PLEASE NOTE THAT THIS COURSE IS TAUGHT IN ICELANDIC. THOSE WHO WISH TO TAKE THE COURSE IN ENGLISH SHOULD REGISTER IN THE DISTANCE LEARNING COURSE MOM102G. 

MOM101G is intended for students of foreign languages OTHER than English. BA-students in English and those who do not speak Icelandic should register in MOM102G.

The course is an introductory course in the Faculty of Languages and Cultures. Its aims and purpose include an introduction of basic concepts and terminology in the field, exploration of critical thinking to increase reading comprehension of academic texts, implementation of practical learning practices and academic procedures to facilitate successful academic studies, discussion on plagiarism and academic integrity, evaluation of academic standards, etc. Students receive practical training in critical evaluation of academic texts, basic argumentation analysis, identification of rhetorical patterns and text structure in various text types, review of acceptable references, and an introduction to analytical reading. Furthermore, students will gain insight into the importance of academic literacy to enhance understanding and writing of academic papers, presentation of research findings, etc.

The course is taught in English and is intended for students in:

1. The English BA program.
2.  Students of foreign languages (other than English)

 *Those students that need ECT credits as a result of changes in the MOM courses, as MOM102G used to be a 5-credit course, need to add an individual assignment (MOM001G, 1 ECT) within the MOM102G course.

• This individual assignment is only intended for students who finished MOM202G (before the school year 2024-2025) and are now enrolled in MOM102G, and have thus only gained 9 credits in the two mandatory MOM courses.
• Students who intend to increase their credits with a 6 ECT course, within their departments, are free to do so – and do thus not take this additional individual assignment (in MOM102G).

To sign up for the individual project you must talk to the teacher of MOM102G.

This course in contemporary Danish literature focuses on Danish literature written after 2000. By reading ecological, realistic, magical-realistic, minimalist, and eksistential literary texts, the students are introduced to the analytical tools of literary studies: interpretation, the sociological/philosophical context of the text, style, genre, etc.

The objective of this course is for students to gain increased comprehensive communication skills in Danish which cover all aspects of competence; listening, reading, speaking, writing (the fifth aspect of competence is “conversing”). The focus will be on Danish culture, traditions and customs in a broad perspective. Systematic work on theme-based vocabularies will be emphasised, as well as training in the usage of aid material such as web dictionaries. The course material will be drawn from all forms of media; newspapers, magazines, short stories, lyrics, radio and television programmes and films.      

The course will concentrate on elementary danish grammar.

In a world increasingly awash in fake news, AI-generated deep fakes and denialism of scientific and historical facts, our ability to interpret politics, culture and society with critical discernment is more important than ever. 

Focusing on culture and linguistics, this course aims to give you the analytical tools you need as a student and citizen to critically interpret texts, visual culture and language. 

You will train your hermeneutical skills on short narratives, photographs and various characteristics of language, with help from selected readings in literary theory, cultural studies, visual culture(s) and linguistics. 

The emphasis in the class will be on critical thinking and group discussion,  allowing you to share your analytical discoveries with your fellow students and build interpretative communities.

Modules:

1. Deciphering texts
2. Understanding visual cultures
3. Figuring out language

In a world increasingly awash in fake news, AI-generated deep fakes and denialism of scientific and historical facts, our ability to interpret politics, culture and society with critical discernment is more important than ever. 

Focusing on culture and linguistics, this course aims to give you the analytical tools you need as a student and citizen to critically interpret texts, visual culture and language. 

You will train your hermeneutical skills on short narratives, photographs and various characteristics of language, with help from selected readings in literary theory, cultural studies, visual culture(s) and linguistics. 

The emphasis in the class will be on critical thinking and group discussion,  allowing you to share your analytical discoveries with your fellow students and build interpretative communities.

Modules:

1. Deciphering texts
2. Understanding visual cultures
3. Figuring out language

The course goal is for students to attain an overview of the 20th century Danish literature history and gain knowledge of authors and poets of the period when working with central texts and works. At course end students will demonstrate their ability to review central periods, terms and authors within Danish literature. On basis of literary characteristics students must be able to place the text in literature history and review esthetical trends within the period.

Students will be instructed how to quickly and efficiently increase their competency in both spoken and written Danish. Each student will be accommodated according to their level of Danish and their field of interest (e.g. Tourism Studies, Computer Science, Business Administration, Medicine). Students will be acquainted with various types of accessible material to aid them in their studies, dictionaries and all sorts of web material. The focus will be on systematically increasing the students’ vocabularies by tried and tested means which will be instrumental in helping them gain competency in Danish. The course assessment will consist of oral and written assignments over the course of the semester.

The goal of the course is that the students gain even greater written and verbal communication skills in Danish. Topics in the course will be social issues, politics and history.

Danish phonetics and pronunciation is practised. A part of the teaching is in the Language Lab.

The course will present students with the main periods of Danish literary history from the middle ages until 1900, as well as their social, ideological and thematic contexts. During the course will be read chapters of Saxo's Gesta Danorum, psalms by Brorson and Kingo, chapters from Jammersminde by Leonora Christine, adventures by H.C. Andersen and some novels. The emphasis will be on students studying and analysing key works of Danish literature (novels, short stories, poetry, plays, etc.), so that the literary and historical links and contexts are clear. To this end, students will have individual works to analyse and will present their findings either orally or in written form.

A study of the research and academic discussion on the Danish language, including semantics, etymology, vocabulary, phraseology, and usage, with a special emphasis on relating scholarly analysis to practical language use.

