Undergraduate Programme Specification
BA Drama and English
Academic Year 2021/22
A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance processes. All degrees are awarded by Queen's University Belfast.
Programme Title | BA Drama and English | Final Award (exit route if applicable for Postgraduate Taught Programmes) |
Bachelor of Arts | |||||||||||
Programme Code | DRA-BA-JS | UCAS Code | WQ43 | HECoS Code |
100069 - Drama - 50 100320 - English studies - 50 |
ATAS Clearance Required | No | |||||||||||||
Mode of Study | Full Time | |||||||||||||
Type of Programme | Joint Honours Single | Length of Programme | Full Time - 3 Academic Year(s) | Total Credits for Programme | 360 | |||||||||
Exit Awards available |
Institute Information
Teaching Institution |
Queen's University Belfast |
School/Department |
Arts, English and Languages |
Quality Code Higher Education Credit Framework for England |
Level 6 |
Subject Benchmark Statements The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies |
Dance, Drama and Performance (2015) |
Accreditations (PSRB) |
Regulation Information
Does the Programme have any approved exemptions from the University General Regulations None |
Programme Specific Regulations Transferring from Single to Joint Honours: |
Students with protected characteristics N/A |
Are students subject to Fitness to Practise Regulations (Please see General Regulations) No |
Educational Aims Of Programme
The Joint Programme in Drama and English is designed to provide students with:
* An intellectual training in the separate and overlapping disciplines of Drama and English which, while discrete subjects, are also complementary and mutually enriching
* A discipline-specific perspective enabling the acquisition of knowledge and understanding of the inter-relationship between texts and contexts, a familiarity with debates surrounding culture and identity, both individual and communal, and skills in synthesising and developing ideas and arguments from diverse literary, performative and other contemporary sources
* A range of skills which together foster the ability to practise self-motivated learning and increase the capacity to undertake independent learning in a progressive way.
Together, these subjects equip individuals with the ability to:
* Think critically, process and understand complex information and to present it in a variety of written and oral forms, including through performance
* Evaluate primary and secondary sources
* Interpret a variety of types of data and information
* Pursue independent learning
* Work well in groups and formulate arguments.
Furthermore, students benefit from a multi-disciplinary education, which gives them a large skillset and opens a wide range of career options following graduation.
The curricula will be delivered in accordance with the national Drama and English benchmarking statements, which reflect the chronological, cultural, and generic diversity of English literary and language studies, drawing, where applicable, on the unique character of Northern Ireland, and taking advantage of a variety of critical and pedagogical approaches.
More generally, the Joint Programme in Drama and English aims to:
* Attract students from local, national, and international contexts, through a variety of entry routes, and deliver the best possible learning and teaching experience in an environment of equality, tolerance, and mutual respect
* Provide students with the necessary intellectual, practical, and key skills to enable them to develop as independent, reflective lifelong learners and able employees
* Develop a broad context for future employment, in which graduates appreciate the continuing value of an education in these two disciplines.
The programme will thereby foster an atmosphere of intellectual inquiry in each discipline, by offering modules, which encourage a stimulating interchange of ideas.
• An intellectual training in the separate and overlapping disciplines of Drama and English which, while discrete subjects, are also complementary and mutually enriching
• A discipline-specific perspective enabling the acquisition of knowledge and understanding of the inter-relationship between texts and contexts, a familiarity with debates surrounding culture and identity, both individual and communal, and skills in synthesising and developing ideas and arguments from diverse literary, performative and other contemporary sources
• A range of skills which together foster the ability to practise self-motivated learning and increase the capacity to undertake independent learning in a progressive way
Together, these subjects equip individuals with the ability to:
• Think critically, process and understand complex information and to present it in a variety of written and oral forms, including through performance
• Evaluate primary and secondary sources
• Interpret a variety of types of data and information
• Pursue independent learning
• Work well in groups and formulate arguments
Furthermore, students benefit from a multi-disciplinary education, which gives them a large skillset and opens a wide range of career options following graduation.
The curricula will be delivered in accordance with the national Drama and English benchmarking statements, which reflect the chronological, cultural, and generic diversity of English literary and language studies, drawing, where applicable, on the unique character of Northern Ireland, and taking advantage of a variety of critical and pedagogical approaches.
