This module introduces learners to the history of film within the wider cultural, aesthetic, and technological movements/contexts of the 20th and 21st centuries. Learners will study key filmmakers such as D.W. Griffith, Sergei Eisenstein, Leni Riefenstahl, Vittorio, de Sica, Akira Kurosawa, Orson Welles, Lars Von Trier, Paul Thomas Anderson, Paul Haggis, Haifaa-alMansour, Kathryn Bigelow, Alejandro González Iñárritu, for example. Learners introduced to terms and concepts for "reading" of film and to key movements in cinematic history.

1. apply the terms and concepts of film studies to analysis of film text
2. analyse relationship of prescribed films to eachotherand to their cultural, social, aesthetic and historical contexts
3. demonstrate analytical competency in understanding and reading film style in terms of cinematic movements
4. present ideas and lead class in discussion of prescribed film, using film clips
5. construct a writtenanalysis of filmdemonstrating ability to \”read\” filmic elements and to engage in cultural analysis
6. research cultural, aesthetic and historical contexts ofprescribed film as well as research readings/interpretationsof the film text

In this module students will immerse themselves in the world of cinema. Through watching films and reading screenplays students will explore different styles and genres. Students will have writing assignments and group feedback sessions and learn to critique each other's work. They will learn industry standard formatting and what is expected in pitches and submissions. They will write a short film and develop an idea for a feature film or tv series. Above all students through research, practical work and mentoring will seek to find their cinematic voice.

1. Articulate and identify their own unique voice cinematically.

2. Develop a concept and pitch from research through to proposal.

3. Through research be able to identify writing styles and different genres.

4. Write a script for a short film.

5. Understand and implement industry standard formatting.

6. Critically and creatively review their own work and that of others.

7. Understand the industry and the requirements for professional involvement.

This module is about learning to write plays for stage. Learners will write play scripts through the exploration of t he craft of playwriting including dialogue, narrative voice, character, plot, structure, language, and setting. The module is facilitated through a workshop environment where learners present their weekly work to the class and receive feedback from the tutors and other students. Participants will build up a portfolio of their learning which will culminate in re-edits of their work, a reflective piece of writing on their learning, and a rehearsed reading of their work at the end of the semester.

1. demonstrate an understanding of the craft and technique of playwritingthrough the development of their own work;

2. Critically evaluate their own work and that of others;

3. Situate their work within the broad context of the respective media of theatre

4. Understand the role of the writer in the professional context of the stage

5.
Use the appropriate industry format and conventions associated with writing for the stage

6. Understand different dramatic genres relevant to playwriting;

7. Develop their own creative voice with a view to a realisation of their work for performance;

8. Develop skills in collaboration with other creative partners, directors, dramaturgs, designers and cast.

9. Demonstrate the necessary research for writing;

This module will introduce students to representative Irish poetry from Yeats to the present day and the literary theory and criticism relevant to the study of contemporary Irish poetry. The module will include examinations of the Irish Literary revival, the relation of poetry to national partition and the civil crisis in Northern Ireland, Irish Language Poetry in translation, gender in Irish poetry, post-colonialism, emigration and exile, postmodernism, the Celtic Tiger, and post-boom politics in relation to poetic theme and form. The poets we will read include W.B.Yeats, Austin Clarke, Patrick Kavanaugh, Seamus Heaney, John Montague, Michael Hartnett, Nuala Ní Dhomhnaill, Eilean Ní Chuilleanáin, Eavan Boland, Paula Meehan, Thomas Kinsella, Paul Muldoon, Vona Groark, Medbh McGuckian, Paul Durcan, Rita Ann Higgins, Derek Mahon, and other representative poets writing now.

1. Identify elements of poetic form particularly in relation to Irish concerns in the modern period

2. Demonstrate a knowledge of developments in the modern Irish poetic tradition since Yeats and how to read contemporary poetry in relation to historical, political and aesthetic contexts

3. Explain different theoretical perspectives in relation to contemporary Irish poetry including Postcolonialism, Gender Studies, Memory Studies and Postmodernism

4. Conduct in-depth analysis on a selected poet or poetic text of the period and present to others

5. Write a critical essay using textual evidence from both primary and secondary sources and document according to academic conventions

This module is an introduction to the writing of poetry, flash-fiction and other economical pieces of writing. We will look at the work of published authors and generate new work. Class will consist of mini-lectures, discussions, writing exercises and workshops, focusing on the elements of poetry and flash-fiction. Economy of practice and revision will be emphasised in creating concise effective texts.

