UNIVERSITY OF KENT
MA Curating
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Awarding Institution/Body
Teaching Institution
Teaching Site
Programme accredited by:
Final Award
Programme
UCAS Code (or other code)
Relevant QAA subject
benchmarking group(s)
9. Date of production/revision
10. Applicable cohort(s)
University of Kent
University of Kent
Canterbury
N/A
MA (with fallback award of PGDip)
Curating
N/A
Autumn 2012
September 2013
11. Educational Aims of the Programme
The programme aims to:
1. Enable students to:
a) Create and interpret knowledge at the forefront of the discipline through the
development of critical, conceptual and practical abilities;
b) Develop a self-directed programme of practice and related research;
c) Contextualise and theorise practice in relation to, and through critical evaluation
of, the work of contemporary practitioners and leading researchers within the
discipline;
d) Develop a comprehensive understanding of methodologies applicable to
independent research;
e) Develop autonomy in practice work within a context that fosters collaborative
learning;
f) Sustain an advanced practice that encompasses the disciplines of writing,
discussion and producing practice based outcomes;
g) Achieve high-level skills and competencies as a preparation for professional
practice and further development in the field of curating;
h) Embed their research within the context of the university and utilise the resources
offered in the research environment such as staff expertise, symposia and
colloquia;
i) Develop public outcomes outside the university in a range of formats.
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Attract students from a diversity of arts contexts and contexts that inform artistic
practice, including History of Art, Fine Arts, Drama, Theatre and Performance, Film
Studies, Sociology, Journalism, English Literature, Architecture and Philosophy.
Attract intellectually able and talented students who are enquiring, open to
experimentation, discussion and collaboration as well as able to work independently.
Provide a forward thinking, dynamic learning environment that responds to the
current climate of debate and production in the arts.
Forge an international identity within the field of study through developing
partnerships with international universities and non-HEIs.
Support specialism and progression by allowing students to apply for specific routes
of study that include Curating, Art History, cultural history, arts management,
conservation or museum studies.
12. Programme Outcomes
The programme provides opportunities for students to develop and demonstrate knowledge and
understanding, qualities, skills and other attributes in the following areas.
Knowledge and Understanding
Teaching/learning and assessment
methods and strategies used to enable
outcomes to be achieved and
demonstrated
A. Knowledge and understanding of:
1. The contemporary and historical
contexts for students’ individual
practices and related research.
2. Formative debates in the wider
contexts of cultural production and arts
criticism.
3. Contemporary and historical critical
and theoretical debates in the
students’ chosen topic area and in
wider cultural contexts.
4. How to evaluate research
methodologies, apply methods and
propose new hypotheses applicable to
specific research intentions.
5. High-level skills and competencies
within professional practice and their
application.
6. The interdisciplinary field through
fostering an awareness of and
involvement within a diversity of
research orientations and pathways in
curating and museum studies.
7. The definitions and practice based
assertions of what defines critical
discourse in contemporary arts
practices, including curating.
8. Interdisciplinary practice: the relation
between and interactions within
disciplines of arts criticism in relation
curating.
9. The approaches to producing
professional practice based outcomes
for a range of institutions and settings,
for wide audiences.
Teaching Methods:
The course would consist of one compulsory
module in History & Theory of Curating, a yearlong Curatorial Internship module based at the
School of Arts’ Studio 3 Gallery, and a choice of
modules drawn from the MAs in History &
Philosophy of Art and Art Criticism. In addition,
students will have an option to choose one or
two of the other Drama, Film or HPA MA-level
modules in order to enhance their learning in a
specific aspect of the arts.
The course will feature some off-campus
teaching through potential study trips to
relevant museums, galleries and art exhibitions
intended to facilitate learning by practical
experience. Given the flexible delivery formats,
gallery based sessions could be part-offered in
London or Paris. Collective admission and
travel charges might even be cheaper for the
School than University space charges.
Teaching encompasses a set of diverse
methodologies including individual projects, one
to one tutorials, group projects, lectures and
seminar sessions. It will also involve task-based
learning in the setting of a working gallery. The
content is delivered within a framework that
crosses the disciplines of art history, art
criticism, museology and curatorial practice.
Throughout students will be encouraged to
reflect on their own experience of curatorial
practice, and its relation to the history and
theory of the discipline.
Students will have regular access to staff who
are specialists in various aspects of curating.
Case studies of particular collections,
exhibitions, and catalogues will be embedded
within the core delivery of the studio and lecture
programme.
