The Animal Mirror: Representations of Animality
| Module title | The Animal Mirror: Representations of Animality |
|---|---|
| Module code | ANTM100 |
| Academic year | 2023/4 |
| Credits | 15 |
| Module staff | Dr Jessica Groling (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 7 |
| Number students taking module (anticipated) | 25 |
|---|
Module description
PLEASE NOTE THAT THIS MODULE IS ONLY AVAILABLE VIA DISTANCE-LEARNING.
From the earliest pre-historic cave paintings, to the international popularity of the contemporary Wildlife Photographer of the Year competition, in this module you will explore the diverse ways in which animals have been made the subjects and/or objects of aesthetic appreciation. This will include a consideration of the ways ‘the human’ as subject engages with art as object, together with an exploration of the implications of this relationship in aesthetic and actual terms.
Throughout the history of European colonial activity, the representation of animals has had an important role to play in perpetuating dominant ideologies and normalising power relations. In this module you will consider the documentation of human dominion over ‘nature’ in hunting trophies, both photographic and ‘real’ (e.g. taxidermied specimens), as well as the animalisation of native peoples in art, photography and museum exhibits. The module will also enable you to explore the ways specific authors and/or directors and/or artists represent the animal in the human or the human as animal, engaging with or revising contemporary conceptions of the human self. You will explore the way such representations are also informed by, and negotiate with, historical conceptions of the human and the animal and consider what they mean for our conceptions of ‘animal’ (and human!) today.
Another key theme is the charge of anthropomorphism in relation to the ways in which animals are represented and consumed. Via an exploration of children’s literature, animated films (notably Disney and studio Gibli), advertising and the discourse of wildlife watching, you will be asked to critically engage with the concept of anthropomorphism and to deconstruct the alleged anthropomorphic representations of animals in these case studies.
In terms of fieldwork opportunities, as part of the module you will be required to attend an exhibition (this could be a virtual exhibition or could include a zoo, museum or other event such as an agricultural show) to enable you to think through and apply the theory you have learnt in a practical context.
There are no pre-requisites.
Module aims - intentions of the module
1. to provide students with a detailed and theoretically grounded insight into a wide variety of animal representations in literature, in the arts and in other ‘media’ forms;
2. to enable students to engage critically with the ways such representations relate to, and can inform wider philosophical discussions of contemporary import (such as the environmental crisis and global sustainability);
3. to develop students’ abilities to apply appropriate theoretical models to representations of animals and the ‘nonhuman’.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate a detailed and coherent knowledge of a range of theoretical approaches to the representations of 'animals' and the 'nonhuman' in literature, the arts, and other 'media' or 'cultural' forms;
- 2. Critically evaluate and theoretically analyse the relationships between the representations of animals and the consumption of animal representations; e.g. author / reader, artist / viewer, advertiser / consumer;
- 3. Display an understanding of the ways in which contemporary representations of animals might inform wider theoretical/philosophical debates such as global environmental crisis;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Demonstrate a comprehensive understanding of the importance of 'animals' and 'animality' in the creation of anthropological ideas about self and others;
- 5. Show a clear and detailed understanding of the historical development of theoretical approaches to the representations of animals within the social sciences;
- 6. Demonstrate a reflexive awareness of the socio-cultural influences which lead to particular representations and interpretations of animals within the social sciences;
- 7. Critically scrutinise dominant representations in light of recent theoretical developments in the social sciences;
- 8. Synthesise visual imagery and written text in a coherent and critically analytical manner;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 9. Engage in independent research and analysis;
- 10. Communicate complex ideas to a diverse audience; and
- 11. Present information utilising a variety of different media, including visual media.
