Gwybodaeth Modiwlau
Course Delivery
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Creative Writing Exercise Students are invited to prepare 1 self-written children's story in German in any of the styles/formats studied or to submit an optional commentary in German. 1000 Words | 20% |
| Semester Assessment | Presentation/Adaptation/Interpretation Students are asked to adapt/interpret/stage/film one of the stories or extracts studied (by any creative means they see fit). The presentation of their work should relate to the pedagogical/artistic and linguistic structures studied. The format will be open and students will need to present their work in a seminar situation at the end of the term. 20 Minutes | 20% |
| Semester Assessment | Attendance & Participation Attendance and participation at seminars; participation in discussions and adaptation/interpretation work 10 Minutes | 10% |
| Semester Exam | 2 Hours Semester Exam One out of two essay questions focusing onplot structures, pedagogical issues or cultural and linguistic implications. | 50% |
| Supplementary Assessment | Presentation/Adaptation/Interpretation Students are asked to adapt/interpret/stage/film one of the stories or extracts studied (by any creative means they see fit). The presentation of their work should relate to the pedagogical/artistic and linguistic structures studied. The format will be open and students will need to present their work in a seminar situation at the end of the term. 20 Minutes | 20% |
| Supplementary Assessment | Attendance & Participation Attendance and participation at seminars; participation in discussions and adaptation/interpretation work 10 Minutes | 10% |
| Supplementary Assessment | Creative Writing Exercise Students are invited to prepare 1 self-written children's story in German in any of the styles/formats studied or to submit an optional commentary in German. 1000 Words | 20% |
| Supplementary Exam | 2 Hours Semester Exam One out of two essay questions focusing onplot structures, pedagogical issues or cultural and linguistic implications. | 50% |
Learning Outcomes
On successful completion of this module students should be able to:
Demonstrate an ability to read German Children’s Literature in depth and critically, with a particular sensitivity to the importance of plot structures and story lines in relation to pedagogical goals
Demonstrate an ability to identify, interpret and contextualize various forms of plots and understand their cultural implications
Show an ability to grasp the general evolution of children’s literature in German in the 20th and 21st century and identify linguistic structures and settings typical for the genre
transfer the linguistic skills learned to their own foreign language learning and be able to utilize the vocabulary and the linguistic structures discussed in their own speech acts and in specified foreign language situations
Adapt, interpret, stage or rewrite individual children's stories and scenes in order to create specific effects or pedagogical outcomes by creative means
Critically engage with and answer essay questions aimed at the cultural and philosophical context and pedagogical implications of the children's literature studied
Brief description
This module will introduce students to the cultural phenomenon of German Children’s’ Literature. It will give students a broad understanding of prevalent themes and topics in German-speaking Children’s’ Literature throughout the past 100 years. The module will explore the content, contexts, the plot structures and language of prominent children’s books in German. It will provide an insight into the cultural realities of children during each epoch studied. Students will be confronted with a range of 20th and 21st century children’s literature in German, ranging from Modern examples such as Erich Kaestner’s ‘Emil und die Detektive’ (1929) to more contemporary books such as ‘Die Schule der Magischen Tiere’ by Margit Auer (2013). To ensure linguistic accessibility for both ex-beginners and more advanced students, the age range of the examples studied will be mostly within the 6 – 12 years age bracket.
Aims
The aim of the module is to introduce students to the phenomenon opf children's literature in a German-speaking context. Students will learn to appreciate and understand plot structures, settings and developmental issues. At the end of the module, they will understand the cultural and educational contexts of the literature studied and will be able to demonstrate their understanding via a range of creative exercises and critical reflection.
Content
Week 2: Erich Kaestner: EMIL UND DIE DETEKTIVE (1929), [10 years]
Week 3: Otfried Preussler: DIE KLEINE HEXE (1957), [6]
Week 4: James Kruess: TIMM THALER ODER DAS VERKAUFTE LACHEN (1962) [12]
Week 5: Peter Haertling: OMA (1975), [8]
Week 6: Ursula Fuchs: EMMA ODER DIE UNRUHIGE ZEIT (1979), [10]
Week 7: Paul Maar: AM SAMSTAG KAM DAS SAMS ZURUECK (1980), [7]
Week 8: Michael Ende: DER SATANARCHEOLUEGENIALKOHOELLISCHE WUNSCHPUNSCH (1989), [6]
Week 9: Burkhard Spinnen: BELGISCHE RIESEN (2000), [9]
Week 10: Margit Auer: DIE SCHULE DER MAGISCHEN TIERE (2013), [8]
Module Skills
| Skills Type | Skills details |
|---|---|
| Adaptability and resilience | The creative assessment element of the module will require students to adapt, interpret or visualize plot structures or story content and present essential parts of it to a student audience. Students have to track down texts; identifying of source texts and secondary literature. They will have to solve adaptation specific problems for the presentations and discussions. |
| Co-ordinating with others | Teamwork during seminars, presentation in groups |
| Critical and analytical thinking | Students will need to research secondary literature and look at adaptations and versions of children’s literature from a range of epochs. They will also be required to do independent research on historical backgrounds and pedagogical implications. |
| Digital capability | Using Blackboard; Students have to find on-line source texts and secondary literature. A range of media will be used for the creative assessment element, mobile phones, recording equipment, audio and visual aids. |
| Professional communication | Development of clear and accurate expression in the foreign language (German), and in English in writing, speaking and presentation. Transfer of linguistic skills learned, with a focus on practical applicability |
| Real world sense | Presentation skills, role play and critical thinking; Ability to work independently and present as part of a team, identifying research questions and problematic linguistic structures. Awareness of the relationship between plot structures, linguistic form and effect, transferable to foreign language situations. |
| Reflection | Constant feedback during term time and reading week preparation; there are consultation possibilities with the module convener. The quality of independent thinking will be assessed in the essay assignment and via the practical presentation and writing/adaptation/interpretation exercise. Students will have to self-reflect on their strengths and weaknesses in preparation for seminars and assessments |
| Subject Specific Skills | The linguistic structures studied and the vocab will enhance students' own learning experience and will add to their understanding of and confidence in German. |
Notes
This module is at CQFW Level 5