Essential Skills for the Arts and Humanities
Run by College of Arts, Humanities and Business
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Eben Muse
Overall aims and purpose
Ensuring your professional, academic and personal success at university can be challenging. In this module you will prepare to meet that challenge by engaging in a series of mini-academic challenges, each one helping you to develop skills that are critical to success. You will work with fellow students to integrate digital media tools, along with traditional methods, for critical thinking, creative problem investigation, collaboration, and creativity. You will learn effective strategies for responding to lecture content, participating in seminar discussions and working in peer groups. These skills will be applicable across the arts and humanities. While you develop these skills and understanding, you will also learn the ways that the university community supports your efforts through the variety of services available to students, including the library, careers service, study centre and student union.
- Academic study skills including organisation and time management; locating and assessing sources of information; critical reading and notetaking strategies.
- Digital literacy skills including how to find, assess, and make use of information in a networked environment; identifying and using digital tools and methods to collaborate in discussion and problem solving; engaging with and participate actively in the academic community.
- Writing and presentation skills including academic writing styles; academic referencing; digital media creation; creativity and copyright knowledge; structuring an argument
D- to D+
- Has developed a basic level of factual and conceptual understanding of the subject; Reading/research is limited to that gained through class contact;
- There is some evidence of analysis and evaluation but work is mainly descriptive with an uncritical acceptance of information, and unsubstantiated opinions may be evident; Lack of logical development of an argument;
- Structure is weak and/or inconsistent and lacking in sequential development; Mistakes in grammar or syntax; Immature style; Citations and bibliography poorly or inconsistently presented; Demonstrates few qualities and transferable skills required for employment;
- Can communicate in a range of formats, including orally, appropriate to the discipline(s), but with evident weaknesses;
- Can work effectively with others as a member of a group, and meet most obligations to others (e; g; tutors and peers);
- Able to recognise own strengths and weaknesses in relation to professional and practical skills identified by others, but lacking insight in some areas;
A- to A*
- Has developed a broad factual and conceptual understanding of the subject relative to the level through extensive reading;
- Has analysed and evaluated information using defined techniques & principles; Can collate and categorise ideas and information and can select what is relevant to support analysis and evaluation and develop a coherent argument, appropriate to the level of development; Has developed an early critical approach to information;
- Well-organised presentation which develops flow and progression in a well-structured argument; Syntax/grammar indicates an appropriate level of maturity; Demonstrates a broad range of qualities and transferable skills required for employment;
- Can communicate very effectively in a range of formats, including orally, appropriate to the discipline(s);
- Can work very effectively with others as a member of a group, showing leadership skills where appropriate, and meet all obligations to others (eg tutors and peers);
- Able to show insight and autonomy in evaluating own strengths and weaknesses in relation to professional and practical skills
C- to B+
- Has developed a sound understanding of the subject appropriate to this level; There is evidence of wider reading which goes beyond that gained from tutor contact;
- Intelligent attempt at analysing and evaluating information; Well argued with appropriate amount of evidence, substantiated opinions are given;
- Structure is coherent and logical showing progression to the argument; There are few mistakes in presentation or citation; Demonstrates qualities and transferable skills required for employment;
- Can communicate effectively in a range of formats, including orally, appropriate to the discipline(s);
- Can work effectively with others as a member of a group, and meet obligations to others (eg tutors and peers);
- Able to evaluate own strengths and weaknesses in relation to professional and practical skills identified by others;
Able to communicate effectively in academic discussions, presentations and in writing in an online environment
Organise work and manage time to meet deadlines and collaborate effectively
Employ effective critical reading, note taking and revision strategies
Find, evaluate and use digital information sources
Understand the requirements of academic discourse, including writing styles, referencing and reliable evidence
|CLASS PARTICIPATION||Peer review||
Students attend a weekly, student led, structured peer-review session. Each student is required to present work at three sessions, to act as a peer-reviewer at three sessions, and to take an organiser role (chair, timekeeper, secretary) during three sessions.
|LOGBOOK OR PORTFOLIO||Presentation portfolio||
Evaluate, summarise and analyse three sources of information (a lecture, primary data sources, secondary data sources) and present the results in three formats (oral presentation, graphic poster, short paper).
Teaching and Learning Strategy
Weekly one-hour session in which students reflect on and apply the tools and methodologies introduced in the workshop.
Weekly 2-hour sessions introducing methods used in arts and humanities for study, research and presentation of work in various forms. Includes specialist sessions from staff across the University (Library, careers office, study skills centre, student union, etc).
Weekly 1-hour session in which students present results of challenges in a student-led session. As well as presenting their own work, students take roles of organiser, presenter or reviewer and must provide constructive peer-feedback.
- 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
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- Personal 0rganisation and time management
- Critical and creative evaluation of primary and secondary sources
- Academic writing and presentation styles
- Effective critical reading and note-taking
- Structuring information
Resource implications for students
There are no resource implications for students on this module.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/kah-0001.html
Moore, S. (2010). The Ultimate Study Skills Handbook. Maidenhead: McGraw-Hill International (UK).
Courses including this module
Compulsory in courses:
- QQCF: BA English Language & English Lit [with Foundation Year] year 0 (BA/ELLITF)
- R91F: BA French, German & Spanish [with Foundation Year] year 0 (BA/FGS4#F)
- V10F: BA History [with Foundation Year] year 0 (BA/HF)
- P30F: BA Media Studies [with Foundation Year] year 0 (BA/MSF)
- W30F: BA Music [with Foundation Year] year 0 (BA/MUSF)
- L20F: BA Politics [with Foundation Year] year 0 (BA/POLF)
- L30F: BA Sociology [with Foundation Year] year 0 (BA/SF)
- L40F: BA Social Policy [with Foundation Year] year 0 (BA/SOCPOLF)
- W32F: BMus Music [with Foundation Year] year 0 (BMUS/MUSF)