The aim of this course is to shed light on different aspects of and genres within Nordic media cultures. The focus is on movies and television productions from the Nordic countries from the past 40 years with a primary focus on recent productions.

The lessons consist of a combination of group discussions, presentations, lectures, analysis, roundtable discussions of theories, genre and the connections between media and cultural contexts. The cases will vary, but the main themes within the course are: Documentary film genres, representations of Nordic landscapes and gender roles on film, Nordic childrens’ television, youth and media, films that push boundaries (Dogme and magical realism). 

Movies and identity

Theories of translation, related to different genres and conditions of communication and to different views of grammar, semantics, and stylistics, both ways: from Icelandic to Danish and from Danish to Icelandic, with written assignments and oral discussions, both ways.

The aim of the course is to examine relations between Iceland and Denmark, past and present, from a new perspective. The main focus will be on the influence of Danish language and culture in Iceland and the domains of culture where contact between Icelanders and Danes were most dominant. We will explore the presence of Danes and Danish cultures in Iceland in the 19th and 20th centuries and the differences between Danish culture and the traditional Icelandic culture, especially lifestyle, clothing and hobbies and other cultural and social activities.

The role of Danish language in Iceland will be discussed and how important proficiency in Danish was for Icelanders, both in contact with Danes and as a key to the outside world. 

The course will shed light on contact between Danish and Icelandic and various Danish loanwords in Icelandic will be explored in relation to the varied interactions between Danes and Icelanders. We will examine how Icelanders’ attitudes towards the Danish language, as well as their mother tounge, Icelandic, changed gradually as their national identity and struggle for independence grew.

Finally, Iceland's relationship with Copenhagen will be discussed, and the important role the capital plays as a centre for culture and education for Icelanders will be examined.  

The interest among Danes in Icelandic language and culture will be analysed as well as how this interest contributed to collaboration with Icelanders on many different levels. Finally, we will examine attitudes towards Iceland and Icelanders among Danes.  

This course focuses on theories on communication and language use. Students will be given practice in analysing different types of texts in order to gain insights into how texts and language use depend on social circumstances and different purposes of communication.

The term ’magical realism’ was originally applied to South American literature in the 20. century, but it also applies to parts of European literature. (Other similar terms are: fairy tale, fantasy literature).  Unlike in Icelandic literature, magical realism has not been a dominant genre in Danish literature in the 20th and 21st century. The case of Karen Blixen, however, shows us that Danish authors defying the dominant -isms do exist, and these authors operate with an expanded concept of reality. In this course, we will read works by H. C. Andersen, Tania Blixen, Hanne Marie Svendsens, Peter Høeg, Ib Michael, Peter Adolphsen, Charlotte Weitze, Peter H. Fogtdal, and Mathilde Walter Clark, among others.

Optional course for students of the Faculty of Languages and Cultures, in their 2nd or 3rd year of the BA-programme. The students read and study a well-known play that has been translated into several languages. The students will read the text in the target language. The students choose scenes from the play for the production.

Teachers from the target languages will assist the students with pronunciation.

Maximum number of students in this course is 15.

Danish phonetics and pronunciation is practised. A part of the teaching is in the Language Lab.

The course will present students with the main periods of Danish literary history from the middle ages until 1900, as well as their social, ideological and thematic contexts. During the course will be read chapters of Saxo's Gesta Danorum, psalms by Brorson and Kingo, chapters from Jammersminde by Leonora Christine, adventures by H.C. Andersen and some novels. The emphasis will be on students studying and analysing key works of Danish literature (novels, short stories, poetry, plays, etc.), so that the literary and historical links and contexts are clear. To this end, students will have individual works to analyse and will present their findings either orally or in written form.

A study of the research and academic discussion on the Danish language, including semantics, etymology, vocabulary, phraseology, and usage, with a special emphasis on relating scholarly analysis to practical language use.

The aim of this course is to shed light on different aspects of and genres within Nordic media cultures. The focus is on movies and television productions from the Nordic countries from the past 40 years with a primary focus on recent productions.

The lessons consist of a combination of group discussions, presentations, lectures, analysis, roundtable discussions of theories, genre and the connections between media and cultural contexts. The cases will vary, but the main themes within the course are: Documentary film genres, representations of Nordic landscapes and gender roles on film, Nordic childrens’ television, youth and media, films that push boundaries (Dogme and magical realism). 

Movies and identity

Final Project in Danish.

The aim of the course is for students to get to know and learn about the Nordic countries as a pan-national identity formation. The first phase in this historical development can be said to have been the Kalmar Union. The main emphasis will be on the events taking place in the 20th century, from the founding of the first Nordic Association and to twinning associations /sister towns. The establishment of the Nordic Council and, later, the of the Nordic Council of Ministers has strengthened the co-operation and solidarity of the Nordic countries in various areas, including politics, culture, education, and research. The image of the outside world of the Nordic countries and the people who live there will also be examined. It is expected that the students participate actively and show initiative in the choice of subjects.

This course will focus on the vocabularies in the Nordic languages in a comparative perspective. We will deal with similarities and differences in the vocabularies and with the lexical development. We will compare frequent words and idiomatic phrases in Danish, Norwegian, Swedish, and Icelandic. We will investigate new words and foreign influences as well as the meaning of so-called false friends in inter-Nordic communication (for example sæng in Icelandic and seng in Danish which look or sound similar but differ in meaning).

The course has three main goals. The first goal is to give students insight into the common vocabulary of the Nordic languages as well as important lexical similarities and differences. The second is to give the students tools to develop their vocabulary to gain a good understanding of the Nordic (spoken) languages and to develop communication strategies for use in Internordic communication. The third is to present language advice and communication strategies which can be passed on to others to facilitate communication between the Nordic languages.

