Irish with Drama
BA (Hons)

About this course

About

Students on the programme will study Modern Irish language (grammar, pronunciation, writing) and Modern literature, as well as optional modules (depending on combination) in the development of the language since the Gaelic Revival, Irish Cultural Studies, Folklore, Irish Dialects and Translation. The literature modules will give you a solid understanding of writing in Irish from the early 20th century to the modern day, including the novel, short story, drama and verse, and the language modules will help you to achieve a high level of competence in written and spoken Irish.

Drama allows students to develop a broad base of knowledge of Drama practices and systematic approaches to the analysis of works in performance. Students are therefore able to prepare themselves for the kinds of mosaic careers characteristic of the creative industries, and increasingly more common across a range fo sectors.

There are particular areas of specialist practice which can be developed as students progress through each level of the degree.

Associate awards

Diploma in International Academic Studies DIAS

Attendance

3 years full-time.

Start dates

• September 2021

Teaching, Learning and Assessment

Teaching

Irish adopts a variety of strategies to encourage and support learning. These include lectures, seminars, practicals, conversation classes, and the provision of formative coursework such as written assignments and presentations. Lectures generally provide an overview of the subject matter to be covered, locate it contextually, direct attention to important issues of interpretation and provide a guide to primary and secondary literature. Seminars take a number of forms: intensive reading and critical examination of texts or discussion of a previously announced topic for which reading has been prescribed. The aim of seminars is to give students an opportunity to discuss material presented in lectures with their peers and their lecturer, to allow the lecturer to judge the degree to which students have understood the lecture topics, and to develop high-order intellectual skills such as critical thinking and transferable/professional skills such as oral presentation. Practicals generally take the form of small class groups and focus on the acquisition of subject-based skills such as reading skills, grammar, and pronunciation. A large proportion of modern language practicals take place in the Multimedia Language Labs and consist of both presentation of new material and linked exercises aimed at reinforcing and testing material covered by the tutor in that session. One-to-one tutorials are organised for the Dissertation.

There is a degree of differentiation in teaching methods according to level. In Year 1, various methods are used to assist students in the transition from School to University. In particular, CALL and multimedia are used in class to improve language skills, especially grammar. This provides students with a supportive environment in which they can take instruction from the tutor and immediately apply newly-acquired/revised knowledge without the pressure of public performance. Immediate feedback from CALL packages assures them that they are on the right track or alerts them/the tutor to any problems. In Years 2 and 3, greater independence is encouraged; CALL is used for independent study and students are expected to make greater independent use of media in Irish.

Assessment

Students are assessed through a combination of coursework assignments and formal examinations. In the final year, all modules except the dissertation are weighted 50% coursework and 50% examination; in Year Two, most modules are assessed entirely by coursework, but this includes a number of class tests. In Year 1, students are assessed by 100% coursework in the first semester, and by a predominance of 50% coursework/50% examination in the second semester. Assessment criteria are directly related to learning outcomes.

Content

The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.

Each course is approved by the University and meets the expectations of:

• the relevant generic national Qualification Descriptor
• the applicable Subject Benchmark Statement
• the requirements of any professional, regulatory, statutory and accrediting bodies.

Attendance and Independent Study

As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.

Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.

The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.

Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.

Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.

Assessment

Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.

Calculation of the Final Award

The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).

Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.

All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.

Academic profile

All staff in Irish are members of The Irish and Celtic Studies Research Institute which was rated the second in the UK for Celtic Studies in the Research Excellence Framework (REF) 2014. Staff are actively involved in world leading research that informs the subjects they teach.

The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.

Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).

We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.

The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.

Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.

Figures correct for academic year 2019-2020.

Modules

Here is a guide to the subjects studied on this course.

Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.

Year one

Issues of Performance 1: Structures of Performance

Year: 1

Status: C

This module serves as an introduction to the fundamental structures of dramatic performance. Weekly lectures will introduce a range of core concepts. Students then take a weekly seminar through which they will develop the knowledge and frameworks provided to analyse the creation and reception of dramatic performances. The module will refer in detail to a range of set plays, studied from both the script and in live performance.

