Title: What is culture and what is history?
Unit: PAE001-1 Practising Ideas: Approaches to Theory
Course: Performing Arts
Institution: University of Bedfordshire
Tutors: Dr Louise Douse
The Heritage Lottery Fund presentation by Karen Brookfield - Deputy Director (Strategy) and Anna Jarvis - Programme Manager 'First World War: then and now'
The Heritage Lottery Fund presentation by Karen Brookfield - Deputy Director (Strategy) and Anna Jarvis - Programme Manager 'First World War: then and now'
Title: Introduction to the unit: what is a university?
Unit: PAE001-1 Practising Ideas: Approaches to Theory
Course: All Performing Arts and English
Institution: University of Bedfordshire
Tutors: Dr Alice Barnaby and Dr Louise Douse
This study examines the life histories of four Adult Cross-Cultural Kids (ACCKs), from various racial and geographical backgrounds, to answer the following research question. For effective practice in global education, what can we learn from exploring the education and lived experiences of ACCKs? Participants were ACCKs, which means they experienced two or more cultures, and two or more educational systems throughout their developmental years, that is between the ages of 0 and 18 years. Goodson’s Life History Interview methodology was adopted in this study to understand the positive and negative influences each participant faced within education. The participants’ personal dynamics on education were examined through their narrative, with a specific focus on what education was like and what a global education meant for them. The main themes that emerged from the life histories were school culture and workforce, and representation in education and media. There was an underlying intersectionality of race, skin colour and class, with a cultural bias, towards the West and whites or light-skinned, embedded within the educational system, teaching workforce and learning culture. The findings of this study highlight the problems when developing global education. Subsequently, there is a need for creating equality of race, skin colour and class within curricula, teaching and the learning culture.
“Coming clean” about researching multilingually – learning from different dis...RMBorders
Andrews, J. (University of the West of England), Fay, R. (University of Manchester), Holmes, P. and Attia, M. (both Durham University), “Coming clean” about researching multilingually – learning from different disciplines. Paper presented at the 2nd AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State Symposium, 15th – 17th October 2014, Durham University.
Dominant Ideologies: Examining Institutions, Habits and Terminology in the Pr...Victoria Durrer
Queen's University Belfast hosted the second of five AHRC funded seminars exploring intercultural exchange in arts and cultural management with practitioners and policymakers in Northern Ireland on April 6/7th 2017.
This seminar considered the international development of arts and cultural management as a legitimised professional practice. We explored the origins that have shaped the discipline from different perspectives and what traditions, assumptions and habits have emerged, considering how these may impact on intercultural exchange.

CMNS 1221 - Lecture Notes for ‘the Age of Staying Home’ MWilheminaRossi174
CMNS 1221 - Lecture Notes for ‘the Age of Staying Home’
MASS CULTURE ASSIGNMENT: There are FOUR questions in this
document. For EACH question, I want you to type an answer (approx.
250 words MINIMUM for each). Email me your four answers Before
APRIL 12th, please.
The Frankfurt School and Popular Culture
In this ‘lecture’ we’re going to look at a few important theories and theorists
in the study of popular culture.
To begin, we must understand what is meant by ‘popular culture’. When
most people use this term today, they are referring to the cultural texts of
mainstream American culture. TV shows like the Big Bang Theory,
musicians like Beyonce and Kanye West, movies like the Avengers. These
are all cultural texts that are available to large audiences, and that enjoy
widespread popularity. Not all popular culture is well received by critics, but
it is still ‘popular’ because many people like it, or talk about it, or even know
about it (the Kardashians).
No matter how stupid popular culture may seem at times, it’s important to
realize that there is no such thing as ‘pure’ entertainment. No TV show is
simply mindless entertainment – there are always messages and meanings to
be found. Popular culture – from TV shows to music videos – represents the
culture it comes from. It communicates the values and ideas of a culture, and
in this respect it is extremely useful to study popular culture.
