• Offered for Year: 2025/26

• Module Leader(s): Dr Olga Smith

• 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.

Art and Ecology explores articulations of nature, ecology and environment in contemporary global art to address the systemic causes of the ongoing climate crisis. We map recent developments in artistic practices onto major paradigm shifts within the arts and sciences, caused by the emergence of the terms such as the Anthropocene, and gain tools of ecocritical analysis. The course is structured around the tropes of ‘the place’ and ‘the planet,’ and the different commitments they entail. If ‘the place’ is singular, local and often nationally defined, then ‘the planet’ urges us to reconsider ‘the place’ as a part of the interconnected global ecosystem. Classroom discussions will be supplemented by place-based learning activities and site visits that are designed to relate global problems born out of the current ecological crises to the scale of local places.

The aims of the module are to provide students with:
- Knowledge of a wide range of contemporary artistic practices engaging with nature, ecology and environment, in the global context;
- An introduction to ecocritical tools of critical analysis;
- Knowledge and critical understanding of the key ideas, including nature, Anthropocene, extractivism, and climate justice.

Outline Of Syllabus

The syllabus is interdisciplinary and prioritises close engagement with practice. Topics covered on the module may include:

- Contemporary artistic practices engaging with nature, ecology, and environment.
- An introduction to ecocritical tools of critical analysis.
- Interdisciplinary perspectives on ecology and globalisation.
- Artistic and curatorial explorations of sustainable materials, exhibition strategies, and modes of display.
- Concepts key to the field of art and ecology, including the Anthropocene, extractivism, and climate justice.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

Students are introduced to a range of key theories and concepts through a series of lectures, which demonstrate application to historical and current developments in the field (Learning Outcomes K1; K2; K3; K4; S2). Discussion of appropriate research methodologies and the effective analysis of historical developments are a key component to lectures and lecture materials.

The lecture series is complemented by two-hour small-group seminars, between which students undertake directed and/or student-led and independent study. This includes watching online screenings, engagement with set readings, exploration of art historical case studies, student-led discussion, exhibition and site visits, amongst other directed tasks (S1; S2; S3; S4).

Students work towards their own independent research project and agree its title in negotiation with the module leader. Through effective engagement with seminars and drop-in sessions, students develop their own research study which is approved by academic staff following a discussion in small groups (S1; S2; S3; S4). Through small-group seminars and tutorials students are supported to judge reliability and significance of evidence in order to articulate and apply primary and secondary research and form conclusions, to effectively complete the summative assignment.

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

There are two forms of assessment.

1.       The formative assessment. This is a visual or textual analysis, in which students will offer a short analysis of a case study or piece of writing of their own choosing. This exercise develops key art-historical skills, whilst also encouraging students to consider their studies in relation to real-world examples. It is not assessed so as to offer students an opportunity for feedback and discussion prior to their summative assessment. (K1; S1; S2; S3)

2.       The final assessment. Building on skills gained through completing the formative assessment and feedback received, the students must complete a piece of reflective writing for the final assessment grade. A reflective piece of writing is a text that critically responds to a text(s), artwork(s), exhibition(s) or any specific case study of the students’ choice, in consultation with the tutor. This exercise further develops key art-historical skills, and teaches students to think critically as well as actively engage with real-life issues. Students may wish to draw on place-based learning activities that are designed to relate global problems born out of the current ecological crises to the scale of local places. The final assessment is graded (K1; S1; S2; 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)
- Critical knowledge and understanding of key principles and debates within ecocritical art histories and curatorial studies (K1)
- Competence in applying interdisciplinary perspectives through which to study contemporary art, specifically environmental humanities (K1; K3).

Reading Lists

• FIN8017's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• FIN8017's Timetable