Issues in Performance 2: The Theatrical Space

Year: 1

Status: C

Issues in Performance 2: The Theatrical Space introduces students to core concepts relating to space, a defining feature of performance. It encompasses historical and contemporary performance practices to explore the relationships between space, form and function in performance. This compulsory drama module continues to develop good study skills and to extend critical vocabularies established in DRA101. It is team-taught, by a lecture and small-group seminar each week. Assessment 100% coursework

An Ghaeilge Scríofa 1

Year: 1

Status: C

This module covers the acquisition of written communicative skills, enabling the student to express themselves correctly in writing with confidence in a variety of everyday and academic contexts.

Labhairt na Gaeilge 1

Year: 1

Status: C

This module takes students on the course from B2 (Vantage or upper intermediate):

- Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their field of specialization.
- Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
- Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

to C1 (Effective operational proficiency or advanced level):

- Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
- Can express ideas fluently and spontaneously without much obvious searching for expressions.
- Can use language flexibly and effectively for social, academic and professional purposes.
- Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

Léamhthuiscint na Gaeilge 1

Status: O

Year: 1

This module is optional

This module aims to help students acquire skills and critical acumen in active reading that will be essential for successful progression through the degree program.

Léamhthuiscint na Gaeilge 2

Status: O

Year: 1

This module is optional

This module aims to further develop students' skills and critical acumen in active reading, to bring about an awareness of dialect differences, and to expand knowledge of idiom in Irish.

Labhairt na Gaeilge 2

Status: O

Year: 1

This module is optional

This module should consolidate the students' C1 level (Effective operational proficiency or advanced level) (CEFRL):

- Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
- Can express ideas fluently and spontaneously without much obvious searching for expressions.
- Can use language flexibly and effectively for social, academic and professional purposes.
- Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

Stair Shóisialta is Liteartha na Gaeilge

Status: O

Year: 1

This module is optional

This module examines the various political, socio-economic and cultural factors that precipitated the decline of Irish, its revival at the end of the nineteenth century and the emergence of a modern Irish literature in Irish

Year two

Issues in Performance 4: Form and Function

Year: 2

Status: C

This module interrogates the relationship between social and political identities and contemporary performance practices. It explores the form and function of performance works and through these analyses the potential efficacy of performance. This module is taught by seminars and is assessed by 100% coursework.

Issues in Performance 3: Critical Theory

Year: 2

Status: C

This seminar based module seeks to introduce students to key aesthetic movements, through the study of play texts and performances. The module encourages the student to apply critical readings and concepts to the analysis of primary texts, to engage analytically with performance conventions typical of different artistic movements, and to reflect on their practical work and experiences as spectators.

Béaloideas agus Staidéar Oidhreachta

Year: 2

Status: C

The module provides an elucidation of important aspects of Irish folklore, oral tradition and literary heritage.

An Ghaeilge Scríofa 2

Year: 2

Status: C

This module builds on an Ghaeilge Scríofa 1 and covers the acquisition of written communicative skills, enabling the student to express themselves correctly in writing with confidence in a variety of everyday and academic contexts.

Writing for Stage and Screen

Status: O

Year: 2

This module is optional

This module offers the student the opportunity to explore the processes of creative writing for a range of media, including live and filmed performance. The student will read from a range of materials and encounter a range of working methods, before opting for one medium and developing a piece of writing for performance in that medium.

Forbairt Theangeolaíoch na Gaeilge

Status: O

Year: 2

This module is optional

This module examines various diachronic aspects of the Irish language.

Litríocht Ré na bPéindlithe

Status: O

Year: 2

This module is optional

This module explores the literary tradition of 18th and 19th century Ireland. It examines both poetry and prose texts of various genres from this period, places them in their historical and cultural context and further develops methods of practical criticism.

Nuafhilíocht na Gaeilge

Status: O

Year: 2

This module is optional

This module involves an in-depth study of modern Irish poetry from the beginning until the end of the twentieth century. The module aims equally to increase students' competence in the area of literary analysis and structured response.

An Ghaeilge Ghairmiúil

Status: O

Year: 2

This module is optional

This module will allow students to enhance their understanding of the Irish language sector in a broader professional context whilst absorbing experiences gained within a work-based environment and/or scenario. This Level 5 Semester 2 module may also serve as a precursor to a placement inspired Research Project in year 3.

Year three

Issues in Performance 5: Documenting the live

Year: 3

Status: C

This module interrogates the relationship between performance, liveness and documentation through the development of appropriate critical concepts and vocabulary. It is taught by lecture and seminar and requires students to learn by reading and undertaking practice, reflecting and discussing.
Assessment: 100% coursework.