The course will conclude with a final written and oral examination. The written examination is a home essay. The oral examination will be in two parts. The first part deals with central topics dealt with during the course, and the second part is a group exam where the students present and discuss each other’s papers.

Theories of translation, related to different genres and conditions of communication and to different views of grammar, semantics, and stylistics, both ways: from Icelandic to Danish and from Danish to Icelandic, with written assignments and oral discussions, both ways.

The aim of the course is to examine relations between Iceland and Denmark, past and present, from a new perspective. The main focus will be on the influence of Danish language and culture in Iceland and the domains of culture where contact between Icelanders and Danes were most dominant. We will explore the presence of Danes and Danish cultures in Iceland in the 19th and 20th centuries and the differences between Danish culture and the traditional Icelandic culture, especially lifestyle, clothing and hobbies and other cultural and social activities.

The role of Danish language in Iceland will be discussed and how important proficiency in Danish was for Icelanders, both in contact with Danes and as a key to the outside world. 

The course will shed light on contact between Danish and Icelandic and various Danish loanwords in Icelandic will be explored in relation to the varied interactions between Danes and Icelanders. We will examine how Icelanders’ attitudes towards the Danish language, as well as their mother tounge, Icelandic, changed gradually as their national identity and struggle for independence grew.

Finally, Iceland's relationship with Copenhagen will be discussed, and the important role the capital plays as a centre for culture and education for Icelanders will be examined.  

The interest among Danes in Icelandic language and culture will be analysed as well as how this interest contributed to collaboration with Icelanders on many different levels. Finally, we will examine attitudes towards Iceland and Icelanders among Danes.  

Optional course for students of the Faculty of Languages and Cultures, in their 2nd or 3rd year of the BA-programme. The students read and study a well-known play that has been translated into several languages. The students will read the text in the target language. The students choose scenes from the play for the production.

Teachers from the target languages will assist the students with pronunciation.

Maximum number of students in this course is 15.

Final Project in Danish.

A study of the research and academic discussion on the Danish language, including semantics, etymology, vocabulary, phraseology, and usage, with a special emphasis on writing scholarly texts.

In particular since romanticism, Iceland has – due to its literature and nature – been an important motif in Danish literature. During the course, we will both read literary works and travel accounts.

a) From Romanticism to Expressionism. From the 19th century, we are going to read texts by Oehlenschläger, Grundtvig and Brandes; here, the myth of Iceland as „cultural fountainhead“ was established. From the beginning of the 20th century we will read Helten eftir Harald Kidde (1912).
b) Travel Accounts. One important area of reception is the travel literature, and we will both analyze Rejse paa Island (1954) by Martin A. Hansen and later accounts by Poul Vad og Keld Zeruneith.
c) Contemporary Images of Iceland in Poetry and Novels. From contemporary literature we will take a closer look at poetry by Klaus Rifbjerg, Søren Ulrik Thomsen, Pia Tafdrup, Thorkild Bjørnvig, Klaus Høeck in addition to novels by Lars Frost (Smukke biler efter krigen, 2004) og Hanne Højgaard Viemose (Mado, 2015).

Some of the lengthier works are read in excerpts.

In this course, students read and analyze Scandinavian and Nordic contemporary literature. Focus will particularly be on book that have received the Nordic Council Literature Prize (or have been short-listed) or the Nobel Prize of Literature. Additionally, we will look at literary debates and translations: Which works are read and discussed across the Scandinavian borders? Besides analyzing the currents which the literary works belong to, we will look at their reception in papers and journals. We will, also, investigate the criteria of the assessment commitees. Which works are accepted into the canon?           

Final BA-thesis.

PLEASE NOTE THAT THIS COURSE IS TAUGHT IN ICELANDIC. THOSE WHO WISH TO TAKE THE COURSE IN ENGLISH SHOULD REGISTER IN THE DISTANCE LEARNING COURSE MOM102G. 

MOM101G is intended for students of foreign languages OTHER than English. BA-students in English and those who do not speak Icelandic should register in MOM102G.

The course is an introductory course in the Faculty of Languages and Cultures. Its aims and purpose include an introduction of basic concepts and terminology in the field, exploration of critical thinking to increase reading comprehension of academic texts, implementation of practical learning practices and academic procedures to facilitate successful academic studies, discussion on plagiarism and academic integrity, evaluation of academic standards, etc. Students receive practical training in critical evaluation of academic texts, basic argumentation analysis, identification of rhetorical patterns and text structure in various text types, review of acceptable references, and an introduction to analytical reading. Furthermore, students will gain insight into the importance of academic literacy to enhance understanding and writing of academic papers, presentation of research findings, etc.

The course is taught in English and is intended for students in:

1. The English BA program.
2.  Students of foreign languages (other than English)

 *Those students that need ECT credits as a result of changes in the MOM courses, as MOM102G used to be a 5-credit course, need to add an individual assignment (MOM001G, 1 ECT) within the MOM102G course.

• This individual assignment is only intended for students who finished MOM202G (before the school year 2024-2025) and are now enrolled in MOM102G, and have thus only gained 9 credits in the two mandatory MOM courses.
• Students who intend to increase their credits with a 6 ECT course, within their departments, are free to do so – and do thus not take this additional individual assignment (in MOM102G).

To sign up for the individual project you must talk to the teacher of MOM102G.

This course in contemporary Danish literature focuses on Danish literature written after 2000. By reading ecological, realistic, magical-realistic, minimalist, and eksistential literary texts, the students are introduced to the analytical tools of literary studies: interpretation, the sociological/philosophical context of the text, style, genre, etc.

