevitch, M. (1995), The Crisis of Public Communication,
New York: Routledge
Boorstin, D. (1962) The Image, London: Weidenfeld and Nicolon
Cottle, Simon (2003) News, Public Relations, and Power, London: Sage
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YEAR 3

MC3599 Journalism, New Media and the Public (capped at 50)
Autumn
TUTOR: Mr Inaki Garcia-Blanco
20 Credits
Aims of the Module
Widespread understandings of contemporary politics suggest that news
media bridge the gap between citizens and their representatives, informing
society at large about political issues and debates, providing a platform for
politicians and institutions to announce proposals and policies, and
informing representatives (and citizens themselves) about the state of public
opinion. New media, in turn, have often been perceived as the ultimate
democratic panacea, enabling all citizens to publicly express their concerns
and to participate directly in democratic politics.
This module will explore the relationships between journalism, new media,
and citizens‘ political participation, following relevant academic debates.
Amongst many others, the module will shed light over the following
questions: Does journalism foster citizens‘ political participation? Does it
contribute to citizens‘ alleged disenchantment with politics instead? Have
new media increased citizens‘ political activism? Are social media (facebook,
twitter…) contributing to making contemporary politics more inclusive,
participatory and democratic?
Learning Outcomes
On completion of this module, students should be able to:
Critically examine the main academic works analysing the
relationships between citizens‘ political participation, journalism
and/or new media
Engage in academic debates on the social and political implications of
journalism and new media, showing a thorough understanding of
current academic debates
Examine current affairs in the light of academic literature, being able to
challenge taken for granted assumptions about the relations between
media, politics, and the public
Methods of Teaching
This module will consist of a combination of lectures, seminars, screenings,
independent reading and critical/reflective exercises (to be carried out
individually and/or in group).
Method of Assessment
Coursework
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Indicative Syllabus Content
a) Introduction to the study of citizens‘ political participation, journalism
and new media
b) Journalism, new media and public opinion
c) Social movements and traditional and new media
d) Twitter and televised debates: a more interactive representation of the
public sphere?
e) Journalism, new media and citizens‘ participation in elections
f) Journalism, new media and processes of democratisation: the ‗twitter
revolutions‘
g) Citizens‘ political participation and popular culture: political satire
and reality TV
h) Political institutions and citizens‘ political inclusion: e-democracy and
e-government
i) Journalism, new media and young citizens
Suggested Reading
Axford, Barrie and Richard Huggins (eds) (2001) New Media and Politics,
London: Sage.
Carpentier, Nico (forthcoming) Media and Participation: A Site of Ideological-
Democratic Struggle, Bristol: Intellect.
Coleman, Stephen and Jay G. Blumler (2009) The Internet and Democratic
Citizenship: Theory, Practice and Policy, Cambridge: Cambridge
University Press.
Dahlgren, Peter (2009) Media and Political Engagement: Citizens, Communication
and Democracy, Cambridge: Cambridge University Press.
Hindman, Matthew (2009) The Myth of Digital Democracy, Princeton: Princeton
University Press.
Lewis, Justin (2001) Constructing Public Opinion: How Political Elites Do What
They Like and We Seem to Go Along with It, New York: Columbia
University Press.
Lewis, Justin, Sanna Inthorn and Karin Wahl-Jorgensen (2005) Citizens or
Consumers? What the Media Tell Us about Political Participation,
Maidenhead: Open University Press.
Papacharissi, Zizi (ed.) (2009) Journalism and Citizenship: New Agendas in
Communication, New York: Routledge.
Papacharissi, Zizi (2010) A Private Sphere: Democracy in a Digital Age,
Cambridge: Polity.
23
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SPRING SEMESTER MODULES
SPRING SEMESTER MODULES
CODE MODULE TITLE TUTOR
MC3103 Dissertation
Dr Kerry Moore
[co-ordinator]
MC3512 Horror, Fantasy & the Media Dr Matt Hills
MC3585 Mediating Childhood Dr Cindy Carter
MC3587 Cultural Agency: Theory and Practice Dr Paul Bowman
MC3592
Writing for the Media Today
Ms Emma Gilliam
Et al
MC3589 The Making and Shaping of News Dr Stephen Cushion
MC3598 Global Postcolonial Culture Dr Paul Bowman
MC3570 Quality TV Drama Dr Matt Hills
24
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MC3512 Horror, Fantasy & the Media (capped at 50) Spring
TUTOR: Dr Matt Hills 20 Credits
Aims of the Module
This module will introduce a range of theoretical approaches to horror
fictions in different media, predominantly dealing with film. It will explore
the attractions of horror and the fantastic. The module will focus on
representations of monstrosity, as well as examining issues of horror‘s
production, regulation and consumption.
