GEND 2018EX - Gender and Popular Culture

External - Semester 2 - 2017

This course aims to provide students with an understanding of developments in contemporary thought on gender and the ways it is expressed through, represented within, and influenced by popular culture. In particular it will examine the influential role of popular culture on our perceptions of who 'we' are and how we (are expected to) behave. Students will be asked to consider the ways constructions of 'acceptable' gendered identities (most particularly masculinities and femininities) in mainstream popular culture intersect with additional aspects of identity such as race, class, sexuality, dis/ability and so on; it will also explore ways in which artists and/or activists design popular culture works that deliberately seek to challenge or subvert traditional gender norms. As well as engaging with theoretical writings, students will consider gendered expressions and ideas in action through analysing examples of media texts (these may include film, television, print media, art, music video, zines and examples from social media).

  • General Course Information
    Course Details
    Course Code GEND 2018EX
    Course Gender and Popular Culture
    Coordinating Unit Gender Studies and Social Analysis
    Term Semester 2
    Level Undergraduate
    Location/s External
    Units 3
    Contact Online content
    Available for Study Abroad and Exchange
    Prerequisites At least 12 units of level 1 undergraduate study
    Incompatible GSSA 2114/EX, GSSA 3102/EX, GEND 2018
    Course Description This course aims to provide students with an understanding of developments in contemporary thought on gender and the ways it is expressed through, represented within, and influenced by popular culture. In particular it will examine the influential role of popular culture on our perceptions of who 'we' are and how we (are expected to) behave. Students will be asked to consider the ways constructions of 'acceptable' gendered identities (most particularly masculinities and femininities) in mainstream popular culture intersect with additional aspects of identity such as race, class, sexuality, dis/ability and so on; it will also explore ways in which artists and/or activists design popular culture works that deliberately seek to challenge or subvert traditional gender norms.
    As well as engaging with theoretical writings, students will consider gendered expressions and ideas in action through analysing examples of media texts (these may include film, television, print media, art, music video, zines and examples from social media).
    Course Staff

    Course Coordinator: Dr Pam Papadelos

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes

    On successful completion of this course students will be able to:

    Introduce students to contemporary theories in gender studies and cultural studies

    Develop students’ specialised knowledge of popular culture and how it impacts on constructions of identity

    Advance social justice issues (gender, race, class) in the context of popular culture texts

    Build on students’ ability to engage critically with popular culture texts

    Develop students’ ability to compare and integrate different perspectives into coherent arguments in a written format

    Build on students’ library and research skills

    Develop students’ interpersonal, leadership and teamwork skills

    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    2,3,4,5
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    5,7
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    7
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    3
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    4,5,7
  • Learning Resources
    Required Resources
    Reader.
    Recommended Resources
    Reading lists, web-links, library resources, essay writing guides, study guides, referencing, IT support and TURNITIN will be available.
    Online Learning
    The MyUni site contains some additional resources and materials. Each week after the lecture, the lecture slides and lecture recording are uploaded. Announcements and a discussion board are activated for student queries and the passing on of course information. Websites and some uploaded film/dvd material will complement the material in the reader. Articulate Storyline modules are avaialbe on MyUni. The materials will be released over the semester. As this is an on-line course an on-line forum is also created.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Lectures and screenings supported by on-line tutorials in which examples are analysed, problems posed and solved.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    WORKLOAD                                          

    TOTAL HOURS

    1x1 hour lecture per week

    12 hours per semester

    1x2 hour on-line tutorial per week

    24 hours per semester

    6 hours reading per week

    72 hours per semester

    2 hours research per week

    24 hours per semester

    2 hours assignment preparation per week

    24 hours per semester

     

    TOTAL = 156 hours per semester

    Learning Activities Summary

    WEEK

    LECTURE TOPIC

    1

    Introduction

    2

    Understanding and Theorising Gender

    3

    Understanding and Theorising Popular Culture

    4

    Reading Popular Culture through Feminism

    5

    Group Work (on-line presentations)

    6

    Music

    7

    Social Media and the Internet

    8

    Essay Writing

    9

    Magazines

    10

    Television

    11

    Conclusion

    12

    Consultations in person or via email/skype

    Small Group Discovery Experience
    SGDE a tutorial setting involving group work to apply theory from modules to case studies/examples presented in the lecture and the readings. Students will work in groups of 8x5 students. Group presentation will occur via the on-line interface.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    ASSESSMENT TASK

    TASK TYPE

    WEIGHTING

    COURSE LEARNING OUTCOME(S)

    800 essay

    Summative

    30%

    1,2,5,6

    Group presentation

    Formative and Summative

    20%

    1-7

    2000 essay

    Summative

    40%

    1-6

    On-line Participation

    Formative and Summative

    10%

    11-5, 7

    Assessment Detail
    800 word essay: Students will be required to write a critical response to the question below using the readings from weeks 1-3. “Why is it important to think critically about the relationship between gender and popular culture?” – 30% weighting.

    Group Presentation: Students will be allocated a tutorial topic from Week 5 to Week 10 to present (in small groups) in the tutorial – 20% weighting.

    2000 word essay: Students will be required to write a research essay chosen from topics to be circulated in week 6 - 40% weighting.

    On-line Participation: Students engage in on-line discussions and activities, which will include cooperative sharing of materials and information - 10% weighting.
    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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