The objective of this course is for students to gain increased comprehensive communication skills in Danish which cover all aspects of competence; listening, reading, speaking, writing (the fifth aspect of competence is “conversing”). The focus will be on Danish culture, traditions and customs in a broad perspective. Systematic work on theme-based vocabularies will be emphasised, as well as training in the usage of aid material such as web dictionaries. The course material will be drawn from all forms of media; newspapers, magazines, short stories, lyrics, radio and television programmes and films.      

The course will concentrate on elementary danish grammar.

In a world increasingly awash in fake news, AI-generated deep fakes and denialism of scientific and historical facts, our ability to interpret politics, culture and society with critical discernment is more important than ever. 

Focusing on culture and linguistics, this course aims to give you the analytical tools you need as a student and citizen to critically interpret texts, visual culture and language. 

You will train your hermeneutical skills on short narratives, photographs and various characteristics of language, with help from selected readings in literary theory, cultural studies, visual culture(s) and linguistics. 

The emphasis in the class will be on critical thinking and group discussion,  allowing you to share your analytical discoveries with your fellow students and build interpretative communities.

Modules:

1. Deciphering texts
2. Understanding visual cultures
3. Figuring out language

In a world increasingly awash in fake news, AI-generated deep fakes and denialism of scientific and historical facts, our ability to interpret politics, culture and society with critical discernment is more important than ever. 

Focusing on culture and linguistics, this course aims to give you the analytical tools you need as a student and citizen to critically interpret texts, visual culture and language. 

You will train your hermeneutical skills on short narratives, photographs and various characteristics of language, with help from selected readings in literary theory, cultural studies, visual culture(s) and linguistics. 

The emphasis in the class will be on critical thinking and group discussion,  allowing you to share your analytical discoveries with your fellow students and build interpretative communities.

Modules:

1. Deciphering texts
2. Understanding visual cultures
3. Figuring out language

The course goal is for students to attain an overview of the 20th century Danish literature history and gain knowledge of authors and poets of the period when working with central texts and works. At course end students will demonstrate their ability to review central periods, terms and authors within Danish literature. On basis of literary characteristics students must be able to place the text in literature history and review esthetical trends within the period.

Students will be instructed how to quickly and efficiently increase their competency in both spoken and written Danish. Each student will be accommodated according to their level of Danish and their field of interest (e.g. Tourism Studies, Computer Science, Business Administration, Medicine). Students will be acquainted with various types of accessible material to aid them in their studies, dictionaries and all sorts of web material. The focus will be on systematically increasing the students’ vocabularies by tried and tested means which will be instrumental in helping them gain competency in Danish. The course assessment will consist of oral and written assignments over the course of the semester.

The goal of the course is that the students gain even greater written and verbal communication skills in Danish. Topics in the course will be social issues, politics and history.

Danish phonetics and pronunciation is practised. A part of the teaching is in the Language Lab.

The course will present students with the main periods of Danish literary history from the middle ages until 1900, as well as their social, ideological and thematic contexts. During the course will be read chapters of Saxo's Gesta Danorum, psalms by Brorson and Kingo, chapters from Jammersminde by Leonora Christine, adventures by H.C. Andersen and some novels. The emphasis will be on students studying and analysing key works of Danish literature (novels, short stories, poetry, plays, etc.), so that the literary and historical links and contexts are clear. To this end, students will have individual works to analyse and will present their findings either orally or in written form.

A study of the research and academic discussion on the Danish language, including semantics, etymology, vocabulary, phraseology, and usage, with a special emphasis on relating scholarly analysis to practical language use.

The aim of this course is to shed light on different aspects of and genres within Nordic media cultures. The focus is on movies and television productions from the Nordic countries from the past 40 years with a primary focus on recent productions.

The lessons consist of a combination of group discussions, presentations, lectures, analysis, roundtable discussions of theories, genre and the connections between media and cultural contexts. The cases will vary, but the main themes within the course are: Documentary film genres, representations of Nordic landscapes and gender roles on film, Nordic childrens’ television, youth and media, films that push boundaries (Dogme and magical realism). 

Movies and identity

Theories of translation, related to different genres and conditions of communication and to different views of grammar, semantics, and stylistics, both ways: from Icelandic to Danish and from Danish to Icelandic, with written assignments and oral discussions, both ways.

The aim of the course is to examine relations between Iceland and Denmark, past and present, from a new perspective. The main focus will be on the influence of Danish language and culture in Iceland and the domains of culture where contact between Icelanders and Danes were most dominant. We will explore the presence of Danes and Danish cultures in Iceland in the 19th and 20th centuries and the differences between Danish culture and the traditional Icelandic culture, especially lifestyle, clothing and hobbies and other cultural and social activities.

The role of Danish language in Iceland will be discussed and how important proficiency in Danish was for Icelanders, both in contact with Danes and as a key to the outside world. 

The course will shed light on contact between Danish and Icelandic and various Danish loanwords in Icelandic will be explored in relation to the varied interactions between Danes and Icelanders. We will examine how Icelanders’ attitudes towards the Danish language, as well as their mother tounge, Icelandic, changed gradually as their national identity and struggle for independence grew.

Finally, Iceland's relationship with Copenhagen will be discussed, and the important role the capital plays as a centre for culture and education for Icelanders will be examined.  

The interest among Danes in Icelandic language and culture will be analysed as well as how this interest contributed to collaboration with Icelanders on many different levels. Finally, we will examine attitudes towards Iceland and Icelanders among Danes.  

