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Art and Ecology (HDip, MA, MFA, Master of Fine Arts)
Course Overview
The two-year Master of Fine Arts (MFA) provides an immersive education in the development of professional practice as an ecologically oriented artist while the one-year MA provides a masters-level education in art appropriate for a diverse range of applications.
Students on both programmes produce a final exhibition of both personal and collaborative work, which will demonstrate the skills necessary to survive and thrive as practising artists. Students will also demonstrate capabilities for critical enquiry through fine art, with the ability to evaluate their work through an informed grasp of the social, cultural and theoretical concerns shaping the discourse on contemporary art and ecological issues.
MFA students will also propose and implement an achievable, interdisciplinary collaborative project that engages with ecological/environmental concerns in the Burren or on a global scale.
Studio research provides for the development of artistic practice alongside students in the MFA/MA Studio Art. These modules provide for studio-based investigation and experimentation leading to the production of a substantial body of work. Theory and Art and Ecology engages with historical and contemporary discourses informing arts practice and ecological issues. In the first year an Introduction to Ecosystem Science provides an understanding of the operation of ecosystems through lectures and first-hand experience of the Burren. This is extended in Ecology and Sustainability in the Burren, which examines the stewardship of the area as a microcosm of environmental and ecological issues. Professional Studies modules are taken with the MFA/MA Studio Art students and focus on the development of professional skills necessary to survive and thrive as an artist.
Applications and Selections
Apply at www.burrencollege.ie.
Who Teaches this Course
Requirements and Assessment
Key Facts
Entry Requirements
Applicants should normally have a Bachelor’s degree with First or upper Second Class Honours in Fine Art; or a Bachelor’s degree with a major in Fine Art, with a GPA of 3.50 or above, or evidence of equivalent achievement. In the case of an outstanding portfolio, a Bachelor’s Degree with a lower Second Class/2.2 hons/GPA 3.0 may be accepted. All eligible applicants are interviewed either in person or by phone.
Additional Requirements
Recognition of Prior Learning (RPL)
Applicants who do not meet the minimum programme entry criteria are encouraged to contact Burren College of Art to discuss eligibility under the Recognition of Prior Learning (RPL) process. Such applicants may be interviewed to ascertain their suitability for the programme. Recognition of Prior Learning for module exemptions is not available on this programme due to external professional accreditation requirements.
Duration
1 year, 3 semesters, full-time (MA); 2 years, 4 semesters, full-time (MFA); 1 year, 2 semesters, full-time (Post Baccalaureate)
Next start date
September 2025
A Level Grades ()
Average intake
8
QQI/FET FETAC Entry Routes
Closing Date
Apply by 1 February 2024: applications will continue to be considered on a rolling review.
NFQ level
Mode of study
ECTS weighting
Award
CAO
Course code
Not applicable. Apply online via the Burren College of Art: www.burrencollege.ie
Course Outline
Studio Research provides for the development of artistic practice alongside students of the MFA/MA in Studio Art. These modules provide for studio-based experimentation and innovation, leading to the production of a substantial body of work.
Studio Methodologies are a series of taught studio courses examining the methodology of Art & Ecology with reference to historical examples.
Theory and Art & Ecology consists of seminars contextualising the theoretical framework of Art & Ecology.
In addition, Environmental Studies draws on expertise from within the College of Science at University of Galway in engaging with scientific approaches to ecology, with the first module led by an environmental scientist.
Lectures and field trips provide first-hand experience of the Burren as a microcosm of environmental and ecological issues, while a distance-learning module examines the social and political context of global environmental issues.
Curriculum Information
Curriculum information relates to the current academic year (in most cases).Course and module offerings and details may be subject to change.
Glossary of Terms
- Credits
- You must earn a defined number of credits (aka ECTS) to complete each year of your course. You do this by taking all of its required modules as well as the correct number of optional modules to obtain that year's total number of credits.
- Module
- An examinable portion of a subject or course, for which you attend lectures and/or tutorials and carry out assignments. E.g. Algebra and Calculus could be modules within the subject Mathematics. Each module has a unique module code eg. MA140.
- Optional
- A module you may choose to study.
- Required
- A module that you must study if you choose this course (or subject).
- Semester
- Most courses have 2 semesters (aka terms) per year.
