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COURSE OVERVIEW

  • Explore histories and traditions of theatre and performance and discover the role of drama as a tool for social change
  • Consider the important philosophical questions surrounding religion, the universe, human freedom and equality
  • Personalise your degree by choosing from a diverse range of drama and liberal arts modules
  • In your third year, create a small company to develop a major performance or an Applied Theatre or Theatre in Education project
Deepen your philosophical curiosity through our Liberal Arts and Drama. You will explore the histories and traditions of theatre and performance and discover the role of drama as a tool for social change. You will also learn about key philosophical and political principles and ideas that have shaped ancient and modern culture.
 
Enhance your critical thinking skills by considering the important philosophical questions surrounding truth (God), the universe, human freedom and equality. You can also personalise your experience by choosing from a diverse range of modules.
 
Year 1 introduces you to the theory and practice of performance and production. You will also gain insights into the history of drama, the context in which dramatic production has taken place and how to make theatre. As well as the political underpinning of texts and practices, and how texts and performances are viewed and interpreted.
 
Year 2 explores the practices that underpin the development of drama. You can also personalise your degree by choosing from a range of Liberal Arts and Drama modules.
 
Year 3 develops your independent learning skills and you also take part in the Group Project. In the Group Project you create a small company with other students. Together you make a major performance or develop an Applied Theatre or Theatre in Education project. You also choose a specialist option focused on the research expertise of the staff teaching you. 

Careers

Liberal Arts provides graduates with critical skills that are desirable to employers. You develop skills in problem solving, organisation, time‐keeping, project management, taking initiative, interacting with peers and tutors, team‐working, critical thinking, adaptability, communication of ideas in debate and on paper, team‐work, the courage to meet challenges and difficulties, and commitment to the goal of succeeding.
 
Graduates are particularly eligible for all humanities‐based graduate‐entry jobs. Our graduates have gone on to start their own theatre companies or work as practitioners. They also perform in theatre, work in Theatre in Education (TIE), community drama, applied contexts and drama therapy. Many graduates go on to work in arts development, teaching and the media. 

Pre-approved for a Masters

If you study a Bachelor Honours degrees with us, you will be pre-approved to start a Masters degree at Winchester. To be eligible, you will need to apply by the end of March in the final year of your degree and meet the entry requirements of your chosen Masters degree. 

ABOUT THIS COURSE

Suitable for applicants from:

UK, EU, World

Study abroad

Our BA (Hons) Liberal Arts and Drama course provides an opportunity for you to study abroad. For more information see our Study abroad section.

Learning and teaching 

Our aim is to shape 'confident learners' by enabling you to develop the skills needed to excel in your studies here and as well as onto further studies or the employment market. You are taught primarily through a combination of lectures and seminars, allowing opportunities to discuss and develop your understanding of topics covered in lectures in smaller groups. In addition to the formally scheduled contact time such as lectures and seminars etc.), you are encouraged to access academic support from staff within the course team, your personal tutor and the wide range of services available to you within the University.

Independent learning

Over the duration of your course, you will be expected to develop independent and critical learning, progressively building confidence and expertise through independent and collaborative research, problem-solving and analysis with the support of staff. You take responsibility for your own learning and are encouraged to make use of the wide range of available learning resources available.

Overall workload

Your overall workload consists of class contact hours, independent learning and assessment activity.

While your actual contact hours may depend on the optional modules you select, the following information gives an indication of how much time you will need to allocate to different activities at each level of the course.

Year 1 (Level 4): Timetabled teaching and learning activity*

Teaching, learning and assessment: 288 hours
Independent learning: 912 hours

Year 2 (Level 5): Timetabled teaching and learning activity*

Teaching, learning and assessment: 228 hours
Independent learning: 960 hours
Placement: 12 hours

Year 3 (Level 6): Timetabled teaching and learning activity*

Teaching, learning and assessment: 240 hours
Independent learning: 960 hours

*Please note these are indicative hours for the course

Location

Taught elements of the course take place on campus in Winchester.

Teaching hours

All class based teaching takes places between 9am – 6pm, Monday to Friday during term time. Wednesday afternoons are kept free from timetabled teaching for personal study time and for sports clubs and societies to train, meet and play matches. There may be some occasional learning opportunities (for example, an evening guest lecturer or performance) that take places outside of these hours for which you will be given forewarning.

