ba (hons) art history (0665) - university of plymouth · arts project take a part, plymouth....

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University of Plymouth

Faculty of Arts and Humanities

School of Humanities and Performing Arts

Programme Specification

BA (Hons) Art History (0665)

Amended by Minor Change 16/11/2015, 27/02/19 & 11/06/19

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1. BA (Hons) Art History

Final award title

BA (Hons) Art History

Level 4 Intermediate award title(s)

Certificate of Higher Education

Level 5 Intermediate award title(s)

Diploma of Higher Education

UCAS code V350

JACS code V350

2. Awarding Institution: University of Plymouth

Teaching institution(s): Plymouth University

3. Accrediting body(ies) N/A

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4. Distinctive Features of the Programme and the Student Experience

Experiential learning We offer fieldwork modules across all 3 stages of the UG programme, taking students to the galleries and museums in the South West, London and selected UK, European, and International cities. Such modules are important tools in recruitment. Students are introduced in their first year to subject-specific skills that can only be learned within such spaces. These include but are not limited to: analysis of institutional spaces; analysis of the public role of the museum; analysis of the artwork in situ. Such skills are embedded effectively by being learned experientially (field work is valued generally for how it enables students to retain information learned on site). In stage 2 or 3, students build on this module by undertaking a study of art and visual cultures which are not available in this country. Across the whole programme, this experiential learning helps with student induction and retention, brings our course in line with others across the country, and fosters student ambition to go on to postgraduate research or to employment in the museum and galleries sector. Field Trips Across all stages of the programme students have the opportunity to travel to local, regional, national, an international museums and galleries. In Stage 2 or 3 an International Field Trip module provides an intensive study of a particular city’s art and visual culture. The emphasis in these modules is upon sustained, first-hand interrogation of artefacts, buildings and environments through both staff-led visits and private study. Students participate in a range of activities including city-orientation to facilitate architectural/urban studies, supervised visits to permanent collections and temporary exhibitions in galleries and museums, and independent study tasks such as locating objects within museums and completing a reflective log. Such activities build student confidence and contribute to the research-informed study-skills assessed in the stage 3 dissertation. For example: independent identification of a manageable dissertation topic; data collection; on-site note-taking; effective management of independent visits to galleries, museums and archives. As our External Examiner noted in 2014: “Given the importance in Art History of first-hand access to artworks and collections, it is to be highly commended that this element is so well integrated into the curriculum – incorporating local, national and international study in the field and with well-designed credit-bearing assessment tasks and procedures relating to these study visits.” Links with arts organisations in the South West

