AHV2002 - Debates and Contestations in Art History
2020/1 Module description
| Staff | Dr Meredith Hale - |
|---|---|
| Credit Value | 15 |
| ECTS Value | 7.5 |
| NQF Level | 5 |
| Pre-requisites | None |
| Co-requisites | None |
| Duration of Module | Term 1: 11 weeks; |
Module description
This module focuses on a topic in the history of art and visual culture where scholars attempting to provide an account of it have differed over their approaches. It picks up on some of the themes that have been covered in the Year One module, Introduction to the History of Art and Introducing Visual Culture and takes one case study as a means of engaging with different methodologies and the consequential production of different histories.
Module aims
This module will introduce you to significant works of art and visual culture with their attendant scholarly literature. It makes a feature of the fact that different approaches to the same objects can prompt different readings of where their significance lies. These differing interpretations may be introduced by way of
- a longitudinal account, comparing approaches to a topic within a relatively long time-frame (for example, evaluations of the early Renaissance from the sixteenth to the twentieth century; or Victorian art and design, its denigration and recuperation)
- by looking at interventions that have polarised opinion in contemporary scholarship (for example, visual vs. symbolic emphases in the interpretation of Dutch seventeenth-century art; formalist vs. contextual readings of American modernism)
- by examining the impact of one or more new frameworks for scholarship (for example, gender studies/Queer theory; post-colonial theory)
The topic to which differing approaches have been applied may be thematic (e.g. representations of the body; or art and popular culture); period-based (e.g. French painting c. 1870-1900); or specific (e.g. Cubist collage; or the Pazzi Chapel). The selection of the topic under review will be at the discretion of the module convener.
You will be encouraged to engage closely with the works of art and visual culture under review and the scholarship on them. It is expected that this scholarship will be subjected to deep analysis, assessing its strengths and weaknesses, and that accounts provided of the topic in assessed outcomes will articulate a well-informed and independent position. You will develop an in-depth understanding of the art in question and will the extent to which the meaning and identity of works of art and visual culture is open to revision.
ILO: Module-specific skills
- 1. describe and analyse selected works of art in detail
- 2. situate works of art in appropriate historical and/or critical contexts
- 3. work with a variety of methodologies and theoretical approaches for the interpretation of works of art
- 4. critically discriminate between different art historical approaches in terms of their explanatory power
ILO: Discipline-specific skills
- 5. research, present and evaluate relevant historical and critical material with increased independence
- 6. interrogate and evaluate works of art and their attendant literature and relate them to the wider context of cultural and intellectual history
ILO: Personal and key skills
- 7. through writing and project assessments, demonstrate good research and bibliographic skills, an informed capacity to construct a coherent, substantiated argument, and a capacity to write clear and correct prose
- 8. through research for projects and essays, demonstrate good proficiency in information retrieval and analysis
- 9. through project work, demonstrate the ability to work collaboratively orally and/or in written form, and in teams towards the development, research, organisation, and expression of ideas under pressure of time
Syllabus plan
As the precise topic is at the discretion of the convener it is not possible to give a generic indicative syllabus plan. As an example, if the selected topic was photographic theories and histories, an indicative syllabus plan might be as follows:
- Introduction: Origins
- Humanism and Beyond Postmodernism Contemporary Debates
- Conclusions
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 128 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching | 11 | 11 x 1 hour lectures |
| Scheduled learning and teaching | 10 | 5 x 2 hour seminars - these will be led by the tutor. You will need to prepare for each seminar and to present on a given topic on at least one occasion |
| Scheduled learning and teaching | 1 | Tutorial guidance for reading, research and essay preparation |
| Guided independent study | 128 | Independent study including reading, research, preparation for seminars and assessments |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Mini-Essay | 750 words | 1-8 | Feedback sheet with opportunity for tutorial follow-up |
| Oral presentation | 5-10 minutes | 1-9 | Peer-assessment recorded on feedback sheet with tutorial follow-up |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay | 90 | 2500 words | 1-8 | Feedback sheet with opportunity for tutorial follow-up |
| Participation & engagement | 10 | Five short reflective pieces | 1-8 | Oral |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay | Essay | 1-8 | Referral/deferral period |
| Participation | Mitigation/repeat study | 1-8 | Referral/deferral period |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40%.
Indicative learning resources - Basic reading
Basic reading:
- Anfam, D. Abstract Expressionism, 1990
- Ashton, D. American Art since 1945, 1982
- Baigell, M. Artist and Identity in Twentieth-Century America, 2001
- Colpitt, F. Minimal Art: The Critical Perspective, 1994
- Corn, W. The Great American Thing – Modern Art and National Identity 1915-1935, , 1999
- Cox, A. Art-as-Politics: the Abstract Expressionist Avant-Garde and Society, 1982
- Crow, T. The Rise of the Sixties: American and European Art in the Era of Dissent, 1996
- Doss, E. Benton, Pollock and the Politics of Modernism: from Regionalism to Abstract Expressionism, 1991
- Frascina, F. Art, Politics and Dissent: Aspects of the Art Left in Sixties America, 1999
- Frascina, F. (ed.) Pollock and After: The Critical Debate, 1985
- Frascina, F. and Harris, J. (eds) Art in Modern Culture: An Anthology of Critical Texts, 1992
- Fried, M. Art and Objecthood, 1998
- Guilbaut, S. How New York Stole the Idea of Modern Art: Abstract Expressionism, Freedom, and the Cold War, 1983
- Haskell, B. The American Century: Art and Culture 1900-1950, 1999
- Hemingway, A. Artists on the Left – American Artists and the Communist Movement, 1926-56, 2002
- Krauss, R. The Originality of the Avant-Garde and Other Modernist Myths, 1985
- Leja, M. Reframing Abstract Expressionism: Subjectivity and Painting in the 1940s, 1993
- O’Brian, J. (ed.) Clement Greenberg: The Collected Essays and Criticism, 1988
- Phillips, L. The American Century: Art and Culture 1950-2000, 1999
- Seitz, W. Abstract Expressionist Painting, 1983
- Wood, P., Frascina, F., Harris, J. & Harrison, C. Modernism in Dispute: Art since the Forties, 1993
Module has an active ELE page?
Yes
Indicative learning resources - Web based and electronic resources
Available as distance learning?
No
Origin date
01/10/2011
Last revision date
22/07/2020
Key words search
visual culture, media, art history
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