This course focuses on theories on communication and language use. Students will be given practice in analysing different types of texts in order to gain insights into how texts and language use depend on social circumstances and different purposes of communication.

The term ’magical realism’ was originally applied to South American literature in the 20. century, but it also applies to parts of European literature. (Other similar terms are: fairy tale, fantasy literature).  Unlike in Icelandic literature, magical realism has not been a dominant genre in Danish literature in the 20th and 21st century. The case of Karen Blixen, however, shows us that Danish authors defying the dominant -isms do exist, and these authors operate with an expanded concept of reality. In this course, we will read works by H. C. Andersen, Tania Blixen, Hanne Marie Svendsens, Peter Høeg, Ib Michael, Peter Adolphsen, Charlotte Weitze, Peter H. Fogtdal, and Mathilde Walter Clark, among others.

Optional course for students of the Faculty of Languages and Cultures, in their 2nd or 3rd year of the BA-programme. The students read and study a well-known play that has been translated into several languages. The students will read the text in the target language. The students choose scenes from the play for the production.

Teachers from the target languages will assist the students with pronunciation.

Maximum number of students in this course is 15.

Danish phonetics and pronunciation is practised. A part of the teaching is in the Language Lab.

The course will present students with the main periods of Danish literary history from the middle ages until 1900, as well as their social, ideological and thematic contexts. During the course will be read chapters of Saxo's Gesta Danorum, psalms by Brorson and Kingo, chapters from Jammersminde by Leonora Christine, adventures by H.C. Andersen and some novels. The emphasis will be on students studying and analysing key works of Danish literature (novels, short stories, poetry, plays, etc.), so that the literary and historical links and contexts are clear. To this end, students will have individual works to analyse and will present their findings either orally or in written form.

A study of the research and academic discussion on the Danish language, including semantics, etymology, vocabulary, phraseology, and usage, with a special emphasis on relating scholarly analysis to practical language use.

The aim of this course is to shed light on different aspects of and genres within Nordic media cultures. The focus is on movies and television productions from the Nordic countries from the past 40 years with a primary focus on recent productions.

The lessons consist of a combination of group discussions, presentations, lectures, analysis, roundtable discussions of theories, genre and the connections between media and cultural contexts. The cases will vary, but the main themes within the course are: Documentary film genres, representations of Nordic landscapes and gender roles on film, Nordic childrens’ television, youth and media, films that push boundaries (Dogme and magical realism). 

Movies and identity

Final Project in Danish.

The aim of the course is for students to get to know and learn about the Nordic countries as a pan-national identity formation. The first phase in this historical development can be said to have been the Kalmar Union. The main emphasis will be on the events taking place in the 20th century, from the founding of the first Nordic Association and to twinning associations /sister towns. The establishment of the Nordic Council and, later, the of the Nordic Council of Ministers has strengthened the co-operation and solidarity of the Nordic countries in various areas, including politics, culture, education, and research. The image of the outside world of the Nordic countries and the people who live there will also be examined. It is expected that the students participate actively and show initiative in the choice of subjects.

This course will focus on the vocabularies in the Nordic languages in a comparative perspective. We will deal with similarities and differences in the vocabularies and with the lexical development. We will compare frequent words and idiomatic phrases in Danish, Norwegian, Swedish, and Icelandic. We will investigate new words and foreign influences as well as the meaning of so-called false friends in inter-Nordic communication (for example sæng in Icelandic and seng in Danish which look or sound similar but differ in meaning).

The course has three main goals. The first goal is to give students insight into the common vocabulary of the Nordic languages as well as important lexical similarities and differences. The second is to give the students tools to develop their vocabulary to gain a good understanding of the Nordic (spoken) languages and to develop communication strategies for use in Internordic communication. The third is to present language advice and communication strategies which can be passed on to others to facilitate communication between the Nordic languages.

The course will conclude with a final written and oral examination. The written examination is a home essay. The oral examination will be in two parts. The first part deals with central topics dealt with during the course, and the second part is a group exam where the students present and discuss each other’s papers.

Theories of translation, related to different genres and conditions of communication and to different views of grammar, semantics, and stylistics, both ways: from Icelandic to Danish and from Danish to Icelandic, with written assignments and oral discussions, both ways.

The aim of the course is to examine relations between Iceland and Denmark, past and present, from a new perspective. The main focus will be on the influence of Danish language and culture in Iceland and the domains of culture where contact between Icelanders and Danes were most dominant. We will explore the presence of Danes and Danish cultures in Iceland in the 19th and 20th centuries and the differences between Danish culture and the traditional Icelandic culture, especially lifestyle, clothing and hobbies and other cultural and social activities.

The role of Danish language in Iceland will be discussed and how important proficiency in Danish was for Icelanders, both in contact with Danes and as a key to the outside world. 

The course will shed light on contact between Danish and Icelandic and various Danish loanwords in Icelandic will be explored in relation to the varied interactions between Danes and Icelanders. We will examine how Icelanders’ attitudes towards the Danish language, as well as their mother tounge, Icelandic, changed gradually as their national identity and struggle for independence grew.

Finally, Iceland's relationship with Copenhagen will be discussed, and the important role the capital plays as a centre for culture and education for Icelanders will be examined.  

The interest among Danes in Icelandic language and culture will be analysed as well as how this interest contributed to collaboration with Icelanders on many different levels. Finally, we will examine attitudes towards Iceland and Icelanders among Danes.  

Optional course for students of the Faculty of Languages and Cultures, in their 2nd or 3rd year of the BA-programme. The students read and study a well-known play that has been translated into several languages. The students will read the text in the target language. The students choose scenes from the play for the production.