Learning Outcomes
At the end of this module students will be able to:
1. Demonstrate awareness of the uses and limits of different theoretical
approaches (cognitive-aesthetic; literary-critical; ideologicalpsychoanalytic)
to horror and the fantastic.
2. Identify and analyse the strengths and weaknesses of different definitions
of ‗the horror genre‘.
3. Display understanding of the ways in which horror/fantasy texts are
culturally valued and devalued by different audiences, including
academics.
4. Assess the cultural politics of horror and the fantastic in relation to their
representations of monstrosity.
Methods of Teaching:
Lectures, independent study, office hour consultations
Method of Assessment:
Written Exam Percentage Contribution: 50%
Coursework Contribution: 50%
Syllabus Content:
Will include theories of horror and the fantastic (aesthetic; social-historical;
psychoanalytic), an examination of the production contexts of horror, and a
focus on the cultural politics of genre, gender and monstrosity, including
issues of censorship, and ‗postmodern‘ horror (e.g. the Scream film series).
Suggested Reading:
Berenstein, Rhona (1996) Attack of the Leading Ladies: Gender, Sexuality and
Spectatorship in Classic Horror Cinema Columbia University Press, New York
Billson, Anne (1997) The Thing BFI Publishing, London
Botting, Fred (1996) Gothic Routledge, London
Conrich, Ian (1997) 'Seducing the subject: Freddy Krueger' in Trash Aesthetics
(eds: Deborah Cartmell, I.Q. Hunter, Heidi Kaye and Imelda Whelehan) Pluto
Press, London
Crane, Jonathan Lake (1994) Terror and Everyday Life: Singular Moments in the
History of the Horror Film Sage, London
25
YEAR 3

Derry, Charles (1977) Dark Dreams: A Psychological History of the Modern Horror
Film A.S. Barnes, South Brunswick
Hutchings, Peter (2004) The Horror Film Pearson, London.
Jancovich, Mark (1996) Rational Fears: American horror in the 1950s Manchester
University Press, Manchester
Morgan, Jack (2002) The Biology of Horror: Gothic Literature and Film Southern
Illinois University Press, Carbondale
Newman, Kim (ed) (1996) The BFI companion to horror Cassell, London
-- (ed) Science Fiction/Horror: A Sight and Sound Reader BFI Publishing, London
Paul, William (1994) Laughing Screaming: Modern Hollywood Horror and Comedy
Columbia University Press, New York
Sage, Victor and Lloyd Smith, Alan (eds) (1996) Modern Gothic: A Reader
Manchester University Press, Manchester
Tudor, Andrew (1989) Monsters and Mad Scientists Blackwell Publishers, Oxford
26
YEAR 3

MC3585 Mediating Childhood (capped at 50) Spring
TUTOR: Dr Cynthia Carter 20 Credits
Aims of the Module
This module considers the historically complex relationship between media
and childhood in western societies. It will examine a number of longstanding
debates on media and children with the aim of understanding contemporary
views and responses to children‘s media use, representation and production.
Learning Outcomes
Upon completion of this module, students should be able both to recognise
and critique socially constructed theories about childhood, and have a
detailed understanding of some of the main issues and debates related to
children and media.
Methods of Teaching:
Weekly lectures and fortnightly debate seminars.
Method of assessment:
Weekly lectures and fortnightly debate seminars.
Syllabus Content:
Topics many include: theories of childhood; children and media violence; the
commercialisation and sexualisation of childhood; media literacy; citizenship
and news; children‘s rights vs. censorship; gender and ‗race‘ in children‘s
media; youth led media; children, globalisation & new media.
Reading:
Ariés, Phillipe (1962). Centuries of Childhood. New York: Vintage.
Banet-Weiser, Sarah (2007) Kids Rule! Nickelodeon and Consumer Citizenship,
Durham: Duke University Press.
