Aims

To familiarise students with the mechanisms and brain structures underpinning the creation, perception and appreciation of art, with an emphasis on visual art and artistic creativity.

To enhance knowledge of theoretical and practical research issues.

To provide opportunities to acquire in-depth knowledge about selected psychological processes relevant to the producing and appreciating works of art.

Outline Of Syllabus

We will explore a selection of the following topics during the course of the module:
•       What is art? What is the function of art? Do artists have special minds/brains?
•       Art and visual cognition. All art is in illusion: how do we interpret images on 2-D canvas? What are the
differences/similarities between everyday perception and perception of art? Do artistic conventions tap
into the workings of our visual system?
•       Art and edges. Why do people draw? Why are line drawings so effective? What can drawings tell us about
‘thinking’.
•       Art and the representation of space. How does pointillism work? How do artists induce the illusion of
depth on 2-D canvas?
•       Art and colour. How has the use of colour changed through the eras and why? Why are certain colour
combinations more effective and aesthetically pleasing than others?
•       Art and the brain. Is art predominantly processed in the right hemisphere? Are there dedicated neural
networks underlying the creation of art? What can we learn from patients with brain lesions? What can we
learn from autistic savants?
•       Art and creativity. What is creativity? What are the underlying mechanisms of creativity? What is the
link between mental disorders and creativity?
•       Art and music. What is music? What is it for? What are the biological origins of music?


The module consists of two interlinked and equally important components: lecture-based structured materials and student-led activities. Lecture-based materials set the parameters of the course. Their primary purpose is to direct the students to the relevant reading and to sensitise them to the key points of the topic in question. Additional structured guided learning sessions are interactive and student-led. Opportunities are given to students to express their own ideas and to get involved in discussions and debates that could lead to further considerations.

Teaching Rationale And Relationship

The scheduled and structured learning materials set the parameters of the course. Their primary purpose is to direct the students to the relevant reading and to sensitise them to the key points of the topic in question. The additional activities give the students the opportunity to express their ideas in debates, as an oral presentation, and small-group discussions .

Students are guided to (a) gain independence and take more responsibility for their own learning and skill development, (b) take a critical and scientific approach to thinking. A certain amount of independent reading and thinking will be required beyond the essential reading stipulated for this module.

Assessment Rationale And Relationship

Rationale and relationship of assessment to learning outcomes:

The course essay will be used to assess knowledge, independent learning and understanding of material relevant to the module, the ability to integrate this material, to communicate clearly in writing, and the ability for critical thought. In addition, the essay assesses the skills of analysis and reasoning. The annotated bibliography will assess the student's engagement with primary literature and help support the development of the students' evaluation skills.

Formative practice will be offered in the form of an oral presentation, giving students the opportunity to further their knowledge, independent learning and understanding of material relevant to the module; the ability to research this material and to organise it into a coherent argument; and the ability to communicate clearly in a formal presentation to a small group. Each student will be asked to prepare and deliver one oral presentation on a topic of their choosing from a set of topics that complement the lecture material. The presentations will be observed by the module leader and students will receive feedback on both content and style of delivery.

Other types of formative practice include debates and guided discussions on general theories that underpin individual topics and thread throughout the course.

FMS Schools offering Semester One modules available as ‘Study Abroad’ will, where required, provide an alternative assessment time for examinations that take place after the Winter vacation. Coursework with submission dates after the Winter vacation will either be submitted at an earlier date or at the same time remotely. The assessment format will not normally vary from the original to ensure learning outcomes are met. Any changes to the original format must meet module learning outcomes and be approved by the school.

If the module is failed, Stage 3 students may only be offered a resit if an honours degree is not awarded on the first occasion. Failed assessments will be the same format during the August resit period.