Creative Business

Status: O

Year: 3

This module is optional

This module assists students in the developing specific skills and awareness to maximise their ability to conceptualise, manage and market new, society centred, ideas.

Representing Violence

Status: O

Year: 3

This module is optional

This research-lead module seeks to extend the range of theoretical and critical perspectives with which students engage and to focus on the specific contexts of contemporary performance practices. It offers students an opportunity to explore the representation of violence as an enduring matter of philosophical debate and theatrical innovation, that covers such issues as staging strategies, performative strategies, ethical and theoretical questions, and audience reception.

Performance and Disability

Status: O

Year: 3

This module is optional

This module seeks to give students opportunities to engage with different ways of creating theatre through the lens of disability and performance. Students will explore concepts of disability within society in the context of theatre, drama and performance. They will study dramatic representations of disability and how these provide insight into issues relating to the construction of disability within society. Concepts such as difference, equality, social, medical and relational models of disability and co-creation will be considered. Students will learn to reflect critically on and to engage practically with aspects of access and/or aesthetics in relation to disability and performance.

Storytelling and Performance

Status: O

Year: 3

This module is optional

This module provides students with the opportunity to explore storytelling as a performance form within a range of theatrical and performance settings. Practical exploration allows students to engage with the form from within, while independent research and in-class discussion provides the opportunity to contextualise and analyse practices encountered.

Assessment: 100% Coursework.

Contemporary Irish Theatre

Status: O

Year: 3

This module is optional

This module looks in detail at contemporary Irish theatre practice and in doing so enables students to focus their understanding of contemporary Irish theatre by placing it in a range of relevant discursive and theoretical contexts. Students will read a range of contemporary playtexts and see a range of performances.

Arts Entrepreneurship

Status: O

Year: 3

This module is optional

This module develops students' creative engagement with the industry through an exploration of the marketplace, and of the processes involved in setting up and running a new business in the creative and cultural industries. The module has been developed in consultation with Theatre NI and aims to develop students' understanding of entrepreneurial practice and thinking in the creative and cultural industries.

Performance and Conflict Transformation

Status: O

Year: 3

This module is optional

This module equips students to use their skills, knowledge and experience in analysing and creating performance within the context of conflict or post-conflict society. Taught through lectures, seminars and workshops, the module focuses on engaging with local and international post-conflict issues and the development of independent projects.

Assessment: 100% coursework

Performance and Health

Status: O

Year: 3

This module is optional

This module provides students with the opportunity to explore performance as a means of enhancing well being, challenging stigmatisation and promoting awareness of health issues. Practical exploration allows students to engage with the issues and formal techniques from within, while independent research and in-class discussion provides the opportunity to contextualise and analyse practices encountered.

Theatre and Ritual

Status: O

Year: 3

This module is optional

This option investigates radical performance practices of the ritualised forms of theatre from modernism to postmodernism and beyond. Students will explore, interrogate and evaluate the theoretical underpinnings, practical methodologies, and performance outcomes of selected bodies of practice and create new work by applying the ideas they have encountered to performance practice in a studio environment. It will be of particular interest to students wishing to pursue innovative contemporary practice or undertake practice-based research after graduation.

Assessment: 100% coursework

Theatre for Young Audiences

Status: O

Year: 3

This module is optional

This module provides students with the opportunity to explore the values, ethics and practices of Theatre for Young Audiences. Practical exploration allows students to engage with the form from within, while independent research and in-class discussion provides the opportunity to contextualise and analyse practices encountered.

Assessment: 100% Coursework.

Scéim Mhalartaithe. Teanga agus Litríocht na Gaeilge Thar Lear

Status: O

Year: 3

This module is optional

The module provides an opportunity to undertake an extended period of study outside the UK. Students will develop an enhanced understanding of the academic discipline of Celtic Studies whilst generating educational and cultural networks.

Year four

Miontráchtas/Tionscadal

Year: 4

Status: C

This module provides the student with the opportunity to select any topic from the area of Irish Studies/Irish Language and Literature on which he/she may undertake an individual research project

Canúineolaíocht na Gaeilge

Year: 4

Status: C

This module examines various synchronic and diachronic aspects of the Irish language.