1. Produce poems and flash-fiction applying principles of economy and efficiency

2. Apply devices of figurative language and sound in poetry and flash-fiction

3. Control word choices and word order to create a particular mood or tone in a work of poetry or flash fiction

4. Critique works in progress and revise and edit

5. Give public reading and identify publication methods for publication

This module introduces students to twentieth-century modern literature, including poetry, plays and novels. Writers include W.B. Yeats, T.S. Eliot, Ezra Pound, John Keats, Franz Kafka, Virginia Woolf, Adrienne Rich, Derek Walcott, Mary Shelley, Percy Shelley, E.M. Forster, Samuel Beckett, Luigi Pirandello and James Joyce for example. Changes in science, industry, technology, mass production, urbanisation as well as approaches to religion are examined. Issues of gender, identity, culture and politics are explored. The practical aspect of this module requires learners to work with primary and secondary level students using a selection of modern texts as the foundation for ideas for a series of workshops they will organise and carry out.

1. critically examine a range of texts from a modernist context

2. understand the diverse trends surrounding modernism

3. develop team working skills which will practically demonstrate modernism in seminars and workshops

4. carry out a series of workshops using modernist texts as their inspiration

5. Become familiar with the artistic philosophies of modernist writers

Emerging from the twilight of the 19th century, experimental artists revolted against traditional aesthetic boundaries in search of more fundamental forms of creative expression. This module introduces learners to a variety of poets, directors, playwrights and novelists who shattered contemporary rules by creating their own. Learners will be given an overview of the history of experimental writing generally related to the literary movements of Dada, Surrealism, Literature of the Absurd, Le Nouveau Roman, Oulipo, magic realism, speculative fiction, fabulist fiction and bizarro fiction. The module will examine structural, stylistic and thematic innovations including the use of non-sequitur, parataxis, collage, absurd situations, anti-heroes/heroines, ironic bathos, cut-up techniques, stream-of-consciousness, hybrid discourse, genre mashing, alternate cultures, hyperbole, unconventional syntax, fragmented narration and metafiction.

1. Identify and analyse avant-garde, innovative or experimental practices ina range of literary work.

2. Develop his or her own experimental practice in one or more genres studied for this module.

3. Write an accompanying reflective essay exploring the nature of the avant-garde and explaining why their work can be defined as experimental orinnovative.

4. Examine the theory, philosophyand tradition of experimental literature, drama and writing.

This module introduces learners to facilitation strategies and provides opportunity to practically apply techniques in workshop environment. Emphasis is on the facilitation process and acquisition of skills, culminating in the structuring and delivery of facilitated workshops to primary and secondary school students. Theories of applied theatre and practical facilitation methodologies explored. Learners develop collaborative skills, planning and designing the workshop in self-directed teams, and they learn strategies for creative thinking inspiring others in storytelling whether it is visual, dramatic or storytelling through words.

1. Outline and communicate strategies/techniques for facilitating others
2. Apply facilitation techniques to empower others in an act of learning
3. Collaborate withothers ina team,making decisions, assigning tasks, collating information and achieving common goals
4. Apply strategies for brainstorming and creative thinking, generating ideas with others to creatively access the Shakespeare text
5. Structure, design and deliver a facilitation workshop for Leaving Certificate students
6. Critically evaluate a Shakespeare play, analysing themes, genre, and cultural context
7. Generate written documents that record personal growth, moments of learning, shifts in praxis and reflect on learner as facilitator

This module aims to introduce students to the necessary creative skills to develop a television project. Students will work individually and in groups exploring the current themes and issues within long form television drama. They will create presentations and documents from proposal through development to pitching.

1. Work within a small group to initiate and developa proposed television series.

2. Deliver an analysis of a pilot episode of a current or past television series.

3. Pitch to an industry professional their idea for a television series.

4. How to analyse the genre anddecisions made in relation tostyle, tone and character by the creators of television drama.

5. Demonstrate understanding of the current television landscape through a proposal document for a series.

This module introduces students to contemporary Irish writing through a consideration of the Irish short story and novel written in the new millennium. Short stories and novels will be considered in their cultural contexts and within the framework of genre. Learners will interrogate how form and narrative strategies respond to cultural and aesthetic pressures such as globalisation and postmodernism. Learners will read contemporary books journalism and cultural criticism and engage in these practices through essay and review writing.