Buckingham, David (2000). After the Death of Childhood : Growing up in the Age
of Electronic Media, Cambridge: Polity.
Buckingham, David (2000). The Making of Citizens: Young People, News and
Politics. London: Routledge.
Buckingham, David and Bragg, Sara (2007). Young People, Sex and the Media:
The Facts of Life? London: Palgrave Macmillan.
Davies, Máire Messenger (2010). Children, Media and Culture, Maidenhead:
Open University Press.
Davies, Máire Messenger (2001) ‘Dear BBC: Children, Television Storytelling and
the Public Sphere, Cambridge: Polity.
27
YEAR 3

Giroux, Henry (1999). The Mouse that Roared: Disney and the End of Innocence.
Lanham, MD: Roman & Littlefield.
Götz, Maya et al (eds) (2005). Media and the Make-Believe Worlds of Children:
When Harry Potter Meets Pokémon in Disneyland. Mahway, NJ: Lawrence
Erlbaum.
Lemish, Dafna (2007). Children and Television: A Global Perspective. Oxford:
Blackwell.
Lemish, Dafna and Götz, Maya (eds) (2007). Children and Media in Times of
War and Conflict. Creskill, NJ: Hampton.
Livingston, Sonia (2009) Children and the Internet, Cambridge: Polity.
Livingstone, Sonia and Haddon, Leslie (eds) (2009) Kids Online: Opportunities and Risks
for Children, Bristol: The Policy Press.
Valkenburg, Patti M. (2004). Children’s Responses to the Screen: A Media
Psychological Approach. Mahwah, NJ: Lawrence Erlbaum.
Postman, Neil (1994) The Disappearance of Childhood, New York: Vintage.
Prout, Alan (2005) The Future of Childhood, London: RoutledgeFalmer.
28
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MC3587 Cultural Agency: Theory and Practice (capped at 50) Spring
TUTOR: Dr Paul Bowman 20 Credits
Aims of the Module
This team taught module explores questions of cultural agency: What is
agency? What are the ways that one might intervene into culture and
politics? In posing these questions, the module focuses on the relations
between culture and politics, examining the cultural dimensions of the
political and the political dimensions of culture. It covers key contemporary
theories of cultural politics, and analyses specific examples drawn from the
realms of popular culture since 1968, in particular. Different academics will
lead you through a range of different kinds of cultural practice in terms of the
questions of cultural agency.
NB: This module is team taught. This means that different lecturers teach
different weeks. Weekly lectures will be given by different experts in
different fields of Journalism, Media and Cultural Studies, drawn from the
JOMEC PhD students, researchers and post-doctoral academics.
Learning Outcomes
On successful completion of this module, students will have: Examined the
relations between culture and politics; Encountered various different
paradigms, models and theories of culture and politics; Analysed diverse
instances and examples of cultural politics; Developed analytical skills;
Developed their own map of the main figures, themes, and debates
surrounding cultural theory since the 1960s; Reinforced their understanding
of key contemporary concepts in cultural and political theory.
Methods of Teaching:
Teaching and Learning methods will include: Lectures; Seminars; Tutorials;
Online Activities; Group Activities; Independent Activities
Method of assessment:
One mid-term essay plan of 1,500 words = 30%; AND One end-term essay of
2,500 words = 70%. (Both elements to be attempted. Pass across elements only
required)
Syllabus Content:
Topics to be taught may include: Feminism(s); Democracy; Civil Rights and
Anti-racism; Capitalism, neoliberalism, globalisation; Politics and Popular
Culture; The politics and cultural effects of new technologies; New social
movements; Theoretical and Philosophical questions of: subject and structure;
freedom and determinism; power and agency; Hegemony; Theories of
discipline, subjectivity, identity-formation and interpellation.
29
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Reading:
Bowman, Paul, ed., (2003) Interrogating Cultural Studies: Theory, Politics
and Practice. London: Pluto.
Bowman, Paul (2007), Post-Marxism Versus Cultural Studies. Edinburgh:
Edinburgh University Press.
Bourdieu, Pierre (1984), Distinction: A Social Critique of the Judgement of
Taste, London: Routledge.
Butler, Judith, Ernesto Laclau and Slavoj Žižek (2000), Contingency,
Hegemony, Universality: Contemporary Dialogues on the Left, London:
Verso.