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Within the curriculum The Stage Three module ARHI 616 Working with Culture exemplifies the work we do in introducing students to the galleries and museums of the region, encouraging them to become stake-holders in the cultural life of the South West and beyond. During the Fieldwork modules, students have the opportunity to study a variety of exhibition spaces, including Plymouth City Museum and Art Gallery (PCMAG), the Royal Albert Memorial Museum, Exeter (RAMM), Plymouth Arts Centre, the KARST Gallery, Plymouth, and the Peninsula Arts Gallery on the university campus. We also undertake field trips to Tate St Ives, the Barbara Hepworth Museum, Bristol City Museum and Art Gallery, and the National Museum, Cardiff. In the second Fieldwork module students have the opportunity to shadow the staff of Plymouth City Museum in a number of key roles, from conservation, curating and interpretation to education and marketing. During Stage Three, students may take their professional engagement further by working in formal partnership with a host institution towards the module ARHI 616 Working with Culture In 2014/15, students will be interning with the Arnolfini Gallery, Bristol, Plymouth Arts Centre, the KARST Gallery, Plymouth, and the community arts project Take A Part, Plymouth. Extra-curricular volunteering All students have the opportunity to apply for a number of volunteer placements, as well as for paid and unpaid internships with local and national arts employers. At the university, students may apply for internships with Peninsula Arts, our in-house arts centre, where they gain experience in curating, guided touring, public lecture programming and events management. At Plymouth City Museum, students may take part in the annual Young Explainers scheme, a programme where students work with museum staff on the interpretation of an exhibition for a public audience. Young Explainers has been running since 2009, during which time Plymouth University students have collaborated with the museum on three national exhibitions, Sir Joshua Reynolds: The Acquisition of Genius (21 November 2009-20 February 2010) with loans from the National Portrait Gallery; the British Art Show 7: In the Days of the Comet (17 September-4 December 2011) in partnership with the Hayward Gallery; and In Pursuit of Art: Charles Eastlake’s Journey from Plymouth to the National Gallery (22 September-15 December 2012) in partnership with the National Gallery. The Young Explainers partnership offers demonstrable enhancement of employability for students. Past young explainers have gone on to careers with the Fine Art dealer Philip Mould & Company in Mayfair; the Holden Gallery in Manchester; and postgraduate degrees in art history or curating at Manchester Metropolitan University, the Courtauld Institute of Art and UCL. Sara Norrish, Learning Officer for Young People at Plymouth City Museum, writes: ‘The Young Explainers project is a symbiotic relationship between Plymouth University and Plymouth City Museum. Working with Art History students is mutually valuable because the scheme is of particular relevance to the students, to their study programme and to our exhibition and learning programme at the Museum.’ In 2012, Young Explainers from Plymouth University won a regional learning award at a special ceremony at the British Museum. The South West award was given jointly as part of the 2012 Marsh Awards for Museum Learning, alongside a volunteer group from the Holbourne Museum in Bath. Plymouth students were nominated for their work on the Charles Eastlake exhibition at Plymouth City Museum, which was curated jointly with the National Gallery, London.

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PDP initiatives Personal development planning is naturally facilitated in Art History by our links with regional and national arts organisations (see above). Students receive PDP guidance through personal tutoring and other bespoke activities such as the annual careers showcase which takes place in History and Art History each spring. Students are guided also through the Plymouth Award scheme by Art History staff and through the Student Gateway. Particular emphasis is placed within the department on mentoring towards applications for postgraduate study, internships and interview training. Students may also apply to become PALS mentors to incoming Stage One students. Our students have successfully interned at Tate Britain, Sotheby’s, the National Trust and the Wallace Collection in London. Our graduates have gone on to further study in art history or curating at Oxford University, the Courtauld Institute, the University of London Institute in Paris, and UEA. Students have also received full funding for the well-regarded MA degrees in Museum Studies at Manchester and Leicester Universities. Recent PDP successes include Kiera Gould (BA Hons Art History) who is now on the British Museum Future Curators programme, and Lawrence Hendra (BA Hons Art History) who is the youngest expert to join the programme team for BBC Two’s Antiques Roadshow.

Widening Participation

Our Widening Participation agenda follows the Faculty-wide model for best practice: an annual series of Art History lectures for Peninsula Arts; an annual summer school or taster days for local schools and colleges. Our record of events in this area has highlighted the continuing attractiveness of Art History topics for a public or a schools audience, as well as providing a tangible boost to recruitment. Our programme includes students recruited directly via schools visits and taster days, above and beyond the standard Open and Applicant days. Art History also has a strong record of recruiting mature students, many of whom return to study after a first career in other areas, including school teaching, the police and community nursing.

National and International Connections with Arts Organisations Instructors at Plymouth are experts in their field who are engaged in research activities such as writing articles, chapters and books, as well as contributing to exhibition catalogues and curating art exhibitions. Staff have also appeared on television programmes such as BBC Two’s Private Life of a Masterpiece, collaborated with Channel 4 in documentary-making and make regular contributions to BBC Radio. We are especially interested in having our research inform our teaching and the programme reflects the research interests of its educators, which range as broadly through time as fourteenth-century fresco painting in Italy to artistic responses to the atomic bomb. We have particular interests in the history and theory of viewing, spectatorship and reception studies; American visual culture in the twentieth century; and in curating and curatorship. Recent research highlights include the major exhibition at the National Gallery, London, Facing the

