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2011/2 Provisional Module Catalogue - UNDER CONSTRUCTION & SUBJECT TO CHANGE
 Module Code: CMCM051 Module Title: WOMEN AND REPRESENTATION:MARKETING IN PRACTICE
Module Provider: English Short Name: CMCM051
Level: M Module Co-ordinator: WYNNE-DAVIES M Prof (English)
Number of credits: 15 Number of ECTS credits: 7.5
 
Module Availability

Semester 2

Assessment Pattern

Unit(s) of Assessment

 

 

 

 

Weighting Towards Module Mark( %)

 

project group oral presentation (2 @ 10% each)

 

 

 

 

20%

 

 

 

 

project individual authored  section 500 words (2 @ 15% each)

 

 

 

 

30%

 

 

 

 

Essay 2000 words

 

 

 

 

50%

 

 

 

 

Module Overview

This module is designed to give students practice in the marketing and business skills they have developed in semester 1. The module consists of three projects, the first is formative and the latter two summative. The projects deal successively with marketing for: an education provider, a publishing or media company and an arts organisation. The overarching concept of women and representation ensures an in-depth knowledge about the way in which women are represented in both text and image, as well as the ability to undertake comparative analyses of both. It begins with an introduction to gender stereotyping and then focuses in more detail on the way in which historical context and geographical location impact upon the ways in which women are percieved in an intercultural context. Should students wish to focus on gender as a wider context that material is dealt with in the project teaching. Assessment similarly blanaces the group-work in class with the indpendent research and study needed for the essay.

Prerequisites/Co-requisites
none
Module Aims

  

The Module Aims to develop in depth, detailed and systematic knowledge of:

 

  • the construction of female identity in text and image;

     

  • a complex appreciation of how time and place affect the way in which different cultures represent women;

     

  • an ability to work in groups towards projects;

     

  • an ability to work independently on a research-driven essay;

     

  • project marketing skills

     

  • skills in essay composition.

Learning Outcomes

By the end of  the module students will have detailed, in-depth and sysrtematic knowledge of:

 

  • the construction of female identity in text and image;

     

  • how time and place affect the way in which different cultures represent women;

     

  • working in groups towards projects;

     

  • working independently on a research-driven essay;

     

  • project marketing skills

     

  • skills in essay composition.
Module Content

Week 1

 

Introduction to the module with an explanation and discussion of how Enquiry Based Learning works. This will include information on the module’s aims, the PBL process, resources and assessment. Formation of groups.

 

 

Week 2

 

Beginning work on introductory problem.

 

Project 1: You have been asked to develop a debate about the way in which children’s literature (nursery rhymes and stories) stereotype women/girls for an adult education programme run by the University of Surrey (or an equivalent education provider). The presentations should be illustrated. Students will be asked to consider:

 

  • Market research on education provider and student body (i.e. gender/ age/ ethnicity)

     

          Name of course and 3 aims

 

          Focus on individual session

 

          Place/ time/ context

 

          Agree illustrations and texts for next week

 

Reminder that the assessment is oral and formative.

 

 

Week 3

 

Group work on first assessed problem. Discussion of the breakdown of oral presentations and written materials for assessment.

 

 

Week 4

 

Presentations and discussion of problem 1. Oral feedback on debates.

 

Essay topics discussed.

 

 

Week 5

 

Project 2: Surrey University Press (or an equivalent publishing/media company) is commissioning a series of booklets on the role of women in different periods; they wish to include excerpts from women’s writing and illustrations from the period. They wish to include an introduction to the booklets that contextualises and analyses the material.

 

Tutor-led session on examples drawn from the Early Modern period, including the poems of Elizabth I, Mary Sidney/Herbert, Aemilia Lanyer, and Mary Wroth (Norton 1), as well as paintings.

 

Group work on second problem in which periods/countries are chosen including:

 

          What is the market for these publications? Research on the publishing company and customers

 

          The series will need a title, with a list of possible publications to prove that the long-term project has been thought through

 

          The publisher has asked you to provide one booklet as an example and to explain this to them during your presentation

 

          They will need to see your marketing campaign and any related materials

 

          Decide roles and functions in presentation

 

          Arrange for extra materials

 

 

Week 6

 

Group work on second assessed problem. Discussion of the breakdown of oral presentations and written materials for assessment. 

 

 

Week 7

 

Groups’ presentations on booklets and discussion of contents. Formative tutor and peer feedback.