Cahoone, Lawrence (2002) From Modernism to Postmodernism: An
Anthology. London: Blackwell.
Foucault, M. (1980), Power/Knowledge: Selected Interviews and Other
Writings 1972-1977, edited by Colin Gordon, Harvester, London.
Foucault, Michel (1988)
Gilbert, Jeremy and Ewan Pearson (1999), Discographies: Dance, Music,
Culture and the Politics of Sound. London: Routledge.
Hardt, Michael, and Negri, Antonio (2000), Empire, Cambridge Ma.:
Harvard University Press.
Klein, Naomi (2001), No Logo, London, Flamingo.
Laclau, Ernesto, and Mouffe, Chantal (1985), Hegemony and Socialist
Strategy: Towards a Radical Democratic Politics, London: Verso.
Marx, Karl, and Engels, Friedrich (1967), The Communist Manifesto, St.
Ives: Penguin.
30
YEAR 3

MC3592 Writing for the Media Today: Print, Broadcast, Digital
(capped at 90)
Spring
TUTORS: Jane Bentley, Emma Gilliam, Tim Holmes, Glyn Mottershead
20 Credits
Aims of the Module:
The media is undergoing a rapid period of change and transition and
journalists are having to adapt rapidly. More than ever before, they are
expected to be flexible and able to produce material for a variety of
platforms. Listeners, viewers and readers are able to receive their ‗news‘ on
demand, and in whatever form suits their needs – they can choose how their
‗news‘ comes to them. The ‗audience‘ is also increasingly able to engage with
the journalistic process, producing their own content which adds a rich seam
of source material to all newsrooms. This module introduces students to this
‗converged media‘ world in a practical and professional style, providing
them with a clear understanding of the media industries and the career
opportunities they encompass.
Learning Outcomes:
At the end of this module successful students will have gained skills in:
writing and the use of different styles; reporting; story sourcing; research; the
appreciation of different audience requirements and expectations; working in
groups; creating and delivering well-focussed presentations.
Method of Assessment
Assessment is by five short writing assignments (50%), a small-group
presentation (10%), and a final essay or feature - (40%).
Syllabus Content:
The module will consist of a series of 6 two-hour lectures and a series of 5
two-hour practical workshops. Attendance at workshops is compulsory. The
material delivered during the series of lectures will feed directly into the
work carried out during practical workshops.
Reading List:
Essential Reading
W Hicks et al, Writing for Journalists, 2000 (second edition), Routledge
Suggested Reading
W Hicks, English for Journalists, 1998, (second edition), Routledge
V Hay, The Essential Feature, 1990, Columbia University Press
A Hoffman, Research for Writers, 1996
The Penguin Guide to Punctuation or Chambers Good Punctuation Guide, or
similar
Hodgson, FW, Modern Newspaper Practice
Kovach, Bill and Rosenstiel, Tom The Elements of Journalism
Frost, Chris Reporting for Journalists
Randall, David The Universal Journalist
BBC (2005), Editorial Guidelines, BBC
31
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(Also available online: www.bbc.co.uk/guidelines/editorialguidelines)
Boyd, Andrew, Stewart, Peter and Alexander, Ray (2008), Broadcast
Journalism (6th edition), Focal
Davies, Nick (2008) Flat Earth News, Chatto and Windus
Hudson, Gary & Rowlands, Sarah (2007), The Broadcast Journalism
Handbook, Longman
Ray, Vin (2003), The Television News Handbook, Macmillan
Yorke, Ivor & Alexander, Ray (2000), Television News (4 th edition), Focal
32
YEAR 3

MC3589 The Making and Shaping of News (capped at 50)
TUTOR: Dr Stephen Cushion Spring
Aims of module
This is NOT a practical module; it is an academic study of news culture. Aims
include:
1) To examine evolution of news, particularly the development of and
competition between public service and commercial broadcasters.
2) To draw on research into 24-news, elections, devolution and wider
international issues.
3) Overall, to unpack contemporary news practices and evaluate how
effective news is in communicating information to audiences.
Learning outcomes
1) To demonstrate a knowledge and understanding of the history and
traditions associated with public service and commercial broadcasting news
culture in the UK.
2) To provide a critical analysis of the nature of contemporary news practices
in a range of journalistic contexts.