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Modern: The Portrait in Vienna 1900 (2013), which was guest-curated by Gemma Blackshaw. The exhibition, which included important loans from public and private collections in Vienna and New York, offered a radical rethinking of portraiture in the city of Freud in the age of Gustav Klimt, Egon Schiele and Oskar Kokoschka. Featured widely in the national press, sometimes controversially, the exhibition was described by The Daily Telegraph as ‘original, inquisitive and courageous’, and by The Times as a ‘probing and philosophically fascinating show’. In 2014, staff have also been curators and consultants for the exhibitions, Image and Christianity: Visual Media in the Middle Ages and Icons and Relics: Veneration of Images between East and West (Pannonhalma Abbey, Hungary) [Peter Bokody]; The Nakeds (The Drawing Room, London) [Blackshaw]; and Egon Schiele: The Radical Nude (Courtauld Institute of Art, London) [Blackshaw]. Research-Informed Teaching Although not all the modules in the curriculum are based on our research a significant proportion of them are. This provides our students with the opportunity to learn from academics whose work is well respected in the field (as evidenced by our RAE and REF results) and to move away from reliance on a textbook approach to study. Since 2008 our External Examiner Reports have consistnetly remarked that our research-informed culture is a particular strength of the UG programme delivery: “Teaching is informed by the research of the teaching staff. This results in the choice of very interesting and innovative topics for modules and a freshness in the perspectives brought to bear.” Our record of UG students progressing to MRes and MPhil/PhD levels both within and outside UoP demonstrates our success with this, but our pedagogic ethos applies to all students, whether or not they intend to progress to higher degrees. We emphatically reject the idea of UG students being treated as passive recipients of our research interests. Instead, our aim is to equip all our UG students with the research skills suitable for that level of study. By this means we encourage them to become active participants in modules, seeking out new sources of information, challenging established beliefs (including ours) and making the subject their own. Assessment by Coursework In contrast to other Art History programmes in the South of the UK (see the Marketing Report and Art History Competitor Summary), our degree is assessed 100% by coursework. This distinguishes us and is a particular draw for those students who feel they do not perform well in examination conditions. Our tutorial system and our relatively small size enables us to support students at all stages of their coursework preparations. Linked to this, in 2014 our External Examiner observed that students”benefitted from individual guidance and supervision” and congratulated the Art History course on “the variety of assessment types within the programme and evidence that students are well supported in working towards these varied tasks.”

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5. Relevant QAA Subject Benchmark Group(s)

HAAD; HEFCE Subject Benchmarking Statements (2002; revised 2008)

6. Programme Structure

The Art History programme at Plymouth University is taught normally as a full-time mode of study (although study on a part-time basis is also possible through the modular scheme of delivery.) The programme is delivered in 3 Stages as per University requirements for BA (Hons) Single Honours subjects (with no training year required). Each Stage of the degree when completed is worth 120 credits. The final credit accumulation for the BA (Hons) Art History is 360 credits. Undergraduate Art History modules available in the Programme (including all validated and ‘back catalogue’ modules): Stage one/ Level 4: ARHI 401 Intensive Induction (20 credits), ARHI 414 (20 credits), ARHI 402 Historiography (20 credits), ARHI 412 (20 credits), ARHI 410 (20 credits), ARHI 411 (20 credits), ARHI 405 Contemporary Writings (20 credits), ARHI 406 (20 credits), ARHI 413 (20 credits), ARHI416 (20 credits) Stage two/ Level 5: ARHI503 Representation (20 credits), ARHI 512 (20 credits), ARHI 514 (20 credits), ARHI 509 (20 credits), ARHI 504 (20 credits), ARHI 505 (20 credits), ARHI 510 (20 credits), ARHI 508 (20 credits), ARHI502 (20 credits), ARHI 506 (20 credits), ARHI 513 (20 credits), ARHI 511 (20 credits), ARHI501 (20 credits) Stage three/ Level 6: ARHI 603 Critical Practice (20 credits), ARHI 618 (20 credits), ARHI 610 (20 credits), ARHI 614 (20 credits), ARHI 611 (20 credits), ARHI 604 (20 credits), ARHI 612 (20 credits), ARHI 602 (20 credits), ARHI 616 (20 credits), ARHI 613 (20 credits), ARHI 615 (20 credits), ARHI601 Self-Reflexivity (20 credits) ARHI617 (20 credits) + dissertation modules ARHI 605 (20 credits) and ARHI 608 (20 credits), ARHI620 (20 credits)