Assessment

Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.

We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used on the course you are interested in can be found by attending Open Day or contacting our teaching staff.

Percentage of the course assessed by coursework

The assessment balance between examination and coursework depends to some extent on the optional modules you choose. The approximate percentage of the course assessed by different assessment modes is as follows:

Year 1 (Level 4)*:

62% coursework
5% written exams
33% practical exams

Year 2 (Level 5)*:

73% coursework
1% written exams
26% practical exams

Year 3 (Level 6)*:

69% coursework
0% written exams
31% practical exams

*Please note these are indicative percentages and modes for the programme.

Feedback

We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.

Further information

This programme is currently being validated. This is an internal process of ensuring our programmes offer students the best learning experience and can result in changes to the content of the course. For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.

Entry requirements

2021 Entry: 96-112 points

A GCSE A*‐C or 9‐4 pass in English Language is required.

International Baccalaureate: 96-112 points to include a minimum of 2 Higher level IB certificates at grade 4 or above.

If English is not your first language: Year 1/Level 4: IELTS 5.5 overall with a minimum of 5.5 in all four components.

Applicants to this course are expected to attend an interview at the University. Our Admissions Team will be in contact with further information about the format of the interview on receipt of your application.

Applicants from outside the UK can be interviewed via Skype if preferred.

Course enquiries and applications

Telephone: +44 (0) 1962 827234
Send us a message

International students

If you are living outside of the UK or Europe, you can find out more about how to join this course by emailing our International Recruitment Team at International@winchester.ac.uk or calling +44 (0)1962 827023

Visit us

Explore our campus and find out more about studying at Winchester by visiting us at an Open Day.

Year 1 (Level 4)

Modules Credits

Critical Viewing 10

This module offers a study of drama, theatre and Performance ‘texts’ in different manifestations and different theatrical traditions. Students will learn to offer informed interpretations of drama presented and mediated in different ways. Whilst acquiring analytical skills and the vocabulary to articulate their analysis students will recognise the ways in which ideological constructs influence the making and reception of texts and an awareness of the ways in which fluidity of context can influence text and subtext.

Dante and the Inferno 15

In this module we return to the underworld that we last visited with Aeneas. It is still Virgil that acts as our guide, but this time accompanied with Dante The Pilgrim. Before reading the Inferno together we will explore the model of the medieval cosmos that shaped Dante’s imagination. This means looking the Ptolemaic model and in particular at the idea of emanation that explained how the spheres moved truth through the universe. We will read Christian, Islamic and Judaic sources from the period. The bulk of the module will be the journey through the Inferno, looking at various incidents and their significance. We will employ Dorothy L Sayers’ reading of the Inferno as our companion commentary, gaining religious and sociological insight from her work. Having emerged from the Inferno with our guides, we will look at a recent controversy surrounding the question of plagiarism on the part of Dante with regard to earlier Islamic sources.

Liberal Arts and the Examined Life 15

Our first core module in the Liberal Arts degree takes us to the world of Antiquity. We will read together one of the key texts of the last 2500 years in the western tradition – Plato’s Republic – looking at its analysis of the problem of injustice and its proposals for creating a just city. We will visit Plato’s cave and think about the significance of this as a model for critical education across many different cultural, political and social arenas. The suggestion that the soul and the city should find themselves in each other will also be part of our discussions. We will also read Virgil’s Aeneid together. Here we will reflect on exile, journeys, love affairs, and tears, as well as the representation of the underworld, which will prepare us for returning there with Dante in a later module. The module begins by trying to do justice to the existential experience of beginning your degree, something we will return in three (or six) years' time.

Liberal Arts and the Harmony of the World 15

This module looks at the first principle of harmony in ancient and medieval liberal arts as it was seen to condition and structure the ethical and metaphysical properties of the universe. We will think about this idea of harmony, explored in various ways across modules in year one, in relation to music, astronomy, maths, rhetoric and philosophy and the accompanying ideas of civilisation and barbarism. We will see why music was deemed so dangerous in Plato’s Republic and Laws, how it is related to maths in the teachings of Pythagoras and the influence of these ideas on Plato’s Timeaus. This will form part of an introduction to the Quadrivium and Trivium subjects of Liberal Arts upon which we can begin to think about the nature of a modern liberal arts education.

