COMMUNICATING DIFFERENCE IN VISUAL REPRESENTATIONS - 2020/1
Module code: SOC1046
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
Prior to registering online, you must read this general information and all relevant additional programme specific information. By completing online registration, you acknowledge that you have read such content, and accept all such changes.
This module explores the role of visual representation in
the organization of social difference and considers how
through representation difference is constructed,
communicated, normalized and possibly subverted.
Representations do not simply communicate ‘reality’ but
play an active part in constructing realities and making
GRIFFITHS David (Sociology)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 4
JACs code: L300
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Indicative content includes:
In considering representations of (for example) gender, sexuality, ethnicity, social class, and age, we will ask: how do representations work to communicate understandings of these aspects of social life? We will also consider the role of representation in the creation and transmission of ideologies and discourses that come to position us as subjects and provide us with symbolic resources through which we mediate our social interactions. Accordingly, this module will draw upon the work of key theorists in semiotics (Barthes, Saussure) and employ a diverse body of theory (from, for example, feminism, Marxism, and post-structuralism) to encourage a ‘de-construction’ of social representation.
|Assessment type||Unit of assessment||Weighting|
|Coursework||CLASS AND ONLINE PARTICIPATION||30|
Alternative Assessment: a short essay concerning methods of analysing representations to replace Class Participation exercises in late summer resit period 10%
Assessed by formative in-class exercises and informal feedback. Assessed summatively by in-class and online activities and a portfolio of critical reflections.
Thus, the summative assessment for this module consists of:
- A portfolio comprising 4 critical reflections (400 words each) plus an introduction (200 words) and conclusion (200 words) on material covered across the workshops. Total words 2000.
- Class participation exercise sheets and online participation on SurreyLearn
Formative assessment and feedback
- Students receive formative verbal feedback each week during workshops, following up on activities they have undertaken such as interpreting representations and answering questions on the set reading.
- There will be an opportunity for students to submit draft versions of critical reflections detailed formative feedback.
- Feedback will be given online for online participation.
- Provide students with a comprehensive introduction to the important role of visual representation in social life. Throughout
the module students will critically engage with a range of popular cultural forms: film, television, advertisements etc.
to consider how such forms both produce and communicate the key differences that comprise contemporary social life.
|001||Have developed a sociological understanding of visual representation and its role in the organization of social life.||KC|
|002||Be able to critically engage with visual representations to determine their content.||KCPT|
|003||Understand how social difference is produced, communicated, sustained and possibly subverted in and by representation.||KCPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 126
Lecture Hours: 24
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Enable students to achieve the module learning outcomes through a range of pedagogic methods. These include lectures to important new knowledge to students; workshops based around ‘homework’ tasks which are brought into the classroom and discussed with peers which are designed to embed lecture material in practical activities; and whole group discussions to ensure students receive informal feedback.
The learning and teaching methods include: ·
- Workshops, composed of lectures, practical activities and discussions (12 x 2 hours)
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for COMMUNICATING DIFFERENCE IN VISUAL REPRESENTATIONS : http://aspire.surrey.ac.uk/modules/soc1046
Programmes this module appears in
|Media and Communication BSc (Hons)||2||Compulsory||A weighted aggregate mark of 40% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2020/1 academic year.