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Extending from one of our key distinctive features (research-informed teaching), the staff in Art History are often extremely active in the areas of research practice and performance. The ability to maintain research excellence and a high level of performance in the REF, demands that staff must be allowed time to pursue projects of international and world-renown scope. Strategically therefore, the course has been designed to ensure the maximum flexibility in delivering the curriculum. This means that we do not operate with a rigid and unvarying structure diagram. With the exception of the dissertation modules, all of the Stage 2 and 3 modules can be taught in either semester. Another aspect to be considered is Art History’s Joint Programme status with the Fine Art provision through the offering of a Joint Honours degree route in (BA) Fine Art and Art History. Our WP activities in contributions to the Peninsula Arts Programme and collaboration with Plymouth City Museum and Art Gallery and Plymouth Arts Centre have involved students at both BA and PhD level as well as staff. The volume of this activity coupled with the need to maintain our research profile necessitates extreme flexibility in delivering the curriculum. With these provisos in mind, the following brief descriptions of each Stage of the BA (Hons) Art History is outlined: Stage One/Level 4: This stage of the programme is designed for introductory and skills building modules that will form a solid foundation on which to advance towards the degree programme itself. In this case, the modules have been written to complement each other and are (for the most part) repeated in this selection from academic year to academic year (with some provision for substitution of 1 or 2 alternatives.)

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Art History Stage 1 / Level 4 – Course Diagram 2019-20

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wo ARHI412

Image of the Artist (Jody Patterson)

20 credits

ARHI413 Modernisms & Modernities

(TBC)

20 credits

10 credits

ARHI415 [ANTH408] Cultural Practices in Context

(TBC)

20 credits *CORE JH

ARHI406 Lives & Afterlives of Renaissance Artists

(Jenny Graham)

20 credits

ARHI414 [ANTH407] Introduction to Art History

& Visual Culture (Péter Bokody)

20 credits *CORE JH

ARHI411 Continuity & Change in

Western Art (TBC)

20 credits *CORE JH

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Stages Two and Three; Levels 5/6: As mentioned above, it has been a practice of the Art History subject team and the provision they offer to combine, for economies of scale, the teaching of Stage 2 and 3 in modules which coincide in the timetable and allow both levels 5 and 6 to be taught in unison in the same class sessions but with distinctively separate aims and outcomes (as outlined in the DMRs and skills mapping, attached, and discussed more fully in the Art History approval document.) As such, the provision must change to alternate patterns of delivery as Stage 2 students progress to their final year and will have already been enrolled on the previous year’s teaching pattern. For instance, if a student is not offered ARHI 502 at Stage 2, he/she will access the module at Stage 3 (in its more advanced form, ARHI 602) in the following year’s teaching provision. NB This pattern is in operation with the strict proviso that no individual student is allowed to undertake a given module at both the level 5 and level 6 versions of it – i.e. Both ARHI 502 and 602. In the eventuality of a student (having interrupted their course) returns to a pattern where there are final year modules they have already undertaken at level 5, an alternate 20-credit level 6 module will be taught to that particular student.

