UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
3rd June 2015
MODULE SPECIFICATION
1.
Title of the module
Gothic Art and Architecture, c. 1100–1350
2.
School or partner institution which will be responsible for management of the module
The Canterbury Centre for Medieval and Early Modern Studies 3.
Start date of the module
September 2015
4.
The number of students expected to take the module
6-12
5.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
M
7.
The number of credits and the ECTS value which the module represents
30 (ECTS 15)
8.
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
Prerequisite and co-requisite modules
N/A
10. The programmes of study to which the module contributes
Canterbury Centre for Medieval and Early Modern Studies MA 11. The intended subject specific learning outcomes
Students will improve their skills of ‘close looking’, enabling them better to analyse primary
sources (CMEMS Learning Outcome C.10) 1
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UNIVERSITY OF KENT
Students will develop their knowledge of Gothic art and architecture, techniques for
understanding the history of medieval churches, and ways of dating and contextualizing
works of medieval art (CMEMS Learning Outcomes B.4, B.5) Students will develop their ability to engage critically with a range of archaeological,
architectural, art historical and written primary and secondary sources (CMEMS Learning
Outcomes B.5, C.12)
12. The intended generic learning outcomes

developed to an advanced level skills of critical reading and analysis of a range of primary
and secondary sources. (D.15)

developed to an advanced level the key skills of written communication, problem solving,
and attained responsibility for their own learning. (D.16, D.18)

developed to an advanced level the key skills of oral communication and working with
others in a group, as well as gaining programme outcomes. (D.14)

advanced in their use of relevant learning and reference resources (including visual
resources) and used them effectively to support their arguments and analyses. (D.19)

improved their ability to write coherent, informed and logical arguments in a well-organised
and well-presented essay. (C.13, D.14)
13. A synopsis of the curriculum
This module explores the dynamic relationship between the cult of relics and Gothic art. It will
begin by retracing the aesthetics of devotion across Western Christendom, culminating in the
creation of towering Gothic cathedrals. Throughout history, the design of cult images could
reveal sacred presence, testify to miracle-working powers, and explicate the significance of a
holy place using visual narratives. Through pilgrimage, gift-giving, and even theft, people
acquired relics and 'invented' new cults. The success of a relic cult would benefit from the
design of a magnificent reliquary, the depiction of pictorial programmes (in glass, sculpture,
and painting), and the placement of the relic within a spectacular architectural setting.
Together we will explore the development of Gothic art in light of changing devotional needs.
Using a number of diverse case studies, students will acquire a wealth of historical
information and develop a variety of intellectual approaches to function and significance of
visual culture. Beginning with Paris and its surrounding cathedrals, we will extend our
analysis to Gothic Canterbury, London, Castile, Prague, Siena, and Florence. Above all, this
course will encourage students to think critically about the influence of art in the religious
imagination.
14. Indicative Reading List
 Bony, J., French Gothic Architecture of the 12th & 13th Centuries (Berkeley, 1983)
 Frankl, P. revised by Crossley, P., Gothic Architecture (London, 2000)  Mâle, E., The Gothic Image: Religious Art in France of the Thirteenth Century (New York,
1972)
 Treasures of Heaven, ex. cat. (London, 2011)  Williamson, P., Gothic Sculpture, 1140-1300 (New Haven, 1995)
 Wilson, C., The Gothic Cathedral (London, 1990) 15. Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended module learning outcomes
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UNIVERSITY OF KENT
The course will be taught by 10 weekly 2-hour seminars. It is expected that students will spend
20 hours per week in study preparing for seminars and undertaking research for their assessed
essay. Seminars and private study will focus on a selection of primary sources and the attendant
secondary literature; multi-disciplinary, and wherever possible inter-disciplinary, reading will be
encouraged. Students will be expected to deliver a short presentation on their essay topic in the
seminar, which will not be assessed. Total study hours 300. 16. Assessment methods and how these relate to testing achievement of the intended
module learning outcomes
The course will be assessed by a 5,000 word assessed essay on a relevant topic of each
student’s choosing. This essay will test the learning outcomes by requiring students to make
a coherent, sophisticated, scholarly argument with an appropriate scholarly apparatus. Both
the learning and teaching and assessment methods relate closely to the intended learning
outcomes. They will encourage student-centred exploration and discussion of primary and
secondary materials in both their essays and their seminar contributions. Students will
develop their presentation skills (written and spoken) and their capacity for independent
research. 17. Implications for learning resources, including staff, library, IT and space
The students are expected to use multiple books, journals, and online resources. A shared online
resource folder with a digitized collection - acquired from JSTOR - of many publications from the
bibliography will be moderated by the module convener. Some additional books may have to be
acquired for the University Library.
18. The School recognizes and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in its
teaching. Within this module we will make reasonable adjustments wherever necessary,
including additional or substitute materials, teaching modes or assessment methods for
students who have declared and discussed their learning support needs. Arrangements for
students with declared disabilities will be made on an individual basis, in consultation with the
University’s disability/dyslexia support service, and specialist support will be provided where
needed.
19. Campus(es) or Centre(s) where module will be delivered:
Canterbury. This module will include site visits to Canterbury cathedral; most parts of the building
are accessible for disabled visitors.
If the module is part of a programme in a Partner College or Validated Institution, please
complete sections 20 and 21. If the module is not part of a programme in a Partner
College or Validated Institution these sections can be deleted.
20. Partner College/Validated Institution: N/A
21. University School responsible for the programme: History
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