More generally, the Joint Programme in Drama and English aims to:
• Attract students from local, national, and international contexts, through a variety of entry routes, and deliver the best possible learning and teaching experience in an environment of equality, tolerance, and mutual respect
• Provide students with the necessary intellectual, practical, and key skills to enable them to develop as independent, reflective lifelong learners and able employees
• Develop a broad context for future employment, in which graduates appreciate the continuing value of an education in these two disciplines
The programme will thereby foster an atmosphere of intellectual inquiry in each discipline, by offering modules, which encourage a stimulating interchange of ideas.
Learning Outcomes
Learning Outcomes: Cognitive SkillsOn the completion of this course successful students will be able to: |
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Recognise and appreciate the varying effects of different |
Teaching/Learning Methods and Strategies Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information. Methods of Assessment Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3. |
Respond to, and differentiate between, different ideological and theoretical positions; |
Teaching/Learning Methods and Strategies Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information. Methods of Assessment Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3. |
Analyse and interpret material from different geographical, cultural, and temporal contexts; |
Teaching/Learning Methods and Strategies Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information. Methods of Assessment Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3. |
Think independently, originally, and self-reflexively; |
Teaching/Learning Methods and Strategies Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information. Methods of Assessment Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3. |
Demonstrate a capacity for critical reflection and judgment in the light of evidence and argument; |
Teaching/Learning Methods and Strategies Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information. Methods of Assessment Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3. |
Discriminate between substantive and peripheral concerns in their understanding of literary and linguistic issues; |
Teaching/Learning Methods and Strategies Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information. Methods of Assessment Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3. |
Identify, collate and organise relevant data and information from a variety of primary and secondary sources in support of their argument; |
Teaching/Learning Methods and Strategies Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information. Methods of Assessment Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3. |
Understand complex tasks and an ability to present appropriate solutions in written form; |
Teaching/Learning Methods and Strategies Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information. Methods of Assessment Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3. |
Work autonomously, manifested in self-direction, objective-setting, prioritising and time-management; |
Teaching/Learning Methods and Strategies Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information. Methods of Assessment Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3. |
Reflect on their own learning, seeking and making use of constructive feedback; |
Teaching/Learning Methods and Strategies Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information. Methods of Assessment Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3. |
Produce intellectually coherent academic analysis within word limits and time deadlines; |
Teaching/Learning Methods and Strategies Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information. Methods of Assessment Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3. |
Apply requisite referencing and presentation formats in the production of written analyses. |
Teaching/Learning Methods and Strategies Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information. Methods of Assessment Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3. |
Demonstrate critical awareness of the main research methods used to collect and analyse data |
Teaching/Learning Methods and Strategies Specific teaching methods include tutor-led, student-led, self-directed study Methods of Assessment Essays submitted to a deadline |
Understand the interplay between practice and theory |
Teaching/Learning Methods and Strategies Resource-based learning, including library work and attendance at performances, workshops and rehearsals Methods of Assessment Individual presentations |
Analyse and critically examine diverse forms of discourse and their effects on representation in the arts, media and public life |
Teaching/Learning Methods and Strategies Specific teaching methods include tutor-led, student-led, self-directed study Methods of Assessment Individual interviews and essays |
Think reflexively and independently |
Teaching/Learning Methods and Strategies Classroom discussion and online interactions Methods of Assessment Edited commentaries on learning logs |
Understand group dynamics and implement them in practical contexts |
Teaching/Learning Methods and Strategies Group work in performance and classroom presentations Methods of Assessment Assessed group presentations and performances |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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Display a broad knowledge of a range of periods in literary history, including literature before 1660, and an understanding of the social and political contexts in which texts are both written and read; |
Teaching/Learning Methods and Strategies Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process. Methods of Assessment A range of assessment methods ensures that these skills are evaluated in different ways. |
Have an in-depth knowledge and understanding of particular periods, movements and authors according to individual progression through the degree; |