Also, in keeping with the inherent flexibility of the programme, those modules marked (*) are subject to substitution

annually from the full catalogue of ARHI modules listed above. For this reason it is impossible to fix the structure diagrams for the degree programme with any repeating pattern. As such, outlined here, for ease of interpretation, is the pattern for 2015-16:

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Art History Stage 2 / Level 5 – Course Diagram 2019-20

Se

me

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wo ARHI508

Questions in Contemporary Art

(TBC)

20 credits

ARH505 Dawn of a Modern

Century in Art (Jody Patterson)

20 credits

ARHI506 International

Field Trip (Péter Bokody)

(NO TEACHING SCHEDULED)

20 credits

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ne

ARHI515 Power, Patronage

& Ideology in Western Art

(Péter Bokody) 20 credits

ARHI502 [ANTH] Collecting & Exhibiting Cultures

(Jenny Graham)

20 credits

ARHI507 Victorian Values (Jenny Graham)

20 credits

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Art History Stage 3 / Level 6 - Course Diagram 2019-20

* In either Semester 1 or Semester 2 a Stage 3 student may choose ARHI 616 Working with Culture (20 credits) as an alternative to one of the other modules on offer.

Se

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ARHI605 Dissertation 1

(Jody Patterson) (NO TEACHING SCHEDULED)

20 credits *CORE JH

ARHI620

Questions in Contemporary Art

(TBC)

20 credits

ARHI604 Dawn of a Modern

Century in Art (Jody Patterson)

20 credits

ARHI507 Victorian Values (Jenny Graham)

20 credits

ARHI608 Dissertation 2

(Jody Patterson) (NO TEACHING SCHEDULED)

20 credits *CORE JH

ARHI 616 Working with

Culture: Professional Development

Project (Jody

Patterson)

(NO TEACHING

SCHEDULED)

*OPTION SH ONLY

(Semester 1 or Semester 2)

20 credits

ARHI619 Power, Patronage

& Ideology in Western Art

(Péter Bokody) 20 credits

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Programme Aims

The programme complies with the Subject Benchmark Statement for History of Art, Architecture and Design (Quality Assurance Agency for Higher Education 2002). As quoted from the History of Art, Architecture and Design subject benchmarking statement, published by QAA for HE (2002, revised 2008), ‘Subject benchmark statements are used for a variety of purposes. Primarily, they are an important external source of reference for higher education institutions (HEIs) when new programmes are being designed and developed in a subject area. They provide general guidance for articulating the learning outcomes associated with the programme but are not a specification of a detailed curriculum in the subject.’ These statements ‘may be one of a number of external reference points that are drawn upon for the purposes of external review.’ All Art History programmes at Plymouth are attuned to the following descriptors for our discipline given in the Benchmarking Statement 2008 for HAAD (History of Art, Architecture and Design).

‘Programmes in HAAD are characterised by the training which they offer in close, informed and rigorous looking at artefacts, including the examination of critical texts, and in other forms of sensory and intellectual attention to objects or performances. This training might take the form of descriptive work, formal or iconographic analysis, critical or theoretical interpretation or systematic examination for the purposes of cataloguing or conservation. This training inculcates competencies which are often called critical analysis or visual literacy.’ (2008: 3.7)

‘In all programmes and components, HAAD is distinguished by a concern with visual and material culture in both the past and the present. No single word or phrase neatly encapsulates all the objects and concepts that programmes in HAAD may address. Programmes may be concerned with a very wide range of entities, with everyday objects, images and environments, with works of art, and with a range of artefacts not made as 'art objects' but which have come to be considered as such, and with critical, historical and theoretical writing on all these forms. The concept of 'art' is widely understood within the subject areas to be contested and historically contingent […].’ (2008: 1.3) The programme aims to:

Provide students with a knowledge and understanding of the prominent position, throughout history, of art and visual culture.

Provide students with the necessary theoretical and practical tools to approach art practice and the history of art and visual culture.

Encourage students to interrogate the cultural, political and social import of art and visual culture.

Facilitate students to undertake independent research using primary and secondary sources.

Facilitate students to undertake fieldwork on supervised visits to the galleries and museums of the region and beyond.

Facilitate the inculcation of skills in visual literacy and visual analysis by offering opportunities in which students engage directly with artefacts and other forms of visual culture.

Provide students with the ability to communicate arguments and ideas in written formats.