Personal and Professional Development
(PPD) & Technical Support
Workshops and PPD sessions are organised
where appropriate to acquaint students with
technical methods in curating as well as
to increase awareness of the need for a
professional approach towards a career as a
practising curator.
Learning Methods
Practice-based learning
Integral to the programme is the experience of
an internship at Studio 3 Gallery. Here students
will learn directly by engaging with some of the
various aspects of running a gallery: these
include exhibition design and planning,
negotiating loans, maintaining partnerships,
managing collections, researching and writing
catalogues, interviewing artists, fundraising,
devising educational programmes, handling,
storing and transporting art works, condition
reports, designing promotional materials,
marketing exhibitions, exhibition analysis and
so on. A self-reflective journal will assess what
has been learnt from the internship.
Assessment Methods:
Each module is supported by seminars,
lectures, workshops and live or internet-based
one-to-one tutorials. Under this framework
various types of curating will be understood as
categories of ‘practice’, all requiring the
declaration of research aims, contexts and the
production of professional research projects
that meet the learning outcomes of this
framework.
The assessment allows for the flourishing of a
range of skills that include technical,
professional, organisational and management
skills as well as critical, creative and
independent research skills in methodologies.
Students are assessed through the submission
of writing or practice-based outcomes in each
module.
Assessment is a continuous process throughout
the course. It is a way of measuring students’
progress and achievement, and acts as a focus
for self-evaluation, critical awareness and future
learning.
Skills and Other Attributes
B. Intellectual skills:
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Supported by:
To critically reflect upon the theories, Lectures, seminars, tutorials, methodology
concepts and ideas that shape work in the workshops,
collaborative
practice
and
field of curating to an advanced level of independent work.
achievement.
To
analyse
complex
issues
and The postgraduate community at Canterbury
communicate
their
conceptual shares a series of research seminars that invite
understanding to a range of audiences
leading figures from the disciplines of
To critically reflect upon, refine and Performing Arts, Drama, Film, Aesthetics, Art
present the theoretical framework for History and Fine Arts.
independent practice.
To realise and present a body of critical Students are encouraged to identify common
work that demonstrates inventiveness in interests in order to participate in existing
the application of knowledge.
networks, cultivate new projects or to meet on a
one-to-one basis to support the development of
To develop a curating practice that is self- ongoing projects.
reflective.
To demonstrate independent and creative Evidenced by:
approaches
to
research,
including A mix of research essays, self-reflective essays
planning and problem solving.
and practice-based projects related to the
To exercise the initiative, responsibility running of a gallery.
and decision-making necessary to support
continued professional development.
To
demonstrate
self-direction
and
inventiveness in work and discourse, and
act independently in planning and
implementing practice to a professional
standard
To understand and evaluate the
conceptual and practical concerns that
arise within public contexts.
C. Subject-specific skills:
Students will achieve the ability to:
1. Effectively deploy terms and concepts
relevant to understanding curating in a
contemporary context.
2. Locate evidence from a wide range of
primary and secondary sources, and
interpret it in relation to the aims and
conceptual framework
of
curatorial
practice.
3. Present and discuss cultural material in
the context of the arts, heritage,
exhibitions, museums, and galleries,
employing argument and interpretative
skills relevant to professional practice.
4. Draw upon understanding of the materials
and processes central to a variety of
cultural practices in the practice of
curating.
5. Critically evaluate a range of different
conceptual and practical methodologies
and approaches to understanding curating
in a contemporary context
6. Reflect upon practical work in a gallery
context and to assess its significance in
the form of a reflective journal.
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Supported by:
Application process
The Application process is central to preparing
students for the programme and works to
sustain relations with the applicant.
All applicants will be required to write a
Personal Statement that outlines the focus of
their degree in Curating.
Supported by:
Inductions
In the first two weeks of the programme
students will be introduced to the following
resources:
a) Library
b) Moodle and web based learning
c) Language Support
d) Students’ services and Union
The aims and objectives of learning through the
MA programme will be explained regularly as
well as course assessments.
Fostering independent research
Students are asked to identify areas of study
and to update this as they progress in the final
essay and review portfolio and evidence this in
ongoing review writing.
Exposure to new ideas and methods
Lectures, seminars and tutorials bring students
to new methods and ideas and research such
as conference attendance and symposia
beyond the college are encouraged. Exposure
to practice in the professional international
environment allows students to make
comparative and reflective critiques between
existing practices and their research. This direct
interface with live research enables students to
understand the contexts, methods, quality and
demands of professional practice in a public
context.
