Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

This module introduces the students to a range of core approaches, concepts and skills involved in studying art and its histories. Students will be introduced to the diversity of methodological approaches to art history and its relationship to art practice. Throughout the module, students will develop skills of visual analysis, interpretation and methodology which will prepare them for further study in the degree programme.

The module will focus upon the ways in which stories of art have been constructed, in conjunction with key artworks which exemplify those histories and debates. Students will be introduced to, and engage with: the autonomy of art; interpretation and meaning; art’s social and political context. The assessment will require students to undertake their own independent investigation and analysis of works of art as well as related theories and contexts.

Outline Of Syllabus

The syllabus is designed to harmonise with issues around painting and printmaking which Fine Art students undertake in studio practice during Stage 1, but the range of topics is also designed to introduce Combined Honours students to the key approaches to the discipline. The first week will introduce students to the study of art history and its debates. The module will go on to cover the emergence of Western perspective, iconography and interpretation, and the legacies of realism. The module then moves on to cover approaches to art history: the social history of art, Formalism, and the ‘Primitive.’ Finally, the syllabus will cover photography, the issue of originality and art’s relationship to politics and protest.

Intended Knowledge Outcomes

Study of this module will provide the student with:
1. An enhanced knowledge of key works, key figures and key issues within art and its histories.
2. Enhanced awareness of the relationship between theory and practice.
3. Ability to make connections between developments in art and social, economic and political context.
4. Increased understanding of the role of methodology within art history.
5. A more confident base upon which to undertake visual analysis.
6. A developed awareness of conceptual tools and critical practices.

Intended Skill Outcomes

1. Research skills, through use of libraries, museum collections and exhibitions.
2. Analytical skills, through seminar presentations, essay writing and group discussions.
3. Organisational skills, in relation to preparatory work for essays, assignments and seminars.
4. Presentation skills, in relation to seminar work and group discussions.
5. Communication skills, through the exchange of ideas in lectures and in seminars and written work.
6. Visual analysis skills, through the persistent need to questions images in seminars and written work.

Teaching Rationale And Relationship

1. Lectures: to allow definition of the scope of the syllabus, an introduction to a body of knowledge, and modelling of the level and nature of the analysis required.

2. Seminars: to encourage interaction and the development of cognitive and key skills; to allow preparation and presentation of directed research on specific issues and case studies.

Nb. In person lectures and seminars can move to synchronous and asynchronous online delivery as required in response to pandemic-related restrictions.

Assessment Rationale And Relationship

The course work affords students the opportunity to conduct research with seminar and peer support into particular areas of interest, to develop their organisational and presentation skills, and then to demonstrate their ability to think independently in using their group-work to inform their individual essay.

The visual analysis assignment and essay demonstrate the student’s ability to absorb and critique information and then present an argument in relation to a specific topic using appropriate academic writing skills.

The visual analysis assignment offers the opportunity to try out their analytical and visual analysis skills, and to receive feedback on them, in a formative and less pressurised context. This is timed to allow the exercise to feed into the summative essay.

General Notes

N/A