3) To demonstrate an ability to draw on and interpret a range of relevant
academic literature and industry reports to generate a sophisticated
evaluation and discussion of news practices and conventions.
4) To analyse how different news organisations operate, and discuss how the
content of news is made and shaped by media ownership.
Methods of Teaching
2 hour lectures, supplemented, where relevant, with screenings. In addition,
seminars will discuss the readings in groups and independently
Assessment
1) 10% Seminar participation and performance 2) 40% Reading portfolio
3) 50% Essay
Readings
Baker, Edwin G. (2006) Media Concentration and Democracy: Why Ownership
Matters. New York: Cambridge University Press
Calcutt, Andrew and Hammond, Philip (2011) Journalism Studies: A Critical
Introduction. London: Routledge
Carruthers, Susan (2011) Media at War. Basingstoke: Palgrave Macmillan.
Cushion, Stephen (2012) Television Journalism. London: Sage
Cushion, Stephen and Lewis, Justin (2010) The Rise of 24-Hour News Television:
Global Perspectives. New York: Peter Lang
Fenton, Natalie (2010) (Ed.) New Media, Old News: Journalism and Democracy in
the Digital Age. Sage: London
Iosifidis, Petros (2010) Reinventing Public Service Communication. Basingstoke:
Plagrave Macmillan
33
YEAR 3

McChesney, Robert (2000) Rich Media, Poor Democracy: Communication Politics
in Dubious Times. New York: New Press
McNair, Brian (2009) News and Journalism in the UK. Routledge: London
Meikle, Graham and Redden, Guy (2011) News Online: Transformations and
Continuities. Basingstoke: Palgrave Macmillan.
Meltzer, Kimberly (2010) TV news anchors and journalistic tradition: how
journalists adapt to technology. New York: Peter Lang,
Street, John (2011) Mass Media, Politics and Democracy. Basingstoke: Palgrave
Macmillan.
Thussu, Daya (2007) News as Entertainment: The Rise of Global Infotainment.
London: Sage
Wahl-Jorgensen, Karin and Hanitzsch, Thomas (2008) (Eds.), Handbook of
journalism studies. Mahwah, NJ: Lawrence Erlbaum Associates
34
YEAR 3

MC3598 Global Postcolonial Culture Spring
TUTOR
Dr Paul Bowman
Aims of the Module
This module explores the ongoing histories and consequences of imperialism,
colonialism and globalisation on the development and features of cultures
everywhere. It examines the effects of colonialism and globalisation on
specific cultures and societies and looks at the significance and effects of
migrations, border crossings and the flows, exchanges and encounters of
ideas, beliefs, practices and powers on individuals and groups in a range of
contexts. The module will look at academic work on globalisation and
postcolonialism and explore various kinds of case studies: from major
historical examples of postcolonial cultures, to smaller, shifting and less
localisable cases of migrant and diasporic groups in different cultural
contexts.
Learning Outcomes
On successful completion of this module, students will have:
Studied theories and histories of Globalization;
Studied theories and histories of Postcolonialism;
Applied cultural theory to wide variety of case studies;
Examined the relations between culture and politics;
Encountered various different paradigms, models and theories of
culture and politics;
Analysed diverse instances and examples of globalisation, localisation,
colonial and postcolonial cultures
Developed analytical skills;
Reinforced and consolidated their understanding of key
contemporary concepts in cultural and political theory.
Methods of Teaching:
Teaching and Learning methods will include:
Lectures
Seminars
Tutorials
Online Activities
Group Activities
Independent Activities
Method of assessment:
1. One independent or small group presentation: 25%
2. One independent written critical reflection on presentation: 25%
3. One end-term essay: 50%
(All elements to be attempted: Pass across elements required)
35
YEAR 3

Syllabus Content:
Topics to be taught may include:
Globalisation
Colonialism and Imperialism
Postcolonialism
Postmodernism
Multiculturalism
Migration (voluntary, forced, economic, political, tourist, etc.)
Relations between culture and economy
Problems of globalization and localization
Effects of various Technologies on culture.
Global hegemonies and local cultures.
Indicitive Reading List (not complete or comprehensive):
Amin, Samir. (1989). Eurocentrism (Russell Moore, trans.). New York:
Monthly Review Press (original work published in 1988).
