Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
The aims of the module are to provide students with:
- An introduction to contemporary curatorial practices
- A critical framework for understanding key debates and challenges in contemporary art curation
- A critical understanding of the ethics (and the associated practical implications) of curatorial
practice
- An introduction to a variety of differing sites of production
This module provides students with an introduction to contemporary art curation. It is divided into three themes.
The first theme (Contemporary Curating) examines a variety of approaches, understandings and histories as associated with the term ‘curation’, and critically explores key debates and challenges facing the sector. The second theme (Working with Artists) considers the ethics of art curation and the responsibilities of the curator. The final theme (Sites of Production) expands upon earlier lectures to critically explore the role of site (including non-art sites) and to encourage students to begin to situate themselves and their practices.
The module has been organised this way so as to:
1) enable students to develop an understanding of contemporary art curation that encompasses key debates as well as practical and personal responsibilities,
2) introduce students to key forms of paperwork that underpin curatorial practice, and
3) allow students to respond to, and learn from, key challenges in the sector through a mixture of practical activities, group discussions and individual reflection.
Indicative topics to be covered in the module include: the forms of practice and histories encompassed by the terms ‘curator’, ‘curating/curation’, and ‘the curatorial’; the impact of changing media; curation ’beyond’ the institution; text and interpretation; ethics; loans and agreements; commissioning; programming; curatorial responsibility; and art in non-art contexts.
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 70:00 | 70:00 | N/A |
| Scheduled Learning And Teaching Activities | Lecture | 9 | 1:00 | 9:00 | N/A |
| Guided Independent Study | Directed research and reading | 1 | 40:00 | 40:00 | N/A |
| Scheduled Learning And Teaching Activities | Small group teaching | 2 | 2:00 | 4:00 | Small group on-campus teaching sessions – these sessions are longer to allow for greater discussion and/or the completion of associated tasks |
| Scheduled Learning And Teaching Activities | Small group teaching | 1 | 1:00 | 1:00 | Small group on-campus teaching sessions usually a follow up to a lecture, workshop or centred around a specific issue and/or readings |
| Scheduled Learning And Teaching Activities | Workshops | 2 | 3:00 | 6:00 | Sessions where students are able to put into practice specific ideas and develop associated skills – these sessions are slightly longer to reflect more time intensive/complex tasks. |
| Scheduled Learning And Teaching Activities | Workshops | 4 | 2:00 | 8:00 | Sessions where students are able to put into practice specific ideas and develop associated skills |
| Scheduled Learning And Teaching Activities | Fieldwork | 2 | 2:00 | 4:00 | N/A |
| Guided Independent Study | Independent study | 1 | 56:00 | 56:00 | N/A |
| Scheduled Learning And Teaching Activities | Module talk | 2 | 0:30 | 1:00 | Assignment Briefing/Module wrap up |
| Scheduled Learning And Teaching Activities | Module talk | 1 | 1:00 | 1:00 | Introduction to the Module |
| Total | 200:00 |
The module employs a combination of Scheduled Learning and Teaching and Guided Independent Study, with the methods used as follows:
Module talk: This teaching method will be used to introduce the module and brief students about the assessment.
Lecture: This is a core teaching method, used to achieve the knowledge learning outcomes.
Seminar: This is a core teaching method, used to allow students to consolidate knowledge (e.g. the learning outcomes) and to meet the skills outcomes via set opportunities and tasks that encourage students to critically apply knowledge outcomes.
Workshop: This is a core teaching method, used to allow students to put key knowledge and skills outcomes into practice in a broader context (e.g. in relation to their own experiences and practices and not set tasks).
Fieldwork: Off-site activity to engage with a case study/case studies that complements and extends other teaching methods and helps students to achieve the knowledge learning outcomes.
Directed research and reading: This teaching method allows students to independently complete set reading/other tasks to support the seminars, workshops and fieldwork, and to deepen knowledge outcomes.
Guided Independent study: This teaching method enables students to deepen knowledge and skill outcomes, as well as to apply self-management skills.
Assessment preparation and completion: This teaching method allows students to prepare for and complete their assignments.
The format of resits will be determined by the Board of Examiners
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Report | 1 | A | 100 | A reflective report (3,500 words) that critically explores a public (or ‘real-life’) exhibition of the student’s choice in relation to set categories. |
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Reflective log | 1 | M | Short electronic blog, submitted via canvas. Should be written as a summary referencing the exhibition that will be reviewed in their summative reflective report. |
The module is designed to introduce students to the key ideas, ethics and power relations involved in art curating, and provides them with a number of tools (e.g. key theories and skills) to use in real-life contexts. The assessment, written in the form of a report, extends this approach by testing the students’ knowledge and skills in relation to a ‘real-life’, public exhibition of their choice.
The report will be structured to include a number of questions of relevance to the sector (e.g. students will be asked to identify and critique the methods or styles of art curating employed, their impact, and the power relationships involved). The report format allows students to explore these key issues in depth, and in relation to both current artistic practice and relevant literature.
This approach further allows students to explore a specific set of issues (e.g. around a particular type of art curating or within a particular site) in order to build up specialist knowledge relevant to their chosen programme.
The formative assessment consists of a reflective log, submitted through the usual process (Canvas submission portal) written as a summary (where, when, what, who and why) of the exhibition they will choose to explore in their summative assessment. The student is given short written feedback about the content of the log. This is an opportunity for the student to gain valuable individual feedback, to check their understanding of the summative assignment, and to identify any areas of development/causes for concern regarding the summative assessment - which is linked to this one. The formative assessment is optional, but students are encouraged to submit.