Module ARA3047 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Undergraduate Module Descriptor
ARA3047: Oral History: Principles and Practice
This module descriptor refers to the 2021/2 academic year.
Module Aims
You will gain in-depth and nuanced understanding of the potential and challenges of doing oral history. You will become versed in a variety of critical approaches underpinning the methodology. You will gain familiarity with projects which have been completed and those which are under way. You will also develop skills in presentation, using and producing media materials and interpersonal dialogue that are widely applicable beyond the classroom. Each person will do an interview of their own but you will work in groups of 2-3 so your teamwork skills will be developed. All workshops are relevant to the final assessment; full attendance is expected, along with completion of the preparatory reading beforehand.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. Demonstrate good knowledge of the major uses of oral history methodology and of specific projects as examples of these 2. Demonstrate good knowledge of the ethical questions underpinning the methodology and the risks associated with it 3. Demonstrate practical knowledge necessary to carry out an oral history interview |
| Discipline-Specific Skills | 4. Demonstrate the ability to look beyond information content to underlying patterns within the material and carry out analysis accordingly 5. Demonstrate awareness of how the methodology is relevant to the discipline of your own programme of studies (this may be History, Anthropology or Area Studies, for example) |
| Personal and Key Skills | 6. Work in small teams to realise a project and support others in realising theirs 7. Generate and manipulate film and/or sound recordings effectively 8. Demonstrate effective presentation skills |
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Group presentation (reflecting on interviewing each other) | 15 mins | 1-5 | Verbal feedback from peers and teacher |
| Draft list of interview questions and interviewee profile (teacher must sign off before interview) | 1000 words | 1-3 | Verbal (if requested, written) feedback from teacher |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 30 | 0 | 70 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Ethical and Risk Assessment | 30 | 1500 words | 1-2 | Full written (verbal on request) |
| Oral History Interview and Reflective/Analytical Presentation | 60 | Materials from the interview, comprising: transcribed clip of up to 5 minutes, edited version (sound/film) of the interview suitable for digital archiving; written draft of presentation with any relevant images. 15-minute presentation (individual or group, as appropriate) | 3-8 | Full written (verbal on request) |
| Class participation | 10 | 11 x 2hr seminars | 1-2, 5 | Written |
| 0 | ||||
| 0 | ||||
| 0 |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Ethical and Risk Assessment | Essay to be set by module convenor (2000 words 30%) | 1-2 | August/September reassessment period |
| Analytical Essay | Essay to be set by module convenor (3000 words 60%) | 1, 4-5 | August/September reassessment period |
| Seminar Participation | See notes (10%) | 1-2, 5 | See notes |
Re-assessment notes
There can be no referral/deferral of the seminar participation element of assessment (10% of mark) – the original mark will be carried over in the event of referral/deferral of other elements of assessment.
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Das, V. (2000) ‘The Act of Witnessing: Violence, Poisonous Knowledge, and Subjectivity.’ In Das et al. (eds). Violence and Subjectivity, pp. 205-225.
Gershovich, M. (2003) ‘Stories on the road from Fez to Marrakesh: oral history on the margins of national identity’, The Journal of North African Studies, 8:1, 43-58.
Gluck, S and Patai, D. (eds) Women’s Words: the Feminist Practice of Oral History.
Neyzi, L. (2010) ‘Oral History and Memory Studies in Turkey.’ In Kerslake C., Öktem K, Robins P. (eds). Turkey’s Engagement with Modernity: Conflict and Change in the Twentieth Century.
Perks, R. and Thomson (eds) (1998, 2006)The Oral History Reader. 2 editions.
Portelli, A. (1991). ‘What Makes Oral History Different?’ In The Death of Luigi Trastulli and Other Stories, pp. 45-58.
- (1997) The Battle of Valle Giulia: Oral History and the Art of Dialogue.
Richter-Devroe, S. (2016) ‘Oral Traditions of Naqab Bedouin Women: Challenging Settler-Colonial Representations Through Embodied Performance’ Journal of Holy Land and Palestine Studies, vol. 15, No. 1 : pp. 31-57.
Ritchie, D.(2003) Doing Oral History: A Practical Guide.
Shryock, A. (1997) Nationalism and the Genealogical Imagination: Oral History and Textual Authority in Jordan.
Teskey, R. and Alkhamis, N. ‘Oral History and national stories: theory and practice in the Gulf Cooperation Council.’ In Erskine-Loftus, Hightower and Ibrahim al-Mulla (eds) Representing the Nation: Heritage, museums, national Narratives and identity in the Gulf Arab States.
Tonkin, E. (1992) Narrating our Pasts: the Social Construction of Oral History.
Yow,V.R. (2005) Recording Oral History: A Guide for the Humanities and Social Sciences. 2nd ed.