Assessment 100% coursework Evidenced
by:
A mix of short reviews of exhibitions, essays,
and a self-reflective journal.
Curating students are required to achieve all
the learning outcomes in a research context (19), as well as developing skills in planning,
organisation and understanding fields of
knowledge and critical analysis (1,3,6).
D. Transferable skills:
1.Communication: The ability to: Articulate
ideas and information comprehensibly in oral
and written forms. Organise information
effectively. Respond to written sources.
Communicate to a range of audiences.
2.Information Technology: The ability to:
source, navigate, select, retrieve, evaluate,
manipulate and manage information from a
variety of sources. Select and employ
communication and information technologies.
Produce written documents.
3.Working with others: The ability to: Interact
effectively with others, for example through
collaboration, collective endeavour and
negotiation. Accurately define and review the
work of others.
4.Improving own learning: The ability to:
study independently, set goals, manage
workloads and meet deadlines. Explore
personal strengths and weaknesses. Develop
autonomy in learning. Listen effectively and so
to learn from and participate constructively in
discussion. Seek and use feedback, and
critically reflect on and improve performance.
5. Problem solving: The ability to: Identify
and define intellectual and practical problems.
Explore alternative solutions to research
problems and discriminate between them.
Gather, organize and deploy ideas in order to
formulate arguments cogently and express
them effectively orally and in written form.
Research and evaluate sources in the process
of carrying out independent study.
The development of transferable skills is
integrated within all modules, with particular
skills fostered through specific forms of learning
and teaching. All modules require written work
and independent research.
Self-directed study fosters the skills of clarity of
expression, communication, problem solving,
time management, organisation and the ability
to recognise the distinction between relevant
and non-relevant research contexts through
achieving self-reflexivity in the analysis of
personal progress and achievements and the
ability to develop an individuated and focussed
project of research evidenced in written
assessments.
Assessment of transferable skills is part of the
on-going assessment of work within all taught
modules evidenced through the critical and
professional
assets
of
outcomes,
in
collaborative and independent learning, in
seminar presentation skills and in the
documentation and reflection of research in the
reviews and the review essay.
The MA prepares students to achieve a high
level of transferable skills to achieve excellence
in professional practice
13. Programme Structures and Requirements, Levels, Modules, Credits and Awards
Code
Title
Level
Credits
Term(s)
This MA can be completed in one year (FT) or two years (PT). Part time students will take the
two required modules in Year 1 and the optional modules and dissertation in Year 2.
It is comprised of 180 credits. A student not completing the full requirements for the MA degree, but
who has completed 120 credits will be awarded the fallback award of: Postgraduate Diploma.
Modules cannot be compensated or condoned only in exceptional, concessional situations.
The course is comprised of four 30-credit modules and one 60-credit Curatorial Internship module.
All students must take the introductory History & Theory of Curating Module and complete the
individually supervised Curatorial Internship module.
Students must take at least one but up to three of the following: Introduction to Research in
History & Philosophy of Art, Post-Conceptual Art and Curatorial Practice, Visual Arts Criticism.
Should the students take only one or two of Film Criticism, Theatre Criticism, and Visual Arts
Criticism, the remaining credits up to 180 are to be filled by completing MA modules in the Film,
Drama or HPA programmes (see grid below).
Required Modules
Module
Code
Title
Level
Credits
Term
HA8XX
History & Theory of Curating
M
30
1
HA8XX
Curatorial Internship
M
60
1, 2 or 31
Plus at least one of the below
HA822
Introduction to Research in History
& Philosophy of Art
M
30
1 or 2
DR871
Arts Criticism
M
30
1 or 2
HA825
New Directions in Post-Conceptual
Art and Curation
M
30
1 or 2
Students may choose to take
none, one or two of the below
I
HA819
Hogarth & the Analysis of Beauty
M
30
1
DR871
Arts Criticism
M
30
1 or 2
MT861
The Gothic Imagination
M
30
1 or 2
HA824
Art Practice for Art Theorists
M
30
1 or 2
FI816
Cinema and Technology
M
30
1 or 2
MT8XX
The Idea of the Renaissance
HA803
Pictorial Representation
M
30
1 or 2
HA809
Topics in the History of Aesthetics
M
30
1 or 2
HA810
Topics in Contemporary Aesthetics
M
30
1 or 2
HA816
Aesthetic Concepts: Sublimity,
Disgust and Humour
M
30
1 or 2
HA817
Aesthetic Concepts: Abstraction in
the Visual Arts
M
30
1 or 2
HA818
Concepts of Beauty
M
30
1 or 2
14. Work-Based Learning
1
Term 1,2 or 3 indicates that the student chooses which term he/she will take the
module.