1. Identify recurring themes and concerns in contemporary Irish writing

2. Analyse the influence of larger historical, social and cultural movements on fiction form and language

3. Create original literary analysis of contemporary Irish writing, incorporating and citing relevant scholarship according to academic conventions

4. Identify relevant scholarly and journalistic sources in analysing new Irish writing

5. Organise and persuasively present research to others in formal presentation

6. Engage in original critical assessment of new writing, applying conventions of books journalism

This module will explore the emergence and reception of the novel in relation to its historical and literary contexts, and to its adoption, and adaptation, of particular voices and forms. The module will examine the development of different traditions of novel writing, explore innovations to the novel as a form made since the seventeenth century, place the English novel in the context of the European novel, and introduce the learners to a range of important discussions about the novel as a genre, its audiences, its cultural function and its relation to the social world.

1.
demonstrate an understanding of how the novel has emerged and developed across a range of different periods and cultural contexts

2.
demonstrate an understanding of structural, formal and technical elements of the novel

3. discuss how literary form both generates meaning and relates to its historical and cultural contexts
4.
analyse relevant theoretical ideas and apply these ideas to literary texts

5. Situate eighteenth-century novels within a number of different contemporary contexts, including attitudes towards gender and the body, emerging literary tastes and publication practices;
6. Analyse the language, structure and narrative techniques deployed in a range of eighteenth-century novels;
7.
Demonstrate the ability to research for seminars, workshops and essays

This module explores the intellectual history of postmodernism, considering a range of postmodern styles, political contexts and aesthetic practices for performance. The module examines the work of theatre companies, productions, designers, writers, philosophers and plays in an effort to explore how postmodern performance practice encapsulates some of the definitions of the postmodern and how this transforms the theatrical and performance landscape.

1. Understand the various generic and formal manifestations of postmodernism in writing practices including poetry, fiction and the dramatic arts
2. Examine the problematic conceptual history of postmodernism
3. critique a range of writing and performance media from the postmodern framework
4. understand the visual potential of photography, painting, lighting, colour, mood; or the impact of devising, the internet – facebook and second-life – on the postmodern moment
5. create a postmodern piece of writing, debating the choice of subject matter and the significance of its meaning critiqued through the postmodern lens
6. investigate the impact of postmodernism on issues such as gender, cultural identity, violence, nationhood and power for example

This module introduces learners to the world of publishing. Students will consider the relationship between writing and the market place and will have the opportunity to meet with visiting professionals, including agents, editors, publishing houses, magazine and newspaper editors, copy editors, journalists, digital publishers and bloggers.

1. Edit documents to be publication ready, including line editing as well as structural editing using conventions of copy editors

2. Communicate through appropriate media with agents, editors and publishing houses complying with outlined submission guidelines

3. Understand how new technological advances offer new opportunities for writing and publishing

4. Research for writing, publishing and marketing purposes

5. Prepare for and reflect on professional practice with portfolio of relevant documents and professional development plan

After a period of consultation with the staff and with ongoing feedback and review, students complete a portfolio of writing reflecting their focus and interests.

1. Evaluate their progress through various genre and forms of writing to date.
2. Propose, develop and produce a body of writing.
3. Integrate their research within their writing practice.
4. Develop a personal creative voice within their writing practice.
5. Collaborate with staff and students in the creative development of their work and reflect on writing practice.
6. Anticipate contexts and future applications for their writing and plan accordingly.

This module is an introduction to creative nonfiction. Students will read and write across a broad range of prose works including personal essays, profiles, travel writing, nature and environmental writing, journalism, narrative essays, observational or descriptive essays, general-interest technical writing, argumentative or idea-based essays, social criticism, general-interest criticism, as well as cultural and literary journalism. Students consider accuracy and fact versus fiction as they utilise creative means to express factual content.

1. Demonstrate understanding of the processes and methods involved in the creation of nonfictional writing

2. Conduct primary research for nonfiction writing

3. Self-edit and critique the work of others

4. Produce appropriately structured and formulated pieces of nonfictional writing in at least three different forms or genres

5. Develop and demonstrate ethical and reflective practice in the production of nonfiction texts

This module sees students formulate a path as autonomous learners, where they are capable of identifying their interests, research needs and practice requirements. The students will be able to identify their own skills and area of focus, as well as their strengths and weaknesses. By developing proposals, research skills, project planning, the students will begin to lay the ground work for their own writing, and develop a plan of action for their final portfolio. Through collaborative seminars, learners will develop editing skills and will both offer and receive critique. Students will prepare professional documents for their writing practice, develop their web presence and be trained in various digital tools.

1. Engageinsustained personal research, setting goals, timelines for project completion.

2. Exercisea critical voice in assessingtheir work and the work of others, considering the creative context in which it will appear.

3. Be inventive, flexible, andexploratory in their idea developmentand initial writing, being open to taking risks and showing creative ownership.

4. Produce an initial body of work which will sustain further development.

5. Produce professional documents using appropriate digital tools.