Year 1 (90 Credits)
RequiredEN529: Dissertation
EN529: Dissertation
15 months long | Credits: 30
Learning Outcomes
- To be confirmed
Assessments
- Research (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
The above information outlines module EN529: "Dissertation" and is valid from 2018 onwards.Note: Module offerings and details may be subject to change.
RequiredEN6116: Writing and Research
EN6116: Writing and Research
Semester 1 and Semester 2 | Credits: 10
This module will run over the academic year (in both semesters) and will enable students on the MA in English to make the transition from undergraduate-level scholarship to a postgraduate expertise in research and writing.
(Language of instruction: English)
Learning Outcomes
- Make efficient use of libraries, electronic resources, special collections and archives to find, evaluate, and classify sources for the purposes of their research project.
- Be capable users of an efficient note-taking system.
- Write bibliographies and use a reference system in their writing successfully and with ease.
- Produce a feasible research proposal and plan a substantial research project.
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
The above information outlines module EN6116: "Writing and Research " and is valid from 2020 onwards.Note: Module offerings and details may be subject to change.
OptionalEN601: Writing Workshop: Poetry
EN601: Writing Workshop: Poetry
Semester 1 | Credits: 10
The primary aim of this workshop is the generation of new work in poetry by students. This will be the result of readings in poetry in a wide variety of forms from various traditions, weekly exercises and projects.
(Language of instruction: English)
Learning Outcomes
- To be confirmed
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
The above information outlines module EN601: "Writing Workshop: Poetry" and is valid from 2015 onwards.Note: Module offerings and details may be subject to change.
OptionalFR6101: Language, Gender and Power
FR6101: Language, Gender and Power
Semester 1 | Credits: 10
Over the last number of decades, there has been a strong interest in the relationship between language, gender and power both as an academic and a popular topic. This module provides students firstly with an understanding of how language as a social entity intersects with gender and sexuality, and subsequently how power can be disseminated through language. It addresses the use of language to categorise the gender/ sexuality world and to create and display gender/sexual identities. It includes discussions on the constructions and representations of femininity/masculinity, non-binary gender identities, sexual violence, sexual harassment and motherhood/ fatherhood in a range of discourse types. Students explore a selection of texts and examples from a variety of sources including print media, advertising, health promotion and internet media and are introduced to key theoretical frameworks for the analysis of language, gender and power including traditional sociolinguistic approaches, discourse analysis, critical discourse analysis and corpus linguistics.
(Language of instruction: English)
Learning Outcomes
- Think critically about the relationship between language, gender and sexuality
- Reflect on how power relations can be disseminated through language
- Apply the different theoretical and methodological frameworks used for the analysis of language, gender and power in a range of different contexts
- Engage in the process of investigation of language, gender and power related issues through their own selection and analysis of texts
Assessments
- Department-based Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "Language and Gender" by Penelope Eckert,Sally McConnell-Ginet
ISBN: 9781107029057.
Publisher: Cambridge University Press - "Language, Society and Power" by Annabelle Mooney,Betsy Evans
ISBN: 9780415786249.
Publisher: Routledge - "Language and Gender" by Mary Talbot
ISBN: 9781509530090.
Publisher: Polity - "Researching Language, Gender and Sexuality" by Helen Sauntson
ISBN: 9781138637368.
Publisher: Routledge
Note: Module offerings and details may be subject to change.
OptionalEN527: Literature Of North America
EN527: Literature Of North America
Semester 1 | Credits: 10
This course examines current trends in contemporary North American writing of the past ten years within a cultural and theoretical context .
(Language of instruction: English)
Learning Outcomes
- identify the themes and concerns in contemporary North American literature
- discuss how North American novelists engage with historical events and their own lived experience to provide a critique of their society, with reference to issues such as gender, race, and class.
- relate these contemporary novels to the tradition of writing from which they came and consider them in the historical context of the American novel.
- present close readings of the novels and describe them in terms of writing style, narrative voice, genre, use of language, and intertextuality.