Now, before the days of broadcast media (film, radio, TV, Internet) it was
generally assumed that the values and ideas of a society came from the top -
from the powerful people in society. As Marx wrote, “The ideas of the ruling
class are in every epoch the ruling ideas”. The institutions of power
employed art critics and authors and intellectuals, who told people what was
good art, what was bad art, and what culture was trying to communicate.
Think about the remaining forms of ‘high culture’ today. When you go to an
art gallery, you can look at the paintings and sculptures, but you usually end
up reading the signs next to the art, where someone else tells you what the
art is ‘about’. There are still cultural experts who know which opera singers
are ‘best’, and which classical music is most ‘important’.
If you ever want to see this kind of cultural elitism in action, go downtown
to the SFU Harbour Centre campus. Across Hastings Street from the
university, there is a store called Sikora Music. They sell classical music.
Everything about the store is designed to make you feel stupid. THEY know
classical music, and they know what is worth listening to, and what is not.
They even have a sign in their window, written in detailed calligraphy, that
says they have a “beginners bin” inside. Because (as we have all been
taught), Classical Music is very complex and only smart people can ‘get’ it,
and you would need to spend years LEARNING to appreciate it. Right?
…. right?
What else does the Ruling Class lik ...
Title: Introduction to the unit: what is a university?
Unit: PAE001-1 Practising Ideas: Approaches to Theory
Course: All Performing Arts and English
Institution: University of Bedfordshire
Tutors: Dr Alice Barnaby and Dr Louise Douse
This study examines the life histories of four Adult Cross-Cultural Kids (ACCKs), from various racial and geographical backgrounds, to answer the following research question. For effective practice in global education, what can we learn from exploring the education and lived experiences of ACCKs? Participants were ACCKs, which means they experienced two or more cultures, and two or more educational systems throughout their developmental years, that is between the ages of 0 and 18 years. Goodson’s Life History Interview methodology was adopted in this study to understand the positive and negative influences each participant faced within education. The participants’ personal dynamics on education were examined through their narrative, with a specific focus on what education was like and what a global education meant for them. The main themes that emerged from the life histories were school culture and workforce, and representation in education and media. There was an underlying intersectionality of race, skin colour and class, with a cultural bias, towards the West and whites or light-skinned, embedded within the educational system, teaching workforce and learning culture. The findings of this study highlight the problems when developing global education. Subsequently, there is a need for creating equality of race, skin colour and class within curricula, teaching and the learning culture.
“Coming clean” about researching multilingually – learning from different dis...RMBorders
Andrews, J. (University of the West of England), Fay, R. (University of Manchester), Holmes, P. and Attia, M. (both Durham University), “Coming clean” about researching multilingually – learning from different disciplines. Paper presented at the 2nd AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State Symposium, 15th – 17th October 2014, Durham University.
Dominant Ideologies: Examining Institutions, Habits and Terminology in the Pr...Victoria Durrer
Queen's University Belfast hosted the second of five AHRC funded seminars exploring intercultural exchange in arts and cultural management with practitioners and policymakers in Northern Ireland on April 6/7th 2017.
This seminar considered the international development of arts and cultural management as a legitimised professional practice. We explored the origins that have shaped the discipline from different perspectives and what traditions, assumptions and habits have emerged, considering how these may impact on intercultural exchange.

CMNS 1221 - Lecture Notes for ‘the Age of Staying Home’ MWilheminaRossi174
CMNS 1221 - Lecture Notes for ‘the Age of Staying Home’
MASS CULTURE ASSIGNMENT: There are FOUR questions in this
document. For EACH question, I want you to type an answer (approx.
250 words MINIMUM for each). Email me your four answers Before
APRIL 12th, please.
The Frankfurt School and Popular Culture
In this ‘lecture’ we’re going to look at a few important theories and theorists
in the study of popular culture.
To begin, we must understand what is meant by ‘popular culture’. When
most people use this term today, they are referring to the cultural texts of
mainstream American culture. TV shows like the Big Bang Theory,
musicians like Beyonce and Kanye West, movies like the Avengers. These
are all cultural texts that are available to large audiences, and that enjoy
widespread popularity. Not all popular culture is well received by critics, but
it is still ‘popular’ because many people like it, or talk about it, or even know
about it (the Kardashians).