Performance Analysis 10

This module focuses on the skills of the performance analysis, and the roles of audience, scholar and critic. Students are introduced to different modes of performance analysis. These modes include but are not confined to writing by the journalist critic, by the rapporteur of an event, academic paper, or extended article for a specific audience or publication. Students will then be asked to compile a series of critical responses on selected performances seen over the course of the module. Students are expected to compare, contrast and contextualise the performances. The responses form a single essay submission.

Performance Contexts 10

The module will be presented as a series of lectures introducing performance practitioners, concepts and their contexts, exploring how the history of ideas informed – and was informed by – social and cultural developments across cultures and art forms.

It will encourage the students to study its historical, cultural, social and political contexts through case study of key practitioners. It will actively question performance in all its manifestations and encourage students to build on their personal experience. By studying performance as ‘living history’ and placing the study firmly within these specific contexts, the students will be able to reference and manipulate the information to inform their own future creative work.

Renaissance Humanism 15

This module introduces students to the idea of ‘humanism’ in the Liberal Arts tradition with particular reference to the ideas, themes and practices (Christian, Islamic and Judaic) central to the period of Western history called the Renaissance. We will explore the revival of classical learning in the studia humanitatis, some of the key features and figures of artistic, literary and political life as well as the darker and stranger side of the Renaissance as it colluded with or promoted slavery, sexual exploitation and warfare. Most importantly the module will illustrate ways in which the Renaissance holds an ‘educational’ import both within itself and in terms of a legacy. Where appropriate, tutors will relate the material to both ancient and more modern issues and ideas. The module aims to increase student knowledge and understanding of the Renaissance but also to draw out its fundamental import for the notion of education in its widest sense.

Theatre Histories 10

This module invites students to consider the contexts in which theatre is made today and has been made in the past.

A number of texts will be explored in different contexts exploring different historical moments. The issue of the ephemerality of performance will be considered as textual and contextual materials and evidence are analysed. The key focus will be uncovering and understanding the complexity of the relationship between texts and contexts.

The module will introduce debates in theatre historiography and offer methodologies for investigating theatre and its histories. A range of texts from different moments in theatre history and will be explored with the emphasis on performance in Britain. This module will encompass a breadth of theatre history whilst allowing for detailed case study work.

Theatre Making 20

This year long module will run alongside the Devising Production Project and Text Production Project and give students a grounding in devising and performance skills appropriate to those modules and live performance generally. The module will focus attention on the components to be utilised in creating and refining live performance. It will introduce students to the skills of physical, vocal and spatial improvisation as method of generating performance and as a tool for exploring written text. Students will examine the relationship between play and discipline as a key component in creativity. Though the module will complement the production projects it will also stand as an independent strand leading to its own performance assessment outcome.

Optional Credits

Critical Viewing 10

This module offers a study of drama, theatre and Performance ‘texts’ in different manifestations and different theatrical traditions. Students will learn to offer informed interpretations of drama presented and mediated in different ways. Whilst acquiring analytical skills and the vocabulary to articulate their analysis students will recognise the ways in which ideological constructs influence the making and reception of texts and an awareness of the ways in which fluidity of context can influence text and subtext.

Dante and the Inferno 15

In this module we return to the underworld that we last visited with Aeneas. It is still Virgil that acts as our guide, but this time accompanied with Dante The Pilgrim. Before reading the Inferno together we will explore the model of the medieval cosmos that shaped Dante’s imagination. This means looking the Ptolemaic model and in particular at the idea of emanation that explained how the spheres moved truth through the universe. We will read Christian, Islamic and Judaic sources from the period. The bulk of the module will be the journey through the Inferno, looking at various incidents and their significance. We will employ Dorothy L Sayers’ reading of the Inferno as our companion commentary, gaining religious and sociological insight from her work. Having emerged from the Inferno with our guides, we will look at a recent controversy surrounding the question of plagiarism on the part of Dante with regard to earlier Islamic sources.