An Nua-Ghaeilge Luath agus an Ghaeilge Chlasaiceach

Status: O

Year: 4

This module is optional

This module introduces students to Classical Irish and the Irish of the seventeenth century. It examines Bardic poetry, learned love poetry and key prose texts of the period.

Próslitríocht agus Drámaíocht na Gaeilge san Fhichiú hAois

Status: O

Year: 4

This module is optional

This module analyses modern prose and drama in Irish, with a particular focus on the novel.

Léann agus Scileanna an Aistriúcháin

Status: O

Year: 4

This module is optional

This module will introduce students to the study of grammar, syntax and phonology in Irish translation. Students will also study of the discourse of contemporary Irish translation and engage critically with key concepts in translation.

Oilteacht i Labhairt agus i Scríobh na Gaeilge

Status: O

Year: 4

This module is optional

This module seeks to build on the language skills gained in all previous modules. Students will be given the chance to further develop their written and oral proficiency by completing a range of tasks. Detailed comprehension exercises in Irish will enable students to perfect their knowledge of Irish grammar. Extended debates and presentations will help students speak Irish with confidence and complete accuracy.

Standard entry conditions

We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.

A level

A Level

The A Level requirement for this course is CCC to include Irish.

Applicants may satisfy the requirement for an A level C grade by substituting a combination of alternative qualifications to the same standard as defined by the University.

If you do not meet the requirement for a qualification in Irish, please contact us and we can discuss how we might recognise your prior experience in the area in assessing your application.

Applied General Qualifications

*** To note that only qualifications defined as “Applied General” will be accepted for entry onto any undergraduate course at Ulster University.***

BTEC Awards

QCF Pearson BTEC Level 3 Extended Diploma/ OCR Cambridge Technical Level 3 Extended Diploma (2012 Suite)

Award profile of Distinction Merit Merit

RQF Pearson BTEC Level 3 National Extended Diploma/ OCR Cambridge Technical Level 3 Extended Diploma (2016 Suite)

Award profile of Merit Merit Merit

QCF Pearson BTEC Level 3 Diploma/ OCR Cambridge Technical Level 3 Diploma(2012 Suite)

Award profile of Distinction Merit plus A Level Grade C or award profile of Distinction Merit plus A Level Grade C

RQF Pearson BTEC Level 3 National Diploma/ OCR Cambridge Technical Level 3 Diploma (2016 Suite)

Award profile of Merit Merit plus A Level Grade C

QCF Pearson BTEC Level 3 Subsidiary Diploma / OCR Cambridge Technical Level 3 Introductory Diploma (2012 Suite)

Award profile of Merit plus A Level Grades CC

RQF Pearson BTEC Level 3 National Extended Certificate/ OCR Cambridge Technical Level 3 Extended Certificate (2016 Suite)

Award profile of Merit plus A Level Grades CC

Diploma, National Diploma and Subsidiary Diploma applicants may satisfy the requirement for an element of the offer grade profiles (equating to the final A-level grade stated in the standard 3A level offer profile - grade C) by substituting a combination of alternative qualifications to the same standard as defined by the University.

Candidates must fulfill the subject requirement for Irish (A level Grade C or equivalent) via other qualifications. If you do not meet the requirement for a qualification in Irish, please contact us and we can discuss how we might recognise your prior experience in the area in assessing your application.

Irish Leaving Certificate

96 UCAS tariff points to include a minimum of 4 subjects at Higher Level to include grade H4 in Irish and 1 at Ordinary Level, including English at O4/H6 or above.

Applicants are also required to have Higher Level English Grade H6 or above OR Ordinary Level at grade 04 or above.

If you do not meet the requirement for a qualification in Irish, please contact us and we can discuss how we might recognise your prior experience in the area in assessing your application.

Irish Leaving Certificate UCAS Equivalency

• View tariff point chart

Tariff point chart

Scottish Highers

The Scottish Highers requirement for this course is grades

CCCCC

Candidates must fulfill the subject requirements for Irish via other qualifications.

Applicants may satisfy the requirement for an element of the offer grade profiles (equating to the final A-level grade stated in the standard 3A level offer profile - Grade C) by substituting a combination of alternative qualifications to the same standard as defined by the University.

If you do not meet the requirement for a qualification in Irish, please contact us and we can discuss how we might recognise your prior experience in the area in assessing your application.