 

 

Week 8

 

Problem 3: Surrey University Art gallery (or an equivalent arts organisation) has decided to put on a series of exhibitions on the way women are represented in different cultures across the globe. They would like to set text alongside image in the gallery and in the exhibition catalogue. They want to emply teams to choose works and to write up the catalogue from an analytical perspective.

 

Tutor-led session on women in drawing on Margaret Atwood’s ‘Journals of Susannah Moodie,’ and Alias Grace as well as on photograhic depictions of early women and film extracts.

 

Group work on third problem in which global areas are chosen and writers/artists decided upon. Students will consider:

 

          What is the context for the arts organisation? Decide what sort of arts organisation you wish to work for (e.g. museum/ gallery/ theatre/ community centre/ festival/ charity) and research the area and who will attend the exhibition

 

          Remember that funding often comes primarily from government grants. However, exhibitions are often run to make a profit – decide which you want to do.

 

          The exhibition will need a title and a list of images – these may be your own or downloaded

 

          The organisation has asked you to provide a catalogue and descriptive text explaining the images chosen.

 

          They will need to see your marketing campaign and any related materials

 

          Decide roles and functions in presentation

 

          Arrange for extra materials

 

 

Week 9

 

Group work on third assessed problem. Discussion of the breakdown of oral presentations and written materials for assessment.

 

 

Week 10

 

Groups’ presentations on exhibition materials and catalogues, and discussion of contents. Formative tutor and peer feedback.

 

 

Week 11

 

Plenary session which involved comparing materials from chronological perspectives and global contexts.  Workshop on essays.

 

 

Methods of Teaching/Learning
Two hour seminars/workshops
Selected Texts/Journals

Essential Reading

 Poems by Elizabth I, Mary Sidney/Herbert, Aemilia Lanyer, and Mary Wroth as available in The Norton Anthology of English Literature Vol I ( New York : W.W.Norton, 2006; 8th edition). 
Margaret Atwood, ‘The Journals of Suannah Moodie’ in Eating Fire (London: Virago, 2005) and Alias Grace (London: Bloomsbury , 2006)

 

 

 

 

Please note that other essential texts will be chosen by students themselves, but should be available either in the Norton (as above), on LION or in the Library catalogue.

Recommended Reading

Abelove, Henry, Michele Barale and David Halperin, eds, Lesbian and Gay Studies Reader (London: Routledge, 1993) 
Ashcroft, Bill et al, The Empire Writes Back: Theory and Practice in Post-colonial Literature (London: Routledge, 1989) 
Ashcroft, Bill, ed, The Post-colonial Studies Reader (London: Routledge, 1994) 
Belsey, Catherine and Jane Moore, eds, The Feminist Reader: Essays in Gender and the Politics of Literary Criticism (London: Palgrave, 1997) 
Eagleton, Mary, ed, Feminist Literary Theory: A Reader (Oxford: Blackwell, 1995) 
Gilbert, Sandra and Susan Gubar, The Madwoman in the Attic ( Yale University Press, 2000) 
Greene, Gayle and Coppelia Kahn, eds, Making a Difference: Feminist Literary Criticism (London: Routledge, 1985) 
Loomba, Ania, Colonialism/ Post-Colonialism (London: Routledge, 1998) 
Marks, Elaine and Isabelle de Courtivron, eds, New French Feminisms (London: Harvester, 1981) 
McLeod, John, Beginning Postcolonialism (Manchester: Manchester University Press, 2000) 
Miller, Hildy, Rhetorical Women: Roles and Representations (Alabama: University of Alabama Press, 2005) 
Mills, Sarah, Feminist Readings : An Introduction to Feminist Literature (Prentice Hall, 1996) 
Moi, Toril, Sexual/Textual Politics (London: Methuen, 1985) 
Owen, Susan A et al., Bad Girls: Cultural Politics and Media Representations of Transgressive Women ( London : Peter Lang, 2007) 
Shfrin, Susan, Re-framing Representations of Women: Figuring, Fashioning, Portraiting and Telling in the 'picturing' Women Project ( London : Ashgate, 2008) 
Showalter, Elaine, A Literature of Their Own (London: Virago, 1999) 
Spivak, Gayatri, In Other Worlds: Essays in Cultural Politics (London: Routledge, 1987)

 

 

 

 

Last Updated

8 September 2010