Integral to the programme is the Curatorial Internship at Studio 3 Gallery. It is possible that this
may lead to opportunities for work-based learning at other institutions or companies. The
module is designed to be sufficiently flexible to accommodate this.
15. Support for Students and their Learning
Learning resources include:
 Studio 3 Gallery in the Jarman Building. Since it opened in 2010 Studio 3 Gallery has
established itself as one of the leading art venues in the South East region, working with
professional artists of the standing of Ana Maria Pacheco, Art & Language, John
Blackburn and Paul Coldwell.
 Lecture and Seminar rooms that are equipped with double projection, VCR, and data
projection facilities.
 The Templeman Library - Canterbury: The library has extensive holdings of DVDs, videos,
books and periodicals on art, theatre and film. The Slide Library houses a large collection
of slides that can be borrowed by both staff and students for lectures and seminars. VCR
equipment, light boxes and other visual and audio equipment are also available for use in
the Slide Libraries. Access to electronic resources (both databases and e-journals).
Computing facilities allow students to research using reputable portals, dedicated digital
archives and internet search engines.
 Access to Module Convenors who support students’ progress. The SoA’s Graduate Board
of Studies assesses postgraduate student progress as a regular agenda item.
 Student representation on the Board of Studies and the Staff-Student Liaison Committee
(meeting once a term). Students communicate general feedback and discuss any
problems arising in the delivery of modules or any other programme related matters.
 QA at module level that conforms to existing University practice. The Annual Monitoring
Report makes recommendations concerning any improvements to the running of modules.
This is scrutinised by the relevant Subject, School, Faculty, and University Committees.
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Students may make use of the full range of University support services and documents
including the following:
 PASS
Postgraduate induction into the use of University of Kent and resources available at
Medway and Canterbury.
Students’ Unions (including Advice and Information Services).
Careers’ and Employability Services.
Counselling Services and Disability Support Units.
Student Educational Support Centres.
Library/skills packages and inductions.
Library Tours.
First Year introduction sessions for using the Slide Libraries.
Skills induction programme (including Health & Safety Risk Assessment).
MA Arts Subject Handbook.
16. Entry Profile
The minimum age to study a degree programme at the university is normally at least 17 years
old by 20 September in the year the course begins. There is no upper age limit.
Entry Route
For fuller information, please refer to the University prospectus
The MA programme is aimed at graduates of Fine Art, Art History, Film, Drama, Performance,
History, Arts Management, English Literature, Sociology, Cultural Studies or a related
discipline, who wish to develop their practice to a professional level within a practice-based,
research-orientated context. It is our policy to welcome applications from those who see the
practice of the arts as central to their professional aspirations and individual development and
who wish to challenge, intensify and contextualise their work within a curatorial framework.
Normally applicants will have attained an undergraduate degree in a cognate subject or its
academic, professional or experiential equivalent. The course welcomes applications from
those who have worked independently as artists, writers or curators for a period after their
undergraduate studies.
Master of Arts students will be enquiring, open to experimentation, discussion and collaboration
as well able to work independently. The course responds to this in format and structure but also
in content of delivery where students advise on visiting speakers to the programme and direct
the form and content of the Collaborative Project Module.
Application process
The Application process is central to preparing students for the programme and works to
sustain relations with the applicant.
All applicants will be required to write a personal statement of 750 words that details their
motivation for study and any professional practice they have undertaken.
Applicants will also be asked to submit for application two samples of critical writing of no more
than 1300 words in total.
International students whose first language is not English are required to have an appropriate
grade/score in an approved examination in English language before they can register on an
academic programme. Exceptions are sometimes made for students who have had their
education entirely in the medium of English and where English is a well-established second
language.
The following are the recognised English Language qualifications:
 The Academic version of the International English Language Testing Service
(IELTS): This is available world-wide through British Council Centres.
 Test of English as a Foreign Language (TOEFL). This is either a paper version with a
writing test (TWE) or as a Computer Based Version with an essay rating.
Postgraduate requirements are:
 IELTS 7.0 (no less than 6.0 in any element)
 TOEFL 700
 IB TOEFL of 90
What does this programme have to offer?