Liberal Arts and the Examined Life 15

Our first core module in the Liberal Arts degree takes us to the world of Antiquity. We will read together one of the key texts of the last 2500 years in the western tradition – Plato’s Republic – looking at its analysis of the problem of injustice and its proposals for creating a just city. We will visit Plato’s cave and think about the significance of this as a model for critical education across many different cultural, political and social arenas. The suggestion that the soul and the city should find themselves in each other will also be part of our discussions. We will also read Virgil’s Aeneid together. Here we will reflect on exile, journeys, love affairs, and tears, as well as the representation of the underworld, which will prepare us for returning there with Dante in a later module. The module begins by trying to do justice to the existential experience of beginning your degree, something we will return in three (or six) years' time.

Liberal Arts and the Harmony of the World 15

This module looks at the first principle of harmony in ancient and medieval liberal arts as it was seen to condition and structure the ethical and metaphysical properties of the universe. We will think about this idea of harmony, explored in various ways across modules in year one, in relation to music, astronomy, maths, rhetoric and philosophy and the accompanying ideas of civilisation and barbarism. We will see why music was deemed so dangerous in Plato’s Republic and Laws, how it is related to maths in the teachings of Pythagoras and the influence of these ideas on Plato’s Timeaus. This will form part of an introduction to the Quadrivium and Trivium subjects of Liberal Arts upon which we can begin to think about the nature of a modern liberal arts education.

Performance Analysis 10

This module focuses on the skills of the performance analysis, and the roles of audience, scholar and critic. Students are introduced to different modes of performance analysis. These modes include but are not confined to writing by the journalist critic, by the rapporteur of an event, academic paper, or extended article for a specific audience or publication. Students will then be asked to compile a series of critical responses on selected performances seen over the course of the module. Students are expected to compare, contrast and contextualise the performances. The responses form a single essay submission.

Performance Contexts 10

The module will be presented as a series of lectures introducing performance practitioners, concepts and their contexts, exploring how the history of ideas informed – and was informed by – social and cultural developments across cultures and art forms.

It will encourage the students to study its historical, cultural, social and political contexts through case study of key practitioners. It will actively question performance in all its manifestations and encourage students to build on their personal experience. By studying performance as ‘living history’ and placing the study firmly within these specific contexts, the students will be able to reference and manipulate the information to inform their own future creative work.

Renaissance Humanism 15

This module introduces students to the idea of ‘humanism’ in the Liberal Arts tradition with particular reference to the ideas, themes and practices (Christian, Islamic and Judaic) central to the period of Western history called the Renaissance. We will explore the revival of classical learning in the studia humanitatis, some of the key features and figures of artistic, literary and political life as well as the darker and stranger side of the Renaissance as it colluded with or promoted slavery, sexual exploitation and warfare. Most importantly the module will illustrate ways in which the Renaissance holds an ‘educational’ import both within itself and in terms of a legacy. Where appropriate, tutors will relate the material to both ancient and more modern issues and ideas. The module aims to increase student knowledge and understanding of the Renaissance but also to draw out its fundamental import for the notion of education in its widest sense.

Theatre Histories 10

This module invites students to consider the contexts in which theatre is made today and has been made in the past.

A number of texts will be explored in different contexts exploring different historical moments. The issue of the ephemerality of performance will be considered as textual and contextual materials and evidence are analysed. The key focus will be uncovering and understanding the complexity of the relationship between texts and contexts.

The module will introduce debates in theatre historiography and offer methodologies for investigating theatre and its histories. A range of texts from different moments in theatre history and will be explored with the emphasis on performance in Britain. This module will encompass a breadth of theatre history whilst allowing for detailed case study work.

Theatre Making 20

This year long module will run alongside the Devising Production Project and Text Production Project and give students a grounding in devising and performance skills appropriate to those modules and live performance generally. The module will focus attention on the components to be utilised in creating and refining live performance. It will introduce students to the skills of physical, vocal and spatial improvisation as method of generating performance and as a tool for exploring written text. Students will examine the relationship between play and discipline as a key component in creativity. Though the module will complement the production projects it will also stand as an independent strand leading to its own performance assessment outcome.

Year 2 (Level 5)

Modules Credits

Freedom Nature Truth 15

When we think about inequality in the world at large, and in modern western society in particular, it is often the case that the idea of nature, or natural social relations, acts as a foundation for social and political thinking. In this module we will explore how the concept of nature has shaped many of the most important and significant perspectives on freedom in modernity, and at the competing visions of natural ‘man’ and natural justice that form the major cultural and political conversations. We will try to understand various explanations of the origin of social inequality, using the methodology of problem and solution in assessing their diagnoses of injustice and prescriptions for justice. 

