Translation, as a trade and an art, plays and important part in bringing nations together, and facilitating dialogue, understanding and co-operation.
Our innovative MA is ideal for those looking to embark on, or develop, careers as professional translators. Translation practice is at the heart of the programme, and you will undertake extensive practical and specialised translation in Arabic, Catalan, Chinese, French, German, Greek, Italian, Spanish, Portuguese or Russian. The programme offers training in state-of-the-art translation technology and the opportunity to study another foreign language at beginners, intermediate or advanced level. From September 2017, we are also able to offer an optional module in English-Chinese Interpreting.
There is a range of optional modules focusing on theory and methodology, meaning that this MA also provides excellent preparation for further study at PhD level.
We also offer a distance learning programme over 2.5 years – for more information, see Translation Studies MA by distance learning.
The Translation Studies MA is a degree offered by the Department of Modern Languages. It features a balance of theory and practice which provides an ideal foundation both for careers in the translation industry or for further study in translation.
In addition to being accredited by the EMT Network, we are a member of the Institute of Translation and Interpreting (ITI). We are also part of the SDL University Partner Program, which allows us to allocate free SDL Trados Studio 2017 Freelance licenses to the top two students studying translation technology each academic year.
The programme is available to students who are proficient in English and one of the following languages: Arabic, Catalan, Chinese, French, German, Greek, Italian, Spanish, Portuguese or Russian. We can accommodate all language pairs in both directions except Mandarin, where we offer English to Mandarin but not Mandarin to English.
The core programme content offers ample opportunity for translation practice. You will study four core modules:
* Language combinations offered are as stated above
You will also choose two modules from a range of options
Most core and optional modules on this course are assessed by coursework, rather than by written examination. The exceptions are Practical Translation which is assessed by exam and English-Chinese Interpreting which features a classroom-based live interpreting test. See module descriptions for further details.
You will also complete a 15,000-word Translation Studies dissertation or an Extended Translation Project.
All of our students are offered the opportunity to work in small groups with tutors and to receive training in the use of state-of-the art translation technology.
All modules make use of our modern facilities, and teaching will take place in a lecture theatre or a computer lab. For your translation classes (Practical Translation and Specialised Translation) you will be divided into language groups – each year we can have up to ten language-specific groups.
We also make extensive use of Canvas, the University’s virtual learning environment, and this is where you can find all material related to your studies and also contribute to online discussions.
Teaching takes place over ten weeks in the Autumn Term (September-December) and ten weeks in the Spring Term (January-March) through weekly seminars.
Full-time students will take two core modules in the Autumn Term, and two core modules in the Spring Term, as follows:
You will then take two optional modules; one in each term. During the Summer Term, you will be working on your dissertation or extended translation project, and you will be assigned an appropriate supervisor according to your chosen topic and language pair.
Part-time students will take three modules in year one and three modules in year two. To cater for the needs of part-time students, we make an effort to group classes on specific days of the week. There is some flexibility, but the recommended structure is as follows:
During the Summer Term of year two, you will be working on your dissertation or extended translation project, and you will be assigned an appropriate supervisor according to your chosen topic and language pair.
The course will:
This unique MA will enhance your critical understanding of the musical theatre as a popular entertainment genre.
It will help you to sharpen your practical skills as a creative artist. On a practical level, it will assist you in working as a freelance writer, composer or producer of musical theatre.
The MA focuses on the dramaturgy of the musical as a key factor in the future development of the genre.
Expert professionals are regularly employed as visiting tutors, to maintain direct links with the industry.
You follow one of the two pathways as either:
You undertake an analytic case study of a musical or production, a placement project and dissertation (producers), and a creative project involving either book and lyrics or music for a short original musical (writers and composers). Producers share some classes with students on the MA in Arts Administration and Cultural Policy.
You undertake an analytic case study of a musical or production, a placement project and dissertation (producers), and a creative project involving either book and lyrics or music for a short original musical (writers and composers). Producers share some classes with the MA in Arts Administration and Cultural Policy.
You elect to follow one of two pathways on the programme – Producers, or Writers and Composers. In each case, the programme involves five separate modules:
1. Genre study – autumn and spring terms, both pathways.
This module runs for 20 weeks. It begins in autumn with an historical survey of the development of the American musical, from ‘Showboat’ (1927) to ‘Sweeney Todd’ (1979). It continues in the spring term with a look at new forms of musical theatre that have resulted from the fragmentation of the classic tradition of ‘book’ musicals, with the innovation of the ‘concept’ musical, the impact of rock musicals, the ‘invasion’ of Broadway by the British ‘megamusical’ and the subsequent globalisation of the market by Cameron Macintosh and Disney.