No matter how stupid popular culture may seem at times, it’s important to
realize that there is no such thing as ‘pure’ entertainment. No TV show is
simply mindless entertainment – there are always messages and meanings to
be found. Popular culture – from TV shows to music videos – represents the
culture it comes from. It communicates the values and ideas of a culture, and
in this respect it is extremely useful to study popular culture.
Now, before the days of broadcast media (film, radio, TV, Internet) it was
generally assumed that the values and ideas of a society came from the top -
from the powerful people in society. As Marx wrote, “The ideas of the ruling
class are in every epoch the ruling ideas”. The institutions of power
employed art critics and authors and intellectuals, who told people what was
good art, what was bad art, and what culture was trying to communicate.
Think about the remaining forms of ‘high culture’ today. When you go to an
art gallery, you can look at the paintings and sculptures, but you usually end
up reading the signs next to the art, where someone else tells you what the
art is ‘about’. There are still cultural experts who know which opera singers
are ‘best’, and which classical music is most ‘important’.
If you ever want to see this kind of cultural elitism in action, go downtown
to the SFU Harbour Centre campus. Across Hastings Street from the
university, there is a store called Sikora Music. They sell classical music.
Everything about the store is designed to make you feel stupid. THEY know
classical music, and they know what is worth listening to, and what is not.
They even have a sign in their window, written in detailed calligraphy, that
says they have a “beginners bin” inside. Because (as we have all been
taught), Classical Music is very complex and only smart people can ‘get’ it,
and you would need to spend years LEARNING to appreciate it. Right?
…. right?
What else does the Ruling Class lik ...
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Practising Ideas Week 12 Seminar
1. What is culture and what is
history?
Practising Ideas: Approaches to Theory - Seminar
Dr Louise Douse
2. University of Bedfordshire 2
Write down any questions you have from this mornings
lecture
Textwall code: b3ld Number: 07537 402 400
3. Lecture Schedule
Teaching week/
Calendar week/
Date
Theme, content, title
Lecture preparation
(please see BREO for additional subject
specific seminar preparation)
Teaching week 12
Calendar week 3
Week beginning Monday 12th
January
What is culture and what is
history?
Gareth Farmer
Williams, R. (1976) ‘Culture’ and ‘History,’ in
Keywords: a vocabulary of culture and society.
London: Fontana, pp. 76-82 and 119-120
respectively.
[Available Online – see BREO Guided
Learning]
Teaching week 13
Calendar week 4
Week beginning Monday 19th
January
The Nineteenth-Century
Giannandrea Poesio
Collingan, C and Linley, M. (eds.) (2011)
‘Introduction: the nineteenth-century invention
of media,’ in Media, technology and literature in
the nineteenth century, Farnham: Ashgate,
pp.1-19.
[Available Online – see BREO Guided
Learning]
Teaching week 14
Calendar week 5
Week beginning Monday 26th
January
What is an individual (1)
Alice Barnaby
Berman, M. (2010) ‘Introduction,’ in All that is
solid melts into air: the experience of modernity.
London: Verso, pp. 15-36.
[Available Online – see BREO Guided
Learning]
University of Bedfordshire 3
4. Lecture Schedule
Teaching week/
Calendar week/
Date
Theme, content, title
Lecture preparation
(please see BREO for additional subject
specific seminar preparation)
Teaching week 15
Calendar week 6
Week beginning Monday 2nd
February
Modernism
Jane Carr
Greenberg, C. (2003) ‘Modernist painting,’ in
Harrision, C. and Wood, P. (eds.) Art in theory,
1900-2000: an anthology of changing ideas.
Malden, MA: Blackwell Publishing, pp. 773-779.