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "The Sellout" by Paul Beatty
- "The Things they Carried" by Tim O'Brien
- "The Virgin Suicides" by Jeffrey Eugenides
- "The Ice Storm" by Rick Moody
- "The Submission" by Amy Waldman
- "My Year of Meats" by Ruth Ozeki
- "Station Eleven" by Emily St John Mandel
- "A Complicated Kindness" by Miriam Toews
- "Winter's Bone" by Daniel Woodrell
Note: Module offerings and details may be subject to change.
OptionalFM6101: Ireland on Screen
FM6101: Ireland on Screen
Semester 1 | Credits: 10
This module provides students with an overview of Irish cinema from the early twentieth century to the present. It includes an analysis of the major films produced and the discourses concerning cinema in Ireland over the past one hundred years. Among the questions the module examines are: what are the major traditions of representing Ireland in cinema? How have indigenous filmmakers responded to these representations? What are the distinctive characteristics of contemporary Irish film culture?
(Language of instruction: English)
Learning Outcomes
- Comprehend the major issues and debates surrounding ‘national cinema’.
- Recognise patterns in the representation of Ireland in international cinema.
- Recall the major developments in the history of cinema in Ireland and examine key texts.
- Analyse the major themes apparent in contemporary Irish cinema.
- Evaluate the challenges and advantages of film-making in Ireland today.
Assessments
- Department-based Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "Irish national cinema" by Ruth Barton
Publisher: Routledge - "Contemporary Irish Film: New Perspectives on a National Cinema." by Werner Huber & Sean Crosson
Publisher: Braumüller
Note: Module offerings and details may be subject to change.
OptionalEN672: Environmental Literature: Nature and Narration
EN672: Environmental Literature: Nature and Narration
Semester 1 | Credits: 10
This module examines how literary texts, with their emphasis on storytelling, narrative, and style, help shape and communicate environmental awareness to global audiences. Drawing from the expanding field of ecocriticism, which has gained prominence in literary criticism since the early 1990s, the course will explore the historical significance of global ecological concerns and their influence on literature. It will focus on works that incorporate the natural environment as a fundamental element of textuality, while addressing emerging conceptual resources that offer new ways to re-think the field. The course adopts a key-word approach, examining concepts such as the Anthropocene and Technoscene, Petroculture and Energy Humanities, Blue Humanities and Hydrofiction, Waste/Trash Culture, Transcorporeality, Multinaturalism and indigenous ecologies, Extinction and Animalism, as well as activism and ecological hope. The module will explore how language and narrative style function in the literary representation of the ongoing planetary crisis.
(Language of instruction: English)
Learning Outcomes
- Demonstrate an understanding of how literary texts address global environmental issues.
- Engage with Environmental Humanities theories, such as the Anthropocene, Energy Humanities, and Indigenous Ecologies, to interpret a range of literary works.
- Show understanding of the ways in which literary language and style are adopted in addressing the current planetary crisis.
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "The Shock of the Anthropocene" by Christophe Bonneuil,Jean-Baptiste Fressoz
ISBN: 9781784785031.
Publisher: Verso Books - "The Companion Species Manifesto: Dogs, People, and Significant Otherness" by Donna J. Haraway
ISBN: 9780971757585.
Publisher: Prickly Paradigm Press - "Extraction Ecologies and the Literature of the Long Exhaustion" by Elizabeth Carolyn Miller
ISBN: 9780691205267.
Publisher: Princeton University Press - "Literature for a Changing Planet" by Martin Puchner
ISBN: 9780691213750.
Publisher: Princeton University Press - "Animal's People" by Indra Sinha
ISBN: 9780743259200.
Publisher: Simon & Schuster (UK) - "Why the moon travels" by Oein DeBhairduin
ISBN: 9781916493506.
Publisher: SKEIN PRESS - ""They Saw a Thylacine" in Endangered: Three Plays." by Sarah Hamilton and Justine Campbell
ISBN: 978192500587.
Publisher: Currency House Inc - "Three Short Plays" by Wole Soyinka
ISBN: 9780199110865.
Publisher: Oxford University Press, USA - "Origins of the Syma Species" by Tares Oburumu
ISBN: 9781496237026.
Publisher: U of Nebraska Press - "Hum" by Jamaal May
ISBN: 9781938584022.
Publisher: Alice James Books
Note: Module offerings and details may be subject to change.