Teaching/Learning Methods and Strategies Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process. Methods of Assessment A range of assessment methods ensures that these skills are evaluated in different ways. |
Demonstrate knowledge of English, American, Irish and postcolonial writing, and familiarity with debates surrounding the shaping of individual and cultural identity; |
Teaching/Learning Methods and Strategies Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process. Methods of Assessment A range of assessment methods ensures that these skills are evaluated in different ways. |
Understand the rhetorical, stylistic and aesthetic strategies of the different genres of prose fiction, drama and poetry; |
Teaching/Learning Methods and Strategies Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process. Methods of Assessment A range of assessment methods ensures that these skills are evaluated in different ways. |
Display familiarity with a range of theoretical approaches to literature and language, and with the key critical debates that form and inform the disciplines themselves; |
Teaching/Learning Methods and Strategies Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process. Methods of Assessment A range of assessment methods ensures that these skills are evaluated in different ways. |
Exhibit an awareness of major structural levels of linguistic organisation in speech and writing; |
Teaching/Learning Methods and Strategies Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process. Methods of Assessment A range of assessment methods ensures that these skills are evaluated in different ways. |
Demonstrate familiarity with major periods in the development of the English language and of contexts of language production and variation. |
Teaching/Learning Methods and Strategies Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process. Methods of Assessment A range of assessment methods ensures that these skills are evaluated in different ways. |
Demonstrate a wide knowledge and understanding of local and international drama and theatre practice and the cultures and societies from which this has arisen, including an understanding of: |
Teaching/Learning Methods and Strategies Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process. Methods of Assessment A range of assessment methods ensures that these skills are evaluated in different ways. |
Demonstrate a thorough knowledge of contemporary technologies and their relationship to drama, theatre, performance, and academic research. |
Teaching/Learning Methods and Strategies Resource-based learning, including library work, DVD and other recordings Methods of Assessment Individual presentations and marked essays |
Demonstrate an understanding of how to analyse and discuss the conventions and practices involved in producing and performing dramatic work on stage |
Teaching/Learning Methods and Strategies Attendance at performances Methods of Assessment Individual Interviews and marked essays |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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Read texts with a developed awareness and appreciation of their formal, structural and generic properties; |
Teaching/Learning Methods and Strategies Lectures provide specific contextual and theoretical information as well as offering practical examples of different critical approaches. Methods of Assessment Assessment methods vary in accordance with the specific learning outcomes of particular modules as detailed below and as set out in the individual module descriptions – see http://www.qub.ac.uk/sites/ModuleInformation/ and http://www.qub.ac.uk/schools/SchoolofEnglish/Education/ |
Assess critical interpretations of the ways in which different cultural and historical contexts inform the reading and writing of texts; |
Teaching/Learning Methods and Strategies Lectures provide specific contextual and theoretical information as well as offering practical examples of different critical approaches. Methods of Assessment Assessment methods vary in accordance with the specific learning outcomes of particular modules as detailed below and as set out in the individual module descriptions – see http://www.qub.ac.uk/sites/ModuleInformation/ and http://www.qub.ac.uk/schools/SchoolofEnglish/Education/ |
Analyse the forms, function, and development of language; |
Teaching/Learning Methods and Strategies Formative work – both written and oral – enables students to combine the knowledge and skills developed through lectures and tutorials, and to formulate, and receive feedback on, their own independent arguments. Methods of Assessment All assessment methods, whether the dissertation, essays or oral presentations, aural tests or examinations, require students to demonstrate the English subject skills which are detailed in the School of English criteria for marking all undergraduate work (see Marking Criteria and the School of English Assessment and Feedback Policy, under School Documents, on the Education pages of the School website). |
Utilise a critical vocabulary and engage with different critical perspectives in the analysis of texts; |
Teaching/Learning Methods and Strategies Formative work – both written and oral – enables students to combine the knowledge and skills developed through lectures and tutorials, and to formulate, and receive feedback on, their own independent arguments. Methods of Assessment All assessment methods, whether the dissertation, essays or oral presentations, aural tests or examinations, require students to demonstrate the English subject skills which are detailed in the School of English criteria for marking all undergraduate work (see Marking Criteria and the School of English Assessment and Feedback Policy, under School Documents, on the Education pages of the School website). |
Be aware of key debates concerning the development of the discipline of literary criticism; |