Scottish Advanced Highers

The Scottish Advanced Highers requirement for this course is grades

DDD

Candidates must fulfill the subject requirements for Irish via other qualifications.

Applicants may satisfy the requirement for an element of the offer grade profiles (equating to the final A-level grade stated in the standard 3A level offer profile - Grade C) by substituting a combination of alternative qualifications to the same standard as defined by the University.

If you do not meet the requirement for a qualification in Irish, please contact us and we can discuss how we might recognise your prior experience in the area in assessing your application.

International Baccalaureate

Overall International Baccalaureate profile minimum 24 points to include 12 at higher level. Candidates must fulfill the subject requirement for Irish (A level Grade C or equivalent) via other qualifications.

If you do not meet the requirement for a qualification in Irish, please contact us and we can discuss how we might recognise your prior experience in the area in assessing your application.

Access to Higher Education (HE)

Access to Higher Education

For Access qualifications validated by Ulster University or QUB the entry requirement is:

Overall profile of 55% (120 credit Access Course) (NI Access course)

Overall profile of 45 credits at merit (60 credit Access course) (GB Access course)

Candidates must fulfill the subject requirement for Irish (A level Grade C or equivalent) via other qualifications. If you do not meet the requirement for a qualification in Irish, please contact us and we can discuss how we might recognise your prior experience in the area in assessing your application.

GCSE

For full-time study, you must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass at Grade C/4 or above English Language.

Level 2 Certificate in Essential Skills - Communication will be accepted as equivalent to GCSE English.

English Language Requirements

English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.

Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.

• English language requirements
• Your country

Additional Entry Requirements

Applicants holding a HND should achieve an overall Merit with distinctions in 15 Level 5 credits (2 units). Candidates must fulfill the subject requirement for Irish (A level grade C or equivalent) via other qualifications.

Applicants holding a HNC with overall Merit with distinctions in 45 Level 4 credits (4 units). Candidates must fulfill the subject requirement for Irish ( A level grade C or equivalent) via other qualifications.

Foundation Degree - an overall mark of 40% in Level 5 modules for Year 1 entry. Candidates must fulfill the subject requirement for Irish (A level grade C or equivalent) via other qualifications.

If you do not meet the requirement for a qualification in Irish, please contact us and we can discuss how we might recognise your prior experience in the area in assessing your application.

Applicants who hold the Ulster University Diploma in Irish Language will be considered for Year 1 entry.

The University will consider applications on the basis of experiential learning for those who do not hold the normal entry qualifications. Those applicants seeking entry with advanced standing, (eg. Transfer from another institution) will be considered on an individual basis .

Exemptions and transferability

Studies pursued and examinations passed in respect of other qualifications awarded by the University or by another university or other educational institution, or evidence from the accreditation of prior experiential learning, may be accepted as exempting candidates from part of an approved programme provided that they shall register as students of the University for modules amounting to at least the final third of the credit value of the award at the highest level.

Although students may transfer out of the programme to other courses within the University, transfer in is subject to this condition.

Careers & opportunities

Graduate employers

Graduates from this course are now working for:

• BBC
• Coláiste Feirste
• Conradh na Gaeilge
• European Parliament
• Foras na Gaeilge
• TG4

Job roles

With this degree you could become:

• Actor
• Broadcaster
• Irish Language Officer
• Teacher
• Translator

Career options

Employment opportunities exist in a wide range of areas including education, the media, publishing, government, librarianship and various areas of business.

The employability profile of our students in recent years has been more than impressive, with a disproportional number of our ex-students holding senior positions in Irish language organisations throughout Ireland.

Drama graduates work in the professional theatre as actors, directors, writers and stage managers. They also work too as teachers, college and university lecturers, drama therapists or community artists. They have set up their own businesses, founded theatre companies, been employed in various media posts, management, theatre management, arts administration, and the civil service.

Work placement / study abroad

Students can study abroad as part of Erasmus+.

Students can gain placement experience as part of Luach Breise.

Apply

Applications to full-time undergraduate degrees at Ulster are made through UCAS.