OptionalEN6125: WB Yeats and the Cultural Revolution
EN6125: WB Yeats and the Cultural Revolution
Semester 1 | Credits: 10
As the commemorations for Yeats2015 proved, the 1923 Nobel Prize winner for Literature, W.B.Yeats, is known and still read worldwide as a poet. His ability to write ‘like God’, to quote the critic John Carey, is nowhere better exemplified than in the books of poetry through which he built his reputation. A close-reading reconsideration of these monuments are at the heart of this class, and structure the way in which his work is considered. But as central part of Ireland’s most important artistic family, he was also a politician, journalist, editor, printer, a dramatist and director who accepted the Nobel Prize on behalf of a theatre, and an incessant collaborator whose work with musicians, ballet dancers, artists, stage-designers, folklorists, broadcasters (including with prenaturarally talented lovers, family, and friends) proved extraordinarily protean and productive. If even now he remains (especially in Ireland) a divisive figure, it was here he helped created a cultural revolution with worldwide and contempory ramifications. This class encourages students to engage anew with Yeats’s written work and cultural impact, and forge projects of research, drawing on class readings, and NUI Galway’s James Hardiman Library for books and letters, for little magazines and Cuala Press holdings in Special Collections, for Abbey, Gate, and Lyric Theatre archives, and Galway County’s wider cultural resources Thoor Ballylee and Coole Park.
(Language of instruction: English)
Learning Outcomes
- Practice close readings of selected poetry, plays, essays and criticism.
- Evaluate the context and production of the arts in modern Ireland.
- Pursue independent research in library resources and archives.
- Discuss and respond to the analysis of literary texts and cultural criticism.
- Plan and compose extensive academic written appraisals synthesizing arguments and producing new ideas.
Assessments
- Research (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "The Major Works" by W.B.Yeats
ISBN: 9780199537495.
Publisher: Oxford - "Yeats's Poems" by W.B.Yeats
ISBN: 0333675185.
Publisher: Palgrave Macmillan - "Selected Plays" by W.B.Yeats
ISBN: 978014018374.
Publisher: Penguin - "Literature, Modernism and Dance" by Susan Jones
ISBN: 9780199565320.
Publisher: Oxford University Press - "Yeats and the Visual Arts" by Elizabeth Bergman Loiseaux
ISBN: 0815629958.
Publisher: Syracuse University Press - "Ireland: A Social and Cultural History 1922-2002" by Terence Brown
ISBN: 0007125761.
Publisher: Harper - "Untwisting the Serpent: Modernism in Music, Literature and the Other Arts" by Daniel Albright
ISBN: 0226012549.
Publisher: University of Chicago - "Black Riders: The Visible Language of Modernism" by Jerome McGann
ISBN: 0691015449.
Publisher: Princeton University Press
Note: Module offerings and details may be subject to change.
OptionalEN6143: Media for Social Change
EN6143: Media for Social Change
Semester 2 | Credits: 10
Through this module students will gain an understanding of the history, ethos, and operation of media for social change. Students will explore a range of forms, from social movement activism, to community media, to innovative online activity.
(Language of instruction: English)
Learning Outcomes
- Evaluate and critically discuss significant concepts and scholarly work related to media for social change.
- Apply scholarly work to practical case studies, both from the literature and personal research.
- Conduct original research, and prepare a scholarly paper based on that research.
- Reflect critically on the impact of pedagogy on the learning process.
- Work collaboratively with a team, using both in-person and remote/virtual modalities.
Assessments
- Continuous Assessment (75%)
- Oral, Audio Visual or Practical Assessment (25%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
- FIONA BATEMAN 🖂
- DEARBHLA MOONEY 🖂
- ELIZABETH TILLEY 🖂
- MARIE-LOUISE COOLAHAN 🖂
- ANDREW Ó BAOILL 🖂
- Shania Collins 🖂
Reading List
- "Fissures in the Mediascape" by Clemencia Rodríguez
ISBN: 1572733691.
Publisher: Hampton Press - "Radical Media" by John D. H. Downing
ISBN: 1452238243.
Publisher: SAGE - "Alternative Media" by Chris Atton
ISBN: 1849202907.
Publisher: SAGE
Note: Module offerings and details may be subject to change.