Provide students with a range of skills appropriate to employment and lifelong learning.

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7. Programme Intended Learning Outcomes

8.1. Knowledge and understanding

8.2. Cognitive and intellectual skills

8.3. Key and transferable skills

8.4. Employment related skills

8.5. Practical skills

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Intended programme learning outcomes

8.1 Knowledge and understanding On completion graduates should have developed:

Teaching and learning methods and strategies: Lectures; seminars; group work within seminars and for class presentations; class debate; on-site exhibition analysis; on-site picture analysis; experiential learning through fieldwork; tutorials; assessment feedback sessions; PDP work and self-reflective study; attendance at public lectures for the Peninsula Arts/Art History series. Assessment strategies: 100 % coursework including: short and long essays; the dissertation; research reports which can include a self-reflective piece of writing in the form of a research log; annotated bibliographies; essay plans.

8.2 Cognitive and intellectual skills On completion graduates should have developed:

Teaching and learning methods and strategies: Lectures; seminars; group work within seminars and for class presentations; class debate; on-site exhibition

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analysis; on-site picture analysis; experiential learning through fieldwork; tutorials; assessment feedback sessions; PDP work and self-reflective study; attendance at public lectures for the Peninsula Arts/Art History series. Assessment strategies: 100 % coursework including: short and long essays; the dissertation; research reports which can include a self-reflective piece of writing in the form of a research log; annotated bibliographies; essay plans.

8.3 Key and transferable skills On completion graduates should have developed:

Teaching and learning methods and strategies: Lectures; seminars; group work within seminars and for class presentations; class debate; on-site exhibition analysis; on-site picture analysis; experiential learning through fieldwork; tutorials; assessment feedback sessions; PDP work and self-reflective study; attendance at public lectures for the Peninsula Arts/Art History series.

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Assessment strategies: 100% coursework including: short and long essays; the dissertation; research reports which can include a self-reflective piece of writing in the form of a research log; annotated bibliographies; essay plans.

8.4 Employment related skills On completion graduates should have developed:


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8.5 Practical skills On completion graduates should have developed:


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9. Admissions Criteria, including APCL, APEL and DAS arrangements

Entry requirements Art History 2015 entry UCAS tariff: 260 tariff points A level/AS level or equivalent. International baccalaureate: 25 points Equivalent qualifications and ability may be considered.

We accept candidates with a wide variety of qualifications including A-levels, GNVQ Advanced, 14-19 National Diploma, Access courses and International Baccalaureat. In addition, all candidates are considered on the individual merits of their applications. Applicants for the JH Fine Art and Art History programme, applicants with English as their second language, and mature candidates are generally interviewed by subject-staff.

We promote and embed equality and diversity and consider students from a range of backgrounds, encouraging diversity and allowing for support for those will special learning needs and/or particular disabilities.

10. Progression criteria for Final and Intermediate Awards

If a student withdraws from the programme after successfully completing Level 4 they are eligible for the award of a Certificate of Higher Education; If a student withdraws from the programme after successfully completing Levels 4 and 5 they are eligible for the award of a Diploma of Higher Education; If a students fails to achieve 120 credits at Level 6 but gains 80 credits they may be eligible for the award of an Ordinary Degreee.

11. Exceptions to Regulations

N/A

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12. Transitional Arrangements

N/A

13. Mapping and Appendices:

13.1. ILO’s against Modules Mapping

13.2. Assessment against Modules Mapping

13.3. Skills against Modules Mapping

13.4. Appendices

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Programme Intended Learning Outcomes Map Certificate Level

1 Graduate Attributes and Skills 2 3 4

Core Programme Intended Learning Outcomes

(as worded in the Programme Specification) The FHEQ requirements are already given inhere in italics

Aim Subject Benchmark Related Core Modules

Knowledge/ Understanding i) knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study principles of their area(s) of study;

●will gain detailed knowledge of a number of major theories in Art History and an awareness of how to apply them appropriately ● is aware of the wider social and interpretative implications of art history and is able to debate issues in relation to more general ethical perspectives