Teaching/Learning Methods and Strategies Formative work – both written and oral – enables students to combine the knowledge and skills developed through lectures and tutorials, and to formulate, and receive feedback on, their own independent arguments. Methods of Assessment All assessment methods, whether the dissertation, essays or oral presentations, aural tests or examinations, require students to demonstrate the English subject skills which are detailed in the School of English criteria for marking all undergraduate work (see Marking Criteria and the School of English Assessment and Feedback Policy, under School Documents, on the Education pages of the School website). |
Write coherent, structured and relevant essays in answer to specific questions on literature and language; |
Teaching/Learning Methods and Strategies Formative work – both written and oral – enables students to combine the knowledge and skills developed through lectures and tutorials, and to formulate, and receive feedback on, their own independent arguments. Methods of Assessment All assessment methods, whether the dissertation, essays or oral presentations, aural tests or examinations, require students to demonstrate the English subject skills which are detailed in the School of English criteria for marking all undergraduate work (see Marking Criteria and the School of English Assessment and Feedback Policy, under School Documents, on the Education pages of the School website). |
Select and utilise primary quotation and secondary critical material in the formulation of an argument; |
Teaching/Learning Methods and Strategies Formative work – both written and oral – enables students to combine the knowledge and skills developed through lectures and tutorials, and to formulate, and receive feedback on, their own independent arguments. Methods of Assessment All assessment methods, whether the dissertation, essays or oral presentations, aural tests or examinations, require students to demonstrate the English subject skills which are detailed in the School of English criteria for marking all undergraduate work (see Marking Criteria and the School of English Assessment and Feedback Policy, under School Documents, on the Education pages of the School website). |
Display familiarity with bibliographic convention and should be able to research, reference and present written work according to the requirements of the subject area. |
Teaching/Learning Methods and Strategies Formative work – both written and oral – enables students to combine the knowledge and skills developed through lectures and tutorials, and to formulate, and receive feedback on, their own independent arguments. Methods of Assessment All assessment methods, whether the dissertation, essays or oral presentations, aural tests or examinations, require students to demonstrate the English subject skills which are detailed in the School of English criteria for marking all undergraduate work (see Marking Criteria and the School of English Assessment and Feedback Policy, under School Documents, on the Education pages of the School website). |
Demonstrate a high level of specific skills including the reading of written texts and how to effect transitions from page to stage |
Teaching/Learning Methods and Strategies Tutor-led, student-led, self-directed study Methods of Assessment Continuously assessed group presentations |
Read, analyse, document and/or interpret performance |
Teaching/Learning Methods and Strategies Online teaching methods Methods of Assessment Scene-work and performance |
Demonstrate the performance and production skills necessary to communicate to/with an audience |
Teaching/Learning Methods and Strategies Workshops and rehearsals Methods of Assessment Participation and engagement |
Participate in group processes in the creation of original work |
Teaching/Learning Methods and Strategies Contact with working professionals in all relevant specialisms (eg actors, director, designers, lighting designers, critics) Methods of Assessment Edited commentaries on learning logs |
Understand the interplay between the performers’ conscious and subconscious resources in the realisation of performance |
Teaching/Learning Methods and Strategies Assigned readings for classroom discussion Methods of Assessment Contributions to learning logs and online forums; assessed essays |
Understand processes by which performance is created, realised, and managed, such as the processes of rehearsal, writing, scoring, devising, scenography, improvisation, choreography, performer training techniques, and production arts |
Teaching/Learning Methods and Strategies Workshops and rehearsals; performances Methods of Assessment Assessed performances |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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Manage time efficiently and effectively; |
Teaching/Learning Methods and Strategies Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials. Methods of Assessment Writing skills tutorials and lectures develop essay writing on stylistic, rhetorical and bibliographical levels. The ability to source and collate information is developed through introductory training in the use of libraries and online resources. IT courses are available through the university and can be used to develop computing skills as required. All students are required to word-process essays, thus testing their acquisition of IT skills. |
Demonstrate basic word-processing and IT skills; |
Teaching/Learning Methods and Strategies Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials. Methods of Assessment Writing skills tutorials and lectures develop essay writing on stylistic, rhetorical and bibliographical levels. The ability to source and collate information is developed through introductory training in the use of libraries and online resources. IT courses are available through the university and can be used to develop computing skills as required. All students are required to word-process essays, thus testing their acquisition of IT skills. |
Collate and process information from a variety of sources; |
Teaching/Learning Methods and Strategies Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials. Methods of Assessment Writing skills tutorials and lectures develop essay writing on stylistic, rhetorical and bibliographical levels. The ability to source and collate information is developed through introductory training in the use of libraries and online resources. IT courses are available through the university and can be used to develop computing skills as required. All students are required to word-process essays, thus testing their acquisition of IT skills. |