OptionalFM6119: Film, Politics, and Colonialism
FM6119: Film, Politics, and Colonialism
Semester 2 | Credits: 10
This module considers the significance of film as a mode of cultural production, the politics of representation, and the role of ‘national’ cinema. The films viewed and analysed address subjects including colonial history, marginal groups, conflict, resistance, gender, and postcolonial realities. Students will consider aspects of those films including genre, theme, and narrative structure. The political and historical circumstances of their production will also be discussed and analyzed.
(Language of instruction: English)
Learning Outcomes
- Understand the language of film and be able to deconstruct and read a film critically.
- Analyse the politics of representation, with reference to the historical and social context of films under discussion, including the effects of colonialism and postcolonialism.
- Explore ideas about film and politics which provide theoretical and analytical tools that can be deployed in the specific media practices involved in advocacy, for example the application of postcolonial theory to film texts.
- Demonstrate understanding of the relationship between film and politics, and the difference between propaganda and entertainment.
Assessments
- Department-based Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "Questions of Third Cinema" by Jim Pines
- "Inventing Vietnam: The War in Film and Television" by Michael Anderegg
Publisher: Temple UP - "Irish Film: The Emergence of a Contemporary Cinema" by Martin McLoone
Publisher: BFI
Note: Module offerings and details may be subject to change.
OptionalEN547: Literature And Colonialism
EN547: Literature And Colonialism
Semester 2 | Credits: 10
The course analyses literature in relation to colonial power structures and considers the relationship between political power and literary representation. Students will read a wide range of literary texts as well as postcolonial criticism. By the end of the course, students will be encouraged to consider how ideas concerning literary representation relate to present-day debates about representation and power in a modern globalised world.
(Language of instruction: English)
Learning Outcomes
- By the end of the module, students will be able to demonstrate an in-depth knowledge of a wide geographical range of literature relating to the British Empire and its former colonies.
- By the end of the module, students will be able to identify characteristics of key literary genres and to place those characteristics in relation to the workings of colonial and postcolonial discourse.
- By the end of the module, students will be able to make connections between older modes of colonial discourse and more modern debates regarding cultural discourses of race, power and knowledge through close analysis of relevant literature.
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "Empire Writing" by Elleke Boehmer
ISBN: 9780199555598.
Publisher: OUP Oxford - "Colonial Discourse and Post-Colonial Theory" by Laura Chrisman,Patrick Williams
ISBN: 9781315656496.
Note: Module offerings and details may be subject to change.
OptionalEN6141: SERVICE LEARNING: LITERARY STUDIES IN THE COMMUNITY
EN6141: SERVICE LEARNING: LITERARY STUDIES IN THE COMMUNITY
Semester 2 | Credits: 10
Service-learning experiences are about shaping, reshaping, and challenging narratives, whether it is recognizing and challenging our own subjective narratives, or learning about new narratives and synthesizing our own stories as they intersect with others in the community. As such, the pedagogies of service-learning and literary studies overlap in many ways. Reading, writing, and community-engaged practices are profoundly context-dependent activities: As a pedagogy, service learning is education that is grounded in experience as a foundation for learning and on the significance of critical reflection intentionally designed to enable learning to transpire. Moreover, literary studies and writing embrace many transferable skills that are compatible with practices of context-based engagement. In this module, we will explore service-learning from core foundational principles and definitions to specific English Studies approaches.
This service learning module offers students the opportunity to develop responsible citizenship skills by addressing issues beyond the classroom and in the local community. Students work within the local community through a one-hour per week, semester-long placement in a local primary school in order to develop practical skills and experience in the field of literary studies and creative writing, during which they learn to apply theoretical information to real life issues. In addition to attending a two-hour reflective seminar per week, students will spend one hour supporting children with their reading and writing in a teacher-supervised classroom at a local primary school.
Garda Clearance requirement
It is a requirement of this course that all students taking it comply fully with the university's Garda vetting procedures regarding working with children. Full
details on how to obtain this clearance will be provided before the seminar begins.
(Language of instruction: English)
Learning Outcomes
- Explain the significance of service learning scholarship, including the importance of public engagement, citizenship, and social justice
- Integrate the literary and theoretical content of the module with their experiences/activities on service learning placement though reflection in class and individual study time.
- ‘Read’ both literary and life experiences as part of their textual study and course work, analysing the ways in which literature does and does not reflect their actual experiences, including the ability of literature to imagine possibilities for enriching human lives.