Teachers from the target languages will assist the students with pronunciation.

Maximum number of students in this course is 15.

Final Project in Danish.

A study of the research and academic discussion on the Danish language, including semantics, etymology, vocabulary, phraseology, and usage, with a special emphasis on writing scholarly texts.

In particular since romanticism, Iceland has – due to its literature and nature – been an important motif in Danish literature. During the course, we will both read literary works and travel accounts.

a) From Romanticism to Expressionism. From the 19th century, we are going to read texts by Oehlenschläger, Grundtvig and Brandes; here, the myth of Iceland as „cultural fountainhead“ was established. From the beginning of the 20th century we will read Helten eftir Harald Kidde (1912).
b) Travel Accounts. One important area of reception is the travel literature, and we will both analyze Rejse paa Island (1954) by Martin A. Hansen and later accounts by Poul Vad og Keld Zeruneith.
c) Contemporary Images of Iceland in Poetry and Novels. From contemporary literature we will take a closer look at poetry by Klaus Rifbjerg, Søren Ulrik Thomsen, Pia Tafdrup, Thorkild Bjørnvig, Klaus Høeck in addition to novels by Lars Frost (Smukke biler efter krigen, 2004) og Hanne Højgaard Viemose (Mado, 2015).

Some of the lengthier works are read in excerpts.

In this course, students read and analyze Scandinavian and Nordic contemporary literature. Focus will particularly be on book that have received the Nordic Council Literature Prize (or have been short-listed) or the Nobel Prize of Literature. Additionally, we will look at literary debates and translations: Which works are read and discussed across the Scandinavian borders? Besides analyzing the currents which the literary works belong to, we will look at their reception in papers and journals. We will, also, investigate the criteria of the assessment commitees. Which works are accepted into the canon?           

Final BA-thesis.

PLEASE NOTE THAT THIS COURSE IS TAUGHT IN ICELANDIC. THOSE WHO WISH TO TAKE THE COURSE IN ENGLISH SHOULD REGISTER IN THE DISTANCE LEARNING COURSE MOM102G. 

MOM101G is intended for students of foreign languages OTHER than English. BA-students in English and those who do not speak Icelandic should register in MOM102G.

The course is an introductory course in the Faculty of Languages and Cultures. Its aims and purpose include an introduction of basic concepts and terminology in the field, exploration of critical thinking to increase reading comprehension of academic texts, implementation of practical learning practices and academic procedures to facilitate successful academic studies, discussion on plagiarism and academic integrity, evaluation of academic standards, etc. Students receive practical training in critical evaluation of academic texts, basic argumentation analysis, identification of rhetorical patterns and text structure in various text types, review of acceptable references, and an introduction to analytical reading. Furthermore, students will gain insight into the importance of academic literacy to enhance understanding and writing of academic papers, presentation of research findings, etc.

The course is taught in English and is intended for students in:

1. The English BA program.
2.  Students of foreign languages (other than English)

 *Those students that need ECT credits as a result of changes in the MOM courses, as MOM102G used to be a 5-credit course, need to add an individual assignment (MOM001G, 1 ECT) within the MOM102G course.

• This individual assignment is only intended for students who finished MOM202G (before the school year 2024-2025) and are now enrolled in MOM102G, and have thus only gained 9 credits in the two mandatory MOM courses.
• Students who intend to increase their credits with a 6 ECT course, within their departments, are free to do so – and do thus not take this additional individual assignment (in MOM102G).

To sign up for the individual project you must talk to the teacher of MOM102G.

This course in contemporary Danish literature focuses on Danish literature written after 2000. By reading ecological, realistic, magical-realistic, minimalist, and eksistential literary texts, the students are introduced to the analytical tools of literary studies: interpretation, the sociological/philosophical context of the text, style, genre, etc.

The objective of this course is for students to gain increased comprehensive communication skills in Danish which cover all aspects of competence; listening, reading, speaking, writing (the fifth aspect of competence is “conversing”). The focus will be on Danish culture, traditions and customs in a broad perspective. Systematic work on theme-based vocabularies will be emphasised, as well as training in the usage of aid material such as web dictionaries. The course material will be drawn from all forms of media; newspapers, magazines, short stories, lyrics, radio and television programmes and films.      

The course will concentrate on elementary danish grammar.

In a world increasingly awash in fake news, AI-generated deep fakes and denialism of scientific and historical facts, our ability to interpret politics, culture and society with critical discernment is more important than ever. 

Focusing on culture and linguistics, this course aims to give you the analytical tools you need as a student and citizen to critically interpret texts, visual culture and language. 

You will train your hermeneutical skills on short narratives, photographs and various characteristics of language, with help from selected readings in literary theory, cultural studies, visual culture(s) and linguistics. 

The emphasis in the class will be on critical thinking and group discussion,  allowing you to share your analytical discoveries with your fellow students and build interpretative communities.

Modules:

1. Deciphering texts
2. Understanding visual cultures
3. Figuring out language

In a world increasingly awash in fake news, AI-generated deep fakes and denialism of scientific and historical facts, our ability to interpret politics, culture and society with critical discernment is more important than ever. 

Focusing on culture and linguistics, this course aims to give you the analytical tools you need as a student and citizen to critically interpret texts, visual culture and language. 

You will train your hermeneutical skills on short narratives, photographs and various characteristics of language, with help from selected readings in literary theory, cultural studies, visual culture(s) and linguistics. 

The emphasis in the class will be on critical thinking and group discussion,  allowing you to share your analytical discoveries with your fellow students and build interpretative communities.