Nature Truth Freedom 15

Nature, truth, and freedom often sound as if they are separate and need to be studied in discreet academic disciplines. But Liberal Arts has always treated them as three aspects of the one understanding of the universe and of life within it. In this module we go back to the beginning of liberal arts to explore the way that the nature of the cosmos was conceived and modelled according to conceptions of truth and freedom, or first principles. This enables us then to study the history of physics and the study of nature, and to follow its development from Aristotle to Newton. We will look at the medieval cosmos from different religious perspectives, and at the revolutions that emerged from several natural scientists. From this work we will be able to see how the modern age came to define itself scientifically, politically and philosophically, a theme we will pick up again in the next mandatory module in year 2.

Ways of Seeing 15

This module introduces students to a number of different critical and reflective methodologies in viewing and analysing and for creating texts and performance work. The module develops students’ ability to discuss, analyse and structure content, both in terms of being viewers and critics as well as being makers of performance. It seeks to develop students’ reflective and analytical approach in order that they can engage with performance making as a process of investigation, reflection and exploration. It introduces students to the dramaturgical questions involved in developing a concept and proposal for performance.

The module introduces students to a range of approaches and maps the development from classical dramaturgy and narrative structures to the ‘new’ dramaturgies and compositional approaches found in contemporary cross-disciplinary performance practices.

Ways of Working 15

This module covers the main processes involved in designing a research project in the field of performing arts. Students will be introduced to key theories and approaches to independent research and a range of possible projects including written and performance research. Students will be supported in the formulation of research questions and the positioning of their research in terms of relevant contexts. The aim is to develop a project proposal that has an appropriate scope, focus and methodological approach. The ethical implications and risk assessment requirements (where appropriate) for project work will be considered.

This module is designed to prepare students for independent study work at Level 6 and to develop an awareness of requirements for designing and delivering projects in a range of professional contexts. Throughout the module students will be encouraged to pitch ideas for feedback as they develop their work in preparation for a proposal presentation assessment.

Theatre & … 15

This module explores specific aspects of drama, theatre and performance thematically. Drawing inspiration from the Palgrave Macmillan Theatre & (2009-2019 ongoing) series as a starting point. Themes featured in the series are wide-ranging and include such subjects as Theatre & Violence, Theatre & Feminism, Theatre & Inter-culturalism, Theatre & Sexuality, Theatre & Museums, Theatre & Race, Theatre & Prisons, Theatre & Empire, Theatre & the Digital, Theatre & Environment, for example. The module is designed for staff specialist research and practice to be delivered in a focussed delivery.

The module invites students to engage with a range of topics connected to staff research specialisms and practice research interests.

Optional modules
  • European Culture and the Holocaust (Shoah) - 15 Credits
  • Power of the Teacher - 15 Credits
  • Art as Education - 15 Credits
  • Liberal Artists in the World - 15 Credits
  • Contradictions of Enlightenment - 15 Credits
  • Minds, Souls and Bodies - 15 Credits
  • The Black Atlantic - 15 Credits
  • Learning from the East - 15 Credits
  • Core Texts 1 - 15 Credits
  • Core Texts 2 - 15 Credits
  • Music and Philosophy - 15 Credits
  • Independent Study - 15 Credits
  • Education & Nature: learning in the Anthropocene - 15 Credits
  • Volunteering - 15 Credits
  • Artist(s) Specialism - 15 Credits

Optional Credits

Freedom Nature Truth 15

When we think about inequality in the world at large, and in modern western society in particular, it is often the case that the idea of nature, or natural social relations, acts as a foundation for social and political thinking. In this module we will explore how the concept of nature has shaped many of the most important and significant perspectives on freedom in modernity, and at the competing visions of natural ‘man’ and natural justice that form the major cultural and political conversations. We will try to understand various explanations of the origin of social inequality, using the methodology of problem and solution in assessing their diagnoses of injustice and prescriptions for justice. 

