HIS3218 : Hogarth! The artist and his life in Georgian London 1697-1764 (Inactive)
- Inactive for Year: 2017/18
- Module Leader(s): Professor Jeremy Boulton
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
This module represents a detailed investigation of the life and art of William Hogarth (1697-1764). Hogarth, a pugnacious personality and brilliant artist, lived out the whole of his life in eighteenth-century London. His paintings, and particularly his engravings, on ‘modern moral subjects’ are well known but can only be truly understood in this metropolitan context. To understand and interpret Hogarth, one has to know a great deal about the subjects he portrayed, and the city he lived and worked in. Those taking this module, therefore, will be expected to read widely on subjects such as eighteenth-century street life, sexual behaviour, patriotism, the rise of clubs and societies, London’s artistic community, the making of marriage, crime and punishment and poverty and charity, and the history of childhood. The primary source material will consist primarily of Hogarth’s paintings and engravings, along with a few contemporary biographies and diaries.
The module aims are:
1) To explore the key themes in eighteenth-century social history by an in-depth study of the life and work of William Hogarth (1697-1764), at a level appropriate to the standard required of Stage 3 students.
2) To provide an opportunity to acquire a sound general knowledge of this special subject, and to read widely and critically in the primary and secondary material (both written and visual) associated with it.
3) To develop the capacity for independent study.
4) To provide an opportunity of investigating in some depth selected problems, including the appraisal of selected source material and the critical examination of the current historiography.
Outline Of Syllabus
The following is a guide to the topics covered; actual topics may differ from those listed here: A lecture at the start of the module will introduce key concepts or themes. Weekly seminars will build upon this introduction. Each seminar will include the study of a primary source. Some examples of topics that may be explored are: Hogarth’s early life; Hogarth and the English Artist Community; Hogarth and Marriage; Hogarth and Sexual Behaviour; Hogarth and Crime; Hogarth as patriot; Hogarth’s art: his predecessors and imitators; Hogarth and Charity; Hogarth and the Streets of London; Hogarth and religion
|Guided Independent Study||Assessment preparation and completion||55||1:00||55:00||1/3 of guided indpendent study|
|Guided Independent Study||Directed research and reading||55||1:00||55:00||1/3 of guided independent study|
|Scheduled Learning And Teaching Activities||Small group teaching||1||3:00||3:00||Revision Session|
|Scheduled Learning And Teaching Activities||Small group teaching||11||3:00||33:00||Seminars|
|Guided Independent Study||Independent study||54||1:00||54:00||1/3 of guided independent study|
Teaching Rationale And Relationship
The combination of lectures and seminars is designed to encourage an active and student-led approach to learning.
Lectures are intended to introduce core themes, impart core knowledge and an outline of knowledge that students are expected to acquire by providing a guide to key reading.
They will require students to practice note-taking and active listening and stimulate the development of these skills.
Seminars encourage independent study and promote improvements in oral presentation, interpersonal communication, problem-solving skills and adaptability.
Preparation for seminars will require students to undertake a programme of private reading, requiring good time management and personal responsibility for learning. Within each seminar, groups of 3 or 4 students will undertake to prepare and present a talk from week 3, which will require efficient teamwork. The seminar presentation, and general discussion, will develop the oral communication skills of team members. Seminar preparation will require the student to read and analyse critically a wide range of literature.
Obligatory seminars encourage participation and preparation, and are part of the formative experience of the module, even though they are not assessed. The preparation for seminar presentations will give students the opportunity to deepen their knowledge of the early modern period through private reading, as well as encourage teamwork in small groups.
The format of resits will be determined by the Board of Examiners
|Essay||1||M||25||Essay/doc.commentary of 1,500 to 2,000 words (including footnotes but excluding bibliography)|
Assessment Rationale And Relationship
Exams test acquisition of a clear general knowledge of the subject plus the ability to think and analyse a problem quickly, to select from and to apply both the general knowledge and detailed knowledge of aspects of the subject to new questions, problem-solving skills, adaptability, the ability to work unaided and to write clearly and concisely.
Documentary commentary exercises and examinations test knowledge and understanding of the texts set for the moduIe; the ability to compare and contrast related source texts on a common subject; the ability to expound and criticize a textual extract lucidly, succinctly and with relevance in a relatively brief space, and, in an exam, under pressure of time.
Work submitted during the delivery of the module forms a means of determining student progress.
Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.
This module can be made available to Erasmus students only with the agreement of the Head of Subject and of the Module Leader. This option must be discussed in person at the beginning of your exchange period. No restrictions apply to study-abroad, exchange and Loyola students.
All Erasmus students at Newcastle University are expected to do the same assessment as students registered for a degree unless they have compelling reasons not to do so. If this is the case, they are offered the alternative of writing one 3,000 word essay to be handed in by 12.00 p.m. of the Friday of the first week of the assessment period. This will replace all assessment work required of other students on the module. In order to take up this option, students need to discuss it with the Study Abroad Co-ordinator and their module leader, having checked with their home university that the new assessment will be accepted by them. The Study Abroad Co-ordinator will have the final say on such issues.
Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. This will require the provision of an alternative assessment before the end of teaching week 12. The alternative form of assessment for all semester 1 non-EU study abroad students will be two 1,500 word essays in addition to the other coursework assessment. The essays should be set so as to assure full coverage of the course content.
Study-abroad, exchange proper and Loyola students spending the whole academic year or semester 2 are required to complete the standard assessment as set out in the MOF under all circumstances.
- Reading List Website : rlo.ncl.ac.uk