Standard and threshold levels only: Benchmark 6.4; 6.5 (all bullet points)

ARHI 401, 402, 410 ARHI 410, 401, 402, 405, 406

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Cognitive / Intellectual Skills (generic) ii) an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study

can analyse a range of information with minimum guidance using given art historical principles

can reformat a range of ideas and information towards a given purpose

can select appropriate techniques of evaluation and can evaluate the relevance and significance of the data collected

can identify key problems and choose appropriate methods for their resolution

Standard and threshold benchmark levels only: 6.6, 6.7, 6.8; 6.9 (all bullet points)

ARHI 413 ARHI 406 ARHI 401, 402, 411 ARHI 405, 401, 402

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Key / Transferable Skills (generic) a) evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work; b) communicate the results of their study/work accurately and reliably, and with structured and coherent arguments;

can interact effectively within a team / learning group, giving and receiving information/ideas

can manage learning using art history resources

can evaluate own strengths and weakness, challenge received opinion

can select appropriate data from a range of sources and develop appropriate research strategies

can communicate effectively in a manner appropriate art history

can identify key issues/ problems and choose appropriate tools / methods for their resolution

Standard and threshold benchmark levels only: 6.10; 6.11 (All bullet points)

ARHI 401, 402 ARHI 401, 402, 413 414, 415 ARHI 405, 412 ARHI 406, 415 ARHI 401, 402, 411 ARHI 413, 410, 401, 402, 406

Practical Skills (subject specific)

able to act with increasing autonomy, with reduced need for supervision and direction, within defined guidelines

No relevant benchmarks

ARHI 405,415

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Employment-related skills c) undertake further training and develop new skills within a structured and managed environment; d) qualities and transferable skills necessary for employment requiring the exercise of personal responsibility.

(These are from the general course aims)


ARHI 410, 415

Other

Programme Intended Learning Outcomes Map Intermediate level



(as worded in the Programme Specification) The FHEQ requirements are already given here in italics

Aim(s) Subject) Benchmark

(specific reference)

Related Core Modules

Knowledge/ Understanding

i) knowledge and critical understanding of the well established principles of their area(s) of study, and the way in which those principles have developed; iii) knowledge of the main methods of enquiry in their subject(s) * iv) an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge;

●will gain detailed knowledge of a number of major theories in Art History and an awareness of how to apply them appropriately ● is aware of the wider social and

Standard and threshold levels only: Benchmark 6.4; 6.5 (all bullet points)

ARHI 503, 512, 502, 511 ARHI 512, 502, 511

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interpretative implications of art history and is able to debate issues in relation to more general ethical perspectives

Cognitive / Intellectual Skills (generic)

ii) ability to apply underlying concepts and principles outside the context in which they were first studied**

can analyse a range of information with minimum guidance using given art historical principles

can reformat a range of ideas and information towards a given purpose

can select appropriate techniques of evaluation and can evaluate the relevance and significance of the data collected

can identify key elements of problems and choose appropriate methods for their resolution

Standard and threshold benchmark levels only: 6.6, 6.7, 6.8; 6.9 (all bullet points)

All Stage 2 (Level 5) but esp: ARHI 514, 502, 509, 505, 510, 508, 506, 513, 511 ARHI 503, 504, 505, 513, 511

Key / Transferable Skills (generic) iii) continued …* and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; a) use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis; b) effectively communicate information, arguments, and analysis, in variety of forms, to specialist and non

can interact effectively within a team / learning group, giving and receiving

Standard and threshold benchmark levels only: 6.10; 6.11 (All bullet points)

ARHI 502, 504, 506

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specialist audiences, and deploy key techniques of the discipline effectively;

information/ideas

can manage learning using resources for the discipline

can evaluate own strengths and weakness, challenge received opinion

can select appropriate data from a range of sources and develop appropriate research strategies

can take responsibility for own learning with minimum direction

can communicate effectively in a manner appropriate to the relevant discipline(s)

can identify key issues/ problems and choose appropriate tools / methods for their resolution

ARHI 509, 505, 510 ARHI 503, 512 All Stage 2 (Level 5) modules but esp: ARHI 503, 512, 514, 502, 509, 504, 505, 510, 508, 506, 513, 511


able to act with increasing autonomy, with reduced need for supervision and direction, within defined guidelines


ARHI 504, 510, 513, 511

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Employment-related skills ii) continued …**including, where appropriate, the application of those principles in an employment context; c) undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibilities within organisations; d) qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making.