——. (1992). Empire of Chaos (W. H. Locke Anderson, trans.). New
York: Monthly Review Press (originally published in 1992).
Anderson, Benedict. (1991). Imagined Communities: Reflections on the
Origin and Spread of Nationalism. London: Verso.
Ashcroft, Bill, Gareth Griffiths and Helen Tiffin. (1998). Key Concepts in
Post-colonial Studies. London: Routledge.
Beaud, Michel. (1983). A History of Capitalism, 1500–1980 (Tom
Dickman and Anny Lefebvre, trans.). New York: Monthly Review
Press (originally published in 1981).
Bhabha, Homi K. (1994). The Location of Culture. London: Routledge.
Bukharin, Nicolai. (1929). Imperialism and World Economy. New York:
International Publishers (originally published in 1913).
Chan, Stephen (2000), ‗The Construction and Export of Culture as
Artefact: The Case of Japanese Martial Arts‘, Body & Society, Vol. 6(1):
69–74.
Chan, Jachinson W. (2000), ‗Bruce Lee‘s Fictional Models of
Masculinity‘, Men and Masculinities, Vol. 2 No. 4, April 2000 371-387.
Clarke, J. J. (1997), Oriental Enlightenment: the Encounter Between Asian
and Western Thought, London: Routledge.
Chow, Rey (1991), Woman and Chinese Modernity, Minnesota and
London: University of Minnesota Press.
Chow, Rey (1993), Writing Diaspora: Tactics of Intervention in
Contemporary Cultural Studies, Bloomington, Indiana: Indiana
University Press.
Chow, Rey (1995) Primitive Passions, New York: Columbia University
Press.
Chow, Rey (1998), Ethics After Idealism, Bloomington, Indiana: Indiana
University Press.
Chow, Rey (2002), The Protestant Ethnic and the Spirit of Capitalism, New
York: Columbia University Press.
36
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Rey Chow (2006), The Age of the World Target, Durham and London:
Duke.
Chow, Rey (2007), Sentimental Fabulations, Contemporary Chinese Films,
New York: Columbia University Press.
Chow, Rey (2010), ‗An Interview with Rey Chow‘, Social Semiotics, Vol.
20, No. 4, September 2010, 455-465.
Césaire, Aimé. (1972). Discourse on Colonialism (Joan Pinkham, trans.).
New York: Monthly Review Press (originally published in 1955).
Fanon, Frantz. (1963). The Wretched of the Earth (Constance Farrington,
trans.) New York: Grove Weidenfeld (originally published in 1961).
——. (1967). Black Skins, White Masks (Charles Lam Markmann, trans.).
New York: Grove Press (originally published in 1952).
Fukuyama, Francis. (1989). ―The End of History.‖ The National Interest,
16: 3–18
Hobsbawm, Eric. (1987). The Age of Empire. New York: Vintage.
Jameson, Fredric. (1986). ―Third World Literature in the Era of
Multinational Capitalism.‖ Social Text, 15: 65–88.
Kautsky, Karl. (1988). The Agrarian Question (Peter Burgess, trans.).
London: Zwan Publications (originally published in 1899).
Lenin, V. I. (1970). Selected Works, vol. I. Moscow: Progress Publishers.
Luxemburg, Rosa. (1976). The Accumulation of Capital (Rudolf
Wichmann, trans.). New York: Monthly Review Press (originally
published in 1913).
Mao Zedong. (1980). Talks at the Ya’nan Conference on Literature and Art
(Bonnie S. McDougall, trans.). Ann Arbor: Center for Chinese Studies,
University of Michigan (originally published in 1942).
Marx, Karl and Frederick Engels. (1998). The Manifesto of the Communist
Party. London: Verso.
Said, Edward. (1979). Orientalism. New York: Vintage.
——. (1993). Culture and Imperialism. New York: Knopf.
Spivak, Gayatri Chakravorty. (1988). ―Can the Subaltern Speak?‖ In
Lawrence Grossberg and Cary Nelson (eds.), Marxism and the
Interpretation of Culture. Urbana-Champagne: University of Illinois
Press.
