Module Information
Course Delivery
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Essay 1 2000 Words | 50% |
| Semester Assessment | Essay 2 2000 Words | 50% |
| Supplementary Assessment | Essay 1 2000 Words | 50% |
| Supplementary Assessment | Essay 2 2000 Words | 50% |
Learning Outcomes
On successful completion of this module students should be able to:
1. Critically evaluate a range of theories related to the study of youth culture.
2. Reflect upon the representation of youth in relation to cultural discourse in the media and communication industries.
3. Examine historical case studies of youth culture representation through reasoned analytical writing.
4. Analyse socio-cultural representations of youth through an engagement with a range of appropriate scholarly sources.
Brief description
This module explores historical debates around youth and youth cultures, such as Stanley Cohen’s Folk Devils and Moral Panics (1972), and the analysis of youth sub-cultures by the Birmingham University’s Centre for Contemporary Cultural Studies, Resistance through Rituals: Youth Subcultures in post-war Britain (1975 & 2006 – Stuart Hall and Tony Jefferson eds.). This will focus on the debates around how young people behave and communicate amongst themselves as well as the wider perceptions of youth groups both positive and negative. The module also examines the use of youth cultures in the marketing strategies employed by mainstream popular culture. This includes films, television programmes, music, as well as digital media, in order to target youth demographics.
Content
Identity: Gender and Sexuality
Identity: Race and Nationality
Socio-cultural-political debates
Online youth cultures
Moral panics and youth cultures – music
Genre: Television
Genre: Film
Genre: Publishing
Marketing
Module Skills
| Skills Type | Skills details |
|---|---|
| Application of Number | N/A |
| Communication | N/A |
| Improving own Learning and Performance | The module will introduce students to a new methodology for the second assignment in the form of a Reception study. This will require them to adopt and engage with a different form of research, and adapt to a slightly different analytical focus. |
| Information Technology | Students will be expected to engage with materials through the e-learning system. Blackboard, Turnitin, and Aspire will all be used for the delivery of learning materials, research purposes, and the submission of assignments. |
| Personal Development and Career planning | Students will have the opportunity to reflect on their research, and their responses to different media discourses in the teaching sessions. |
| Problem solving | Students will have to engage with several theoretical studies, and analyse multiple approaches and historical case-studies within a critical framework. |
| Research skills | Students will be required to engage with academic reading on a weekly basis. There will be an expectation that students will research, reflect on, and analyse a wide range of sources (books, journal articles) for seminars and assessments. |
| Subject Specific Skills | Critical Analysis: engage critically with major thinkers and debates within the field, putting them to productive use; understand forms of communication, media, film and culture as they have emerged historically and appreciate the processes through which they have come into being, with reference to social, cultural and technological change; comprehend how different social groups variably make use of, and engage with, forms of communication, media, film and culture; make critical judgements in the understanding and evaluation of these forms; consider and evaluate their own work in a reflexive manner, with reference to academic codes of practice and/or professional conventions, issues and debates; appreciate and apply ethical consideration and judgement to analysis of production, distribution and consumption in communication, media, film and culture. |
| Team work | Teaching sessions will provide the opportunity for group discussion, and mini-projects. |
Notes
This module is at CQFW Level 5