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- Animality, liminality & the human/animal binary
- Language and semiotics
- The real and the representational
- Historical representations in art
- Animal exhibits – zoos, circuses, aquariums
- Photographic representations of animals
- Taxidermied animals
- Aesthetics and breeds
- Anthropomorphism, egomorphism and zoomorphism
- Animals in film
- Animals in advertising
- Media representations of animals
- Postmodern and posthumanist representations of animals
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 20 | 130 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching Activities | 10 | 10 x 60 minute (or 7 x 90 minutes according to term length) podcast audio lectures with accompanying PowerPoint presentations |
| Scheduled Learning & Teaching Activities | 10 | 10 x 60 minute (or 6 x 90 minute according to term length) discussion/seminar participations plus one 30 minute introductory seminar about the assignments |
| Guided Independent Study | 25 | Preparation and reading for weekly lectures and seminars |
| Guided Independent Study | 20 | Preparation for formative assessments Q&A discussions on the Teams discussion forums |
| Guided Independent Study | 80 | Research and writing of summative assessments |
| Guided Independent Study | 5 | Attendance at an exhibition (which can be virtual) |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Non-assessed exercises | Weekly Q&A discussions on Teams discussion forums | 1, 3, 4, 5, 7, 10 | Peer-assessed and written feedback on the discussion forums on Teams |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Review of an exhibition | 40 | 1,500 words | 1, 2, 3, 6, 9, 10, 11 | Written feedback |
| Photo-essay with accompanying written critical analysis | 60 | 2,250 words | 2, 3, 6, 8, 9, 10, 11 | Written feedback |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Review of an exhibition | Review of an exhibition 1500 words | 1, 2, 3, 6, 9, 10, 11 | August/September reassessment period |
| Photo-essay | Photo-essay 2250 words | 2, 3, 6, 8, 9, 10, 11 | August/September reassessment period |
Indicative learning resources - Basic reading
Aloi, G. 2012. ‘Deconstructing the Animal in Search of the Real’ Anthrozoos. 25.
Baker, S. 2000. The Post-modern Animal. London: Reaktion Books.
Baker,S. 2001. Picturing the beast: Animals, identity, and representation. Urbana: University of Illinois Press.
Bishop, R. 2004. ‘Journeys to the Urban Exotic: Embodiment and the Zoo-Going Gaze’ in Humanities Research. XI:1.
Berger, J. 1980. About Looking. London: Writers and Readers.
Brower, M. 2008. ‘A Rupture in the Field of Representation: Animals, Photography and Affect. Photography and Culture. 2:3.
Burt, J. 2002. Animals in Film. London: Reaktion Books.
Chris, C. 2006. Watching Wildlife. University of Minnesota Press.
Daston, L. & Mitman, G. 2006. Thinking with animals: new perspectives on anthropomorphism. Columbia University Press.
Derrida, J. & Wills, D. 2002. ‘The Animal That Therefore I Am (More to Follow)’ Critical Inquiry 28, no. 2: 369-418.
Fudge, E. 2000. Animal. London: Reaktion Books.
Fuentes, A. 2006. ‘The Humanity of Animals and the Animality of Humans: A View from Biological Anthropology Inspired by J. M. Coetzee’s Elizabeth Costello’ American Anthropologist Volume 108 (1).
Haraway, D. 1991. Simians, Cyborgs and Women: The Reinvention of Nature. Free Association Books.
Hirschman, E.C. and Sanders, C.R. 1997. ‘Motion pictures as metaphoric consumption: How animal narratives teach us to be human’ Semiotica. 115: 1/2.
Kalof, L. and Fitzgerald, A. 2003. ‘Reading the trophy: Exploring the display of dead animals in hunting magazines’ Visual Studies. 18:2.
Kristoffersen, Siv. 2010. ‘Half beast–half man: hybrid figures in animal art’ World Archaeology. 42 (2): 261-272
Malamud, R. 1998. Reading zoos: representations of animals and captivity .New York: New York University Press.
Midgley, M. 1973. ‘The Concept of Beastliness: Philosophy, Ethics and Animal Behaviour’ Philosophy. 48: 111-135.
Quinn, M.S. 1993. ‘Corpulent Cattle and Milk Machines: Nature, Art and the Ideal Type’ Society & Animals. 1:2.
Rachels, J. 1991. Created from Animals: The Moral Implications of Darwinism. Oxford: Oxford University Press.
Rothfels, N. Representing Animals. Indiana University Press.
Russell, C.L. and Ankenman, M.J. 1996. Orangutans as photographic collectibles: ecotourism and the commodification of nature. Tourism Recreation Research. 21(1): 71–78.
Zammit, L.J. and Kalof, L. 2012. ‘From Animal Rights and Shock Advocacy to Kinship with Animals: Lessons from the Visual Culture of Endangered Species’ Antennae. 12
Indicative learning resources - Web based and electronic resources
ELE - vle.exeter.ac.uk
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 04/09/2012 |
| Last revision date | 24/02/2022 |