Nature Truth Freedom 15

Nature, truth, and freedom often sound as if they are separate and need to be studied in discreet academic disciplines. But Liberal Arts has always treated them as three aspects of the one understanding of the universe and of life within it. In this module we go back to the beginning of liberal arts to explore the way that the nature of the cosmos was conceived and modelled according to conceptions of truth and freedom, or first principles. This enables us then to study the history of physics and the study of nature, and to follow its development from Aristotle to Newton. We will look at the medieval cosmos from different religious perspectives, and at the revolutions that emerged from several natural scientists. From this work we will be able to see how the modern age came to define itself scientifically, politically and philosophically, a theme we will pick up again in the next mandatory module in year 2.

Ways of Seeing 15

This module introduces students to a number of different critical and reflective methodologies in viewing and analysing and for creating texts and performance work. The module develops students’ ability to discuss, analyse and structure content, both in terms of being viewers and critics as well as being makers of performance. It seeks to develop students’ reflective and analytical approach in order that they can engage with performance making as a process of investigation, reflection and exploration. It introduces students to the dramaturgical questions involved in developing a concept and proposal for performance.

The module introduces students to a range of approaches and maps the development from classical dramaturgy and narrative structures to the ‘new’ dramaturgies and compositional approaches found in contemporary cross-disciplinary performance practices.

Ways of Working 15

This module covers the main processes involved in designing a research project in the field of performing arts. Students will be introduced to key theories and approaches to independent research and a range of possible projects including written and performance research. Students will be supported in the formulation of research questions and the positioning of their research in terms of relevant contexts. The aim is to develop a project proposal that has an appropriate scope, focus and methodological approach. The ethical implications and risk assessment requirements (where appropriate) for project work will be considered.

This module is designed to prepare students for independent study work at Level 6 and to develop an awareness of requirements for designing and delivering projects in a range of professional contexts. Throughout the module students will be encouraged to pitch ideas for feedback as they develop their work in preparation for a proposal presentation assessment.

Theatre & … 15

This module explores specific aspects of drama, theatre and performance thematically. Drawing inspiration from the Palgrave Macmillan Theatre & (2009-2019 ongoing) series as a starting point. Themes featured in the series are wide-ranging and include such subjects as Theatre & Violence, Theatre & Feminism, Theatre & Inter-culturalism, Theatre & Sexuality, Theatre & Museums, Theatre & Race, Theatre & Prisons, Theatre & Empire, Theatre & the Digital, Theatre & Environment, for example. The module is designed for staff specialist research and practice to be delivered in a focussed delivery.

The module invites students to engage with a range of topics connected to staff research specialisms and practice research interests.

Optional modules
  • European Culture and the Holocaust (Shoah) - 15 Credits
  • Power of the Teacher - 15 Credits
  • Art as Education - 15 Credits
  • Liberal Artists in the World - 15 Credits
  • Contradictions of Enlightenment - 15 Credits
  • Minds, Souls and Bodies - 15 Credits
  • The Black Atlantic - 15 Credits
  • Learning from the East - 15 Credits
  • Core Texts 1 - 15 Credits
  • Core Texts 2 - 15 Credits
  • Music and Philosophy - 15 Credits
  • Independent Study - 15 Credits
  • Education & Nature: learning in the Anthropocene - 15 Credits
  • Volunteering - 15 Credits
  • Artist(s) Specialism - 15 Credits

Year 3 (Level 6)

Modules Credits

Freedom is to Learn 1 15

We live in a time when the very idea of what it is to be a human being is questioned at its most fundamental level. The Western tradition seems to have placed the human being at the top of the hierarchy of life and judged everything else as either the same (and therefore worthy) or different (and therefore unworthy). This module looks at recent developments in the question of identity and at its impact on the idea of the modern rational human being. We then critique this idea of human being through the lenses of relativity in science, including the question of ‘time’ and of ‘the atom, and then through the cultural perspectives of race, feminism, animal studies, art, and by way of an introduction to the idea of posthumanism. In each case we will read some of the primary texts together as the beginning our work. The key here is to explore the relation between nature and truth and its impact on our idea of freedom.

Freedom is to Learn 2 15

As we have seen Liberal Arts began in the time of slavery in Ancient Greece, and many of its most fundamental ideas and concepts were shaped by these social relations. Truth, freedom and nature were all forged in the shadow of this injustice. In this module we explore different philosophical perspectives on the power relations that are embodied in ideas of mastery and slavery. This takes us to Hegel’s famous description of lordship and bondage and its relation to life and death. This dialectical, or perhaps educative relation is then explored in a number of different arenas, including some that are fundamental to liberal arts. The challenge here is to see what ways some of these fundamental liberal arts conceptions might be reworked, even revolutionised, by a changed understanding of the logic of mastery, and by a logic of education in which freedom is to learn.