Use libraries and online resources; |
Teaching/Learning Methods and Strategies Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials. Methods of Assessment Writing skills tutorials and lectures develop essay writing on stylistic, rhetorical and bibliographical levels. The ability to source and collate information is developed through introductory training in the use of libraries and online resources. IT courses are available through the university and can be used to develop computing skills as required. All students are required to word-process essays, thus testing their acquisition of IT skills. |
Respond positively and productively to feedback on work; |
Teaching/Learning Methods and Strategies Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials. Methods of Assessment Writing skills tutorials and lectures develop essay writing on stylistic, rhetorical and bibliographical levels. The ability to source and collate information is developed through introductory training in the use of libraries and online resources. IT courses are available through the university and can be used to develop computing skills as required. All students are required to word-process essays, thus testing their acquisition of IT skills. |
Think both creatively and maturely in diverse intellectual situations; |
Teaching/Learning Methods and Strategies Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials. Methods of Assessment Writing skills tutorials and lectures develop essay writing on stylistic, rhetorical and bibliographical levels. The ability to source and collate information is developed through introductory training in the use of libraries and online resources. IT courses are available through the university and can be used to develop computing skills as required. All students are required to word-process essays, thus testing their acquisition of IT skills. |
Display interpersonal skills and the ability to work productively in a group context; |
Teaching/Learning Methods and Strategies Individual and group presentations; developing skills at stage 1 through a dedicated skills module. Methods of Assessment Individual and group presentations; learning portfolio and coursework projects in a stage 1 skills module. |
Demonstrate effective oral, written, performance and visual communication skills; |
Teaching/Learning Methods and Strategies Individual and group presentations; developing skills at stage 1 through a dedicated skills module. Methods of Assessment Individual and group presentations; learning portfolio and coursework projects in a stage 1 skills module. |
Understand the role and use of feedback in assessing and improving performance; |
Teaching/Learning Methods and Strategies Students receive online feedback on their uploaded assignments and may seek further feedback in one-to-one meetings with tutors. Methods of Assessment Feedback (on Queen’s Online, on draft materials, or in class) provides students with an ongoing feedback experience throughout their degree. |
Respond constructively to criticism. |
Teaching/Learning Methods and Strategies Students receive online feedback on their uploaded assignments and may seek further feedback in one-to-one meetings with tutors. Methods of Assessment Feedback (on Queen’s Online, on draft materials, or in class) provides students with an ongoing feedback experience throughout their degree. |
Demonstrate critical, analytical and physical skills |
Teaching/Learning Methods and Strategies Specific teaching methods include tutor-led, student-led, self-directed study Methods of Assessment Essays submitted to a deadline |
Demonstrate creative and imaginative skills as shown through the realisation of practical research projects |
Teaching/Learning Methods and Strategies Resource-based learning, including library work and attendance at performances Methods of Assessment Continuously assessed group presentations |
Communicate in a variety of oral, written, visual and performance media |
Teaching/Learning Methods and Strategies Online teaching methods Methods of Assessment Summative group presentations |
Sustain concentration and focus for extended periods |
Teaching/Learning Methods and Strategies Intensive workshops and rehearsals (2-6 hours) demand extended focus and commitment Methods of Assessment Group presentation assessments; performance-based assessments measure success of intensive engagement |
Show an awareness of inter-disciplinary approaches to study, and the capacity to engage with different theories or paradigms of knowledge |
Teaching/Learning Methods and Strategies Modules that combine theory and practice in both Drama and English. Also, students offered to take relevant modules in other areas. Methods of Assessment Exams, formal essays, interviews measure different types of learning across disciplines. |
Develop ideas and construct arguments and present them in appropriate ways |
Teaching/Learning Methods and Strategies Reading; classroom attendance; group projects Methods of Assessment Essays, individual presentations, group presentations |
Module Information
Stages and Modules
Module Title | Module Code | Level/ stage | Credits | Availability |
Duration | Pre-requisite | Assessment |
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S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
English in Transition | ENG1001 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
English in Context | ENG1002 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Introduction to Theatre: The Material Stage | DRA1001 | 1 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Introduction to Performing | DRA1003 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Introduction to English Language | ENL1001 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Theatre Now: Contemporary Performance | DRA1005 | 1 | 20 | YES | 12 weeks | N | YES | 50% | 50% | 0% | ||
Mapping the Anglo-Saxon World | ENG2003 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Foundations for Speech Analysis: The Phonetics of English | ENL2001 | 2 | 20 | YES | 12 weeks | N | YES | 70% | 30% | 0% | ||
