| Unit name | The Art of Inquiry |
|---|---|
| Unit code | AFAC10019 |
| Credit points | 20 |
| Level of study | C/4 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Harris |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
none |
| Units you must take alongside this one (co-requisite units) |
none |
| Units you may not take alongside this one |
none |
| School/department | Arts Faculty Office |
| Faculty | Faculty of Arts |
Why is this unit important?
This unit introduces students to critical and creative inquiry in the arts and humanities. Academic inquiry begins by asking questions, and responds to, and stimulates, curiosity in the world through intellectual exploration. On this unit you will learn how new ideas are generated through this process, and how to approach research, reading and writing as a means of inquiry and exploration. You will consider the roles of observation, discovery, interpretation and communication in shaping new ways of knowing about – and experiencing – the world. This unit gives you the opportunity to develop your skills and confidence in approaching research in the arts and humanities, finding and engaging with a diverse range of sources, and producing your own arguments and insights.
How does this unit fit into your programme of study?
This unit aims to serve as an introduction to interdisciplinary inquiry in the arts and humanities, and to key principles such as academic integrity. As such, it will equip you to develop knowledge and understanding in a range of subjects and interdisciplinary research areas by acquiring foundational skills in research, critical thinking (e.g. analysis, evaluation, synthesis, etc.) and communication. It anticipates the final-year unit The Public Role of the Humanities by introducing you to the concepts of community and public engagement and communicating research to wider audiences.
An overview of content
We take as our starting point the role that pleasure, creativity and curiosity play in the drive to make new discoveries about lived experiences and the spaces and systems that we occupy. We go on to explore key aspects of the inquiry process such as observation, discovery, interpretation and communication through case studies and example texts. These will vary from year to year, allowing us to respond flexibly to current events, emergent academic and cultural activities, and staff specialisms. As an example, we may consider observation in the context of creative and critical inquiry focused on the natural world, or interdisciplinary discovery through the lens of speculative futures. Seminar preparation materials will be in a variety of formats; for example, personal and academic essays, creative works, podcasts, blogs, reels and short videos, and media articles. You will be introduced to key principles including academic integrity and public engagement.
How will students, personally, be different as a result of the unit?
This unit aims to enthuse students with the possibilities of creative and critical inquiry in the arts and humanities, and to introduce knowledge and understanding of the public role of the humanities. It positions students as interdisciplinary researchers-in-training and supports their development as such. It develops foundational skills in research, critical thinking, analysis, argument and communication. Finally, it is designed to build community and cohort identity.
Learning Outcomes
On successful completion of this unit, students will be able to:
Teaching will be delivered through a combination of in-person sessions and asynchronous tasks, including group seminar-style discussion and self-directed exercises. Students are asked to contribute to their journal each week. There will be opportunity for peer and tutor feedback.
Tasks which help you learn and prepare you for summative tasks (formative):
Journal entries, 600 words (0%, Not Required for Credit)
Tasks which count towards your unit mark (summative):
Engagement project (group assessment), 1500 words or equivalent output (30%) [ILOs 1-4]
Essay, 1500 words (60%) [ILOs 1-4]
Contribution mark (10%) [ILO 5]
When assessment does not go to plan
When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the format or number of reassessments required. Details of reassessments are confirmed by the School shortly after the notification of your results at the end of the year. Reassessment of the engagement project will be an individual submission of your contribution to the project.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. AFAC10019).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