Optional modules
  • Human Nature - 15 Credits
  • Philosophy of the Teacher - 15 Credits
  • Life and Death - 15 Credits
  • Education, Ecologies and Ethics - 15 Credits
  • Independent Study - 15 Credits
  • Core Texts 1 - 15 Credits
  • Core Texts 2 - 15 Credits
  • Sustainability and Social Justice - 15 Credits
  • Disenchantment: modern life and modern living - 15 Credits
  • Company Production Project - 60 Credits
  • Performance Now - 15 Credits
  • Performance Now Advanced - 15 Credits

 

Dissertation OR Extended Independent Study Drama 30

Students will need to choose one of these modules: 

Dissertation

This module enables Single Honours or Named pathway students to produce a dissertation solely in Liberal Arts. The subject accepts a very wide definition of what can count as relevant to Liberal Arts. Projects can be a deeper analysis of any aspect of content already covered on the course or a new area building on the skills of theory and critique which is of interest to the student. The dissertation will be a piece of independent research undertaken by the student resulting in an 8,000 – 10,000 word project.

Extended Independent Study Drama 

This module is intended to provide students with the opportunity to plan and implement an individual piece of research/practice research.  Students will be required to submit a formative research proposal for consideration before moving to supervised learning.  The outcomes of this individual research project will be a either a written document of 8,000 – 10,000 words, or a 4,000-5,000 word written document combined with a practice research outcome, or a practice research output (e.g. performance; series of workshops; play-text; performative presentation) with a negotiated artistic statement.  By arrangement the student may also undertake work-based learning. The module is supported by a series of lectures covering theoretical and practice research methodologies in drama, theatre and performance. Performance skills alone are insufficient to pass this module.

Optional Credits

Freedom is to Learn 1 15

We live in a time when the very idea of what it is to be a human being is questioned at its most fundamental level. The Western tradition seems to have placed the human being at the top of the hierarchy of life and judged everything else as either the same (and therefore worthy) or different (and therefore unworthy). This module looks at recent developments in the question of identity and at its impact on the idea of the modern rational human being. We then critique this idea of human being through the lenses of relativity in science, including the question of ‘time’ and of ‘the atom, and then through the cultural perspectives of race, feminism, animal studies, art, and by way of an introduction to the idea of posthumanism. In each case we will read some of the primary texts together as the beginning our work. The key here is to explore the relation between nature and truth and its impact on our idea of freedom.

Freedom is to Learn 2 15

As we have seen Liberal Arts began in the time of slavery in Ancient Greece, and many of its most fundamental ideas and concepts were shaped by these social relations. Truth, freedom and nature were all forged in the shadow of this injustice. In this module we explore different philosophical perspectives on the power relations that are embodied in ideas of mastery and slavery. This takes us to Hegel’s famous description of lordship and bondage and its relation to life and death. This dialectical, or perhaps educative relation is then explored in a number of different arenas, including some that are fundamental to liberal arts. The challenge here is to see what ways some of these fundamental liberal arts conceptions might be reworked, even revolutionised, by a changed understanding of the logic of mastery, and by a logic of education in which freedom is to learn.

Optional modules
  • Human Nature - 15 Credits
  • Philosophy of the Teacher - 15 Credits
  • Life and Death - 15 Credits
  • Education, Ecologies and Ethics - 15 Credits
  • Independent Study - 15 Credits
  • Core Texts 1 - 15 Credits
  • Core Texts 2 - 15 Credits
  • Sustainability and Social Justice - 15 Credits
  • Disenchantment: modern life and modern living - 15 Credits
  • Company Production Project - 60 Credits
  • Performance Now - 15 Credits
  • Performance Now Advanced - 15 Credits

 

Dissertation OR Extended Independent Study Drama 30

Students will need to choose one of these modules: 

Dissertation

This module enables Single Honours or Named pathway students to produce a dissertation solely in Liberal Arts. The subject accepts a very wide definition of what can count as relevant to Liberal Arts. Projects can be a deeper analysis of any aspect of content already covered on the course or a new area building on the skills of theory and critique which is of interest to the student. The dissertation will be a piece of independent research undertaken by the student resulting in an 8,000 – 10,000 word project.