Start dates

• September 2021

Contact

Course Director: Dr Peter Smith

T: +44 (0)28 7167 5334

E: pj.smith@ulster.ac.uk

Admissions Office - Claire Tinkler or Karen Gibson

T: +44 (0)28 7012 3895 or +44 (0)28 701 24353

E: cm.tinkler@ulster.ac.uk or ki.gibson@ulster.ac.uk

International Admissions Office

E: internationaladmissions@ulster.ac.uk

For more information visit

• Faculty of Arts, Humanities and Social Sciences
• School of Arts and Humanities

Disclaimer

1. The University endeavours to deliver courses and programmes of study in accordance with the description set out in this prospectus. The University’s prospectus is produced at the earliest possible date in order to provide maximum assistance to individuals considering applying for a course of study offered by the University. The University makes every effort to ensure that the information contained in the prospectus is accurate but it is possible that some changes will occur between the date of printing and the start of the academic year to which it relates. Please note that the University’s website is the most up-to-date source of information regarding courses and facilities and we strongly recommend that you always visit the website before making any commitments.
2. Although reasonable steps are taken to provide the programmes and services described, the University cannot guarantee the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses and introduce new courses if such action is reasonably considered to be necessary by the University. Such circumstances include (but are not limited to) industrial action, lack of demand, departure of key staff, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding or other circumstances beyond the University’s reasonable control.
3. If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
4. The University does not accept responsibility (other than through the negligence of the University, its staff or agents), for the consequences of any modification or cancellation of any course, or part of a course, offered by the University but will take into consideration the effects on individual students and seek to minimise the impact of such effects where reasonably practicable.
5. The University cannot accept any liability for disruption to its provision of educational or other services caused by circumstances beyond its control, but the University will take all reasonable steps to minimise the resultant disruption to such services.

Testimonials

“The School of Irish creates a lot of opportunities to achieve excellence in Irish, for example, annual trips to the Gaeltacht and also assists in getting work in the Gaeltacht as summer school leaders. I really enjoyed the Irish course and the classes.”

“Is mór a chuaigh an chéim sa Ghaeilge i bhfeidhm orm. Bhí béim ar leith ar an Nua-Ghaeilge agus ar scileanna feidhmiúla teanga a chruthaigh cuid mhór deiseanna dom i ndiaidh an chúrsa. Bhí muid mar a bheadh pobal teanga san Ollscoil, rud a chuidigh liom agus mé ag cur le mo chuid Gaeilge.”

DRAMA

Name

Luke Merritt

Course

Drama

Campus

Magee

Full-time/Part-time

Full Time

Background

I am a 21 year old second year Drama student from England. I love travelling and experiencing new life and culture - and that’s how I ended up in Ulster Uni!

Case Study Questions

Please answer whichever questions are relevant to you. There is a limit of 50 words for each answer.

Why did you choose Ulster?

I chose Ulster for the experience of moving away from my comfort zone; to try out a totally new environment far from home. I also enjoy the way the university helps me to shape my own learning - I can shape my career goals tailor the course to my needs/interests.

How do you think studying at Ulster has prepared you for your future career?(e.g. work placement, careers advice/guidance, opportunities available)

We have a lot of work where we work closely with others, so I’ve learnt about how to work on a professional level with a team. The course is challenging but a lot of fun; so I’ve learnt how to work to targets and under pressure. There’s always a sense that I’m part of a bigger community at this uni, that I am making some small difference, which I love.

Describe the support you have received at Ulster.(e.g. from lecturers, fellow students, support services, Students’ Union).The students union have been great in helping me settle over the past year, with meet ups and events through the year. Lecturers have also supported me through tough times and think outside my usual zones - I always feel able to talk to someone if theres ever a problem.

What university facilities or resources do you find most useful and why?

I find the 24 hour computer labs hugely beneficial - sometimes you just need a bit of time in a lab environment to get some quiet work done and focus. The library is also really well stocked and helps me concentrate. I also love the fact we have access to the Foyle Arts building most of the time; it feels like our building, which really personalises this degree journey for me.

Why did you choose to study at Magee/Coleraine?(If you live in halls, describe what student accommodation is like.)

I love Derry as a city; it is vibrant, unique and steeped in culture and history. There is always something going on and I still haven’t seen it all, which I love! I love the challenge of studying at Ulster, and the academic and personal awards at the end of each semester!

Why would you recommend Ulster?

Ulster is a fresh, modern university that really does welcome everyone. They understand that their students want the opportunity to shape their own futures and they help every step of the way. They want their students to succeed beyond university and they really make me feel part of a community - a living uni world where everything is constantly changing!