The module takes a uniquely multimodal approach to the teaching of Shakespeare. It is intended for teachers, drama practitioners and anyone with experience of...

The module takes a uniquely multimodal approach to the teaching of Shakespeare. It is intended for teachers, drama practitioners and anyone with experience of involving children and young people with Shakespeare. It will enable participants to explore and critically evaluate socio-cultural issues involved in teaching Shakespeare in diverse educational settings, both in the UK and internationally. The module explores recent innovations in pedagogical approaches, including drama, film, animation and computer games. Participants will be supported in providing a theorised account of their own and/or others’ current practice in relation to teaching Shakespeare. There will be opportunities for participants to engage with a range of theoretical perspectives and to test these out in relation to particular texts and particular experiences of these texts. 
 

Assessment: One summative assessment (either essay or oral presentation plus written reflection). 

Outline: This foundation module will introduce you to general ideas on how life is organized (and studied) at progressively larger scales: from biomolecules...

“BIOL0003 Introduction to Genetics” presents modern genetics in a specifically non-molecular context in the hope that students will see that...

This module aims to produce confident and articulate lighting designers, who can demonstrate the ability to use lighting design techniques to produce...

This module aims to produce confident and articulate lighting designers, who can demonstrate the ability to use lighting design techniques to produce conceptual and detailed lighting designs and luminaire product designs.

Are international institutions, like the WTO, violating the human rights of the poor across the world? Are we in affluent countries responsible for violating...

Are international institutions, like the WTO, violating the human rights of the poor across the world? Are we in affluent countries responsible for violating the rights of the poor? Is poverty itself a human rights violation? How should we define poverty and what is the relationship between poverty and development? How do both relate to human rights? What is the “resource curse” suffered by countries with natural resources? Should international trade be subject to human rights standards or conditionality, and would these solve the problem of global poverty? What is international law and does it enshrine privileges that should be reformed in order to address global inequalities? This module addresses international and global institutions in terms of their relationships to poverty. It asks students to consider and debate whether different accounts of fairness and rights can be applied to institutional questions of international significance. The module covers theoretical approaches and conceptual frameworks such as cosmopolitanism, statism, self-determination, development, meanings of poverty, fairness, human rights, fair trade, and global resources, in order develop answers to these questions. Students are encouraged to take up positions and defend them in debate as part of their preparation for writing an essay that sets out a clear ethical argument.

We use real life, practical examples from international politics to consider the ways that poverty might be addressed as an ethical priority in the modern world.