Extended Independent Study Drama 

This module is intended to provide students with the opportunity to plan and implement an individual piece of research/practice research.  Students will be required to submit a formative research proposal for consideration before moving to supervised learning.  The outcomes of this individual research project will be a either a written document of 8,000 – 10,000 words, or a 4,000-5,000 word written document combined with a practice research outcome, or a practice research output (e.g. performance; series of workshops; play-text; performative presentation) with a negotiated artistic statement.  By arrangement the student may also undertake work-based learning. The module is supported by a series of lectures covering theoretical and practice research methodologies in drama, theatre and performance. Performance skills alone are insufficient to pass this module.

Please note the modules listed are correct at the time of publishing, for full-time students entering the programme in Year 1. Optional modules are listed where applicable. Please note the University cannot guarantee the availability of all modules listed and modules may be subject to change. For further information please refer to the terms and conditions at www.winchester.ac.uk/termsandconditions.
The University will notify applicants of any changes made to the core modules listed above.

Progression from one level of the programme to the next is subject to meeting the University’s academic regulations.

2021 Course Tuition Fees

 UK / Channel Islands /
Isle of Man / Republic of Ireland 

International*

Year 1 £9,250 £13,800
Year 2 £9,250 £13,800
Year 3 £9,250 £13,800
Total £27,750 £41,400
Optional Sandwich Year** £1,385 £1,385
Total with Sandwich Year £29,135 £42,785

If you are a UK student starting your degree in September 2021, the first year will cost you £9,250***. Based on this fee level, the indicative fees for a three-year degree would be £27,750 for UK students.

Remember, you don't have to pay any of this upfront if you are able to get a tuition fee loan from the UK Government to cover the full cost of your fees each year. If finance is a worry for you, we are here to help. Take a look at the range of support we have on offer. This is a great investment you are making in your future, so make sure you know what is on offer to support you.

UK Part-Time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £77.08 and a 15 credit module is £1,156. Part-time students can take up to a maximum 90 credits per year, so the maximum fee in a given year will be the government permitted maximum fee of £6,935.

International part-time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £115 and a 15 credit module is £1,725.

*Please note, the tuition fees for students from the EU (excluding UK and Republic of Ireland) are yet to be confirmed by the University.

** Please note that not all courses offer an optional sandwich year. To find out whether this course offers a sandwich year, please contact the programme leader for further information.

***The University of Winchester will charge the maximum approved tuition fee per year.

Additional costs

As one of our students all of your teaching and assessments are included in your tuition fees, including, lectures/guest lectures and tutorials, seminars, laboratory sessions and specialist teaching facilities. You will also have access to a wide range of student support and IT services.

There might be additional costs you may encounter whilst studying. The following highlights the mandatory and optional costs for this course:

Trips

Previous students have attended field trips to London and elsewhere. Train travel and ticket costs will vary. Indicative cost is up to £100 per year.

Liberal Arts optional reading pack

The reading pack contains the essential readings for each week's seminars and forms the basis for seminar discussions and assessments. Indicative cost is £40 per year.

Core texts

Core Texts are available from the University Library; however some students prefer to purchase their own copies. Some Core Texts can be bought second hand, or as an ebook which can often reduce this cost. Indicative cost is £50‐60.

Placement

If students undertake placements as part of their optional module choices in Years 2 and 3. They are responsible for their travel costs. Indicative cost £50‐60.

Disclosure and Barring Service Check

Students will need to pay for the Disclosure and Barring Service fee if they chose an optional module where they carry out work in a school or other community context. This will either be in the second or third year of study. Indicative cost is £40.

Printing and Binding

The University is pleased to offer our students a free printing allowance of £20 each academic year. This will print around 500 A4 mono pages. If students wish to print more, printer credit can be topped up by the student. The University and Student Union are champions of sustainability and we ask all our students to consider the environmental impact before printing. Our Reprographics team also offer printing and binding services, including dissertation binding which may be required by your course with an indicative cost of £1.50-£3.

Key course details

UCAS code
V593
Duration
3 years full-time
Typical offer
96‐112 points
Location
On campus, Winchester