- Produce reflective, critical, and creative writing and oral discussion that articulates connections and dissonances between the reading of literature and theoretical texts, and service learning experiences.
- Produce course projects or papers that benefit community partners, for example public writing and research, oral presentations, performances, fundraising letters/videos/social media productions, blogs, websites, etc.
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "Teaching English Creative" by Cremin
Publisher: Routledge - "Democracy and Education" by John Dewey
Publisher: New York, The Free Press - "Service-Learning and Literary Studies in English" by Grobman, L
Publisher: New York: Modern Language Assoc. of America - "A Kestrel for a Knave" by Barry Hines
ISBN: 9780141184982.
Publisher: ePenguin - "Service-Learning Essentials" by Jacoby, B., & Howard,
Publisher: San Francisco, CA: John Wiley & Sons,
Note: Module offerings and details may be subject to change.
OptionalEN671: Literature for Children and Young Adults in the 21st Century
EN671: Literature for Children and Young Adults in the 21st Century
Semester 2 | Credits: 10
The focus of this course is an in-depth analysis of selected children’s fiction and YA novels written in the 21st century.
In this course, the students will appraise each text individually and comparatively.
The main issues under scrutiny will include but are not limited to:
- The evolution of the literary genres of children’s fiction and YA fiction
- Gender politics
- Power abuse
- Injustice
- The representation of oppression
(Language of instruction: English)
Learning Outcomes
- Demonstrate an understanding of the paradigms of the genre of children’s fiction and YA fiction
- Engage with the theories related to children’s fiction and YA fiction with a range of selected primary texts.
- Construct a coherent and well-informed textual analysis of the primary texts.
- Interpret and exploit secondary sources.
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "The Hunger Games" by Suzanne COLLINS
ISBN: 978140713208.
Publisher: Scholastic - "A Very Large Expanse of Sea" by Tahereh MAFI
ISBN: 9781405292603.
Publisher: Electric Monkey - "The Miseducation of Cameron Post" by Emily DANFORTH
ISBN: 978014138916.
Publisher: Penguin - "A Land of Permanent Goodbyes" by Atia ABAWI
ISBN: 978039954683.
Publisher: Philomel Books - "The Girl of Ink & Stars" by Kiran Millwood Hargrave
ISBN: 9781910002742.
Publisher: Scholastic Limited - "Politics and ideology in children's literature" by Aine McGillicuddy
ISBN: 978184682526.
Publisher: Four Courts Press - "The Gothic in Children's Literature: Haunting the Borders" by Anna JACKSON
ISBN: 978041596036.
Publisher: Routledge - "Female Rebellion in Young Adult Dystopian Fiction (Studies in Childhood, 1700 to the Present)" by Sara K. DAY
ISBN: 978147243149.
Publisher: Routledge
Note: Module offerings and details may be subject to change.
OptionalEN573: Travel Literature
EN573: Travel Literature
Semester 2 | Credits: 10
Narratives of travel constituted one of the most popular publishing genres of the sixteenth and seventeenth centuries. This course examines the literary conventions, genres, and modes of representing otherness that characterised this disparate body of texts. We will make particular used of Early English Books Online which makes available virtually everything printed from 1475-1700.
Learning Outcomes
- To be confirmed
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
The above information outlines module EN573: "Travel Literature" and is valid from 2015 onwards.Note: Module offerings and details may be subject to change.
Why Choose This Course?
Career Opportunities
Graduate artists find work in related fields, such as art curating, gallery administration and art education. The knowledge, skills and understanding developed in this programme are transferable to a wide variety of applications, depending on the individual graduate.
Who’s Suited to This Course
Learning Outcomes
Transferable Skills Employers Value
Work Placement
Study Abroad
Related Student Organisations
Course Fees
Fees: EU
Fees: Tuition
Fees: Student levy
Fees: Non EU
For all fee information contact Burren College of Art.
Find out More
Lisa Newman
Director of Admissions,
Burren College of Art,
Newtown Castle,
Ballyvaughan,
Co. Clare.
T: +353 65 7077 200
E: lisa@burrencollege.ie
www.burrencollege.ie/programmes/mfa-ma-in-art-ecology/