Modules:

1. Deciphering texts
2. Understanding visual cultures
3. Figuring out language

The course goal is for students to attain an overview of the 20th century Danish literature history and gain knowledge of authors and poets of the period when working with central texts and works. At course end students will demonstrate their ability to review central periods, terms and authors within Danish literature. On basis of literary characteristics students must be able to place the text in literature history and review esthetical trends within the period.

Students will be instructed how to quickly and efficiently increase their competency in both spoken and written Danish. Each student will be accommodated according to their level of Danish and their field of interest (e.g. Tourism Studies, Computer Science, Business Administration, Medicine). Students will be acquainted with various types of accessible material to aid them in their studies, dictionaries and all sorts of web material. The focus will be on systematically increasing the students’ vocabularies by tried and tested means which will be instrumental in helping them gain competency in Danish. The course assessment will consist of oral and written assignments over the course of the semester.

The goal of the course is that the students gain even greater written and verbal communication skills in Danish. Topics in the course will be social issues, politics and history.

Danish phonetics and pronunciation is practised. A part of the teaching is in the Language Lab.

The course will present students with the main periods of Danish literary history from the middle ages until 1900, as well as their social, ideological and thematic contexts. During the course will be read chapters of Saxo's Gesta Danorum, psalms by Brorson and Kingo, chapters from Jammersminde by Leonora Christine, adventures by H.C. Andersen and some novels. The emphasis will be on students studying and analysing key works of Danish literature (novels, short stories, poetry, plays, etc.), so that the literary and historical links and contexts are clear. To this end, students will have individual works to analyse and will present their findings either orally or in written form.

A study of the research and academic discussion on the Danish language, including semantics, etymology, vocabulary, phraseology, and usage, with a special emphasis on relating scholarly analysis to practical language use.

The aim of this course is to shed light on different aspects of and genres within Nordic media cultures. The focus is on movies and television productions from the Nordic countries from the past 40 years with a primary focus on recent productions.

The lessons consist of a combination of group discussions, presentations, lectures, analysis, roundtable discussions of theories, genre and the connections between media and cultural contexts. The cases will vary, but the main themes within the course are: Documentary film genres, representations of Nordic landscapes and gender roles on film, Nordic childrens’ television, youth and media, films that push boundaries (Dogme and magical realism). 

Movies and identity

Theories of translation, related to different genres and conditions of communication and to different views of grammar, semantics, and stylistics, both ways: from Icelandic to Danish and from Danish to Icelandic, with written assignments and oral discussions, both ways.

The aim of the course is to examine relations between Iceland and Denmark, past and present, from a new perspective. The main focus will be on the influence of Danish language and culture in Iceland and the domains of culture where contact between Icelanders and Danes were most dominant. We will explore the presence of Danes and Danish cultures in Iceland in the 19th and 20th centuries and the differences between Danish culture and the traditional Icelandic culture, especially lifestyle, clothing and hobbies and other cultural and social activities.

The role of Danish language in Iceland will be discussed and how important proficiency in Danish was for Icelanders, both in contact with Danes and as a key to the outside world. 

The course will shed light on contact between Danish and Icelandic and various Danish loanwords in Icelandic will be explored in relation to the varied interactions between Danes and Icelanders. We will examine how Icelanders’ attitudes towards the Danish language, as well as their mother tounge, Icelandic, changed gradually as their national identity and struggle for independence grew.

Finally, Iceland's relationship with Copenhagen will be discussed, and the important role the capital plays as a centre for culture and education for Icelanders will be examined.  

The interest among Danes in Icelandic language and culture will be analysed as well as how this interest contributed to collaboration with Icelanders on many different levels. Finally, we will examine attitudes towards Iceland and Icelanders among Danes.  

This course focuses on theories on communication and language use. Students will be given practice in analysing different types of texts in order to gain insights into how texts and language use depend on social circumstances and different purposes of communication.

The term ’magical realism’ was originally applied to South American literature in the 20. century, but it also applies to parts of European literature. (Other similar terms are: fairy tale, fantasy literature).  Unlike in Icelandic literature, magical realism has not been a dominant genre in Danish literature in the 20th and 21st century. The case of Karen Blixen, however, shows us that Danish authors defying the dominant -isms do exist, and these authors operate with an expanded concept of reality. In this course, we will read works by H. C. Andersen, Tania Blixen, Hanne Marie Svendsens, Peter Høeg, Ib Michael, Peter Adolphsen, Charlotte Weitze, Peter H. Fogtdal, and Mathilde Walter Clark, among others.

Optional course for students of the Faculty of Languages and Cultures, in their 2nd or 3rd year of the BA-programme. The students read and study a well-known play that has been translated into several languages. The students will read the text in the target language. The students choose scenes from the play for the production.

Teachers from the target languages will assist the students with pronunciation.

Maximum number of students in this course is 15.

Danish phonetics and pronunciation is practised. A part of the teaching is in the Language Lab.

The course will present students with the main periods of Danish literary history from the middle ages until 1900, as well as their social, ideological and thematic contexts. During the course will be read chapters of Saxo's Gesta Danorum, psalms by Brorson and Kingo, chapters from Jammersminde by Leonora Christine, adventures by H.C. Andersen and some novels. The emphasis will be on students studying and analysing key works of Danish literature (novels, short stories, poetry, plays, etc.), so that the literary and historical links and contexts are clear. To this end, students will have individual works to analyse and will present their findings either orally or in written form.

A study of the research and academic discussion on the Danish language, including semantics, etymology, vocabulary, phraseology, and usage, with a special emphasis on relating scholarly analysis to practical language use.

