Creation of the Modern Celt
Run by School of Welsh and Celtic Studies
40.000 Credits or 20.000 ECTS Credits
Organiser: Dr Aled Llion Jones
Overall aims and purpose
This module will look at how the concept of the ‘Celt’ and ‘Celts’ has been formed, used (and rejected) in the modern period, with reference made to a range of disciplines (e.g. linguistics, archaeology, anthropology, art, music, literature, politics). Consideration will be given to what is considered ‘Celtic’ material in the different fields, and the main arguments in forming a meaning to the term. The ideological reasons for using these concepts will be considered and the influence of this on the ethnic and national identity/identities of the ‘Celts’ themselves. This module runs in tandem with the module ‘The Celt: Sources of Evidence’, which is also compulsory in the MA ‘Y Celtiaid – The Celts’. This module moves the focus from the empirical to the interpretive, and the use of those interpretations.
There will be four main fields from which material will be drawn (these contiguous fields will not necessarily be taught as separate units), namely:
- Changing attitudes towards the ‘Celt’ in academic fields: i.e., changes in methodology and ideology in areas such as linguistics, archaeology, literature.
- The ‘Celts’ in artistic media apart from literature (e.g., art, music)
- The ‘Celts’ in the Romantic period, considering how medieval literature was rediscovered and reinterpreted (especially Welsh and Irish literature); figures such as Ossian and Iolo Morganwg may be considered, and also the development of Celtic Studies as an academic subject in European universities.
- The political ‘Celt’: theories of nationalism, and the part played by ‘Celticity’ in the politics of the nineteenth to twenty-first centuries.
Students may also continue their study of a Celtic language.
Threshold students (low D grades) will display a range of appropriate knowledge – or appropriate depth – in at least part of the relevant field, and will at least partly succeed in forming an argument which gets to grips with the issues discussed in the essay(s). They will show awareness of the types of core evidence which is available, and the way in which the evidence can be used and interpreted.
Good students (B grades) will show firm abilities in all the aspects noted in the above paragraph.
Excellent students (A grades) will display these firm abilities across the criteria, as well as a particular depth of knowledge and/or skilfulness in their analysis.
Students will develop their understanding of the Celtic languages.
They will also be able to confidently present and discuss the field of study orally.
They will be able to present clear and lucid arguments, based on evidence, about the value and purpose of the different conceptual, political and ideological attitudes adopted towards ‘The Celts’
They will plan, structure and complete two academic essays which will examine specific aspects of the field.
They will be able to develop and apply research skills to this specific field, developing an understanding of various perspectives of ‘The Celts’ across a range of disciplines and discursions, forming a well developed opinion on these changing ideas and theories.
The students will understand how the concept of the ‘Celt’ and ‘Celts’ has been formed and used in the Modern period.
Teaching and Learning Strategy
Seminars – 2 hours a week x 11
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Resource implications for students
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/cxe-4006.html