Language and Power | ENL2002 | 2 | 20 | YES | 12 weeks | N | YES | 80% | 0% | 20% | ||
History of English: Studying Language Change | ENL2004 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Shakespeare and Co | ENG2050 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Irish Literature | ENG2081 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Devising Theatre | DRA2005 | 2 | 20 | YES | 12 weeks | N | YES | 60% | 40% | 0% | ||
The Art of the Actor | DRA2003 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Educational Drama | DRA2007 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
An Introduction to Critical and Cultural Theory | ENG2000 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Havoc and Rebellion: Writing and Reading Later Medieval England | ENG2041 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Modernism and Modernity | ENG2060 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Fiction and the Novel (1660-1820) | ENG2061 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Utopia / Dystopia: The Future in Nineteenth- and Twentieth-Century Literature | ENG2065 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Romantic Poetry, 1789-1832 | ENG2063 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Directing and Design for Stage and Screen | DRA2013 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Radio Drama | DRA2014 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Acting for Musical Theatre | DRA2060 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Drama and Mental Health | DRA2064 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
International Theatre Collaboration | DRA2065 | 2 | 20 | YES | 12 weeks | N | YES | 70% | 30% | 0% | ||
Dramaturgy | DRA2068 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Gender, Culture, and Representation – Backwards & in Heels | AEL2001 | 2 | 20 | YES | 12 weeks | N | YES | 60% | 40% | 0% | ||
Adaptation as Interdisciplinary Practice | AEL2002 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Women's Writing 1680-1830 | ENG3020 | 3 | 20 | YES | 12 weeks | N | YES | 80% | 20% | 0% | ||
Dissertation | DRA3025 | 3 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Shakespeare on Screen | ENG3087 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Speech Worlds: Phonology in Acquisition and Disorder | ENL3003 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Postconflict Drama: Performing the NI Peace Process | DRA3042 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Televising the Victorians | ENG3069 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Beckett in Performance | DRA3050 | 3 | 20 | YES | 12 weeks | N | YES | 60% | 40% | 0% | ||
Language in the Media | ENL3004 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Literature and Science in the Nineteenth Century: Evolution, Degeneration, and the Mind | ENG3097 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Double Dissertation English Literature | ENG3000 | 3 | 40 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Double Dissertation English Language | ENL3000 | 3 | 40 | YES | YES | 20 weeks | N | YES | 100% | 0% | 0% | |
Advanced Theatre Practice | DRA3005 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Contemporary US Crime Fiction: the Police, the State, the Globe | ENH3008 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Marvels, Monsters and Miracles in Anglo-Saxon England | ENG3011 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Contemporary Indian Literature in English | ENG3070 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The Art of Interaction | DRA3057 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Special Topic in Creative Writing | ENH3019 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Special Topic in Irish Writing Creative Resistance in Contemporary Irish Women’s Literature | ENH3020 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Dance Theatre | DRA3060 | 3 | 20 | YES | 12 weeks | N | YES | 50% | 50% | 0% | ||
The Structure of English | ENL3110 | 3 | 20 | YES | 12 weeks | N | YES | 80% | 20% | 0% | ||
Representing the Working Class | ENG3064 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
3 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |||
Further Adventures in Shakespeare | ENG3182 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Writing New York, 1880-1940 | ENG3183 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Contemporary Literature: Poetry and Precariousness in the Twenty-First Century | ENG3184 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Irish Gothic | ENG3330 | 3 | 20 | YES | 12 weeks | N | YES | 80% | 20% | 0% | ||
Stevens & Bishop | ENG3333 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The Theatre of Brian Friel | DRA3010 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Writing Africa: The Colonial Past to Colonial Present | ENG3185 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Stylistics: Analysing Style in Language | ENL3011 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Work-based Learning | AEL3001 | 3 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Restoration to Regency in Contemporary Fiction | ENG3090 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Contemporary Performing Practices | DRA3002 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Solo Performance | DRA3063 | 3 | 20 | YES | 12 weeks | N | YES | 25% | 75% | 0% | ||
International Theatre Collaboration | DRA3066 | 3 | 20 | YES | 12 weeks | N | YES | 70% | 30% | 0% | ||
Participatory performance practices | DRA3067 | 3 | 20 | YES | 12 weeks | N | YES | 60% | 40% | 0% |
Notes
Level 1 Students take all of the listed modules at Level 1.
Stage 2 Students take any three DRA/SCA modules and any three ENG/ENL modules at Levels 2, provided that they balance their workload across the year.
Stage 3 Students take any three DRA/SCA modules and any three ENG/ENL modules at Levels 3, provided that they balance their workload across the year. Please note DRA3999 and ENG3999 are Co-Requisites for each other. Available as a jointly supervised dissertation in English and Drama.