 The opportunity to develop skills in a dynamic learning environment at the forefront of
knowledge in the arts.
 A new and bespoke arts complex, the Jarman building, equipped with the Studio 3
Gallery, new workshops and bespoke studio facilities.
 A thriving multidisciplinary arts community of students and staff.
 An inspiring historical site and arts enclave within which to develop independent research.
 Diverse learning experiences from discussion of texts, films, performances, art works and
exhibitions to the production of a diversity of practice based outcomes.
 An advanced study environment allowing focus on the development of creative and
original research, preparing students for the professional sector.
 The highest standards in teaching and learning, placing emphasis upon the written and
oral articulation of ideas, as well as the practical skills necessary to realise students’
creative ideas and potential.
 Commitment to strong intellectual and reflective underpinning to arts education.
 The development of understanding, knowledge and skills that equip students for
professional practice and/or further postgraduate study.
 Well equipped and dedicated learning facilities and resources, including the Templeman
Library; the Gulbenkian Cinema, Theatre and Gallery and Studio 3 Gallery.
 The opportunity to study in a location that is close to major galleries, cinemas, theatres
and museums in London and Europe
 A friendly campus with high student morale and dedicated teaching staff who have
achieved excellent grades in review by the Quality Assurance Agency.
 Strong relationships to the other Arts MAs (Film Studies, the Drama MA pathways and the
MA in HPA) at the Canterbury campus. This includes access to individual staff research
expertise and public events such as seminars, visiting lecture programmes and symposia.
Personal Profile
The course aims to ensure that all applicants who are able to display the necessary creative
and intellectual abilities and motivations are given an equal opportunity to achieve a place on
the course.
Applicants are encouraged to apply from amongst all groupings within society to ensure that
participation is as wide as possible.
The selection procedures for the course adhere to the Equal Opportunities policy of the
University of Kent.
On application successful applicants will demonstrate:
 The ambition and commitment to challenge, intensify and develop their work to Masters
level.
 An awareness of current debates and practices in the field of curating.
 The ability to analyse and evaluate in written form.
 An eagerness to engage in the critical debate surrounding contemporary curatorial practice,
and to develop a critical framework for their practice.
 The potential to develop a range of skills and competencies within their practice to a
professional level.
 An ability to undertake independent study as well as to work in collaboration with peers.
17. Methods for Evaluating and Enhancing the Quality and Standards of Teaching and
Learning
Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum
and outcome standards
 Annual monitoring reports (includes review of progression and achievement statistics)
 Postgraduate student surveys.
 External examiners' reports.
 Periodic programme reviews.
 Active staff development programme.
 Peer observation.
 Annual staff appraisal.
 Mentoring of new and part-time lecturers.
 External accreditation.
 Continuous monitoring of student progress and attendance.
 Personal Academic Support System.
 Student module evaluation forms.
Committees with responsibility for monitoring and evaluating quality and standards
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SoA Board of Studies.
 Graduate School Board
 Faculty Graduate Studies Committee
 SoA Board of Examiners
 SoA Planning Committee
 Staff-Student liaison Committee
 Module and subject team meetings
 SoA Graduate Studies Committee
Mechanisms for gaining student feedback on the quality of teaching and their learning
experience
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Staff-Student liaison committee
Student module evaluations.
Student programme evaluations
Discussions with Tutors.
Discussions with Senior Tutor.
Email and other communications.
Informal meetings and social contact with students (including student role in recruitment
activities).
 Student representation on department committees.
 Student representation on faculty committees.
 Student representation on university committees.
Staff Development priorities include:
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Development of individual’s approaches to teaching and learning.
Support for research including conference attendance and appropriately covered leave of
absence to support research activities.
18. Indicators of Quality and Standards
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Staff members contributing to the programme have acted as assessors for HEFCE/QAA.
Staff members contributing to the programme have served as External Examiners for
degree programmes at other UK universities.
Staff members contributing to the programme have academic peer esteem in pedagogy
and research.
Staff members contributing to the programme are specialists within the field of practice
based research in the professional field.
An expanding and developing undergraduate programme evidencing high quality learning
and teaching.
The following reference points were used in creating these specifications:
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The University Mission Statement.
The University Plan and Learning and Teaching Strategy.
The School of Arts Plan.
Publications by the University Quality Assurance and Validation Office.
University Credit Framework and Code of Practice for Taught programmes of Study.
Programme Specification Template
Last updated October 2011