2. Case study – autumn and spring terms, both pathways.
This module involves a 15-week introduction to the different structural components (book, music, lyrics, choreography, scenography) and industrial factors (producers, marketing, technology, conomics)
determining the production of musicals today. The module is taught by a range of professional and academic experts with a variety of different perspectives on the subject.
3. Shared complementary/contextual module 1 – autumn term.
Students choose one of these modules:
4. Shared complementary/contextual module 2, - ‘Musical Theatre and Society’
5. Creative project/dissertation – spring and summer terms, both pathways.
Genre study is assessed by two 3,000-word essays; the case study is assessed by means of a 4,000-word essay. The nature and form of creative projects, dissertations and research/placement projects are agreed with the Module Convenor during the programme.
You will develop a critical understanding of the collaborative processes involved in the creation of musical theatre in the UK and USA.
Composers and librettists/lyricists will achieve an enhanced ability to engage with the integration of dramaturgical and musical components of musical theatre writing, and a comprehension of the various factors involved in working within the industry.
Producers will acquire an overall perspective on the industrial and organisational factors involved in musical theatre production, including methods of theatre marketing, systems of arts funding and policy, and a working knowledge of the strategies involved in producing a small-scale musical.
Producers will also develop skills of leadership and teamwork and the ability to develop and critique their own approaches to working in musical theatre production.
Typical careers for graduates of this MA include:
Find out more about employability at Goldsmiths.
This full-time PGCE (Secondary) programme is available in conjunction with any of the following teaching subjects: Art and Design; Biology; Chemistry; Design and Technology; Drama; English; Media with English; Mathematics; Modern Languages and Physics.
This programme aims to develop all the skills, knowledge and understanding you’ll need to become a responsible and effective secondary school teacher in your chosen subject. Find out about the programmes:
We have a strong and longstanding partnership with a range of schools in London and south-east England and work closely with them to plan and implement our PGCE (Secondary) programmes.
In 2015, 98% of students who were recommended for QTS with Goldsmiths were employed in schools. This figure is higher than the national average.
Our recent Ofsted inspection found that:
Schools and NQTs testify that the course provides trainees with a solid pedagogical understanding of teaching in their subject area. They rightly believe this is due to an effective balance between practice and pedagogy. School Direct trainees are able to attend the same academic sessions at the university as trainees on the traditional PGCE courses.
All trainees feel these sessions equip them with a range of teaching strategies. They comment that they are encouraged to develop their reflective skills and this further enhances the quality of their teaching over time.
It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.
As well as your your PGCE fees, you will have to cover your travel costs to your school placements.
We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.
The first four weeks of the Autumn Term are usually College-based, although you may begin regular visits to your first teaching experience school from the fourth week onwards.
In College, you spend most of your time in a subject group with your subject tutor, who has overall responsibility for your professional development. These sessions introduce you to the basic principles and approaches to teaching and learning in your subject.
There is also a block lecture programme, General Professional Studies (GPS), which explores issues common to all teachers. Within GPS you have an opportunity to study an option in more depth.
From around the fifth or sixth week until the end of the term, you are based for four days a week in a school, working largely within your specialist subject department.
Your school-based tutor is responsible for a programme in school that enables you to relate what you have learned in College to the context of the particular school, and to gradually build up your confidence and expertise in teaching.
Throughout the term, you continue to come into College on Fridays to work with your subject tutor and group to reflect on your experience in school and develop particular areas of expertise.
Spring and Summer terms
The first two weeks of the Spring Term are usually based in College, where you build on the experiences of the Autumn Term to develop your expertise further so that you will be ready to undertake an extended block of teaching.
From around the third week of term until the spring half-term holiday, you spend four days a week in your second school, coming into College on Fridays to reflect on your experiences and develop your expertise with your subject tutor and fellow students. Between the spring and summer half-term holidays you are based full-time in the school.
In effect you work as a full member of a school team, with responsibility for all aspects of planning, teaching and assessing the learning of a number of classes. During this period, you have the opportunity to investigate in greater depth one of the areas introduced in the Autumn Term lecture programme, and to relate it to the specific context of the school in which you are based.
The three or four weeks at the end of the Summer Term are used flexibly for both school and College activities to ensure that all aspects of your professional development have been addressed.
A range of teaching methods are employed across the PGCE programmes, including:
As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.