[Available Online – see BREO Guided
Learning]
Teaching week 16
Calendar week 7
Week beginning Monday 9th
February
Structuralism and semiotics
Gareth Farmer
Tyson, L. (2006) ‘Structuralist criticism,’ in
Critical theory today: a user-friendly guide. New
York: Routledge, pp. 209-247.
[Available Online – see BREO Guided
Learning]
Teaching week 17
Calendar week 8
Week beginning Monday 16th
February
Post-Modernism: Interpretative
Anarchies
Johnmichael Rossi and Amalia
Garcia
Barthes, R. (1977) ‘The death of the author,’ in
Image – music – text. Translated by S. Heath.
London: Fontana, pp. 142-148.
Etchells, T. (1999) ‘On risk and investment,’ in
Certain fragments: contemporary performance
and Forced Entertainment. London: Routledge,
pp.48-50.
[Available Online – see BREO Guided
Learning]
University of Bedfordshire 4
5. Lecture Schedule
Teaching week/
Calendar week/
Date
Theme, content, title
Lecture preparation
(please see BREO for additional subject
specific seminar preparation)
Teaching week 18
Calendar week 9
Week beginning Monday 23rd
February
Post-Colonialism
Victor Ukaegbu
Crow, B. [With Banfield, C.] (1996)
‘Introduction,’ in An Introduction to postcolonial
theatre. Cambridge: Cambridge University
Press, pp. 1-17.
[Available Online – see BREO Guided
Learning]
Teaching week 19
Calendar week 10
Week beginning Monday 2nd
March
Intertextual studies
Giannandrea Poesio
Garraghan, D. (1999) ‘Too many cooks mix the
metaphors: Marin and Spink, and the sandman
link’ in Adshead-Lansdale, J. (ed.) Dancing
texts: intertextuality in interpretation, London:
Dance Books, pp. 148-176.
[Available Online – see BREO Guided
Learning]
Teaching week 20
Calendar week 11
Week beginning Monday 9th
March
What is an individual (2)
Clare Walsh and Giannandrea
Poesio
Meyer, M. (2001) ‘Acting camp,’ in Counsell, C.
and Wolf, L. (eds.) Performance analysis: an
introductory coursebook. London: Routledge,
pp. 86-92.
University of Bedfordshire 5
6. Lecture Schedule
Teaching week/
Calendar week/
Date
Theme, content, title
Lecture preparation
(please see BREO for additional subject
specific seminar preparation)
Teaching week 21
Calendar week 12
Week beginning Monday 16th
March
Skills session 3: Essay Writing
Nicola Darwood
Professional and Academic Development (no
date) How to – write an essay. Study Hub:
Online
[Available Online – see BREO Guided
Learning]
Teaching week 22
Calendar week 16
Week beginning Monday 13th
April
Assessment 2 due: Friday 17th
April
Teaching week 23
Calendar week 17
Week beginning Monday 20th
April
Skills Session 4: Poster
presentation
Sadie Hunt
Task: Investigate the key features and purpose
of academic posters. Please bring notes with
you to the lecture, including useful sources that
you discovered.
Please remember that you will be creating an
arts/ humanities poster rather than a science
poster.
Teaching week 24
Calendar week 18
Week beginning Monday 27th
April
Assessment 3 due: Friday 1st
May
University of Bedfordshire 6
7. Assessment 2 - Essay
• When
• Friday 17th
April 2015, electronic version through turnitin must
be submitted.
• What
• This assessment requires you to individually produce a
written essay of 1,500 words including quotations. You may
select one of the practitioners/ authors/ playwrights that you
have studied on this unit from your subject area.
• Weighting of the assessment
• This assessment forms 40% of the unit.
University of Bedfordshire 7
8. Assessment 3 – Poster
Presentation
• When
• Friday 1st
May 2015, electronic version through turnitin must be
submitted.
• What
• This assessment requires you to submit a poster
presentation, you will also have the opportunity to deliver
these presentations in groups during seminar time for
feedback before submission. You will be provided with one
texts from a possible four in your particular field.
• Weighting of the assessment
• This assessment forms 30% of the unit.