The aim of this course is to shed light on different aspects of and genres within Nordic media cultures. The focus is on movies and television productions from the Nordic countries from the past 40 years with a primary focus on recent productions.

The lessons consist of a combination of group discussions, presentations, lectures, analysis, roundtable discussions of theories, genre and the connections between media and cultural contexts. The cases will vary, but the main themes within the course are: Documentary film genres, representations of Nordic landscapes and gender roles on film, Nordic childrens’ television, youth and media, films that push boundaries (Dogme and magical realism). 

Movies and identity

Final Project in Danish.

The aim of the course is for students to get to know and learn about the Nordic countries as a pan-national identity formation. The first phase in this historical development can be said to have been the Kalmar Union. The main emphasis will be on the events taking place in the 20th century, from the founding of the first Nordic Association and to twinning associations /sister towns. The establishment of the Nordic Council and, later, the of the Nordic Council of Ministers has strengthened the co-operation and solidarity of the Nordic countries in various areas, including politics, culture, education, and research. The image of the outside world of the Nordic countries and the people who live there will also be examined. It is expected that the students participate actively and show initiative in the choice of subjects.

This course will focus on the vocabularies in the Nordic languages in a comparative perspective. We will deal with similarities and differences in the vocabularies and with the lexical development. We will compare frequent words and idiomatic phrases in Danish, Norwegian, Swedish, and Icelandic. We will investigate new words and foreign influences as well as the meaning of so-called false friends in inter-Nordic communication (for example sæng in Icelandic and seng in Danish which look or sound similar but differ in meaning).

The course has three main goals. The first goal is to give students insight into the common vocabulary of the Nordic languages as well as important lexical similarities and differences. The second is to give the students tools to develop their vocabulary to gain a good understanding of the Nordic (spoken) languages and to develop communication strategies for use in Internordic communication. The third is to present language advice and communication strategies which can be passed on to others to facilitate communication between the Nordic languages.

The course will conclude with a final written and oral examination. The written examination is a home essay. The oral examination will be in two parts. The first part deals with central topics dealt with during the course, and the second part is a group exam where the students present and discuss each other’s papers.

Theories of translation, related to different genres and conditions of communication and to different views of grammar, semantics, and stylistics, both ways: from Icelandic to Danish and from Danish to Icelandic, with written assignments and oral discussions, both ways.

The aim of the course is to examine relations between Iceland and Denmark, past and present, from a new perspective. The main focus will be on the influence of Danish language and culture in Iceland and the domains of culture where contact between Icelanders and Danes were most dominant. We will explore the presence of Danes and Danish cultures in Iceland in the 19th and 20th centuries and the differences between Danish culture and the traditional Icelandic culture, especially lifestyle, clothing and hobbies and other cultural and social activities.

The role of Danish language in Iceland will be discussed and how important proficiency in Danish was for Icelanders, both in contact with Danes and as a key to the outside world. 

The course will shed light on contact between Danish and Icelandic and various Danish loanwords in Icelandic will be explored in relation to the varied interactions between Danes and Icelanders. We will examine how Icelanders’ attitudes towards the Danish language, as well as their mother tounge, Icelandic, changed gradually as their national identity and struggle for independence grew.

Finally, Iceland's relationship with Copenhagen will be discussed, and the important role the capital plays as a centre for culture and education for Icelanders will be examined.  

The interest among Danes in Icelandic language and culture will be analysed as well as how this interest contributed to collaboration with Icelanders on many different levels. Finally, we will examine attitudes towards Iceland and Icelanders among Danes.  

Optional course for students of the Faculty of Languages and Cultures, in their 2nd or 3rd year of the BA-programme. The students read and study a well-known play that has been translated into several languages. The students will read the text in the target language. The students choose scenes from the play for the production.

Teachers from the target languages will assist the students with pronunciation.

Maximum number of students in this course is 15.

Final Project in Danish.

A study of the research and academic discussion on the Danish language, including semantics, etymology, vocabulary, phraseology, and usage, with a special emphasis on writing scholarly texts.

In particular since romanticism, Iceland has – due to its literature and nature – been an important motif in Danish literature. During the course, we will both read literary works and travel accounts.

a) From Romanticism to Expressionism. From the 19th century, we are going to read texts by Oehlenschläger, Grundtvig and Brandes; here, the myth of Iceland as „cultural fountainhead“ was established. From the beginning of the 20th century we will read Helten eftir Harald Kidde (1912).
b) Travel Accounts. One important area of reception is the travel literature, and we will both analyze Rejse paa Island (1954) by Martin A. Hansen and later accounts by Poul Vad og Keld Zeruneith.
c) Contemporary Images of Iceland in Poetry and Novels. From contemporary literature we will take a closer look at poetry by Klaus Rifbjerg, Søren Ulrik Thomsen, Pia Tafdrup, Thorkild Bjørnvig, Klaus Høeck in addition to novels by Lars Frost (Smukke biler efter krigen, 2004) og Hanne Højgaard Viemose (Mado, 2015).

Some of the lengthier works are read in excerpts.

In this course, students read and analyze Scandinavian and Nordic contemporary literature. Focus will particularly be on book that have received the Nordic Council Literature Prize (or have been short-listed) or the Nobel Prize of Literature. Additionally, we will look at literary debates and translations: Which works are read and discussed across the Scandinavian borders? Besides analyzing the currents which the literary works belong to, we will look at their reception in papers and journals. We will, also, investigate the criteria of the assessment commitees. Which works are accepted into the canon?           

Final BA-thesis.