• Offered for Year: 2025/26

• Module Leader(s): Dr Harry Weeks
• Other Staff: Dr Katarzyna Falecka, Dr Edward Juler, Dr Olga Smith, Dr Fiona Anderson, Dr Stephen Moonie

• Owning School: Arts & Cultures
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

Please note:
This module is available to students studying 4184 MA in Contemporary Art History and Art Curation only.

Contemporary Art History: Theories and Methods (CAHTM) provides students on MA Contemporary Art History and Curating with a firm grounding in the core principles of the discipline of art history. The module provides a toolkit of theories and methods appropriate to the study of contemporary art, which are designed to give students a critical foundation for the remainder of their programme, and for work in the field of contemporary art upon graduation. The module covers a breadth of topics, drawn from a range of disciplines, giving students the basis upon which they can develop their own specialisms and interests. CAHTM also aims to bring together a diverse cohort of students at the start of their studies in Newcastle, providing opportunities for collaboration and peer discussion, and drawing on the diverse and interdisciplinary strength of the student cohort. In short, the aims of this module are to:

1. provide a toolkit and critical foundation for students.
2. explore a wide range of ideas, methods and histories relevant to the study of contemporary art history.
3. provide opportunities for collaboration and knowledge exchange amongst a diverse cohort of students.

Outline Of Syllabus

The syllabus ensures a broad base of knowledge and understanding of key issues in the study of contemporary art history. It prioritises the most urgent issues facing the discipline and the field of contemporary art more broadly. The syllabus is designed to challenge some of the orthodoxies of the discipline and encourage students to question the traditional canon of art history in light of contemporary political and theoretical developments. The syllabus will change year-on-year in response to the changing urgencies of the contemporary art sector. Topics may include:

- Ecology, sustainability and contemporary art
- Decolonial approaches to art history
- Labour, class and precarity in art
- Queer and feminist approaches to contemporary art

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

The teaching methods are designed to work cohesively to build competencies and skills in research, critical analysis, articulation of key concepts and ideas and the ability to generate independent research.

- The module talk in Week 1 introduces the aims and content of the module, as well as allowing students to get to know each other at the outset of their studies. (K1; S4)

- Weekly seminars in Weeks 2-11 develop the knowledge outcomes required for completion of the module through small group teaching built around set readings/prepared materials. They also prioritise student-led discussion around relevant case studies, linking theory to practice. (K1-4; S1-4)

- Workshops are led by artists from the Fine Art staff team and encourage students to consider their learning in relation to the real-world contexts of art production. (K2; K4; S2)

- Gallery and studio visits allow students to engage with the local contemporary art sector and consider their learning in relation to a living art ecosystem. (K2; K4)

- A peer and module leader feedback session on the formative assessment gives students the chance to discuss each other’s work and share knowledge and understanding, and to discuss their written feedback with the module leader. (K3; S1; S3; S4)

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Formative Assessments

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.

Assessment Rationale And Relationship

The formative assessment allows students to deploy their critical thinking and knowledge in the analysis of a single case study. (S1) The exercise develops a key art-historical skill – visual analysis – and also encourages concision and clarity in writing. (K1) It is not assessed so as to not put pressure on students at the outset of their studies, and to give them the opportunity to receive feedback from the module leader (both written and verbally in the drop-in sessions), and from their own peers through the peer feedback session. (S4)

The final assessment is an essay, responding to an array of options set by the teaching team. (K2; S2) These are open-ended and encourage students to apply their learning to case studies of their own choosing. (K2; K3; K4) The essay form develops academic writing technique and prepares students for the Art History Research Project. (K1) It is also a profoundly creative form, encouraging students to demonstrate independence, criticality, reflexivity, and clarity of thought and articulation. (S1; S3). The task specific assessment criteria are:

- Presentation of a clearly articulated, signposted and persuasive argument, supported by evidence and strong research. (K1; K4; S1; S2)
- Evidence of careful, independent and creative selection of case studies, and a demonstration of good knowledge of chosen examples, informed by strong research and independent analysis. (K2; K3; S3)
- Adherence to academic conventions, including referencing and presentation of work. (K1; S4)

Reading Lists

• FIN8012's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• FIN8012's Timetable