(These are from the general course aims)


ARHI 502, 506

Other

Programme Intended Learning Outcomes Map Honours Degree Level



(as worded in the Programme Specification) The FHEQ requirements are already given here in italics

Aim Subject Benchmark Related

Core Modules

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Knowledge/ Understanding i) a systematic understanding of their area(s) of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline; ii) an ability to deploy accurately established techniques of analysis and enquiry within a discipline; iv) an appreciation of uncertainty, ambiguity and the limits of knowledge; a) apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;

Benchmark standards: 6.4, bullet points 1/2; and 6.5 bullet points, 1/ 2. Benchmarks: 6.4 and 6.5, bullets 5/6. Benchmarks: 6.5 and 6.6, bullets 4 and 6. Benchmarks: 6.6 and 6.7, bullet point 2.

*ARHI 413, 406, 414, 415; ARHI 514, 502, 509, 504, 505, 510, 506, 513, 511; ARHI 605, 608, 618, 603, 611, 602, 604, 612, 614, 613, 615, 620. *ARHI 401, 402, 405, 406, 410; ARHI 512, 503, 508, , 502, 506, 513, 511; ARHI 605, 603, 602, 610; 620 *ARHI 412, 401, 402, 411, 406; ARHI 503, 512, 502; 506, 513, 511; ARHI 603, 602, 610, 605, 613; *ARHI 412, 411, 410, 406; ARHI 512, 502, 506, 513, 511, 504; ARHI 602, 611, 613, 616, 617.

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Cognitive / Intellectual Skills (generic) iii)conceptual understanding that enables the student: - to devise and sustain arguments, and / or solve problems, using ideas and technique, some of which are at the forefront of a discipline; and - to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline; b) critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem;

Benchmarks: 6.6, bullet 6. Benchmarks: 6.6, bullets 5 and 6.

*ARHI 413, 410, 405, ARHI 503, 512, 502, 513, 511; ARHI 605, 603, 602, 608, 610, 613 *ARHI 503, 512, 514, 502, 509, 504, 505, 510, 508, , 506, 513, 511; ARHI 605, 608, 618, 603, 602, 614, 611, 604, 612, 610, 613, 615, 617

Key / Transferable Skills (generic) v) the ability to manage their own learning, and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline). c) communicate information, ideas, problems, and solutions to both specialist and non specialist audiences;

Benchmarks: 6.8, bullets 3, 4 and 5. Benchmarks: 6.10 bullet 1.

* ARHI 503, 512, 514, 502, 509, 504, 505, 510, 508, 506; ARHI 605, 608, 618, 603, 602, 614, 611, 604, 612, 610, 613, 615, 616, 617 *all modules

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Benchmarks: 6.10, bullet 5; 6.9 bullet 4, 6.7, bullet 3. Benchmarks: 6.7, bullet point 3; 6.6, bullet point 3 Benchmarks: 6.8, bullet points 3 and 5.

*all modules *ARHI 502, 504, 506; ARHI 605, 608. 602, 611. *ARHI 603, 616

Employment-related skills

d) qualities and transferable skills necessary for employment requiring: - the exercise of initiative and personal responsibility; - decision making in complex and unpredictable contexts and - the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

Benchmarks: none relevant Benchmarks: none relevant

*ARHI 415; ARHI 506 *ARHI 502, 602, 608, 603; *ARHI616

Other

ba (hons) art history (0665) - university of plymouth · arts project take a part, plymouth....

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