University of Bedfordshire 8
9. What is history?
If the boundaries between history and fiction are no longer clear or
distinct, if, indeed the argument is that understanding the past is itself
a creative act which can be rendered differently by historians, novelists
and poets, then the place of the imagination in the construction of
historical accounts becomes central.
(Husbands, C. 1996)
January 12, 2015University of Bedfordshire 9
10. January 12, 2015University of Bedfordshire 10
Matthew Arnold (1822-1888)
• Culture is “the best that has been thought and said in the world.”
• We need culture “to make reason and the will of God to prevail.”
• Culture can be obtained “by means of reading, observing, and
thinking.”
• It also seeks “to minister to the diseased spirit of our time.”
• Culture is (i) the ability to know what is best
(ii) what is best
(iii) the mental and spiritual application of what is best
(iv) the pursuit of what is best
(Arnold cited in Storey, 2006, p. 14)
11. January 12, 2015University of Bedfordshire 11
Matthew Arnold (1822-1888)
• The highly instructed few, and not the scantily instructed many, will
ever be the organ to the human race of knowledge and truth.
Knowledge and truth in the full sense of the words, are not attainable
by the great mass of the human race at all.
(Arnold cited in Storey, 2006, p. 17)
12. January 12, 2015University of Bedfordshire 12
Matthew Arnold (1822-1888)
• Barbarians (aristocracy)
noble savage
• Philistine (middle class)
undervalue art, beauty, intellectual content – materialistic
• Populace (working class)
“a common basis of human nature”
13. January 12, 2015University of Bedfordshire 13
High and Popular Culture
• The six definitions of popular culture:
• Culture which is widely favoured or well liked by many people.
• The culture which is left over after we have decided what is high
culture.
• As ‘mass culture’.
• The culture which originates from ‘the people’.
• A political concept – hegemony.
• Post-modern culture – no longer recognises the distinction
between high and popular art.
14. January 12, 2015University of Bedfordshire 14
Raymond Williams (1921-1988)
• ‘The “ideal”, in which culture is a state or process of human perfection in
terms of certain absolute or universal values.’
• The “documentary” record: ‘culture is the body of intellectual and imaginative
work, in which, in a detailed way, human thought and experience are
variously recorded.’
• ‘There is the “social” definition of culture, in which culture is a description of a
particular way of life.’
• The ‘anthropological’ position which sees culture as a description of a
particular way of life.
• The proposition that culture ‘expresses certain meanings and values.’
• The work of cultural analysis should be the ‘clarification of the
meanings and values implicit and explicit in a particular way of life, a
particular culture.’
(Williams, R. cited in Storey, J. 2006: pg. 34-35)
15. January 12, 2015University of Bedfordshire 15
Raymond Williams (1921-1988)
• “there will always be a tendency for this process of selection to be related
and even governed by the interests of the class that is dominant.”
• “[T]he extremely damaging and quite untrue identification of ‘popular culture’
(commercial newspapers, magazines, entertainments, etc.) with ‘working-
class culture’. In fact the main source of this ‘popular culture’ lies outside the
working class altogether, for it is instituted, financed and operated by the
commercial bourgeoisie, and remains typically capitalist in its methods of
production and distribution. That working-class people form perhaps a
majority of the consumers of this material… does not, as a fact, justify the
facile identification.”
(Williams, R. cited in Storey, J. 2006: pg 36-37)
16. January 12, 2015University of Bedfordshire 16
References
• Husbands, C. (1996) What is History Teaching? Language, Ideas
and Meaning in Learning about the Past, Buckingham: Open
University Press.
• Storey, J. (2006) Cultural Theory and Popular Culture: An
Introduction. 4th
Edn. Harlow: Pearson Prentice Hall.
• Storey, J. (2006) Cultural Theory and Popular Culture: A Reader. 3rd
Edn. Harlow: Pearson Prentice Hall.
• Strinati, D. (2004) An Introduction to Theories of Popular Culture. 2nd
Edn. London: Routledge.