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CODE LAS2030

 
TITLE Interpreting Music Culture: Multimodality, MTV and the Eurovision

 
LEVEL H - Higher Level

 
ECTS CREDITS 4

 
DEPARTMENT Centre for the Liberal Arts and Sciences

 
DESCRIPTION The MTV music channel and the Eurovision Song Contest (ESC) are the biggest and most followed musical institutions in the world. Millions around the world follow them eagerly and constantly with a very keen interest. Notwithstanding their popularity around the globe, these musical phenomena still seem to be viewed by many as purely entertaining.

As a response to this, this Unit intends to fill a lacuna and explore these music resources and events critically. The unit will initially introduce students to multimodality and its concepts. Through this multimodal framework, students will gradually start analyzing these resources critically, interpreting these authentic texts related to these popular events from a critical, historical, psychological, sociological and pedagogical lens.

The intention of this Unit is to introduce students to the concepts of multimodality, and utilize these concepts to analyse the different ways through which texts and resources linked to MTV culture, the Eurovision Song Contest (for example music videos, blogs, ESC website etc.) and other international music events can be critically analysed at various levels.

Learning Outcomes:

1. Knowledge & Understanding:
By the end of the study-unit the student will be able to:

1. Familiarize themselves with and explain the definitions of multimodality;
2. Explain why these Music resources should not be simply viewed as entertaining resources but also as invaluable tools which one should interpret through a critical lens;
3. Identify different ways through which texts and resources linked to MTV culture, the Eurovision Song Contest (for example music videos, blogs, ESC website etc.) and other international music events can be critically analysed at various levels.

2. Skills:
By the end of the study-unit the student will be able to:

1. Use multimodal theories in practice to critically analyse similar music-related texts;
2. Seek ways how to analyse the particular resources at deeper levels rather than stopping at superficial initial levels of analysis;
3. Assess and develop their critical skills;
4. Realize that different texts can be interpreted differently by different individuals according to their background and knowledge;
5. Discuss their views critically and in depth once they are presented with/encounter similar authentic music related texts.

Main Text/s and any supplementary readings:

Main Texts:

Green, L. (2008). Music on deaf ears: musical meaning, ideology and education. (2nd ed.). Bury St Edmunds: Arima.
Jewitt, C. (Ed.) (2008), Multi-modal Discourse Across the Curriculum (2nd ed.). New York: Springer-Verlag.
Jewitt, C. (2009). 'An introduction to multimodality'. In C. Jewitt (Ed.), The Routledge handbook of multimodal analysis (pp. 13-27). Oxon: Routledge.
Jordan P. (2011) The Modern Fairy Tale: Nation Branding, National identity and the Eurovision Song Contest. London: SAGE.
Kress, G. (2010). Multimodality: a social semiotic approach to contemporary communication. London: Routledge.

Supplementary Readings:

Green, L. (2011). Learning, teaching, and musical identity : voices across cultures. Bloomington, Ind.: Indiana University Press.
O'Connor, J. (2015). The Eurovision Song Contest: The Official Celebration. London: Carlton.
O'Connor J. (2010) The Eurovision Song Contest: The Official History. London: Carlton.
Tisdall, E. K. M., Davis, J. M. and Gallagher, M. (2009). Researching with children and young people: research design, methods and analysis. Los Angeles; London: Sage.

 
STUDY-UNIT TYPE Lecture

 
METHOD OF ASSESSMENT
Assessment Component/s Resit Availability Weighting
Seminar Paper Yes 100%

 
LECTURER/S George Cremona

 
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the study-unit description above applies to the academic year 2017/8, if study-unit is available during this academic year, and may be subject to change in subsequent years.
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