| Assessment |
| Title |
Exam Length |
Weight |
Mode |
No. Words |
| Assignment 1: Notes |
|
25%
|
|
1800 |
| Assessment Notes |
| Longer note plus short notes to total 1800 words |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1-5
GA: 1, 2, 3, 5, 6, 7 |
| Assignment 2: Essay |
|
25%
|
|
2000 |
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1-5
GA: 1, 2, 3, 5, 6, 7 |
|
| Final Examination |
2 hrs
|
50%
|
|
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1-6
GA: 1, 2, 3, 5, 6, 7 |
|
| Learning Outcomes (LO) |
Upon completion of this unit, students will be able to:
-
understand the role of socio-cultural factors in the evolution of the folklore discipline, particularly in industrialised Europe and its colonies over the last two hundred years;
-
identify the various strands of folk and popular narrative brought Australia since 1788, and their national evolution;
-
demonstrate familiarity with the opera/repertoires of various famed folk performers together with the distinctive styles of various significant published collections of folkloric materials;
-
understand the larger patterns in Australian lexis/folk speech, especially in the period 1788 - c.1950, as traced in dictionary records and colloquial usage;
-
identify various interfaces between folk/traditional culture and popular culture, the examples, where possible, to be drawn from the student's own experience;
-
identify the role of contemporary media, both national and international, in the transmission of folkloric material, and be aware of the effects of globalisation on the material.
|
| Graduate Attributes (GA) |
|
Attribute |
Taught |
Assessed |
Practised |
| 2 |
Communication Skills
The skills of written communication and formal argument are both taught and assessed in this unit. In addition to the study guides supplied and recommended, students receive written feedback on their reasoning and writing skills.
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| 3 |
Global Perspectives
These perspectives are taught through the unit's emphasis on the evolution of European/Australian/global folklore patterns, and the inflection of these patterns by cultural issues of gender and race. Students may choose to answer topics concerning race and gender in the international context in assigned work and, in this case, global perspective would also be assessed.
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| 4 |
Information Literacy
Students in this unit practice skills in acquiring information through print-based and electronic research tools (including lexical and bibliographical tools and folklore web sites) and are assessed on the organization and presentation of high quality evidence in assignments.
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| 5 |
Life-Long Learning
The unit's pedagogy emphasizes sound curiosity-based learning strategies. Students practice a range of academic skills (such as research, fieldwork, analysis of family and community cultures) all of which facilitate the development of independent learning skills.
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| 6 |
Problem Solving
The expository research-based essay and recommended weekly learning activities encourage the student to identify'and solve' critical research problems in the discipline area.
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| 7 |
Social Responsibility
The range of folklife themes/gnomic material surveyed in the course encourages students to recognise current social issues relevant to their discipline, to become intensely aware of those around them and to practice the wise conduct of their own lives. Ethical, racial, class and gender-based topics serve to round out the larger socialising agenda of the unit. Students may choose to address ethical issues in assigned work and in these cases, the attribute will also be assessed.
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