37
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MC3570 Quality TV Drama Spring
TUTOR: Dr Matt Hills
20 Credits
Aims of the Module:
This module aims to identify and analyse different concepts of, and criteria
for, ‗quality‘ TV. It considers quality in relation to specific themes
(politics/culture/history); specific genres (e.g. the thriller and the costume
drama); specific discourses of art and authorship; specific audiences and
demographics; and diversity of representation.
Learning Outcomes:
On completion of the module a student should be able to:
Demonstrate awareness of the cultural, academic & media-industrial
factors underpinning definitions of ‗quality‘ TV Drama;
Critically engage with a range of concepts of ‗quality‘ TV drama,
considering the extent to which these are medium-specific;
Analyse ‗quality‘ in relation to a specific TV drama case study.
Methods of Teaching:
Weekly lectures and screenings; independent study
Methods of Assessment:
Coursework Contribution (2 assessment points): 100%
Syllabus Content:
Quality/Ordinary TV? Introducing Quality and its Others…
TV Auteurs: The cultural and industrial positioning of ‗original,
authored‘ TV Drama
Quality in National Context: The US Tradition
Quality in National Context: The UK Tradition
‗Quality‘ and TV Drama as ‗politically challenging‘; the political thriller
‗Quality‘ and Social-realist TV Drama; giving a voice to the oppressed?
The literary , the historical, and ‗quality‘ TV: ‗Classic‘ adaptations and
period dramas
‗Cinematic‘ TV and ‗quality‘ aesthetics
Quality versus or within Popular TV?
Quality versus or within Genre TV?
Suggested Reading:
Bonner, Frances (2003) Ordinary TV, Sage, London
Brunsdon, Charlotte (1997) Screen Tastes Routledge, London
Caldwell, John Thornton (1995) Televisuality Rutgers University Press, New
Jersey
Caughie, John (2000) Television Drama, Oxford University Press, Oxford.
Cooke, Lez (2003) British Television Drama: A History, BFI, London
Creeber, Glen (ed) (2004) Fifty Key TV Programmes Hodder, London.
38
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Hills, Matt (2007) ‗From the Box in the Corner to the Box Set on the Shelf‘ in
New Review of Film and Television Studies
Jancovuch, Mark and Lyons, James (2003) Quality Popular Television, BFI,
London.
Nelson, Robin (1997) TV Drama in Transition, Macmillan, London.
-- (2007) State of Play: High-End TV Drama Manchester University Press,
Manchester
Thornham, Sue and Purvis, Tony (2005) Television Drama: Theories and
Identities Palgrave, London
‗The TV Series‘ range of volumes on TV auteurs published by MUP.
The ‗Reading ….‘ range of volumes on quality TV published by Tauris.
39
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MODULE CHOICES 2011/2012 ACADEMIC SESSION
SINGLE HONOURS ONLY
Instructions
Please list your modules in order of choice. Please ensure you are happy to
take any of the modules you list. We can not guarantee your top choice
because modules are capped at 50.
YEAR THREE AUTUMN SEMESTER
Are you planning on doing a
dissertation?
YES
NO
If you are planning on doing a dissertation, please make 5 choices below, and
you will be allocated TWO of those choices for your elective modules.
If you are NOT planning on doing a dissertation, please make 6 choices
below and you will be allocated THREE of those choices for your elective
module.
1 st Choice
2 nd Choice
3 rd Choice
4 th Choice
5 th Choice
6 th Choice
Module
Code
Module Name
YEAR THREE SPRING SEMESTER
1 st Choice
2 nd Choice
3 rd Choice
4 th Choice
5 th Choice
6 th Choice
Module
Code
Module Name
40
YEAR 3

MODULE CHOICES 2011/2012 ACADEMIC SESSION
JOINT HONOURS ONLY
Instructions
Please list your modules in order of choice. Please ensure you are happy to
take any of the modules you list. We can not guarantee your top choice
because modules are capped at 50.
You are required to take 120 credits over each academic year: 60 credits in
each department.
Are you planning on doing a
dissertation in this department?
YES
NO
YEAR THREE AUTUMN SEMESTER
How many modules do you intend to
take in JOMEC?
1 st Choice
2 nd Choice
3 rd Choice
Module
Code
Module Name
YEAR THREE SPRING SEMESTER
How many modules do you intend to
take in JOMEC?
1 st Choice
2 nd Choice
3 rd Choice
Module
Code
Module Name
41
YEAR 3